推荐第1篇：Module14全英教案
Module1 The Great Wall
1、Teaching preparing:
Students book：Module1Unit 1Activity1, 2, 3
2、Teaching task: A．basic object:
Key words：
thousand postcard more kilometer
Key sentences: “These postcards are great!” “It‟s a picture of the Great Wall.” “Tell me more about the Great Wall.” “How long is it?
B .
To learn “thousand
kilometer
million ” C．Review: The using way of the verb „be‟ 2．
Talking about some famous places.
3、Teaching point: words： thousand
kilometer
million postcard
more
4、Teaching difficulty:
kilometer
thousand
million
“Tell me more about the Great Wall.“It‟s a picture of the Great Wall.”
5、Task design: words： postcard
more
thousand
kilometer
million
Sentences: “These postcards are great!” “It‟s a picture of the Great Wall.” “Tell me more about the Great Wall.” “How long is it?”
“It‟s about six thousand seven hundred kilometers.”的句型。 B. The task:
1：AB
Unit1
exercise3 2：AB
Unit2
exercise
1、
2、
4、5
6、Teaching things Photo radio picture wordcards 第一课时:
1、Warm up ⑴Greetings: T—Ss Ss—Ss
(2) Competition: List the places the visited as many as poible .
2、Leading : （1）A.watch TV T: What’s this place?
S: ( teacher writes the main structure on board as modal for other students ) It’s a picture of … B.Game : Tell me more T: It’s an animal.S1: Tell me more
T: It has long nose.
S1: It’s an elephant.
The more “Tell me more”, the le will the score be given.
3、（Presentation） (1)S open their books Question: Look at the pictures a.Who are they? b.Where are they? c.What are they doing? Student answer the questions.(2) listen to the tape (3) repeat after the tape.(4) Teacher explain the text and student practice the key points.a.The key points: postcard
more
thousand
kilometer
million b.The main sentences structure: “These postcards are great!” “It‟s a picture of the Great Wall.” “Tell me more about the Great Wall.” “How long is it?” (6) students practice to make sentences with the key points. Game：Paing wordcards
4、Drilling and Counselling （1）Finish the exercise one (2) Pairwork
5、Teaching handwriting: “It‟s a picture of the Great Wall.” “Tell me more about ……”
三.课后反思:
这堂课主要讲了各个国家的一些名胜古迹,通过让孩子描述图片的内容来掌握所学的句型.锻炼他们的口头表达能力,再让他们自己带一些图片,同桌之间相互对图片进行描述,加深对所学知识的记忆.单词的掌握还欠缺一点.
第二课时
Step1.Tell students a joke and give them a riddle to fun.
Step2.Review the words: postcard
more
thousand
kilometer
million
Step3.Repeat the text after the tape, then students practice with partner in roles.
Step4.Teacher explain the using way of “million” “thousand”: teacher give numbers, students tells “~ thousand” or “~ million”.
6,000,000
34,000
12,000,000
Step5.Homework: a.word dictation b.recite paragraph one c.Students make role play about unit one.
第三课时
Step1.a.Student make role play.
b.Give words dictation.
c.Open Activity Book.
Step2.Do exercise 1.a.Students look at pictures, tell what they can see on it.Students describe.b.Students read the questions.c.Teacher gives help, students finish the question.
Step3.Do exercise 2.Listen, ask and answer.
a.Play the tape a second time, pauses it after each second . T: What are they? S: They are cars, trees.….b.Work in pairs, ask and answer.
Step4.Do exercise 3 Complete the dialogues a.Students look at pictures, tell what they can see on it.Students describe.b.According to the pictures and words in the brackets,students fill the blank
第2单元教案 New York is in the east of America.
1Teaching preparing: Student‟s book：Module1Unit 2Activity1, 2, 3
2、Teaching task: A．Basic objects: Key words：Mexico
Canada Key sentences: “It‟s in the north / south / west / east of China/ America…”
“Tell me more about the Great Wall.” “How long is it?” B．Review: The using way of verb „be‟
2．Making student know about famous places.Talking about some basic facts of a country or a place，and learn to use direction words：It‟s in the north / south / west / east of
3、Teaching point: words：
Mexico
Canada
San Francisco
New York
4、Teaching difficulty: How to pronounce “Mexico” “It‟s a picture of the Great Wall.” “Tell me more about the Great Wall.”
5、Task design Learning task: Review words：thousand
kilometer postcard
more
million
To learn vocabulary：San Francisco
New York Mexico
Canada
Learning “It‟s a picture of the Great Wall.” “Tell me more about the Great Wall.”
“It‟s in the north / south / west / east of China/ America…” “It‟s about six thousand seven hundred kilometers.”
6、Teaching things
Radio
wordcards
photo
picture
第四课时
1、Warm up ⑴Greetings: T—Ss Ss—Ss (2) Pointing game: Teacher gives students four cards “north / south / west / east”, let students put them around the claroom.T: North.S: Students point to the north
2、（Leading ） （1）A.Watch PPT T: What‟s this place? S: It‟s a picture of America.Students learn to read Mexico
Canada
San Francisco
New York B.a.Game : Pointing game ( Students open the book, look at activity 1 ) T: Mexico.S: Students point to the south of the map.c.Listen to the tape, and point to the places on the map.C.Lead in
1) Student list Chinese famous cities, teacher write them on the black board.
2) Teacher write the main structure on the board: “Tell me more about the …...” “Where is it?”
“It‟s in the north / south / west / east of China/ America…”
“How long / big is it?”
3) Students practice with partner
3、（Presentation） (1)S open their books Question: Look at the pictures a.Who are they? b.What are they doing? Student answer the questions.(2) listen to the tape (3) repeat after the tape.
4、（Drilling and Counselling） Learn the chant: a.What can you see? b.What can you see on the flag?
Teacher introduce history of American flag.c.Students listen to the tape.e.Students repeat 5．Teacher‟s handwriting： “It‟s a picture of the Great Wall.” “Tell me more about ……”
“It‟s in the north / south / west / east of China/ America…”
三.课后反思
第五课时
Step1 Warm up: Do the chant “America”
Play a game：“What am I?”
Rules: Students can do 1~2 actions.1 action got a star, 2 actions got 2 stars.
The le actions , the more stars will be given.
Step2 Do activity 3.a.Listen to the tape.b.Listen again, students claps hands, they can clap harder when hear the streed words.c.Students repeat
Step3 Do activity book Activity 1 a.T: what can you see?
S: I saw….
b.Ss read the words after teacher.c.Play the tape, students write the answer.Activity 2 a.Ss read the places with teacher‟s help.b.Ss write sentences, teacher offers help.
Step4 Homework 1.Do exercise 3 2.words dictation.
课后反思：
课本中出现了东南西北方位词,虽然不是重点,但还是应该拿出来给孩子们复习复习.通过对这个模块的一个小测验,发现孩子们对基本知识的掌握不够扎实.
《英语》六年级第七册第2模块
第1单元教案 Chinatown in America
1Teaching preparing
Students‟ book：Module2 Unit 1 Activity1, 2, 3
2、Teaching task 2．Basic task Key words：mi
sometimes
restaurant
really Key sentences“There‟s a Chinatown in New York!” “There are lots of Chinese shops and restaurants there”.B know about “lots of”
C．Review:
The using way of the verb „There be‟ 2．To describe places
3、Teaching point:
dancing
words：
sometimes
restaurant
really
4 Teaching difficulty How to pronounce words „sometimes
restaurant‟ To learn the structure “There be”
5、Task design A.Learning task Key words： mi
sometimes
restaurant
really
dancing
Key structure: “There‟s a Chinatown in New York!”
“There are lots of Chinese shops and restaurants there”.B.:Task 1：AB Unit1 exercise3
2：AB Unit 2 exercise
1、
2、
4、5
3: Play a game: Students should prepare a piece of paper
第一课时
1、Warm up ⑴Greetings: T—Ss Ss—Ss
(a.) Student talk about there weekend: T: I bought some fruits, can you gue What did I buy? S：Did you buy…..2 Leading （1）A.Teacher show a peach(card) on the blackboard, “What can you see?” S: A peach.Teacher help the students say: There is a peach.(b.) Students make sentences with “ There is a …..”
(c.) Teacher show two peaches and teach “ There are … (n+s/es)” (d.) Students make sentences with “ There are … (n+s/es)” Watch POWERPOINT T: What‟s this place?
S: ( teacher writes the main structure on board as modal for other students ) There is/are ….in/on….B.Game : The Six boxes
a.Students draw six big boxes on a piece of paper.b.Tell them to number the boxes „1—6‟ c.Teacher ells what to draw in the boxes: In box 1 there is a pen.In box 2 there are two erasers.In box 3 there is an apple.In box…… C.Lead in
1)T: I describe a place, you gue.if you don‟t know, you ask “ tell me more!” students gue out it‟s Chinatown, teacher Show PPT about Chinatown.
2) Ask students to describe with sentence structure “There be” given on the blackboard.
3、Presentation (1)S open their books Question: Look at the pictures c.Who are they? d.Where are they? c.What are they doing? Student answer the questions.(2) listen to the tape (3) repeat after the tape.(4) Teacher explain the text and student practice the key points.a.The key points: mi
sometimes
restaurant
really
dancing
b.“ There is a …..”
“ There are … (n+s/es)”
(6) students practice to make sentences with the key points. Game：paing wordcards
make sentences
4、Drilling and Counselling （1）Finishing activity book exercise 3. (2) Students help each other.
5、(Task-fulfilling) Gueing game：”Where do you go on weekend?” 6．Teachers handwriting:
There
is
a
( n )
There
are
( ns/es)
第二课时
Step1.Tell students a joke and give them a riddle to fun.
Step2.Review the words: mi
sometimes
restaurant
really
dancing
Step3.Repeat the text after the tape, then students practice with partner in roles
Step4.Game a.Revise „north‟ „south‟ „west‟ „east‟ with the students.b.Tell the students to draw a big circle on a piece of paper.( tell them that the circle is an island and that you are going to describe the contents the island and and they have to draw the objects in the correct places.c.T: (draw a large island on your paper) In the north there is a river.In the south there are two mountains.In the west there are some trees.In the east there is a house.
Step5.Homework: d.word dictation e.recite paragraph one f.Students make role play about unit one.
Step6.课后反思
第三课时
Step1.a.Student make role play.
b.Give words dictation.
c.Open Activity Book.
Step2.Do exercise 1.a.Play the recording again, then encourage them to tell the important things in the story.b.For each question invite a student to come to the blackboard and write the sentence.
Step3.Do exercise 4.Look at the pictures.Write sentences.
a.students draw things that they know how to say in English and be similar to the ones in the book.b.Collect all the pictures from the cla.c.Students A and B, give A a picture , A describe the picture and B draw it .d.Show the picture, if student B draws the same object, he/she gets a point.
Step4.Do exercise 3 Complete the dialogues a.Students look at pictures, tell what they can see on it.Students describe.b.According to the pictures and words in the brackets,students fill the blank
第2单元教案
Postcards from China
Teaching preparing 1 .Teaching task Students book：Module2Unit 2Activity1, 2, 3 Teaching objects 2．
A．Basic task Key words：
bicycle mountain lake square Key sentences: “There are lots of bicycles in China” “There is a very famous river” B．Review:
The using way of the verb „There be‟
2．Use the structure to introduce famous places
For example: learn to use „There be‟
to describe some basic facts of a country or a place
3、Teaching point: Key words： bicycle mountain lake square
4、Teaching difficulty: How to pronounce‟ square.‟ How to use „there be‟
5、Task design: Learning task: Review words： mi
sometimes
restaurant
really
dancing
To learn words： bicycle
mountain
lake square
To learn “There are lots of bicycles in China” “There is a very famous river”
6、Teaching things: radio photo wordcards picture 7．课后反思
第二课时
1、Warm up ⑴Greetings: T—Ss Ss—Ss (2) Chant” America”
(3) Play a game to review the structure.
2、Leading : （1）A.Watch PPT T: What‟s this place?
S: It‟s a picture of the Changjiang River .
The Tian‟anmen Square .
The West Lake .
The Huangshan Mountain
The Great Wall.a.Students learn to read them.b.Student describe them with “There is/are…..” B.Lead in
a.) Listen to the tape, and number the places.b.) Students repeat after the tape sentence by sentence.c.) Students try to recite the paragraph with teacher‟s help, the students who have tried will get a sticker. 3) Students practice with partner 3 Presentation: (1)Ss do exercise 2 Now point and say (2)Ss do exercise 3 Listen and repeat, pay attention to the stre.a.Play the tape and pause after the first sentence.b.Repeat the activity with various actions, e.g., standing up, waving arms…
4、Drilling and Counselling Learn the song: “There‟s a Great Wall in China” a.Students listen to the tape.b.Students repeat
三.课后反思:
第五课时
Step1 Warm up:
Sing the song: “There‟s a Great Wall in China”
Play a game：“Memory”
Rules: a.Students are divided into boys group and girls group.b.Give them limited time to memory the pictures, then they close the book.c.Students describe the objects in their memory, the more correct object they give, the more scores they will gain.
Step2 Do activity book Activity 1 Listen and number.
a.T: what can you see?
S: I can see there is/are…( Students try to describe the pictures) b.Teacher describe the pictures, students number.
Step3
Activity 4 Look and complete the postcard.c.Ss draw the places with teacher‟s describing.d.Ss write sentences, teacher offers help.
Step4 Homework 1 Do exercise 3 2 words dictation.
课后反思：
由于学生个体差异的不同,课堂上的内容对有些孩子比较容易,而对个别学生来说有很难,甚至不能听懂.但我是不会让一个孩子落后的.六年级的内容也增加了,教学内容就要做合理的调整和补充,同时根据学生的心理特点,有区别有重点的调整才行.《英语》六年级第七册第3模块
第1单元教案 Collecting stamp is my hobby
Teaching preparing: 1. Students book：Module3Unit 1Activity1, 2, 3 Teaching task: 2． Knowledge : A．Basic task: Key words：another collect
stamp
hobby
men
Key sentences: “I‟ve got lots of stamps.”
“These are some stamps from Canada ”.“ This stamp is from China”
B . Review:
The using way of „be from‟ 2． Make students talk about hobbies.
3、Teaching point: Key words：
collect
stamp
hobby
men
women
another
4、Teaching difficulty: A.； men and man B ; collect
5、Task design: A. Learning task:
To learn words： collect
stamp
hobby
men
women
another To learn the structure: “I‟ve got lots of stamps.”
“These are some stamps from Canada ”.“This stamp is from China” B. To use the task: 1：AB Unit1 exercise 3 2：AB Unit2 exercise
1、
2、
4、5 3：You do action and I gue .4 : “Your hobby is doing….”
第一课时
1、Warm up ⑴Greetings: T—Ss Ss—Ss
(2) Game: you do action and I gue .(3)Write down the sentence: Your hobby is doing sth Exercise “Your hobby is….(3) Free talk: Student talk about their hobbies: T: My hobby is reading books, what‟s your hobby?(My hobby is doing sth) S：My hobby is …..
2、Leading :
（1）A.ask “What can you see? What‟s this? ” S: It‟s a stamp.T: What are these? S: These are some stamps.How to use :a stamp
and some stamps Teacher help the students say: This stamp is from….
(b.) Students watch PPT and make sentences with “This stamp is from….” “These stamps are from…”
(c.) Teacher shows some stamps and teach “These stamps are from…”
(d.) Students make sentences with “These stamps are from…” B.Game : Gueing game Students watch PPT
T: What‟s are these? S: These are stamps.Teacher give numbers to each stamp, then describe the picture of one of them, Students gue which number it is.T: This one has got a… on it.S: Number 3.Then reverse.C.Lead in T: Everyone has hobby, now listen to the tape , find out what Simon‟s hobby is.
3、（Presentation） (1)S open their books Question: Look at the pictures e.What‟s Simon‟s hobby? f.Where are the stamps from? c.Has Simon got any stamps from China? Student answer the questions.(2) listen to the tape (3) repeat after the tape.(4) Teacher explain the text and student practice the key points.a.The key points: collect
stamp
hobby
men
women
another b.Students practice to make sentences with the key points. c.Game：Paing wordcards make sentences
4、（Drilling and Counselling） （1）Finish SB U1 exercise3. (2) Pairwork.
6．Teaching handwriting：
“This stamp is from….” “These stamps are from…”
三.课后反思:
第二课时
Step1.Game: Extend the sentence T: I‟ve got lots of apples.
S1: I‟ve got lots of apples and bananas.S2: I‟ve got lots of apples, bananas and pears .
…….
Step2.Review the words: collect
stamp
hobby
men
women
another
Step3.Repeat the text after the tape, then students practice with partner in roles
Step4.Talk about stamps (SB book activity 3) a.Number those stamps.b.Teacher describe one of the stamp with the main sentence structure given on the blackboard: “This stamp is from….”.“It has got …..on it”.
Step5 Homework: g.word dictation h.recite paragraph one i.Students make role play about unit one.
Step6.课后反思
第三课时
Step1.a.Students make role play.
b.Give words dictation.
c.Open Activity Book.
Step2.Do exercise 1.e.Play the recording again, then encourage them to tell the important things in the story.f.Then, tell them to read the sentences in the exercise and decide if they are „True‟, „False‟ or „Don‟t know‟.( Explain that they should tick „Don‟t know‟ if the answer is not found in the dialogue.)
Step3.Do exercise 2.Now correct the false statements.Student A read the first false statement in Exercise1.Student B corrects.
Step4.Do exercise 3 Complete the dialogues a.Students look at pictures, tell what they can see on it.Students describe.b.According to the pictures and words in the brackets, students fill the blank
Step5.课后反思
第2单元教案
I’ve got a hobby
Teaching preparing:
2、Studends book：Module2Unit 2Activity1, 2, 3
2、Teaching task: 2．Basic task:
To learn to speak the structure: “Have you got any dolls from Japan ” “Yes, I have./ No, I haven‟t” B．Review: Grammer 2．Talking about your hobbies.
3、Teaching difficulty: any/some
5、Task design: Review words： collect
stamp
hobby
men
women
another To learn “Have you got any dolls from Japan ” “Yes, I have./ No, I haven‟t”
6、Teaching things: Radio
photo
picture
wordcards 第四课时
1、Warm up ⑴ Musical game “What‟s your hobby?” “ My hobby is doing sth” (3) Watch PPT T: Students please watch PPT, What are these?
Can you gue what Mi Ma‟s hobby is? S: Your hobby is flying kites.( PPT explains some kites and any kites) T: Yes, have you got any kites? “Yes, I have/ No, I haven‟t” 2Leading : （1）A.Ask and answer T: Have you got any books? S1: Yes, I have/ No, I haven‟t.Have you got any ….s? S2: Yes, I have/ No, I haven‟t.Have you got any ….s? B.Practice a.) Go through all the pictures with the students to make sure that they know the vocabulary.2) Teacher write the main structure on the board: “Have you got any…..” “Yes, I have./ No, I haven‟t” 3) Students practice with partner
3、Presentation: Ss do exercise 3 Listen and repeat, pay attention to the stre.a.Play the tape and pause after the first sentence.b.Repeat the activity with various actions, e.g., standing up, waving arms…
4、Drilling and Counselling Learn the chant: “HOBBY” a.Students listen to the tape.b.Students repeat
第五课时(REVIEW) Step1 Warm up:
Sing the song: “HOBBY”
Step2 Do activity book Activity 1 Listen and answer the questions.
Step3
Activity 3 Answer the questions.a.Students complete the questions according to their own situation.b.Students work in pairs:
A keeps the book open and asks questions B closes his book and answer A‟s questions.c.They exchange the roles.
Step4 Homework e.Do exercise 3 f.words dictation.
课后反思：
本单元的内容涉及到 my hobby(我的爱好),让孩子准备的课堂用具孩子没能做充分的准备.因此在课堂上孩子们谈论说的时间就缩短了.另外重点句型的操练,孩子们也很快的领会了.Module Four Happy Thanksgiving !
Teaching preparin 1． Student book：Module1Unit 1Activity1, 2, 3
2、Teaching task: 2．Basic task: Key words： festival
special
meal
sound Key sentences:
“What do you do on …..”
“Thanksgiving is my favorite festival.”
“We say „thank-you‟ for our food, family and friends.”
C．Review: “Can you tell me more about…..”and“… is my …”
3、Teaching point: Words ： festival
special
meal
sound
4、Teaching difficulty festival sound “Thanksgiving is my favorite festival.” “We always have a special meal.”
5、Task design:
To learn words ：festival
special
meal
sound
To learn sentences: “What do you do on …..” “Thanksgiving is my favorite festival.” “We always have a special meal.”
“We say „thank-you‟ for our food, family and friends.”
1：SB Unit 1 exercise
2、3
2: AB Unit 1exercise
1、
2、
3、
4、5
6、Teaching things radio photo wordcards picture
第一课时
1、Warm up ⑴ Sing a song “We wish you a merry Christmas.” Competition: List festivals as many as poible.2 Leading : （1）a.（Watch PPT— pictures about Chinese festivals） Ask questions: “what is this festival?”
“What do we do at that festival?” b.Then show the PPT of main sentence structures: “… is my favorite festival, we always do (something)”
Students look at pictures and talk about festivals in pairs with the main structures offered.c.Students show there ideas with their partner.B.Lead in
1) T: You know much about Chinese festival, how many western festival do you know? Students list the western festivals .
T: Very nice! Today Simon will tell us more about American festival, listen to the tape and later you must tell me about them.
3、Presentation: (1)S open their books Question: Look at the pictures a.Who are they? b.What can you see? Students answer the questions.(2) Give the questions: “What are the two American festivals in the story?” “What do people do on Flag Day?” “What do people do on Thanksgiving Day?” (3) Answer the questions.
4、Drilling and Counselling （1） Game: Gueing(T vs Ss) a.Prepare three word cards: Thanksgiving Day
Flag Day
Christmas Day b.Teach them to read.c.Teacher describes the activities that people do in different festival.T: You can see Christmas trees.Ss: Christmas Day 6.Homework： a.Write the new words.b.Collect Chinese and American festival information.
第二课时
Step1.Game: Gueing (Ss1 vs Ss2):
Repeat the text after the tape, then students practice with partner in roles.
Step2 Discuion
Step3.Students make role plays about western festivals with their partner. Step4.Homework: a.word dictation b.recite paragraph two
: 第三课时
Step1.Give words dictation
Step2.Open Activity Book, do exercise 1: Listen to the story again and tick or cro.a.Students read the questions.b.Students look at pictures, tell what they can see on it.Students describe.c.Teacher gives help, students finish the question.d.Play the tape, students finish the exercise.
Step3.Do exercise3.Complete the table.a.Review “ I,
me,
we,
our” b.Complete the table
Step4.Do exercise
5 Write about Spring Festival.a.Students look at pictures, tell what they can see on it.Students describe.Ss: Watch TV Talk with each other.Play games.
Leon four
What’s your favorite festival?
1、Teaching preparing:
Teaching task: Student book： Module1Unit 2Activity1, 2, 3
2、Teaching task ：
Basic task:
Key words：lantern
race
moon cake
Key sentences: “What‟s your favorite festival?”
“My favorite festival is ……” 3
Teaching point: ：
Lantern Festival
Spring Festival
Mid-Autumn Festival Dragon Boat Festival
race
moon cake “What‟s your favorite festival?”
“My favorite festival is ……”
4、Teaching : lantern, moon
5、Task design: To learn words ：
festival
special
meal
sound To learn sentences： Lantern Festival
Spring Festival
Mid-Autumn Festival
Dragon Boat Festival
race
moon cake
二、
1、Warm up ⑴Greetings: T—Ss
Ss—Ss (2)Do the chant, review “I, me, we, our” (3)Play a matching game:
Thanksgiving Day
Sing flag song
Flag Day
Receive presents
Christmas Day
Cheat each other
Ask volunteers to finish the matching.(4)Ask students to add more activities.
2、导入 （Leading ） （1）A.1Watch PPT
T: What‟s this festival? S: It‟s ……
Students learn to read Lantern Festival
Spring Festival
Mid-Autumn Festival
Dragon Boat Festival B.Game: Gueing game
T: (mimes rowing a boat) S: Is it Dragon Boat Festival? T: Right! b.Students do practice in pairs: choose a festival, ask and gue.
3、Presentation: (1)S open their books (2) listen to the tape
(3) Replay sentence by sentence (4) Students repeat after each sentence.(5) Students try to recite one of the festival.
4、Drilling and Counselling StudentA chooses a festival, studentB asks and if he or she can‟t gue out, he can ask “Tell me more.” unle he got the answer. 第五课时
Step1 Warm up: Play a game：“Sentence paing”
Rules: Students ask and answer one to the next to review:
“What‟s your favorite festival?”“My favorite festival is ……”
Step2 Do activity 3.Listen and repeat, pay attention to the stre.a.Play the tape and pause after the first sentence.b.Repeat the activity with various actions, e.g., standing up, waving arms…
Step3 Do Activity Book Activity 1 Listen and complete the sentences.a.T show many pictures, if they like the picture they stand up and teacher count: “X students like…”; if they don‟t like they remain seated.
a.Ss read the questions with teacher‟s help.b.Ss write sentences, teacher offers help
Homework 1.Do exercise 4 2.words dictation. 课后反思：
通过对本单元的小测验,孩子们对这节课的知识掌握的还不错.孩子们也已经知道了外国节日和中国节日不同.有的孩子上网查了许多关于节日的资料,在班里和其他的孩子一起分享.
推荐第2篇：初中英语全英教案
A teaching plan
教材分析 学情分析 Contents: 1.Vocabulary： 2.Structure: 3.Dialogue: 4.listening: Objectives:
1.Teaching Aims and Demands (1) Instructional Objectives
Be able to use the new words and phrases:
(2) Ability Objectives Be able to use listening skills to comprehend their dialogues, such as listen for specific information etc.
Be able to use what they learned to describe what they can do and give responses.Be able to use the language they learned to finish a dialogue and a short paage.
(3)Educational Objectives
Arousing students’ interest and helping them learn by using pictures.
Building their confidence by step by step approach and careful scaffolding.2.Teaching Importance To master the key vocabulary
To understand and use the target language To master the usage of the different forms of “can” in the target language.3.Teaching Difficulties To enable the students to understand the sentence patterns to talk about the ability activities.
To enable the students to use the target language
The students learned the structure “can do sth”, So it’s difficult and important to let them understand it can also be used to talk about the ability activities.
4.Teaching Aids Multi-media computer, Tape recorder and so on. 5.The Teaching Methods (1) Communicative teaching method. (2) Audio-visual teaching method. (3)Task-based teaching method.6.Studying Ways (1)Let the Ss pa \"Observation—Imitation—Practice\" to study language.(2)Let the Ss pay attention to the key information in listening practice.(3)Enable the Ss to study English language by Communication.(4)Let the Ss know that conclusions and being good at thinking are neceary to learn English well.
Procedures and Time Allotment: 2 Task1: Warming-up(2mins) Before cla, get Ss to enjoy an English song for about 2 minutes to warm them up.The purpose of the task-based activities is to Interest the students Task 2:Lead-in(3mins) 1.Use the PPT to lead in the new leon..show some pictures and teach the words and phrases: 2.ask Ss read the words together.Task3: Play a game(4mins) Task 4: Presentation(8mins) The purpose of the task-based activities is to let the students learn to cooperate with each other and practice the language points, improve the students’ abilities of speaking.Task5: Representations(5mins) Task 6.Listening(5mins) 1.Ask Ss to open their books and turn to Page 59.Look at part 1b, look at the conversations and make sure the students understand the conversations and what to do.Then play the tape for three times.For the first time the students only listen to understand the whole general meaning of the conversations.For the second time the Ss pay attention to the activity in each conversation and write them in the blanks.For the third time the Ss pay attention to the time that the activities in each conversation are done and number the conversations (1-3).Ask some Ss to check their answers.
2.Practice the conversations in 1b.Then make your own 3 conversations.The purpose of the task-based activities is to practice listening and improve the students’ abilities of listening.Task 7 .Make a survey(7mins)
Give the students several minutes to prepare the survey using the target language to ask and answer, next fill the form : Finally ask two groups of the students to report their results.For example: Task 8. Summary(4 mins) Summarize the key language points in groups , and show them on the screen to help the Ss take notes.Task 9. Homework(2mins) 1.Consolidate and review the expreions of the leon.2.Write a short paage about the results of the survey.
Blackboard design
推荐第3篇：高中英语全英教案
高中英语教案
I. Teaching focus
1.Realize the damage caused to the world and figure out the reasons.
2.Find ways to stop the earth from being polluted by discuing in groups.
II.Teaching approaches Elicitation, Mutual Interaction
III.Teaching aid Interactive multimedia teaching
IV.Teaching proce
Step 1
Revision 1. Check note-making
Earth: not enough rain, too many cattle, cutting down trees, strong winds Air: smoke from factories, power stations, cars, chemical rain, accidents at power stations and factories Water: waste from factories and cities
Step 2
Presentation
1． Present a series of images depicting the natural beauty of the earth, then the pollution.Highlight the sharp contrast between them.Guide the students to the conclusion: The earth used to be much more beautiful than now; the earth is in danger due to the increasing pollution.
2． Study the map on the textbook, then scan the paages to figure out where on the world atlas the damage has happened.Encourage the students to give out their point of view toward the pollution iue.
Step 3
Audiovisual Learning
The students watch a video on the text, then do the following true or false questions.
1.
Many parts of the world with large population and plenty of crops have become deserts.
T 2. Land may become poor if farmers do not limit the numbers of their cattle.
T 3. Good soil is gradually lost these days as trees are being cut down.
T 4. Air pollution and water pollution are the two causes of the problem that many parts of the world have become deserts.
F 5. Chemicals in the smoke from power stations can travel hundreds of miles in the wind before falling down to the ground in the rain.
F 6. After a bad accident at a nuclear power station, 50% of the trees in Germany were damaged.F 7. The writer to explain how water is polluted uses the examples of the accidents in both India and Ruian.
F 8. Once oceans are polluted, they are not able to clean themselves. F
Step 4
Intensive Reading Read the paages again for some detailed information 1.
To say something about the damage that is caused to the world by pollution, using the information from the text.Try to present poible ways to help solve the problems. Phenomena Causes Suggestions
EARTH The area of desert is growing every year. Cattle eat gra. Limit the number of the cattle.Good soil is gradually lost. Trees being cut down; strong winds blowing the valuable soil away.Plant more trees and try to protect them.
AIR
Air is being polluted. Factories, power stations and cars produce a lot of waste. A lot of things have to be done to reduce pollution.New laws should be paed and people should realize how serious the problem is.
A lot of people died from polluted air in both Ruia and India. There were serious accidents that polluted the air.Trees in the forest are destroyed and fish in the lakes are killed.
Chemical rain.
WATER In some places it’s no longer safe for swimming, nor is it safe to eat the fish.
Factories and cities produce a lot of waste.
Same as above.
Lake Baikal, which used to be cleanest I the world, s now polluted. Waste produced from a chemical factory.2.to summarize the text by giving the main idea of each paage.Earth:
The area of desert is growing and good soil is gradually lost.Air:
Chemicals in the smoke cause a lot of damage and serious accidents took place from time to time.Water: Water pollution is caused by man’s waste. The waters of this great lake have been dirtied and 4800 square km of ocean were polluted by oil. Step 5
Discuion Appoint one student to host the discuion.The rest of the cla fall into groups of 4, changing ideas on the following question.
(1)What kind of pollution can you think of? (2)Why trees are important? (3)What are the causes of water pollution? (4) What can be done to stop land from becoming into desert? (5) What else do we know about the problems that the earth is facing? (6) What steps should we take to save the earth? Step
Role play
The students take turns to play the role of a newspaper reporter, making interviews with heads of factories (e.g.A papermaking factory) which are seriously polluting air and/or water.Record the interviews and compose a report.
Step
7 Aignment （1）Read the additional materials about pollution and do the reading comprehension exercises.
（2）Finish the report.
Thanks for attending this cla!
_____________________________________________________________________________--__
资料
我国环境污染现状令人担忧
据专家估计，中国每年因环境污染造成的损失达到二千八百三十亿元人民币，其中，仅水污染一项，估计一年造成经济损失约五百亿元。
据香港《东方日报》报导，自六十年代至今，中国有环境监测的四百三十二条大小河流中，八成受到不同程度的水体污染，其中大江河经过城镇河段的占二成，支流受污染的占六成，全中国二千八百多个湖泊，凡能接纳城镇污水的，大多出现水体负氧化现象。由于地下水过度开采，京津沪大面积出现土地沉降一点五公尺至二公尺，桂林溶岩区三十米地下水重金属超标十至二十倍。
大气污染造成的经济损失约为二百亿元，由于城市燃煤、工厂排放废气及汽车死气污染，大气中二氧化硫、一氧化碳等有毒悬浮微粒弥漫在城市上空，空气污染导致许多城市肺癌死亡率增至万分之二，全国酸雨覆盖面积已达百分之三十，所有这些损失加起来也等于二百亿元。
而生态环境破坏和自然灾害造成的损失估计高达二千亿元，森林覆盖率由四九年的三成左右，现已下降至不足一成四，草原的严重退化，水土流失面积达一百五十五万平方公里，占国土面积的百分之十六。
同时，城镇建设却仍以每年侵占一百五十万公顷土地的速度发展，破坏自然生态平衡，加上自然灾害带来的损失，每年至少损失二百亿元。
其他污染如固体废物排放、噪音污染等造成的损失也高达一百三十亿元。
专家分析表示，造成环境污染引起的经济损失原因众多，但国家工业规划布局失误，调控措施不力和公民环保意识不强是主要原因。
我的体会；
学习了该教案后，我总结体会两点。
一、该教案在教学设计上非常注重学生能力的培养，充分利用教材和多媒体手段逐步引导学生理解课文，并能进一步升华课文的主题，使学生受到心灵的启迪和道德的震撼。一切都水到渠成。
二、教案所附资料可在课堂中充分被学生利用，使他们的讨论言之有据，会使他们更乐于知识的学习和掌握。这点可以作为我今后很好的借鉴
推荐第4篇：详细全英教案Whatwouldyoulike
Teaching Plan for Unit 5 JEFC Book1
What Would You Like? Aims a) Say the names of food in English.
b) Write down the names.
c) Master these sentences: I’m hungry.What would you like? I’d like some……
d) Use these words (food’s names) correctly.
Importance and Difficulties a) New words: hamburger, vegetable, hot dog…… b) Spelling and pronunciation of some words.C) Grammar and Structure: can I have some rice, please? Sure.Here you are.What would you like for dinner? I’d like some ……
Teaching method: “Task-based “Teaching, “Activity-based” Teaching,
“Communicative-based” Teaching.
Teaching aids: Computer, medium, chalk, cards.Teaching Procedures Step1: Review (10mins) a) Warming up: a song: (with medium)
b) Let students imagine what kinds of food do they like and then draw something on the paper.c) Call students to show their ideas (like: oh, I like hamburger……) and present pictures.d) Teacher summarize (you are all good students full of imagination and all did a good job ……) then write the words (hamburger, vegetable, hot dog……) on the board.Step2, Learn the new words and structures (15mins) a) Show the cards to introduce the new words. b) Students reading the new words follow me, and each word twice, then they read them loudly by themselves.C) Learn and analysis the sentence structures: can I have some rice, please? Sure.Here you are.What would you like for dinner? I’d like some ……
Step3: more practice (10mins) a) Reading.Teacher show the cards and then all the students read it loudly.(What would you like? What is this?) b) Do a word game.Teacher show the pictures and then some volunteer read it as soon as poible.(the winner will get the prize) c) Use PPT to show some pictures about food’s names to make students enjoy in it.d) Make a role play.Make a dialogue.Let 3 Ss take part in it (waiter C, dad B and daughter A ).It is in the restaurant. A: Dad, I’m hungry.What for dinner? B: Oh, baby, what would you like? A: I’d like hamburger, rice, fish, vegetables, please. B: Waiter! Waiter! C: What can I do for you, sir? A: We’d like some hamburger, rice, fish, vegetables, please. C: Ok.
A: Thank you, Dad.e) Make sure students pronounce the words and use the sentences correctly.
Homework: Pronounce and spell these words correctly.Write a
paage about “what would you like?” I will check it next cla.
Comments: Filled in as soon as poible after the leon.
推荐第5篇：全英教案My schoolbag
Unit2 My Schoolbag Part B Read and write教案
一、Teaching content Read and write B
二、Teaching aims:
1、To master the letters Oo、Pp、Qq、Rr.
2、To listen and read the words：
Orange，OK，open，pencil-case, squirrel, queue，quiet，rabbit，ruler，rice.
3、To learn the new words: book，ruler，pencil-case.
三、Important points:
1、To master the letters Oo, Pp, Qq, Rr.
2、To listen and say the words :book、ruler、pencil-case.
四、Difficult points:
1、To write the words :book、ruler、pencil-case.
2、The sound of the words “squirrel”、“queue”、“quiet”.
五、Teaching aids.CAI、letter cards、A4paper、courseware
六、Teaching design Step
1、Warm-up （1）Greeting. (2) Sing a song.
Step
2、Review
Play a game.(review A-N)
Step
3、Presentation /practice A: Teach the letters and words.
1、Look at the blackboard and find the same letter.
2、Watch CAI how to write Oo and write on the board.
3、Gueing .(introduce P)
4、Read the words “pen, pencil, pencil-case”
5、Teach how to write“pencil-case”on the blackboard.
6、Introduce another two words about stationery(book, ruler) and write them on the board .
7、As the same way teach “Q and R and words”.
Step
4、Consolidation
1、Let’s chant (Read the words and letters together).
2、Play a game! (Loud or low voice)
Step
5、Homework
Do the homework and enjoy a song
推荐第6篇：详细全英教案Whatwouldyoulike
What Would You Like?说课稿
尊敬的各位评委老师，
大家好，我是李凡
It’s my great honor to be here and share my leon with you.Today i’ll talk about People’s Education Pre The part 3.the topic is about .i will talk about it form
Analysis
of
the
students.Tcaching procedure.Blackboard design. Well,fristly.Anlaysis of the Teaching material.There are a lot of a picturefor this.The kids will be interested in the book.Besides,the book design a lot of material to improve the student’s ability of listening,speaking,reading and writing.So,i think this book is very good.Aims a) Say the names of food in English. b) Write down the names. c) Master these sentences: I’m hungry.What would you like? I’d like some……
d) Use these words (food’s names) correctly.Importance and Difficulties a) New words: hamburger, vegetable, hot dog…… b) Spelling and pronunciation of some words.C) Grammar and Structure: can I have some rice, please? Sure.Here you are.What would you like for dinner? I’d like some ……
Teaching method: “Task-based “Teaching, “Activity-based” Teaching, “Communicative-based” Teaching.Teaching aids: Computer, medium, chalk, cards.Teaching Procedures Step1: Review (10mins) a) Warming up: a song: (with medium) b) Let students imagine what kinds of food do they like and then draw something on the paper.c) Call students to show their ideas (like: oh, I like hamburger……) and present pictures.d) Teacher summarize (you are all good students full of imagination and all did a good job ……) then write the words (hamburger, vegetable, hot dog……) on the board.Step2, Learn the new words and structures (15mins) a) Show the cards to introduce the new words.b) Students reading the new words follow me, and each word twice, then they read them loudly by themselves.C) Learn and analysis the sentence structures: can I have some rice, please? Sure.Here you are.What would you like for dinner? I’d like some ……
Step3: more practice (10mins) a) Reading.Teacher show the cards and then all the students read it loudly.(What would you like? What is this?) b) Do a word game.Teacher show the pictures and then some volunteer read it as soon as poible.(the winner will get the prize) c) Use PPT to show some pictures about food’s names to make students enjoy in it.d) Make a role play.Make a dialogue.Let 3 Ss take part in it (waiter C, dad B and daughter A ).It is in the restaurant. A: Dad, I’m hungry.What for dinner? B: Oh, baby, what would you like? A: I’d like hamburger, rice, fish, vegetables, please.B: Waiter! Waiter! C: What can I do for you, sir? A: We’d like some hamburger, rice, fish, vegetables, please.C: Ok.A: Thank you, Dad.e) Make sure students pronounce the words and use the sentences correctly.Homework: Pronounce and spell these words correctly.Write a paage about “what would you like?” I will check it next cla.
Comments: Filled in as soon as poible after the leon.Blackboard design: Words: salad 色拉 tea 茶 hanburger汉堡
Sandwich 三明治 hot-dog 热狗 coffee 咖啡
Sentences:-what would you like to drink? -i’d like to some tea.
推荐第7篇：高中英语优质课全英教案
Introduce a Place From Module2 Unit4 Communication Workshop
I.Teaching aims At the end of this leon, students will 1.be very interested in writing an article to introduce a place.2.be able to use suitable person, tense, layout, sentence structures and linking words to introduce a place .3.be proud of our capital Beijing and our hometown Jiaozuo and love them.II.Teaching key points and difficult points 1.Teacher leads students to understand and master the layout, sentence structures and linking words effectively.2.Teacher leads students to master the way to use advanced and various sentence structures.III.Teaching and learning methods Proce-focused writing approach, Group work, Cooperative learning.IV.Teaching procedure 1.Teacher arouses students’ interests by showing some photos of some famous cities in the world, and singing the song, “Welcome to Beijing”.2.Teacher shows the sample article of Beijing to students.This article serves as language input before writing.3.Teacher asks students questions to lead them to understand and master the layout, sentence structures and linking words effectively.e.g.“How many paragraphs are there in the article?”
Answer: (1.Introduction.2.Things to see.3.Things to do.4.Ending words.) “What factors are included in the first paragraph?”
Answer: (General description, Location, Area, Population, History, Climate and Temperature.).“Can you find and circle the beautiful and advanced sentences in the article?”
Answer:
(Location : 1. …is located in …
2.…lies in….
Area: 1.…covers an area of… 2....is the second/ third/...largest city in the world as regards area.etc.)
1 4.Students work in groups and cooperate with each other to answer these questions.5.Teacher introduces the writing task “write an article to introduce Jiaozuo.6.Teacher divides students into groups of six and arouses them to expre the photos of Jiaozuo in best poible ways according to the sentence structures in the article of Beijing.Meanwhile, teacher encourages students to join simple sentences together with linking words, relative pronouns, present participles, etc.to form more advanced and more various sentence structures.7.Students write the first drafts by themselves.8.Teacher stimulates students to check and correct their own drafts; meanwhile, teacher provides the standards of checking and correcting.For example, the content, the layout, the language, the linking words, the handwriting, the tense and person, the grammar and the spelling.9.Teacher divides students into groups of six and arouses them to check and correct their partners’ articles.Teacher provides the standards of checking and correcting again.10.Teacher chooses two typical articles to examine before cla; students learn how to check fully and effectively.10.Teacher help the students to summarize some typical and common mistakes among students’ articles, and correct and analyze them.12.Homework.Polish the first draft and rewrite it.V.After-cla reflection(教后反思）
1.By singing a song to lead in, students are deeply aroused to read the sample article of Beijing, but my singing is not profeional and perfect.2.The article is well designed with many good sentence structures and linking words, students can understand them by answering the questions intended for them, but the time spared for them is too limited, and they can’t fully master and practice them. 3.The time given students to write is 10 minutes, which proves relatively short and limited.I should have given them more time to write the article better.4.The time for students to check is only 3 minutes, which proves to be too short.The checking procedure is very important in writing practice, so teachers should place more emphasis on it. 2
推荐第8篇：全英事迹
2015-407.2-SJ-001
奋不顾身 见义勇为
————记汽机检修全英同志英勇事迹
锅炉检修专业在进行地下管道漏点查找处理过程中，由于坑边发生严重滑坡导致一在坑下作业人员受伤。
当时在现场进行漏点查找处理的专业人员很少，由于土方的塌方量很大，且当时的情况很紧急。在听到有人呼喊“救人”的声音后，汽机检修专业的全英就立即跑了过去。没有进行任何的考虑就跳下了坑内。由于怕伤害到被埋在坍塌土方里面的受伤人员，不能使用工具只能徒手进行挖掘土方进行抢救作业，争取尽快的将受伤人员营救出来。他不顾自己的手指头抠土方受伤出了很多鲜血，继续加快抠土方的速度。他不但自己进行徒手进行抢救作业，还同时照顾其他的同事安全，不时的提醒他们注意土方下受伤人员的安全和进行抢救作业人员注意安全，防止事故的扩大。他自己脚上的鞋陷丢在土方里面都没有感觉到，而是继续的光着双脚进行抢救伤者，直到抢救完毕后才知道自己的鞋都陷丢在土方里面了！可是他什么都没有说，而是在受伤人员抢救到坑上时还询问情况怎么样了呢！还随同其他人将伤者抬上了车，然后才注意到自己的脚也划破出血了。这才是一个真正的见义勇为的先锋模范的行为！
现在的社会需要这样的见义勇为的人！我们公司需要这样的人！我们锅炉检修专业的全体人员对他表示深深的感谢！也感谢其他参与抢救工作的同事们，也对他们表示深深的感谢！谢谢你们！
我们要大力的弘扬像全英这样见义勇为、奋不顾身、舍己为人的精神，把这样的精神发扬开来，让我们每一个人都感觉人间的温暖！
检修部锅炉检修
2015年8月10日
检修部锅炉检修
- 1 -
推荐第9篇：英语教案全英
PEP六年级英语 Unit 1 How do you go there? Period One Teaching contents: Part A let’s learn & let’s play Teaching aims: 1． To enable the students to master the four skills phrases: on foot，by bike，by bus，by train, by plane，by ship，by subway 2． To enable the students to ask about the ways of traffic with the following sentence patterns: How do you go to school? Or How do you go to Canada…?‖And answer with―I go by…‖ Teaching focus: To master the four skills phrases: by train, by plane, by subway, by ship, by bike, on foot Teaching difficulty: To differ ―subway‖ from―train‖ Teaching methods: Communicative Approach Teaching aids: 1.Word cards 2.Tape recorder and tape 3.Multi-media player Teaching procedure: 1.(Warm-up) Greeting: Good morning , cla ! Glad to meet you again.How are you? What day is it? What ‗s the date? What‘s the weather like today? 2.Presentation Show a picture of bus T: What‘s this? S: It‘s a bus.T: I go to school by bus.How do you go to school? (Show a picture of bike and help a student to answer with --I go to school by bike.‖) (In the same ways)Teach ―by subway‖ and ―by train‖ ―by ship‖ ―by plane‖ ―on foot‖）
Subway: It\'s an underground railway in a city．It travels very fast．We can see subway in Hong Kong, Beijing, Shanghai, Gongzhou… Explain the differences between subway and train Pay attention to the pre.― by‖& ―on‖ 3.Play games Ask one S to the front and stick the word cards next to the phrases written on the Bb when T read the new phrases quickly and the other Ss put up their cards.The one who reflect fastest and correctly is the winner.4.Listen to the tape of Part A Let‘s learn and follow it. Pay attention to the tone and pronunciation 5.Practice: Let‘s play T Offer many places (the USA.England Australia Hong Kong Shanghai Guangzhou the moon…) and traffic ways (by car/ taxi/ bus… on foot) Ss practice with above places and ways in pairs: A: How do you go to school? B: I go to school on foot .Encourage the Ss to make up as many sentences as they can.6.Spelling competition Divide the cla into tow groups.Show the pictures of traffic tools and ask Ss to spell the phrases.The first one who puts up hand gets the chance to spell.The group spell out more phrases are the winners.Homework Copy the new words and phrases Finish Page1 of the AB Bb design: Unit One How do you go there? How do you go to school/ Canada? I go to school on foot/ by subway/ bus/ train/ taxi…
推荐第10篇：Unit 2Last weekend全英教案
Unit 2 Last Weekend
I Knowledge aims:Know how to change the past time words and use them.Can use the past time setences to describe their past thing.II Learning aims:Can read and use the past time words.Can tell their past thing.III.Emotional Aims:Share the past thing to the other,happy or sad.
IV.Teaching plan: Use 6 leons.The first period: Part A Let’s learn .Part A Make a map and talk.The second period: Main scene Part A Let’s try.Part A Let’s talk.The third period:Part B Let’s learn.Part B Be a tour guide.The fourth period:Part B Let’s try.Part B Let’s talk.The fifth period:PartB Read and write.The sixth period: PartB :Let’s check.PartB Let’s wrap it up.Part C Story time.
Unit2 The First Period I.Teaching contents: Part A Let’s learn .Part A Make a map and talk.II.Teaching aim:Can read and say the past time words.Can use the past time words.III.Teaching key points:Read the past time words exactly.IV.Teaching difficulties:Use the past time words to make sentences.
V.Teaching aids:The PPT and the Multi-Media.
VI:.Teaching procedure: StepI Warm up
1、Go over the words: young-younger,old-older,tall-taller,short-shorter,long-longer,small-smaller,big-bigger,stronger.
2、Free talk : T: I’m 28.How old are you ? S: I ’m 12years old.I’m younger than you .T: I’m 1.65meters.How tall are you ? S: I ’m 1.61 metres.I’m shorter than you .
T:I’m 48kg.How heavy are you ? S: I ’m 40kg.T:I’m heavier than you.3.T: I often clean my room on the weekend. T: What do you do on the weekend ? S: I often clean my room on the weekend. T:Today we’ll learn U.2 Last weekend. Step II Presentation Let’s learn
1.New phrases: cleaned ,washed ,watched ,stayed ,cleaned my room ,washed my clothes ,stayed at home ,watched TV.1Write down the words:clean ,wash ,watch,stay，Use the sentences parten:I often clean my room /„to make 。 2.Then add-ed，Use past time sentences parten :I cleaned my room /„last weekend to make new sentences.3Let them to find the different of the word.4.Tell them how to prounce _ed/t/ /d/ or/id/.5.Use the past time words to talk T: How was your weekend ? S:It was fine ,thanks.T:What did you do ? S:I I stayed at home and watched TV.6.Listen to the tape of Let’s learn and follow it.Step III Practice.7.Read the words in group,then use them to make setences.8.Make a chant,Say the chant and do the action :What did you do ? I cleaned my room.What did you do ? I washed my clothes.What did you do ? I stayed at home.What did you do ? I watched TV.9.Do survey and report ： 10.Sing the song《Last weekend》.Step IV Bb writing: Last Weekend clean-----cleaned my room wash-----washed my clothes stay-------stayed at home watch-----watched TV StepV Homework 1.write and remember the past time words.2.Use the to tell the thing in past time.Teaching reflection:
Unit2 The Second Period I.Teaching contents: Main scene Part A Let’s try.Part A Let’s talk.II.Teaching aim:Can understand some sentences in the dialogues then use them to talk.III.Teaching key points:Can say read and write the 4-skills sentences:What did you do last weekend?How was your weekend? IV.Teaching difficulties:Can ask and know what did the other do last weekend.Know some past tense words.V.Teaching aids: The PPT and the Multi-Media.VI:.Teaching procedure: Step IWarm up
1、Go over the words.young-younger,old-older,tall-taller,short-shorter,long-longer,small-smaller,big-bigger,stronger.
2、Free talk .As: T: I’m 28.How old are you ? S: I ’m 12years old.I’m younger than you .T: I’m 1.65meters.How tall are you ? S: I ’m 1.61 metres.I’m shorter than you .T:I’m 48kg.How heavy are you ? S: I ’m 40kg.T:I’m heavier than you.3.T: I often clean my room on the weekend. T: What do you do on the weekend ? S: I often clean my room on the weekend. T:Today we’ll learn U.2 Last weekend. Step 2.Presentation Let’s learn
1.New phrases: cleaned ,washed ,watched ,stayed ,cleaned my room ,washed my clothes ,stayed at home ,watched TV.（1）Use:clean ,wash ,watch,stay，and the sentences patern “I often clean my room /„to make sentences.（2）Then add –ed after the word,change them like“I cleaned my room /„last weekend .Lead the students to use them to answer:What did you do last weekend? (3)Let them to find out the different from cleaned and clean.Teach them to pronounce cleaned ed for/d/.(4)Use the same way to learn“stay/stayed at room，wash/washed my clothes,watch/watched
TV.”.
More
attention to:washed,watched ed Pronouce/t/.2.T: How was your weekend ? S:It was fine ,thanks.T:What did you do ? S:I I stayed at home and watched TV.3.Listen to the tape of Let’s learn and follow it.4.Watch the Video from the PPT,circle the words：was drank Learn the past tense words: drink—drank am.is---was are----were 5.Watch the dialogue from the PPT again,then try to answer the question”what did mike’s grandpa do last weekend? ” Step III practice （1）role-play How was your weekend? What did you do last weekend? What are you going to do next weekend? （2）make a report Tell the other,what did you do last weekend? Step IV Bb writing: Unit 2 Last weekend Words: drink ---drank show Sentences: ---I stayed at home with your grandma .---We drank tea in the afternoon and watched TV.---Did you do anything else? StepV Homework 1.Read the dialogue for 3times.2.Make a survey for your fimaly.Teaching reflection:
Unit2 The Third Period I.Teaching contents: Part B Let’s learn.Part B Be a tour guide.II.Teaching aim: Can read and use the 4-skills words: had , slept, read, saw, last, yesterday, before, read a book, saw a film, had a cold.Can use the sentencs“ What did you do last weekend ? I saw a film.Did you like it ? Yes, I did .I t was great.”
III.Teaching key points:Can read and writer the 4-skill words and sentences.IV.Teaching difficulties: The irregular past tense word.
V.Teaching aids: The PPT and the Multi-Media.
VI:.Teaching procedure: StepI Warm Up （1）Daily talk.（2）Revise Step II: presentation （1） Show some pictures about Jim,then ask some questions:T: what did John do last Saturday? S1：He slept.S2：He read a book （2）Show out the pictures and learn to read the phrases.（3）Show out the pictures about Sarah,then learn the phrases:see a film，draw out:saw a film .Learn to say and use to answer the question.（4）T：Sarah saw a film.Did you like it? S1:Yes,I did.S2:No,I didn’t.（5）Use the same way to learn:have a cold , had a cold.（6）Learn the past time:the day before yesterday （7）The irregular past tense word: do---did see---saw read---read sleep---slept have ----had go---went stepIII practice Look and talk :Practise the sentences parten:what did Sarah/John/Mike„.do yesterday/last Sunday /„„? Did he/she have a cold„..? Yes, he/she did ,No, he /she didn’t StepIV Bb writing: Unit 2 Last weekend Words: before last have-had see-saw sleep-slept read-read Sentences: ----What did you do last weekend? ---- I saw a film.Step V: homework 1.Write the 4-skills phrases and remember them.2.Use the phrases to make new dialogues.Teaching reflection:
Unit2 The Fourth Period I.Teaching contents: Part B Let’s try.Part B Let’s talk.II.Teaching aim: Can know and use the sentences: I want to buy the new film magazine .I stayed at home all weekend and III.Teaching key points:Can read the dialogue fluent.
IV.Teaching difficulties:Can pronuce the word:magazine exactly.
V.Teaching aids: The PPT and the Multi-Media.VI:.Teaching procedure: StepI: Review 1.Go over the old words: had ,slept, read, saw, last, yesterday, before, read a book, saw a film, had a cold.Eg:T:have S:had ,had a cold,I had a cold.2.Free talk T: How was your weekend ?S: It was good. T: What did you do last weekend ? S: I saw a film /„.(Step StepII Presentation 3.Learn Let’s talk 1.Watch the video from the PPT,find out the words: magazine.fast—faster，good—better .T Show out a magazine,then ask:What’s this ? It’s a magazine.T：I want to go to the bookstore, I want to buy the new magazine.I’m happy you feel better now.It’s faster than walking .Did you see a film ?---No, I had a cold.I stayed at home all weekend and slept.Help them to understand the sentences from the dialogues.Listen to the tape of Let’s talk twice.
Ask Ss to read the talk for twice then answer the questions.（1) Did John see a film last weekend ? （2)What did he do ? 4.Read and act out the dialogue in groups.6.Read the dialogue together.Step III Practice 7.Role play.8.Use the sentences from the dialogue to make new one.Eg:Let’s „..What did you do„?
9.Listen to the tape and finish Let’s try. Step IV Homework 1.Write the 4skills sentences and the Chinese meaning.2.Read the dialogue fluent.StepV Bb writing Unit 2 Last weekend words:magazine fast---faster good---better ------I want to buy new film magazine . ------What did you do last weekend ? D id you see a film ? ------No ,I had a cold ,I stayed at home all weenkend and slept.Teaching reflection:
Unit2 The Fifth Period I.Teaching contents: PartB Read and write.II.Teaching aim: Can listen,say and read the words: hotel，fixed，broken，lamp，loud，enjoy，stay Can understand “read and write “.3.understand the opinions written format III.Teaching key points: Understand”read and write” IV.Teaching difficulties：Know how to stay at the hotel.V.Teaching aids: The PPT and the Multi-Media.VI:.Teaching procedure: Step I: greeting T: hello boys and girls.S: hello MS Hong.T: good morning/good afternoon cla.S: good morning/good afternoon MS Hong.T: nice to see you again.S: nice to see you, too.Step II: warm-up 1（1）Daily talk Step III:presentation （1）Show out the PPT： Mrs Boom’s works made the beds cooked the food cleaned the rooms （2） Show out Mike’s recommendation and opinion （3） Read the text one by one after the tape.（4）Read it after the tape together and find out the pasten words.StepIV:practice Finish the exercise in p19.Read the letter again quickly.find the sentences that describe pictures 1-3.Circle all the verbs in the text and complete the table.Read and finish the letter.Step V: homework 1.Read the text for 3times.2.Write down the pastern words.Bb writing: Was-is got-get cleaned-clean wanted-want were-are Teaching reflection:
Unit2 The sixth Period I.Teaching contents: Let’s check.PartB Let’s wrap it up.Part C Story time.II.Teaching aim:Can retell the story.Know the pastern words and how to use them.Culture the student how to talk with sb.III.Teaching key points:Can understand the story.
IV.Teaching difficulties:Know how to use the pastern words.
V.Teaching aids: The PPT and the Multi-Media.
VI:.Teaching procedure: Step1 .Review 1.Read the sentences and phrases from Unit2 Step 2.Presentation 1.Main scene T: Do you play Weibo ? S :Yes.T：Let’s look at Mike’s and John’s Weibo .
T: What did Mike/John do last weekend ? S(answer the question) 2.Listen to the tape of Main scene twice, repeat and translate .4.Listen to the tape and finish Let’s check.5.Finish Let’s wrap it up .Step 3.Pracitce Story time.1)T: Zoom was very busy last weekend ? What did you he ? Let’s see.2）Read the story and then finish the blank Zoom’s weekend Saturday morning Saturday afternoon Sunday morning Sunday afternoon
Step IV Bb writing
Last Weekend How was your weekend? It was a busy one.What did you do on Saturday morning? I _____my schoolbag.Step V Homework 1.Retell the story.2.Write the 4skills words. Teaching reflection:
第11篇：教师资格证试讲教案 全英
What’s the matter, Mike?
1．Knowledge object: 能够听说读写单词和短语：have a cold, have a toothache,
一、Teaching aims and demands教学目标与要求 have a fever, hurt, have a headache, have a sore throat.2．Ability object: 能够听说读句型：What’s the matter, Mike? I feel sick.I have a fever.并进行关键词的替换操练。
3．Emotional object:使学生学会关心他人，培养良好的人际关系。
二、teaching key point and diffcult point教学重点与难点
1．重点是掌握单词和短语，并询问别人的身体状况。 2．难点是正确拼写单词和短语。
三、teaching aids课前准备（根据抽到的题而定）
1、教师准备本课时所需的单词卡
2、教师准备本单元的挂图。3.体温计一支
四、teaching procedure教学过程
1、Warm-up （1）最好唱首歌 提起学生的学习兴趣.” （2） 推荐使用情景导入
2、Presentation and practice (这个部分建议略写，视自己的时间定) （1）教师出示Let’s start的教学挂图，说：Look! We have some new friends here.Who are they? What’s the matter with them?…帮助学生回答，并引导学生通过观察图片或教师的肢体动作来帮助学生熟悉答句中的新单词和短语。
（2）播放Let’s chant的录音，重点领读句子：I have a headache.I have the flu.（3）教师出示一支体温表，说：This is a thermometer.If I have a fever, it will tell me.Let’s see Mike.Mike doesn’t feel well.He has a fever.指着Let’s learn的图片的Mike，教学“have a fever”。让学生看图片，教授单词和短语：hurt, have a cold, have a toothache, have a headache, have a sore throat.注意headache和 toothache的共同之处，帮助学生简单了解构词法。播放录音，让学生跟读单词。
（4）教师让学生读单词，叫到的同学，给他图片（have a fever），问他：“What’s the matter, xxx?”引导学生说：I feel sick.I have a fever.解释sick单词。用同样的方法教授句型：What’s the matter, xxx? I
.要求学生回答并做出相应的表情。可以让学生两个进行操练。
（5）“看病”游戏。 将学生分成五大组，每组选一张短语卡片。教师提问：Cold, cold, who has a cold? 如第一组选中的是have a cold，这组学生就边做动作或表情边吟唱：Cold, cold, I have a cold.用同样的方法进行操练，各组调换卡片继续该活动。
3.summary
学生听读P14-16五遍。
复习所学单词及短语和语法、、。
4、Homework
学生背诵和抄写单词和短语3遍。回家跟家人和朋友联系对话。
五、板书设计：
Unit 2 What’s the matter, Mike?
have a fever
hurt
have a cold
have a toothache
have a headache
have a sore throat
What’s the matter, Mike?
I feel……（ sick,.I have a fever.）
当时我抽到的题目是这个 （一模一样）
have a fever
hurt
have a cold
have a toothache
have a headache
have a sore throat
What’s the matter, Mike?
I feel……（ sick,.I have a fever.）
第12篇：八下Unit 6全英教案
Unit 6 How long have you been collecting shells?
Period 1 Section A I.Teaching aims and teaching demands:
In this unit students learn to talk about how long you have been doing things.II.Teaching key and difficult points:
A.Vocabulary
collect, inline, marathon, skate, stamp, shell, globe, monster,particularly, run out of, be interested in,last year, times, numbers, How long…? birthday, penguin, hobby, kite B.Target language How long have you been skating? I’ve been skating since nine o’clock.When did you start skating? I started skating at nine o’clock.Students are skating at the Hilltop School.C.Structures Present perfect progreive Simple past tense Present progreive tense III.Teaching methods: Audio-lingual methods IV.Teaching aids: a tape recorder V.This unit is divided into eight periods.
Period2 Section B I.Teaching aims and demands : Students practice using the target language.
1 II.Teaching key and difficult points:
A.Vocabulary stamp, collect stamps, kites, B.Target language ①What does he collect? He collects kites.②How long have you been collecting these kites? Since I was ten years old.③How many do you have?
I have about 35.④I collect shells because they are beautiful.⑤I’d like to collect stamps because they are interesting.Step 1 Grammar Focus
Go through grammar focus with the students together.Step 2 Reading (3a.) Task 1.Read the paage.Task 2.Explain some difficulties by the teacher.① talk to sb.
② raise money
③ the first one to
④ an hour ago ⑤ How long have you been playing Task 3.Find the sentences of the Present Perfect Progreive Tense by students.Step3 Group work
Finish 3b and 4.Step 4.Pairwork 2b This activity reviews and introduces selected vocabulary.Task 1.Ask a student to read the sample answers and then fill in the chart and tell your partner what you collect and what you would like to collect, say why. Task 2.
First read the conversation in the box, then ask students to work in pairs to talk
2 about their answers .Task 3.Have some pairs act their conversations to the cla. Step 5. Listening 2a This activity gives students practice writing the target language and understand it in spoken conversation.Task 1.Read the instructions.Say you will hear three conversations.They are about Bob, Marcia , and Liam and their collections.
First of all, let’s look at some key words.so far 到目前为止
stuffed animals 填充玩具动物
an interesting collection 一个有趣的收藏 theater and movie tickets 电影票
Task 2.Play the recording the first time.Students only listen.Task 3.Play the recording a second time.Ask the students to fill in the table.Then correct the answers.Step 6.Listening 2b Listen carefully.Then check the answers .Step 7 lead in Look at the four pictures and answer the following questions.1.What can you see in the pictures? 2.What are they? Step 8 Reading (3a) 1.Read the paage by students and draw lions connecting each snow globe and its description.
3 2.Explain some difficulties by the teacher.3.Find the sentences of The Present Perfect Progreive Tense.Step9Writing (3b)
1.First ask students to complete the meage according to Activity 2a.2.Check their answers.3.Show a sample meage on screen by a projector and ask students to read by themselves.Step 6 Group work (4a)
Make a survey about everyone’s hobby.Find out how long they have been doing their hobby.Task 3.Teach these words:
1.因为做某事而感谢某人：thanks /thank sb for doing sth.=give/return thanks to sb for doing sth 2.因为某事而感谢某人：thanks/thank sb for sth=thanks to sb for sth 3.事实上：in fact=as a matter of fact 4.我最喜爱的（人、物）：my favorite 5.不得不（客观因素）：have to do sth I had to work for a bo in order to make a living.(为了生存，我不得不为老板工作）
6.一定、必须（主观因素）：must do sth I must work hard.（我必须努力工作） 7.用完：run out of 无意碰到，跑过：run acro 追赶：run after 逃跑：run away
4 自来水：running water 8.使某事由别人做/遭受了……、：have sth/sb+过去分词
I\'m going to have my shoes mended tomorrow.（明天我去补鞋子） She had her hands burned .（她烧伤了她的手） ①使某人做某事：have/let/make sb do sth ②使……处于……、状态：have sb/sth doing sth ③have a good time/a leon/a meeting/a rest/a talk/a swim.....④穿着 ：have on ⑤和某人讲话：have a word with ⑥最好：had better do sth 9.北极熊：polar bears 10.别人：anyone else=anybody else 别的一些事情：something else 别的任何事情：everything else 没有别的事情：nothing else 别的什么事情：what else 11.在某人……岁生日：on one\'s +序数词 birthday
on my seventh birthday（在我7岁生日的时候） 12.到处：be all around
13.带有动物的玻璃器：globes with animals 14.让（使）某人做某事：let/make/have sb do sth 有这种用法的还有一些感官动词：
see sb do sth
hear sb do sth
notice sb do sth
feel sb do sth
watch sb do sth
如果接-ing形式，则表示动作正在进行。 15.顺便说一句：by the way 16.在去……、的路上：on the way(to)....17.挡路：in the way 18.用这种（那种）：in this (that)way 19.在某种程度上：in a way 20.决不：in no way 21.迷路：lose one\'s way 22.喜欢做某事：like to do sth/like doing sth 23.大约两年：about two years 24.告诉关于……、：tell about...25.制作一个……的清单：make a list of ....26.完成做某事：finish doing sth 27.对……感兴趣：be/become interested in....28.每两年：every two years.29.把某物送给某人：send sth to sb=send sb sth 30.停止做某事：stop doing sth 31.停下来做某事：stop to do sth Step 6.Writing
Task 1.Read the instructions.Task 2.Ask the students to write the e-mails on their own.Task 3.Ask some students to read their e-mails to the cla.Step 7Homework 1.Review the vocabulary .
6 2.Write your own conversations about your collections.Period3 Reading and writing I.Teaching aims and demands : Students practice the target language by reading and writing.II.Teaching key and difficult points: A.Vocabulary
the capital of，a city with a very colorful history，in Ruian style，more than，be welcomed by，Chinese history，be far from，be certain B.Target language
① This is an teresting city with a very colorful history.② Since I came to China, I’ve been learning a lot about my family history.③ I think if you study hard, you’ll be able to understand any culture III.Teaching methods: Audio-lingual methods and Control-writing.IV.Teaching aids: a tape recorder V.Teaching procedure Step1 Dictation Step 2 Selfcheck (Part 1) 1.Get students to fill in the blanks and then check their answers.2.Make their own sentences with the words.Step 3 Self check (Part 2) 1.Get students to read the ad.2.Ask students to finish the letter on the own. 3.Check their answers and five some explain.Step 4 Reading: I’ve been studying history in China.Section 1 Before you Read:
Ask students to answer the following questions: ① How mush so you know about history? ② How many Chinese dynasties can you think of? ③ How many famous characters from Chinese history can you think of? ( make a list) ④ Can you think of famous characters from the history of other countries Step 5 Section 2 While You Read: Reading strategy
Let students scan the text quickly to find details that they are looking for.Tell students they can find information quickly without reading the whole text Step 6 Section 3 After You Read:
Ask students to go through the reading again.Then have them complete the sentences below.1.Leo has been teaching in China for_______.2.Some buildings in Harbin are______.3.The _______ welcomed the first Jewish settlers to China.4.In Australia, students usually study _______ and ______ history.5.The more Leo learns about ________, the more he enjoys ______ in China.Step 7 Group work (3b) 1.Divide students into groups of three.2.Show the conversations in 3b on th3e screen.3.Ask students to practice the conversations, then let them make their own conversations according to3b.Step 8 Summary Key words: 1.the capital of …的省会/首都
8 2.with a very colorful history有着非常丰富的历史 3.European influence 欧洲化影响 4.be in…style 具有……的风格 are in Ruian style俄罗斯风格
5.So it was very interesting for me to learn that a lot of Jews came to live in Harbin many years ago.很多年前就有很多犹太人来到哈尔滨居住，这对我来说了解这一历史是非常有趣的。
6.In fact, the first Jews probably came to Kaifeng more than a thousand years ago, and were
welcomed by the Song Emperor.事实上, 最早的犹太人可能一千多年前就来到了开封, 他们受到了宋朝皇帝的热情欢迎。
7.It is + 形容词+for sb to do sth 对于某人而言, 做某事很…… 如: 对你来说完成此工作很容易。 It’s easy for you to finish this work.对外国人来说学中文有点难。
It’s a bit difficult for foreigners to learn Chinese.
8.However, when I heard that I was going to work in China, I started studying Chinese history.
然而, 当我听说我将在中国工作的时候，我开始学习中国历史。 I’ve been studying for over two years now. 我已经学习两年了。 (现在完成进行时) 9 9.For a foreigner like me, the more I learn about Chinese history, the more I enjoy living in China.对于一个象我这样的外国人来说, 了解中国历史越多, 我越喜欢住在中国。 10.the more I learn about Chinese history, the more I enjoy living in China.the +比较级……, the +比较级…… 越……越…… 你学习越认真, 你的成绩就会越好．
The harder you study, the better your grades will be.11.Although I live quite far from Beijing, I’m certain I will be here for the Olympic Games in 2008! quite adv.相当; 十分
quite far from
距离……相当远 certain
adj. 确实的; 无疑的 be certain 确信……, 肯定…… =be sure the Olympic Games 奥林匹克运动会
12.自便。You ______ _____ to come and go as you please.13.If you know where she is,please________（告之我） 14.We have_______ （用尽）money to buy the house.15.Tom _______（对……感兴趣） science ten years ago.16.He would like to ______ （交些朋友）in China.17.The poor man had to________（谋生）by begging.
第13篇：Unit1 This Is My Day全英教案
Unit1 This Is My Day
Leon 1 Ⅰ、Teaching objectives: a, can listen to, say, read, write a phrase set:have English cla ,do morning exercises, playsports, eat breakfast, eat dinner…
b, can understand to ask a When the do you play sports?Combine the answer I usually play sports at of canning make exactitude 3:30.c, can make use of new language to carry on Let\'s play.Medium double of Huang games.Ⅱ、Teaching point Control Let\'s learn the single phrase of the part:Have English cla, do morning exercises, play sports, eat breakfast, eat dinner five phrase sets listen to, say, read, write;Canning understand will say When the do you do morning exercises?Combine to answer the I usually do morning exercises at 8:30.The teaching crux do morning exercises, and the list phrase usually pronunciation;According to actual circumstance usage sentence construction:When do you …?I usually …at …
The teaching aid prepares verb card, teaching wall map clock
Ⅲ、Duct into new leon Study Let\'s learn Step1 have English cla
（5mins）
a.T:Excuse me.What time is it now? S:It\'the s time for English cla.We usually have English cla at 9:00 on Mondays.Student with read, teacher\'s writing on the blackboard:I usually have English cla at 9:00 on Mondays.b.Drill.T:When do you have English cla on Tuesdays? S:The I usually have English cla at …on Tuesdays? The teacher could combine to once learn before of other courses, carried on a group activity.Step2、The teaching play sports do morning exercises
(10mins) T:Do you like P.E.cla? S:…
T:Yes , we play sports on P.E.cla.I usually play sports at 3:40.I Usually run.When do you play sports?What do you do? S:…
Teacher while demonstrating can side say that the side does action, student\'s mimicry.The teacher immediately after asks:What\'the s your favourite sport?Derivation do morning the exercises teacher get to read and notice exercises pronunciation.The Step3 teaching eat breakfast eat dinner
(5mins) a.The teacher pastes up an at full cock clock picture, and brush stroke Chien the sun, moon, representative morning and evening, then the teacher stirs time to 7:00 to say:I eat breakfast at 7:00 in the morning.At stir time to 8:00 say:I eat dinner at 8:00 in the evening.b.Drill the game that the teachers and the students are \"see who respond quickly\" The teacher says:I eat breakfast.The student says right away:At 7:00 in the morning.The student cent set does this game and drilled to once learn today in this way of phrase set.Step4 student listens to parts of Lets of As\'the recording of s learn, with read.Notice usually pronunciation.Ⅳ、Drill Complete Let\'s play
(20mins) Step 1, the one set of the other students match with to perform verb short language, one person perform, one person at he or she back speak the name of this action, such as:I get up\\do morning exercises ….The performance after completing the whole cla judges and decides the best partner.Step 2, 3 students Be a set of to carry on performance, one person performs action, one people stir time, one people speak sentence, such as:The I play sports at ….Step 3.The student introduces a mutual discuion inside the group: When do you eat breakfast?
I usually eat breakfast at ….What do you have for breakfast?
I usually have ….Ⅴ、Consolidation and extension (5mins) A, complete opposite should of kit practice.B, once carry on the back and write four meeting phrase set.
第14篇：Unit7_SectionA(2a3c)全英版教案
Unit7 SectionA（2a—3c）全英版教案
Teaching Aims 1.Knowledge Object：
(1)Function：Know the procedures of shopping as well as shopping language.(2)Key Vocabulary：color, black, white, red, green, blue, yellow, big, small, short, long (3)Target Language：—Can I help you? —Yes, please.I need a sweater for school.I’ll take it.(4) Structure：How to use “how much” questions.2.Ability Objects：
Know how to shop in English speaking country.3.Moral Objects：
After learning this leon, students will be able to know the importance of saving money and respect parents’ hard work.
Teaching Key Points
Master the description words and shopping procedures.Teaching Difficult Points Get students to know how to shop especially ask about the price and choose what you like.Teaching Methods Pair work; Task-based teaching method Teaching Aids A tape recorder Teaching Procedures Step 1 Greetings and Warming up (About 2 minutes) T：Boys and girls.Are you happy today? I’m very happy because I can see you again and know more about you.Step 2 Revision and Drawing (About 8 minutes)
T：Yesterday I went to a clothes store and found many beautiful clothes in it.Do you want to know what kind of clothes are there in it? Now everybody, please take out a piece of white paper and colorful pencils.Listen carefully and draw beautiful clothes on the paper as I say.Are you ready? (Ask two students to come to the front and draw clothes on the blackboard.)
1 / 3
This is a big clothes store.Its name is Mr.Cool’s Clothes Store.There are many beautiful clothes in it.First I see a white sweater, I like it very much.It’s only $ 7.Then I see a green T-shirt.It’s $ 5.I also see a red skirt.It’s $ 6.It has blue pants for $ 8 and black shoes for $ 9.I find a beautiful hat, too.It’s yellow and it’s $ 3.The red bag is also very nice.It’s $ 5.The white socks are on sale now—only $ 2.It sells black shorts at a very good price—only $ 4 each.Please come and see for yourself at Mr.Cool’s Clothes Store.
(After giving orders, check their pictures and evaluate them.) T：Wonderful pictures! I think you are all good painters.I like them very much.Step 3 Presentation (About 10 minutes) 1.Show pictures of two bags.Tell the students: Look at these two bags.This one is red.It’s five dollars.It’s big.And this one is blue.It’s 3 dollars.It’s small.Make sure the students understand the meaning of “small” and “big”.
2.Show two pairs of socks.Tell the students: This pair of socks is long.They are five dollars.That pair of socks is short.They are three dollars.( Help the students to understand “long” and “short”.）
3.Let students look at the pictures, compare with the hat, the T-shirts.And let them describe like this: It’s a big red hat.It’s a small yellow hat.4.T：Now, look at your book, turn to page 38, 2a.We’ll do some exercises.Step 4 Listening (About 5 minutes) 1.Ask the students to look at the pictures on page 38,2b.Play the recording for the first time for the first time for the students to listen and circle the things they hear.2.Play the recording for the second time, let students listen again, then fill in the price tags.At last, check their answers.Step 5 Pair work (About 6 minutes) 1.Let students work in pairs to ask and answer questions about the things in 2b like this：
A: I like these shorts.How much are they? B: They’re six dollars.
2.Ask one student to read the conversation on page 38, 2e to the cla.Then let students role-play the conversation with their partners.
2 / 3
Step 6 Practice (About 12 minutes) 1.T：Look at the words in the three boxes on page 39, 3a.Can you use these words to make sentences? Have a try，please! e.g.：How much is the yellow T-shirt? 2.T：There are some clothes，pictures on page 39,3b.Their prices are given, so fill in the blanks with questions and answers.3.T：Close your books, please! Ask and answer questions use the information you have got from 3b.Step 7 Homework (About 2 minutes) Write a short paage about shopping with your parents.Blackboard Design
Unit 7 How much are these socks? The Second Period (Section A 2a — 3c) Can I help you? = What can I do for you? What’s the price of …=How much is/are … —What color do you want? —I’ll take it.= I’ll take them.—Thank you.—You are welcome.
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第15篇：六年级话题全英精品教案
The 2 week the 3 plan Teaching aims 1Teaching the students to master how to make a apologies to others 2 Teaching the students to make a comparison with apologies, excuse and sorry.2 Teaching the students to learn how to replay the apologies.3According to this leon, let students to know how to use it.Not only for the study, but also for the realized.Let the students to know a brave person who can accept their mistake.4 Help the students to train the ability of using the language Teaching important point 1Teaching the students to master how to make a apologies to others 2 Teaching the students to learn how to replay the apologies.Teaching difficult point 1Teaching the students to master how to make a apologies to others 2 Teaching the students to learn how to replay the apologies.Teaching aids Students book blackboard PPT
ndrdTeaching Procedures Step 1 Greeting and warming up T: Good morning, boys and girls! S: Good morning, _______(teacher’s name). T；How are you today? S: I’m ok, thank you .and you?
T: I feel good.what’s the weather like today? S：Today is cloudy T: Who can answer my questions? Which cla are you in? S: I am in Cla ______ (the name of students’ cla) Grade 6 T: Can you talk about last Spring Festival S: Spring festival is my favorite festival.Last spring festival I was happy.I went to Beijing with my mother.I visited the Great Wall.I ate a lot of delicious dumplings.And my mother bought a very beautiful coat for me. I went to my hometown to visit my grandparents.They were all happy.We watched TV together.And we cooked noodles.I helped my grandparents in Spring Festival, too.I watched the flowers, washed the clothes and cleaned the room.I was happy, because I helped them. Last spring festival I was very happy.T: Thanks .ok.Today’s English sentence is “A bad thing never died!”
(The first I will guide the students to read the sentences for 3 times.Then tell students the meaning of this sentence.And I will give students an example.At last, I will find a student to tell students what he will learn from the sentence.) Step 2Revision 1 let the students have a dictation.T: Please take out your dictation book, I will deictic the words of vocabulary of N.(And I find a student to read the sentences of PEP.Other students follow him.) 2 Review the English sentence we learnt last leon.Ask the students to say it T: Yesterday we learned the topic about apologies, who can give me different ways to say sorry? At least you must say four.S: I am sorry S: I’m sorry to hear that! S: I am sorry to be late.S: Sorry to have kept you waiting.3 Teacher ask the students what the difference between sorry and excuse me (Show some pictures of the meaning about excuse or sorry.Set the students into 6 groups.Give them 4 mins to make a dialogue.Then come to the front to show the topic.) Step 3New leons 1 Teacher ask students who can comparison with apologies, excuse and sorry.If the students don’t know it.Let the teacher tell them.T: apologize used to tell someone that you are sorry for doing something wrong or causing a problem, used especially when you feel responsible for something you have done.Excuse me used when apologizing for something you did accidentally.But sorry when you feel ashamed, embarraed and unhappy about something you have done 2 Ask the students, we have learned the sentences about apologies, and we have known how to make a apologies, but if you want to forgive others, what would you say? T: Please, look at this picture, Tom was late for school, when he came to the cla, he said sorry to Mi Yang.Can you think about what Mi Yang to replay it would? S: It doesn’t matter.T: Great, what else can you say? S: That’ all right.T: Yeah, except these, we can also say “Never mind” “That’s Ok” “It’s not your fault” “Please don’t blame yourself” “Forget it” “Don’t say that”, but we should pay attention, different contestation use different sentences to answer it.3 T: According this contestation to make a dialogue.There are two men, one spilled coffee on the tablecloth.I will give you two minutes to prepare it.S1: I’m sorry I spilled coffee on the tablecloth.S2:Don’t worry about it.S1: I want to apologize.Is there anything I can do for you? S2; Forget it.T: The second contestation, Amy lost Jim’s book, what would they say? I give you three minute to prepare it.After I will choose two students to come here and act this dialogue.Amy: I’m sorry, but I can’t find the book you lent me.Jim: That’s Ok.Amy: I apologize for mu carele.Let me buy you a new one.Jim: Please don’t blame yourself 4 After then, write the dialogue on the blackboard, let the students to read it Summary This leon, let the student to know how to apologize to others, and how to replay these apologizes, according this leon, let the students to know forgive others can be the best way to solve many problem (When teacher teaches this leon, the students must know the different between “excuse” and “sorry”.And the students can use the sentences in right way.And the teacher need show some pictures that students can use the sentences to make the dialogues.) Homework 1 Do the exercise on P114 2Copy the English sentence we learnt for three times.It doesn’t matter.That’s all right.Never mind.That’s Ok It’s not your fault Please don’t blame yourself Forget it Don’t say that Reflection
第16篇：国商全英课程教案第一章
课程教案
Title of leon
Theoretical leon Chapter One: Introduction to international busine law 【key terms】
Civil law system
Common law system
Precedent
International busine law
CISG
Trade custom and usage Teaching contents: definition of international busine law, content of international busine law, source of international busine law, common law, civil law.Basic contents: n 1.1 Definition of international busine law 1.1.1 Defining international busine law
International busine law refers to the rules and norms that regulates various activities related with international busine transactions, or in other words, all finds of international commercial relationship, especially the person-to-person relationship between two parties transacting busine acro borders.Generally, we can define “international busine law” as the body of legal rules and norms that regulates international commercial trade and international busine organization.1.1.2 The meaning of international
The “internationality” of international busine law means that its regulating objects are commercial relationship with foreign elements, that is to say that at least one element among the subject ,the object and the content of an international busine relationship is acro national borders.1.2 Sources of international busine law
Sources of law are the materials and procees out of which law is developed.The basic sources of international busine law include international conventions and treaties, international customs and usages, and national busine law.1.2.1 International conventions and treaties
1.The meaning of treaties
Treaties are binding agreements under international law entered into by actors in international law, namely states and organizations.A treaty may also be known as agreement, convention, protocol, memorandum of understanding, etc.
2.The binding effectivene of treaties
From the 19th century on, it has been recognized that a sovereign can limit its authority by consenting to an agreement according to the principle “agreement must be kept”. Therefore, treaties are binding on the signatory states.
With reference to international agreements, “every treaty in force is binding on the parties to it and must be performed by them in good faith. “Agreement must be kept” is based on good faith.The good faith basis of treaties implies that a party to the treaty cannot invoke the provisions of its domestic law as justification for a failure to perform .
Meanwhile, because international busine law is of a private nature, the principle of party autonomy also applies to international busine transactions.Under some circumstance, only when the parties of a international busine transaction have willingly chosen a treaty, the treaty is binding on the legal relationship between.Otherwise, it is not.
3.Treaties in international busine law
Treaties and conventions related to international busine transactions and trade are sources of international busine law, and the following are the important ones: (1) The United Nations Convention on Contracts of International Sales of Goods in 1980 CISG (2) The convention on Agency in the International Sales of Goods in 1980.(3) The International Convention for the Unification of Certain Rules of law Related to Bill of Lading in 1924, Hague Rules.(4) The Convention on the Unification of the Law Relating to Bill of Exchange and Promiory Notes in 1930 (5) The Convention on the Law Applicable to Product Liability in 1977, the Hague Rules
(6) The Paris Convention on the Protection of Industrial Property in 1883 and revised in 1979 (7) The Convention on the Recognition and Enforcement of Foreign Arbitral Award in 1985, New York Convention 1.2.2 International trade custom and usage
1.The meaning of international custom
Custom and usage refers to the “general rules and practices that have become generally adopted through unvarying habit and common use.” And international trade custom and usage means the general rules and practices in international trade activities that have become generally adopted through unvarying habit and custom use.According to article 38 (1) (b) of the Statute of International Court of Justice, international custom is, “ as evidence of a general practice accepted as law”.International trade customs and practices are international custom in international busine law.
2.The binding effectivene of international custom
As rules and practices developed gradually from international busine practices in the long run, international trade customs are, by nature, not law.They are neither international treaties or convention nor national legislations.An international trade custom dose not have any legal binding effect until the parties of an international busine transaction choose it to apply to their contract, and the court and arbitration institution may decide or enforce accordingly.
3.Custom and practice in international busine law
Till now, the most important trade customs and practices are those made by the International Chamber of Commerce, the following are the most widely recognized and accepted ones in international busine transactions.(1) The Rule for the Interpretation of Trade Terms in 2010, Incoterm2010u (2) The Uniform Custom and Practice for Documentary
Credit, 2007 revision, ICC Publication 600 1.2.3 National busine law
The national sources of international busine law are busine law found within the legal systems of different counties.1.3 Major legal systems of the world 1.3.1 Common law system
The common law system is also called English law system.Common law systems are based largely on case law, or on court decision.The common law system began in England many hundred of years ago.The United States, Canada, Australia, and other English-speaking countries have a common-law system.
Common-law system refers to law and corresponding legal system developed through decisions of courts and similar tribunals, rather than through legislative statutes or executive action.The principle of common-law system is that precedent must be abided by.Judges base their decisions on legal precedent, that is, on earlier court rulings in similar cases.1.3.2 Civil-law system
Civil law or continental law is the predominant system of law in the world, civil law developed in continent countries such as France and Germany.Civil law systems are based mainly on statutes and legislative acts.The majority of civil law counties have legal codes.Now most countries in the world practice civil law.Judges decide cases on statutes, not on precedent.Legislative acts play an important role in the legal system of civil law system.1.3.3 Comparison between the two legal system
In civil law, the main principals and rules are contained in codes and statutes.Hence, codes and statutes are prevail.
In common law, law has been dominantly created by judicial decisions, while a conceptual structure is often lacking.
In civil law, judges draw conclusion from abstract rules.
In common law, judges draw abstract rules from specific cases.
Review and Exercise
1.What is the definition of international busine law ?
2.How to understand the source of international busine law？
3.What are the features of common-law system and civil law system?
4.How to draw a parallel between the major two legal system？
5.How to understand the legal effectivene of international trade practice?
第17篇：小升初精品全英教案(全掌握)
The 2 week the 4 plan Teaching aims 1Teaching the students to pracitice the apologize words.2 Teaching the students to master the invitations and the response.3According to this leon, let students to know how to use it.Not only for the study, but also for the realized.Let the students to know we live in one world, and we should keep in touch with others.4 Help the students to train the abilitily of useing the rules. Teaching important point 1Teaching the students to pracitice the apologize words.2 Teaching the students to master the invitations and the response.Teaching difficult point 1Teaching the students to pracitice the apologize words.2 Teaching the students to master the invitations and the response.Teaching aids Students book blackboard Teaching Procedures T: Good morning, boys and girls!
ndth S: Good morning, _______(teacher’s name). T；How are you today? S: I’m ok, thank you .and you?
T: I feel good.what’s the weather like today? S：Today is cloudy T: Who can answer my questions? Which cla are you in? S: I am in Cla_____ (the name of students’ cla) Grade 6 T: Can you talk about last Spring Festival S: Spring festival is my favorite festival.Last spring festival I was happy.I went to Beijing with my mother.I visited the Great Wall.I ate a lot of delicious dumplings.And my mother bought a very beautiful coat for me. I went to my hometown to visit my grandparents.They were all happy.We watched TV together.And we cooked noodles.I helped my grandparents in Spring Festival, too.I watched the flowers, washed the clothes and cleaned the room.I was happy, because I helped them. Last spring festival I was very happy.T: Thanks .ok.Today’s English sentence is “Once bitten, twice shy!”
(The first teacher show the sentence“Once bitten, twice shy!” on the blackboard.And teacher teaches the students to read 3 times.And teacher can find 2-3 students to read the sentence.Then teacher tells the meaning of the sentence.Then teacher needs to give students an example.) Step 2Revision 1 let the students have a dictation.T: Please take out your dictation book, I will deictic the words of vocabulary of O.(Find a student to read the sentences of PEP, and then other students follow him to read it.) 2 Review the English sentence we learnt last leon.Ask the students to say it T:Yester day we learnd the reponce about apologies.If I say sorry,who can give the sentences to answer it, at least you must say four: S:It does’t matter.S:That’ all right.S:Never mind.S: That’s Ok (Show the pictures of meaning about the leon we learned last leon and find the partners to make a dialogue.The winner can get a point.) Step 3New leons 1 Teacher asks some question about invitation T: Who can tell me What is an invitation? And who knows the information in an invitation? 2 If the students don’t know it,then tell them that invitation is way to invite someone to do something or help you to do something.Either kind of invitation must do three things: Invite the reader to the gathering． Offer a reason for the gathering．
Give the date, time, and place of the gathering．
3 Often formal invitations include“RSVP”and a telephone number．The RSVP notation means“Please let us know if you plan to attend.”It informs invited guests that the host is expecting an immediate telephone reply to facilitate plans for the event．If an invitation includes“Regrets only”，it will require a reply only if the invited guest cannot attend． 4 Ask the sudentes to look at the PPT, , tell them the day after tomorrow will be Amy’s birthday party, Amy want to invite Zhang Peng , what would she say? S: The day after tomorrow will be my birthday party, can you come to my birthdat party? T: Yes, we can say that.But if you want invite someone to do something, you’d better not use this sentence.We can say “Would you like to my birthday party”, this sentence is more politly than that one.(When we use “would”, it means we want someone agree with me or do something.And the word “would” always connect with “you”.) 5 T: Who can give other sentences about invitation? S: Sorry, I don’t know.T: Ok, Please look at the blackboard, I will write some sentences about invitation.Would you like to come with me? I wonder if you can....Would you mind if I ask you.....? Would you want some coffee? Would you plesae....? Are you free this afternoon? Is it poible that you can...? T:Plesase wirte these sentences on you note book, and then follow me to read it 6 Give the students a conversation, and ask the students according this to make a sentence T: Mike want Jack to watch movie with him,if you are Mike, what would you say? S1:I wonder if you can to the cinema with me? T: Yes, you are right, what else? S2:I’d like to invite you to watch movie.T:Great,who has different opain? S3: Is it poible that you can watch movie with me? T: Wonderful, also we can say that.After then , ask the student to read these sentences Summary This leon let the student to know how to invite to others, according this leon, let the students to know we live in one world, and we should keep in touch with others (When we use “would you„?” this word connects with “some„”to tell the meaning that we want someone agree with use.And we can use the word “any”in this question sentence.) Homework 1 Do the exercise on P114 2Copy the Engliosh sentence we learnt for three times Bb design Either kind of invitation must do three things: Invite the reader to the gathering． Offer a reason for the gathering． Give the date, time, and place of the gathering． Usefel sentences Would you like to come with me? I wonder if you can....Would you mind if I ask you.....? Would you want some coffee? Would you plesae....? Are you free this afternoon? Is it poible that you can...? Reflection
第18篇：新目标八下unit3全英教案
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Unit 3: What were you doing when the UFO arrived?
I.Analysis of the Teaching Material 1.Teaching Aims and Demands (1) Knowledge Objects: In this unit students learn to talk about past events and to tell a story.(2)Ability Objects: To train the students’ ability of listening, speaking, reading and writing.(3)Moral Objects: To be virtuous is to do good.Virtue is fairer than beauty.2.Teaching Key Points: Introducing the key vocabulary and target language.3.Teaching Difficulties: New language • I was standing in front of the library when the UFO landed.While the alien was buying a key ring, I called the police.• UFO, alien, took off, landed, arrived, bathroom, bedroom, kitchen, barber\'s chair, barber shop, standing, studying, cleaning, talking, cutting, cooking, eating, getting out, bought, got out, making, sleeping, buying, while, when II.Teaching Time: Six periods Section AAdditional materials to bring to cla
• paints or markers and large paper for a cla mural Language goal • Ask one student to leave the room and wait outside the door.Then ask different students to start doing different things.One student can walk around the room.Another can look out of the window.A third can stand on his or her chair.Ask all three students to continue doing what they are doing without stopping and then ask the student outside the door to come in.• Ask the student outside the door to come in and sit down.Then ask the three students who were walking around the room, looking out the window, and standing on a chair to sit down.• Ask the first student who was doing an action, What were you doing when (student A) walked in? Help him or her to answer (supplying the whole answer if neceary), / was walking around the room when (student A) walked in.Ask die cla to repeat, He (She) was walking around the room when (student A) walked in.• Repeat this with the second and third students who were doing actions: / was looking out the window when (student A) walked in.Ask the cla to repeat, He (She) was looking out the window when (student A) walked in.The third student says, 1 was standing on a chair when (student A) walked in.Ask the cla to repeat, He (She) was standing on a chair when (student A) walked in.• Ask some other students the question.What were you doing when (student A) walked in? They may answer.-/ was sitting here when (Student A) walked in or/ was talking to Carlos when (Student A) walked in.1 a This activity introduces some key vocabulary.• Point to the sentences.Say each sentence to the cla and ask the students to repeat it- Ask -students to explain what each one means.They can use actions and simple explanations.For example, for in the bathroom, a student can pretend to he brushing his or her teeth or taking a shower and say, 1 was in the bathroom.I was brushing my teeth or I was in the bathroom.I was taking a shower.For barber shop and barber\'s chair, you may want to draw simple pictures on the
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hoard showing two barber chairs in a barber shop with a barber cutting a boy\'s hair.• Point out the six people and read the letter next to each one.Then ask students to write the letter of each person in the write-on line in front of each sentence.• Point out the sample answer.• Correct the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.• Read the instructions.
• Point to the people in the picture in activity la.Say, You will hear a recording of a reporter talking to the people in this picture.• Point to the two phrases after each letter in this activity.Say, There are two phrases after each letter.Listen carefully and circle the phrase that tells what each person was doing.Point out the sample answer.• Play the recording the first time.Students only listen
• Point to the people in the picture as you hear about that person on the recording.• Play the recording a second time.This time ask students to circle the correct phrases.• Correct the answers.
1 c This activity provides guided oral practice using the target language.• Read the instructions.• Point out the example in the sample dialogue.Ask two students to read it to the cla.• Say, Now work with your partner.Start by reading the conversation in the box with your partner.The look at the other people in the picture and have conversations about these people.You can use words and phrases from activity 1b.• As they talk, move around the room checking their work.Offer language support as needed.• Ask several pairs of students to say their conversations to the cla.2a This activity gives students practice in understanding the target language in spoken conversation.• Read the instructions.• Point to the sentences with write-on lines.Say, You will hear a recording of a reporter talking to several people.Please put a number I in front of the thing that happened first, a number 2 in front of the thing that happened second, and so forth.• Play the recording the first time.Students only listen.Point to the sentences.
• Play the recording a second time.This time ask students to write the numbers in front of the correct phrases.• Correct the answers.
2b This activity provides listening and writing practice using the target language.• Read the instructions.Point to the write-on lines in each sentence.• Play the recording.Ask students to write the word when or while on each line.• Play the recording again.Ask students to correct their answers.Grammar note Point out that the abbreviation UFO means Unidentified Flying Object—something that is flying through the air that is unknown (unidentified) here on earth.Say Many abbreviations using two or three letters have a period after each letter For example, N.Y means New York and M.D.means Medical Doctor.But some abbreviations do not use periods.We usually write the abbreviation UPO without periods.2c This activity provides guided oral practice using the target language.• Point out the picture.Ask students to say what each person is doing.• Read the instructions.Then point 10 the example in the sample dialogue- Ask three students to
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read it to the cla.Say, Make conversations like this about the people in the picture.
• Ask students to work in small groups.Move around the room checking the progre of the groups and offering help as needed.• Ask a group to say its conversation to the cla.Grammar focus • Review the grammar box.Ask students to say the two forms of each statement.• Repeat the activities from the Language Goal section at the beginning of this unit using different students and different actions.For example, have a different student wait outside the door.Have three students in the claroom read a book, sit on the floor, and draw a picture on the board.• Ask the student outside the door to come in and sit down.Then ask the three students who were reading a hook, sitting on the floor, and drawing a picture to sit in their chairs.• Ask the first student who was doing an action, What were you doing when (student A) walked in? Guide him or her to answer, 1 was reading a book when (student A) walked in.Ask the cla to repeat.He (She) was reading a book when (student A) walked in.• Repeat this with the second and third students who were doing actions.• Draw a long horizontal line acro the board.Write the words / was drawing a picture on the line.Then make a star in the middle of the line and write the word\'s when (student A) walked in below the star.Point to the straight line and say This action continued for a long time.Then point to the star and say, This action happened quickly.Run your finger along the line as you say the words, I was drawing a picture.Then slap your hand on the board at the star as you say the words, when (student A) walked in.• Point out that the word when comes before a quick action that happens only once.The word while comes before an action that continues for some time.• Ask students to say other sentences with when and while from this unit (or from their own lives).Optional activity Describe an action that you did earlier in the day and that took only a moment to do and tell what time it happened.For example,/ ate and listened to the news at 7:00 this miming, Then ask students to tell what they were doing at that time using the words when and while.Help the students make the first few students make sentences like these: / was sleeping when he/she listened to the news.or When he/she was listening to the radio, I was eating breakfast.Then describe similar actions at different times and ask students to make sentences using when and while.3a This activity provides reading and grammar practice using the target language.• Read the instructions.
• Look at the pictures with the students.Ask them to describe what is happening in each one.• Ask students to complete the work on their own.• Correct the answers.3b This activity presents an opportunity for students to measure their vocabulary production against their comprehension.Students may understand what they read, but it is also important that they be able to tell others what they understand.• Read the instructions.• Ask one or two students to epxiain what is happening in one of the pictures.
为您提供初中英语教学资源
Encourage them with additional vocabulary they may have forgotten.• Ask students to complete the work in pairs.Remind them to use as many details as poible in their stories.Students may also add new details.• Ask a few students to tell their stories to the cla.Encourage students to add details.4
This activity encourages students to use times to discu their own experiences.• Read the instructions.
• Ask two students to read the sample dialogue.• Ask another one or two students to talk about what they did at different times.You may use times and days other than the ones listed in the exercise.• Ask students to complete the work in groups.Students list and discu their different activities.• Ask a few students to share their lists.Ask a few students to talk about their day in a conversation.Homework: Review Section A.Recite the words in this unit.Preview Section B.Finish Exx.Section A. Section B New language • shouted, shouting, took a photo, scared, police officer, call the police, newspaper reporter, climbed, climbing, jump down, couldn\'t, another, station, crowded, found, happened, ran away 1 This activity introduces some key vocabulary.• Point to the pictures and ask students to say what they see.Provide key vocabulary words as needed.Repeat incomplete or incorrect sentences in full,correct form.[T = Teacher, S = student] T: What is the cat doing? Sl: Going up the tree.T: That\'s correct.The cat is climbing the tree.It\'s climbing the tree.Cla repeat.It\'s climbing the tree.SS: It\'s climbing the tree.• Read the instructions, say, Write the letter of each picture in front of the correct sentence.• Point out the sample answer.Ask students to finish the work on their own.• Correct the answers.2a This activity gives students practice in understanding the target language in spoken conversation.• Read the instructions.• Point to the phrases in the chart.Say, You will hear a recording of two people talking.They will talk about some of these things.They will not talk about two of these things.Check the things they talk about.Point out the sample answer.• Play the recording the first time.Students only listen.• Play the recording a second time.This time ask students to check the phrases they hear on the recording.• Correct the answers.
2b This activity gives students practice in understanding the target language in spoken conversation.• Read the instructions.Say, This time you will be listening only for who did each thing.• Point to the third column in activity 2a.Point out the sample answer.Ask students what that answer means (It means that item 1 in activity la [saw a cat in a tree] matches with item e in activity 2a []ohn1.) Say, John saw a cat in a tree.
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• Play the recording.Ask students to write the correct fetter after the actions they checked in activity 2a.• Play the recording a second time, if neceary.• Correct the answers.2c This activity provides guided oral practice using the target language.• Read the instructions.Say, One student will start the sentence and the other student will finish it.• Point to the example in the sample dialogue.Ask two students to read it to the cla.• Ask students to work in pairs.Move around the room checking progre and offering help as needed.• Ask several pairs to say some of their sentences to the cla.Optional activity
Some students may be ready to do a more advanced form of this activity.Ask these pairs of students to make up true sentences about their lives starting with the word while.For example, they can talk about what they were doing yesterday afternoon.One might say, While I was walking home yesterday afternoon ...The other could say, While I was walking home yesterday afternoon, I saw a big dog.3 This activity provides reading and writing practice using the target language.• Read the instructions, pointing to the article and the list of questions.• Ask students to say what they see in the picture.Accept any reasonable answers.Rephrase any incomplete answers or answers with incorrect language as complete.correct sentences.For example: T: what do you see in the picture?S1: Suitcase.T: That\'s correct.There\'s a suitcase in the picture.What else is in the picture?S2: A woman.T: Correct.There\'s a woman.Where is she?S3: Train station? T: Yes, there\'s a woman at a train station.• Ask students to read the article to themselves, circling any words or phrases they don\'t understand.Explain these words or phrases or ask other students to do this.• Read the article to the cla.Answer any other questions students may have.• Point to the list of five questions.Ask students to write tile answers.• Correct the answers.4a This activity presents an opportunity for students to engage in open-ended writing.• Read the instructions.• Ask one or two students to explain what is happening in one of the pictures.Be careful not to ask for too many descriptions or the other students will not have to think about their answers.• Ask students to complete the work on their own.Remind them to use times in their stories.• Ask a few students to read their stories.Ask if some students have different stories.If not, suggest different endings.For example, The girl\'s brother found her bike and thought she had forgotten it there.4b This activity lets students practice their speaking an listening skills in role plays.• Read the instructions.Students work in pairs with two students at a time playing the role of police officer and bicycle thief.• Ask students to complete the work on their own.• Ask a few students to show their role plays to the cla.Ask the students to vote on the best role play.Homework: Review this unit.Finish Exx.Section B.Recite 3a Writing: Predicting your future, including your future job, the city you will live, etc.Preview the next unit.
第19篇：全英说课
Teaching plan for Unit 16 book 1
Good afternoon, everyone, It’s my great pleasure to be here sharing my leon with you.The content of my leon is Senior English for China Book1B Unit 16 Scientists at work.I’ll be ready to begin this leon from five parts.Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design.First, let me talk about the teaching material.Part 1 Teaching Material:
This unit is about science and scientists.By studying of this unit, we’ll enable the students to know the serious attitude towards science and develop the interest in science.At the same time, Let the students learn how to give instructions.this leon plays an important part in the English teaching in this unit.This is an important leon in Book One.From this leon, it starts asking the Ss to grasp contents of each paage.Therefore, this leon is in the important position of the teaching material.If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.As we all know , reading belongs to the input during the proce of the language learning.The input has great effect on output, such as speaking and writing.According to the new standard curriculum and the syllabus (新课程标
1 准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the learning aims are the followings:
1.Knowledge objects:
a)The Ss can hear, read, and use the main sentence patterns
b)The Ss can understand the content of the leon.
c)The Ss can use the patterns to expre their thoughts in the proper situation.
2.Ability objects:
(1) To develop the Ss’ abilities of listening, speaking, reading and writing.
(2) To train the Ss’ ability of working in pairs.
(3) To Improve the student’s reading ability, especially their skimming and scanning ability.
3.moral objects:
a)By completing the task, the Ss increase their interest and set up self-confidence in science;
b)Teach the Ss what is “science”, put the moral education in the language study.
now, let’s come to the Important points and the Difficult points.
2 Well, how to achieve the teaching objects better, how to stre the important points and break through the difficult points? As is known to us all, The modern teaching demands the teacher should improve the students’ ability.A good teaching method requires that the teacher should have the leading effects.According to the analysis of the teaching material and the students’ learning background,I will use the following methods . Part 2 Teaching Methods:
In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language.So in this leon I’ll mainly use “Communicative” Approach(交际教学法), “Whole language teaching” (整体语言教学法)and “Task-based” language teaching (任务教学法).That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue.According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the TSA method(情景教学) and TBLT method (语言任务教学)in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene — activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss.The latter offers the Ss an opportun
3 ity to complete the tasks in which Ss use language to achieve a specific outcome.The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English. Part 3 Studying Methods:
Our students are almost from the countryside.They are lack of geography knowledge and the cultural background of those foreign countries.As senior students,they have a certain ability to read .And the beautiful places are most attractive and easily arouse students learning emotion.As for the learning methods, they are poor in cooperative learning skills.Some students are not active in the cla ,and some students don’t like English.therefore, I ’ll have Ss study in a relaxing atmosphere.Ss understand the new knowledge in certain degree through the mental proce of seeing, hearing, saying, observing, thinking etc.And make preparation for completing the new study task.After feeling and understanding the language points, let Ss get the knowledge actively by probe study and cooperative study.In a word, we’ll
1.Teach the Ss how to be succeful language learners.
4 2.Let the Ss pa \"Observation—Imitation—Practice \"（观察—模仿—实践三步教学法） to study language.
3.Teach the Ss how to master dialogues and how to communicate with others.
Part 4 Teaching Procedure:
Step 1 Lead-in.
As we all know ,Benjamin Franklin is a famous politician and writer．But today, we will read a paage about him as a scientist.His serious attitude to science .Let’s see how Franklin made his famous electricity experiment by flying a kite．
1).Group competition
In the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on.Divide the whole cla into four groups to name some of them.
2).Group work
A match competition.Match Column B with Column A correctly.give more examples to make Ss get information.
Purpose of my design:To get to know something about the story of famous scientists.
To have a better understanding about the importance of experiments in science.It is really difficult for the scientists to achieve
5 their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be succeful in their research.Today, we are going to learn one example of them: Franklin’s famous kite experiment.
Step 2 Reading
1).Individual work
Skimming: Read the material fast to find out the right picture about Franklin’s experiment.
2).Individual work
Scanning: Listen to the tape part by part to find out the topic for each one.
Para1-3 the description of the experiment
Para4 the equipment of the experiment
Para5-6 the steps of the experiment
Purpose of my design:Enable students to understand the given material better using different reading skills .To present Sample A by CAI （电脑辅助教学）is much easier for the Ss to learn and grasp the meanings.CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.In this course, Ss can understand the main contents of this dialogue and get the key points by following the example.
6 Step 3 Practice
1).Cla work
With all the equipment ready ( a handkerchief made of silk, two pieces of light wood, strings, a sharp piece of metal, a key, a silk ribbon ), one student acts as the host to conduct two students how to make a kite as the one made by Franklin.
2).Individual work
After that, all the students try to tell how to make such a kite in their own words with the help of the pictures on the screen.
Step4 Further understanding
1).Pair work
Read through the paage to fill in the blanks in the form in pairs.
2).Cla work
Listen to some sentences to judge whether they are true or false.
Purpose of my design: “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.Tell the Ss we should be polite and take good care of our things.We should love our life.I think proper competition can arouse the Ss’ interest in
7 English learning.If the Ss can finish this task well, they will benefit a lot in their spoken English.By this step, it achieved the teaching aim of understanding and talking the dialogue of this leon.
Step 5 Post-reading
1).Pair work
Franklin was doing the experiment with his little son, and he was a bit curious about what his father was doing.On the other hand, many people were watching Franklin doing the experiment.Divide the cla into two groups to make a dialogue in pairs, one is between Franklin and his son ,the other Franklin and a person watching the experiment.
2).Group work
let Ss read the paage carefully and answer the question: Discu the following questions in groups:
Students make a conclusion of the proce of Franklin’s experiment and retell the tips of doing the experiment。let Ss find out the keys of the exercises after their reading.
Purpose of my design: Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.In the group activities, they can speak a little English.Without doubt, this will encourage them to speak English.In fact, it is
8 a kind of demand of human being.Suhuomulinsiji （苏霍穆林斯基）says,“In one’s mind, there is always a kind of deeply rooted demand, that is the hope to feel oneself a finder and explorer.In Ss’ spirits, such demand is specially strong.”This step also leads to the emotion objective of this leon, that is to have moral education in this step.
Step4 Homework.
Summarize the whole leon, and arrange the homework.
1.Do the exercises in the workbook.Check the mastering of knowledge of this leon.
2.Ask Ss to interview their friends asking the price and size of their clothing and make records of the information.
Purpose of my design: I think homework is so important that the Ss should speak English as much as they can in cla or after cla.It is neceary for the Ss to do some exercises after cla to master the knowledge they learned.This content is an extension of the previous leon, to meet the needs of increasing communicating demand of some Ss.
Part 5 Blackboard Design.
Anyway, the teaching of this leon aims to develop not only the Ss\' language technical abilities, but also the various intelligence by gathering teaching methods.Purpose of my design:
1、Make the students be free to talk about social behaviors
2、Understand the reading paage and can talk more about teamwork.
3、Improve the students’ reading and writing skills.
As teachers, to make our English clarooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Deal with the language points.Ask the students to pick out the useful expreion from the text, give them more examples, and do some exercises to practice the language points.
Above is the lecture notes of my leon.Thank you very much!
第20篇：初中英语全英说课稿
初中英语全英说课稿模板
Part One Analysis of the Teaching Material (一) STATUS AND FUNCTION 1.This is an important leon in Book One.From this leon, it starts asking the Ss to grasp contents of each Sample.To attain “four skills” request of listening, speaking, reading and writing.To start listing “Word Bank” and tell the Ss to remember the new words.To start asking the Ss to write the English sentences well.Therefore this leon is in the important position of the teaching material.2.This leon is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.(二)ANALYSIS OF THE STUDENTS The Ss has learned English for about one month so far.They can understand some words and some simple sentences.The Ss have taken a great interest in English now.(三)TEACHING AIMS AND DEMANDS The teaching aim\\\'s basis is established according to Junior School English syllabus\\\' provision.1.Knowledge objects (1) To make the Ss know how to use the affirmative sentence “This is....” and the negative sentence “This is not….”Everyday expreions for “Apologies”“I\\\'m sorry”“That\\\'s all right”.
(2) To study the new words “six, hey, sorry, it’s, that’s”, etc.by learning the dialogue of this leon.(3) To finish some exercises.2.Ability objects (1) To develop the Ss’ abilities of listening, speaking, reading and writing.(2) To train the Ss’ ability of working in pairs.
(3) To develop the Ss’ abilities of communication by learning the useful structures.3.Moral objects (1) To enable the Ss to be polite and love life.(2) To enable the Ss to look after their things well.(四)TEACHING KEY AND DIFFICULT POINTS The teaching key and difficult points’ basis is established according to Sample A of Leon Six in the teaching material\\\'s position and function.1.Key points: (1).To help the Ss to communicate with each other.(2).To enable the Ss to study in groups and co-operate skillfully.(3).To develop the Ss’ interest in English.2.Difficult points: (1) How to make dialogues and act them out.(2) How to write the right whole sentences.(五) TEACHING AIDS Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on.They will be needed in this leon.Part Two The Teaching Methods 1.Communicative teaching method 2.Audio-visual teaching method 3.Task-based” teaching method
As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language.So in this leon I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method.That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue.I’ll give the Ss some tasks and arrange five kinds of activities: talking, gueing games, watching CAI, acting out Sample A and having a competition.Teaching special features To use these methods are helpful to develop the Ss’ thought.Part Three STUDYING WAYS 1.Teach the Ss how to be succeful language learners.2.Let the Ss pa \"Observation—Imitation—Practice \" to study language.3.Teach the Ss how to master dialogues and how to communicate with others.Teaching special features: Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.Part Four Teaching Procedure I’ll finish this leon in four steps.First I’ll divide the Ss into four groups and bring a competition into the cla.At last let’s see which group is the winner.
Step1 Warm-up 1.Free talk between T and Ss .Such as: Hi, I’m ....What’s your name? This is ….How do you do? Who is he/she? How are you? Who can count from 1to 5? What’s this in English? etc.
2.A game: Ask the Ss to give T some school things.For example: T: Give me your book.(ruler, box, pen, table, knife, etc.) T: This is your book.This is not my book.It’s your book.etc.
In this course I’ll ask them to make a dialogue group by group without repetition.Find out which group will make the most dialogues.Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is neceary to provide situations to review learned knowledge.Step2.Presentation This course is very important.I’ll mainly talk about this step.I’ll use CAI to present the whole dialogue.Arrange some situations to help Ss understand Sample A.First scene: There is a bag on the floor.B is picking it up and get ready to leave.Now A is talking with B.A: Hi, B.How are you today? B: I’m fine, thank you.And you? A: I’m fine, too.Oh, this is my bag.B: No, this is not your bag.It’s my bag.A: (Look closely) Oh, I’m sorry.B: That’s all right.
(At the same time, C is running up and hitting A.) C: Oh, I’m sorry.A: That’s OK.I’ll write the key points on the Bb while they are watching.After watching, I’ll teach them to read the words and sentences on the Bb.Make sure they can read them well.Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings.CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.Step3.Practice First play the tape recorder.Let the Ss listen and imitate the dialogue.Pay attention to their pronunciation and intonation.In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud.This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A.Then find out which group will act it out well.I’ll give them red stars.Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one.At the same time let the Ss have a chance to practise their listening and spoken ability.Step4.Production In this step I’ll give the Ss a free space to show their abilities.
Second scene: The Ss are having a picnic.It’s hot and they take off their coats and put them together.They are singing and dancing, laughing and chatting.After the picnic, they begin to look for their coats.D and E are talking.F and G are talking.etc.After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.Purpose of my designing: “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.Tell the Ss we should be polite and take good care of our things.We should love our life.I think proper competition can arouse the Ss’ interest in English learning.If the Ss can finish this task well, they will benefit a lot in their spoken English.2.Skill 1 Model 1.I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines.
Then check their handwriting, correct their mistakes.Find out who will write well and whose handing is the best.3.Finish the Ss’ workbook.
Purpose of my designing: To check the knowledge Ss have learned in this leon.Step5.Homework: (1)Recite the words as many as poible after cla.(2)Make a dialogue according to Sample A and write it in the exercise book.Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in cla or after cla.It is neceary for the Ss to do some extensive exercises after cla to consolidate the knowledge they learned.Blackboard Design Leon Six Sample ASix This is my….hey This is not your....sorry It’s my....Picture it’s=it is Oh, I’m sorry.that’s=that is That’s all right/OK.
