下面是范文網(wǎng)小編整理的有人要全英文教案模板6篇(全英文教案 人教版)，歡迎參閱。
有人要全英文教案模板1
兆龍移民 should be prepared before picnic? the children that we are going to write a shopping list for a picni c and we are going to continue to learn to go shopping in 3 Presentation the chart on the blackboard and ask the children some the caette the first time and ask the children to grasp the text fr om the the caette the second time and ask the children try to read the s entences by out the dialogue in one to make a record finishing th e 4 Sing a song the children to look at the pictures the caette and ask the children to listen the sentences of the song one by the caette several times and ask the children to sing 5 Homework the letter and sing the activity 5: Use a spinner to finish the 3 At the Weekend Unit 1 We visited lots of : Talking about past activities
Target Language: What did you do at the weekend? Where did you go? Vocabulary: the British Museum, the London Eye, wheel, wonderful, unde rstand, postcard, hour, mountain Procedures: Step 1 Warm-up an English the children: How many days are there in a week? What do you usually do at the weekend? Step 2 Introduction the children to look at the calendar and ask: What day is it toda y? The teacher says: I had a busy you want to know what I did at the weekend? Ss: where are Amy and Sam? Where did they go? They went to the 3 Presentation the chart on the blackboard and play the caette let the children l isten teacher asks several the caette the second time and let the children tick the new wo rds and gue their to explain the new the caette the third time and pause after each utterance for the children to 4 Finish a Task activity the students’ activities at the weekend and finish the activit y
5 Homework to the tape of this the children to write letters to their pen down the famous places and share with their friends Unit 2 what did Daming do? Function: Talking about past activities Target Language: Where/How/When/What did?? Vocabulary: hour, mountain Pronunciation: / /, / /, /u /, /u:/ Song: the London Eye Procedures: Step 1 Warm-up a dialogue with the students at Unit 2 Introduction about the night I had a my dream I went to the great I met Daming and his father are very h the Ss: Did Daming and his father do to the Great Wall? Let’s ha ve a 3 Presentation the Ss to look at the picture carefully and ask: What can you see? the caette the first time and let the children to tick the new wor ds and gue the the new words in different the caette the second and pause after each utterance for the child ren
To the children to write a sentence on a piece of paper in groups and read them 4 Sing a song the children to look at the pictures the caette and ask the children to listen the sentences of the song one by the caette several times and ask the children to sing 5 Homework the text and sing the activity 6: Play and 4 Poeions Unit 1 It’s mine!Function: Solving a dilemma Target Language: It’s mine/his/hers/’s Lingling’ Vocabulary: mine, yours, argue, matter, wear, hers, his, line, clean, whose Procedures: Step 1 Warm-up an English the children: How many days are there in a week? What do you usually do at the weekend? Step 2 Introduction teacher shows the children to Ss: I’ve got something from the Lost-Found be something here is something is yours, what can you s ay to get it back? Let’s learn the text to find the 3 Presentation the chart on the blackboard and play the caette let the children l isten teacher asks several the caette the second time and let the children tick the new wo rds and gue their to explain the new the caette the third time and pause after each utterance for the children to 4 Finish a Task activity activity 6 in the whole cla..Step 5 Homework to the tape of this activity a play in a group of 2 This bag is : Solving a dilemma Target Language: It’s yours/his/hers? It’s Lingling’s? Vocabulary: cap, T-shirt, sweater, his, hers Pronunciation: /ei/, /ai/, / i /, /au/, / u/ Song: the London Eye Procedures: Step 1 Warm-up
a dialogue with the students at Unit 2 Introduction with the children that we have found the things we lost at the L ost-Found we are going to help the other students to find the lost us see how many things have been left 3 Presentation the Ss to look at the picture carefully and ask: What can you see? the caette the first time and let the children to tick the new wor ds and gue the the new words in different the caette the second and pause after each utterance for the child ren to the children to write a sentence on a piece of paper in groups and read them 4 Sing a song the children to look at the pictures the caette and ask the children to listen the sentences of the song one by the caette several times and ask the children to sing 5 Homework the text and sing the activity 5 In Cla Unit 1 There are : Describing contrast Target Language: There are enough? There are not enough...Vocabulary: enough, give, every, everyone, them, careful Procedures: Step 1 Warm-up an English the children some questions at 2 Introduction teacher shows the children the cla: Open your pencil many pencils are there in your pencil-box? Are there enough pencils for you? Help the children to understand the meaning of 3 Presentation the chart on the blackboard and play the caette let the children l isten teacher asks several the caette the second time and let the children tick the new wo rds and gue their to explain the new the caette the third time and pause after each utterance for the children to in out the 4 Finish a Task activity activity 3 in 5 Homework to the tape of this a play in a group of 2 There are too many books on the : describing contrast Target Language: There are too many?
Vocabulary: them, careful Pronunciation: /I /, /e /, /u / Poem: Not enough time Procedures: Step 1 Warm-up
a dialogue with the students at Unit 2 Introduction the students if they meet the questions to be you don’t know how to say them in ’s learn the te xt and then you will 3 Presentation the Ss to look at the picture carefully and ask: What can you see? the caette the first time and let the children to tick the new wor ds
and gue the the new words in different the caette the second and pause after each utterance for the child ren to the children to write a sentence on a piece of paper in groups and read them 4 Say a poem the children to look at the pictures the caette and ask the children to listen the sentences of the poem one by the caette several times and ask the children to sing 5 Homework the text and say the activity 6 Self-aement Unit 1 You can play football : Aeing oneself and other people Target Language: Can you run fast? Yes, I , I can’ can play football : well, team, control, badly, really, catch, fantastic Procedures: Step 1 Warm-up an English the children some questions at 2 Introduction teacher says some learned verb phrases and let the children do the can run fast? Who can jump high? Who can play f ootball? Step 3 Presentation the chart on the blackboard and play the caette let the children l isten teacher asks several the caette the second time and let the children tick the new wo rds and gue their to explain the new the caette the third time and pause after each utterance for the children to in out the 4 Finish a Task activity activity 3 in 5 Homework to the tape of this a play in a group of 2 I can do it very : aeing oneself and the other people Target Language: I can do it very sing very : very, well, badly, climb Pronunciation: /p/, /b/, /t/, /d/ Poem: How well do you play? Procedures: Step 1 Warm-up a dialogue with the students at Unit 2 Introduction the students if they meet the questions to be you don’t know how to say them in ’s learn the te xt and then you will 3 Presentation the Ss to look at the picture carefully and ask: What can you see? the caette the first time and let the children to tick the new wor ds and gue the the new words in different the caette the second and pause after each utterance for the child ren to the children to write a sentence on a piece of paper in groups and read them 4 Say a poem the children to look at the pictures the caette and ask the children to listen the sentences of the poem one by the caette several times and ask the children to read 5 Homework the text and say the activity 7 community Unit 1 He can’t : Investigating community Target Language: He can/can’t? She can/can’t? They can/can’t? Vocabulary: programmed, useful, blind, deaf, hear, firemen, mum, sausage Procedures: Step 1 Warm-up an English the children some questions at 2 Introduction teacher says some learned verb phrases and let the children do the you play football? Can you run fast? Can you do this? the children answer and at the same time write down the topic of 3 Presentation the chart on the blackboard and play the caette let the children l isten teacher asks several the caette the second time and let the children tick the new wo rds and gue their to explain the new the caette the third time and pause after each utterance for the children to in out the dialogue Step 4 Finish a Task activity activity 3 in 5 Homework to the tape of this a play in a group of 2 They can’t : Talking about the ability Target Language: They can’t mothers help : sit, sit down, chick Pronunciation: /k/, /g/, /f/, /v/ Song: A good friend Procedures: Step 1 Warm-up a dialogue with the students at Unit 2 Introduction the pictures of activity the learned verbs and say: what are the meanings of these pict 3 Presentation
the Ss to look at the picture carefully and ask: What can you see? the caette the first time and let the children to tick the new wor ds and gue the the new words in different the caette the second and pause after each utterance for the child ren to the children to write a sentence on a piece of paper in groups and read them 4 Sing a song the children to look at the pictures the caette and ask the children to listen the sentences of the song one by the caette several times and ask the children to sing 5 Homework the text and say the activity 8 School Unit 1 What time does school start? Function: Describing a school routine Target Language: present tense Past tense Vocabulary: exercise, playground, before, skip, coffee, tea Procedures: Step 1 Warm-up an English the children some questions at 2 Introduction the word of school on the about in simple English: Do you sing songs every morning? Do you start school at 9 o’clock? We do morning start school at 8 o’ sit in 3 Presentation the chart on the blackboard and play the caette let the children l isten teacher asks several the caette the second time and let the children tick the new wo rds and gue their to explain the new the caette the third time and pause after each utterance for the children to in out the 4 Finish a Task activity activity 3 in 5 Homework to the tape of this a play in a group of 2 Where did Lingling go yesterday?
Function: Talking about past activities Target Language: Where did?? What did?? Vocabulary: ball, rang(ring)Pronunciation: /s/, /z/, / /, / /, / /, / /, /r/, /h/ Song: A good friend Procedures: Step 1 Warm-up a dialogue with the students at Unit 2 Introduction several sentences and tell if it is Chinese school or England schoo : They start school at 8 o’: : They play in the playground before 9 o’: 3 Presentation the Ss to look at the picture carefully and ask: What can you see? the caette the first time and let the children to tick the new wor ds and gue the the new words in different the caette the second and pause after each utterance for the child ren to the children to write a sentence on a piece of paper in groups and read them 4 Sing a song the children to look at the pictures
the caette and ask the children to listen the sentences of the song one by the caette several times and ask the children to sing 5 Homework the text and say the activity 9 Feelings Unit 1 Are you feeling sad? Function: Talking about feelings Target Language: Are you feeling sad/bored/angry? I feel happy/sad/tired/bored/: feel, sad, mi, bored, angry, nothing, secret, feel, surprise, tir ed Procedures: Step 1 Warm-up an English the children some questions at 2 Introduction the word of school on the blackboard about in simple English: Do you sing songs every morning? Do you start school at 9 o’clock? We do morning start school at 8 o’ sit in 3 Presentation the chart on the blackboard and play the caette let the children l isten teacher asks several
the caette the second time and let the children tick the new wo rds and gue their to explain the new the caette the third time and pause after each utterance for the children to in out the 4 Finish a Task activity activity 3 in 5 Homework to the tape of this a play in a group of 2 Where did Lingling go yesterday? Function: Talking about past activities Target Language: Where did?? What did?? Vocabulary: ball, rang(ring)Pronunciation: /ts/, /dz/, /tr/, /dr/, /t /, /d / Poem: Smile and be happy Procedures: Step 1 Warm-up a dialogue with the students at Unit 2 Introduction
the che: Do you play che at the weekend? I can play ches the word of che on the blackboard and teach, then say: I can p lay che and I am the I feel very a happy ’ve got nothing to feel a bored the words of sad and angry in the similar 3 Presentation the Ss to look at the picture carefully and ask: What can you see? the caette the first time and let the children to tick the new wor ds and gue the the new words in different the caette the second and pause after each utterance for the child ren to the children to write a sentence on a piece of paper in groups and read them 4 Say a poem the children to look at the pictures the caette and ask the children to listen the sentences of the poem one by the caette several times and ask the children to read 5 Homework the text and say the activity 10 Manners Unit 1 You should look, then cro the
Function: Instructing on correct behavior Target Language: You should look, then cro the shouldn’t walk in the should hold my hand, : should, cro, dangerous, hold, hand, say, in a hurry Procedures: Step 1 Warm-up an English the children some questions at 2 Introduction teacher simply introduces the story: In the morning on Monday, T om’s mother Ms Smart bring Tom to the the road, what does Ms Smart say to Tom? meet a friend of Ms happened? Step 3 Presentation the chart on the blackboard and play the caette let the children l isten teacher asks several the caette the second time and let the children tick the new wo rds and gue their meanings to explain the new the caette the third time and pause after each utterance for the children to in out the
Step 4 Finish a Task activity activity 3 in groups Step 5 Homework to the tape of this a play in a Unit 2 You should eat : Talking about good behaviors Target Language: You should? You shouldn’t? Vocabulary: mum, jump, noodles, Pronunciation: /m/, /n/, / /, /l/, /w/, /j/ Rap: You shouldn’t jump on the : Step 1 Warm-up a dialogue with the students at Unit 2 Introduction 3 Presentation the Ss to look at the picture carefully and ask: What can you see? the caette the first time and let the children to tick the new wor ds and gue the the new words in different the caette the second and pause after each utterance for the child ren to
the children to write a sentence on a piece of paper in groups and read them 4 Say a poem the children to look at the pictures the caette and ask the children to listen the sentences of the poem one by the caette several times and ask the children to read 5 Homework the text and say the activity Module
Unit 1(forty minutes)Function: Review Target Language: Review Vocabulary: Review Procedures: Step 1 Warm-up hello to the students and choose a song the children like the children some questions at 2 Play the yes/No game the cla into four groups, presenting the game of activity two cards, yes is written on one piece of paper and no on the other the cards behind and say a sentence at random to a child, for exa mple, “You watched TV yesterday.” If she has yes, she should say: “Yes, I watched TV.” If she or he has no, she or he should say: “I didn’t wat ch TV.”
the teacher hands the card to a student of group one and ask hi m or her say a sentence at random and at the same time showing one car student of group two must answer according to the word on the car 3 Look and say an example how to do this there is a basketball and a tick on the picture, the children should s ay: Lingling bought a there is a cap and a cro on the pict ure, the children should say: Lingling didn’t buy a the children half a minute and let them memorize the other pictu res and then ask them to close the teacher prepares two cards: one is yes and the other one is the teacher raises the card of yes, the children should say the positi ve sentence and if the teacher raises the card of no, the children should s ay negative whose memory is 4 Ask and answer some pictures of food and the weight or quantity should be m there are no pictures, some cards can be down: five bottles of milk, three kilos of apples, one kilo of ba nanas, two bottles of juice?
the pictures or cards on the sentences relay, such as: S1: How many apples do you want?
S2: I want three kilos of : How much cheese do you want? Et a match: which group can say the most sentences in one minute and this group is the 5 Look, ask and answer at the table and answer in child asks a question and the other one answers yes or no accordi ng to the tick or the children when they ask, they can ask at 2(forty minute)Function: Review Target Language: Review Vocabulary: Review Procedures: Step 1 Warm-up a dialogue with the students at several poems or sing songs that have been learned in this boo 2 Point and say the children to look at the pictures the children that the letter under each word is the first letter of a the children do ask and answer 3 Look and say the children look at the picture the children describe the ’s the person in the picture doing?
ask the children if their behavior is correct or them use the word of should or shouldn’ last ask he children talk about the daily actions that should be done or should not to be 4 Game: How do I feel? some cards before cla: happy, sad, angry, tired, bored, hungr y, a game in one child draw a card from the teacher’s ’t let the other children to see the child does the action as the card shows and says: How do I feel? Then the other one in this group guees: Are you happy? Are you sad? it is right, the student who does the action gives a positive answer;if it is wrong, the student who does the action gives a negative answer an d the other student in the same group continues to 5 Point, ask and answer activity should be done in ’d better to be done by the way of example, the first child asks: Do you like apples? The second chil d answers according to his or her actual , I no, I do n’
有人要全英文教案模板2
全英文說課稿
Selected from Unit 6 Topic 2 Section C, Ren’ai Project English Book One
analysis of Teaching Material and Function
This is a reading text about the topic “Let’s explore the Ming Tombs”.It aims to enhance students’ reading also provides some new language points for the students to Aims and Demands The teaching aims are based on Junior High School English syllabus' objects
(1)To help the students master the new words and expreions.(2)To teach the students how to use the adverbial clauses of objects
My teaching procedure is designed to promote the students' abilities of reading, listening, speaking and objects
(1)To arouse the students’ interest in cla activities.(2)To train their team spirit by working in groups.(3)To educate the students to follow the public Points and Difficult Points Key points:
(1)To help the students to master the new expreions.(2)To enable the students to communicate with each points:
(1)How to use adverbial clauses of time.(2)How to retell the Two Analysis of Students
The students of my two claes are very enjoy taking part in all kinds of cla present they can expre their own ideas with simple oral writing a short paage is among their abilities most of them can retell the text at the end of the , they have taken great interest in Part Three Analysis of Teaching Methods teaching method teaching method discuion method Part Four Analysis of Learning Methods take an active part in cla summarize the language points through their own make use of the new language material to expre their own Five
analysis of Teaching Procedure
Step 1 Brain storming
(3 minutes)Step 2 Digest the text
(23 minutes)Step 3 Outline the story
(5 minutes)Step 4 Discuion
(3 minutes)Step 5 Additional materials(5 minutes)Step 6 Project
(6 minutes)The six tasks are designed to follow the gradualism task is harder than the former 1 Brain storming
This task aims to help the students remember the new , I will guide the students to read the new words according to the pronunciation , I will ask the students to make up four short stories with the new the main structure of the story will be given to make the task easy and students just need to fill in the blanks with the right words to complete the interesting stories will help the students to remember the new words also this task can begin this leon with exciting 2 Digest the Text
Here I adopt four steps for the students to digest the (3 minutes)
The students are supposed to listen to the tape and get some main ideas about the I will ask the students to answer some simple yes-or-no questions to check their listening and Scanning(5~6 minutes)
after listening, students begin to read the text for the first , they should underline the new expreions while , they should number the pictures in the right should finish this part by skipping and , I will explain the new expreions and ask the students to fill in the blanks with exercise will make the new points more last, some translation should be done here for the students to practice Focus
(10 minutes)
This is a difficult point in this , I will pick out all the sentences with adverbial clauses of time from the I will ask the students to find out all the conjunctions about , I will use examples to help the students summarize how to use these conjunctions by in this way the students will go through the old grammar points with their own we will move on to the new will help the students to master these new points with explicit illustration with , I will show an abstract of the text with the students should fill in the blanks with the right exercise can help the students learn to make use of the former summary to distinguish the right conjunction from the other last, sentence making is employed the students can practice how to use the adverbial clauses of time to consolidate what they have Reading
(3~4minutes)
Intensive reading helps to get I design some questions about detail information to check the students' 3 Outline the Story
In this task, I design two activities:
activity one sentence to sum up the main idea of each can help students to master the whole it can also help them to go through Activity the story in your own the story demands the students' higher ability to organize the whole paage it needs their good understanding and good memory as well as good language activity is a challenge for the quick learners to improve 4 Discuion
after the former task, the students can master the whole go further, I'd like to enlighten the students to think more about the the discuion about the public rules will help me to achieve the emotion objects I , I will ask: Do you think the three boys' travel experience was pleasant? Why not? If you go traveling, should you do the following things? For example, should you wait in the queue? Should you push other people? The students will tell me yes or , I will let the students discu and name some other public 5 Additional Materials
activity is Part 2 from this the students are supposed to get some detail information to fill in the blanks I select an interesting short story about of the new words are not the students will gue the meaning of
3 these words while understanding the whole can help the students to cultivate their language here is only one question to check their reading 6 Project
I will show some pictures first and tell students about my travel experience to arouse their , I will ask them to write an e-mail to their friends to tell him or her about their own travel last, I will ask some students to read their compositions as examples for the the end, I will show the aignment for the students to do at is my design of the the useful expreions and grammar points are listed on the 6 Reflection
In the proce of teaching, I carry on task-based teaching design six tasks for the students to complete, and each task is harder than the former try to make the leon rich, effective, and as we know, not all the students are of the same level, a few of them may have difficulty in Task 5--retelling the , every coin has two all the activities are designed for the average students, the quick learners will not improve their ability in such a hope I can find out some multi-activities for students of different levels to solve this
有人要全英文教案模板3
17、要是你在野外迷了路
阜陽市潁東區(qū)插花鎮(zhèn)二學區(qū)黃莊小學:宮守英(20
18、4)
【教學目標】
１、認識“針、忠、盞、稠”四個生字，會寫“忠、導”等９個字。
２、引導小組合作學習并能有感情地朗讀詩歌、背誦詩歌，體會大自然的奧秘和情趣。
３、掌握一些辨別方向的方法，培養(yǎng)學生熱愛大自然的感情和觀察大自然的興趣。 【教學重點】
引導學生小組合作學習，掌握四種辨別方向的方法。能有感情地朗讀詩歌、背誦詩歌，【教學難點】
引導學生討論溝渠里的積雪化得快的那邊是南面還是北面？這是為什么？ 【課前準備】
１、制作多媒體課件。２、查找辨別方向的其他方法。【教學時數(shù)】 二課時。
第一課時
一、教學目標：
１、會認４個生字，會寫９個字。
２、正確、流利地朗讀課文。
３、知道一些辨別方向的方法。
二、教學重點：
會認４個生字，會寫９個字。能正確流利地朗讀課文。
三、教學難點：幾個難寫字的書寫，“盞、慌”。
四、教學過程：
（一）、激趣導入：
1、同學們，如果你在城市迷了路，你會怎么辦呢?要是你在茫茫的野外迷了路，那可怎么辦呢? 讀題：
17、要是你在野外迷了路。用自己的話說說課題的意思。
2、今天我們要學的課文就是告訴你在野外迷了路辨別方向的一些方法，學了之后，你就是迷路了也不會害怕了。想知道嗎?趕快到書中找答案吧。
（二）、自學課文，了解大意。
1、自讀課文，碰到生字多讀幾遍。思考：如果迷路，怎樣辨別方向？請把你了解的和你的同桌交流交流。
2、指名分節(jié)讀課文，讀準字音。
3、課文中介紹了哪幾種事物能幫助我們分清南北方向？
白天——太陽
黑夜——北極星
陰雨天——大樹
下雪天——積雪
（三）、朗讀課文
1、練習流利朗讀課文
2、以小組為單位分工朗讀課文
3、分組展示朗讀課文
(四)、識字寫字（以我會寫中的字為主）
1、認讀中出現(xiàn)的生字詞語。
2、同桌互助說說怎樣記住這些生字
3、匯報方法
4、觀察要書寫的生字有什么特點，并讓學生說說寫字時想提醒大家什么。
5、指導書寫：
“盞”要注意上面是兩個橫，與“淺”的書寫比較； “積 稠 稀”注意禾字旁的書寫，“慌”右半部分沒有點。
6、學生練習書寫
(五)、課后作業(yè)
觀察大自然或查閱資料，去找找“天然的指南針”，看誰發(fā)現(xiàn)的最多。
【板書設(shè)計】
17、要是你在野外迷了路
太 陽
天然的指南針 北極星
大 樹 積 雪
教學反思：
《要是你在野外迷了路》是一首以自然科學為題材的兒童詩歌，告訴我們要是在大自然的曠野中迷了路該怎么辦？為我們介紹了四種天然的"指南針"：（1）我國地處北半球，正午時太陽所在的方向就是南方，于是太陽成了我們的指南針；（2）晚上，北極星可以為我們指示北方；（3）陰雨天，大樹的枝葉稀稠可以幫我們辨別方向，樹葉茂密的一面是南方，樹葉稀少的一邊就是北方；（4）冬天里，溝坡積雪的多少，也能幫我們判別南北的方向。豐富的知識，秀麗的小詩，一定會把我們和學生帶入大自然那美妙的境界。在這節(jié)課的教學中我是這樣做的：
1、培養(yǎng)了學生搜集信息和處理信息的能力。注重了語言的積累和運用的訓練。由字、詞、句到段都培養(yǎng)了學生積累語言、運用語言的能力。如：在進行"忠"和"盞"的教學中把它們與句子結(jié)合起來，進行學習，拓展延伸到："除了課文中所說的忠實的向?qū)б酝膺€可以說忠實的什么"，"北極星是盞指路燈"這句話還可以怎樣說等。在學完四種辨別方向的方法后，讓學生結(jié)合自己搜集的資料，說說還有哪些可以辨別方向的方法。有的學生說可以根據(jù)樹木的年輪辨別方向："年輪寬的一面是南面，年輪窄的一面是北面"；有的學生說可以根據(jù)果子的顏色來辨別方向："果子顏色深的一面是南面，果子顏色淺的一面是北面。"等等。然后再讓學生像課文中所寫的那樣再說一段話。讓學生在交流中實現(xiàn)資源共享，豐富知識。給學生充分的語言訓練時間，提高了學生口語表達能力。
2、利用畫面突破了課文的重、難點，使學生直觀形象地理解了課文的內(nèi)容。在理解第5小節(jié)"溝渠里的積雪哪邊化的快哪邊化得慢，化得快的那邊是南面還是北面，為什么？"時，應該是溝渠里的積雪化得快的一面是北面，化得慢的一面是南面。對此，學生不容易理解，因為按照常識，應該是南面照到的陽光多，積雪化得快。我就借助圖畫幫助學生理解：在溝渠里，陽光從南面照過來，由于被溝渠的壁擋住了，所以陽光先照到溝渠中北面的積雪，所以北面的積雪先化，南面的積雪反而化得慢。看了圖畫，學生就一下子理解了。
3、采用了多種形式的朗讀課文方式，有：指名讀、自由讀、與小伙伴合作讀、接龍讀、范讀、齊讀、選擇自己喜歡的小節(jié)讀、小組合作讀，激發(fā)了學生讀課文的興趣，在多種方式的朗讀中培養(yǎng)了學生的語感。
有人要全英文教案模板4
閱讀課教案
School__ Number3 Middle School____
Junior or Senior Section _Junior__ Cla ____3____
Grade _1_______ Size ______45__
Time_40_______
Date __2009-12-28____ Materials __Go for it______
Type of leon _reading ____ Contents: : Some nouns about furniture and some daily use things: table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, prepositions of place: on, in, under
: Where is(Where’s)…?
It is(It’s)in/on/under…
Where are…?
They are(They’re)in/on/under…
Where’s/where’re…?
I don’t it /are they on/in/under… ? No, it isn’t./They aren’t./ Yes, it is./they )Dialogue: Where’s the bag?
I don’t it on the dreer? No, it isn’ are my books?
I don’t they on the bed? No, they’re )Writing: ask, gue and write
Objectives:
objectives(language knowledge and language skills)
1)To promote students’ vocabulary development(table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.…)
2)To promote students’ reading skills
a)prediction
b)skimming
3)To promote students’ oral English
4)To develop students’ writing skill
objectives(affect, learning strategy and cultural awarene)
1)To develop students’ ability to communicate with others to get information
2)To build students’ confidence
3)To make students learn to cooperate with others
objectives: 1)To develop teacher’s ability of claroom management
Focal points: a: the : prepositions of place
c: Where-question and d: answers to “Is the… in/on/under the …?”；
Difficult points: a: use the prepositions to describe position of things b: use the where-question and Is it-/Are they-question to ask things’
position
aids: PPT, blackboard, chalk … Procedures and Time Allotment students ready for learning
(mins)
1)Greetings: Good morning everyone!2)Routine task: duty report
: Use some pictures to review the vocabulary(table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in, under)and sentence structure:
Where is(Where’s)…? It is(It’s)in/on/under Where are…? They are(They’re)in/on/under… : Step1: vocabulary and some phrases learning
Task: Look at the conversation between them and gue the meaning of the sentences in red.(using the conversation between Liu Qian and A Xin to show those phrases to the students in order to learn them by the context;because the sentence structure in the conversation is those they have learnt)
(… mins)
此步驟包括詞匯、語法教學等
(… mins)
1)Oral work
2)Written work homework 1)Conclusion: a: vocabulary
b: sentence patterns: Where is(Where’s)…?
It is(It’s)in/on/under… Where are…?
They are(They’re)in/on/under… Where’s/where’re…?
I don’t it /are they on/in/under… ? No, it isn’t./They aren’t./ Yes, it is./they )Homework: Ask, gue and write Let your partner to ask as well as gue where your things are in your down your conversation by using the following sentence patterns: A: where’s/where’re your…? B: You can : I don’t it /are they on/in/under… ? B: No, it isn’t./They aren’, it is./they are.…
Self-evaluation
有人要全英文教案模板5
七下第二單元教案
第一課時（Section A 1a-2c）(Listening & speaking)
Language functions: Is there a bank near here? Yes, there ’s on Center is the supermarket? It’s next to the ’s between the restaurant and the : post office, park, bank, supermarket, pay phone, street , acro from , in front of ,behind, there, avenue, bridge, Acro, acro from, next , next to ,between, front, in front to, behind
Important point: Is there a supermarket ? Yes, there is./No, there is not where is ……? It is in front of ……
Difficult point: Is there a supermarket ? Yes, there is./No, there is not where is ……? It is in front of ……Learn to ask for and give directions in target:
Train students’ listening and speaking students’ communicative target:
all the buildings make our city the designers and the for their hard steps:
Step1 Warming-up and revision the chant of Grade 6’s Unit 2(以小學熟悉的chant能快速地引起學生的興趣，讓他們迅速地投入
上課狀態(tài)，同時此chant為后面做好鋪墊)
Where is the post office ? Next to the is the hospital? Next to the is the cinema ? Next to the is the bookstore ? Go straight &revise Unit 1 Where are you from? What language can you speak?
Where do you live?
I live in China/Zhejiang/Pingyang/---Then ask ―What’s this ?‖---It’s a map.---’s a map of this a map?
(Show the map of 1a)Step2 word-teaching Ss’attention to the picture on the screen and ask Ss ―What’s this?‖,present the names of the places on the board.（用ppt引出地點，學生可以更直觀地感知并掌握單詞）
plenty of opportunity for both choral and individual repetition of the new words.（中學生愛表現(xiàn)自己，這步設(shè)計可以更好地讓學生學習英語的樂趣）
Step ,listen and pratice
1a then 1b listen and check.（提高學生聽的能力）
in pairs，then ask two pair to act(讓學生在使用中學習英語，以增強信心)
Step the prepositions is the soccer ball?（溫故而知新）
It’s in/on/under the It’s near/next to /behind/in front of /acro from/between –and--（讓學生更好地理解這些介詞的意義）
the prepositions on the board, have Ss 2a then check 4-6-2-3-5-1 the picture one by one by asking and answering
--Where is the pay phone?
--It’s on/-the Green Street（及時復習鞏固）
Step the words &sentences before listening（培養(yǎng)學生的聽力技巧） the tape ,listen & check（及時反饋，即使評價，提高學習效率）
Step and pairwork the blank ,then check（提高上課學習效率，鞏固新知識）
: Where is the---? It’s acro from/ next to/ between… and …/ on/in front of/behind---（提高學生聽說與交際能力）
Step works，two students draw the map, one acts as a policeman, the other acts as a a person who is
ask the a sketch map of your home to school or the way to your homework 2-1,2 Blackboard design
-Is there a...? post office-Yes,there ’s on...street./ library
No,there isn’
Where is the----? restaurant-It’s on/in front of / behind/acro from/ bank Near/next to /between—and--supermarket
park
pay phone
第二課時（Section 3a-4）(Reading & speaking)
一．Teaching Aims and Demands
Object
Train students’ listening and speaking students’ communicative .Language goals:
Learn to ask for and give directions on the Moral objects On weekends or holidays, invite your friends to your house to have a good Key points: Review the key words in this unit
二、Teaching steps: Step and revision
Daily Greeting
Step and revision（溫故而知新）
Daily Greeting（融洽師生之間的關(guān)系）Is there a post office near your house ?
……
Where is---?Then ask some questions about the picture of 3a
Step （傳授新知識）--Is there a supermarket in the picture?
---Yes it is.--Where is it?
---It’s between the hotel and the post office.---There is a traffic does it mean?---It means ―Turn left ‖
What other traffic signs do you know? What do they mean?,In the same way present turn lright、/take the... straight Go up/go down/on the left /right /on your left /right
Step and speaking
the conversation and find Paul and Nancy in the show the position（訓練學生的聽說讀的能力）
—Paul SS—Nancy Ask and answer Can you draw the line.?Who can ?
Show the in pairs step on 3b（鞏固新知識，加強英語的綜合運用能力）
in pairs(T-go around to guide the student)
some pairs to act and Consolidation
（學習方法指導，加強培養(yǎng)學生的自主學習能力）
-Excuse there a/an … near here?
-Yes, there is./ No, there isn’t.-Where is the …?
-Just go straight and turn ’s down Bridge Street on the ’s …behind next to between … and …
acro from in front of
On
-Thank you very much.-You’re Who is the most warm-hearted policeman?（提高學生的聽說與交際能力）
--Excuse is the bank ?--go straight down Center Street, turn left at Xingfu Street There is a bank on the ’s next to the bookshop…
Step Game.（游戲是學生喜歡的活動形式，其可以增加學習英語的趣味性）
Goal: This activity provides an oral review of where a place : Invite a student to come to the front of the then describe a place which the
Student are familiar example, he or she may say, it is on Center ’s next to the he or she is describing the rest take turn it a school ? Is it a pay phone? game goes on until they can gue it.(提高學生綜合運用英語的能力)
Step 7 Homework（作業(yè)是課堂的延續(xù)）
the sentences of asking and directing the direction down the route from your home to your school..Draw a picture of your ideal up a dialog between a police officer and a Design
-Excuse there...? go straight Where is...? turn left
Which is the way to...? turn righ t
can you tell me the way to...? take the...turning
第三課時（SectionB 1a-4b）(Listening Reading &writing)
一、Teaching aims :
Open, dirty, old, market, quiet ,house,welcome ,garden, enjoy, walk through ,beginning,tour, visit, place，have fun ,if hungry, target: Train students’ listening ,speaking ,reading &writing students’ communicative Object Everyone in school take the responsibility to keep our environment clean and tidy.二、Key Points Key language
三、Teaching difficulties 1..Practice the adjectives using the target language, students’ listening ,speaking ,reading &writing ’ communicative competence.四、Teaching steps: Step and revision Enjoy an English song（用歌曲自然地把學生引入課堂，且能激起學生學習英語的興趣）
Greeting.（融洽教師與學生之間的了解，融洽彼此的關(guān)系）
Draw a stick-figure picture on the screen,have Ss say the routes between to two is big,one is small, have Ss tell the difference, elicit the two adjectives big、small from
Ss.（自然地導出新課的內(nèi)容）
Step
.Show three pairs of items,elicit the three pairs of new-old queit-busy
.Reinforce with examples Ss familiar with,for example our cla is clean,but the is dirty,etc.（在使用
中學習英語，在學中用，體現(xiàn)了新課程的理念）
.Refer to 1a,2a, in Section
Work on 2a,2b.（訓練學生的聽力，以提高他們聽的能力）
check the answers in 2b by asking one student to draw the map of Michaels’ neighborhood on the （加強學生閱讀策略的培養(yǎng)，并為下一步的寫打下基礎(chǔ)）
Ss ―Do you have a school trip?‖ ―Do you want to have a school trip?‖―Why?‖ the new
Words and on 3a Ss that it’s importannt for us to get information from a tour guide if we want to have a Ss ―What information can you from a tour guide?‖elicit answers from Ss.(take notes as Ss answering)the
place to visit: the way to the place: how to go to the place:
How is the place: Ss look at the lists of the items on the board and find the information about in 3a section B..Have one student put the answers on the board..Tell Ss to read the paage aloud,go around and monitor them and help with ―I don’t live in Yuyang , tell me some interesting places in Yuyang ?‖.Elicit information from Ss，Step 5 working on 3b&writing
on 3bthen check（提供一些閱讀信息，提供寫導游指南的素材）
Ss to chooose one of the places and write down the four items of the place,and try to link the
Information into a tour guidar..Select some tour guides from Ss at random,check them on the screen,have Ss judge the best （溫故而知新）
works，two students draw the map, one acts as a policeman, the other acts as a a person who is
ask the a sketch map of your home to school or the way to your Design
clean dirty welcome garden district new old take a walk through quiet busy beginning hungry
...Period 4(Revise of Unit 2）一．Teaching Aims and Demands
objects
Review all the key words presented in this an e-mail and draw a route
Object
Train Ss’ Reading and writing Moral objects On weekends or holidays, invite your friends to your house to have a good Key points: Review the key words in this unit
Teaching steps:
Step and revision
Enjoy an English song（提高學生的學習興趣）
work on Scan and find the answers to these questions.（培養(yǎng)快速閱讀的能力）
(1)When is he arriving?(2)Does he know the way?(3)What does Mike do? an e-mail and draw a route aloud then fill the letter of Jenny（訓練學生英語寫作的能力）
Step 3 Summary
:（培養(yǎng)學生及時總結(jié)的能力，并做一定的示范）
asking the Way：
Excuse there a …near here?
Where is the nearest …?
can you tell me how I can get to the…? Can you tell me how to get to the …? Could you tell me the way to the …, please?
Which is the way to…?
Do you know the way to…
Showing the Way:
Go down this street./ Walk along this the first turning on the right./
Turn left at the first ’s on your right/left./ It’s next to …
It’ll only take you about 10 minutes if you walk 4 Pairwork（靈活運用所學詞匯和句型，培養(yǎng)學生的觀察力和對信息的整合能力，訓練學生的口語表
達能力和演講技巧）
---Excuse me ,where is----/Is there a---
Work in pairs---act
Step 4 Exercise（目的：復習鞏固相關(guān)詞匯與句型；激發(fā)同學之間用英語相互交流的欲望，增強學生的學習興趣，增進同學之間的友誼）
in the blanks
’s a cinema next ____ the ____ the left side of the room, there’s a －I’m sorry I can’t help you.－_______________________________. come to the front and stand ____________ the : ________ _______, where is the nearest police station, please?
b: I’m _______, I don’t ________ that : Thank you _______ ________ _______.Excuse me, where is the police station, please?
c: _______ over there, next ________ the post : Thank you ________ _______.C: Not ________ _______.: Excuse is the____ to East Park, please?
b: Let me , walk _______ this road and ____ ____ until you _____ the ’ll
___ the park in front of : Excuse you tell me ____ to the post office, please?
b: ____ this street and ____ you’ll see a tall ’s the _____ ____, and it s between the zoo ____ the fruit can’t _____ : Is it ____ from here?
b: No, it s quite ’ll only ____ you about 10 minutes if you walk : Thanks a : You’re welcome.答案見課件 Step （）
? a letter to your friend who will visit you but he doesn’t know the way.? the exercises below : 1.請問，去車站怎么走？Excuse / Can you tell me the way to the station?
2.請問，去警察局怎么走？
Excuse is the way to the police station? 3.請問，去動物園我該走哪條路？ Excuse way shall I take to the zoo?
4.勞駕，最近的郵局在哪兒？
Excuse me, where is the nearest post office?
5.請問，你能幫我找到那家水果店嗎？
Excuse /Can you help me find the fruit shop
6.勞駕，往第十四中學怎么走？ Excuse can I get to Middle School?
7.勞駕，附近有醫(yī)院嗎？ Excuse there a hospital near here8.勞駕，去書店怎么走
有人要全英文教案模板6
Unit 9 The English Club(牛津5B全
英文教案)Unit9
TheEnglishclubTheFirstPeriodTeachingaims:1Usethesenewwords:theUSA,American,theUk,British,china,:
Whereareyoufrom?
I'mfrom...I'm...Doyouspeak...?
yes,,Idon'..Teachingpointsanddifficulties::cards,flags,cAITeachingsteps:Step1warmingup:,,,:Step3Toguidethenewsentenceswithmickeymouse:-------whereareyoufrom?I'mfrom...I'm...Doyouspeak...?
yes,,Idon'..:::5BUnit9PartBLook,readandlearnPartcAskandanswerTeachingaimsanddemands:1 Fourskilledwordsandphrases:chinachinese,theUk,British,theUSA,American,japan,japanese,Australia,AustralianFrance
French。
2 RequiretheSstomasterthesentencepatterns:whereareyoufrom?I'mfrom…I”m…whereishe/shefrom?HeSheisfrom…HeSheis
…3ThemainfunctionitemsintheUnitaretalkingaboutbuildingsindifferentcountriesTeachingpreparation:，theflagsofcountries,:Step1Revision1)Singthesong“Hobbies”
2)?whatdoyoulike?3)Gue:what’smyhobby?
S:Doyoulike…?
T:?S…T:Ihavemanyhobbies.×××likescollectingstamps,butIdon
’“china”“chinese”)T:whichonestandsfor“china”
T:I
’
Mfromchina?I
’“chinese” 2)T:’’mchinese.（“whereareyoufrom?”Task,Sanswer）4）Exchange呈現(xiàn)“whereareyoufrom?”
5)chaindrillT->S1->S2->S3……->S…Step3Presentation
“
TheUk
”“
british
”1)T:whoihe/he?S:She/Heismi***/mr.***T:whereishe/shefrom?S:He/)T:IsNancyfromchinatoo?S:No,sheisn’:whereihefrom?ListentoNancy’elfintroduction.----teach
“
TheUk
”3)T:IsNancychinese?S::Nancyis…..S:“British”
T:mikeisNancy‘……..4)T:whereishefrom?S:)Pairwork:A:whereareyoufrom?B:I’’mchinese
a:whereishefrom?B:）
T:
“
beckham
”’?S::（T:Ready?Go!:It
’:whereisthe“BigBen”?S:It’)T:Let’’sgo!It’s“LondonTowerBridge” T:whereisthe“LondonTowerBridge”S:It’“theUSA”&“American”.“theStatueofLiberty” T:IsthatintheUktoo?S::whereisit?teach---“theUSA”)T:whichflagstandsfor“theUSA”?:whereishefrom?S:He’:IsheBritish?S::“American”
T:whereisdoeshelivein?introduce---“whiteHouse”
T:whereisthe“whiteHouse”?S:It’::Hello,’syourname?m:I’:whereareyoufrom?
M:I’’? P:I’’”
“
Mickey
”’’Actoutthedialogue.----“PanpanStep7Presentation“japan”&“japanese”1)whichcountryisit? Gue:china->->Uk->japanteach---“japan”.2)Doyouknowanyfamousplaceinjapan? T:?
T:“Fujimountain”whereistheFujimountain?
S:It
’
）T:whoishe?whereishefrom?S::,howtospelljapanese?4）“japan”&“japanese”:I’mfrom――＞S::I’m――＞S:）
T
―
―
＞S-----T:whereisShefrom?S:,,:
Visitvisitordifferentcountry
2、：
：
1、Tounderstandandusethesentencepatternswhereishe/shefrom?He/Sheis
From
…
He/Shespeaks
3、
：:ataperecorderandthetapeStepandmethods::T:Hello,boysandgirls,I’mfromwuxi,I’‘?S:I’mfrom S:I
’
Mfrom1T:
’’’’:whereareyoufrom?
’
:whereareyoufrom?I’
:Look,whoshe?whereishefrom?S:He’’’
’:whoishe?whereishefrom?S:He’’’:He’::‘:DoyouwanttovisitShanghai?S:yes,:He’:
Look,whatcountryisit?
S:It’:She’:Aretheyfromthesamecountry?
S::：Let’：I‘:
DoyouspeakEnglish?
S:yes,,Idon
’:DoyouspeakEnglish?yes,
?No,Idon’t
.Ispeak
.11T：Look,theEnglishclubhasavisitor,
What'sthevisitor'sname?bwhereishefrom?cDoeshespeakchinese?dDoeshelikeShanghai?12
．correctlymasterthefourskilledwords:china,chinese,Uk,British,USA,American,japan,japanese,France,,Australia,Australian2．correctlyunderstandandusethesentencepattern:whereareyoufrom?Imfrom
…
.I
’’m….Ispeak….3．correctlyusethephrasesandeverydayEnglish：whereishe/she/itfrom?He’s/She’s/It’sfrom…．、．p1:?Howoldareyou?whereareyoufrom?whatsyourhobby?
’’’…Step2::china,chineseT:Boysandgirls,I
’,’
:japan,japaneseT:look,istheflagfromchina?whatcountryisit?S:It
’:whereihefrom?S:::theUSA,AmericanT:?S:He’sfrom…T:He’’?S:No,:theUk,BritishT:?S:yes,:Australia,AustralianT::He
’’:France,FrenchT:whereisthegirlfrom?She
’
’?:Boysandgirls,let
’:?B:I’mfrom…,I’m….Ispeak…A:who’she/she?whereishe/shefrom?B:He’s/She’s….He/She’sfrom
…A:&c:Nicetomeetyou,．:Iliketravel,doyouliketravel?Let
’:,:I
’
’
’’’’ ,,butDillcantspeakjapanese,
’’@:IsAngelfromAmerica?Q2:whatdoesAngeldoonSundays?Q3:DoesAngel
’smotherspeakjapanese?Q4:Dillcanspeakjapanese,right?T:Doyouwantapenfriend?’reyumi、john、ken、clare、?Pleasewritealettertohim/
:
Mynameis,I’ma
.I’m
’mfrom
.Ispeak
.myhobbyis
.I
’
:china,chinese,theUk,British,theUSA,American,English,japan,japanese,France,?I’mfrom…,I’m….Ispeak….2．Usingthemapoftheworld,totalkabouttheplacesofthedifferentcountriesonthemap.
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