英语教案14篇。

教案课件是老师教学工作的起始环节，按要求每个老师都应该在准备教案课件。上课时老师要按照教案课件来实施。如果您想了解更多相关信息建议您阅读一下“英语教案”，希望您能多关注我们网站的最新动态以及时跟进市场变化！

英语教案【篇1】

一、 活动目标

1、幼儿对买水果的游戏感兴趣，能积极参与活动。

2、幼儿能掌握买东西的基本对话。

3、学习对话：Can I help you ？

A le（peach）please .

Here you are ..

Thank you ，bye bye .

二、 活动准备

水果图片若干张，桌子

三、 活动过程

1、情景表演，让幼儿了解买东西的基本对话。

老师与另一协教老师分别扮演售货员与顾客的角色，进行简单对话。

2、教师帮助幼儿初步学习售货员卖水果的简单用语

提示语：Can I help you ？

3帮助幼儿使用顾客买水果的简单用语

提示语：A le（peach） please

Thank you ，bye bye

4、分角色进行游戏

重点指导：适时的帮助幼儿使用各角色的基本对话。

5、结束游戏

老师与另一协教老师分别扮演售货员与顾客的角色，进行简单对话。

教师帮助幼儿初步学习售货员卖水果的简单用语

提示语：Can I help you ？

英语教案【篇2】

大班英语教案

Teaching aids ：

1. 复习句型“What is this ?/It’s…”

2. 了解marker notebook book-bag的'中文意思，并能发准其读音。

2. 能大胆、积极的参与英语活动。

Teaching arms ：

教学实物(记号笔、软面超、书包) 水果教学卡片 魔术带一个

Teaching procedures ：

一、Warm up

游戏：Follow me

T ： Eyes on me ， Please. Show me your hands . We’ll play

the game “Follow me”.

(幼儿跟着老师做动作)

二、To learn

1. Review

出示水果教学卡片，复习句型What is this ?

T ： Look at me . What is this ?

C ： A le

T ： It’s a le.

多次出示水果的卡片，提问：What is this ?复习巩固此句型。

2. Learn

T ： What is this ?(出示实物记号笔)

C ： 记号笔

T ： It’s marker . marker . Follow me marker

C ： marker.

T ： What is this ?(出示实物书包)

C ： 书包

T ： It’s book-bag . book-bag Follow me book-bag

C ： book-bag

3. Game ：摸实物

老师出示实物，请幼儿用身体的某一部位去接触实物，如用头顶、手拍等，在接触实物的过程中，不断的说单词。老师纠正发音。

4.将记号笔、软面抄装进书包，老师摸出一件实物，提问What is this ?

摸出软面抄时教授单词notebook。

5. Game看嘴型，猜单词。

T ： Look at me ， now let’s play a game . Every one look at my mouth and gue what is I say .

幼儿看老师的嘴型，判断老师在说哪个单词。

三、Ending

T ：Today ， we learn the word ：marker 、notebook book-bag

英语教案【篇3】

教学目的：

1、 知识与技能：本课要求学生能正确听、说、读、写单词boots，umbrella，dry，wet，always，sometimes，usually，never。

2、情感态度价值观：运用多种教学手段激发学生学习英语的积极性,并力争能够让学生人人参与,通过鼓励、表扬来让学生有成就感，对自己充满信心。

教学重点、难点：

本课重点单词，句子，会正确使用句子。

教具准备：

cards，tapes

教学过程：

Step 1 : Class opening and Review

1、Review clothes the students have mastered and other vocabulary with “ Dress up ”

(jeans , skirt , hat , blouse , pants , sweater , shoes , socks , jacket and glasses .)

Step 2 Presentation and practice

1、Teaching “ boots and umbrella ”

1)Ask the Ss what do you like to have on the rainy day ?Demonstrate “ boots ” and “ umbrella ” with real objects .

2)Practice a : Read after me

b : Read one by one

c : Ask and answer

Do you have boots and umbrella ?

What colour is your ?

Do you like your ?

d : Make some sentences with the words .

2、Teaching “ wet and dry ”

1)Demonstrate “ wet ” and “ dry ” with some water and some paper . Get a piece of paper wet and compare it to a dry piece of paper .

2)Read one by one .

3)Make sentences with two words .

3、Teaching “ always , usually , sometimes and never ”

1)Using pictures to demonstrate the new words :

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

I usually eats a sandwich for lunch .

Sometimes I eats soup .

教学侧记

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Steven always wear pants . He never wears dresses .

2)Ask the students to guess : “ What’s missing of the new words ” .

3)Read the words by themselves .

4)Ask the students to make some sentences using :

always , usually , sometimes , never

4、Listen to the tape as the students follow in their books .

5、Discuss the meaning of the text and read it .

Step 3 Consolidation

1、Play “ Never , Never ” after you have played it a few times .Play vocation 1 with the new vocabulary “ wet , day , umbrella and boots .”

2、Play “ Opposites ” and indude the new vocabulary “dry” and “wet”.

Step 4 Summary

Today we learned the new words : boots , umbrella , always , usually , sometimes and never . Please practice them after class .

Step 5 Homework

boots，umbrella，dry，wet，always，sometimes，usually，never

板书设计：

Lesson 9 On the school bus

boots，umbrella，dry，wet，always，sometimes，usually，never

英语教案【篇4】

Unit 4 I want to be an actor

教学目标 ：

1.学会不同工作的英文表达方式。

2.了解同学父母的工作。

3.学会简单的介绍自己将来的理想。

教学内容：

重点词汇：teacher, nurse, engineer, manager, airhostess, lawyer, doctor, clerk, reporter, police

重点句型：1. What does your mother do? She is a teacher. What does your father do? He is an engineer. 2. What do you want to be? I want to be a teacher. What does she want to be? She wants to be a singer.

总体思路: 本单元采用任务型的教学模式，设计了三个任务活动，首先以比赛的形式，让学生通过工作的描述，来猜测工作的名称；

然后由学生自己下座位找与自己父母工作相同的同学，练习所学的句型；

其后让学生用所学句型谈论自己的理想。所有任务的设计，由简到难，每一个任务都为下一个任务的完成奠定了一定的语言基础。

语法知识 一般现在时

（1）一般现在时主要由动词原形表示，但第三人称单数后要加-s，另外be有特殊的人格形式，见下表:

一般现在时

（2）一般现在时的否定式见下表

一般现在时的否定式

（3）一般现在时的疑问式及简略回答，见下表。一般现在时的疑问式

（4）一般现在时的基本用法如下。① 经常性或习惯性的I get up at six every day．

② 客观真理，客观存在，科学事实。

The moon moves round the earth．月亮围着地球转。③ 表示格言或警句中。

Pride goes before a fall. 骄者必败。④ 现在时刻的状态、能力、性格、个性。I don't want so much.

教学板块设计:

Task1：Know the names of the different jobs

目的：通过这个环节，教师完成本单元的新单词的导入 ，通过提供给学生对于不同工作的具体描述，让学生猜出工作的名称，这样为整节课任务的完成奠定最基本的词汇基础。在做猜谜游戏时学生能够做到精神集中，并能激发学生的学习兴趣。

课前准备：教师需要准备关于teacher, nurse, engineer, manager, airhostess, lawyer, doctor, clerk, reporter, police等工作的具体文字描述。

课堂学生活动：

1.教师向每个小组发放一份关于工作的描述，竞赛看那个小组最先猜出答案，并将本组的谜语提供给全班，让其他组竞猜，这可以将学生的注意力，吸引到课堂上来，并对同学年的谜语加以思考。此活动以小组为单位，让学生通过谜语来猜测工作的名称，猜对者给小组加分。

The riddles supplied by the teacher:

1) I work in the hospital everyday. My work is very hard but also very important. The doctors and patients need my help. I help the doctor and look after the patients. I always wear white clothes. People call us “angels in white”.

2) I drive a car everyday, but the car is not mine. There are many people sitting in my car everyday. After they go out of the car, they must pay me money.

3) My job is very difficult but interesting. I help people on the court. If I succeed I will get lots of money, but if I fail, I get no money.

4) I am very proud of my job. Because I am you’re your mother. I will tell you what is right and what is wrong. Sometimes I am very strict.

5) I work outside; I am very busy because there are many letters in my bag, and I must give the letters to different people.

6) I work in a restaurant and I always carry some fruits and dishes. I often ask people: What would you like? I am really very busy.

2.在所有单词导入 后，以小组为单位，将所有单词按不同的标准分类，如：适合男人的工作，适合女人的工作等，通过这项活动，学生能将所学单词落到笔头上，同时是对所学单词的又一次巩固，而且不同的组有不同的分类原则，开发了同学无限的想象空间。

Task2:Know what your group members’ parents do.

目的：通过这个任务，学生能应用本单元的主要句型，询问本组成员父母的工作。

课堂活动：

1.小组活动，在小组内小组成员互相询问父母的工作。

应用句型：What does your mother do? She is a……… What does your father do 2.向全班同学汇报调查结果

3.同学下座位，在限定的时间内，看谁能找到父母与自己父母工作一样的同学，并且数量最多。

4.向全班同学作汇报。比赛看那个小组完成的数目最多。

Task3Whatdoyouwanttobe?

目的：让学生学会用简单的句型来介绍自己的理想，通过此活动导入 新的句型并进行大量的操练，让学生充分的掌握。

课堂活动：

1.教师通过介绍自己的理想导出句型:I want to be a singer. What do you want to be?

2.小组内组长来统计本组同学的愿望，比赛看那组同学的愿望最多，并作小组汇报。

Homework:思考一下自己的理想工作对人都有哪些要求？ 课后反思：

本单元的基本词汇和基本句型，内容较多，所以针对不同的内容设计了不同的任务活动。通过课堂的试验，证实了这些任务的可行性，并达到了意想不到的效果。

1.在导入 新单词时，通过小组比赛的形式，让学生通过工作的描述，来猜测工作的名称，首先比赛的形式，调动了学生的兴趣，其次猜谜的这种形势更有利于让学生开动脑筋，思考问题大大吸引了学生的注意力。

2.第二个任务由学生自己下座位找与自己父母工作相同的同学，通过这个竞赛形式教师为学生提供了一个安全的语言环境，学生可以大胆的练习所学的句型。其后让学生用所学句型谈论自己的理想，培养了学生的价值观和理想观。

篇二：初中英语教案(格式规范版)

云南省教师资格认定考试

教育教学能力测试

教学方案

姓名：张俊利

资格种类：初中教师资格 任教科目：英语

《What’s the highest mountain in the world?》Teaching Plan

[The basic information]

1.Subject：English

ic：What’s the highest mountain in the world? 3.Class：Grade 8

4.The teacher：Zhang Junli 5. Type of lesson：New lesson 6. Theaching hour：One class hour 7.Teaching aid：Multi-media

[Teaching Objectives]

1. Knowledge objective

New words : Qomolangma,the Nile, the Caspian Sea, the Sahara ,square, kilometer ,desert ,population

Phrases: in size,in the word, meters deep/long/high,as...as, the biggest population. Sentence: What’s the highest mountain in the world?

How long is Qomolangma?

It’s 8,844.43 meters high. It’s higher than any other mountain. Which is the deepest salt lake in the world? The Caspian Sea is the deepest of all the salt lake.

Did you know that China is one of the oldest countries in the world? Yes, I did. It’s much older than the US.

2. Ability objective

Let the students can understand and talk about the topic of geography and natural. Master the usage of the comparative and superlative. 3. Emotion objective

To cultivate the students love the nature, make them have the consciousness of protecting the environment.

[Teaching main and difficult points]

1. Teaching main points

Use comparative and superlative forms of adjective and adverbs 2. Teaching difficult points

1

Talk about the geography and nature using comparative and superlative forms of adjective and adverbs.The contrast between the object.

[Teaching Methods]

1.Task-based Method municative Approach 3.Situational Approach

[Teaching Procedures]

Step1.Leading-in

1. Watch the photos and talk about them “How big/high/long/big is …?’ and help the students to answer: It’s …meters/kilometers/cm big/high/long/big. 2. Look these photos and practice the dialogue: e.g. A: How high is Qomolangma?

B: It’s 8,844 meters high.

Step 2. Match the facts you know. Practice in pairs using the information in 1a.

Step 3 Explaination

…8,844 meters high.8,844米高 … meters high (long, wide…) ……米高（长,宽……)。

英语表示“有多长（宽，高……）”时，一般将数词和数量单位放在表示长宽高的形容词前作状语。

e.g. The wall is 1.7 metres wide. Step 4 Listening 1. 1b Listen and complete the sentences.

1) Qomolangma is ______ than any other mountain in the world. 2) The Sahara is ____________ desert in the world.

2

3) The Caspian Sea is ____________ of all the salt lakes. 4) The Nile is _________ river in the world.

2. 2a Listen and number the facts(1- 4) in the order you hear them.

6,300 5,0005,464 300

The Yangtze River is about ____ kilometers long and the Yellow River is ___ kilometers long.

China has the biggest population in the world. It’s a lot bigger than the population of the US.

China is over ___ years old. It has a much longer history than the US. The US is not even ___ years old.

China is almost as big as the US, but it is the biggest country in Asia. Step 5 The usage of the comparative and superlative

1．一般单音节词和少数以-er，-ow结尾的双音节词，比较级在后面加-er，最高级在后面加-est；

（1）单音节词

e.g. small→smaller→smallest short→shorter→shortesttall→taller→tallest great→greater→greatest（2）双音节词

e.g. clever→cleverer→cleverest narrow→narrower→narrowest

2．以不发音e结尾的单音节词，比较在原级后加-r，最高级在原级后加-st；

e.g. large→larger→largest nice→nicer→nicest able→abler→ablest

3．在重读闭音节（即：辅音＋元音＋辅音）中，先双写末尾的辅音字母，比较级加-er，最高级加-est；

e.g. big→bigger→biggest hot→hotter→hottest fat→fatter→fattest

4．以“辅音字母＋y”结尾的双音节词， 把y改为i，比较级加-er，最高级加-est；

e.g. easy→easier→easiest heavy→heavier→heaviestbusy→busier→busiest happy→happier→happiest

5．其他双音节词和多音节词，比较级在前面加more，最高级在前面加most；

e.g. beautiful→more beautiful→most beautiful Step 6 Practice

1c Make conversations in pairs.

3

Examples

A: Did you know that China if one of the oldest countries in the world? B: Yes, I did. It’s much older than my country. Step 7 Summary

Go through the important points and difficult points of this lesson with the students once again.

Emphasis the phrases and sentence patterns.

Retell the the usage of the comparative and superlative. Step 8 Homework

1.To memorize the important phrases and sentences.

2.To make some dialogues about asking the size of objects.

3. find some information about Qomolangma On the Internet

Add :[The Blackboard Design]

What’s the highest mountain in the world?

1.New words : Qomolangma,the Nile, the Caspian Sea, the Sahara ,square, kilometer ,desert ,population

2.Phrases: in size,in the word, meters deep/long/high,as...as, the biggest population. 3.Sentence: What’s the highest mountain in the world?

How long is Qomolangma?

t’s 8,844.43 meters high. It’s higher than any other mountain. Did you know that China is one of the oldest countries in the world?

4. The usage of the comparative and superlative

1．一般单音节词和少数以-er，-ow结尾的双音节词，比较级在后面加-er，最高级在后面加-est；

（1）单音节词

e.g. small→smaller→smallest short→shorter→shortesttall→taller→tallest great→greater→greatest（2）双音节词

e.g. clever→cleverer→cleverest narrow→narrower→narrowest

2．以不发音e结尾的单音节词，比较在原级后加-r，最高级在原级后加-st；

4

英语教案【篇5】

一、教学内容

二、教学目标：

1、知识目标：

(1)听能听懂单词head nose eye mouth ear

(2)说会说单词head nose eye mouth ear

2、能力目标：

在日常生活中能灵活使用这些单词

3、情感目标：

通过本课内容培养孩子的竞争意识

三、重点与难点：

1、重点：单词head nose eye mouth ear

2、难点：mouth中[W]的读音。

四、教学过程：

STEP 1：

Greeting

T: Hello! Hello! How are you!

S: Fine, fine, thank you.… Hello!Hello! How are you?

T: Fine, fine, thank you.-(学生说学生做动作,老师说老师做动作。)——课前用这种新形式的问好方法,既起到了问候的作用,同时又让学生动起来,激发学生的学习兴趣,而且复习了上节课的新知识

STEP 2：

Warming up

Sing a song 《 Ally Bally》——充分调动学生的积极性,让学生很快的被课堂所吸引。

STEP 3：

Review

1、 What color is it? Yellow (等学过的颜色)

2、 Who’s this? Grandma (等称呼)

3、 What’s this? Dog (等学过的单词)

4、 What’s this? Head (教师举着卡片问)

——前三个问题简单的复习了前几节课学过的内容,最后一个问题导入新课。

STEP 4：

New Lesson

1、 What can you see on my head? (学生到前面用手在教师的头上指,会的读出来,或领读)——这样的问题引出新单词虽然不够花俏,但是很实用,能够真正的贴近学生的生活,让学生自己能够联系实际。

2、 What can you see on your deskmate’s head? (同桌两个人相互观察,然后两个人到前面演示)——换种问法能够吸引学生的注意力,再一次抓回孩子的积极性,并且能够让孩子将新的知识切实的联系到自身。

3、操练

Game 1：听一听指一指

六个学生到前面来,其中一个学生出示卡片,下面的同学看见哪个图片,就大声读出这个单词,前面的五个同学做动作,错了回到座位,以此类推,最后评出冠军。——这个游戏虽然很简单,但是对于本课却是一个很实用的小游戏。一部分孩子锻炼了口语,还有一部分孩子锻炼了听力与反映能力。同时这种淘汰制度能够从小培养孩子的竞争意识,初步让孩子懂得优胜劣汰的道理。

Game 2: Guess What?

学生分为几个小组,教师拿着器官的图片,用一张白纸挡住,图片的大部分被遮盖起来,只漏出一点点,让学生猜器官。哪个组猜对了就得奖励,最后选出优胜组。——学生猜的过程就是学生练习说单词的过程,哪怕他猜错了,他却还是练习了这个单词。孩子在不知不觉中就对单词进行了操练。这个环节还可调节课堂上的时间。

STEP 5：

Homework: Draw Yourself

拿着镜子给自己画一幅自画像。看到哪个器官就大声读出来,然后再画出来。——学生回家后,不知不觉在玩的过程中就复习了新的单词,而不是学生被动枯燥的复习单词。这样的方法更容易让孩子接受,收到的效果也会更佳。

英语教案【篇6】

英语活动教案：Uncle和anut

活动目标：

1：初步学会单词aunt、uncle的发音

2：进取参与游戏，提高幼儿英语学习兴趣

活动过程：

一、Greetings

T：“Hello，boys and girls 。?”

S：“Hello， Miss Liu 。 ?”

T：“Good morning， boys and girls 。”

S：“Good morning，? Miss Liu 。 ?”

和后面的的家长客人打招呼。

二、Revision

T：“Please stand up and show me your hands 。 Let’s sing a song——‘ABC ?”

三、Presentation

1。 T：“Here es a lovely girl——Kitty”出示指偶Kitty

Kitty ：“I want to introduce my relatives to you ，do you know who are they ?”

2。Kitty：“Who is she ?”出示图片

T：“Listen to Kitty please ，Ok ?”

K：“Aunt 、aunt、 aunt? ”示范读音幼儿跟读

* 将幼儿分为Apple、Pear两组，在学习操练过程中以小组为单位进行比赛，得到星星最多的小组获胜并给予奖励。

3。 T：“When I say aunt (小声)，you should say aunt (大声)；When I say aunt (大声)，you should say aunt (小声) ，ok ?”

4。 Have a match 师生比赛一口气能说多少遍aunt

5。T：“Guess，who is he ?(用纸遮盖住叔叔图片的一部分) ”呈现新知并用上述方法操练单词Uncle

四、Practice

1。 Let’ have a bomb

要求：将一颗炸弹放在uncleaunt上，读到auntuncle时，则该读两遍。做错的小朋友受到相应惩罚

2。 迅速出示单词卡，让幼儿快速反应单词进行操练

3。 I am aunt uncle

要求：邀请两位幼儿分别扮演aunt 和uncle，并举着对应单词卡片，师拍到哪位幼儿的肩膀，该生迅速举卡片跳起大声说出单词。

4。 击掌传话

Apple组和Pear组从教师拍手开始进行比赛，每组幼儿与旁边的幼儿击掌并“传话”，直到小组最终一位幼儿先向教师击掌传话的小组为胜。

五、Consolidation

T：“Aunt and uncle have to go home ，please say goodbye to them 。OK?

Goodbye aunt ! Goodbye uncle ! Give them a kissbye”引导幼儿与叔叔阿姨说再见，给叔叔阿姨再见吻。

英语教案【篇7】

一、 教学任务：

① 音标知识的简单介绍；

② 音标知识的重要性；

③ 教学音标: a,辅音：能正确识读 28个辅音；

b,元音:元音字母在开、闭音节中的发音

二、教学重点：

① 开、闭音节的区分及元音字母在开、闭音节中的发音

② 28个辅音的认读，尤其是6个爆破音的认读。

三、 教学难点：

开、闭音节的区分及元音字母在开、闭音节中的梵音和28个辅音的认读

四、教学步骤：

Step One Everyday English（日常用语）

⒈----Good morning,Hellen!(afternoon/evening)

---- Good morning,Alice!(afternoon/evening)

⒉---How do you do!

----How do you do!

⒊----How are you ？

----Fine, thank you,And you?/ I’m OK.thanks.

----I’m fine, too.

⒋----What’s your name?

---- My name is Mary/Tom. (I am Mary)

⒌--- Can you spell it,please?

---- Yes, M—A—R—Y,Mary.

⒍---- Are you clear?

---- Yes.？No.

⒎Read after me,please.

⒏Look at the blackboard. Please.

⒐Exchange, please.

（注；第6、7、8、9的项目只要求学生明白指令并作出反应即可）

Step Two

①简单介绍音标的知识，（联系汉语拼音）

②说明学习音标的重要性。（让学生明白学好音标除了能自己独立识读英语单词外，更重要的是能轻松记忆后面将要学到的所有单词，而记忆好单词是学好英语的最基本保证。）

③音标慨况：元音（单双元音）；辅音（清浊辅音）。

Step Three

① 开音节与闭音节的认识及开闭音节单词的区别练习；

② 元音字母在开、闭音节中的发音及练习

③让学生反复练习元音字母在开闭音节中的发音。

Step Four

① 元音和辅音的初步认识；

② 辅音的教学及6个爆破音的正确认读

五、课堂作业及训练、测试

①单项选择

1、英语共有____元音字母；国际音标共有___个，其中辅音____个，爆破音____个。

A.5,48,20,10 B.21,48,28, 6 C 。26,48,5,10 D.5,48,28,6

2、下列单词中为开音节的是______。

A. cake B. borrow C. window D. meat

3、下列表述错误的是_________。

A.。音节通常由一个元音加上一个或者几个辅音构成。

B 。以元音字母结尾构成的音节叫绝对开音节。

C 。元音和浊辅音在发音时声带要振动

D.元音字母在开音节单词中一般读其字母音，其中” u “在开音节中还可读/u::/。②。找出下列各组划线部分读音不同与其它的一个 。

① A. cake B. make C. watch D. name

② A. heB. desk C. game D. see

③ A.bike B. rice C fineD. sit

④ A. hot B. smoke C. boxD. dog

③ 《语音教材》P1的练习处理。

④默写6个爆破音。

教学后记：

英语教案【篇8】

教学准备

教学目标

1. 教学目标

(1)知识目标：学生能掌握下列重点单词和短语的意义和用法：greet, represent, approach, expression, defend, misunderstand, adult, cheek, major, likely, in general。能够表达一些Body language.

(2)能力目标：学生能掌握基本的阅读理解方法：速读，寻读，归纳中心和查找细节。

(3)情感目标：学生了解不同国家和文化的身势语，激发学生学习这种语言的兴趣。

教学重难点

教学重点和难点

(1) 培养学生的阅读策略和技巧，让学生了解文章的细节知识和文章结构。

(2) 让学生合适地使用不同的身势语。

(3)课文中现在分词作定语和状语的长难句。

教学过程

Step 1. Lead in

(1)The teacher shows a question on screen： How can we communicate with others when we can’t speak ?

Then ask a student to answer.

设计说明：引出本单元的话题。

(2) The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for. 设计说明：引出本节课的题目。

Step 2. Fast reading

1. Go through the passage quickly and find out the main idea of each paragraph.

o Match the main idea of each para. with lines.

(Para.1) A. Other examples of different greeting body language.

(Para.2) B. Different people have different body language.

(Para.3) C. Summary of body language.

(Para.4) D. Meet the visitors at the airport.

(Para.5) E. Examples of different greeting body language.

2. Try to write down the main idea of the text.

The text is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.

设计说明：通过这个题目的练习，让学生掌握速读，先对文章段落大意有一个了解。然后再去归纳中心思想。

Step 3. Careful reading

Read Para. 1 and decide if the following statements are true (T) or false (F).

(1) Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year's international students. ( )

(2) After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.

( )

Read Para.2&3 and match the people with their ways of greeting

Tony Garcia (Columbia) A. shakes hands and kisses others twice

on each cheek

Ahmed Aziz B. Bows

(Jordan)

Akira Nagata (Japan) C. shakes hands

George Cook (Canada) D. approaches others closely and touches

their shoulder and kisses them on the cheek

Darlene Coulon(France) E. stand quite close to other men but will

usually not touch women.

Read Para. 4&5 and decide whether the following statements are true (T) or false (F).

(1) All cultures don’t greet each other the same way. ( )

(2) From the passage we can see western cultures are better than eastern cultures. ( )

(3) It’s necessary to study body language because it helps us to get better understanding among people from different cultures. ( )

(4) Only a small number of people greet by shaking hands. ( )

设计说明：通过这些题目的练习，让学生掌握文章的细节内容和阅读理解的细节题目的解题方法。

Language Points

1. approach vi. &vt.向……靠近；n.靠近；方法，步骤(后常跟介词to)

即时练习

(1) When I ____________(approach) the dog, it ran away at once.

(2) Can you come up with a good approach of solving this problem? (单句改错)

2. likely adj. 可能的；有希望的

be likely to do 很可能……;有希望……(主语既可以是人，也可以是物)

It is likely that...很可能……

即时练习

(1)She is the most _________ girl to win the prize.

(2) It’s likely that he will succeed.(句型转换)

=____________________________

3. Yesterday, another student and I, representing our university’s student association, went to the Capital International …...

representing 是现在分词(非谓语)作定语，相当于定语从句：who represented ….，谓语是went。

即时练习

(1) Mr. Wang, who taught us English before, retired last week. (把划线部分变为非谓语)_____________

(2)The girl __________(study) in the classroom is my sister. (用非谓语填空)

4. I stood for a minute watching them and then went to greet them.

watching 是现在分词(非谓语)作伴随状语，表示watch和stood同时发生，谓语动词是stood和went。

即时练习

(1) The boy stood there and cried.(把划线部分变为非谓语)

The boy stood there_________.

(2)The boy is sitting before the computer__________ (play) games. (用非谓语填空)

设计说明：通过这些题目的练习，让学生掌握课文中的重点单词，短语和长难句，促进对文章细节的理解。

Step 4. Consolidation

阅读下面材料，在空白处填入适当的内容(1个单词)或括号内单词的正确形式。

Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait), I saw several young people enter the waiting area looking around(3) ___________ (curious). I went forward to meet (4) _______(their). After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.

As I get to know more international friends, I learn more about this

(6) __________ (culture) body language. People communicate not only with

(7) _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.

Correct the mistakes in the sentences.

1. I stood for a minute watched them and then went to greet them.

2. Julia stepped back appearing surprising.

3. Akira Nagata from Japan came in smiled.

4. Most people around the world now greet each other by shake hands.

5. These action are not good or bad.

Step 5. Free talk

After discussing with your deskmate, think out the body language you know and act it out.

Ask some pairs to perform in front of the class.

设计说明：学生通过阅读和讨论对文章有了深层的理解，同时对身势语这个话题更加熟悉。 这个环节师生互动、生生互动，训练了学生的口语表达能力，促使他们把所学的知识和技能转化为运用英语的能力。

Step 6. Summary

What have we learned in this class?

We have learned:

o some body language in different countries

osome language points

ohow to communicate with different people properly using body language

设计说明：这一环节主要是对所学内容进行总结，使学生认识到学习“身势语”的必要性和重要性。

Step 7. Homework

Underline all the important words, expressions and sentences.

课后习题

阅读下面材料，在空白处填入适当的内容(1个单词)或括号内单词的正确形式。

Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait), I saw several young people enter the waiting area looking around(3) ___________ (curious). I went forward to meet (4) _______(their). After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.

As I get to know more international friends, I learn more about this

(6) __________ (culture) body language. People communicate not only with

(7) _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.

Correct the mistakes in the sentences.

1. I stood for a minute watched them and then went to greet them.

2. Julia stepped back appearing surprising.

3. Akira Nagata from Japan came in smiled.

4. Most people around the world now greet each other by shake hands.

5. These action are not good or bad.

英语教案【篇9】

学习目标

Students are to be able to

predict what to hear.

use the group of words related to stress.

tell the ways to deal with the stress.

教学流程

学生背景

升入高中后的"第二节英语课。

教学内容

1) Listen to an interview concerning stressful situations

2) Predict before listening

教学目的

1) To identify stressful situations.

2) To use stress related words and expressions.

3) To learn about ways of dealing with stress.

4) To predict before listening.

教学过程

步骤

教师活动

学生活动

时间 教具

板书

可能遇到的问题

Lead in

Ask questions

Write down key words on the Bb Answer the questions

Get familiar with the topic 2’ Pictures

Computer Title

New words and key sentences Ss might not use the target words

Introduce

Lexical

Items in

Context

Write down model sentences on the Bb Brainstorm and talk about stressful situations 3’

Textbook Model sentences Differences between

very, quite vs.

a little

Check point Ex. 2 Page 10 Focus on the form, meaning and use of the lexical items 3’

Textbook Key words Ss might have difficulty producing the answer:

stress pressure

Prediction Introduce the technique of prediction Ss use the technique to predict answers individually

Justify their opinions in pairs 5’ Textbook

computer No Ss’ individual differences

Listening

Play the cassette

Highlight the strategies

Play the cassette

twice Listen for general information to check the answers 10’ Computer

Textbook No Some Ss might feel depressed after checking, then they need encouragement

Listening Play the cassette for the third time

Encourage Ss to choose suitable ways to answer the 3 questions based on their ability

Help Ss to find the right answers Listen for specific information to answer the question

Get enough information on stress and learn the ways to deal with stress 12’

Textbook

Answer sheet

Computer No

Ss might over or under- estimate their own ability to answer the questions

Ss might not be able to collect enough specific information to finish the task

Give Suggestions Offer a chance for Ss to evaluate their study Solve practical problems in their life in groups

Presentation

Evaluation 10’ Answer sheets Evaluation form

The suggestions might be quite different based on individual differences, whatever the results everyone should be awarded

Homework Read Supplementary Reading on P7 & P9

英语教案【篇10】

一、教学目标：

1、知识与技能：

能够听、说、读、运用本单元词汇breakfast lunch supper chicken dumplings fish fruit juice meat noodles rice soup vegetables drink eat hungry thirsty morning afternoon evening 数词11-15

会唱本单元英文歌曲“It’s time for lunch”。

2、过程与方法：

运用游戏，调动学生积极参与。创设情境，创编对话。

3、情感态度与价值观：

小组合作的形式培养学生的团结协作的精神。

提高学生的学习兴趣，树立学生学习的'自信心。

二、教学重点：

能够听、说、读、运用本单元词汇breakfast lunch supper chicken dumplings fish fruit juice meat noodles rice soup vegetables drink eat hungry thirsty morning afternoon evening 数词11-15

三、教学难点：

理解和口头运用本单元的重点句子。

四、教具学具：

单词卡片，录音机。

五、教学过程：

1、Greating .

（1）Free talk.

How are you How old are you

What’s this Do you like ____

How many ____

What’s for breakfast/lunch/supper？

（2）Sing an English song

It’s time for lunch.

2、Review

（1）Guessing game “What’s this”

教师将所学过的表示食物的卡片背面展示给学生，请他们猜测What’s this （本单元要求掌握的单词：chicken dumplings fish fruit juice meat noodles rice soup vegetables）当学生回答正确后，教师作为奖励将卡片赠送给学生。

（2） 全班活动，单词分类

T: I eat breakfast in the morning.

S :I eat lunch in the afternoon.

S :I eat supper in the evening.

教师在学生说的同时板书句子，让孩子们观察eat后面的单词有什么特点，the后面的单词又有什么共同之处，将breakfast lunch supper归为三餐类，将 morning afternoon evening归为时间类。

T: I like chicken for lunch .

T: I like meat. I don’t like soup.

T: I like dumplings. I don’t like noodles.

组织学生观察like后面的单词的共同点，引出食品类。学生分组练习说这样的句子。

T:I’m hungry. I want to eat.

T:I’m thirsty. I want to drink.

教师边做动作边说句子，同时板书，学生跟着练习。把eat drink 归为动作的单词。Hungry thirsty 由于学生很难分，教师告诉他们这样的单词为状态类。

分类结束后，教师放手，让组长组织孩子们用单词卡片进行巩固练习。

（3）我问你答

Ask and answer in pairs

如：2+10=twelve 看谁作对的题目多。（学生自己出题，评判）

（4）Talk about “My day.”学生自由发言，教师适时引导。

use the words and sentences we have learn.

如：I get up in the morning . In the morning ,I eat breakfast. What’s for breakfast？I like ___ for breakfast.Then I go to school.In the afternoon,I eat lunch. Now, it’s Lunch-time! Let’ eat lunch！What’s for lunch I like ____ . I don’t like ____ . I like ____ for dessert.What about you？

对学生的表现给与积极的评价与鼓励。

3、Class closing

Let’s sing a song:It’s time for lunch.

4、课后练习：

I’m hungry. I want to____.

I’m ____. I want to drink.

I get up in the____. In the morning ,I eat____.

In the afternoon,I eat____.

六、板书 ：

Lesson 18 Again , please!

breakfast lunch supper

chicken dumplings fish fruit meat noodles rice vegetables juice soup

drink eat hungry thirsty

morning afternoon evening

数词11-15

英语教案【篇11】

(1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。提高阅读能力同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。

(2)通过扮演导游对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。

(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。

(1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的背景知识为节课做热身。

(2)通过阅读课文利用Skimming 和 Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力，同时为下一个扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。

(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。

通过学习，使学生了解世界的艺术馆，培养学生的文化意识和对艺术的兴趣。同时激发学生对家乡的自豪感和热爱之情。

教学重点：阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、说的能力。

教学难点：在说和写的过程中如何运用相关词汇和表达方式来正确、准确、有效的介绍各个艺术馆的特点。

(二)“导入”

展示曼哈顿的相关图片，展示课文中出现的5个艺术馆的图片及名字。

(五)Challenge your speaking(口语能力提升)

This museum is located in…

It displays(展出) art works in… centuries of …countries, including …

It will appeal to…

You shouldn’t miss…

(六)Challenge your writing (英语写作能力提升)

Watch the videos and then write an advertisement to introduce one of the museums in Weifang. within80 words

写作参考词汇：潍坊世界风筝博物馆(Weifang World Kite Museum)

杨家埠民间艺术大观园(Yangjiabu Folk Art Museum)

kite 风筝 wood-print new year pictures木板年画 be located in 位于

…is famous/well-known for …因…而出名 it displays/shows…展出

Here you can enjoy… 在这里你可以欣赏到… artist 艺术家 appeal to 吸引 tourist 游客 it’s well worth a visit 很值得参观

测评一：

14.亨利.克莱.弗利克是纽约的一位富豪，于19去世，把他的房子、家具和艺术收藏品全部留给了美国人民。

15. 这家博物馆展示的不只是看得见的艺术之美，它还向你介绍了古代的生活方式。

16. 馆内没有永久展出，展品都是随时更换的。

Write an advertisement to introduce one of the museums in Weifang. within80 words

英语教案【篇12】

教学目标

1. To practise listening comprehension.

2.To practise making decisions and reasoning

教学重难点

1. To practise listening comprehension.

2.To practise making decisions and reasoning

教学工具

课件

教学过程

Step1. revision

1. check the homework exercises.

1). It has been reported that children will be offered free education.

It has been reported that free education will be offered to children.

2). It has been said that we will be offered the latest computer science course book.

It has been planned that the latest computer science course book will be offered to us.

3). I have been told by Peter that I will be lent his notebook computer for a week.

I have been told by Peter that his notebook computer will be lent to me for a week.

2. Question: What can computers be used as?

Step2. Lead-in

As we know, science and technology is developing very fast and computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of cause not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT?

(TV, radio, CD-ROM, DVD, books……)

Step3. Listening (SB)

1. Pre-listening: What are the changes brought by different forms of IT ?

What are the advantages and disadvantages of them ?

2. While-listening:

Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.)

Say: After listening to their talk, we know all kinds of IT have both disadvantages and advantages.Let’s check the answers together.

Type of IT Advantages Disadvantages

TV You can both listen and watch. You cannot write to friends.

Web You can find information. It is very expensive.

Radio You can listen to English. You cannot watch a film.

Book You can get information. Sometimes it is out of date.

3. Post-listening:

1) (pair work): decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expressions.

I think that….

In my opinion, ….

I believe that….

I agree because….

I disagree because….

I’ve decided that….

2) (group work): Discussion :

Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.)

Step4. Speaking

1. Pre-speaking

Say: From what we have learn, we should admit that computers and the web have a great influence on the school education as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is a task for you.

2. While-speaking

1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why.

Information input: Show students some pictures of different computers (desktop computer & laptop computer & …)

Language input: Useful expressions (Repeat it to strengthen students’ ability of use it.)

Supporting an opinion Challenging an opinion

I think that … , because … Perhaps, but what if / about …?

First, … Have you thought about …?

One reason is that … What makes you think that …?

I think it is better because… I don’t like it because….

(Pair work )Use the expressions to support your opinion or challenging other’s opinions.

2) Oral report: (individual work )

Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that…

3. Post-speaking

Conclusion—What useful expression do we use to make a decision and reason?

(In this way, they can review and use the words and phrases again.)

Step6 Pre-writing

Say: Imagine what problems and delights this android might have to deal with while it is serving you. Try yourself in someone else’s shoes is an important way of understanding how other people feel.

Then discuss: You are an android. You work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are nice, but they often ask you to watch over their child. How do you feel? What would you do if the child asked you to do his/her homework for him/her? Would you ever tell the child “no”?

Step7 Writing

Say: Write a passage about the result of your discussion! It should contain:

What do you have to do?

What is the child like?

What is the parents’ requirement of the child?

What do the parents want you to do?

What does the child want you to do?

Then what will you do? How do you feel?

Sample writing:

Hello everybody, my name is Liu Yan.I am a 321 model android.I work for the Li family. Mr and Mrs Li work very hard too.Mr Li is an architect and designs great tall apartment blocks.Mrs Li is a doctor and has to look after many patients.I remember all the plans for Mr Li's projects and can tell Mrs Li which drugs are the best to give any particular patient. And I also look after their library. I store all the books that they borrow from their school or friends in my brain.Of course my brain is as large as a mountain, so work like that is no trouble to me.I really eat books just like people eat food.

The Lis have a child who is very spoiled. He needs me to remember all his school textbooks so that I can do his homework for him.He just gives me the information on the subject, what has to be done and the page numbers and I get on with it while he enjoys himself with his friends.Sometimes I don't think it is right to do his homework for him — it's somewhat cheating. However, his parents are very concerned at the pressure of work in school these days.The child has too much homework to do. They like him to go to the key school but they also want him to be able to have hobbies, learn to swim and keep fit! Poor child!

So they consider me the most important person in the family after themselves.I am always introduced to their friends and play with visiting children.I am the perfect family academic aid and, although I was not cheap to buy, Mr Li says I was worth every yuan!

Step8 Assessment

Get the students to assess their writing ability according to the following the questions:

1. Is your composition well developed?

2. Are your ideas well organized to the point?

3. Do you have a good choice of words and idioms in your writing?

4. Do you get a good mastery of complex structures of language?

5. What kind of mistakes have you made in your writing?

Step9: Homework

Write about your discussion. You may begin like this:

Hello, everyone. My name is ___. I’m 321 model android. I work for the Li family….

课后小结

学了这节课，你有什么收获?

课后习题

完成课后习题一、二。

板书

Unit 3 Computers

英语教案【篇13】

课前准备：

教师：录音机，所学物品的图片。

学生：英语点金教练及相关的学习用具

Teaching contents:

SectionA 3a,3b,4,SectionB 1,2a,2b,2c.

Teaching procedures(教学步骤):

Step 1 Leading in(导入话题，激活背景知识)

Ask some students to make sentences with if .

Step 2 Pre-task(任务前活动)SB Page 36 , 3a .

1.First ,let Ss read the notice from the principal .

2.Read the dialogue to the class saying bland when come to a blank line .

3.Get Ss read the notice again and fill in the blanks .

rrect the answers .

Step 3 While-task(任务中活动)SB Page 36 , 3b .

1.Ask some students to read out the sample dialogue and the words in the box .

2.In pairs , let Ss have a conversation about the rules .

3.Get some pairs to say their conversations to the class .

SB Page 36 , Part 4 .

1.Read the instructions and ask Ss to complete the work in pairs .

2.Ask a few students to share their conversations .

Step 4 Post-task(任务后活动)SB Page 37 , Part 1 .

Ask students to complete the work on their own .Then do a quick check to see which things are most important to students in the class .

SB Page 37 , 2a & 2b .

1.Read the instructions and play the recording .

2.Ss listen and write down their answers .

rrect the answers .

SB Page 37 , 2c .

In pairs , get Ss to role play a conversation according to the information in activity 2b .

Homework(家庭作业):

Have Ss write their conversations on their exercise books.

英语教案【篇14】

UNIT4 ENGLISH POETRY

县三中 覃巧

Time: October 21 ,

Class: Class 1,Grade 2

Teaching Aims:

1. Train the students’ reading ability

2. Learn more about English poetry through the passage

Teaching important and difficult point:

How to help the students improve their reading ability and understand the text better.

Teaching methods:

1. Discussion 2.Fast reading 3. Careful reading

Teaching aid: Computer

Teaching Procedures:

StepI Greetings and Duty report

StepII Lead—in

1. Play a Chinese poem for students and then ask students to think about

the Chinese poets who the students have known.

2. Use five minutes to discuss them with students together.

StepIII Read the new words of this unit

Step IV Reading1. Play the Mp3 of the text and ask students to read the text

quickly .Then find out how many English poets are mentioned in the passage? Who are they ?

2. Read the passage again carefully and then do the exercises on the

screen.

3. Ask some students to give their answers.

Step V Summery

Step VI Homework

1. Ask the students to the text as much as possible and then pay

attention to the new words in the text.

2. Find out the answers what do the words in bold refer to in the

passage.

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