英語(yǔ)教案

活動(dòng)名稱

《Going to the bathroom》（一）

活動(dòng)目標(biāo)

1、建立小朋友良好的衛(wèi)生習(xí)慣，并學(xué)會(huì)廁所用語(yǔ)。

2、學(xué)習(xí)短語(yǔ)與單詞：flush the toilet（沖馬桶）wash my hands（洗手）soap（肥皂）tissue（紙巾）。

活動(dòng)準(zhǔn)備

小紙卡數(shù)張、馬桶圖、香皂、衛(wèi)生紙。

活

動(dòng)

過(guò)

程

Greetings：

“Good morning everybody！Nice to meet you！”

“Good morning melody！Nice to meet you，too！”

Warm up：

Before class ， lets move our body《A yummy lunch》

Topic：

1、檢查上節(jié)棵復(fù)習(xí)及本課預(yù)習(xí)情況，頒發(fā)復(fù)習(xí)出色獎(jiǎng)和預(yù)習(xí)優(yōu)秀獎(jiǎng)。

2、Vocabulary：教授新單詞和短語(yǔ)，并進(jìn)行正音。（WWW.977139.cOm 高分范文網(wǎng)）

3、Game：

a、 帶實(shí)物soap，念的好的小朋友可聞soap的香味。

b、兩隊(duì)各傳一張tissue，并念tissue，看哪一隊(duì)比較快。

c、 Melody在白板上畫(huà)馬桶，馬桶內(nèi)有便便，小朋友念“flush the toilet”，才可以擦掉馬桶內(nèi)的便便。

d、讓小朋友邊做洗手動(dòng)作，邊讀“wash my hands”。

Follow up：

a、做手工書(shū)。

b、“Today go home，watch the VCD，listen the tape and CD， to be a litter melody”！

YJS21.cOm更多幼兒園教案小編推薦

2024英語(yǔ)教案

居安思危，思則有備，有備無(wú)患。優(yōu)質(zhì)課堂，就是幼兒園的老師在講學(xué)生在答，講的知識(shí)都能被學(xué)生吸收，大部分老師為了讓學(xué)生學(xué)的更好都會(huì)事先準(zhǔn)備好教案，教案的作用就是為了緩解老師的壓力，提升教課效率。您知道幼兒園教案應(yīng)該要怎么下筆嗎？根據(jù)你的需要，小編精心整理了2024英語(yǔ)教案，供你閱讀參考，并請(qǐng)收藏本頁(yè)面！

英語(yǔ)教案 篇1

學(xué)習(xí)目標(biāo). 音樂(lè)欣賞. Old macdonald Had a Farm 欣賞”西樂(lè)中奏”的樂(lè)曲.

感受生動(dòng)有趣的樂(lè)曲.

有感情地學(xué)唱歌曲。

讓幼兒感受歌曲歡快的節(jié)奏。

活動(dòng)準(zhǔn)備. 動(dòng)物頭飾. 光盤 錄音機(jī)活動(dòng)過(guò)程1請(qǐng)幼兒安靜地聆聽(tīng)樂(lè)曲,感受樂(lè)曲的風(fēng)格特點(diǎn),猜想這首樂(lè)曲描繪的是什么地方,鼓勵(lì)幼兒大膽地把自己的想法和理由說(shuō)出來(lái).

2教師向幼兒提問(wèn):你在樂(lè)曲中聽(tīng)到了哪些動(dòng)物的叫聲?在哪見(jiàn)到過(guò)這些動(dòng)物?待幼兒充分回答后,請(qǐng)去過(guò)農(nóng)場(chǎng)的幼兒向大家介紹什么是農(nóng)場(chǎng),教師在次基礎(chǔ)上給予補(bǔ)充和總結(jié).

3讓幼兒戴上有關(guān)農(nóng)場(chǎng)動(dòng)物的頭飾,然后圍雙圈,面向相反方向.當(dāng)播放樂(lè)曲A段時(shí),引導(dǎo)幼兒按二拍子基本拍,一邊向前踏步一邊拍手;當(dāng)播放B段時(shí),兩圈相對(duì)站立,模仿所扮演的動(dòng)物動(dòng)作和發(fā)出叫聲.

4反復(fù)游戲.

英語(yǔ)教案 篇2

教學(xué)目標(biāo)

教學(xué)目的

通過(guò)本單元的教學(xué)，學(xué)生可以了解急救常識(shí)，如何處理生活中的一些突發(fā)事件，然后實(shí)施緊急救援等總結(jié)，總結(jié)情態(tài)動(dòng)詞的用法，如：should/shouldn't；

Must/mustn't ;ought to 等來(lái)表達(dá)職責(zé)和責(zé)任的用法。

教學(xué)重點(diǎn)難點(diǎn)

1.單詞

膝、靜、咬（bit, bitten/bit）、躺（躺、躺）、嘴-對(duì)嘴，流浪漢，

切，電，容器池，呼吸，內(nèi)，手帕，傷口，安全，

電線, 守衛(wèi), 側(cè)身, 堅(jiān)定, 牢牢地在哪里, 胃, 傷害, 受傷, 傷害,

毒物，數(shù)量，就近

2.短語(yǔ)

急救，應(yīng)該，醫(yī)療，誤會(huì)，注意，總之

同時(shí)，處理，放輕松，流水，伸手可及，嘔吐，

抱起來(lái)

3. 有用的表達(dá)方式

我們必須把她抬到路邊。

如果有人受了重傷，你不能移動(dòng)他們。

父母應(yīng)該知道一些急救知識(shí)。

如果你受了重傷，你不應(yīng)該起床。

我應(yīng)該回家了。

我得給我奶奶做晚飯。

4. 語(yǔ)法

復(fù)習(xí)情態(tài)動(dòng)詞：must, should

學(xué)習(xí)情態(tài)動(dòng)詞：ought to

教學(xué)建議

課文建議

教師安排中文學(xué)習(xí)聯(lián)盟朗讀課文，了解課文意思。通過(guò)閱讀，教師可以與學(xué)生分組討論、提問(wèn)、口語(yǔ)練習(xí)、重復(fù)急救方法等，教師向?qū)W生展示多組圖片，幫助學(xué)生學(xué)習(xí)一般急救措施和家庭安全常識(shí)。

寫(xiě)作建議

老師給學(xué)生分配題目和要求寫(xiě)，老師給學(xué)生幾分鐘討論，老師給學(xué)生一些關(guān)鍵詞，比如：呼吸，急救中心,

手帕、口對(duì)口等。之后，老師給了學(xué)生十分鐘左右的時(shí)間開(kāi)始寫(xiě)作。最后，老師讓幾個(gè)學(xué)生大聲朗讀，老師給出了意見(jiàn)。

教科書(shū)分析

本單元是關(guān)于急救，安全

回家，開(kāi)話題。在對(duì)話課上，兩個(gè)學(xué)生看到一個(gè)女孩在街上從自行車上摔下來(lái)。同時(shí)，在對(duì)話中使用情態(tài)動(dòng)詞。課文附有圖片和口語(yǔ)練習(xí)，幫助學(xué)生理解急救和相關(guān)主題的重要性。常識(shí)。

要點(diǎn)：

1、人誤服毒藥怎么辦？

如果有人誤喝了毒藥，你會(huì)怎么辦？

誤是固定詞組，意思是“不小心”、“不經(jīng)意間（做錯(cuò)事）”。例如：

她不小心在咖啡里放了鹽。她不小心在咖啡里放了鹽。

2. do with, deal with

兩者都可以用來(lái)表示“處理”

但是在特殊疑問(wèn)句中使用時(shí)，do with 和what is結(jié)合使用；處理與如何一起使用。例如：

你會(huì)如何處理從自行車上摔下來(lái)并受重傷的人？

此外，do with 可能意味著其他東西。例如：

你對(duì)我的傘做了什么？ （=你把我的傘放哪兒了？）

你把我的傘放哪兒了？

3.敲打、敲倒和打倒的區(qū)別knock into

Knock at 意思是“敲門窗”

我聽(tīng)到有人在敲門。

湯姆試著敲窗戶。

Knock down 的意思是“...knock down”

他差點(diǎn)把我撞倒在拐角處。

他被車撞倒了。

Knock into 表示“撞倒，撞到某人”，也可以表示“不小心遇見(jiàn)”。

孩子撞到了老師。

他在黑暗中撞到椅子上。

他沒(méi)想到會(huì)在這里撞到他的一些朋友。他沒(méi)想到會(huì)在這里遇到他的一些朋友。

高中教案編輯推薦各學(xué)科的教學(xué)設(shè)計(jì)：

中文, 數(shù)學(xué), 英文, 歷史, 地理, 政治, 化學(xué), 物理, 生物, 藝術(shù), 音樂(lè), 體育, 信息技術(shù)

高中教案編輯推薦各學(xué)科教學(xué)設(shè)計(jì)：

中文, 數(shù)學(xué), 英語(yǔ) span>, 歷史, 地理 , 政治, 化學(xué), 物理, 生物, 藝術(shù), 音樂(lè), 運(yùn)動(dòng), 信息技術(shù)

英語(yǔ)教案 篇3

辨析 1. ignore / neglect / overlook

3. calm / quiet / silent / still

4. join / join in / take part in / attend

變化 1. ignore vt. 忽視 ignorance n. 無(wú)知 ignorant adj.無(wú)知的

2. dusk n. 黃昏; 傍晚 dusky adj.昏暗的; 黑暗的

3. add v. 添加; 增加 addition n. 加, 附加 additional adj. 添加的;附加的

單詞 1. upset adj. 心煩意亂的，不安的;不適的 vt. (upset, upset)

2. concern v. 擔(dān)憂; 涉及; 關(guān)系到 n. 擔(dān)心，關(guān)注;(利害)關(guān)系

3. settle vt. 安家; 定居;停留vt. 使定居，安家;解決

4. get along with 與某人相處;(工作的) 進(jìn)展

5. in order to 為了……

重點(diǎn)句子 1. Mother asked her if / whether she was very hot with so many clothes on.

2. I don’t set down a series of facts in a diary as most people do …

3. … it was the first time in a year and a half that I’d seen the night face to face.

ignore 通常指有意不顧，或不理會(huì)顯而易見(jiàn)的事物。

neglect 側(cè)重指有意的忽略或忽視，也可指粗心與疏忽。

overlook 指因匆忙而疏忽或視而不見(jiàn)。

○1We could not afford to _________ such a serious offence.

2). He utterly ________ my warnings and met with an accident.

3). Don’t ________ paying him a visit now and then.

答案: 1). overlooked 2). ignored 3). neglect

cheat 主要指盈利的買賣中或游戲競(jìng)賽中欺騙人，騙取人的錢等。

fool “愚弄”，指利用人缺乏常識(shí)，心理脆弱來(lái)欺騙人。

1). You may get _________ in that shop.

2). He can’t __________ her. She sees through him every time.

3. calm / quiet / silent / still

calm 天氣、水、水面(表風(fēng)平浪靜);(指人時(shí))表示鎮(zhèn)定自如。

quiet 表“寧?kù)o”、“安靜”、“寂靜”，側(cè)重沒(méi)有響聲，沒(méi)有噪音和沒(méi)有動(dòng)靜。指人時(shí)側(cè)重性格溫和，文靜。

silent 表“沉默”、“不發(fā)言”、“不說(shuō)話”，常常表示人不愛(ài)說(shuō)話，沉默無(wú)語(yǔ)。

still “不動(dòng)的”，指人時(shí)側(cè)重一動(dòng)不動(dòng)，;指物時(shí)指完全沒(méi)有聲音，突出靜止不動(dòng)。

1). Please stand __________ while I take your photo.

2). Why do you keep __________?

3). Everything was ___________.

4). He remained ___________ in the face of the enemy.

答案: 1). still 2). silent 3). quiet 4). calm

4. join / join in / take part in / attend

join in 表示參加游戲、活動(dòng)等;join sb. (in sth.) 表(和某人一起)做某事

take part in表示參與、參加討論、游行、比賽、戰(zhàn)斗、斗爭(zhēng)、運(yùn)動(dòng)、慶祝等

attend 主要指出席、參加會(huì)議、婚禮;聽(tīng)講座、課、報(bào)告、音樂(lè)會(huì)等;上學(xué)、教堂

1). Can I ___________ the game?

2). Did you ____________ the fighting?

3). He __________ the army last year.

4). A lot of people __________ her wedding.

答案: 1). join in 2). take part in 3). joined 4)attended

1. ignore vt. 忽視 ignorance n. 無(wú)知 ignorant adj.無(wú)知的

2. dusk n. 黃昏; 傍晚 dusky. adj.昏暗的; 黑暗的

3. add v. 添加; 增加 addition n. 加, 附加 additional adj. 添加的;附加的

1) I can't __________ his rudeness any longer. (ignore)

2) To say you were ________ of the rules is no excuse. ( ignore)

3) We are in complete ___________ of your plans. (ignore)

4) There is ____________ light inside the cave. (dusk)

5) The street lights come on at ____________ and go off at dawn. (dusk )

6) Many words have been ____________ to this edition of the dictionary. (add)

7) They've just had an ____________ to the family. (add)

8) There are _____________ charges. (add)

答案: 1) ignore 2)ignorant 3) ignorance 4) dusky

5) dusk 6) added 7) addition 8) additional

1. upset adj. 心煩意亂的，不安的;不適的 vt. (upset, upset)

[典例]

1). Our arrangements for the weekend were upset by her visit. 她一來(lái)把我們周末的安排給打亂了。

2). Don't upset yourself -- no harm has been done. 不要難過(guò)--并沒(méi)有造成傷害。

3). He was horribly upset over her illness. 他為她的病而憂心忡忡。

4). The students really upset her. 學(xué)生們著實(shí)讓她煩惱。

[重點(diǎn)用法]

1). Is it ______ you, dear?

2). She felt rather ______ on hearing the news.

3). Is it an ______ message?

4). Don’t be ______. It will be OK.

答案: 1). upsetting 2). upset 3). upsetting 4).upset

2. concern v. 擔(dān)憂; 涉及; 關(guān)系到 n. 擔(dān)心，關(guān)注;(利害)關(guān)系

[典例]

1). The news concerns your brother. 這消息與你兄弟有關(guān)。

2). The boy's poor health concerned his parents. 那男孩健康狀況不佳,使他的父母親憂慮。

3). That's no concern of mine. 那不關(guān)我的事。

[重點(diǎn)用法]

as / so far as … be concerned 關(guān)于;至于;就……而言

be concerned at / over sth. 為某事憂慮

be concerned in sth. 牽涉到，與……有關(guān)，參與

1). There is an article that _______ the rise of the prices.

2). The children are rather _____ about their mother’s health.

3). Officials should ______ themselves _______ public affairs.

答案: 1). concerns 2). concerned 3). concern … with

[典例]

1). He settled his child in a corner of the compartment. 他把孩子安頓在車廂的一個(gè)角落里。

2). The family has settled in Canada. 這家人已定居加拿大。

3). Both wanted to settle their scores. 雙方都愿意捐棄前嫌。

[重點(diǎn)用法]

1). 都十一點(diǎn)了，她安不下心來(lái)工作。

______________________________________________________________________________________

2). 題目這么難，誰(shuí)能解決?

______________________________________________________________________________________

答案: 1). It’s eleven o’clock now, but she cannot settle to work.

2). Since it is so difficult, who can settle this problem?

[典例]

1). Do you suffer from headaches? 你常頭痛嗎?

2). She's suffering from loss of memory. 她患有遺忘癥。

[重點(diǎn)用法]

suffer from/with/for sth 感到疼痛﹑ 不適﹑ 悲傷等; 受苦; 吃苦頭:

1).我們?cè)诮鹑谖C(jī)中損失慘重。

______________________________________________________________________________________

2).他的腳痛得不得了。

______________________________________________________________________________________

答案: 1). We suffered huge losses in the financial crisis.

英語(yǔ)教案 篇4

Teaching aims and demands:

●Can ask the name of others

●Can ask the age of others

●Can simply introduce the name of yourself and others

●Can count the number1~~10

Important and different point:

●交際句型：What's your name?

I'm ..., You' re..., He's..., She's..., It's..., We're..., You're..., They’re…

●交際詞匯：one, two, three, four, five, six, seven, eight, nine, ten

Teaching procedure：

Step1 Greetings

Because it is the first class, so the teacher can introduce herself(himself),using the sentence pattern: “Hello, I’m JIQING, nice to meet you!” Ss should answer together: Nice to meet you ,too.

Step2 Presentation

Teacher can prepare some name cards before class, write your name and some of your Ss names on the cards. When the class begins, invite a boy and a girl to the platform and give them their name cards, adhibit each card on the coat.

Then begin from you . Point at your name card and say slowly and clearly, “I’m JI QING.”. Repeat it two or three times. Then turn to the boy and ask: “What’s your name?” Imply the boy answer the question like you. Then do the same way to the girl.

Step3 Ask and answer.

Let the Ss do the following activity: Ask each pupil to take out a piece of paper and a pen ,then go and ask his or her friend“ What’s your name ?”.Tell the pupils to write down the names of his or her friend in Pinyin .

Check some Ss by asking their names and one or two of their friends’names. So Ss can know how to say “I’m…,He’s…,She’s…”

After doing this, the teacher will add something new. Let the Ss listen to you carefully. You say: “my name is JIQING, I’m 25 years old.” Meanwhile,write down the number 25 on the blackboard. Say again “I’m 25 years old.” Then ask one student “How old are you?Are you 7 or 8?” Write 7 and 8 on the blackboard . Ask more Ss the question like this.

Step4 Chant

Do Part5. We can clap while chanting. First chant together, then in part.

Step5 Ask each other

Do the same activity as Step3.But the question is “How old are you?”.Ss will write down the numbers .Then check some Ss to see if they are right .

Step6 Drill

1) Ask some student the questions:What’s your name?How old are you? Then let the Ss ask the questions in pairs. Act it out in front of the class.

2)Ask a boy and a girl to the platform,and say: “He is Liu Tong .She is Wang Fang and I’m Ji Qing .Repeat this for some times. Then three Ss form a group ,practice like this:“I’m …,She’s …,He’s ….Act it out in front of the class.

Step7 Count it and clap your hands

Teacher claps once while say “one”,then Ss follow .Claps twice while say “two”. Just do this way until you clap ten times while you say “ten ” .

Homework

_Listen and read after the tape of Unit 1

_Ask each other the name and age after class .

_Write your name in English on a piece of card and bring it to the class next time .

英語(yǔ)教案 篇5

Unit 4 Why don’t you talk to yourparents?

Section A 1 (1a-2d)

一、教學(xué)目標(biāo)：

1. 語(yǔ)言知識(shí)目標(biāo)：

1) 能掌握以下單詞：allow, wrong, guess,deal, work out

能掌握以下句型：

① —What’swrong?

—I’m really tried because I studied until midnight last night.

② You could give him a ticket to a ball game.

③ I think you should ask your parents forsome money.

④ Why don’tyou talk to him about it?

2) 能了解以下語(yǔ)法：

(1)能夠運(yùn)用所學(xué)知識(shí)談?wù)搯?wèn)題和困難、提出建議并做出選擇;

(2)能根據(jù)對(duì)方所提出的問(wèn)題，給出一些合理的建議。

2.情感態(tài)度價(jià)值觀目標(biāo)：

培養(yǎng)學(xué)生良好的合作意識(shí)，鼓勵(lì)學(xué)生大膽表達(dá)自己的想法和意愿。正確認(rèn)識(shí)生活中的一些困難，能采用正確的方式解決生活中的問(wèn)題。

二、教學(xué)重難點(diǎn)

1. 教學(xué)重點(diǎn)：

1) Talk about the problems.

2) Learn the new languagepoints.

2. 教學(xué)難點(diǎn)：

能根據(jù)對(duì)方所提出的問(wèn)題，給出一些合理的建議。

學(xué)會(huì)表達(dá)建議的一些方式。

三、教學(xué)過(guò)程

Step 1 Warmingup

1. 導(dǎo)入學(xué)生們平時(shí)在學(xué)校和生活中存在的問(wèn)題。

T: What’s the matter/ What’s wrong?

S: He has too much homework to do.

T: Do he like to do it?

S1：No, he doesn’t. Because hedoesn’t have any free time to do things he likes.

…

Step2 Talking

1. Lookat these problems. Do you think they are serious or not? Ss discuss withtheir partners and give some advice.

① I have to study too much so I don’t getenough sleep.

② Ihave too much homework so I don’t have any free time to do things I like.

③ Myparents don’t allow me to hang out with my friends.

④ Ihave too many after-school classes.

⑤ I got into a fight withmy best friend.

Step 3 Listening

1. T: Tell Ss to read the sentences in 1a again. Make sure they know the meaning ofthe sentences.

2. Play the recording forthe Ss to listen and circle the problems you hear in 1a.

3. Play the recordingagain. Check the answers with the Ss.

Step 4 Pair work

1. Let Ss read the conversationin the box.

2. Use the information in 1a to make other conversations.

3. Let some pairs act outtheir conversations.

e.g. A: What’swrong?

B: I’mreally tied because I studied until midnight last night.

A: Why don’t you go tosleep earlier this evening?

4. Language points

1) allow v. 允許;準(zhǔn)許

allowsb. (not) to do sth. (不)允許某人做某事

e.g. My parents don’tallow me to stay up late. 我父母不允許我熬夜。

Mr. Smith allowed Mike to drive there. 史密斯先生允許邁克開(kāi)車去那里。

2) wrong adj. 錯(cuò)誤的;不對(duì)的

= notright

e.g. Some words on theadvertisement are wrong. 廣告上的一些字錯(cuò)了。

Step 5 Listening

Work on 2a:

T:Peter has some problems. What advicedoes his friend give him? Fill in the blanks with could or should.

1. Let Ss read the sentences in 2a.

2. Play the recording for the Ss to listen and writethe words in the blank.

3. Play the recording again to check the answers.

Work on 2b:

1. Let Ss read the sentences below. Explain somemain sentences for the Ss. Make sure they know the meaning of each sentence.

2. Play the recording forthe Ss to write the letters (a-e) next to the advice in 2a.

3. Play the recording againto check the answers.

Answers: 1. d 2. e 3. a 4. c 5. b

Exercise:

Listen again. Fill in theblanks.

Boy 2 had a ______ with his best friend. He could______ him a letter. But he isn’t good at writing letters. He ______ call him____, but he doesn’t want to talk about it on the ______. He ______ talk to himso that he can say he’s sorry but it’s not ____. He ______go to his house buthe doesn’t want to _______ him. He could take him to the _____________, but hedoesn’t want to wait that long.

Step 6 Pair work

1. Tell Ss to make aconversation using the information in 2aand 2b.

2. Let one pair to read outtheir conversation first.

3. e.g. A: What’s thematter, Peter?

B: Ihad a fight with my best friend. What should I do?

A: Well,you should call him so that you can say you’re sorry.

B: ButI don’t want to talk about it on the phone.

4. Ss act the conversationin pairs. Ask some pairs to act out their conversations.

Step 7 Role-play

1. Ss read theconversations and try to understand the meaning.

2. Read the conversationafter the teacher.

3. Practice the conversation with their partner.Then let some pairs to act out the conversation.

4. Explain some new wordsand main points in the conversation.

(1) guess

e.g. Let us guess the height of the building.

讓我們來(lái)猜一下這個(gè)建筑物的高度。

(2) big deal, deal

big deal是英語(yǔ)中的一個(gè)固定搭配，表示 “重要的事情或狀況”，多用于非正式交流。作否定用法時(shí)，常說(shuō)It’s not a big deal或It’s no big deal.表示說(shuō)話人并不認(rèn)為某事有什么了不起。

e.g. There's a soccergame on TV this evening but I don’t have to watch it. It’s no big deal. 今天晚上電視上有一場(chǎng)足球賽，但我不一定要看。沒(méi)什么大不了的。

It’s a big deal, David, bigger than you know.

這事挺重要的，戴維，比你所知道的要重要。

What's the big deal? It’s only a birthday, not the end of the world.

有什么了不起的?這不過(guò)是個(gè)生日，又不是世界某日。

(3) work out

work out 解決(問(wèn)題);算出

e.g. Mike worked out thedifficult problem by himself.

邁克自己算出了那道難題。

Isit possible to work out the problem? 有可能解決這個(gè)問(wèn)題嗎?

Homework:

Write three conversationsabout your problems and your friends’ suggestions.

A: I have too manyafter-school classes.

What could I do?

B: You could …

英語(yǔ)教案 篇6

教學(xué)目標(biāo)：

1.To have a good review of the key words and phrases and be able to write the good and bad things about computers .

2.To learn by ourselves and cooperate with each other.

3.To be a hard-working，and practical student.

1.To have a good review of the key words and phrases and be able to write the good and bad things about computers .

2.To learn by ourselves and cooperate with each other.

3.To be a hard-working，and practical student.

7. personal adj. 私人的; 個(gè)人的;

→_________n. 個(gè)性; 人格;

(1)Can you say dolphins are much more ____________than other animals?

Well, they are animals of high _____________. (intelligent)

(2) She expressed her _________ opinion yesterday. ____________ speaking, I agreed with what she said. (personal)

(3) Any ___________ who would like to _____________ to become an

assistant in our company should send us an ___________ .(apply)

With the electronic technology revolution going on，simplified calculation is solved in the application on finance by universal exploration. Our goal of making life happier is certain to be realized through man's intelligence.

五、翻譯下列必背短語(yǔ)?

7.畢竟_______________?

9.在……幫助下_______________?

六.根據(jù)句子意思寫(xiě)出單詞的正確形式。?

1.With the most difficult problem _____________(solve),I went to Qingdao for a good rest.?

2.With so many problems _____________(arise) unexpectedly, the manager was at a loss about what to do next.?

3.The team e_____________ the mountain for gold, finding nothing valuable there.

4.The policeman s__________ to the car to stop.?

5.They took turns to________(看守) their clothes while they were swimming .

6.________________(從現(xiàn)在起), I will spent too much of my time in writing _______________(以致于) I will no longer have time ______________(處理) those interpersonal relationships

1.近來(lái)，高智商(intelligent)的機(jī)器人出現(xiàn)(arise)了。

_______________________________________________________________

2.有些可以打字、發(fā)信號(hào)(signal)。

_______________________________________________________________

3.有些能處理(deal with)一些重要事情。

_______________________________________________________________

4.在某種程度上說(shuō)(in a way)，電腦改變了我們的生活。

_______________________________________________________________

5.許多學(xué)生對(duì)電腦如此著迷以至于(so ... that ...)在電腦上花費(fèi)了太多的時(shí)間。

_______________________________________________________________

6.部分學(xué)生在考試中失敗。

_______________________________________________________________

7.但不管怎么說(shuō)(anyhow)電腦在我們的日常生活中起很重要的作用。

_________________________________________________________________________

英語(yǔ)教案 篇7

英語(yǔ)活動(dòng)： gloves

[活動(dòng)目標(biāo)]

在迎新年購(gòu)物情境中，運(yùn)用學(xué)過(guò)的英語(yǔ)單詞和句型，大膽地和同伴交往并有興趣地學(xué)習(xí)新單詞gloves，分享節(jié)日的快樂(lè)。

[活動(dòng)準(zhǔn)備]

磁帶（happy new year）、幼兒裝扮的服飾（帽子、外套、毛衣、圍巾）、（商店、娃娃家、休息室）環(huán)境布置、禮物（手套等）

[活動(dòng)過(guò)程]

一、 場(chǎng)景：娃娃家

（母親和孩子向娃娃家問(wèn)好，隨意找個(gè)地方坐下；背景* *新年快樂(lè)）

1、 i’m mummy. good morning, children. new year’s ***ing.

do you like gifts? let’s go shopping to choose one, ok?

2、 now, first we dress ourselves more beautifully. (c: put on my hat; coat; cap; scarf; sweater.

i’m ready.)

3、 but how to go? (c: riding in my car)

4、 let’s go. 歌曲表演：riding in my car.

二、 場(chǎng)景：商店

1、 now, here we are. look, shop-assistant. let’s say hello.

(m: hello, children. wel***e to our shop.

if you speak in english, you can get a gift. )

2、 are you happy? wonderful, so many gifts. can you speak in english?

who will be the first to try? (c: give me the pig, please.

m: here you are. c:

thank you. m: you’re wel***e.

c: how nice!)

3、 let’ s try to speak in english. (幼兒用英語(yǔ)免費(fèi)獲得禮物并相互介紹。what do you

have? i have a pig.)

4、 have you got a gift? let’s have a rest.

三、 場(chǎng)景：休息室

1、 look, here is a big table and some chairs. please, sit down.

2、 what do you have? (sb.) i have a big box.

is there anything in it? let’s open it. one、 two、 three.

oh, gloves. gloves, gloves. what colour is it?

(c: red.) yes, they’re red gloves.

(重復(fù)選擇另外一種顏色，再選擇大小不一樣，顏色一樣的手套兩副) what’s the different of them?（big red gloves, **all red gloves）

3、 do you want to get them? which gloves? (幼兒自由選擇手套，大膽說(shuō)新單詞，

媽媽給予糾正)

4、 let’s play outside. （自由結(jié)伴gloves, gloves, one, two, three） 歌曲：happy new year.

let’s say ‘happy new year’ to everyone. and you can invite the grandpa, grandma, teachers to sing and dance. （邀請(qǐng)老師一起唱唱跳跳）

活動(dòng)目標(biāo)：

1學(xué)習(xí)反義詞形容詞big和**all，理解它們的意思，掌握正確的發(fā)音。

2、能聽(tīng)懂課堂用語(yǔ)how about it？初步學(xué)會(huì)用a big(**all)sth的短語(yǔ)形式進(jìn)行回答。

3.大膽而積極地參加英語(yǔ)活動(dòng)。

活動(dòng)準(zhǔn)備：

大象和老鼠的**動(dòng)物**若干

活動(dòng)過(guò)程：

1、 教師和學(xué)生互相詢問(wèn)日常用語(yǔ)并組織教學(xué)。

hello boys and girls ! nice to meet you! how are you?

2，以兒童歌曲的形式引起兒童的形趣。

1、教師有表情地表演兒歌，請(qǐng)全體幼兒欣賞。

2通過(guò)提問(wèn)引出反義詞形容詞，并獨(dú)立練習(xí)單詞。

a big （出示大象**）

提問(wèn)：what’s this? how about it?

教師用手勢(shì)提示，結(jié)合**，示范big的正確發(fā)音。集體練習(xí)，鼓勵(lì)幼兒大膽的說(shuō)。

b **all（出示老鼠**）

please look at the rat , how about it?

yes, **all

三。通過(guò)區(qū)分手勢(shì)和聲音的大小，孩子們可以進(jìn)一步理解。

4.用英語(yǔ)或全天候模式練習(xí)簡(jiǎn)短的句子。

三、游戲“變變變”

1、聽(tīng)老師的指令“big or **all”，模仿教師做手勢(shì)游戲。

2、集體游戲。

大傘和小傘

活動(dòng)目標(biāo)：

1能在老師的提醒下大聲制作雨傘

2能在老師身體動(dòng)作的肢導(dǎo)下辨別大傘和小傘的發(fā)音。(big umbrella and **all umbrella)

3、愿意和傘做游戲。

活動(dòng)準(zhǔn)備：

兩把大小不一的傘。

活動(dòng)過(guò)程：

（一） 引出主題

看，老師給寶寶帶來(lái)了什么？(look ,what teather bring to baby ?)

（二） 學(xué)習(xí)發(fā)音

老師發(fā)音，寶寶聽(tīng)（傘）

逐一發(fā)音，老師給予糾正。

集體發(fā)音。（要求用較響亮地聲音）（umbrella）

（三） 游戲：***

現(xiàn)在，我們和傘來(lái)做游戲。（now, let us play games with umbrella.）

我們的寶貝，這兩把傘大小一樣嗎？學(xué)說(shuō)大：big 小：**all

我們一會(huì)兒會(huì)帶著大傘和小傘來(lái)。老師請(qǐng)一組的寶寶來(lái)到老師身邊，聽(tīng)老師說(shuō)，老師說(shuō)：“大傘，大傘，躲一躲。”這些寶寶就跑到大傘的下面躲起來(lái)，然后請(qǐng)一名寶寶來(lái)猜。

（四） 填色游戲

看，老師給每個(gè)孩子準(zhǔn)備了兩把傘。大的是紅色的，小的是黃色的。

(look,there are two umbrellas, big umbrella covered with red , **all umbrella covered with yellow)

（五）戶外活動(dòng)：大傘變小傘。

在老師的帶領(lǐng)下，大家拉成一把大傘，“變變變，大傘變小傘”讓寶寶們自己找好朋友拉好手變成一把小傘。

點(diǎn)評(píng)：在這次英語(yǔ)活動(dòng)中，傘的英語(yǔ)發(fā)音本身就是一個(gè)難點(diǎn)，相當(dāng)尷尬。因此，我通過(guò)三個(gè)游戲試圖讓孩子能聽(tīng)懂傘的發(fā)音，可以說(shuō)孩子對(duì)游戲的過(guò)程非常感興趣，也對(duì)傘這一個(gè)媒介有了新的認(rèn)識(shí)，但是對(duì)英語(yǔ)的指令性語(yǔ)言還有一些困難。

我想：通過(guò)日常生活的滲透，孩子們應(yīng)該能把這個(gè)音念好。

英語(yǔ)教案 篇8

Lesson 96 教學(xué)設(shè)計(jì)方案Teaching objectives:

Grasp the Past Continuous Tense and some useful expressions.

Language focus:

street seller, in class, walk along, do morning exercises, be fed up with, borrow. . . from, decide to do sth., scissors, tennis rackets

Properties: Tape-recorder, Overhead projector，多媒體視頻，圖片。

Teaching procedures:

Step 1 Revision

First get the students ask what were they doing at a certain time yesterday with each other.

What were you doing at eight o’clock yesterday night?

I was doing my homework.

Show the students some pictures and Get them to answer the question “What were they doing?”

或者讓學(xué)生準(zhǔn)備一些他們自己的照片，然后談?wù)務(wù)掌凶约耗菚r(shí)在干什么?如：

A: What were you doing in the picture?

B: I was reading a story book.

In the picture Li Lei was swimming in the river.

Step 2 Listening

Listen to the tape and make sure the students understand what to do.

Play the tape again. Then finish the Exercise one on page 118. Let them check their answer in pairs.

Step 3 Read and say

Say: I am a policeman. Yesterday morning a man was killed. I want to know what you were doing at ten o’clock yesterday morning.

Then teacher goes around the classroom, asks the questions “What’s your name? What do you do? What were you doing at ten o’clock yesterday morning? Who was with you at that moment?” Students may answer the questions with the sentences given or they may make up their own answers.

First read through the directions. 讓學(xué)生選擇不同的職業(yè)的人的答語(yǔ)。

Then, students make u dialogues like this:

A: What was the driver doing?

B: He was driving a truck to Tianjin.

Step 4 Practice

播放視頻文件：Lesson 96情景演示，展示過(guò)去進(jìn)行時(shí)的運(yùn)用。

然后讓學(xué)生進(jìn)行模仿練習(xí)，可以給出下面的一個(gè)情景：

Here is another situation for the students to practise. A very famous drawing was stolen in the art gallery last night. You are trying to find out who did that. You can ask the question “What were you doing at nine o’clock last night?” After everyone has answered the question, the class discuss together, “Who do you think stole the painting from the gallery? Why?”

Step 5 Read and talk

Read the table about what David was doing at different times yesterday, then ask and answer in pairs.

A: What was he doing at three thirty yesterday afternoon?

B: He was playing basketball.

播放視頻：What were you doing?，讓學(xué)生進(jìn)行模仿練習(xí)。

Have each student write out their own time table of what they did yesterday. Then they can ask and answer questions according to their own time table.

Step 6 Writing

Get the students to write a paragraph about what they were doing at a certain time/during a period of time yesterday.

教師可讓學(xué)生參照Part 3列出昨天的`時(shí)刻表，然后根據(jù)表中的時(shí)間提示寫(xiě)出昨天這些時(shí)間正在干什么。

Step 7 Reading

Say: We've talked about the relationship among neighbours. Now we re going to read another story about how neighbours get on with each other.

Play the tape for the students to listen.(或播放視頻：A bad neighbour)Ask How do you think the neighbour wasn’t a good neighbour?

Learn new words by showing pictures. (scissors, racket)

Play the tape again for the students to listen and repeat. Then answer these questions:

1. Why were Masha and Sasha tired of Misha?

2. What did Masha borrow today?

3. Did Sasha want to lend him?

4. What did Sasha decide to do?

5. How did Sasha do?

6. What do you think happened at last?

7. What will you do if you were Sasha?

Step 8 Discussion

Students talk about the story and the people in the story and discuss what a person should or should not do in the neighbourhood.

People shouldn't make too much noise after 11:00 at night.

Step 9 Checkpoint

Go through the checkpoint

教師可通過(guò)句子簡(jiǎn)單歸納過(guò)去進(jìn)行時(shí)的構(gòu)成和用法，可通過(guò)視頻：過(guò)去進(jìn)行講解進(jìn)行分析。

總結(jié)本單元的主要短語(yǔ)和句型。

Step 10 Exercise

Fill in the blanks with proper forms of the word “borrow” and “l(fā)end”.

1. I’ve left my pen at home. Can you _________ me one?

You can ________ this one. But let me have it back at the end of the lesson.

2. Banks make a profit by _________ money, but they also have to _________ it from time to time.

3. The bank would not _________ him any money. But he managed to _________ what he needed from friends.

4. I don’t trust him. He’s always _________ from friends and forgetting to pay them back. I wouldn’t _________ any money to him if I were you.

5. You can _________ books from the library but they won’t _________ you a book unless you are a member. They don’ t_________ books to non-members.

Keys: 1. lend, borrow 2. lending, borrow 3. lend, borrow 4. borrowing, lend 5. borrow, lend, lend

Step 11 Homework

1. Write about what David was doing at different times yesterday. Begin like this “David had a busy day yesterday. He was having an English class at eight o’clock in the morning. . . .”

2. Finish off the workbook exercises.

3. Write a short passage about what you were doing at different times yesterday.

Writing on blackboard

英語(yǔ)教案 篇9

一、教學(xué)目標(biāo)

知識(shí)目標(biāo)

1. Get students to learn some useful new words and expressions in this

part.

2. Get students to read the play.

3. Let students learn the expressions of ordering food.

能力目標(biāo)

1. Develop students’ reading skills and enable them to learn how to use

different reading strategies to read different reading materials.

2. Enable students to understand and act out the play.

3. Have students learn how to use the expressions to order food.

情感目標(biāo)

1. Stimulate students’ interests of learning English by reading and acting

this play.

2. Develop students’ sense of group cooperation and teamwork.

二、教學(xué)重點(diǎn)

1. Develop students’ reading and speaking skills.

2. Let students read and act the play.

3. Have students learn to use the expressions to order food.

三、教學(xué)難點(diǎn)

1. Enable students to learn to use reading strategies such as skimming,

scanning, and so on.

2. Get students to act the play.

3. Have students make a dialogue at the restaurant.

教學(xué)過(guò)程

→Step 1 Revision

1. Check the homework exercises.

2. Ask two students to retell the content of Act I, Scene 3.in their own

words.

→Step 2 Warming up

We have learned that Henry got a letter from the two old brothers ,so

please predict what will happen next.

→Step 3 Reading

1. Read the play fast to understand the gist and decide whether the

following statements are true or false.

1)The owner looked down upon Henry when he noticed Henry’s appearance.

2)Henry asked for more of the same food because he is an American who like

to eat a lot.

3)When Henry saw the million pound bank note, he was happy and proud of

it.

4)The owner didn’t believe that the bank note was real and he asked Henry

to get out of the restaurant.

2. Read the play carefully and do the following:

1)Answer these questions in small groups.

(1)Whose behavior changes the most during this scene? Give examples.

(2)What kind of person is the owner of the restaurant?

(3)Why do you think the owner of the restaurant gave Henry a free meal?

2)Pay much attention to the different attitudes towards Henry.

Before Henry shows his million pound bank note:

Owner Hostess Waiter

That one’s reserved.

Well, we will have to take a chance.

. . . if you pay the bill. . . My goodness! He eats like a wolf.

It’ll cost a tiny bit.

Again, everything?

What’s there to wait for?

After Henry shows his million pound bank note:

Owner Hostess Waiter

I’m so sorry, sir, so sorry.

Oh, please, don’t worry, sir. Doesn’t matter at all.

Just having you sit here is a great honor! . . . bow. . . Screams

And you put him in the back of the restaurant!

bow

. . . bow. . .

3. Retell the story:

With the envelope in hand, Henry decided to enter a restaurant for a meal.

He ordered some ham and eggs and a nice big steak together with a tall glass of

beer. The waiter told him the meal would cost him a tiny bit. After eating his

first order, Henry asked for more of the same.

When Henry opened the letter, he found it was a million pound bank note. He

was surprised but the owner and the waiter were shocked. The owner was not sure

if it was genuine or fake. They couldn’t believe Henry who was in rags could be

so rich. At last, the note was proved to be real.

After knowing that the bill is genuine, the owner thanked Henry again and

again for his coming to his little eating place and even asked Henry to forget

the bill . The owner, hostess and waiter all bowed together as Henry left.

→Step 4 Language points

1.order n. 要(叫)的菜 eg. May I take your order?

n. 順序，次序 eg. The books are arranged in order of size.

n. 命令 eg. Soldiers must obey orders

v. 命令 eg. The officer ordered his soldiers to march

v. 預(yù)定，預(yù)購(gòu) eg. I have ordered a steak.

2.take a chance 碰運(yùn)氣

Eg. As for whether he will win the game or not ,we must take a chance .

Maybe true love is a decision, a decision to take a chance with

somebody.

也許真愛(ài)只是一個(gè)決定，一個(gè)與某個(gè)人一起冒險(xiǎn)的決定。

3. genuine adj 1)真正的，真實(shí)的，名副其實(shí)的;非人造的，非偽造的

Eg. Her wedding ring is made of genuine diamond.

她的結(jié)婚戒指是真正的鉆石做得。

2) 真誠(chéng)的，真心的，誠(chéng)實(shí)的

My genuine friend is not such right?

我真正的朋友不是這樣的對(duì)嗎?

3. Well, I did hear that the Bank of England had issued two notes in this

amount. . . Anyway, I don’t think it can be a fake.

我確實(shí)聽(tīng)說(shuō)英格蘭銀行發(fā)行了兩張這樣面值的鈔票……不管怎樣, 我覺(jué)得這不可能是假鈔。

助動(dòng)詞do或其他形式does, did在肯定句中用于謂語(yǔ)動(dòng)詞前, 表示強(qiáng)調(diào)。例如:

I did tell him what I thought of.

我的確告訴過(guò)他我的想法。

can表示推測(cè), 與主句中的not結(jié)合在一起, 表示“不可能”。例如:

It can’t be Jim. I know him too well.

不可能是吉姆, 我太了解他了。

5. But he’s in rags! 但是他穿得破破爛爛的。

介詞in后面接表示顏色或衣物等的名詞時(shí), 意思是“穿著; 戴著”。例如:

The girl in green is a good friend of mine.

穿綠衣服的女孩是我的一個(gè)好朋友。

in rags衣衫襤褸

The old man in rags used to be very rich.

衣著襤褸的那位老人過(guò)去很富有。

6. As for the bill, sir, please forget it.

至于賬單嘛, 先生, 請(qǐng)把他忘了吧。

as for: with regard to至于; 關(guān)于

As for you, you ought to be ashamed of yourself.

至于你, 你應(yīng)該感到慚愧。

As for the hotel, it was very uncomfortable and miles from the sea.

至于旅館呢, 非常不舒服, 而且離海邊有好幾里地

→Step 5 Acting

1. Ask students to listen to the tape and role play the text. Remind them

to remember that Henry has an American accent while the owner, the hostess and

the waiters all have British accents. Let them pay more attention to correct

pronunciation and intonation.

2. Have as many groups as possible to act out the play in front of the

class.

→Step 6 Speaking

1. Ask students to read Act Ⅰ, Scene 4 again and underline all the

expressions used to order food. Read them aloud.

2. Show the following form on the screen. Let students read the expressions

aloud, and make sure they understand their Chinese meanings.

WAITER/WAITRESS

Can I help you?

I’ll take your order in a minute.

Are you ready to order, sir/madam?

What would you like. . . ?

Enjoy your meal!

Here’s your bill.

Here you are. CUSTOMER

I’d like. . .

I’ll have. . .

Do you have. . . ?

What do you suggest?

I’ll have that.

The bill, please.

Can I have the check, please?

2. Suppose the situation: Now imagine you are having a good meal in a

restaurant. Make a dialogue with your partner, who acts as a

waiter/waitress.

3. Give several minutes for the students to prepare their dialogues in

pairs.

4. Ask as many pairs as possible to present their dialogues to the

class.

→Step 7 Extension

Many people are crazy about buying lottery tickets (彩票). What do you think

of it?

● What kind of role do you think money plays in our daily life?

● Is money everything?

Suggested Answers:

Money is not everything.

Money can buy a house, but not a home.

Money can buy a bed, but not sleep.

Money can buy a clock, but not time.

Money can buy a book, but not knowledge.

Money can buy you a position, but not respect.

Money can buy you medicine, but not health.

Money can buy a friend, but not love.

Money can buy you blood, but not life.

→Step 8 Homework

1. Learn the useful new words and expressions in this part by heart.

2. Act out the play.

新課標(biāo)高一英語(yǔ)教案

英語(yǔ)教案 篇10

游戲目的：訓(xùn)練兒童的聽(tīng)力以及動(dòng)作協(xié)調(diào)能力；培養(yǎng)兒童養(yǎng)成良好的道德習(xí)慣

游戲準(zhǔn)備：所有兒童必須掌握各種口令；兒童穿上代表各種小動(dòng)物的服裝

游戲規(guī)則：

①一名兒童做領(lǐng)隊(duì)，其他兒童站成一排，領(lǐng)隊(duì)面向大家。

②當(dāng)領(lǐng)隊(duì)說(shuō)做某某動(dòng)作而沒(méi)有說(shuō)Simon Says時(shí)，大家就站著不動(dòng)。如果有人做了動(dòng)作，就被淘汰。

③當(dāng)領(lǐng)隊(duì)說(shuō)完Simon Says后，又說(shuō)做某某動(dòng)作時(shí)，大家就必須做這一動(dòng)作。做到最后，一直做得對(duì)的兒童獲勝。

④領(lǐng)隊(duì)可以讓大家連續(xù)做同一動(dòng)作，口令可快可慢。

游戲過(guò)程：

老師說(shuō)：Hi, Children !今天我?guī)ьI(lǐng)大家做運(yùn)動(dòng)。你們說(shuō)好不好？?jī)和梢哉f(shuō)：OK.

老師扮成領(lǐng)隊(duì)，可以說(shuō)：Simon says, hands up.兒童一起舉起雙手，如有人不做動(dòng)作，就被淘汰。教師只說(shuō)：Hands up.時(shí)，如有人做動(dòng)作，則被淘汰。

Teacher: Simon says, stand up.

Teacher: Simon says, sit down, please.

Teacher: Simon says, turn left .

可供選擇的口令：

Turn left. Turn right. Turn around. Sit down. Stand up. Raise your hands. Raise your arms. Clap your hands. Stand on one leg. Bend your knees. Wave your arms.

英語(yǔ)教案 篇11

大班英語(yǔ)教案:《How much》

活動(dòng)目的`和要求：

1、復(fù)習(xí)句型：I put on my …I have …及兒歌“Traffic Lights”。重點(diǎn)練習(xí)句型：Show me a … How much

2、培養(yǎng)幼兒對(duì)英語(yǔ)活動(dòng)的興趣。

活動(dòng)準(zhǔn)備：

磁帶。

2、情景布置：商店(各種貨物)

活動(dòng)與指導(dǎo)：

1、師生互相問(wèn)好：“Good morning boys and girls.”

“How are you?” “Fine, thank you。”

“Nice to see you ?！?/p>

2、師生互動(dòng)，復(fù)習(xí)兒歌《Very good》《Ha y》《Give me five》

梳洗、吃飯等動(dòng)作，復(fù)習(xí)句型：Let’s go to bed. It’s one o’clock…It’s seven o’clock. Get up. I put on my shirt …I brush my teeth .I wash my face…I have breakfast…

4、師出示紅綠燈，提問(wèn)：“What’s this?”It’s a red light.(yellow lightgreen light )

5、幼兒游戲：乘車。師扮司機(jī)，幼兒當(dāng)乘客。乘客逐一買票，詢問(wèn)司機(jī)：“How much ?”司機(jī)回答后方可上車。放音樂(lè)，帶領(lǐng)幼兒做開(kāi)汽車狀，練習(xí)兒歌：“Traffic Lights”

貨物等，進(jìn)行情景表演。師扮售貨員，幼兒扮顧客。售貨員：“賣東西啦，快來(lái)買好東西啦!”顧客：“Please show me a ball(pencilpearook…) ”售貨員：“Here you are.”顧客：“How much ?”售貨員:“One yuan…”幼兒依次進(jìn)行練習(xí)對(duì)話。鞏固句型：Show me a…How much?

英語(yǔ)教案 篇12

作為教師，我很高興能夠在課堂上向?qū)W生傳授知識(shí)和技能。但是，在教學(xué)之后，我意識(shí)到反思是非常重要的，可以幫助我改進(jìn)教學(xué)方法，提高教學(xué)質(zhì)量。

通過(guò)反思，我發(fā)現(xiàn)自己在某些課程中可能過(guò)于強(qiáng)調(diào)語(yǔ)言的應(yīng)用，而忽略了語(yǔ)言的基礎(chǔ)結(jié)構(gòu)和語(yǔ)法規(guī)則。因此，在下一次教學(xué)中，我可能會(huì)更加注重語(yǔ)言的基礎(chǔ)結(jié)構(gòu)和語(yǔ)法規(guī)則，以便讓學(xué)生更好地理解并掌握這些知識(shí)。

此外，反思還讓我意識(shí)到，在課堂上，引導(dǎo)學(xué)生積極參與是非常重要的。通過(guò)鼓勵(lì)學(xué)生提問(wèn)和回答問(wèn)題，我能夠更好地了解他們的需求和興趣，從而更好地為他們提供服務(wù)。

最后，反思還讓我意識(shí)到，教師需要不斷地學(xué)習(xí)和改進(jìn)自己的教學(xué)技能和知識(shí)。通過(guò)閱讀教學(xué)材料和與其他教師交流，我能夠更好地了解最新的教學(xué)方法和趨勢(shì)，并在教學(xué)中應(yīng)用這些知識(shí)和技能。

總結(jié)起來(lái)，反思是教學(xué)過(guò)程中非常重要的一環(huán)，它可以幫助我更好地了解自己的教學(xué)方法和教學(xué)效果，并不斷提高自己的教學(xué)技能和知識(shí)。

英語(yǔ)教案－food

Lesson 1 food （兩個(gè)課時(shí)）

活動(dòng)目標(biāo)：1、學(xué)習(xí)單詞 chocolate , ice cream, eggs ,pizza , milk , vegetable , bread,

dumpling , shrimp , peanut butter , potato chip. (選擇性)

2、復(fù)習(xí)已學(xué)食物單詞。

活動(dòng)準(zhǔn)備： 食物圖片（由學(xué)生現(xiàn)場(chǎng)畫(huà)）。 錄音機(jī)一臺(tái)，磁帶一盒。

活動(dòng)過(guò)程：1、請(qǐng)幼兒把自己最喜歡吃的食物畫(huà)出來(lái)，畫(huà)得又快又好的同學(xué)作品展出，并導(dǎo)入課題。

2、引導(dǎo)學(xué)生學(xué)習(xí)單詞。

（1） 出示學(xué)生畫(huà)的食物的圖片，教師示范讀音，幼兒跟讀。

（2） 教師出示圖片，幼兒認(rèn)讀。教師糾音。

（3） 教師讀出單詞，幼兒找出圖片。

3、游戲“超市”

請(qǐng)幾個(gè)幼兒扮收銀員，其他幼兒扮顧客到超市購(gòu)買食品，幼兒先看一看，挑選自己喜歡的事物，然后，到收銀員那兒結(jié)賬，必須連說(shuō)三遍食物名稱，收銀員也連說(shuō)三遍。等幼兒全都買到食品后，教師再讓幼兒說(shuō)說(shuō)購(gòu)買食品名稱。

Lesson 1 food

活動(dòng)目標(biāo)：1、學(xué)習(xí)單詞 chocolate ,vegetable , bread, hot-dog, noodles.

2、初步理解“Do you like……”的含義，會(huì)做出肯定或否定回答。

3、學(xué)習(xí)用部分單詞作句型替換練習(xí)。

活動(dòng)準(zhǔn)備： 食物圖片 。 錄音機(jī)一臺(tái)，磁帶一盒。

活動(dòng)過(guò)程：1、談話導(dǎo)入。請(qǐng)幼兒說(shuō)說(shuō)自己喜歡吃什么食物。

2、出示圖片。教師范讀，幼兒跟讀。教師出示圖片，幼兒認(rèn)讀。教師糾音。教師讀出單詞，幼兒找出圖片。

3、學(xué)習(xí)句型和對(duì)話。

（1） 教師講解句型，示范讀音，幼兒跟讀。

（2） 播放錄音磁帶，幼兒模仿跟讀。

4、引導(dǎo)學(xué)生進(jìn)行句型替換練習(xí)。任意出示一張食物圖片，請(qǐng)幼兒說(shuō)出句型。

4、游戲：yes or no.

把學(xué)生分成三組，根據(jù)教師出示的食物圖片，一組幼兒?jiǎn)枺篋o you like…… 喜歡吃的幼兒站到y(tǒng)es 的那一邊，大聲說(shuō)： yes , I do.

不喜歡吃的幼兒站到 No 的那一組，并大聲說(shuō)：No , I don’t.

Lesson 1 food （兩個(gè)課時(shí)）

活動(dòng)目標(biāo)：1、學(xué)習(xí)單詞 chocolate , ice cream, eggs ,pizza , milk , vegetable , bread,

dumpling , shrimp , peanut butter , potato chip. (選擇性)

2、復(fù)習(xí)已學(xué)食物單詞。

活動(dòng)準(zhǔn)備： 食物圖片（由學(xué)生現(xiàn)場(chǎng)畫(huà)）。 錄音機(jī)一臺(tái)，磁帶一盒。

活動(dòng)過(guò)程：1、請(qǐng)幼兒把自己最喜歡吃的食物畫(huà)出來(lái)，畫(huà)得又快又好的同學(xué)作品展出，并導(dǎo)入課題。

2、引導(dǎo)學(xué)生學(xué)習(xí)單詞。

（1） 出示學(xué)生畫(huà)的食物的圖片，教師示范讀音，幼兒跟讀。

（2） 教師出示圖片，幼兒認(rèn)讀。教師糾音。

（3） 教師讀出單詞，幼兒找出圖片。

3、游戲“超市”

請(qǐng)幾個(gè)幼兒扮收銀員，其他幼兒扮顧客到超市購(gòu)買食品，幼兒先看一看，挑選自己喜歡的事物，然后，到收銀員那兒結(jié)賬，必須連說(shuō)三遍食物名稱，收銀員也連說(shuō)三遍。等幼兒全都買到食品后，教師再讓幼兒說(shuō)說(shuō)購(gòu)買食品名稱。

后記：幼兒畫(huà)的畫(huà)大多是水果類，跟教學(xué)內(nèi)容不符合。

九年級(jí)英語(yǔ)英語(yǔ)教案匯編

真正的好文章不多“九年級(jí)英語(yǔ)英語(yǔ)教案”是其中之一。教學(xué)過(guò)程中教案課件是基本部分，每位老師都要用心的考慮自己的教案課件。教案是創(chuàng)造性教育和創(chuàng)新教學(xué)的必要條件。希望這篇文章的內(nèi)容可以為您提供一些有用的參考意見(jiàn)！

九年級(jí)英語(yǔ)英語(yǔ)教案【篇1】

【本課學(xué)習(xí)目標(biāo)】：

閱讀課文“A short story of western painting”，幫助學(xué)生認(rèn)識(shí)國(guó)畫(huà)和西洋畫(huà)的不同特征、代表性作品及畫(huà)家。

一、詞匯擴(kuò)充：

1realistic(adj)現(xiàn)實(shí)主義的;現(xiàn)實(shí)的---reality(n)現(xiàn)實(shí)---realize(v)---實(shí)現(xiàn)

2belief(n)信仰;信任---believe(v)相信---believein相信

3consequent(adj)作為結(jié)果的;隨之發(fā)生的---consequently(adv)所以;因而

4value(n)價(jià)值(pl)價(jià)值觀;社會(huì)準(zhǔn)則---valuable(adj)有價(jià)值的---beofgreatvalue

5religion(n)宗教;宗教信仰---religious(adj)宗教的

6possession(n)所有;財(cái)產(chǎn)---possess(v)持有;擁有

7convince(v)使確信;使信服---convincesbofsth使某人相信某事

8impress(v)給…留下印象---impression(n)印象---makeastrongimpressiononsb

給某人留下深刻印象---impressive(adj)---impressionism(n)印象主義;印象派

---impressionist(adj)印象派的(n)印象派藝術(shù)家

9agreatdeal(adv)大量---agreatdealof(adj)大量的….

10predict(v)預(yù)言;預(yù)告;預(yù)測(cè)---prediction(n)

11scholar(n)學(xué)者---scholarship(n)獎(jiǎng)學(xué)金

12flesh(n)肉;肌肉;_---fresh(adj)新鮮的---flash(v)閃現(xiàn)

13exhibition(n)展覽;陳列;展覽會(huì)---exhibit(n)展覽品;陳列品(v)展出

1Artisinfluencedbythewayoflifeandbeliefsofthepeople,andChina,unlikeEurope,hasfollowedasimilarwayoflifeforaverylongtime.

藝術(shù)受到人民生活方式和信仰的影響，而中國(guó)和歐洲不同，他的生活方式在很長(zhǎng)時(shí)期里都是相近的。

2Whenpeoplefirstsawhispaintingtheywereconvincedtheywerelookingthroughaholeinthewallatarealscene.

當(dāng)人們第一次看到他的畫(huà)時(shí)，還以為是透過(guò)墻上的小洞來(lái)觀看真實(shí)的場(chǎng)景。

3AmongthepainterswhobrokeawayfromthetraditionalstyleofpaintingweretheimpressionistswholivedandworkedinParis.

在那些突破傳統(tǒng)畫(huà)法的畫(huà)家中有生活和工作在法國(guó)巴黎的印象派畫(huà)家。

Matchthewordsandmeanings.Thesewordsmighthelpyouinyourreading.

③detailed③beinginthoughtbuthavingaphysicalorpracticalexistence

④traditional④lifelike,truetolife

⑤religious⑤classical,ofoldbeliefs

⑥existence⑥Sinceretobelieveinagodorgods

1Whatweretheartistsinterestedinfrom5thto15thcenturyAD?

Theywereinterestedincreating_______and____forGod.

2HowdidMasacciopainthispaintings?

Hedrewthingsin__________,whichmakespicturesvery_______.

3.Whydidtheimpressionistshavetopaintquickly?

Becausethenaturallight_______quickly,theyhadto_____quickly.

1.Whichofthefollowingstatementsistrue?

A.PaintingsinMiddleAgeswereveryrealistic.

B.Westernarthaschangedalotsincethe5thcentury.

C.Impressionistpaintingswerepaintedmainlyindoors.

D.ModernartbeganintheRenaissance.

2.Atfirstmostpeoplehatedtheimpressionists’styleofpainting,because_____.

A.theirpaintingswereveryabstract.

B.theirpaintingswereveryrealistic.

C.Theybrokeawayfromthetraditionalstyleofpainting.

D.theirpaintingswereveryridiculous.

3.IntheRenaissance,painters___.

APaintedreligiousscenesinamorerealisticstyle.

B.focusedmoreonreligionthanonhumans.

C.begantopaintoutdoors.

D.returnedtoclassicalRomanandGreekideasaboutart.

4.____discoveredhowtomakepaintingslookmorerealbyusingperspective.

A.GiottodiBondone.

B.Masaccio.

C.ClaudeMonet.

5.Whatdoesthetextmainlytellus?

A.Howreligiouspaintingdeveloped.

B.Howoilpaintingdeveloped.

C.Howimpressionistpaintingdeveloped.

1.Westernarthaschangedverylittleoverthelastseventeencenturies.

()2.PaintersintheMiddleAgespaintedmainlyreligioussubjects.

()3.PaintingsintheMiddleAgeswereveryrealistic.

()aissancepainterstriedtopaintthingsinarealisticway.

()5.TwoimportantdiscoveriesintheRenaissanceperiodwereoilpaintsanddrawinginperspective.

()6.Impressionistspaintedtheirpicturesmainlyindoors.

()7.Atfirstpeopledidnotliketheimpressionists’paintings.

()8.Modernartbeganwiththeimpressionists

fillinthechartaccordingtothetext

ThecharacteristicsofChinesepaintingsandWesternpaintings:

Chinesepaintingisoftenaboutnature,suchasmountain,water,bird-and-flower,etc.

Ithasanairoflivinginnature,harmony(和諧)andpeace.

Westernpaintingisaboutreligion,human.

Itisabstract,richincolor,oil,lineandshape

kindsofpainting(matchtheEnglishwordsandChinesemeaning)

九年級(jí)英語(yǔ)英語(yǔ)教案【篇2】

1.教學(xué)掛圖。

2.教學(xué)投影片。

3.教學(xué)錄音磁帶。

4.單詞卡片。

A Let's chant.

1.本部分利用生活實(shí)景圖畫(huà)引出7個(gè)有關(guān)家庭及成員的單詞：family, grandpa, grandma, dad, mom, brother, sister。

2.學(xué)生借助圖畫(huà)和錄音學(xué)習(xí)7個(gè)有關(guān)家庭及成員的單詞。

3.歌謠和單詞的錄音材料為學(xué)生提供了規(guī)范的語(yǔ)音輸入，便于學(xué)生模仿和正確朗讀。

4.本課所選的表示“爸爸”、“媽媽”的英文單詞是“dad”、“mom”。在美國(guó)，此稱呼在兒童口語(yǔ)中較“father”、“mother”更常見(jiàn)。

5.本部分的教學(xué)難點(diǎn)是：?jiǎn)卧~brother中th字母組合的發(fā)音。教師在教學(xué)時(shí)要準(zhǔn)確示范，引導(dǎo)學(xué)生認(rèn)真觀察后，再讓學(xué)生初步模仿。

B Let's say.

1.本部分與A部分共用一幅圖畫(huà)。

2.學(xué)生在A部分訓(xùn)練的基礎(chǔ)上，進(jìn)一步復(fù)習(xí)有關(guān)家庭成員的單詞。

1.教師出示本課圖片，請(qǐng)學(xué)生邊看邊聽(tīng)錄音，讓學(xué)生首先從聽(tīng)覺(jué)上和視覺(jué)上對(duì)新內(nèi)容有一個(gè)感性認(rèn)識(shí)。

2.教師出示教學(xué)卡片，帶領(lǐng)學(xué)生說(shuō)出單詞;然后，請(qǐng)學(xué)生觀察模仿圖片上的家庭成員的動(dòng)作，并說(shuō)出單詞。

3.教師引導(dǎo)學(xué)生通過(guò)觀察和做動(dòng)作識(shí)記單詞，把所學(xué)的知識(shí)與生活實(shí)際結(jié)合起來(lái)。例如：請(qǐng)學(xué)生扮演自己家的一名家庭成員，做一個(gè)該成員的習(xí)慣動(dòng)作，請(qǐng)其他同學(xué)說(shuō)一說(shuō)他扮演的是誰(shuí);也可以請(qǐng)這位同學(xué)用學(xué)過(guò)的英文作自我介紹：“I am dad.\ I am sister.”

4.教師可以設(shè)計(jì)聽(tīng)說(shuō)的游戲活動(dòng)，幫助學(xué)生鞏固所學(xué)單詞。如：

(1)教師念單詞，學(xué)生舉起相應(yīng)的單詞卡片。

(2)讓學(xué)生將家庭成員的圖片擺放在課桌上，教師播放錄音，學(xué)生根據(jù)錄音指出相應(yīng)圖片。教師也可以請(qǐng)學(xué)生邊指邊說(shuō)出單詞。

(3)教師發(fā)指令：Show me grandpa \ grandma \ dad \ brother.... 請(qǐng)學(xué)生指出相應(yīng)的圖片或從教科書(shū)中找出相應(yīng)的圖畫(huà)或做出相應(yīng)動(dòng)作。

(4)教師可以請(qǐng)會(huì)說(shuō)單詞的學(xué)生發(fā)指令，其他學(xué)生聽(tīng)指令用簡(jiǎn)筆畫(huà)畫(huà)出爸爸、妹妹、媽媽等形象。

(5)教師請(qǐng)學(xué)生進(jìn)行pair work活動(dòng)：學(xué)生兩人一組，其中一人背向另一人做動(dòng)作，讓后者用本課所學(xué)的單詞猜一猜。猜對(duì)可繼續(xù)進(jìn)行;猜錯(cuò)兩人就交換角色，再開(kāi)始游戲。

(6)教師要充分利用教學(xué)圖片，創(chuàng)設(shè)多種游戲活動(dòng)。

5.在學(xué)習(xí)本課歌謠的過(guò)程中，教師可請(qǐng)學(xué)生跟隨自己邊聽(tīng)錄音邊表演。教師通過(guò)夸張的動(dòng)作表演出不同家庭成員的特點(diǎn)，使學(xué)生加深對(duì)6個(gè)有關(guān)家庭成員單詞的理解和記憶，同時(shí)激發(fā)學(xué)生學(xué)習(xí)的興趣和參與的強(qiáng)烈愿望。

6.在復(fù)習(xí)A部分單詞的基礎(chǔ)上，教師可以讓學(xué)生拿出自己的家庭合影照片，并引導(dǎo)學(xué)生逐步學(xué)會(huì)介紹：This is my mom, my dad and my sister....

7.簡(jiǎn)筆畫(huà)教學(xué)與訓(xùn)練：

教師可以在本課教會(huì)學(xué)生畫(huà)不同的家庭成員。

Dad and mom, I love you.

Grandma and grandpa I love you too.

I love my brother.

My sister loves me.

I have a happy family.

Sister, brother, mom, three.

Grandpa, grandma, dad, three.

Six and me is family.

NEW WORDS：family, grandpa, grandma, dad, mom, brother, sister.

Girl: Look! This is my grandpa, grandma, dad, mom, brother, and little sister.I love them.

1 father, 1 sister, 1 brother,

1 grandpa, 1 grandma, 1 mother,

1, 2, 3, 4, 5, 6 and me,

Together we are a family.

One is my grandma.

Two is my mother.

Three is my grandpa.

Four is my brother.

Five is my sister.

Six is me.

Seven is my father.

1.教師指導(dǎo)學(xué)生把學(xué)習(xí)有關(guān)家庭成員的6個(gè)單詞的情況用☆符號(hào)記入學(xué)習(xí)檔案。學(xué)習(xí)檔案的記錄內(nèi)容可以選擇以下項(xiàng)目：

—教師請(qǐng)同桌學(xué)生相互記錄聽(tīng)指令做動(dòng)作的情況，并將填有記錄結(jié)果的表格放入學(xué)習(xí)檔案。

—教師將6個(gè)家庭成員的簡(jiǎn)筆畫(huà)制成表格發(fā)給每個(gè)學(xué)生，請(qǐng)學(xué)生用勾和叉記錄反應(yīng)結(jié) 果。課后教師將表格收回，并進(jìn)行正確與錯(cuò)誤的統(tǒng)計(jì)，最后將表格放入學(xué)習(xí)檔案。

—教師還可以參考使用下面的評(píng)價(jià)工具:

此表格可以讓學(xué)生在學(xué)校填寫(xiě)，也可以留做家庭作業(yè)，請(qǐng)家長(zhǎng)幫助完成。完成后，教師或家長(zhǎng)指導(dǎo)學(xué)生將表格放入學(xué)習(xí)檔案。

2.教師具體而簡(jiǎn)要地記錄學(xué)生當(dāng)堂表現(xiàn):

—對(duì)本課學(xué)習(xí)內(nèi)容有濃厚興趣的學(xué)生有多少人?

—聽(tīng)單詞，能正確指出圖片的學(xué)生有多少人?

—指圖片，能正確說(shuō)出單詞的學(xué)生有多少人?

—能說(shuō)出歌謠的學(xué)生有多少人?

—能積極參與pair work活動(dòng)的學(xué)生有多少人?

3.本課對(duì)學(xué)生掌握學(xué)習(xí)內(nèi)容情況的評(píng)定方法：

—教師給學(xué)生播放歌謠錄音，請(qǐng)學(xué)生聽(tīng)錄音，并根據(jù)聽(tīng)到的單詞做出相應(yīng)的動(dòng)作反應(yīng)。教師進(jìn)行現(xiàn)場(chǎng)記錄。

—通過(guò)聽(tīng)、說(shuō)歌謠，并進(jìn)行表演，檢查學(xué)生掌握有關(guān)家庭成員單詞的熟練程度。

—通過(guò)B 部分的pair work活動(dòng)，檢查學(xué)生是否能夠運(yùn)用本課所學(xué)單詞及簡(jiǎn)單句型進(jìn)行介紹。

—要求學(xué)生聽(tīng)詞畫(huà)人物形象圖。教師有選擇地收集學(xué)生圖畫(huà)作品，并進(jìn)行口頭評(píng)價(jià)，或用某種有激勵(lì)作用的方式把對(duì)作品的評(píng)價(jià)記錄在案。

—鼓勵(lì)學(xué)生聽(tīng)音模仿單詞、用TPR表演聽(tīng)到的單詞，并大膽模仿說(shuō)歌謠。

—請(qǐng)學(xué)生回家拿出家庭合影向家長(zhǎng)介紹照片上的人物。家長(zhǎng)寫(xiě)出對(duì)孩子看照片表達(dá)的評(píng)價(jià)意見(jiàn)，教師將其存入學(xué)習(xí)檔案。

九年級(jí)英語(yǔ)英語(yǔ)教案【篇3】

1Able to use the sentences: What ‘s your hobby? I like collecting stamps. He likes collecting stamps, too. Does he live in the city? Yes, he does he teach English? No, he doesn’t. He teaches art.

2Learn the new words and expressions in A and B

What ‘s your hobby? I like collecting stamps. He likes collecting stamps, too. Does he live in the city? Yes, he does he teach English? No, he doesn’t. He teaches art.

Let the Ss talk freely .

1 Listen to the tape and answer the questions

2 Let the Ss understand the sentence :

Do the Ex Say “YES” or “NO”

Teach the Ss how to write the sentences

教學(xué)反思：

人教版六年級(jí)英語(yǔ)教案3：Let’sstartALet’slearnGroupworkCLet’ssing

1.能夠聽(tīng)說(shuō)讀寫(xiě)本課單詞：singer, writer, actress, actor, TV report

2.能夠理解、認(rèn)讀白體句子：what does your father /mother do?He’s a---

3.能夠聽(tīng)懂、會(huì)唱歌曲“My family”

1.重點(diǎn)是掌握A let’learn部分的五種英語(yǔ)表達(dá)，并能簡(jiǎn)單問(wèn)答、介紹，表達(dá)自己的理想

2.本課難點(diǎn)是在正確區(qū)分運(yùn)用冠詞an和a,如：an actress,a writer

教師把doctor,teacher,nurse,farmer,baseball palyer等單詞卡片朝下放在桌上。一名學(xué)生抽一張卡片，用動(dòng)作表演卡片上的職業(yè)，其他學(xué)生猜職業(yè)名稱。第一個(gè)猜出的同學(xué)抽下一張卡片繼續(xù)做游戲。

教師展示本部分的掛圖，然后對(duì)學(xué)生說(shuō)：“I am a teacher .I teacher English.”教師板書(shū)：teach,teacher.注意：teach,teacher用不同顏色的筆標(biāo)出來(lái)。請(qǐng)學(xué)生觀察兩個(gè)詞并說(shuō)出差別。教師通過(guò)一些動(dòng)作給學(xué)生以提示，幫助學(xué)生理解幾種職業(yè)的含義。注意提示學(xué)生dancer,driver,writer三個(gè)詞是直接在原動(dòng)詞后面加r.

(1)教師出示singer圖片，示范朗讀，讓學(xué)生跟說(shuō)并做動(dòng)作。

(2)教師出示一名歌手的照片，問(wèn)：“what does he/she do?”引導(dǎo)學(xué)生回答：“she/he is a singer.”啟發(fā)學(xué)生說(shuō)出更多歌手的名字。

(3)用同樣的方法學(xué)習(xí)其他職業(yè)：writer,TV reporter.教師依次拿出幾張演員的照片，問(wèn)學(xué)生：“What does he do?”引導(dǎo)學(xué)生回答：“She is an actress.”教師提示學(xué)生在actress和actor前面要用an. 修改意見(jiàn)

教師快速出示一張本部分的單詞卡片，學(xué)生爭(zhēng)取首先拼出單詞。

教師同時(shí)快速出示一張職業(yè)圖片和she,he,Sarah中的任一張卡片，學(xué)生根據(jù)卡片上的內(nèi)容快速說(shuō)出一個(gè)句子，如：She is an actress.

(7)教師向?qū)W生展示雜志上的名人照片，問(wèn)：“who’s he/she?what does he/she do?”引導(dǎo)學(xué)生回答：“That’s---He’s/She’s a---”

學(xué)生把本課職業(yè)單詞卡片正面朝上放在課桌上,隨意抽一張.教師也從自己的卡片中抽一張,然后和學(xué)生同時(shí)說(shuō):”What does she do?”教師迅速向?qū)W生展示自己的卡片,和教師選同一張卡片的學(xué)生起立根據(jù)卡片內(nèi)容回答:She’s a---

(1)教師依次戴上Amy,Chen Jie,等人物的頭飾,并介紹說(shuō):I am Amy.I am going to be an artist.I am John.I am going to be a/an---”然后向一名學(xué)生提問(wèn):What are you going to be?”引導(dǎo)學(xué)生回答:I am going to be a/an---

(2)學(xué)生翻開(kāi)課本第58頁(yè),在表格第一列填入要采訪的同學(xué)名字,然后在教師里走動(dòng)調(diào)查,完成表格,找出最受學(xué)生歡迎的職業(yè).

教師放“My family”的錄音,然后向?qū)W生解釋歌詞大意.學(xué)生跟讀歌詞,跟錄音唱歌曲.

學(xué)生五人一組,每組使用一套本課單詞卡片,每個(gè)學(xué)生抽取一張卡片.教師打亂順序說(shuō)出卡片上的職業(yè).為了增加游戲的難度,教師可以變換單詞的順序,逐漸加快速度.

九年級(jí)英語(yǔ)英語(yǔ)教案【篇4】

語(yǔ)言點(diǎn): on line, make a decision, so that, click on the screen, places of interest

請(qǐng)同學(xué)們看與上一節(jié)課購(gòu)物話題相關(guān)的錄像片，并練習(xí)相關(guān)句型，檢查上節(jié)課的造句及對(duì)話的作業(yè)。

讓同學(xué)們觀看關(guān)于在線購(gòu)物的圖片，用英語(yǔ)描述所觀看的圖。向同學(xué)們展示關(guān)于課文的問(wèn)題，如下：

1. What did Sato Miyoko decide to buy online?

2. Why didn’t she buy it in a store?

3. What did her father think of her choice?

4. What did they do after a form appeared on the screen?

5. When did she receive what she had ordered?

帶領(lǐng)同學(xué)們觀看課文《在線購(gòu)物》的錄像片或聽(tīng)錄音帶。

請(qǐng)教師播放課文《在線購(gòu)物》的錄像片或錄音帶（放動(dòng)畫(huà)Shopping online或課件Lesson 54 text.exe），播放三遍。

播放第一遍，讓同學(xué)們回答上面的問(wèn)題，然后教師指出正確答案。

1. She decided to buy a camera online.

2. Because she lives out in the country.

3. Her father thought that her choice is right.

4. They filled in the form and typed credit card number, telephone number, address and e-mail address.

5. A week later she received what she had ordered.

播放第二遍，讓同學(xué)們做由課文改編的習(xí)題，如完形填空。（放動(dòng)畫(huà)Shopping online）

播放第三遍之后，讓同學(xué)們閱讀課文，核對(duì)所做習(xí)題的正確答案，并找出本課所出現(xiàn)的過(guò)去完成時(shí)態(tài)的語(yǔ)句，如下：

1) She had searched the Internet for two hours when she found an ad for the Canon digital camera.

2) After she had found more information, she asked her father if she could buy it.

3) After he had checked out all the information about different kinds of cameras, he believed his daughter had made a good decision.

講解本課的語(yǔ)言點(diǎn)，如： online, so that, as well, make a decision等，主要的知識(shí)點(diǎn)如下：

2. take pictures of this trip在旅游中照相

3. as 是連詞，作“由于，因?yàn)椤苯猓龑?dǎo)原因狀語(yǔ)從句。

4. so that意思是“以便，為了 ”，常常引導(dǎo)結(jié)果狀語(yǔ)從句?！皊o (such) …that”引導(dǎo)結(jié)果狀語(yǔ)從句，作“這么……，以至”或“所以”解，so接形容詞、副詞或分詞，而such則接名詞。

5. had searched 是過(guò)去完成時(shí)。

6. ad是縮短詞，也可寫(xiě)成advertisement。

7. as well意思是“亦；也；又；同樣”。

8. different kinds of 不同種類的。

10. she had ordered在這里修飾the camera，指她所訂購(gòu)的那臺(tái)相機(jī)。

展示關(guān)于服裝的圖片和以下單詞：

cost so much, cost so little, cheap, expensive, long, small; he，she，we，they，John，I

讓同學(xué)們用so that造句。

The jacket cost so much that he didn't buy it.

These trousers are so long that I can't wear them.

讓同學(xué)們看本文的漢譯（在課件Lesson 54 text.exe中）， 想一想作者主要向我們展示了什么？

將學(xué)生分為四組，出示以下活動(dòng)主題或任務(wù)，讓他們按組進(jìn)行準(zhǔn)備：

假如你將要進(jìn)行網(wǎng)上購(gòu)物，你將會(huì)看到些什么？你能說(shuō)出整個(gè)過(guò)程是怎樣的嗎？

1. 復(fù)習(xí)本課內(nèi)容并復(fù)述這個(gè)故事。用自己的話復(fù)述課文，要注意引導(dǎo)學(xué)生抓住文章的大意，不要單純地背誦。

2. 業(yè)余時(shí)間去試著購(gòu)物，并寫(xiě)一篇關(guān)于購(gòu)物的日記。

教案點(diǎn)評(píng)：

本設(shè)計(jì)適用于多媒體教學(xué)環(huán)境下的案例，設(shè)計(jì)中運(yùn)用了在線購(gòu)物的圖片、錄像片、動(dòng)畫(huà)及課件的運(yùn)用，通過(guò)一系列生動(dòng)形象的媒體素材，好似虛擬了一個(gè)在線購(gòu)物的情景，使學(xué)生有身臨其境之感。

九年級(jí)英語(yǔ)英語(yǔ)教案【篇5】

本學(xué)期我任教九年級(jí)（2）班的英語(yǔ)課。經(jīng)過(guò)以往幾年的學(xué)習(xí)，大部分學(xué)生都能端正學(xué)習(xí)態(tài)度，主動(dòng)參與學(xué)習(xí)活動(dòng)。不少學(xué)生都打下了良好的英語(yǔ)基礎(chǔ)，積累了一定的學(xué)習(xí)經(jīng)驗(yàn)，掌握了行之有效的學(xué)習(xí)方法，形成了自己學(xué)習(xí)英語(yǔ)的學(xué)科理念，具備了較高的英語(yǔ)素質(zhì)。但也有部分學(xué)生有求知欲，沒(méi)自信心；有學(xué)習(xí)的潛力，卻沒(méi)良好的學(xué)習(xí)習(xí)慣，自控力極差。這諸多原因造成他們學(xué)習(xí)困難，衍生出厭學(xué)情緒。期末測(cè)試題目偏難，所以上學(xué)期的學(xué)科檢測(cè)情況總體不好 ，兩個(gè)班的合格率都有所下滑，優(yōu)等生的人數(shù)更少 。總之，這批學(xué)生的優(yōu)勢(shì)和不足并存，希望與困難相伴，我們要發(fā)揮學(xué)生們的優(yōu)勢(shì)，彌補(bǔ)他們的不足，一方面集中力量培養(yǎng)一批優(yōu)等生，另一方面又要幫助帶動(dòng)每一位學(xué)習(xí)困難的同學(xué)都能學(xué)好英語(yǔ)課，達(dá)到共同提高的總體目標(biāo)。

本學(xué)期的中心任務(wù)是：疏導(dǎo)心理，激發(fā)興趣，指導(dǎo)學(xué)法，夯實(shí)基礎(chǔ)，培養(yǎng)能力。

在今后的教學(xué)活動(dòng)中，教師需注意以下幾點(diǎn)：

1、結(jié)合社會(huì)大環(huán)境，引導(dǎo)學(xué)生信仰學(xué)習(xí)，崇尚知識(shí)。

2、幫助學(xué)生樹(shù)立起學(xué)習(xí)英語(yǔ)的自信心。

3、幫助學(xué)生制定自己的學(xué)習(xí)小計(jì)劃，找出適合自己的學(xué)習(xí)方法。

5、激勵(lì)學(xué)生主動(dòng)、持久、高效地學(xué)習(xí)。

6、學(xué)習(xí)過(guò)程中注意因材施教，愛(ài)心感染。

向青春期過(guò)度的孩子們情緒不穩(wěn)，明辨是非的能力較差，叛逆心理嚴(yán)重，這就要求教師必須耐心細(xì)致，嚴(yán)以律己，言行一致，腳踏實(shí)地，持之以恒地去工作，督促指導(dǎo)學(xué)生努力地、科學(xué)地學(xué)習(xí)，成為造福社會(huì)的棟梁之材！

本學(xué)期的任務(wù)有兩項(xiàng)：一是完成九年級(jí)英語(yǔ)第二學(xué)期的教學(xué)任務(wù)，二是系統(tǒng)復(fù)習(xí)七八九三個(gè)年級(jí)的所學(xué)全部?jī)?nèi)容，為最后的學(xué)業(yè)水平測(cè)試做準(zhǔn)備。九年級(jí)英語(yǔ)第二學(xué)期的教學(xué)任務(wù)是11---15共5個(gè)單元的新授及Units 11-15的一個(gè)復(fù)習(xí)單元。其主要內(nèi)容涉及現(xiàn)在完成時(shí)，現(xiàn)在進(jìn)行時(shí)，被動(dòng)語(yǔ)態(tài)等。其特點(diǎn)是生詞量大，知識(shí)點(diǎn)零碎。我們應(yīng)重在練習(xí)，加強(qiáng)鞏固。

七年級(jí)教材內(nèi)容側(cè)重基礎(chǔ)，難度不是很大，在考試中所占比例也不大。復(fù)習(xí)時(shí)要以點(diǎn)帶面，精講多練，教師只起一個(gè)點(diǎn)撥的作用即可。八年級(jí)教材所涉及的詞匯、短語(yǔ)、句型結(jié)構(gòu)明顯增多，難度加大，閱讀量增加，是復(fù)習(xí)的重中之重。九年級(jí)教材所涉及的詞匯、短語(yǔ)、句型結(jié)構(gòu)、語(yǔ)法更多，內(nèi)容貼近生活，詞匯量大而且難記，在中考中所占比例最大，是復(fù)習(xí)時(shí)的重點(diǎn)更是難點(diǎn)。

在復(fù)習(xí)過(guò)程中，要夯實(shí)基礎(chǔ)，注重知識(shí)間的聯(lián)系與區(qū)別，并以中考題型為參照，加強(qiáng)題型和做題方法的探討和研究，給予學(xué)生精要的指導(dǎo)和引導(dǎo)，是他們掌握知識(shí)的同時(shí)，更能學(xué)得做人做事的道理和方法。

三、本學(xué)期要達(dá)到的教學(xué)目標(biāo)（包括知識(shí)與技能、過(guò)程與方法、情感態(tài)度三個(gè)方面的目標(biāo)）

（一）知識(shí)與技能：

1、能夠系統(tǒng)掌握七至九年級(jí)相關(guān)的教學(xué)內(nèi)容，牢固掌握基礎(chǔ)知識(shí)。

2、各知識(shí)間的區(qū)別于聯(lián)系要明確，并在測(cè)試中做到不混淆。

3、由知識(shí)到能力的轉(zhuǎn)化，技能明顯提高，能夠?qū)⒅R(shí)和能力做到有機(jī)統(tǒng)一。

1、狠抓過(guò)程中基礎(chǔ)知識(shí)的落實(shí)，以此促進(jìn)能力的提高。

2、引導(dǎo)學(xué)生通過(guò)自主學(xué)習(xí)，進(jìn)行知識(shí)的歸納、總結(jié)，使總結(jié)知識(shí)的過(guò)程成為掌握、提高、錘煉的過(guò)程。

3、抓好過(guò)程的調(diào)控，因材施教，并注重反饋和總結(jié)。

1、培養(yǎng)學(xué)生的積極性和良好的習(xí)慣。

2、促進(jìn)學(xué)生間的合作，并體驗(yàn)創(chuàng)作的快樂(lè)。

3、對(duì)比中外文化的差異，開(kāi)闊視野。

4、磨練意志，達(dá)到自我教育的目的。明辨是非，形成正確的人生觀、世界觀、價(jià)值觀。

1、教材處理方面：深入學(xué)習(xí)新課標(biāo)，領(lǐng)略其精髓所在?？傆[教材，把握重點(diǎn)，勾劃難點(diǎn)。遵循由易到難，由點(diǎn)及面的教學(xué)規(guī)律，把它作為一種課內(nèi)教育資源，進(jìn)行創(chuàng)造性地使用。

2、教學(xué)研究方面：與時(shí)俱進(jìn)，學(xué)習(xí)先進(jìn)的教育理論，更新教育觀念，把任務(wù)型教學(xué)的精神實(shí)質(zhì)實(shí)踐于英語(yǔ)課堂中。真正做到“以學(xué)生的發(fā)展為本”，把課堂還給學(xué)生，提高學(xué)生用英語(yǔ)交際的能力。加強(qiáng)集體備課的力度，學(xué)人之長(zhǎng)，補(bǔ)己之短，團(tuán)結(jié)合作，共同提高。

3、培優(yōu)轉(zhuǎn)差方面：學(xué)會(huì)賞識(shí)每一個(gè)學(xué)生，尤其關(guān)愛(ài)中下游學(xué)生。加大對(duì)優(yōu)等生的培養(yǎng)力度，鼓勵(lì)他們拔尖，發(fā)揮榜樣帶頭作用，帶動(dòng)中下游學(xué)生，大面積提高學(xué)習(xí)質(zhì)量。

4、思想教育滲透方面： 把愛(ài)國(guó)主義情感、集體主義道德、個(gè)人自立精神以及崇尚科學(xué)的精神融于日常教學(xué)之中。增強(qiáng)人口意識(shí)、環(huán)境意識(shí)，幫助學(xué)生形成正確的人生觀、價(jià)值觀。

尊重學(xué)生的個(gè)性差異，及時(shí)賞識(shí)學(xué)生。鼓勵(lì)他們創(chuàng)新。利用學(xué)習(xí)互助小組，大力開(kāi)展合作學(xué)習(xí)，在合作中培養(yǎng)責(zé)任感，并品嘗成功的快樂(lè)，使其更愛(ài)學(xué)習(xí)。

利用計(jì)算機(jī)輔助教學(xué)，滲透信息技術(shù)教育，拓寬學(xué)生視野。

四、教學(xué)進(jìn)度：

1 Unit 11 Unit 11 Section A-Section B(2C)

2 Units11-12 Unit 11 Section B(3a)- Reading -Unit 12Section A(2c)

3 Unit 12 Unit 12Section A(3a)-Reading

4 Units13 Unit 13Section A-- Section B(2C)

5 Units13--14 Unit 13 Section B(3a)-Reading -Unit 14 Section A(2c)

6 Unit14 Unit 14Section A(3a)-Reading

8/9 專項(xiàng)復(fù)習(xí)名詞、冠詞、數(shù)詞、代詞、介詞、連詞、形容詞、副詞

13 題型訓(xùn)練 閱讀理解,完型填空,

英語(yǔ)英文版教案錦集

為了帶給您更佳的閱讀享受欄目小編精心編輯了“英語(yǔ)英文版教案”。學(xué)生們有一個(gè)生動(dòng)有趣的課堂，離不開(kāi)老師辛苦準(zhǔn)備的教案，需要大家認(rèn)真編寫(xiě)每份教案課件。教案是幫助學(xué)生理解知識(shí)體系的關(guān)鍵因素。這里提供了一些可供參考的意見(jiàn)和建議希望能幫助到您！

英語(yǔ)英文版教案 篇1

初中英語(yǔ)說(shuō)課稿模板英文版

關(guān)于初中英語(yǔ)說(shuō)課稿要怎么寫(xiě)呢？下面是小編整理的初中英語(yǔ)說(shuō)課稿模板英文版，供大家參考。

初中英語(yǔ)說(shuō)課稿模板英文版

一、說(shuō)教材（教材分析） Analyzing teaching material

1. 說(shuō)課型 lesson type (Dialogue/ reading/ listening/ revision)

2. 本課在教材中的地位 status and function

Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.

3. 說(shuō)教學(xué)指導(dǎo)思想 teaching guideline

(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)

4. 說(shuō)教學(xué)目標(biāo)和要求 Teaching aims and demands (…be intended for Ss in key schools)

1）認(rèn)知目標(biāo) knowledge objects

a. Enable the Ss to remember the following new words & phrases:

Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into

b. Get the Ss to be familiar with this sentence pattern:

If the population keeps growing so quickly, there will only be standing room left…

Give the Ss a reinforced practice on the functional item Supposition.

c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.

2）智能目標(biāo) ability objects

a. Ask the Ss to make up a similar dialogue.

b. Help them to understand the dialogue better and improve the four skills.

c. Develop their ability of thinking independently.

d. Cultivate their ability to discover, analyze and solve problems.

e. Train them to collect information from the Internet.

f. Train them with some effective learning methods to optimize Ss’ learning results.

3）德育目標(biāo) moral objects

a. Arouse their interest in learning English;

b. Help them to understand the background of pollution.

c. Enable the students to love our earth and the nature.

d. Be aware of the importance of stopping pollution & protecting out environment.

e. Encourage the Ss to do something to save the earth.

5. 說(shuō)教學(xué)重點(diǎn) teaching important points (生詞、句型；培養(yǎng)閱讀技能)

a. New words and phrases

b. Sentence pattern: If- clause

c. improve their reading skills.

d. Talking about problems of the Earth.

6. 說(shuō)教學(xué)難點(diǎn) teaching difficult points (語(yǔ)法；發(fā)展交際能力)

a. functional item: Supposition.

b. Develop their communicative ability. Act out their own dialogue.

7. 說(shuō)教具 teaching aids (multi-media computer, software, OHP)

The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.

二、說(shuō)教法 Teaching methods

Five step method; audio-video; communicative approach;

Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.

三、說(shuō)學(xué)法 Study methods

1. Teach Ss how to be successful language learners.

2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;

3. Get the Ss to form good learning habits.

四、說(shuō)教學(xué)過(guò)程Teaching procedures

I. 復(fù)習(xí) (Revision) 5min (Daily report; 詞匯diagram; brainstorming; activate schemata)

Activity 1: Imagination

1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)

2). Suppose you catch a bad cold, what’s to be done?

3). Suppose your bike is broken, what’s to be done?

4). And suppose the earth, on which we all live, is damaged, what’s to be done?

*What can you think of when you see “pollution” this word?(waste, environment, air, water, factory, desert, climate... Try to activate the Ss schemata regarding the topic of pollution.)

II. 呈現(xiàn) (Presentation) 5min

Activity 2: Presentation

Play the song “Earth Song” sung by Michael Jackson. (Create an atmosphere)

A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.

Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.

Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.

III. 對(duì)話 / 閱讀 (Dialogue)18m

1. Pre- reading

Activity 3: Prediction

1st listening/ fast reading, one guided Q to help Ss to get the main idea:

What do you think is discussed at the conference?

2. While- reading

Activity 4: Read and answer

2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.

閱讀: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 識(shí)別關(guān)鍵詞key words；確定主題句；創(chuàng)設(shè)信息差information gap；T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。達(dá)到對(duì)課文的整體理解和掌握。So that they can have a good understanding of the whole text.)

3. Post- reading

Activity 5: Language focus

While Ss are answering the Qs, the teacher deals with some key language points.

a. is being caused b. and so on c. go on doing

d. be fit for e. standing room f. if- clause

IV. 操練 (Practice) 10m

Activity 6: Retell

Use your own words to retell the dialogue in the 3rd person.

Activity 7: Acting out

Activity 8: Drill – Supposition

Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)

(Retell; act out; role play)

V. 鞏固 (Consolidation) 6m

(Discussion; interview; press conference; debate; quiz)

Activity 9: role play

Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.

The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.

Activity 10: Discussion

Think of the question: Are we causing damage to the world?

What should we do to save the earth and protect our environment especially in our daily life?

Collect their answers and form a report.

VI. 作業(yè) (Homework) 1m (Writing; continue the story; recite; retell)

Write a letter to the mayor, telling him sth. about the pollution around your school.

英語(yǔ)英文版教案 篇2

在教學(xué)工作者實(shí)際的教學(xué)活動(dòng)中，很有必要精心設(shè)計(jì)一份說(shuō)課稿，寫(xiě)說(shuō)課稿能有效幫助我們總結(jié)和提升講課技巧。怎樣寫(xiě)說(shuō)課稿才更能起到其作用呢？下面是小編收集整理的全英文PEP小學(xué)英語(yǔ)說(shuō)課稿 Unit 4 my home，僅供參考，大家一起來(lái)看看吧。

Good morning, ladies and gentlemen, it's my great honor/ to interpret my lesson plan here. /Now I will explain this lesson from 5 aspects----analysis of teaching materials, analysis of students, teaching aims, teaching methods, and the most important one /is teaching procedure.

Now, let's focus on the analysis of teaching materials. My topic is unit 4 my home（板書(shū)）.It contains 2 parts----Let's learn and Let's do.（板書(shū)）It is very important in this unit. With the basic knowledge of this lesson, Ss can learn the following class well. The key points of this lesson,/ Ss are able to master key words, such as kitchen bathroom and so on ,and the key sentences like where's the …/ Is she in the…? And the difficult points are the pronunciation of the words kitchen and bathroom and how to lead Ss /to use the learnt knowledge in a real situation.

Next, it is about the students, and my Ss are in Grade 4, they are full of curiosity,/ creative and willing to express themselves. And they have learnt some words and expression before, so it is not difficult for them/ to learn today's lesson.

And based on analysis of teaching materials and students, I set the teaching aims as follows: the first one /is language knowledge, by the end of the lesson. Ss will be able to listen, speak, read and write the new words: kitchen bathroom and so on, and the key sentences like where's the …/ Is she in the…? The second one is language skills, through this lesson, Ss' can introduce their homes in English briefly. The last one is the emotion aims, which is to encourage Ss to love their homes and also develop their awareness of keeping their homes clean.

And in order to achieve teaching aims better and stress the key points, break through the difficult points efficiently, I will mainly use task-based teaching method, situational teaching method and TPR teaching method./ To make the English teaching more directly, CAI and tape recorder will be needed.

Now I will talk about the most important part ---teaching procedure (and the purposes of my designing). I will divide my lesson into 4 steps.

The first step is warming up (about 5 mins). After greeting with Ss, I will begin the lesson by singing a song, and I'll invite the Ss to sing/ say it with me. Like this_________________.

My purpose here is form a better English learning surrounding for Ss, it can draw Ss attention quickly to the English class and arouse their interest.

After the song, I will say we all have happy families, so is Amy. Look, this is Amy's home. (板書(shū)：房子)

(呈現(xiàn)單詞) ①I'll have a riddle for students to guess what room it is(板書(shū)). And I'll give them some tips to help them to get the right answers. For example, I'll give some hints like there is a bed and a closet in this room. Oh, it's a bedroom. Great, this is the study(通過(guò)猜謎呈現(xiàn)兩個(gè)單詞) and I will ask Ss to read after me of the words

② How about this one? I'll cover a part of the rooms and let Ss guess. Bingo, it's a bathroom. And I'll ask Ss to read after me.

③Now Amy's hiding in one of the rooms, I'll let Ss guess “ where is …”/ “ is she in…”/ yes, she is/ no, she isn't.

My purpose of this part is to use different ways to present the words and sentences for a better understanding.

After presenting these words and sentences, I'd like to go on the third step---practice. I'll let Ss review the words and sentences by a chant。For the first time , we will have the chant together and do the actions. Like this “go to the living room, watch TV; go to the study, read a book” And for the second time, I'll say watch TV，Ss say go to the living room. I say read a book, Ss say go to the study..

After a chant, I'll have a game called hide and seek let students guess where is Amy. I'll let Ss close their eyes and I put a picture of Amy may be in the study, and students may ask “ where is Amy? Is she in the bedroom?” I'll say “No, she isn't” “where is Amy? Is she in the study?” “ Yes ,she is.”

My purpose here is to let Ss consolidate the knowledge in a relaxed atmosphere.

After practice, I'll move to the fourth step---extension. First, I'll divide the whole class into groups, four in a group. Discuss and draw their own homes ,describe where their parents are in the home。At the same time, I'll walk around the classroom and give them some suggestions. Maybe 3 mins later, I will invite some groups to come here to perform their dialogue, and I'll give them comments.

My purpose is to focus on the Ss and cultivate their language ability and cooperative ability.

The last step is homework. I'll ask Ss to listen to the tape and follow it 3 times. Because it can help them to correct their pronunciation after class.

And this is my layout.

That's all. Thank you for your attention!

英語(yǔ)英文版教案 篇3

小學(xué)英語(yǔ)英文說(shuō)課稿范文

Hello dear teachers and judges, today I’m going to talk about how to teach some words and sentences using clothes as an example .

Part One Analysis of the Teaching Material

I. STATUS AND FUNCTION

From this lesson, the students will learn how to describe other’s clothes. The useful expression_rs and words can be used to describe others more freely and vividly. Therefore this lesson is an important portion of the teaching material.

Such a topic is related to daily life, so it is helpful to raise the learning interests of students and it will also help to improve their spoken English.

II .ANALYSIS OF THE STUDENTS

The Ss in Grade four have learned English for several years, but they still lack some learning strategies and their vocabularies are limited.

III.TEACHING AIMS AND DEMANDS

The teaching aim is established according to the New Curriculum of Primary School English.

1.Knowledge objects

(1) To enable the students to understand and speak five new words and two sentence patterns: wear, shirt, T-shirt, dress, skirt. He’s wearing a… She’s wearing a…

(2) To be able to describe someone else more freely.

(3) To enlarge the Ss’ vocabulary.

2. Ability objects

(1) To develop the Ss’ speaking strategy.

(2)To develop the Ss’ vocabulary strategy. (word guessing etc.)

(3) To encourage the students cooperation amongst in their studies.

3.Moral objects

To arouse the students’ interest of learning English and to have them participate actively in language communication. To stimulate the students’ creativity .

IV.TEACHING KEY AND DIFFICULT POINTS

The teaching key and difficult points are based on the aims and demands.

TEACHING KEY POINTS :

To grasp the five new words and two sentence patterns.

TEACHING DIFFICULTIES

1.Improve Ss’s speaking ability to describe others more freely

2. Develop their lateral thinking through games .

V.TEACHING AIDS

A Computer

PART 2 Teaching Methods

1. Student-centered teaching

2. Task-based learning

3. Communication through learning

PART 3 Studying Ways

Activity-based learning(individual work; pair work; group work; class work)

Problem Analysis

Teaching which appeals to learners’ needs can facilitate learning . It is necessary to investigate why the students were showing less and less interested , and devoting less and less effort. So interviews were held and questionnaires were issued. It is found that:

a. Those poor learners report that , due to their lack of practice. They can’t complete sentences.

b. Some students report that they are afraid of being laughed at by other students.

c. Quite a number of students report that they are afraid of being criticized and thus withdraw from classroom activities.

d. Some students aren’t interested in practicing speaking .

Possible Solutions

Taking the above factors into consideration, the following solutions were proposed:

a. Employing interesting role work to help the students understand and learn new knowledge.

b. Organizing interesting activities to motivate the students to speak more English in the oral lesson. Make the students have to speak so that they would be interested in speaking English .

d. Encouraging the students to speak.

4. Project objective

Part Four Teaching Procedure

Step 1 warm up

to arouse Ss’ interest ,play a “colour song” on the computer, let the students become familiar with the phrase “ Who’s wearing…”

Step 2 Lead-in

To introduce the new words and sentences ,I create a situation here, Sam and Amy are Australian children , they decide to buy some summer clothes because it’s getting hotter in their county. What will they buy?

(purpose: To present the new words and increase students geographical knowledge at the same time)

Step 3 practice

After presentating the new words, the students need some activities to practice them. Students greatly welcome games. They can create a cheerful and light-hearted environment and arouse students’ interest in learning English. Games are considered one of the most effective ways to improve efficiency in language learning. So in this part, I will use a power point I prepared to play some games with the students:

1. Let them try to memorize how many models are wearing a T- shirt/ shirt/ dress/skirt? 2

2. How many models they can introduce by using the sentence in a limit time: He’s wearing a …/She’s wearing a…

3. And the third game is to try to answer some questions according to the shadow pictures.

4. Step 4 extension

(to develop their creativity and speaking ability)

Organize Ss into groups of four and discuss “ how can you help them to find “the missing person（situation: a little child is lost in a shopping mall and he/she is trying to find his parent）

Step 8 Homework

Design a T-shirt , or some other clothes that you like.

英語(yǔ)英文版教案 篇4

初一外語(yǔ)教學(xué)工作總結(jié) -教學(xué)工作總結(jié)

英語(yǔ)英文版教案 篇5

初中英語(yǔ)聽(tīng)說(shuō)課課件

1.三步聽(tīng)力預(yù)測(cè)驗(yàn)證訓(xùn)練法

老師在聽(tīng)力訓(xùn)練前告訴學(xué)生聽(tīng)力材料的標(biāo)題,要求學(xué)生分析標(biāo)題來(lái)預(yù)測(cè)段落內(nèi)容, 并在老師的幫助下運(yùn)用經(jīng)驗(yàn)來(lái)推論結(jié)果。接著, 通過(guò)聽(tīng)來(lái)驗(yàn)證學(xué)生的預(yù)測(cè)并對(duì)比檢測(cè)結(jié)果; 強(qiáng)化學(xué)生的預(yù)測(cè)判斷能力, 加強(qiáng)聽(tīng)力的目的性, 保證聽(tīng)力訓(xùn)練的效度。如聽(tīng)力材料: Pollution。

第一步, 老師首先板書(shū)聽(tīng)力材料的主題———Pollution。

第二步, 師生設(shè)問(wèn)和討論預(yù)測(cè)內(nèi)容并推導(dǎo)結(jié)論:What’s Pollution? How many kinds? Where is it fromin your opinions? How to stop different kinds of pollution?

第三步, 聽(tīng)錄音驗(yàn)證假設(shè)。

2.任務(wù)型聽(tīng)力訓(xùn)練法

該方法要求學(xué)生在聽(tīng)懂的基礎(chǔ)上, 利用輸入的語(yǔ)言信息去完成一項(xiàng)任務(wù)或多項(xiàng)任務(wù)。這些任務(wù)是老師圍繞聽(tīng)力材料所提供的語(yǔ)言情景和語(yǔ)言信息預(yù)先設(shè)計(jì)的, 通過(guò)任務(wù)的完成和此后的評(píng)價(jià)來(lái)檢驗(yàn)學(xué)生的理解程度。

( 1) 錄音填表格。( 略)

( 2) 聽(tīng)后畫(huà)圖。初級(jí)聽(tīng)力訓(xùn)練階段需要學(xué)生運(yùn)用抽象思維能力, 更需要學(xué)生運(yùn)用形象思維能力。聽(tīng)后畫(huà)圖的方法旨在培養(yǎng)學(xué)生的空間定位能力、想像力以及信息接受、處理、聯(lián)想、加工及組合能力。

( 3) 聽(tīng)后寫(xiě)(通知、信、邀請(qǐng)函等) 。老師選用部分應(yīng)用文體做聽(tīng)力材料, 既培養(yǎng)學(xué)生信息的轉(zhuǎn)換能力, 又強(qiáng)化四會(huì)技能的相互滲透。聽(tīng)是寫(xiě)和說(shuō)的基礎(chǔ), 說(shuō)和寫(xiě)是聽(tīng)的提高。

( 4) 聽(tīng)后回答,重述, 轉(zhuǎn)述。聽(tīng)后回答可采用四種問(wèn)答方式: ①一般疑問(wèn)句問(wèn)答, 弄清人物的職業(yè)身份; ②圍繞where、when、what 來(lái)設(shè)計(jì)問(wèn)答,弄清事情經(jīng)過(guò)及發(fā)生的時(shí)間地點(diǎn); ③圍繞how、why來(lái)設(shè)計(jì)問(wèn)答, 弄清事情的前因后果及方式方法; ④圍繞標(biāo)題內(nèi)容來(lái)設(shè)計(jì), 目的是幫助學(xué)生理解言外之意, 促使學(xué)生能運(yùn)用自己的綜合語(yǔ)言能力進(jìn)行創(chuàng)造性問(wèn)答。重述要求學(xué)生將聽(tīng)到的材料一字不漏敘述出來(lái), 訓(xùn)練學(xué)生的語(yǔ)音語(yǔ)調(diào)以及聽(tīng)力的精確性。轉(zhuǎn)述要求學(xué)生能對(duì)聽(tīng)力材料進(jìn)行粗加工, 訓(xùn)練學(xué)生抓大意的能力、語(yǔ)言運(yùn)用的靈活性以及初步的英語(yǔ)思維能力。

( 5) 聽(tīng)后譯。聽(tīng)后展開(kāi)的活動(dòng)形形色色, 其中包括聽(tīng)后口譯和聽(tīng)后筆譯, 它有利于學(xué)生準(zhǔn)確地理解語(yǔ)言, 轉(zhuǎn)換語(yǔ)言, 實(shí)現(xiàn)準(zhǔn)確的交際運(yùn)用。

3.分層聽(tīng)力訓(xùn)練

為加強(qiáng)學(xué)生聽(tīng)力目的性訓(xùn)練和聽(tīng)力記憶, 可以圍繞一篇聽(tīng)力材料進(jìn)行四層次訓(xùn)練, 即“聽(tīng)辨”、“聽(tīng)知”、“聽(tīng)記”、“聽(tīng)析”。第一層通過(guò)“聽(tīng)辨”環(huán)節(jié)來(lái)了解、辨明對(duì)話的人物及其相互關(guān)系。通過(guò)理順人物關(guān)系, 可以預(yù)測(cè)和判斷談話的目的或意圖,聽(tīng)力訓(xùn)練就會(huì)有的放矢?！奥?tīng)知”就是通過(guò)聽(tīng)來(lái)了解聽(tīng)力材料包含的基本內(nèi)容, 把W- question(where/when/what) 作為了解內(nèi)容的基本脈絡(luò)?！奥?tīng)記”就是聽(tīng)者應(yīng)記住談話中涉及的數(shù)據(jù)?！奥?tīng)析”要求學(xué)生聽(tīng)出對(duì)話中包含的“話里有話”、“弦外之音”或“即興幽默”等。

4.五步聽(tīng)力訓(xùn)練

( 1) 熱身聽(tīng):聽(tīng)出段落中出現(xiàn)的生詞, 如老師講解部分不能猜出詞義的生詞, 并抓住文化承載詞進(jìn)行背景介紹和文化滲透。

( 2) 搜索聽(tīng):通過(guò)who, where, when, what 提問(wèn),吸收聽(tīng)力材料所包含的.字面信息, 即直接能從文字中獲取的信息, 訓(xùn)練學(xué)生的集合思維和形象思維能力。

( 3) 思考聽(tīng):通過(guò)why, how來(lái)設(shè)計(jì)提問(wèn), 抓對(duì)聽(tīng)力短文深層次的理解, 弄清事物的因果關(guān)系, 訓(xùn)練學(xué)生的分析能力和抽象的邏輯思維能力。

( 4) 協(xié)商聽(tīng):通過(guò)聽(tīng)來(lái)抓主題句, 邊聽(tīng)邊討論,抓文章大意, 理解短文的中心思想, 讓學(xué)生為聽(tīng)力材料加主題或選主題, 訓(xùn)練學(xué)生對(duì)所聽(tīng)內(nèi)容的歸納能力。

( 5) 評(píng)價(jià)聽(tīng):通過(guò)老師設(shè)計(jì)的形成測(cè)試( 答問(wèn)、判斷、選擇) , 或通過(guò)聽(tīng)后做、聽(tīng)后寫(xiě)、聽(tīng)后制作等活動(dòng)來(lái)檢驗(yàn)聽(tīng)力成果, 老師可通過(guò)給予學(xué)生以恰當(dāng)評(píng)價(jià)來(lái)激發(fā)學(xué)生的成就動(dòng)機(jī)。

5. 單句聽(tīng)力訓(xùn)練“三字訣”: “分” “變”“準(zhǔn)”

“分”指注意力的合理分配, 具體來(lái)說(shuō)就是注意力的聽(tīng)前分配和聽(tīng)中分配?！奥?tīng)前分配”指在單句聽(tīng)力前的時(shí)間間歇區(qū)的注意力的分配。“聽(tīng)中分配”指在聽(tīng)句子時(shí), 聽(tīng)者分配一部分注意力進(jìn)行聯(lián)想或推理。

“變”指單句聽(tīng)力應(yīng)該進(jìn)行變速訓(xùn)練, 語(yǔ)速分別為80w/m、100w/m、120w/m、150w/m, 強(qiáng)化學(xué)生的應(yīng)變能力, 可進(jìn)行分句變速、分段變速、交替等方式來(lái)進(jìn)行。

“準(zhǔn)”要求學(xué)生迅速準(zhǔn)確地掌握信息。單句聽(tīng)力訓(xùn)練一般要求只聽(tīng)一遍, 不能重復(fù)播放。若有必須重復(fù)的單句聽(tīng)力材料, 可以隔日再聽(tīng)。

6.游戲聽(tīng)力訓(xùn)練

游戲是訓(xùn)練學(xué)生聽(tīng)力的一種特殊形式。它能激發(fā)學(xué)生聽(tīng)的興趣, 還能調(diào)動(dòng)他們進(jìn)行邏輯性的思維活動(dòng)。為加強(qiáng)游戲聽(tīng)力訓(xùn)練的客觀效果, 老師可以在課前錄制好聽(tīng)力帶:

Tom was holding a thin book when he said to Peter,“I will put this book on the floor of this room,andput nothing above it,I believe you can’t jump over it. ”“It’s an easy thing .”said Peter. But after Tom put thebook on the floor,Peter really couldn’t jump over it.Doyou know where Tom put the book? (In the corner ofthe room.)

7.聽(tīng)寫(xiě)法

聽(tīng)寫(xiě)法能訓(xùn)練學(xué)生的聽(tīng)力理解能力、瞬間記憶能力、速寫(xiě)能力, 以及訓(xùn)練學(xué)生聽(tīng)力的準(zhǔn)確性。聽(tīng)寫(xiě)根據(jù)實(shí)際可分為兩步聽(tīng)寫(xiě)和三步聽(tīng)寫(xiě)訓(xùn)練。對(duì)基礎(chǔ)較好的學(xué)生可進(jìn)行兩步聽(tīng)寫(xiě)。而對(duì)條件較差的學(xué)生可進(jìn)行三步聽(tīng)寫(xiě)教學(xué): ①聽(tīng)句會(huì)意: 要求學(xué)生盡量聽(tīng)懂大意, 聽(tīng)后復(fù)述, 學(xué)生可以復(fù)述句子的片段,能復(fù)述多少不限; ②再聽(tīng)完整復(fù)述, 憑記憶寫(xiě)出句子; ③重聽(tīng)檢驗(yàn), 修正句子。

其實(shí)聽(tīng)力的培養(yǎng)并不難, 只要師生都樹(shù)立信心,盡可能多地抓住實(shí)踐機(jī)會(huì), 堅(jiān)持不懈地進(jìn)行大量反復(fù)的練習(xí), 定會(huì)不斷地提高聽(tīng)力水平。

英語(yǔ)英文版教案 篇6

acquire習(xí)得

active l vocabulary 積極外語(yǔ)詞匯

bilingual 雙語(yǔ)的

classification 分類

communicative ability 交際能力

communicative function 交際功能

a communication-oriented activity 以交際為中心的活動(dòng)

comparison and contrast 比較和對(duì)照

cross lingual technique 跨語(yǔ)言（教學(xué)）法

equivalent expression 相對(duì)應(yīng)的表達(dá)

flt(foreign language teaching) 外語(yǔ)教學(xué)

free interpretation 自由口譯

functional equivalent 功能對(duì)應(yīng)的表達(dá)

grammar formula 語(yǔ)法公式

initial 首字母縮寫(xiě)詞

l proficiency 外語(yǔ)水平

language proficiency 語(yǔ)言水平

plural noun 復(fù)數(shù)名詞

privacy 隱私

reference system 參照系統(tǒng)

similarities and differences 異同點(diǎn)

style 風(fēng)格

taboo 禁忌

target culture 目標(biāo)語(yǔ)文化

teaching/learning technique 教/學(xué)方法

third person singular 單數(shù)第三人稱

word list 單詞表

conversion drill 轉(zhuǎn)換練習(xí)

decode 解碼

demonstration：示范

encode 編碼

information gap 信息溝

inhibition 約束，抑制

interaction 交互作用，互動(dòng)

mechanical drills 機(jī)械操練

motivation 動(dòng)力

nonverbal 非言語(yǔ)的

pantomime 啞劇，用手勢(shì)表達(dá)

participation 參與

receptive 接受性的

scenario 劇本

stimulate 激發(fā)

stimulus 刺激，促進(jìn)因素

substitution drills 替換練習(xí)

target language 目標(biāo)語(yǔ)，指要學(xué)習(xí)的語(yǔ)言

unpredictability 不可預(yù)見(jiàn)性

cluster sampling 整群抽樣

cohort design 類似群體設(shè)計(jì)

control variable 控制變量

criterion group design 標(biāo)準(zhǔn)組設(shè)計(jì)

dependent variable 依變量

expectancy effect 期望效應(yīng)

experimental mortality 實(shí)驗(yàn)死亡率

external change 外部變化

external validity 外部效度

history 歷史

independent variable 自變量

instability 不穩(wěn)定性

instrumentation 手段

interaction of several factors 因素的交互組合

internal change 內(nèi)部變化

internal validity 內(nèi)部效度

interrupted time series design 間斷時(shí)間次序設(shè)計(jì)

maturation 成熟

moderator variable 調(diào)節(jié)變量

non-designs 前實(shí)驗(yàn)設(shè)計(jì)

nonequivalent dependent variables design 非等值依變量設(shè)計(jì)

observational techniques 觀察技巧

one-group posttest-only design 一組實(shí)驗(yàn)后測(cè)試設(shè)計(jì)

one-group pretest-posttest design 一組實(shí)驗(yàn)前后測(cè)試設(shè)計(jì)

operational definition 操作定義

outcome variable 結(jié)果變量

posttest-only control group design 只有實(shí)驗(yàn)后測(cè)試的控制組設(shè)計(jì)

prestest-posttest control group design 實(shí)驗(yàn)前后測(cè)試的控制組設(shè)計(jì)

pretesting 前測(cè)試

quasi-experimental designs 準(zhǔn)實(shí)驗(yàn)設(shè)計(jì)

questionnaire 問(wèn)卷調(diào)查

quota sampling 定額抽樣

random sampling 隨機(jī)抽樣

repeated treatment design 反復(fù)處理設(shè)計(jì)

research hypothesis 研究假設(shè)

selection 選擇

statistical regression 統(tǒng)計(jì)回歸

systematic sampling 系統(tǒng)抽樣

true experiment 真正的實(shí)驗(yàn)

untreated control group design with pretest and posttest

language learning objective 語(yǔ)言學(xué)習(xí)目標(biāo)

curriculum 課程目標(biāo)

action and interaction 作用和相互作用

examination prescription 考試指南

philisophy of teaching 教學(xué)觀念

practicality 實(shí)用性

pragmaticality 實(shí)效性

motivational drive 動(dòng)力驅(qū)動(dòng)

reality 現(xiàn)實(shí)性

learning strategy 學(xué)習(xí)策略

terminal objective 結(jié)果目標(biāo)

enabling objective 過(guò)程目標(biāo)

evaluation 評(píng)價(jià)

formative assessment 形成性測(cè)試

assignment 作業(yè)布置

language acquisition 語(yǔ)言習(xí)得

individual difference 個(gè)體差異

auditory 聽(tīng)覺(jué)

scientificity 科學(xué)性

variety多樣性

flexibility 靈活性

creativity 創(chuàng)造性

learner-centered 學(xué)生中心

awareness of syllabus 大綱意識(shí)

contextualized setting 語(yǔ)境

affirmative answer 肯定回答

allocation of roles 角色分配

assessment 評(píng)估

assessor 評(píng)估者

bilabial 雙唇音

brainstorm 集思廣益/大腦風(fēng)暴

chinese pinyin 漢語(yǔ)拼音

closed pairs 練習(xí)式結(jié)對(duì)活動(dòng)

designing 設(shè)計(jì)

communicative ability 交際能力

communicative function 交際功能

content feedback 內(nèi)容反饋

consonant clusters 輔音連綴

compulsory course 必修課

classroom teaching 課堂教學(xué)

demonstration 示范，演示

demonstrator 示范者，演示者

diphthong 雙元音

elicitation 誘導(dǎo)，引出

evaluation 評(píng)價(jià)

exponents 范例

feedback 反饋

form feedback 形式反饋

falling tone 降調(diào)

fluency practice 流利度訓(xùn)練

group work 小組活動(dòng)

information gap 信息溝

instructor 指導(dǎo)者

intensive reading 精讀

interactional language 交際性語(yǔ)言

intonation 語(yǔ)調(diào)

indoor activities 室內(nèi)活動(dòng)

jazz chants 爵士樂(lè)

jigsaw games 拼圖游戲

language units 語(yǔ)言單位

language input 語(yǔ)言輸入

language proficiency 語(yǔ)言熟練度

manners of articulation 發(fā)音方法

mime 模擬, 模仿

monitor 監(jiān)督者，監(jiān)督者

nasals 鼻音

noughts and crosses 拼字游戲

open pairs 演示性接對(duì)活動(dòng)

organizer 組織者

outdoor activities 室外活動(dòng)

pair work 結(jié)對(duì)活動(dòng)

participation 參與

places of articulation 發(fā)音部位

practice stage 實(shí)踐階段

procedure 步驟

prompts 提示性語(yǔ)言

pronunciation practice 語(yǔ)音練習(xí)

quiz 知識(shí)小測(cè)驗(yàn)

remedial measures 補(bǔ)救性措施

rhyme 韻律

rhythm 節(jié)奏

rising tone 聲調(diào)

received pronunciation 標(biāo)準(zhǔn)語(yǔ)音

role plays 角色扮演

safety coefficient 安全系數(shù)

scan 略讀

skim 快讀

supplementary form 補(bǔ)充形式

supervisor 督促者

stress 重音

structure practice 結(jié)構(gòu)練習(xí)

teaching syllabus for full-time secondary schools 全日制中學(xué)教學(xué)大綱

tongue twisters 繞口念

vocal organs 發(fā)音器官

vocabulary practice 詞匯練習(xí)

alphabet chart 字母表

authentic printed material 原文材料

flip chart 瀏覽圖表

grammar chart 語(yǔ)法圖表

jefc 初中英語(yǔ)

model 模型

object visual 實(shí)物教具

phonetic chart 語(yǔ)音圖表

picture flash card 圖畫(huà)卡片

questionnaire 問(wèn)卷

sentence building card 組句卡

sentence building grid 組句表格

speech organ 發(fā)音器官

syllable wheel 音節(jié)風(fēng)車

teaching aids 教具

visuals 可視教具

wall picture 墻畫(huà)

wall poster 墻貼

word building card 組詞卡

word flash card 單詞卡片

word map 聯(lián)想圖表

word slide 單詞滑梯

work card 練習(xí)卡

work sheet 分發(fā)材料

blackboard arrangement 黑板布局

board writing 板書(shū)

dynamic person 動(dòng)態(tài)人物畫(huà)

full cursive 草體

inanimate object 靜物

main board writing 主板書(shū)

minor board writing 副板書(shū)

printing style 印刷體

simple blackboard drawing 黑板簡(jiǎn)筆畫(huà)

simple cursive 簡(jiǎn)單草體；行體

simple picture 簡(jiǎn)筆畫(huà)

static image 靜物畫(huà)

stick figure 簡(jiǎn)筆人物畫(huà)

writing style 書(shū)體，字體

web 網(wǎng)狀圖形

active listening積極聆聽(tīng)

agenda議程

attention span注意力

automatic reaction機(jī)械反應(yīng)

classroom interaction課堂互動(dòng)

classroom routine課堂常規(guī)

communicating style傳播風(fēng)格

communication model交際模式

consultant咨詢者

cyclical (sequence)循環(huán)次序

facilitator協(xié)助者

follow-up跟蹤練習(xí)

group work activities小組活動(dòng)

half dialogue補(bǔ)全對(duì)話

information gap信息溝

instructor指導(dǎo)者

linear sequence線性次序

loss of control（課堂）失控

motivation動(dòng)機(jī)

questioner提問(wèn)者

remedial teaching糾錯(cuò)教學(xué)

rhetorical devices修辭手法

pair work activities結(jié)對(duì)活動(dòng)

personalizing個(gè)體化

prompts提示

repetition dialogue重復(fù)對(duì)話

substitution dialogue替換

sequencing次序安排

supervising監(jiān)督，管理

the need to communicate交際需求

transmission model傳授模式

whole class work activities全班活動(dòng)

allophonic : 音位變體的，語(yǔ)音變體的。

articulation: 發(fā)音動(dòng)作，發(fā)音。

consonant clusters 輔音

content words 實(shí)詞

contraction: 縮略形式。

discrimination: 辨別。

form words 虛詞

homophones: 同音異形詞

inflection: 變音；轉(zhuǎn)調(diào)；語(yǔ)音的抑揚(yáng)變化。

jingle: 疊韻的詩(shī)句。

lateral consonant 邊輔音

linking of souds 音的連讀

mimicry 模仿

minimal pair: 最小對(duì)立體。

nasals 鼻音

ongoing 持續(xù)的

oral cavity 口腔

phoneme：音位（語(yǔ)音的最小單位）；音素。

prosodic feature: 韻律特征。

remedial teaching (此處為)糾音教學(xué)法

rhythm: 節(jié)奏。

segment: 單位；切分成分。

segmental phoneme：切分音位。

sight words: 同形異音詞

soft palate 軟腭

super segmental phoneme: 超切分音位

utterance: 發(fā)聲，表達(dá)，話語(yǔ)（指兩個(gè)停頓或可能的停頓之間的一串言語(yǔ)，通常在話語(yǔ)的末尾用上升或下降的終端連音表示）。

vibration 振動(dòng) 共鳴

willy-nilly:不管愿不愿意。

anticipate 預(yù)測(cè)

brainstorm 集思廣益

chunk 片語(yǔ)

coherent unity 前后一致的整體

command 命令句

competence 能力

compile 收集

comprehensive recognition 理解性認(rèn)知

conjunction 連接詞

context 語(yǔ)境，上下文

coordinator 協(xié)調(diào)連詞

creative writing 創(chuàng)造寫(xiě)作

cursive 手寫(xiě)體

diagram 圖表，圖集，文圖

diction 語(yǔ)言風(fēng)格

exclamation 感嘆句

feedback 反饋

framework 框架

gap filling 填空

genre 風(fēng)格，體裁

highlight 標(biāo)明

incorporate 包括，納入

information explosion 信息爆炸

interaction 交流，合作

interior relation 內(nèi)在的聯(lián)系

jigsaw writing 割畫(huà)寫(xiě)作

linker 連接詞

matching words 詞組填空

morphology 形態(tài)

muddled 亂序的

ohp overhead projector 投影儀

pattern drills 句型練習(xí)

picture writing 看圖寫(xiě)話

pie chart 餅型圖表

proofread 審讀

punctuation 標(biāo)點(diǎn)

readership 讀者

rearranging scrambled sentences 亂句重組

reference注解

resulting text 完成稿

revise 校訂

rhetorical purposes 修辭目的

semantic 語(yǔ)義的

sentence chains 句子連接

sentence combining 句子組合

sentence completion 完成句子

sentence judging and making 判斷句子和造句

sentence linking 連句成段

sequencer 順序詞

statement 陳述句

structurally complete 結(jié)構(gòu)完整

substantial guidance 大量的指導(dǎo)

syntax 句法

transcend 超越

transformation 轉(zhuǎn)換

transition 過(guò)渡連接

treasure hunt 尋寶

comprehensible input 有意義輸入

cue 提示詞

chain drill 鏈?zhǔn)讲倬?/p>

deductive method 演繹法

function 功能

inductive method 歸納法

morpheme 詞素

multi- slot substitution 多成分替換

morphology 詞法

syntax 句法

the grammar translation method 語(yǔ)法翻譯法

transformation drill 轉(zhuǎn)換練習(xí)

single-slot substitution 單一成分替換

backgroud knowledge 背景知識(shí)

bottom-up processing 自下而上認(rèn)識(shí)法

communicative competence交際能力

decode解碼

encode編碼

information input/output信息輸入/輸出

interactional purpose 互動(dòng)目的

lead-in導(dǎo)入

linguistic competence語(yǔ)言能力

phatic寒暄

top-down processing自上而下認(rèn)識(shí)法

transactional purpose 信息傳遞目的

code 語(yǔ)碼

a system of words, letters, numbers, etc.

decode 解碼

to discover the meaning of a code

encoding 編碼

putting … into a code

decoding 解碼

discovering the meaning of a code

skimming 掠讀

skimming means reading quickly to get the gist, i.ethe main idea of the text

it is the method in which the reader reads only the first sentence of each paragraph of a whole passage and then recalls everything and identifies the most important pointsafter that he/she sets a goal for the assignment and plans how to do intensive reading of the entire document at a slower pace

scanning 略讀

scanning means to read and locate specific information such as figures, schedules, tables, news heading, etcthe key point in scanning is that students have something in their mind and they should ignore the irrelevant parts when reading

top-down approach 自上而下模式

it is a model of teaching reading in which the teacher teaches the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page.

bottom-up approach 自下而上模式

it is a reading model that follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text

distinguishing 辯識(shí)

finding the main idea from supporting details

predicting 預(yù)測(cè)

guessing what is coming next

sqr strategy sqr閱讀策略

sqr is a five-step procedure made up of surveying, questioning, reading, reciting, and reviewing, which can be used for reading a variety of reading materials, including textbooks and journal articles, as long as the structure or organization of the material is not too complex.

the first step is to survey the material for content and organization to create a mental map of the text and selective reading;

the second step is to predict questions that may be answered by the material on the basis of the survey to serve as an individualized knowledge framework or template of the passage to which details may be added later;

the third step is to read the assignment one section at a time for content, search for relationships among the main ideas and their supporting details, look for information that answers the predicted questions, and take note of unexpected ideas;

the fourth step is to recite to actively make mental connections among main ideas and details;

finally, review the entire chapter or article to see how the information fits together.

pqr strategy pqr閱讀策略

pqr strategy is a six-step process that involves previewing, questioning, reading, reflecting, reciting, and reviewing

the first stage is to preview the material for content and organization to create a mental map of the text and selective reading;

the second step is to predict questions that may be answered by the material;

the third stage is to carefully read the complete text, unlike sqr to read section by section, recording notes in the margin or underlining important information that answers the predicted questionsin this stage, reflection phase, information from the entire chapter or article is linked togetherthe reader should attempt to develop insight into the topic and make associations among the important material noted while reading

the fourth stage, recitation, involves summarizing the main points and supporting details of the complete text

in the final stage, review, make sure the predicted questions have been answered and that the author's purpose is fully understood

rap strategy rap閱讀策略

the rap strategy is a three-step approach involves reading, asking questions, and paraphrasing, which targets the reader's ability to understand main ideas and supporting details by emphasizing paraphrasing skills

read one paragraph of the text at a time;

ask oneself what the main idea of the paragraph is, then;

paraphrase the identified details supporting the main idea finally and record them.

reap strategy reap閱讀策略

the reap strategy is a four-step strategy that involves reading, encoding, annotating, and pondering, armed with ten varieties of annotations, each focusing on different aspects of a text, that help to improve student writing skills, meta-cognitive awareness, and comprehension of main ideas

the first step of the strategy is to read the text.

after reading the text, the information is paraphrased (encoded) by the student into his/her own words in the second step

annotation of a text that explains and/or critique the text is made in the third stepdifferent aspects of the text are handled differently when writing annotationsall together there're ten annotations, namely, summary annotation; thesis annotation; question annotation; critical annotation; heuristic annotation; intention annotation; motivation annotation; probe annotation; personal view annotation; inventive annotation.

in the fourth step the student evaluates (ponder) the annotation for accuracy and completenessthe teacher should consider how the text relates to other readings, to course objectives, and to classroom activities.

snips strategy snips閱讀策略

the snips strategy is a five-step reading approach for facilitating on-line processing through interpretation of visual aidsthe steps are: to start with questions, to note what can be learned from hints, to identify what is important, to plug the important matters into the chapter, and see if you can explain the visual to someone

the first step is to start with questions like “why am i looking at this visual aid?” the reader then asks questions to determine what kinds of information on which to focus, depending on the type of visual aid presented

in the second step, note what can be learned from hints, look for hints or clues about the meaning of the visual aid in the title, caption, lines, numbers, or colorsand activate prior knowledge as it relates to the subject

identify the main idea of the graphic in the third step.

plug the important matter into the chapter in the fourth stepconsider how the visual aid relates to the main ideas of the chapter or article

in the last step, see if you can explain the visual to another person or just explain it aloud to yourself if no one is available.

prsr strategy prsr閱讀策略

prsr stands for preview, read, self-test, and reviewtext organization, paraphrasing, and self-evaluation are stressed in prsr strategy.

in previewing stage, read the title, introduction, the headings and subheadings to determine the main ideas covered in the textexamine the illustrations for additional informationlook at the words in italics or bold printread the summary and then skim any review questions or discussion questions at the end of the chapter

in reading stage, form the headings into questions and then read with the goal of answering those questionsidentify important points by underlining or taking notesclarify meanings further with visual imagery

in self-testing step, monitor understanding by answering self-made questions as well as review and discussion questions at the end of the chapter without referring to the textuse summaries to organize important informationtry explaining key ideas and concepts to another person

for reviewing check answers to review questions against the textreconsider information that was forgotten or misunderstoodrepeat the self-test and review stages until the material is masteredthen review periodically to keep the information in long-term memory

pror strategy pror閱讀策略

the pror strategy involves pre-reading, reading, organizing and reviewing

in pre-reading stage, use the title, headings, introduction, and summary to form questions to guide readingrecall prior knowledge related to the subject to form more questions

in the second stage, read with the goal of answering the questionsannotate key concepts, supporting details, and examplesconsider how illustrations relate to the text

in organizing stage, develop rehearsal strategies to organize the important information and commit it to memoryanswer the questions aloudcompare the text to lecture material

last, reduce the information to the bare essentialstarget the information that was uncleartalk through the material to yourself or another student

parts strategy parts閱讀策略

the parts strategy is a five-step procedure that guides students in carefully reading an assignment in order to enhance learningthe five steps are: to perform goal setting, to analyze little parts, to review big parts, to think of questions you hope will be answered, and last, to state relationships

for the perform goal setting stage, consider the reason you are analyzing the text parts.

in analyzing little parts stage, divide the text into parts, such as title, headings, visuals, and wordsanalyze one part at a timeexplain the information included in each partthen, based on one part, predict what the next part will discussafter reading all parts, tie them together.

during the review big parts stage, review the introduction and summary of the textsearch for signal words, such as “the most important” or “the purpose is,” that indicates the main ideasdecide what the author's main goal or purpose isrelate the new information to knowledge you have already read about the subjectparaphrase the main ideas into your own words

in the think of questions you hope will be answered stage, identify your own questions based on titles and headings, previous knowledge, and predictionscheck the questions at the end of the text

for the last stage, state relationships, consider how the text relates to other texts in the unitconsider how the text relates to the course objectives indicated on the syllabusconsider how the text relates to what you already know about the subject

dissect strategy dissect閱讀策略

dissect stands for discover the word's context, isolate the prefix, separate the suffix, say the stem or root word, examine the stem or root word, check with someone, and try the dictionaryit is a word identification strategy

it emphasizes the systematic analysis of a word using context and word element clues

cssd strategy cssd閱讀策略

the cssd strategy is a four-step procedure combining a number of approaches for learning vocabulary words and meaningssccd stands for context, structure, sound and dictionary

the first step is to consider the context of the word

the second step is to break the word into smaller parts and look for familiar prefixes, root words, and suffixes

the third step is to analyze the word phonetically by breaking it into units of sound.

if these methods do not work, consult the dictionary in the last step

vocab game 詞匯游戲

the vocab game is for students to determine the meanings of out-of-context words through an understanding of morphemes, word parts, and etymology (word origins).

the steps of the vocab game are: to divide the class into groups, to discuss and select vocabulary words, to select a scorekeeper and recorder, to present the words, to define the words, to analyze the words, to check the definitions, to record points, to do group discussion, to record the word lists, and to evaluate the students.

the patterned language approach 模式語(yǔ)言策略

the patterned language approach is to practice word identification skills with an emphasis on word meaning

it follows these steps: to select the reading material, to read the selected material, to make and match text strips, and to write word cards.

the creative mapping strategy 圖式閱讀策略

the creative mapping strategy is to use pictorial images to help students recognize the organization of information in content readings and reorganize the main ideas and details of the text

guided reading 指導(dǎo)性閱讀

guided reading refers to timed reading conducted in class under the control and guidance of the teacher

pre-reading activities 閱讀前活動(dòng)

we mean tasks/activities that students do before they read the text in detail.

a transition device 轉(zhuǎn)換方式

a transition device is the way to transfer information from one form to another

referential words 指示詞

referential words are words such as pronouns to refer to people or things already mentioned previously in the context

making inferences 推理

making inferences means “reading between the lines” it requires the reader to use background knowledge in order to infer the implied meaning of the author.

role-play 角色表演

role-play is a very common language learning activity where students play different roles and interact from the point of view of the roles they play.

subvocalization 默念

subvocalization means a more subtle type of saying the words, also called thinking each word without actually moving the lips or tongue.

英語(yǔ)英文版教案 篇7

初中英語(yǔ)說(shuō)課稿（英文版）

a. New wrds and phrases

b. Sentence pattern: If- clause

c. iprve their reading sills.

d. Taling abut prbles f the Earth.

6. 說(shuō)教學(xué)難點(diǎn) teaching difficult pints (語(yǔ)法；發(fā)展交際能力)

a. functinal ite: Suppsitin.

b. Develp their cunicative abilit. Act ut their wn dialgue.

7. 說(shuō)教具 teaching aids (ulti-edia cputer, sftware, OHP)

The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie, it aruses the Ss’ interest in learning English.

二、說(shuō)教法 Teaching ethds

Five step ethd; audi-vide; cunicative apprach;

Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.

三、說(shuō)學(xué)法 Stud ethds

1. Teach Ss hw t be successful language learners.

2. Teach Ss hw t develp the reading sill — si ≈ scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;

3. Get the Ss t fr gd learning habits.

四、說(shuō)教學(xué)過(guò)程Teaching prcedures

I. 復(fù)習(xí) (Revisin) 5in (Dail reprt; 詞匯diagra; brainstring; activate scheata)

Activit 1: Iaginatin

1). Suppse a bttle f in is turned ver and dirties ur white shirt, what is t be dne? (Wash it? Or thrw it awa?)

2). Suppse u catch a bad cld, what’s t be dne?

3). Suppse ur bie is bren, what’s t be dne?

4). And suppse the earth, n which we all live, is daaged, what’s t be dne?

* What can u thin f when u see “pllutin” this wrd?(waste, envirnent, air, water, factr, desert, cliate... Tr t activate the Ss scheata regarding the tpic f pllutin.)

II. 呈現(xiàn) (Presentatin) 5in

Activit 2: Presentatin

Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)

A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.

Ss’ presentatin n pllutin. Attract their attentin, aruse their interest, and create a gd atsphere fr cunicatin.

* Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.

III. 對(duì)話 / 閱讀 (Dialgue)18

1. Pre- reading

Activit 3: Predictin

1st listening/ fast reading, ne guided Q t help Ss t get the ain idea:

What d u thin is discussed at the cnference?

2. While- reading

Activit 4: Read and answer

2nd listening/ careful reading, re Qs t get the detailed infratin. Develp their reading sills: si ≈ scan. Pa attentin t the prnunciatin, stress ≈ intnatin.

* 閱讀: Pre-reading; while-reading; pst-reading (fast reading/ careful reading; si/ scan; 識(shí)別關(guān)鍵詞e wrds；確定主題句；創(chuàng)設(shè)信息差infratin gap；T r F; 填表格chart/diagra; Predicting; Mae a tieline; Mae a str ap。達(dá)到對(duì)課文的整體理解和掌握。S that the can have a gd understanding f the whle text.)

3. Pst- reading

Activit 5: Language fcus

While Ss are answering the Qs, the teacher deals with se e language pints.

a. is being caused b. and s n c. g n ding

d. be fit fr e. standing r f. if- clause

IV. 操練 (Practice) 10

Activit 6: Retell

Use ur wn wrds t retell the dialgue in the 3rd persn.

Activit 7: Acting ut

Activit 8: Drill – Suppsitin

Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113, wb Ex. 3)

(Retell; act ut; rle pla)

V. 鞏固 (Cnslidatin) 6

(Discussin; interview; press cnference; debate; quiz)

Activit 9: rle pla

Suppse u were head f a village, scientist, urnalist and villager, ae up a cnversatin and as several grups t denstrate in frnt f the class.

* The Ss are encuraged t use the wrds and expressin_rs lie pllutin, daage, be fit fr, turn int, the if- clause, etc.

Activit 10: Discussin

Thin f the questin: Are we causing daage t the wrld?

What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?

Cllect their answers and fr a reprt.

VI. 作業(yè) (Hewr) 1 (Writing; cntinue the str; recite; retell)

Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.

五、說(shuō)板書(shū)B(niǎo)lacbard design

英語(yǔ)英文版教案 篇8

一、說(shuō)教材

本課時(shí)包括A部分的Let's learn和Let's do，其內(nèi)容主要是學(xué)習(xí)常見(jiàn)的動(dòng)物單詞。在日常生活中我們會(huì)接觸到很多小動(dòng)物，如何讓學(xué)生學(xué)會(huì)用英語(yǔ)來(lái)表達(dá)這些動(dòng)物的名稱是本單元所要學(xué)習(xí)的教學(xué)內(nèi)容。依據(jù)教材的內(nèi)容和學(xué)生的年齡特征及認(rèn)知水平，確定以下目標(biāo)：

1、能聽(tīng)說(shuō)、認(rèn)讀六個(gè)有關(guān)動(dòng)物的單詞。

2、能在Act like a……的指令下模仿小動(dòng)物的動(dòng)作。

二、說(shuō)重點(diǎn)和難點(diǎn)

本課時(shí)教學(xué)重點(diǎn)是學(xué)習(xí)六個(gè)有關(guān)動(dòng)物的詞匯。教學(xué)難點(diǎn)是靈活運(yùn)用所學(xué)單詞進(jìn)行口語(yǔ)交際。突破重難點(diǎn)的關(guān)鍵是結(jié)合低年級(jí)學(xué)生喜歡游戲的特點(diǎn)，掌握知識(shí)，并靈活地運(yùn)用。

三、說(shuō)教法

為了順利完成以上教學(xué)目標(biāo)，更好地突出重點(diǎn)，突破難點(diǎn)，按照學(xué)生認(rèn)知規(guī)律，我采用了講讀、游戲法和全身動(dòng)作反應(yīng)法相結(jié)合的方法，層層遞進(jìn)，激發(fā)學(xué)生的學(xué)習(xí)興趣，保持他們強(qiáng)烈的好奇心和旺盛的求知欲，進(jìn)而促使他們由興趣發(fā)展到產(chǎn)生要學(xué)好的志趣。

四、說(shuō)學(xué)法

鑒于本課詞匯的特點(diǎn)及學(xué)生現(xiàn)有知識(shí)水平，我準(zhǔn)備引導(dǎo)學(xué)生聽(tīng)、看、說(shuō)、做來(lái)逐步引導(dǎo)學(xué)生表達(dá)動(dòng)物名稱，發(fā)展學(xué)生的語(yǔ)言思維和運(yùn)用能力。同時(shí)多表?yè)P(yáng)，勤鼓勵(lì)，使不同層次的學(xué)生都有學(xué)習(xí)積極性，在知識(shí)上均有提高。

五、說(shuō)教學(xué)流程

1、熱身

利用歌曲How are you？使學(xué)生的注意力和興趣集中到課堂。

2、新課呈現(xiàn)

學(xué)習(xí)動(dòng)物單詞是本課的教學(xué)重點(diǎn)。先讓學(xué)生觀看動(dòng)物樂(lè)隊(duì)出場(chǎng)的畫(huà)面，吸引學(xué)生的注意力，然后逐一引出單詞，教讀單詞。

3、趣味操練用各種游戲，讓學(xué)生在玩中操練所學(xué)內(nèi)容。

4、回顧

對(duì)本課所學(xué)內(nèi)容進(jìn)行小結(jié)，讓學(xué)生對(duì)所學(xué)知識(shí)有一個(gè)總體的了解。