全英文英語(yǔ)教案1

　　Type ：Reading

　　Duration: 45minutes

　　Teaching ideology

　　The current theory view reading as a interactive process which involves not only the printed page but also the readers old knowledge of the language in general, the world and the text types. In the reading process, these factors interact with each other and compensate for each other. Based on the understanding of reading as an interactive process, teaching reading in the classroom is pided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.

　　Teaching material and learning condition The ****ysis of teaching material

　　The teaching material is the reading part from NSEFC Module2 Unit . The topic of this unit is . This passage mainly introduces The passage consists of paragraphs. The first paragraph is a general introduction of the . Para.2 to Para.4 introduces . The last paragraph tells about . The topic is not new to the Ss. But there is some new words and phases in the passage. The ****ysis of learning condition

　　The students are from grade1 in senior high school. As high school students, they have achieved certain English level and they have the ability to get the basic idea of the reading. Since they are in grade1, they are easily activated and want to air their own opinions on the topic. They are familiar with the topic of and know some. But they may not know before. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.

　　Learning objectives

　　1. Language skills

　　● At the beginning of the class, Ss can predict the content of the passage based on the title. ● Ss can scan the passage and find out the specific information such as the person related with

　　● Ss can summarize the passage with the help of the clues of the passage.

　　2. Language knowledge

　　● Ss can master the key words and phrases of the passage as follows, . ● Ss can learn , especially

　　3. Affects

　　● Ss will realize that and they will concern themselves with the issue of

　　4. Cultural awareness

　　● Ss will broaden their minds by knowing something about

　　5. Learning strategies

　　● Ss will cultivate their ability inpidual learning and cooperative learning by doing some activities independently and some in groups.

　　● Ss will communicate with each other in English while doing the group work. Language

　　difficulties focuses and anticipated

　　Language focuses

　　This is a reading period so the focus is to cultivate the students reading skills. The many activities are designed to help Ss to train their reading skills, such as predicting, skimming, scanning and summarizing.

　　It is also important for the Ss to master the new words and phrases.

　　Anticipated difficulties

　　As the Ss have a limited vocabulary, so they may have some difficulties in understanding the passage. So the teacher will help them learn the new words and phrases.

　　Ss may did not heard before, so the teacher will tell them some background knowledge about it.

　　Teaching method

　　Three-stage model : Based on the understanding of reading as an interactive process, teaching reading in the classroom is pided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.

　　Teaching aids

　　Multimedia devices and PPT documents: In order to help Ss to fully understand the whole passage, I adopt Multimedia devices and PPT documents to bring the real-life situation into the classroom.

　　Teaching procedures

　　Step1. Lead-in (6min)

　　Activity1. Greetings and Free-talking (2min)

　　T Leads into the topic by asking Ss some they know. Ss tell the name of the they know freely.

　　T: Hello boys and girls.

　　(Ss say hello to the teacher.)

　　T: When we say , what appears in your minds?

　　(Ss tell the things appear in their minds freely.)

　　T: What are the ?

　　(Ss tell some names of .)

　　Activity2. Picture-talking (4min)

　　T shows some pictures about the in China and abroad. After seeing the pictures, Ss are expected to tell the similarities of them.

　　T: Just now, you talk about some in China. Now, let s see some pictures of some . (T shows the pictures and Ss see them carefully.)

　　T: What do the have in common?For example, they are very precious. What are your opinions?

　　(T gives them some hints and Ss tell the characteristics of )

　　[Aims]

　　In this step, T first leads in the topic by talking with the Ss freely about the which

　　is familiar to them and then Ss see some pictures and tell the characteristics. These two activities aim to arouse the Ss interests in the topic and activate their old knowledge of . Then Ss will be mentally prepared for the reading comprehension. Whats more,

　　when they are talking about the charateristics of , they will realize that the are rare and precious and they will concern themselves with the issue of .

　　Step2. Pre-reading (3min)

　　Activity1. Knowing something about (1min)

　　T gives a brief introduction of the. Ss will know the T: Today, we are going to learn . It is . Do you know what is? (T shows some pictures ofand Ss get to know the .)

　　Activity2. Predicting (2min)

　　T asks Ss to read the title of the passage and then ask them some questions. Ss will predict the content of the passage with the help of the title.

　　T: please look at the title “”, what does “” mean?

　　(If the Ss can not give the answer, then T explain it.)

　　T: In search means that people are looking for it. Why are people looking for it? Can you guess? What will the passage talk about?

　　(Ss predict the content, but T will not give the answer here.)

　　[Aims]

　　In this step, the Ss first know some information of the ; the background information will make it easier for the Ss to understand the passage. Then T asks Ss to make predictions about the passage. It aims to help Ss develop the reading skills of predicting.

　　Step3. While-reading (22min)

　　Activity1. Skimming (4min)

　　Ss skim the whole passage and find out and check their predictions. T: Why are people still ? Here is a multiple choice for you.

　　Activity2. Scanning (3min)

　　T presents several true or false statements and asks the Ss to scan the passage and judge the right from the wrong.

　　(Keys: F，F(xiàn)，T，T，F(xiàn))

　　Activity3 Close-reading (15min)

　　T designs various kinds of activities and Ss do the activities to fully understand the passage. Para.1

　　T: Please read Para.1 carefully and then take some note about the .

　　Para.2-4

　　Please read Para.2-4 carefully and then find out the removal of the room.

　　Please read Para.2-4 carefully and then find out the person related with the Amber Room and the things them down with it.

　　Para.5

　　Please read Para.5 carefully and then find out the the rebuilding of the amber room.

全英文英語(yǔ)教案2

　　Unit 1 How can we become good learners?

　　Section A 1 (1a-2d)

　　一．Teaching aims:

　　Language goals

　　1. Talk about how to study. 2. Find out your suitable learning methods. Ability goals

　　1.Words and phrases： aloud pronunciation work with friends ask the teacher for

　　help, read aloud , look up , practice pronunciation

　　2.Sentence patterns

　　How do you study English? I learn by working with a group.

　　Do you learn English by reading aloud?

　　Yes, I do. It helps my pronunciation.

　　How can I read faster?

　　You can read faster by reading word groups.

　　二．Emotion and attidute:

　　Developing students ability of learning English

　　三．Key points and difficulties

　　1. Key words and phrases

　　2.Questions intrduced by “how”and the sentence pattern: “by +doing ”

　　四．Teaching procedures:

　　Step 1 Warming up

　　T: How do you study English? Do you study English by the following ways?

　　(Show some pictures and present the important phrases.)

　　T: How do you study English?

　　S: I study English by ______.

　　by working with friends.

　　by making word cards. by asking the teacher for help. by reading the textbook. by working with a group. by listening tapes.

　　Step 2 1a Check the ways you study English. Then add other ways you sometimes study.

　　___ a. by working with friends. ___ b. by making word card. ___ c. by reading the textbook. ___ d. by listening to tapes

　　___ e. by asking the teacher for help. …

　　Step 3 Listening

　　1) Listen. How do these students study for a test? Write letters from 1a above. 2) Check the answers: b (Meiping); e (Peter); d (Tony)

　　Step 4 Guess

　　Show some pictures.

　　Guess: How does he/she study English? He/She studies English by… How do they study English? They study English by…

　　Step 5 Pairwork

　　1c Make conversations about how you study for a test. A: How do you study for a test? B: I study by working with a group. A: How do you study for a test? B: I study by…

　　Step 6 Listening

　　2a Listen and check the questions you hear.

　　1 ____ Does anyone learn English by watching videos?

　　2 ____ Do you have conversations with friends in English? 3 ____ What about listening to tapes?

　　4 ____ What about reading aloud to practice pronunciation? 5 ____ Have you ever studied with a group?

　　Answers: 1, 2, 4, 5

　　2b Listen again. Match each answer below with a question above. a. Yes, I have. Ive learned a lot that way.

　　b. Oh, yes. It really improves my speaking skills. c. I do that sometimes. I think it helps.

　　d. No. Its too hard to understand spoken English.

　　Answers: d, b, c, a

　　Step 7 Pairwork

　　1. 2c Make conversations using the information in 2a and 2b A: Have you ever studied with a group? B: Yes, I have. Ive learned a lot that way. Show some pictures.

　　1) A: Do you learn English by watching movies?

　　B: Yes, its a very interesting way.

　　C: No, its too hard to understand spoken English.

　　2) A: What about writing letters to a pen pal in America?

　　B: Yes, it helps to improve my writing skills and know a lot aboutAmerica.

　　3) A: Do you have conversations with friends in English?

　　B: Of course, we can talk about plenty of things like school, pets,movies, and our parents.

全英文英語(yǔ)教案3篇擴(kuò)展閱讀

全英文英語(yǔ)教案3篇（擴(kuò)展1）

——高中英語(yǔ)全英文說(shuō)課稿3篇

高中英語(yǔ)全英文說(shuō)課稿1

　　Hello,everyone! I’m glad to be here to present my lesson plan, the lesson plan I will talk about is from NSEFC Book 2 Unit 4 Wildlife Protection, peariod1 How Daisy Learned to Protect Wildlife. I will explain how to teach and why to do so in the following aspects: the ****yses of teaching material, learning condition, teaching objectives, the important points and difficult points, teaching methods, teaching procedure and blackboard notes.

　　Fistly, I’d like to present my understanding of teaching material. It’s the first period in this course. The lesson is mainly reading course. Its topic is about the importance of wildlife protection and how to protect the endangered wildlife. Ss are very familiar about this topic, so they will talk about it freely.

　　This is all my understand of teaching material. Next, let’s move on to learning condition. My Ss are supposed to be grade1 in high school. Most of them have been learning English for seven years and their enthusiasm for English is quite high. They can express their own ideas in English. But they are lack of reading skills.

　　Based on the ****yses of teaching material and learning condition,I’d like to propose the teaching objectives, the important points and difficult points.

　　(1) language knowledge

　　After the class, the Ss can master the new words in this lesson, for example: carpet, respond, distant…

　　(2) language skill

　　This is reading course, so after class the Ss should master the reading skills: prediction, skimming and scanning. What’s more, they should know how to summary the main idea of the passage from the key words and sentence.

　　(3) Affective objectives

　　After class, the Ss should understand the importance of wildlife protection. And they know how to protect and can take actions to protect animals.

　　(4) Culture awareness

　　Ss will know more about the agonization for wildlife protection, for example, WWF. And they will understand we all have responsibility for wildlife protection.

　　(5) Learning strategy

　　Ss will be able to learn both inpidually and cooperatively through activities.

　　Now let’s move on to the important and difficult points

　　The Ss talk the topic “wildlife protection” freely and master the reading skills—prediction, skimming and scanning. These are also the difficult points for Ss.

　　As for teaching method, I mainly adopt communicative approach.

　　Here comes the most important part of my presentation--- teaching precedure. I pide it into 5steps: warming-up, pre-reading, while-reading, post-reading and homework.

　　Step1 warming-up. It will cost 5m. Activity1, I will play a vedio about endangered animals. After that, I will ask Ss to talk about why they are in danger of dissapearing. Ss will give some reasons. There will be some new words mentioned, such as wild, die out, disappear… I will explain them. Then I will say: “These animals now are protected by some wildlife parks, such as Word Wildlife Found(WWF).” I will introduce more information about WWF. In this activity, Ss will know reasons of the dissapearance of wildlfe and get some knowledge about WWF. And they will get familiar about the following reading.

　　Step2 pre-reading. It will cost 5m.

　　Activity1, I will ask Ss to predict what the passage will talk about the title “How Daisy learned to help wildlife”. In this activity, Ss will learn the reading skill—predicting.

　　Step3while-reading. In this step I will pide it into three activities, and it will cost 25m.

　　Activity1 Skimming 5m

　　In this activity, I will show main idea of each paragraph, but not in order. Ss should skim each paragraph and match them. I will im* that the main idea always appear in the first or the last sentence, but some will apear in the middle. In this activity, Ss will learn how to find the main idea of each paragraph using the reading skill—skimming.

　　Activity2 Scanning 12m

　　In this activity, I will make a table about Daisy’s three visits to wildlife. This table will refer to animals’ living conditions and the result of their lives. I will ask Ss to scan the whole passage, and find the information based on the table. They should finish the table in group of 4 members and after their discussing I will ask 2 or 3 groups to report their results. In this activiy, Ss will learn the reading skill—scanning, and master some new words and phrases, such as in relief, burst into laughter, mercy, certain and so on. They can find the important information from each paragraph and get the consciousness of team work.

　　Activity3 summarize 3m

　　Ss will summarize the main idea of the whole passage easily in group. From this activity, Ss will learn to ****ysize each paragraph and finally get the main idea.

　　Activity 4 retelling 5m

　　I will ask Ss to retell the passage in pair according to Daisy’s three visits. Then I will ask two Ss to retell in front of the class. In this activity, Ss can use the key words and sentences to retell the whole story and consolidate what they have learned.

　　Step4 post-reading. It will cost 8. In this step, Ss will make discussion about ways to protect wildlife and express their own ideas with their previous knowledge. After 5m’s discussion, I will ask two or three Ss to show their ideas. In this step, Ss will not only share their ways to protect wildlife, but also practice their speaking.

　　The last step is homework. I will ask Ss to find the persuasive sentences in the passage. They are asked to surf the Internet to find more ways to protect wildlife, and then write three suggestions to WWF to protect wildlife. Ss will make preparation for the next course--- persuasive writing.

　　That’s all for the teaching procedure. And here is my blackboard note. On the right side, there are the words and expressions. In the left, there is the table about Daisy’s three visits.

　　That all for my lesson plan presentation, thanks for your attention.

　　Blackboard Note:

　　Unit 4 How Daisy Learned to Protect Wildlife

　　Paragraph(main idea ) Animal Situation Result

　　Para.1 Tibet Antelope Be hunted Numbers are descreasing

　　Para.2 … … …

　　Para.3/4 … …. ….

　　carpet

　　fur

　　distant

　　mercy

　　certain

　　burst into laughter

　　in relief

　　…

高中英語(yǔ)全英文說(shuō)課稿2

　　Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from five parts. ****ysis of the teaching material, the teaching methods, the studying methods, the

　　teaching procedure,and Blackboard design.First, let me talk about the teaching material.

　　Part 1 Teaching Material:

　　This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.As we all know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus , after studying the teaching material and ****yzing the rule of children’s growing of mind,I think the teaching aims are the followings:

　　1.Knowledge objects:

　　a)The Ss can hear, read, and use the main sentence patterns b)The Ss can understand the content of the lesson.

　　c)The Ss can use the patterns to express their thoughts in the proper situation.

　　2.Ability objects:

　　(1) To develop the Ss’ abilities of listening, speaking, reading and writing.

　　(2) To train the Ss’ ability of working in pairs.

　　(3) To Improve the student’s reading ability, especially their skimming and scanning ability.

　　3.Emotion or moral objects:

　　a)By completing the task,the Ss increase their interest and set up self-confidence in science;

　　b)Teach the Ss what is “science”, put the moral education in the language study.

　　now,let’s come to the Important points and the Difficult points.

　　Well, how to achieve the teaching objects better, how to stress

　　the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the ****ysis of the teaching material and the students’learning background ,I will use the following methods .

　　Part 2 Teaching Methods:

　　In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” Approach(交際教學(xué)法), “Whole language

　　teaching” (整體語(yǔ)言教學(xué)法)and “Task-based” language teaching (任務(wù)教學(xué)法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(現(xiàn)代社會(huì)交際教學(xué)理論), I adopt the TSA method(情景教學(xué)) and TBLT method (語(yǔ)言任務(wù)教學(xué))in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene —activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use

　　language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English.

高中英語(yǔ)全英文說(shuō)課稿3

　　Good morning, everyone! I’m glad to be here to give my lesson plan presentation. The lesson plan I am going to talk about is the reading part of Unit 4 Wildlife Protection in the book NSEFC BOOK1. Now I’ll explain my lesson plan from the following aspects——****ysis of teaching material, learning condition, teaching objectives, important and difficult points, teaching methods, teaching procure and blackboard design.

　　****ysis of teaching material and learning condition

　　First, let’s come to the ****ysis of teaching material. The reading material is entitled How Daisy Learned to Help Wildlife. It talks about how Daisy learned the importance of wildlife protection through her communication with some animals in her dream. It is closely connected with this unit’s topic——the importance of wildlife protection. The passage is clearly organized by Daisy’s 3 trips in which she communicates with several endangered animals, and there are not so much new words in this passage

　　Now let’s move on to the ****ysis of learning condition, students must be very familiar with the topic and interested in all kinds of animals. Students have acquired the basic reading skills, such as skimming, scanning, etc to deal with different reading tasks, and they can do some discussion in English. However, they are not familiar with the organization WWF mentioned in the passage, not clear with the author’s purposes of writing some sentences, and they may find it difficult to deal with some real problems by themselves concerning with wildlife protection.

　　Teaching objectives

　　Based on the ****yses of the teaching material and the learning condition, I will show you the teaching objectives.

　　(1) Language Skills:

　　1. Students can get the needed information about Daisy’s trip by ap*ing different reading skills.

　　2. Students can summarize the main ideas of each paragraph through skimming.

　　3. Students can ****yze the author’s purpose of writing sentences like “No rainforest, no animals, no drugs” and “And there are always WWF.”

　　(2) Language Knowledge:

　　1. Students can know more about why some animals are in danger and how to protect them.

　　2. Students can know how to use the new words, such as mercy, importance, contain, etc.

　　(3) Affective objectives:Students can realize the importance of wildlife protection.

　　(4) Culture awareness:Students can know something about the organization WWF.

　　(5) Learning strategy:

　　1. Students can improve their communication strategy by discussing with classmates about protecting animals.

　　2. Students can refer to the Internet to know more about wildlife protection.

　　Key point and difficult points:

　　Key points:

　　(1) Students can improve their reading skills, such as summarizing, skimming, scanning, etc.

　�。�2）Students can get the main idea of the passage.

　　(3) Students can know how to use the new words in the passage.

　　Difficult Points:

　　1. Students can summarize the main ideas of each paragraph.

　　2. Students can get the implied meaning of some sentences in the passage.

　　Teaching methods

　　As for teaching methods, I’ll follow the interactive model to deal with the reading material and communicative approach to put what the students have learned into use.

　　Teaching procedure:

　　Then I’ll talk about the most important part of my presentation——teaching procedure.

　　Warming-up

　　The first step is warming-up. It will cost 3 minutes. First, I’ll show my students a short clip of video about the endangered wildlife. Then, I’ll ask the students to name the endangered animals in it together with me and list more. This step is aimed to arise the students’ interest and get the students familiar with the topic——wildlife.

　　Pre-reading

　　The second step is pre-reading. It will cost about 5 minutes with 2 activities. In the first activity, I’ll introduce something about the organization WWF to the students. The second activity is to ask students to give their reasons to the question “Why are some animals in danger?”. The purpose of these activities is to let students have the background knowledge of the passage and get interested in reading the passage. And it is also in this step some new words like fur, protect, affect will be taught.

　　While-reading

　　The third step is while-reading. It consists of 3 activities which will be finished in 20 minutes.

　　The first activity is skimming. It will cost about 5 minutes. I’ll ask the students to skim the passage and work out the main ideas of each paragraph by themselves. It is the difficult point for the students, so I’ll give them hints such as key words or some answers to choose when necessary to help them to do the summarization. The purpose is the improve students’ reading ability——skimming and let them get the main ideas of the passage.

　　The second activity is scanning. It will cost about 3 minutes. I’ll ask the students to read fast and do some True or False questions. The purpose of it is to get students know the detailed information about Daisy’s trip and wildlife protection and improve their scanning ability.

　　The third activity is close reading. It will cost about 12 minutes. Students will be asked to read the passage paragraph by paragraph and fill in the form the needed information——name of the animals in Daisy’s trips, their situation, and result. Then I’ll ask the students questions: “What does the author want to tell us from the first paragraph?”, “How the government help protect the elephants?”, and “How do you understand the sentences ‘No rainforest, no animals, no drugs.’ and ‘a(chǎn)nd there was always WWF.’?”. These 3 questions involve some implied meanings which may be difficult for students to work out, so I’ll give some key words as hints for them or ask some other related questions to guide them to work out the answers. The purpose of this activity is to make the students fully understand the reading material and try to ****yze the author’s purpose of writing some sentences. And in these 3 activities, I can also teach students some new words like carpet, respond, powerful, etc.

　　Post-reading

　　The fourth step is post-reading. It will cost about 10 minutes. I’ll ask the students to form groups of 4 and do the discussion based on the questions on page 27, and they can refer to the reading material to work out these answers. After the discussion, I’ll ask some students to report their answers, especially how to protect the endangered animals.

　　Homework

　　The last step is homework. It will take about 2 minutes. The homework is to write a short passage entitled “How to Protect Wildlife”. They can surf the internet and try to find more ways about wildlife protection.

　　Well, this is the blackboard design. In the middle, it’s the form for students to fill in, and on the 2 sides, there are the new words in the passage. Some of them, as I’ve mentioned, are taught in pre-reading. Most of them is taught in third-step while-reading.

　　That’s all for my lesson plan presentation. Thank you for your attention. Thank you!

　　Unit 4 How Daisy Learned to Help Wildlife

　　protect Animal Situation Result carpet

　　fur Para 1 antelope being hunt decrease powerful

　　affect Para 2 respond

　　in relief Para 3 importance

　　mosquitoes appreciate

全英文英語(yǔ)教案3篇（擴(kuò)展2）

——小學(xué)英語(yǔ)教案英文

小學(xué)英語(yǔ)教案英文1

　　1. Knowledge aim

　�、賂he text of lesson 14 is talk about colors.

　�、赨nderstand and speak out the nine new words: blue, pink, black, white, have, pet, it, rabbit.

　�、跾tudy the new sentences: “what color is it ” “I have a …” “It’s…” (The answer is color)

　　2. Teaching aim

　�、費(fèi)aster the new words.

　�、贛ake sentences with the new words.

　�、跮et the students to the color of interrelated inquiries and responses have a clear understanding. ④Develop students’ imaginations.

　　3. Develop teaching point.

　�、賁peak out the new words and make sentences in right tone. ②Stress the “a” is important to the sentence “I have a….” Many students often miss it.

　　4. Teaching aids

　　Cards, tape, some stars (To encourage students)

全英文英語(yǔ)教案3篇（擴(kuò)展3）

——英語(yǔ)專業(yè)全英文簡(jiǎn)歷

英語(yǔ)專業(yè)全英文簡(jiǎn)歷1

　　yjbys

　　Female, 27 years old

　　Education: bachelor degree

　　Expected salary: 3001-5000 yuan

　　Working lives: no experience

　　Work areas: Beijing

　　Working experience:

　　Job seekers had not fill in working experience.

　　Education experience:

　　The capital university of economic and trade

　　English major

　　Introduce myself:

　　Cheerful, smiling, focus, can bear

全英文英語(yǔ)教案3篇（擴(kuò)展4）

——英語(yǔ)教案10篇

英語(yǔ)教案1

　　我說(shuō)的內(nèi)容是九年義務(wù)教育小學(xué)英語(yǔ)六年級(jí)Book 4 Unit 4 Lesson 19

　　本課主要圍繞詢問(wèn)對(duì)方正在干什么以及如何回答的英語(yǔ)表達(dá)法。依據(jù)小學(xué)生英語(yǔ)新課程標(biāo)準(zhǔn)所提出的總目標(biāo)，根據(jù)教材的特點(diǎn)我確定以下教學(xué)目標(biāo)和教學(xué)重難點(diǎn)。

英語(yǔ)教案2

　　教學(xué)目標(biāo)：

　　1、聽(tīng)懂會(huì)說(shuō)動(dòng)物名稱單詞cat，rabbit，kangaroo，monkey，cow，bear，tiger。能根據(jù)拼讀的規(guī)律，讀出這些單詞的正確發(fā)音。

　　2、能根據(jù)圖片和聲音的提示用英語(yǔ)讀出這些動(dòng)物名稱單詞，能模仿本課所學(xué)動(dòng)物的特征性動(dòng)作，并能根據(jù)教師的指令做出相應(yīng)的動(dòng)作。

　　3、能應(yīng)用所學(xué)的這些動(dòng)物單詞來(lái)進(jìn)行簡(jiǎn)單的對(duì)話，并能聽(tīng)懂簡(jiǎn)單的小對(duì)話。

　　4、能看著圖片寫(xiě)出這些動(dòng)物的名稱單詞。并能掌握這些動(dòng)物名稱的單復(fù)數(shù)。

　　5、在活動(dòng)中熟悉單詞，了解動(dòng)物，熱愛(ài)自然。

　　設(shè)計(jì)說(shuō)明：

　　教師首先能夠用一首有關(guān)動(dòng)物的英語(yǔ)兒歌導(dǎo)入課堂，引起學(xué)生的興趣，調(diào)動(dòng)學(xué)習(xí)的欲望。之后，教師能夠用多**課件（課件中有可愛(ài)生動(dòng)的動(dòng)物圖片、各種動(dòng)物的聲音、視頻等）幫忙學(xué)生學(xué)習(xí)cat 。rabbit，kangaroo，monkey，cow，bear，tiger這些單詞，在會(huì)說(shuō)這些單詞的情景下引導(dǎo)學(xué)生進(jìn)行簡(jiǎn)單的對(duì)話。其中kangaroo和cow的發(fā)音稍微困難，在教學(xué)過(guò)程中要留意學(xué)生發(fā)音是否準(zhǔn)確，cat和cow這兩組單詞的拼寫(xiě)容易混淆，在教學(xué)中應(yīng)提醒學(xué)生記清楚。lets do部分教師要首先把walk，jump，climb，sleep，eat這幾個(gè)動(dòng)詞用形體語(yǔ)言解釋清楚，然后才讓同學(xué)分小組聽(tīng)指令模仿。最終教師能夠做一個(gè)課堂的延伸及讓同學(xué)了解這些動(dòng)物名稱的單復(fù)數(shù)，并能基本掌握。

　　教學(xué)重點(diǎn)：學(xué)會(huì)說(shuō)和寫(xiě)新的動(dòng)物單詞cat 。rabbit，kangaroo，monkey，cow，bear，tiger。能根據(jù)教師的指令做出相應(yīng)的動(dòng)作。

　　教學(xué)難點(diǎn)：?jiǎn)卧~kangaroo，cow的正確發(fā)音。以及這些動(dòng)物名稱的單復(fù)數(shù)。教具準(zhǔn)備：

　　制作輔助性的教學(xué)課件。

　　制作小動(dòng)物的單詞卡片。

　　制作小動(dòng)物的頭飾。

　　教學(xué)過(guò)程：

　　一、warm—uprevision

　　教師：good morning！boy and girls。學(xué)生：good morning！mi yang。

　　教師：好，我們此刻來(lái)聽(tīng)一首歌《how are you》，大家一齊跟著唱，好嗎？（用歌曲來(lái)互相問(wèn)候，調(diào)動(dòng)學(xué)生學(xué)習(xí)的進(jìn)取性）。

　　二、presentation

　　教師：同學(xué)們，你們此刻開(kāi)心嗎？

　　學(xué)生：開(kāi)心。

　　教師：好，那你們喜歡小動(dòng)物嗎？

　　學(xué)生；喜歡。

　　教師：我們今日去動(dòng)物園玩，好不好啊？

　　學(xué)生：好。

　　教師：那我們走吧�。ㄔ谡n件上播放cat，rabbit，kangaroo，monkey，cow，bear，tiger的視頻）

　　教師：同學(xué)們，你們都看到了哪些動(dòng)物��？

　　學(xué)生；貓、老虎、奶牛。（在學(xué)生說(shuō)的時(shí)候，教師就把這些動(dòng)物的單詞卡片貼到黑板上）

　　教師：好，同學(xué)們都說(shuō)的十分對(duì)，那么你們明白這些動(dòng)物用英語(yǔ)怎樣說(shuō)嗎？此刻大家小組討論，等會(huì)，我們請(qǐng)同學(xué)上來(lái)讀出這些單詞（教師用手指著黑板上的單詞卡片），好不好？我給大家5分鐘的時(shí)光。

　　同學(xué)分小組討論。

　　教師：好了，同學(xué)們，時(shí)光到了，誰(shuí)愿意上來(lái)讀一下，沒(méi)關(guān)系，會(huì)讀幾個(gè)就讀幾個(gè)，教師會(huì)有獎(jiǎng)勵(lì)哦！

　　同學(xué)上來(lái)讀單詞。

　　教師：好，同學(xué)們都讀得很好，可是呢，有幾個(gè)單詞的發(fā)音好需要同學(xué)們注意一下，此刻跟著我讀一下好嗎？在讀的過(guò)程中注意看著英標(biāo)。

　　同學(xué)跟著教師讀。

　　教師：同學(xué)們真棒！那此刻同學(xué)們都會(huì)讀了嗎？

　　同學(xué)：會(huì)了。

　　教師：那好，同學(xué)們，此刻請(qǐng)看著課件。請(qǐng)用英語(yǔ)說(shuō)出這些動(dòng)物的名稱好嗎？（課件上展示出cat，rabbit，kangaroo，monkey，cow，bear，tiger的圖片）

　　同學(xué)：cattigerrabbit？。

　　教師：大家真棒啊，這么短的時(shí)光就都會(huì)讀了。那我們此刻開(kāi)始玩游戲，好嗎？同學(xué)：好！

　　教師：大家明白這些單詞的中文意思嗎？（在課件展示出walk，jump，climb，sleep，eat這些英語(yǔ)單詞）教師根據(jù)同學(xué)們回答的情景對(duì)這些單詞進(jìn)行解釋。

　　教師：那此刻我們來(lái)開(kāi)始游戲吧，這個(gè)游戲的名字就叫“我說(shuō)你來(lái)做”。我說(shuō)一下游戲規(guī)則：我用英語(yǔ)發(fā)出指令，你們來(lái)做動(dòng)作，做錯(cuò)的同學(xué)就坐下來(lái)，看

　　哪個(gè)小組最終站著的同學(xué)最多，那這個(gè)小組就獲勝，我會(huì)給出獎(jiǎng)勵(lì)，好嗎？

　　教師參考指令：climb like a monkey／bear．jump like a kangaroo／rabbit．walk like an tiger／duck．eat like a rabbit／cow．sleep like a cat／tiger．

　　為了增加游戲的難度和趣味性，教師可逐漸加快指令的速度。

　　同學(xué)們開(kāi)始游戲。

　　教師：同學(xué)們，玩的開(kāi)心嗎？

　　同學(xué)：開(kāi)心。

　　教師：那你們學(xué)會(huì)了多少單詞在這個(gè)游戲里？

　　同學(xué)：climb jump walk eat sleep bear rabbit？

　　教師：好，同學(xué)們都表現(xiàn)得十分好。那么接下來(lái)，我們繼續(xù)旅行好嗎？同學(xué)：好

　　教師：此刻我們?cè)趧?dòng)物園里，別人會(huì)問(wèn)什么�。�

　　同學(xué)：這是什么動(dòng)物啊？？

　　教師：很好，那你們明白這用英語(yǔ)怎樣說(shuō)嗎？

　　同學(xué)：不明白。

　　教師：好，那此刻我來(lái)告訴你們，請(qǐng)大家看課件（課件上展示出2個(gè)動(dòng)物，其中一個(gè)動(dòng)物說(shuō)：what is it？另外一個(gè)動(dòng)物回答：it is？）。教師在板書(shū)上寫(xiě)下：這是什么？what is this？

　　它是？it is

　　教師：好，同學(xué)們，此刻大家看黑板，來(lái)跟著我讀。

　　同學(xué)跟著讀。教師：那接下來(lái)我們?cè)偻嬉粋�(gè)游戲吧！教師那里有一些動(dòng)物的頭飾，每個(gè)同學(xué)帶一個(gè)動(dòng)物頭飾，同桌之間互相練習(xí)我們剛才教的句子，好嗎？

　　同學(xué)：好。

　　教師：好，同學(xué)們都說(shuō)的十分好。那此刻請(qǐng)大家看著課件，我們來(lái)學(xué)習(xí)一下這些動(dòng)物的復(fù)數(shù)，有誰(shuí)明白復(fù)數(shù)是什么意思嗎？

　　同學(xué)：就是很多的動(dòng)物。

　　教師：對(duì)，同學(xué)們都很聰明。同學(xué)們覺(jué)不覺(jué)得動(dòng)物很可愛(ài)��？同學(xué)：是。

　　教師：動(dòng)物是很可愛(ài)，可是我們也需要愛(ài)護(hù)、保護(hù)它們，對(duì)不對(duì)啊？同學(xué)：對(duì)。

　　教師：那好，今日已經(jīng)學(xué)了許多英語(yǔ)單詞了，我期望你們回家后能說(shuō)給你們的父母聽(tīng)，并且，我也期望你們能經(jīng)過(guò)查字典或是上網(wǎng)來(lái)學(xué)習(xí)一些新的動(dòng)物單詞，好不好啊？

　　同學(xué)：好

　　教師：那么我們開(kāi)始登上回家的列車好不好�。�

　　同學(xué)：好，good bye，mi yang。

　　教師：good bye。

　　教學(xué)小結(jié)：

　　這節(jié)課主要是期望學(xué)生能學(xué)會(huì)cat，rabbit，kangaroo，monkey，cow，bear，tiger這幾個(gè)英語(yǔ)單詞，并且能學(xué)會(huì)what is this？以及it is？？這2個(gè)基本句型。并能學(xué)會(huì)walk，jump，climb，sleep，eat這幾個(gè)動(dòng)詞。由此能讓學(xué)生對(duì)動(dòng)物有一個(gè)更加全面的認(rèn)識(shí)。

英語(yǔ)教案3

　　活動(dòng)目標(biāo)：

　　學(xué)習(xí)單詞bear（小熊） mountain（山） river（河流） 學(xué)唱兒歌The bear want over the mountain

　　活動(dòng)準(zhǔn)備：

　　單詞卡片 一個(gè)玩偶小熊

　　活動(dòng)過(guò)程：

　　一、 熱身活動(dòng)

　　T: One, two, three.

　　S: Be quite.

　　T: Hello.

　　S: Hello.

　　T: Good morning, boys and girls.

　　S: good morning, teacher.

　　T: How are you?

　　S: I’m fine. Thank you!

　　T: Let’s sing, OK? the sing is“pussycat”

　　二、學(xué)習(xí)新的兒歌

　　1、出示小熊，并和孩子打招呼

　　T: Hello, I’m bear.

　　S: Hello, bear

　　2、學(xué)習(xí)單詞和兒歌，出示單詞

　　T: mountain, read after me

　　S: mountain

　　Game1把單詞并排*鋪在地上，邊放邊讓幼兒讀，請(qǐng)1個(gè)幼兒，人多了可以讓幼兒分別站在單詞兩邊，單詞前放一組圈, 老師說(shuō):“Jump to …”（某個(gè)單詞），幼兒可以“Jump to …”幼兒跳到單詞后，可以問(wèn)幼兒“What’s this?”。

　　3、 學(xué)習(xí)兒歌；

　　T：Let’s sing a song. The song is “The bear want over the mountain”

　　Game2:搶椅子（兒歌）: 放4把椅子，請(qǐng)3個(gè)小朋友，全班一起唱兒歌，3個(gè)小朋友跟著兒歌走，兒歌一停就搶一把椅子坐下，堅(jiān)持到最后的勝利者。

　　三、結(jié)束活動(dòng)

　　T: OK! It is time say goodbye. “Good-bye, good-bye, see you, see you later.” S: Bye–bye!

英語(yǔ)教案4

　　目的：

　　1、初步學(xué)念兒歌，理解nod/raise/strectsh 的含義

　　2、積極參與英語(yǔ)活動(dòng)，保持愉快情緒。

　　準(zhǔn)備：

　　機(jī)器人頭飾

　　進(jìn)程：

　　1、游戲Follow me 感知Slowly quickly

　　2、出示卡片，復(fù)習(xí)head arms legs

　　并引導(dǎo)幼兒區(qū)別單復(fù)數(shù)

　　3、機(jī)器人情境表演

　　機(jī)器人伴隨音樂(lè)出場(chǎng)與幼兒打招呼

　�、俳處熃榻B機(jī)器人可以用聲音來(lái)**。發(fā)出口令：nod your head / strectsh your arms / raise your legs 引起幼兒學(xué)習(xí)欲望。

　　②請(qǐng)幼兒一起來(lái)**機(jī)器人，發(fā)出口令。

　　③機(jī)器人突然不能動(dòng)了，請(qǐng)個(gè)別幼兒上前給他加油，然后發(fā)出口令，

　�、苡變洪g相互**，一名幼兒扮演機(jī)器人，另一名幼兒扮演發(fā)出口令者。

　　4、音樂(lè)游戲

英語(yǔ)教案5

　　LESSON62教案

　　（JEFC BOOK2B）DESIGNED BY YUAN BO

　　TEACHING AIMS

　　KNOWLEDGE：

　　1. NEW WORDS AND USEFUL EXPRESSIONS：

　　corner, sick, pocket, still, weak

　　on one’s way to, wait for

　　What’s the matter? It take sb. some time to do sth.

　　2. GRAMMATIC ITEM:

　　“MAY” is used to talk about possibility.

　　SKILLS:

　　Students can try listening, speaking, reading and writing according to the text.

　　VIRTUE：

　　HAPPY TO HELP OTHERS

　　IMPORTANCES&DIFFICULTIES

　　1. IMPORTANCES：Aim1&aim2；

　　2. DIFFICULTIES：Aim2.

　　TEACHING *

　　A tape and a tape recorder.

　　LEARNING MOTHEDS

　　Listening, speaking, reading and writing.

　　TIACHING STEPS

　　Step1. REVISION

　　1. Get the students to answer the following questions:

　　Q1: What will you do when you don’t know the way? (Ask the way.)

　　Q2: When someone asks you the way, but you don’t know, how do you answer? (Sorry, I don’t know.-----Thank you all the same.)

　　2. Revise Asking the way according to the street plan.

　　Ask: Excuse me, which is the way to the library? Get the students to answer:

　　Walk along Zhongshan Road, and turn right at the second crossing. Go across the bridge. You’ll find the library on the left. It’s between the post office and the hospital. You can’t miss it.

　　Step 2 INTRODUCTION

　　Now, we are going to study LESSON 62(Writes it down on the blackboard.). It’s a short play about an old woman. She is going to the hospital. She wants to see her husband, but she doesn’t know the way. Liu Mei helps her to find her husband at last.

　　Step 3 LISTEN AND ANSWER

　　Please listen to the tape, and answer the following question:

　　Q: What number bus do they take to the hospital? (They take the No.72 bus to the hospital, or just The No.72 bus.)

　　Step 4 FAST READING

　　Give the students about 3 minutes to read the play, mark the new words, phrases, and the sentence patterns and then answer the following question:

　　How did the husband feel when he saw his wife? (He was very happy.)

　　Step 5 EXPLANATION

　　Explain some new words and expressions.

　　corner: Explain it by pointing at the corners of the desk, the classroom, etc, and saying This is the corner of the desk, and this is the corner of the classroom, then What does the street corner mean in Chinese?

　　pocket: showing the meaning with practical items.

　　sick: ill

　　weak: not strong, bad.

　　still: Let the students themselves guess the meaning by listening and fast reading

　　on one’s way to: 在去…的路上，英語(yǔ)教案－LESSON62教案。

　　on one’s way to＋n.(名詞)

　　on one’s way＋adv.(副詞)

　　He bought a pen on his way to the park.

　　他在去公園的路上買了一支鋼筆。

　　On her way to the cinema, Liu Mei met an old woman.

　　劉梅在去影院的路上遇到了一位老奶奶。

　　Now I am on my way home.

　　現(xiàn)在我正在回家途中。

　　Don’t worry, they are on their way there.

　　別擔(dān)心，他們正去那兒。

　　wait for: Wait for me a minute, please. I’ll be back very soon.

　　請(qǐng)等我一會(huì)兒，我很快就回來(lái)，高中英語(yǔ)教案《英語(yǔ)教案－LESSON62教案》。

　　Please don’t always wait for their thanks when you help others. We should learn from Liu Mei.

　　不要幫了別人就總等著別人來(lái)謝你，我們應(yīng)該向劉梅學(xué)習(xí)。

　　What’s the matter? It’s another way of saying What’s wrong?

　　It’ll take you about half an hour (to reach the hospital). （到醫(yī)院去）要花半個(gè)小時(shí)左右。

　　It take sb. some time to do sth. 某人花…時(shí)間做…

　　It will take us about ten minutes to finish today’s homework.

　　完成今天的作業(yè)要花我們十分鐘左右。

　　It took them a week to finish the work.

　　完成這項(xiàng)工作花了他們一周的時(shí)間。

　　May: A: Excuse me! Which is the way to the post office?

　　B: Sorry, I don’t know. Ask the man over there, he may know.

　　Look at the sun! It may not rain tomorrow.

　　Step 6 Reading

　　Students read the play, and then match the scene and the meaning of it:

　　SCENE 1(第一幕) Finding her husband

　　SCENE 2(第二幕) Looking for the address

　　SCENE 3(第三幕) Asking the way

　　Step 7 ACT

　　Act out Scene 2 of the play for the students according to the street plan, then three students make a group to practice acting out this part.

　　Ask some students to act out the three scenes if possible, Scene 2 at least, with the help of the street plan.

　　Step 8 Summary writing

　　Get the students to have a summary writing by answering the questions below with complete answers, using the words in the brackets.

　　Q1: Was Liu Mei on her way to the cinema one day or not?

　　Q2: Who did she see at a street corner?

　　Q3: Did the woman want to see her sick husband in hospital or not?

　　Q4: Did she know the way to the hospital or not? (but)

　　Q5: Did Liu Mei know the way or not?

　　Q6: How did she do then? (so)

　　Q7: With Liu Mei’s help, did the old woman find her husband at last or not?

　　Q8: Did Liu Mei wait for their thanks or not? (but)

　　SUMMARY

　　Make a summary, as showing on the Bb.

　　PRACTICE IN CLASS

　　Fill in the blanks, and change the form if necessary.

　　1) Who’s that man standing the street corner?

　　2) He is not good at English. He is very in it.

　　3) I told him again and again, but he didn’t understand

　　4) They met Uncle Wang (在回家途中) last Sunday.

　　5) What are you doing? I (在等我媽媽).

　　6) takes (我) half an hour to go to school every day.

　　7)A: Do you have an eraser?

　　B: Sorry, I don’t. Please ask Wang Ling, (他可能有).

　　ASSIGNMENT

　　1) Exercise3 in the Workbook.

　　2) Write the outline of the text.

　　WRITING DESIGNED ON THE BbLesson 62corner, sick, packet, still, weak

　　on one’s way(to)/wait for

　　What’s the matter?/It take sb. some time to do sth.

　　May表推測(cè)的用法。

英語(yǔ)教案6

　　《bread sausage milk coffee》

　　Teaching aims:

　　1 ew word :bread ausage milk coffee

　　2 Revisio :little car,milk

　　3 What day i today ? How are you ? How old are you ?

　　Teaching aids:

　　icture ag reorder music

　　Teaching te :

　　te 1:Greetings

　　T:Cla egin,stand up!

　　S:Stand u !stand u !I tand u !

　　T:Good morning oy and girl !

　　S:Good morning Mi Jiang !

　　T:Sit dow lease !

　　S:Sit down!sit dow !Isit dow !

　　te 2 :warm u

　　T:What day i today ?

　　S:Today i Monday.

　　T:How are you ?

　　S:Fine ,Thank you and you ?

　　T:I’m good !and how old are you ?

　　S:I’m fivesix .(每個(gè)問(wèn)提都分別叫幼兒回答或齊答)

　　Ste 3 Revision

　　全班小朋友一起讀歌謠little car,milk

　　Ste 4 Lear ew words

　　T:I’m very hungry.Do you have anything give me to eat ?

　　S:NO ! O ! O !

　　T:Rellay ?what’ that ?(旁邊有一個(gè)小袋子裝了些東西，突然發(fā)現(xiàn)，叫一名幼兒拿來(lái)看看，里面是否有吃的)

　　T：Haa !what’ thi ? we call it read.

　　S:Bread !

　　T:Good !(帶讀，也可叫幼兒起來(lái)自己讀，每個(gè)單詞讀5遍以上，而且要使幼兒都會(huì)認(rèn)讀。然后把圖片貼在黑板上，這樣一一引出其它3個(gè)新的單詞：milk coffee ausage .最后一起復(fù)習(xí))

　　Ste 5 lay game

　　預(yù)備的一張畫(huà)貼在黑板上，一個(gè)叫BORBOR的人推著早餐車，讓小朋友們幫忙，但是要知道它們的英語(yǔ)怎樣說(shuō)才可以賣完，一個(gè)**喊：“Bread,bread,who want to uy a read ?It’ very deliciou !”隨后全班的幼兒一起問(wèn)：“Bread,bread,在哪里?”然后又叫一名幼兒上來(lái)找出所要買的英語(yǔ)卡片大聲的說(shuō)：“Bread,bread,在這里!”以同樣的方式來(lái)賣出其它的早餐，再給予獎(jiǎng)勵(lì)。

　　Ste 6 ing a ong –Teddy ear.

　　ORBOR為里感謝大家放的。

　　Ste 7 It’ time to ay goodbye.

英語(yǔ)教案7

　　一、教學(xué)資料：

　　module 9 happy brithday unit 1 can i some soup sweets？

　　二、教學(xué)目標(biāo)

　　認(rèn)知目標(biāo)

　　1、鞏固掌握食物類詞匯。

　　2、掌握句型“can i have some soupsweetsbread？”

　　本事目標(biāo)

　　能運(yùn)用“can i have some？”詢問(wèn)他人自我是否能夠得到某種食物，并掌握回答：yes，you cansorry，you can′t

　　情感目標(biāo)

　　讓學(xué)生經(jīng)過(guò)對(duì)課文資料的表演，增強(qiáng)學(xué)習(xí)的信心，調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣。

　　三、教學(xué)重難點(diǎn)

　　重點(diǎn)

　　能用句型“can i have some？””詢問(wèn)他人自我是否能夠得到某種食物，并掌握回答：yes，you cansorry，you can′t。

　　難點(diǎn)

　　句型運(yùn)用中，與can you？句型混淆。

　　四、教學(xué)設(shè)計(jì) step1 warming（熱身活動(dòng)）

　　1、師生互相問(wèn)好，教師詢問(wèn)是否有人當(dāng)天過(guò)生日或是最近過(guò)生日2。播放錄音，全班跟著齊唱英文歌曲’happy birthday to you

　　【設(shè)計(jì)意圖】利用歌曲激發(fā)學(xué)生的學(xué)習(xí)興趣，活躍課堂氣氛，同時(shí)也拉近了師生的距離，促進(jìn)了師生的交流。

　　step2 revision and presentation（新課呈現(xiàn)）

　　1、教師告訴學(xué)生amy生日快到了，大家友什么計(jì)劃為她開(kāi)一個(gè)生日party，事先要準(zhǔn)備party上的食物，請(qǐng)同學(xué)們幫忙準(zhǔn)備一下，在事先準(zhǔn)備好的白紙上畫(huà)出認(rèn)為party所需準(zhǔn)備的食物。

　　2、教師請(qǐng)學(xué)生說(shuō)出畫(huà)的是什么食物，多學(xué)生語(yǔ)音進(jìn)行糾正。

　　3、教師告訴學(xué)生：ms smart要為amy準(zhǔn)備的食物沒(méi)有那么多，只需要soup（湯），sweets（糖果），bread（面包），biscuit（餅干），cake（面包），fruit（水果），請(qǐng)畫(huà)有其中之一種食物的學(xué)生舉手示意。

　　4、教師逐一出示soup，sweets，bread，biscuit，cake，fruit六幅圖片并教學(xué)生讀。

　　【設(shè)計(jì)意圖】經(jīng)過(guò)學(xué)生感興趣的活動(dòng)——畫(huà)畫(huà)引入新課資料，調(diào)動(dòng)學(xué)生學(xué)習(xí)的進(jìn)取性，并且這一環(huán)節(jié)由舊知引入新知，學(xué)生并更容易理解新課的資料。利用多**課件一一展示新詞相對(duì)應(yīng)的圖片，加深學(xué)生的記憶。 step3 new leon（新課教授）

　　活動(dòng)what is miing？

　　1、教師在課件上呈現(xiàn)六種食物圖片，請(qǐng)學(xué)生一一認(rèn)讀，教師教讀其中的生詞，并糾正語(yǔ)音。

　　教師請(qǐng)學(xué)生閉上眼睛，在學(xué)生閉眼的同時(shí)，教師把課件中任意一幅圖片隱藏，然后請(qǐng)學(xué)生睜開(kāi)眼睛，師問(wèn)：what is miing？

　　【設(shè)計(jì)意圖】經(jīng)過(guò)此游戲鞏固學(xué)生對(duì)圖片的認(rèn)知，并訓(xùn)練學(xué)生的瞬間記憶本事。

　　step4 practice（練習(xí)）

　　1、教師指著自我的肚子說(shuō)“i ′m hungry ”；想吃點(diǎn)東西，而這些食物都要得到允許才能吃，由此板書(shū)句型“can i have some”并教會(huì)學(xué)生兩種回答：yes you cansorry，you can′t。

　　2、分小組練習(xí)對(duì)話，兩人一組，課件上呈現(xiàn)6種食物的名稱，要求學(xué)生任選一種食物進(jìn)行對(duì)話，要用句型“can i have some” “ yes you cansorry，you can′t�！�

　　【設(shè)計(jì)意圖】從單詞轉(zhuǎn)換到句型的操練，不僅僅讓學(xué)生加深對(duì)本節(jié)課單詞的記憶，并且讓學(xué)生經(jīng)過(guò)朗讀句子上口，為下一課時(shí)的句型運(yùn)用打好基礎(chǔ)。 step5 summary

　　教師根據(jù)本課時(shí)所學(xué)自編chant：

　　i ‘m hungry，i ‘m hungry。 can i have some soup？

　　yes，you can 。yes，you can。 can i have some fruit？can i have some fruit？

　　sorry，you can′t。sorry，you can′t

　　【設(shè)計(jì)意圖】利用自編的chant，令整節(jié)課得到升華。把所學(xué)的單詞，句型放到chant里學(xué)習(xí)，小結(jié)整節(jié)課的資料，且適當(dāng)降低學(xué)生記單詞的難度。 step6 homework

　　1、學(xué)生抄寫(xiě)本課所學(xué)的全部食物類單詞，一個(gè)五遍。

　　2、學(xué)會(huì)用句型can i have some？？yes，you cansorry，you can′t。與同學(xué)進(jìn)行對(duì)話，并把其中的兩組對(duì)話寫(xiě)下來(lái)。 [設(shè)計(jì)意圖]

　　進(jìn)一步為學(xué)生創(chuàng)設(shè)真實(shí)的語(yǔ)言環(huán)境，讓他們?cè)谏�活中使用語(yǔ)言，訓(xùn)練他們的口語(yǔ)表達(dá)本事，這樣的**活動(dòng)促使學(xué)生在實(shí)踐活動(dòng)中運(yùn)用所學(xué)英語(yǔ)，增強(qiáng)對(duì)所學(xué)英語(yǔ)的體驗(yàn)，同時(shí)培養(yǎng)學(xué)生的合作精神。

　　五、板書(shū)設(shè)計(jì)

　　fruit bread can i have some cake？biscuit？soup？

英語(yǔ)教案8

　　一．教學(xué)資料

　　《新課程標(biāo)準(zhǔn)小學(xué)英語(yǔ)》book7 leon5 how do you usually go to school？

　　二．學(xué)生分析

　　六年級(jí)的學(xué)生大膽且**，好奇心重求知欲強(qiáng)，并且愛(ài)表現(xiàn)自我。在經(jīng)過(guò)一段時(shí)光的師生磨合和配合之后，進(jìn)入第五課學(xué)習(xí)時(shí)，學(xué)生們就基本熟悉了教師的課堂英語(yǔ)。愛(ài)玩是孩子的天性，六年級(jí)的學(xué)生不喜歡機(jī)械重復(fù)乏味的課堂，他們喜歡在游戲中學(xué)習(xí)，所以在教學(xué)過(guò)程中我采用了情景教學(xué)和游戲教學(xué)的模式，讓學(xué)生們進(jìn)取主動(dòng)地參與到英語(yǔ)學(xué)習(xí)中。六年級(jí)的學(xué)生***能夠集中的時(shí)光比較短，借助多****等激勵(lì)方式，使學(xué)生集中***在學(xué)**。六年級(jí)的學(xué)生喜歡自我表現(xiàn)，采用小組合作的方式完成情景教學(xué)，使學(xué)生體味團(tuán)隊(duì)協(xié)作取得成功的喜悅，增強(qiáng)他們學(xué)習(xí)英語(yǔ)的自信心。

　　三．教學(xué)目標(biāo)

　　1、知識(shí)目標(biāo)

　　a．使學(xué)生能熟記bus，car，train，on foot新詞匯

　　b．使學(xué)生能熟記用句子how do you usually go to school？i usually go to school by…？進(jìn)行對(duì)話

　　2、本事目標(biāo)

　　使學(xué)生能把學(xué)到的知識(shí)運(yùn)用到實(shí)際生活中去

　　3、情感目標(biāo)

　　培養(yǎng)學(xué)生的自我表達(dá)本事和團(tuán)隊(duì)合作精神

　　四．教學(xué)重點(diǎn)與難點(diǎn)

　　1．熟記所學(xué)新單詞，做到發(fā)音準(zhǔn)確，拼寫(xiě)正確

　　2．能過(guò)把新單詞運(yùn)用到句型i usually go to school by…？

　　五．教學(xué)方法

　　情景教學(xué)法與游戲教學(xué)法相結(jié)合

　　六．學(xué)習(xí)方法

　　自主學(xué)習(xí)與小組合作相結(jié)合

　　七．課前準(zhǔn)備

　　單詞卡片、短語(yǔ)卡片、幻燈片等

　　八．教學(xué)過(guò)程

　　1．新課導(dǎo)入

　　首先全班同學(xué)起立合唱leon3中的歌曲where do you e from？吸引學(xué)生***到課堂學(xué)習(xí)中，同時(shí)營(yíng)造一個(gè)良好的英語(yǔ)學(xué)習(xí)氛圍，為新課學(xué)習(xí)做準(zhǔn)備。

　　2．新課呈現(xiàn)

　　3．鞏固操練

　　a、做游戲——手動(dòng)跳舞毯。滿足學(xué)生的自我表現(xiàn)欲，同時(shí)培養(yǎng)合作學(xué)習(xí)的意識(shí)。進(jìn)一步鞏固所學(xué)單詞和句型，使學(xué)生在一種寬松、愉快的氛圍中獲得滿足感和成就感。

　　b、做游戲——傳話游戲。每一行最終一個(gè)同學(xué)將聽(tīng)到的句子經(jīng)過(guò)耳語(yǔ)傳遞給前一位同學(xué)，依此類推，最終一個(gè)聽(tīng)到句子的同學(xué)將句子大聲朗讀出來(lái)并寫(xiě)在黑板上，傳的最快最準(zhǔn)確的組獲勝，對(duì)猜對(duì)的組給予獎(jiǎng)勵(lì)。由于孩子好勝心強(qiáng)，所以他們?cè)敢獠�，這既調(diào)動(dòng)了學(xué)生的進(jìn)取性，又鞏固了所學(xué)知識(shí)。

　　4．布置作業(yè)

　　a 、做練習(xí)冊(cè)中本課相應(yīng)練習(xí)，以檢測(cè)對(duì)所學(xué)資料的掌握程度

　　b、課后問(wèn)自我的同學(xué)、朋友how do you usually go to school？并整理答案，鍛煉自我的英語(yǔ)聽(tīng)、說(shuō)和寫(xiě)的本事

　　九．教學(xué)反思

　　在本課的學(xué)習(xí)中，由于多**的運(yùn)用，使得教學(xué)過(guò)程得以高效進(jìn)行。學(xué)生們?cè)趯?shí)際生活情境中練習(xí)英語(yǔ)，使得他們有話可說(shuō)，并敢于開(kāi)口，逐漸建立了學(xué)習(xí)英語(yǔ)的自信心。在游戲中做練習(xí)，激發(fā)了學(xué)生學(xué)習(xí)英語(yǔ)的興趣，使得他們?cè)诤?jiǎn)便愉快的氛圍中掌握所學(xué)知識(shí)。從整節(jié)課的講授和學(xué)生的反饋情景來(lái)看，基本到達(dá)了預(yù)期教學(xué)目標(biāo)，加強(qiáng)了學(xué)生的英語(yǔ)表達(dá)本事。但仍存在一些不足，如小組練習(xí)由于授課時(shí)光限制未能涉及到每一個(gè)學(xué)生。在今后的教學(xué)中我會(huì)不斷總結(jié)自我，查漏補(bǔ)缺，以求講課得以更加完善！

英語(yǔ)教案9

　　Teaching aims：

　　Knowledge aims：

　　Students can get the main content of the dialogue though extensive listening。

　　Students can get what book does daniel and sandy likes to read respectively。

　　Students can master the scentence mattern “what are you doing？” “what do you like to do？”

　　Ability aims：

　　Students can know how to get the main idea by using extensive listening skills。

　　Students can grasp the intensive listening skills in finding detailed information。

　　Students can improve their speaking skills through dialuge and group discussion。

　　Emotional aims：

　　Students can know the importance of reading and can develop a good habit of reading after learning this unit

　　Teaching key points and difficult points：

　　key points：

　　Scentence pattern：“—what are you doing？—i am doing ” “—what do you like to do？— i’d like to do ”

　　Students can get main idea of listening material

　　difficult points：

　　Students can use the listening skills in finding different information of the listening material。

　　Students can know the importance of reading and can try to develop a good resding habit。

　　Teaching procedures：

　　Step1 warming up：

　　1、Showa group of mottos about book reading to students on ppt（choose an anthor as you choose a friend；reading makes a full man；A good book is a good friend）

　　2、ask students a question “what do these mottos talk about？”

　　Step 2 pre listening：

　　1、Show several pictures of different book covers，let students to classify these books。

　　2、ask students a question “which book do you want to read and why？”

　　3、tell students there are two friends daniel and sandy who are talking something about book。

　　Step3 while listening：

　　Extensive listening

　　1、ask students to listen to the tape for the first time and ask students a question “what are they talking about？”（books）

　　2、How many kinds of books do they mentioned？（two）

　　Intensive listening

　　1、ask students to listen to the tape again，ask students a question “what kind of book does daniel like to read and why？”（history books，because they can improve his knowledge of the past）

　　“what kind of book does sandy like to read and why？”（novels and plays，because she thinks the history books are boring）

　　2、ask students what does daniel and sandy read about respectively？（Germany in world war two；the moving story of an ungly man quasimodo）

　　Step4 post listening

　　1、ask students to imitate the dialuge in a real situation。

　　2、do a survey

　　Ask students to do a survey on “what do you like to read and why”in a group of four，then choose some repoters to report。

　　3、discussion

　　Ask students to have a discussion on why do we need to read in a group of four，then ask some of them to share their opinions。

　　Step5 Summary and homework

　　Do a summary with students together by asking them questions，and tell students the importance of reading。

　　Ask students to choose his or her favourite book，introduce the book to the class and tell the class the reason why you choose it。

　　Black board design：

英語(yǔ)教案10

　　一．Teaching aims：Language goals

　　1、Talk about how to study。

　　2、Find out your suitable learning methods。 Ability goals

　　1、Words and phrases：aloud pronunciation work with friends ask the teacher for help，read aloud，look up，practice pronunciation

　　2、Sentence patterns

　　How do you study English？

　　I learn by working with a group。

　　Do you learn English by reading aloud？

　　Yes，I do。It helps my pronunciation。

　　How can I read faster？

　　You can read faster by reading word groups。

　　二．Emotion and attidute：Developing students’ ability of learning English

　　三．Key points and difficulties

　　1、Key words and phrases

　　2、Questions intrduced by “how”and the sentence pattern：“by +doing ”

　　四．Teaching procedures：Step 1 Warming up

　　T：How do you study English？Do you study English by the following ways？（Show some pictures and present the important phrases。）

　　T：How do you study English？S：I study English by ______。

　　by working with friends。

　　by making word cards。by asking the teacher for help。by reading the textbook。by working with a group。by listening tapes。Step 2 1a Check the ways you study English。Then add other ways you sometimes study。___ a。by working with friends。___ b。by making word card。___ c。by reading the textbook。___ d。by listening to tapes ___ e。by asking the teacher for help。…

　　Step 3 Listening

　　1）Listen。How do these students study for a test？Write letters from 1a above。2）Check the answers：b（Meiping）；e（Peter）；d（Tony）Step 4 Gue Show some pictures。

　　Gue：How does heshe study English？HeShe studies English by…

　　How do they study English？They study English by… Step 5 Pairwork

　　1c Make conversations about how you study for a test。

　　A：How do you study for a test？

　　B：I study by working with a group。

　　A：How do you study for a test？

　　B：I study by… Step 6 Listening

　　2a Listen and check the questions you hear。1 ____ Does anyone learn English by watching videos？2 ____ Do you have conversations with friends in English？3 ____ What about listening to tapes？4 ____ What about reading aloud to practice pronunciation？5 ____ Have you ever studied with a group？

　　Answers：1，2，4，5 2b Listen again。Match each answer below with a question above。

　　a、Yes，I have。I’ve learned a lot that way。

　　b、Oh，yes。It really improves my speaking skills。c。I do that sometimes。I think it helps。d。No。It’s too hard to understand spoken English。

　　Answers：d，b，c，a Step 7 Pairwork 1。2c Make conversations using the information in 2a and 2b

　　A：Have you ever studied with a group？

　　B：Yes，I have。I’ve learned a lot that way。

　　Show some pictures。1）A：Do you learn English by watching movies？

　　B：Yes，it’s a very interesting way。

　　C：No，it’s too hard to understand spoken English。

　　2）A：What about writing letters to a pen pal in America？

　　B：Yes，it helps to improve my writing skills and know a lot about America。

　　3）A：Do you have conversations with friends in English？

　　B：Of course，we can talk about plenty of things like school，pets，movies，and our parents。

　　Step 8 Summary

　　How do you study English？

　　1、by working with friends

　　2、by watching English movies。

　　3、by making word cards。

　　4、by reading the textbook。

　　5、by listening to tapes。

　　6、by asking the teacher for help。

　　7、by reading aloud。Step9 Homework How do you study English？What about physics and Chinese？Make a list。

全英文英語(yǔ)教案3篇（擴(kuò)展5）

——on the farm 英語(yǔ)教案3篇

on the farm 英語(yǔ)教案1

課題：Unit5 On the farm

本課初備

課時(shí)

共4課時(shí),本課第4課時(shí)

個(gè)人復(fù)備欄

教學(xué)目標(biāo)

1.了解字母組合ir在單詞中的發(fā)音。

2.通過(guò)復(fù)習(xí)使學(xué)生熟練掌握本課所學(xué)內(nèi)容。

重點(diǎn)難點(diǎn)

1.了解字母組合igh在單詞中的讀音

2.能誦讀歌謠Last week.

課前準(zhǔn)備： 投影片、錄音機(jī)、磁帶、多**電腦

教學(xué)過(guò)程

一.Free talk What date is it today? What day is it today? What would you like as a birthday present? What did you do last Sunday?

二.Review:

1.學(xué)生根據(jù)自己的周末活動(dòng)自編對(duì)話然后表演。

2.復(fù)習(xí)本課的詞組和句型。

三. Listen and repeat:

1.師示范朗讀單詞 bird, girl, skirt, T-shirt, 讓學(xué)生找出共同的音素，再聽(tīng)錄音跟讀。

2跟讀句子，并說(shuō)明句子的意思。

3.讓學(xué)生歸納其它含有字母組合ir 發(fā)[ ]音的單詞。 Shirt, sir, circle, birthday, third…

四. Do a survery

1.幫助學(xué)生復(fù)習(xí)其中的活動(dòng)類詞組。

2.教師示范，用 What did … do last weekend?詢問(wèn)學(xué)生， 并根據(jù)學(xué)生的回答填寫(xiě)表格，作出示范。 3.將學(xué)生分成小組，每人用所學(xué)句型依次向同學(xué)發(fā)問(wèn)，根據(jù)同學(xué)的回答填寫(xiě)表格。并讓學(xué)生增加表格上沒(méi)有的活動(dòng)。

五. Say a rhyme

1.聽(tīng)錄音，按節(jié)奏讀歌謠。

2.學(xué)生間比一比誰(shuí)讀得好。

板書(shū)設(shè)計(jì)：Unit5 On the farm

練習(xí)設(shè)計(jì)： 完成練習(xí)冊(cè)中的作業(yè)

全英文英語(yǔ)教案3篇（擴(kuò)展6）

——全英文自我介紹3篇

全英文自我介紹1

　　Good morning. It's a pleasure for me to be here in front of you to present myself. My name is Jennifer Wong, and I am a candidate for the position of Overseas Sales Representative.My background and work experience are tailor-made for this position. I studied marketing as an undergrad here in ******, and in 1995, I received my MBA from the School of Business, University of Texas. For five years, I have utilized my skills and knowledge as the Assistant Director of Exports for Magic Kitchen Supplies.

　　Action Appliances is a forward-looking company. I am aware that you are expanding into new markets, particularly in the U.S. Thus you are going to need aggressive, take-charge sales representatives. At Magic Kitchen, during my five years there, we expanded our U.S. market share by 25%. This is just one example of my ability to go out there and sell products.A position with your company would be both a learning experience and a great opportunity. I look forward to becoming part of the Action team. Thank you.

全英文英語(yǔ)教案3篇（擴(kuò)展7）

——《Wolf and Rabbit》英語(yǔ)教案

《Wolf and Rabbit》英語(yǔ)教案1

　　活動(dòng)目標(biāo)：

　　1、引導(dǎo)并鼓勵(lì)幼兒在感受不同類型音樂(lè)的基礎(chǔ)上大膽地表現(xiàn)出自己認(rèn)為的善與惡的.形象。

　　2、通過(guò)活動(dòng)，引導(dǎo)幼兒學(xué)習(xí)新授單詞：wolf。

　　3、引導(dǎo)幼兒體驗(yàn)英語(yǔ)活動(dòng)帶來(lái)的樂(lè)趣。

　　活動(dòng)準(zhǔn)備： 情景創(chuàng)設(shè)（森林）、小兔的頭飾若干、大灰狼的衣服、磁帶

　　活動(dòng)過(guò)程 ：

　�。ㄒ唬� 情景創(chuàng)設(shè)(復(fù)習(xí)部分動(dòng)物單詞)

　　出示小兔的頭飾，Who is it ? 今天我們就來(lái)做ra it做游戲，（幼兒與教師一起帶頭飾） Who are you ? We are ra its. （音樂(lè)……）：今天我們又要來(lái)做游戲了，Are you ha y? ( It’s carrot …… go go go ――carrot carrot eat eat eat. It’s gra ……go go go ――gra gra eat eat eat. That’s mushroom …… ――mushroom mushroom eat eat eat

　�。ǘ�） 新授單詞wolf （沉重地音樂(lè)……）gue gue,Who will coming? （tiger 、lion、elephant、bear……) Look,Who is coming? It’s a WOLF. 糾正幼兒對(duì)新單詞的發(fā)音。 Wolf 長(zhǎng)得什么樣？是怎么走路的？ 幼兒跟著音樂(lè)學(xué)wolf。Wolf wolf 大灰狼……

　�。ㄈ�） Game 《Wolf and ra it .》 （歡快地音樂(lè)……）ra it ra it jump jump jump.……（沉重地音樂(lè)……）Who is coming ? Wolf ,wolf is coming .……Ra it ,we are go home!……Wolf go back! （重復(fù)一次） （歡快地音樂(lè)……趕走大灰狼）

全英文英語(yǔ)教案3篇（擴(kuò)展8）

——《My family》英語(yǔ)教案

《My family》英語(yǔ)教案1

　　教學(xué)目標(biāo)

　　(一)知識(shí)聽(tīng)懂會(huì)說(shuō)句型: This is my family. Whos that man (boy)? Hes my... Whos that woman (girl)? Shes my... (二)能力

　　(1)能夠運(yùn)用以上句型介紹自己的家庭成員。

　　(2)能區(qū)分和正確使用人稱代詞he 和she.

　　(三)情感培養(yǎng)學(xué)生熱愛(ài)并團(tuán)結(jié)家庭成員的思想感情。

　　教學(xué)重難點(diǎn)

　　教學(xué)重點(diǎn)：?jiǎn)柧洌篧hos that man (boy)?回答：Hes my... Whos that woman (girl)? Shes my...

　　教學(xué)難點(diǎn)：he和she的意義區(qū)分及發(fā)音。

　　教學(xué)過(guò)程

　　一、熱身(Warm-up)

　　1.師生問(wèn)好:

　　2.學(xué)生3人一組做對(duì)話表演。

　　二、新授(Presentation)

　　1.教師將一位新朋友介紹給大家。教師扮演這個(gè)新朋友，問(wèn)一個(gè)女生：What’s your name?引導(dǎo)這個(gè)女生回答：My name’s (Li min). 教師對(duì)其他學(xué)生說(shuō)：She’s (Li min). 并示意學(xué)生跟著重復(fù)這句話。

　　2.教師指著離自己稍遠(yuǎn)的女生問(wèn)：Who’s that girl?引導(dǎo)學(xué)生回答：She’s Wang yan.

　　出示課件：Who’s that girl?

　　Who’s she?她是誰(shuí)?

　　She’s Sarah。

　　3.用同樣的步驟問(wèn)一個(gè)男生，用he代替she。

　　4.教師指著離自己稍遠(yuǎn)的男生問(wèn)：Who’s that boy?讓學(xué)生回答：He’s …

　　出示課件Zhang Peng圖:

　　Who’s that boy?讓學(xué)生回答：He’s Zhang Peng.

　　5.讓學(xué)生指著班里的同學(xué)做問(wèn)答：Who’s that girl? She’s… Who’s that boy? He’s …

　　6.教師拿出學(xué)生們所熟悉的教師的照片，用實(shí)物投影儀展示出來(lái)。詢問(wèn)學(xué)生：Who’s that man? Who’s that woman?引導(dǎo)學(xué)生回答：He’ s Mr… She’s Miss/Mrs. …

　　7.教師可向?qū)W生出示幾張明星的照片或圖片，讓學(xué)生做Who’s that man? Who’s that woman?的問(wèn)答練習(xí)。

　　8.教師出示自己的家庭照片說(shuō)：This is my family. Do you know who they are?鼓勵(lì)學(xué)生對(duì)照片中的人物**，教師用She’s my mother. He’s my father.來(lái)回答，并重復(fù)單詞father, mother。教師再次用mom, dad代替mother, father進(jìn)行回答，向?qū)W生指出mom和dad更多地用于日�？谡Z(yǔ)中。

　　9.讓學(xué)生觀看教學(xué)課件展示Let’s talk的內(nèi)容。

　　10.讓學(xué)生看書(shū)聽(tīng)錄音，跟讀課文對(duì)話。

　　11.讓學(xué)生分組表演課文并展示。

　　三、鞏固與延伸(Consolidation and extension)

　　1.Who’s family is this?

　　教師先收集幾張學(xué)生的全家福，出示其中一張問(wèn)：Who’s family is this ?引導(dǎo)該家庭的學(xué)生迅速反應(yīng)：This is my family.然后讓其他同學(xué)對(duì)照片中的人物發(fā)問(wèn)，該生回答。

　　2.猜人

　　請(qǐng)一名學(xué)生到前面，蒙上他/她的眼睛，再叫一名學(xué)生說(shuō)幾句英語(yǔ)，讓全班學(xué)生問(wèn)：Who’s that boy/girl?猜的人說(shuō)：He’s… /She’s…猜對(duì)了，就蒙住說(shuō)話學(xué)生的眼睛，繼續(xù)游戲。(在游戲過(guò)程中播放英語(yǔ)歌曲，創(chuàng)設(shè)愉快氛圍。)

　　3.出示照片：生問(wèn)答。

　　Who’s that man?

　　He’s Yao Ming(姚明)

　　Who’s that woman?

　　She’s Guo Jingjing(郭晶晶).

　　4.Let’s chant.

　　四、Homework

　　熟練朗讀let’s talk、let’s learn、Let’s chant.(聽(tīng)5遍讀5遍)!