全英文英语教案1

　　Type ：Reading

　　Duration: 45minutes

　　Teaching ideology

　　The current theory view reading as a interactive process which involves not only the printed page but also the readers old knowledge of the language in general, the world and the text types. In the reading process, these factors interact with each other and compensate for each other. Based on the understanding of reading as an interactive process, teaching reading in the classroom is pided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.

　　Teaching material and learning condition The ****ysis of teaching material

　　The teaching material is the reading part from NSEFC Module2 Unit . The topic of this unit is . This passage mainly introduces The passage consists of paragraphs. The first paragraph is a general introduction of the . Para.2 to Para.4 introduces . The last paragraph tells about . The topic is not new to the Ss. But there is some new words and phases in the passage. The ****ysis of learning condition

　　The students are from grade1 in senior high school. As high school students, they have achieved certain English level and they have the ability to get the basic idea of the reading. Since they are in grade1, they are easily activated and want to air their own opinions on the topic. They are familiar with the topic of and know some. But they may not know before. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.

　　Learning objectives

　　1. Language skills

　　● At the beginning of the class, Ss can predict the content of the passage based on the title. ● Ss can scan the passage and find out the specific information such as the person related with

　　● Ss can summarize the passage with the help of the clues of the passage.

　　2. Language knowledge

　　● Ss can master the key words and phrases of the passage as follows, . ● Ss can learn , especially

　　3. Affects

　　● Ss will realize that and they will concern themselves with the issue of

　　4. Cultural awareness

　　● Ss will broaden their minds by knowing something about

　　5. Learning strategies

　　● Ss will cultivate their ability inpidual learning and cooperative learning by doing some activities independently and some in groups.

　　● Ss will communicate with each other in English while doing the group work. Language

　　difficulties focuses and anticipated

　　Language focuses

　　This is a reading period so the focus is to cultivate the students reading skills. The many activities are designed to help Ss to train their reading skills, such as predicting, skimming, scanning and summarizing.

　　It is also important for the Ss to master the new words and phrases.

　　Anticipated difficulties

　　As the Ss have a limited vocabulary, so they may have some difficulties in understanding the passage. So the teacher will help them learn the new words and phrases.

　　Ss may did not heard before, so the teacher will tell them some background knowledge about it.

　　Teaching method

　　Three-stage model : Based on the understanding of reading as an interactive process, teaching reading in the classroom is pided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.

　　Teaching aids

　　Multimedia devices and PPT documents: In order to help Ss to fully understand the whole passage, I adopt Multimedia devices and PPT documents to bring the real-life situation into the classroom.

　　Teaching procedures

　　Step1. Lead-in (6min)

　　Activity1. Greetings and Free-talking (2min)

　　T Leads into the topic by asking Ss some they know. Ss tell the name of the they know freely.

　　T: Hello boys and girls.

　　(Ss say hello to the teacher.)

　　T: When we say , what appears in your minds?

　　(Ss tell the things appear in their minds freely.)

　　T: What are the ?

　　(Ss tell some names of .)

　　Activity2. Picture-talking (4min)

　　T shows some pictures about the in China and abroad. After seeing the pictures, Ss are expected to tell the similarities of them.

　　T: Just now, you talk about some in China. Now, let s see some pictures of some . (T shows the pictures and Ss see them carefully.)

　　T: What do the have in common?For example, they are very precious. What are your opinions?

　　(T gives them some hints and Ss tell the characteristics of )

　　[Aims]

　　In this step, T first leads in the topic by talking with the Ss freely about the which

　　is familiar to them and then Ss see some pictures and tell the characteristics. These two activities aim to arouse the Ss interests in the topic and activate their old knowledge of . Then Ss will be mentally prepared for the reading comprehension. Whats more,

　　when they are talking about the charateristics of , they will realize that the are rare and precious and they will concern themselves with the issue of .

　　Step2. Pre-reading (3min)

　　Activity1. Knowing something about (1min)

　　T gives a brief introduction of the. Ss will know the T: Today, we are going to learn . It is . Do you know what is? (T shows some pictures ofand Ss get to know the .)

　　Activity2. Predicting (2min)

　　T asks Ss to read the title of the passage and then ask them some questions. Ss will predict the content of the passage with the help of the title.

　　T: please look at the title “”, what does “” mean?

　　(If the Ss can not give the answer, then T explain it.)

　　T: In search means that people are looking for it. Why are people looking for it? Can you guess? What will the passage talk about?

　　(Ss predict the content, but T will not give the answer here.)

　　[Aims]

　　In this step, the Ss first know some information of the ; the background information will make it easier for the Ss to understand the passage. Then T asks Ss to make predictions about the passage. It aims to help Ss develop the reading skills of predicting.

　　Step3. While-reading (22min)

　　Activity1. Skimming (4min)

　　Ss skim the whole passage and find out and check their predictions. T: Why are people still ? Here is a multiple choice for you.

　　Activity2. Scanning (3min)

　　T presents several true or false statements and asks the Ss to scan the passage and judge the right from the wrong.

　　(Keys: F，F，T，T，F)

　　Activity3 Close-reading (15min)

　　T designs various kinds of activities and Ss do the activities to fully understand the passage. Para.1

　　T: Please read Para.1 carefully and then take some note about the .

　　Para.2-4

　　Please read Para.2-4 carefully and then find out the removal of the room.

　　Please read Para.2-4 carefully and then find out the person related with the Amber Room and the things them down with it.

　　Para.5

　　Please read Para.5 carefully and then find out the the rebuilding of the amber room.

全英文英语教案2

　　Unit 1 How can we become good learners?

　　Section A 1 (1a-2d)

　　一．Teaching aims:

　　Language goals

　　1. Talk about how to study. 2. Find out your suitable learning methods. Ability goals

　　1.Words and phrases： aloud pronunciation work with friends ask the teacher for

　　help, read aloud , look up , practice pronunciation

　　2.Sentence patterns

　　How do you study English? I learn by working with a group.

　　Do you learn English by reading aloud?

　　Yes, I do. It helps my pronunciation.

　　How can I read faster?

　　You can read faster by reading word groups.

　　二．Emotion and attidute:

　　Developing students ability of learning English

　　三．Key points and difficulties

　　1. Key words and phrases

　　2.Questions intrduced by “how”and the sentence pattern: “by +doing ”

　　四．Teaching procedures:

　　Step 1 Warming up

　　T: How do you study English? Do you study English by the following ways?

　　(Show some pictures and present the important phrases.)

　　T: How do you study English?

　　S: I study English by ______.

　　by working with friends.

　　by making word cards. by asking the teacher for help. by reading the textbook. by working with a group. by listening tapes.

　　Step 2 1a Check the ways you study English. Then add other ways you sometimes study.

　　___ a. by working with friends. ___ b. by making word card. ___ c. by reading the textbook. ___ d. by listening to tapes

　　___ e. by asking the teacher for help. …

　　Step 3 Listening

　　1) Listen. How do these students study for a test? Write letters from 1a above. 2) Check the answers: b (Meiping); e (Peter); d (Tony)

　　Step 4 Guess

　　Show some pictures.

　　Guess: How does he/she study English? He/She studies English by… How do they study English? They study English by…

　　Step 5 Pairwork

　　1c Make conversations about how you study for a test. A: How do you study for a test? B: I study by working with a group. A: How do you study for a test? B: I study by…

　　Step 6 Listening

　　2a Listen and check the questions you hear.

　　1 ____ Does anyone learn English by watching videos?

　　2 ____ Do you have conversations with friends in English? 3 ____ What about listening to tapes?

　　4 ____ What about reading aloud to practice pronunciation? 5 ____ Have you ever studied with a group?

　　Answers: 1, 2, 4, 5

　　2b Listen again. Match each answer below with a question above. a. Yes, I have. Ive learned a lot that way.

　　b. Oh, yes. It really improves my speaking skills. c. I do that sometimes. I think it helps.

　　d. No. Its too hard to understand spoken English.

　　Answers: d, b, c, a

　　Step 7 Pairwork

　　1. 2c Make conversations using the information in 2a and 2b A: Have you ever studied with a group? B: Yes, I have. Ive learned a lot that way. Show some pictures.

　　1) A: Do you learn English by watching movies?

　　B: Yes, its a very interesting way.

　　C: No, its too hard to understand spoken English.

　　2) A: What about writing letters to a pen pal in America?

　　B: Yes, it helps to improve my writing skills and know a lot aboutAmerica.

　　3) A: Do you have conversations with friends in English?

　　B: Of course, we can talk about plenty of things like school, pets,movies, and our parents.

全英文英语教案3篇扩展阅读

全英文英语教案3篇（扩展1）

——高中英语全英文说课稿3篇

高中英语全英文说课稿1

　　Hello,everyone! I’m glad to be here to present my lesson plan, the lesson plan I will talk about is from NSEFC Book 2 Unit 4 Wildlife Protection, peariod1 How Daisy Learned to Protect Wildlife. I will explain how to teach and why to do so in the following aspects: the ****yses of teaching material, learning condition, teaching objectives, the important points and difficult points, teaching methods, teaching procedure and blackboard notes.

　　Fistly, I’d like to present my understanding of teaching material. It’s the first period in this course. The lesson is mainly reading course. Its topic is about the importance of wildlife protection and how to protect the endangered wildlife. Ss are very familiar about this topic, so they will talk about it freely.

　　This is all my understand of teaching material. Next, let’s move on to learning condition. My Ss are supposed to be grade1 in high school. Most of them have been learning English for seven years and their enthusiasm for English is quite high. They can express their own ideas in English. But they are lack of reading skills.

　　Based on the ****yses of teaching material and learning condition,I’d like to propose the teaching objectives, the important points and difficult points.

　　(1) language knowledge

　　After the class, the Ss can master the new words in this lesson, for example: carpet, respond, distant…

　　(2) language skill

　　This is reading course, so after class the Ss should master the reading skills: prediction, skimming and scanning. What’s more, they should know how to summary the main idea of the passage from the key words and sentence.

　　(3) Affective objectives

　　After class, the Ss should understand the importance of wildlife protection. And they know how to protect and can take actions to protect animals.

　　(4) Culture awareness

　　Ss will know more about the agonization for wildlife protection, for example, WWF. And they will understand we all have responsibility for wildlife protection.

　　(5) Learning strategy

　　Ss will be able to learn both inpidually and cooperatively through activities.

　　Now let’s move on to the important and difficult points

　　The Ss talk the topic “wildlife protection” freely and master the reading skills—prediction, skimming and scanning. These are also the difficult points for Ss.

　　As for teaching method, I mainly adopt communicative approach.

　　Here comes the most important part of my presentation--- teaching precedure. I pide it into 5steps: warming-up, pre-reading, while-reading, post-reading and homework.

　　Step1 warming-up. It will cost 5m. Activity1, I will play a vedio about endangered animals. After that, I will ask Ss to talk about why they are in danger of dissapearing. Ss will give some reasons. There will be some new words mentioned, such as wild, die out, disappear… I will explain them. Then I will say: “These animals now are protected by some wildlife parks, such as Word Wildlife Found(WWF).” I will introduce more information about WWF. In this activity, Ss will know reasons of the dissapearance of wildlfe and get some knowledge about WWF. And they will get familiar about the following reading.

　　Step2 pre-reading. It will cost 5m.

　　Activity1, I will ask Ss to predict what the passage will talk about the title “How Daisy learned to help wildlife”. In this activity, Ss will learn the reading skill—predicting.

　　Step3while-reading. In this step I will pide it into three activities, and it will cost 25m.

　　Activity1 Skimming 5m

　　In this activity, I will show main idea of each paragraph, but not in order. Ss should skim each paragraph and match them. I will im* that the main idea always appear in the first or the last sentence, but some will apear in the middle. In this activity, Ss will learn how to find the main idea of each paragraph using the reading skill—skimming.

　　Activity2 Scanning 12m

　　In this activity, I will make a table about Daisy’s three visits to wildlife. This table will refer to animals’ living conditions and the result of their lives. I will ask Ss to scan the whole passage, and find the information based on the table. They should finish the table in group of 4 members and after their discussing I will ask 2 or 3 groups to report their results. In this activiy, Ss will learn the reading skill—scanning, and master some new words and phrases, such as in relief, burst into laughter, mercy, certain and so on. They can find the important information from each paragraph and get the consciousness of team work.

　　Activity3 summarize 3m

　　Ss will summarize the main idea of the whole passage easily in group. From this activity, Ss will learn to ****ysize each paragraph and finally get the main idea.

　　Activity 4 retelling 5m

　　I will ask Ss to retell the passage in pair according to Daisy’s three visits. Then I will ask two Ss to retell in front of the class. In this activity, Ss can use the key words and sentences to retell the whole story and consolidate what they have learned.

　　Step4 post-reading. It will cost 8. In this step, Ss will make discussion about ways to protect wildlife and express their own ideas with their previous knowledge. After 5m’s discussion, I will ask two or three Ss to show their ideas. In this step, Ss will not only share their ways to protect wildlife, but also practice their speaking.

　　The last step is homework. I will ask Ss to find the persuasive sentences in the passage. They are asked to surf the Internet to find more ways to protect wildlife, and then write three suggestions to WWF to protect wildlife. Ss will make preparation for the next course--- persuasive writing.

　　That’s all for the teaching procedure. And here is my blackboard note. On the right side, there are the words and expressions. In the left, there is the table about Daisy’s three visits.

　　That all for my lesson plan presentation, thanks for your attention.

　　Blackboard Note:

　　Unit 4 How Daisy Learned to Protect Wildlife

　　Paragraph(main idea ) Animal Situation Result

　　Para.1 Tibet Antelope Be hunted Numbers are descreasing

　　Para.2 … … …

　　Para.3/4 … …. ….

　　carpet

　　fur

　　distant

　　mercy

　　certain

　　burst into laughter

　　in relief

　　…

高中英语全英文说课稿2

　　Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from five parts. ****ysis 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 lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson 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 process 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 , after studying the teaching material and ****yzing the rule of children’s growing of mind,I think the teaching 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 lesson.

　　c)The Ss can use the patterns to express 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.Emotion or 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.

　　Well, how to achieve the teaching objects better, how to stress

　　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 ****ysis 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 lesson 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 opportunity 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.

高中英语全英文说课稿3

　　Good morning, everyone! I’m glad to be here to give my lesson plan presentation. The lesson plan I am going to talk about is the reading part of Unit 4 Wildlife Protection in the book NSEFC BOOK1. Now I’ll explain my lesson plan from the following aspects——****ysis of teaching material, learning condition, teaching objectives, important and difficult points, teaching methods, teaching procure and blackboard design.

　　****ysis of teaching material and learning condition

　　First, let’s come to the ****ysis of teaching material. The reading material is entitled How Daisy Learned to Help Wildlife. It talks about how Daisy learned the importance of wildlife protection through her communication with some animals in her dream. It is closely connected with this unit’s topic——the importance of wildlife protection. The passage is clearly organized by Daisy’s 3 trips in which she communicates with several endangered animals, and there are not so much new words in this passage

　　Now let’s move on to the ****ysis of learning condition, students must be very familiar with the topic and interested in all kinds of animals. Students have acquired the basic reading skills, such as skimming, scanning, etc to deal with different reading tasks, and they can do some discussion in English. However, they are not familiar with the organization WWF mentioned in the passage, not clear with the author’s purposes of writing some sentences, and they may find it difficult to deal with some real problems by themselves concerning with wildlife protection.

　　Teaching objectives

　　Based on the ****yses of the teaching material and the learning condition, I will show you the teaching objectives.

　　(1) Language Skills:

　　1. Students can get the needed information about Daisy’s trip by ap*ing different reading skills.

　　2. Students can summarize the main ideas of each paragraph through skimming.

　　3. Students can ****yze the author’s purpose of writing sentences like “No rainforest, no animals, no drugs” and “And there are always WWF.”

　　(2) Language Knowledge:

　　1. Students can know more about why some animals are in danger and how to protect them.

　　2. Students can know how to use the new words, such as mercy, importance, contain, etc.

　　(3) Affective objectives:Students can realize the importance of wildlife protection.

　　(4) Culture awareness:Students can know something about the organization WWF.

　　(5) Learning strategy:

　　1. Students can improve their communication strategy by discussing with classmates about protecting animals.

　　2. Students can refer to the Internet to know more about wildlife protection.

　　Key point and difficult points:

　　Key points:

　　(1) Students can improve their reading skills, such as summarizing, skimming, scanning, etc.

　　（2）Students can get the main idea of the passage.

　　(3) Students can know how to use the new words in the passage.

　　Difficult Points:

　　1. Students can summarize the main ideas of each paragraph.

　　2. Students can get the implied meaning of some sentences in the passage.

　　Teaching methods

　　As for teaching methods, I’ll follow the interactive model to deal with the reading material and communicative approach to put what the students have learned into use.

　　Teaching procedure:

　　Then I’ll talk about the most important part of my presentation——teaching procedure.

　　Warming-up

　　The first step is warming-up. It will cost 3 minutes. First, I’ll show my students a short clip of video about the endangered wildlife. Then, I’ll ask the students to name the endangered animals in it together with me and list more. This step is aimed to arise the students’ interest and get the students familiar with the topic——wildlife.

　　Pre-reading

　　The second step is pre-reading. It will cost about 5 minutes with 2 activities. In the first activity, I’ll introduce something about the organization WWF to the students. The second activity is to ask students to give their reasons to the question “Why are some animals in danger?”. The purpose of these activities is to let students have the background knowledge of the passage and get interested in reading the passage. And it is also in this step some new words like fur, protect, affect will be taught.

　　While-reading

　　The third step is while-reading. It consists of 3 activities which will be finished in 20 minutes.

　　The first activity is skimming. It will cost about 5 minutes. I’ll ask the students to skim the passage and work out the main ideas of each paragraph by themselves. It is the difficult point for the students, so I’ll give them hints such as key words or some answers to choose when necessary to help them to do the summarization. The purpose is the improve students’ reading ability——skimming and let them get the main ideas of the passage.

　　The second activity is scanning. It will cost about 3 minutes. I’ll ask the students to read fast and do some True or False questions. The purpose of it is to get students know the detailed information about Daisy’s trip and wildlife protection and improve their scanning ability.

　　The third activity is close reading. It will cost about 12 minutes. Students will be asked to read the passage paragraph by paragraph and fill in the form the needed information——name of the animals in Daisy’s trips, their situation, and result. Then I’ll ask the students questions: “What does the author want to tell us from the first paragraph?”, “How the government help protect the elephants?”, and “How do you understand the sentences ‘No rainforest, no animals, no drugs.’ and ‘and there was always WWF.’?”. These 3 questions involve some implied meanings which may be difficult for students to work out, so I’ll give some key words as hints for them or ask some other related questions to guide them to work out the answers. The purpose of this activity is to make the students fully understand the reading material and try to ****yze the author’s purpose of writing some sentences. And in these 3 activities, I can also teach students some new words like carpet, respond, powerful, etc.

　　Post-reading

　　The fourth step is post-reading. It will cost about 10 minutes. I’ll ask the students to form groups of 4 and do the discussion based on the questions on page 27, and they can refer to the reading material to work out these answers. After the discussion, I’ll ask some students to report their answers, especially how to protect the endangered animals.

　　Homework

　　The last step is homework. It will take about 2 minutes. The homework is to write a short passage entitled “How to Protect Wildlife”. They can surf the internet and try to find more ways about wildlife protection.

　　Well, this is the blackboard design. In the middle, it’s the form for students to fill in, and on the 2 sides, there are the new words in the passage. Some of them, as I’ve mentioned, are taught in pre-reading. Most of them is taught in third-step while-reading.

　　That’s all for my lesson plan presentation. Thank you for your attention. Thank you!

　　Unit 4 How Daisy Learned to Help Wildlife

　　protect Animal Situation Result carpet

　　fur Para 1 antelope being hunt decrease powerful

　　affect Para 2 respond

　　in relief Para 3 importance

　　mosquitoes appreciate

全英文英语教案3篇（扩展2）

——小学英语教案英文

小学英语教案英文1

　　1. Knowledge aim

　　①The text of lesson 14 is talk about colors.

　　②Understand and speak out the nine new words: blue, pink, black, white, have, pet, it, rabbit.

　　③Study the new sentences: “what color is it ” “I have a …” “It’s…” (The answer is color)

　　2. Teaching aim

　　①Master the new words.

　　②Make sentences with the new words.

　　③Let the students to the color of interrelated inquiries and responses have a clear understanding. ④Develop students’ imaginations.

　　3. Develop teaching point.

　　①Speak out the new words and make sentences in right tone. ②Stress the “a” is important to the sentence “I have a….” Many students often miss it.

　　4. Teaching aids

　　Cards, tape, some stars (To encourage students)

全英文英语教案3篇（扩展3）

——英语专业全英文简历

英语专业全英文简历1

　　yjbys

　　Female, 27 years old

　　Education: bachelor degree

　　Expected salary: 3001-5000 yuan

　　Working lives: no experience

　　Work areas: Beijing

　　Working experience:

　　Job seekers had not fill in working experience.

　　Education experience:

　　The capital university of economic and trade

　　English major

　　Introduce myself:

　　Cheerful, smiling, focus, can bear

全英文英语教案3篇（扩展4）

——英语教案10篇

英语教案1

　　我说的内容是九年义务教育小学英语六年级Book 4 Unit 4 Lesson 19

　　本课主要围绕询问对方正在干什么以及如何回答的英语表达法。依据小学生英语新课程标准所提出的总目标，根据教材的特点我确定以下教学目标和教学重难点。

英语教案2

　　教学目标：

　　1、听懂会说动物名称单词cat，rabbit，kangaroo，monkey，cow，bear，tiger。能根据拼读的规律，读出这些单词的正确发音。

　　2、能根据图片和声音的提示用英语读出这些动物名称单词，能模仿本课所学动物的特征性动作，并能根据教师的指令做出相应的动作。

　　3、能应用所学的这些动物单词来进行简单的对话，并能听懂简单的小对话。

　　4、能看着图片写出这些动物的名称单词。并能掌握这些动物名称的单复数。

　　5、在活动中熟悉单词，了解动物，热爱自然。

　　设计说明：

　　教师首先能够用一首有关动物的英语儿歌导入课堂，引起学生的兴趣，调动学习的欲望。之后，教师能够用多**课件（课件中有可爱生动的动物图片、各种动物的声音、视频等）帮忙学生学习cat 。rabbit，kangaroo，monkey，cow，bear，tiger这些单词，在会说这些单词的情景下引导学生进行简单的对话。其中kangaroo和cow的发音稍微困难，在教学过程中要留意学生发音是否准确，cat和cow这两组单词的拼写容易混淆，在教学中应提醒学生记清楚。lets do部分教师要首先把walk，jump，climb，sleep，eat这几个动词用形体语言解释清楚，然后才让同学分小组听指令模仿。最终教师能够做一个课堂的延伸及让同学了解这些动物名称的单复数，并能基本掌握。

　　教学重点：学会说和写新的动物单词cat 。rabbit，kangaroo，monkey，cow，bear，tiger。能根据教师的指令做出相应的动作。

　　教学难点：单词kangaroo，cow的正确发音。以及这些动物名称的单复数。教具准备：

　　制作辅助性的教学课件。

　　制作小动物的单词卡片。

　　制作小动物的头饰。

　　教学过程：

　　一、warm—uprevision

　　教师：good morning！boy and girls。学生：good morning！mi yang。

　　教师：好，我们此刻来听一首歌《how are you》，大家一齐跟着唱，好吗？（用歌曲来互相问候，调动学生学习的进取性）。

　　二、presentation

　　教师：同学们，你们此刻开心吗？

　　学生：开心。

　　教师：好，那你们喜欢小动物吗？

　　学生；喜欢。

　　教师：我们今日去动物园玩，好不好啊？

　　学生：好。

　　教师：那我们走吧！（在课件上播放cat，rabbit，kangaroo，monkey，cow，bear，tiger的视频）

　　教师：同学们，你们都看到了哪些动物啊？

　　学生；猫、老虎、奶牛。（在学生说的时候，教师就把这些动物的单词卡片贴到黑板上）

　　教师：好，同学们都说的十分对，那么你们明白这些动物用英语怎样说吗？此刻大家小组讨论，等会，我们请同学上来读出这些单词（教师用手指着黑板上的单词卡片），好不好？我给大家5分钟的时光。

　　同学分小组讨论。

　　教师：好了，同学们，时光到了，谁愿意上来读一下，没关系，会读几个就读几个，教师会有奖励哦！

　　同学上来读单词。

　　教师：好，同学们都读得很好，可是呢，有几个单词的发音好需要同学们注意一下，此刻跟着我读一下好吗？在读的过程中注意看着英标。

　　同学跟着教师读。

　　教师：同学们真棒！那此刻同学们都会读了吗？

　　同学：会了。

　　教师：那好，同学们，此刻请看着课件。请用英语说出这些动物的名称好吗？（课件上展示出cat，rabbit，kangaroo，monkey，cow，bear，tiger的图片）

　　同学：cattigerrabbit？。

　　教师：大家真棒啊，这么短的时光就都会读了。那我们此刻开始玩游戏，好吗？同学：好！

　　教师：大家明白这些单词的中文意思吗？（在课件展示出walk，jump，climb，sleep，eat这些英语单词）教师根据同学们回答的情景对这些单词进行解释。

　　教师：那此刻我们来开始游戏吧，这个游戏的名字就叫“我说你来做”。我说一下游戏规则：我用英语发出指令，你们来做动作，做错的同学就坐下来，看

　　哪个小组最终站着的同学最多，那这个小组就获胜，我会给出奖励，好吗？

　　教师参考指令：climb like a monkey／bear．jump like a kangaroo／rabbit．walk like an tiger／duck．eat like a rabbit／cow．sleep like a cat／tiger．

　　为了增加游戏的难度和趣味性，教师可逐渐加快指令的速度。

　　同学们开始游戏。

　　教师：同学们，玩的开心吗？

　　同学：开心。

　　教师：那你们学会了多少单词在这个游戏里？

　　同学：climb jump walk eat sleep bear rabbit？

　　教师：好，同学们都表现得十分好。那么接下来，我们继续旅行好吗？同学：好

　　教师：此刻我们在动物园里，别人会问什么啊？

　　同学：这是什么动物啊？？

　　教师：很好，那你们明白这用英语怎样说吗？

　　同学：不明白。

　　教师：好，那此刻我来告诉你们，请大家看课件（课件上展示出2个动物，其中一个动物说：what is it？另外一个动物回答：it is？）。教师在板书上写下：这是什么？what is this？

　　它是？it is

　　教师：好，同学们，此刻大家看黑板，来跟着我读。

　　同学跟着读。教师：那接下来我们再玩一个游戏吧！教师那里有一些动物的头饰，每个同学带一个动物头饰，同桌之间互相练习我们刚才教的句子，好吗？

　　同学：好。

　　教师：好，同学们都说的十分好。那此刻请大家看着课件，我们来学习一下这些动物的复数，有谁明白复数是什么意思吗？

　　同学：就是很多的动物。

　　教师：对，同学们都很聪明。同学们觉不觉得动物很可爱啊？同学：是。

　　教师：动物是很可爱，可是我们也需要爱护、保护它们，对不对啊？同学：对。

　　教师：那好，今日已经学了许多英语单词了，我期望你们回家后能说给你们的父母听，并且，我也期望你们能经过查字典或是上网来学习一些新的动物单词，好不好啊？

　　同学：好

　　教师：那么我们开始登上回家的列车好不好啊？

　　同学：好，good bye，mi yang。

　　教师：good bye。

　　教学小结：

　　这节课主要是期望学生能学会cat，rabbit，kangaroo，monkey，cow，bear，tiger这几个英语单词，并且能学会what is this？以及it is？？这2个基本句型。并能学会walk，jump，climb，sleep，eat这几个动词。由此能让学生对动物有一个更加全面的认识。

英语教案3

　　活动目标：

　　学习单词bear（小熊） mountain（山） river（河流） 学唱儿歌The bear want over the mountain

　　活动准备：

　　单词卡片 一个玩偶小熊

　　活动过程：

　　一、 热身活动

　　T: One, two, three.

　　S: Be quite.

　　T: Hello.

　　S: Hello.

　　T: Good morning, boys and girls.

　　S: good morning, teacher.

　　T: How are you?

　　S: I’m fine. Thank you!

　　T: Let’s sing, OK? the sing is“pussycat”

　　二、学习新的儿歌

　　1、出示小熊，并和孩子打招呼

　　T: Hello, I’m bear.

　　S: Hello, bear

　　2、学习单词和儿歌，出示单词

　　T: mountain, read after me

　　S: mountain

　　Game1把单词并排*铺在地上，边放边让幼儿读，请1个幼儿，人多了可以让幼儿分别站在单词两边，单词前放一组圈, 老师说:“Jump to …”（某个单词），幼儿可以“Jump to …”幼儿跳到单词后，可以问幼儿“What’s this?”。

　　3、 学习儿歌；

　　T：Let’s sing a song. The song is “The bear want over the mountain”

　　Game2:抢椅子（儿歌）: 放4把椅子，请3个小朋友，全班一起唱儿歌，3个小朋友跟着儿歌走，儿歌一停就抢一把椅子坐下，坚持到最后的胜利者。

　　三、结束活动

　　T: OK! It is time say goodbye. “Good-bye, good-bye, see you, see you later.” S: Bye–bye!

英语教案4

　　目的：

　　1、初步学念儿歌，理解nod/raise/strectsh 的含义

　　2、积极参与英语活动，保持愉快情绪。

　　准备：

　　机器人头饰

　　进程：

　　1、游戏Follow me 感知Slowly quickly

　　2、出示卡片，复习head arms legs

　　并引导幼儿区别单复数

　　3、机器人情境表演

　　机器人伴随音乐出场与幼儿打招呼

　　①教师介绍机器人可以用声音来**。发出口令：nod your head / strectsh your arms / raise your legs 引起幼儿学习欲望。

　　②请幼儿一起来**机器人，发出口令。

　　③机器人突然不能动了，请个别幼儿上前给他加油，然后发出口令，

　　④幼儿间相互**，一名幼儿扮演机器人，另一名幼儿扮演发出口令者。

　　4、音乐游戏

英语教案5

　　LESSON62教案

　　（JEFC BOOK2B）DESIGNED BY YUAN BO

　　TEACHING AIMS

　　KNOWLEDGE：

　　1. NEW WORDS AND USEFUL EXPRESSIONS：

　　corner, sick, pocket, still, weak

　　on one’s way to, wait for

　　What’s the matter? It take sb. some time to do sth.

　　2. GRAMMATIC ITEM:

　　“MAY” is used to talk about possibility.

　　SKILLS:

　　Students can try listening, speaking, reading and writing according to the text.

　　VIRTUE：

　　HAPPY TO HELP OTHERS

　　IMPORTANCES&DIFFICULTIES

　　1. IMPORTANCES：Aim1&aim2；

　　2. DIFFICULTIES：Aim2.

　　TEACHING *

　　A tape and a tape recorder.

　　LEARNING MOTHEDS

　　Listening, speaking, reading and writing.

　　TIACHING STEPS

　　Step1. REVISION

　　1. Get the students to answer the following questions:

　　Q1: What will you do when you don’t know the way? (Ask the way.)

　　Q2: When someone asks you the way, but you don’t know, how do you answer? (Sorry, I don’t know.-----Thank you all the same.)

　　2. Revise Asking the way according to the street plan.

　　Ask: Excuse me, which is the way to the library? Get the students to answer:

　　Walk along Zhongshan Road, and turn right at the second crossing. Go across the bridge. You’ll find the library on the left. It’s between the post office and the hospital. You can’t miss it.

　　Step 2 INTRODUCTION

　　Now, we are going to study LESSON 62(Writes it down on the blackboard.). It’s a short play about an old woman. She is going to the hospital. She wants to see her husband, but she doesn’t know the way. Liu Mei helps her to find her husband at last.

　　Step 3 LISTEN AND ANSWER

　　Please listen to the tape, and answer the following question:

　　Q: What number bus do they take to the hospital? (They take the No.72 bus to the hospital, or just The No.72 bus.)

　　Step 4 FAST READING

　　Give the students about 3 minutes to read the play, mark the new words, phrases, and the sentence patterns and then answer the following question:

　　How did the husband feel when he saw his wife? (He was very happy.)

　　Step 5 EXPLANATION

　　Explain some new words and expressions.

　　corner: Explain it by pointing at the corners of the desk, the classroom, etc, and saying This is the corner of the desk, and this is the corner of the classroom, then What does the street corner mean in Chinese?

　　pocket: showing the meaning with practical items.

　　sick: ill

　　weak: not strong, bad.

　　still: Let the students themselves guess the meaning by listening and fast reading

　　on one’s way to: 在去…的路上，英语教案－LESSON62教案。

　　on one’s way to＋n.(名词)

　　on one’s way＋adv.(副词)

　　He bought a pen on his way to the park.

　　他在去公园的路上买了一支钢笔。

　　On her way to the cinema, Liu Mei met an old woman.

　　刘梅在去影院的路上遇到了一位老奶奶。

　　Now I am on my way home.

　　现在我正在回家途中。

　　Don’t worry, they are on their way there.

　　别担心，他们正去那儿。

　　wait for: Wait for me a minute, please. I’ll be back very soon.

　　请等我一会儿，我很快就回来，高中英语教案《英语教案－LESSON62教案》。

　　Please don’t always wait for their thanks when you help others. We should learn from Liu Mei.

　　不要帮了别人就总等着别人来谢你，我们应该向刘梅学习。

　　What’s the matter? It’s another way of saying What’s wrong?

　　It’ll take you about half an hour (to reach the hospital). （到医院去）要花半个小时左右。

　　It take sb. some time to do sth. 某人花…时间做…

　　It will take us about ten minutes to finish today’s homework.

　　完成今天的作业要花我们十分钟左右。

　　It took them a week to finish the work.

　　完成这项工作花了他们一周的时间。

　　May: A: Excuse me! Which is the way to the post office?

　　B: Sorry, I don’t know. Ask the man over there, he may know.

　　Look at the sun! It may not rain tomorrow.

　　Step 6 Reading

　　Students read the play, and then match the scene and the meaning of it:

　　SCENE 1(第一幕) Finding her husband

　　SCENE 2(第二幕) Looking for the address

　　SCENE 3(第三幕) Asking the way

　　Step 7 ACT

　　Act out Scene 2 of the play for the students according to the street plan, then three students make a group to practice acting out this part.

　　Ask some students to act out the three scenes if possible, Scene 2 at least, with the help of the street plan.

　　Step 8 Summary writing

　　Get the students to have a summary writing by answering the questions below with complete answers, using the words in the brackets.

　　Q1: Was Liu Mei on her way to the cinema one day or not?

　　Q2: Who did she see at a street corner?

　　Q3: Did the woman want to see her sick husband in hospital or not?

　　Q4: Did she know the way to the hospital or not? (but)

　　Q5: Did Liu Mei know the way or not?

　　Q6: How did she do then? (so)

　　Q7: With Liu Mei’s help, did the old woman find her husband at last or not?

　　Q8: Did Liu Mei wait for their thanks or not? (but)

　　SUMMARY

　　Make a summary, as showing on the Bb.

　　PRACTICE IN CLASS

　　Fill in the blanks, and change the form if necessary.

　　1) Who’s that man standing the street corner?

　　2) He is not good at English. He is very in it.

　　3) I told him again and again, but he didn’t understand

　　4) They met Uncle Wang (在回家途中) last Sunday.

　　5) What are you doing? I (在等我妈妈).

　　6) takes (我) half an hour to go to school every day.

　　7)A: Do you have an eraser?

　　B: Sorry, I don’t. Please ask Wang Ling, (他可能有).

　　ASSIGNMENT

　　1) Exercise3 in the Workbook.

　　2) Write the outline of the text.

　　WRITING DESIGNED ON THE BbLesson 62corner, sick, packet, still, weak

　　on one’s way(to)/wait for

　　What’s the matter?/It take sb. some time to do sth.

　　May表推测的用法。

英语教案6

　　《bread sausage milk coffee》

　　Teaching aims:

　　1 ew word :bread ausage milk coffee

　　2 Revisio :little car,milk

　　3 What day i today ? How are you ? How old are you ?

　　Teaching aids:

　　icture ag reorder music

　　Teaching te :

　　te 1:Greetings

　　T:Cla egin,stand up!

　　S:Stand u !stand u !I tand u !

　　T:Good morning oy and girl !

　　S:Good morning Mi Jiang !

　　T:Sit dow lease !

　　S:Sit down!sit dow !Isit dow !

　　te 2 :warm u

　　T:What day i today ?

　　S:Today i Monday.

　　T:How are you ?

　　S:Fine ,Thank you and you ?

　　T:I’m good !and how old are you ?

　　S:I’m fivesix .(每个问提都分别叫幼儿回答或齐答)

　　Ste 3 Revision

　　全班小朋友一起读歌谣little car,milk

　　Ste 4 Lear ew words

　　T:I’m very hungry.Do you have anything give me to eat ?

　　S:NO ! O ! O !

　　T:Rellay ?what’ that ?(旁边有一个小袋子装了些东西，突然发现，叫一名幼儿拿来看看，里面是否有吃的)

　　T：Haa !what’ thi ? we call it read.

　　S:Bread !

　　T:Good !(带读，也可叫幼儿起来自己读，每个单词读5遍以上，而且要使幼儿都会认读。然后把图片贴在黑板上，这样一一引出其它3个新的单词：milk coffee ausage .最后一起复习)

　　Ste 5 lay game

　　预备的一张画贴在黑板上，一个叫BORBOR的人推着早餐车，让小朋友们帮忙，但是要知道它们的英语怎样说才可以卖完，一个**喊：“Bread,bread,who want to uy a read ?It’ very deliciou !”随后全班的幼儿一起问：“Bread,bread,在哪里?”然后又叫一名幼儿上来找出所要买的英语卡片大声的说：“Bread,bread,在这里!”以同样的方式来卖出其它的早餐，再给予奖励。

　　Ste 6 ing a ong –Teddy ear.

　　ORBOR为里感谢大家放的。

　　Ste 7 It’ time to ay goodbye.

英语教案7

　　一、教学资料：

　　module 9 happy brithday unit 1 can i some soup sweets？

　　二、教学目标

　　认知目标

　　1、巩固掌握食物类词汇。

　　2、掌握句型“can i have some soupsweetsbread？”

　　本事目标

　　能运用“can i have some？”询问他人自我是否能够得到某种食物，并掌握回答：yes，you cansorry，you can′t

　　情感目标

　　让学生经过对课文资料的表演，增强学习的信心，调动学生的学习兴趣。

　　三、教学重难点

　　重点

　　能用句型“can i have some？””询问他人自我是否能够得到某种食物，并掌握回答：yes，you cansorry，you can′t。

　　难点

　　句型运用中，与can you？句型混淆。

　　四、教学设计 step1 warming（热身活动）

　　1、师生互相问好，教师询问是否有人当天过生日或是最近过生日2。播放录音，全班跟着齐唱英文歌曲’happy birthday to you

　　【设计意图】利用歌曲激发学生的学习兴趣，活跃课堂气氛，同时也拉近了师生的距离，促进了师生的交流。

　　step2 revision and presentation（新课呈现）

　　1、教师告诉学生amy生日快到了，大家友什么计划为她开一个生日party，事先要准备party上的食物，请同学们帮忙准备一下，在事先准备好的白纸上画出认为party所需准备的食物。

　　2、教师请学生说出画的是什么食物，多学生语音进行纠正。

　　3、教师告诉学生：ms smart要为amy准备的食物没有那么多，只需要soup（汤），sweets（糖果），bread（面包），biscuit（饼干），cake（面包），fruit（水果），请画有其中之一种食物的学生举手示意。

　　4、教师逐一出示soup，sweets，bread，biscuit，cake，fruit六幅图片并教学生读。

　　【设计意图】经过学生感兴趣的活动——画画引入新课资料，调动学生学习的进取性，并且这一环节由旧知引入新知，学生并更容易理解新课的资料。利用多**课件一一展示新词相对应的图片，加深学生的记忆。 step3 new leon（新课教授）

　　活动what is miing？

　　1、教师在课件上呈现六种食物图片，请学生一一认读，教师教读其中的生词，并纠正语音。

　　教师请学生闭上眼睛，在学生闭眼的同时，教师把课件中任意一幅图片隐藏，然后请学生睁开眼睛，师问：what is miing？

　　【设计意图】经过此游戏巩固学生对图片的认知，并训练学生的瞬间记忆本事。

　　step4 practice（练习）

　　1、教师指着自我的肚子说“i ′m hungry ”；想吃点东西，而这些食物都要得到允许才能吃，由此板书句型“can i have some”并教会学生两种回答：yes you cansorry，you can′t。

　　2、分小组练习对话，两人一组，课件上呈现6种食物的名称，要求学生任选一种食物进行对话，要用句型“can i have some” “ yes you cansorry，you can′t。”

　　【设计意图】从单词转换到句型的操练，不仅仅让学生加深对本节课单词的记忆，并且让学生经过朗读句子上口，为下一课时的句型运用打好基础。 step5 summary

　　教师根据本课时所学自编chant：

　　i ‘m hungry，i ‘m hungry。 can i have some soup？

　　yes，you can 。yes，you can。 can i have some fruit？can i have some fruit？

　　sorry，you can′t。sorry，you can′t

　　【设计意图】利用自编的chant，令整节课得到升华。把所学的单词，句型放到chant里学习，小结整节课的资料，且适当降低学生记单词的难度。 step6 homework

　　1、学生抄写本课所学的全部食物类单词，一个五遍。

　　2、学会用句型can i have some？？yes，you cansorry，you can′t。与同学进行对话，并把其中的两组对话写下来。 [设计意图]

　　进一步为学生创设真实的语言环境，让他们在生活中使用语言，训练他们的口语表达本事，这样的**活动促使学生在实践活动中运用所学英语，增强对所学英语的体验，同时培养学生的合作精神。

　　五、板书设计

　　fruit bread can i have some cake？biscuit？soup？

英语教案8

　　一．教学资料

　　《新课程标准小学英语》book7 leon5 how do you usually go to school？

　　二．学生分析

　　六年级的学生大胆且**，好奇心重求知欲强，并且爱表现自我。在经过一段时光的师生磨合和配合之后，进入第五课学习时，学生们就基本熟悉了教师的课堂英语。爱玩是孩子的天性，六年级的学生不喜欢机械重复乏味的课堂，他们喜欢在游戏中学习，所以在教学过程中我采用了情景教学和游戏教学的模式，让学生们进取主动地参与到英语学习中。六年级的学生***能够集中的时光比较短，借助多****等激励方式，使学生集中***在学**。六年级的学生喜欢自我表现，采用小组合作的方式完成情景教学，使学生体味团队协作取得成功的喜悦，增强他们学习英语的自信心。

　　三．教学目标

　　1、知识目标

　　a．使学生能熟记bus，car，train，on foot新词汇

　　b．使学生能熟记用句子how do you usually go to school？i usually go to school by…？进行对话

　　2、本事目标

　　使学生能把学到的知识运用到实际生活中去

　　3、情感目标

　　培养学生的自我表达本事和团队合作精神

　　四．教学重点与难点

　　1．熟记所学新单词，做到发音准确，拼写正确

　　2．能过把新单词运用到句型i usually go to school by…？

　　五．教学方法

　　情景教学法与游戏教学法相结合

　　六．学习方法

　　自主学习与小组合作相结合

　　七．课前准备

　　单词卡片、短语卡片、幻灯片等

　　八．教学过程

　　1．新课导入

　　首先全班同学起立合唱leon3中的歌曲where do you e from？吸引学生***到课堂学习中，同时营造一个良好的英语学习氛围，为新课学习做准备。

　　2．新课呈现

　　3．巩固操练

　　a、做游戏——手动跳舞毯。满足学生的自我表现欲，同时培养合作学习的意识。进一步巩固所学单词和句型，使学生在一种宽松、愉快的氛围中获得满足感和成就感。

　　b、做游戏——传话游戏。每一行最终一个同学将听到的句子经过耳语传递给前一位同学，依此类推，最终一个听到句子的同学将句子大声朗读出来并写在黑板上，传的最快最准确的组获胜，对猜对的组给予奖励。由于孩子好胜心强，所以他们愿意猜，这既调动了学生的进取性，又巩固了所学知识。

　　4．布置作业

　　a 、做练习册中本课相应练习，以检测对所学资料的掌握程度

　　b、课后问自我的同学、朋友how do you usually go to school？并整理答案，锻炼自我的英语听、说和写的本事

　　九．教学反思

　　在本课的学习中，由于多**的运用，使得教学过程得以高效进行。学生们在实际生活情境中练习英语，使得他们有话可说，并敢于开口，逐渐建立了学习英语的自信心。在游戏中做练习，激发了学生学习英语的兴趣，使得他们在简便愉快的氛围中掌握所学知识。从整节课的讲授和学生的反馈情景来看，基本到达了预期教学目标，加强了学生的英语表达本事。但仍存在一些不足，如小组练习由于授课时光限制未能涉及到每一个学生。在今后的教学中我会不断总结自我，查漏补缺，以求讲课得以更加完善！

英语教案9

　　Teaching aims：

　　Knowledge aims：

　　Students can get the main content of the dialogue though extensive listening。

　　Students can get what book does daniel and sandy likes to read respectively。

　　Students can master the scentence mattern “what are you doing？” “what do you like to do？”

　　Ability aims：

　　Students can know how to get the main idea by using extensive listening skills。

　　Students can grasp the intensive listening skills in finding detailed information。

　　Students can improve their speaking skills through dialuge and group discussion。

　　Emotional aims：

　　Students can know the importance of reading and can develop a good habit of reading after learning this unit

　　Teaching key points and difficult points：

　　key points：

　　Scentence pattern：“—what are you doing？—i am doing ” “—what do you like to do？— i’d like to do ”

　　Students can get main idea of listening material

　　difficult points：

　　Students can use the listening skills in finding different information of the listening material。

　　Students can know the importance of reading and can try to develop a good resding habit。

　　Teaching procedures：

　　Step1 warming up：

　　1、Showa group of mottos about book reading to students on ppt（choose an anthor as you choose a friend；reading makes a full man；A good book is a good friend）

　　2、ask students a question “what do these mottos talk about？”

　　Step 2 pre listening：

　　1、Show several pictures of different book covers，let students to classify these books。

　　2、ask students a question “which book do you want to read and why？”

　　3、tell students there are two friends daniel and sandy who are talking something about book。

　　Step3 while listening：

　　Extensive listening

　　1、ask students to listen to the tape for the first time and ask students a question “what are they talking about？”（books）

　　2、How many kinds of books do they mentioned？（two）

　　Intensive listening

　　1、ask students to listen to the tape again，ask students a question “what kind of book does daniel like to read and why？”（history books，because they can improve his knowledge of the past）

　　“what kind of book does sandy like to read and why？”（novels and plays，because she thinks the history books are boring）

　　2、ask students what does daniel and sandy read about respectively？（Germany in world war two；the moving story of an ungly man quasimodo）

　　Step4 post listening

　　1、ask students to imitate the dialuge in a real situation。

　　2、do a survey

　　Ask students to do a survey on “what do you like to read and why”in a group of four，then choose some repoters to report。

　　3、discussion

　　Ask students to have a discussion on why do we need to read in a group of four，then ask some of them to share their opinions。

　　Step5 Summary and homework

　　Do a summary with students together by asking them questions，and tell students the importance of reading。

　　Ask students to choose his or her favourite book，introduce the book to the class and tell the class the reason why you choose it。

　　Black board design：

英语教案10

　　一．Teaching aims：Language goals

　　1、Talk about how to study。

　　2、Find out your suitable learning methods。 Ability goals

　　1、Words and phrases：aloud pronunciation work with friends ask the teacher for help，read aloud，look up，practice pronunciation

　　2、Sentence patterns

　　How do you study English？

　　I learn by working with a group。

　　Do you learn English by reading aloud？

　　Yes，I do。It helps my pronunciation。

　　How can I read faster？

　　You can read faster by reading word groups。

　　二．Emotion and attidute：Developing students’ ability of learning English

　　三．Key points and difficulties

　　1、Key words and phrases

　　2、Questions intrduced by “how”and the sentence pattern：“by +doing ”

　　四．Teaching procedures：Step 1 Warming up

　　T：How do you study English？Do you study English by the following ways？（Show some pictures and present the important phrases。）

　　T：How do you study English？S：I study English by ______。

　　by working with friends。

　　by making word cards。by asking the teacher for help。by reading the textbook。by working with a group。by listening tapes。Step 2 1a Check the ways you study English。Then add other ways you sometimes study。___ a。by working with friends。___ b。by making word card。___ c。by reading the textbook。___ d。by listening to tapes ___ e。by asking the teacher for help。…

　　Step 3 Listening

　　1）Listen。How do these students study for a test？Write letters from 1a above。2）Check the answers：b（Meiping）；e（Peter）；d（Tony）Step 4 Gue Show some pictures。

　　Gue：How does heshe study English？HeShe studies English by…

　　How do they study English？They study English by… Step 5 Pairwork

　　1c Make conversations about how you study for a test。

　　A：How do you study for a test？

　　B：I study by working with a group。

　　A：How do you study for a test？

　　B：I study by… Step 6 Listening

　　2a Listen and check the questions you hear。1 ____ Does anyone learn English by watching videos？2 ____ Do you have conversations with friends in English？3 ____ What about listening to tapes？4 ____ What about reading aloud to practice pronunciation？5 ____ Have you ever studied with a group？

　　Answers：1，2，4，5 2b Listen again。Match each answer below with a question above。

　　a、Yes，I have。I’ve learned a lot that way。

　　b、Oh，yes。It really improves my speaking skills。c。I do that sometimes。I think it helps。d。No。It’s too hard to understand spoken English。

　　Answers：d，b，c，a Step 7 Pairwork 1。2c Make conversations using the information in 2a and 2b

　　A：Have you ever studied with a group？

　　B：Yes，I have。I’ve learned a lot that way。

　　Show some pictures。1）A：Do you learn English by watching movies？

　　B：Yes，it’s a very interesting way。

　　C：No，it’s too hard to understand spoken English。

　　2）A：What about writing letters to a pen pal in America？

　　B：Yes，it helps to improve my writing skills and know a lot about America。

　　3）A：Do you have conversations with friends in English？

　　B：Of course，we can talk about plenty of things like school，pets，movies，and our parents。

　　Step 8 Summary

　　How do you study English？

　　1、by working with friends

　　2、by watching English movies。

　　3、by making word cards。

　　4、by reading the textbook。

　　5、by listening to tapes。

　　6、by asking the teacher for help。

　　7、by reading aloud。Step9 Homework How do you study English？What about physics and Chinese？Make a list。

全英文英语教案3篇（扩展5）

——on the farm 英语教案3篇

on the farm 英语教案1

课题：Unit5 On the farm

本课初备

课时

共4课时,本课第4课时

个人复备栏

教学目标

1.了解字母组合ir在单词中的发音。

2.通过复习使学生熟练掌握本课所学内容。

重点难点

1.了解字母组合igh在单词中的读音

2.能诵读歌谣Last week.

课前准备： 投影片、录音机、磁带、多**电脑

教学过程

一.Free talk What date is it today? What day is it today? What would you like as a birthday present? What did you do last Sunday?

二.Review:

1.学生根据自己的周末活动自编对话然后表演。

2.复习本课的词组和句型。

三. Listen and repeat:

1.师示范朗读单词 bird, girl, skirt, T-shirt, 让学生找出共同的音素，再听录音跟读。

2跟读句子，并说明句子的意思。

3.让学生归纳其它含有字母组合ir 发[ ]音的单词。 Shirt, sir, circle, birthday, third…

四. Do a survery

1.帮助学生复习其中的活动类词组。

2.教师示范，用 What did … do last weekend?询问学生， 并根据学生的回答填写表格，作出示范。 3.将学生分成小组，每人用所学句型依次向同学发问，根据同学的回答填写表格。并让学生增加表格上没有的活动。

五. Say a rhyme

1.听录音，按节奏读歌谣。

2.学生间比一比谁读得好。

板书设计：Unit5 On the farm

练习设计： 完成练习册中的作业

全英文英语教案3篇（扩展6）

——全英文自我介绍3篇

全英文自我介绍1

　　Good morning. It's a pleasure for me to be here in front of you to present myself. My name is Jennifer Wong, and I am a candidate for the position of Overseas Sales Representative.My background and work experience are tailor-made for this position. I studied marketing as an undergrad here in ******, and in 1995, I received my MBA from the School of Business, University of Texas. For five years, I have utilized my skills and knowledge as the Assistant Director of Exports for Magic Kitchen Supplies.

　　Action Appliances is a forward-looking company. I am aware that you are expanding into new markets, particularly in the U.S. Thus you are going to need aggressive, take-charge sales representatives. At Magic Kitchen, during my five years there, we expanded our U.S. market share by 25%. This is just one example of my ability to go out there and sell products.A position with your company would be both a learning experience and a great opportunity. I look forward to becoming part of the Action team. Thank you.

全英文英语教案3篇（扩展7）

——《Wolf and Rabbit》英语教案

《Wolf and Rabbit》英语教案1

　　活动目标：

　　1、引导并鼓励幼儿在感受不同类型音乐的基础上大胆地表现出自己认为的善与恶的.形象。

　　2、通过活动，引导幼儿学习新授单词：wolf。

　　3、引导幼儿体验英语活动带来的乐趣。

　　活动准备： 情景创设（森林）、小兔的头饰若干、大灰狼的衣服、磁带

　　活动过程 ：

　　（一） 情景创设(复习部分动物单词)

　　出示小兔的头饰，Who is it ? 今天我们就来做ra it做游戏，（幼儿与教师一起带头饰） Who are you ? We are ra its. （音乐……）：今天我们又要来做游戏了，Are you ha y? ( It’s carrot …… go go go ――carrot carrot eat eat eat. It’s gra ……go go go ――gra gra eat eat eat. That’s mushroom …… ――mushroom mushroom eat eat eat

　　（二） 新授单词wolf （沉重地音乐……）gue gue,Who will coming? （tiger 、lion、elephant、bear……) Look,Who is coming? It’s a WOLF. 纠正幼儿对新单词的发音。 Wolf 长得什么样？是怎么走路的？ 幼儿跟着音乐学wolf。Wolf wolf 大灰狼……

　　（三） Game 《Wolf and ra it .》 （欢快地音乐……）ra it ra it jump jump jump.……（沉重地音乐……）Who is coming ? Wolf ,wolf is coming .……Ra it ,we are go home!……Wolf go back! （重复一次） （欢快地音乐……赶走大灰狼）

全英文英语教案3篇（扩展8）

——《My family》英语教案

《My family》英语教案1

　　教学目标

　　(一)知识听懂会说句型: This is my family. Whos that man (boy)? Hes my... Whos that woman (girl)? Shes my... (二)能力

　　(1)能够运用以上句型介绍自己的家庭成员。

　　(2)能区分和正确使用人称代词he 和she.

　　(三)情感培养学生热爱并团结家庭成员的思想感情。

　　教学重难点

　　教学重点：问句：Whos that man (boy)?回答：Hes my... Whos that woman (girl)? Shes my...

　　教学难点：he和she的意义区分及发音。

　　教学过程

　　一、热身(Warm-up)

　　1.师生问好:

　　2.学生3人一组做对话表演。

　　二、新授(Presentation)

　　1.教师将一位新朋友介绍给大家。教师扮演这个新朋友，问一个女生：What’s your name?引导这个女生回答：My name’s (Li min). 教师对其他学生说：She’s (Li min). 并示意学生跟着重复这句话。

　　2.教师指着离自己稍远的女生问：Who’s that girl?引导学生回答：She’s Wang yan.

　　出示课件：Who’s that girl?

　　Who’s she?她是谁?

　　She’s Sarah。

　　3.用同样的步骤问一个男生，用he代替she。

　　4.教师指着离自己稍远的男生问：Who’s that boy?让学生回答：He’s …

　　出示课件Zhang Peng图:

　　Who’s that boy?让学生回答：He’s Zhang Peng.

　　5.让学生指着班里的同学做问答：Who’s that girl? She’s… Who’s that boy? He’s …

　　6.教师拿出学生们所熟悉的教师的照片，用实物投影仪展示出来。询问学生：Who’s that man? Who’s that woman?引导学生回答：He’ s Mr… She’s Miss/Mrs. …

　　7.教师可向学生出示几张明星的照片或图片，让学生做Who’s that man? Who’s that woman?的问答练习。

　　8.教师出示自己的家庭照片说：This is my family. Do you know who they are?鼓励学生对照片中的人物**，教师用She’s my mother. He’s my father.来回答，并重复单词father, mother。教师再次用mom, dad代替mother, father进行回答，向学生指出mom和dad更多地用于日常口语中。

　　9.让学生观看教学课件展示Let’s talk的内容。

　　10.让学生看书听录音，跟读课文对话。

　　11.让学生分组表演课文并展示。

　　三、巩固与延伸(Consolidation and extension)

　　1.Who’s family is this?

　　教师先收集几张学生的全家福，出示其中一张问：Who’s family is this ?引导该家庭的学生迅速反应：This is my family.然后让其他同学对照片中的人物发问，该生回答。

　　2.猜人

　　请一名学生到前面，蒙上他/她的眼睛，再叫一名学生说几句英语，让全班学生问：Who’s that boy/girl?猜的人说：He’s… /She’s…猜对了，就蒙住说话学生的眼睛，继续游戏。(在游戏过程中播放英语歌曲，创设愉快氛围。)

　　3.出示照片：生问答。

　　Who’s that man?

　　He’s Yao Ming(姚明)

　　Who’s that woman?

　　She’s Guo Jingjing(郭晶晶).

　　4.Let’s chant.

　　四、Homework

　　熟练朗读let’s talk、let’s learn、Let’s chant.(听5遍读5遍)!