初中英语全英文教案模板（精选多篇）

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推荐第1篇：全英文教案

Unit 5 Do you like candies? Warming up: 1.Sing a song 《Apple Tree》.2.Look and say.(Review the words about food and drinks).Presentation and practice: 1.Present the new words and sentences: banana, grape Do you like …？ Yes, I do./ No, I don’t.T: I like apples.I like oranges.They are fruits.Now, I will give you two riddles.Let’s gue what fruits they are.a.They are yellow.They are sweet.The monkeys like them very much.What are they? b.They are purple.They are nice.We eat them in summer.What are they? (Teach the new words: banana, grape) T: I like grapes.Do you like grapes? 2.Teach the new words: candy, candies.T: (在黑板上画简笔画) Look, what’s this? Ss: It’s a candy.T: Look, what are these? Ss: They’re candies.3.Teach the new words: bread, cookie, cake.T: Look, what’s this? S1: It’s bread.T: What’s this? S2: It’s a cookie.…

4.Present the new word: tea.T: I’m thirsty.I want to drink something.I like water.Do you like water? Do you like tea? 5.Game: a.Bomb.T: Look, it’s a bomb.When there is a bomb near the word, don’t read it.b.Yes or No.T: There are some word cards in my hand.If I say correctly, you should say “ Yes”.If I’m wrong, you should say “No”.6.Chant.a.Read the chant together.b.Make a new chant.Work in pairs.c.Show themselves.7.Practice the sentences:

Does…like…? Yes, she/he does.

No, she/he doesn’t.Teaching Proce: 1.Listen and answer the questions: a.Does Wu Chen like candies? b.Does the monkey like bananas? c.Does it like ice-creams? 2.Listen and repeat.3.Try to read together.4.Read in roles.5.Make a new dialogue.Development: Happy Big Wheel.

推荐第2篇：全英文教案

We have new friends

08英本7班谢芷静 04b10740841 Cla Type:New Teaching Context:PEP Grade:Five

1、Preparation 1) Analysis of the context It’s the final cla of the unit,designed to consolidate what they learned before.That’s why I lay much emphasis on practicing sentence patterns.The content is about other people’s appearances and characteristics.

2) Anlysis of the students The five-grade pupil have approached to English and accumulated certain amount of knowledge towards it.

2、Teaching objectives 1) Knowledge to enable students’s abilities to speak,read and listen to the words and phrases: “clever,quiet,pretty,Carl,Cathy,Carla” “…hiar,…eyes,a…nose,a…mouth” “She’s cute./He’s clever./….”

to let them be able to listen to,speak,read and write the following words and senteces: “her,his,eyes,nose,mmouth”

“What’s her name?Her name is Zhou Pei.What’s his name?His name is Peter” .2) Emotion to further stimulate students’s paion towards English learning and encourage them to take part in the course activities energetically,creating situations and speaking to their partners actively with the words and patterns they learned.

3) Learning strategy to strengthen their focus on the cla and improve their capability of observing people’s appearances and characteristics.

4) Culture

to get to know the expreion of foreign descriptions of people appearances and characteristics.

3、Teaching Strategy On the premise of task-based approach,I combine various teaching methods together,such as Happy Teaching ,Situation Teaching and TPR.I take advantage of multimedia like PPT to help me illustrate the language point and get myself understood.In addition to that,the adopt of multimedia can also make the cla more vividly so that students won’t be bored but excited during the learning proce.

4、Teaching Procedure 1) Warm up a、Sing the song Head and shoulders knees and toes together.the teacher leads students to touch correct body parts with the music to review the expreion of that part to prepare students for the next study of human charcteristics.

b、Play a touching game.Choose one student from each group,ask them to stand in a line in front of the cla.First,the teacher gives the order,”touch your…”,the students do as the teacher says.Who is wrong will be out.Then the order students can give the order too.The pupil who stands through the game could win his group and himself a ★ as the price.Because of the competion,the whole cla’s attention could be drawed to the game.During the game,I’ll write the key words on the blackboard and practice them vocally in the game.They are”eyes,nose,mouth.

2）Presentation a、Do the dialogue with the students.T: What’s your name? S: My name is…

T: What’s his/her name

S2: His/Her name is…(Board writing: ”What’s her name? Her name is…What’s his name?His name is…”)

b、The students practice in groups of four.

c、The students act out the dialogues in groups.The teacher gives them proper aement,and give the best three groups ★.Then teaches the new words(clever,quiet,pretty) in chant:Clever,clever,he is clever.Quiet,quiet,she is quiet.Pretty,pretty,she is pretty.Through T-S and S-S practices,the new words and patterns could be reinforced with the fomer learned words and sentences.The form of Chant can help students remember the words.

d、Ask a student to come to the front. T：What’s her/his name? Ss:Her/His name is…

T:Look,she/he has…hair…eyes,a…nose,and a…mouth.She/He is…

e、Play a gueing game.Use the computer to show the features of the famous athletes of the 29th Olympic Games,and ask the students to gue what’s her/his name? By relating the newly learned knowledge to the Olympic winners,the teacher could rouse students study interests and patriotism at the same time.

3) Practice a、Books open.The students listen to the tape and repeat.

b、Describe yourself: My name is…I have… hair…eyes, a…nose, and a…mouth.I ’m clever….I can…I’m interested in…

Picturing themselves help them to apply the knowledge into reality.

4) Play a gueing game.a、Describe your friend and let your clamates find hin or her.E g: I have a good friend.She is quiet.She has short hair.She has a moon face.Her eyes are big and her mouth is small.She’s very tall.What’s her name? Her name is…

b、Describe a famous people or a cartoon character(an actor, an actre, a singer, an athlete etc.)and let your clamates to gue what her or his name is.

c、Let’s chant.Look at the screen and chant with the tape to consolidate the pronunciation/k/.

5) Aement a、The teacher makes a short summary to go over the cla and make comments on students performance. b、Praise the winner groups and encourage the other groups to motivate the students to join in the activities and increase their interests in English.

推荐第3篇：全英文教案

牛津英语8A unit4全英文教案

作者：佚名

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Warm-up activities 1 Create an interest in the iue of sharing the limited natural resources.Depending on therest of the cla, choose one of the following situations: * A group of students are stranded on an island.There is not enough food available for urvive.* Astronauts are stranded in space.They do not have enough oxygen for everyone to sur2 Make a list of people involved in the situation, a list of the resources available (e.g., fwater, etc.) and a list of how long everyone is able to survive.Ss have to decide whether thtogether sharing what they have or they are going to occupy all the resources for their own s3 Ss study the pictures and read the conversation first on their own, then in pairs.Ask tw students to role-play the conversation.Presentation 1 Ss complete Part A.Encourage them to do the task without any pre-teaching of keywoswers orally with the whole cla.2 Divide Ss into pairs and ask them to do the survey in Part B1 3 Encourage them to discu in pairs why they like or do not like the animals.Ask themwn their ideas.Language points Look delicious, If you eat my food, I won‟t talk to you., no one, in danger, a report on Homework 1 Learn the language points by heart.2 一课三练 P.43 3 Preview the Reading Part.Revision 1 Review key vocabulary according to the general ability of the cla.Presentation (Readi1 On the Bb, write the following list of sentences on the Bb: * Xi Wang is the name of a baby giant panda.* Baby giant panda s are very small when they were born.* They grow very quickly.* Xi Wang has to find her own food when she is 20 months old.* Hunters kill giant pandas and sell their fur.2 Divide the cla into three groups and allocate one part to each group.While students on their own, ask them to underline the words they do not know.Then go through the worave underlined.Ask students to explain briefly how they know that the sentences on the Bb entifying and listing key facts in the text.Presentation (Reading B& C) 1 Ask Ss to draw a parallel between the growth of the baby giant panda and a human bhey know what happens to people while they grow up.Write the following words/phrases on Adult old person teenager baby middle-aged person Young adult child toddler Draw a timeline and encourage Ss to come forward and write each word at the correct pmeline.Ask them to draw a more creative growth chart.2 Ask students to do a birth chart of themselves.Tell them to add their photos to the chPresentation (Reading D) 1 Revise the words listed in the box in Part D.2 Ask students to complete Part D.Then ask some Ss to read the sentences aloud to chece of words.3 If they show interest, ask them to practice the text for a presentation for 2-3 minutes.Presentation (Reading E) 1 Ask Ss to read the conversation in Part E in pairs to check if there are any words thew.Then ask Ss to complete the sentences individually.2 Ask six Ss to read the conversation while the rest of the cla check their answers.Language points (Part A) The story of Xi Wang, only 10 days old, it means…, was born, weigh just 100 grams, as, for the first time, eight months later, not…any more, grow into, at the very beginning, up a day, bamboo shoots, have to look after herself, have another baby, It is adj.(for sb.) to doe problems, kill it for its fur, nowhere to live, on their own, need help, in danger, take the fons to do, protect giant pandas, make giant panda reserves bigger, encourage sb.to do, there Language points (Part B& C) Keep sb./sth.Safe from danger, large areas of land with trees, special areas for wild anime Homework 1 Learn the language points by heart.2 一课三练 P.44-45 3 Preview the Vocabulary Part.Presentation (Vocabulary) 1 Creat an interest in animals.Try to extend the context by asking Ss if they would likeanimal and , if they do, which one they would choose.2Use the task to check Ss‟ knowledge of name of animals.Ask Ss to gue the names inst and then compare with a partner.3 Check answers with the whole cla.Read all the words under the pictures and ask Ss itions.Language points Polar bear---North Pole, wolf----wolves Homework 1 Learn the language points by heart.2 一课三练 P.46 3 Preview the Grammar Part.Presentation (Grammar Part A) 1 Try to elicit the conditional structure by asking questions such as What will happen if school lats? What will happen if you break your favourite toy? Try to think of sentences whs‟ own experience.Write the most interesting answers on the Bb.Ask Ss to include the “If”-l.Read all the sentences again and ask more able Ss to elicit the rule.2 Write some more open “If”-clauses on the Bb and ask Ss to finish the sentences with as.Help Ss reformulate their ideas into correct sentences and write them on the Bb.3 Ask Ss to match the sentences on their own and then compare answers with a partner.e able student to read the sentences aloud for the rest of the cla to check answers.4 For Part A2, Ask Ss to complete the sentences on their own and then compare answerner.Check answers with the whole cla.5 Ask Ss to complete “Work out the rule” at the bottom of page 61.Presentation (Grammar Part B) 1 Ask Ss to read through the rules and the sample sentences on their own.Then check uby asking them to think of other examples.2 Write several “If”-clauses on the Bb and ask more able Ss to complete them with theirRemind them to write about repeated and predictable situations instead of poible results.3 Explain the context of Part B1.Revise the words in the box.4 Ask students to complete the sentences individually.5 Ask Ss to read the conversation with a partner checking the accuracy of their sentences answers with the cla.Presentation (Grammar Part B2) 1 Try to creat interest in learning interesting things about wild animals.Tell them that Antroduces new information about tigers and wolves.2 Explain the context of writing a report.Revise the structure of conditional sentences.3 Ask Ss to read the report on their own to make sure that there are no unfamiliar wordomplete the sentences individually and compare them with a partner.Check answers with the Language points Grow more bamboo, run the other way, go to North Africa, walk through a rainforest, leut wild animals, arrive at noon, see the feeding of animals, get enough information for my clack people, spit poison, step on them, male wolves Homework 1 Learn the language points by heart.2 一课三练 P.47-48 3 Preview the Integrated skills Part.Presentation (Integrated skills A) 1 Invite students to talk about what they like about tigers and wolves.Brainstorm any inf general knowledge about the two animals.2 Ask Ss to study the two fact files in pairs.Check the meaning of some of the words.3 Help Ss focus on the general context by asking general questions they may be able to listening for the first time.Write them on the Bb: * What is the name of the largest living cat? * What is Millie‟s favourite animal?

Play the recording.Students listen carefully for keywords to answer the questions.4 Play the recording for again and ask students to find out the miing facts in the fact he tape for the third time for Ss to check the answers.5 Ask Ss to read the letter in pairs and discu any words they do not understand.Comp without looking at the fact sheetson page 64.Then ask them to look at the fact sheets to chers and make corrections if neceary.6 Ask more able Ss to read aloud the letter.Presentation (Integrated skills B) 1 Ask students to practice the conversation in pairs and then change roles.Identify any wses they do not know.2 Ask students to create their own conversation using information from the fact sheets.Language points Live as a family, good at hunting other animals, make medicine, friendly towards each otiving areas, make medicine from their bones, buy clothes made of animal fur, look lovely one‟s life, someone else,

Homework 1 Learn the language points by heart.2 一课三练 P.49 3 Preview the Pronunciation, Main task & Check out Part.Presentation (Pronunciation) 1 Remind Ss of communicative purpose of conditional sentences.2 Play the recording for Part A and ask Ss to listen carefully.Ss imitating the rising and patterns.3 Ask students to read Simon‟s presentation with correct the rising and falling voices.4 Ask students to read Millie‟s presentation in Part B quietly on their own.Play the recoSs to listen carefully and mark where Millie‟s voice rises and falls with the correct arrows.5 Tell students to read them again, and answer the „Wh-„questions.Students work in pairLanguage points (Pronunciation) Peaceful animals, live in family groups, continue to build roads, have suitable homes, makand, make a lot of money, sell elephants‟ tusks, train them,

Presentation(Main task) 1 Talk to Ss about the purpose of writing reports.Elicit from the different reports.Explaorts, we do not normally say „I feel…‟ or „I like…‟ and do not include personal comments.2 Read the title of the report in Part A.Create an interest in the topic by asking what thnt about giant panda in this unit.3 Ask students to skim through the report quickly and give each paragraph.4 Ss complete Simon‟s report in Part C on their own.Ask more able Ss to read it aloud answers.Language points (Main task) Spend a lot of time drinking their mums‟ milk, at a time, get smaller and smaller, becomkeep taking the land, what action can the club take? Sharp paws, walk upright Presentation (Checkout) 1 Set a time limit for reading the sentences in Part A and for filling the blanks.Ask Ss the task on their own.2 Ask students to Proceed to Part B after completing Part A.3 Ss complete Part B on their own and then compare answers in pairs.Language points (Checkout) Climbing, what about playing football?, a friend like Alan, answer questions correctly Homework 1 Learn the language points by heart.2 一课三练 P.50-52 3 Preview the Unit 5

推荐第4篇：全英文教案

I.Teaching Aims And Demands The teaching aim is established建立，确定 according to the New Curriculum of Primary School English.1.Knowledge objects (1)To enable the students to understand and speak five new words and two sentence patterns: wear, shirt, T-shirt, dre, skirt.He’s wearing a… She’s wearing a… (2)To be able to describe someone else more freely.(3)To enlarge the Ss’ vocabulary. 2.Ability objects (1)To develop the Ss’ speaking strategy.

(2)To develop the Ss’ vocabulary strategy.(word gueing etc.) (3)To encourage the students cooperation amongst处于。。。中 in their studies.3.Moral objects To arouse唤醒 the students’ interest of learning English and to have them participate actively in language communication.To stimulate刺激 the students’ creativity .II.Teaching Key And Difficult Points The teaching key and difficult points are based on the aims and demands.Teaching Key Points : To grasp领悟 the five new words and two sentence patterns. Teaching Difficulties: 1.Improve Ss’s speaking ability to describe others more freely 2.Develop their lateral侧面的 thinking through games .III.Teaching Aids A Computer IV .Teaching Methods 1.Student-centered teaching 2.Task-based learning任务型教学方法

3.Communication through learning

4.Situational teaching method情境教学法 V.Studying Ways

Activity-based learning(individual 个别的work; pair work; group work; cla work) VI.Teaching Procedure Step 1 warm up

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

Step 2 Lead-in To introduce the new words and sentences ,I create a situation here, Sam and Amy are Australian children , they decide to buy some summer clothes because it’s getting hotter in their county.What will they buy?

(purpose: To present the new words and increase students geographical knowledge at the same time) Step 3 practice After presentating the new words, the students need some activities to practice them.Students greatly welcome games.They can create a cheerful and light-hearted environment and arouse students’ interest in learning English.Games are considered one of the most effective ways to improve efficiency in language learning.So in this part, I will use a power point I prepared to play some games with the students: 1.Let them try to memorize how many models are wearing a T- shirt/ shirt/ dre/skirt?

2.How many models they can introduce by using the sentence in a limit time: He’s /She’s wearing a … 3.And the third game is to try to answer some questions according to the shadow pictures. 阴影图片 Step 4 extension

(to develop their creativity and speaking ability) Organize Ss into groups of four and discu “ how can you help them to find “the miing person（situation: a little child is lost in a shopping mall and he/she is trying to find his parent） Step 5 Homework Design a T-shirt , or some other clothes that you like.Blackboard Design Topic sentences and key words are written to help Ss know the main content of this cla.

推荐第5篇：全英文教案 Unit2

Teaching Plan （45mins） Unit2 English around the world Part 1 ：Analysis of teaching material

The theme of this cla is “English language and its development, different kinds of English”.Researching the topic of the development of the history of English language, which can make students strengthen the understanding of the English language, especially for the understanding of the trend of English development.After finished this cla, the students can comprehend the variety levels and plurality of English language, which can help students develop the consciousne of intercultural.

Part 2: Teaching Aims

1.Knowledge Objects

①Talk about English and its development, different kinds of English.②Talk about the difficulties in language communication.③Learn to make dialogue by using request & command.④Learn to transfer from Direct Speech into Indirect Speech.⑤Learn to organize ideas and give opinions by the way of brainstorming.2.Ability Objects

（1）Important word and phrase Subway, elevator, petrol, gas, official, voyage, conquer, native, come up, apartment, actually, base, at present, gradually, vocabulary, make use of, latter, identity, fluently, frequently, usage, command （2）Grammar and sentence

①English is a language spoken all around the world.②There are more than 42 countries where the majority of the people speak English.③The number of people who learn English as a foreign language is more than 750 million.④In China students learn English at school as a foreign language, except for those in Hong Kong, where many people speak English as a first or a second language.3.Moral Objects

Let the students obtain the knowledge about the development of English language by reading, expand international horizons, aggrandize the culture consciousne, arouse their enthusiasm for English learning.

Part 3: Teaching Key Points and Teaching Difficulties

1.To be able to get the main idea from the text.2.To be able to solve the problem by analyzing.3.To be able to use the different learning strategies for different reading purposes.

Part 4: Teaching method

1.Scenario communication method 2.Task based Language Teaching method 3.The heuristic teaching method

Create the scenarios, lead in the topic, group discuions and exchange, inspire the learning initiative of student with the heuristic teaching method Part 5:

Teaching Procedures Step1： Warming up

Let the students look at the following picture, then ask them some questions like these: Which words in the picture are British English or American English? Which country do you think has the most English learners？ Step2：Lead in

I play a short video about people from England making voyages to conquer other parts of the world, then ask the students: Why is English the most widely used in so many countries? Why has English changed over time？ Step3：Fast reading

1.Let the students read the text as quickly as they can, then decide whether the statements are true or false:

（1）There is no difference between American English and British English. （2）Written English is the same in both American English and British English. （3）Sometimes people from the two countries have difficulty in understanding each other. （4）The English language in the world always stay the same as the language used in Britain.

2.Show the students some important words and expreions.（1）include包括，包含

（2）play an important role / part in 扮演重要角色（3）even if / though 即使，即便（4）a large number of 许多，大量的（5）communicate with 和...交流（6）be based on 建立在......的基础上（7）make use of 利用，使用 Step 4： Careful reading 1.Let the students read the paage carefully and then make a time line of the development of English.2.Let the students read the paage again and fill in the blanks with the words from the text.It is not easy for a Chinese person to speak English as ___ as a ___ English speaker.One reason is that English has a large ___.It also has different usage in different English speaking countries.If you use “flat”instead of “___”, people in America will know you have learned British English.If you use the word “___”instead of “lift”in Britain, people will know you have studied American English.

3.Let the students listen to the text carefully and repeat the sentences. Step 5 ：Group work

Ask and answer the questions like these: When did five to seven million people speak English? Why did English begin to be spoken in many other countries? Which country may have the largest number of English learners? Step 6 ：Practice

Retell the history of English and tell the differences of ancient English and modern English, British English and American English. Step 7：Summary

Answer questions: Tell us what did you learn from this leon? Why do you think people all over the world want to learn English？ Then give “The road to modern English”.

Step 8：Homework

1.Go over the text and try to learn all the useful words and expreions in this part by heart.2.Write a paage about your English learning.

Part 6: After-cla reflection

The eential aim of English teaching is to promote the skills of listening, speaking, reading, writing, and the ability of comprehension, and to strengthen their consciousne of cro cultural communication.The four skills link closely, and they do not exist in isolation, this leon will integrate these four links to the whole teaching proce, which make students basically achieved the knowledge of this leon and enable students to systematically understand the knowledge they have learned.At the same time, we can achieve the teaching aim of this cla.

推荐第6篇：万能全英文教案

一．Teaching aims: 1.Knowledge aim To enable the students to master the key words, phrases and language points, such as....(从文中找两个单词、一个短语和一个语言点就可以了) 2.Ability aim To improve the students reading abilities, such as skimming and scanning.3.Emotional aim 根据文章大体内容编一个情感目标。二．Teaching important and difficult points: 1.Teaching important points To master the key words, phrases and language points, such as....(从文中找两个单词、一个短语和一个语言点就可以了) 2.Teaching difficult points: To improve the students reading abilities, such as skimming and scanning.三．Teaching method: Task-based language teaching method (意思是任务型教学法) Cooperative language learning approach(意思是合作语言学习教学法) 四．Teaching aids: 1.A projector 2.Multimedia 3.A tape recorder 五．Teaching procedures Step 1 Lead-in The teacher will show the students some pictures about the topic of this cla to arouse the students’ interest of this leon.Step 2.Pre-reading The teacher will give the students two questions and ask them to discu.After the discusion, the teacher will ask the students to show their own opinions.Step 3.While-reading

Activity 1: The students will be asked to read the text quickly and answer the questions the teacher shows on the screen.This activity can help to improve the students’ skimming ability.Activity 2: The students will be asked to read the text carefully again and underline what they don’t understand.Then discu in groups.If they still have any difficulty, the teacher will help to explain.Step 4.Post-reading In this part, the teacher will give the studetns another two questions to discu.They can use what they have learned in this cla.Step 5.Consolidation After the students have learned the text, the teacher will ask them to do some relative exercise to consolidate the knowledge they have learned in this cla.Step 6.Summary To ask the students to summarize what they have learned in this cla.It can help the students to have a clear understanding of what they’ve learned.Step 7.Homework The students will be asked to write a short composition about the topic of this cla.They can use the the key word, phrases and language points in this cla.It can help the students to consolidate what they have learned.六.Blackboard design （罗列几个单词、短语、知识点）

推荐第7篇：小学全英文教案

Unit 6

Let\'s eat Teaching Objectives 1.Objectives for Affect Let the students know that they should save food and share food with friends.2.Objectives for Language Knowledge Learn the new sentences “I like …” and “Have some…”.

Learn the new words “tea, cake, coke, chicken, hot dog, hamburger, bread, French fries…”.3.Objectives for Language Skills Be able to pronounce the words and sentences correctly.Be able to know how to share food with friends.Key Points 1.The sentences: “I like …” and “Have some…”

2.Some words: chicken, hot dog, hamburger, bread, French fries… Difficult Points The pronunciation of the words “chicken, bread and French fries”.Teaching Aids CAI ppt, pictures Teaching Approaches Game teaching Teaching Steps 1.Warming-up Sing the song“Let’s have a picnic” together.T：Hello, boys and girls! How are you? Ss: I’m fine, thank you.And you? T: Very well, thank you.Let’s sing a song, OK? Ss: OK! 2.Leading-in Daily talk.T: Do you like cake? S1: Yes, I do.T: Do you like milk? S2: Yes, I do.T: OK.Today, I will show something delicious for you.Do you want to have a look? 3.Presentation

(1)Let students watch the CAI ppt.(2)The teacher show some pictures of food.Students learn the words “tea, cake, coke, chicken, hot dog, hamburger, bread, French fries”.

T：Do you know what it is ? S1：Bread.T：What are these? S2：Hamburger.T: Hamburgers.Ss: Hamburgers.…

(3) The teacher play the recording to students.(4) The teacher teach students know how to use the sentence “I like …”.4.Practice （1）Let students introduce the food they like in groups by using the sentence “I like …”.

（2）Let’s act Let students act about the story in the text book, then ask several students to show in front of the cla.(3) Let’s play

Let students play the paing game by using the words about food.5.Conlidation Review the sentences and words in the text book.Let students reads the text book.Extension Read and color: Give pictures to the students, then let them color it and read the words of the food.Board-writing Unit 6

Let’s eat

I like chicken (hot dog, hamburger, bread, French fries).Homework 1.Do some exercises in the text book.

推荐第8篇：小学英语口语全英文教案

Teaching Plan

2011-5-11

school： Grade： Cla： Teacher：content of courses

Topic11.My Pet Turtle

Teaching aims

Listen to say familiar three sentence patterns and their

answer form——What is your favorite …?\\My favorite … is…

Teaching difficult points

first-person converting and reconverting

teaching media

1.Teacher preparation teaching material matching tapes

2.Prepare relevant part of the courseware

3.Teachers learned patterns card ready

Teaching steps

1.Warming-up/Revision.

（1）Daily conversation display.

（2）play“Let us sing together” songs the recording, the teachers

and students singing and do the action

2.Presentation

（1）The tortoise knowledge introduction

T:Look and think.

（2）Teachers fast.Pictures of animals show series:

daddy turtle,mommy turtle, brother turtle, baby turtle.Accordingto see pictures about students cultivate animal words observationand memory.

(3)Listen to recording ,then practice in pairs.The next lead

“What is your favorite pet?”， First , take out to the whole , then askseveral students answer shows the correct answer form.

“ My favorite pet is…”

3.Practice

（1）Let’s do a game!

I will ask two students to do it.one say “what’s your favorite pet?”,the other do a reply and expre it with your body languag-e.

(2)Exchange.

4.Now read the text quickly and find out other sentence pa-erns ：when and where did you get it?\\how often do you feed it?\\why do you like it?\\Is it a turtle?And so forth.

5.Aignment

You should know “what is his\\her favorite ….?”and their answer form.Next cla teacher will check it ,oh

推荐第9篇：This is my sister全英文教案

外国语12.11 姚玉林 1204021106

Unit3 This is my sister

Period 1(Section A 1a—1c) 45 minutes

Teaching objectives 1.knowledge objectives At the end of this cla,

1) Ss can master the words: sister, mother, father, parent, brother, grandmother, grandfather, friend, grandparent, these those 2) Ss can expre their idea with these sentence patterns

------This is my …

------ These are my … ------ This is his / her … ------ These are his / her …

------Is this your…? ------ Are these your…? ------ Is this his / her …? ------ Are those his / her…? 2.ability objectives: 1) Train Ss’ listening skill.

2)Train Ss’ communicative competence.3)to introduce family.3.Moral Objectives

A friend in deed is a friend indeed.

Teaching Key Points 1.The names of the various members of a family. 2.How to introduce family.

Teaching Difficult Point Ss can introduce their family members.

Teaching Methods 1.Visual teaching method. 2.Pair work. Teaching Aids Photographs of your family members and friends, cards A tape recorder.

Teaching procedure Step I Warming up (3 minutes) 1.Greetings.

2.Revise the sentences “What’s your name? Are you…? Is she…?”

Step II lead in and presentation(15 minutes) 1.Ask Ss “Do you know a sitcom called Jia You Er Nv”, then let them tell me the names in the sitcom.Show Ss the pictures of each member in the sitcom to present the new words.T: Do you know a sitcom called Jia You Er Nv? Ss: Yes! T:So please tell me their names in this sitcom, Ss: Liu Xin, Liu Mei, Xia Yu….T: Great! Now I will show you some pictures.Look what’s his name?

…

Ss: His name is Liu Xin.T: We all know Liu Xing is Xia Yu’s brother.Follow me “brother” Ss: …

( present rest of the words in this way ) 2.After presenting the new words, lead Ss read the words in an interesting way.3.Role play I will give Ss an example T: Now I am Xiaoyu, look, this is my brother(point Liu Xing) to present the sentence structure: This is my/her/his….These/those are my… 4.Lead Ss to practice the sentence structures.

Step III practice(25 minutes)

1.Role play First I will give Ss an example: If I were xiaoyu, I will introduce my family members one by one, then I will ask some Ss to do this activity.2.Show pictures I will show Ss some pictures on the screen, let them say according to the pictures with the sentence patterns : This is my…, These/Those are my… 3.listening listen to 2a: listen and circle the words you hear

4. game

To practice Ss memorize the miing words.5. pair work: Introduce family members

Every student has a family photo, work in pairs to introduce their family members to each other and then ask some of them to present in front of the cla.Step IV production

task:

Obama and his family come to visit China, and if you are Maria , some Chinese friends want to know about your family members, so please introduce your family members to them.Step V summary and homework(2minutes) 1.lead Ss to summary what we have learnt in the cla.

2.Homework : found a family photo, and introduce your family.

推荐第10篇：小学英语口语全英文教案

Teaching Plan

Topic.My Pet Turtle Teaching aims Listen to say familiar three sentence patterns and their answer form——What is your favorite …?\\My favorite … is…

Teaching difficult points

first-person converting and reconverting teaching media 1.Teacher preparation teaching material matching tapes 2.Prepare relevant part of the courseware

3.Teachers learned patterns card ready Teaching steps 1.Warming-up/Revision.

（1）Daily conversation display.（2）play“Let us sing together” songs the recording, the teachers and students singing and do the action 2.Presentation

（1）The tortoise knowledge introduction T:Look and think.

（2）Teachers fast.Pictures of animals show series: daddy turtle,mommy turtle, brother turtle, baby turtle.

According

to see pictures about students cultivate animal words observation and memory.(3) Listen to recording ,then practice in pairs.The next lead “What is your favorite pet?”， First , take out to the whole , then ask several students answer shows the correct answer form. “ My favorite pet is…” 3.Practice （1）Let’s do a game!

I will ask two students to do it.one say “what’s your favorite pet?”,the other do a reply and expre it with your body languag-e.

(2)Exchange.

4.Now read the text quickly and find out other sentence pa -erns ：when and where did you get it?\\how often do you feed it?\\why do you like it?\\Is it a turtle? And so forth.5.Aignment

You should know “what is his\\her favorite ….?”and their answer form.Next cla teacher will check it ,oh

第11篇：Unit1My school全英文教案

Unit Part Let

1 My school

’s sing This is the way I go to school, go to school, go to school.This is the way I go to school, where I like to learn all day.This is the claroom in my school, in my school, in my school.This is the claroom in my school, where

Welcome library teachers

claroom

computer music art

room room room

’

office

our

school! I

learn

all

day. gym

playground I can Can I can hand Where Can I Where Can I

（

Where

you

上

交

you

can

you

can

read?

homework.

read?

draw.

read?

play.

）

read. Where Can I can Where music Can I can play music

computer Free talk( Look Do you

you

listen

you

computer

games.

the

pictures

have

Where

and

have

…

read?

music.

room

read? it

room

room a

talk.) ? Yes Do No, Free the the

Do you have a…? Yes, we do.Where is … ? It’s on the …floor. Make

T: A: Excuse Excuse me.me.Where’s Where’s the the … ? teachers’ office?

S1: It’s on the … floor.B: It’s on the second floor.T: A:OK.OK.Thanks.Thanks.T: ? A: Hi.Hi.Is Is this this the the … teachers’ S2:office? No, it isn’t.C:

dialogue

first

floor

second

talk floor

don\'t.you

have

…

,we

do.No, it… isn’t.The is next to the … The teachers’ office is next to the library.S3: Hi, Mi White! A: Hi, Mi White! Here’s my homework.

T: D: Thank Thank you, you, Mike.Mike.Bye, Mi White.T S3: A: Bye, Mi Read and

fill

the

table.White.Computer room Art Room Library Gym Teachers’ Office Claroom 2 Claroom

（1）Do you have a library ? Yes.The library is on the second floor.（2）Do you have an art room ? The art room is next to the gym.（3）Where is the teachers’ office ? The teachers’ office is next to the library.（4）Where is Claroom 1 ? Claroom 1 is under the teachers’ office. Listen 1 3 4

and

number.

Music

Room 2 Look √

Look This That This is the Look That This

Thisisthelibrary.

and

…

That

and

This

the

circle.

write

…

write

…

is the That . This office. That office.

Summary is is his

library .

is the library

the teachers’

1、离我们近处的单个物体用This is… 离我们远处的单个物体用That is…

2、英语句子书写注意事项：句首字母要大写；单词之间要空一格；句尾要书写标点符号。（别忘了英语句号是实心小圆点喔）

自That

Thank you ! is

…

由

This

写 …

第12篇：全英文英语阅读课教案

阅读课教案

School__ Number3 Middle School____

Junior or Senior Section _Junior__ Cla ____3____

Grade _1_______ Size ______45__

Time_40_______

Date __2009-12-28____ Materials __Go for it______

Type of leon _reading ____ Contents: 1.Vocabulary: Some nouns about furniture and some daily use things: table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.Some prepositions of place: on, in, under

2.Structure: Where is (Where’s)…?

It is (It’s) in/on/under…

Where are…?

They are (They’re) in/on/under…

Where’s/where’re…?

I don’t know.Is it /are they on/in/under… ? No, it isn’t./They aren’t./ Yes, it is./they are.

3.1) Dialogue: Where’s the bag?

I don’t know.

Is it on the dreer? No, it isn’t.

Where are my books?

I don’t know.Are they on the bed? No, they’re not.2)Writing: ask, gue and write

Objectives:

1.Instructional objectives (language knowledge and language skills)

1) To promote students’ vocabulary development (table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.…)

2) To promote students’ reading skills

a) prediction

b) skimming

3) To promote students’ oral English

4) To develop students’ writing skill

2.Educational objectives (affect, learning strategy and cultural awarene)

1) To develop students’ ability to communicate with others to get information

2) To build students’ confidence

3) To make students learn to cooperate with others

3.Personal objectives: 1) To develop teacher’s ability of claroom management

Focal points: a: the nouns.b: prepositions of place

c: Where- question and d: answers to “Is the… in/on/under the …?”；

Difficult points: a: use the prepositions to describe position of things b: use the where-question and Is it-/Are they -question to ask things’

position

Aids: PPT, blackboard, chalk … Procedures and Time Allotment 1.Getting students ready for learning

( mins)

1) Greetings: Good morning everyone! 2) Routine task: duty report

2.Revision: Use some pictures to review the vocabulary ( table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in, under) and sentence structure:

Where is (Where’s)…? It is (It’s) in/on/under Where are…? They are (They’re) in/on/under… 3.Pre-reading : Step1: vocabulary and some phrases learning

Task: Look at the conversation between them and gue the meaning of the sentences in red.( using the conversation between Liu Qian and A Xin to show those phrases to the students in order to learn them by the context; because the sentence structure in the conversation is those they have learnt)

(… mins)

此步骤包括词汇、语法教学等 4.While-reading 5.Post-reading

(… mins)

1) Oral work

2) Written work 6.Aigning homework 1) Conclusion: a: vocabulary

b: sentence patterns: Where is (Where’s)…?

It is (It’s) in/on/under… Where are…?

They are (They’re) in/on/under… Where’s/where’re…?

I don’t know.Is it /are they on/in/under… ? No, it isn’t./They aren’t./ Yes, it is./they are.2) Homework: Ask, gue and write Let your partner to ask as well as gue where your things are in your room.Write down your conversation by using the following sentence patterns: A: where’s/where’re your…? B: You can gue.A: I don’t know.Is it /are they on/in/under… ? B: No, it isn’t./They aren’t.Yes, it is./they are.

…

Self-evaluation

第13篇：(全英文论文)初中英语游戏教学与问题探究

本科生毕业设计（论文）封面

（ 2015 届）

论文（设计）题目作者学院、专业班级指导教师（职称）论文字数论文完成时间

大学教务处制

英语原创毕业论文参考选题 (200个)

一、论文说明

本写作团队致力于英语毕业论文写作与辅导服务，精通前沿理论研究、仿真编程、数据图表制作，专业本科论文3000起，具体可以联系qq 805990749。下列所写题目均可写作。

二、原创论文参考题目论英语广告的翻译

小学英语课堂情景创设法

英语新闻标题中转喻的使用及其理解

论汉语四字成语的翻译

浅析德伯家的苔丝中的苔丝悲惨命运的根源

浅谈英语复杂句的翻译

演讲体裁中态度取向的元语言功能探析

分析简爱的性格特征

小学英语课堂教师反馈的重要性及应用策略

浅谈英文商务合同中长句的汉译

简析中美问候的差异

中西思维方式差异对高中生英语写作学习的影响

魔法世界中的反抗精神-论哈利.波特小说中的反种族主义

论关联理论对旅游资料英译的指导意义

英语版道德经文化缺省和翻译补偿

从功能对等的角度看归化翻译的应用--以红楼梦为例功能对等理论概述及其在商标翻译中的应用

英语广告中双关语的运用

关于多媒体在XX中学英语教学中运用的调查

中美跨文化商务谈判的策略

从生态女性主义角度解读朱厄特的白苍鹭

浅析跟单信用证软条款及其防范措施

哈利波特流行的国内外深层探究

从文化差异的角度论文学译者的翻译技巧

从电影刮痧看东西方文化差异

浅析雪莱的浪漫主义精神在致云雀中的体现

企业跨国并购中的文化整合研究有案例

高中双语教学问题和解决方法

纯真年代中梅•韦兰和爱伦•奥兰斯卡的形象分析

阅读理解中的词汇障碍

木兰形象从木兰辞到迪士尼动画木兰的改变

英语商业广告以及公益广告的语言特点比较

非英语专业大学生在称赞语回应中的语用迁移

分析中学英语写作问题与方法

中文旅游景点解说词的特点及翻译策略

我校英语写作教学过程中教师意见反馈对学生写作的影响

风筝在追风筝的人中的象征意义分析

通过中美90年代电影探讨两国价值观趋向的差异

英语委婉语浅析

论夏洛特与柯林斯的婚姻的合理性

表现主义手法在毛猿中的应用

分析白鲸中亚哈之死

英汉亲属称谓语的差异及其文化渊源探析

亨利.詹姆斯幻想参与小说的三个层次

英汉谚语互译中的直译与意译

从语言和文化角度看美国俚语

合作原则视角下探析广告语篇中省略的会话含意

中国大学生英语口语错误分析

天黑前的夏天女权主义解读

论汤姆叔叔的小屋中的黑人困境

XX民族中学初二年级的英语学习调查

广告英语语言特点及汉译

从社会语言学分析借词形成的原因

新课程背景下中学英语教学培养学生跨文化交际能力意义对策

反思夜访吸血鬼中的同性恋现象

英语委婉语的交际功能

中学英语课堂提问艺术

论影响大学英语自主学习的内在因素

英语习语的特点和汉译探析

哈克贝利芬历险记—儿童心理的展现

礼貌原则对商务谈判的影响

“谷歌”上英文广告的汉译特点

情景语境下的初中英语词汇教学

浅谈飘中的女性主义

Hip-Hop对美国社会文化的影响

功能对等理论下的环太平洋字幕翻译

合作学习对非英语专业学生英语口语能力的影响

张培基先生翻译散文作品研究

从太阳照常升起看迷惘的一代的精神特征

信用证使用过程中的风险与防范

对高中英语教学中学生主体地位的实证研究

中英文化的差异对英汉互译的影响

浅谈欧.亨利短篇小说创作特点

从奈达的功能对等理论看旅游文本的翻译

广告英语的语言特点

珠三角中小企业员工激励研究

中国英语学习者的英语礼貌语语用失误

理智与情感中的小人物

最蓝的眼睛中的叙事艺术

成语汉译英中数字的对等

从心理语言学的角度探讨消极情绪的语言表达

分析十九世纪发生的土豆枯萎病对爱尔兰的影响

浅析广告英语的特点

中学英语教学中师生互动策略研究

我国中小型企业发展电子商务的策略研究

浅谈金融危机下东莞纺织业面临的挑战与出路

芭芭拉.史密斯的黑人女性主义批评视角看宠儿的弑婴母题

达洛维夫人中意识流技巧的分析

交际法在大学英语词汇教学中的作用

XX中学高二年级英语写作中常犯的词汇错误分析

汤姆叔叔的小屋中的圣经人物原型分析

中英文化差异下翻译的不可译现象研究

论人民币实际汇率失调与中国经济结构调整

西方媒体中的中国国家形象

劳伦斯和他的作品儿子与情人恋母情结

法律条文中“shall”和“may”的翻译

新闻语篇中的隐喻

英汉问候语的对比及其文化根源探究

英汉句子状语的对比与翻译

从翻译美学角度谈化妆品商标词的翻译

幻灭的美国梦夜色温柔的象征意义解读

高中英语阅读课教学中的词汇教学策略研究案例研究

分析肢体语言的交际功能

中国特色新词及其英译研究

浅析献给艾米丽的玫瑰

新闻英语的文体和词汇特征

英语专业低年级学生课堂反馈及其对学习效果的影响

初中生英语学习自我评价能力的培养

礼貌原则在商务信函中的应用

汉英颜色词“白”对比研究

从英汉语言对比的角度谈英语长句翻译

喜福会中的母女冲突

从吉尔特.霍夫斯泰德文化维度浅析中美家庭教育差异

儒家文化与和谐世界的构建

“道家思想”在现代企业管理领导的应用

经济危机下顺德家电行业的挑战和机遇

农村初中英语教师母语使用情况的调查与分析—XX中学为例

我校英语专业学生对英语隐喻的认知情况研究国际商务谈判中的中美文化差异及对策

青少年成长与社会冲突-麦田里的守望者成长主题分析

恋爱中的女人欧秀拉和古迪兰的性格对其爱情观的影响

英语指示词This和That的功能研究

英语口语和书面语的差异与英语教学

沃尔玛策略研究

企业推介材料的中译英技巧家具产品介绍为例

高校教师如何激发学生的英语学习动机

活动教学法在农村初中英语教学中的应用--XX中学为例

探讨主述位理论指导英语写作

评论家关于夏洛克的价值观及评价

归纳法在初中英语语法教学中的应用

从修辞角度谈英汉公益广告翻译

国产电影字幕归化与异化研究-集结号为个案研究

多角度解读弗洛斯河上的磨坊

论清教徒精神及其对美国人的进取心的影响

英语转喻与提喻的理解与翻译

广告语的特点及其翻译技巧

汤姆叔叔的小屋中的圣.克莱尔一家人物形象分析

分析英语招聘广告对翻译类学生的要求

浅析儿子与情人中莫瑞尔夫人的悲剧命运

浅析蝇王中的主要人物人格结构

浅谈互动模式下的英语文化教学

论野性的呼唤中巴克的本性转变

母语对英语专业写作教学的影响--过程教学法和成果教学法

赫索格价值观的转变

我国外贸出口企业品牌战略中的问题研究与对策

分析小说麦田里的守望者中主人公霍尔顿的转变

中西餐桌礼仪中的文化差异

朱自清匆匆的三个英译文比较分析

解读小妇人中“乔”的超验主义精神体现

独立学院英语专业大一学生阅读策略使用情况调查与分析

中学英语语法教学-从演绎到归纳

浅谈电影片名翻译的方法

英国足球现状研究

论人性的枷锁中的自然主义

希腊神话对西方文化的影响

小妇人中家庭教育对个人性格形成的影响

从认知语言学角度分析委婉语的跨文化交际

英语灾难新闻标题的语法和词汇特点分析

论英文电影片名误译

文化差异对商务谈判风格的影响

对别对我说谎中非言语因素的分析

目的论视角下汽车商标的翻译

研究美国政府枪支管制及枪支暴力对美国社会产生的影响

英汉习语的文化差异及其翻译

阿Q正传英译本的译者主体性研究--以Lyell的译作为例_英语论

从生态主义角度看“科学怪人”的命定悲剧

情感因素对口语流利性的影响

浅谈功能对等理论在中英商标翻译中的应用

品牌策略研究--论“维多利亚的秘密”的营销策略

从老人与海的象征艺术看海明威的人生哲学

论王尔德童话中唯美主义与现实笔触之间的矛盾

从美国个人主义角度试析美国同居问题

浅议散文英汉互译中增减法使用的原因

高中英语语法教学的整合模型研究

中美大学校园流行语的对比研究

小学英语教学中的启发式教学

浅析韦瑟罗尔的性格特征

合作学习在高中英语写作教学中的运用

图式理论在初中英语阅读中的应用

自我修正在英语本族语者的学术讨论中的使用研究英语中的句法变异及变项的确立标准

翻译专业学生自主学习能力调查与分析

对利比亚战争报道批判话语分析

对电影泰坦尼克号对白的会话合作原则分析

英语商务信函的文体分析

数学专业学生英语自主学习情况分析

XX市第三中学高二年级听力理解影响因素研究

富兰克林给毕业者的13条忠告

从礼貌原则探析酒店服务英语

情感因素在二语习得的影响

论海明威小说一个干净明亮的地方

英语人名地名及其翻译

英汉动物词汇隐喻意义的对比分析广交会工艺品外贸谈判前的准备工作

论激发学生学习英语的内在动机

探析西方洋节在中国流行的原因

浅析王尔德快乐王子中基督教救赎的表现形式

经济全球化对跨国公司经营的影响--以肯德基为例

傲慢与偏见鉴赏

语用负迁移对中西方文化交际的影响

第14篇：(全英文)说课稿

Unit 9 What does he look like? Section B 2b

Yuanzhuang Middle School Zhao Youli Hello! Everyone , I’m very glad to have this opportunity to talk about some of my teaching ideas .My topic is “What does he look like ?” take from book 1,Unit9 section B 2b of go for it .I divided it into five parts to talk about.They are Analysis of the teaching materials , Teaching aims of this leon , Key points and difficult points, The teaching methods and the teaching procedures.Analysis of teaching material.This is an important leon in this unit .In this leon ,the students will learn some new words and phrases to describe people’s looks and they will do some listening , speaking and writing

The teaching aims of this leon 1.Aims of the knowledge

(1)Learn the new words and expreions in this section

(2)Learn how to describe people’s looks

2.Aims of ability (1) Develop the students’ ability of listening and speaking (2) Train their ability of communication 3.Aims of emotion Make the students describe various people to improve the friendship Key points and difficult points 1.Master the different using of the new words 2.Use these words and phrases to describe people’s looks Something about the students 1.The students are lack of vocabularies 2.Most of them don’t often use English to expre themselves and communicate with others 3.Some of them are not active in the cla because they are afraid of making mistakes.The teaching methods

This section is close to our daily life .so I decided to choose the situation teaching method , give the situation to the student , and they want to learn how to say it in English.Let them learn the knowledge by listening and speaking, give them more chances to practice that is “learning by doing , learning by using”.

in order to make the cla lively and the students can learn it easily , I will use the multi-media computer and a tape recorder as teaching aids.The teaching procedures Step 1

Warm-up Free talk between the students.Review some key words and language points learned in previous units.

(Purpose of my designing : I think it’s important to form a better English

surrounding for the students and it’s neceary to provide situation to review learned knowledge.)

Step 2 Presentation 1.real criminal

2.a police artist

3.a good picture of each criminal

4.be of medium build.5.long straight brown hair .6.in the end

7.a short and heavy old man. 8.crime

In this part ，I will finish 2a and 2b .Listen and circle “is” or “has” below，and fill in the chart of 2b ，pay attention to their pronunciation ， then I will check the answer。

Let the students Describe their friends .I ask: I think you have many friends, Can you describe your friends?” Then I’ll let the students work in pairs to make a dialogue ,and then choose some groups to show the dialogue.

（purpose of my designing ：Let the students have a chance to practice their listening and speaking ability ， develop the students ability of communication and their ability of co-operation） Play a gueing game Describe some one in the cla , the other students gue “Who is he ?” Who get the right answer , Who can get a flag.（purpose of my designing ：This part can make the students are interested in English and improve their friendship ） Summary

I’ll let the students do some exercises and check if they have got the knowledge.homework Write a short paage to describe your favorite movie star or singer . The blackboard design

Unit9 What does he look like？

The orders of many adjectives :

Eg: long straight brown hair

short black hair

第15篇：全英文说课稿

全英文说课稿模板

Everyone.Standing here, I\'m very happy and excited.It\'s my great honor to be here to present my leon, and the chance is very precious for me.And I\'ll try my best.Now I will introduce myself briefly, my name is________ , born in ________ province.I was graduated from ________，my major is________，and I got my bachelor degree after my graduation in the year of 2012, I spend most of my time on study, I have paed CET

4、TEM4.and I have acquired basic knowledge of my major during my school time.I\'m capable of more responsibilities.My character? I cannot describe it well, but I know I am optimistic and confident.I\'m a good team player and I\'m a person of great honesty to others.Also I am able to work under great preure, sometimes I prefer to stay alone, reading, listening to music, but I am not lonely, I like to chat with my clamates, almost talk everything, my favorite pastime is volleyball, playing cards or surf online.Through college life,I learn how to balance between study and entertainment.To be an English teacher is my dream, so now I am standing here.Today I\'ll talk about unit 9 , the topic is about saving our earth, my contents consists of 8 parts ,the leon is focused on the topic of the problems of the earth.I will talk about it from …..

Analysis of the teaching material Analysis of the students Teaching methods

Teaching aims and demands Teaching aids teaching aids Teaching procedure Blackboard design Conclusion Well, firstly, I\'ll talk about part 1analysis of the teaching material.1 .there are a lot pictures.For this, the kids will be interested in the book.As we all know that interest is best teacher for the students.2.It lays stre on the communication.According to the problem of Chinese students learning English, the book design a lot of material to improve the students\' ability of listening speaking, reading, and writing.So I think the book is very good.Then I\'ll talk about next part analysis of the students.It is known to us that the kids are very active and like playing games very much, so during my cla, I\'ll design some interesting games to activate them to participate and learn something.They will also be interested in the cla.Next I\'ll talk about teaching methods.My teaching methods are task-based approach and situational approach.Using different methods can make the cla active.Let\'s move on to another part,teaching aims and demands.There are knowledge aims and ability aim.Knowledge aims are to enable the students to master the words and phrases… And the sentences… Knowledge Aims

1.Talk about nature, ecology and the environment.2.Make the Ss know the Earth Summit and the importance of the environment.3.Further develop students\' reading ability as well as listening and speaking abilities.4.Make the Ss learn some useful words and expreions.5.Arouse the Ss to take better care of the earth.(1) To enable the Ss to understand and speak this topic: Saving the earth make sure that Ss can use useful expreions in real situations.We must make sure that… I am all for…

Sure/ certainly/Absolute It\'s clear that…

If nothing is done…, then… It would be better if we… I believe that we must… I can\'t imagine that….Is there a better way to…

(2) To help Ss to learn Make Ss learn some useful words and expreions as well as inversion.Ability aims

Ability aims are to improve students\' listening and speaking ability by reading and joining activities.(1) To develop Ss\' abilities of listening and speaking (2) To train the Ss\' ability of working in groups (3) To foster Ss\' abilities of communication Emotional Aims

(1)To build Ss\' senses of good co-operation and care of our earth.(2) To lead Ss to show their loveline to the poor.Now I\'m going to talk about next part is the teaching aids.In this cla, I\'ll use pictures, PPT and tape recorder.These can arouse the students\' interest in English.Now I\'ll talk about most important partteaching procedure.New English proverb said that the students are real master.In this leon they are English learners and real master .So teacher should act as a guider, an organizer and a director who play a role when neceary in teaching procedure.In my English Plan, It consists of 5 steps.Warming up, lead-in, contents key points and difficult points and homework.Step1 is warming up

Here I\'ll use PPT to play an English song Bingo for the students and I\'ll ask them try to follow it to sing together.By this, the students can be interested in it and pay their attention to our cla easily and improve their ability of speaking.Free talk between T and Ss about problems what we are facingin the claroom.Step2 is lead-in

（导入根据所授内容设计，可通过展示与本课有关的话题或者图片等等引出本课话题）

1.At the beginning, Begin the cla by showing some pictures of serious environmental problems.Now the earth is being seriously polluted.2.Ask the Ss some questions.What’s the biggest problem facing the earth? Why do you think so? What causes the problem? What are the\" big three”? Do you know of any other major problems facing the earth? What can we do solve the problem? Step 3 is contents (本部分为主要授课内容及组织的课堂活动。可从听说读写四块分写) After the reading, students will have some practices.It will be the most interesting part to students.Why? Because I will leave students time to talk together.1.The students are divided into several groups and there are four in each group with different roles.Student A will act asCitizen Student B will act asBusineman: Student C will act asScientist: Student D will have a summarize.4.Ask the Ss use these useful expreions: Step 4 is key points and difficult points (本部分列出本课重难点可为单词句型或语法知识) Key-points

(1) To help Ss ask and answer the question: (2) To enable Ss to study in groups and co-operate skillfully.(3) To develop Ss’ interest in English.Teaching important points (生词、句型；培养阅读技能) 1) New words and phrases 2) Talking about problems of ……

3) Develop their communicative ability.Act out their own 4) Grammar: There are Inversionsentencesin this leon.We can see from the sentences that...1.Among the speaker was China ’s then Premier Zhu Rongji, who streed the need for equality and fairne in the world.2.Only by changing the way we live can we save the earth.3.Had I knownthat air conditioners cause so much pollution, I would never have bought one.4.Not until we know morewill we be able toimprove the situation.5.A better understanding of the environment is neceary, as is the willingneto act.Step 5 Blackboard Design

Blackboard design should be thought for a thing that attract the student’s attention and let them to write down the important teaching points.I will divide the blackboard into two parts .The left part will be used to write the important vocabulary and grammar and their usage.It will be reserved for the whole cla.The right part will be precious explanation, I will write some sentence of the words, phrases and structures to explain their meaning.Step 6 is homework

(作业形式最好新颖，例如课让学生根据本课内容做个小调查等) Write a speech paragraph to tell what you think the most serious environment problem is.Explain why you think the problem is serious and what you think should be done to solve it.Step 7 is conclusion

We human beings should take good care of our planet, because it is the only place we can survive.Love the earth, love ourselves, more importantly; we need action to save the earth.No matter which steps are taken, the purpose is to provide teacher and students with information and internal demand to improve teaching skill and learning quality.Strategy and approach will help students become more independent and the succeful learner.To be a good teacher is my dream; I think a teacher is not only a guide for the students, but also a friend of them.If I were a teacher, I would build a close relation with my students, helping them not only on their study, but also on their lives.I’ll try my best and I’m confident that I can be a good teacher.

第16篇：初中英语mini教案

第二课时

【课题】Recycle ２

【教学重点】复习本单元所学水果类、动物类、玩具类、颜色类的词汇以及一些常见的形容词。

【教学难点】主动复习意识的培养和认读能力。

【教具准备】

1 教师和学生都准备各种颜色的蜡笔。

2 教师和学生准备本单元所学动物、水果等单词的图片。

3 教师准备一张放大的 Listen, colour and say部分的图片。

4 教师准备red, black, purple, pink, orange, yellow, green, blue 这几种颜色的单词卡。

5 教师准备教材配套录音带和第一册 Unit 3 的歌曲 “Colour Song”的磁带。

6 教师准备本单元所学动物、水果等单词的单词卡片。

【教学过程】

1 热身、复习(Warm-up/Revision)

（1）日常口语练习。

（2）教师播放Unit 6 B Let’s chant 的录音，学生边听边读歌谣，复习字母。

（3）教师播放第一册Unit 3 “Colour Song” 的歌曲录音，师生共同拍手演唱。

（４）游戏：开火车

T: Let’s play a game, OK?

S: Great.

六至七人一组，做传球的游戏。从第一个学生开始 Hi/Hello/Good morning, A.I like bananas.And you? 第二个学生回答I like apples.并提问 Hi/Hello/Good morning, B.I like apples.And you? 以此类推。（A,B代表学生姓名，内容以所学表示个人喜好食品为主）

2 呈现新课 (Presentation)

（1）“猜猜颜色” 的游戏。

让一个学生手中藏一种颜色的蜡笔，上前主持游戏，请其他同学猜颜色。学生们众说纷纭，复习所学的颜色单词。猜对的学生给与奖励并由他负责主持下一轮游戏。

（2）放投影或将放大的Listen, colour and say部分的图片挂在黑板上。

师生讨论这幅图片的内容。教师询问：What can you find/see in the picture? Where are they?

（3）教师播放Listen, colour and say部分的录音，让学生边听边用手指课本上的文字，做到“眼到、手到、口到、心到”。

（4）按照书上的要求，给找到的物品涂上颜色。

（5）游戏：比一比，找一找，画一画。

按照课本上 “Find and draw ”部分的内容让学生找找小动物们爱吃的水果，并画出来。比一比，谁找得又快又准。表扬每组的前两名。

（6）请同学说说小动物们爱吃的水果。如：The elephant likes .… The rabbit likes .…

3 趣味操练 (Practice)

（1）游戏：BINGO

让学生拿出准备好的本单元所学动物、水果等单词的图片，将图片随意选取9个，摆成每行3个图片，共摆3行的形式。

如：

游戏方法为：教师说出一个单词，学生们就将听到的那个单词的图片翻过去（如果没有就等到下一轮）。当翻过去的图片成一条线时（可以是横线，竖线，斜线），学生大声说：BINGO 。说BINGO 的同学可得到贴纸或红花。

（2）教师将 Find and draw 中的动物竖着排成一列，贴在黑板上。另请几个学生个自拿一种水果的图片贴在喜欢它的小动物旁边。最后，教师用：(The elephant) likes (bananas).的句式练习表述。

（3）学生俩人一组，以问答的形式练习教室内的物品或图片的样子。如：

A: What colour is the bus?

B: It’s orange.Or:

A: Is the desk yellow?

B: Yes, it is./ No, it isn’t.

（4）让几组学生上讲台前指着图片或物品进行以上练习。

4 课堂评价 (Aement)

做活动手册42页的练习。

5 扩展性活动(Add-activities)

游戏：猜单词

教师展示动物、水果、玩具等单词的图片，通过图片的背面让学生猜单词。目的在于进一步复习4—6单元的单词。

【板书设计】

Recycle ２

第17篇：初中英语复习教案

教案3 一，重点词组：

1、finish doing sth.做完某事 be busy doing sth.忙于干某事 go on doing sth.继续干某事

be always doing 老是干某事

练习：1）Please don\'t disturb（打扰） him He ___________his homework 2)Tom , you shouldn”t ______________(总是玩电脑) 3）You can _________________(work)after having a rest .4)Tom , you can play computer after ________(work)

2、be angry with sb.生某人的气 agree with sb.同意某人的观点with one’s help 在某人的帮助下

练习：1)______________________(你不应该生他的气)，because he just a child .2)你同意我的观点吗？______________________________ 3) I can finish my work well________________________(在你的帮助下)

3、much too+形容词／副词原级实在太...too much+不可数名词相当多的...练习： It’s _______ expensive.I can’t buy it.There’s ___________ rain this year.

4、hear from sb 收到...的来信 hear of 听说 hear that„„ 听说„„

练习：1）We have never ______ ______ Xiao Yang since he left from school last year 。 2)我听说你已经赢得了比赛。_____________________________________

5、send sb.away 开除、解雇某人 send for sb.派人去请某人 send up 发射练习：1) Because Smith always lazy, so the bo ___ him___.2) The shenzhou vii spacecraft ____________________(被发射)succefully。 3）我将派人去请刘老师。_________________________

6、make it 设法完成某事 make faces 做鬼脸 make a team 组成一个队 make tea 沏茶 1)___________(如果你们组成一个队)，you will win the game .2) ____________ is very impolite behavior .3)If you try your best .you will ________________.4) When people go to your house to visit you,you should ____________for him .练习：

7、have a drink(of)...喝一杯...have...for lunch 午饭吃...have no idea 不知道 have a rest 休息一下

练习：1)Do you want to _________？(喝一杯茶) 2）我中午想吃米饭____________________ 3)I _________________ (不知道)about it .4）If you were tired ,you can ____________________.

8、get on well with sb与某人相处很好 get ready for 为...作准备 get on/off(the bus) 上/下车

练习：1)I believe that I can ___________________(和Tom 相处的很好) 2）我们应该为考试做准备了。

9、do one\'s best 尽力 do well in 在„„某方面干得好 do morning exercises 做早操

练习：1）我将尽我最大的努力去实现它。

2）I think you can _____________________(在学习方面干得很好) 3）_________________(做早操) is a good habit .

10、have a word with 与„谈几句话 have words with 和某人吵架 had better do sth.最好做„

练习：1)我想和你谈几句话。_______________________________ 2)Xiao Ming ______________Xiao Hua last night .3) You _________(最好) get up early

11、play the piano 弹钢琴 play a joke on sb开某人玩笑练习：1)I can ___________ (弹钢琴)well 。

2）你不应该和他开玩笑。________________________________

12、take hold of 抓住„ take away 拿走 take care of 关心，照顾 take it easy 别紧张

练习：1) If you live in school , you should _________________well .2) The police _____ the thief just now .3)I don’t like that pen , I hope you can _____it___.

13、ask for 向„„要„ ask for leave 请假 apologize to sb.for sth.为某事向某人道歉 look for 寻找 leave„for 离开„„去„„ wait for 等候„..练习：1) Teacher Liu , I have a cold , and can I_________? 2)Tom 已经离开北京去上海了。__________________ 3) I ___________________ my absence 我为我的缺席向你道歉

14、tell sb.about sth.告诉某人某事 talk about 谈论„„think about 考虑„„

worry about 担忧„„

练习：1）我将告诉你事实（truth） 2)我们正在讨论天气（weather）

3）You can __________(考虑放弃它) 15:、change„into„ 变成 hurry into„ 匆忙进入 run into„ 跑进练习：1）Tom 匆忙的闯入了老师的办公室___________________ 2)Sun can ____ice_____water.

16、from now on 从现在起 from then on 从那时起 after a while 过了一会儿练习：1)_______________,Tom knew that lean English well is important .2) ____________(过了一会了), it started to snow。

3）从现在起，你必须呆在家里。___________________________

17、in public 在公共场合、公开地 in order to 为了„„ in surprise 惊奇地 in turn 依次

练习：1)为了取得好成绩（Good grades），你必须认真学习。________________ 2）It is impolite to talk loudly__________ 在公共场合大声说话是不礼貌的 3）I found,______,(惊奇) that I win the game .二．词类。

（一）介词

1、表示时间的介词 (1)at ①接具体时间：eg．at six，at half past two，at ten to twelve ②表示“在„时刻”；eg: at noon，at midnight （在深夜） (2)in ①加年、月、季节等

eg．in January，in a month，in spring，in 2005 ②在将来时中，表示“在某段时间之后”

eg．In ten years，I think I\'ll be a reporter． (3)on 表示在具体的某一天或某一天的上午、下午或晚上等。

eg.On Monday，On Tuesday afternoon，On May4th，On the morning of July 6th (三)固定搭配的介词

(1)动词+介词：look after，look at，look for，laugh at，listen to，hear from，turn On，turn off, wait for，worry about，think of，spend．．．On (2)介词十名词：by train，on foot，at the end of ,at last，in the end，in trouble，at table，at breakfast，

in hospital,in time，On time, On one’s way to，with pleasure (3)be+形容词+介词：be afraid of ,be good at，be good／bad for， be late for，be interested in，be angry, with，be full of，be sorry for 练习：1）The play begins at 6: 40 pm.So we have to be at the theatre ________ 6:30 pm at the latest.A.after B.since C.until D.by 2）Not all of us know the difference __wheat, oats and barle（小麦、燕麦和大麦。）

A.among B.between C.from D.in 3)Where is Lily? We are all here ________her. A, beside B about C, except D, with 4)—Your coat looks nice.What is it ____? ---Cotton.(棉花) A.made of B.made in

（二）连词(conj.用来连接词与词或句与句 (1)并列连词(用来连接平行的词、词组或分句) ①表并列关系：not only．．．but also，neither．．．nor，and ②表选择关系：or，either．．．or ③表转折关系：but，while ④表因果关系：for，so (2)从属连词(用来引导从句) ①引导时间状语从句： after，before，when，while，as，until，till，since，as soon as ②引导原因状语从句：because，as，since ③引导目的状语从句：so that，in order that ④引导结果状语从句：so that，so„that，such．．．that ⑤引导比较状语从句：than，as„as ⑥引导宾语从句：that，if, whether 练习1）________ enough time, but I couldn’t do it better.

A.teaching B.Taught C.To be taught D.Though I was taught 2) I read about this story in some book or other, does it matter ________ it was? A.where B.what C.how D.when 3) ________ I had walked for six hours, I was tired out.A.So B.Before C.When D.As 4)I have been keeping that photo ________ I can see it every day, as it always reminds me of my college days.A.which B.where C.whether D.when 5）________ he studies hard, he will never pa the examination.A.If B.Unle C.Even if D.Even thoug 6）She worked hard ________ everything would be ready by the time he came back.A.since B.so that C.as if D.unle 三词义区别

1、since/ for

(1) since用于完成时态，可译为 “自从”、既然

[翻译] 1）I have never seen him since we last met in Shanghai .2）He has been a worker since he came into this city.3）Since you are interested in it, just do it.4）You can have fun now since you’ve finished your work.(2) for用于完成时，用作介词，后常接一段时间，意思是“经过„”。

I have learned English for five years.我已经学了五年英语了。 They have waited for you for 30 minutes.___________________ for也可以用作连词，但意思是“因为”。

They mied the flight for they were late.他们由于迟到了而误了航班。 He fell ill for many reasons.__________________ 5.neither/ either/ both (1) neither作代词是对两者都进行否定，意思为“两者都不”，作主语时谓语动词用单数.

Neither of the boys is from England.这两个男孩都不是来自英国。 I know neither of them.___________________ neither用作连词时，一般与nor搭配，表示 “既不„也不”。作主语时，谓语动词遵循就近原则。

She neither ate nor drank yesterday.她昨天既不吃也不喝。

Neither he nor we play football on Sundays.__________________________ (2) either作代词时，是指两者中的任意一方,(两者之)每一个，故作主语时谓语动词用单数.Either of the books is new.这两本书任何一本都是新的.She doesn’t like either of the films._________________ either作连词时,一般与or搭配,表示两者选其一，意思是“不是„就是”。作主语时，谓语动词遵循就近原则。

Either he or I am right.不是他就是我是对的。

Either my sister or my parents are coming to see me.不是我姐姐就是我父母要来看我。 (3) both作代词时，指的是所涉及到的“两者都”, 故作主语时,谓语动词用复数形式。 I like both of the stories.这两个故事我都喜欢。 Both his arms are hurt.他的两只胳膊都受伤了。

both用作连词时，多与and搭配，表示“既„又, 不仅„而且”, 作主语时,谓语动词仍用复数形式。

Both piano and violin are my bobbies.钢琴和小提琴都是我的爱好。 They study both history and physics.他们既学历史，又学物理。练习、

1） Neither of the girls _____(be)good at English 2） Neither we nor he ____(do) homework on Sundays.3） Either of the books __(be)new.4） Either he or I __ know.5） Both these students __(be) good at English 6） Both English and math ___(be)my favorite subjects .1.ignore vt.忽视 ignorance n.无知 ignorant adj.无知的 2.dusk n.黄昏; 傍晚 dusky.adj.昏暗的; 黑暗的

3.add v. 添加; 增加 addition n. 加, 附加 additional adj. 添加的;附加的 4.actual adj.实际的 actually adv.实际上；事实上

5.base n.基地；基础 base v.以……为根据 basic adj.基本的 6.east n.东方 eastern adj.东方的；东部的

7.organize vt.组织 organized adj.有组织的 organization n.组织 8.wool n.羊毛 woolen adj.毛纺的; 纯毛的

9.determine v.决定

determined adj.

坚决的 determination n.决心; 坚定性 10.frighten vt.吓唬；使惊吓 frightened n.受惊的；受恐吓的 frightening adj.令人恐惧的 11.nation n.民族；国家；国民 national adj.民族的；国家的

12.suffer v. 受苦; 吃苦头 suffering n. 苦难；痛苦 sufferer n.受苦者; 受难者 13.cruel adj. 残暴的, 残忍的 cruelty n. 残暴, 残忍

14.hope n.v.希望; 期望 hopeful adj.有希望的, 顺利的, 有前途的 hopele adj.没有希望的; 令人绝望的

15.educate vt.教育 education n.教育; 教育体制 educated adj.受过教育的; 受过训练的

16.value n.价值 valuable adj.贵重的; 很有价值的 valuele adj.无价值的; 没有用处的 17.survive v.继续生存或存在 survival n.存活; 幸存

survivor n.幸存者

18.decorate v. 装饰 decoration n. 装饰; 装潢 decorative adj. 装饰的; 作装饰用的 19.advertise vt.做广告; 登广告 advertisement n.广告 advertising n.做广告(作定语) 20.replace v.代替, 取代 replacement n.代替, 取代

replaceable adj.可代替的;

第18篇：初中英语时态教案

时态教案

先画出时态的时间轴的图，在依次介绍各个时态的含义。

（1）一般现在时：表示习惯性的、客观真理、主语目前的状态或特征等。注意：在时间状语和条件状语从句中，遵守“主将从现”的原则。

时间标志：always/often/usually/seldom/never/every week/twice a week/

(2)一般过去时：A过去的某个时间所发生的动作或存在的状态。时间状语：yesterday/last week/an hour ago/just now/the other day/in 1982/

B表示在过去经常或反复发生的动作。时间标志：always/often/

例句：when i was a child, i often played football in street.

C 也可与today/this week/this month/this year/表示现在的时间连用，但这些时间必须指过去的时间。不包含此时此刻的含义。Did you see him today?

（3）过去进行时：在过去某个时刻正在进行或发生的动作。

例句：I was reading the book at that time.(过去进行，未读完，“读”的片段)；

I read the book yesterday.(过去时、已读完，表整个“读”)。

（4）正在进行时：表示现在（说话的时候）正在发生、现阶段（说话前后一段时间）一直进行或反复发生持续进行的动作。

He is writing another novel.(说话时并没有进行，只是处在写作的状态） he is thinking about this problem these days.

#其中表示移动的词：come/go/arrive/leave/start/begin/return/可以用进行时表将来。She told me that she was leaving.She is leaving tomorrow.(对过去进行和现在进行时）

（5）现在完成时：过去发生的动作对现在造成的影响或结果，或者动作从过去一直持续到现在还有可能继续持续下去。注意短暂性动词不能与表示一段时间的状语连用（begin/lend/join/die/fall/join/kill/stop/等)

（6）、一般过去时和现在完成时的区别。

一般过去时只表示过去某时发生的动作和状态。现在完成时则强调到目前为止动作的完成和结果，与现在的情况有联系，对现在也有影响。 A.刚做过的事，用现在完成时态，当说明或者询问做事的时间、地点时，要用一般过去时。例如he has watched the football match.

She watched it last Saturday.她看了那场足球赛，她是上周六看的。

B.have / has been to a place.表示某人曾经去过或者到过某地。have / has gone to a place表示某人说话时已经离开此地，或在去某地的路途中或者已经到了某地。

例如：Frank has gone to Tibet.弗兰克已经去西藏了。Frank has been to Tibet twice.弗兰克已经去过西藏2次了。

（7）、现在完成时与过去完成时的区别：

过去完成时与现在完成时两者的用法基本相同，但现在完成时以现在的时间为基点，而过去完成时则以过去的时间为基点，与现在无关，是过去的过去。

I have finished my homework.(表示说话时作业已经做完了)

By four o’clock, I had finished my homework.

初步掌握延续性动词和瞬间动词在语法上的区别：如ie, arrive, come, go, join, leave, buy, begin, get, start, become, borrow 等均为瞬间动词，在现在完成时态中不能与表示一段时间的状语连用。

He has joined the army.他参军了。He has been in the army for a year.他参军已经一年了。(换成可以延续的动词)He joined the army a year ago.(用过去时)

（8）一般将来和过去将来时区别：

一般将来：在将来某个时间要发生的动作或存在的状态，或将来反复经常发生的动作。常与tomorrow、next week/year/等连用。

过去将来：从过去某个时间看将来发生的动作或存在的状态，或表示过去的某种习惯。 He said that he would finish his work before 9.

Be going to /will的区别：

(1） be going to :表强调计划，安排要发生的事或有迹象要发生的事.Look at the dark clouds, I think it is going to rain soon.（2）will：表示主观意愿,未经事先精心计划或打算.可用于各种人称.There is someone at the door.I will go and open it

第19篇：初中英语上册教案

初中二年级英语上册第一单元第三课教案

Unit 1 How often do you exercise ? Teaching goals:

1.Words &phrases: how often , hardly , twice , once , difference , look after , although ,etc .

2.Learn to talt how often do you do things .

3.一些表示频率的副词: always , usually , often , never , hardly ever , sometimes .

4.句子结构: What do you usually do on weekends ?

How often 及回答.

Important and difficult points :

What does she /he do on weekends ?

She often goes to the movies .

How often do you shop ?

Once a week / Twice a week ???.

Teaching aids : cards , pictures and a tape recorder .

Period 1

Teaching procedures :

Step 1 Leading-in

1.Greetings:Talt something the students did on

教案正文随堂记录

summer vacation .

Step 2 Pre-task

SB Page 1 , 1a .

1.Look at the picture (学生识图).

2.Name each activity .

T: What are they doing ?

They are shopping /reading /exercising /watching TV /skateboarding .(Help the students to answer )

3.Write the activities on the line .

4.Check the answers on the Bb .Correct their own activities .

5.Practise reading .

SB Page 1 , 1c .

1.Focus on the conversation in the box .

2.Practise reading .

3.Pairwork : What do you do on weedends ? I ???.

4.Groupwork :Divide the cla into groups of four or five .Make conversations .First S1 to S2:

S1:What do you do on weekends ?

教案正文随堂记录

S2:I ???.

S1:What does she /he do on weekends ?

S2:She /He ???.

5.Act out their own dialogues .

Step 3 While-task

SB Page 1 , 1b .

1.Look at each picture in 1c.Tell what the person does on weekends .Check the Ss orally.

2.Mare what they will hear and do .

3.Read these adverbs and explain.

4.Play the tape twice .Write the letters on the line.

SB Page 2 , 2a & 2b .

1.read the activities and the answers of “how often”first .

2.Practise reading .

3.In 2a we should know the activities you hear .In 2b we should know the answers of how often he does the activities. 4.Play the tape for a first time .Ss only listen . 5.Play the tape a second time .Ss do 2a . 教案正文随堂记录

6.Play the tape a third time .Check the answers . 7.Play the tape .Ss do 2b . 8.Check the answers .

In this part ,we should pay attention to how often引起的特殊疑问句及回答. Step 4 Post-task SB Page 2 , 2c .

1.Focus on the conversation . 2.Practice reading .

3.Read the activities in the left box . 4.Fill in the chart .

5.Pairwork: Make conversations . 教学后记

教案正文随堂记录

Period 2

Teaching procedures : Step 1 Leading-in 1.Greetings 2.Drills:

T: What do you usually do on weekends ? S1: I usually play soccer .

T: How often do you play soccer ? S1: I play soccer twice a week . T: How often does he play soccer ?

The other Ss: He plays soccer twice a week . Repeat for three times . Step 2 Pre-task

SB Page 2 ,Grammar Focus .

1.Review the grammar box .Ss say the questions and answers . 2.Practise reading . Step 3 While-task SB Page 3 , Part 3 . 教案正文随堂记录

1.Call attention to the survey .Mare the Ss understand the chart .

T: What activity do ninety-five percent of Green High students do every day ? Ss answer .If neceary , give them help .

2.Review the information in the green box with Ss . 3.Read the article first by the Ss . 4.Read it to the cla .

5.Look at the survey and fill in the blanks in the article . 6.Finish the activity individually . 7.Check the answers . 8.Practise reading . Step 4 Post-task SB Page 3,Part 4 .

1.T: What can you do to improve your English ?(e.g.read English books, practice reading and speaking ) How often do you

2.Think of more things you can do to improve your English and write them here .

教案正文随堂记录

3.Ask several Ss each question .

4.See: Who is the best English students in the cla

Homework:

Revise the new words .

教学后记

教案正文随堂记录

Period 3

Teaching procedures :

Step 1 Leading in

1.Greetings & free talk .

2.Practise reading the article in Page 3.

3.Check the homework.

Step 2 Pre-task

SB Page4 , 1a .

1.Point out the five phrases .

2.Ss read after the teacher .

3.Mare the Ss understand what do they mean .

4.Call attention to the pictures .Say something about the pictures .

5.Match the words with the pictures .

6.Check the answers .

7.Practice reading .

Step 3 While-task

SB Page 4 , 1b .

1.pay attention to the conversation in the box on the right .

教案正文随堂记录

2.Read it to the cla .

3.Explain : “be good for”means :有益于„，对„有好处.

4.Pairwork.Choose a new partner .Use the words in Activity 1a to make conversations .

5.Share the students’conversations.

SB Page 4 ,2a&2b .

1.T : Now you will hear a reporter interview two people ,Katrina & Bill .Read the two names for the Ss.In 2a ,we’ll know who is healthy , Bill or Katrina ?

2.Read the questions in 2a .

3.Listen to the tape carefully twice .Circle “yes”, “no”or “I don’t know”in the chart .

4.Before we check the answers in 2a,we’ll read through the questions in 2b .Pay attention to Katrina’s and Bill’s answers .

5.Play the tape again .This time ,if we have heard one questions and we have a pause .Mare Katrina’s and Bill’s answer.

教案正文随堂记录

6.From the answers in 2b ,we can tell who is healthy Bill or Katrina ?

Step 4 Post-task

Role-play .

Groupwork .Divide the Ss into groups of three .S1 is interview,S2 is Katrina ,S3 is Bill .

S1: How often do you exercise ?

S2: I exercise every day . S3: „.

With the help of 2b . Homework

请同学们用2b里面的问题调查你熟悉的两位同学，写出答案并做比较.

初三英语上册教案[人教版]：第六单元 Leon21

Unit 6 Mainly Revision 教学目标与要点在本单元中要求学生对在前面五单元中所学过的知识做一次全面的 0Unit 6 Mainly Revision 教学目标与要点

在本单元中要求学生对在前面五单元中所学过的知识做一次全面的回顾和总结。复习、归纳一般过去时态和现在完成时态，进一步学习动词不定式和宾语从句。能够区别 have been与 have gone的用法；重点学习课文"Under the sea"，明白How important is the sea to our life？

通过利用computer去寻找一些information，进一步熟悉有关如何操作计算机的术语；掌握数词的用法和类似 thousands of短语的用法。通过该单元的学习，要使学生明白海洋对于我们人类的重要，人类与自然应当和谐相处，并尽力保护它的环境。

素质教育目标

1.在本单元中，首先要让学生在复习的基础上，建立起正确的包括现在完成时态在内的五个基本时态 (一般现在时、现在进行时、一般过去时、一般将来时、现在完成时) 的时间观念并且能基本做到运用所学过的时态进行交际会话。 2.要求学生对现在完成时态有一个比较完整的了解，并能与其他时态区别开来。同时，对宾语从句也应当有一个完整的了解，并且能够进行综合运用。

3.要让学生在合作学习的过程中体到学习的乐趣。

4.大力运用探究式学习，如进行查找资料、资源共享、话题探讨等，使同学们在学习的过程中获得积累知识和陶冶情操的体验。

5.本单元的主题与大自然关系紧密，教师应当抓住这个时机对学生进行环境教育，使学生明白人类与大自然应当和谐共处。

Leon 21

Period: The First Period Content: Leon 21 Properties: Tape recorder, Overhead Projector, TV, pictures.Teaching Objectives: Make the students use the language point in the dialogues.the usage of the present Perfect Tense Language Focus:

1.Useful expreions: have an accident; hurt badly; 2.The present Perfect Tense: What’s happened? They’ve had an accident.Has anyone called the police? Yes, they have.Teaching Procedures: Ⅰ.Organizing the cla Ask the students to get ready for cla.Greetings between the teacher and the students and a duty report.Ⅱ.Revision 1.check homework.2.Revise the present perfect Tense.Ask : Have you ever been to the Great Wall? How long have you lived in Beijing? Get the students to answer the questions.Make sure they can answer correctly.Ⅲ.Presentation 1.Show a picture of an accident on TV.Get the students to watch and talk about the accident using some words, such as: have an accident, hurt, badly, fall off, hit …

2.Have the students read and practice the dialogues in pairs.3.Ask some students to act out the dialogue.Ⅳ.Puzzle dialogue Find the best answers by themselves.Check the answer with the whole cla.Ask the students to make up similar questions, then get the other students to answer them.Ⅴ.Read and act 1.Ask the students to close their books, and then listen to the tape and answer the questions: Where have Bruce and Sue gone? Haven’t they ever been to London? When are they going to be back? Have the students find the answer to the question.Check the answer with the cla.2.Ask the students to read the dialogue, then practice in pairs.3.Act out the dialogue.4.Allow them to change the dialogue to fit a situation they might have at home.Ⅵ.Exercises in cla Fill in the blanks with the right verb forms.A: I’m not feeling well.I ________ (get) a cold.B: ________ you ________ (be) to the hospital yet? A: Yes, I ________ (go) to see Doctor Li this morning and he ________ (give) me some medicine.B: ________ you ________ (take) the medicine? A: Yes, I ________ (take) it just a moment ago.B: Mr.Li is a good doctor.I think you’ll ________ (be) all right soon.Answers: have got, Have … been, went, gave, Have … taken, took, be Ⅶ.Homework Finish off the exercises in the workbook.Ⅷ.Summary Translate Chinese into English: 1.发生什么事情啦？

2.有人受伤吗？

3．他去过上海好几次。

4．我已经读完了这本书。

Answers:

1.What’s happened? 2.Is anyone hurt? 3.He has been to Shanghai for several times.4.I have finished reading the book.初二上册第一单元英语课的教案

【语言目标】

● What do you usually do on weekends? I sometimes go to the beach. ● How often do you eat vegetables? Every day. ● Most students do homework every day. 【重点词汇】

● always, usually, often, sometimes, hardly, ever, never ● how often, once, twice, three times a week, every day

● milk, junk food, health, unhealthy, habit, exercise, most, result, try, different ● maybe, although, arm, foot, tooth, ear, eye, advice, thirsty, forget, finish, plan 【应掌握的词组】

1.go to the movies 去看电影

20.activity survey 活动调查

2.look after = take care of 照顾

21.do homework 做家庭作业

3.surf the internet 上网

22.do house work 做家务事

4.healthy lifestyle 健康的生活方式

23.eat le meat 吃更少的肉

5.go skate boarding 去划板

24.junk food 垃圾食物

6.keep healthy=stay healthy 保持健康

25.be good for 对什么有益

7.exercise=take(much)exercise=do sport 锻炼

26.be bad for 对什么有害

8.eating habits 饮食习惯

27.want to do sth.想做某事

9.take more exercise 做更多的运动

28.want sb.to do sth.想某人做某事

10.the same as 与什么相同

29.try to do sth.尽力做某事

11.be different from 不同

30.come home from school 放学回家

12.once a month 一月一次

31.of course = certainly = sure 当然

13.twice a week 一周两次

32.get good grades 取得好成绩

14.make a difference to 对什么有影响

33.some advice 一些建议

15.how often 多久一次

34.hardly=not nearly / almost not 几乎不

16.although=though 虽然

35.keep / be in good health 保持健康

17.most of the students=most students

36.be streed 紧张的，有压力的

18.shop=go shopping=do some shopping 购物

37.take a vacation 去度假

19.as for 至于

38.get back 回来

【应掌握的句子】

1.How often do you exercise? 你（你们）多久锻炼一次身体? 2.“What do you usually do on weekends?” “I usually play soccer.”

3.“What’s your favorite program?” “It’s Animal World.” “你最喜欢什么节目？”“动物世界。”

4.As for homework, most students do homework every day. 5.Mom wants me to get up at 6:00 and play ping-pong with her. 6.She says it’s good for my health.

7.How many hours do you sleep every night?

8.I exercise every day, usually when I come home from school. 9.My eating habits are pretty good.这里 pretty 相当于 very。

初中初一英语 Unit3 This is my sister.教案

Unit 3 This is my sister 第一课时

一、学习目标

1、学会认知家庭成员，了解家庭关系。

2、学会介绍人，识别人。

3、通过认知家庭成员及关系学会使用指示代词复数these , those 的用法。包括一般疑问句和否定句式。

4、能写一封书信。

5、能比较熟练的使用目标语言写一份介绍家庭成员或他人的短文。

二、学习内容

目标

分类学习内容

词汇 sister , parent , brother , grandmother , grandfather , grandparent , these , those , she , he’s =he is , son , cousin , daughter , uncle , aunt , thank for , here , love , much , very much , soon , see you soon , pen friend , they , aren’t =are not

语法句型

复习“用指示代词介绍人或物”的句子结构的单数形式、一般疑问句形式及其问答。 Is this your pencil ? Yes , it is .Is this my pen ? No , it isn’t .Is that his book ? Yes , it is .Is that her eraser ? No , it isn’t .

学习“用指示代词介绍人或物”的句子结构的复数形式、一般疑问句形式及其问答。 Is this your sister ? No , it isn’t .

This is my friend .These are my friends .Is that your brother ? Yes , it is .That is my brother .Those are my brothers .

功能

Introduce people , identify people

三、朗读单词 sister n. 姐；妹 parent n.父或母 brother n.兄；弟

grandmother n.祖母；外祖母 grandfather n.祖父；外祖父

grandparent n.祖父/ 母；外祖父/母 these pron .& adj.这些 those pron .& adj.那些 she pron .她 he’s =he is son n.儿子

cousin n.堂（表）兄弟；堂（表）姐妹 daughter n.女儿

uncle n.叔；伯；舅；姨父；姑夫 aunt n.姨母；姑母；伯母；婶母 thank for为„„而感谢 here adv.在这里；向这里 love v.爱；热爱 much adv.很；非常 very much 很；非常

soon adv.不久 see you soon ,再见。

pen friend 笔友

they pron. 他（她；它）们 aren’t =are not

四、任务示范

Show the Ss some pictures , point at the pictures and tell them like this : This is my father / mother / brother / sister …… That’s my sister / grandmother / grandfather ……

Then ask the Ss to bring their families’ pictures and introduce people in this way .

五、布置作业

1、请同学们反复朗读单词，并自查能记住多少单词。

2、听录音：Section A 1b, 2a, 和2b

预习Section A 1c

带家庭成员照片（最好是祖孙三代的家庭照片并标注家庭成员名称。

U3 This is my sister 第二课时任务示范及讲解同学们，通过预习我们知道家庭成员的称呼。那么，你能不能用自己带来的照片，介绍你的家人呢？你应该用什么样的句型呢？现在我们作个示范练习。 Sample One：（出示教师自己的家庭照片）

T：This is my grandmother.This is my grandfather.That’s my father.That’s my mother.That’s my husband.That’s my son.Pairs work, then report to the cla.请看书，P47的图，假如你是图中的人物Dave ，你该如何向朋友介绍你的家庭呢？ Sample Two 如果你的父母想了解你好朋友的家庭状况，你应该怎么表达呢？现在我们作个示范。（出示一学生王刚的家庭照片） T：These are his grandparents.That’s his father.That’s his mother.That’s his sister.学生间互相交换照片，看你们了解同学的哪些家庭成员。

请看书P47 的图，给小组其他成员介绍Dave的一家，再完成1c，轮流汇报Dave一家的情况。请看书P48 2b-2d的图，通过相互问答：Is this„? Yes, it is.或No, it isn’t.来了解图中的人物。介绍别人用句型：This is„.That’s „.。辨认某人用句型：Is this„? Is that„? 还有其它句型吗？ These are my friends.Those are my parents.注意：these是this的复数，指“这些”， those是that的复数，指“那些”。 These、those作主语时，后面的谓语动词用复数形式are。

二、布置作业完成p47 1b。

完成p48 2a，你还知道家庭成员的其它称呼吗？

cousin, sister-in-law, brother-in-law, father-in-law, mother-in-law, uncle, aunt, nephew, niece… 3.完成p50 2b，翻出老照片，描述一下，看同学能否知道你说的是哪一张？ T: These are my parents.This is my uncle.That’s me.4.完成p50 2c, 画一张你家人

Unit 3

This is my sister

第三课时任务示范及讲解

让学生拿出上一课时布置完成的作业：画一幅关于家庭和朋友的图画。向同学介绍图画中的人物，并填写下列表格。 name age occupation Characteristic

Thin

Tall 1)教师示范

These are my parents.This is my grandmother.She is a worker.She is 53.She is thin.This is my friend, Jin Fang.She is a shop aistant.She is 24…

2)学生四人一组在组内介绍。组内选出介绍最好的，准备代表小组台前发言。 3）小组代表台前发言，教师担任评委，给每个小组得出分数。

教师将学生发言中出现的生词板书，让其他组学生猜汉义和读音，猜对者可给本组加分。二

阅读并做练习1）Section A 3a

keys : 1.sister

2.is

3.brother

4.isn’t 2)两人一组表演上述对话，三分钟后角色互换。三

小游戏

让一个学生到黑板上写一个姓名，让其余的同学猜这个名字是谁的。

用到的句型：

Is„your„?

Yes, he/she is.

No, he/she isn’t.四

任务示范及讲解

让学生把从家里带来的照片摆在课桌上，然后轮流就照片进行问答。

用到的句型：

Is this your…?

Yes, it is.

Is she …?

No, she isn’t.

分组练习，然后选代表台前表演。五

作业

写一段小短文，介绍你的家人和朋友，看谁能把我们本节课从其他同学那儿学来的词都用上，不要写得太短。

Unit 3 This is my sister.

(第四课时) 教学目标：

1、进一步熟悉各家庭成员的称谓。

2、能写简短的小文章描述家庭成员。教学重点、难点：锻炼学生的写作能力教学方法：

写作训练、小组活动教学用具：

绘图笔、家庭照片教学步骤：

读P51 ,3a，Emma的信，假设你就是Emma，你能画一张怎样的家庭照呢？疑难解析

1．Thanks for„意为“谢谢、、、、、、”后接名词。例如 Thanks for your help.谢谢你对我的帮助。

Thanks for the beautiful card.谢谢你给我这麽漂亮的卡片。 2．英文书信的格式大致如此：

称呼（Dear„,）顶格写；

正文；

结束语；

署名(Yours„) Dear..., „„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„ „„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„

„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„

………………………………….Yours, …

3、指示代词this, these these是this的复数形式, 例如 This is my father’s book.These are my father’s books.写作指导

看所给出的家庭照，写一段话，介绍图中的人物

Answers: grandparents, parents, uncle and aunt, cousins 写一写关于你自己的家庭完成任务

各小组成员拿出各自家庭的照片和介绍家庭的文章，打乱顺序，然后再通过读文章，找出各自所对应的照片。家庭作业

画一幅自己家庭的照片，试着给朋友写一封短信，简单介绍家庭成员。

Go for it Book1 Unit3 教学设计

一、单元教学内容分析：

本单元的重点是介绍(Introduction)和确认人(Identify People)两个功能项目，运用This is„, Is that„等句型进行语言训练。

二、单元任务设计

Go for it教材非常灵活，可适用各层次的学生，我将Unit 3分成Section A和Section B进行安排，每个Section设计的活动可根据学生基础安排在1个课时或2个课时内完成。

三、教学步骤

ⅠSection A

1、学生事先准备家庭照片或和朋友的合照等 a、老师首先介绍自己的家人和朋友

This is my…

These are my… b、

由学生尝试介绍自己的家人

由此得father.Mother.Sister等与家庭有关问题呈现

2、游戏：a gue game

收集父亲或母亲的单人照、学生小时候的照片，通

过下列对话，猜出人物 S: Is this xxx’s father? T: No, it isn’t.

S: Is that xxx’s father? T: Yes, it is.Great!

3、2人小组活动

由2人小组完成下列对话（使用已备照片） A: This is my father.His name is… B: Is that your mother? A: No, it isn’t.That’s my sister.

4、语言拓展：教师准备一组外貌特征显著的任务照片请学生提问或表达句子:I think this is„ „that is…

ⅡSection B

1、教师两次介绍自己的family.如下： This is my grandfather.His name is Mr.Hu.That is my mother.Her name is …

之后呈现一个不完整的家谱图。如：

A / grandmother

|————————|

|———|

father

uncle

C 提问：What is A? What is B? What is C? What’s my mother’s name?

(通过这个环节，使得学生熟悉家谱图的结构，也学习了听力)

2、小组活动.2人小组，设计一个家谱图，可以是根据实际生活，

也可以是虚构的。准备就绪后，请学生介绍。

3、小组竞赛.教师出示一副焦急的母亲图片，以营造气氛。

提供单词: Worried.Look for„

要求学生使用本单元的单词。句型对这副图进行对话和描述。

注：四人小组分工，2人表演对话，2人进行记录整理。根据质量、速度和创意打分。

示范对话：

A: Excuse me, is this your mother? B: No, she isn’t.

A: Is this XiaoMing’s mother.

B: Yes I think so.Why is she worried? A:I don’t know.Let’s find XiaoMing.

4、巩固性练习。

学生介绍家人的照片，并就此写成一封信，准备在课堂上交流。

Go for it Unit 2 教案

一．本单元教学内容：

◆中心话题：Talk about things in the claroom.

◆让学生学会表述物品所属者的方法。

◆学习指示代词this和that的陈述句、一般疑问句以及其简单回答。

◆学习what，how引导特殊疑问句。

◆进一步学习物主代词your、my、her、his的用法。二．本单元教学目标：

知识目标：

◆让学生掌握与学习、学校生活贴近的物品名称。

◆让学生掌握句型：Is this/that your pencil?

Yes, it is. It’s my pencil. No/it isn’t.It’s her/his pencil.What’s this/that in English?

It’s a/an… How do you spell it ? P-E-N.能力目标：

◆培养学生良好的听说读写的能力。

◆通过情景操练，培养学生发散思维能力；

◆ 学会写寻物启示和失物招领。

情感目标：

◆培养学生拾金不昧，助人为乐的品德；培养学生协作精神。三．教学重点与难点：

◆ 询问物品属性及辨认物品所有者；

◆正确使用指示代词this与that；

◆注意区别it’s 与

it is 的书写形式；

◆进一步学习物主代词your、my、her、his。

四．

教学策略：

◆采用直观教学法、情景教学，“任务型”教学方法。

◆采用游戏、唱歌、竞赛、合作等多种活动方式再现、运用。

◆突出交际性、趣味性，注重启发式。

◆从学生的实际生活经验出发，在用中学、在做中学。五.

课时分配：

Period1: SectionA1a 1b 1c2a 2b 2c 4a 4b Period2: SectionA3 : SectionB1a 1b 2a 2b 2c Period3: SectionB3a 3b 3c

Period4: SectionB4，自我检查, 单元总复习六. 教学步骤：

Period1:SectionA1a 1b 1c2a 2b 2c 4a 4b 教学目标：1.词汇：pen pencil book eraser ruler pencil case backpack pencil sharpener dictionary 2.句型：Is this/that your pencil?

Yes, it is. It’s my pencil. No/it isn’t.It’s her/his pencil.3.学会辨认物品所有者。

4.学会使用thank you 和 excuse me ，让学生学会礼貌待人。

5.进一步学习物主代词your、my、her、his 课前准备：准备一个大盒子，收集学生的一些学习用品。 Step1.Warming up Sing a song “ Is this your ruler?” Step2. Presentation 1. Tell Ss that you have many school things here today.Show pictures on CAI and teach the new words(pen pencil book eraser ruler pencil case backpack pencil sharpener dictionary)(同时还可以教学生学习用品方面的其它词汇).2.Group task :Which school things are the most important?/used most?(让学生四人小组讨论哪些学习用品用的最多，巩固所学单词) 3.Tell Ss that there are many things in the box.Ask them whose they are.

T: Excuse me ,Sa, Is this your pencil? Sa: Yes , it is.It’s my pencil.

T: Here you are.Sa: Thank you.]

Teach the other sentences: Is that your ruler? No, it isn’t.It’s her /his ruler.Step3.Pairwork

Practice the conversations above in pairs.Then make their own conversations .

Act it out.Step4.Gueing game

Ask Ss to take something out of the box.Get other Ss gue whose it is.(让更多学生参与语言练习，运用句型Is this/that your pencil?

Yes, it is. It’s my pencil. No/it isn’t.It’s her/his pencil.) Step5.Do listening 1.Listen and check the things that you hear.2.Listen and complete the conversations.Step6.Find the owner Step7.Homework

Collect the names of school things .Write them on the exercise books.The more, the better.

Make a conversation like 2b.Period2: SectionA3 : SectionB1a 1b 2a 2b 2c 教学目标:

1.学习有关学校生活方面用品的单词，（baseball ,computer game,key, ring ,watch, ID card ,notebook ）

2.学习句型：What’s this/that in English? It’s a/an„ How do you spell it ?

P-E-N.3.让学生学会表述物品所属者的方法。

4.通过小组活动,提高学生的合作能力和竞争能力。Step1.Make up the word

Give each group the same letters.Let them arrange the letters into words they learned

(开展小组比赛，看哪组学生重新组成的单词最多，速度最快，给予奖励。) Step2.Presentation

1.Show and learn school life things.

Ask:

What’s this/that in English? It’s a/an…

How do you spell it ?

P-E-N.

Is this/that your……..Yes, it is. It’s my …….. No/it isn’t.It’s her/his …… 3.Pairwork Step3.Memory challenge

Show the pictures on CAI quickly.See who say out the most words in ten seconds.

Who is the winner?（评出表现最佳的学生，给予表扬） Step4.Find friends’ things

Collect some friends’ things, let Ss identify the things.

Use the sentences: What’s this/that in English? It’s a/an…

How do you spell it ?

My friend is …..This is her/his…… Step5.Do listening

Finish SectionB2a 2b(同时可以设计几个符合学生实际的情景听力，让学生学以致用) Step6.Pencil case show

Group work.Introduce What’s in their pencil case?

Maybe they will say: Look! What’s this ? It’s my pencil case.This is my „„..I bring it to school every day.It’s my good friend.(让学生评出最实用的铅笔盒或笔带，展示给大家看) Step7.Homework

Write something about your backpack.

Period3: SectionB3a 3b 3c 教学目标:

1.让学生掌握句型：Call Allan at 495-3539.2.让学生能够确认物主关系。

3.模仿并熟练运用目标语言写出寻物启示和失物招领。

4.培养学生拾金不昧的品德。

课前准备：教室里的失物招领箱内放几件物品。 Step1.Gueing game

Gue what’s in the lost and found case in our claroom.(复习前两节课学过的句型) Step2.Presentation

T:I lost my keys this morning.Have you seen them anywhere? I should write a Lost notice.

Tell Ss how to write a Lost & Found notice.Step3.Find the information Read the bulletin board notices and find the information.Lost School ID card Found Notebook name Tony name Mary phone 685-6034 phone 235-0285 Step4.Pieces game

First finish 3b, then give more pieces to make a Lost & Found notice.(看哪组拼得速度快,表现棒) Step5.Writing

T: In your daily life, you must have lost something or found something that doesn’t belong to you.Have you got it back or found the owner?

Ask them to try to write a Lost & Found notice.(课后把每组代表的a Lost & Found notice 展示在英语园地，让大家评一评谁的别具一格)。 Step6.Homework

Write a Lost & Found notice Period4: SectionB4，自我检查, 单元总复习

教学目标: 1.复习本单元的词汇与句型,以多种任务激发学生说的欲望，培养学生的言语交际能力。 2.运用所学语言根据情景编短剧并表演。 3.培养学生乐于助人，与人分享快乐。

4.通过小组合作活动，培养学生相互帮助，集体合作的团队精神。Step1.Gueing game

Ask Ss to draw a picture on the board.Let the other Ss gue what it is .(复习句型What’s this/that in English? Is this/that a/an„„) Step2.Words competition

Ask Ss to list as many word as they can. Have a match among four groups.First choose six to eight students from each group, S1says: pen (P-E-N) S2 should say :pen,eraser(E-R-A-S-E-R), S3should say: pen, eraser ,ruler(R-U-L-E-R)…,

the group which can add the most words is the winner.Step3.Make a play

Give Ss real scenes ,let them make a play.Act it out in cla

(eg.李明丢了一只黑色手表，来到学校Lost & Found office询问，王芳刚好拣到，上交了Lost & Found office.，由大家评出最佳表演奖，最佳默契奖，最佳创意奖，最佳创作奖) Step4.Homework

Prepare for a test of unit2.（通过本单元复习,让学生明确自己的学习状况，不断调整自己的学习策略，并对自己作出评价，可以在课前预习，上课发言，小组合作，书面作业等方面对自己作出评价。）

第20篇：初中英语冠词教案

The tenth period：冠词

教学重点

冠词的重点知识归纳及讲解。教学难点

冠词的运用。教学步骤

Step1:语法讲解

不定冠词的基本用法

1．以元音音素（而不是元音字母）开头的单词前用an.

①There’s an “h” in the word “hospital”

②English is a useful language.③He will come back in an hour.2．泛指某一类事物中的一个，但不具体说明是哪一个。 ①She’s an English teacher.②A car runs faster than a horse.3．可表示数量“一”，但不如one语气强。 ①I have a bike.It’s made in Shanghai.②We have meals three times a day.不定冠词的基本用法

1．泛指某一类人或事物中的一个，代表某一类别（不一定译为“一”）

His father is a doctor.

他父亲是医生。

4．表示单位，相当于“每”的意思

We have three meals a day.我们每日吃三餐。

5．用于某此固定词组中：a few, a little, a bit (of), a lot of等。

Step2：随堂监测

1.上学

A.go to school

B.go to the school

C.go to a school 2.住院 A, in the hospital B.in a hospital C.in hospital

3.此刻 A.at the moment B.at a moment C.at moment 4.在课堂上 A.in cla B.in a cla C.in the cla 5.在地球上 A.on earth B.on an earth C.on the earth 6.步行 A.on foot B.on the foot C.on feet 7.吃饭 A.at a table B.at the table C.at table

8.乘公共汽车A.take bus B.by bus C.by the bus 9.在家 A.at the home B.at a home C.at home 10.在工作 A.at work B.at the work C.at works

11.跳高 A.jump high B.high jump C.the high jump 12.坐飞机 A.by air B.by the air C.on air 13.乘火车 A.by the train B.by train C.on train 14.在校学习A.in the school B.in school C.in schools 15.睡觉 A.go to bed B.go to the bed C.go to a bed 16.感冒 A.have a cold B.have the cold C.have cold 17.乘船 A.by ship B.on ship C.by a ship

18.玩得痛快A.have good times B.have a good time C.have good times 19.事实上 A.in the fact B.in facts C.in fact

20.从早到晚A.from morning to the evening B.from morning to evening C.from a morning to an evening

Answers: 1—5 ACAAC 6—10 ACBCA 11—15 BABBA 16—20 AABCB Step3: Summary

Step4: Homework

Step5:板书设计

1．以元音音素（而不是元音字母）开头的单词前用an. 2．泛指某一类事物中的一个，但不具体说明是哪一个。 3．可表示数量“一”，但不如one语气强。

The tenth period：冠词

The eleventh period：冠词

教学重点

冠词的重点知识归纳及讲解。教学难点

定冠词的用法。教学步骤

Step1:语法讲解

定冠词the的基本用法：

1.指某事物，或双方都知道的事物；或上文提到的事物。如：Where’s the station, please? 2.用在世界上独一无二的事物之前。如：the earth, the moon, the Great Wall 3.用在江河湖泊之前，如：the Changjiang river 4.用在序数词之前，如：the twentieth century

5.用在形容词最高级前面。如：the tallest

6.用在姓氏复数前，表示夫妇或全家人，如：the Greens

7.用在某些乐器前，如：the piano

8.某些固定用法，如：in the morning

the east (west, south, north)

on the left (right)

in the end

go to the cinema Step2：随堂监测

I.在下列句子的空格中填上适当的冠词，不需要的地方用“/”表示：

1.This is ______ old map.It is ______ useful map.

2.We have no claes in ______ afternoon on _______ Saturday. 3.______ spaceship flies at about eleven kilometers _______second. 4.Beijing is ______ capital of ______ China.It is _______ beautiful city. 5.Roman was not built in ______ day.

6.Chinese is quite ______ difficult language for Mike.

7.Many ______ students will take ______ active part in sports meet. 8.There is ______ interesting picture on ______ wall.

9.Jenny found __ wallet lying on ____ground.____ wallet was Mr.Black’s.10.Which is ______ biggest, ______ sun, ______ moon, or ______ earth? 11.--- Which picture is more beautiful? --- ______one on ____left, I think. 12.--- Which is _____ way to ______ hospital?

--- Go down this road and turn left on ______ second croing. 13._______ more, _______ better.

14._______ Turners are sitting at breakfast table.

15.Joe Hill was _______ fighter for ______ working cla. 16.When was ______ People’s Republic of China founded?

17.In China ______ first English textbooks were published in _____late nineteenth century.

18.After ______ breakfast he went to ______ school on ______ foot. 19.______ Huanghe River lies in ______ north of China.

20.He likes playing ______ football.His sister likes playing ______ piano. Answers:1.an, a 2.the, / 3.A, a 4.the, /, a 5.a 6.a 7./, an 8.an, the 9.a, the, The 10.the, the, the, the 11.The, the 12.the, the, the 13.The , the 14.The 15.a, the 16.the 17.the, the 18./, /, / 19.The, the 20./, the

Step3: Summary

Step4: Homework

Step5:板书设计

The eleventh period：冠词

定冠词the的基本用法：

5.用在形容词最高级前面。如：the tallest

6.用在姓氏复数前，表示夫妇或全家人，如：the Greens

7.用在某些乐器前，如：the piano

8.某些固定用法，如：in the morning

the east (west, south, north)

on the left (right)

in the end