推荐第1篇：英语教案全英
PEP六年级英语 Unit 1 How do you go there? Period One Teaching contents: Part A let’s learn & let’s play Teaching aims: 1． To enable the students to master the four skills phrases: on foot，by bike，by bus，by train, by plane，by ship，by subway 2． To enable the students to ask about the ways of traffic with the following sentence patterns: How do you go to school? Or How do you go to Canada…?‖And answer with―I go by…‖ Teaching focus: To master the four skills phrases: by train, by plane, by subway, by ship, by bike, on foot Teaching difficulty: To differ ―subway‖ from―train‖ Teaching methods: Communicative Approach Teaching aids: 1.Word cards 2.Tape recorder and tape 3.Multi-media player Teaching procedure: 1.(Warm-up) Greeting: Good morning , cla ! Glad to meet you again.How are you? What day is it? What ‗s the date? What‘s the weather like today? 2.Presentation Show a picture of bus T: What‘s this? S: It‘s a bus.T: I go to school by bus.How do you go to school? (Show a picture of bike and help a student to answer with --I go to school by bike.‖) (In the same ways)Teach ―by subway‖ and ―by train‖ ―by ship‖ ―by plane‖ ―on foot‖）
Subway: It\'s an underground railway in a city．It travels very fast．We can see subway in Hong Kong, Beijing, Shanghai, Gongzhou… Explain the differences between subway and train Pay attention to the pre.― by‖& ―on‖ 3.Play games Ask one S to the front and stick the word cards next to the phrases written on the Bb when T read the new phrases quickly and the other Ss put up their cards.The one who reflect fastest and correctly is the winner.4.Listen to the tape of Part A Let‘s learn and follow it. Pay attention to the tone and pronunciation 5.Practice: Let‘s play T Offer many places (the USA.England Australia Hong Kong Shanghai Guangzhou the moon…) and traffic ways (by car/ taxi/ bus… on foot) Ss practice with above places and ways in pairs: A: How do you go to school? B: I go to school on foot .Encourage the Ss to make up as many sentences as they can.6.Spelling competition Divide the cla into tow groups.Show the pictures of traffic tools and ask Ss to spell the phrases.The first one who puts up hand gets the chance to spell.The group spell out more phrases are the winners.Homework Copy the new words and phrases Finish Page1 of the AB Bb design: Unit One How do you go there? How do you go to school/ Canada? I go to school on foot/ by subway/ bus/ train/ taxi…
推荐第2篇：全英初中英语教案
鲁人办发[2008]78号
关于做好2008年省内高校特困家庭毕业生求职补贴发放工作的通知
各高等学校:
按照山东省人民政府办公厅《关于做好特困家庭高校毕业生就业工作的通知》（鲁政办发[2008]21号）要求，现就做好2008年省内高校特困家庭毕业生求职补贴发放工作有关事项通知如下：
一、发放范围
求职补贴发放范围为符合城乡低保、零就业家庭、农村贫困家庭等特殊情况，就业有困难需要帮助的2008年省内高校山东生源应届毕业生（以下简称特困生）。其中，升学、出国、参军、指令性就业、暂无就业意愿的除外。
二、发放标准和原则
求职补贴按500元/人的标准发放，用于补贴特困生求职过程中发生的费用。 求职补贴申报和发放严格遵循诚实申请、公正受理、科学管理、公开透明、专款专用的原则。
三、申报办法
符合上述条件的特困生须向所在学校提交本人书面申请、生源所在县（市、区）民政部门核发的低保证或工会出具的《特困职工证》、扶贫办(部门)出具的特困证明及相关证明材料，并详细填写《山东省特困家庭高校毕业生求职补贴申请表》（以下简称《申请表》，见附件）。
特困生由所在学校确定，比例不得超过当年毕业生总数的5%。各学校要按照省教育厅、省财政厅《关于认真做好我省高等学校家庭经济困难学生认定工作的指导意见》（鲁教财字[2007]18号）认真做好初审工作。初审合格的特困生须采取适当方式在一定范围内公示。公示无异议后，以正式文件形式按非师范类和师范类分别报送省人事厅、省教育厅审核。其中2007年底非师范类毕业生生源审核时各学校申报并纳入省数据库的特困生可不再公示，本次审核确定后，只报送特困生名单（加盖学校公章）和《申请表》(从山东高校毕业生就业信息网下载)。
四、申报阶段时间安排
(一) 4月28日—5月7日，为申请、填表阶段。符合条件的特困生到所在高校毕业生就业工作部门提出申请，提交相关证明材料，并填写《申请表» (一式二份)。
(二) 5月8日—5月16日，为审核、公示阶段。各高校认真核查申请者相关材料，初审后在校内一定范围内公示。公示期为7天。
(三)5月23日前，为上报阶段。各高校务必在规定时间内报送相关材料。在报送时须出具正式文件（附特困生名单，按学号排序）和《申请表》，同时，各高校登陆“山东高校毕业生就业信息网”学校专区，使用“特困生管理”栏目的“求职补贴申报管理”功能，上报特困生数据。特困生的相关证明材料由学校妥善保管。
五、求职补贴的发放
省人事厅、省教育厅将各学校上报的特困生名单和《申请表》汇总后，确定发放求职补贴名单，制定发放方案。由省人事厅、省教育厅将补贴所需资金直接核拨至学校，由学校代发给特困生。
六、监督检查
各高校要高度重视求职补贴的发放工作，要明确专人负责，认真落实发放工作责任制。省人事厅、省教育厅将会同有关部门对各学校特困生相关证明材料和资金申报发放情况进行监督检查。对违反规定擅自扩大发放范围，或采取欺骗手段截留、挪用、挤占资金的，视情节轻重依法处理。
联系部门:山东省人事厅毕业生就业处、山东省教育厅学生处
联系 人:李峰、战斌、张如柏
联系电话:（0531）8859789
5、88943427，81916562
传真:（0531）88544043，86100076
二00八年月二十四日
推荐第3篇：全英初中英语教案
È«Ó¢³õÖÐÓ¢Óï½Ì°¸.txtÎÒºÜÏëÖªµÀ£¬¶àÉÙÈË·Ö¿ªÁË£¬»¹ÊÇÉî°®×Å¡£©f×Ô¼º¿Þ×Ô¼ºÐ¦×Ô¼º¿´×Å×Ô¼ºÄÖ¡£ÄãÓÃÒþÉíÀ´¶ã±ÜÎÒؼÎÒÓÃÒþÉíÀ´³ÉÈ«Ä㣡´ýµ½Ò»ÈÕȨÔÚÊÖ£¬É±¾¡ÌìϸºÎÒ¹·¡£Teaching Plan Be Careful with Numbers in Listening Cla: Cla 12, Senior Two Date: May 16,2007 Teacher: Ni Yazhen School: Zhi Yuan Senior High School Teaching Material: P75 S2B Oxford English; Additional material(The new Star Wars movie, Be Careful with Numbers) Teaching Objectives: Knowledge objectives: To enable students to listen and complete some exercises Ability Objectives: To encourage the students to have basic skills of listening.Emotion objectives: To cultivate the cooperation through peer interaction Teaching aids: Multi-media Teaching and learning method: Guiding for learning Teaching Procedures: I.Presentation Today we¡¯ll have a cla on listening practice ¡°Be careful with numbers in listening¡±: First we¡¯ll play a game.Then, we¡¯ll practice.Lead-in A game on number II.Performance: Quick and accurate response to numbers is very important in daily communication.Telephone numbers, addrees, prices, temperatures, time and dates all closely linked with the use of numbers .Besides, numbers also play a very important part in broadcast programmes such as reports Now let¡¯s listen to some advice from experts.Task 1 Be Careful with Numbers (Play the recorder Twice) Individual work¡úpair work(check the answer with your partner)¡úGroup work(Underline the important sentences.e.g.The differences between million and billion, ¡°-teen¡¯s¡± and ¡°-ty¡¯s¡± are ¡-..¡°Seventeen point five million.¡±¡-)Whole cla read the key sentences. Well-done! Numbers are all around us.Let us practice with numbers and learn to be good at numbers.(First read out the following numbers¡- Watch the screen) Task 2 Listen to some statements about the brief history of films and TV.First check the answers in groups.If you have different opinion , please raise your hands.Judgement: (First students give themselves a judge.Then teacher does it) It seems no challenge.Now, We¡¯ll do challenge exercise.So pay special attention to the numbers in the paage and select the correct answer from the choices listed below.First teach the students new words in listening material.Then ask students to read out the numbers in Star Wars.III.Promotion: Challenge exercise Star Wars Listen to the tape twice ¡úCheck the answers IV.Conclusion: What we learned today is ¡°Be careful with numbers in numbers.¡± Remember the following points when you are doing listening tasks: 1.Take great care with the spelling of names and with addrees and phones numbers, prices, time and dates...2.To find the right answer, you may need to do simple calculations or combine two sets of data.3.Listen carefully for words and phrases such as these: half / twice as expensive as¡- it¡¯s shorter / cheaper / quicker than¡- the lightest / heaviest / newest not as long / cheap / good as¡- Some useful abbreviations and symbols for note taking( See PPt.) V.Aignment: 1.Review P6-7 ¨CFilling in forms P43¨C Working with numbers 2.Collect some information on listening skills
Teaching Plan Be Careful with Numbers in Listening Cla: Cla 12, Senior Two Date: May 16,2007 Teacher: Ni Yazhen School: Zhi Yuan Senior High School Teaching Material: P75 S2B Oxford English; Additional material(The new Star Wars movie, Be Careful with Numbers) Teaching Objectives: Knowledge objectives: To enable students to listen and complete some exercises Ability Objectives: To encourage the students to have basic skills of listening.Emotion objectives: To cultivate the cooperation through peer interaction Teaching aids: Multi-media Teaching and learning method: Guiding for learning Teaching Procedures: I.Presentation Today we¡¯ll have a cla on listening practice ¡°Be careful with numbers in listening¡±: First we¡¯ll play a game.Then, we¡¯ll practice.Lead-in A game on number II.Performance: Quick and accurate response to numbers is very important in daily communication.Telephone numbers, addrees, prices, temperatures, time and dates all closely linked with the use of numbers .Besides, numbers also play a very important part in broadcast programmes such as reports Now let¡¯s listen to some advice from experts.Task 1 Be Careful with Numbers (Play the recorder Twice) Individual work¡úpair work(check the answer with your partner)¡úGroup work(Underline the important sentences.e.g.The differences between million and billion, ¡°-teen¡¯s¡± and ¡°-ty¡¯s¡± are ¡-..¡°Seventeen point five million.¡±¡-)Whole cla read the key sentences. Well-done! Numbers are all around us.Let us practice with numbers and learn to be good at numbers.(First read out the following numbers¡- Watch the screen) Task 2 Listen to some statements about the brief history of films and TV.First check the answers in groups.If you have different opinion , please raise your hands.Judgement: (First students give themselves a judge.Then teacher does it) It seems no challenge.Now, We¡¯ll do challenge exercise.So pay special attention to the numbers in the paage and select the correct answer from the choices listed below.First teach the students new words in listening material.Then ask students to read out the numbers in Star Wars.III.Promotion: Challenge exercise Star Wars Listen to the tape twice ¡úCheck the answers IV.Conclusion: What we learned today is ¡°Be careful with numbers in numbers.¡± Remember the following points when you are doing listening tasks: 1.Take great care with the spelling of names and with addrees and phones numbers, prices, time and dates...2.To find the right answer, you may need to do simple calculations or combine two sets of data.3.Listen carefully for words and phrases such as these: half / twice as expensive as¡- it¡¯s shorter / cheaper / quicker than¡- the lightest / heaviest / newest not as long / cheap / good as¡- Some useful abbreviations and symbols for note taking( See PPt.) V.Aignment: 1.Review P6-7 ¨CFilling in forms P43¨C Working with numbers 2.Collect some information on listening skills
Teaching Plan ----Yang Xuefen Content: Unit 4 He said I was hardworking.>, Grade 8(¢ò) Time: March 12th, the 1st period, Place: Cla 6, Grade 8
Teaching goals: 11.Knowledge goal: 1.Vocabulary: hard-working, be mad at, not---anymore 2.Patterns: What did Marcia say? She said she was she was having a party for Lanna.22.Ability goal: Learn to report what someone said correctly 33.Moral goal: To teach students not to report wrong meage or they may cause trouble.To be an honest and good kid, report what someone said correctly.Teaching aids: multi-media
Teaching procedures: Step 1: Leading in by free talking with the students: Ask several Ss what they are going to do after school .Write their sentences on the Bb.How are you? How is your mother? What are you doing? What is your mother doing? What do you do in the morning? What about your mother? What are you going to do after school? What is your mother going to do after work? I¡¯m fine.My mother is fine.I¡¯m having a cla.My mother is working.I have leons in the morning? My mother works in the morning.I am going to play sports after school My mother is going to cook after work.
Step 2: Pre-task T: Now I¡¯m going to report what xx said to you: xx said he was fine.And he said his mother was fine, too.He said he was having a cla and his mother was working.He said he had leons in the morning and his mother worked in the morning.He said he was going to play sports after school.He said his mother was going to cook after work.Step 3: While-task 1.Observe the sentences on the blackboard, find out what is different in my report He/ She said--------.4.SBp26/1a: Write the words soap opera on the board.Point to the picture and ask students what they think a soap opera is.Point out the TV screens in the picture.Ask one student to read what the person says in the first picture .Then ask another student: What did she/he say? Help to answer: She/He said she/he was having a surprise party for Lana on Friday night.6.Repeat with the other pictures.SB Page 26 , 1b .Listen and Number the pictures.SB Page 27 , 2a & 2b .1.Ask some individuals to read these sentences.2.Play the recording .Ss circle their answer.3.Check the answers.Step 5: Grammar Focus 1.Review the grammar box.Ask Ss to say the statements.2.Explain: In each case, the direct speech talks about present situations and the reported speech talks about past situations .Step 6: Practice: 1.Pa on What MsYang said one to another, then the last one tell the whole cla: I love my students.Ms Yang said she loved her students.I can speak English.Ms.Yang said she could speak English.I want to be a writer.Ms.Yang said she wanted to be a writer.I am playing games with my students.Ms.Yang said she was playing games with her students.2. What can you do? What are you going to be when you grow up? How are you going to do that? ---------- Report: xxx said he/she could---.He/She was going to be a/an----.She/ He was going to---- Xxx said ------ I hope ----- Step 7: Homework Grammar Focus Section A
Step1 Lead-in 1.Ask students: What year is this year? 2.Show students the picture of twelve animals in Chinese horoscope, and tell them different namesTell them this year is in the year of the Rat.3.Ask students: How old are you? When were you born? (What year were you born in?) What is your animal sign? What characters do you think it has? 4.Ask students: What month were you born in? (review twelve months in a year) 5.Tell students that everyone in western countries has his or her own star sign.(T: We know that animal signs are very popular in Chinese culture, we are familiar with them.But people in western countries have their own star signs according to the birth month.It can tell you something about your abilities, talents and special qualities.) Step 2 Welcome to the unit 1.Show students the picture of star signs.¡°How much do you know about them?¡± Let students gue different star signs.(can be in Chinese) 2.In the West, people use some creatures to represent the star signs.Can you tell me their names? Teach students new words.3.Look at the pictures and read the new words after the teacher.4.Let students finish Part A on P7 and check the answers by reading the names.5.Some more exercises to see if students have known the star signs.(1) Show students 6 pictures and name the star signs.(2) Play a gueing game: fill in the blanks by using the names of the creatures.6.Tell students there are 6 more star signs and let them gue what they are represented by using the 6 pictures in Part B on P7.7.Check the answers to Part B.Step 3 Oral practice 1.Ask students: When is your birthday? What is your star sign? 2.Show students the twelve star signs and let them point out their own star sign in both English and Chinese.Ask the students to try to remember their own star sign.3.Pair work: Let students ask and answer in pairs.Step 4 Comic strips 1.Are you interested in star signs? So are Eddie and Hobo.Listen to their conversation and repeat it after the tape.2.Ask students some questions to see if they have known the dialogue.(1) Who brings Eddie the newspaper? (2) What does Hobo ask Eddie to read? Why? (3) What do Eddie¡¯s stars say? (4) What happens to Eddie¡¯s breakfast at the end of the story? 3.Let students read the dialogue by themselves (or practice in pairs) 4.Do some more exercises after reading and check the answers together.5.What do you think Hobo¡¯s and Eddie¡¯s star signs are? 6.Oral practice: Try to act out this dialogue in pairs Ask the students to make a new dialogue by adding their own ideas.Step 5 Homework 1.Remember the star signs.2.Make up a new dialogue about star signs.3.Try to find out how many clamates are under the star sign as you.
Step 1 Revision 1.Finish some exercises.2.Review the star signs: look at the star signs and name them.Read together after the teacher.3.Gueing game: (Test who has the best memory) Teacher will say the Chinese name of the star sign; students try to find out the right picture and say the name in English.Step 2 Lead-in 1.Free talk: (1) What is your star sign? (2) Can you tell me something about yourself? ( abilities, special qualities, characteristics) (3) How many students are under the same star sign as you? (Yesterday¡¯s homework) (4) What are they like? (clever, kind, generous, hard-working, brave, patient, polite¡-.) (5) Do you share similar characteristics? (Let students speak out as many adjectives about characters as poible.) 2.Do you know these words? They are also used to describe people.(Teach the new words, and finish Exercise B on P10.) 3.Read the new words after the teacher.Then let students read the sentences by themselves.4.Do some more exercises to see if students have known all the words¡¯ meanings.Step 3 Reading 1.T: It¡¯s said that star signs can represent a person¡¯s characteristics.Let¡¯s check if it is true.Please listen to the tape and learn something about them.2.Reading task 1: After listening to the tape, do ¡°T¡± or ¡°F¡± questions.3.Reading task 2: Ask students some questions to check if they have known the main idea, with the books open.(1) Is Aries lazy? (2) Which star sign likes saving money? (3) Does Sagittarius like telling jokes? (4) Which star sign has the best imagination? (5) If your birthday is on 13th September, what is your star sign? 4.Make students read the article paage by paage and try to find out the adjectives to describe people¡¯s characteristics with the picture of each star sign.(Esp.their own star sign) T: Whose star sign is Aries? When is your birthday? What characteristics do you have/ do this star sign have?
Aries: energetic, active, impatient, selfish Taurus: stubborn, hard-working, patient Gemini: curious, clever, outgoing Cancer: kind Leo: strong, confident, generous Virgo: modest, practical Libra: polite, fair, elegant Scorpio: powerful, silly Sagittarius: humorous, lucky Capricorn: succeful, patient Aquarius: kind, wise, strange Pisces: generous, kind, gentle, easy-going, creative, imaginative
5.Discuion: What is your star sign? Do you have the same characteristics as the star sign says? Do you think what the star signs say about people are facts? -- So we can have a conclusion: What the star signs say about people are not facts.We can just learn about star signs for fun.Step 4 Some More Exercises 1.What are your characteristics? Write a short description of your own characteristics.2.Then show your description to your partner.3.Discu with your partner whether or not you agree with each other.Step 5 Homework 1.Read the paage three times.2.Remember all the adjectives which describe a person¡¯s characteristics.
Step 1 Revision 1.Ask students some questions while showing Picture 1.(1) How many star signs are there in a year? (2) How do you know your star sign? What decides your star sign? (3) Do the people under the same star sign share similar characteristics? (4) What characteristics do the people under your star sign have? 2.Explain the language points while answering the above questions.1) A year is divided into 12 different star signs.2) Your date of birth decides your star sign.3) People born under the same star sign share similar characteristics.3.Ask more questions about Reading 1) Which star sign doesn¡¯t give up easily? 2) Which star sign loves peace and doesn¡¯t like to argue with others? 3) Which star sign is suggested to forgive others for their mistakes? 4) Which star sign likes to dream about everything? 4.Teach the language points by answering the above questions.(1) You are patient and do not give up easily.(2) You love peace and do not like to argue with others.(3) Sometimes it is silly of you not to forgive others for their mistakes.(4) You like to dream about everything.Step2 Group work 1.Show students some pictures and paages about some famous people.Let students gue what star signs they are? 2.Finish Part C2 on Page11, and then check the answers.3.Discuion: What kind of friend do you like to make? (Why?) What is his/her star sign? (Let students talk about his or her own characteristics and his or her friend¡¯s.) 4.What star signs are suitable for these jobs? Why? Step 4 Conclusion What star signs say about people are not facts.We should work hard to make our dream come true.Step 5 Homework 1.Read the paage again and again.2.Do some exercises.
推荐第4篇：pep六年级下册全英英语教案unit4 Then and Now Part A
Unit Four Then and Now Ⅰ.Aims of the unit
1.Ability Aims (1) Students are able to correctly use the central sentences and phrases below to describe the changes of a place or a person; “There was/were (no) years ago.Now there is/are …” “ Before, I/she/he/it was … Now, I/she/ he/it …”
(2) Students can understand the meaning and pronunciation of the new words and phrases “star, easy, look up, Internet”
2.Knowledge Aims (1) Students can grasp the central sentences above in listening, speaking, reading and writing.(2) Students can grasp the central phrase above in listening, speaking, reading and writing.3.Other Aims (1) Moral Aims : Students can expre their sadne and fear to their parents to reduce stre and keep healthy
(2) Cultural Aims : Students can make good use of the world-famous media—Internet to study by themselves
(3) Strategy Aims :Students can get the main idea and some detail information from the text.Ⅱ Content of the unit
Leon One
(A Let’s learn)
Ⅰ.Teaching Aims: 1.Students can grasp the words and phrases “dining hall, gra, gym, ago”
2.Students can know the speaking and using of the sentences： “There was gym in my school twenty years ago.” “Now there’ s a new one in our school.”
3.Students can sing the song Changes in me Ⅱ.Important &difficult points: Students can correctly use the past tense and present tense among the new words and sentences. Ⅲ Teaching Aids 1.PPT 2.Radio
Ⅳ Teaching Procedures 1.Warm-up Go over the phrases of Unit 3: ate fresh food, went swimming, took pictures, bought gifts, rode a horse, rode a bike , went camping, hurt my foot , went fishing 2.Presentation (1)Show the words :dining hall, gra, gym, ago.① Show the picture of gra.
T: What’s this? Ss: It’s gra.
Chant: Gra, gra.Play football on the gra.
Teacher write down the words on the blackboard and show other word “dining hall, gym”.
Chant: Dining hall, dining hall.Have lunch in the dinning.Gym, gym.Play basketball in the gym.
② Teach the word “ago，...years ago, ...months ago.”
T: I went fishing three days ago.I went to Beijing two years ago. Show the pictures of schools and compare：There was no gym in my school twenty years ago.Now there’s a new one in our school.Then ask students to read after the radio and then let them to make sentences to describe the school before and now.e.g.There was no computer room ten years ago.Now there’s a new one in our school.3.Practice and Consolidation 1.Game “What’s miing” 2.Finish “ Find the mistakes” 3.Sing the chant Changes in me 4.Homework Write and recite “ dining hall, gym, gra, years ago, months ago, last year, last month”
Leon Two
( Let’s try Let’s talk )
Ⅰ.Teaching Aims
1.Students can grasp the words：star, easy, look up, and Internet.2.Students can correctly use the sentences： “There was no library in my school.
Tell us about your school, please. How do you know that?
There were no computers or Internet in my time.” Ⅱ.Important &difficult points: Students can correctly use the sentences ：“There was no library in my school.
Tell us about your school, please. How do you know that?
There were no computers or Internet in my time.” Ⅲ.Teaching Aids 1.PPT 2.Radio
Ⅳ.Teaching Procedures 1.Warm-up 1.Go over words of Let’s learn.Game “Golden Eyes” 2.Make sentences with “ ago” 2.Teaching Procedures (1).Show the words: star, easy, look up, Internet.Then ask students to make sentences with them.(2).Show pictures of schools with and without library and present the differences: “ There was no library in the school.Now there’s a new one.” Show pictures of schools with and without computers and present: “There were no computers or Internet in my time.” Then ask them to read the sentences paying attention to was and were.
(3).Explain and read the sentences for students “Tell us about your school, please. How do you know that?”
(4).Students answer the question “What was Grandpa’s school like?” and help them to get the correct answer.3.Practice and consolidation (1)Students read after the radio (2) Look and expre the differences 3.Homework Recite the dialogue in groups
推荐第5篇：全英事迹
2015-407.2-SJ-001
奋不顾身 见义勇为
————记汽机检修全英同志英勇事迹
锅炉检修专业在进行地下管道漏点查找处理过程中，由于坑边发生严重滑坡导致一在坑下作业人员受伤。
当时在现场进行漏点查找处理的专业人员很少，由于土方的塌方量很大，且当时的情况很紧急。在听到有人呼喊“救人”的声音后，汽机检修专业的全英就立即跑了过去。没有进行任何的考虑就跳下了坑内。由于怕伤害到被埋在坍塌土方里面的受伤人员，不能使用工具只能徒手进行挖掘土方进行抢救作业，争取尽快的将受伤人员营救出来。他不顾自己的手指头抠土方受伤出了很多鲜血，继续加快抠土方的速度。他不但自己进行徒手进行抢救作业，还同时照顾其他的同事安全，不时的提醒他们注意土方下受伤人员的安全和进行抢救作业人员注意安全，防止事故的扩大。他自己脚上的鞋陷丢在土方里面都没有感觉到，而是继续的光着双脚进行抢救伤者，直到抢救完毕后才知道自己的鞋都陷丢在土方里面了！可是他什么都没有说，而是在受伤人员抢救到坑上时还询问情况怎么样了呢！还随同其他人将伤者抬上了车，然后才注意到自己的脚也划破出血了。这才是一个真正的见义勇为的先锋模范的行为！
现在的社会需要这样的见义勇为的人！我们公司需要这样的人！我们锅炉检修专业的全体人员对他表示深深的感谢！也感谢其他参与抢救工作的同事们，也对他们表示深深的感谢！谢谢你们！
我们要大力的弘扬像全英这样见义勇为、奋不顾身、舍己为人的精神，把这样的精神发扬开来，让我们每一个人都感觉人间的温暖！
检修部锅炉检修
2015年8月10日
检修部锅炉检修
- 1 -
推荐第6篇：be careful l_全英语教案
Unit 7 Be Careful ⅠTeaching content 陕西旅游出版社四年级下册 Unit 7 Be Careful Ⅱ.Teaching aims Words ： stop wait Phrases ：turn right turn left traffic lights cro the street Ⅲ.Teaching important and difficult points important points ： stop
wait turn right
turn left traffic lights cro the street difficult points ：know simple traffic signs and expre direction Teaching tools ：radio,PPT and sign cards Teaching methods ：play games Ⅳ.Moral education ：
Let students know the importance of obey the traffic rules Teaching procedures ： Step1 Leading in 1.Greeting Hello! boys and girls ,nice to meet you . Nice to meet you,too. 2.Color the traffic lights All the students know“stop at a red light ,go at a green light ,wait at a yellow light”
Teacher show the traffic lights,ask several students according to the pictures to color them, the one who finishes quickly is the winner. After teacher insist the importance of danger ,then lead to title “Be careful !”
Step New leon 1.Show the picture of traffic signs that including traffic lights ,tell students these are the traffic lights , there are three kinds of colors in it ,they are red,green and yellow .Teach the word “traffic lights”. 2.Write them on the blackboard . 3.Teacher students to read them. 4.Students practice reading in groups. 5.Spell and write.students write the words ,teacher check around the claroom. 6.Teach the words “stop wait”,use the same way. 7.Put up the signs of turning left and right on the blackboard ,teacher sets examples about turning left and turning right ,then write them on the blackboard.Students offer their hands understand the words and read follow the teacher. 8.Read by themselves. 9.All the students stand up and do the action according to teacher’s order,compete who is first. 10.Use multimedia to teach the phrase “cro the street”. 11.All the students listen to the radio and read after it,pay attention to the pronunciation and intonation.Step Practice 1.Play a game. Call several pairs of students to stand in the front of the claroom ,one says the vocabulary that learned this leon ,the other gue the meaning ,one group by one group ,make students remember the vocabulary firmly.2.Finish look,tick and say on page 59.
Step4 Summary Now ,accidents happen very often ,as students ,we should realize the importance of dander ,when we want to cro the croing ,we must first look at the traffic light ,make sure it is safe ,we can cro carefully ,like this ,we are careful and safe.Step5 Homework
Blackboard design stop wait turn right turn left traffic lights cro the street
Unit 7 Be Careful
推荐第7篇：新概念英语第一册英语教案(全)
临外·一年级英语教案 马从
Leon 1 Excuse me! 对不起！
Leon 2 Is this your„ 这是你的„„吗？
一、教学目的
1．理解主系表结构的陈述、一般疑问式 2．初步掌握询问“是否”的方法
二、教学重点
1．主系表结构 2．一般疑问句 3．代词小引
三、教学难点
1．人称代词和物主代词的区分运用 2．主系表结构及其一般疑问句
四、教学标准
1．识别并简单运用主系表结构 2．掌握一般疑问句及肯定回答
五、教学内容
1．语法点：
1) 代词人称代词和物主代词 2) Be 动词 3) 一般疑问句
4) 主系表结构this为主语，名词做表语 5) 一般疑问句以及它的肯定回答 2．语言点： 1) 打扰他人 2) 表达谢意
3．语音：初步知识，字母、音标介绍
六、扩展练习
1．打扰他人的表达 2．表达谢意
1 临外·一年级英语教案 马从
Leon 3 Sorry, sir.对不起，先生。 Leon 4 Is this your„ 这是你的„„吗？
一、教学目的
1.理解并运用主系表结构的陈述、一般疑问式 2.掌握询问“是否”的方法
二、教学重点 1.主系表结构 2.一般疑问句
3.代词形容词性物主代词
三、教学难点
1.人称代词和物主代词的区分运用 2.主系表结构及其一般疑问句
四、教学标准
1.识别并简单运用主系表结构 2.掌握一般疑问句及否定回答
五、教学内容 1.语法点：
1) 否定陈述句
2) Be动词的否定形式 3) 代词的功能
4) 一般疑问句及否回答 5) 形容词性物主代词
2.语言点：
1) 询问“是否” 2) 表达歉意
3.语音：字母、音标介绍
六、扩展练习1.询问“是否” 2.向别人道歉
2 临外·一年级英语教案 马从
Leon 5 Nice to meet you 很高兴见到你 Leon 6 What make is it? 它是什么牌子的？
一、教学目的
1．灵活运用主系表结构 2．见面寒暄及介绍第三方
二、教学重点
1．主系表结构的人称变化 2．主系表结构的特殊疑问句
三、教学难点
1．主系表结构的第三人称
2．特殊疑问句的基本结构和回答
四、教学标准
1．熟练运用主系表结构的陈述式和一般疑问式 2．了解特殊疑问句的结构及回答
五、教学内容
1．语法点：
1) 主系表结构(主语为第三人称单数) 2) 冠词a/an 的使用
3) 特殊疑问句及常用特殊疑问词 2．语言点：询问国籍及国籍表达 3．语音：辅音 爆破音
六、扩展练习
1．初次见面的问候以及介绍别人 2．询问物品的品牌
3 临外·一年级英语教案 马从
Leon 7 Are you a teacher?你是教师吗？ Leon 8 What's your job? 你是做什么工作的？
一、教学目的
1．灵活运用主系表结构 2．掌握特殊疑问句结构
二、教学重点
1．不同人称的主系表结构 2．主系表结构的特殊疑问句
三、教学难点
1．主系表结构不同人称的运用 2．特殊疑问句的结构及回答
四、教学标准
1．灵活运用主系表结构(单数各人称) 2．理解运用特殊疑问句
五、教学内容
1．语法点：
1) 主系表结构(主语为第二人称) 2) 特殊疑问句(What引导、含系动词) 2．语言点：
1) 自我介绍和相互认识 2) 询问工作及表达职业 3) 询问国籍及国籍表达 3．语音：辅音 爆破音
六、扩展练习
1．介绍自己及他人 2．询问工作及回答
4 临外·一年级英语教案 马从
Leon 9 How are you today? 今天好吗？ Leon 10 Look at„看„„
一、教学目的
1．理解不同特殊疑问词引导的特殊疑问句 2．运用主系表结构（形容词作表语）
二、教学重点
1．主系表结构中的表语
2．不同特殊疑问词的特殊疑问句
三、教学难点
1．理解句子成分表语
2．不同特殊疑问词的特殊疑问句
四、教学标准
1．掌握主系表结构，对句子成分有初步认识 2．掌握特殊疑问句的结构
五、教学内容
1．语法点：
1) 主系表结构形容词做表语 2) 特殊疑问句(How引导) 3) 表示位置的介词短语 4) “看”的表达
2．语言点： 相互问候用语
3．语音：元音 前元音
六、扩展练习
1．朋友或熟识的人之间的问候 2．询问某人身体状况
5 临外·一年级英语教案 马从
Leon 11 Is this your shirt? 这是你的衬衫吗？
Leon 12 Whose is this„？This is my/your/his/her„这„„是谁的？这是我
的/你的/他的/她的
Whose is that„？That is my/your/his/her„那„„是谁的？那是我的/你的/他
的/她的
一、教学目的
1．对一般现在时主系表结构有较系统的认识
2．理解并运用不同特殊疑问词引导的特殊疑问句 3．初步认识名词所有格
二、教学重点
1．一般现在时主系表结构的系统知识 2．特殊疑问句的熟练运用
三、教学难点
1．主系表结构一般现在时的不同人称、不同句式的表达 2．名词所有格
四、教学标准
1．能转换一般现在时的人称及陈述式、一般疑问式和特殊疑问式 2．初步了解名词所有格
五、教学内容
1．语法点：
1) 特殊疑问句(Whose引导) 2) 名词性物主代词 3) 名词所有格（'s）
4) 系统讲解一般现在时的主系表结构 2．语言点：
询问这是你的吗？ 3．语音：元音 前元音
六、扩展练习
询问“这是谁的„„？”
6 临外·一年级英语教案 马从
Leon 13 A new dre 一件新连衣裙
Leon 14 What colour's your„？你的„„是什么颜色的？
一、教学目的
1．运用不同特殊疑问词引导的特殊疑问句 2．理解并运用名词所有格 3．初步理解祈使句
二、教学重点
1．名词所有格与形容词性物主代词 2．祈使句的结构及用法
三、教学难点
祈使句的结构及用法
四、教学标准
1．掌握名词所有格的一般用法 2．掌握祈使句结构并运用
五、教学内容
1．语法点：
1) 特殊疑问句(What colour引导) 2) 祁使句
3) 名词性物主代词 4) 名词所有格（'s） 2．语言点：询问颜色的句型 3．语音：元音 前元音
六、扩展练习
询问颜色
7 临外·一年级英语教案 马从
Leon 15 Your paports, please.请出示你们的护照。 Leon 16 Are you„? 你是„„吗？
一、教学目的
1．理解名词的数及可数名词的复数形式 2．可数名词单数与复数的表达
二、教学重点
可数名词的复数形式及变化规则
三、教学难点
可数名词复数形式的变化规则
四、教学标准
理解名词复数的用法
五、教学内容
1．语法点： 1) 名词的数
2) 可数名词的复数形式及变化规则 2．语言点：询问表达国籍的句型 3．语音：辅音 摩擦音
六、扩展练习
询问及表达国籍（复数）
8 临外·一年级英语教案 马从
Leon 17 How do you do? 你好！
Leon 18 What are their jobs? 他们是什么做什么工作的？
一、教学目的
1．熟练掌握并灵活运用特殊疑问句 2．掌握可数名词的复数形式
二、教学重点
1．特殊疑问句中对特殊疑问词的选择 2．可数名词的复数
三、教学难点
1．不同疑问词的对比及运用 2．名词复数的运用
四、教学标准
1．对比、区分、运用不同的特殊疑问词 2．掌握名词复数的用法
五、教学内容
1．语法点：
1) 特殊疑问句（Who、What、How对比） 2) 可数名词的复数形式
3) 形容词性物主代词以及对应的主格代词形式 2．语言点：询问工作及表达职位相关句型及词汇 3．语音：辅音 摩擦音
六、扩展练习
工作以及职位的询问和表达
9 临外·一年级英语教案 马从
Leon 19 Tired and thirsty 又累又渴 Leon 20 Look at them!看看他/它们!
一、教学目的
1．初步理解There Be结构
2．熟练运用常用形容词（主系表结构）
二、教学重点
1．There be结构的用法
2．主系表结构（形容词作表语）
三、教学难点
There be结构的用法
四、教学标准
理解There be结构的用法并简单运用
五、教学内容
1．语法点：
1) There Be结构 2) 常用形容词 3) 选择疑问句
2．语言点：“看”的用法 3．语音：辅音 摩擦音
六、扩展练习
运用选择疑问句询问对方情况
10 临外·一年级英语教案 马从
Leon 21 Which book? 哪一本书？
Leon 22 Give me/him/her/us/them a„给我/他/她/我们/他们一„„
Which one? 哪一„„？
一、教学目的
1．熟练运用特殊疑问句（Which引导） 2．区分人称代词的主格与宾格 3．初步理解双宾语
二、教学重点
1．特殊疑问句（Which引导） 2．区分人称代词的主格与宾格
三、教学难点
1．人称代词的主格与宾格 2．双宾语
四、教学标准
1．熟练运用特殊疑问句
2．理解人称代词的主格与宾格 3．对宾语有初步理解
五、教学内容
1．语法点：
1) 特殊疑问句（Which引导） 2) 人称代词主格和宾格 3) Give的双宾用法 4) One作代词
2．语言点：口语中祈使句的运用 3．语音：辅音 摩擦音
六、扩展练习
帮助对方做出选择“哪一个？”
11 临外·一年级英语教案 马从
Leon 23 Which glaes? 哪几只杯子？
Leon 24 Give me some„给我一些„„Which ones? 哪些„„？
一、教学目的
1．熟练运用特殊疑问句（Which引导） 2．运用人称代词的主格与宾格 3．理解、运用双宾语 4．介词短语作后置定语
二、教学重点
1．特殊疑问句（Which引导） 2．人称代词的主格与宾格 3．one、ones作代词
三、教学难点
1．人称代词的宾格 2．双宾语
四、教学标准
1．熟练运用特殊疑问句
2．理解并运用人称代词的主格与宾格 3．判断直接宾语和间接宾语
五、教学内容
1．语法点：
1) 特殊疑问句（Which引导） 2) 人称代词主格和宾格 3) Give的双宾用法 4) Ones作代词
5) 介词on的用法(介词短语做后置定语) 2．语言点：口语中祈使句的运用 3．语音：元音 中元音
六、扩展练习
帮助对方做出选择“哪一个？”
12 临外·一年级英语教案 马从
Leon 25 Mrs.Smith's kitchen 史密斯太太的厨房 Leon 26 Where is it? 它在哪里？
一、教学目的
1．熟练运用特殊疑问句（Where引导） 2．进一步熟练运用There be结构 3．理解定冠词the的用法
二、教学重点
1．There be结构 2．定冠词the的用法
三、教学难点
定冠词与不定冠词的区别及用法
四、教学标准
1．熟练运用There be结构表示“存在、有” 2．理解定冠词的用法
五、教学内容
1．语法点：
1) 特殊疑问句（Where引导） 2) There be结构(单数) 3) 定冠词the的用法
2．语言点：询问在哪里的说法(单数) 3．语音：元音 中元音
六、扩展练习
厨房设施的表达
13 临外·一年级英语教案 马从
Leon 27 Mrs.Smith's living room 史密斯太太的客厅 Leon 28 Where are they？他们在哪里？
一、教学目的
1．熟练运用特殊疑问句（Where引导） 2．熟练运用There be结构 3．掌握定冠词the的用法
二、教学重点
1．There be结构 2．定冠词the的用法
三、教学难点
定冠词与不定冠词的区别及用法
四、教学标准
1．熟练运用There be结构表示“存在、有” 2．掌握定冠词的用法
五、教学内容
1．语法点：
1) 特殊疑问句（Where引导） 2) There be结构(单数) 3) 定冠词the的用法
4) 介词短语作表语，表方位
2．语言点：询问在哪里的说法(复数) 3．语音：辅音 破擦音
六、扩展练习
房间内的方位表达
14 临外·一年级英语教案 马从
Leon 29 Come in, Amy.进来，艾米。 Leon 30 What must I do? 我应该做什么？
一、教学目的
1．运用祈使句
2．理解情态动词Must的用法 3．掌握动词与宾语的固定搭配
二、教学重点
1．祈使句的用法发号施令（肯定） 2．情态动词在句子中的位置及具体运用
三、教学难点
Must的用法
四、教学标准
1．能够运用祈使句发号施令
2．掌握情态动词在句子结构中的要求
五、教学内容
1．语法点：
1) 祈使句的一些用法(肯定) 2) 情态动词Must的用法 3) 动词与宾语的固定搭配 2．语言点：
1) 发号命令的表达方法 2) 询问自己该做某事 3．语音：辅音 破擦音
六、扩展练习
命令他人做某事以及请求任务
15 临外·一年级英语教案 马从
Leon 31 Where's Sally? 萨莉在哪里？
Leon 32 What's he/she/it doing?他/她/它在做什么？
一、教学目的
1．理解现在进行时的用法（陈述句，单数） 2．进一步熟练运用介词短语表方位
二、教学重点
现在进行时的结构及陈述句与疑问句的变换
三、教学难点
现在进行时的结构
四、教学标准
1．掌握现在进行时的结构并能变换不同句式 2．记住现在分词的规则变化
五、教学内容
1．语法点：
1) 现在进行时的结构及用法（陈述句，单数） 2) 现在分词的规则变化
3) 询问在哪里及介词短语表方位 2．语言点：
询问及表达正在做某事（单数） 3．语音：辅音 破擦音
六、扩展练习
询问及表达正在做某事（单数）
16 临外·一年级英语教案 马从
Leon 33 A fine day 晴天
Leon 34 What are they doing? 他们在什么？
一、教学目的
1．运用现在进行时（陈述、疑问式，单复数） 2．介词短语表方位
二、教学重点
掌握现在进行时的结构及陈述句与疑问句的变换
三、教学难点
现在进行时的结构及现在分词变化
四、教学标准
1．掌握现在进行时的结构并能变换不同句式 2．记住现在分词的规则及不规则变化
五、教学内容
1．语法点：
1) 现在进行时的结构及用法（陈述、疑问式，复数） 2) 现在分词的不规则变化
3) 询问在哪里及介词短语表方位 2．语言点：
1) 询问及表达正在做某事（单、复数） 2) 一些相关天气的说法 3．语音：元音 后元音
六、扩展练习
询问及表达正在做某事（单、复数）
17 临外·一年级英语教案 马从
Leon 35 Our village 我们的村庄 Leon 36 Where„？„„在哪里？
一、教学目的
1．熟练运用现在进行时态 2．熟练运用介词短语表方位
二、教学重点
1．现在进行时态的不同句式及单复数 2．现在分词的规则及不规则变化
三、教学难点时
1．现在进行时态的结构及句式变换 2．现在分词的不规则变化
四、教学标准
1．掌握现在进行时的结构并灵活运用，能变换不同句式 2．熟记现在分词的规则及不规则变化
五、教学内容
1．语法点：
1) 现在进行时的结构及用法（单复数及不同句式） 2) 现在分词的规则及不规则变化 3) 询问在哪里及介词短语表方位 4) 不及物动词构成的短语动词 2．语言点：
1) 询问及表达正在做某事 2) 询问、表达方位 3．语音：元音 后元音
六、扩展练习
自己家乡的介绍
18 临外·一年级英语教案 马从
Leon 37 Making a bookcase 做书架
Leon 38 What are you going to do ? 你准备做什么？
What are you doing now? 你现在正在做什么？
一、教学目的
1．初步理解一般将来时
2．理解一般将来时与现在进行时的区别
二、教学重点
1．一般将来时（be going to do） 2．一般将来时与现在进行时的对比
三、教学难点
一般将来时与现在进行时的对比
四、教学标准
1．区分一般将来时与现在进行时 2．简单运用一般将来时
五、教学内容
1．语法点：
1) 一般将来时（be going to do） 2) 一般将来时与现在进行时的对比 3) 宾语与宾语补足语 2．语言点：
1) 询问及表达正在做某事 2) 如何表达将要做某事 3．语音：辅音 鼻辅音
六、扩展练习
询问及表达将要做某事
19 临外·一年级英语教案 马从
Leon 39 Don't drop it! 别摔了！
Leon 40 What are you going to do ? 你准备做什么？
I'm going to„我准备„„
一、教学目的
1．进一步理解一般将来时并运用 2．掌握祈使句的否定形式
二、教学重点
1．一般将来时的运用（be going to do） 2．祈使句的否定形式
三、教学难点
一般将来时的灵活运用（be going to do）
四、教学标准
1．熟练掌握一般将来时be going to do的用法 2．掌握运用祈使句的否定形式
五、教学内容
1．语法点：
1) 一般将来时（be going to do） 2) 双宾语：直接宾语，间接宾语 3) 祈使句的用法及其否定形式 2．语言点：
1) 询问及表达正在做某事 2)
3) 如何表达将要做某事 3．语音：元音 合口双元音
六、扩展练习
1．询问及表达将要做某事
2．运用祈使句发号施令（否定）
20 临外·一年级英语教案 马从
Leon 41 Penny's bag 彭妮的提包
Leon 42 Is there a„in/on that„?在那个„„中/上有一个„„吗？
Is there any„in/on that„? 在那个„„中/上有„„吗？
一、教学目的
1．There be结构的一般疑问式（is） 2．不可数名词量的表达
二、教学重点
1．There be结构的一般疑问式（is） 2．不可数名词量的表达
三、教学难点
不可数名词量的表达
四、教学标准
1．掌握There be结构陈述句与一般疑问句的转换（is） 2．掌握不可数名词量地表达
五、教学内容
1．语法点：
1) 名词所有格的用法
2) There be 结构的一般疑问句形式（Be为is ） 3) 如何表示不可数名词的量 4) Some和any 的用法 2．语言点：
询问某处是否有某物 3．语音：元音 合口双元音
六、扩展练习
询问及回答某处是否有某物（不可数名词）
21 临外·一年级英语教案 马从
Leon 43 Hurry up! 快点！
Leon 44 Are there any„?有些„„吗？Is there any„?有些„„吗？
一、教学目的
1．There be结构的一般疑问式（is/are） 2．不可数名词量的表达 3．情态动词can的用法
二、教学重点
1．There be结构的一般疑问式（is/are） 2．不可数名词量的表达
三、教学难点
不可数名词量的表达
四、教学标准
1．掌握There be结构陈述句与一般疑问句的转换（is/are） 2．掌握不可数名词量地表达 3．理解情态动词can的用法
五、教学内容
1．语法点：
1) There be 结构的一般疑问句形式（Be为is和are ） 2) 如何表示不可数名词的量 3) Some和any 的区别 4) 情态动词can的用法 2．语言点：
询问某处是否有某物（Some和any） 3．语音：元音 合口双元音
六、扩展练习
询问及回答某处是否有某物
22 临外·一年级英语教案 马从
Leon 45 The bo's letter 老板的信 Leon 46 Can you „? 你能„„吗？
一、教学目的
1．理解情态动词的特征 2．掌握情态动词的用法要求
二、教学重点
情态动词can的特征及用法要求
三、教学难点
情态动词的特征及用法要求
四、教学标准
1．理解情态动词的特征
2．初步掌握情态动词can的用法要求（否定、疑问式及回答）
五、教学内容
1．语法点：
1) 名词所有格的用法 2) 情态动词can的用法
2．语言点：询问及表达“能否” 3．语音：辅音 舌侧音 半元音
六、扩展练习
询问及表达“能否”
23 临外·一年级英语教案 马从
Leon 47 A cup of coffee 一杯咖啡
Leon 48 Do you like„？你喜欢„„吗？Do you want„?你想要„„吗？
一、教学目的
1．深入理解一般现在时（实义动词作谓语） 2．理解助动词do的用法 3．理解名词表一类事物
二、教学重点
一般现在时的运用（句式变换）
三、教学难点
一般现在时不同句式的变换（do）
四、教学标准
运用含实义动词的一般现在时，能够变换句式。
五、教学内容
1．语法点：
1) 含实义动词的一般现在时，及一般疑问、否定式的变换 2) 量词的用法
3) Like和want的用法 4) 名词表一类事物
2．语言点：询问及表达“是否喜欢、想要” 3．语音：元音 集中双元音
六、扩展练习
询问及表达喜欢的事物
24 临外·一年级英语教案 马从
Leon 49 At the butcher's 在肉店
Leon 50 He likes„他喜欢„„ But he doesn't like„ 但是他不喜欢„„
一、教学目的
1．运用含实义动词的一般现在时（变换人称及句式） 2．第三人称的否定、疑问式 3．工作地点、店铺的表达
二、教学重点
一般现在时（变换人称及句式）
三、教学难点
第三人称的否定、疑问式
四、教学标准
熟练运用含实义动词的一般现在时，能够变换人称及句式
五、教学内容
1．语法点：
1) 含实义动词的一般现在时一般现在时：第三称的否定、疑问式 2) 工作地点、店铺的表达 3) “也”的用法 4) 选择疑问句
2．语言点：询问及表达“是否喜欢、想要”（第三人称） 3．语音：元音 集中双元音
六、扩展练习
询问及表达“是否喜欢、想要”（第三人称）
25 临外·一年级英语教案 马从
Leon 51 A pleasant climate 宜人的气候
Leon 52 What nationality are they? 他们是哪国人？
Where do they come from? 他们来自哪个国家？
一、教学目的
1．熟练运用一般现在时 2．定冠词的省略 3．月份、气候表达
二、教学重点
1．定冠词的省略（季节、月份、国家名称） 2．国籍表达
三、教学难点
1．定冠词的省略（季节、月份、国家名称） 2．国籍表达
四、教学标准
1．会表达气候
2．掌握定冠词的省略
五、教学内容
1．语法点： 1) 一般现在时 2) 气候的表达方法 3) 月份表达及用法 4) 定冠词的省略
2．语言点： 国籍的询问方法及来自哪里（单数） 3．语音：综合复习48个音标
六、扩展练习
询问及表达气候
26 临外·一年级英语教案 马从
Leon 53 An interesting climate 有趣的气候 Leon 54 What nationality are they? 他们是哪国人？
Where do they come from? 他们来自哪个国家？
一、教学目的
1．熟练运用一般现在时 2．天气、气候表达 3．不同国家人地表达
二、教学重点
1．天气、气候表达
2．不同国家人的表达（单、复数）
三、教学难点
表达不同国家的人 （单、复数）
四、教学标准
1．会表达天气、气候
2．会表达不同国家的人（单、复数）
五、教学内容
4．语法点： 5) 一般现在时
6) 天气、气候的表达方法
7) 常用的不同国家人的名词的单复数
5．语言点： 国籍的询问方法及来自哪里（复数） 6．语音：综合复习48个音标
六、扩展练习
询问及表达国籍（单、复数）
27 临外·一年级英语教案 马从
Leon 55 The Sawyer family 索耶一家人
Leon 56 What do they usually do?他们通常做什么？
一、教学目的
1．掌握一般现在时的常用时间状语 2．熟记动词第三人称的变化规则
二、教学重点
1．一般现在时的常用时间状语 2．动词第三人称的变化
三、教学难点
动词第三人称的变化
四、教学标准
1．熟练运用一般现在时的时间状语表达日常事务 2．熟记动词第三人称的变化规则
五、教学内容
1．语法点：
1) 一般现在时的常用时间状语 2) 动词第三人称的变化 3) 一家人的表示方法 4) 固定的动词搭配
2．语言点：运用一般现在时表达日常事务 3．语音：音标的拼读练习
六、扩展练习
表达日常事务
28 临外·一年级英语教案 马从
Leon 57 An unusual day 很不平常的一天 Leon 58 What's the time?几点钟？
一、教学目的
1．区分一般现在时与现在进行时表达的不同意义 2．掌握时间表达
二、教学重点
1．一般现在时与现在进行时表达的不同意义 2．时间表达
三、教学难点
一般现在时与现在进行时的区别
四、教学标准
1．能够区分一般现在时与现在进行时表达的不同意义 2．掌握时间的不同表达方式
五、教学内容
1．语法点：
1) 一般现在时与现在进行时的区别 2) 时间表达（询问及顺读、逆读表达） 3) 行程方式（方式状语） 2．语言点： 1）表达时间
2）表达一天所从事的活动 3．语音：音标的拼读练习
六、扩展练习
询问及表达时间
29 临外·一年级英语教案 马从
Leon 59 Is that all? 就这些吗？ Leon 60 What's the time?几点钟？
一、教学目的
1．Have的用法，表示“有” 2．时间表达
3．掌握some、any的用法
二、教学重点
1．Have的用法，表示“有” 2．时间表达
三、教学难点
Have的用法，表示“有”
四、教学标准
1．掌握Have表示“有”的用法 2．熟练掌握时间表达
五、教学内容
1．语法点：
1) Have的用法，表示“有”
2) 时间表达（询问及顺读、逆读表达） 3) All的用法
4) 复习some、any的用法
2．语言点：回应别人提供的帮助（接受、拒绝） 3．语音：元音和辅音的长度
六、扩展练习
接受或拒绝别人提供的帮助
30 临外·一年级英语教案 马从
Leon 61 A bad cold 重感冒
Leon 62 What's the matter with them?他们怎么了？
What must they do? 他们该怎么办？
一、教学目的
1．理解Have的用法，表示“吃喝、进行„、患病” 2．初步理解系动词中的连系动词
二、教学重点
1．Have表示“吃喝、进行„、患病”的用法 2．连系动词
三、教学难点
连系动词
四、教学标准
1．掌握Have表“吃喝、进行„、患病”的固定词组 2．理解连系动词的用法及充当的句子成分
五、教学内容
1．语法点：
1) Have的用法，表示“吃喝、进行„、患病” 2) 系动词：连系动词
3) 复习情态动词must的用法 4) 复习祈使句 5) All的用法 2．语言点：
1) 询问对方“怎么了？” 2) 疾病表达
3．语音：元音和辅音的长度
六、扩展练习
询问及表达身体状况
Leon 63 Thank you, doctor.谢谢你，医生
Leon 64 Don't „! 不要„„！You mustn't„!你不应该„„！
一、教学目的
1．理解Have的用法，表示“吃喝、进行„、患病” 2．区分情态动词mustn't 和don't的用法区别
二、教学重点
情态动词mustn't 和don't的用法区别
三、教学难点
情态动词mustn't 和don't的用法区别
四、教学标准
31 临外·一年级英语教案 马从
1．熟练运用have表示疾病
2．区分情态动词mustn't 和don't在口气上的用法区别
五、教学内容
1．语法点：
1) 情态动词mustn't 和don't的用法区别 2) 复习疾病表达 3) 复习祈使句
4) 常用动词固定搭配 2．语言点：建议与忠告 3．语音：音标拼读练习
六、扩展练习
与医生之间的对话
Leon 65 Not a baby 不是一个孩子 Leon 66 What's the time? 几点钟？
一、教学目的
1．掌握反身代词的构成及一般用法 2．掌握具体日期表达
3．熟练运用情态动词mustn't
二、教学重点
1．反身代词的构成及用法 2．情态动词mustn't表禁止
三、教学难点
反身代词的构成及用法
四、教学标准
1．掌握反身代词的构成及一般用法 2．会表达日期
3．理解mustn't的意义并掌握用法
五、教学内容
1．语法点：
1) 反身代词的构成及用法 2) 具体日期表达方式 3)
复习时间表达
4)
复习情态动词mustn't的用法 2．语言点：禁止对方做某事
3．语音：单词的音节-音节数目判断
六、扩展练习
发号施令（否定）
Leon 67 The weekend 周末
32
临外·一年级英语教案 马从
Leon 68 What's the time? 几点钟？
一、教学目的
1．初步理解一般过去时态
2．掌握名词所有格的特殊用法：表店铺、住宅、公共机构、公共建筑
二、教学重点
3．一般过去时态
4．名词所有格的特殊用法
三、教学难点
一般过去时态
四、教学标准
1．理解一般过去时态的意义及结构用法 2．熟练掌握名词所有格表地点
五、教学内容
1．语法点：
1) 一般过去时态
2) 名词所有格的特殊用法：表店铺、住宅、公共机构、公共建筑 3) “花”的英语表达方法
2．语言点：运用一般过去时态表达如何度过周末 3．语音：单词的音节-音节数目判断
六、扩展练习
谈论如何度过周末
Leon 69 The car race 汽车比赛
Leon 70 When were they there? 他们是什么时候在那里的？
一、教学目的
1．运用一般过去时态（be） 2．掌握年月日、星期几表达
二、教学重点
1．一般过去时态（be） 2．年月日、星期几表达
三、教学难点
年月日、时间表达
四、教学标准
1．熟练运用含动词be的一般过去时 2．掌握年月日、星期几表达
五、教学内容
1．语法点：
1) 一般过去时态(动词是be）
2) 介词in, on, at后面跟时间名词的用法 3) Way的相关短语
33 临外·一年级英语教案 马从
2．语言点：年月日、星期几表达 3．语音：判断单词重读
六、扩展练习
询问及表达年月日、星期几
Leon 71 He's awful! 他讨厌透了！
Leon 72 When did you„? 你什么时候„„？
一、教学目的
1．深入掌握一般过去时态(实义动词) 2．掌握动词过去式
3．熟记一般过去时态常用的时间状语
二、教学重点
1．一般过去时态(实义动词) 2． 动词过去式（规则与不规则变化）
三、教学难点
动词过去式（不规则变化）
四、教学标准
1．掌握一般过去时的用法（实义动词） 2．熟记动词过去式的变化
五、教学内容
1．语法点：
1) 一般过去时态(实义动词） 2) 一般过去时态常用的时间状语 3) 动词的过去式(规则与不规则) 4) 一些表示人的品质的形容词
2．语言点：表达一个人的品质的句型及相关词汇 3．语音：判断单词重读
六、扩展练习
询问及表达一个人的品质
Leon 73 The way to King Street 到国王街的走法 Leon 74 What did they do? 他们干了什么？
一、教学目的
1．掌握一般过去时态的用法 2．掌握动词过去式的变化
二、教学重点
1．掌握一般过去时态的用法 2．掌握动词过去式的变化
34 临外·一年级英语教案 马从
三、教学难点
1．一般过去时态的运用 2．动词过去式的不规则变化
四、教学标准
1．掌握一般过去时态的用法 2．掌握动词过去式的变化
五、教学内容
1．语法点：
1) 一般过去时态 2) Way的用法总结
3) 动词的过去式(规则与不规则) 4) 副词构成及用法
2．语言点：问路及指路句型和短语 3．语音：重读音节的读法
六、扩展练习
问路及指路
Leon 75 Uncomfortable shoes 不舒适的鞋子 Leon 76 When did you„?你什么时候„„？
一、教学目的
1．一般过去时态（常用时间状语） 2．一般过去时态与一般现在时态的对比 3．复数名词的用法及表达
二、教学重点
1．一般过去时态的时间状语
2．一般过去时态与一般现在时态的对比
三、教学难点
1．一般过去时态与一般现在时态的对比
四、教学标准
1．区分并运用一般过去时态与一般现在时态 2．熟悉不同时态的时间状语
五、教学内容
1．语法点：
1) 一般过去时态的时间状语
2) 一般过去时态与一般现在时态的对比 2．语言点：描述表达过去的动作及事情 3．语音：重读音节的读法
六、扩展练习
询问过去做的事情
35 临外·一年级英语教案 马从
Leon 77 Terrible toothache 要命的牙痛 Leon 78 When did you„?你什么时候„„？
一、教学目的
1．掌握否定疑问句的结构及用法 2．一般现在时的灵活运用 3．运用综合时间表达法
二、教学重点
1．否定疑问句
2．一般现在时的运用（不同动词的各种句式）
三、教学难点
否定疑问句
四、教学标准
1．掌握否定疑问句的结构及其用法 2．灵活掌握一般现在时态
五、教学内容
1．语法点：
1) 一般现在时态(不同动词的各种句式） 2) 否定疑问句的结构、用法及回答 3) 综合时间表达方式及对应介词 2．语言点：看病用语 3．语音：非重读音节
六、扩展练习
预约看病
Leon 79 Carol's shopping list 卡罗尔的购物单 Leon 80 I must go to the„我必须去„„
一、教学目的
1．掌握表示量的限定词的用法 2．理解“有”的表达
3．复习情态动词must的用法 4．区分可数名词与不可数名词
二、教学重点
1．表示量的限定词的用法 2．“有”的表达
三、教学难点
1．表示量的限定词的用法
四、教学标准
1．掌握表示量的限定词的用法 2．区分可数名词与不可数名词
36 临外·一年级英语教案 马从
五、教学内容
1．语法点：
1) A lot of, many, much 的用法 2) Have和have got 的区别 3) 区分可数名词和不可数名词 4) 名词所有格的特殊用法：表处所 5) 复习Must的用法
2．语言点：购物需求表达和购物单 3．语音：非重读音节
六、扩展练习
列购物单
Leon 81 Roast beef and potatoes 烤牛肉和土豆 Leon 82 I had„我吃（喝、从事）了„„
一、教学目的
1．Have的其他用法（除“有”）之外 2．根据不同情形选择正确的时态
二、教学重点
1．Have表示“吃、喝、享用、从事” 2．时态的交叉运用
三、教学难点
1．Have表示“吃、喝、享用、从事” 2．时态的交叉运用
四、教学标准
1．掌握have的词组
2．根据需要灵活运用不同时态
五、教学内容
1．语法点：
1) Have表示“吃、喝、享用、从事”的短语
2) 时态交叉运用（一般过去、一般现在、现在进行、一般将来） 3) 复习情态动词的用法
2．语言点：年、月、日、星期几表达 3．语音：音的组合-辅音连缀的读法
六、扩展练习
招待客人
Leon 83 Going on holiday 度假
Leon 84 Have you had„?你已经„„了吗？
一、教学目的
1．初步了解现在完成时态
37 临外·一年级英语教案 马从
2．动词的过去分词（规则变化） 3．运用have的词组
二、教学重点
1．现在完成时态 2．动词的过去分词
三、教学难点
1．现在完成时态 2．动词的过去分词
四、教学标准
1．初步掌握现在完成时态所表达的意义及基本用法 2．掌握动词过去分词的规则变化
五、教学内容
1．语法点：
1) 现在时态的结构及所表达的意义 2) 规则动词的过去分词形式 3) Have的词组
2．语言点：讲述已经完成的事情 3．语音：音的组合-辅音连缀的读法
六、扩展练习
谈论假期活动
Leon 85 Paris in the spring 巴黎之春
Leon 86 What have you done? 你已经做了什么？
一、教学目的
1．进一步了解现在完成时
2．动词过去分词的变化（不规则） 3．现在完成时的主要时间状语
4．区分have gone to与have been to
二、教学重点
1．现在完成时
2．动词过去分词的变化（不规则） 3．have gone to与have been to
三、教学难点
1．动词过去分词的不规则变化 2．have gone to与have been to
四、教学标准
1．记住动词过去分词的不规则变化 2．掌握现在完成时态常用的时间状语
五、教学内容
1．语法点：
38 临外·一年级英语教案 马从
1) 现在完成时态的运用
2) 动词过去分词的不规则变化 3) 现在完成时的主要时间状语 2．语言点：询问及表达已经做过什么
3．语音：音的组合-失去爆破和不完全爆破
六、扩展练习
讲述一段经历
Leon 87 A car crash 车祸
Leon 88 Have you „yet? 你已经„„了吗？
一、教学目的
1．现在完成时与一般过去时的区别 2．动词过去分词的变化（不规则）
3．现在完成时与一般过去时不同的时间状语
二、教学重点
1．现在完成时与一般过去时的区别 2．动词过去分词的变化（不规则）
三、教学难点
1．现在完成时与一般过去时的区别
2．现在完成时与一般过去时不同的时间状语
四、教学标准
1．区分现在完成时与一般过去时的区别 2．掌握动词过去分词的不规则变化
五、教学内容
1．语法点：
1) 现在完成时态的不同句式
2) 现在完成时与一般过去时的区别
3) 现在完成时与一般过去时不同的时间状语 2．语言点：询问及表达已经做过什么
3．语音：音的组合-失去爆破和不完全爆破
六、扩展练习
讲一个故事
Leon 89 For sale 待售
Leon 90 Have you „yet? 你已经„„了吗？
一、教学目的
1．现在完成时中的副词
2．动词过去分词的不规则变化
二、教学重点
39 临外·一年级英语教案 马从
1．现在完成时中的副词（For和since,already和yet） 2．动词过去分词的不规则变化
三、教学难点
1．For和since,already和yet的用法 2．动词过去分词的不规则变化
四、教学标准
1．掌握并运用现在完成时
2．熟记动词过去分词的不规则变化
五、教学内容
1．语法点：
1) For和since,already和yet的用法 2) 对比现在完成时态与一般过去时态 3) 动词过去分词的不规则变化 2．语言点：固定搭配及短语 3．语音：音的组合-连读
六、扩展练习
互相讲述前一天发生的一件事
Leon 91 Poor Ian! 可怜的伊恩！ Leon 92 When will„?什么时候要„„？
一、教学目的
1．加深对一般将来时态的认识 2．一般将来时态常用的时间状语 3．如何证实否定的事实
二、教学重点
一般将来时态（不同句式）
三、教学难点
1．一般将来时态（will与be going to对比）
四、教学标准
1．理解一般将来时态表示意愿、决心和事先计划的的用法 2．根据需要运用不同的时态
五、教学内容
1．语法点：
1) 一般将来时态(will）
2) 一般将来时态常用的时间状语
2．语言点：证实否定的事实，及汉语译法 3．语音：音的组合-连读
六、扩展练习
做一个第二天的计划
40 临外·一年级英语教案 马从
Leon 93 Our new neighbour 我们的新邻居
Leon 94 When did you/ will you go to„? 你过去/将在什么时候去„„？
一、教学目的
1．一般将来时态的时间状语
2．一般将来时态与一般现在时态、一般过去时态的对比
二、教学重点
1．一般将来时态的时间状语 2．通过不同的时间状语分辨时态
三、教学难点
一般将来时态的时间状语的推算
四、教学标准
1．熟练运用一般将来时态 2．掌握不同时态的时间状语
五、教学内容
1．语法点：
1) 一般将来时态的运用 2) 一般将来时态的时间状语
3) 不同的时态所用的时间状语（一般过去、一般现在、一般将来） 2．语言点：不同时态时间状语的运用 3．语音：语调-陈述句的语调
六、扩展练习
讲述过去的事情和将来的打算
Leon 95 Tickets, please.请把车票拿出来。
Leon 96 What's the exact time？确切的时间是几点？
一、教学目的
1．Had better的用法 2．时间的读法
3．复习一般将来时态
4．一般过去时与一般将来时的时间表达
二、教学重点
1．Had better的用法 2．一般将来时态
3．一般过去时与一般将来时的时间表达
三、教学难点
1．Had better的用法 2．时间读法
四、教学标准
1．掌握Had better的用法
41 临外·一年级英语教案 马从
2．掌握时间的不同读法
五、教学内容
1．语法点：
1) Had better的用法
2) 时间读法（顺读、逆读）
3) 时间在一般过去时与一般将来时中的不同运用 2．语言点：“最好做/不要做某事” 3．语音：语调-陈述句的语调
六、扩展练习
给对方提供建议
Leon 97 A small blue case 一只蓝色的小箱子
Leon 98 Whose is it?它是谁的？ Whose are they? 它们是谁的？
一、教学目的
1．表达所属
2．名词性物主代词
3．英文中书写地址的方法
二、教学重点
1．名词性物主代词 2．表达所属
三、教学难点
名词性物主代词与形容词性物主代词的区别及用法
四、教学标准
1．运用名词性物主代词
五、教学内容
1．语法点：
1) 名词性物主代词
2) 名词性物主代词与形容词性物主代词的区别及用 2．语言点：表达所属
3．语音：语调-一般疑问句的语调
六、扩展练习
模拟存取物品场景
Leon 99 Ow! 啊哟！
Leon 100 He says that„She says that„They say that„他/她/他们说„„
一、教学目的
1．识别复合句
2．初步了解宾语从句
3．了解直接引语与间接引语
42 临外·一年级英语教案 马从
二、教学重点
1．宾语从句
2．直接引语与间接引语
三、教学难点
1．宾语从句
2．直接引语与间接引语
四、教学标准
1．识别宾语从句
2．能够模仿课文原句造间接引语的句子
五、教学内容
1．语法点：
1) 简单句与复合句 2) 宾语从句的一般结构
3) 直接引语与间接引语的标志
2．语言点：运用间接引语转述别人的话 3．语音：语调-一般疑问句的语调
六、扩展练习
替他人转述
Leon 101 A card from Jimmy 吉米的明信片
Leon 102 He says that he„She says that she„They say that they„他/她/他们
说他/她/他们说„„
一、教学目的
1．掌握直接引语变间接引语的一般用法 2．初步了解反意疑问句
二、教学重点
1．直接引语变间接引语 2．反意疑问句
三、教学难点
1．直接引语变间接引语 2．反意疑问句
四、教学标准
1．按课本要求将直接引语变成间接引语 2．识别反意疑问句
五、教学内容
1．语法点：
1) 直接引语变间接引语的一般规则 2) 反意疑问句的结构
43 临外·一年级英语教案 马从
2．语言点：运用间接引语转述别人的话 3．语音：语调-特殊疑问句的语调
六、扩展练习
替他人转述
Leon 103 The French test 法语考试
Leon 104 Too, very, enough 太、非常、足够
一、教学目的
1．程度副词too, very, enough的用法 2．识别并理解宾语从句的用法
二、教学重点
1．Too, very, enough的用法 2．宾语从句
三、教学难点
1．Too, very, enough的用法 2．宾语从句
四、教学标准
1．区分并掌握too, very, enough的用法 2．宾语从句(从句部分为非现在时态)
五、教学内容
1．语法点：
1) Too, very, enough的用法
2) 宾语从句(从句部分为非现在时态) 2．语言点：有关考试的词汇及表达 3．语音：句子的重音
六、扩展练习
描述自己的一次考试
Leon 105 Full of mistakes 错误百出
Leon 106 I want you/him/her/them to„我要你/他/她/他们„„
Tell him/her/them to„告诉他/她/他们„„
一、教学目的
1．识别并简单运用动词不定式 2．掌握want和tell在本课的句型
二、教学重点
1．动词不定式的运用
2．Want和tell的动词不定式句型
三、教学难点
1．动词不定式的否定形式
44 临外·一年级英语教案 马从
四、教学标准
1．掌握动词不定式的肯定即否定形式的运用 2．能够将祈使句转换成含有动词不定式的句子
五、教学内容
1．语法点：
1) 动词不定式的用法
2) Want sb to do/ tell sb to do以及其否定形式 2．语言点：办公室用语 3．语音：句子的重音
六、扩展练习
要求别人转述自己的命令
Leon 107 It's too small.太小了
Leon 108 How do they compare?它们的比较级和最高级是什么？
一、教学目的
1．理解形容词和副词的比较级和最高级 2．掌握比较级和最高级的词形变化 3．运用比较级和最高级的词组及句型
二、教学重点
形容词和副词的比较级和最高级的变化（规则、不规则）
三、教学难点
形容词和副词的比较级和最高级的变化（规则、不规则）
四、教学标准
掌握比较级和最高级的词形变化
五、教学内容
1．语法点：
1） 形容词和副词的比较级和最高级 2） 比较级和最高级的词形变化 2．语言点：两者和三者进行比较 3．语音：句子的节奏和节奏群
六、扩展练习
描述同类两件物品并比较
Leon 109 A good idea 好主意
Leon 110 How do they compare?它们的比较级和最高级是什么？
一、教学目的
1．掌握表示量的限定词的用法及各自的比较级和最高级 2．比较级和最高级的用法规定
二、教学重点
45 临外·一年级英语教案 马从
1.形容词和副词的比较级和最高级的变化（规则、不规则） 2.比较级和最高级的用法规定
三、教学难点
1.形容词和副词的比较级和最高级的变化（规则、不规则） 2.介词of和in在最高级中的运用
四、教学标准
1.掌握比较级和最高级的词形变化 2.掌握比较级和最高级的用法规定
五、教学内容
1.语法点：
1） 比较级和最高级的词形变化
2） 比较级和最高级的用法要求：同类相比 3） 最高级的冠词the及介词of和in
4） 表示量的限定词的用法：few,little,a few,a little 2.语言点：两者和三者进行比较 3.语音：句子的节奏和节奏群
六、扩展练习
描述同类三件物品并比较
Leon 111 The most expensive model 最昂贵的型号
Leon 112 How do they compare?它们的比较级和最高级是什么？
一、教学目的
1．掌握多音节词的比较级和最高级
2．理解并掌握形容词和副词的比较级和最高级三种不同的比较结果
二、教学重点
1．多音节词的比较级和最高级 2．三种不同的比较结果的句型
三、教学难点
1．三种不同的比较结果的句型
四、教学标准
1．熟记多音节词的比较级和最高级的变化 2．掌握不同比较结果的句型
五、教学内容
1．语法点：
1) 不同的比较结果：A与B相同，A比B强，A不如B 2) 多音节词的比较级和最高级 2．语言点：表示比较的表达 3．语音：句子的停顿
六、扩展练习
比较同类相等和有差异的两件物品
46 临外·一年级英语教案 马从
Leon 113 Small change 零钱 Leon 114 I've got none.我没有。
一、教学目的
1．初步了解倒装结构
2．运用Neither和so的倒装结构及运用 3．掌握否定代词none否定限定词no的用法
二、教学重点
1．Neither和so的倒装结构
2．否定代词none的用法和否定限定词no的用法
三、教学难点
Neither和so的倒装结构
四、教学标准
1．能够根据所给句子，补充neither或so的倒装结构 2．掌握none的用法
五、教学内容
1．语法点：
1) Neither和so的倒装结构
2) 否定代词none否定限定词的用法用法 3) Any, none和no的用法对比 2．语言点：表达“没有” 3．语音：句子的停顿
六、扩展练习
询问及表达“有”、“没有”
Leon 115 Knock, knock! 敲敲门! Leon 116 Every,no,any and some 每
一、无、若干和一些
一、教学目的
1．理解不定代词的构成及用法 2．掌握否定疑问句的用法
二、教学重点
1．不定代词的构成 2．否定疑问句
三、教学难点
1．不定代词的构成及用法
四、教学标准
1．掌握不定代词的构成及用法
五、教学内容
1．语法点：
1) 不定代词的构成
47 临外·一年级英语教案 马从
2) 不定代词的用法（定语后置） 3) 否定疑问句
2．语言点：表达不确定的人或物
3．语音：跟读课文练习（根据学员情况正音）
六、扩展练习
猜一猜，问一问（不定代词练习）
Leon 117 Tommy's breakfast 汤米的早餐
Leon 118 What were you doing？你那时正在做什么？
一、教学目的
1．理解过去进行时的概念及基本用法 2．识别同位语
二、教学重点
过去进行时的用法
三、教学难点
过去进行时的用法
四、教学标准
1．理解过去进行时的结构及用法 2．能够区分过去进行时与一般过去时
五、教学内容
1．语法点：
1) 过去进行时的结构及用法
2) 过去进行时与一般过去时的对比 3) 理解瞬间动作与持续动作 4) 同位语
2．语言点：过去某时段正在发生的事情或持续的动作 3．语音：跟读课文练习（根据学员情况正音）
六、扩展练习
讲述过去同一时段的事情
Leon 119 A true story 一个真实的故事
Leon 120 It had already happened.它已经发生了。
一、教学目的
1．理解过去完成时的结构及基本用法 2．初步了解双重所有格
二、教学重点
1．掌握过去完成时的基本用法
2．区分别难过运用一般过去时和过去完成时
三、教学难点
48 临外·一年级英语教案 马从
过去完成时的用法
四、教学标准
1．能够根据时间状语选择正确的过去时态 2．区分动作的先后顺序运用时态
五、教学内容
4．语法点：
1) 过去完成时的结构 2) 双重所有格
3) 对比一般过去时和过去完成时
5．语言点：叙述过去某时刻已经发生的事情 6．语音：跟读课文练习（根据学员情况正音）
六、扩展练习
讲述过去发生的一件事情（运用不同的过去时态）
Leon 121 The man in a hat 载帽子的男士 Leon 122 Who(whom), which and that 关系代词
一、教学目的
1．初步了解定于从句
2．根据要求，把两个分句组合成定语从句
二、教学重点
1．掌握定语从句的结构及功能 2．根据题目要求组合定于从句
三、教学难点
定于从句的结构及用法
四、教学标准
1．能够识别定于从句（区分宾语从句） 2．将两个分句组合成定语从句
五、教学内容
1．语法点：
1) 定语从句的结构及用法（关系代词引导） 2) 定语从句与宾语从句的区分 3) 定语从句的关系代词 2．语言点：定语从句练习
3．语音：跟读课文练习（根据学员情况正音）
六、扩展练习
介绍人物（运用定语从句）
Leon 123 A trip to Australia 澳大利亚之行
Leon 124 (Who)/(whom),(which) and (that) 关系代词
49 临外·一年级英语教案 马从
一、教学目的
1．深入理解并运用定语从句 2．定于从句中关系代词的省略
二、教学重点
1．定语从句的构成及运用
2．定语从句中的关系代词及省略用法
三、教学难点
1．定语从句的结构 2．关系代词的省略
四、教学标准
1．能够根据汉语造简单的定语从句 2．判断关系代词能否省略
五、教学内容
1．语法点：
1) 定语从句（关系代词引导）
2) 定语从句中的成分及关系代词的省略 2．语言点：定语从句练习
3．语音：跟读课文练习（根据学员情况正音）
六、扩展练习
介绍物品（运用定语从句）
Leon 125 Tea for two 两个人一起喝茶
Leon 126 Have to and do not need to 不得不和不必要
一、教学目的
1．掌握must与have to的用法 2．复习情态动词的特征及用法要求
二、教学重点
Must与have to的用法
三、教学难点
Must与have to的否定用法
四、教学标准
1．掌握Must与have to的用法（肯定、否定、疑问）
五、教学内容
1．语法点：
1) 复习情态动词的特征及用法要求 2) Must与have to的用法 3) 复习翻身代词
2．语言点：表达“不得不”和“不必要”
3．语音：跟读课文练习（根据学员情况正音）
六、扩展练习
50
推荐第8篇：全英说课
Teaching plan for Unit 16 book 1
Good afternoon, everyone, It’s my great pleasure to be here sharing my leon with you.The content of my leon is Senior English for China Book1B Unit 16 Scientists at work.I’ll be ready to begin this leon from five parts.Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design.First, let me talk about the teaching material.Part 1 Teaching Material:
This unit is about science and scientists.By studying of this unit, we’ll enable the students to know the serious attitude towards science and develop the interest in science.At the same time, Let the students learn how to give instructions.this leon plays an important part in the English teaching in this unit.This is an important leon in Book One.From this leon, it starts asking the Ss to grasp contents of each paage.Therefore, this leon is in the important position of the teaching material.If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.As we all know , reading belongs to the input during the proce of the language learning.The input has great effect on output, such as speaking and writing.According to the new standard curriculum and the syllabus (新课程标
1 准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the learning aims are the followings:
1.Knowledge objects:
a)The Ss can hear, read, and use the main sentence patterns
b)The Ss can understand the content of the leon.
c)The Ss can use the patterns to expre their thoughts in the proper situation.
2.Ability objects:
(1) To develop the Ss’ abilities of listening, speaking, reading and writing.
(2) To train the Ss’ ability of working in pairs.
(3) To Improve the student’s reading ability, especially their skimming and scanning ability.
3.moral objects:
a)By completing the task, the Ss increase their interest and set up self-confidence in science;
b)Teach the Ss what is “science”, put the moral education in the language study.
now, let’s come to the Important points and the Difficult points.
2 Well, how to achieve the teaching objects better, how to stre the important points and break through the difficult points? As is known to us all, The modern teaching demands the teacher should improve the students’ ability.A good teaching method requires that the teacher should have the leading effects.According to the analysis of the teaching material and the students’ learning background,I will use the following methods . Part 2 Teaching Methods:
In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language.So in this leon I’ll mainly use “Communicative” Approach(交际教学法), “Whole language teaching” (整体语言教学法)and “Task-based” language teaching (任务教学法).That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue.According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the TSA method(情景教学) and TBLT method (语言任务教学)in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene — activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss.The latter offers the Ss an opportun
3 ity to complete the tasks in which Ss use language to achieve a specific outcome.The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English. Part 3 Studying Methods:
Our students are almost from the countryside.They are lack of geography knowledge and the cultural background of those foreign countries.As senior students,they have a certain ability to read .And the beautiful places are most attractive and easily arouse students learning emotion.As for the learning methods, they are poor in cooperative learning skills.Some students are not active in the cla ,and some students don’t like English.therefore, I ’ll have Ss study in a relaxing atmosphere.Ss understand the new knowledge in certain degree through the mental proce of seeing, hearing, saying, observing, thinking etc.And make preparation for completing the new study task.After feeling and understanding the language points, let Ss get the knowledge actively by probe study and cooperative study.In a word, we’ll
1.Teach the Ss how to be succeful language learners.
4 2.Let the Ss pa \"Observation—Imitation—Practice \"（观察—模仿—实践三步教学法） to study language.
3.Teach the Ss how to master dialogues and how to communicate with others.
Part 4 Teaching Procedure:
Step 1 Lead-in.
As we all know ,Benjamin Franklin is a famous politician and writer．But today, we will read a paage about him as a scientist.His serious attitude to science .Let’s see how Franklin made his famous electricity experiment by flying a kite．
1).Group competition
In the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on.Divide the whole cla into four groups to name some of them.
2).Group work
A match competition.Match Column B with Column A correctly.give more examples to make Ss get information.
Purpose of my design:To get to know something about the story of famous scientists.
To have a better understanding about the importance of experiments in science.It is really difficult for the scientists to achieve
5 their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be succeful in their research.Today, we are going to learn one example of them: Franklin’s famous kite experiment.
Step 2 Reading
1).Individual work
Skimming: Read the material fast to find out the right picture about Franklin’s experiment.
2).Individual work
Scanning: Listen to the tape part by part to find out the topic for each one.
Para1-3 the description of the experiment
Para4 the equipment of the experiment
Para5-6 the steps of the experiment
Purpose of my design:Enable students to understand the given material better using different reading skills .To present Sample A by CAI （电脑辅助教学）is much easier for the Ss to learn and grasp the meanings.CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.In this course, Ss can understand the main contents of this dialogue and get the key points by following the example.
6 Step 3 Practice
1).Cla work
With all the equipment ready ( a handkerchief made of silk, two pieces of light wood, strings, a sharp piece of metal, a key, a silk ribbon ), one student acts as the host to conduct two students how to make a kite as the one made by Franklin.
2).Individual work
After that, all the students try to tell how to make such a kite in their own words with the help of the pictures on the screen.
Step4 Further understanding
1).Pair work
Read through the paage to fill in the blanks in the form in pairs.
2).Cla work
Listen to some sentences to judge whether they are true or false.
Purpose of my design: “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.Tell the Ss we should be polite and take good care of our things.We should love our life.I think proper competition can arouse the Ss’ interest in
7 English learning.If the Ss can finish this task well, they will benefit a lot in their spoken English.By this step, it achieved the teaching aim of understanding and talking the dialogue of this leon.
Step 5 Post-reading
1).Pair work
Franklin was doing the experiment with his little son, and he was a bit curious about what his father was doing.On the other hand, many people were watching Franklin doing the experiment.Divide the cla into two groups to make a dialogue in pairs, one is between Franklin and his son ,the other Franklin and a person watching the experiment.
2).Group work
let Ss read the paage carefully and answer the question: Discu the following questions in groups:
Students make a conclusion of the proce of Franklin’s experiment and retell the tips of doing the experiment。let Ss find out the keys of the exercises after their reading.
Purpose of my design: Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.In the group activities, they can speak a little English.Without doubt, this will encourage them to speak English.In fact, it is
8 a kind of demand of human being.Suhuomulinsiji （苏霍穆林斯基）says,“In one’s mind, there is always a kind of deeply rooted demand, that is the hope to feel oneself a finder and explorer.In Ss’ spirits, such demand is specially strong.”This step also leads to the emotion objective of this leon, that is to have moral education in this step.
Step4 Homework.
Summarize the whole leon, and arrange the homework.
1.Do the exercises in the workbook.Check the mastering of knowledge of this leon.
2.Ask Ss to interview their friends asking the price and size of their clothing and make records of the information.
Purpose of my design: I think homework is so important that the Ss should speak English as much as they can in cla or after cla.It is neceary for the Ss to do some exercises after cla to master the knowledge they learned.This content is an extension of the previous leon, to meet the needs of increasing communicating demand of some Ss.
Part 5 Blackboard Design.
Anyway, the teaching of this leon aims to develop not only the Ss\' language technical abilities, but also the various intelligence by gathering teaching methods.Purpose of my design:
1、Make the students be free to talk about social behaviors
2、Understand the reading paage and can talk more about teamwork.
3、Improve the students’ reading and writing skills.
As teachers, to make our English clarooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Deal with the language points.Ask the students to pick out the useful expreion from the text, give them more examples, and do some exercises to practice the language points.
Above is the lecture notes of my leon.Thank you very much!
推荐第9篇：初中英语全英说课稿
初中英语全英说课稿模板
Part One Analysis of the Teaching Material (一) STATUS AND FUNCTION 1.This is an important leon in Book One.From this leon, it starts asking the Ss to grasp contents of each Sample.To attain “four skills” request of listening, speaking, reading and writing.To start listing “Word Bank” and tell the Ss to remember the new words.To start asking the Ss to write the English sentences well.Therefore this leon is in the important position of the teaching material.2.This leon is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.(二)ANALYSIS OF THE STUDENTS The Ss has learned English for about one month so far.They can understand some words and some simple sentences.The Ss have taken a great interest in English now.(三)TEACHING AIMS AND DEMANDS The teaching aim\\\'s basis is established according to Junior School English syllabus\\\' provision.1.Knowledge objects (1) To make the Ss know how to use the affirmative sentence “This is....” and the negative sentence “This is not….”Everyday expreions for “Apologies”“I\\\'m sorry”“That\\\'s all right”.
(2) To study the new words “six, hey, sorry, it’s, that’s”, etc.by learning the dialogue of this leon.(3) To finish some exercises.2.Ability objects (1) To develop the Ss’ abilities of listening, speaking, reading and writing.(2) To train the Ss’ ability of working in pairs.
(3) To develop the Ss’ abilities of communication by learning the useful structures.3.Moral objects (1) To enable the Ss to be polite and love life.(2) To enable the Ss to look after their things well.(四)TEACHING KEY AND DIFFICULT POINTS The teaching key and difficult points’ basis is established according to Sample A of Leon Six in the teaching material\\\'s position and function.1.Key points: (1).To help the Ss to communicate with each other.(2).To enable the Ss to study in groups and co-operate skillfully.(3).To develop the Ss’ interest in English.2.Difficult points: (1) How to make dialogues and act them out.(2) How to write the right whole sentences.(五) TEACHING AIDS Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on.They will be needed in this leon.Part Two The Teaching Methods 1.Communicative teaching method 2.Audio-visual teaching method 3.Task-based” teaching method
As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language.So in this leon I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method.That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue.I’ll give the Ss some tasks and arrange five kinds of activities: talking, gueing games, watching CAI, acting out Sample A and having a competition.Teaching special features To use these methods are helpful to develop the Ss’ thought.Part Three STUDYING WAYS 1.Teach the Ss how to be succeful language learners.2.Let the Ss pa \"Observation—Imitation—Practice \" to study language.3.Teach the Ss how to master dialogues and how to communicate with others.Teaching special features: Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.Part Four Teaching Procedure I’ll finish this leon in four steps.First I’ll divide the Ss into four groups and bring a competition into the cla.At last let’s see which group is the winner.
Step1 Warm-up 1.Free talk between T and Ss .Such as: Hi, I’m ....What’s your name? This is ….How do you do? Who is he/she? How are you? Who can count from 1to 5? What’s this in English? etc.
2.A game: Ask the Ss to give T some school things.For example: T: Give me your book.(ruler, box, pen, table, knife, etc.) T: This is your book.This is not my book.It’s your book.etc.
In this course I’ll ask them to make a dialogue group by group without repetition.Find out which group will make the most dialogues.Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is neceary to provide situations to review learned knowledge.Step2.Presentation This course is very important.I’ll mainly talk about this step.I’ll use CAI to present the whole dialogue.Arrange some situations to help Ss understand Sample A.First scene: There is a bag on the floor.B is picking it up and get ready to leave.Now A is talking with B.A: Hi, B.How are you today? B: I’m fine, thank you.And you? A: I’m fine, too.Oh, this is my bag.B: No, this is not your bag.It’s my bag.A: (Look closely) Oh, I’m sorry.B: That’s all right.
(At the same time, C is running up and hitting A.) C: Oh, I’m sorry.A: That’s OK.I’ll write the key points on the Bb while they are watching.After watching, I’ll teach them to read the words and sentences on the Bb.Make sure they can read them well.Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings.CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.Step3.Practice First play the tape recorder.Let the Ss listen and imitate the dialogue.Pay attention to their pronunciation and intonation.In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud.This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A.Then find out which group will act it out well.I’ll give them red stars.Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one.At the same time let the Ss have a chance to practise their listening and spoken ability.Step4.Production In this step I’ll give the Ss a free space to show their abilities.
Second scene: The Ss are having a picnic.It’s hot and they take off their coats and put them together.They are singing and dancing, laughing and chatting.After the picnic, they begin to look for their coats.D and E are talking.F and G are talking.etc.After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.Purpose of my designing: “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.Tell the Ss we should be polite and take good care of our things.We should love our life.I think proper competition can arouse the Ss’ interest in English learning.If the Ss can finish this task well, they will benefit a lot in their spoken English.2.Skill 1 Model 1.I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines.
Then check their handwriting, correct their mistakes.Find out who will write well and whose handing is the best.3.Finish the Ss’ workbook.
Purpose of my designing: To check the knowledge Ss have learned in this leon.Step5.Homework: (1)Recite the words as many as poible after cla.(2)Make a dialogue according to Sample A and write it in the exercise book.Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in cla or after cla.It is neceary for the Ss to do some extensive exercises after cla to consolidate the knowledge they learned.Blackboard Design Leon Six Sample ASix This is my….hey This is not your....sorry It’s my....Picture it’s=it is Oh, I’m sorry.that’s=that is That’s all right/OK.
推荐第10篇：Module14全英教案
Module1 The Great Wall
1、Teaching preparing:
Students book：Module1Unit 1Activity1, 2, 3
2、Teaching task: A．basic object:
Key words：
thousand postcard more kilometer
Key sentences: “These postcards are great!” “It‟s a picture of the Great Wall.” “Tell me more about the Great Wall.” “How long is it?
B .
To learn “thousand
kilometer
million ” C．Review: The using way of the verb „be‟ 2．
Talking about some famous places.
3、Teaching point: words： thousand
kilometer
million postcard
more
4、Teaching difficulty:
kilometer
thousand
million
“Tell me more about the Great Wall.“It‟s a picture of the Great Wall.”
5、Task design: words： postcard
more
thousand
kilometer
million
Sentences: “These postcards are great!” “It‟s a picture of the Great Wall.” “Tell me more about the Great Wall.” “How long is it?”
“It‟s about six thousand seven hundred kilometers.”的句型。 B. The task:
1：AB
Unit1
exercise3 2：AB
Unit2
exercise
1、
2、
4、5
6、Teaching things Photo radio picture wordcards 第一课时:
1、Warm up ⑴Greetings: T—Ss Ss—Ss
(2) Competition: List the places the visited as many as poible .
2、Leading : （1）A.watch TV T: What’s this place?
S: ( teacher writes the main structure on board as modal for other students ) It’s a picture of … B.Game : Tell me more T: It’s an animal.S1: Tell me more
T: It has long nose.
S1: It’s an elephant.
The more “Tell me more”, the le will the score be given.
3、（Presentation） (1)S open their books Question: Look at the pictures a.Who are they? b.Where are they? c.What are they doing? Student answer the questions.(2) listen to the tape (3) repeat after the tape.(4) Teacher explain the text and student practice the key points.a.The key points: postcard
more
thousand
kilometer
million b.The main sentences structure: “These postcards are great!” “It‟s a picture of the Great Wall.” “Tell me more about the Great Wall.” “How long is it?” (6) students practice to make sentences with the key points. Game：Paing wordcards
4、Drilling and Counselling （1）Finish the exercise one (2) Pairwork
5、Teaching handwriting: “It‟s a picture of the Great Wall.” “Tell me more about ……”
三.课后反思:
这堂课主要讲了各个国家的一些名胜古迹,通过让孩子描述图片的内容来掌握所学的句型.锻炼他们的口头表达能力,再让他们自己带一些图片,同桌之间相互对图片进行描述,加深对所学知识的记忆.单词的掌握还欠缺一点.
第二课时
Step1.Tell students a joke and give them a riddle to fun.
Step2.Review the words: postcard
more
thousand
kilometer
million
Step3.Repeat the text after the tape, then students practice with partner in roles.
Step4.Teacher explain the using way of “million” “thousand”: teacher give numbers, students tells “~ thousand” or “~ million”.
6,000,000
34,000
12,000,000
Step5.Homework: a.word dictation b.recite paragraph one c.Students make role play about unit one.
第三课时
Step1.a.Student make role play.
b.Give words dictation.
c.Open Activity Book.
Step2.Do exercise 1.a.Students look at pictures, tell what they can see on it.Students describe.b.Students read the questions.c.Teacher gives help, students finish the question.
Step3.Do exercise 2.Listen, ask and answer.
a.Play the tape a second time, pauses it after each second . T: What are they? S: They are cars, trees.….b.Work in pairs, ask and answer.
Step4.Do exercise 3 Complete the dialogues a.Students look at pictures, tell what they can see on it.Students describe.b.According to the pictures and words in the brackets,students fill the blank
第2单元教案 New York is in the east of America.
1Teaching preparing: Student‟s book：Module1Unit 2Activity1, 2, 3
2、Teaching task: A．Basic objects: Key words：Mexico
Canada Key sentences: “It‟s in the north / south / west / east of China/ America…”
“Tell me more about the Great Wall.” “How long is it?” B．Review: The using way of verb „be‟
2．Making student know about famous places.Talking about some basic facts of a country or a place，and learn to use direction words：It‟s in the north / south / west / east of
3、Teaching point: words：
Mexico
Canada
San Francisco
New York
4、Teaching difficulty: How to pronounce “Mexico” “It‟s a picture of the Great Wall.” “Tell me more about the Great Wall.”
5、Task design Learning task: Review words：thousand
kilometer postcard
more
million
To learn vocabulary：San Francisco
New York Mexico
Canada
Learning “It‟s a picture of the Great Wall.” “Tell me more about the Great Wall.”
“It‟s in the north / south / west / east of China/ America…” “It‟s about six thousand seven hundred kilometers.”
6、Teaching things
Radio
wordcards
photo
picture
第四课时
1、Warm up ⑴Greetings: T—Ss Ss—Ss (2) Pointing game: Teacher gives students four cards “north / south / west / east”, let students put them around the claroom.T: North.S: Students point to the north
2、（Leading ） （1）A.Watch PPT T: What‟s this place? S: It‟s a picture of America.Students learn to read Mexico
Canada
San Francisco
New York B.a.Game : Pointing game ( Students open the book, look at activity 1 ) T: Mexico.S: Students point to the south of the map.c.Listen to the tape, and point to the places on the map.C.Lead in
1) Student list Chinese famous cities, teacher write them on the black board.
2) Teacher write the main structure on the board: “Tell me more about the …...” “Where is it?”
“It‟s in the north / south / west / east of China/ America…”
“How long / big is it?”
3) Students practice with partner
3、（Presentation） (1)S open their books Question: Look at the pictures a.Who are they? b.What are they doing? Student answer the questions.(2) listen to the tape (3) repeat after the tape.
4、（Drilling and Counselling） Learn the chant: a.What can you see? b.What can you see on the flag?
Teacher introduce history of American flag.c.Students listen to the tape.e.Students repeat 5．Teacher‟s handwriting： “It‟s a picture of the Great Wall.” “Tell me more about ……”
“It‟s in the north / south / west / east of China/ America…”
三.课后反思
第五课时
Step1 Warm up: Do the chant “America”
Play a game：“What am I?”
Rules: Students can do 1~2 actions.1 action got a star, 2 actions got 2 stars.
The le actions , the more stars will be given.
Step2 Do activity 3.a.Listen to the tape.b.Listen again, students claps hands, they can clap harder when hear the streed words.c.Students repeat
Step3 Do activity book Activity 1 a.T: what can you see?
S: I saw….
b.Ss read the words after teacher.c.Play the tape, students write the answer.Activity 2 a.Ss read the places with teacher‟s help.b.Ss write sentences, teacher offers help.
Step4 Homework 1.Do exercise 3 2.words dictation.
课后反思：
课本中出现了东南西北方位词,虽然不是重点,但还是应该拿出来给孩子们复习复习.通过对这个模块的一个小测验,发现孩子们对基本知识的掌握不够扎实.
《英语》六年级第七册第2模块
第1单元教案 Chinatown in America
1Teaching preparing
Students‟ book：Module2 Unit 1 Activity1, 2, 3
2、Teaching task 2．Basic task Key words：mi
sometimes
restaurant
really Key sentences“There‟s a Chinatown in New York!” “There are lots of Chinese shops and restaurants there”.B know about “lots of”
C．Review:
The using way of the verb „There be‟ 2．To describe places
3、Teaching point:
dancing
words：
sometimes
restaurant
really
4 Teaching difficulty How to pronounce words „sometimes
restaurant‟ To learn the structure “There be”
5、Task design A.Learning task Key words： mi
sometimes
restaurant
really
dancing
Key structure: “There‟s a Chinatown in New York!”
“There are lots of Chinese shops and restaurants there”.B.:Task 1：AB Unit1 exercise3
2：AB Unit 2 exercise
1、
2、
4、5
3: Play a game: Students should prepare a piece of paper
第一课时
1、Warm up ⑴Greetings: T—Ss Ss—Ss
(a.) Student talk about there weekend: T: I bought some fruits, can you gue What did I buy? S：Did you buy…..2 Leading （1）A.Teacher show a peach(card) on the blackboard, “What can you see?” S: A peach.Teacher help the students say: There is a peach.(b.) Students make sentences with “ There is a …..”
(c.) Teacher show two peaches and teach “ There are … (n+s/es)” (d.) Students make sentences with “ There are … (n+s/es)” Watch POWERPOINT T: What‟s this place?
S: ( teacher writes the main structure on board as modal for other students ) There is/are ….in/on….B.Game : The Six boxes
a.Students draw six big boxes on a piece of paper.b.Tell them to number the boxes „1—6‟ c.Teacher ells what to draw in the boxes: In box 1 there is a pen.In box 2 there are two erasers.In box 3 there is an apple.In box…… C.Lead in
1)T: I describe a place, you gue.if you don‟t know, you ask “ tell me more!” students gue out it‟s Chinatown, teacher Show PPT about Chinatown.
2) Ask students to describe with sentence structure “There be” given on the blackboard.
3、Presentation (1)S open their books Question: Look at the pictures c.Who are they? d.Where are they? c.What are they doing? Student answer the questions.(2) listen to the tape (3) repeat after the tape.(4) Teacher explain the text and student practice the key points.a.The key points: mi
sometimes
restaurant
really
dancing
b.“ There is a …..”
“ There are … (n+s/es)”
(6) students practice to make sentences with the key points. Game：paing wordcards
make sentences
4、Drilling and Counselling （1）Finishing activity book exercise 3. (2) Students help each other.
5、(Task-fulfilling) Gueing game：”Where do you go on weekend?” 6．Teachers handwriting:
There
is
a
( n )
There
are
( ns/es)
第二课时
Step1.Tell students a joke and give them a riddle to fun.
Step2.Review the words: mi
sometimes
restaurant
really
dancing
Step3.Repeat the text after the tape, then students practice with partner in roles
Step4.Game a.Revise „north‟ „south‟ „west‟ „east‟ with the students.b.Tell the students to draw a big circle on a piece of paper.( tell them that the circle is an island and that you are going to describe the contents the island and and they have to draw the objects in the correct places.c.T: (draw a large island on your paper) In the north there is a river.In the south there are two mountains.In the west there are some trees.In the east there is a house.
Step5.Homework: d.word dictation e.recite paragraph one f.Students make role play about unit one.
Step6.课后反思
第三课时
Step1.a.Student make role play.
b.Give words dictation.
c.Open Activity Book.
Step2.Do exercise 1.a.Play the recording again, then encourage them to tell the important things in the story.b.For each question invite a student to come to the blackboard and write the sentence.
Step3.Do exercise 4.Look at the pictures.Write sentences.
a.students draw things that they know how to say in English and be similar to the ones in the book.b.Collect all the pictures from the cla.c.Students A and B, give A a picture , A describe the picture and B draw it .d.Show the picture, if student B draws the same object, he/she gets a point.
Step4.Do exercise 3 Complete the dialogues a.Students look at pictures, tell what they can see on it.Students describe.b.According to the pictures and words in the brackets,students fill the blank
第2单元教案
Postcards from China
Teaching preparing 1 .Teaching task Students book：Module2Unit 2Activity1, 2, 3 Teaching objects 2．
A．Basic task Key words：
bicycle mountain lake square Key sentences: “There are lots of bicycles in China” “There is a very famous river” B．Review:
The using way of the verb „There be‟
2．Use the structure to introduce famous places
For example: learn to use „There be‟
to describe some basic facts of a country or a place
3、Teaching point: Key words： bicycle mountain lake square
4、Teaching difficulty: How to pronounce‟ square.‟ How to use „there be‟
5、Task design: Learning task: Review words： mi
sometimes
restaurant
really
dancing
To learn words： bicycle
mountain
lake square
To learn “There are lots of bicycles in China” “There is a very famous river”
6、Teaching things: radio photo wordcards picture 7．课后反思
第二课时
1、Warm up ⑴Greetings: T—Ss Ss—Ss (2) Chant” America”
(3) Play a game to review the structure.
2、Leading : （1）A.Watch PPT T: What‟s this place?
S: It‟s a picture of the Changjiang River .
The Tian‟anmen Square .
The West Lake .
The Huangshan Mountain
The Great Wall.a.Students learn to read them.b.Student describe them with “There is/are…..” B.Lead in
a.) Listen to the tape, and number the places.b.) Students repeat after the tape sentence by sentence.c.) Students try to recite the paragraph with teacher‟s help, the students who have tried will get a sticker. 3) Students practice with partner 3 Presentation: (1)Ss do exercise 2 Now point and say (2)Ss do exercise 3 Listen and repeat, pay attention to the stre.a.Play the tape and pause after the first sentence.b.Repeat the activity with various actions, e.g., standing up, waving arms…
4、Drilling and Counselling Learn the song: “There‟s a Great Wall in China” a.Students listen to the tape.b.Students repeat
三.课后反思:
第五课时
Step1 Warm up:
Sing the song: “There‟s a Great Wall in China”
Play a game：“Memory”
Rules: a.Students are divided into boys group and girls group.b.Give them limited time to memory the pictures, then they close the book.c.Students describe the objects in their memory, the more correct object they give, the more scores they will gain.
Step2 Do activity book Activity 1 Listen and number.
a.T: what can you see?
S: I can see there is/are…( Students try to describe the pictures) b.Teacher describe the pictures, students number.
Step3
Activity 4 Look and complete the postcard.c.Ss draw the places with teacher‟s describing.d.Ss write sentences, teacher offers help.
Step4 Homework 1 Do exercise 3 2 words dictation.
课后反思：
由于学生个体差异的不同,课堂上的内容对有些孩子比较容易,而对个别学生来说有很难,甚至不能听懂.但我是不会让一个孩子落后的.六年级的内容也增加了,教学内容就要做合理的调整和补充,同时根据学生的心理特点,有区别有重点的调整才行.《英语》六年级第七册第3模块
第1单元教案 Collecting stamp is my hobby
Teaching preparing: 1. Students book：Module3Unit 1Activity1, 2, 3 Teaching task: 2． Knowledge : A．Basic task: Key words：another collect
stamp
hobby
men
Key sentences: “I‟ve got lots of stamps.”
“These are some stamps from Canada ”.“ This stamp is from China”
B . Review:
The using way of „be from‟ 2． Make students talk about hobbies.
3、Teaching point: Key words：
collect
stamp
hobby
men
women
another
4、Teaching difficulty: A.； men and man B ; collect
5、Task design: A. Learning task:
To learn words： collect
stamp
hobby
men
women
another To learn the structure: “I‟ve got lots of stamps.”
“These are some stamps from Canada ”.“This stamp is from China” B. To use the task: 1：AB Unit1 exercise 3 2：AB Unit2 exercise
1、
2、
4、5 3：You do action and I gue .4 : “Your hobby is doing….”
第一课时
1、Warm up ⑴Greetings: T—Ss Ss—Ss
(2) Game: you do action and I gue .(3)Write down the sentence: Your hobby is doing sth Exercise “Your hobby is….(3) Free talk: Student talk about their hobbies: T: My hobby is reading books, what‟s your hobby?(My hobby is doing sth) S：My hobby is …..
2、Leading :
（1）A.ask “What can you see? What‟s this? ” S: It‟s a stamp.T: What are these? S: These are some stamps.How to use :a stamp
and some stamps Teacher help the students say: This stamp is from….
(b.) Students watch PPT and make sentences with “This stamp is from….” “These stamps are from…”
(c.) Teacher shows some stamps and teach “These stamps are from…”
(d.) Students make sentences with “These stamps are from…” B.Game : Gueing game Students watch PPT
T: What‟s are these? S: These are stamps.Teacher give numbers to each stamp, then describe the picture of one of them, Students gue which number it is.T: This one has got a… on it.S: Number 3.Then reverse.C.Lead in T: Everyone has hobby, now listen to the tape , find out what Simon‟s hobby is.
3、（Presentation） (1)S open their books Question: Look at the pictures e.What‟s Simon‟s hobby? f.Where are the stamps from? c.Has Simon got any stamps from China? Student answer the questions.(2) listen to the tape (3) repeat after the tape.(4) Teacher explain the text and student practice the key points.a.The key points: collect
stamp
hobby
men
women
another b.Students practice to make sentences with the key points. c.Game：Paing wordcards make sentences
4、（Drilling and Counselling） （1）Finish SB U1 exercise3. (2) Pairwork.
6．Teaching handwriting：
“This stamp is from….” “These stamps are from…”
三.课后反思:
第二课时
Step1.Game: Extend the sentence T: I‟ve got lots of apples.
S1: I‟ve got lots of apples and bananas.S2: I‟ve got lots of apples, bananas and pears .
…….
Step2.Review the words: collect
stamp
hobby
men
women
another
Step3.Repeat the text after the tape, then students practice with partner in roles
Step4.Talk about stamps (SB book activity 3) a.Number those stamps.b.Teacher describe one of the stamp with the main sentence structure given on the blackboard: “This stamp is from….”.“It has got …..on it”.
Step5 Homework: g.word dictation h.recite paragraph one i.Students make role play about unit one.
Step6.课后反思
第三课时
Step1.a.Students make role play.
b.Give words dictation.
c.Open Activity Book.
Step2.Do exercise 1.e.Play the recording again, then encourage them to tell the important things in the story.f.Then, tell them to read the sentences in the exercise and decide if they are „True‟, „False‟ or „Don‟t know‟.( Explain that they should tick „Don‟t know‟ if the answer is not found in the dialogue.)
Step3.Do exercise 2.Now correct the false statements.Student A read the first false statement in Exercise1.Student B corrects.
Step4.Do exercise 3 Complete the dialogues a.Students look at pictures, tell what they can see on it.Students describe.b.According to the pictures and words in the brackets, students fill the blank
Step5.课后反思
第2单元教案
I’ve got a hobby
Teaching preparing:
2、Studends book：Module2Unit 2Activity1, 2, 3
2、Teaching task: 2．Basic task:
To learn to speak the structure: “Have you got any dolls from Japan ” “Yes, I have./ No, I haven‟t” B．Review: Grammer 2．Talking about your hobbies.
3、Teaching difficulty: any/some
5、Task design: Review words： collect
stamp
hobby
men
women
another To learn “Have you got any dolls from Japan ” “Yes, I have./ No, I haven‟t”
6、Teaching things: Radio
photo
picture
wordcards 第四课时
1、Warm up ⑴ Musical game “What‟s your hobby?” “ My hobby is doing sth” (3) Watch PPT T: Students please watch PPT, What are these?
Can you gue what Mi Ma‟s hobby is? S: Your hobby is flying kites.( PPT explains some kites and any kites) T: Yes, have you got any kites? “Yes, I have/ No, I haven‟t” 2Leading : （1）A.Ask and answer T: Have you got any books? S1: Yes, I have/ No, I haven‟t.Have you got any ….s? S2: Yes, I have/ No, I haven‟t.Have you got any ….s? B.Practice a.) Go through all the pictures with the students to make sure that they know the vocabulary.2) Teacher write the main structure on the board: “Have you got any…..” “Yes, I have./ No, I haven‟t” 3) Students practice with partner
3、Presentation: Ss do exercise 3 Listen and repeat, pay attention to the stre.a.Play the tape and pause after the first sentence.b.Repeat the activity with various actions, e.g., standing up, waving arms…
4、Drilling and Counselling Learn the chant: “HOBBY” a.Students listen to the tape.b.Students repeat
第五课时(REVIEW) Step1 Warm up:
Sing the song: “HOBBY”
Step2 Do activity book Activity 1 Listen and answer the questions.
Step3
Activity 3 Answer the questions.a.Students complete the questions according to their own situation.b.Students work in pairs:
A keeps the book open and asks questions B closes his book and answer A‟s questions.c.They exchange the roles.
Step4 Homework e.Do exercise 3 f.words dictation.
课后反思：
本单元的内容涉及到 my hobby(我的爱好),让孩子准备的课堂用具孩子没能做充分的准备.因此在课堂上孩子们谈论说的时间就缩短了.另外重点句型的操练,孩子们也很快的领会了.Module Four Happy Thanksgiving !
Teaching preparin 1． Student book：Module1Unit 1Activity1, 2, 3
2、Teaching task: 2．Basic task: Key words： festival
special
meal
sound Key sentences:
“What do you do on …..”
“Thanksgiving is my favorite festival.”
“We say „thank-you‟ for our food, family and friends.”
C．Review: “Can you tell me more about…..”and“… is my …”
3、Teaching point: Words ： festival
special
meal
sound
4、Teaching difficulty festival sound “Thanksgiving is my favorite festival.” “We always have a special meal.”
5、Task design:
To learn words ：festival
special
meal
sound
To learn sentences: “What do you do on …..” “Thanksgiving is my favorite festival.” “We always have a special meal.”
“We say „thank-you‟ for our food, family and friends.”
1：SB Unit 1 exercise
2、3
2: AB Unit 1exercise
1、
2、
3、
4、5
6、Teaching things radio photo wordcards picture
第一课时
1、Warm up ⑴ Sing a song “We wish you a merry Christmas.” Competition: List festivals as many as poible.2 Leading : （1）a.（Watch PPT— pictures about Chinese festivals） Ask questions: “what is this festival?”
“What do we do at that festival?” b.Then show the PPT of main sentence structures: “… is my favorite festival, we always do (something)”
Students look at pictures and talk about festivals in pairs with the main structures offered.c.Students show there ideas with their partner.B.Lead in
1) T: You know much about Chinese festival, how many western festival do you know? Students list the western festivals .
T: Very nice! Today Simon will tell us more about American festival, listen to the tape and later you must tell me about them.
3、Presentation: (1)S open their books Question: Look at the pictures a.Who are they? b.What can you see? Students answer the questions.(2) Give the questions: “What are the two American festivals in the story?” “What do people do on Flag Day?” “What do people do on Thanksgiving Day?” (3) Answer the questions.
4、Drilling and Counselling （1） Game: Gueing(T vs Ss) a.Prepare three word cards: Thanksgiving Day
Flag Day
Christmas Day b.Teach them to read.c.Teacher describes the activities that people do in different festival.T: You can see Christmas trees.Ss: Christmas Day 6.Homework： a.Write the new words.b.Collect Chinese and American festival information.
第二课时
Step1.Game: Gueing (Ss1 vs Ss2):
Repeat the text after the tape, then students practice with partner in roles.
Step2 Discuion
Step3.Students make role plays about western festivals with their partner. Step4.Homework: a.word dictation b.recite paragraph two
: 第三课时
Step1.Give words dictation
Step2.Open Activity Book, do exercise 1: Listen to the story again and tick or cro.a.Students read the questions.b.Students look at pictures, tell what they can see on it.Students describe.c.Teacher gives help, students finish the question.d.Play the tape, students finish the exercise.
Step3.Do exercise3.Complete the table.a.Review “ I,
me,
we,
our” b.Complete the table
Step4.Do exercise
5 Write about Spring Festival.a.Students look at pictures, tell what they can see on it.Students describe.Ss: Watch TV Talk with each other.Play games.
Leon four
What’s your favorite festival?
1、Teaching preparing:
Teaching task: Student book： Module1Unit 2Activity1, 2, 3
2、Teaching task ：
Basic task:
Key words：lantern
race
moon cake
Key sentences: “What‟s your favorite festival?”
“My favorite festival is ……” 3
Teaching point: ：
Lantern Festival
Spring Festival
Mid-Autumn Festival Dragon Boat Festival
race
moon cake “What‟s your favorite festival?”
“My favorite festival is ……”
4、Teaching : lantern, moon
5、Task design: To learn words ：
festival
special
meal
sound To learn sentences： Lantern Festival
Spring Festival
Mid-Autumn Festival
Dragon Boat Festival
race
moon cake
二、
1、Warm up ⑴Greetings: T—Ss
Ss—Ss (2)Do the chant, review “I, me, we, our” (3)Play a matching game:
Thanksgiving Day
Sing flag song
Flag Day
Receive presents
Christmas Day
Cheat each other
Ask volunteers to finish the matching.(4)Ask students to add more activities.
2、导入 （Leading ） （1）A.1Watch PPT
T: What‟s this festival? S: It‟s ……
Students learn to read Lantern Festival
Spring Festival
Mid-Autumn Festival
Dragon Boat Festival B.Game: Gueing game
T: (mimes rowing a boat) S: Is it Dragon Boat Festival? T: Right! b.Students do practice in pairs: choose a festival, ask and gue.
3、Presentation: (1)S open their books (2) listen to the tape
(3) Replay sentence by sentence (4) Students repeat after each sentence.(5) Students try to recite one of the festival.
4、Drilling and Counselling StudentA chooses a festival, studentB asks and if he or she can‟t gue out, he can ask “Tell me more.” unle he got the answer. 第五课时
Step1 Warm up: Play a game：“Sentence paing”
Rules: Students ask and answer one to the next to review:
“What‟s your favorite festival?”“My favorite festival is ……”
Step2 Do activity 3.Listen and repeat, pay attention to the stre.a.Play the tape and pause after the first sentence.b.Repeat the activity with various actions, e.g., standing up, waving arms…
Step3 Do Activity Book Activity 1 Listen and complete the sentences.a.T show many pictures, if they like the picture they stand up and teacher count: “X students like…”; if they don‟t like they remain seated.
a.Ss read the questions with teacher‟s help.b.Ss write sentences, teacher offers help
Homework 1.Do exercise 4 2.words dictation. 课后反思：
通过对本单元的小测验,孩子们对这节课的知识掌握的还不错.孩子们也已经知道了外国节日和中国节日不同.有的孩子上网查了许多关于节日的资料,在班里和其他的孩子一起分享.
第11篇：初中全英说课稿
初中全英说课稿1
Good morning, everyone!
Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford English.
Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid.Grade four is the initial stage of English learning, so it strees on the emotion of the Ss, creates a well beginning for the Ss.
This Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating characterize.Review the learned language points \"Where’s…\"and the new language points will be represented in the following units.So this unit forms connecting links with a special meaning in this book.
The content of this period is to use \"Where’sare…\" to determine the place.And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:
The first one: students can listen, read, say and spell the following words: a gla, a fridge, an egg, bread and a table.
The second one: students can listen, read, say and write the following daily expreions: What’s for breakfast?
Have some juice then.
The third one: students can listen, read, say and write the following sentence patterns: Where’sWhere are themy…
It’s They’re…
There’s no …in on ear…
I think the most difficult point of this period is to make sure the students can use the patterns \"Where’sWhere are…and There is no …inon ear…\" in their daily life correctly.
And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims.
The task-based method, communicated method, group cooperate method will be used in this period.
To accomplish the aims, I design the following steps:
Step 1 Songs and the game arousers the emotion.
In order to attract the Ss’ attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game \"Simon says\".At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge.
Step 2 Change cla to life, happy to say.
The substance of language is communication and the environment of communication is life.So when I present the sentence pattern \"What’s for breakfast?\" I first show a clock to elicit the time for breakfast, teach the sentence.
Then show my own photo of having breakfast, Ss ask and gue.In this way I can attract Ss’ attention, encourage Ss to ask Qs with the new knowledge.
Most of the Ss have learnt the sentence pattern: Where’s…？ so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are…？ They’re … Meanwhile stick the sentences on the Bb.
After some practice by asking and answering, I present the next language points:
There’s no …inon ear…
Have …then.
And I will stick these sentence patterns on the Bb.Finally I’ll let the Ss do pair works to consolidate them.
Step 3 Listen to the tape and Ss imitate to read and say.
As the new reformation of curriculum, emphasized the traditional cla attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method.So in this leon, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.
Step 4 Ss be the main body, T makes a guider.
In cla, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stre the position of the Ss, and arouse their interest.
Then I show a carton with no voice, ask Ss to make a dialogue in pairs.
There are lots of ways to consolidate the new knowledge.
Playing game is a good way.So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks.In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.
Step 5 Change cla to life, learn by themselves.
Is this the end of the cla? I don’t think so.If there is an end, I think it should be in the life.So I extend this cla, encourage Ss to use the learned to communicate with each other in their life.
In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging.When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.
That’s all.Thanks a lot for your attention.
初中全英说课稿2Interpretation
Good morning, ladies and gentlemen.It’s my great honor and pleasure to be here sharing my leon with you.
I have been ready to begin this representation with five parts.
Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.
Part 1 Teaching Material
The content of my leon is New Senior English for China Book*** Unit********************.This unit is about******************** （topics）。 By studying of this unit, we’ll enable students to know************************* and develop the interest in*******************.At the same time, let the students learn how to******************** （functional items）。 From this leon, it starts***************************（structures）。 （As we all know, reading belongs to the input during the proce of the language learning.The input has great effect on output, such as speaking and writing.） Therefore, this leon is in the important position of this unit.If the Ss can master it well, it will be helpful for them to learn the rest of this unit.
Part 2 Teaching Aims
According to the new standard curriculum and the syllabus （新课程标准和教学大纲）， and after studying the teaching material, the teaching aims are the followings:
1.Knowledge objects （语言目标：语音，词汇，语法，功能，话题）
（1）The Ss can master the usage of the important words and expreions.
（2）The Ss can use the ****************** （grammar） in the proper situation.
（3）The Ss can understand the content of the leon, talk about *********************** （information） and get their own idea about *******************************.
2.Ability objects （技能目标：听，说，读，写）
（1） To develop the Ss’ abilities of listening, speaking, reading and writing
（2） To guide Ss to set up effective studying strategies.
（3） To improve the student’s reading ability, especially their skimming and scanning ability.
（4） To train the Ss’ abilities of studying by themselves and cooperating .
3.Emotion or moral objects （情感目标：兴趣，自信，合作，爱国，国际视野）
（1）By completing the task, the Ss increase their interest in ********************and set up self-confidence in *********************.
（2）Teach the Ss*************************, put the moral education in the language study.
Part 3 the Important and Difficult Points
Based on the requirement of the syllabus.
The important points are************************** such as **************.
The difficult points are************************* for example*************.
Part 4 Teaching Methods
As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language.
For achieving these teaching aims, （after the analysis of the teaching material and teaching aims,） I will use the following methods according to the modern social communication teaching theories（现代社会交际教学理论） .
1.Communicative Approach（交际教学法）
2.Whole Language Teaching（整体语言教学法）
3.Task-based Language Teaching （任务教学法）
4.Total Situational Action （情景教学） a \"scene — activity\" teaching method , it establishes a real scene and the interaction between the teacher and the Ss.At the same time, CAI （电脑辅助教学） can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.
Part 5 Teaching Procedure
Step 1.Lead-in.（*****min）
*******************************************************************
Purpose of my design: （1） to catch Ss’ attention about the cla/topic/paage.
（2） To set up suspense/develop interest in ***************.
Step 2.Pre-reading
Task 1.（Individual work, pair work, group work, cla work; *****min）
Let Ss *************************************************************
Task 2.（Individual work, pair work, group work, cla work; *****min）
*******************************************************************
Now, let’s see what happened to the***************/ let’s check whether it is right or not.
Purpose of my design: （1） to get to know something about the *****************.
（2） To have a better understanding about the importance of *******************.
Step 3.While-reading
Task 1.（Individual work, pair work, group work, cla work; *****min）
Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.
Para 1 *******************
Para 2 *******************
Para 3 *******************
…
Task 2.（Individual work, pair work, group work, cla work; *****min）
Scanning: Listen to the tape part by part to finish ***************************.
Task 3.（Individual work, pair work, group work, cla work; *****min）
Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.
Task 4.（Individual work, pair work, group work, cla work; *****min）
Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.
Purpose of my design: Enable students to understand the given material better by using different reading skills.And proper competition can arouse the Ss’ interest in English learning.\"Task-based\" teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.
Step 4.Post-reading
Task 1.（Individual work, pair work, group work, cla work; *****min）
（接task3）Ask Ss to close books and finish the summary according their notes.
（接task4）Retell the story /Sum up the paage in Ss’ own words according to the chart.
Task 2.（Individual work, pair work, group work, cla work; *****min）
Discu ***********************************************with other group members and then choose a reporter to share their opinions about ************************************ with the whole cla.
Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English.Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.
Step 5.Homework
1.**************************************************
2.**************************************************
Purpose of my design: Homework is so important and neceary for to master the knowledge they learned after cla.It will check whether the Ss achieve the teaching aims.
第12篇：英辅报(全)
Asleepcat
Catsusuallyneedmuchmoresleepthanhumansandsleepalmostanywhere.Theysleepinbed, inshoesandon atable.Theycansleepfor16hoursaday, abouttwiceasmuchasadulthumans.Somepeoplerananonlinecontesttotrytoraiseawareneoftheimportanceofsleepbehaviour.Look, thimallcatinaslipperwasvotedthecutestsleepingcat!
睡眠的猫
猫通常比人类需要更多的睡眠, 几乎在任何地方都可以睡眠。他们睡在床上,在鞋子和桌子上。他们可以睡了16个小时,一天睡成年人大约两倍。有些人跑步试图提高人们对睡眠行为的重要性。看,这只小猫在拖鞋上睡觉被评为“最可爱的睡猫!
Aninterviewwithapilot
Howmuchtimedopilotsactuallyspendflyingaplane?
Itvariesfromabout20minutesonsomedomesticflightstoasmuchas18hoursoninternationalflights.Italldependsoniftheflightihort-orlong-haulflights.Airlinesaignthreeorfourpilotstolongflights.Wetaketurnsflyingtheplane.
Ifpilotsaretravellingallthetime, howdotheydealwithjetlag?
Jetlagisannoyingforalmostallpilots.ItrytogotosleepasIwouldathome.
Howimportantisittoknowtheweightandsizeoftheplaneyouareflying?
Itisveryimportant.Weweighalmosteverythingputintotheairplaneandmakeestimatesaccordingtothenumberofpeopleoneachflight.
Dopilotseattheairplanefood?
Yes,weeatbusineclafood! Airplanefoodchangesevery
seasonandisverydeliciousifyoudon’thateeatinglobstereveryday! Thepilotsonthesameplanearesupposedtomakedifferentmealchoiceothatifoneofthedishescausesfoodpoisoning, onlyoneofthemwillbesick.Thatway, atleastonepilotwillalwaysbewellenoughtoflytheplane!
采访一名飞行员
你做飞行员开飞机多少年了？
它不同约20分钟在一些国内航班,高达18小时的国际航班。这一切都取决于起飞的航班短途航班和长途航班。航空公司分配三个或四个飞行员长途飞行。我们轮流开飞机。
如果飞行员都旅行,他们如何处理时差吗?
时差是几乎恼人的对所有的飞行员。我试着去睡觉,因为我会在家里。
知道重量和大小的飞机有多重要?
这是非常重要的。我们权衡几乎一切都放到飞机和做出估算根据每个航班上的人口数量。
做飞机飞行员吃食物吗?
是的,我们吃商务舱的食物!随着每一季飞机食品都非常好吃,如果你不讨厌吃龙虾每一天!飞行员在同一层面上应该做出不同的选择,这样如果一餐菜肴引起食物中毒,只有一个人会生病。这样,至少一个飞行员将永远是足够的飞机!
Futureandtoday
Itiswellknownthateveryonehashisowndreamaswellashisownfuture.Butdoyouknowwhatfuturereallyis? Ihavetosaythatfutureisnow.Thatistosaywemusttreasureeveryminutenow.Ifwewanttohaveabrightfuture, weshouldknowhowimportanttimeisanduseitwell.
ThereisanoldEnglishsaying:” Gaintime, gainlife.” Thenwhat’s
time? Timeiomethingthatwecan’tseeortouch, butwecanfeelitpaingby.Timeisalwayswithus.Whenweareattable, timepaes; whenweplay, timegoesbyunnoticeable.Wealwayay” Timeismoney”, buttimeisevenmorepreciousthanmoney, becausewhenmoneyipent, wecanearnitback.Butiftimeisgoneaway, itwillneverreturn.So, someofusevensaytime ispricele.
Weshouldalwaysremember: futureisnow.Forutudents, weshouldtryourbesttoworkhardinordertocreateagreatfutureofourown.Weshouldmakethebestuseofeveryhourandbethemasteroftoday.Weshoulddoeverythingbeforeusaswellaspoible.Andneverputoffwhatcanbedonetodaytilltomorrow.
Asweallknow,” Timeandtidewaitfornoman.” Ifyouwaste
today, youwillregrettomorrow.Sofromnowon, workhard.Tomorrowwillbebetter, andyourfuturewillbebrighter.Remember:” Nopains, nogains.” Today’shardworkisthecauseoftomorrow’sharvest.
今天和未来
众所周知,每个人都有自己的梦想以及他自己的未来。但你知道未来究竟是什么吗?我不得不说,未来就是现在。也就是说,我们必须珍惜现在的每一时刻。如果我们想要拥有光明的未来,我们应该知道时间的重要性,好好利用它。
有一个古老的英国谚语所说:“赢得时间,赢得生命。“时间是什么?时间是我们无法看见或触摸到的,但我们可以感觉到它经过。时间总是与我们相伴。当我们在吃饭,时间流逝;当我们玩, 察觉到时间的流逝。我们总是说“时间就是金钱”,但是时间甚至比金钱更珍贵,因为当钱花了,我们可以再挣回来。但是如果时间是消失了,它就再也不会回来。所以,有些人甚至说时间是无价的。
我们应该永远记住:未来就是现在。对我们学生,我们应该尽力努力工作以创造一个伟大的人类的未来。我们应该充分利用每一小时,做今天的主人。我们做一切事都应该在我们面前以及可能的。决不要把今天能完成的事拖到明天。
我们都知道,“时间不等人。“如果你浪费今天,明天你会后悔的。所以从现在起,努力工作。明天会更好,你的未来会更美好。请记住:“没有付出就没有收获。“今天的努力工作的原因是明天的收获。
Lifeistoenjoymusic
LiYundiisaclaicalpianistwitharockstarfollowing.The30-year-oldChineseperformerhasbeenplayingthepianoformore
thantwentyyearsandhaswonalotofpraise.Atthe2012CCTVSpringFestivalGala, hegavetheaudienceagreatperformance.Haveyouseenit?
Li’sinterestinmusicbecameapparentinhisearlychildhood.He
startedlearningtoplaythepianoatsevenyearsold.HebecamemostwellknownforbeingtheyoungestpianisttowintheInternational
FredericChopinPianoCompetition—— oneoftheworld’smostimportantmusicalcontests, in2000, attheageof18.
Withaquietstyle, Lidoesnotthinkthatfamehaschangedhim.Liintendstoplayandperformuntilhisoldage.Hebelievesthatinmusicthebestcomestothosewhowaitandenjoymentisthekeytoeverything.
生活就是享受音乐
古典钢琴家李云迪是一个摇滚明星。这位30岁的中国演员已经弹钢琴20多年了,他已经赢得了很多称赞。在2012年中央电视台春节联欢晚会,他给观众一个伟大的表演。你看到了吗?
李云迪对音乐的兴趣在童年时代就变得明显。他开始学习钢琴在七岁。他成为了最闻名最年轻的钢琴家赢得国际肖邦国际钢琴比赛——一个世界上最重要的音乐比赛,在2000年,18岁的时候。
有一个安静的风格,李云迪并不认为名声已经改变了他。他打算玩和执行,直到晚年。他认为,在音乐中最好的是那些等待和享受,是一切的关键。
Makedreamcometrue
Amongprofeionalbasketballplayers, JeremyLin’sbackgroundisnottypical.HegraduatedfromHarvardUniversity, whichsendsfewplayerstotheNBA.HeistheonlyChinese-AmericanNBAplayer.Butwhenyouwatchhimonthecourt, thereisnodoubtthathebelongsthere.LingrewupinPaloAlto, California.HisparentsemigratedfromTaiwantotheUnitedStatesinthemid-1970s.Allofhisfamily
memberslikewatchingbasketballgames.Inhighschool, LindreamedofplayingintheNBA.Whenhewasinhisfreshmanseasonat
Harvard, hewasthephysicallyweakestguyontheteam, butwithhishardworkandtalent, hegotagreatachievement.Heisveryclever.HiscoachsaidofLin:” I’veseenalotofteamscomethroughhere, andhecouldplayforanyofthem.He’sgotgreat, great
composureonthecourt.Heknowshowtoplay.”
NowLinplaysfortheNewYorkKnicks.Heearnedmorethan60000Twitterfollowersinjustfivedaysandbecamethemostpopularbasketballplayerovernight.
Dearfriends, doyouhaveanydreams? HaveyoudreamedofplayingintheNBA? Maybeitisnotadream; youcanmakeitcometrue, justlikeJeremyLin.
使梦想成真
在职业篮球运动员,林书豪的背景不是典型的。他毕业于哈佛大学,他将进入NBA。他是唯一的美籍华人的NBA球员。但是当你看他在场上,毫无疑问,他属于那里。
林生长在加州帕罗奥多市。他的父母来自台湾，移民到美国在1970年代中期。他所有的家人喜欢看篮球比赛。在高中,林梦想能在NBA打球。当他在哈佛大学新生的赛季,他是在队上身体最弱的家伙,但是他的勤奋和才华,他得到了一个伟大的成就。他是非常聪明的。他的教练对林说:“我看过很多球队从这儿出来,他会打给他们中的任何人就看。他很非常沉着。他知道如何玩。”
现在林在纽约尼克斯队。他赚了超过60000，微博追随者在短短五天内,一夜间成为最受欢迎的篮球明星。
亲爱的朋友们,你有梦想吗?你的梦想能在NBA打球?也许这不是一个梦想;你可以使它成真,就像林书豪一样。
Onawindymorning
It’saspringmorning.Thewindwasblowingveryhardwhentwoboyswalkedslowlytoschoolalongthestreet.Infrontofthemwasanoldman.Hewalkedwithdifficulty.
Justastheypaedhim, thewindblewtheoldman’shatoffdownthestreetquickly, buttheoldmanwasnotabletorunafterit.
“Stop, myboys, please, andpickupmyhat,” criedtheoldman.“IamafraidIamnotabletodothat.” Buttheboytoodthere.They
didn’trunafterthehat, butonlylaughed.Theythoughtitwasveryinterestingtoseehowtheoldmantriedtocatchthehat.
JustthenalittlegirlnamedLucySmithwasonthewaytothesameschool.Aoonahesawthis, sheranatonceandcaughtthehat.
Thenshebroughtittotheoldman.Andbeforeshegaveittohim, shecarefullycleanedit.“Thankyou, mydear.” Hesaidashetookhishatfromher.” Thankyouforyourhelp.”
Theboysandthegirlwentontoschool.Buttheteacherhadseenallthisfromoneofthewindows.Whenleonswereover, he
calledthestudentstogetherandtoldthemallabouttheoldman’shat.Thenhewenttohisdeskandtookoutabeautifulpicture-book.Hegaveittothelittlegirlforwhatshedid.
Thetwoboys’facesturnedredandtheyfeltsorry.
在多风的早晨
这是一个春天的早晨。风刮得很厉害当两个男孩慢慢沿着街道走到学校。在他们面前的是一个老男人。他走路时带着困难。
就像他们超越了他,风吹过的老人的帽子很快掉在街上,但老人无法追赶它。
“停,孩子们,拜托了,请拿起我的帽子,”老人喊道。“我担心我不能够这样做。“但是那个男孩站在那里。他们没有追帽子,但只是哈哈大笑。他们认为这是非常有趣的,来看看老人想赶上的帽子。
就在这时,一个小女孩,她叫露西。他们是在同一所学校。当她看见了,她立刻跑去,抓住了那个帽子。
然后她把它还给了老人。之前,她把它给了他,她仔细地打扫了。“谢谢你,亲爱的。“他说当他拿起他的帽子对她说“谢谢你的帮助。”
男孩和女孩去学校。但老师从一个窗户看到一切。当课程结束后,他叫学生们在一起,告诉他们所有的老人的帽子。他走到写字台,拿出了一个美丽的图画书。他送给了小女孩。 这两个男孩的脸一下子变红了,他们感到抱歉。
Pollutionandlife
Theworldisbecomingsmallerbyusingmoderntraffic, TV, telephoneandsoon.Lifetodayiseasierthanitwashundredsofyearsago, butithasalsobroughtnewproblems.Oneofthebiggestispollution.Pollutioncomesinmanyways.Wecanseeit, smellit, drinkitandevenhearit.Themorepeople, themorepollution.Manyyearsago, theproblemwasnotsoseriousbecausetherewerenotsomanypeople.Manisnowslowlypollutingthewholeworld.
Airpollutionitillthemostserious.It’sbadtoalllivingthingsintheworld.Waterpollutionkillsourfishandpollutesourdrinking
water.Noisepollutionmakesusbecomeangrymoreeasily.ThepollutionofSO2isnowthemostdangerousproblemofairpollution.Itiscausedbyheavytraffic.Itiurethatiftherearefewerpeopledriving, therewillbeleairpollution.
Manycountriesaremakingrulestofightpollution.Theystoppeoplefromburningcoalinhousesandfactoriesinthecity.Sothelepollutionthereis, thebetterlifepeoplewillhave.
污染和生活
世界变得愈小利用现代交通、电视、电话等。今天的生活已经比以前好多了数百年前,但它也带来了新的问题。最大的风险之一是污染。污染在许多方面。我们可以看到它的声音,闻一闻它,喝它,甚至听到它。
更多的人,更多的污染。许多年前,问题没有那么严重,因为没有这么多人。人现在慢慢污染整个世界。
空气污染仍然是最严重的。污染到所有生物的世界。水污染杀死我们的鱼和污染我们的饮用水。噪音污染使我们变得更容易发怒。二氧化硫污染是当今最为危险的空气污染问题。这是由于交通拥挤。可以肯定,如果开车的人较少,也会减少空气污染。
许多国家都将制定法律与污染作斗争。他们阻止人们在燃煤的工厂和住宅的城市随意污染。因此减少污染,人们将会有更好的生活。
Talkingsomebodyaroundme
HereI’dliketosaysomethingaboutDaming, oneofthebest
studentsinmymind.Youmayfeelsurprisedandwonderwhy?To
somestudents, Damingisnotbestatstudy.Heisnaughty, andsometimesevennotwell-behaved.ButhaveyounoticedDaminghascarriedthelunchboxesforusforthreeyears? ItisalsoDamingthatmakesthecomputerworkwheneverthereiomethingwrongwithitincla.Soitiseasyforapersontodoonekindthing, butkeepingdoingkindthingsforothersisquitedifficult.
讨论我身边的人
在这里,我想谈谈有关大明,最好的学生之一在我心中。你可能会感到惊讶,不知道为什么?一些学生中,大明学习最好。他很调皮,甚至有时不乖。但你有没有注意到大明带了三年的午餐盒?大明能让计算机在课堂上有毛病时继续正常工作。
所以这是一个人更容易做一个类的东西,但保持那种为别人做的事情是非常困难的。
第13篇：初中英语全英教案
A teaching plan
教材分析 学情分析 Contents: 1.Vocabulary： 2.Structure: 3.Dialogue: 4.listening: Objectives:
1.Teaching Aims and Demands (1) Instructional Objectives
Be able to use the new words and phrases:
(2) Ability Objectives Be able to use listening skills to comprehend their dialogues, such as listen for specific information etc.
Be able to use what they learned to describe what they can do and give responses.Be able to use the language they learned to finish a dialogue and a short paage.
(3)Educational Objectives
Arousing students’ interest and helping them learn by using pictures.
Building their confidence by step by step approach and careful scaffolding.2.Teaching Importance To master the key vocabulary
To understand and use the target language To master the usage of the different forms of “can” in the target language.3.Teaching Difficulties To enable the students to understand the sentence patterns to talk about the ability activities.
To enable the students to use the target language
The students learned the structure “can do sth”, So it’s difficult and important to let them understand it can also be used to talk about the ability activities.
4.Teaching Aids Multi-media computer, Tape recorder and so on. 5.The Teaching Methods (1) Communicative teaching method. (2) Audio-visual teaching method. (3)Task-based teaching method.6.Studying Ways (1)Let the Ss pa \"Observation—Imitation—Practice\" to study language.(2)Let the Ss pay attention to the key information in listening practice.(3)Enable the Ss to study English language by Communication.(4)Let the Ss know that conclusions and being good at thinking are neceary to learn English well.
Procedures and Time Allotment: 2 Task1: Warming-up(2mins) Before cla, get Ss to enjoy an English song for about 2 minutes to warm them up.The purpose of the task-based activities is to Interest the students Task 2:Lead-in(3mins) 1.Use the PPT to lead in the new leon..show some pictures and teach the words and phrases: 2.ask Ss read the words together.Task3: Play a game(4mins) Task 4: Presentation(8mins) The purpose of the task-based activities is to let the students learn to cooperate with each other and practice the language points, improve the students’ abilities of speaking.Task5: Representations(5mins) Task 6.Listening(5mins) 1.Ask Ss to open their books and turn to Page 59.Look at part 1b, look at the conversations and make sure the students understand the conversations and what to do.Then play the tape for three times.For the first time the students only listen to understand the whole general meaning of the conversations.For the second time the Ss pay attention to the activity in each conversation and write them in the blanks.For the third time the Ss pay attention to the time that the activities in each conversation are done and number the conversations (1-3).Ask some Ss to check their answers.
2.Practice the conversations in 1b.Then make your own 3 conversations.The purpose of the task-based activities is to practice listening and improve the students’ abilities of listening.Task 7 .Make a survey(7mins)
Give the students several minutes to prepare the survey using the target language to ask and answer, next fill the form : Finally ask two groups of the students to report their results.For example: Task 8. Summary(4 mins) Summarize the key language points in groups , and show them on the screen to help the Ss take notes.Task 9. Homework(2mins) 1.Consolidate and review the expreions of the leon.2.Write a short paage about the results of the survey.
Blackboard design
第14篇：全英教学设计
Teaching contents: Oxford Primary School English /fun with english 5B Unit 1 Teaching aims: Four skilled words: Four skilled sentence patterns:
Three skilled everyday English and sentence patterns: Focus Points & Difficult Points : Correctly master the four skilled words and sentence patterns: ......
4、Teaching Preparation:A tape recorder, tapes, wall pictures.Write the title of the unit on the blackboard before cla. Correctly understand the dialogue and try to act it out.
5、Teaching steps: Step 1 Warming up Listen to a song : Greetings: Free talk: Step 2 Pesentationand practise.1.Continue the Free talk to lead in: Step 3Consolidation & Extension.Step 4 Summary Step 5 Homework 1.Recite the text (Part A) 2.Learn the four skilled words and some patterns by heart.3.Read Unit twice, listen to it for twenty minutes.4.Make dialogues according to what they learned in Unit 1 as often as poible.5.Sing the song.
6、Designing for the blackboard:
第15篇：小升初全英自我介绍!
Goodafternoon, teachers and clameats! Today, I`m very happy to make a speech here.Now, let me introduce myself.My name is ma shou chuan.My English name is sky.I`m 12.I come from Cla3 Grade 6 of Zhongsahnlu No.1Primary School.[ˈpraiməri sku:l]My hobby(兴趣) [\'hɒbi]is verywidespread（.广泛）[ˈwaɪdspred]I like playing ping-pong .Because I think it`s very interesting.And I like to play the flute andcucurbit: [ kju(:)\'kəbit ]flute: [ flu:t ]I`d like to eat potatoes.They`re tasty.,I like Chinese calligraphy very much .Becauseshe is Chinese traditional culture.And I like math best.It`s fun.On the weekend or every night, I like reading books in my room.I have a happy family.My father isa teacher.My mother is a teacher too.they are hard-working .And I`m a good student.My dream is to be amathematician
[ˈmæθəməˈtɪʃn], becauseI want to make a contribution
[ˈkɒntrɪˈbju:ʃn] to mankind .It\'s my pleasure to study with all of you, I hope that we can help each other and achieving together in the future.I\'m willing to be everyone\'s friend.
Thank you for listening!
第16篇：全英讲课稿
ⅰ.warm-up 1.cla begins!good morning,boys and girls!sit down,please! 2.boys and girl,are you happy today?i\'m happy,too.let\'s sing an english song together,ok?\"what\'s
your
favourite
season?\"clap
your hands,please.wow!wonderful! ⅱ.presentation let\'s learn 1.now boys and girls,please look at this picture.what season is it now?yes,it\'s summer.why?because i can swim.read after me.this line,please read this word one by one.great! 2.look at this picture!what season is it?why?because i can make a snowman.read after me.this line,read it.very good! 3.in summer,i can swim.in winter,i can make a snowman.and in winter,i can skate,too.follow me,please.4.i don\'t like summer,it\'s too hot.i don\'t like winter,it\'s too cold.i like spring,it\'s sunny and warm.in spring,i can fly kites.i can plant trees,too.please read after me.5.let\'s review the phrases.in summer,i can....in winter,i can..,i can also....in spring,i can...,and i can also....great! 6.now please take out your pens and write these five phrases on your exercise books.finished?please check your partner\'s spelling.who is all right?all of you have done a good job! group work 1.what season is it now?yes,it\'s spring.i like spring,it\'s sunny and warm.i\'d like to go hiking.what about you?what would you like to do?i\'d like to....2.now we\'re going out together.what would you like to do?please work in groups , talk about it and fill in the chart.then report the numbers to me.3.stop here.are
you
ready?who
wants
to
be
the reporter?you,please.wonderful!thank you.ⅲ.consolidation 1.boys and girls,are you happy this cla?let\'s play a gueing game,ok?i want one of you to come here and act the phrases,the others say the phrase with \"i can...\"or\"i\'d like to...\"for example,....are you clear?let\' begin! 2.ok,all of you have done a good job.you can continue this game after cla,ok? 3.so much for this cla.cla is over.goodbye,everyone! thank you for listening
Unit 2 My Schoolbag A Let’s talk.
一、1.Good afternoon！Boys and girls! Today we’ll learn Unit 2 My Schoolbag A Let’s talk.First, let’s sing a song.Red and yellow and…Ready? Go!
2.Look!I have a new schoolbag.What’s in the bag? Do you know them? Let’s say together.Look！My English book is yellow.What colour is your Chinese book? Wow, it’s beautiful.
二、1.Look at this picture.Who’s she？Yeah, Amy.Amy has a new schoolbag.I have a question.What colour is it？(板书)Gue！ 2.Let’s watch the video and find out the question: Have you got it? Good job! It’s …(板书It’s …) Look at the ruler.What colour is it? Practice in pairs.3.Listen and repeat, try to imitate.Who can imitate this sentence? Do you know fat? (板书) 4.Let’s make a role play.I am …You’re…Ready? Go! Practice in pairs, then show.5.Let’s make a new dialogue.First, I will give you a model.
三、
1.Let’s play a game.I have a new eraser.Do you know the colour? (指黑板提示。)Gue! Play this games in your groups.2.Open your activity book at Page 9.Listen, colour and match.Sarah, show your work please.Is she right? Listen again and tick or cro.What’s your answer? Lily! Do you agree with her?
四、Summary and Homework 1.What have we learned today? We learned a new dialogue and we can use the sentences now.2.Listen and imitate the dialogue twice.Make a new dialogue.板书设计：
Unit 2 My Schoolbag A Let’s talk.What colour is it?
fat
It’s…
Unit 4 My Home A Let’s talk.
一、
1.Good afternoon！Boys and girls！Today we’ll learn Unit 4 My Home A Let’s talk.First, let’s do together.Ready? Go! Go to the living room.Watch TV.Go to the study.Read a book.2.Look at this picture! This is my home.（照片） You can see a…Let’s say together.Do you have a picture of your home.Wow, how beautiful! Jack, is this your…?Follow me.Yes, it is.Lily, is this your…? Follow me.No, it isn’t.Boys and girls, look at the blackboard.Read after me! Is this your bedroom? Yes, it is.No, it isn’t.(板书: Is this … Yes, it is.No, it isn’t.)
二、
1.Look at this picture.It’s Chen Jie’s cat.Chen Jie can’t find her at home.Gue! Where is the cat?S1…S2…
2.Let’s watch the video and answer the question.Where is she? 3.T:Is she in the living room? Is she in the study? Is she in the kitchen?(教师板书三个she) Is she in the claroom? Is she in the living room? Practice in pairs.4.Listen and repeat, try to imitate.5.Make a role play.Practice in pairs, then show.
三、
1.Let’s play a game.I have a pen.Gue! Where is it？You can gue with “Is it …?”
2.Open your book at Page 30.Listen and number.Have you finished？ Jack.Your answer ,please!
四、Summary and Homework 1.What have we learned today? 2.Listen and imitate the dialogue twice.Make a new dialogue.板书设计：
Unit 4 My Home A Let’s talk Is this/she/it…？ Yes, it/she is.No, it/she isn’t.
Unit 5 What would you like? A Let’s talk.
一、
1.Good afternoon! Boys and girls! Today we’ll learn Unit 5 What would you like? A Let’s talk.I’m ready for cla.Are you ready for cla? Everything’s ready！Spell “everything ” First, let’s enjoy a song.2.I have many pictures about food.Do you know them? Let’s say together.Do you have some foods？Wow，so many.I am hungry.Can I have some…? Thank you.（板书hungry）
二、
1.Look at this picture.Mike’s dad is cooking dinner.Gue! What’s for dinner？
2.Let’s wait and see.Listen and choose the pictures.3.What would mom like? What would Mike like? Wait and see.Let’s watch the video and match the pictures.4.Dad wants to know “What would they like for dinner?”.How does he ask? Can you remember?(学生回答,教师板书.)Great！Follow me！What would you like for dinner？Mike says: Mom says: (学生回答,教师板书：I’ d like some…)
I’d like some potatoes for dinner.What would you like for dinner? Practice in pairs.5.Listen and repeat, try to imitate.Wait and see.Do you know the meaning？let’s spell “wait”.6.Make a role play.Practice in pairs, then show.
三、
1.Let’s finish the chart.For example: Hello, Jack.What would you like for dinner? 2.Open your book at Page 37.Listen and draw.
四、Summary and Homework 1.What have we learned today? 2.Listen and imitate the dialogue twice.Make a new dialogue.板书设计：
Unit 5 What would you like? everything
A Let’s talk
hungry
What would you like for dinner? wait
I’d like… 第一步 导入
T: Good morning, Everyone! Do you like watching movies? Do you know Jet Lee (李连杰)?Do you know one of his famous movie called HERO? What does ‘hero’ mean? Who are the heroes in your heart? Do you know Yan Liwei, our national hero? 第二步 介绍文章人物
T: Open your books, and turn to page 100 and 101.Let’s read two paages about Shenzhou V and Yang Liwei.Shenzhou V is China’s first manned spaceship.It lifted off at 9 a.m.on Wednesday, October 15th, 2003 in Jiuquan, Gansu Province.It was carrying Yang Liwei.It was launched very succefully and landed in Inner Mongolia safely.Yang Liwei is China’s first astronaut.He was a pilot in the army.He was chosen from 1,500 other army pilots and started training for his space flight in 1998.During the 21-hour space flight, he circled the earth 14 times.When the spaceship was doing its seventh circle, Yang Liwei showed the flags of China and the United Nations, expreing the wishes of the Chinese people to explore and use space peacefully.
第17篇：高中英语全英教案
高中英语教案
I. Teaching focus
1.Realize the damage caused to the world and figure out the reasons.
2.Find ways to stop the earth from being polluted by discuing in groups.
II.Teaching approaches Elicitation, Mutual Interaction
III.Teaching aid Interactive multimedia teaching
IV.Teaching proce
Step 1
Revision 1. Check note-making
Earth: not enough rain, too many cattle, cutting down trees, strong winds Air: smoke from factories, power stations, cars, chemical rain, accidents at power stations and factories Water: waste from factories and cities
Step 2
Presentation
1． Present a series of images depicting the natural beauty of the earth, then the pollution.Highlight the sharp contrast between them.Guide the students to the conclusion: The earth used to be much more beautiful than now; the earth is in danger due to the increasing pollution.
2． Study the map on the textbook, then scan the paages to figure out where on the world atlas the damage has happened.Encourage the students to give out their point of view toward the pollution iue.
Step 3
Audiovisual Learning
The students watch a video on the text, then do the following true or false questions.
1.
Many parts of the world with large population and plenty of crops have become deserts.
T 2. Land may become poor if farmers do not limit the numbers of their cattle.
T 3. Good soil is gradually lost these days as trees are being cut down.
T 4. Air pollution and water pollution are the two causes of the problem that many parts of the world have become deserts.
F 5. Chemicals in the smoke from power stations can travel hundreds of miles in the wind before falling down to the ground in the rain.
F 6. After a bad accident at a nuclear power station, 50% of the trees in Germany were damaged.F 7. The writer to explain how water is polluted uses the examples of the accidents in both India and Ruian.
F 8. Once oceans are polluted, they are not able to clean themselves. F
Step 4
Intensive Reading Read the paages again for some detailed information 1.
To say something about the damage that is caused to the world by pollution, using the information from the text.Try to present poible ways to help solve the problems. Phenomena Causes Suggestions
EARTH The area of desert is growing every year. Cattle eat gra. Limit the number of the cattle.Good soil is gradually lost. Trees being cut down; strong winds blowing the valuable soil away.Plant more trees and try to protect them.
AIR
Air is being polluted. Factories, power stations and cars produce a lot of waste. A lot of things have to be done to reduce pollution.New laws should be paed and people should realize how serious the problem is.
A lot of people died from polluted air in both Ruia and India. There were serious accidents that polluted the air.Trees in the forest are destroyed and fish in the lakes are killed.
Chemical rain.
WATER In some places it’s no longer safe for swimming, nor is it safe to eat the fish.
Factories and cities produce a lot of waste.
Same as above.
Lake Baikal, which used to be cleanest I the world, s now polluted. Waste produced from a chemical factory.2.to summarize the text by giving the main idea of each paage.Earth:
The area of desert is growing and good soil is gradually lost.Air:
Chemicals in the smoke cause a lot of damage and serious accidents took place from time to time.Water: Water pollution is caused by man’s waste. The waters of this great lake have been dirtied and 4800 square km of ocean were polluted by oil. Step 5
Discuion Appoint one student to host the discuion.The rest of the cla fall into groups of 4, changing ideas on the following question.
(1)What kind of pollution can you think of? (2)Why trees are important? (3)What are the causes of water pollution? (4) What can be done to stop land from becoming into desert? (5) What else do we know about the problems that the earth is facing? (6) What steps should we take to save the earth? Step
Role play
The students take turns to play the role of a newspaper reporter, making interviews with heads of factories (e.g.A papermaking factory) which are seriously polluting air and/or water.Record the interviews and compose a report.
Step
7 Aignment （1）Read the additional materials about pollution and do the reading comprehension exercises.
（2）Finish the report.
Thanks for attending this cla!
_____________________________________________________________________________--__
资料
我国环境污染现状令人担忧
据专家估计，中国每年因环境污染造成的损失达到二千八百三十亿元人民币，其中，仅水污染一项，估计一年造成经济损失约五百亿元。
据香港《东方日报》报导，自六十年代至今，中国有环境监测的四百三十二条大小河流中，八成受到不同程度的水体污染，其中大江河经过城镇河段的占二成，支流受污染的占六成，全中国二千八百多个湖泊，凡能接纳城镇污水的，大多出现水体负氧化现象。由于地下水过度开采，京津沪大面积出现土地沉降一点五公尺至二公尺，桂林溶岩区三十米地下水重金属超标十至二十倍。
大气污染造成的经济损失约为二百亿元，由于城市燃煤、工厂排放废气及汽车死气污染，大气中二氧化硫、一氧化碳等有毒悬浮微粒弥漫在城市上空，空气污染导致许多城市肺癌死亡率增至万分之二，全国酸雨覆盖面积已达百分之三十，所有这些损失加起来也等于二百亿元。
而生态环境破坏和自然灾害造成的损失估计高达二千亿元，森林覆盖率由四九年的三成左右，现已下降至不足一成四，草原的严重退化，水土流失面积达一百五十五万平方公里，占国土面积的百分之十六。
同时，城镇建设却仍以每年侵占一百五十万公顷土地的速度发展，破坏自然生态平衡，加上自然灾害带来的损失，每年至少损失二百亿元。
其他污染如固体废物排放、噪音污染等造成的损失也高达一百三十亿元。
专家分析表示，造成环境污染引起的经济损失原因众多，但国家工业规划布局失误，调控措施不力和公民环保意识不强是主要原因。
我的体会；
学习了该教案后，我总结体会两点。
一、该教案在教学设计上非常注重学生能力的培养，充分利用教材和多媒体手段逐步引导学生理解课文，并能进一步升华课文的主题，使学生受到心灵的启迪和道德的震撼。一切都水到渠成。
二、教案所附资料可在课堂中充分被学生利用，使他们的讨论言之有据，会使他们更乐于知识的学习和掌握。这点可以作为我今后很好的借鉴
第18篇：幼儿英语教案英蕊幼儿英语原创
幼儿英语教案 ---英蕊幼儿英语原创
英蕊幼儿英语教案标准之Story 3 My Family
ⅰ.教学目标和要求：
1.学习主要家庭成员的英语称呼语。
2.重点词汇：daddy, mommy, grandma, grandpa 3.基本句型：1.This is my mommy.2.I love my daddy.4.熟悉的话题，让每个小孩都乐于参与其中
5.教具：一张包含有爸爸妈妈爷爷奶奶的全家福照片（最好教师的，这样更有真实感），和其他家庭成员的照片，本课文角色的头套。
ⅱ.具体教学流程：
1.热身：
教师和小朋友互相打招呼，引出介绍家人的话题：如，今天是哪位家人送自己来上学的呢？
2.演示：
a) 利用本网络教学平台，给学生播放一遍教学平台里面的动漫课文，用生动有趣的动漫故事向学生引出本节课所要学习的语言。动画简介：机器狗在追逐豆豆过程中，把主要家庭成员的单词过了一遍，真够别出心裁的了，尤其是豆豆的爷爷在电脑前敲键盘更让人忍俊不禁…画面的乐趣和背后的温馨，你感受到了吗？
b) 播放一遍动漫课文后，教师暂停动画，给学生相应的内容提示，接着与学生进行简单的第一次语言模拟互动。
3.课堂中的活动： a) 主教师和助理教师拿着各自的全家福在小朋友面前示范互相介绍家人的对话。
b) 角色扮演：教师引导学生选择自己喜欢的角色头套并戴上，然后指导小朋友面向其他同学介绍自己的角色，如：I am daddy.然后像豆豆一样找来一家人站在一起,教师要求互相介绍（因时间关系可以每个小朋友只介绍一两个角色），如：This is my daddy.This is my grandpa.然后让他们站一起照全家福（教师能带来相机就最好，可以当做班级活动留念下来，如果没有相机的，可以摆出摄影师的样子对着小朋友喊一声“咔嚓”）。接着引导小朋友互相之间变换着角色模仿对话，如扮演豆豆的小朋友对着其他角色说：This is my daddy\\mommy\\grandma\\grandpa.
c) 借用本网络教学平台中的情景模拟模块，让学生根据熟悉的动漫情景做模仿游戏，从而让学生再一次加深学习内容的印象。
说明：教师预先将小朋友分成几个小组（根据教师挑选多少个模拟模块的数来定），每个小组模拟一个模块的内容，然后说明他们根据自己看到的情景给予相应配音；完成了之后教师可以放出声音给小朋友跟着大声说。
d) 歌曲
学习歌曲“The finger family”。 参考网站：
http://www.daodoc.com/online.php?cid=5
该歌曲与本节课的内容相一致，所以，教师教授小朋友这首歌后，可以在课堂中灵活地用这首歌来调节课堂气氛。
4.补充活动 （供额外选择）：
教师让每个小朋友把自己家的全家福画出来，然后对着自己画的全家福向其他小朋友作介绍。
ⅲ.总结：
1.小结所学习的内容：教师带领小朋友复习本节课歌曲或者再播放一遍动漫课文。2.学生课后的学习巩固：亲子活动。
说明：亲子活动模块是一系列配套每节课的课后趣味练习，该练习由学生回家后和父母一起完成。旨在既巩固学习知识也为父母创造陪同小朋友学习的互动机会。
幼儿英语游戏的设计重点--英蕊幼儿英语原创
英蕊幼儿亲子游戏核心知识点：
单词：
1、daddy
[\'dædi]
n.爸爸
2、mommy
[\'mɔmi]
n.妈咪
3、grandpa
[\'grænpɑ:]
n.爷爷
4、grandma
[\'grændmɑ:]
n.奶奶
句型：
1.I love my daddy\\ mommy\\ grandpa\\ grandma.2.This is my mommy\\ grandpa\\ grandma\\daddy.
设计标准：
1.设计重点：注重学习至亲家人的英文称呼，同时学会向家人表达最基本的感情：如:：I love my daddy.2.用熟悉的人物或物品呈现知识点，使学生有亲切感。
设计方案
1.游戏效果图：
游戏操作说明：根据所听到的语音，点击相应的头像。
幼儿英语词汇--Story 3 My Family--英蕊幼儿英语原创
词汇汇总：
1、daddy [\'dædi] n.爸爸
2、mommy [\'mɔmi] n.妈咪
3、grandpa [\'grænpɑ:] n.爷爷
4、grandma [\'grændmɑ:] n.奶奶
5、love [lʌv] vt.爱,
6、family [\'fæmili] n.家庭
7、this [ðis] pron.这, 这个
英蕊在线动漫生词表标准：
1.有声可听，有图可看，形象生动 2.真人、地道的标准英语发音
幼儿英语对话句型--Story 3
My Family--英蕊幼儿英语原创
英蕊在线动漫句型表标准：
1.以幼教对话常用语为中心，再根据本教材故事需要做句子拓展。2.真人、地道的标准英语发音。
3.句子的发音保留故事角色的语言特点--标准之外保留对话的自然和个性。
幼儿英语情景对话--Story 3
My Family--英蕊幼儿英语原创
英蕊在线情景模拟标准
第19篇：Unit3 Is this your pencil 全英语教案
Ⅰ.Title：Unit3 Is this your pencil? Section A 1a-1c Ⅱ.Leon type：vocabulary and speaking
Ⅲ.Teaching aids：colored chalk, computer, projector, microphone Ⅳ.Teaching objectives：
By the end of the leon, Ss should be able to: 1.memorize the following new words: pencil, book, eraser, box, schoolbag, dictionary, his, hers, mine.2.master the following sentence patterns: ----Is this your pencil? ----Yes, it is.It’s mine.----Are these your books? ----No, they aren’t.They are his/hers.Ⅴ.Important/difficult points：
1.Vocabulary: pencil, book, eraser, box, schoolbag, dictionary, his, hers, mine.2.correct use of the following sentence patterns: ----Is this your pencil? ----Yes, it is.It’s mine.----Are these your books? ----No, they aren’t.They are his/hers.Ⅵ.Teaching procedure： Step 1: Greetings and talking Step 2: Review Ss say: “This is my father.”, “These are my parents.” and so on, according to the pictures the teacher presents.Step 3: Lead-in Ss say :“He is Kimi/Grace…….” according to the pictures presented.a) The teacher tells Ss to notice all the children have “a schoolbag” .and then tell Ss: “They went to a bookstore and bought some school things .” and ask them: “Can you gue what they have bought ?”
b) Ss speak out the following words: pencil, book, eraser, box, schoolbag, dictionary.Step 4: Present the new words c) T: Now, let’s see what they have bought.(show a picture of a schoolbag) What’s this? Ss: Schoolbag.T: Right.A schoolbag.Read after me, a schoolbag.(show a picture of rulers) What are they? Ss: Rulers.Ss learn other words in the same way.Step 5: Practice the new words a) Ss read the new words presented on the blackboard after the teacher.b) Ss read the words together.c) A group of Ss read the words one by one.d) Ss speak out the words as soon as poible when they see the pictures presented on PPT.e) Ss do 1a in their textbooks.The teacher check their answers. Pencil __e__, pen __g__, books __b__, eraser __h__, ruler __c__, Pencil box __f__, schoolbag __a__, dictionary __d__.f) Ss read the words in 1a together.Step 6: Present the new sentences a) Ss look at a picture of Angela.The teacher pretends to be Angela and shows Ss how to find owners of the school things by using sentences written down on the right side of the blackboard . ----Is this your pencil? ----Yes, it is.It’s mine.----Is that your schoolbag? -----No, it isn’t.It’s his.----Are these your books? ----No, they aren’t.They are his/hers.Step 7: Present the new sentences a) Ss read the sentences after the teacher and then read altogether by themselves .b)
Ss do practices---- “Identify the ownership” presented on PPT using sentences they’ve learned.Step 8: Task a) Ss listen and number the conversations.b) Ss listen again and repeat the conversations.c) Ss read the conversations together.d)
Ss role-play the conversations.Step 9: Summary a) Ss summarize the words and sentences presented on the blackboard .b) The teacher explains the words---- mine, hers, his to Ss.Step 10: Homework a) Ss read the words and sentences presented in this cla after cla.b) Ss finish exercises on Xue Fa on page 21.
第20篇：全英英语教师求职信
830 Shanghai Road
Zunyi , Guizhou 563000
May 30,2012
Mack
219 Beijing Road
Kaili, Guizhou 561000
Dear Sir or Madame :
I am writing in response to your ad in the zhaopin.com for a position listed as junior middle school English teacher .I believe my stable-based English knowledge and abundant experience make me an excellence candidate for this position.
I graduated from Zunyi Normal College and I nearly spent 12 years on the elementary and comprehensive study, then 4 years on the major study of English .Especially through the 4 years’ English study, I have gained in-depth knowledge of many English subjects which include Integrated skills of English, Pronunciation and Intonation of English, Oral English, Extensive Reading ,Courses in English literature, English Writing, Listening , Translation, Course in English Grammar, Linguistics, etc.
Concerning my related experience, I had been employed as a part-time teacher in the foreign language training school for elementary and junior middle school students more than one time .In those position ,I not only taught students English (including Oral English, Grammar, Pronunciation, etc.) but also in charge of them.Thanks to such experience, I learned how to use a comprehensible way to explain complicated problem, and develop superior interpersonal skills between teacher and students and among colleagues.
I plan to use my employment in the English teaching field and make good use of what I have learnt about English.To be a teacher is my dream throughout the first 21 years.
Enclosed is a resume that provides more details about my background.I am very excited by an opportunity such as the one you advertised.Though I am in short of experience in some special field, I am ready to seize the chance to test myself.I am1
young, energetic and eager to learn something new and challengeable, I am willing to study harder than others, and absorb others’ strengths to make up for my shortcomings.I sincerely hope I could do a favor to your school.
May you and your school a more promising and prosperous future!
Sincerely,
( signature )
Lily
Applicant
Enclosure: resume
