《英語》教案（通用23篇）
《英語》教案 篇1
初三英語：Lesson 23教學設計方案
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.
《英語》教案 篇2
第一課時
【課題】Unit 1 A 【課型】新授課
【教學目標 】
▲1 能夠聽、說、讀、寫短語。
★2 能夠聽懂問句：How do you go to school? Usually I go to school by bike ……并能用所學動詞短語替換句型“I usually... by bus ..”中的關鍵詞回答問句。
3能理解并說唱Let's chant 部分的歌謠。
4 能夠了解 Good to know部分的內容。
【教材分析】
本節課是本學期開學的第一課，主要讓學生學習Let's learn 中的五個動詞短語，并能用這五個短語回答詢問作息時間的問題。本課時的教學難點 是掌握五個四會短語和單詞exercises, usually的正確發音。我主要采取師生、生生互相合作，學生在愉快的學習氛圍中習得和學得。
【學生分析】
學生開學后第一次上英語課，都很積極，學習熱情也比較高，學生學習校園內常見事物的單詞，讓學生在復習中學習新知，學生興趣很高，學習熱情都比較高。
【教學準備】
教師：錄音機、磁帶、畫有校園常見事物的詞卡。
學生：課本。
【板書設計 】
Unit 1 How do you go to school?
A Let's learn
學習過程：
一Warm--up
1 Let's chant
How do you go to school?
Usually I go to school by bike
課后反思：
學生一般喜歡在游戲中完成自己的學習任務,所以我主要采取游戲學習方式來調動大家的學習興趣,讓學生樂于學習.在學習中學生的學生基礎差距較大，部分學生的基礎較差，學生之間互相幫助的方法有助于提高學生的英語水平，本學期的拼寫單詞較多而且也比較難，學生自己分析單詞，讓學生找拼寫規律,教師予以引導，有助于教與學,對于較差的學生，我進行單獨輔導，學生在學習英語的興趣上有所提高。學習英語的新思想是創設情景進行學習,我會學著去創設各種與教學相適應的情景去教學的.
《英語》教案 篇3
初三英語：Lesson 23教學設計方案
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.
《英語》教案 篇4
初三英語：Lesson 23教學設計方案
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.
《英語》教案 篇5
小班英語活動設計
活動名稱 Autumns Fruit
活動目標
1、通過活動復習五種水果單詞：apple orange pear banana pomelo
2、進一步學習句型:I like ……
3、鞏固幼兒對秋天幾種水果的認識,培養幼兒對英語活動的興趣,鼓勵幼兒大膽開口表達。
活動準備
五種水果及其水果卡片若干,籃子一個,小猴手偶一個。
環境創設
☆ 結合室外墻面秋天的主題,在“樹”上貼上各種水果圖片
☆ 在活動室地面上畫五個大水果
☆ 將實物水果洗凈,在活動室一角布置成水果店
活動重難點
☆ 注意糾正幼兒單詞的發音
☆ 引導幼兒用 I like ……表達自己喜歡的水果
活動過程
一、出示手偶,引入活動。
“Good morning,boys and girls.Look!Whos coming?”(幼:小猴)
小猴：“我有一片很大的果園，現在果子都成熟了。我想請小朋友們幫忙摘水果。Can you help me?”
二、摘水果（帶幼兒到“果園”）
1、小朋友摘水果。
“Look,There are many fruits.Please pluck them.”
2、收水果(one by one)
“Now,please give me your fruit.”
老師邊收水果邊問：“Whats it?”（幼兒必須說出水果名字老師糾正幼兒發音）
3、小結：有這么多水果，我們來看看都有些什么？apple……
三、Games :I like……
“Look! There are many fruits on the floor.what do you like ?”引導幼兒用I like……句型說出自己喜歡的水果單詞。
玩法：幼兒找自己喜歡的水果，說出水果的名稱，并說I like ……
例：apple apple ,I like apples .說完幼兒跳進水果圖形。
四、取水果。
“Oh ,Im weary.please have a rest.”與幼兒休息。
“水果店主”：“Who wants it ? Who wants it ?……”
老師走過去：（示范）“I like apple.”買得一個蘋果。
玩法：幼兒必須說出“I like……”，否則買不到水果。
五、吃水果。教師個別描述，鼓勵幼兒用“I like……”句型進行交流；活動自然結束！
《英語》教案 篇6
Unit 12 What is the weather like?（教案）
步驟1 復習
日常交際用語
How cold it is today!
What a fine day! Will it last long?
I think it’ll get better soon.
The radio says the snow will… I have to stay…
The temperature will stay above/below/will be…to…
I’m afraid…
I think the weather will be much better/worse/drier/…
步驟2 教學過程
1） 語法 :一般將來時
will可用各種人稱，shall只用于第一人稱
I/You/He/…will go.
I/You/He/…won’t go.
shall I/we go? Will you/he/she…go?
2）感嘆句
How heavy it rains!
What a cold day!
步驟3 【基礎知識精講】
1.It’s very cold，but quite sunny.天很冷，但晴得很好。
英語中有許多名詞加上后綴一y，構成形容詞，本單元就出現了一些。
sun－sunny wind－windy cloud－cloudy
太陽 晴朗的 風 有風的 云 多云的
rain－rainy snow－snowy
雨 有雨的 雪 有雪的
2.But the fruits here are very sweet because there is strong sunshine here.可是這里的水果非常甜，因為這里強烈的陽光。
because后接 there is strong sunshine是對前面主句的原因解釋，是原因狀語從句，如:
I am late because I missed the early bus.
我遲到了，因為我錯過了早班車。
3.Have a great time.玩得高興的。
4.It will be cloudy at times.有時多云。
at times=sometimes“有時”
5.The temperature will stay above in the day-time, but at night it will fall below zero again. 白天溫度將在零度上，但夜間又降到零度以下。
(1)above zero零上，below zero零下
above表示“在……上面”，表方向，指高于某一物體，但不一定在正上方;below是above的反義詞，指低于某物，“在……下面，但不一定在正下方。”
(2)若在正上方或正下方，用over和 under。如:
①Those birds are flying above the trees.樹的上方飛著鳥。
②Now we’re flying over the city and we can see the station under us.現在我們在飛越城市上空，我們可以看到正下方的火車站。
③There are two desks below the light.燈下有兩張桌子。
6.Most of North and South China will have a cold wet day.
華北和華南的大部分地區的氣候將寒冷而潮濕。
(1)most of表示“絕大多數”、“絕大部分”，其后可接the(或指示代詞、物主代詞)+名詞。如:
①Most of his pens are new.他的鋼筆絕大部分是新的。
②Most of the food is delicious.絕大部分食品味道好。
North China.專有名詞，“華北”。類似的有:South China.華南，West China.華西，East Hubei.鄂東。
7.There will be a strong wind to the north of the Huai River.淮河的北部有大風。
(1)to the north of表示在某地區或范圍之外的北部。為:
Kaifeng is to the north of Wuhan.
(2)in the north of指在某一地區或范圍之內的北部。為:
Hohhot is in the north of China.呼和浩特在中國北部。
(3)on the north of也指在某地區之外的北部(邊)，但強調接壤。為:
Henan is on the north of Hubei.河南在湖北北邊。
8.I think the weather will be much better.我想天氣會好得多的。
(1)the weather will be much better是謂語動詞think的賓語，也就是說該句是整個句子中的賓語從句。引導詞that省略。
(2)much better“好得多”。
much十形容詞或副詞比較級表示“……得多”。
He is much taller than I.他比我高得多。
9.The radio says the clouds will lift quite quickly.收音機說云將會很快散去。
(1)say用在letter. radio. TV.newspaper等詞后作調語，意思是:“有報道”，“寫道”之類意思。
His letter says he will visit our school next month.
他在信中寫道他將在下個月參觀我們學校。
(2)lift用作動詞，指“云/霧消散”，如原句。還可作“抬起、舉起”講。如:
They lifted the basket on to the truck.他們把籃子抬到卡車上。
(3)Lift還可作名詞，意為“電梯”。為:
He uses a lift to go up and down.他坐電梯上下樓。
(4)quickly，副詞，“迅速地”、“快地”，修飾前面的動詞或動詞短語。英語中有許多形容詞+后綴-ly構成副詞的現象，例如:
quick－quickly strong－strongly slow－slowly
快的 快地 強有力的 強有力地 慢的 慢地
heavy－heavily bright－brightly near－nearly
重的 重地 明亮的 明亮地 接近的 接近地
步驟4 布置課內作業
練習冊P138第3題
Unit 12 What is the weather like?（教案）
潮陽區茂廣初級中學
步驟1 復習
日常交際用語
How cold it is today!
What a fine day! Will it last long?
I think it’ll get better soon.
The radio says the snow will… I have to stay…
The temperature will stay above/below/will be…to…
I’m afraid…
I think the weather will be much better/worse/drier/…
步驟2 教學過程
1） 語法 :一般將來時
will可用各種人稱，shall只用于第一人稱
I/You/He/…will go.
I/You/He/…won’t go.
shall I/we go? Will you/he/she…go?
2）感嘆句
How heavy it rains!
What a cold day!
步驟3 【基礎知識精講】
1.It’s very cold，but quite sunny.天很冷，但晴得很好。
英語中有許多名詞加上后綴一y，構成形容詞，本單元就出現了一些。
sun－sunny wind－windy cloud－cloudy
太陽 晴朗的 風 有風的 云 多云的
rain－rainy snow－snowy
雨 有雨的 雪 有雪的
2.But the fruits here are very sweet because there is strong sunshine here.可是這里的水果非常甜，因為這里強烈的陽光。
because后接 there is strong sunshine是對前面主句的原因解釋，是原因狀語從句，如:
I am late because I missed the early bus.
我遲到了，因為我錯過了早班車。
3.Have a great time.玩得高興的。
4.It will be cloudy at times.有時多云。
at times=sometimes“有時”
5.The temperature will stay above in the day-time, but at night it will fall below zero again. 白天溫度將在零度上，但夜間又降到零度以下。
(1)above zero零上，below zero零下
above表示“在……上面”，表方向，指高于某一物體，但不一定在正上方;below是above的反義詞，指低于某物，“在……下面，但不一定在正下方。”
(2)若在正上方或正下方，用over和 under。如:
①Those birds are flying above the trees.樹的上方飛著鳥。
②Now we’re flying over the city and we can see the station under us.現在我們在飛越城市上空，我們可以看到正下方的火車站。
③There are two desks below the light.燈下有兩張桌子。
6.Most of North and South China will have a cold wet day.
華北和華南的大部分地區的氣候將寒冷而潮濕。
(1)most of表示“絕大多數”、“絕大部分”，其后可接the(或指示代詞、物主代詞)+名詞。如:
①Most of his pens are new.他的鋼筆絕大部分是新的。
②Most of the food is delicious.絕大部分食品味道好。
North China.專有名詞，“華北”。類似的有:South China.華南，West China.華西，East Hubei.鄂東。
7.There will be a strong wind to the north of the Huai River.淮河的北部有大風。
(1)to the north of表示在某地區或范圍之外的北部。為:
Kaifeng is to the north of Wuhan.
(2)in the north of指在某一地區或范圍之內的北部。為:
Hohhot is in the north of China.呼和浩特在中國北部。
(3)on the north of也指在某地區之外的北部(邊)，但強調接壤。為:
Henan is on the north of Hubei.河南在湖北北邊。
8.I think the weather will be much better.我想天氣會好得多的。
(1)the weather will be much better是謂語動詞think的賓語，也就是說該句是整個句子中的賓語從句。引導詞that省略。
(2)much better“好得多”。
much十形容詞或副詞比較級表示“……得多”。
He is much taller than I.他比我高得多。
9.The radio says the clouds will lift quite quickly.收音機說云將會很快散去。
(1)say用在letter. radio. TV.newspaper等詞后作調語，意思是:“有報道”，“寫道”之類意思。
His letter says he will visit our school next month.
他在信中寫道他將在下個月參觀我們學校。
(2)lift用作動詞，指“云/霧消散”，如原句。還可作“抬起、舉起”講。如:
They lifted the basket on to the truck.他們把籃子抬到卡車上。
(3)Lift還可作名詞，意為“電梯”。為:
He uses a lift to go up and down.他坐電梯上下樓。
(4)quickly，副詞，“迅速地”、“快地”，修飾前面的動詞或動詞短語。英語中有許多形容詞+后綴-ly構成副詞的現象，例如:
quick－quickly strong－strongly slow－slowly
快的 快地 強有力的 強有力地 慢的 慢地
heavy－heavily bright－brightly near－nearly
重的 重地 明亮的 明亮地 接近的 接近地
步驟4 布置課內作業
練習冊P138第3題
《英語》教案 篇7
Unit 1 Good Friends
Teaching aims and demands:
a. Achieve language skills and related knowledge about the topic of friends and friendship;
b. Learn to express likes and dislikes and make apologies:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
Direct and indirect speech
Lesson 1
Step 1 Presentation and discussion (warm-up)
Put some new words on the blackboard and tell them something about a friend.
Kind honest brave loyal happy wise strong
beautiful handsome rich smart funny
Then ask some questions around the class and discuss with them.
What should a good friend be like?
What qualities should a good friend have?
Should they be funny, smart and strong?
Step 2 Reading
Ask the students to read the dialogue in the part SPEAKING. Ask some questions:
1.What doesn’t John like?
2.What does Joe think of music and skiing?
And then fill in the form on page 3.
Then ask the students to express their ideas freely. Encourage the students to say more about friends.
Step 3
Listening
Ask the students to listen to the tape and fill in the blanks in the listening part.
Step 4 Talking/Practice
Ask the students to page 85. Make a similar dialogue as in exercise 2.
Some useful expressions :
Why did you…? Why didn’t you…? You said that you would…
Please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.
Step 5 Homework
Finish Exercise 3 in the workbook.
Lesson2Step1 Revision
Ask several students to present a speech about friends as a revision.
Step 2 Pre-reading
Present the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.
Step 3 Reading
Before asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.
Then students read the text, and answer the following questions.
1.How does Chuck Noland come to a deserted island?
2. In order to survive on the island alone, what does he need to learn?
3. What does he understand at last?
4. For us, what lesson we can learn from Chuck?
At the same time explain the language points if necessary.
Step 4 Post-reading
Discuss the following questions in the Part POST-READING.
Step 5 Homework
Prepare a talk about Tom Hanks or something about one of his film.
Lesson3
Step 1 Revision
Get the students to give a talk about Tom Hanks or something about one of his films.
Step 2 Language Study
Ask the students fill in the blanks with proper words.
Step 3 Grammar
Illustrate to the students the use of Direct and Indirect Speech.
Then ask the students to do the exercise in the Part Grammar on P5.
Step 4 Practice
Ask the students to act the exercise2 in the part Grammar out.
Step 5 Homework
Ask the students to finish the exercise2 in their workbook.
Lesson4Step 1 Revision
Check the homework.
Step 2 Presentation
Present simples of e-mail to get the students a general idea of e-mail.
Step 3 Explanation
Tell the students some tips of writing an e-mail by learn the above e-mail simple.
Step 4 Writing
Ask the students to write an e-mail message.
Step 5 Homework
Ask the students to try to write an e-mail to their e-pal.
《英語》教案 篇8
I.Teaching Content
Asking the Way
A: Excuse me, sir. Can you tell me the way to Bihai Hotel, please?
B: Sure. You can go there by bus.
A: Is it a long way from here?
B: No, it'll take you fifteen minutes.
A: Which bus can I take?
B: You can take a No. 2 bus.
A: Where is the bus stop?
B: Just go straight. Look, the bus is coming.
A: Thank you very much.
B: You're welcome.
II. Teaching procedures
Step 1. Warming-up
T: Nice to meet you. My name is Bright. B-R-I-G-H-T. Shall we sing an English song named "Bingo", and try. to change the' word "Bingo" with my name "Bright"?
Step 2. Presentation
T: I'm new here, when I arrived at the airport, I heard someone said "對不起"(注①)，"早晨好"(注②).I really want to know their meanings in English. Could you help me?
S: "對不起" is "Excuse me" and "早晨好" is "Good morning".
T: Thanks a lot. And now could you tell me something about your city? I want to travel in this city, but I don't know where I should go.
S1: Bai Lian Dong Park.
S2: Fisher Girl.
S3: Jiuzhou Town.
T: Good. But I want to find a hotel now.Please do me a favour. Can you tell me
the names of some hotels in this city?
S1: 2000 Hotel.
S2: Yindu Hotel.
S3: Bihai Hotel.
(The teacher takes notes while the students are speaking.)
Step 3. New structures learning
T: They all sound very nice. But how can I get there, by bus or by bike?
S: By bus.
T: And how long will it take me to get there? Maybe fifteen minutes is enough.
(The teacher looks at the watch and gives the students a gesture.)
1) Draw a stick-figure picture to help the students understand the meaning of the sentence:
"It'll take someone some time to do something."
2) Write the sentence "It'll take you fifteen minutes. " on the blackboard, and have the
students imitate the sentence.
3) A guessing game:
T: Please look at these pictures and guess
"How long will it take me to ...?"
T: How long will it take me to have a football match?
S1: It'll take you ninety minutes.
T: Yes.
4) Get the students to listen to the recording of the dialogue, in order to introduce the
new sentence: "Just go straight."
5) Use the multi-media to help the students understand the meaning of the sentence
"Go straight."
6) Write the sentence on the blackboard, and have the students imitate the sentence:
"Just go straight."
Step 4. Practice
1) Ask the students to listen to the dialogue once more, then ask them to repeat after the tape, first individually and then in pairs.
2) Encourage the students to read their dialogue with their deskmates.
Step 5. Consolidation
T: You know I'm from Shanghai. Maybe in the future you'll go to Shanghai, so I've prepared some photographs for you.
1) Show the photographs of "Nanjing Road", "Pudong New Area" and "the Bund" to the students.
2) Get the students to ask the teachers from Shanghai something they don't know, such as
directions, transportations in Shanghai.
3) Ask some students to introduce their tour plans to Shanghai.
注①、注②：因競賽在珠海舉行，授課教師用廣東話說“對不起”和“早晨好”。
《英語》教案 篇9
Lesson 102 教學設計方案
● 教學目標 ：
1.進一步討論有關職業的一些知識，涉及的內容會更多一些，如姓名、年齡、家庭狀況、父母的情況、日常生活、國籍、工作地點等。
2. 學會敘述一種職業，如干什么，常使用什么東西等。
3.新單詞：job writer cleaner
句型：It’s your turn. Who uses this?
● 教學用具：
錄音機，錄音機，PPT多媒體課件(lesson102教學演示) 、或者 動畫多媒體課件what do you do 、圖片或實物等。
圖片和部分實物等。
● 教學步驟 ：
Step 1 Revision
[參考一]復習數字100---200。練習數字100---200
讓一名學生做一動作，問大家問題：What do I do? 引導同學們發問，猜他是干什么的。Are you a …..? 注意動作不要太明顯，要能引起一些爭論，盡量避免一猜就中。然后值日生在向猜對的同學發問：What about you? 目的是復習學過的句型，為第二部分做準備。聽錄音，學習第一部分，模仿、跟讀，直至練熟。
[參考二] 教師讓學生觀看PPT多媒體課件中的Revision。讓學生看數字說出英文。教師可以等學生說完數字后，逐個點擊鼠標右鍵就可看到答案。
Step 2 Presentation
[參考一]老師安排一對話，即老師問學生答。或讓學生自己編對話。內容必須包括以下幾項：姓名、年齡、家庭狀況、父母的情況、日常生活、國籍、工作地點等。可根據學生的基礎酌情增減內容。其目的是給不同層次的學生提供展示自己的機會，讓絕大多數學生都有所得。
[參考二] 教師課根據PPT多媒體課件中Presentation所提供的圖片向學生提問：What does he / she do? Where does he / she work? What about your father/mother/brother/sister? etc. 讓學生看圖說話。
Step 3 Ask and answer
[參考一]教師根據PPT多媒體課件中Ask and answer所提供的錄音，學生看圖聽錄音。向學生介紹圖片中的人物。并根據錄音中的問題進行回答。讓學生跟讀對話。有條件的班級可以讓個別學生自編一組對話進行演示。
[參考二] 教師根據動畫多媒體what do you do中的情景一的對話，讓學生觀看，并模仿動畫中的對話自編相關話題的對話。可以讓學生演示或者反復跟讀后再演示。
Step 4 Listen and answer
[參考一] 聽錄音并完成P.126的對話。然后根據對話內容，敘述美國女孩Betty Hill。
[參考二] 根據PPT多媒體課件中Listen and answer提供的錄音，首先讓學生聽第一遍，大致了解對話的內容。在放第二遍錄音之前，教師讓學生觀看課件中的questions，再讓學生聽錄音完成對話。
[參考三] 根據動畫多媒體課件what do you do中的情景二的對話，教師讓學生聽對話的內容完成課文相關練習。之后讓學生跟讀。
Step 5 Play the games
先教單詞：your turn use
1.以四人小組的形式，練習Part 3。
2.Who uses this？
先教單詞：
a. 按P.47 Part.3 第三部分提供的圖制作成卡片。讓一同學拿卡片站在全班同學面前，卡片背面朝同學，讓同學們猜是什么東西。同們可向他提問題，Does … use it? Is it a …?
b. 在制作與以上卡片相對應的人物。找一位同學A拿一張人物卡片，再找12位同學每人一張實物卡片，A要通過問答，從這12個同學中找出與自己相對應的物品。可用以下一組對話：A: Do I use it? B: What do you do? A: I am a doctor. B: You don’t use it. 再問第二同學繼續尋找，直至找到。You use it.
c. 也可把這些人物卡片和物品各分成兩組，互相尋找。
Step 5 practice
[參考一] Do workbook
[參考二] 教師根據PPT多媒體課件中practice 所提供的練習給學生進行課堂訓練，教師讓個別學生回答，并點擊相應的選項，如果學生所選的答案正確，點擊它就會出現笑臉。如果選擇錯誤就會出現女孩沮喪的表情。通過練習，加深學生對知識點的掌握程度。
Blackboard Handwriting
Unit 26 People and work
Lesson 102
方向盤steering wheel 郵筒postbox 槍gun
公文包briefcase 拖拉機tractor 天平scale
聽診器stethoscope 制服uniform 榔頭hammer
《英語》教案 篇10
【課題】Unit Five Where is my ruler?
【教學重點】學習字母Uu, Vv, Ww及以其為首字母的單詞
【教學難點 】單詞umbrella, violin, wind和字母Uu, Vv, Ww的發音.
【教具準備】
1 教師準備教材配套的錄音帶。
2 教師準備 umbrella, vest, violin, window, wind 的圖片和詞卡。
3 教師準備字母卡 Aa----Ww 。
【教學過程 】
1 熱身、復習 (Warm-up/Revision)
（1）Oral practice學生口語會話展示。教師可根據學生情況提示他們增加對內容。
（2）游戲：“猜猜看”。
教師用簡筆畫的方法在黑板上畫某種交通工具的某個部位，邊畫邊問：What is it? 學生隨意想象，猜圖說：A panda? A jeep? A pear? … 教師再繼續畫一兩筆，讓學生接著猜，并以小組為單位討論，最后由一名學生代表說出一個答案。教師將圖畫完，帶領學生一起說： Look! It’s a … 猜對的小組贏得一分。(以交通工具、玩具和文具詞為主) 還可讓學生代替教師進行此項活動。
2 呈現新課 (Presentation)
（1）教師畫一把雨傘，并有意識將雨傘畫在某種交通工具底下。教師提問：What’s under the bus/jeep? 能力強的學生說： It’s an umbrella. Or : Umbrella. 教師出示準備好的雨傘或圖片說：It’s an umbrella. 強調Umbrella. 將圖片和詞卡貼在黑板上找學生認讀單詞。Under 是第一課時已學過的內容，再次出示詞卡讓學生認讀，之后教師指著詞卡上單詞的第一個字母文學說：What letter is this? 如果學生會，請學生答，如果學生不會，教師告訴學生是 Uu，并出示字母卡片，認讀Uu 。讓學生分別認讀字母的大小寫。
（2）教師利用實物、圖片和動作繼續學習其它單詞： vest, window可用實物講解；violin, wind 用動作講解。（可根據學生或教師情況更改）讓學生在理解詞義的基礎上進一步認讀單詞。注意violin, wind的發音要到位。 在較熟練的認讀單詞再后學習字母Vv, Ww 利于掌握發音，掌握字母形狀。講解時，將Ww的大小寫同 Mm 的大小寫比較，將Vv 的大小寫同Uu 的大小寫比較。教師要注意提示學生Vv 的發音，需用牙齒咬下嘴唇。
（3）讓學生聽錄音，用手指著字母及單詞，跟讀 Let’s say 部分。
（4）Let’s do
a. 教師播放 Let’s do 部分的錄音，邊聽邊讓學生觀看教師的動作。按歌謠的順序出示 A—W的字母卡。
b. 再次播放Let’s do 部分的錄音，讓學生邊聽邊說邊做動作。
3 趣味操練 (Practice)
（1）游戲1：Silent Speech
告訴學生教師將換一種方法說字母------唇說，既說字母的時候不發出聲音。學生看教師的口形，猜教師“說”的內容。說的字母為Aa----Ww 。
（2）折一折，猜一猜。
教師將某個字母卡對折或用其它方法折疊，只露字母的某個部位，讓學生猜一猜是哪個字母。還可以讓學生親自動手折字母，猜一猜。
（3）將學生分為2大組，一組讀Let’s do 中的句子，另一組做句子中動詞所示的動作。
（4）學玩字母后，教師讓學生做活動手冊中的描紅字母。
4 課堂評價 (Assessment)
做活動手冊本單元第31頁的練習，方法和步驟同以前。
5 擴展性活動(Add-activities)
Making letters by queuing
可將學生帶到室外，或將教室的桌椅盡量向后擺，讓學生自己分小組或找伙伴按字母形狀站立排成字母。
【板書設計 】
第三課時探究活動
探究內容：朗讀比賽
探究目的：提高認讀能力，增強朗讀水平，鼓勵學習自主性
探究形式：
1） 在固定的時間中認讀短文，自我學習。
2） 鼓勵學生相互提問，相互幫助
3） 開展朗讀比賽。
探究過程：
1） 告訴學生活動放發：自學、互助、競賽，并告訴學生要在規定的時間里比比各小組的朗讀和互助情況。
2） 比賽內容：
A pencil box
An eraser, a ruler and pencils,
Red, yellow, blue, white and black.
I put them in my pencil-box,
As they are all my good friends.
An eraser, a ruler and pencils,
Red, yellow, blue, white and black.
3）給學生5分鐘自己練讀。
4）告訴學生可以相互幫助。
5）比賽：
第一輪，每人讀一句。
第二輪，找每組代表讀兒歌。
6）總結比賽結果，為優勝組和優秀個人發獎。
《英語》教案 篇11
【課題】Unit Four It’s warm today 第三課時
【教學重點】單詞：jeans，pants，socks，shoes, 句子：It’s warm today. Let’s play football的正確使用和拼寫。
【教學難點 】朗讀、理解對話；
句子的書寫。
【教具準備】
教材相配套的課件
2、單詞卡片
3、對話掛圖
4、雨傘、帽子、太陽鏡、靴子、雨衣
【教學過程 】
（一） 熱身、復習 (Warm-up/Revision)
1、復習上節課Let’s talk中對話。A：It’s …Can I wear my…? B：Yes，you can./No, you can’t.
(由師生對話過渡到學生之間對話。)
2、學生跟錄音說唱上節課兒歌。
（二）新課呈現(Presentation)
教師在黑板上畫一個football：What is it？ 學生答： It’s a ball.
教師說：Yes，it’s a football.領讀單詞：football。
教師說：It’s warm today. Let’s play football. （做踢足球的動作）
引導學生說:：OK！Let’s play football.
教師出示單詞卡片：warm、football、It’s、 Let’s、today、play，
然后說句子：It’s warm today. Let’s play football.
請兩個學生到黑板前來用單詞卡片拼出以上兩句話。
全班學生在作業 本上抄寫句子。(教師提示學生句子開頭的第一個字母大寫，單詞之間應有一定距離，句尾別忘寫標點，并巡視指正。)
2、教師：It’s warm today. Zoom and Johnny want to play football. But Zoom can’t find his shoes.
Let’s see where his shoes are.
播放課件[Read and Write]，學生觀看。
教師提問：Where are Zoom’s shoes？利用插圖引導學生答出They are on Johnny’s feet！
引導學生聯系上下文說說以下句子的意思：Come on.
It’s time to go.
They are on your feet!
教師可根據學生回答做簡單講解。
3、提問：What can you see in the picture？鼓勵學生說出插圖中的任何內容。
當學生說到單詞jeans，pants，socks，shoes時，教師隨時拿出相應卡片領學生大聲拼讀。
適當講解字母（組合）的發音規律：
jeans中ea-[i:],
socks中的ck-[k]
shoes中的sh-[ſ]
pants中的a-[æ]
讓學生在作業 本上每個單詞抄2遍，教師在行間巡視，進行必要指導。
4、播放對話錄音，學生跟讀對話，注意模仿錄音中的語調。
學生兩人一組讀對話。
（三）Let’s sing
教師播放課件[Let’s sing]部分，學生欣賞。
教師講解歌詞大意。
帶領全班學生邊做動作邊跟唱。
（四）趣味操練(Practice)
拍單詞的游戲：
教師將本課對話的掛圖貼在黑板上，將學生分為男、女生兩組，每次比賽一組各選五名代表。教師（也可以不參賽的請學生）說一個單詞，讓每組的第一個學生快速跑近掛圖，拍中相應單詞的圖，并說出單詞的前兩個字母。速度快的而且說對字母的同學為優勝者。每組比賽完教師計算最后結果，給予優勝小組獎勵。
拼圖游戲：
教師把與本課單詞有關的圖片剪成幾塊（以單詞所含字母數目為依據），正面為圖，反面為字母。然后讓學生分小組進行拼圖比賽，學生在拼的過程中只能看字母的一面。每個小組發一套，看哪組完成的快。
（五）擴展練習(Add-activities)
教師拿出雨傘、帽子、太陽鏡、靴子、雨衣
分別介紹說：This is an umbrella.
This is a hat.
These are sunglasses.
They are boots.
It’s a raincoat.
播放課件[Let’s do]，學生觀看。
點擊[Let’s do]部分口令，請部分學生做出相應動作。
（本部分不要求學生有語言輸出，只要能根據口令做事情就可以了。）
【板書設計 】
Unit Four It’s warm today
《英語》教案 篇12
英語教案《what’s this ? it’s a …》
middle cla es’ english plan
date : period :
content :1 robot train puzzle taxi bike ambulance
2 what’s this ? it’s a …
3 what do you have ? i have a …
prepare : robot train puzzle taxi bike ambulance
teach step:
warm up
1 greeting
2 tpr
present
1 hide the pictures in the book ,and show it one by one .
2 show the toys and ask “what’s this ? it’s a …”
3 let the kids close their eyes ,and hide the picture or toys under their chairs .then open their eyes and ask together what do you have ? i have a …
drill
1 touching game
put the pictures on the whiteboard .divide them into 2 grou one is candy the other is harley. and the teacher say “robot” . the one whom touch the picture quickly is the wi er . the wi er catch one point.
2music game .
review
1 say bye-bye to the toys .
2 go pee pee and drink some water
《英語》教案 篇13
教學設計：
一、 教學內容
1、 知識目標：
(1) 聽 能聽懂單詞 head nose eye mouth ear
(2) 說 會說單詞 head nose eye mouth ear
2、 能力目標:
在日常生活中能靈活使用這些單詞
3、 情感目標：
通過本課內容培養孩子的競爭意識
1、 重點：單詞 head nose eye mouth ear
2、 難點：mouth 中[W]的讀音。
Greeting
——課前用這種新形式的問好方法，既起到了問候的作用，同時又讓學生動起來，激發學生的學習興趣，而且復習了上節課的新知識
STEP 2:Warming up
——充分調動學生的積極性，讓學生很快的被課堂所吸引。
STEP 3:Review
1、 What color is it? Yellow （等學過的顏色）
2、 Who’s this? Grandma （等稱呼）
3、 What’s this? Dog （等學過的單詞）
4、 What’s this? Head （教師舉著卡片問）
——前三個問題簡單的復習了前幾節課學過的內容，最后一個問題導入 新課。
STEP 4:New Lesson
1、 What can you see on my head? ( 學生到前面用手在教師的頭上指，會的讀出來，或領讀)——這樣的問題引出新單詞雖然不夠花俏，但是很實用，能夠真正的貼近學生的生活，讓學生自己能夠聯系實際。
2、 What can you see on your deskmate’s head? (同桌兩個人相互觀察，然后兩個人到前面演示)——換種問法能夠吸引學生的注意力，再一次抓回孩子的積極性，并且能夠讓孩子將新的知識切實的聯系到自身。
3、 操練
拿著鏡子給自己畫一幅自畫像。看到哪個器官就大聲讀出來，然后再畫出來。——學生回家后，不知不覺在玩的過程中就復習了新的單詞，而不是學生被動枯燥的復習單詞。這樣的方法更容易讓孩子接受，收到的效果也會更佳。
《英語》教案 篇14
一、教材分析：
1、教學內容：
本單元是——( 下 ) Unit —。主要圍繞這一主題展開各種教學活動，并以這一主題引出_____等語言功能。本單元旨在創造一個輕松，愉快的學習，交流環境，通過聽，說，讀，寫來培養學生綜合運用這些知識的能力。并讓學生能在"做中學"(learning by doing)，通過有限的課堂實踐活動，拓展以往的經歷，能準確地用英語來表達。
2、教材的地位和作用：
——年級——單元
講述的是——的用法，這是初中非常重要的時態之一。學生們能夠用現在——來表達自己的經歷，來體會別人的感受是很重要的。這個單元一定要體會現在——的真正含義和用法。要避免混淆幾個重點詞組的使用。
我們更要使學生不僅理解枯燥的語法，還要讓學生們會用新學的語法知識來表達思想。
3、教材的處理：
根據《英語課程標準》(實驗稿)關于總目標的具體描述，結合本單元這部分的教學內容及基于對教材的分析，我對本單元的內容進行如下處理，目的是突出重點，使課堂節奏緊湊，銜貫。本單元分為四課時，第一課時是Section A，第二課時是Section B， 第三課時是Self Check， 第四課時是——，最后一部分是 做練習，以學生的自測為主，然后予以校對。
二、學情分析：
我們教學的對象是初二學生(好，中，差等生都有)，他們學習英語既感到好奇又擔憂，希望能得到他人的肯定。因此我在教學活動中盡量讓他們參與到活動中來，有更多的機會來說英語，減少他們的恐懼感，通過學生間的合作學習，降低他們的學習難度，使他們體驗到成功的喜悅。同時在閱讀和書面表達中加以落實，提高他們綜合運用語言的能力，使各層次的學生都有所收獲。
三、教學目標：
根據以上我對本單元教材內容的分析和新課標的指導，我確定以下幾個為本單元的教學目標：語言知識，語言技能，學習策略，情感態度和文化意識五個方面。
1、語言知識：
本單元要求學生掌握以下詞匯——
語言功能：學習和增加閱讀技巧和閱讀策略。
語言結構：——
2、語言技能：
(1)能用——的各種形式進行準確的描述和表達——經歷。
(2)能掌握——時態中幾個詞組的正確使用。
(3)能在日常生活中恰當理解和運用本單元的話題范圍內的單詞和習慣用語。
3、學習策略：
通過本單元的教學，我要求學生能通過上下文內在的邏輯聯系和在一定的語境中正確理解并運用——(時態)來準確地表達所發生過去的經歷。
4、情感態度：
通過對本單元的任務性活動，我的目的是讓學生們用英語描述他們過去的經歷，同時能提高他們的觀察能力和表達能力，激發他們對學習英語的興趣和熱情，在接近生活常態的交際中能樂于模仿，敢于開口，積極參與，主動請教。
5、文化意識：
通過他們描述過去的經歷，了解一些西方國家的風土人情。
四、教學的重、難點：
基于上述對教材的分析，我確定本單元的教學重點為——的用法。
教學難點為——含義和用法，能在交際中準確地運用——來描述或表達。
五、教學方法：
教法：情境教學法、語法翻譯法、直接法、聽說法、交際法、全身反應法
學法：自主、合作、探究
教法分析：
(1)——是初中非常重要的語法項目，而本單元的話題源自生活，立足這一點，我充分利用學生已有的知識和生活經驗，讓他們講述去過的國家或地方，創設生活化的真實情境引導學生在運用語言中學習語言，然后在學習新的語言知識后創造性地運用語言(為用而學， 在用中學，學了就用)。
(2)開展多種類型的任務型活動，提供給學生合作交流的空間和時間，促使學生為完成任務和同學進行合作，為完成任務進行探究性學習。
六、教學過程設計
Unit 9
The First Period (Section A)
Step 1 Warming up
("良好的開端是成功的一半"， 因此，我認為能以一種新穎的問候方式或復習方式進入一節課，就能喚起學生的興趣，使學生保持一種積極的學習狀態，或循序漸進地導入所學的內容，那么可為這節課的成功打下基礎，同時也能給自己適當的減壓。)
T：I like travelling. I have been to Dalian and many big cities. What about you?
接下來教師讓幾個學生講述他們去過的城市或國家，讓其他學生用英語來猜測。(目的是為本節課的現在完成時作好鋪墊)
Step 2 Presentation
教師出示幾張圖片，引出現在完成時的結構和用法。
T： Have you been to an aquarium?
Yes,I have.
T： Have you been to a water park?
No,I haven't.
這樣設計的目的是讓學生在交際情景中感受出現在完成時的結構和用法。
然后叫學生歸納出現在完成時的結構句型。
《英語》教案 篇15
課題：Recycle 2
重點： 制作玩具搖搖樂
學唱歌曲 Happy New Year
難點： 復習中培養傾聽的習慣。
教具準備：
1 教師準備一個搖搖樂的成品, 兩個紙杯, 一些透明膠紙, 一些米, 各色彩筆。
2 學生每人準備兩個紙杯, 一些透明膠紙, 一些米, 各色彩筆。
3 教師準備一月一日的日歷。
教學過程 ：
1 熱身、復習 (Warm-up/Revision)
（1）學生之間進行日常用語的對話練習。
（2）將學生分兩組,一邊拍手,一邊說第二課時所學的歌謠。
（3）教師讓學生聽《Happy New Year》的歌曲，并讓他們跟著節奏拍手唱。
2 呈現新課 (Presentation)
（1）教師出示一月一日的日歷，講授：New Year，Happy New Year。
（2）讓學生試試讀歌詞，比一比誰唱得曲調準確，歌詞又清楚。
（3）學生兩人一組，相互檢查歌曲演唱情況。
（4）教師舉起制作好的搖搖樂說：This is a shaker. 重復：a shaker。然后指著制作流程圖讓學生認真觀察制作過程和方法。
（5）教師指著制作工具說：Let’s make a shaker. 讓學生認真傾聽英語的指令。教師一邊用英語講解，一邊指著制作程序圖，示范制作過程，讓學生了解制作方法。
3 趣味操練 (Practice)
（1）請學生拿出他們事先準備的材料，指導學生按步驟進行搖搖樂的制作，每句話中的第一個動作都是教師要強調的部分，一定要配合手勢，幫助學生理解和記憶。教師可適當給學生充分的時間，讓學生用顏色筆將搖搖樂畫得更漂亮些，有條件的話，可以用相機將學生的作品拍下來，有機會可以展覽。
（2）讓學生跟著錄音一起唱歌曲 Happy New Year，可以在唱歌時打節拍或邊唱邊舞。
4 課堂評價 (Assessment)
做活動手冊本單元4、5 部分的練習。
本次評價要與課本上的4—6單元評價相結合，讓學生自己動手填寫評價表，評價自己。
5 擴展性活動(Add-activities)
新年的時候將歌曲 Happy New Year唱給爺爺奶奶，爸爸媽媽聽，祝賀他們新年快樂！
板書設計 ：
Recycle 2
Let’s make 部分的制作流程圖
Happy New Year! （一月一日的日歷）
教案點評：
本課時包含Let s make制作搖搖樂和Let s sing唱新年歌兩部分內容。教學內容較為輕松，目的是在活動中鞏固和提高學生學習英語的興趣。英語歌曲《Happy New Year》的歌詞容易上口，孩子們對曲調比較熟悉。教師通過“試一試”“比一比”“唱一唱”的方式來調動學生的興趣。教師將重點放在Let s make部分制作搖搖樂，此環節學生容易感興趣，動手能力和創新能力得到了極大體現。不同層次的學生都能從中獲得成就感，有助于學生今后的英語學習。
組單詞 找動物的探究活動
Hello, boys and girls! 又與大家見面了。今天，我給大家帶來十四種可愛的小動物，想知道它們是哪些動物嗎？請根據圖示，填入適當的字母，組成單詞，你就會找出它們了。比一比，看誰填得又快又準確。
答案：
橫行（從上至下）：mouse duck panda bird elephant frog
豎行（從左至右）： dog monkey fox squirrel pig cat rabbit bear
摘自《英語周報》三年級版（2003-2004學年第8期）
《英語》教案 篇16
課題：Unit 1 Our school
教學重、難點：“Is this…?/ Is that…?”的用法。建議教師在真實的情景中對this和that在距離上的區別進行比較以加深學生的印象。
教具準備：
1.與教材內容相關的課件、聲音、圖片等媒體素材。
2.教師準備相關的詞卡。
3.學生準備白紙和彩筆。
教學過程
（一）熱身/復習（Warm-up/Revision）
1.學生表演A部分Let’s do的內容。
2.學生吟唱B部分Let’s chant中的歌謠。
3.教師和學生進行主題討論：What’s in our school? 鼓勵學生用新學的單詞來交談。
（二）呈現新課 （Presentation）
1.學生談論了學校的場館設施后，教師出示本校校長的照片問：Who is he? Yes, he is our headmaster. Do you want to be a headmaster? Today Wu Yifan is a head master. He has a new school. Do you want to have a look? 以此導入 新課。
2.學生觀看課件后，回答教師提出的理解性問題。在問答的過程中重點理解與操練句型：Is this the…?和Is that the …? 學生聽錄音跟讀對話。學生分角色朗讀對話。
（三）趣味操練 （Practice）
1.讓學生發揮想象力，設計一所未來的學校。完成后先和同桌互相交流，然后向全班學生展示。鼓勵他們在交流的過程中盡量多地使用所學的新句型。
2.Let’s check
教師連續播放三次錄音。第一遍讓學生先聽錄音，第二遍勾出與錄音內容相符的一項，第三遍檢查。
錄音內容如下：
(1) Look! This is the library. We have many picture-books.
(2) That is the canteen. We have lunch here.
(3) Is this an art room? Yes, it is .
(4) Is that a computer room? No, that is a teacher’s office.
（四）擴展性活動（Add-activities）
1.做本單元B部分Let’s talk的活動手冊配套練習。
2.將本課時對話讀給同伴、朋友或家長聽。
3.將自己設計的學校用英文介紹給爸爸媽媽。
4.聽Story time中的故事并跟讀。
板書設計 ：
《英語》教案 篇17
一、本單元的語言知識主要有：
1. remind sb. of sth.
2. fix a date for…
3. on作“關于；論及”的用法
4. “be + to be + 過去分詞”表示“有必要做某事”、“有可能做某事”或“按計劃做某事”的用法
5.Dip into表示“隨便翻閱；瀏覽”的用法
6.not作部分否定的用法
7.V-ing作伴隨狀語的用法
8.in a word
9.shut up
10.above all
11.here and there
12.once again
13.look out for
14.in reply（to…）/reply to
15.in different ways
16.take turns
二、本單元應掌握的日常交際用語有：
l.I’d love to…
2.Would you like to…
3.Will you come to…？
4.I had no idea + 從句。
三、本單元在語法方面主要復習和系統和總結行為動詞和情態動詞的時態,歸納了句中謂語構成的基本形式.
四、英文書信是本單元在書面表達方面的教學要求。培養做讀書筆記的能力也是本單元在閱讀教學方面的要求。因為這種題型能比較客觀和綜合地反映學生的閱讀理解能力和書面表達能力。
教學建議
1. are to be tasted/swallowed/chewed and digested 是be + 動詞不定式被動式結構，這種結構意為某事應當、必須如何，常用在通知和說明書里。如：
This medicine is to be taken three times a day after meals. 此藥一日三次，飯后服。
Such men are to be pitied. 這種人應當得到憐憫。
This form is to be filled in in pencil. 此表須用鉛筆填寫。
The recorder you borrowed last week is to be returned before May 6.
你上周借的收錄機應當于五月六日前歸還。
2. sb. + be likely + to-v. 意為某人可能做某事，還常用It + be + likely + that – cl. 結構表示某事可能發生。如：
He does not seem likely to get it from you. 他看來不可能從你這兒得到它。
An accident is likely to happen again. 可能會再次發生事故。
It’s not likely there’ll be much difficulty. 不可能有很大困難。
3.appreciate(vt.)意為喜歡，欣賞；感激；理解等。如：
That’s just because you can’t appreciate music.
那正是因為你不會欣賞音樂。
I appreciate the difficulty. 我理解那個困難。
I greatly appreciate your kindness. 我非常感激你的好心。
4.offer(n.) 意為主動提供的職位，幫助等。如：
You ought to accept the offer. 你應該收下人家主動提供的幫助。
Thank you for your kind offer of help. 謝謝你的好心的幫助。
offer (.vt.) 意為（主動）提出做某事（接不定式）；主動給（接名詞、代詞或雙賓語）。如：He offered to lend me some books. 他主動提出借幾本書給我。
I have been offered a job in Spain. 有人主動為我提供在西班牙的工作。
5.短語動詞 get at 意為理解，領會，掌握。如：
It is not easy to get at the meaning of every idiom in English. 要弄懂每一個英語成語的意思是不容易的。
We have finally managed to get at the facts of the matter. 我們終于設法掌握了所有的事實。
get at還表示到達；找到，得到；開始干（工作）等。如：
This village is difficult to get at. 這個村莊很難到達。
We have to get at some money somehow. 我們得設法弄點錢。
I hope I have time to get at my homework tonight. 我希望今晚能開始做家庭作業 。
6.切勿混淆so do I和so I do
so do I 屬于“so + do（be，have，can）+ 主語”結構，是倒裝語序。表示同樣的看法或做法。如：
Tom went swimming yesterday.
湯姆昨天去游泳了，我也去了。
I can speak French. And so can my sister.
我會講法語。我妹妹也會。
so I do屬于“so + 主語 +do（be，have，can）”結構用于贊同對方的話，或對前文提及的情況給予肯定。如：
－The workers worked very hard.
－工人們工作很努力。
一So they did.他們的確如此。
7.some time，sometime，sometimes用法比較
some time是名詞詞組，通常表示“一段時間”。
He rang again after some time.
過了一會兒他又打電話來了。
It will take some time to translate this book.
翻譯這本書要費一些時間。
sometime是副詞，表示“曾經，某時，有朝一日”，常同過去時或將來時連用。如：
Will you go and see your teacher sometime？
你哪一天去看看你的老師好嗎？
The accident happened sometime last month.
事故發生在上月某一天。
sometimes是頻度副詞，表示“有時候”。如：
Sometimes the little girl laughs，and sometimes she cries.
這個小女孩有時笑，有時哭。
Sometimes I went to school by bike and sometimes on foot.
我有時騎自行車上學，有時步行去。
8.find，find out，look for
find通常強調找的結果。其后可跟名詞、復合結構或that從句。如：
Use your head, then you’ll find a way.
開動腦筋，就會有辦法的。
He found his home village unchanged.
他發現家鄉還是老樣子。
find out通過觀察、調查、詢問等方式找出（原因等），或發現（秘密、錯誤）情況等，其后一般跟名詞、代詞或從句。如：
Have you found out his address？
你查到他的住址了嗎？
Please find out when the train leaves.
請打聽一下火車什么時候開。
look for強調找的過程。如：
Do you know what he is looking for？
你知道他在找什么嗎？
He is looking for his dictionary bought yesterday.
他在找昨天買的那本詞典。
9.none與no one
none作代詞時，既可指人，也可指物，常常受后面of短語的限制，of后可接復數可數名詞，作主語時，謂語動詞可以是單數，也可以是復數，其后的可數名詞或代詞必須是三者以上的人或事物。如：
None of my friends smokes/ smoke.
我的朋友中沒有一個抽煙。
He liked none of the books.
這些書他一本也不喜歡。
all用于否定是部分否定，而none所表達的否定是全部否定。如：
None of the books is/ are nice.
這些書沒有一本是好的。
All of the books are not nice.
這些書并非每本都好。
no one一般用來指人，后面不能跟of短語。no one作主語時，謂語動詞只能用單數。如：
No one knows the answer to the question.
沒有一個人知道這個問題的答案。
No one was killed in the traffic accident.
在那次交通事故中沒有一個人死亡。
nobody是不定代詞，只能用于人，常與no one互換。
none和no one常用于簡略答語中，none用來回答“How many…”，而no one常用來回答“Who…”，如：
一How many pictures are there on the wall？
墻上有幾幅畫？
—None.一幅也沒有。
－Who is in the lab？誰在實驗室里？
一No one（Nobody）.沒有人在實驗室里。
10.instead與instead彼此不能“代替”
instead是副詞，一般單獨使用；instead of是介詞短語，后面要接賓語，如：
The girl doesn’t want a pen.Give her a pencil instead.
那個女孩不要鋼筆，給她一支鉛筆吧。
Give him a pencil instead of a pen.
給他一支鉛筆，不要給他鋼筆。
在句中instead的動作是被“取”的，即要做的；而instead of后面的動作是“舍”，即不做的。如：
Last winter we went to Hainan Island. This winter we are going to Guangzhou instead.
去年冬天我們去了海南島，今天冬天將去廣州。
This winter we are going to Guangzhou instead of Hainan Island.
今天冬天我們將去廣州而不去海南島。
《英語》教案 篇18
1、學科名稱
小學英語四年級下冊Unit1 Our School
2、所在班級情況，學生特點分析
本班學生共31人，男生17，年齡均在10歲左右。學生活潑好動，注意力不易集中。受傳統觀念的影響，學生對英語的學習不太重視，同時對英語有“排擠”的現象，學生對死板的書本教學有抵制心理，把課本中的知識游戲化，擺脫對英語的抵制化心理，對英語產生極大的興趣。
3、教學內容分析
本單元重點學習學校課室及功能室的名稱、分布和不同的功能。重點學習的句型是：This is the teacher's office、That is my classroom、Is this the library? Is that the TV room? A、B部分的Let's talk 滲透了這幾個新的句型，為本單元的教學難點。學校是學生們每天學習與生活的地方，可以帶領學生參觀自己的學校，在真實的情景中學習或鞏固單詞與句型。
4、教學目標
1、能力目標
(1) 能夠簡單介紹學校校舍的分布情況，如：This is the teacher's office、That is my classroom、
(2)能簡單說出每個課室的不同功能，如：Go to the library、Read a story-book、
(3)能聽懂并回答一些問題，如：Is this the library? Is that the TV room?
(4)會唱歌曲“Our School”。
2、知識目標
(1)掌握A、B部分Read and write的單詞和句子并能做到會聽、說、讀、寫。
(2)認讀A、B部分Let's learn、Let's talk中的單詞和句子。
(3)理解Let's do、Let's chant等部分的內容。
(4)了解Story time、Good to know等部分的內容。
3、情感、策略、文化等有關目標
(1)情感態度：能以得體的方式向客人介紹自己的學校。
(2)學習策略：注重合作學習，鼓勵學生大膽想象，構思未來學校的藍圖。
(3)文化目標：了解在不同場合應該遵守的公共道德，培養學生對學校的熱愛之情。
4、教學難點分析
1、本課需要重點掌握有關學校設施的五個單詞并了解它們的功能。運用相關句型討論學校各個教學活動場所。
2、本課的難點是library中輔音連綴的發音;序數詞first與基數詞one的區別與正確運用。理解序數詞first，second與one，two的區別。
3.讓學生熟練掌握“This is .... / That is ....”的用法。this和that的發音以及在樓層的表達中序數詞first, second的用法是教學中的難點。能正確運用指示代詞this，that詢問信息并作出相應回答。
5、教學課時
四個課時
6、教學過程
第二課時
一、熱身及復習
1、教師熱情地和學生打招呼問好，并做簡單的Free talk。
Hello, boys and girls. Nice to meet you.
This is our school.
That is the playground.
Where is our classroom/ canteen/library/garden?…
(設計思路：通過師生對話，復習舊知，為學生的后續學習做好準備，并增強學生語言學習的興趣，培養學生開口說英語的能力，促進師生在課堂上的合作)
2、播放本單元的英語歌曲“Our School”。
(設計思路：通過優美的音樂，鼓勵學生跟著節奏自己打著節拍跟唱，讓學生在快活的氛圍中開始今天的英語學習。)
3、請兩組學生就A部分Let’s talk的對話進行角色表演。
(設計思路：學生對話表演，既檢查了學生對上課時內容的掌握情況，復習所學的新句型，為新課的教授做好充分的知識準備，又適合四年級學生表現欲較強烈的心理特征，調動學生學習的積極性。)
二、表演展示
1、 同學在學校度過的每一天都是多姿多彩的，學校生活豐富而有趣，讓我們聽聽課文中的這個童謠是如何描述這充實而快樂的學校生活的吧!
(設計思路：設置懸念，創設語言環境，激起學生的學習興趣。)
2、教師播放“Let’s chant”錄音。
School days, school days.
What a lot of fun!
Read in the library.
Draw in the art room.
Eat in the canteen.
…
學生拍手跟唱。之后，引導學生將學校場館library, art room, canteen, gym和動詞read, draw, eat, play對應起來認讀。
(設計思路：讓學生聽音并跟讀，整體感知Let’s chant的內容，并對主要的詞匯留下印象，積累詞匯。)
3、教師對歌謠中的內容進行提問：
Where do you read?
Where do you draw?
Where do you play computer?
學生會比較容易地答出：in the computer room. 這時教師可出示圖片說：This is a computer room.
(設計思路：通過教師提問，學生作答，檢查學生對歌謠內容的理解。通過Where do you play computer?學生作答，自然過渡到這節課的重點。)
4、教師播放“Read and write”部分的教學視頻或錄音，學生帶著問題看或聽，整體感知。
How many computers are there in the computer room?
How many boards?
How many fans?
(設計思路：Read and write的內容大部分是學生曾經接觸過的內容，通過教學媒體資源或錄音的播放，學生邊聽邊看邊讀邊思考，調動學生多種感觀，教容易把握這些知識內容。)
5、教師再次播放教學視頻或錄音，一句一停，讓學生跟讀課文，并對學生在跟讀過程中出現的各種語法語音錯誤給予及時的幫助，之后分角色對話。
6、教師給學生呈現該部分的教學課文掛圖，讓學生觀摩單詞句子的正確書寫格式，并講解正確的書寫規范，然后學生在練習本上抄寫句子，教師巡視，即時指出問題。(預計6分鐘)
(1)句子打頭單詞的第一個字母要大寫;
(2)句子末尾要加標點。特別指出英語中的句號為實心點，漢語中的句號是空心小圈;
(3)句子當中的單詞間距為一個字母寬。
(設計思路：四年級的學生第一次正式書寫英語句子，指導學生正確規范的書寫句子，尤為重要。通過課堂指導并練習，即時糾正學生書寫的錯誤，讓學生更好的掌握英語句子的書寫規范。)
6、教師給學生呈現該部分的教學課文掛圖，讓學生觀摩單詞句子的正確書寫格式，并講解正確的書寫規范，然后學生在練習本上抄寫句子，教師巡視，即時指出問題。
8、課堂練習
(1)做本單元部分的課堂作業本配套練習。
(2)和同桌一起玩“畫畫、想想”的游戲。一名學生在紙上畫一本書或一個碗，另一名學生說出library, canteen等相關生詞。
9、作業安排
1、熟練掌握本單元所學知識，抄寫四會單詞和句子。
2、回家把今天學到的英語chant 教給自己的爸爸媽媽。
(設計思路：作業是課堂教學的延伸，也是學習的擴展活動。通過抄寫四會單詞和句子，讓學生復習并鞏固新知。通過回家把今天學到的英語chant 教給自己的爸爸媽媽，加強親子間的聯系，增強學生的自信心。)
10、 附錄(教學資料及資源)
一幅本單元的校園分布圖：本課時的五張單詞卡：錄音機及錄音帶。
11、 自我問答
《英語》教案 篇19
Teaching goals(教學目標)
1.Vocabulary: hard-working ,report card ,can do better ,speaking ,listening ,average ,surprise .
2.Patterns: What did your math teacher say ? He said he could speak three languages .
3.直接引語和間接引語的轉換。
4.寫成績報告單，并能將自己的成績報告給他人。
Important and difficult points (教學重難點)
1.個人Report card 的寫作。
2.直接引語轉換間接引語中，注意一些關鍵動詞的變化和人稱代詞的變化。(賓語從句)
Teaching aids(教具)：teaching cards , pictures and a tape recorder .
第一課時
Teaching contents(教學內容)
SectionA 1a,1b,1c,2a,2b,2c,Grammar focus .
Teaching procedures(教學步驟) :
Step 1 Leading in(導入話題，激活背景知識)
Ask several Ss what they are going to do after school .Write their sentences on the Bb .
Step 2 Pre-task(任務前活動)
Say, These Ss talk about what they are going to do after school ,if you want to tell a friend what they said ,how would you tell him ?
Write the words “He said” and “She said” on the Bb .Say,We can use the words “He said” and “She said” to tell your friend like this :He/She said he/she was going to play basketball after school .Get the Ss to repeat .
Repeat this process with the other sentences on the Bb .
Step 3 While-task(任務中活動)SB Page 26 , 1a .
1.Ask a student to read the four questions .
2.point out the TV screens in the picture .Ask one student to read what the person says in the first picture .Then ask another student :What did she/he say ? Help to answer :She/He said she/he was having a surprise party for Lana on Friday night .
3.Repeat with the other pictures .
SB Page 26 , 1c .Pairwork.First Ss work in pairs ,then ask some pairs to present their dialogues to the class .
SB Page 26 , 1b .Play the recording and correct the answers .
Step 4 Post-task(任務后活動)SB Page 27 , 2a & 2b .
1.Ask several Ss to read these sentences .
2.Play the recording .Ss circle their answer . 3.Check the answers .
Step 5 Grammar Focus
1.Review the grammar box by ask Ss to say the statements .
2.Explain: In each case ,the direct speech talks about present situations and the reported speech talks about past situations .
Step 6 Homework(家庭作業)
用she/he said 將直接引語改為間接引語。
1. I am a clever girl . 2. I am having lunch at school .
3. I can dance well . 4. I play football every day .
5. I don’t like my younger brother .
教學后記:
第二課時
Teaching contents (教學內容):
SectionA 3a ,3b ,4 ,SectionB 2a ,2b ,2c .
Teaching procedures(教學步驟) :
Step 1 Leading in(導入話題，激活背景知識)
Check the Homework(家庭作業) .Ask several students to read their sentences to the class .
Step 2 Pre-task(任務前活動)SB Page 28 , 3a .
1.Read the article to the class .
2.Ask Ss to fill in the blanks on their own . 3.Correct the answers .
SB Page 28 , Part 4 .Ss work in groups of four to complete the role plays .Ask a few Ss to show their role plays to the class .
Step 3 While-task(任務中活動)SB Page 29 , 1a .
1.Read the sentences to the class and teach new words .Then ask Ss to check the sentences that are true for themselves .
2.Ask one student to read each sentence to the class and ask Ss to raise their hands if they checked that answer .
SB Page 29 , 2a & 2b .
1.Read the instructions to Ss .Make sure they know what to do .
2.Play the recording two or three times .Correct the answers .
Step 4 Post-task(任務后活動)SB Page 29 , 2c .
Pairwork . In pairs ,get Ss to choose a report card from activity 2b to talk about .Then ask some pairs to present their dialogues .
Step 5 Homework(家庭作業)
SB Page 28 , 3b .Ask Ss to write anything they want .
教學后記:
第三課時
課前準備：
教師：錄音機，所學物品的圖片。
學生：英語點金教練及相關的學習用具
Teaching contents(教學內容)
SectionB 3a , 3b , 3c , 4 , selfcheck .
Teaching procedures(教學步驟) :
Step 1 Leading in(導入話題，激活背景知識)
Check the Homework(家庭作業) .Ask several students to read their episodes to the class .
Step 2 Pre-task(任務前活動)SB Page 30 , 3a .
1.Read the instructions and ask Ss to read the letter on their own and write Alan’s name on his report in activity 2b .
2.Correct the answer .
SB Page 30 , 3b .
1.Get Ss to use the information from activity 2b to write a letter to a relative or a friend about their report cards .
2.Ask a student to read his or her completed letter to the class .Orally correct any mistakes .
Step 3 While-task(任務中活動)
SB Page 30 , 3c .Ask Ss to write their own report cards .While Ss work ,walk around and offer assistance if necessary .
SB Page 30 , Part 4 .
1.Get Ss to make up their teachers comments .
2.Pairwork. In pairs ,talk about their report cards .
3.Ask several pairs to share their conversations .
Step 4 Post-task(任務后活動)SB Page 31 ,Selfcheck ,Part 1.
1.Ask Ss to fill in the blanks on their own . 2.Correct the answers.
3.Have Ss make sentences with the words .
SB Page 31 , Selfcheck , Part 2 .
1.Ask Ss to read the story . 2.In pairs ,have Ss to make conversations according to the story .
3.Ask some Ss to share their conversations with the class .
Step 5 Homework(家庭作業)
Ask students to write their conversations on their exercise books .
教學后記:
第四課時
Teaching contents:
Reading :She said helping others changed her life .
Teaching procedures(教學步驟) :
Step 1 Leading in(導入話題，激活背景知識)
Ask Ss to think of people who need help and write some ideas .Then discuss with their partner .
Step 2 Pre-task(任務前活動)SB Page 32 , Section 2 .
1.Have Ss read the passage first for meaning .
2.Ask Ss to read it again and fill in the blanks .
3.Check the answers .
Step 3 While-task(任務中活動)
1.SB Page 33 , Section 3 , 3a .
(1).Ask Ss to read through again to find the relevant information for Yang Lei’s students .
(2).Ask Ss to complete the information under “you” , saying what is true for their own lives .
(3).Have Ss discuss their answers with their partner .
2.SB Page 33 , Section 3 , 3b . In pairs ,ask and answer the questions .
3.SB Page 33 , Section 3 , 3c .Have Ss write a summary of the reading and share the summaries in groups of five .
Step 4 Post-task(任務后活動)SB Page 33 , Section 4 .
1.Have a class discussion about the work each organization does .
2.Ask some Ss to say which organization they would like to work for and why .
Step 5 Homework(家庭作業)
Write the summary of the reading on their exercise books .
教學后記:
第五課時：測試課
一. 單項選擇。
( )1. I ________ he ________ go there by himself.
A. think; won’t B. don’t think; will C. don’t think; is D. think; isn’t going to
( )2. The teacher told us the moon ________ around the earth.
A. went B. goes C. going D. move
( )3. DO you think _________ an English film tomorrow night?
A. is there B. there is going to be C. there is going to have D. will there be
( )4. Mary _______ my umbrella and she didn’t ________ it yet.
A. borrow; return B. borrowed; return C. borrow; return back D. borrowed; return back
( )5. I don’t know if she _______ tomorrow. If she ________ tomorrow, I’ll call you.
A. comes; comes B. comes; will come C. will come; comes D. will come; is coming
( )6. Do you think it is difficult _________?
A. study English well B. studies English well
C. studying English well D. to study English well
( )7. She told us things there were ________ better than before.
A. more B. much C. very D. nice and
( )8. ______ a librarian, what do you have to do every day?
A. Like B. As C. Because D. Since
( )9. Could you ________ me how to ________ it in Chinese?
A. say; speak B. speak; say C. tell; say D. say; tell
( )10. What happened ________ “Young Lives” last night?
A. on B. in C. to D. of
( )11. I finished my ________ exam last week.
A. end of year B. end of year’s C. end-of year’s D. end-of-year
( )12. I’m at Mary’s house ________ a homework project.
A. work on B. working on C. work D. working
二、用所給單詞的適當形式填空。
1. The ___________ (disappoint) result made him very sad.
2. You got the best. How __________ (luckily) you are!
3. Which do you like _________ (well), this one or that one?
4. He told us that there ________ (be) a wonderful party tomorrow afternoon.
5. What _______ you _______ (do) when your father came back home?
6. She said that the sun ________ (rise) in the east.
7. He often ________ (stand) in front of the library.
8. My mother _________ (come) to see me next week.
9. My grandpa is in hospital. He is __________(health).
10. He was born in ________ and he can speak _________. (Spain)
三、介詞填空。
1. He told Judy that he would bring some books ________ her house _______ Wednesday night.
2. What are some things that happen _______ soap operas?
3. I’m better ________ listening than writing.
4. Please pass _______ this message ______ Ben, and then give his answer _______ me.
5. _______ ten years, he will be a doctor.
6. He said he would live _______ a space station.
7. I don’t want to talk _______ it ______ the phone.
8. What was the girl doing when the UFO took ________?
9. What will teenagers do _______ fun 10 years _______ now?
10. Teaching high school students in a poor mountain village may not sound _____ fun ___you.
四、用所給動詞的適當形式填空：
1. Thank you for ______(help)me carry the basket.
2. Look! One of them ______(swim)in the lake.
3. ______(watch)TV too much is bad for your health.
4. ______(close)your eyes and listen to me.
5. Mother told her little son ______(not go)out the next day, because it would be windy.
6. Don’t sleep very late, you will be as ______(health)as I.
7. “Why are you late today? ”my father said ______(angry).
8. The room is ______(noise). I can’t hear anything.
9. As soon as I lay down, I fell ______(sleep)last night.
10. They come from Canada. They are ______(Canada).
五、 句型轉換。
1. Mary is good at music. (同義句) Mary _____ _______ _______ music.
2. He is very healthy. (同義句) He is ____ ______ _______.
3. I think it is a good idea. (否定句) I _____ _______ it’s a good idea.
4. He said I was hard-working. (劃線提問) What _____ _____ ______?
5. My teacher was very angry with me. (同義句) My teacher was very ____ ______ me.
6. My sister said to me “I’m going to help you. ”(同義句)
My sister _____ me that _______ _____ going to help ________.
《英語》教案 篇20
period 1
（一）明確目標 1. talk about the pictures and know something about festivals and customs. 2. compare a chinese festival with a festival from another country. 3. deal with the language points: dress up, go on trips, be allowed, and be celebrated
（二）整體感知 step 1 presentation do you know what is called the christmas of china? the spring festival. yes. the oldest and most important festival in china is the spring festival. each country and each nation has its own festivals. today we are going to learn something about the different festivals.
（三）教學過程 step 2 get the students to look at the pictures and discuss the questions. step 3 listen to the tape and finish the exercises. step 4 deal with the language points. step 5 work in groups of four and discuss why your holiday is the best one. four topics: 1. peace day 2. happiness day 3. friendship day 4. nature day
（四）總結、擴展 step 6 finish off the exercises in the workbook.
period 2
（一）明確目標 1. get the students to discuss something about the spring festival. 2. answer the questions according to the reading material and help them to know
（二）整體感知 step 1 presentation all chinese know something about the spring festival. all americans know something about christmas. both of them are important holiday in the world. do you want to know about some other festivals, such as kwanzaa? today your curiosity will be met.
（三）教學過程 step 2 read the text fast and find out why and when kwanzaa was born. get the students to read the text again and find the answers to the following questions. 1. when was kwanzaa born? 2. why did people celebrate kwanzaa? 3. what was the largest language in africa? 4. what are the seven principles of kwanzaa?
5. when do people celebrate kwanzaa?
參考答案： 1. in 1966 2. african-americans wanted to celebrate their history and culture. 3. swahili 4. unity, self-determination, living together, working together, purpose, creativity, faith 5. from december 26 to january 1 step 3 do post-reading. step 4 deal with the language points: hear about, give thanks for, as well as, do as much as sb. can, be lit by, each time, keep sth. alive, share hopes step 5 play the tape and ask the students to listen and follow.
（四）總結、擴展 step 6 finish wb. exercises.
period 3
（一）明確目標 1. get the students to know about modal verbs(2)--must, have to, have got to. 2. read the table in the integrating skills and know more about some festivals.
（二）整體感知 step 1 presentation in the spring festival, something is not allowed. for example, floors may not be swept on the first day of new year. anyone who breaks a dish or a glass on this day must quickly say "peace for all time" to avoid incurring misfortune. so if you want to say it is necessary for someone to do something, you use "must" or "have to". today we'll learn grammar—modal verbs: must, have to.
（三）教學過程 step 2 look at the table and decide which is necessary and which is not. make sentences using "must, have step 3 read the text quickly and work in pairs and ask the questions according to the table. one asks the question. the other answers. try to form as many questions as possible. step 4 deal with the language points: care about, the living and the dead, play tricks on, be taken in step 5 play the tape for the students to listen.
（四）總結、擴展 step 6 create your own festival. fill in the blank on page 14
《英語》教案 篇21
教學目標：
1.能夠聽說讀寫表情情緒的五個單詞：tired, angry, excited, happy, sad ,以及四會句子：How are you? You look so happy. You look sad taday.”
2.能夠聽說認讀讀句子：How are you?Liu Yun? You look so happy.I’m sorry to hear that并能在實際情境中運用。
3.學唱歌曲：The way I feel
教學重難：
使學生熟練掌握四會單詞和句子，并能在實際情境中運用。
教學難點：
學生陳述產生某種心情的原因。
教具準備：
1.教師準備本課時所需的詞卡。
2.教師準備錄音機和錄音帶。
教學過程：
一、Preparation
1、Free talk
How do you feel if you have the llu?
What do you do if you have the llu?
2、拼句子活動
出示小黑板
（1）is with the what matter you?
（2）you feel How do /
（3）throat,my sore is
把學生分成兩個大組，讓他們快看，快拼句子，最后哪組拼提既對又快就可以獲勝，教師給予獎勵。
【設計意圖】通過自由會話和連詞成句來復習鞏固前面所學的內容，為新課做好鋪墊
二、Presentation
（一）Let’s learn
1、上面的活動結束后，獲勝的小組肯定會很興奮，這時老師指著他們對另一組學生說：Look！ They are so excited” 老師反復說幾遍，讓學生看老師的口形，聽清后跟讀，教師板書單詞：excited 教師問：How do you feel ?生答：I’m excited. 之后老師指其中一生問：How does she/he feel ?示意讓生答：She/he is excited 這樣示范一兩遍后，讓學生互相問答。（先找一生站起來，并做出興奮的樣子）。
2、教師做出“開心”的樣子對學生說：You are very happy. I am happy, too.Look at my face.This is a happy face. 然后在黑板上畫happy face.和sad face. ，這時教師指著sad face 問學生：Is it a happy face?以此來教學單詞happy 和 sad。并板書這兩個單詞。然后找兩同學上臺，其中一生做笑臉的表情，另一學生做難過的表情，老師問：How does she/he feel?讓生答：She’s/he’s__________
3、老師出示一張畫有“無聊”的人物圖片，問學生：Is he happy ?學生肯定答：No. 老師接著問：How does she feel?學生有可能會答：He is sad .老師這時補充說：He is bored. 并板書此單詞，老師再用肢體動作和表情來幫學生理解其含義。
4、教師課前安排好兩名學生這時在下面搞小動作，被老師發現了，老師立刻停止講課，并做出生氣的表情，當這兩生聽見沒有聲音時，問老師：How are you ,Miss Liang?師接著說：I’m angry. 并板書教生認讀（師這時表情變為笑臉）然后同桌之間互相做表情，進行問答。
5、“邊聽邊做”活動
教師發指令，師生一起做，如：Stand up！ Run！ Walk！ Jump！ Jump！ Jump10 times.活動結束后，教師說：I’m very tired. 并板書：tired. 讓學生拼讀。
6、教師放Let’s learn 錄音，學生跟讀單詞。
7、Practice
（1）請你猜活動
教師先示范，教師做出的各種表情，讓學生猜：Are you happy. /tired/bored....?然后再找一生上臺做表情，讓其他學生猜，并用以上的問答最后學生兩人一組，一個做表情，另一個猜，并會使用：Are you....?和Do you feel ...? 兩個句子提問。
【設計意圖】通過設計此活動，來復習鞏固所學的單詞，同時活躍了課堂氣氛，放松了學生的心情，為下面繼續學習提高了學生的參與積極性。
（二）Let’s try
1、 You look so happy. But how do these children feel?放Let’s try 錄音，讓學生看圖，靜聽一遍，然后再放一遍，讓學生看圖，聽音，標號。
2、Tom is tired. Mary is sad. Jack is bored. But what’s the matter with them? 學生看書上 Let’s start 圖說：Look at the picture. What are they doing? What’s the matter with them? They look so tired. I’m sure they have had a big trip. 教學新詞 trip 并板書a big trip 領讀。
（三）Let’s talk
3、They look so tired. They had a big trip. But
（1）How i s Liu Yun? Is she happy? Is she excited? Why? （讓學生聽音回答問題）
（2）教師再問：Is Sarah happy? How does she feel? Why? 讓學生接著聽音回答。
（3）請學生打開書再聽錄音，當聽到I failed the math test. 這句時，停止聽音，板書此句話，拿出準備好的一張成績很差的數學試卷，讓學生了解此句意思，然后再聽兩遍錄音。
（4）、聽音、跟讀、正音。
【設計意圖】通過多次聽音，訓練了學生的聽力，從而為學生學習閱讀課作了鋪墊。
三、Practice
1、師生表演對話。
2、分兩組進行對話練習。
3、找兩生上臺表演對話，根據本部分進行關鍵詞的替換練習。（至少找三對）
4、書寫四會句子、單詞。
四、Production
Pair work
1、師先示范，師做出開心的表情問學生：Look at me. How do I feel? 學生說：You look so happy. 師馬上肯定地說：Yes. Because you have done a good job. 教師再做出不開心的表情問學生：How do I feel now? 學生說：You look sad. 師說：Yes, because I have a headache提示學生說：I am sorry to hear that. 然后再找一名學生做表情，讓師猜，并用以上此主句型，最后小組之間各找一生做不同表情，其他幾個問，以此來練習本課所學的主要內容。這時教師在班里走動指導，幫助學生陳述產生這種心情的原因。
2、各小組找代表來進行相互問答練習。
【設計意圖】通過師先示范，再指導學生表達自己的各種情緒和產生這種心情的原因，這校既培養了學生合作學習的意識，又增強了學生的集體榮譽感和耐挫折能力。
五、Progress、
1.做基礎訓練P16第1、2、5題。
2.homework:抄寫四會單詞和句子。
3.Sumarry.
板書設計：
Unit 2 What’s the matter, Mike?
tired angry
How are you?
excited happy
I’m……
sad bored.
You look so happy.
I’m sorry to hear that
《英語》教案 篇22
lesson plan
school: no1. primary school, huangpu district
name: ni hongxing
book: oxford english (shanghai edition)2b unit 1
topic: farm animals
aims: 1. structures: what do you see? i see….
2. word: hen
3. function: asking ‘wh-’ questions to find out specific information
language focus: using present tense to express the thing people see
aids: computer, pictures
procedurescontentsmethodspurposeⅰ.pre-task preparation1. warming-upps: sing a songold mcdonald has a farm通過歌曲復習單詞，為以后的學習做鋪墊。2. questions and answershow many (chicks) are there? what animals do you like?(computer)t: ask pupils to answer the questions.pn: answer.通過復習單詞的復數形式，為以后的句型操練做準備。ⅱ.while-task procedure content 1: i see…1. introduction:(computer)t: introduce the farm to pupils. 利用電腦媒體的動感畫面引出新授句子，直觀形象。 2. imitation:i see…1)t: ask pupils to follow. t-ps2)t: ask pupils to look at the screen and say the sentences.通過游戲的方式讓學生操練句子，激發學生學習興趣。 讓學生隨著畫面上動物數量的增多練習i see…的復數表達，提高練習效率。 3.guessing game: what do you see?(computer)t: ask pupils to look at one small part of an animal and guess.pn: answer.4. questions and answers:how many (chicks) do you see? (computer)t: ask pupils to look at the increasing animals and answer the questions.ps: answer.5. conclusion: the usage of the new sentence.pa: say something about the farm.content 2: hen1. introduction: (computer)t: introduce the new word to pupils. 要求學生在畫面中找出母雞，并用句子i see a hen (on)…使學生在操練新學句子的基礎上拓展語言。2. imitation:hen1)t: ask pupils to follow. t-ps2)t: ask pupils to spell the word.3. singing a song:ten fat hens(computer)t: ask pupils to sing the song after the tape.ps: sing together.3. activity:find out the hens.(a picture)pg: the pupils work in groups. try to find out all the hens in the picture.content 3:what do you see?1. introduction:(computer)t: introduce the sentence to pupils. 讓學生在自由活動中相互交流，體現學生之間的互動原則。 2. imitation:what do you see?1)t: ask pupils to follow. t-ps2)t: ask pupils to change their voices and say the sentence.3. saying a rhyme:1)t: point to the picture and say the rhyme. ps: clap hands and follow the teacher.2)t: ask pupils to make new rhymes in groups. pg: do group work. 4. activity: t: ask pupils to draw pictures on the palm. then let them walk around the classroom and ask their classmates what they see.pa-pb-pcⅲ.post-task activitytalking about the pictures.(pictures)t: ask pupils to work in pairs. choose one picture and describe it.pa-pb出示多種學生所熟悉的場景，讓他們自由選擇，相互合作進行交流。ⅳ. assignment 1. copy the new words.2. let them tell their parents what they see at school.
2b unit1 period 3（上海版牛津英語教案） 來自第一范文網。
《英語》教案 篇23
教學目標：
（一）知識與技能
1、學生能了解認識家庭成員：father、 mother、 grandpa、 grandma 、sister、這些單詞。
2、學生能理解和掌握句型：This is my… 這個句型。
（二）情感態度與價值觀
1、通過學習使學生學會去“愛”，愛自己的家人，愛自己的朋友，愛我們的地球這個大家庭。
2、運用句型：This is my…向別人介紹自己的家庭成員。
課前準備：
錄音機、磁帶、單詞卡片
教學過程：
一、導學
1、T:hello, boys and girls.How are you ,today ? today we will learn Module9 Family unit1 this is my mother. （板書課題出示單詞卡family，理解單詞意思，跟讀，生自讀）
2、Make students in four teams:father team,mother team,sister team ,brother team
二、呈現新知與操練
1、出示圖片說明一個家庭的基本成員有哪些同時引入新單詞“father,mother,sister,brother,grandma,grandpa”。老師可以邀請幾個課前做了充分預習的學生當“小老師”，戴著頭飾扮演一家人，手拿單詞卡片向全班教授新單詞，老師在一旁提供指導和幫助。
2、出示Smart一家的圖片，指著各個人物向學生提問，例如：Who is
he？Who is she? 引導學生識別出Smart一家的成員：Ms Smart,Mr
Smart,Sam,Amy和Tom.對學生說：“Sam家里還有兩個成員，大家知道他們是誰嗎？剛才大家看到的這些任務之間又是什么關系呢？我們一起來看一看吧！”
三、自學與展示
1、播放錄音請學生認真聽，試著理解課文的內容。聽過第一遍錄音后，老師可以提出一些關于課文的具體問題，例如：“How many people are there in sam `s family?”請學生帶著問題聽第二遍錄音后，老師可以請理解課文內容的學生內容的學生向其他同學提出問題，例如：“Who are they?”聽第3遍錄音時，請學生看著書跟讀，畫出生詞，并試著找出問題的答案。
2、小組長帶領組員理清家庭成員之間的相互關系：Ms Smart和 Amy,Sam 和Tom的父母；三個孩子中，Amy是姐姐，Sam是弟弟，Tom是最小的弟弟，他們的家庭中還有爺爺和奶奶。
3、讓學生再聽錄音，模仿跟讀課文。其后，請學生帶著頭飾分角色表演課文。扮演Ms Smart,Mr Smart,Grandma,Grandpa,Amy和Tom的學生雖然沒有臺詞，但是他們可以隨著“Sam”的介紹走到講臺中間和全班同學打招呼。
四、鞏固與拓展
Now, Let’s make a chant.
爺爺、爺爺grandpa， grandpa胡子一大把。
奶奶、奶奶grandma, grandma眼睛有點花；
爸爸、爸爸是father, father形象很高大；
媽媽、媽媽是mother, mother美麗又持家；
姐姐、妹妹sister， sister眼睛圓又大；
哥哥、弟弟brother, brother淘氣不聽話。
四、總結
1.聽錄音熟讀課文。
2、自己繪制“Family tree”展示給家人看。并向他們進行講解。