英语教案
一、什么是教案
教案是教师为顺利而有效地开展教学活动,根据课程标准,教学大纲和教科书要求及学生的实际情况,以课时或课题为单位,对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书。教案包括教材简析和学生分析、教学目的、重难点、教学准备、教学过程及练习设计等。
二、英语教案(精选24篇)
作为一名辛苦耕耘的教育工作者,往往需要进行教案编写工作,借助教案可以提高教学质量,收到预期的教学效果。那么应当如何写教案呢?下面是小编收集整理的英语教案(精选24篇),希望对大家有所帮助。
英语教案1
知识目标:
(1)能听说,认读对话,重点掌握句型:
What do you do on Saturdays/Sundays?及其回答I often …并能结合实际情景进行运用。
(2)能运用句型What do you do on weekends?及其回答I often …完成pair work。
能力目标:
培养学生听、说和灵活运用语言的能力,培养学生动手操作的能力
情感目标:
使学生懂得珍惜时间的重要性,既要抓紧校内时间的学习,又要合理地利用周末,做到有张有弛,劳逸结合。
学习策略:
通过pair work的学习,使学生在学习过程中注重合作式学习。
教学重点:
掌握句型What do you do on Saturdays/Sundays?及其回答I often …
教学难点:
能在实际情景中灵活运用上述句型进行交际。
课前准备:
①教师准备录音机,动词词组卡片,挂图,表格。
②课前让学生按要求制作表格
教学过程:
一、 warm-up
策略一,歌曲,游戏教学法
①Sing a song: My Days of the week
②Game: Golden eyes
教师出示几张已学过的动词词组卡片。do home work, read books, playcomputer games, play football, watch TV …让学生快速地看了一遍,要求学生说出所看到的动词词组,谁说得又多又快就为胜者。
(策略分析;利用歌曲,游戏活跃课堂气氛,使学生的注意力回到课堂,学生情趣大开。)
策略二;语言交际法
③Greeting
T: What day is it today?
S: It’s Monday.
T: What do you have on Mondays?
S: I have …
T: What do you do on Saturdays/Sundays?
S: I often …
(分析;师生自由交流,增深师生情感,又为以下的教学内容作好知识的辅垫。)
二、Presentation
策略三直接观察,表达法
A、出示课本中Let’s try的挂图,让学生先说说ChenJie和Mike的活动。再让学生听完录音回答问题,并做出选择。
①What does ChenJie do on Saturdays?
②What does Mike do on Sundays?
B、让学生互相询问对方的周末安排。
(分析;让学生根据挂图说说ChenJie和Mike的周末活动,将听与说相结合,适当降低Let’s try听力练习的难度,同时也培养学生运用句型进行口头交流的能力。)
策略四;游戏教学
C、Play a game“快乐大转盘”,转动标有动词词组的快乐圆盘,停在哪个词,学生就以该词作为活动进行问答。
①例:T:What do you do on Saturdays/Sundays?
S:I often ….
…
②学生转圆盘并询问其他学生。
(分析;这项游戏体现了教师只是引导者,而学生就是主体,游戏激发了学生的学习兴趣,吸引了学生的注意力,学生能够愉快,灵活地学习语言。在玩中学,学中玩中巩固所学句型。)
策略五;激励法
D、①让学生听Let’s talk的内容并回答问题。
What does ChenJie do on Saturdays?
What does ChenJie do on Sundays?
(分析;对回答对的学生进行奖励,激发学生的积极性,活跃课堂气氛。)
②教师带读课文,学生齐读课文,个别学生读课文。
(分析;对读好课文的学生给予表扬,激发他们学习英语的兴趣,提高学生的阅读能力。)
英语教案2
活动准备:
1、木偶一个。
2、红苹果、绿橘子、黄香蕉、蓝气球各一个。
3、红、绿、黄、蓝颜色颜料、可乐瓶子两个
活动过程:
一、复习颜色单词,引出活动。
以木偶和幼儿打招呼,复习上次活动单词,并引出新单词。
师:1、“Hello Hello”是谁在和小朋友打招呼啊?(Mary)
2、出示红苹果What’s this?(这是什么?)苹果是什么颜色的呢?用英语怎么说?
3、出示绿橘子What’s this?那这个又是什么颜色的呢?用英语说。
4、小朋友真棒,表扬表扬自己。(Very Very Good)
二、学习新单词。
1、yellow
Mary拿出黄香蕉,What’s this? 它是什么颜色的?黄色的英语叫“yellow”,全体幼儿看着香蕉跟着老师说“yellow”,走一圈请幼儿边摸香蕉边说“yellow”并采用变换高低请幼儿用不同音量读单词。
2、blue
Mary出示蓝气球,What’s this? 它的颜色是什么?蓝色叫“blue”,全体幼儿看着气球跟着老师说“blue”,教师利用吹气球的方式请幼儿根据气球大小用不同音量来读单词,然后再放气慢慢变小来读,可请配班老师帮着吹气球,老师带着幼儿读,注意停顿,并读清楚。
3、分组读单词.....................
一、活动内容:字母Y,短语Good night
二、活动目标:
1、通过多种游戏形式学习字母Y,知道Y,Y,拉链Y;
Y for yellow,学习短语:Good night.复习Good morning.
2、引导幼儿读准字母单词的发音,培养对英语活动的热情和兴趣。
三、活动准备:
字母Y卡片、带有拉链的衣服、饮料瓶三个(瓶盖涂上黄色颜料)、小扇子(正反面各有太阳和月亮)
四、活动过程:
1、问好:
(1) 师生问好。
(2) 引导幼儿向家长老师们问好。
2、热身:Hands up , hands down.
3、正课:
(1) 学习字母Y:
让幼儿Close your eyes, 出示字母卡片Y,说明Y很象拉链,引出YY拉链Y,并通过游戏“修拉链”训练幼儿的发音。接着出示黄色饮料,说明Y的好朋友是yellow,通过游戏“变魔术”训练Y for yellow.
(2) 学习短语Good night。
A、 手指游戏:手指变魔术很累了,要睡觉了,跟它们说:“Good night.” 天亮了,要起床了,说:“Good morning.”
英语教案3
一、教学内容
《牛津小学英语·5b》 unit 3 hobbies(第一课时)
二、教学目标
1 能正确地理解、掌握对话内容,并能朗读、初步表演对话。
2 能正确地听、说、读、写单词:collect, a stamp, beautiful, a classmate, a ship, an animal。
3 能正确地运用对话中的词组和日常交际用语:take photos, show us his stamps, please.
here they are.
4 能正确地理解并运用句型do you have any hobbies? do you like…? yes, i do.
no, i don’t. he/she likes…
5 能初步理解主语为第三人称单数时动词的变化形式。
6 初步熟悉歌曲:hobbies。
三、教学重点
能正确理解对话内容并能朗读和初步表演对话。
四、教学难点
1 能比较流畅地朗读对话,并能在掌握对话的基础上分角色表演对话。
2 能初步理解主语为第三人称单数时动词的变化形式。
五、课前准备
1、一本有中国发行的船类和动物类邮票。
2、一架照相机。
3、read and say 部分的投影片。
4、录音机和磁带。
六、教学过程
a free talk
eg: good morning./how are you?/what day is it today?/what lessons do you have in the morning/afternoon?/what subject do you like? do you like…?
b presentation and practice
1 t:(出示一张印有花卉的邮票)what’s this? it’s a stamp.
drill: stamp
t: look at this stamp. what’s this?
ss: it’s a flower.
t: yes, it’s beautiful.
drill: beautiful
2 t(出示一张印有船的邮票)look. there’s a ship on the stamp. it’s a ship stamp.
drill: ship
3 t:(出示几张印有动物的邮票)what’s this on the stamp?
ss: there’s a dog on the stamp.
t: yes, the dog is an animal. it’s an animal stamp.
(出示一张印有其他动物,如熊猫的照片,重复以上的对话)
t: they are animal stamps.
drill: animal
4 t:(出示一本邮册)i like collecting stamps. look, i have many stamps. they are beautiful. do you like collecting stamps?
ss: yes, i do./no, i don’t.
drill: collect/collect stamps.
5 t:(拿出一本相册)i like collecting photos.
(拿出照相机拍照)i like taking photos, too.
drill: photo/take a photo.
practise: the students say and do.(take a photo)
6 t:(请一男生和一女生到班前,教师指着女生对男生说)she’s your classmate.
(指全班学生)they are your classmates.
drill: a classmate
7 teaching of the sentence patterns.
1) t:(做游泳的动作)i like swimming. do you like swimming?引导学生用yes, i do./no, i don’t. i like…来回答。
2) 请一学生用i like…句型说出自己喜欢做的运动,教师逐一想全班:he/she likes…领说句型,学生跟读。
3) 教师出示read and say部分的挂图进行句型介绍this is yang ling. she likes making clothes. helen likes cooking and growing flowers.学生理解图片意思后模仿学说句型yang ling likes making clothes. helen likes cooking and growing flowers.
4) 教师利用挂图进行问答练习,引出does yang ling like making clothes? yes, she does. does helen like taking photos? no, she doesn’t.领说句型。
c read and say
1、 the students look at the picture and listen to the tape.
2、 the students listen to the tape and read after the tape.
3、 the students read the dialogue themselves and the teacher gives some help.
4、 the students read the dialogue in roles and act out the dialogue.
5、 ask several groups of students to act out the dialogue.
d listen to a song: hobbies
e assign homework
1 listen to the tape, read the dialogue and act out the dialogue.
2 make a new dialogue according to the dialogue of the text.
unit 3 (第二教时)
一、 教学目标
1、 能正确地听、说、读、写单词a coin和词组take photos, go shopping.
2、 能正确地听、说、读词组make model ships, collect stamps, collect coins, grow flowers, keep goldfish, make clothes.
3、 能唱本课英文歌曲。
二、 教学重点
1、 能正确地听、说、读、写单词a coin和词组take photos, go shopping.
2、 能正确地听、说、读词组make model ships, collect stamps collect coins, grow flowers, keep goldfish, make clothes.
三、 教学难点
1、 能正确地听、说、读、写单词a coin 和词组take photos,go shopping.
2、 能熟练运用本课所学的词组。
四、 课前准备
1、 画有动作的多媒体课件
2、 b部分词组的动作图片和挂图
3、 录音机和磁带
五、 教学过程
a free talk and motivation
1 eg: good morning!/how are you?/nice to see you./do you like…?does he/she like…?
2 the students act out the dialogues.
3 listen to the song: hobbies, and sing after the song.
b presentation
1 present the pictures and say the phrases: take photos, make clothes, collect stamps.
2 t:(教师根据多媒体课件或动作图片提问)what’s he doing? he’s going shopping.通过教师自问自答引出make model ships, collect coins, keep goldfish,grow flowers等词组。
3 the students listen to the tape and read after the tape.
c practice
1 把所有词组的图片贴在黑板上,教师说出一个词组并请一位学生指出黑板上相对的图片。
2 师生根据动作或图片进行问答练习,如do you like going shopping?no,i don’t. do you like keeping goldfish? yes, i do.
3 教师引导学生看图,并用主语为第三人称单数的一般现在时叙述图片内容,如he likes making model ships. she likes making clothes.
4 学生同桌看图说话,自由操练词组。
d consolidation
1 listen and act or look and say.
(一学生发令,全班同学做动作,或一个学
生演示一个动作,其他同学说出动作名称。)
2 play the game: what’s missing?
(教师出示本单元所学的所有动词词组的图片,以最快的速度抽出一张,问学生what’s missing?学生说出被抽出图片的动词词组。)
3 play the game: chinese whisper
(把学生分成小组,教师在每组第一位学生的耳边悄悄说出不同的单词或句子,让学生依次在下一位学生耳边轻声说出。然后请每组最后一位学生大声说出他/她所听到的单词或句子,说对的小组为优胜组。)
e assign homework
1 read the phrases and copy the phrases.
2 make some sentences with the phrases.
unit 3 hobbies(第三教时)
一、 教学目标
1、 能熟练掌握本单元所学的有关兴趣爱好词汇。
2、 能熟练掌握句型do you have any hobbies?及其答语yes,i do.
3、 能用句型i like…和he/she likes…,too.描述自己或他人的爱好和活动。
4、 能用所学句型进行情景会话和交流。
二、 教学重点
能正确地听、说、读、写句子do you have any hobbies?及其答语yes,i do.和i like…及he/she likes …,too.等句型。
三、 教学难点
能正确运用do you have any hobbies?及其答语yes,i do.并能在具体情景中以口笔头或书面的形式进行交流。
四、 课前准备
1、 有关活动方面的多媒体课件或图片
2、 录音机和磁带
3、 学生自带一些有关自己兴趣爱好或活动的照片。
五、 教学过程
a sing a song
the students sing after the tape.
b revision
1 present the pictures of part b with the cai, the students say the eight phrases.
2 the teacher present the picture of part b, the students talk about their hobbies with the sentence pattern: i like…..
3 play a game
教师课前准备一些动作图片,一学生到讲台前挑选一种喜欢的动作图片,做图片上动作,其他学生猜他或她喜欢的活动:he/she likes …
c ask and answer
1 revision
present the cai and talk with the students.
eg: s1: do you have any hobbies?
t: yes, i do. i like collecting stamps.
2 practise in groups
1) work in groups.
eg: s1: do you have any hobbies?
s2: yes, i do. i like collecting/…
2) compete in groups.
the students make sentences: do you have any hobbies? yes, i do. i like…he/she likes…,too.(the group which makes the most sentences is the winner.)
3) make an interview.
the student interview his classmates with the topic: hobbies.
eg:s1: do you have any hobbies?
s2:yes, i do. i like making model ships/…
s1:(point to another student) he likes making model ships, too. right?
s2: yes, he does./ no, he doesn’t. he likes taking photos/…
d look,read and complete
1 the teacher present the pictures of partd: this is a picture of su hai’s family. su hai and her family have some hobbies. the talk about the picture with the students, make the students know the meaning of the picture.
2 the students do the exercise.
3 check the answer.
f assign homework
1 read and copy the words and sentences.
2 make out a new dialogue.
unit3 hobbies(第四课时)
一、 教学目标
1、 通过复习,要求学生能熟练地掌握本单元所学的有关活动类词汇。
2、 能熟练地在情景中运用本单元所学的句型和日常交际用语。
3、 能进一步掌握句型do you have any hobbies?及其答语yes,i do.并能用i like…和he/she likes…,too.句型描述自己或他人喜欢的爱好和多动。
4、 能初步了解字母u在单词中的读音。
二、 教学重点
能正确地听、说、读、写句型do you have any hobbies?及其答语yes,i do.和i like…及he/she likes…,too.句式。
三、 教学难点
能熟练地掌握本单元所学的有关活动类词汇。
四、 课前准备
1、 有关活动的多媒体课件或图片
2、 e部分的教学挂图
3、 录音机和磁带。
4、 调查表
五、 教学过程
a free talk and revision
eg: good morning, class./i like…do you have any hobbies?/he/she likes …right?
b sing a song
the students sing after the tape.
c do a survey
1 present the cai or the picture of part b, the students say the phrases.
2 free talk.
the students talk about hobbies with each other.
3 do a survey.
1) the teacher do a survey as a model.
eg: t(present the form)do you have any hobbies?
s1:yes,i do. i like…
t:(fill the form)
2)the students do the survey in groups.
4 sum up.
教师课前做一张统计表,抽取若干组学生,让学生汇报调查情况。
eg: t: can you tell me about your survey?
s: yes. five student like taking photos. one student likes making model ships.
taking photos 5
making model ships 1
d read and act
1 t:(present the picture) now ,boys and girls. look at the picture. what does liu tao like? can you guess?
ss:…
(the student listen to the tape.)
2 teach the words: water, every, aunt, carefully with the picture. learn the dialogue.
3 answer the questions:(make sure the students understand the dialogue)
eg:1)what is liu tao doing?
2)who likes growing flowers, too?
3)does liu tao water the trees and flowers every day?
4 read the dialogue after the tape and act out the dialogue.
e listen and repeat.
1 play a game:
教师用多媒体课件快速展示图片,一闪即停,然后问学生:what’s missing?让学生看图后猜单词。
2 the students read the words together.
3 sum up the common pronunciation.
4 present the phonetic symbol and read after the teacher.
5 read the sentence.
f assign homework
1 read the dialogue of part e and try to act out it.
2 make a new dialogue.
3 do the exercise of the exercise book.
英语教案4
Date:September 4 Period:2
Content:Hour 1
Item:Uncle mother father grandmother grandfather
Prepare:Photos picture CD
Teach step:
Warm up
1 Greeting
T:Hello!Good morning,boys and girls!
K:Good morning,teacher Bell.
T:How are you?
K:I am fine,thank you!And you?
T:I am also fine,thank you!How is the weather?
K:It is su y day .
T:Yes,it is su y day .Do you like su y day?
K:Yes,we are .
2 TPR
T:Clap,clap,clap your hands.
K:Clap,clap,clap my hands.
T:Clap your hands as quickly as you can .
Clap your hands as slowly as you can .
3 song
Let’s sing the song How Is the Weather Like Today?…
Present
1 Show Jimmy’s family photo to the kids. Put it on the whiteboard,and ask
Jimmy to introduce the members to the other kids. Jimmy point his father,
teacher say:father
and the kids read after teacher. The same to the other members.
2 Put the pictures of father,mother,uncle,grandfather and grandmother on
the whiteboard. Ask 4 kids to touch the picture,when teacher say
:father(mother,uncle,grandfather and grandmother),they must touch the
picture of father quickly . who is quickly and who is the wi er .
Drill
1 Finding game
The kids close the eyes,and the teacher put the 5 pictures under their chair
.when teacher say:Open your eyes .They find the picture under their picture .
Then teacher say:
"Father"( mother,uncle,grandfather and grandmother ) they must put the
pictures on the whiteboard one by one .And read out loudly .
2 Up and down
Teacher say "father" the kids must stand up .
"mother"they must sit down .The same to any two of these new words . Who is
slowly,and he or she must read out the words loudly.
Review
1 Say bye-bye to father,mother,grandfather,grandmother and uncle .
2 Go pee pee and drink some water.
英语教案5
一、教学目标
1.能够听懂、会说几个重要节日的词汇,并能用英语表达这些节日所在的月份。
2.能够以图文并茂的形式介绍自己喜欢的某个节日。
3.欣赏并学唱关于月份的歌曲。
二、教学建议
A. Good to know.
1.热身与复习
(1)复习12个月份的英文表达
①教师引导学生认读月份名称的单词卡片,随即发给读词最快的学生。
②拿到词卡的学生一起站到教室前面,按月份的顺序排队。
③全班再次按顺序说出12个月份的英文表达。
(2)教师呈现年历或第一课时歌谣课件,引导学生演唱第一课时所学的歌谣。
(3)师生交流:When is your birthday? It‘s in ...
2.学习新知
(1)教师呈现母亲节图片,引导学生观察画面内容,如:Who are they? What is the girl doing? Why is she giving flowers to her mother? Is it her mother’s birthday?...引出Mother‘s Day之后,让学生跟读词汇。
英语教案6
一、教学目标
1.能够借助图片读懂小文段“糟糕的一天”。
2.能够模仿录音‘较为流利地朗读小文段。
3.能够根据文段内容,选择合适的词汇填空,将摘要补充完整。
二、教学建议
A. Read and number.
1.热身和复习
(1)让学生跟录音说唱第一课歌谣。
(2)复习词汇。教师展示单词卡片的局部让学生猜单词,然后将卡片贴在黑板上。
(3)复习句子。教师逐一出示一些身体部位受伤的图片,让学生进行模仿,教师或学生之间进行询问及回答:“Ouch! What’s the matter? My ... hurts.”
2.看图预测文段内容
英语教案7
Revision
教学内容分析Fun story
以趣味故事形式综合再现语言知识,通过Micky让Mimi猜“动物尾巴是谁的”这样一个特定的故事,为复习巩固本单元教学内容提供新的语言环境,让学生有机会巩固、提高本单元所学言语交际技能。
教学重点学习和练习正确书写四会单词和四会句子.
教学难点通过创设真实典型的语言情景,让学生在轻松、愉快的气氛中,通过小组活动和完成任务的方式,自然运用所学知识,提高语言运用能力。
课时数2
教学过程
一复习及导入
1.复习课的形式应该是操练为主,教师应该开动脑筋,依托课本的呈现形式,根据学生的实际情况,设计一些灵活多样的活动,让学生在实际行动中运用这些知识和技能。
2.教师可以先展示教学挂图,让学生观察各种动物的尾巴形状,让学生讨论动物们在说些什么。
3.播放录音让学生听,检验对故事内容的预测。再次播放录音,学生逐句跟读模仿。
4.教师取Micky的角色,找一个学生取Mimi的角色,同时播放录音,示范演练故事对话,然后全班学生做Mimi再练一遍。
5.组织学生分组演练故事内容。
二趣味练习
1.摸词回答问题。教师把本单元的新单词写在小纸片上,每张纸片写一个词。写完后放在一块儿让学生每人选一张。然后教师用教学卡片或实物做道具,每次举起一个物品或卡片,依次问学生:Is this your ... ?如果学生手中的单词与教师举起的道具一致,就回答Yes, it is.不一致就回答No, it isnt.教师不断更换道具,让学生反复练习。
2.继续使用以上方法,教师的问题换成Whose ... is this?让学生检查自己手中的单词,与教师举起的道具一致的学生快速回答:Its mine,同桌的学生接着说:Its his / hers.
3.四人一组说chant.选两个男生、两个女生,男生说一、三句,女生说二、四句。比一比哪个小组配合得好。
英语教案8
LESSON62教案
(JEFC BOOK2B)DESIGNED BY YUAN BO
TEACHING AIMS
KNOWLEDGE:
1. NEW WORDS AND USEFUL EXPRESSIONS:
corner, sick, pocket, still, weak
on one’s way to, wait for
What’s the matter? It take sb. some time to do sth.
2. GRAMMATIC ITEM:
“MAY” is used to talk about possibility.
SKILLS:
Students can try listening, speaking, reading and writing according to the text.
VIRTUE:
HAPPY TO HELP OTHERS
IMPORTANCES&DIFFICULTIES
1. IMPORTANCES:Aim1&aim2;
2. DIFFICULTIES:Aim2.
TEACHING AIDS
A tape and a tape recorder.
LEARNING MOTHEDS
Listening, speaking, reading and writing.
TIACHING STEPS
Step1. REVISION
1. Get the students to answer the following questions:
Q1: What will you do when you don’t know the way? (Ask the way.)
Q2: When someone asks you the way, but you don’t know, how do you answer? (Sorry, I don’t know.-----Thank you all the same.)
2. Revise Asking the way according to the street plan.
Ask: Excuse me, which is the way to the library? Get the students to answer:
Walk along Zhongshan Road, and turn right at the second crossing. Go across the bridge. You’ll find the library on the left. It’s between the post office and the hospital. You can’t miss it.
Step 2 INTRODUCTION
Now, we are going to study LESSON 62(Writes it down on the blackboard.). It’s a short play about an old woman. She is going to the hospital. She wants to see her husband, but she doesn’t know the way. Liu Mei helps her to find her husband at last.
Step 3 LISTEN AND ANSWER
Please listen to the tape, and answer the following question:
Q: What number bus do they take to the hospital? (They take the No.72 bus to the hospital, or just The No.72 bus.)
Step 4 FAST READING
Give the students about 3 minutes to read the play, mark the new words, phrases, and the sentence patterns and then answer the following question:
How did the husband feel when he saw his wife? (He was very happy.)
Step 5 EXPLANATION
Explain some new words and expressions.
corner: Explain it by pointing at the corners of the desk, the classroom, etc, and saying This is the corner of the desk, and this is the corner of the classroom, then What does the street corner mean in Chinese?
pocket: showing the meaning with practical items.
sick: ill
weak: not strong, bad.
still: Let the students themselves guess the meaning by listening and fast reading
on one’s way to: 在去…的路上,英语教案-LESSON62教案。
on one’s way to+n.(名词)
on one’s way+adv.(副词)
He bought a pen on his way to the park.
他在去公园的路上买了一支钢笔。
On her way to the cinema, Liu Mei met an old woman.
刘梅在去影院的路上遇到了一位老奶奶。
Now I am on my way home.
现在我正在回家途中。
Don’t worry, they are on their way there.
别担心,他们正去那儿。
wait for: Wait for me a minute, please. I’ll be back very soon.
请等我一会儿,我很快就回来,高中英语教案《英语教案-LESSON62教案》。
Please don’t always wait for their thanks when you help others. We should learn from Liu Mei.
不要帮了别人就总等着别人来谢你,我们应该向刘梅学习。
What’s the matter? It’s another way of saying What’s wrong?
It’ll take you about half an hour (to reach the hospital). (到医院去)要花半个小时左右。
It take sb. some time to do sth. 某人花…时间做…
It will take us about ten minutes to finish today’s homework.
完成今天的作业要花我们十分钟左右。
It took them a week to finish the work.
完成这项工作花了他们一周的时间。
May: A: Excuse me! Which is the way to the post office?
B: Sorry, I don’t know. Ask the man over there, he may know.
Look at the sun! It may not rain tomorrow.
Step 6 Reading
Students read the play, and then match the scene and the meaning of it:
SCENE 1(第一幕) Finding her husband
SCENE 2(第二幕) Looking for the address
SCENE 3(第三幕) Asking the way
Step 7 ACT
Act out Scene 2 of the play for the students according to the street plan, then three students make a group to practice acting out this part.
Ask some students to act out the three scenes if possible, Scene 2 at least, with the help of the street plan.
Step 8 Summary writing
Get the students to have a summary writing by answering the questions below with complete answers, using the words in the brackets.
Q1: Was Liu Mei on her way to the cinema one day or not?
Q2: Who did she see at a street corner?
Q3: Did the woman want to see her sick husband in hospital or not?
Q4: Did she know the way to the hospital or not? (but)
Q5: Did Liu Mei know the way or not?
Q6: How did she do then? (so)
Q7: With Liu Mei’s help, did the old woman find her husband at last or not?
Q8: Did Liu Mei wait for their thanks or not? (but)
SUMMARY
Make a summary, as showing on the Bb.
PRACTICE IN CLASS
Fill in the blanks, and change the form if necessary.
1) Who’s that man standing the street corner?
2) He is not good at English. He is very in it.
3) I told him again and again, but he didn’t understand
4) They met Uncle Wang (在回家途中) last Sunday.
5) What are you doing? I (在等我妈妈).
6) takes (我) half an hour to go to school every day.
7)A: Do you have an eraser?
B: Sorry, I don’t. Please ask Wang Ling, (他可能有).
ASSIGNMENT
1) Exercise3 in the Workbook.
2) Write the outline of the text.
WRITING DESIGNED ON THE BbLesson 62corner, sick, packet, still, weak
on one’s way(to)/wait for
What’s the matter?/It take sb. some time to do sth.
May表推测的用法。
英语教案9
starter unit 1 good morning
课时教学案
学校:
姓 名王建涛学 科英语年级班7年级1,2
课 题starter unit 1 good morning课 时2
课时
教学
目标基础性
目标一、认知性mark “be’ using”.
二、技能性mark “what questions”.
三、体验性learn using the pronouns
发展性
目标一、认知性my, your, his, her
二、技能性
三、体验性学会一些基本的学习策略,听说领些,读写跟上的策略,在起始阶段反复跟读磁带,标上语调,模仿纯正的美语
教
学重点what’s his name? his name is… what’s her name? her name is…
难点short forms and how to use “my / your /his / her”
方法listening and speaking
手段recorder, tape, pictures
板书what’s his name? what’s her name?
his name is… her name is…
教 学 活 动
教学任务
学生活动
教师活动设计意图
stepⅰ
a game
the student who gets the ball responds, and then passes on the ball to the next one and greets him/her. let the students greet each other by using the target language in period i naturally and proficiently.the teacher passes a ball to a student and greets with “ hello/good morning !what’s your name?” (then the students pass on the ball and greet each other)
warming-up
step ⅱ practice
2a
ask three or four pairs to act out the conversation for each picture . accept any possible answers. encourage the students as much as possible.
ask the students to look at the four pictures in 2a and make conversations.
适时地进入假想情景
step ⅲ listening
2blisten to the recording again, students number the conversation.
listen to the recording a third time, circle the names they hear.
check the answers.before listening, ask some students to read the names in 2b.
play the recording for the first time. students only listen.
在活动中,以激励评价为主,及时的肯定和鼓励每位参与问答的学生,
step ⅳ conversations
listen and imitate the four conversations.
2. make up similar conversations.
ask some pairs to act in front of the class.
始终围绕主话题开展活动,既巩固了his /her的运用,同时又增进了师生之间、生生之间的互相了解。
step ⅴ group work
ask the students to work in groups of four and talk about their pictures using the sentence structure above.
the teacher shows one of the pictures and says “ this is my … his name is …or her name is…
collect some of the students’ pictures and ask the students to answer “what’s his name? what’s her name?”( a competition)
homework
1. imitate 2a
2. ask the students to bring some pictures of famous persons.
达标检测
必做题
情景交际. 根据所提问题选择正确答案.
( )1. 上午上课时,你应该怎样向你的老师 read 问好?
good morning, read.
good morning, mr. read.
good afternoon, mr. read.
( ) 2. 当你的朋友eric 向你问好说hello 的时候,你应该如何回答?
a. hello. b. good morning. c. fine, thank you.
( ) 3. 你的外国朋友对你说了声“how are you?”, 你知道怎么回应他吗?
a. hello. b. good morning. c. i’m ok.
( ) 4. 晚上睡觉之前, 你知道任何向妈妈道“晚安“吗?
a. good. b. good night. c. good evening.
( ) 5. 任何向别人表达你的谢意?
a. thank you b. you’re welcome. c. ok.
选做题补全对话。
teacher(教师): good morning!
li lei: ___________________
teacher: how are you?
li lei: ___________________. and you?
teacher: ___________, thank you.
英语教案10
教学目标
1、能听、说、认读bigsmalllongshort四个形容词,了解short的另一含义,并知其反义词tall
2、激发学生充分动用已学过的知识,进行发散性认识。
3、学习句型look at the ,it is ,并能进行创编,成一个新的chant
教学重难点
重点
1、听、说、认读几个形容词small, big, long, short 。
2、运用所学过的知识,学说带有这些形容词的语句。
难点
1、单词small中[ l ]的发音,舌头要上卷。
2、运用bigsmalllongshort四个形容词进行创编,成一个新的chant
教学工具
多媒体
教学过程
1、Warm up
let’s chant
Look at the cat,it is fat.
Look at the pig ,it isbig.
Look at the monkey,it is funny.
Look at the mouse ,in my house.ahhh!
2、呈现新课(presentation)
(1)教学big
T(出示一只大盒子): Today, I prepare a gift for you . Look, what’s this? Ss: It’s a box. T: Yes, it’s a box, it’s a big box, this box is big.
出示单词卡,学习big. B b b big
CAI(出示许多大的'物品,让学生练说)
a big _____
Look at _______.It is big.
_______is big.
(2)教学small
T: Look at the big box. There is something in it . Please, guess what’s in it? Ss:……. T: Look ,it’s a box, too. It’s a small box. The box is small.
出示单词卡,学习small sm all small
操练:a small _____
Look at _______.It is small.
_______is small.
(3)CAI: Can you say?
_____________is big ,____________is small
(4)教学long and short
T: What’s in the small box .Let me open it ad see. Oh,it’s a ruler. It’s a short ruler. The ruler is short.
出示单词卡,学习short sh or t short
T: This ruler is a magic ruler. It can turn long, long, long. Let me say something to it” Long ,long, long, make yourself long. Long, long, long, make yourself long.”(边说边将尺子变长了) Look, the ruler is long, now.
出示单词卡,学习long l ong long
出示一对铅笔,两束头发让他们作出变化
short、long long、short
(5)描述短的钢笔,长的铅笔,并编成一个chant
short, short pen ,the pen is short, look at the pen ,it is short
long, long pencil ,the pencil is long, look at the pencil ,it is long
(6)单词操练
听录音,跟读
用动作表演:看教师做、—师生一起做、Let’s do (Big, big, big, make your eyes big. Small, small, small, make your eyes small. Long, long, long, make your arms long. Short ,short, short, short, make your arms long.) 、—教师说,学生做
找出反义词:教师向学生介绍这两对反义词(结合板书)、—师生通过动作来表演反义词、—CAI连线
3、拓展与延伸
(1)教学单词tall
CAI:以short的一封信引入,学习tall,并在班级中找出Who is short? Who is tall?、—Let,s do (Tall, tall, tall, make yourself tall. Short, short, short, make yourself short.)
(2)仿编chant
4、Homework
1、Read the dialogue 3 times.
2、Share your picture to your friends.
课后小结
本堂课的教学内容选自PEP小学英语教材四年级上册Unit 6 Part A Let’s learn和Let’s do。通过本课时的学习,要求学生能够熟练掌握四个新授单词:long ,short,big,small。在此基础上要求学生能够听懂Let’s do中的指令性语言,并做出相应的动作。本课的教学重点是四个单词的理解和掌握,以及让学生用句子“It’s big/small/long/short. It has a long/short tail”对相应的人或物的大小长短做出正确的描述。
为了达到以上教学目标,我把课堂分成两部分:long/short的学习以及,big和small的学习。按照整体设计思路:实物呈现、操练、情景操练、表演、chant的过程,首先通过动物图片引出兔子玩偶,两个大小不同的兔子引出big和small。并通过实物兔子玩偶引导学生用I have a rabbit,it’s big/small.让学生在句子中操练新词。运用角色扮演,让更多的学生在情景中运用句子,达到操练的目的。让学生在chant节奏鲜明的音乐中,听,说,做相结合。从呈现到操练,步步递进,让学生在高密度的操练中掌握新知。
英语教案11
一、语言技能目标
第一层次:
1.能够听懂、会说衣服词汇cap,coat,shoes,sweater,jacket,gloves,trousers;能在四线三格中基本规范地抄写单词,并尝试借助拼读规律记忆单词。
2.能够听懂、会说用来介绍复数衣服的功能句:These are ...
3.能够听懂、会说用来询问自己该穿什么衣服的功能句:What should I wear today?及其答语:You should wear ...,初步学会在恰当的情境中运用,并通过描摹句子来体会句子书写规范,为抄写句子和独立写句子打基础。
4.能够读懂介绍自己所在城市的季节、天气、穿衣情况以及询问对方城市相关情况的小书信;并通过替换小书信中的关键信息回信,介绍自己的上述情况,回复朋友的询问。
5.能够借助熟悉的旧单词和图片感知字母u在闭音节单词中的发音规律,并利用该规律拼出新单词的读音,进而尝试记住其写法。
第二层次:
1.能够借助图片读懂Fun Time的基本信息,并尝试进行小制作。
2.学唱与本单元话题相关的歌曲。
3.能够借助图片读懂Story Time的小故事,并在教师的指导下表演或改编故事。
二、其他目标
1.能够积极参与课堂上的各种活动或游戏,并能与同伴合作完成活动或游戏。
2.能够舍动中认真倾听同伴发言,并尝试表达自己的观点。
3.能够通过学习小故事,明白不随波逐流,不盲从于别人的道理,学会欣赏自己的美。
英语教案12
目标:能够正确说出自己的性别。
乐意积极参与英语活动。
准备:男孩、女孩的胸饰
请大班幼儿表演(2名),枪、洋娃娃
进程:
1、师生问好
2、请大班幼儿表演
男孩(师给他穿裙子):No,NO, I’m a boy
女孩(师给枪他玩):No,NO, I’m a girl
请小朋友说出男孩与女孩的区别,教师在黑板上画下来
oys have short hair, wear trousers , like gun
Girls usualy have long hair , wear skirt ,like doll
3、集体练习
T: Is he a girl?
S: No (回答原因)
T: Is she a boy ?
S:NO(回答原因)
练习发音:Boy Girl
4、游戏巩固练习
①谁的反应快?Boys stand up! Girls stand up!
②找自己的图标
教师请幼儿上来找自己的图标,并大声说I’m a boy/girl
5、结束
Boys and girls stand in a line 下楼做游戏
名称《Clap Clap Clap your hands》
目的:
1、初步学念儿歌,理解nod/raise/strectsh 的含义
2、积极参与英语活动,保持愉快情绪。
准备:机器人头饰
进程:
1、游戏Follow me 感知Slowly quickly
2、出示卡片,复习head arms legs
并引导幼儿区别单复数
3、机器人情境表演
机器人伴随音乐出场与幼儿打招呼
①教师介绍机器人可以用声音来控制。发出口令:nod your head / strectsh your arms / raise your legs 引起幼儿学习欲望。
②请幼儿一起来控制机器人,发出口令。
③机器人突然不能动了,请个别幼儿上前给他加油,然后发出口令,
④幼儿间相互控制,一名幼儿扮演机器人,另一名幼儿扮演发出口令者。
4、音乐游戏
《Shake my hands》
幼儿园英语教案《I’m a boy/girl》反思:
幼儿在学习英语的过程中是以兴趣为主体,游戏为载体的。所以在整个教学活动中我遵守三个“动态”教学的原则,即趣味性原则、活动性原则、变化性原则。幼儿是活泼好动、爱唱、爱跳的,他们学习的动力来源于有趣的教学内容和富有吸引力的活动形式,英语口语课的“动态”教学,目的就是要让幼儿在无任何心理压力的状态下轻松愉快地学习,并且乐在其中。
第一环节:我充分利用中班幼儿的年龄特点:喜爱模仿。在这一引导部分注入了无意识注意,使幼儿在游戏中能听熟所要学习的短句。
第二环节:出示图片让幼儿巩固以前所认识的老朋友,但我并没有单纯的出示,而是用沙包投掷的方式使孩子们注意力更集中,更觉得有趣。在动静的交替变换中,有意识记忆得高了提高。这是变化性原则的体现。
第三环节:重点环节。在和孩子们的相处中,我发现孩子们对机器人特别感兴趣,所以就设计了这个游戏活动对幼儿所要学习的短句进行教学。在教学过程中,我不停地制造一些小麻烦,比如:突然头不能动了!这就势必将本来已经念疲惫的的幼儿的兴致又提起来了,使幼儿能够体验到一浪更比一浪高的头脑风暴。
第四环节:结束环节。我带领幼儿唱唱、跳跳,这个英文歌曲是先动后静的,我利用幼儿“爱动”的天性,在不知不觉中将幼儿的活动量及心脏跳动的次数慢慢的降低,但又不失趣味,使他们始终处在一种游戏的状态。这是趣味性原则的体现。
英语教案13
objects目标:
1、learn the new letter o, and imitate pronunciation.
2、know that orange, owl, onion begin with the letter o.
3、understand the sentence: "what do you see?" meaning, enable children to eak sentence "i see an_______".
teaching course 教学过程
1、warming: five little frogs
2、greeting: daily interlocution about weather, greeting, date,
feeling and so on.
for example: what is the weather like today? what day is it today?
how are you feeling today?
3、teaching: identify the letter o, and imitate its pronunciation.
teacher show the cards to children and read words, all together
repeat after teacher . enable children to eak sentence "i see an______."
4、game: you say i do
5、close: rhyme---- one two buckle my shoe.
英语教案14
Unit1 My new teachers第一课时
一、教学重点
本课时的教学重点是Let’s learn部分的单词:old,short thin,tall,strong, young, funny, kind等。要求学生能听懂句型,并结合这些句子表达的情境,学会恰当地替换句中的单词。逐步学会听、说、读、写单词:old,short,thin,tall,strong。
二、教学难点
本课时的教学难点是如何利用所提供的对话和情景,以旧引新,让学生进入学习状态。Let’s start部分在学生用书当中首次出现,教师应正确理解此部分的辅垫作用,可根据实际教学需要进行使用,并帮助学生熟悉教材内容的变化。
三、课前准备
1.教师准备教学过程中所需要的图片、声音、课件,以及本课时的八张单词卡。
2.准备一些教师的照片或图片。
3.教师准备录音机及录音带。
四、教学过程
1.Warm-up(热身)
(l) 教师播放Let’s start下面歌谣的录音,让学生听歌谣猜单元话题,激发学生对新学期第一单元英语学习的兴趣。还可以使用四年级上册第三单元学过的句型:“I have a new friend. He’s tall. He’s strong, too.”并结合相关人物的图片,引导学生复习 strong, tall, short,thin等词,为本课时听、说、读、写这些单词做好准备。
(2)日常口语练习,内容可参考如下:
T:Hello, everyone! Welcome back to school! Nice to see you!
Ss: Nice to meet you!
(3) 问学生几个问题,引出本课重点内容。具体会话可参考如下:
T:Hi,everyone!Nice to see you again.What grade are you in now?
Ss:We’re in Grade 5.
T:Do you like your new English books(new classroom, new teacher)?
Ss:Yes!
T: What are we going to talk about in Unit 1?Guess!What’s the topic of Unit 1?
2. Presentation(新课呈现)
(l)教师出示Let’s start部分图片,介绍说: Rabbit has many new teachers in her school. Do you have new teachers? 引导学生根据情景图的提示描述新教师。然后教师说:“今天我们将学习怎样描述新教师。Sarah将为大家介绍几位新教师,大家在先看一看有哪些是新教师?
(2)出示Let’s learn部分的图片,向学生介绍说: They are Sarah’s teachers. Describe these teachers.引导学生结合预习部分回答出 strong, tall, short, thin等旧词,然后结合图卡向学生呈现新词:youny,kind old,funny。教师可利用简笔画、单词卡片或实物图片等—一教授新词,使学生正确理解、认读。
(3)教师可播放单词的声音,让学生在听过一遍后跟读单词,逐步掌握正确的读音。
(4)教师根据以下信息请学生判断会话中描述的教师是 Let’s learn配图中的哪一位: Mr Hu is the art teacher. What’s he like?He’s short and thin.完成前面铺垫的学习任务,让学 生猜出哪位是Sarah的新教师。教师再引导学生利用 Let’s learn部分所提供的替换句型,描述Sarah的其他两位新教师,练习巩固所学新词。
(4)试着写单词。
教师范写四会单词,让学生跟写或在单词卡片背面仿写,达到听、说、读、写 四会掌握新词的目的。
3.Let’s play (趣味操练)
(1)Let’s find out (找一找)
教师指导学生用所学新词和句型描述Let’s find out部分几位教师的体貌特征,然后找出正确的图片。完成这项活动后,教师引导学生充分利用八张新词卡片继续进行结对或小组活动,如: My new Chinese teacher is tall and strong. Who is he? 让其他学生选出正确的图片。
(2)Let’s sing (唱一唱)
教师放歌曲“My new teacher”的录音,学生跟唱,进一步在音乐节奏中感知新词。
4.Consolidation and extension(巩固与扩展)
(l)让学生做本单元 A Let’s learn部分的活动手册配套练习。
(2)让学生模仿Let’s find out部分的录音,读给朋友或家长听。展示不同教师的图片,让学生猜出是教哪个科目的教师,然后用所学新词描述这些教师的外貌特征。
(3)让学生参照 Let’s find out部分设计一些谜语让大家清一猜。可以参考以下语言: She is tall. She’s beautiful. She’s very young. We all like her. Who’s she?
(4)让学生把新学的歌曲唱给家长或朋友听。
5. 小结
单词:old,short thin,tall,strong, young, funny, kind
教案点评:
提供第一课时教案示例。本课时Let’s learn部分主要是通过情景会话,谈论美术教师的样子,来让学生学习单词:old,short thin,tall,strong, young, funny, kind等。教学设计适合与学生身边的人物相联系,尤其是新老师。可引导学生复习已学过的tall, short, thin, strong等词汇,再进一步学习本课新生词。达到描述不同图片人物的要求。利用一些活动来巩固知识。教师引导学生充分利用事先准备好的人物图片,进行结对或小组活动,如: My new Chinese teacher is tall and strong. Who is he? 让其他学生选出正确的图片。
Unit1 My new teachers第二课时
一、教学重点
本课时的重点掌握句型是: Who’s your math teacher? Mr Zhao. What’s he like? He’s thin and short. He’s very kind要求学生能在相似的情景中完成替换练习。能灵活运用这些句子进行交际。
二、教学难点
Let’s try这一形式在学生用书中第一次出现,但难度不大。学生即使不能够听懂句子的含义,只要明白关键词语的意思也能找到正确答案。教师要帮助学生听录音熟悉新词和新句型,感知连读、失去爆破和弱读等语音现象。初步培养学生的听力技能。
三、课前准备
1.教师准备教学过程中所需要的图片、声音、课件,人物图片最好是能够直接粘贴在黑板上。
2.准备一些教师的照片或图片。
3.教师准备录音机及录音带。
四、教学过程
1.Warm-up(热身)
(1)教师放歌曲“My New Teacher”,让学生感知并复习歌曲中语言。
(2)结合画有人物不同相貌特征的教学图片进行关键词的替换,引导学生复习上一课时所学的新词,为本课时学习句型做好准备。口语练习内容可参考如下:
A: Good morning/afternoon. Look! Our math teacher is very young. He’s tall and thin.
B: This is our music teacher. She’s young. She’s very funny.
A: Who’s your art teacher?
B: Mr Hu.
A: What’s he like?
B: He’s short and thin!
2. Let’s try and talk (操练)
Let’s try
反复播放Let’s try部分录音,指导学生根据声音选出图中相应的人物。在学生根据录音内容圈出所描述教师之后,可让学生看一看他们熟悉老师的图片,用英语说出他们是谁,用句型:“Who’s he/ she? What’s he / she like? ”提问学生。此后再转入 Let’s talk部分对话的详细学习。教师最好能放一句,停一句,并重复录音中的话语,帮助学生掌握正确的语音、语调。
Let’s try部分录音内容如下:
① Boy:Who’s your English teacher?②Girl:Who’s your math teacher?
Girl: Mr Black. Boy: Mr Li.
Boy: What’s he like? Girl: What’s he like?
Girl: He’s tall and strong.Boy: He’s old.He’s very thin.
Who are the two men they are talking about?
Let’s talk
(1)教师播放Let’s learn A中的四句话(声音见媒体素材的A learn sentences.wav)。教师说:“这位胡老师又瘦又矮,我们找一找图中的哪位老师又瘦又矮呢?”出示Let’s talk部分的人物图片,让学生快速找出Mr Zhao。 然后教师分别说出教师姓氏: Mr Ma/ Miss Liu….这时先不要求学生描述这些教师,可把该项任务放到对话教学之后。
(2)听录音,跟读Let’s talk部分的对话。引导学生指现图中的人物Mr Zhao是English teacher, 而录音中的人物说的是math teacher。
(3)教师再次出示人物图片,让学生分别并对人物进行描述,可利用句型:“Who’s this man / woman? What’s he/she like?”进行操练,先由教师示范,再结对或分小组进行。
Good to know
此部分为选学内容,要求学生了解中西方国家在人名称呼习惯上的不同。汉语中习惯把姓放首位,名字放在后面。英语国家的人却习惯把名放在首位,家族的姓氏放在后面,而且有的在两者之间还有中间名(middle name)。这些不同需要让学生了解。
3.Consolidation and extension(巩固与扩展)
(l)让学生做A部分Let’s talk的活动手册配套练习。
(2)让学生默记Let’s talk部分的录音,将内容说给家长或朋友听。
(3)让学生利用新学的文化背景知识,试着与同学进行交流,可分别扮演不同国家的人物。再用英语写一写自己扮演的名字。
4. 小结
句型:
Who’s your math teacher?
Mr Zhao.
What’s he like?
He’s thin and short. He’s very kind.
教案点评:
提供第二课时教案示例。课文通过听声音找图片人物、复述对话、操练句型等方式来学习句型是 Who’s your math teacher?Mr Zhao. What’s he like?He’s thin and short. He’s very kind. 这些句子在第一课时已接触过,本课重点是让学生进行句型操练。先学会听懂句型,再进行复述句型,最后灵活运用这几句话进行交谈。教师主要参与学生一开始的听说部分,引导学生掌握听英语的技巧,和说英语的语音。在学生最后的活动中,教师只起辅助作用,进行评分和最后的总结。
Unit1 My new teachers第三课时
一、教学重点
本课时需要重点掌握四会句子,要求学生能在相似情景中正确使用。教师需重点强调这些四会句子的规范书写。
二、教学难点
本课时的难点是Pronunciation。要求教师在正确示范的基础上,引导学生读出含有这4个字母组合的单词并发现发音规律,尤其要强调bl,br的滑音变化。在句子中出现字母组合提示的单词,在本册是第一次出现。教师需要加以引导,正确示范朗读。遇到难度较大的句子,可让学生明白大意,不强求每位学生都能准确理解意思。
三、课前准备
1.教师准备教学过程中所需要的图片、声音、课件,以及本课时的八张单词卡。
2.准备一些教师的照片或图片。
3.教师准备录音机及录音带。
4.学生准备本课时所需的单词卡片和人物卡片。
四、教学过程
1.Warm-up(热身)
描述教师:在多张教师的图片中,让某学生任意抽取一张,对该教师进行描述,其他同学补充。结合所学句型:“He’s tall and thin.He’s our English teacher.” 结合单词卡片复习所学的四会单词,可让学生进行口头拼读比赛。
2. Presentation(新课呈现)
Read and write
(l)用图片展示的方法导入。教师介绍说: Zhang Peng has three new teachers this term. He talks about them with his classmate Tim. Let’s go and have a look!Who are the teachers?
(2)学生自己阅读课文。然后与同桌分角色朗读对话,理解对话内容,找出不懂的地方,教师答疑。
(3)教师就对话内容提出问题让学生回答。再让学生完成填充句子的练习。
(4)教师指导学生写四会句子,可以小组或男、女生比赛的方式进行。
3.Let’s play (趣味操练)
Pair work
要求学生看Pair work部分的图片,理解对话内容。两人一组,根据图片出示的句子,制作两组单词卡片,要求每组单词不少于五个。一组为各科目教师,如 math teacher, music teacher等,另一组为描述人物外形的词组,如 thin and tall, strong and short等。制作完成后,一人抽取两张卡片并提出问题,另一人根据卡片的内容进行回答。答对时,由此人抽取图片,问另一人。
4.Pronunciation (语音操练)
(1)教师出示一些含有相同字母组合,如 ee,ea等的单词卡片,要求学生根据图片或实物读出这些单词。在教学过程中要注意引导学生发现字母组合ea和ee在这些单词里发长音的规律,同时还要特别注意示范bl,br的滑音变化并强调这两个字母组合发音的区别。
(2)看课件或听录音带,跟读单词和绕口令,看图理解句子大意。
附有本课时字母组合的常见单词。
/i:/
ea tea meat treat peach seat Jeans leaf meal
ee beef sheep see queen meet jeep street canteen feed green teeth bee bsleep
bl blue blow black block blow blonde
br bread break brown breed brain brick
5.Consolidation and extension(巩固与扩展)
(l)让学生做 Read and write部分的活动手册配套练习。
(2)让学生听 Read and write、 Pronunciation部分的录音,读给朋友或家长听。针对语音部分,教师可以找出更多相关单词让学生练习四个字母组合的发音,也可以要求学生自己去找。对于找到较多单词的学生要及时鼓励。
(3)让学生参照Pair work说一说,做一做,设计一些有关教师或亲友的词组卡片,让大家来做句子整合游戏。
6. 小结
书写句子:
Who’s your English teacher?
Mr Carter.
What’s he like?
He’s tall and strong.
教案点评:
提供第三课时教案示例。本课时“Read and write”部分主要是在学生能够在读懂对话的基础上,正确写出所学句子Who’s your English teacher?Mr Carter. What’s he like?He’s tall and strong.Pair work部分要求学生动手动脑动口,根据图片出示的句子,制作两组单词卡片。并进行对话练习。
学新知导入时,可让学生描述教师,或进行一些口头拼读练习。学生在操练时,要注意让他们使用所学的新知识。语音的学习虽然在教材是设计在C 部分,但我们应尽量选用此部分。本册教材第一次将字母组合的单词发音与句子结合起来,学生可不注重理解句义,只试着快速读出句子就可以了。
关于我的老师的演讲活动
探究内容: 组织学生进行小型的演讲。
探究目的: 锻炼学生写和说的语言运用能力。
探究形式: 全班。
活动特点:此项活动以座谈或比赛形式展现。让学生充分讲述自己的感受或观点。加强师生间的交流。最好能在教师节时举行此活动。可以请多位本班的任课老师来旁听,并参与其中。
活动过程:
1. 每位学生准备100字左右的演讲稿,介绍自己的一位老师。要说出这位老师与众不同的特点。如果能借助其他素材来说明更好,如图片、音乐等。
2. 全班同学和诸位老师面前,进行演讲。
3. 由老师们谈一谈感受,或对学生的演讲进行评价。
4. 选出表现较好的同学,予以奖励。
参考资料:不知满意否
一份标准的英文教案要怎么写
英文教案过程步骤及内容最好是全英。我本可以给你一份标准的英文教案范例,但是这个留言板不支持图表,所以只能简单介绍一下英文教案应涉及到的内容。希望能对你有所帮助。
课 题 The title
授课时间 Time
教学目的 Teaching Objectives
教学重点 Teaching focus
教学过程 Teaching procedures
1.问候:Greetings
2.复习:Revision
3.新课导入 Lead-in
4.文章背景介绍 The Introduction of the Background Information
5.课文详细分析 Text Analysis:1)文章体裁 Style of the text
2)文章结构 Structure of the text
3) 文章内容详解(如对重要语言点、语法点、主旨思想、
写作手法等的分析)The detailed analysis of
the text (the analysis of the important
language points,grammatic points,theme and
writing devices)
教学内容 Teaching Content
教学方法、手段及时间分配 Teaching Method and Time Arrangement
课堂小结和教学反馈 Conclusion and the Feedback
作业 Assignment
板书设计 Blackboard Design
教学反思 Teaching Reflection
初中英语教案范文有没有全英文的
网上有好多的,例如:初中英语教案范例
Unit 1
Where’s your pen pal from?
Language goal
1.Function: . In this unit students learn to talk about where people are from.
2.Vocabulary: Canada ,France, Japan the United States, Australia, Singapore,
The United Kingdom, China
3.Target language:
Where is your pen pal from? /she is from Canada.
Where does she live? /She lives in Toronto.
What language does she speak? /She speaks English and French.
4.Structures Where questions /What questions
Key Points Where questions /What questions DifficultiesThe names of different countries/The languages of differentcountries/The differences of “be” and “do” in the sentence.
怎么写 英语教案
If you have 30 mins for your class, then I can tell you how to arrange:
Step one, Warm up: sing a song, roll call, greeting or review. (5 mins.)
Step two: Presention: Present new things(vocabularies, sentence patteners, conversations..etc) (15 mins.)
Step three: Activities: Games for practicing. (5 mins.)
Step four: Wrap up: Review. (5 mins.)
以上是以一个30分钟的课程为例的教学流程, 你若是要想写出专业一点的教案的话, 那麼
1) 先确认你要教的年级
2) 再确认要教的科目
3) 要教的重点或专题
4) 以下是英文的样本 template
Lesson Plan Title: 教案名称
Concept / Topic To Teach: 教学重点
Standards: 评量标准
General Goal(s): 目标
Specific Objectives: 特定的目的
Required Materials:需要的教具
Anticipatory Set (Lead-In):准备活动
Step-By-Step Procedures: 进行的步骤
Plan For Independent Practice: 练习或个别分组讨论活动
Closure (Reflect Anticipatory Set): 结尾活动 (回应一开始的准备活动) 通常是一开始有提问题来让学生去想,最后活动结束时,再进行讨论,或是公布正确答案
Assessment Based On Objectives: 评量
Adaptations (For Students With Learning Disabilities):如果是教特教的,会需要特别的方案 (防止意外状况,教室失控)
Extensions (For Gifted Students): 进阶活动,给有天赋的学生,或是反应的比较快的学生
Possible Connections To Other Subjects: 与其他主题关连
如果你上 google 去搜寻 Lesson Plan ,你会找到不少教案可以参考
http://www.lessonplans4teachers.com/
http://www.lessonplanspage.com/
高中英语教案范文
供参考的范例
Module 1 Unit 2 Heroes Lesson 1 Modern Heroes
说课教案
(一) 教学内容
1. 本课是Unit 2 heroes Lesson 1 Modern Heroes 的第一课时。本单元分别介绍了National hero, History makers,Sports stars 和 Superhero。这几篇文章的主题都是hero,但涉及的领域不同,它们融会贯通,承上启下,融为一体。
2. 本课是介绍National Hero,是学生比较熟悉和感兴趣的话题,前部分需要介绍杨利伟和神舟五号,让学生掌握有关词汇;后一部分是介绍杨利伟乘坐神舟五号宇宙飞船遨游太空的情况。
3. 本课文出现了较多的定语从句,还有生词较多(有些单词表没有而初中又没有学过),在这样的困难前提下,我引导学生通过 culture and background knowledge,结合课本内容丰富自己的知识面,拓宽学生对航天知识的了解,让学生了解航天英雄的成功之路,激发他们的民族自豪感。
(二) 学生分析
1. 组成情况
职业高中高一学生年龄都在14-16岁之间,大多数学生由于初中的知识基础打得不扎实,而且缺乏主动学习的能动性,自学能力差,对学习没有持有探究性和方向性,也没有养成良好英语学习习惯,所以学习成绩不太理想。
2. 学生的知识与技能水平
职业高中招生的学生,基础知识比较薄弱,甚至连音标都不会读,词汇的掌握范围狭窄,影响了阅读,听力和作文。学生的表达能力还是停留在比较低级的水平,面对每幅图片或某个主题只能说出一两句话,而且在阅读上,未能掌握泛读和精读的技巧和方法,课后的预习和复习能力较差,缺乏总结归纳的能力。
3. 学生已掌握的学习策略
尽管学生的知识和技能水平一般,但经过了一定时间的训练后,他们还是掌握了pair work, group work, using the culture and background knowledge的阅读技巧。
(三) 教学目标
1. 通过快速阅读文章,学生能够对每段文章进行归纳总结,准确地把段落主题与所给的headings联系起来。
2. 通过仔细阅读,学生能够回答关于文章的细节问题。
3. 通过进一步阅读,学生能够学生能用英语对采访自己心目中的民族英雄。并尝试复述课文。
(四) 教学策略
教学方法:使用交际法,充分调动学生的积极性,积极参与到课堂教学中,通过师生互动,小组表演的形式,完成各种任务,以达到完成教学任务的途径。
(五) 教学过程
第一步 导入
T: Good morning, Everyone! Do you like watching movies? Do you know Jet Lee (李连杰)?Do you know one of his famous movie called HERO? What does ‘hero’ mean? Who are the heroes in your heart? Do you know Yan Liwei, our national hero?
第二步 介绍文章人物
T: Open your books, and turn to page 100 and 101. Let’s read two passages about Shenzhou V and Yang Liwei.
Shenzhou V is China’s first manned spaceship. It lifted off at 9 a.m. on Wednesday, October 15th, 2003 in Jiuquan, Gansu Province. It was carrying Yang Liwei. It was launched very successfully and landed in Inner Mongolia safely.
Yang Liwei is China’s first astronaut. He was a pilot in the army. He was chosen from 1,500 other army pilots and started training for his space flight in 1998. During the 21-hour space flight, he circled the earth 14 times. When the spaceship was doing its seventh circle, Yang Liwei showed the flags of China and the United Nations, expressing the wishes of the Chinese people to explore and use space peacefully.
介绍文章时,展示文章中的生词,让学生猜测词意,带读并加以巩固。
第三步 阅读文章
(1) Fast Reading
呈现六个headings,让学生快速阅读,要求归纳每段的主题。
a. Astronaut lands safely
b. Welcome home
c. International good wished
d. An exciting lift-off
e. Introdution
f. During the flight
学生单个回答并集体讨论改正错误。
(2) Careful Reading
学生通过fast reading,完成了headings后,基本对课文有一定的了解,然后呈现出五道问题,要求学生再进行第二次阅读,对课文进行更深入的了解。
1. How did Yang Liwei feel duing the flight? How did he feel afterwards?
2. What did Yang Liwei do during the Shenzhou V’s seventh circle of the earth?
3. How many circles did the spaceship complete while Yang Liwei was sleeping?
4. What were helicopters doing as Yang Liwei returned to the earth’s atmosphere?
5. What did Yang Liwei do when he came out of the spaceship?
第四步 巩固练习
通过两次阅读让学生对课文熟悉,训练学生的阅读速度和解题技巧,最后通过ask and answer in pairs,培养学生的口语能力,并强迫他们记住文章的主要内容,为下一步语言运用打下基础。
第五步 语言运用
为提高学生对生活中的热点问题发表自己观点的能力,让学生运用自己学过的语言知识,对自己心目中的民族英雄进行模拟采访。把全班同学分成若干个小组,每个小组有一名同学扮演“杨利伟”,其他同学为全国各地新闻媒体记者,他们自由设计问题,对“杨利伟”进行采访。
教师巡视课堂,发现表现出色的小组,让他们到台前表演。
教师总结评价。
第六步 布置作业
让学生准备复述杨利伟的故事,要求说出自己的民族自豪感。
A Teaching Plan for Unit 3 Celebration Lesson 1 Festivals
HUANG SHUI PING
General objectives:
1.To read to learn the main Chinese seasonal festivals and their history origin and meanings.
2.To help them learn some phrasal verbs and functional items about the topic and try to use them.
Language aim:
1.Phrases:
Be celebrated by, fall on , mark, be decorated with, tradition/traditional, serve, take part in, get together
2.important sentences:
The Mid-Autumn Festival is celebrated by Chinese people.
The Lantern Festival falls on the fifteenth day of the first lunar month.
It marks the beginning of the hottest season of the year.
Ability aim:
1).Improving the ability of getting the general information and specific information from reading a text.
2). Using own words to describe some important Chinese festivals.
Emotion aim:
To promote students’ qualities of a patriotism(爱国主义精神,爱国心) by learning the main Chinese festivals and learn their history origin and their meanings。
Teaching important points and difficult points:
1).To get information from reading
2).To talk about festivals freely in English.
Teaching methods:
Brainstorming, task-based teaching method , heuristic teaching method , group work.
Teaching aids:
a recorder, a computer, and blackboard
Teaching procedures:
Step1. Greeting and reviewing.
Greet the class as usual.
Ask: what we can celebrate in our life? Get students to answer using the key words in warming up. eg,
Graduation, a birthday, Christmas, passing an exam, winning a scholarship, a sporting victory, the Mid-Autumn Festival, the New Year, a wedding, Halloween, the Dragon Boat Festival
Step2. Leading-in.
Show students many pictures of different seasons on the screen , asking: What’s your favourite season? Why? Help students answer using the words that they have already learned. Then ask: What festivals happen during your favourite seasons? Show more pictures about different festivals on the screen to help them to answer.
Students can work together to answer this question. Eg,
T:What is your favorite season? What festivals happen during your favorite season? ( have a discussion)
(S1: I liker summer. There are Children’s Day, Dragon-boat Festival and Mother’s Day.
S2: My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas Day.
S3: ……
T:Well done. Thank you.
Explain the differences between Day and Festival.
Step3.While-reading
Activity1.Fast-reading
Get students to read the text quickly, match the pictures with the festivals.
Activity2. Guessing.
Show some describing sentences on the screen to let students read and guess the names of the three festivals .
Activity3. Careful-reading
This time let students read the text carefully and get more detailed information to fill in the table of exercise3 on page36.
Ask some students to report their answers to the class.
Step4. Practice
Play the tape for the students to listen and ask them to fill in the blanks according the text.
1.The Mid-Autumn Festival happens in September or______. it is important because it is a special _____ for family.
2. There are many different kinds of mooncakes ____ fruit, coffee, chocolate and so on.
3. The ____ ____ Festival falls on the fifth day of the fifth month of the lunar year.
4.The Dragon boat race marks the _____ of the hottest season of the year.
5.________Festival marks the end of the Chinese New Year celebration.
Step5. Post-reading.
Let students discuss with a partner and answer the following question.
Which festival in China is most important for children? Young people? Old people? Women and men?
Then ask some students to give a report.
Step6. Homework.
1. do the exercise 9 on Page 37
2. remember the new words in Lesson One.
3. use your own words to describe a festival that you are familiar with.
Step7. Blackboard design.
Lesson 1 Festivals
The Mid-Autumn Festival is celebrated by Chinese people.
The Lantern Festival falls on the fifteenth day of the first lunar month.
It marks the beginning of the hottest season of the year.
英语教案怎么写
范例
I. Teaching books: Project English--- Unit3 Topic3 Section A.
II. Teaching tools: tape recorder, word cards, Powerpoint.
III. Teaching methods: Teaching as a whole, visual and situational method, and team cooperation.
IV. Teaching aims and demands:
1. Get familiar with the food vocabulary.
2. Learn the use of countable and uncountable nouns.
3. Learn how to entertain guests to dinner at home and the response.
4. Key sentences:
eg: What would you like to have/drink? -- I’d like some …
Would you like some …? -- Yes, please. / No, thanks.
V. Teaching Procedures:
Step 1: Organization and revision:
1. Task presentation.
2. Get familiar with the food vocabulary.
3. Learn the use of countable and uncountable nouns.
4. Learn how to entertain guests to dinner at home and the response.
5. Listen to the song of ABC. While listening, get students find out food words from the song.
6. Check how much students have learnt about the new words:
Ss show pictures to partners and ask each other to spell the words.
Consolidation: Teacher review new words with the whole class (show pictures).
Step 2: Presentation:
1. Learn countable and uncountable nouns.
2. Classify the words on the blackboard into countable and uncountable groups:
[C]: egg, vegetable, noodle, cake
[U]: fish, meat, rice, chicken, tea, milk, water
3. Play a game:
S1: water S2: some water, vegetable S3: some vegetables, milk S4: some milk …
4. Consolidation: Practice those words with sentences.
eg:I like …(s) very much. J I don’t like …(s) at all.
( Students work with partners, then make a report. )
5. Ask and answer:
1)Review some words with students. (show word cards)
2) T:Suppose you invite some classmates to dinner at your home, hat should you say? First let us learn some key sentences:
eg:What would you like to have/drink? -- I’d like some …
Would you like some …? -- Yes, please. / No, thanks.
(Ss work in pairs to practice the key sentences, then act out the dialogues.)
6. Activity 1a:
1)Listen and understand.
2)Listen again, then read after the tape.
3)Point out some useful expressions:
eg: What about you, ××? -- I’d like some …
May I have some …? -- Here you are.
Help yourselves.
7. Activity 2 :
1)Ss listen to the tape and fill in the blanks. Check the answers.
2)Point out useful expressions:
eg: Why not have some …? -- Good idea! Thanks!
Step 3: Consolidation and Practice
1. Work in groups and study the conversation in activity 1a and activity
2. Then work out to make a similar conversation with your group members. (Teacher is guide;Ss review the key sentences and useful expressions they just learned together before they get to make a new conversation.)
3. Act it out in class.
Step 4: Project
Summary: Check out whether Ss finish the tasks or not. (Briefly review the words, sentences and grammar we’ve learnt today.)
Step5: Homework:
1. Finish your exercise sheet.
2. Write down the countable nouns and uncountable nouns you learn today.
3. Make a survey of students in other groups about foods they like and dislike. Then write a new conversation of “Entertaining guests to dinner”.
4. Make a menu with your group members! (a daily menu, may look up dictionaries for new words, put some beautiful pictures in your menu).
VI.教后反思:
希望能够帮到楼主
如何分析别人的英语教案, 分析哦,不是写教案。希望专业人士能给个范例。
分析英语教案,建议步骤如下:
一。基本教学步骤是否齐备,即 导入,讲解,总结,练习,作业
二。备课准备是否充分,即详案,简案不仅是工作时间的长短的标志,更是备课是否充分的标志
三。教案书写是否美观
四。详略得当的程度
英语教学案例范文哪儿有
26个英文字母:
大写:A小写:α印刷体:a读音:ei(拼音)(一声)
大写:B小写:b读音:必
大写:C小写:c读音:sei(拼音)(四声)
大写:D小写:d读音:弟
大写:E小写:e读音:义
大写:F小写:f读音:癌父(轻声)
大写:G小写:g读音:之一(连读)(四声)
大写:H小写:h读音:ei(拼音)(二声)尺(轻声)
大写:I小写:i读音:癌
大写:J小写:j读音:zhei(拼音)(四声)
大写:K小写:k读音:kei(拼音)(四声)
大写:L小写:l读音:癌奥(连读)
大写:M小写:m读音:癌木(连读)
大写:N小写:n读音:恩
大写:O小写:o读音:欧
大写:P小写:p读音:屁
大写:Q小写:q读音:kiu(拼音)(四声)
大写:R小写:r读音:啊(二声)
大写:S小写:s读音:癌死(轻声)
大写:T小写:t读音:替
大写:U小写:u读音:优
大写:V小写:v读音:微
大写:W小写:w读音:达不留(轻声)
大写:X小写:x读音:癌克死(轻声)
大写:Y小写:y读音:wai(拼音)(四声)
大写:Z小写:z读音:跟“在”类似,但是舌头伸出来发音(牙咬着舌头)(四声)
单词:
English……英语、英国人 读音:英哥类是(轻声)
Book……书 读音:不可(轻声)
I……我 读音:癌
You……你 读音:又
He……他 读音:黑(四声)
She……她 读音:shei(拼音)(四声)
It……它 读音:义特(轻声)
Yes……是的、太好了 读音:叶死(轻声)
No……不是、没有、不要 读音:nou(拼音)(四声)
Is……是 读音:义子(后面这个音跟“子”类似,但是读的时候牙咬着舌头)
Are……是 读音:啊(四声)
Am……是(用在I后面) 读音:按木(轻声)
a……一个 读音:饿(轻声)
OK……好的、可以 读音:直接读出字母(欧kei)
英语教案15
一、教学内容分析
话题:What are you gong to do?
功能:运用What are you gong to do?等句型来询问他人打算做什么。并能根据询问给出相应的回答。在此基础上进行语言交流,展开交际活动。
语言结构:
1、句型:What are you going to do this morning/ this afternoon/ on this weekend/ ……?
I’m going to ……
Where are you going ? I’m going to ……
2、词汇:take a trip/ read a magazine/ go to the cinema/ tomorrow/ tonight/ this morning/ this evening/ this afternoon/ next week/ post card/ magazine/ dictionary/ comic book/ newspaper等。
二、教学目标
能力目标:
1、 能通过询问知道他人打算要做什么,并能正确表达自己或他人将要进行的活动。
2、 围绕主题What are you going to do?展开^对`话,并尝试自编^对`话,模仿讲故事。
知识目标:
1、 能够听、说、读、写A、B部分Let’s learn 中的四会单词和Let’s talk中的三组句子。
2、 能够听、说、认读let’s learn部分的三会单词和Let’s talk中的句型。
3、 能够读懂Let’s read 中的^对`话和短文,能够完成检测学生理解程度的填充句子练习。
4、 了解2个元音和5个辅音的读音,能区分它们不同的发音方式,并能根据所给的音标拼出单词的读音。
5、 能够听懂、理解Story time、Good to know、Task time 中的内容。
(三) 情感目标:
1、培养学生学会合理计划安排自己的学习与生活。
2、让学生从小就树立远大的理想并拟订远期目标。
三、基本教学理念
a)采用活动途径,倡导体验参与新课程倡导任务型的教学模式,让学生在教师的指导下,通过感知、体验、实践、参与和合作等方式,实现任务的目标,感受成功。在学习过程中进行情感和策略调整,以形成积极的学习态度,促进语言实际运用能力的提高。
b)突出以学生为主体的素质教育思想英语课程要面向全体学生,注重素质教育,要关注每个学生的情感,激发他们学习英语的兴趣,帮助他们建立学习的成就感和自信心,使他们在学习过程中发展综合语言运用能力,提高人文素养,培养创新精神。
四、课时安排
第一课时:Part A Let’s learn/ Pair work/ Let’s chant
第二课时:Part A Let’s try/ Let’s talk/ Group work/ Part C Task time
第三课时:Part A Let’s read/ Part C pronunciation
第四课时:Part B Let’s Learn/ Let’s play/ Part C Let’s sing/ Good to know
第五课时:Part B Let’s try/ Let’s talk/ Pair work/ Part C Let’s check
第六课时:Part B Let’s read/ Part C Pronunciation
五、教学重难点
1、 重点:
A、四会单词和句子的听、说、读、写。
B、Let’s learn部分单词和短语的听说读写。
C、句型What are you going to do?I’m going to ……等的正确运用。
2、 难点:
A、四会单词和句子的读写。
B、Read and write 的理解。
C、正确认读本单元所给出的7个音标以及相应的单词。
六、教学重难点建议
1、 句型:What are you going to do this morning/afternoon/……?的导入。
A、情景导入:可借助画面及学生熟悉的人物如Mike,姚明等,创设一定的情景,在学生易懂的言语中自然地将其带入该情景。
Eg.
(1)(画面呈现生病中的Mike)
T:Look! Who’s that?
Ss: He’s Mike.
T: Is he OK/fine?
Ss: No. He’s not OK/ fine.
T: Is Mike your friend?
Ss: Yes.
T: So what are you going to do? (出示)
(2)(出示姚明的照片)
T: Who’s that?
Ss: Yao Ming.
T: This evening, there is a basketball game and Yao Ming is in this game.What are you going to do this evening?
Ss: I’m going to watch TV.
(3)(出示动物园的场景)
T: There is a picture for you. Oh, what’s this?
Ss: It’s a zoo.
T: Yes, it’s interesting .
Ss: Oh, we like animals very much.
T: Tomorrow is a sunny day . What are you going to do?
Ss: We’re going to see the animals tomorrow.
B、^对`话导入:以自然的师生^对`话过渡到将学的内容。
Eg. T: Hello.
Ss: Hi!
T: How are you ?
Ss: Fine. Thank you.
T: What day is it today?
SS: Today is Friday?
T: What day is it tomorrow?
Ss: It’s Saturday.
T: What are you going to do on Saturday?
2、 四会句型及词汇的巩固。
(1)快乐遐想吧
A、将一副完整的图片分割成两部分,根据图片中的人物猜一猜整幅图的情景(以第一、二人称展开^对`话)。图中情景可有违常理,给学生遐想的空间。
目的:操练句型What are you going to do?
I’m going to……
【Eg.】
B、根据展示不同的服饰或物品,想想将去出席何种场所或将要做什么事。
目的:操练句型Where are you going?及What are you going to do ?
bookstore
【Eg.】
picnic
cinema
(2)单词接龙
活动内容:be going to…tomorrow/ next week/ this evening…
who
what
where
when
活动过程:将学生按四人划分成小组,和说一个句子。如He’s going to watch TV at home this evening.
学生竞赛完成句子的一部分,并且不能重复^答~`案,有学生接不上^答~`案就排在第一位,接着再说句子。最后没被排到前面同学获胜。
(3)Mike’s Sunday
活动内容:
a、What is he going to do on Sunday? He’s going to …
b、take a trip/ read a magazine/ buy a comic book…
活动准备:若干时间表
活动过程:
1、 教师事先制作一套卡片,每张卡上记载Mike将在周日的某个时间做某件事,并将他们复制成数份。
2、 请同学们都去调查Mike的周日将做些什么事。
3、 教师示范任务的操作,将学生分成若干组,每组限8人,分发卡片一套,每个学生领取卡片一张,然后在同组中来回走动,跟同组学生进行^对`话。例如:
S1: Excuse me. What is Mike going to do at 4:30 on Sunday morning ?
S2: Sorry, I don’t know. You may ask him/her.(当自己被问到不知道^答~`案时,可以这么说。)
S1: Excuse me. What is Mike going to do at 4:30 on Sunday morning ?
S3: Sorry, I don’t know. You may ask him/her.
S1: Excuse me. What is Mike going to do at 4:30 on Sunday morning ?
S4: He’s going to get up.
(4) Does your friend know you?
活动内容:be going to…colours/ verbs/ fruits/ food.
活动准备:表格
活动过程:请一位学生上来填表格,再请他们的朋友来填表格,看谁了解他多一些。
This weekend, ______ is going to get dressed in _______(What colour?). _______ is ______ to _______( What to do?). ______ is going to eat ______ (What food?) and _____( What fruit?). And ______is going to drink ______ ( What drink?).
(5)张冠李戴
活动内容:be going to…tomorrow/ next week/ this evening…
活动准备:小纸片,小盒子
活动过程:把全班分成四个大组,每人一张纸片,第一大组写名字,第二大组写在做什么,第三大组写什么时间,第四大组写在什么地点。然后把每组的纸条放进不同的四个盒子里,请一名同学从四个盒子中分别抽出一张组合成一个句子,把它大声地读出来。
(6) Who is the winner?
目的:操练四会句型I’m going to……,训练学生说和写的能力。
过程:课件快速闪现两组图片,分别是将要做的事情和时间。当画面停止的时候,学生要根据两幅画面的内容写下句子。比如:I’m going to the bookstore this afternoon.连续进行5次,看一看,比一比谁写对得多就是winner。
(7)趣味故事。
目的:操练句型:Where are you going…? I’m going to the bookstore/ shoe store/ fruit stand/ pet shop。
What are you going to buy?
I’m going to buy……
Eg . One day, I was going to the cinema. I was walking, walking, walking . Suddenly I was falling on the road. OH! MY GOD! There is a hole in the road. And my shoes were broken. Oh, my new shoes. (旁白“So where are you going?”) “ I’m going to the shoe store of course.” (旁白 “And what are you going to buy?”) “Sneakers of course. It’s hard enough.”
3、语音教学的建议。
(1)猫抓老鼠
目的:能辨别单词中字母a和u的发音,并能正确认读这些单词。
过程:教读音标/a:/和/∧/后,将这两个音标做成猫的头饰,将含有字母a和u的相应单词做成老鼠的头饰分发给同学,戴着猫头饰的同学,就要在茫茫鼠群中找到相应的老鼠,找对一个得一分,最后比一比,哪只老鼠最英勇。
(2)黑白配
目的:训练学生认读单词音标的能力。
过程:教师将father, mask, thumb, nut等含有字母a、u的相应单词和它们的音标,分别写在不同颜色的卡纸上, 让同学认读单词后,能够找出单词各自的音标,把他们配成一对。
英语教案16
单元教材分析单元学情分析
本单元以过去和现在为话题,重点学习表示过去的时间状语、学校设施和部分动词及动词短语。本单元以学生的实际情况出发,通过说唱歌谣、小组合作等形式使学生处于轻松、快乐、趣味十足的学习氛围。
单元教学目标:
1、听说认读star,easy,race,felt,trip,woke,会听说读写gym,ago,cycling,badminton.
2、能够熟练运用There be句型描述过去的事情和现在的事情。
3、能够掌握询问某人的变化的句型。
课时教学设计
课题:Unit 4 A Lets learn备课人:上课人:
教学目标:
1、听说认读单词:dining hall,gym,grass,…years ago,…months ago,last year,lastmonth.
2、学习句型:There was/were…We didn’t have…及其一般过去时态的具体运用。
3、学生会根据具体年代判断与之相符的事物。
4、学唱歌曲《Changes in me》
教学重点:
过去时间状语的运用。教学难点:
句型There was/were…的具体运用。
教具学具课件准备:PPT图片第几课时:period 1
探索流程个性添加(教学反思)
Learning steps(学习步骤):
Step 1.预习温故(用时5分钟)
1. Go over the phrases of Unit 3: ate fresh food, went swimming, tookpictures, bought gifts, rode a horse, rode a bike , went camping, hurt my foot ,went fishing
教师说短语的第一个单词,学生说出短语,并造一个句子。如T: took. Ss: Took pictures, I took pictures lastweekend. (边做动作边说)
2. Free talk.
T: How was your weekend?
Ss: It was fine.
T: Where did you go? 、
Ss: I went to ...
T: How did you go there?
Ss: By ...
T: What did you do there? Ss: I went fishing. / ...
Step 2.新课内容展示(用时15分钟)
1.教学单词dining hall, grass, gym, ago.
(1) Show the picture of grass. T: What’s this? Ss: It’s grass.板书grass并教读。Chant: Grass, grass. Play football on the grass.以同样的方法教学dining hall,gym. Chant: Dining hall, dining hall. Have lunch in the dinning. Gym, gym. Playbasketball in the gym.
(2)教学单词ago及词组... years ago, ... months ago.教师先说几个句子让学生感受。T: I wentfishing three days ago. I went to Beijing two years ago.板书并教读ago。让学生说出...years ago, ... months ago的意思并造句。
2.出示两张新旧学校图片介绍并板书:There was no gym in my school twenty years ago. Nowthere’s a new one in our school.教读。学生学说句子,描述学校以前和现在的样子.如:There was no computerroom ten years ago. Now there’s a new one in our school.
3. Play the tape of Let’s learn.学生仿读。
Step 3.合作交流:(用时10分钟)
1.小组读单词,开火车读单词。
2.学生灵活运用所学单词句子。
3.完成Find the mistakes.学生先自己读句子,然后小组合作找出错误的地方。
4.学唱歌曲《Changes in me》
Step4、达标检测(用时9分钟)
板书设计作业布置
Unit4 Then and now h
dining hall, gym, grass, ago, ...years ago, ... months ago
There was gym in my school twenty years ago.
Now there’s a new one in our school.
1.抄写并背诵dining hall, gym, grass, years ago, months ago, last year, lastmonth
2.用本课时句子写一个对话。
英语教案17
教学目标:
1.能听、说、读、写本课的核心词汇:air, everywhere , alive, smoke,factory, smoke, dirty,clean, plant
2.能熟练掌握核心句型:It keeps them high in the sky.
3.读懂描述空气污染的对话。
重点难点:
1.能在语境中正确使用本单元的核心词汇。
2.能用句型It keeps them high in the sky.描述空气的作用。
教学用具:
录音机、自制课件、照片等
教学过程:
StepⅠWarm up and revision(热身与复习)
1. Greetings.
2. Guessing game.
Step ⅡPresentation and practice (自主探究)
1.生词关
T: Please write the meanings on your paper
air______ smoke ______ factory ________ dirty________ clean ______
alive _________ everywhere_______ important ______
2. Learn the new words.
T: Let’s listen and say the new words.
Ss: read these words after teacher.
3. Work in groups to read the new words. Recite the new words, and thenrecite in groups。
4. Watch the screen and learn to say the sentences.
5. Ask pupils to talk about the famous cities of the world in groups .
Sept ⅢLearn the story (文本学习)
T: Here’s a riddle. It’s very long one. Please listen carefully and guesswhat it is. What is it?
Ss: Air.
T: Yes, What do you think of air?
S1: Air has no colour.
S2: Air has no smell and taste.
S3: …
T: Yes. We can’t see it,but we can feel it. Air is important to
all living things.
T: Can you talk about air? Work in groups .
Ss: talk each other.
Tasks the pupils to answer the questions on Page 69.
Step ⅣConsolidation(拓展延伸)
Think and say:模仿课文,介绍一样。
教学反思:
大部分学生能掌握本课的核心词汇和核心句型,小组讨论,谈一谈对空气的认识,学生积极踊跃,大胆表达,教学效果较好。
英语教案18
教学目标:
知识与能力:
1、能听懂、会说“How tall are you? I’m 1.65meters. I’m taller than this one. Howtall is it?”
并能在情景中正确运用。
2、能够知道meter的意思
能够独立完成let’s try的练习
过程与方法:
学生能在合作交流中使用新语言进行沟通
情感与价值观:
培养学生良好的英语学习习惯。
了解基本的计量单位的运用
教学重点:
掌握句型:How tall are you? I’m 1.65meters. I’m taller than this one. How tallis it?”
教学难点:
能在情景中正确运用所学句型并能完成调查表。
教具学具课件准备
录音机及磁带、图片、学生自备一张调查表第几课时:2
探索流程个性添加(教学反思)
1. preparation(预习)
1.日常口语练习。
2.复习单词:taller、 longer、 older、 younger 、shorter
2. presentation(新课呈现)
(1)Let’s try
教师播放录音,学生独立完成练习并核对答案
(2)Let’s talk
a.生阅读对话,并解释大意
b.教师范读,学生跟读
c.分组读,个别读回答问题
d.播放录音,学到再次跟读
3.practice(练习)
(1).T: How tall are you? I’m 1.65metres.引导学生回答,并多加练习。
(2).做完后教师出示图片问How tall are you?请学生轮流回答。
(3).把图片出示给学生,让他们加强练习。同桌或小组之间互相练习。
(4).学生两人分角色朗读课文对话。
4.homework(家庭拓展)
(1).做本单元A Let’s talk部分的活动手册配套练习。
(2)听A Let’s talk部分的录音读给同伴、朋友或家长听。
板书设计作业布置
Unit 1 How tall are you? 2
How tall are you?
I’m 164cm tall.
You’re shorter than me.
You’re 4cm taller than me. 1听A Let’s talk部分的录音读给同伴、朋友或家长听。
2每个学生准备图片两张,会用学过的比较级单词和相关句型进行演练。(学生可以根据各自的情况以个人或小组的形式来练习。
英语教案19
一、教学目标与要求
1、知识与能力目标
⑴学生会谈论学习成绩和表现等。
⑵认读单词:quite, good at, say, try, fast.
⑶初步认读句子:she’s good at…
she’s quite good at…
she tries hard at…
she doesn’t work hard at…
2、情感态度目标
通过学生的自我评价,以及互相评价,给每一位学生找到自己的优点,树立其自信心,提高学习热情和主动性。
二、教学重点及难点
⑴重点:掌握新单词,了解新句型,在此基础上理解课文内容。并能简单的利用句型描述他人各个科目的成绩。
⑵难点:try的第三人称单数;quite和quiet的区别。
三、课前准备
本课单词卡片,vcd。
a)教学过程
step 1 warm up
i.review the adjective words with the cards.
ii.free talk:
s1: i’m very naughty. but i’m very clever.
t: is s1 naugty in class?
ss: yes, he is.
t:is he quiet?
ss: no, he isn’t.
step 2 presentation and practice
1.出示一张成绩单,数学是100分。
t:this student is very good at maths.
板书good at.帮助学生理解意思。
2.t: are you good at maths?
s1: yes, i am.
s2: no, i’m not.
3. t: how about lingling? is she good at maths? let’s watch the video.
play the video and have the students answer the question.
t: is she good at maths?
ss: yes, she is. she is good at maths.
d)t: look at your paper. what about her english? what about her science? now let’s listen to the radio and finish the report.
教师发给学生一份表格,引导学生通过挺对话,把表格中的信息补充完整。
report: lingling
maths: very good
english: _______
science: _______
pe: run fast
art: _________
chinese: very good
e)t: how about lingling’s english?
ss: quite good.
(帮助学生区分quiet quite两个词)
f)t:is she goot at science?
ss: no, she isn’t.
t: she tries hard at science.
板书try tries
g)help the students finish the report. then play the vcd, and have the students repeat the text.
h)group work: have some students retell lingling’s report.
9. do the practice2 on page 24. look at the report of sam. retell sam’s report in pairs.
step 3 consolidation and extension
1.have the students do the exercise1 in activity book unit 2.
first, listen to the tape, say the subjects.
second, finish the report.
third, ask and answer.
2.do a super interview.访问自己的一个朋友,完成手中的报告。注意第三人称单数。然后汇报自己的结果。运用重点句型:
she’s good at…
she’s quite good at…
she tries hard at…
she doesn’t work hard at…
step 4 summary
1. t:what have you learned in this lesson?
ss: ……
2. read the key words and key sentences together.
step 5 homework
三、listen and repeat the text for 5 times.
四、write the new words and sentences for 2 lines.
五、talk about your friend with your parents.
step 6 blackboard design
module 6 unit 2 she’s quite good at english.
she’s good at…
she’s quite good at…
she tries hard at…
she doesn’t work hard at…
英语教案20
一、教学目标:
1、掌握there be结构所表达的意义。
2、能听懂和看懂包含there be句型的简短对话。
3、能运用学过词汇和there be句型来简单描述一下某处有某物。
二、重点难点:
there be句型的肯定式、否定式一般疑问句及其回答方式。
三、教学过程:
1、there be概念。 there be ...句型,表示的是“存在”,“某地有某人或某物”,其结构为there be(is,are)+某物/某人+某地。
2、be动词的用法。单数名词和不可数名词用is,复数用are.
3、there is的句子结构:
there is a book on the desk.
there is some water in the bottle. 5、there are的句子结构:
there are some pictures on the wall. 6、练一练。
7、there be句型就近原则及练习。
四、小结及there be口诀。
英语教案21
教学目标:
1.能听说、认读eye, face , ear, nose, mouth,这些关于身体部位的单词,并能用英语介绍自己身体的这几个部分
2.初步了解表示接触的指示用语,能听懂,并按指令做出相应的动作。
3.激发学生学习兴趣,培养听说习惯和能力。
教学重点:
关于头部的单词eye, face , ear, nose, mouth的学习。
教学难点:
eye, face两个单词的元音因素容易发音不到位,教师可鼓励学生张大口型,相互检查。mouth一词的尾音发音较难,教师可适当提醒学生,注意口型
教学过程:
step 1.warm up and revi-sion 1.greetings :
hello,boys and girls! nice to meet you! sit down please!
step 2.presentation
1.利用多媒体展示学生感兴趣的动画人物“大耳朵图图”,让学生与图中人物进行口语交流let’s say “hello, tutu.”
2.tu tu is so cute.look! this is tutu’s eye.并指着tutu的眼睛介绍。同时引出新单词eye.
a.先让学生倾听录音怎么读单词eye b.再范读教新单词eye(开火车读)
c.让学生拼写这个单词e-y-e
d.老师借助肢体语言,指着自己的眼睛说:this is my eye
e.let’s do.follow me: eye eye唰唰唰(跟着老师一起做动作).3.用同样的方法依次新授新单词:face、ear、nose、mouth
4.powerpoint制作:打开幻灯片后每点击一身体部位就会出现相应的单词。(注mouth一词的尾音发音较难,适当提醒学生,注意口型。)
5.认读face、ear、eye、nose、mouth的单词卡片和图片。
step3:practice
1.let’s do:
eye eye唰唰唰ear ear呼呼呼
nose nose闻闻闻
mouth mouth巴巴巴face face拍拍拍
2.i say you do.(老师说,学生快速做相应的动作,然后找一位学生出来做出动作。)
3.play a game
出示多媒体课件,蝴蝶飞哪读到哪,飞到双手拍三下,飞到双脚跺三下,飞到单词读单词。(这种游戏把课堂还给学生,有效激发学生的表现欲望,在轻松而又愉快的气氛中巩固所学知识。)
4.what’s miing?(出示多媒体课件,出示学生感兴趣的动物图片,让学生一眼能看出并猜出什么部位没有了。)
5.are you happy?now let’s sing a song: if you’re happy!
6.板书设计:
unit 3 look at me
a let’s learn
英语教案22
《bread sausage milk coffee》
Teaching aims:
1 ew word :bread ausage milk coffee
2 Revisio :little car,milk
3 What day i today ? How are you ? How old are you ?
Teaching aids:
icture ag reorder music
Teaching te :
te 1:Greetings
T:Cla egin,stand up!
S:Stand u !stand u !I tand u !
T:Good morning oy and girl !
S:Good morning Mi Jiang !
T:Sit dow lease !
S:Sit down!sit dow !Isit dow !
te 2 :warm u
T:What day i today ?
S:Today i Monday.
T:How are you ?
S:Fine ,Thank you and you ?
T:I’m good !and how old are you ?
S:I’m fivesix .(每个问提都分别叫幼儿回答或齐答)
Ste 3 Revision
全班小朋友一起读歌谣little car,milk
Ste 4 Lear ew words
T:I’m very hungry.Do you have anything give me to eat ?
S:NO ! O ! O !
T:Rellay ?what’ that ?(旁边有一个小袋子装了些东西,突然发现,叫一名幼儿拿来看看,里面是否有吃的)
T:Haa !what’ thi ? we call it read.
S:Bread !
T:Good !(带读,也可叫幼儿起来自己读,每个单词读5遍以上,而且要使幼儿都会认读。然后把图片贴在黑板上,这样一一引出其它3个新的单词:milk coffee ausage .最后一起复习)
Ste 5 lay game
预备的一张画贴在黑板上,一个叫BORBOR的人推着早餐车,让小朋友们帮忙,但是要知道它们的英语怎样说才可以卖完,一个人大喊:“Bread,bread,who want to uy a read ?It’ very deliciou !”随后全班的幼儿一起问:“Bread,bread,在哪里?”然后又叫一名幼儿上来找出所要买的英语卡片大声的说:“Bread,bread,在这里!”以同样的方式来卖出其它的早餐,再给予奖励。
Ste 6 ing a ong –Teddy ear.
ORBOR为里感谢大家放的。
Ste 7 It’ time to ay goodbye.
英语教案23
课前准备
1.教学挂图。
2.教学投影片。
3.教学录音磁带。
4.学生画图用白纸(教师准备)。
教学内容
A Listen and find.
1.本部分提供了一幅迷宫游戏图。
2.学生根据图和录音材料,找出图中人物要去的地方,并划线表示出来。
3.本部分通过听和找的活动,检测学生对本单元学习内容的听和认的情况。
4.为了降低听力材料的难度,每一项听力材料都是由两句话组成,先说某人去哪儿,再说乘什么交通工具。
5.图中的路线可以重复画。
B Lets make a mural and talk.
1.本部分是一项学生自主活动。学生以小组为单位,画一幅街道的图画(mural意为:壁画;天花板的装饰画)。
2.本部分提供了一幅学生画习作,供学生小组活动时参考。
3.学生绘画结束后,应对本组的作品集体进行描述,以此来检测自己对本单元学习内容的说的情况。
教学建议
1.教师出示本课教学挂图,要求学生用“I can see....”语句对图画进行简单描述。
2.教师请学生猜一猜画面上人物要去哪儿,引导学生说出在本单元学到的交际用语(注意:说本单元交际用语时需要换人称,教师可以帮助学生说,如:教师说前半句Andy is,学生接后半句going to the supermarket.)。
3.学生听录音并画线。该练习做完后要有反馈,教师要帮助学生核对答案。核对答案时学生可以互相交换课本,以逐步学会互相检查。
4.教师将学生分成4至5人一组,每组发一张白纸,要求学生以组为单位,画出想象中的街道。教师也可以给出街道示意图(如下图),请学生添加画面。
这项练习的另外一个做法是:课前布置任务,学生同样以组为单位,收集有关街道建筑、设施、车辆的图片,并将图片剪下来带到课堂。课堂活动时,大家有选择的将自己收集到的图片贴在一起,组成街道拼贴画。为防止大家都找同一类型的图片,布置任务时教师可以指导学生进行分工。
5.图画作品完成后,让学生先在组内用英语对图画进行描述。
6.然后让学生以小组为单位,在全班展示图画。展示时,要求每位学生用英语说一说自己画的或收集的部分。以此种方法为每一位学生提供说话的机会。
7.录音材料:
A项:MONOLOGUE
Teacher: Andy is going to the school.He is going by bus.
Lily and Yaoyao are going to the park.They are going by taxi.
Bill and his dad are going to the zoo.They are going by bicycle.
Ted is going to the book store.He is going by van.
Binbin is going to the hospital.He is going by car.
Joy is going to the supermarket.She is going by subway.
B项:MONOLOGUE
Teacher: I can see a taxi, a bus, a van, a bicycle in the streets.I can see a school, a park, a book store in the streets.There is a zoo next to the traffic lights.There is a supermarket next to the bus stop.The bus is red.The car is white.Im going to the zoo by bus.
英语教案24
课前准备
1.教学挂图。
2.教学投影片。
3.教学录音磁带。
4.6个地点场所的图片及单词卡片(师生各自准备)。
5.第25课交通工具及交通设施图片及单词卡片(师生各自准备)。
6.游戏用汽车站牌、交通工具头饰、售票员胸牌、乘车票等。
教学内容
A Look, listen and talk.
1.本部分利用图画引入单词。
2.学生通过看、听、说,学习5个地点场所的英文表达。其中school和zoo两个单词虽然在以前的学习中接触过,但是并未作为正式的单词出现过,此次正式列入生词表中,作为生词出现。
3.本部分单词的要求是:学生能将单词的音和相应的图形联系起来,并能看图用英文说出单词。
4.本部分学习内容的难点如下:
(1)book store词组中失去爆破的读音;
(2)地点及场所单词词义的辨认。
5.初步练习用“Where are you going? Im going to....”语句,询问某人要去哪儿和表达自己要去的地方。
6.初步练习询问某人乘坐什么交通工具并能回答。
7.本部分重点学习地点及场所单词的音、形、义,对语句的学习仅要求能初步感知,在B部分教学中应注意进行语句的巩固练习。
8.本部分能够涉及到的复习内容是:询问某物在哪儿的语句及表示方位的词。此项复习内容为第27课学习指路和问路做了铺垫。
B Lets play and say.
1.本部分的学习内容是学生通过游戏的方式进行模拟角色表演。
2.学生通过用语言做事情,熟练掌握所学地点场所的单词和询问某人要去哪儿的问答语。
3.本部分有一首关于开着车去某地方的歌曲,此歌曲配合学生模拟活动,不要求学生会唱,可以在今后的复习巩固中要求学生逐步学会此歌曲。
教学建议
1.学生在学习新内容之前,教师应帮助学生对第25课的学习内容进行复习。
2.教师出示教学挂图,请学生看图并听录音。听第一、二遍录音时,教师根据录音指出相应的图,听第三、四遍录音时,可以要求学生根据录音指出相应的图。学生指图时,建议先由一位学生指教师出示的教学挂图,然后再两人一组指书上的图。
3.教师用“What do you see in the picture?”问句,帮助学生练习说表示地点场所的单词。
4.教师帮助学生做巩固单词的练习。如:
(1)教师发指令,学生用单词卡片做反应。如:a.Show me.... b.Put the park next to the zoo.Put ...
(2)学生看图,根据听到的音标出序号。如:T: Find the school.Write No.1 under the school.Find the hospital.Write No.2 under the hospital....序号标好后,学生两人或以小组为单位进行反馈练习。如:A: No.1.B (Ss): School.
(3)看图问答。如:T: Where is the zoo? S: Its next to the park.T: Where is... ? S: Its....
5.教师采用多种办法,帮助学生理解“询问某人正要去哪儿”交际用语的使用场合。如:根据学习内容拍摄的录像片,根据学习内容制作的电脑课件,出示相应的图,教师用英语介绍情景并听录音等。
6.教师设置相应的情景,帮助学生学习“Where are you going?”的问答语。如:将教室的一角布置成街道,在“街道”上设置一个公共汽车站。教师边演边说:Today is Sunday (出示日历).I am going to the supermarket.(走在“街上”,指着超市的图片。)教师可以指着其他地点图片问学生:Where are you going?帮助学生回答:Im going to....教师应注意让尽量多的学生回答这一问题;在大多数学生能回答这一问题的基础上,帮助学生学说问句。然后,帮助他们做初步的问答练习。
7.教师利用同一情景,帮助学生学习“By taxi ?”的问答语。教师拿交通工具的图片或玩具实物,站在“公共汽车站”旁说:I go to the supermarket by bus.并问学生:How do you go to the supermarket? By bus?然后帮助学生回答Yes. / No.By subway.由于教材中没有其他的语言来支持此问答语的练习,建议采取如下办法帮助学生练习此问答语,教师说问句“How do you go to the... ?”学生之间问答:By bus? Yes. / No.
8.在两组问答语基本练熟的基础上,教师帮助学生进行四个话轮的对话练习。这项练习不要强求所有的学生都会,要顺其自然。
9.让学生听歌曲,目的是稍微休息一会儿,为做角色扮演游戏做准备。
10.游戏方法如下:由几位学生头戴汽车(bus, van, taxi, subway, car)头饰扮演汽车司机;由另几位学生扮演售票员(手中持有不同车型的车票);再由6位学生手持地点的图片,站在教室的各个角落;其他学生扮演乘客。游戏开始后,“司机”站在全班面前,“售票员们”走到“乘客”中间,进行下面对话:
售票员:Hi! Where are you going?
乘客:Im going to the zoo.
售票员:By bus?
乘客:No.By car.(“售票员”给“乘客”一张小汽车票。“乘客”走到“小汽车”面前。)
小汽车:Get on, please.(“乘客”上车双手即搭在“司机”的肩膀上。上其他车同此。)每辆“车”都有“乘客”后,“司机”开车带“乘客”去要去的地方。此时放歌曲,“汽车”在歌声中开到“乘客”要去的地方(走至手持地点图片的学生身边)。到地点后,司机说:Heres the.... Get off。
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