t: as we know, advertising is very important in the business world. and nowadays, more and more ads for tourism appear on televisions, in the streets, on the buses, etc. also, an appealing poster for a scenic spot is very important to draw visitors. so it should be written in an e_citing way. in the last period, you were asked to write a poster to encourage people to visit. now who’d like to share your work?

a sample version:

why not visit “the oriental hawaii”?

hainan island is the second largest island in china, covering an area of 33,920 square kilometers with a history of over 6,000 years. it lies in the south of china. the qiongzhou strait separates the hainan island from the mainland. its neighboring countries are philippines towards the east, malaysia and brunei towards the south, indonesia towards the southwest, and vietnam towards the west. hainan island has a population of 7.11 million, which consists of 10 nationalities. the people there make a living by growing rice, fishing, and so on. the climate is mild all year round. hainan is called “the oriental hawaii”. every year thousands of travelers visit the island. among the famous places of interest are yalong bay (no.1 in the world), tianya-haijiao (corner of the earth), dadong sea, luhuitou (turn-round deer), sanya bay, _iao tongtian, folk village, etc.

step Ⅱ writing

task 1: ask the students to write a tour plan.

t: suppose a group of foreign students are visiting our country. they will stay here for two weeks. at present they are in shanghai. their plan is to see at least three cities and three major scenic spots. now please make a two-week plan for their tour. you must make sure that they can make full use of their time. tell them what places they will see and where the various places are.

a sample tour plan:

day 1: you will arrive in shanghai, the city of china of 21st century. shanghai is on the huangpu river and also on the east coast, and has a population of more than 16 million. it is china’s most modernized city. you will have three days in shanghai, during which time you will visit many famous scenic spots. the bund is a scenic walk along the river, and there are some temples in and around the city.

day 4: you will travel a few kilometers by bus south-west to hangzhou. there is a beautiful lake on the west of the city, and within a few kilometers of the city is a famous buddhist temple. you will have two days and two nights in hangzhou.

day 6: you will leave hangzhou early in the morning for guilin, just a short flight west of hangzhou. you will see the elephant rock, in the center of the city, and then go on a boat on the beautiful lijiang river to see the famous hills and cliffs. you will spend two days there.

day 8: from lijiang we fly to _i’an, which is a few hundred kilometers away from the coast. not far from the city you will see the world-famous terra cotta warriors, and just beyond the south gate to the city is the wild goose pagoda. there are some other historical attractions in _i’an as well. you’ll have three days there.

day 11: we leave early for the capital, beijing, which is northeast of _i’an. in the north of the city is the great wall. the palace museum and tian an men square are in the center of the city, and the summer palace is a short drive to the northwest. we’ll spend two days in beijing.

day 14: we leave at noon for our flight south to shanghai, then make our way home.

英语教师写教案篇2

teaching aims

1. to help students learn to describe people

2. to help students learn to read a narration about john snow

3. to help students better understand “great scientists”

4. to help students learn to use some important words and expressions

5. to help students identify examples of “the past participle (1) as the predicative & the attribute”

period 1 warming up and reading

teaching procedures

i. warming up

step i lead in

talk about scientist.

t: hi, morning, class. nice to see you on this special day, the day when you become a senior two grader. i am happy to be with you helping you with your english. today we are to read about a certain scientist. but first let’s define the word “scientist”. what is a scientist?

a scientist is a person who works in science, trying to understand how the universe or other things work.

scientists can work in different areas of science. here are some examples: those that study physics are physicists. those that study chemistry are chemists. those that study biology are biologists.

step ii

ask the students to try the quiz and find out who knows the most.

t: there are some great scientific achievements that have changed the world. can you name some of them? what kind of role do they play in the field of science? do these achievements have anything in common? match the inventions with their inventors below before you answer all these questions.

1. archimedes, ancient greek (287-212 bc), a mathematician.

2. charles darwin, britain (1808-1882). the name of the book is origin of species.

3. thomas newcomen, british (1663-1729), an inventor of steam engine.

4. gregor mendel, czech, a botanist and geneticist.

5. marie curie, polish and french, a chemist and physicist.

6. thomas edison, american, an inventor.

7. leonardo da vinci, italian, an artist.

8. sir humphry davy, british, an inventor and chemist.

9. zhang heng, ancient china, an inventor.

10. stepper hawking, british, a physicist.

ii. pre-reading

step i

get the students to discuss the questions on page 1 with their partners. then ask the students to report their work. encourage the students to express their different opinions.

1. what do you know about infectious diseases?

infectious diseases can be spread to other people. they have an unknown cause and need public health care to solve them. people may be exposed to infectious disease, so may animals, such as bird flu，aids, sars are infectious diseases. infectious diseases are difficult to cure.

2. what do you know about cholera?

cholera is the illness caused by a bacterium called vibrio cholerae. it infects people’s intestines(肠), causing diarrhea and leg cramps (抽筋).the most common cause of cholera is by someone eating food or drinking water that has been contaminated(污染) with the bacteria. cholera can be mild(不严重的) or even without immediate symptoms(症状), but a severe case can lead to death without immediately treatment.

3. do you know how to prove a new idea in scientific research?

anybody might come out with a new idea. but how do we prove it in scientific research? there are seven stages in examining a new idea in scientific research. and they can be put in the following order. what order would you put the seven in? just guess.

find a problem→ make up a question→ think of a method→ collect results→

analyse the results→ draw a conclusion→ repeat if necessary

iii. reading

step i pre-reading

1. do you know john snow?

john snow is a well-known doctor in the 19th century in london and he defeated “king cholera”.

2. do you know what kind of disease is cholera?

it is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths in the old times and it was very difficult to defeat.

let’s get to know how dr. john snow defeated “king cholera” in 1854 in london in this reading passage:

step ii skimming

read the passage and answer the questions.

1. who defeats “king cholera“? (john snow)

2. what happened in 1854? (cholera outbreak hit london.)

3. how many people died in 10 days? (500)

4. why is there no death at no. 20 and 21 broad street as well as at no. 8 and 9 cambridge street?

(these families had not drunk the water from the broad street pump.)

(optional)

skim the passage and find the information to complete the form below.

who when what how result

john snow 1854 helping ordinary people exposed to cholera examining the source of all water supplies and finding new methods of dealing with polluted waster “king cholera” defeated

step iii scanning

read the passage and number these events in the order that they happened.

2 john snow began to test two theories.

1 an outbreak of cholera hit london in 1854.

4 john snow marked the deaths on a map.

7 he announced that the water carried the disease.

3 john snow investigated two streets where the outbreak was very severe.

8 king cholera was defeated.

5 he found that most of the deaths were near a water pump.

6 he had the handle removed from the water pump.

step iv main idea and correct stage

read the passage and put the correct stages into the reading about research into a disease.

john snow defeats “king cholera”

paragraph stages general ideas

1 find a problem:

what cause the cholera? the causes of cholera

2 make up a question:

which is right? the correct or possible theory

3 think of a method:

test two theory collect data on where people were ill and died and where they got their water

4 collect results:

mark the death plot information on a map to find out where people died or did not die

5 analyze the results:

find the resource of the water look into the water to see if that is the cause of the illness

6 find supporting evidence find other evidences to confirm his conclusion

7 draw a conclusion the polluted dirty source of drinking water was to blame for the cause of the london cholera

step v group discussion

answer the questions (finish exercise 2 on page 3)

1. john snow believed idea 2 was right. how did he finally prove it?

(john snow finally proved his idea because he found an outbreak that was clearly related to cholera, collected information and was able to tie cases outside the area to the polluted water.)

2. do you think john snow would have solved this problem without the map?

(no. the map helped john snow organize his ideas. he was able to identify those households that had had many deaths and check their water-drinking habits. he identified those houses that had had no deaths and surveyed their drinking habits. the evidence clearly pointed to the polluted water being the cause.)

3. cholera is a 19th century disease. what disease do you think is similar to cholera today?

(two diseases, which are similar today, are sars and aids because they are both serious, have an unknown cause and need public health care to solve them.)

step vi using the stages for scientific research and write a summary.

period 2&3 language focus

step i warming up

1. characteristic

① n. a quality or feature of sth. or someone that is typical of them and easy to recongnize.特征;特性

what characteristics distinguish the americans from the canadians.

② a. very typical of a particular thing or of someone’s characer 典型性的，

such bluntness is characteristic of him.

windy days are characteristic of march.

[辨析]characteristic与character

characteristic是可数名词，意为“与众不同的特征“

character表示(个人、集体、民族特有的)“性格、品质”，还意为“人物;文字”

what you know about him isn’t his real character.

2. put forward: to state an idea or opinion, or to suggest a plan or person, for other people to

consider提出

he put forward a new theory.

the foreigners have put forward a proposal for a joint venture.

an interesting suggestion for measuring the atmosphere around mars has been put forward.

☆ put on穿上;戴上;增加 put out熄灭(灯);扑灭 (火) put up with…忍受 put down写下来;放下; put off 耽误; 延期 put up建立; 建造,

put up举起，搭建，粘贴

3. analyze: to examine or think about something carefully in order to understand it vt.分析结果、检讨、细察

a computer analyses the photographs sent by the satellite.

the earthquake expert tried to analyze the cause of the earthquake occurred on may 12,2008.

let’s analyze the problem and see what went wrong.

he analyzed the food and found that it contained poison.

we must try to analyze the causes of the strike.

☆ analysis n.分析，解析，分解

4. conclude: decide that sth. is true after considering al the information you have 得出结论;推论出 to end sth. such as a meeting or speech by doing or saying one final thing vt. & vi结束，终止;

we concluded the meeting at 8 o’clock with a prayer.

from his appearance we may safely conclude that he is a heavy smoker.

what do you conclude from these facts?

we conclude to go out / that we would go out.

conclusion n.结论

arrive at a conclusion; come to a conclusion; draw a conclusion; reach a conclusion

what conclusion did you come to / reach / draw / arrive at?

from these facts we can draw some conclusions about how the pyramids were built.

step 2 reading

1. defeat

① vt. to win a victory over someone in a war, competition, game etc.打败，战胜，使受挫

i’ve tried to solve the problem, but it defeats me!

our team defeated theirs in the game.

② n.失败，输 failure to win or succeed

this means admitting defeat.

they have got six victories and two defeats.

[辨析]win, beat与defeat

① win “赢得”赛事、战事、某物;后接人时，意为“争取赢得…的好感或支持;说服”

② beat “战胜”“击败”比赛中的对手，可与defeat互换

we beat / defeated their team by 10 scores.

they won the battle but lost many men.

the local ball team won the state championship by beating / defeating all the other teams.

i can easily beat /defeat him at golf.

he is training hard to win the race and realize his dream of becoming a champion at the 2008 olympic games.

2. expert

① n. someone who has a special skill or special knowledge of a subject专家，能手

an expert in psychology an agricultural expert

② a. having special skill or special knowledge of a subject熟练的，有专门技术的

an expert rider an expert job需专门知识的工作

he is expert in / at cooking.

3. attend vt. &vi 参加，注意，照料

① be present at参加attend a ceremony / lecture / a movie / school / class / a meeting

i shall be attending the meeting.

please let me know if you are unable to attend the conference.

② attend to (on): to look after, care for, serve伺候, 照顾，看护

the queen had a good doctor attending on her.

dr smith attended her in hospital. 治疗

are you being attended to?接待

mother had to attend to her sick son.

③ attend to处理，注意倾听 attend to the matter

a nurse attends to his needs.

can you attend to the matter immediately?

i may be late – i have got one or two things to attend to.

excuse me, but i have an urgent matter to attend to.

[辨析]attend, join, join in与take part in

① attend指参加会议、上课、上学、听报告等

② join 指加入某组织、团体，成为其中一员

③ join in指加入某种活动;表示与某人一起做某事join sb. in sth.

④ take part in指参加正式的、有组织的活动，切在活动中起积极作用

only 2 people attended the meeting.

he joined the communist youth league in 2007.

will you join us in the game?

we often tale part in the after-class activities.

4. expose : to show sth. that is usually covered暴露

expose sth. to the light of day 把某事暴露于光天化日之下

i threatened to expose him ( to the police). 我威胁要(向警察)揭发他.

he exposed his skin to the sun.他把皮肤暴露在阳光下.

the old man was left exposed to wind and rain.

when he smiled he exposed a set of perfect white teeth.

5. cure vt. & n. to make someone who is ill well agian治疗,痊愈

when i left the hospital i was completely cured.

①cure sb of a disease

when you have a pain in your shoulders, you will go to see a doctor. the doctor will cure you.

the only way to cure backache is to rest.

he will cure the pain in your shoulders

when i left the hospital i was completely cured.

the illness cannot be cured easily.

although the boy was beyond cure, his parents tried to cure him of bad habits.

②a cure for a disease

aspirin is said to be a wonderful cure for the pain.

there is still no cure for the common cold.

is there a certain cure for cancer yet?

③a cure for sth.: to remove a problem, or improve a bad situation解决问题，改善困境

the prices are going up every day, but there is no cure for rising prices.

[辨析]cure与treat

① cure主要指痊愈，强调的是结果

② treat强调治疗过程，指通过药物、特别的食品或运动治疗病人或疾病，不强调结果。

they cured me of my influenza.

they treated me with a new drug.

6. control vt.& n.

① vt.： to have power over, rule, direct 控制，支配，管理

he cannot control his feelings / anger.

you are trying to control me as though i were your slave.

the government tries its best to control prices.

② be under the control of…; be in control of;

take/gain control of ; get / be out of control; lose control of; beyond control

george took /gained control of the business after his father died.

the car went out of control and crashed into the pole.

the head in control of the country

the driver lost control of his car and it knocked into a tree.

mr. brown is in control of the shop. / the shop is in the control of mr. brown.

this money is under control of mr brown.

who’s in control of the project?

the fire has been brought under control.

7. suggest v. 建议;暗示;表明

① suggest+doing / sth. / that-clause

may suggested a picnic at the weekend.

what did you suggest to the headmaster?

i suggested leaving early for the airport.

she suggested that her father (should) give up smoking.

他建议我们参观长城。

he suggested to us a visit to the great wall.

he suggested us visiting the great wall.

he suggested that we (should) visit the great wall.

② suggest (暗示，表明)+从句不用虚拟语气。

the smile on her face suggested that she agreed with me.

the look on his face suggested that he was happy.

his pale face suggested that he was seriously ill.

his work suggests that he is a careful man.

8. absorb

① to take sth. in especially gradually吸收

plants absorb carbon dioxide.

in cold climates, houses need to have walls that will absorb heat.

paper that absorbs ink is called blotting paper(吸墨纸).

the big company has gradually absorbed these small companies into its own organization.

② to understand facts or ideas completely and remember them

it’s hard to absorb so much information.

☆ be absorbed in = concentrate on专心于

he is absorbed in the research of chinese history recently.

the writer was so absorbed in his writing that he forgot to flick the ashes from his cigar. i was so absorbed in a book that i didn’t hear you call.

☆ absorb one’s attention

chinese history absorbs his attention recently.

9. suspect: to think that something is probably true or likely, especially something bad

① vt. 怀疑，猜疑 n. 嫌疑犯，有嫌疑的人 adj.可疑的，靠不住的

suspect sb. of doing sth. 怀疑某人做…

she suspected him of taking her money.

② 以为，猜想

we suspected that he had finished doing his homework.

10. severe a.

① so serious, so bad 严厉的，苛刻的，严格的

come on! don’t be so severe with the children.

his report contains severe criticism of the company’s actions.

his severe looks frightened me.

②very harmful or painful, serious or uncomfortable(疼痛)剧烈，的严重的，

i was caught in a severe storm last night and couldn’t go back home in time.

he has such a severe illness that he has been in hospital.

i suffered a severe attack of toothache.

he had a severe pain in the leg.

11. foresee: to know that sth. is going to happen before it actually happens vt. 预见，预料

the method was used in ways that couldn’t have been foreseen by its inventors.

few analysts foresaw that oil rice would rise so steeply.

no one could have foreseen things would turn at this way.

it’s impossible to foresee how life will work out.

12. blame v. 责备;谴责;把……归咎于 n. 过失;责备

① blame sb. / sth. for sth.: to say or think that sb. or sth. is responsible for sth. bad

因…而指责

it’s not fair to blame me. it’s not my fault.

they blamed the secretary for the delay of the plan.

many children are afraid of being blamed for making mistakes in speaking english.

② blame sth. on sb. / sth. 把……归咎于: be responsible for sth. bad

the police blamed the traffic accident on jack’s careless driving.

③ (be) to blame应受责备(主动表被动);承担责任

the driver was not to blame for the traffic accident.

which driver was to blame for the accident?

either he or i am to blame.

mr. green stood up in defense of the 16-year-old boy, saying that he was not the one to blame.

who is to blame for the fire?

④ take the blame承担责任to say that sth. is your fault

he is ready to take the blame for what had happened.

⑤ put the blame on怪在……身上

it’s no use blaming our defeat on him.

13. look into 调查，了解，研究，浏览，向…里看

we’ll look into the case as soon as possible.

but now the authority is looking into the cost of modifying all of its windows.

the building around the corner caught fire last night. the police are now looking into the matter.

look around; look after, look down upon; look for; look forward to; look like; look over浏览，过目一遍; look out; look through浏览，检查; look on; look up to;

14. handle vt. to deal with处理，买卖，操作 n. 把手，把柄

the children are so naughty that i can't handle them. 处理

this shop handles paper and stationery. 买卖

we don’t handle that sort of book. 买卖

how shall we handle the problem. 处理

can you handle the situation at present? 处理

it has a free handle.活把手

he learnt how to handle the axe. 操作

15. link

① v. 连接，联系

the two towns are linked by a railway.

the new bridge will link the island to the mainland.

television stations around the world are linked by satellites.

the new bridge will link the island to the mainland.

② n.

researchers have detected a link between smoking and heart disease.

is there a link between smoking and lung disease?

a lot of links fitted together form a chain.

link up (with)连接，结合;link…with /to把…与相连接

英语教师写教案篇3

二、教学目标

在本节课结束时，学生能够

了解文化遗产的基本概念、本质特点以及基本类型。

通过找读（scanning）关键词、略读（skimming) 和精读 (careful reading)，了解有关琥珀屋的故事。

用归类法学习词汇。

用自己的话复述琥珀屋的故事。

运用本课时学习的内容和自己已有的知识讨论相关话题。

三、教学步骤

步骤一热身

1．请学生看学生用书p. 1或者ppt中的图片，两人一组讨论三个问题。教师请几组学生回答问题，然后综合大家的看法总结出文化遗产的定义。

2. 请学生说出一些中外文化遗产的名称，教师写在黑板上。可以采取小组竞赛的形式，比一比看哪组说得多、说得正确。

注：问题中出现了五个生词。rare, valuable和survive很难根据上下文猜出词义，教师可以布置学生课前查字典自学其词义，用法可以留到词汇课处理。vase一词通过图片可以猜出，dynasty可以通过语境猜出。

设计意图：通过呈现图片和小组竞赛引起学生对本单元话题的兴趣，使学生了解文化遗产的概念，为过渡到下一步学习做好铺垫。

步骤二读前

1. 请学生先欣赏教师准备的几件琥珀饰品或者看学生用书p. 1的琥珀饰品图片，然后请学生回答问题，并根据课文标题和图片预测课文内容。

2. 词汇准备：请学生把书翻到p.89本单元词汇表，根据要求独立地找出相应的词汇。找三个学生分别说出答案，其他学生和教师补充或更正。

设计意图：通过观察实物、回答问题，使学生把琥珀和文化遗产联系起来，从而引入阅读主题，并让学生预测阅读课文内容；通过让学生根据要求找出相应词汇教给学生用归类法学习词汇，同时为之后的阅读扫清词汇障碍。

步骤三读中

1. 请学生略读课文，核查自己预测的内容是否正确。

2. 请学生在再次阅读课文前先看一下学生用书p.2练习二中的五个问题，然后在限定时间内快速浏览阅读课文的每一段，完成练习二的阅读任务，确定每段的段意。最后两人一组回答五个问题。教师请几个学生分别说出答案，其他学生和教师补充。

3．请学生再读一遍课文，根据时间顺序在限定时间内找出琥珀屋的历代主人及当时发生的和琥珀屋相关的事件，完成下面的表格。

4. 请学生两人一组，仔细阅读第一段和第三段，归纳琥珀屋能够成为世界奇观的原因。

设计意图：通过略读课文检测读前预测是否正确，并对课文内容有大体的了解；练习二的五个问题分别概括了每段的段意，考虑到高一学生概括能力较弱，采取给出各段段意让他们分别找出与其匹配的段落的方式降低了难度；通过回答五个问题使学生了解课文的细节内容，明确概括段意的依据；通过填表让学生学会根据时间、人物等关键词快速确定主要信息；通过仔细阅读和分析课文重点内容培养学生的分析能力，同时也使他们进一步理解琥珀屋作为文化遗产的理由。

步骤四读后

请学生两人一组根据ppt表格中的提示复述课文，然后教师选两个学生当堂复述。

设计意图：通过复述检查学生对文章大意的了解程度，并检测学生归纳总结和口语表达能力。

步骤五讨论

请学生四人一组讨论问题，每小组确定一个组长、一个记录员和一个发言人。组长组织并参与讨论，记录员记录大家的看法，发言人代表小组陈述大家的看法；讨论后教师请持不同观点的小组分别阐述理由，其他持相同观点的小组补充。观点没有对错之分，但要言之有理，有充分的论据支持自己的观点。讨论时可以参考ppt中的一些表达法。

设计意图：通过讨论培养学生勤于思考的习惯，锻炼口语表达的能力；同时也增强学生保护文化遗产的意识。

步骤六作业

英语教师写教案篇4

教学内容：词义meanings、用法usage、词汇信息basic information、词汇记忆策略

teaching aims:

aim: the students will be able to know the meaning and usage of the following words:…

aim: the students will be able to use these words correctly in writing and aim: the students will be more confident … teaching key and difficult points: master the words, especially… teaching aid: cai teaching procedures: 1: lead-in

show some pictures to students and ask some questions:... 2: task-reading

ask students to read the text after the teacher and select the important words they the words 3: presentation and comprehension

go through those their meanings and 4: practice

ask students to do the exercise on page 51: fill in the students make up a story using all the words we learn 5: consolidation

read the words 7: homework

write those words down four times and recite design: unit 6 leon 1 words:

good : hello, boys and girls, how are you today? i’m fine too, thank you!before the cla, let’s enjoy some do you see in the first picture? t: a !what is he doing? yes, he is ….t: in our daily life, … is very common, today, we will learn how to describe… in open the book and turn to page the text after me and select the words you think : everyone well could share words with us? peter, : …（假装帮助读了一个单词，并且边读边板书）great.…(重复一遍单词).anything to add? ok, lily : …（板书）.well : now, read after me.（没个词读两遍）t: 解释词语。

（方法：make sentences;show picture;act it out 练习：读两遍；造句

用语：can you gue its meaning? can you use this word to make a sentence for us? what this picture shows is the …）

t: have you all understood the meaning and usage of these words? great!let’s do some practice to consolidate the open your book and turn to page will give you five minutes to do the exercise one, fill in the , go : who can tell us which words should be used in the first blank? ok, susan : …, great!（指黑板上相应的词）t: the second blank? peter, : right!… pay attention to the number of the should be plural , you : well down....the last volunteer? good, : …, nice!but pay attention to the tense of the this sentence, the adverbial clause suggests that it happened in the past, so the … should be in simple past : you all did a good job!now, please work in pairs and make up a story using all the words on the ’ll give you ten minutes to prepare and then i’ll ask some of you to share your , let’s start!

t: time is up!who volunteer to share with us first? great, : what an interesting story!well there anyone want to share the story with us too？come on, don’t be shy!how about you, lily?

t: a great story , so much for ’s read these words again before the break …（读一遍单词）

t: good job!please write these words down in your exercise times and then recite ’ll have a word dictation next ’s all, see you!

英语教师写教案篇5

一、教材分析：

let’s learn本部分主要学习4个有关文具的单词crayon, pencil, eraser, ruler。单词是学生身边常用的物品，比较贴近生活，学习起来易产生学习兴趣。let’s chant部分通过有节奏、有韵律的歌谣，让学生进一步复习和巩固所学的词汇。

二、教学目标：

1.能力目标：

(1) 能用英语表达自己有的文具：i have a/an….

(2)能吟唱let’s chant部分的歌谣。

2.知识目标：

(1)听、说、认读pencil, ruler, eraser 和crayon。

(2)理解let’s chant的内容。

(3)能听、说句子i have a/an….

3.情感目标：激发学生学习英语的兴趣，培养学生乐于开口,敢于开口讲英语的习惯。教育学生要爱惜文具。

三、教学重、难点：

1.重点：听、说、认读单词pencil, ruler,eraser,crayon.

2.难点：crayon,eraser的发音，了解a/an的区别。

四、教学过程：

教学设计参考个性化备课

step 1 preparation

1. sing a song: “hello”.教师播放歌曲，师生拍手、挥手同唱。

2.free talk: hello!/hi! 师生、生生打招呼。

3.分组自我介绍。hello!/hi!i’m….

step 2 presentation

(一)创设情境 zip,zoom and a bag 猜一猜他们的书包里有什么。再切换到本节课的主情境图，添加同学们猜到的文具盒，一起认识文具盒里的学习用品。

(二)单词导呈

拿出文具盒，看文具盒里有什么，观看对话整体感知单词。再在下一个ppt中展示pencil, ruler, crayon, eraser四个单词。词形---词音---词义相结合学习单词

1.教学单词 pencil

(1)教师拿出一个文具盒，在学生面前晃一晃，guess!what's in it? 让学生猜测里面的文具。师从盒子里拿出实物铅笔说：“look!a pencil”.师询问“根据老师手中的物品和读出的发音，请从pencil, ruler, crayon, eraser中选出所读单词。”(可慢读2遍)

待到学生从形音义三方初步感受pencil后，师教读pencil，分两个个音素示范发音(注意cil的发音不能咬舌)、领读---生跟读---贴图片或画简笔画或是多媒体课件呈现图---板书----整体读---出示词卡认读---男女生读---小组读，或高低音读---开火车读，检查个读。

(2)师拿着实物铅笔并做动作演示、说：a pencil.i have a pencil.引导学生展示铅笔，学说i have a pencil.

2.教学单词 ruler

(1)师出示尺子，问：what's this? 生可用汉语回答，对用英语回答的学生要鼓励。师说a ruler.师询问“根据老师手中的物品和读出的发音，请从pencil, ruler, crayon, eraser中选出所读单词。”(可慢读2遍)

待到学生从形音义三方初步感受pencil后，师教读ruler,分两个音素示范发音、领读---生跟读---贴图片或画简笔画或是多媒体课件呈现图---板书----整体读---出示词卡认读---男女生读---小组读，或高低音读---开火车读，检查个读。

(2)师拿着实物尺子并做动作演示、说：i have a ruler.板书，引导学生展示尺子，学说i have a ruler.师回答：me too!渗透me too!

3.教学单词crayon

(1)师拿出文具盒，让学生继续猜盒子里面有什么?what's in it?师说it's a crayon.师询问“根据老师手中的物品和读出的发音，请从pencil, ruler, crayon, eraser中选出所读单词。”(可慢读2遍)

待到学生从形音义三方初步感受crayon后，师教读crayon、分两个音素示范发音、领读---生跟读---贴图片或画简笔画或是多媒体课件呈现图---板书----整体读---出示词卡认读---男女生读，---小组读。高低音读或做冷暖活动突破难点，卡片离的越近声音越大，卡片离的越远声音越小---开火车读，检查个读。注意纠正crayon 的发音。

(3) 师出示蜡笔并做动作演示，说i have a crayon.引导学生展示蜡笔，并说：i have a crayon.me too!

4.教学单词eraser

(1)师直接展示橡皮，师说an eraser.师询问“根据老师手中的物品和读出的发音，请从pencil, ruler, crayon, eraser中选出所读单词。”(可慢读2遍)

待到学生从形音义三方初步感受eraser后，师教读、分三个音节示范发音、领读---生跟读---贴图片或画简笔画或是多媒体课件呈现图---板书----整体读---出示词卡认读---男女生读，---小组读，或高低音读---开火车读，检查个读。注意纠正eraser的发音。

(2)师拿着实物橡皮说：i have an eraser.板书句子，用红色粉笔标出an eraser引导学生展示橡皮，并说：i have an eraser. me too!

5.指板书整体认读单词。

让学生观察板书句子，引导学生发现规律。t:what can you find?并进行总结：表达“我有一…。”用i have a….但是，我有一块橡皮，用i have an eraser.

(三)听音正音

放两遍音频，第一遍学生看，听音，用手指，注意语音;第二遍听音跟读。纠正语音语调。

(三)合作学习

师做出明确要求：小组内依次，一人说，一人指词，一人指图，互相纠音，看谁做得。

step 3 practice

1.看口型猜单词。师说一单词但不出声，让学生猜是什么单词。

2.快看快说游戏。师快速出示单词卡片或图片，学生快速说出英文。

3.找朋友：两位同学到讲台前，师拿着词片，抽取一张，让台下学生认读出抽取的单词，台前两位同学听到后，把打乱顺序的单词卡和图片迅速找到一起，给又对又快的一组加一分。

4.让学生听音，做let's chant部分的活动。

step 4 production

1.介绍文具

(1).师先示范，拿出自己的文具盒，介绍自己的文具：hello!/hi!i’m miss/mr….i have a/an….

(2).生上前展示。

(3).小组内仿照示范进行练习，然后表演展示。

2.玩me too 游戏。

(1).师先示范，拿出文具盒的某一件文具并介绍i have a/an….拿相同文具的学生站起来说 me too.最快的同学得到一个赞。

(2).小组内仿照示范进行练习，然后表演展示。

3.yes or no(情感教育).

教师图片展示一些同学在平时生活或学习中对文具的管理方法，学生用手势×或√来表明立场，教师适时进行情感教育。

step 5 progress

1.summary：t:what have you learned today? 生总结。

2. homework.：(1)听录音，仿读单词。(2)向家人用英语介绍文具。

英语教师写教案篇6

课题：module 5 unit3 life in the future

reading: first impressions

单元/课时学习内容分析

本单元的中心话题是谈论未来生活，本节课时本单元的第一节阅读课，是一篇科普文章，主要是由一个故事来呈现，通过讲述liqiang 因为中奖来到3008年亲身经历了在未来生活中交通，环境，住房等方面发生的巨大变化，第一印象和感受。

文章是一封以email的方式写给父母的家信，语言简洁明了，理解相对容易，但是文章信息量较大，为学生提供了想象的空间，因此，学生通过快速阅读首先归纳文章的主旨和段意。了解文章从哪些方面描述了未来生活，找到未来世界在以下几方面的变化：跨时空旅行，交通，住房，城镇环境和空气质量。

然后通过回答问题和列表，匹配等练习形式帮助学生获取关于对未来各方面具体描述的信息。同时，由于文章涉及的内容是科学幻想的，学生生活实践中未能尝试和经历的，因此可以借助图片以及与文章内容相关的flash动画等资源帮助学生理解信息，使学生对未来世界有一定的感观认识。

此外，学生通过获取关于对liqing心理的描写判断其对未来的态度，并找出支持观点的论据或例子。培养学生推理判断的能力。在此基础上，学生对文中描述的未来生活得出自己的结论和判断。对人类的活动进行反思，提倡环保的生活意识，

最后通过本课的学习，学生进行发挥想象，对未来的生活环境和生活方式进行猜测。培养学生发散性思维和创新精神。

学生基本情况简介

高二学生能够运用基本词汇描述用英语简单描述现在和未来的生活，表达个人情感和个人观点，学生具备基本的阅读能力，如概括文意，猜测词义，获取实事细节等。掌握了一些简单的阅读技巧及方法，如略读，找读，跳读等。

但是学生缺乏对文字传达的信息的准确理解。因此学生在人物对未来生活的态度进行判断时，容易形成思维定势，主观臆断。

教学目标

知识与技能目标：

the students will be able to

1. sum up the main idea of the story and each paragraph.

2. make inference about the writer’s attitude towards the future life and to identify the evidence used to infer them.

3. describe the future life by using the language from the text and talk about their imaginations of the future life

教学重点和难点

1) 学生利用上下文猜测的阅读技巧，图片和flash等方式的资源，理解未来生活进行描述的细节信息。

2)人物对未来生活个方面的不同态度的推理和判断。

英语教师写教案篇7

一、教学内容简述

小学英语(pep)三年级下册unit3 part a let's talk部分，主要通过情景会话，让学生学习询问别人看见多少样东西以及如何赞美别人的东西，并且在实际情景中灵活运用。

二、教学设想

(一)教学目标：

1、学生能听懂并在情景中灵活运用句型：how many...can you see? i can see..从而提高学生运用语言的能力。

2、学生能够灵活运用交际语，并在教学活动中进行拓展练习。

3、培养学生用新语言做事情的兴趣及与他人合作的意识。

(二)教学重点难点：

本课的教学重点与难点就是熟练掌握句型how many..can you see? i can see...

(三)教学准备

录音带、铅笔，风筝等实物，动物图片，头饰、单词卡。

三、教学流程

step 1:warm up

greetings

t:good moring boys and girls

s:good moring mr liu

t:how are you?

s:fine thank you

t:i am fine too.

step 2:pressentation

1、从猜数字游戏中自然引出“how many"

2、出示事先准备好的实物。

t：look! how many pencils? how many books.. s:1——15

t:how many 后面词有什么特点。

s：名词复数...

3、找一名学生做助手，利用how many进行对话。 t：hello

ss: hello!

t:how many pencils

ss:two

t:ask your friend, ok?

(全班进行操练)

step3: study"let' talk"学习对话。

1、出示风筝：

t：what is this ? is it beautiful?

s:yes

t:beautfuil!

t:let us look at this picture.

2、教师用自问自答法导入对话。

3、放录音，学生跟读，教师领读。 step4: practice。

1、同桌练习对话。

2、两人一组对话。

3、引导学生观察教师里的东西，让学生进行练习对话。

教学反思：

(一)、成功之处

在教学中，我遵循以学生为中心，以兴趣为支点，以交际为目的的原则，开展教学活动，整个活动，让学生在情感中感知，在活动中训练，在实际中交际，在任务中运用。学生始终处于积极参与的状态之中。在教学中，我注意引导学生丰富多彩的活动中主动学习，创造性地学习，并且面向全体学生，实现了在玩中学，学中玩的教学理念，并且利用图片、实物等多种形式营造学英语的氛围，调动学生多种感官，在情境中感知，在兴趣中运用所学知识和学习新知识。在教学中通过设计多样的教学活动，不但激发了学生的学习兴趣，培养了学生积极的态度，而且还培养了学生一定的语感，使他们形成了用英语进行交流的能力。学生们通过表演很好的发展了学生的表演能力为学生非智力因素的培养打下了坚实的基础。

(二)、不足之处

1、在整堂教学中，部分后进生表现不够积极。

2、环节的过渡语言组织也不够到位，给人的感觉跳跃性很大，让人听起来很不舒服。

(三)、改进措施

在以后的教学中 ,我要多关注学生的学习方式和思维方式，根据不同内容采取不同的呈现方式，做到因材施教。

英语教师写教案篇8

一、教材分析

本课时主要学习见面打招呼、自我介绍及道别用语hello./hi . goodbye./bye-bye. i'm ...。为此，教师为学生创设见面打招呼、自我介绍以及道别等情景，使学生了解英语常用用语以及使用环境。教学中，除让学生听懂以上日常用语以外，还应让学生敢说、会说。学生对于打招呼和道别用语hello./hi . goodbye./bye-bye. 的发音比较熟悉，而对于自我介绍用语i'm ...的发音不容易到位，学习起来较难，教师要适时纠正，切不可挫伤孩子的学习积极性。

(一)教学目标

1、听懂、会说 hello./hi . goodbye./bye-bye. i'm ...。

2、通过创设见面打招呼、自我介绍以及道别等情景，让学生学会见面打招呼、自我介绍及道别的日常用语。

3、培养学生乐于开口、敢于开口讲英语的习惯，激发学生想学、乐学英语的兴趣和愿望。

(二)教学重点

本部分主要是见面打招呼、自我介绍及道别用语的会话学习，使学生在不同的情景中听懂、会说 hello./hi . goodbye./bye-bye. i'm ...。

(三)教学难点自我介绍用语i'm 的发音不容易到位，学习起来较难，教师要适时纠正，切不可挫伤孩子的学习积极性。

(四)教具准备

1. 教材相关人物的面具或头饰。

2. 为let's play中的击鼓传花游戏准备相应的道具。

3. 教材相配套的录音带。

二、学情分析

学生活泼、好动、好奇心强，形象思维为主。由于刚接触英语，几乎每个人对英语都有着浓厚的兴趣，而课标中指出学生只有对自己、对英语及其文化，对英语学习有积极的情感，才能保持英语学习的动力，并取得成绩。因此我在教学中力争知至始至终关注学生情感，努力营造宽松和谐的氛围。

三、教学方法

我通过聊天、讨论可以让学生了解一些学习英语的作用和意义。可利用教科书开始的蝴蝶页welcome to english 的彩图，为学生呈现我们生活中已经会说或较熟悉的词汇如 cd, vcd, dvd, ok! hi! yeah! wow! bye! cartoon, mickey等等来激发学生想学英语的兴趣。引导学生自主学习。教师在讲授本课的打招呼、自我介绍及道别用语时，可以先给学生播放卡通片，了解所学语言运用的环境。在巩固操练时，教师可采取交谈的方式与学生聊天，用英语和他们打招呼、自我介绍，并告知hello./hi是英语中常用的打招呼用语，甚至让学生自己说说这些语言都运用在哪些情景中。教师还可用击鼓传花、角色扮演等游戏来练习。最后教师可引导学生创设生活情景，实现真正的语言交流。

四、教学过程设计

1. 热身 (warm-up)

(1)我先给学生播放卡通片，了解所学语言运用的环境。内容为"迪士尼英语"中第一课的片段(magic english----hello)学生在他们喜爱的卡通节目中了解、学习打招呼用语hello./hi ，边看卡通边说英语。学习语言的同时，了解语言所用的环境，兴趣与语境同时创设，学习与兴趣同时存在。

(2)接下来通过看卡通片告诉学生"卡通"一词的发音是由英语单词cartoon一词的发音直接翻译过来的。在现实生活中，我们还有许多的类似之处，有时我们甚至直接用英语的单词来代表某物如cd, vcd, dvd等等。

(3)由于学生是第一次正式接受英语课的学习，教师可在此基础上采取交谈的方式与学生讨论一下英语的作用以及学习英语的意义。不妨请学生说说他们在现实生活中已经了解的英语单词或日常用语。利用教科书开始的蝴蝶页welcome to english 彩图中呈现的我们生活中学生已经会说或较熟悉的'词汇如 cd, vcd, dvd, ok! hi! yeah! wow! bye! e-mail, cartoon等词来激发学生学习兴趣与学习愿望。

2. 呈现新课 (presentation)

(1)在学生初步了解打招呼用语后，教师播放本课的歌曲 "hello"的录音，自然引出师生之间的打招呼。 t: hello, boys and girls. ss: hello.

(2)教师利用这个机会及时向学生介绍自己hello, i'm /hi, i'm...

(3)教师还可带上sarah的头饰介绍hello! i'm sarah. /hi ! i'm sarah.(教师在示范时，应定要用手势语言辅助学生理解。对于初学者来讲，体态语言和手势语可帮助他们理解和记忆，因此教师要适时利用手势和动作甚至表情来配合教学。)

(4)给学生带上sarah, chen jie, mike, wu yifan的面具或头饰，扮演这些人物到讲台前说hello! i'm...

(5)听录音，放投影;或通过录像，vcd来展示let's talk部分的教学内容

3.趣味操练 (practice)

(1)我通过三个游戏让学生巩固操练玩let's play中的游戏"击鼓传花"。首先，将全班学生分为两大组。教师可有节奏地敲击小鼓，两组学生同时开始传花，当老师的鼓声停止时，两组各有一名学生拿到花，这时，拿到花的学生就说hello, i'm /hi, i'm (这个游戏也可用放音乐来代替击鼓，学生可待音乐停止时起立做自我介绍。) 在做此游戏时，教师应提示学生发音，引导学生区分正确、错误的发音。特别是i'm的发音，应为[aim]不能读成[em]或[ai]，但要注意，教师不能一味的纠正发音，而挫伤孩子的学习兴趣或打消孩子练习的积极性。教师可根据学生情况，逐步在以后的课时中感受语音，感受发音。另外，此次练习中，若学生已有英文名字，即可使用，若没有英文名字可先用中文名字代替。若班级学生人数不多，可在此为学生起英文名字。

(2)让学生自己说说所学用语的使用环境，并让学生自己拟定一个使用所学用语的场所。结合图片，进一步巩固情景。为学生出示情景图，让他们自己说说，在此情景中该说些什么? 清晨，两个小朋友在校门口相遇，猜猜看，他们说了些什么? 上课了，老师带一名新同学进教室。新生lily该怎样做自我介绍? 下课了，有好几名同学与lily结识，他们是怎样说的呢? 放学了，同学们相互道别，他们彼此都说了些什么? (3)两到四个人一组练习自我介绍。若学生已有英文名字，即可使用，练习更有真实感。若没有英文名字可先用中文名字代替。在此强调分手时说goodbye./bye-bye。

(4)自由结合或自己下位子了解、结识新伙伴，尤其是了解伙伴的英文名字。再次练习hello, i'm /hi, i'm goodbye./bye-bye。

4.课堂评价 (assessment)

做活动手册第一单元的第一部分练习。由于学生刚刚接触英语，而且是第一次做活动手册，教师要进行全面、细致的指导。

1)教师与学生讨论本单元获奖的小花数量，由于是第一单元，起点可以稍微低点，尽量让每个学生都得到棕熊或小松鼠的小贴纸为奖励。

2)让学生看书上的图，才图中人物，想他们在说什么。

3) 教师讲解题目要求并指导做的方法。建议教师提醒学生注意题目要求标记的识别，以便今后遇到相同问题时学生能独立完成。

4) 让学生听录音做练习。

5) 再次播放录音，在教师的指导下让学生一句一句地跟读并相互核对答案，最后通过给小花涂色进行自我评价。

5.扩展性活动(add-activities)

(1)将制作面具的材料发给学生。教学生如何给面具涂色，将面具剪下并粘在小木棍上。

(2)学生带上面具，互相打招呼并介绍自己，复习本课所学知识。

(3)提示学生，注意保留面具，以后教学活动中会用到这些面具。