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英语教案1
英语教案
初三英语：Lesson 23教学设计方案
Period: The third Period
Content: Lesson 23
Properties: Recorder
Teaching Objectives: Students should master the dialogues, useful expressions about the present perfect tense and the object clause.
Language Focus:
1. How long have you lived in…?
I ve live here since…
2. How long have you been doing sth.?
I ve been doing sth. for…
3. What s the longest time you ve been down?
I ve been down as long as…
4. … says (that)…
Teaching Procedures:
Ⅰ. Organizing the class
Greetings and a duty report.
Ⅱ. Revision
To dictate the words last time.
Check homework
Ⅲ. Presentation
Present the sentence:
How long have you learned English?
Ask some students to answer.
Then go on:
Do you like learning English?
Have the students practice this dialogue in Pairs, in groups. At last, act out the dialogue
Ⅳ. Read and say
Play the tape for the students to listen and repeat
Then ask:
How long has Lin Yang lived in Honolulu?
How long has Lin Yang been surfing?
Have the students ask the questions, check with the whole class.
Ⅴ. Practice
Practice the dialogue in Pairs, then in groups.
Then act out the dialogue.
Ⅵ. Ask and answer
Talk about the dialogue of Part 2 in Pairs.
Finish the sentences in Pairs.
Ⅶ. Practice
Talk in groups of three. The first student says something, the second student may ask: What does he / she say? The third student repeats using the Object Clause: He / She says that…
Ⅷ. Homework
Finish off the exercises in the workbook.
Ⅸ. Summary
Exercise in class:
Rewrite the following sentences with the Object clause.
1. Physics isn t easy to learn
He says…
2. Who does live in the room?
Do you know…
3. You have passed the exam.
I m glad…
4. He ll be back in a month.
I hear…
5. Whose dictionary is this?
Tom asked…
Answers:
1. He says (that) physics isn t easy to learn.
2. Do you know who lives in the room?
3. I m glad that you have passed the exam.
4. I hear he ll be back in a month.
5. Tom asked whose dictionary this was.
英语教案2
?教学内容分析（Analysisoftheteachingcontents）：?学生分析（Analysisofthestudents）：
?教学目标(Objectives)
1．语言知识目标(Languageknowledge)：
2．语言技能目标(Languageskills)：
3．情感态度目标(sentiment)：
4．学习策略目标(Learningstrategy)：
5．文化意识目标(Culturalconsciousness)：（不一定每课写）?教具(TeachingAims)：
?教学过程(可按实际情况写，每步骤后写目的)：一、热身准备（WarmingCup）:
二、呈现与操练（Presentationandpractice）：
三、巩固(Consolidation)
四、发展(Development)
五、作业(Homework)：
?板书设计：
?附上练习：
范例一：Unit3Let’stalk第一课时小学三年级
教学重点：Howareyou?Fine,thankyou.等问候语的学习。教学难点:1、Howareyou?的得体运用。
2、Fine,thankyou.中fine一词字母i的发音不容易到位。教具准备：1、本课Let’stalk/A部分的教学课件。
2、教师为学生准备3―4个扩音器。
3、本课时教学配套的录音带，以及歌曲“Hello”
“Head,shoulders,kneesandtoes”的录音带。
4、Mr.Black,MissWhite,MissGreen的头饰
教学过程：
1、热身、复习(Warming-up/Revision)
（1）师生共同唱歌曲SinganEnglishtogether.“Head,shoulders,kneesandtoes”，复习人体部位的单词，并集中学生注意力，调动学生学习兴趣。
（2）游戏Doagame.“SIMONSAYS”指令可以是一二单元Let’sdo(A/B)的内容。
（3）师生同唱歌曲“Hello”。教师可以边唱边用手势示意学生，将歌曲中的人名改为同班同学的名字。
（4）教师用头饰介绍人物。例如：教师举起Mr.Black的头饰说：ThisisMr.Black.然后戴上Mr.Black的头饰说：Goodmorning,boysandgirls.I’mMr.Black.Nicetomeetyou.让学生回答：Nicetomeetyou,too.
用同样的方法介绍MissWhite,MissGreen，并要求学生和这些人物打招呼。
（5）请三个学生扮演Mr.Black,MissWhite,MissGreen，用唱歌的形式互相问候:“Hello”。
2、呈现新课(Presentation)
（1）师生观看教学课件。课件内容为Let’stalk/A的内容。教师利用与教材内容相同的教学课件，使学生一目了然，既了解了句型的含义，又了解句型运用的情景。
（2）再次观看课件，教师提问：T:Whataretheydoing?他们在干什么？S:在打招呼。
（3）教师演示Let’stalk/A的内容，使学生进一步理解对话。方法为：教师左手举起MissWhite的头饰，右手举起MissGreen的头饰时，用不同声调引出对话内容。在此次演示活动中，教师强调Nicetomeetyou.Nicetomeetyou,too.两句话。
（4）教师提问：Mr.Black和MissGreen是怎样用英语打招呼的"。能力强的学生或学过英语的学生尝试性的说Howareyou?Fine,thankyou.
（5）听本课时Let’stalk/A教学配套的录音带，学生跟读并模仿发音。教师注意带读不易掌握的读音，如：Fine,thankyou.一句中fine中的元音字“i”的读音是[ai]，提示学生口型要略大些。而thank一词中的th在发音时，要让舍尖处于上下齿之间，教师可以夸大口型，让学生了解发音方法。教师要适当纠正，切不可一味的纠正发音，打击孩子学习的积极性。
（6）第三次观看Let’stalk/A部分的教学课件。使学生进一步了解对话内容和含义。在此基础上告诉学生，Howareyou?与以前所学Hello./Hi.等问候语不同点在于：Howareyou?是用于熟人之间有一段时间未见面，或是对
方身体欠佳，或是较正式的向别人打招呼等场合。因此，同学们不必每次见面都问Howareyou?，每天见面时，只要说Hello.和Hi.就可以了。
（7）趣味操练游戏----传口令
教师分别在每组第一个学生的耳边轻轻的说：Howareyou?Fine,thankyou.学生依次传递。以传递准确，速度又快的为胜。
（8）为学生准备3―4个扩音器/麦克风和头饰，让学生做“今天我配音”的活动。学生给课件中的人物配音，再次巩固练习新句型。学生在学、练的同时，掌握并理解教学的重、难点。
3、趣味操练(Practice)
（1）游戏：开火车六至七人一组，做开火车的游戏。教师在每组选出一名“质量监督员”，监督每个同学提问的完整性和正确率。从第一个学生开始
Hi/Hello/Goodmorning,A.Howareyou?第二个学生回答I’mfine./Fine,thankyou.并提问Howareyou?以此类推。（A代表学生姓名）。
（2）演一演：学生戴上Mr.Black,MissWhite,MissGreen的头饰，分角色练习、表演对话。
（3）游戏：击掌问候
做Let’splay部分的活动，教师让学生按教材的方法两人一小组的活动，两人相互击掌问好，如：
S1:Hi/Hello/Goodmorning,Peter.Howareyou?
Peter:I’mfine./Fine,thankyou.。
在同桌练习之后，在进行前、后两人一组练习。目的是再次强调练习Let’stalk部分的内容。练习时训练学生彼此倾听发音，纠正发音，从而感悟英语的语音、语调的知识。
4、课堂评价(Assessment)
（1）教师让学生根据自己两个单元的获奖情况，制定本单元获奖目标。
（2）做活动手册第三单元第1部分的练习。
5、扩展性活动(Add-activities)
可将趣味操练中的游戏2扩展为“找朋友”的游戏。
让学生在教室自由走动，击掌向她想打招呼的同学问好，教师可放音乐来规定时间，音乐停的时候，击掌最多的学生为胜利者。教师可给前五名发小奖
教学内容：牛津小学英语3AUnit5A(12)B(Threewords)
一、教学目标：
1、能学会使用问候语“Howareyou?”及其回答：Fine,thankyou.Andyou?I’mfine,too.
2、能会说以下三个学习用品单词：pencil---pencils、book---books、
rubber---rubbers初步了解单词的复数的读音。
3、通过唱歌、游戏、表演问候语等形式，激发小学生学习英语的兴趣。
二、教学重、难点：
目标1、2
三、教学用具：
实物、图片、头饰、录像，投影、布偶等。
四、教学过程：
Step1Singasong:Hello!
Step2Revision
1、Freetalk.
2、Actoutsomedialogues.
Theway:A:T----Ss;B:T---S;:S----S;
Step3Presentationanddrill
一、Teachthedialogues:
1、Askandanswer
(1).Teach:Howareyou?Fine,thankyou.(出示布偶)
T(布偶1):Hi，MrMonkey.Nicetomeetyou.
T(布偶2):Hello,MissDuck.Nicetomeetyou,too.
T1:Howareyou?
T2:Fine,thankyou.(重复几次，注意语气)
（板书呈现）a.Readaftertheteacher.
b.Drillthedialogue.(T---Ss;Ss---Ss)
(2).Teach:Andyou?I’mfine,too(布偶对话)inthesameway.
2、WatchTV
3、Readafterthetape.(板书呈现)
4、Readaftertheteacher.（打开书本）
5、Readinsomeways.(T---Ss;Ss---Ss;?
二、Teachthreewords:(由Askandanswer引入)
(1)Teach“pencil---pencils”(头饰)
Theway:A:Askandanswer:(Lookandlisten)
T:Hello,What’syourname?
S:I’m***.What’syourname?
T:I’mMrPencil.(出示图片，单词)
B:Readaftertheteacher.
C:Showme./Touch./Putit/themon/in?
(2)Teach“book---books”、“rubber---rubbers”inthesameway.
(3)Playagame“Touchandguess”
Step5Consolidation
Makedialogues:
(1)Makeamodel.
(2)Actthedialogues.(出示情景)
(3)Singasong:《Hello,howareyou》
英语教案3
词汇、语法课教案格式
School_____Junior or Senior Section______
Class ________ Grade ________
Size _________ Time________ Date ______
Materials ________Type of lesson______
Contents: 1. Vocabulary
2. Structure/grammar/phonetics
3. Dialogue/Reading/Writing
Objectives:
1. Instructional objectives (language knowledge and
language skills)
1)
2) …
2. Educational objectives (affect, learning strategy and
cultural awareness)
1)
2)…
3. Personal objectives
Focal points:
Difficult points:
Aids:…
Procedures and Time Allotment
1. Getting ready for learning
2. Revision ( … minutes)
3. Presentation (… minutes) 语法课和词汇课
4. Drills (… minutes)
Types of drill: There are several types of
drill you can use
1) Choral repetition ( whole class together )
2) Groups A and B ( dividing the class in half )
3) Rows or lines
4) Teams
5)Boys or girls
6)Ripple drill: A---A+B---A+B+C--- A+B+C+D
7) Back-chaining
8) Chain drills
5. Practice(… minutes)
6. Production/Consolidation (… minutes)
1) Oral work 2) Written work
7. Assigning homework
1) Conclusion2) Homework
Self- evaluation
对话课、阅读课、写作课教案格式
School_____Junior or Senior Section______
Class ________ Grade ________
Size _________ Time________ Date ______
Materials ________Type of lesson______
Contents: 1. Vocabulary
2. Structure/grammar/phonetics
3. Dialogue/Reading/Writing
Objectives:
1. Instructional objectives (language knowledge and
language skills)
1)
2) …
2. Educational objectives (affect, learning strategy and
cultural awareness)
1)
2)…
3. Personal objectives
Focal points:
Difficult points:
Aids:…
Procedures and Time Allotment
1. Getting students ready for learning( … mins)
1) Greetings
2) Routine task
2. Revision ( … mins)
3. Pre-reading (… mins)
此步骤包括词汇、语法教学等
4. While-reading
5. Post-reading (… mins)
1) Oral work 2) Written work
6. Assigning homework
1) Conclusion 2) Homework
Self-evaluation
供参考的范例
Module 1 Unit 2 Heroes Lesson 1 Modern Heroes
说课教案
（一） 教学内容
1． 本课是Unit 2 heroes Lesson 1 Modern Heroes 的第一课时。本单元分别介绍了National hero， History makers，Sports stars 和 Superhero。这几篇文章的主题都是hero，但涉及的领域不同，它们融会贯通，承上启下，融为一体。
2． 本课是介绍National Hero，是学生比较熟悉和感兴趣的话题，前部分需要介绍杨利伟和神州五号，让学生掌握有关词汇；后一部分是介绍杨利伟乘坐神州五号宇宙飞船遨游太空的情况。
3． 本课文出现了较多的定语从句，还有生词较多（有些单词表没有而初中又没有学过），在这样的困难前提下，我引导学生通过 culture and background knowledge，结合课本内容丰富自己的知识面，拓宽学生对航天知识的了解，让学生了解航天英雄的成功之路，激发他们的民族自豪感。
（二） 学生分析
1． 组成情况
职业高中高一学生年龄都在14－16岁之间，大多数学生由于初中的知识基础打得不扎实，而且缺乏主动学习的能动性，自学能力差，对学习没有持有探究性和方向性，也没有养成良好英语学习习惯，所以学习成绩不太理想。
2． 学生的知识与技能水平
职业高中招生的学生，基础知识比较薄弱，甚至连音标都不会读，词汇的掌握范围狭窄，影响了阅读，听力和作文。学生的表达能力还是停留在比较低级的水平，面对每幅图片或某个主题只能说出一两句话，而且在阅读上，未能掌握泛读和精读的技巧和方法，课后的预习和复习能力较差，缺乏总结归纳的能力。
3． 学生已掌握的学习策略
尽管学生的知识和技能水平一般，但经过了一定时间的训练后，他们还是掌握了pair work, group work, using the culture and background knowledge的阅读技巧。
（三） 教学目标
1． 通过快速阅读文章，学生能够对每段文章进行归纳总结，准确地把段落主题与所给的headings联系起来。
2． 通过仔细阅读，学生能够回答关于文章的.细节问题。
3． 通过进一步阅读，学生能够学生能用英语对采访自己心目中的民族英雄。并尝试复述课文。
（四） 教学策略
教学方法：使用交际法，充分调动学生的积极性，积极参与到课堂教学中，通过师生互动，小组表演的形式，完成各种任务，以达到完成教学任务的途径。
（五） 教学过程
第一步 导入
T: Good morning, Everyone! Do you like watching movies? Do you know Jet Lee (李连杰)？Do you know one of his famous movie called HERO? What does ?hero? mean? Who are the heroes in your heart? Do you know Yan Liwei, our national hero?
第二步介绍文章人物
T: Open your books, and turn to page 100 and 101. Let?s read two passages about Shenzhou V and Yang Liwei.
Shenzhou V is China?s first manned spaceship. It lifted off at 9 a.m. on Wednesday, October 15th, in Jiuquan, Gansu Province. It was carrying Yang Liwei. It was launched very successfully and landed in Inner Mongolia safely.
Yang Liwei is China?s first astronaut. He was a pilot in the army. He was chosen from 1,500 other army pilots and started training for his space flight in . During the 21-hour space flight, he circled the earth 14 times. When the spaceship was doing its seventh circle, Yang Liwei showed the flags of China and the United Nations, expressing the wishes of the Chinese people to explore and use space peacefully. 介绍文章时，展示文章中的生词，让学生猜测词意，带读并加以巩固。
第三步阅读文章
（1） Fast Reading
呈现六个headings，让学生快速阅读，要求归纳每段的主题。
a. Astronaut lands safely
b. Welcome home
c. International good wished
d. An exciting lift-off
e. Introdution
f. During the flight
学生单个回答并集体讨论改正错误。
(2) Careful Reading
学生通过fast reading,完成了headings后，基本对课文有一定的了解，然后呈现出五道问题，要求学生再进行第二次阅读，对课文进行更深入的了解。
1. How did Yang Liwei feel duing the flight? How did he feel afterwards?
2. What did Yang Liwei do during the Shenzhou V?s seventh circle of the earth?
3. How many circles did the spaceship complete while Yang Liwei was sleeping?
4. What were helicopters doing as Yang Liwei returned to the earth?s atmosphere?
5. What did Yang Liwei do when he came out of the spaceship?
第四步 巩固练习
通过两次阅读让学生对课文熟悉，训练学生的阅读速度和解题技巧，最后通过ask and answer in pairs，培养学生的口语能力，并强迫他们记住文章的主要内容，为下一步语言运用打下基础。
第五步 语言运用
为提高学生对生活中的热点问题发表自己观点的能力，让学生运用自己学过的语言知识，对自己心目中的民族英雄进行模拟采访。把全班同学分成若干个小组，每个小组有一名同学扮演“杨利伟”，其他同学为全国各地新闻媒体记者，他们自由设计问题，对“杨利伟”进行采访。
教师巡视课堂，发现表现出色的小组，让他们到台前表演。
教师总结评价。
第六步 布置作业
让学生准备复述杨利伟的故事，要求说出自己的民族自豪感。
A Teaching Plan for Unit 3 Celebration Lesson 1 Festivals
HUANG SHUI PING
General objectives:
1.To read to learn the main Chinese seasonal festivals and their history origin and meanings.
2.To help them learn some phrasal verbs and functional items about the topic and try to use them. Language aim:
1.Phrases:
Be celebrated by, fall on , mark, be decorated with, tradition/traditional, serve, take part in, get together
2.important sentences:
The Mid-Autumn Festival is celebrated by Chinese people.
The Lantern Festival falls on the fifteenth day of the first lunar month.
It marks the beginning of the hottest season of the year.
Ability aim:
1).Improving the ability of getting the general information and specific information from reading a text.
2). Using own words to describe some important Chinese festivals.
Emotion aim:
To promote students? qualities of a patriotism(爱国主义精神，爱国心) by learning the main Chinese festivals and learn their history origin and their meanings。
Teaching important points and difficult points:
1).To get information from reading
2).To talk about festivals freely in English.
Teaching methods:
Brainstorming, task-based teaching method , heuristic teaching method , group work.
Teaching aids:
a recorder, a computer, and blackboard
Teaching procedures:
Step1. Greeting and reviewing.
Greet the class as usual.
Ask: what we can celebrate in our life? Get students to answer using the key words in warming up. eg, Graduation, a birthday, Christmas, passing an exam, winning a scholarship, a sporting victory, the Mid-Autumn Festival, the New Year, a wedding, Halloween, the Dragon Boat Festival
Step2. Leading-in.
Show students many pictures of different seasons on the screen , asking: What?s your favourite season? Why? Help students answer using the words that they have already learned. Then ask: What festivals happen during your favourite seasons? Show more pictures about different festivals on the screen to help them to answer.
Students can work together to answer this question. Eg,
T:What is your favorite season? What festivals happen during your favorite season? ( have a discussion) (S1: I liker summer. There are Children?s Day, Dragon-boat Festival and Mother?s Day.
S2: My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas Day. S3: ……
T：Well done. Thank you.
Explain the differences between Day and Festival.
Step3.While-reading
Activity1.Fast-reading
Get students to read the text quickly, match the pictures with the festivals.
Activity2. Guessing.
Show some describing sentences on the screen to let students read and guess the names of the three festivals .
Activity3. Careful-reading
英语教案4
初三英语：Lesson 23教学设计方案
Period: The third Period
Content: Lesson 23
Properties: Recorder
Teaching Objectives: Students should master the dialogues, useful expressions about the present perfect tense and the object clause.
Language Focus:
1. How long have you lived in…?
I ve live here since…
2. How long have you been doing sth.?
I ve been doing sth. for…
3. What s the longest time you ve been down?
I ve been down as long as…
4. … says (that)…
Teaching Procedures:
Ⅰ. Organizing the class
Greetings and a duty report.
Ⅱ. Revision
To dictate the words last time.
Check homework
Ⅲ. Presentation
Present the sentence:
How long have you learned English?
Ask some students to answer.
Then go on:
Do you like learning English?
Have the students practice this dialogue in Pairs, in groups. At last, act out the dialogue
Ⅳ. Read and say
Play the tape for the students to listen and repeat
Then ask:
How long has Lin Yang lived in Honolulu?
How long has Lin Yang been surfing?
Have the students ask the questions, check with the whole class.
Ⅴ. Practice
Practice the dialogue in Pairs, then in groups.
Then act out the dialogue.
Ⅵ. Ask and answer
Talk about the dialogue of Part 2 in Pairs.
Finish the sentences in Pairs.
Ⅶ. Practice
Talk in groups of three. The first student says something, the second student may ask: What does he / she say? The third student repeats using the Object Clause: He / She says that…
Ⅷ. Homework
Finish off the exercises in the workbook.
Ⅸ. Summary
Exercise in class:
Rewrite the following sentences with the Object clause.
1. Physics isn t easy to learn
He says…
2. Who does live in the room?
Do you know…
3. You have passed the exam.
I m glad…
4. He ll be back in a month.
I hear…
5. Whose dictionary is this?
Tom asked…
Answers:
1. He says (that) physics isn t easy to learn.
2. Do you know who lives in the room?
3. I m glad that you have passed the exam.
4. I hear he ll be back in a month.
5. Tom asked whose dictionary this was.
英语教案5
[教学目标]
1. 能够听、说、读、写以下动词短语：learned Chinese，sang and danced，took pictures，climbed a mountain，ate good food。
2. 能够询问别人在假期里所做的事情并做答。
[教学重点和难点]
1. 本课时的教学重点是掌握五个动词短语的过去式形式。
2. 本课时的教学难点是以下六个单词的拼读和拼写：took，learned，sang，danced，ate，climbed。教师要多示范，通过有针对性地反复操练直到学生熟练掌握。
[教学准备]
本课时的动词短语卡片;照相机、食物、一首歌曲，一张照片;本课时的单词卡片。
[教学过程]
(一)Warm-up
1. 教师放五年级下册的歌谣“Let"s go on a field trip...” 学生边唱歌边跟教师做相应的动作。
2. 教师放Let"s chant的录音，学生跟着录音说。
(二)Preview
1. “猜一猜”游戏：教师呈现学生小时候的照片问：Who"s he/she? 引导学生回答。然后教师拿出自己小时候的照片让学生猜。学生猜出后，教师指着照片说：Yes, it"s me. I was ... years old then. 教师依次拿出几张风景照，问：Guess. What place is it? 引导学生回答。
2. Let"s start
教师展示本部分的挂图问：Do you like holidays? What do you usually do on your holiday? Do you go on trip? What do you usually do during your trips? 引导学生根据提示图回答。
(三)Presentation and Practice
Let"s learn
1. 教师问一名学生：What"s your hobby? 引导学生回答。教师指着自己说：I like taking pictures. I have many beautiful pictures. 然后拿出一张风景照说：Look at this picture. I took the picture last week. 教师板书took pictures和take pictures，请学生认真观察并说出两个短语的不同之处，然后指导学生拼写。
2. 教师拿出一张自己爬山的照片，说：I went to Xinjiang/...last year. Guess. What did I do there? 请学生猜。如果有学生猜到climb a mountain，教师就向学生展示照片：Yes, that"s right. I climbed a mountain. 教师板书climbed a mountain，带读，引导学生对动词原形和过去式进行比较。教师继续问：Have you ever been to any famous mountains? Where have you been? 引导学生说：I climbed Hua/Yandang/...Mountain.教师可继续提问：When did you climb Yandang Mountain? I climbed Yandang Mountain in spring/April 8th.
3. 教师再次展示爬山的照片，说：I climbed Huang Mountain. Then I was hungry. I went to a restaurant. Guess. What did I do there? 如果学生猜到吃东西，教师就拿出一张美食的照片说：Yes, I ate. I ate good food. 板书ate good food和eat good food，带领学生比较不同之处。教师带读，注意强调ate的发音。
4. 教师依次出示爬山和美食的照片说：I climbed a mountain. I ate good food, too. What else did I do there? Guess.
5. 教师放课前准备的歌曲录音，放完一遍后，问学生：Do you like it? Would you like to sing along? 教师和学生一起跟着录音哼唱歌曲。教师问学生：What did we do just now? 引导学生回答：We sang a song. 教师板书sang和sing，带领学生进行比较。教师带读单词。教师边做动作边说：People in Xinjiang like singing. They like dancing, too. 教师板书sang and danced，带读。
6. 教师出示本部分的教学挂图，介绍说：Mike and John went to Xinjiang together. Mike likes taking pictures. He took many pictures. What else did he do? 手指Mike学中文的图说：He learned Chinese. 板书 learned Chinese，带读。教师再问学生：What did John do? 引导学生回答：He climbed a mountain. He ate good food. He sang and danced.
7. 教师放A Let"s learn部分的录音，学生跟读。
8. 教师带领学生说唱下面的歌谣：
What did you do on your holiday?
What did you do on your holiday?
I took, took pictures.
What did you do on your holiday?
I climbed, climbed a mountain.
What did you do on your holiday?
I learned, learned Chinese.
What did you do on your holiday?
I sang, sang and danced.
9. 快速抢答：全班学生分成四个大组。请一名学生上来抽取两张卡片并依次做相应的动作，四个组的学生根据表演者的动作猜：He ate good food/ ... and climbed a mountain/... 哪个小组首先猜出正确答案就得一分，最后总分最高的小组获胜。
10. 学生两人一组，轮流抽取学生卡片编对话。
英语教案6
一．Teaching aims：Language goals
1、Talk about how to study。
2、Find out your suitable learning methods。 Ability goals
1、Words and phrases：aloud pronunciation work with friends ask the teacher for help，read aloud，look up，practice pronunciation
2、Sentence patterns
How do you study English？
I learn by working with a group。
Do you learn English by reading aloud？
Yes，I do。It helps my pronunciation。
How can I read faster？
You can read faster by reading word groups。
二．Emotion and attidute：Developing students’ ability of learning English
三．Key points and difficulties
1、Key words and phrases
2、Questions intrduced by “how”and the sentence pattern：“by +doing ”
四．Teaching procedures：Step 1 Warming up
T：How do you study English？Do you study English by the following ways？（Show some pictures and present the important phrases。）
T：How do you study English？S：I study English by ______。
by working with friends。
by making word cards。by asking the teacher for help。by reading the textbook。by working with a group。by listening tapes。Step 2 1a Check the ways you study English。Then add other ways you sometimes study。___ a。by working with friends。___ b。by making word card。___ c。by reading the textbook。___ d。by listening to tapes ___ e。by asking the teacher for help。…
Step 3 Listening
1）Listen。How do these students study for a test？Write letters from 1a above。2）Check the answers：b（Meiping）；e（Peter）；d（Tony）Step 4 Gue Show some pictures。
Gue：How does heshe study English？HeShe studies English by…
How do they study English？They study English by… Step 5 Pairwork
1c Make conversations about how you study for a test。
A：How do you study for a test？
B：I study by working with a group。
A：How do you study for a test？
B：I study by… Step 6 Listening
2a Listen and check the questions you hear。1 ____ Does anyone learn English by watching videos？2 ____ Do you have conversations with friends in English？3 ____ What about listening to tapes？4 ____ What about reading aloud to practice pronunciation？5 ____ Have you ever studied with a group？
Answers：1，2，4，5 2b Listen again。Match each answer below with a question above。
a、Yes，I have。I’ve learned a lot that way。
b、Oh，yes。It really improves my speaking skills。c。I do that sometimes。I think it helps。d。No。It’s too hard to understand spoken English。
Answers：d，b，c，a Step 7 Pairwork 1。2c Make conversations using the information in 2a and 2b
A：Have you ever studied with a group？
B：Yes，I have。I’ve learned a lot that way。
Show some pictures。1）A：Do you learn English by watching movies？
B：Yes，it’s a very interesting way。
C：No，it’s too hard to understand spoken English。
2）A：What about writing letters to a pen pal in America？
B：Yes，it helps to improve my writing skills and know a lot about America。
3）A：Do you have conversations with friends in English？
B：Of course，we can talk about plenty of things like school，pets，movies，and our parents。
Step 8 Summary
How do you study English？
1、by working with friends
2、by watching English movies。
3、by making word cards。
4、by reading the textbook。
5、by listening to tapes。
6、by asking the teacher for help。
7、by reading aloud。Step9 Homework How do you study English？What about physics and Chinese？Make a list。
英语教案7
[教学目标]
1.能够听、说、读、写以下动词短语：eat breakfast, do morning exercises, have English class, play sports, eat dinner.
2.能够听懂问句：When do you do morning exercises / ...? 并能用所学动词短语替换句型“I usually ... at ...”中的关键词回答问句。
3.能理解并说唱Let"s chant部分的歌谣。
4.能够了解Good to know 部分的内容。
[教学重、难点]
1.本课时的教学重点是掌握A部分Let"s learn中的五个动词短语，并能用这五个短语回答询问作息时间的问题。
2.本课时的教学难点是掌握五个四会短语和单词exercise, usually的正确发音。
[教具准备]
1.教师准备Let"s start部分和主情景图的教学挂图。
2.教师准备录音机和录音带。
3.教师准备五年级上册第二单元的动词卡片和本单元A Let"s learn部分的动词卡片。
4.教师在课前将usually, often, sometimes的单词卡片贴在教室的墙上。
5.教师课前在黑板上画一个大钟，并标注时间刻度。
[教学过程]
1.热身(Warm-up)
(1)教师站在黑板上的钟前面，张开手臂演示一个时间，比如：9：30，注意演示时将一只手臂略缩短一些表示时针，另一只手臂表示分针。然后教师提问学生：What time is it? 学生回答：It"s ... 教师请几名学生来演示并提问：What time is it? 其他学生回答。
(2)教师播放五年级第二单元B部分的歌谣，复习巩固句型：“What do you do on Saturdays?”
2.预习(Preview)
游戏：“梦想剧场”
教师将全班分成四组，出示动词卡片：play ping-pong / football, paint, watch TV, read books, play computer games, do homework / housework等，每组派一名学生看词卡表演这一系列动作，该组其他学生猜测他 / 她表演的动作名称，猜对次数多的一组为胜。最后评出两名表演最出色的学生为“梦想剧场”的“今日之星”。
3.新课呈现(Presentation)
(1)教师请“今日之星”给大家表演一节广播体操。教师出示单词卡片：do morning exercises.教师领读，学生跟读，教师注意提醒学生 exercise的发音，可分音节由慢到快地教读。之后教师提问一名学生：Can you do morning exercises? 该学生答：Yes, I can.这名学生再问其他学生，做连锁操练。操练可以不按座位进行，让每名学生始终保持积极的状态。建议教师引入do eye exercises来拓宽学生的词库，丰富操练内容。
(2)教师请另一位“今日之星”给大家表演动词短语play spots。学生也许会猜测为play football / basketball / ping-pong, jogging等。教师可以这样引导学生：Yes, you"re right. We can play ... We can play sports. You play sports every day.
(3)教师简笔画出太阳、月亮，代表早晨和晚上，教学短语：eat breakfast / dinner, 老师领读，学生跟读。教师引导学生说：I eat breakfast，学生马上说at 7：00 in the morning。学生分组做这个游戏，以此方式来操练三个动词短语。
(4)教师出示单词卡片have English class，说句子：We have English class。学生学说这个句子。然后教师说：Mr. Wang(该班的语文教师)is here。 引导学生说：I have Chinese class。教师继续列举各科教师的名字，让学生说句子，进一步熟悉这一动词短语。
(5)学生两人一组用单词卡片练习本课时动词短语。说得多且正确的一方为胜者。
(6)上课前教师将写有often, usually, sometimes的词卡片贴在教室的墙上，教师说出一些含有以上单词的句子，如：I usually do morning exercises at 8：30， 学生要迅速地听出，指向这一单词并重复这个句子。教师注意示范usually的发音。
(7)学生听A部分Let"s learn的录音，跟读。教师引导学生快指快说主情景上呈现的动词词组。
(8)教师引导学生以比赛的形式拼读本课时所学短语，要大力表扬能快速并正确地拼读单词breakfast和exercises的学生。
Let"s start
教师站在黑板上的钟前面，伸出两臂作为指针，做出6：00的样子，问学生：What time is it? 学生应回答：It"s six o"clock. 教师再做出get up的动作，说：I usually get up at 6:00 in the morning. 教师出示Let"s start部分的挂图，指着图1问学生： When do you get up? 引导学生回答： I get up at ... 并填写具体时间。然后教师与学生继本部分设计的问题如下：
(1)When do you get up?
(2)when do you eat breakfast?
(3)When do you go to school?
(4)When do you eat lunch?
(5)When do you have Chinese class?
(6)When do you eat dinner?
(7)When do you do homework?
(8)When do you watch TV?
(9)When do you go to bed?
Let"s play
(1)学生二人一组配合表演动词短语，一人表演，一人在他/她背后说出这个动作的名称，如：I get up / do morning exercises ...表演完毕后全班评选最佳拍档。
(2)学生再三人一组进行表演，第一人表演动作，第二人表演时间，第三人说出句子，如：I get up at 6:30 ...
Let"s chant
教师放学生用书第二页Let"s chant的录音，学生听录音、跟唱歌谣。教师请学生读单词sometimes, usually,要注意纠正其发音。
[英语教案格式]
英语教案8
英语教案
Unit1 My new teachers第一课时教学重点本课时的教学重点是Let"s learn部分的单词：old，short thin，tall，strong,young,funny,kind等。要求学生能听懂句型，并结合这些句子表达的情境，学会恰当地替换句中的单词。逐步学会听、说、读、写单词：old，short，thin，tall，strong。二、教学难点本课时的教学难点是如何利用所提供的对话和情景，以旧引新，让学生进入学习状态。Let"s start部分在学生用书当中首次出现，教师应正确理解此部分的辅垫作用，可根据实际教学需要进行使用，并帮助学生熟悉教材内容的变化。三、课前准备1.教师准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡。2.准备一些教师的照片或图片。3.教师准备录音机及录音带。四、教学过程1.Warm-up(热身)(l)教师播放Let"s start下面歌谣的录音，让学生听歌谣猜单元话题，激发学生对新学期第一单元英语学习的兴趣。还可以使用四年级上册第三单元学过的句型：“I have anew friend.He"s tall.He"s strong,too.”并结合相关人物的图片，引导学生复习strong，tall，short，thin等词，为本课时听、说、读、写这些单词做好准备。(2)日常口语练习，内容可参考如下：T：Hello,everyone！Welcome back to school！Nice to see you！Ss：Nice to meet you！(3)问学生几个问题，引出本课重点内容。具体会话可参考如下：T：Hi，everyone！Nice to see you again.What grade are you in now?Ss：We"re in Grade 5.T：Do you like your new English books(new classroom,new teacher)?Ss：Yes！T：What are we going to talk about in Unit 1?Guess！What"s the topic of Unit 1?2.Presentation(新课呈现)(l)教师出示Let"s start部分图片，介绍说：Rabbit has many new teachers in her school.Do you have new teachers?引导学生根据情景图的提示描述新教师。然后教师说：“今天我们将学习怎样描述新教师。Sarah将为大家介绍几位新教师，大家在先看一看有哪些是新教师?(2)出示Let"s learn部分的图片，向学生介绍说：They are Sarah"s teachers.Describe these teachers.引导学生结合预习部分回答出strong，tall，short，thin等旧词，然后结合图卡向学生呈现新词：youny，kind old，funny。教师可利用简笔画、单词卡片或实物图片等-一教授新词，使学生正确理解、认读。(3)教师可播放单词的声音，让学生在听过一遍后跟读单词，逐步掌握正确的读音。(4)教师根据以下信息请学生判断会话中描述的教师是Let"s learn配图中的哪一位：Mr Hu is the art teacher.What"s he like?He"s short and thin.完成前面铺垫的学习任务，让学生猜出哪位是Sarah的新教师。教师再引导学生利用Let"s learn部分所提供的替换句型，描述Sarah的其他两位新教师，练习巩固所学新词。(4)试着写单词。教师范写四会单词，让学生跟写或在单词卡片背面仿写，达到听、说、读、写四会掌握新词的目的。3.Let"s play(趣味操练)(1)Let"s find out(找一找)教师指导学生用所学新词和句型描述Let"s find out部分几位教师的体貌特征，然后找出正确的图片。完成这项活动后，教师引导学生充分利用八张新词卡片继续进行结对或小组活动，如：My new Chinese teacher is tall and strong.Who is he?让其他学生选出正确的图片。(2)Let"s sing(唱一唱)教师放歌曲”My new teacher“的录音，学生跟唱，进一步在音乐节奏中感知新词。4.Consolidation and extension(巩固与扩展)(l)让学生做本单元A Let"s learn部分的活动手册配套练习。(2)让学生模仿Let"s find out部分的.录音，读给朋友或家长听。展示不同教师的图片，让学生猜出是教哪个科目的教师，然后用所学新词描述这些教师的外貌特征。(3)让学生参照Let"s find out部分设计一些谜语让大家清一猜。可以参考以下语言：She is tall.She"s beautiful.She"s very young.We all like her.Who"s she?(4)让学生把新学的歌曲唱给家长或朋友听。5.小结单词：old，short thin，tall，strong,young,funny,kind教案点评：提供第一课时教案示例。本课时Let"s learn部分主要是通过情景会话，谈论美术教师的样子，来让学生学习单词：old，short thin，tall，strong,young,funny,kind等。教学设计适合与学生身边的人物相联系，尤其是新老师。可引导学生复习已学过的tall,short,thin,strong等词汇，再进一步学习本课新生词。达到描述不同图片人物的要求。利用一些活动来巩固知识。教师引导学生充分利用事先准备好的人物图片，进行结对或小组活动，如：My new Chinese teacher is tall and strong.Who is he?让其他学生选出正确的图片。Unit1 My new teachers第二课时一、教学重点本课时的重点掌握句型是：Who"s your math teacher?Mr Zhao.What"s he like?He"s thin and short.He"s very kind要求学生能在相似的情景中完成替换练习。能灵活运用这些句子进行交际。二、教学难点Let"s try这一形式在学生用书中第一次出现，但难度不大。学生即使不能够听懂句子的含义，只要明白关键词语的意思也能找到正确答案。教师要帮助学生听录音熟悉新词和新句型，感知连读、失去爆破和弱读等语音现象。初步培养学生的听力技能。三、课前准备1.教师准备教学过程中所需要的图片、声音、课件，人物图片最好是能够直接粘贴在黑板上。2.准备一些教师的照片或图片。3.教师准备录音机及录音带。四、教学过程1.Warm-up(热身)(1)教师放歌曲”My New Teacher“，让学生感知并复习歌曲中语言。(2)结合画有人物不同相貌特征的教学图片进行关键词的替换，引导学生复习上一课时所学的新词，为本课时学习句型做好准备。口语练习内容可参考如下：A：Good morning/afternoon.Look！Our math teacher is very young.He"s tall and thin.B：This is our music teacher.She"s young.She"s very funny.A：Who"s your art teacher?B：Mr Hu.A：What"s he like?B：He"s short and thin！2.Let"s try and talk(操练)Let"s try反复播放Let"s try部分录音，指导学生根据声音选出图中相应的人物。在学生根据录音内容圈出所描述教师之后，可让学生看一看他们熟悉老师的图片，用英语说出他们是谁，用句型：”Who"s he/she?What"s he/she like?“提问学生。此后再转入Let"s talk部分对话的详细学习。教师最好能放一句，停一句，并重复录音中的话语，帮助学生掌握正确的语音、语调。Let"s try部分录音内容如下：①Boy：Who"s your English teacher?②Girl：Who"s your math teacher?Girl：Mr Black.Boy：Mr Li.Boy：What"s he like?Girl：What"s he like?Girl：He"s tall and strong.Boy：He"s old.He"s very thin.Who are the two men they are talking about?Let"s talk(1)教师播放Let"s learn A中的四句话(声音见媒体素材的A learn sentences.wav)。教师说：”这位胡老师又瘦又矮，我们找一找图中的哪位老师又瘦又矮呢?“出示Let"s talk部分的人物图片，让学生快速找出Mr Zhao。然后教师分别说出教师姓氏：Mr Ma/Miss Liu….这时先不要求学生描述这些教师，可把该项任务放到对话教学之后。(2)听录音，跟读Let"s talk部分的对话。引导学生指现图中的人物Mr Zhao是English teacher,而录音中的人物说的是math teacher。(3)教师再次出示人物图片，让学生分别并对人物进行描述，可利用句型：”Who"s this man/woman?What"s he/she like?“进行操练，先由教师示范，再结对或分小组进行。Good to know此部分为选学内容，要求学生了解中西方国家在人名称呼习惯上的不同。汉语中习惯把姓放首位，名字放在后面。英语国家的人却习惯把名放在首位，家族的姓氏放在后面，而且有的在两者之间还有中间名(middle name)。这些不同需要让学生了解。3.Consolidation and extension(巩固与扩展)(l)让学生做A部分Let"s talk的活动手册配套练习。(2)让学生默记Let"s talk部分的录音，将内容说给家长或朋友听。(3)让学生利用新学的文化背景知识，试着与同学进行交流，可分别扮演不同国家的人物。再用英语写一写自己扮演的名字。4.小结句型：Who"s your math teacher?Mr Zhao.What"s he like?He"s thin and short.He"s very kind.教案点评：提供第二课时教案示例。课文通过听声音找图片人物、复述对话、操练句型等方式来学习句型是Who"s your math teacher?Mr Zhao.What"s he like?He"s thin and short.He"s very kind.这些句子在第一课时已接触过，本课重点是让学生进行句型操练。先学会听懂句型，再进行复述句型，最后灵活运用这几句话进行交谈。教师主要参与学生一开始的听说部分，引导学生掌握听英语的技巧，和说英语的语音。在学生最后的活动中，教师只起辅助作用，进行评分和最后的总结。Unit1 My new teachers第三课时一、教学重点本课时需要重点掌握四会句子，要求学生能在相似情景中正确使用。教师需重点强调这些四会句子的规范书写。二、教学难点本课时的难点是Pronunciation。要求教师在正确示范的基础上，引导学生读出含有这4个字母组合的单词并发现发音规律，尤其要强调bl，br的滑音变化。在句子中出现字母组合提示的单词，在本册是第一次出现。教师需要加以引导，正确示范朗读。遇到难度较大的句子，可让学生明白大意，不强求每位学生都能准确理解意思。三、课前准备1.教师准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡。2.准备一些教师的照片或图片。3.教师准备录音机及录音带。4.学生准备本课时所需的单词卡片和人物卡片。四、教学过程1.Warm-up(热身)描述教师：在多张教师的图片中，让某学生任意抽取一张，对该教师进行描述，其他同学补充。结合所学句型：”He"s tall and thin.He"s our English teacher."结合单词卡片复习所学的四会单词，可让学生进行口头拼读比赛。2.Presentation(新课呈现)Read and write(l)用图片展示的方法导入。教师介绍说：Zhang Peng has three new teachers this term.He talks about the