英語(yǔ)教案
英語(yǔ)教案（精選14篇）
英語(yǔ)教案 篇1
初三英語(yǔ)：Lesson 23教學(xué)設(shè)計(jì)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:
�、�. Organizing the class
Greetings and a duty report.
�、�. 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
�、�. 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.
�、�. Practice
Practice the dialogue in Pairs, then in groups.
Then act out the dialogue.
�、�. Ask and answer
Talk about the dialogue of Part 2 in Pairs.
Finish the sentences in Pairs.
�、�. 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…
�、�. Homework
Finish off the exercises in the workbook.
�、�. 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(yǔ)教案 篇2
第一課時(shí)
【課題】Unit 1 A 【課型】新授課
【教學(xué)目標(biāo)】
▲1 能夠聽(tīng)、說(shuō)、讀、寫(xiě)短語(yǔ)。
★2 能夠聽(tīng)懂問(wèn)句：How do you go to school? Usually I go to school by bike ……并能用所學(xué)動(dòng)詞短語(yǔ)替換句型“I usually... by bus ..”中的關(guān)鍵詞回答問(wèn)句。
3能理解并說(shuō)唱Let's chant 部分的歌謠。
4 能夠了解 Good to know部分的內(nèi)容。
【教材分析】
本節(jié)課是本學(xué)期開(kāi)學(xué)的第一課，主要讓學(xué)生學(xué)習(xí)Let's learn 中的五個(gè)動(dòng)詞短語(yǔ)，并能用這五個(gè)短語(yǔ)回答詢問(wèn)作息時(shí)間的問(wèn)題。本課時(shí)的教學(xué)難點(diǎn)是掌握五個(gè)四會(huì)短語(yǔ)和單詞exercises, usually的正確發(fā)音。我主要采取師生、生生互相合作，學(xué)生在愉快的學(xué)習(xí)氛圍中習(xí)得和學(xué)得。
【學(xué)生分析】
學(xué)生開(kāi)學(xué)后第一次上英語(yǔ)課，都很積極，學(xué)習(xí)熱情也比較高，學(xué)生學(xué)習(xí)校園內(nèi)常見(jiàn)事物的單詞，讓學(xué)生在復(fù)習(xí)中學(xué)習(xí)新知，學(xué)生興趣很高，學(xué)習(xí)熱情都比較高。
【教學(xué)準(zhǔn)備】
教師：錄音機(jī)、磁帶、畫(huà)有校園常見(jiàn)事物的詞卡。
學(xué)生：課本。
【板書(shū)設(shè)計(jì)】
Unit 1 How do you go to school?
A Let's learn
學(xué)習(xí)過(guò)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(xué)生一般喜歡在游戲中完成自己的學(xué)習(xí)任務(wù),所以我主要采取游戲?qū)W習(xí)方式來(lái)調(diào)動(dòng)大家的學(xué)習(xí)興趣,讓學(xué)生樂(lè)于學(xué)習(xí).在學(xué)習(xí)中學(xué)生的學(xué)生基礎(chǔ)差距較大，部分學(xué)生的基礎(chǔ)較差，學(xué)生之間互相幫助的方法有助于提高學(xué)生的英語(yǔ)水平，本學(xué)期的拼寫(xiě)單詞較多而且也比較難，學(xué)生自己分析單詞，讓學(xué)生找拼寫(xiě)規(guī)律,教師予以引導(dǎo)，有助于教與學(xué),對(duì)于較差的學(xué)生，我進(jìn)行單獨(dú)輔導(dǎo)，學(xué)生在學(xué)習(xí)英語(yǔ)的興趣上有所提高。學(xué)習(xí)英語(yǔ)的新思想是創(chuàng)設(shè)情景進(jìn)行學(xué)習(xí),我會(huì)學(xué)著去創(chuàng)設(shè)各種與教學(xué)相適應(yīng)的情景去教學(xué)的.
英語(yǔ)教案 篇3
初三英語(yǔ)：Lesson 23教學(xué)設(shè)計(jì)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:
�、�. Organizing the class
Greetings and a duty report.
�、�. Revision
To dictate the words last time.
Check homework
�、�. 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
�、�. 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.
�、�. 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.
�、�. 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…
�、�. Homework
Finish off the exercises in the workbook.
�、�. 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(yǔ)教案 篇4
初三英語(yǔ)：Lesson 23教學(xué)設(shè)計(jì)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:
�、�. Organizing the class
Greetings and a duty report.
Ⅱ. Revision
To dictate the words last time.
Check homework
�、�. 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
�、�. 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.
�、�. 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…
�、�. 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(yǔ)教案 篇5
Lesson 3教案示例
【課題】Lesson 3
【重點(diǎn)】句型Are these/those…?
【難點(diǎn)】有關(guān)名詞復(fù)數(shù)濁輔音后面加-s 及單數(shù)變復(fù)數(shù)的讀音規(guī)律。
【過(guò)程】
一 熱身/復(fù)習(xí)：
1、日常口語(yǔ)會(huì)話活動(dòng)。
2、教師播放歌曲《Twinkle，Twinkle，Little Star 》，學(xué)生表演唱。
3、教師拿出一個(gè)準(zhǔn)備好的盒子：里面裝有學(xué)生學(xué)過(guò)的各種文具，讓學(xué)生觸摸后猜，此時(shí)教師可以提問(wèn)，也可以讓孩子自己提問(wèn)：What’s this ? 由猜的孩子回答。教師可以適時(shí)引導(dǎo)：Is this a …？
4、在游戲中復(fù)習(xí)有關(guān)文具的詞匯。
二 新課展示：
1、教師拿出圖片，只讓學(xué)生看一部分，問(wèn)：What are these？/ What are those ？
2、學(xué)生猜測(cè)，可能有的學(xué)生在教師的引導(dǎo)下會(huì)問(wèn)：Is this a …？這時(shí)教師可以告訴孩子自己手里并不是一個(gè)，引導(dǎo)孩子用Are these … / Are those… 提問(wèn)。教師不要急于公布答案，應(yīng)讓孩子多猜一猜，練習(xí)本課重點(diǎn)句型。
3、教師用第二部分的圖片引導(dǎo)孩子練習(xí)句型。建議教師把圖片畫(huà)的模糊些，這樣就為孩子提供了使用本句型的情景，而不是明知故問(wèn)。
4、教師在引導(dǎo)學(xué)生練習(xí)的時(shí)候要有意識(shí)的提示孩子關(guān)于名詞變復(fù)數(shù)的讀音。
三 看圖說(shuō)話：
1、教師讓孩子打開(kāi)書(shū)，看著書(shū)上的圖，兩個(gè)人一組互相提問(wèn)、回答。
2、請(qǐng)學(xué)生提問(wèn)，自己找同學(xué)回答。也可以以小組競(jìng)賽的形式開(kāi)展這一練習(xí)。
3、教師出示詞語(yǔ)卡片：map + s =maps [ maps ]請(qǐng)學(xué)生讀。
4、再出示：pig + s = [ pig ]請(qǐng)學(xué)生填。此時(shí)教師可以引導(dǎo)孩子回憶、討論，然后再回答。教師帶讀單詞：dogs pigs eggs bags flags cups
四 學(xué)習(xí)課文：
1、教師請(qǐng)一位同學(xué)到前面來(lái)按要求畫(huà)簡(jiǎn)筆畫(huà)。教師準(zhǔn)備一張小紙條，上面寫(xiě)著tree。學(xué)生畫(huà)tree。教師問(wèn)大家：What is this ？再找兩位同學(xué)同樣畫(huà)樹(shù)，教師再問(wèn)：What are these？Are these trees？
2、下面由教師畫(huà)，同時(shí)提要求：我在畫(huà)的時(shí)候你們可以隨時(shí)用英語(yǔ)提問(wèn)。教師邊畫(huà)邊引導(dǎo)孩子提問(wèn)，隨著畫(huà)面的呈現(xiàn)，由孩子自己回答。 Question：What is this？
Answer：It is a star。
3、如果孩子不會(huì)星星這個(gè)詞，教師出示單詞卡片并帶讀幾遍。
4、教師繼續(xù)畫(huà)：
Question：What are those？
Answer：They are stars。
Question：What are those？
Answer：They are hills。
Question：What are those on the hills？
Answer：They are trees。
5、教師不斷根據(jù)課文內(nèi)容完成畫(huà)面，并引導(dǎo)孩子談?wù)摦?huà)面。
6、出示單詞：plane spaceship picture star hill tree，指導(dǎo)學(xué)生讀詞。然后再將本課新詞拼讀幾遍。
7、看視頻對(duì)話，要求孩子認(rèn)真聽(tīng)，然后回答問(wèn)題。
8、提問(wèn)：（1）What is the boy doing?
�。�2）Is he draw a plane?
�。�3）Do you like his picture?
9、教師播放課文跟讀部分課件，學(xué)生重復(fù)句子，模仿課件中的語(yǔ)音語(yǔ)調(diào)。
教師請(qǐng)學(xué)生朗讀句子，及時(shí)糾正學(xué)生的發(fā)音。
10、兩個(gè)人一組進(jìn)行對(duì)話練習(xí)。
11、課堂評(píng)價(jià)：根據(jù)學(xué)生朗讀的情況，由教師評(píng)價(jià)，或由同學(xué)之間評(píng)價(jià)。
12、教師：你們?cè)敢獾皆虑蛏先タ匆豢磫�？關(guān)于其他星球你們知道什么知識(shí)呢？希望你們?cè)谡n下多閱讀一些這方面的知識(shí)，豐富自己。
【板書(shū)設(shè)計(jì)】
LESSON THREE
Are these …？
Are those …？
Yes，they are.
No，they are not. They are…
英語(yǔ)教案 篇6
第一課時(shí)教學(xué)建議
1 教材分析
教材的 Lets talk 部分是通過(guò)情景會(huì)話，讓學(xué)生學(xué)會(huì)提問(wèn)和回答物品所在位置 Wheres...? Its in / on / under.... ，并能在實(shí)際情景中自然運(yùn)用。 Lets practise 部分是通過(guò)游戲練習(xí)所學(xué)的Lets talk 部分的內(nèi)容，提供給學(xué)生一個(gè)實(shí)際運(yùn)用語(yǔ)言的機(jī)會(huì)。在兩部分知識(shí)學(xué)、練的同時(shí)能聽(tīng)、說(shuō)、認(rèn)讀以下單詞 car, plane, desk ,chair, bag, in, on, under 。
2 教法建議
本課時(shí)主要是通過(guò)情景會(huì)話讓學(xué)生學(xué)會(huì)提問(wèn)和回答物品所在位置的句子，使學(xué)生在一定的情景中聽(tīng)懂、會(huì)說(shuō)并理解句子 Wheres ...? Its in / on / under.... 。教師讓學(xué)生課前準(zhǔn)備好所學(xué)文具類(lèi)單詞，在講授新句子時(shí)可通過(guò)游戲 “捉迷藏” 來(lái)導(dǎo)入句型 Wheres...? Its in / on / under.... 。在了解新句型的基礎(chǔ)上，利用教學(xué)課件學(xué)習(xí)新對(duì)話，從而認(rèn)讀本課時(shí)的單詞。最后，再次通過(guò)游戲傅錫、鞏固所學(xué)的Lets talk 部分的內(nèi)容，游戲可分集體游戲和小組游戲兩種，并將尋找文具擴(kuò)展到尋找玩具或身邊的其它事物。
第二課時(shí)教學(xué)建議
1 教材分析
本課時(shí)分Lets learn 和 Lets play 兩部分。Lets learn部分主要是教學(xué)幾個(gè)表示交通工具的單詞：bus, bike, jeep, taxi并初步了解短語(yǔ)“Look out!”的含義。 Lets play 部分是為了練習(xí)第一課時(shí)所學(xué)的Lets talk 部分的內(nèi)容，提供給學(xué)生一個(gè)在實(shí)際生活中運(yùn)用語(yǔ)言的機(jī)會(huì)。
2 教法建議
本課時(shí)主要學(xué)習(xí)幾個(gè)表示交通工具的單詞：bus, bike, jeep, taxi ，學(xué)生對(duì)這幾個(gè)單詞已有了初步了解，再次學(xué)習(xí)時(shí)，教師要設(shè)計(jì)易于調(diào)動(dòng)學(xué)生興趣和學(xué)習(xí)積極性的活動(dòng)。在導(dǎo)入新課時(shí)，用簡(jiǎn)筆畫(huà)導(dǎo)入新課, 還可用真實(shí)的玩具讓學(xué)生感知，用色彩鮮艷的圖片吸引學(xué)生，用熟悉的聲音調(diào)動(dòng)學(xué)生。然后運(yùn)用動(dòng)畫(huà)課件呈現(xiàn)新知。操練環(huán)節(jié), 教師可設(shè)計(jì)有趣的活動(dòng)讓學(xué)生在玩玩動(dòng)動(dòng)中鞏固所學(xué)。
第三課時(shí)教學(xué)建議
1 教材分析
本課時(shí)包括 Lets say 和 Lets do 兩部分。Lets say部分是為培養(yǎng)學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)字母Uu, Vv, Ww ，并讓學(xué)生聽(tīng)懂、會(huì)說(shuō)這些字母開(kāi)頭的單詞umbrella, under, vest, violin, window, wind 。Lets do 部分是通過(guò)有節(jié)奏、有韻律的指令語(yǔ)，來(lái)復(fù)習(xí)和鞏固字母 A-W 。并初步了解表動(dòng)作的詞語(yǔ) show, point, type, colour, say ，也為學(xué)生的語(yǔ)言學(xué)習(xí)提供一定基礎(chǔ)。 A-T是本冊(cè)書(shū)Unit 1 到 Unit 4 的字母教學(xué)內(nèi)容。
2 教法建議
在講授字母和單詞時(shí)，教師利用實(shí)物、圖片和動(dòng)作將字母和單詞同時(shí)出現(xiàn)，讓學(xué)生在理解詞義的基礎(chǔ)上學(xué)習(xí)。如：umbrella, vest, window可用實(shí)物講解；violin, wind 用動(dòng)作講解。（可根據(jù)學(xué)生或教師情況更改） 理解詞義后利于表述單詞，較熟練的認(rèn)讀單詞再后學(xué)習(xí)字母利于掌握發(fā)音，掌握字母形狀。
【課題】Unit Five Where is my ruler?
【教學(xué)重點(diǎn)】日常用語(yǔ)Where’s …? 及其 It’s in / on / under….
【教學(xué)難點(diǎn)】句子: Where is my car? In the toy box? 的理解
【教具準(zhǔn)備】
1 教師準(zhǔn)備教材配套的錄音帶。
2 教師準(zhǔn)備 Let’s talk 部分的教學(xué)課件。
3 教師和學(xué)生都準(zhǔn)備 pen, pencil, ruler, eraser, bag 等文具和car, toy box, ball, plane, doll 等玩具。
4 教師準(zhǔn)備所學(xué)單詞的卡片和圖片。
5 學(xué)生準(zhǔn)備白紙和水彩筆，準(zhǔn)備畫(huà)畫(huà)用。
6 學(xué)生按小組準(zhǔn)備眼罩。
【教學(xué)過(guò)程】
1 熱身、復(fù)習(xí) (Warm-up/Revision)
�。�1）學(xué)生日常用語(yǔ)練習(xí)。
�。�2）游戲 Show me the …
教師或?qū)W生說(shuō)單詞，如pencil 一詞，師生共同說(shuō)Show me the pencils. 師生舉起鉛筆。這樣，用同一種方法練習(xí)其它文具類(lèi)單詞。教師和學(xué)生共同游戲，可增進(jìn)游戲效果和師生間的交流。
（3）教師播放第一冊(cè)Unit 2 B部分 Let’s chant 的錄音，學(xué)生邊聽(tīng)邊拍手，有節(jié)奏地吟唱。
2 呈現(xiàn)新課 (Presentation)
�。�1）游戲：“捉迷藏”
教師出示文具pen, pencil, ruler, eraser, bag …… 讓學(xué)生自由用英語(yǔ)表述，之后告訴學(xué)生：All of these are mine. They can move. Please close your eyes. 告訴學(xué)生我的文具也長(zhǎng)了腳，可以和同學(xué)們做捉迷藏的游戲，請(qǐng)把眼睛閉緊。教師將其中一個(gè)文具，如：ruler 藏在某個(gè)同學(xué)的課桌底下，問(wèn)：Where is my ruler? 學(xué)生自由討論，能用英語(yǔ)的說(shuō)英語(yǔ)，不會(huì)的單詞可做動(dòng)作表示。用此方法引出單詞：in, on, under 的教學(xué)。并讓學(xué)生看詞卡，認(rèn)讀單詞,最后將詞卡貼在黑板上。
（2）動(dòng)一動(dòng)：為了復(fù)習(xí)介詞in, on, under ，設(shè)計(jì)“動(dòng)一動(dòng)”的活動(dòng)。
教師告訴學(xué)生左手是地點(diǎn)，右手是物品。當(dāng)教師說(shuō)其中的某個(gè)單詞時(shí)，學(xué)生用兩手表示出某物所在位置。如：in ，學(xué)生應(yīng)將右手放到左手中，并將右手包緊，表示in 。
on 是將右手放在左手上。
under 將右手放在左手底下。
�。�3）教師播放Let’s talk部分錄像，初步了解新對(duì)話內(nèi)容。并提問(wèn)：
What can you see? 學(xué)生可根據(jù)記憶說(shuō)單詞或句子，目的在于訓(xùn)練記憶和表述英文。學(xué)生說(shuō)多說(shuō)少教師都應(yīng)給予鼓勵(lì)。
�。�4）再次觀看課件。之后找學(xué)生選擇教師手中的物品，按其順序表演對(duì)話并擺放物品。
a. 在 car, toy box, ball, plane, doll 等玩具中選擇所用物品。
b. 在課桌上尋找并搖頭說(shuō)：No.
c.在toy box 中尋找并說(shuō)：No.
d. 發(fā)現(xiàn)玩具車(chē)就在椅子底下。
學(xué)生表演的同時(shí)，教師放慢速度用英語(yǔ)表述。
�。�5）播放Let’s talk部分動(dòng)畫(huà)，學(xué)生跟讀。還可讓學(xué)生扮演角色, 和動(dòng)畫(huà)對(duì)話。
提示學(xué)生：當(dāng)你想詢問(wèn)某物在哪里，可以說(shuō)：Where is …?
3 趣味操練 (Practice)
�。�1）游戲：Listen and do
按教師的指令做動(dòng)作或擺放物品。比一比，誰(shuí)能將所有的動(dòng)作堅(jiān)持到底。指令如下：
Put the left hand on your head. 教師適當(dāng)提示left 的含義。
Put a bag under your chair. 注意：做此動(dòng)作時(shí)，前一個(gè)動(dòng)作的姿勢(shì)不便。即左手放在頭上的同時(shí)，將書(shū)包放在椅子底下。
Put a pencil-box on your desk. 仍然是做此動(dòng)作的同時(shí)不改變上一個(gè)動(dòng)作。
Put an eraser in your pencil-box.
Put three pencils under the pencil-box.
Put a ruler on the eraser.
比比看，誰(shuí)能將動(dòng)作堅(jiān)持到底為勝。教師可根據(jù)各班情況增減指令語(yǔ)。
�。�2）小組活動(dòng)：四人一組，做 Let’s practise 的游戲。
一名學(xué)生藏學(xué)習(xí)用品并問(wèn)：Where is my …? ，另一名學(xué)生帶上眼罩猜用品在哪里 In your bag?/ In your desk? ，再有兩名學(xué)生一個(gè)做裁判，一各做記錄員，每人只有兩次猜的機(jī)會(huì)，猜對(duì)一次，做一次記錄，最后猜對(duì)次數(shù)多的是優(yōu)勝者。之后，倆倆交換，繼續(xù)進(jìn)行。
�。�3）做本課時(shí)Let’s talk 部分的鞏固練習(xí)，兩人一組，扮演對(duì)話中的人物，教師可鼓勵(lì)學(xué)生適當(dāng)改變對(duì)話中的單詞，或適當(dāng)增減句子。
4 課堂評(píng)價(jià) (Assessment)
做活動(dòng)手冊(cè)本單元 Let’s talk 部分的練習(xí)，方法和步驟同以前。
5 擴(kuò)展性活動(dòng)(Add-activities)
教師讓學(xué)生拿出準(zhǔn)備好的白紙和水彩筆，準(zhǔn)備按指令畫(huà)畫(huà)。指令內(nèi)容如下：
Listen and draw
Draw a ball in a toy box.
Draw a car on a toy box.
Draw a plane under a toy box.
Draw a doll in a girl’s hands.
教師讓學(xué)生交上來(lái)他們的畫(huà)，可以為學(xué)生創(chuàng)設(shè)一個(gè)自由展示的空間。凡是愿意將繪畫(huà)展覽的同學(xué)，統(tǒng)一把畫(huà)貼在指定的地點(diǎn)，此地點(diǎn)作為英語(yǔ)角(English corner)。
另為，教師還可讓學(xué)生隨心畫(huà)一幅畫(huà)，并將所畫(huà)內(nèi)容用英語(yǔ)講一講。
【板書(shū)設(shè)計(jì)】
第一課時(shí)探究活動(dòng)
貼鼻子
探究?jī)?nèi)容：貼鼻子
探究目的：增強(qiáng)趣味性，創(chuàng)設(shè)語(yǔ)言運(yùn)用的機(jī)會(huì)，進(jìn)一步調(diào)動(dòng)學(xué)生興趣，從而鞏固提高對(duì)介詞
的掌握。
探究形式：游戲
探究過(guò)程：
所需用具：眼罩、假鼻子、大頭圖。（各兩套）
1 將學(xué)生分兩大組，同時(shí)進(jìn)行。
2 每組組員站成兩排，第一個(gè)人戴上眼罩貼鼻子。
3 第二個(gè)人要在前者貼穩(wěn)后說(shuō)出鼻子所貼位置: Its on the head./Its under the mouth. ...
4 第二個(gè)人再戴上眼罩貼鼻子, 后面的學(xué)生再說(shuō), 這樣依次進(jìn)行。
分?jǐn)?shù)統(tǒng)計(jì)規(guī)則：
沒(méi)貼準(zhǔn)鼻子，但表述英文正確的加10分。
貼準(zhǔn)鼻子，英文也表述正確的加50分。
沒(méi)貼準(zhǔn)鼻子，也沒(méi)說(shuō)對(duì)英文的小組不加不減分?jǐn)?shù)。
貼準(zhǔn)鼻子，但沒(méi)說(shuō)出英文的只加10分。
根據(jù)時(shí)間和人數(shù)多少，教師可自行調(diào)整游戲方法。
英語(yǔ)教案 篇7
教學(xué)內(nèi)容：
牛津小學(xué)英語(yǔ)6A Unit6 Holidays （PartB&C）
教材分析：
本單元圍繞“談?wù)摴?jié)日里所做的事”這一話題展開(kāi)教學(xué)活動(dòng)，其中出現(xiàn)了過(guò)去式的一般疑問(wèn)句形式。學(xué)生通過(guò)學(xué)習(xí)，能了解中西方一些節(jié)日的時(shí)間，習(xí)俗和文化背景，并能理解運(yùn)用新句式。
教學(xué)目標(biāo)：
1. 能掌握節(jié)日單詞 Children’s Day、Christmas、Mid-Autumn Festival、Dragon Boat Festival和Spring Festival。
2. 能通過(guò)課前的信息搜集，課上的團(tuán)隊(duì)合作以及課后的自學(xué)，掌握以下節(jié)日
New Year’s Day、Halloween、 May Day、 National Day 。
3. 能掌握四會(huì)句型
When’s…？It’s in…What do people usually do at/on…？They…
4. 學(xué)生能運(yùn)用本單元的四會(huì)句型和日常交際用語(yǔ)談?wù)摴?jié)日中人們的活動(dòng)以及自己曾做過(guò)的事。
重點(diǎn)難點(diǎn)：
1.能掌握所學(xué)節(jié)日的正確讀音。
2.能熟練掌握四會(huì)句型，并能靈活進(jìn)行替換訓(xùn)練，從而進(jìn)一步來(lái)鞏固一般過(guò)去時(shí)的知識(shí)。
教具準(zhǔn)備：
多媒體課件 實(shí)物
教學(xué)過(guò)程：
Step1: Warming-up
1.Greetings.
2.Free talk.
What day is it ? What date is it today?
What do you usually do at the weekends?
�。ㄔO(shè)計(jì)意圖： 在上課開(kāi)始，與學(xué)生親切自然地相互問(wèn)候，使學(xué)生快速進(jìn)入英語(yǔ)學(xué)習(xí)的氛圍，同時(shí)為下一步教學(xué)做鋪墊。）
Step2: Presentation:
1. T：（教師手拿日歷）What date is it?
S: It’s the first of October.
T: What holiday is on the first of October.
S: It’s National Day.
T：你們還記得其他的節(jié)日嗎？
Ss：Children’s Day, Teacher’s day, Christmas, National Day, Halloween---
揭示主題： Holidays
Magic eyes
快速閃現(xiàn)學(xué)生知道的單詞，學(xué)生根據(jù)圖片說(shuō)出相應(yīng)的節(jié)日。
2. 教學(xué) Spring Festival
�。�1）。（Look at the screen）There is a duck, a cake and some fruit. Oh, they are very delicious.（扮演出正在吃美味食物的樣子）Here“delicious”means“nice”。 （Teach:delicious ←de-li-cious）
T: We can eat delicious food at Spring Festival.
Teach: Spring Festival 春節(jié)
（2）。Let’s read
It is a popular holiday in China. It is in January or February. People eat a lot of delicious food. They usually visit their relatives and friends.
Relative means your parents,uncle,aunt,cousin,grandparents and so on.
It means…？
Ss:（引導(dǎo)學(xué)生說(shuō)出答案）It means親戚！
T：（Teach: relative ←re-la-tive）
（3）。 教學(xué)What do people usually do at Spring Festival?
T: What do people usually do at Spring Festival?
Read: people 人，人們
Practice: What do people usually do at Spring Festival?
They usually---
Did you --- last Spring Festival?
Yes, I did. No, I didn’t.
3. 教學(xué) Mid-Autumn Festival & Dragon Boat Festival.
And there are some Chinese traditional（傳統(tǒng)的） festivals in China,too. We have Spring Festival, Mid-Autumn Festival and Dragon Boat Festival.
T:（Show the picture of Mid-Autumn Festival）
Can you guess what fesitval it is from this picture?
Ss:中秋節(jié)。
T：Yes,it’s Mid-Autumn Festival.（Teach: Mid-Autumn Festival.）
When’s Spring Festival?
S:It’s on the 15th of August.
T:No,It’s in September or October. （日歷展示）
What do people usually do at Mid-Autumn Festival?If you can’t say in English,you can say it in Chinese.（在用英語(yǔ)無(wú)法表達(dá)時(shí)，允許學(xué)生用中文來(lái)補(bǔ)充。）
S: 吃月餅，賞月。
T：Yes. They usually eat moon cake and watch the moon.
T: Did you eat moon cake and watch the moon last Mid-Autumn Festival?
Ss: Yes,I do.
T: I think you should say:Yes,I did.
（ Dragon Boat Festival教法同上。）
4. 教學(xué)Christmas
�。�1）Guessing game
問(wèn)： What holiday is it ?
�。�2） 教師讓學(xué)生說(shuō)他們所知道的關(guān)于圣誕節(jié)的知識(shí)，如圣誕老人，圣誕禮物，圣誕食 品及圣誕活動(dòng)，不限定學(xué)生全部用英語(yǔ)表達(dá)。
T: Christmas is coming. Do you know anything about Christmas ,e.g. presents and food?
（設(shè)計(jì)意圖： 用提問(wèn)的方式引出即將學(xué)習(xí)的活動(dòng)，并通過(guò)討論讓學(xué)生了解有關(guān)圣誕節(jié)的文化意識(shí)。）
�。�3） 教師用課件創(chuàng)設(shè)情景： Christmas tree, Santa Claus, new clothes, stars, give presents to each other, play with friends..
The Christmas is coming. Please look at these pictures and talk about the following questions.
When’s Christmas?
Do you like Christmas? Why?
What do you usually do at Christmas?
（4） 學(xué)生4人一組看圖片，并根據(jù)問(wèn)題討論圣誕節(jié)。
�。�5） 小組匯報(bào)他們討論的情況，并通過(guò)投影呈現(xiàn)： 例如Christmas is on the 25th of December. We like Christmas because it’s interesting. There are many Christmas trees and we can see them everywhere. We can also buy new clothes and give presents to each other.
�。ㄔO(shè)計(jì)意圖：這個(gè)活動(dòng)對(duì)學(xué)生來(lái)說(shuō)具有一定的挑戰(zhàn)性，但六年級(jí)學(xué)生已基本能把老師提供的信息組合成一句話，甚至能連成一段話。通過(guò)這樣的活動(dòng)可以讓學(xué)生把所學(xué)的知識(shí)運(yùn)用于實(shí)際，使不同程度的學(xué)生都有成就感，增強(qiáng)自信心。）
5. The usage of “at” and “on”
T: Look at the phrases carefully and find the rule by yourselves.
小組討論 “on” 和“at”的區(qū)別
at Halloween at Spring Festival at Dragon Boat Festival
on New Year’s Day on May Day on Children’s Day
S: We use “on” before “Day”。
T：Well done！
Step4.Practice
1.（Show two pictures about Part C）
T:Can you use the sentences on the blackboard to make up dialogues in pairs?
T：When’s Spring Festival?
S:It’s in January or February.
T: What do people usually do at Spring Festival?
S:They eat lots of delicious food.
T:Did you eat lots of delicious food last Spring Festival?
S:Yes,I did.（Picture1 T-S;Picture2 S-S）
2.Show time:
___________is on ______________.
Children usually______________________.
Did you ____________last______________?
Step5: Homework
1. 仿照PartC編寫(xiě)含有以下節(jié)日的句型：New Year’s Day、May Day、
National Day
2. Introduce the foreign festivals to your parents.
板書(shū)設(shè)計(jì)：
Unit6 Holidays
A: When’s --- ?
B: It’s in ---.
A: What do people usually do at Spring Festival?
B: They usually---
A: Did you --- last Spring Festival?
B: Yes, I did. No, I didn’t.
英語(yǔ)教案 篇8
教學(xué)設(shè)計(jì)方案Lesson 11
1. For the first time, Ss read and do the following reading comprehension exercise in given time, usually 5 minutes:
1). Paragraph 1 mainly talks about Australia’s _____.
A. history B. geography C. forests D. animals
2). How many types of pocket animals in Australia are mentioned in the text?
A. 1 B. 2 C. 3 D. 4
3). According to the text, Australia is famous for its________.
A. industrial products B. educational undertaking( 事業(yè))
C. agricultural products D. cultural undertaking
4). We can’t find fruit or vegetables growing in _____ of Australia.
A. the sough B,. the north C. the west D. the center
5). Farming in the middle of Australia seems to be_______.
A. developing all the time B. quite developed there
C. fully developed there D. underdeveloped there
6). What does “precious ” mean?
A. rich B. expensive C. rare and valuable D. worthwhile
7). What sport is impossible in Australia?
A. skiing B. swimming C. tennis D. basketball
8). The weather in Australia encourages__________.
A. indoor activities B. outdoor activities C. competition D. industry
9). The last paragraph deals with _________.
A. climate B. people’s life C. outdoor activities D. climate and people’s life
10). “Round” in the text has_______ meanings.
A. 2 B. 3 C. 4 D. 5
(Keys: DBCDB CABDA)
2. For the second time reading of the text, find out what each paragraph is about and the main idea of each paragraph
Paragraph 1: The animals. Australia is an old land with many interesting and unique plants and animals.
Paragraph 2: Location. Australia is the only country in the world which covers an entire continent.
Paragraph 3: Natural resources. Australia is an extremely rich country.
Paragraph 4: Agriculture. To keep out the dingoes, people in Australia have put up a fence hundreds of kilometers long.
Paragraph 5: The Climate. The climate in Australia varies because of the sea.
3. Ss present their work in groups, talking about the climate, animals, location or natural resources of Australia. Retell the text
Practice: Ss finish the WB exercise based on the text
4. Production
Ss work in groups, talking about the climate, animals, location or natural resources of China. Ask some of them to present their work in class.
Assignment: 1. Retell the text in any forms (dialogue of a short play)
2. Finish off the WB exercises
3. Write an essay chosen from either of the following two choices:
A. Write about the advantages and disadvantages of Australia
B. Write about China or any feature of China.
(e. g Brief Introduction about the Weather of China
Chins is large in area. The climate is different from place to place. In the south it is cool and wet in winter, hot and damp in summer. This area is good for growing rice. In the north it cold and dry in winter, hot and rainy in summer. Wheat is mainly grown in this area. The western part of China is dry with little rain all the year round. It is not good for growing crops, but some places produce varieties of fruit. And the eastern part enjoys plenty of rain most time of the year, so the crops there grow very well.)
Supplementary reading comprehension
The Australian National Flag is blue, with Britains Union Jack in the upper quarter. Below this, a seven-pointed large star, the Federation star, represents the six states and the territories . On the right, four smaller white stars with seven points and one star with five points, represent the constellation of the Southern Cross.
At the time of Federation a competition was conducted for a new flag and from over 32, 000 entries, the winning design was submitted independently by five different people. The design was approved by King Edward Ⅶ 1903 and has remained unchanged except for the addition of the seventh point on the large star.
1. There is one thing in the Australian National Flag that is taken after the National Flag of Britain. That is ____.
A.The seven-pointed large white star B. the Union Jack
C. the seven-pointed stars D. the five-pointed star
2. How many stars are there in the Australian Nation Flag？
A. Seven. B. Six. C. Five. D. Eight.
3. The large white star stands for ____.
A. the six states of Australia B. the constellation
C. Britains Union Jack D. Australian states and territories
4. Which of the following statements is true？
A. The winning design was submitted by King Ed- ward Ⅶ.
B. The winning design was the joint product of five different people.
C. Not many people were interested in the competition.
D. Originally the large white star was six-pointed.
Possible answers：BBDD
Sydney is Australias most exciting city. The history of Australia begins here. In 1788 Captain Arthur Phillips arrived in Sydney with 11 ships and 1, 024 passengers (including 770 prisoners) from Britain. Today there are 2.5 million people in Sydney. It is the biggest city in Australia, and one of the most beautiful cities in the world.
There are over 20 fine beaches close to Sydney. Its warm summer climate and cool winter have made it a favorite city for immigrants from overseas.There are three things that made Sydney famous----its beautiful harbor, the Sydney Harbor Bridge, and the Sydney Opera House.
But there are many more interesting things in Sydney：beautiful shops and restaurants, for example, rows of interesting old houses built in the 19th century, and everywhere, the sea. Summer or winter, day or night, Sydney is an outdoor city.
Some Americans think it is very British. Some British visitors think it is like America. There is some truth in both these opinions, because Sydney takes from both the old world----Europe, and the New World----America, and makes it into something that is neither British nor American but truly Australian.
1. Which of the following statements is true？
A. Sydney is a silent city. B. Sydney is a busy city.
C. Sydney is a new city. D. Sydney is a common city.
2. In 1788 Captain Arthur Phillips arrived in Sydney ____.
A. with some ships and more than 1000 passengers from Britain
B. with 11 ships and only 700 prisoners
C. with 1024 passengers besides 700 prisoners
D. with only more than ten ships and some helpers
3. What made Sydney famous？
A. Three things----the beautiful harbor, the Sydney Harbor Bridge and the Sydney Opera House.
B. Immigrants from Britain, the beautiful Harbor and ships.
C. Beautiful shops, modern restaurants and interesting old houses and seas.
D.The Sydney Opera House, interesting old House and interesting restaurants.
4. The climate in Sydney is ____.
A. hot in summer and cold in winter B. warm all the year round
C. neither too hot nor too cold D. cool all through the year
5. The writer thinks Sydney ____.
A. is like America
B. is very British
C. is neither British nor American but truly Australian
D. takes from Europe
Possible answers：BAACC
Lesson 12 Listening 教學(xué)設(shè)計(jì)方案
Step 1 Revision
Check Ss’ work ( retell the text in the form of a dialogue or a short play)
Step 2: Listening Comprehension
Bush fire
Ss listen to a radio programme about the story of an Australian woman’s escape from the bush fires near Sydney in 1994.
A. Ss listen and find out the things that the woman mentions in her talk
B. Ss listen and put the given events into the correct order
C. Answer questions
Step 3 Discussion
Discuss about the ways of avoiding bush fires of forest fires
Assignment: 1. Finish off the WB exercises
2. Go on with the oral work
探究活動(dòng)
(Some suggested activities when teaching the following dialogue
1. Getting students interest. Show students some photos taken during some holiday spent in some other places, which are famous and easy for them to recognize so as to arouse the students interest. At this moment the new dialogue may begin. After finishing learning the dialogue, the students will be eager to talk about their own experience or what they wish to do in the future, which is the best time for students to make their dialogues.
2. Using of the functional sentences in real life. Talk about the dos and donts in their past activities or coming arrangements e.g. NEW YEARS PARTY, A BIRTHDAY PARTY, A CAMPING, AN SIGHTSEEING,AN EXPERIMENT IN PHYSICS, ONE CLASS, ect. They have to give instructions and their reasons.
3. A chance to present and develop students abilities of using what they have learned both in knowledge and component. Divide students into two big groups which have absolutely opposite opinions of one topic e.g. LEARNING A FOREIGN LANGUAGE, GO TO COLLEGE, GOING ABROAD, OBIDIENCE, KEEPING A PET, etc. and organize them to have an argument. Students should have preparation work in groups before the final argument between the two big groups, where the more numbers of the group take part in the discussion , the better result they will get besides the .
英語(yǔ)教案 篇9
【活動(dòng)目標(biāo)】
1、能知道問(wèn)候的基本用語(yǔ)hello，hi，how are you.等，并且知道禮貌回答。
2、清楚，正確發(fā)音，語(yǔ)調(diào)合適，有良好的語(yǔ)感。
3、感受問(wèn)候的不同場(chǎng)合和方法，通過(guò)學(xué)會(huì)問(wèn)候進(jìn)一步培養(yǎng)個(gè)人禮貌和修養(yǎng)。
【活動(dòng)準(zhǔn)備】
1、一段打招呼的音頻。
2、動(dòng)物頭飾。
【活動(dòng)過(guò)程】
一、引入話題。
師：“小朋友們，老師問(wèn)你們個(gè)問(wèn)題啊，在你們每天見(jiàn)到老師的時(shí)候，都會(huì)說(shuō)什么？”讓小朋友回答�；卮鹬�，老師切入話題“好的，那今天我們就來(lái)學(xué)學(xué)，如何用英語(yǔ)打招呼，問(wèn)候別人，好嗎？來(lái)，我們先聽(tīng)聽(tīng)別人是怎么打招呼的�！�
二、播放音頻。
播放到一個(gè)語(yǔ)句就停下，請(qǐng)小朋友回答別人是怎么打招呼的。例如播放到hello，Xiaoming。停下，引導(dǎo)小朋友知道別人是通過(guò)說(shuō)hello打招呼的。然后老師示范正確發(fā)音“hello”請(qǐng)小朋友一個(gè)一個(gè)發(fā)音。緊接著播放“hi，Xiaohua.”接著引導(dǎo)小朋友通過(guò)回答“hi”來(lái)回應(yīng)別人。亦示范正確發(fā)音。
三、插入小游戲：向小伙伴說(shuō)hello。
每個(gè)小朋友選擇自己喜歡的動(dòng)物頭飾戴上，然后扮演動(dòng)物互相打招呼。例如小貓向小狗打招呼“喵，hello.”“hi,汪汪.”
四、繼續(xù)播放音頻，以同樣方法學(xué)習(xí)“how are you”及回答方式。角色扮演打招呼“how are you”“fine，thank you”等。
五、請(qǐng)小朋友回憶什么時(shí)候需要打招呼，需要和誰(shuí)打招呼。然后情景再現(xiàn)，扮演打招呼的場(chǎng)面，進(jìn)一步鞏固所學(xué)的打招呼方式和回答。
英語(yǔ)教案 篇10
Lesson 29
【課題】Lesson 29
【重點(diǎn)】
1. 正確、流利的朗讀課文對(duì)話，并理解其意。
2. 能準(zhǔn)確朗讀并且在句中恰當(dāng)運(yùn)用動(dòng)詞fly 和run。
3. 會(huì)用What can you do？詢問(wèn)對(duì)方能做什么。
【難點(diǎn)】
掌握What can you do？的問(wèn)答。
【教具準(zhǔn)備】
教材配套的課件。
單詞卡：can 、you、what、do、I、run。
句型卡：I can fly. I can run. I can catch a mouse. I can jump. I can swim. I can sing. I can dance. I can smoke. I can walk.
【過(guò)程】
1. 復(fù)習(xí)：
提問(wèn)：Where is the cat？
Where is the owl？
What are the cat and the owl doing？
Do the cat and the owl look like each other？
讀童話故事The cat and the owl（1）
2. 導(dǎo)入：
教師提問(wèn)：Can you speak English？
Can you spell the word cat？
Can you walk？
Can you dance？
Can a cat walk？
Can a cat sing？
3. 呈現(xiàn)新知識(shí)：
提問(wèn)：Can you run？（用肢體語(yǔ)言表示出單詞run的意思）
讓學(xué)生朗讀run一詞，并引導(dǎo)學(xué)生理解單詞的意思。
教師說(shuō)：The cat can run. How about you?
教師邊做動(dòng)作邊引導(dǎo)學(xué)生回答:：I can run.
提問(wèn)：Can you fly？（用肢體語(yǔ)言表現(xiàn)出fly的意思）
根據(jù)所學(xué)單詞my的拼讀規(guī)律，啟發(fā)學(xué)生拼出fly，并引導(dǎo)學(xué)生通過(guò)肢體語(yǔ)言理解fly的意思。
教師提問(wèn)：What can fly？啟發(fā)學(xué)生說(shuō)出：A bird can fly. A plane can fly. …
提問(wèn)：Can you fly？ 學(xué)生回答：No，I can’t.
Can a cat fly? No, it can’t.
Can an owl fly? Yes, it can.
A、教師說(shuō)：A cat can run. An owl can fly. A fish can swim.
What can you do?
引導(dǎo)學(xué)生用I can….來(lái)說(shuō)說(shuō)自己能做什么。
�。ń處熆梢韵扔肐 can…說(shuō)說(shuō)自己能做什么，然后再請(qǐng)學(xué)生說(shuō)）
B、學(xué)生用What can you do? I can…接龍問(wèn)答。
C、教師出示單詞卡：you、what、do、can、run、I
組織學(xué)生分組將這些詞排列成兩句話：What can you do? I can run.
4. Learn to say：
學(xué)生自己試讀課文。
打開(kāi)資源中心的相關(guān)課件《Lesson 29 教學(xué)演示.ppt》Learn to say部分，學(xué)生觀看。
教師重新點(diǎn)擊以下幾句話，引導(dǎo)學(xué)生正確朗讀并理解意思。
I can see in the dark.
And I can catch a mouse.
Can you say mew, mew?
聽(tīng)錄音重復(fù)句子，模仿錄音中的語(yǔ)音語(yǔ)調(diào)。
角色扮演：學(xué)生兩人一組表演對(duì)話。
5. Let’s practise：
學(xué)生觀看課件《The cat and owl.swf》。
組織兩人一組為任意兩個(gè)動(dòng)物配音：(或扮演)
A： Hello！I am a… Who are you?
B：I’m a… I can… What can you do?
A：I can…
教師巡視輔導(dǎo)。
教師將句型卡I can fly. I can run. I can catch a mouse. I can jump. I can swim. I can sing. I can dance. I can smoke. I can walk. 發(fā)給各小組一套，組織學(xué)生以小組為單位將句子根據(jù)意思貼到相應(yīng)的動(dòng)物附近。（培養(yǎng)學(xué)生合作意識(shí)）
小組之間展示各自的成果，將句子讀給大家聽(tīng)，（答案只要符合實(shí)際教師就應(yīng)肯定。）
6. 趣味操練：
教師說(shuō)以下內(nèi)容，如果符合實(shí)際學(xué)生就起立，不符合實(shí)際學(xué)生就舉手。誰(shuí)一旦出現(xiàn)錯(cuò)誤判斷就出局，看看誰(shuí)是最后的勝利者。
1）A cat can fly.
2) A fish can swim.
An owl can swim.
A turtle can run.
A dog can fly.
A monkey can jump.
A rabbit can catch a mouse.
A goose can speak English.
A dog can say woof.
A bird can fly.
7. 板書(shū)設(shè)計(jì)：
Lesson 29
What can you do？
cat（圖） owl（圖）
I can see in the dark. I can see in the dark..
I can catch a mouse. I can fly.
I can run.
英語(yǔ)教案 篇11
教學(xué)內(nèi)容：
復(fù)習(xí)已學(xué)過(guò)的節(jié)日表達(dá)用語(yǔ)。
借助教學(xué)掛圖以及相關(guān)的季節(jié)圖片、歌曲錄音學(xué)習(xí)與季節(jié)有關(guān)的7個(gè)單詞:season, spring, summer, fall, winter,, bright, golden,。
教學(xué)目標(biāo)：
認(rèn)知目標(biāo)：
能聽(tīng)說(shuō)認(rèn)讀與季節(jié)有關(guān)的7個(gè)單詞：season, spring, summer, fall, winter,, bright, golden,
能靈活運(yùn)用Do you like ?句型來(lái)詢問(wèn)他人是否喜歡某個(gè)季節(jié)。
情感目標(biāo)：通過(guò)本課的學(xué)習(xí)，學(xué)生能夠?qū)Υ笞匀划a(chǎn)生強(qiáng)烈的熱愛(ài)之情
學(xué)習(xí)策略目標(biāo)：
培養(yǎng)學(xué)生的注意力、觀察力，激發(fā)學(xué)生積極思維。
英語(yǔ)教案 篇12
【課題】Unit Four It’s warm today 第四課時(shí)
【教學(xué)重點(diǎn)】詞匯：windy，sunny，rainy，snowy，cloudy。
句型：It’s … in…
【教學(xué)難點(diǎn)】所學(xué)句子在情境中的應(yīng)用。
幾個(gè)重要城市的名稱(chēng)和地理位置。
【教學(xué)準(zhǔn)備】
教材相配套的課件[Let’s learn](B)、[Story time]、[Let’s do]。
教材相配套的錄音帶[Story time]。
單詞卡片：windy，sunny，rainy，snowy，cloudy。
世界地圖一張。
雨傘、帽子、太陽(yáng)鏡、靴子、雨衣。
【教學(xué)過(guò)程】
�。ㄒ唬嵘�、復(fù)習(xí) (Warm-up/Revision)
學(xué)生跟錄音唱歌曲“Thunder”。
教師提問(wèn)：What’s the weather like in Beijing(Harbin/ Hong Kong/ Lhasa)?
學(xué)生回答：It’s warm(cold / hot / cool).
�。ǘ┏尸F(xiàn)新課 （Presentation）
1、播放Let’s do部分的動(dòng)畫(huà)，學(xué)生觀看完一遍后，教師將圖中五個(gè)畫(huà)面同時(shí)展現(xiàn)在屏幕上，教師播放錄音，請(qǐng)學(xué)生選出相應(yīng)的畫(huà)面。
學(xué)生指出圖后，教師適時(shí)出示單詞卡：rainy、windy、sunny、snowy、cloudy，學(xué)生認(rèn)讀。
2、教師出示世界地圖：
This is Beijing，the capital of China.
This is Moscow, the capital of Russia.
This is London, the capital of Britain.
Here is Sydney, a city in Australia.
Here is Singapore, the city is a small country.
教師指圖領(lǐng)讀城市的名稱(chēng)：Moscow、London、Sydney 、Singapore。
3、請(qǐng)學(xué)生打開(kāi)書(shū)，教師說(shuō)城市名稱(chēng)的單詞，學(xué)生在地圖上指出城市的位置。
一個(gè)學(xué)生說(shuō)城市名稱(chēng)的單詞，其他學(xué)生在地圖上指出城市的位置。
同桌兩個(gè)同學(xué)一組，一人說(shuō)單詞，一人在圖中指位置。
4、教師播放Let’s learn的課件，學(xué)生觀看。
教師提問(wèn)：Is it rainy in London？
學(xué)生回答：Yes，it is rainy in London.
學(xué)生跟錄音讀課文。
5、教師提問(wèn)，學(xué)生看插圖回答：
教師問(wèn)：Is it cloudy in Sydney？
學(xué)生答：Yes, it is.
教師問(wèn)：Is it windy in Beijing?
學(xué)生答：Yes, it is.
教師問(wèn)：Is it rainy in Moscow?
學(xué)生答：No. It’s snowy in Moscow.
教師問(wèn)：Is it snowy in Singapore?
學(xué)生答：No. It’s sunny in Singapore.
6、學(xué)生兩人一組問(wèn)答：A：Is it… in …?
B：Yes./No. It’s … in…
7、學(xué)生用It’s … in…報(bào)導(dǎo)地圖上五個(gè)城市的天氣情況。
�。ㄈ┤の恫倬� (Practice)
Let’s find out
教師提問(wèn)：I like to watch TV on snowy days. What do you like to do on snowy days？
(rainy、sunny、cloudy、windy)
學(xué)生回答：I like to …on …days.(目的：鞏固天氣形容詞，復(fù)習(xí)所學(xué)動(dòng)詞短語(yǔ))
學(xué)生根據(jù)自己的實(shí)際情況完成表格。
小組匯報(bào)：I like to … on …days.
看看誰(shuí)的反應(yīng)快
將全班分為若干小組，每次比賽各組出一名代表。教師說(shuō)城市（In …）,學(xué)生說(shuō)出相應(yīng)的天氣形容詞(It’s …)。哪個(gè)學(xué)生先說(shuō)出來(lái)可為本組贏得一分，若干輪比賽后，評(píng)出先進(jìn)組，教師應(yīng)進(jìn)行適當(dāng)獎(jiǎng)勵(lì)。
�。ㄋ模⿺U(kuò)展性活動(dòng)(Add-activities)
Story time
播放課件，學(xué)生觀看。
打開(kāi)書(shū)帶領(lǐng)學(xué)生閱讀故事，講解以下句子的意思：
What’s the matter with you?
I have a cold.
I’ll go to Dalin to see you.
It’ll be warm tomorrow in Dalin.
You look terrible.
I got a cold.
Bless you!
學(xué)生跟錄音讀課文。
分組表演故事。
【板書(shū)設(shè)計(jì)】
Unit Four It’s warm today
英語(yǔ)教案 篇13
探究活動(dòng) 關(guān)于拼讀單詞的探究活動(dòng) 探究?jī)?nèi)容：學(xué)生是否能根據(jù)元音字母的發(fā)音規(guī)律，寫(xiě)出聽(tīng)到的單詞中所含的元音字母。 活動(dòng)目的：鞏固元音字母在重讀開(kāi)、閉音節(jié)中的發(fā)音，初步培養(yǎng)學(xué)生的拼讀能力。 活動(dòng)形式：教師讀單詞，學(xué)生獨(dú)立完成。 活動(dòng)過(guò)程： 1）將練習(xí)材料發(fā)給學(xué)生： c_p b_s d_g d_ck h_me f_ce b_g h_t f_sh _gg t_ble th_se m_ke k_te tomat_ f_t b_d d_d c_rrot c_cumber 2) 教師讀單詞（每詞兩遍）：cap，bus，dog，duck，home，face，big，hot，fish，egg，table，these，make，kite，tomato，fat，bed，did，carrot，cucumber。學(xué)生將單詞補(bǔ)充完整。 3）師生共同講解練習(xí)答案。 4）學(xué)生匯報(bào)完成情況，教師初步了解學(xué)生的拼讀能力。 設(shè)計(jì)農(nóng)場(chǎng)藍(lán)圖的探究活動(dòng) 探究?jī)?nèi)容：學(xué)生是否能通過(guò)自己創(chuàng)意的作品在小組討論中鞏固單詞，獲取新知。 活動(dòng)目的：通過(guò)設(shè)計(jì)Farm的圖培養(yǎng)學(xué)生聯(lián)想創(chuàng)新能力，通過(guò)小組問(wèn)答，鞏固所學(xué)內(nèi)容，同時(shí)學(xué)一些新的單詞。 活動(dòng)形式：先個(gè)人完成，然后小組討論。 活動(dòng)過(guò)程： 1）每人利用業(yè)余時(shí)間創(chuàng)作一張農(nóng)場(chǎng)的圖，上面的動(dòng)物可以是學(xué)過(guò)的，也可以是沒(méi)學(xué)國(guó)的，但如果是沒(méi)學(xué)過(guò)的必須通過(guò)查詢獲取單詞的拼寫(xiě)和讀音。 2）組織學(xué)生兩、三個(gè)人一組討論每個(gè)人的圖：What are they？They are .... What is it? It is a .... 以小組為單位記錄通過(guò)討論學(xué)到的新單詞，以及出現(xiàn)的問(wèn)題。 3）學(xué)生匯報(bào)討論結(jié)果：獲取的知識(shí)以及討論中的疑問(wèn)。 4）教師進(jìn)行活動(dòng)評(píng)價(jià)。 調(diào)查對(duì)蔬菜喜好的探究活動(dòng) 探究?jī)?nèi)容：了解你周?chē)耐瑢W(xué)喜歡什么蔬菜，完成表格。 tomatos cucumbers onions carrots potatoes 活動(dòng)目的：在Do you like …?的問(wèn)答中鞏固所學(xué)單詞及其復(fù)數(shù)形式，培養(yǎng)學(xué)生運(yùn)用語(yǔ)言進(jìn)行交際的能力。 活動(dòng)形式：自由采訪—完成表格。 活動(dòng)過(guò)程： 教師將表格發(fā)給每位同學(xué)，提出要求： 用Do you like …?針對(duì)所給蔬菜名詞采訪五位同學(xué)，如果回答是yes，表格中劃√，no就劃╳。 2、自由采訪，完成表格。 用擴(kuò)展句型：… likes …/ … doesn’t like …匯報(bào)采訪結(jié)果。 關(guān)于拼讀單詞的探究活動(dòng) 探究?jī)?nèi)容：學(xué)生是否能根據(jù)元音字母的發(fā)音規(guī)律，寫(xiě)出聽(tīng)到的單詞中所含的元音字母。 活動(dòng)目的：鞏固元音字母在重讀開(kāi)、閉音節(jié)中的發(fā)音，初步培養(yǎng)學(xué)生的拼讀能力。 活動(dòng)形式：教師讀單詞，學(xué)生獨(dú)立完成。 活動(dòng)過(guò)程： 1）將練習(xí)材料發(fā)給學(xué)生： c_p b_s d_g d_ck h_me f_ce b_g h_t f_sh _gg t_ble th_se m_ke k_te tomat_ f_t b_d d_d c_rrot c_cumber 2) 教師讀單詞（每詞兩遍）：cap，bus，dog，duck，home，face，big，hot，fish，egg，table，these，make，kite，tomato，fat，bed，did，carrot，cucumber。學(xué)生將單詞補(bǔ)充完整。 3）師生共同講解練習(xí)答案。 4）學(xué)生匯報(bào)完成情況，教師初步了解學(xué)生的拼讀能力。 設(shè)計(jì)農(nóng)場(chǎng)藍(lán)圖的探究活動(dòng) 探究?jī)?nèi)容：學(xué)生是否能通過(guò)自己創(chuàng)意的作品在小組討論中鞏固單詞，獲取新知。 活動(dòng)目的：通過(guò)設(shè)計(jì)Farm的圖培養(yǎng)學(xué)生聯(lián)想創(chuàng)新能力，通過(guò)小組問(wèn)答，鞏固所學(xué)內(nèi)容，同時(shí)學(xué)一些新的單詞。 活動(dòng)形式：先個(gè)人完成，然后小組討論。 活動(dòng)過(guò)程： 1）每人利用業(yè)余時(shí)間創(chuàng)作一張農(nóng)場(chǎng)的圖，上面的動(dòng)物可以是學(xué)過(guò)的，也可以是沒(méi)學(xué)國(guó)的，但如果是沒(méi)學(xué)過(guò)的必須通過(guò)查詢獲取單詞的拼寫(xiě)和讀音。 2）組織學(xué)生兩、三個(gè)人一組討論每個(gè)人的圖：What are they？They are .... What is it? It is a .... 以小組為單位記錄通過(guò)討論學(xué)到的新單詞，以及出現(xiàn)的問(wèn)題。 3）學(xué)生匯報(bào)討論結(jié)果：獲取的知識(shí)以及討論中的疑問(wèn)。 4）教師進(jìn)行活動(dòng)評(píng)價(jià)。 調(diào)查對(duì)蔬菜喜好的探究活動(dòng) 探究?jī)?nèi)容：了解你周?chē)耐瑢W(xué)喜歡什么蔬菜，完成表格。 tomatos cucumbers onions carrots potatoes 活動(dòng)目的：在Do you like …?的問(wèn)答中鞏固所學(xué)單詞及其復(fù)數(shù)形式，培養(yǎng)學(xué)生運(yùn)用語(yǔ)言進(jìn)行交際的能力。 活動(dòng)形式：自由采訪—完成表格。 活動(dòng)過(guò)程： 教師將表格發(fā)給每位同學(xué)，提出要求： 用Do you like …?針對(duì)所給蔬菜名詞采訪五位同學(xué)，如果回答是yes，表格中劃√，no就劃╳。 2、自由采訪，完成表格。 用擴(kuò)展句型：… likes …/ … doesn’t like …匯報(bào)采訪結(jié)果。 Lesson 32教案示例 課題：LESSON THIRTY-TWO 重點(diǎn)：句子Is he a teacher? No, he isn’t. 詞匯 tall fifteen 難點(diǎn)：發(fā)音、理解Who’s that young man? 過(guò)程： 一、復(fù)習(xí)/熱身 1. Say a rhyme [配套第19課錄音] How old is he? How old is she? He is thirteen. She is three. Come here, please. Have some tea. Sit down, please. Talk with me. 2. 復(fù)習(xí)第31課課文對(duì)話 看圖問(wèn)答：根據(jù)主題圖內(nèi)容隨意進(jìn)行問(wèn)答練習(xí) 課文對(duì)話表演：找?guī)捉M學(xué)生在班上表演 3. 游戲：猜一猜 操作：手拿一張班內(nèi)男學(xué)生的照片，畫(huà)面向教師，學(xué)生用英文對(duì)照片進(jìn)行提問(wèn)，通過(guò)教師的答案，學(xué)生猜出照片上的人物到底是誰(shuí)。 二、介紹新語(yǔ)言項(xiàng)目與教學(xué)方法 1. 情景展示 [出示主題圖] 學(xué)生根據(jù)畫(huà)面中呈現(xiàn)的內(nèi)容進(jìn)行提問(wèn)，可能會(huì)涉及到以下問(wèn)題：How many boys? Who are they? Who’s the boy? How old is he? Is he a student? 教師這時(shí)在Who’s the boy?的基礎(chǔ)上稍加引導(dǎo)Who’s the young man?，并讓學(xué)生回答 B. 能力稍強(qiáng)一些的學(xué)生對(duì)畫(huà)面內(nèi)容做歸納描述 2. 接觸新詞匯 A. 教師出示Zhou Min的圖片，提問(wèn)學(xué)生：Who’s the girl? Is she a teacher?得到答案后，對(duì)全班學(xué)生說(shuō)：She’s a student. But she is tall.用手勢(shì)表示tall，接著說(shuō)：Look at this young man. Is he tall? He is a student, too. He’s tall. 示范兩遍tall，并帶讀，小組讀與個(gè)人讀相結(jié)合。 B. 教師做神秘狀問(wèn)學(xué)生：He is tall. Guess! How old is he? 學(xué)生猜男孩的年齡。猜過(guò)幾輪后，教師告訴學(xué)生：He’s middle school student. I think he’s fifteen. 帶讀詞匯fifteen，并將所學(xué)的數(shù)字簡(jiǎn)單復(fù)習(xí)一遍。請(qǐng)學(xué)生尋找記憶數(shù)字13以后的竅門(mén)，幫助學(xué)生掌握更多詞匯。 3. 聽(tīng)課文對(duì)話錄音一遍，回答問(wèn)題 [配套錄音] Q：Who’s that young man? A：He’s Mike. 4. 聽(tīng)錄音重復(fù)課文對(duì)話內(nèi)容 [配套錄音] 教師帶讀Who’s that young man? 兩人一組問(wèn)答Who’s that young man? He’s Mike. Is he a student? No, he isn’t. 5.再次聽(tīng)課文錄音一遍，加深印象 6.打開(kāi)書(shū)，自讀課文一遍，加強(qiáng)認(rèn)讀能力的訓(xùn)練 全班學(xué)生一齊讀課文一遍 分角色讀課文：教師擔(dān)任G的角色，全班學(xué)生擔(dān)任J的角色 全班學(xué)生擔(dān)任G的角色，教師擔(dān)任J的角色 三、新知識(shí)操練與操練方法 1. Pair work：教師讓兩名自愿表演者到講臺(tái)前做課文會(huì)話表演 2. 看圖學(xué)詞 A. 教師出示圖片driver，示范該詞發(fā)音，特別是元音字母I在單詞中發(fā)本身音，一定要把音發(fā)到位，另外，字母v在發(fā)音時(shí)又輕輕咬唇的動(dòng)作，也要適當(dāng)強(qiáng)調(diào)口形。全班讀與個(gè)別學(xué)生讀相結(jié)合。 B. 用同樣的方法示范單詞worker、farmer、policeman。這里需要教師提示學(xué)生的是，字母組合or在單詞worker中的發(fā)音，元音字母o在單詞policeman中的發(fā)音。在學(xué)生學(xué)說(shuō)policeman的同時(shí)，還可以告訴學(xué)生policewoman一詞。 齊讀四個(gè)詞匯一遍 D. Guessing game 教師把四幅圖片打亂順序后，正面朝向?qū)W生隨意抽出一張。 教師指著這張圖片問(wèn)學(xué)生：Is he a teacher? （板書(shū)句子）學(xué)生回答：Yes, he is./No, he isn’t. (板書(shū)答案) 用同樣的方法對(duì)其他三幅圖片進(jìn)行問(wèn)答。 Pair work：學(xué)生用事先準(zhǔn)備好的小圖做猜謎游戲。然后教師找?guī)捉M學(xué)生到講臺(tái)前用教師的圖片做游戲。 E. Action game 請(qǐng)一位學(xué)生到講臺(tái)前來(lái)，悄悄地對(duì)他耳語(yǔ)policeman，并示意讓他做個(gè)動(dòng)作表示該詞。 其他學(xué)生根據(jù)看到的動(dòng)作猜：Is he a teacher? 做動(dòng)作的學(xué)生給與肯定或否定回答：Yes, he is./ No, he isn’t. 其余的三個(gè)詞匯練習(xí)方法以此類(lèi)推。 3. 興趣活動(dòng)：將全班學(xué)生按5人一組分成若干小組，用手絹蒙住小組其中一個(gè)成員的眼睛，其它四人各扮演一種職業(yè)，然后站成一排做自我介紹，如I’m a doctor. I’m a farmer.被蒙住眼睛的學(xué)生努力記住每個(gè)人的聲音和職業(yè)，待他們都介紹完以后，摘下手絹，以提問(wèn)題的方式猜猜他們都是什么職業(yè)。當(dāng)他指一個(gè)人猜測(cè)時(shí)，該學(xué)生必須根據(jù)他剛才的介紹的職業(yè)實(shí)事求是地回答。被猜對(duì)的學(xué)生將蒙上眼睛繼續(xù)游戲。 四、練一練 聽(tīng)音連線 [配套課堂練習(xí)冊(cè)] 五、作業(yè)：朗讀并抄寫(xiě)本課課堂練習(xí)中的單詞和句子 六、板書(shū)設(shè)計(jì)： LESSON THIRTY_TWO Is he a teacher? Yes, he is. No, he isn’t. 教案點(diǎn)評(píng)： 由唱歌謠開(kāi)始，進(jìn)入學(xué)習(xí)狀態(tài)。猜一猜的游戲調(diào)動(dòng)了學(xué)生的學(xué)習(xí)熱情。在接觸新詞匯時(shí)，借助圖片和猜一猜的游戲啟發(fā)學(xué)生多動(dòng)腦，一改傳統(tǒng)地翻書(shū)讀課文的習(xí)慣。再讓學(xué)生聽(tīng)后自查答案，重復(fù)對(duì)話，分角色讀課文等。全面地練習(xí)了聽(tīng)力和口語(yǔ)能力。最后，通過(guò)操練對(duì)學(xué)生進(jìn)行大信息量的輸入，學(xué)生結(jié)合成小組做游戲。達(dá)到靈活運(yùn)用所學(xué)知識(shí)的目的。英語(yǔ)教案 篇14
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