英語教案
發布時間:2025-05-17英語教案(范文18篇)。
作為一位杰出的教職工,很有必要精心設計一份教案,借助教案可以提高教學質量,收到預期的教學效果。怎樣寫教案才更能起到其作用呢?以下是小編精心整理的最新高中英語教案,歡迎大家借鑒與參考,希望對大家有所幫助。
英語教案 篇1
單元目標
一、知識與技能
1.詞匯:New York City, Central Park, exam, were, rainy, delicious,expensive, inexpensive, crowded, flew, kite, later, felt, little, corner, discuss, etc.
2.句型: Where did you go on vacation? I went to summer camp.Did she go to Central Park?Yes, she did.No, she didn’t.
3.語法:一般過去時的特殊疑問句、一般疑問句及肯、否定回答。
4.能力目標:能用一般過去時熟練談論假期發生的事。
二、過程與方法
靈活運用教材,從所教學生的實際水平和語言能力出發,調整和取舍教學內容,合理安排本單元的課時數,設計好每課時的教學內容。
三、情感、態度與價值觀
1.通過描述假期發生的事,增進同學間的了解,增進感情。
2.通過圖片和視頻欣賞優美的風景,培養熱愛祖國大好河山的思想感情,提高學生的.環保意識。
3.了解自己的能力,培養情操
4.培養學生們對英語的興趣。
教法導航
1.以任務型教學作為課堂教學理念、利用整體語言教學法、情景教學法、交際教學法等。
2.在教學中創設切實可行的任務型教學活動、突出交際性。
3.教師為主導、學生為主體、任務為基礎,注重實用性。
4.引趣激趣策略,創設情景調節氣氛,引發激發學生興趣。
學法導航
多讀善思,小組合作、探究、學習、交流。
課時支配
第1課時:Section A 1a-2c
第2課時:Section A 2d-3c
第3課時:Section B 1a-2c
第4課時:Section B 2d-Self Check
英語教案 篇2
教學內容:
A Letters and sounds Start to read
教材分析:
本課時主要學習Oo--Tt5個字母和這6個字母在單詞中的發音。要求學生能聽、說、讀、寫所學字母,并在學習字母音、形的基礎上,初步掌握5個字母作為單詞首字母時的發音。Listen, repeat and chant通過五組生動形象的圖配詞讓學生有一個清楚的感知, 12個例詞中pig,pen,tiger,red,Sarah,orange在前面單元已三會掌握,其他6個單次首次出現。Listen and circle是字母與其所對應的例詞的聽力練習。Write and say是字母的書寫學習。字母的書寫一定要規范要求,為學生的英文書寫打好堅實的基礎。Start to read通過找字母的趣味形式鞏固所學的字母,培養學生的觀察能力。
教學目標:
1.能力目標
(1)能正確讀出Oo—Tt6個字母,并能夠在四線格內正確書寫,說出它們在字母表中的正確位置。
(2)聽到字母能說出它對應的發音。
(3)能夠根據圖片聽單詞,選出正確的詞首字母。
(4)能區分Oo—Tt6個字母字母手寫體和印刷體。
2.知識目標
(1)聽、說、認讀、正確書寫字母Oo—Tt6個字母。并知道其在單詞中的發音。
(2)聽懂、會說以這幾個字母開頭的單詞。
3.情感目標:進一步培養學生良好的`書寫習慣。
教學重點:
聽、說、認讀字母Oo-Tt6個字母并掌握它們的正確書寫。
教學難點:
(1)正確說出所給例詞的首字母。
(2)注意大寫字母Q,的讀音及書寫, 小寫字p,q的書寫。
英語教案 篇3
一、教材分析
1、單元背景分析
本單元討論的話題是“世界英語”介紹了英語在當今世界范圍內人們生活中扮演的不同角色及其重要意義。尤其介紹了英美語言的差異,讓學生更進一步了解學好英語的必要性和其重要意義。促使學生了解英美語言在詞匯、拼寫、語音等方面的區別。使學生在認識到學好英語的重要性的同時,更加熱愛自己的祖國,從而培養他們的祖國意識。
2、教材內容分析
w本課是高中一年級英語上冊,unit 2 English around the world中的Reading.
w本單元的中心話題是“世界英語”,具體涉及“英語在當今世界范圍內人們生活中扮演的不同角色及其重要意義,以及英美語言的差異”。本課的語言知識及語言技能主要是圍繞“世界英語”這一中心話題進行設計的。
w本課時主要分為兩部分:
1)Pre-reading. (讀前準備)
“讀前準備”部分是Reading的前奏,此部分設計了兩個問題,誘發學思考。通過對問題的討論和比較,讓學生明白學好英語的重要性。
2).Reading (閱讀)
“閱讀”部分文體為說明文,全文共分三個段落。全文闡述了一個鮮明的觀點:英語的確是當今世界范圍內使用最廣泛的一門語言之一,也是聯合國的工作語言之一,它的重要作用是其他語言不可替代的。
3)Post-reading(讀后)
“讀后”部分共設計了兩類題型:第一部分是和個問題,其中前面兩個是細節理解題;第三題是一個開放性題目,鼓勵學生把英語學習與現實生活相結合。第二部分是填空形式,幫助學生梳理文章,掌握文章主要細節,概括中心思想,實為文章的一個綱要。
三部分均以提高學生閱讀能力為主,所以將此三部分有科學地整合成一節閱讀課。
3、教學重點
1)、使學生在認識學好英語的重要性的同時,更加熱愛自己的祖國。
2)、發展學生的閱讀能力,尤其是歸納總結猜詞和查讀(scanning)的能力。
3)、使學生通過交際性任務和合作的機會,培養他們用諺語思維和交際的能力。
4、教學難點
1)、使學生在認識到學好英語的重要性的同時,更加熱愛自己的祖國,從而培養他們的祖國意識。
2)、與同伴一起討論并找到解決問題的方法。
5、教學目標
根據課文特點及新課標對高一年級學生英語學習能力的要求,本課的教學目標我定為以下幾方面:一、語言目標,二、情感目標。
1.語言目標
本課為閱讀課型,是一篇說明文,涉及了英語在當今世界范圍內人們生活中扮演的不同角色及其重要意義。尤其介紹了英美英語語言的差異。通過閱讀使學生了解“世界英語”的一些基本概況,包括它的重要性和英美英語的差異。教師根據課文內容用不同的形式來訓練學生,提高閱讀技能。由于課文講述的是世界英語的話題,學生會感興趣。為了引起共鳴,可把課文與生活中經歷結合一起討論。本課的目的是使學生提高聽、說和閱讀能力,更深的了解學好英語的重要意義。從而激發學生學習英語的興趣。
2.情感目標
讓學生領會英美不同文化差異和風俗習慣,領會語言豐富多彩性和發展變化的特征,使學生在認識世界英語在人們生活中扮演的不同角色的同時,更加熱愛自己的祖國,從而培養他們的祖國意識。培養他們的跨國文化意識和世界意識。
二、說教法
教學環環相扣,設計緊湊。先利用學生感興趣的話題引起興趣,然后帶著問題有目的`地閱讀文章。通過回答問題掌握細節,理清線索,再從整體上把握它的結構、特色,學習用英語歸納以及復述,最后以拓展課文知識小組活動完成這節課的整體教學。使他們掌握閱讀技巧的同時也增加了見識。在小組討論過程中,學會用已學詞、句表達出自己的觀點。學生通過體驗、實踐、討論、合作和探究等方式,發展聽、說、讀、寫的綜合語言技能。
為了能很好地突出重點,突破難點,圓滿完成教學任務,取得良好的教學效果,我抓住重點,聯系實際,以學生為主體,教師為主導,讓學生集中練習。為了激發學生的興趣愉快地學,我采用閱讀、快速閱讀、判斷正誤等教學方法,讓學生充分體現課堂教學“主體者”的身份。
三、說教學程序
1、導入:首先在學生對英語是世界上最廣泛使用的語言和越來越多的人在學習英語現有情況了解的基礎上,引出問題“Do you know how many countries use English as their mother tongue?Do you know something about English around the world?”在學生思索時,引出課題English around the world。接著再詢問學生:What language has the largest number of speakers in the world? What language is the most widely spoken and used in the world? How many countries do you know use English as their mother tongue?使學生對本節課的話題有進一步了解,而且很有興趣了解“世界英語”的具體情況。從另一個角度,先給學生一個語言上的input。激發學生的興趣和欲望.
2、Pre-reading (讀前準備):在學生回答了以上問題后,我讓學生看這一部分課本上所設的兩個問題:1) How many languages do you speak? Which is your native language? 2) If you speak more than one language, in what situation do you use the languages?讓學生仔細思考后回答。教師不必忙著下結論,誘導他們從書中去思考尋找答案,激發他們探究的興趣。
3、Reading:使學生了解英語在當今世界范圍內人們生活中扮演的不同角色及其重要意義。
任務1:Listen to the tape,聽錄音,然后讓學生盡力得出大意并且回答問題
1. How many countries are there where the majority of people speak English?
2. How is English used in Hong Kong?
3. What language should we use on the Internet so that we can communicate with people around the world ?
任務2:讓學生帶著問題閱讀課文(scanning)。有目的性閱讀是閱讀訓練一種技巧,并且提醒學生不用太多花大多注意力在地名和新單詞上面,集中精力探究文章內容。閱讀后學生給出答案
(教師不要袖手旁觀,可以給學生必要的引導和幫助,發展學生的自主學習能力,真正的成為學習的主體。)
任務3:根據課文內容,判斷句子對與錯。
1、There are more than 42 countries where the majority of the people speak English in the world.()
2、There are more than 37,500,000 people who learn English as a second language.()
3、New Zealand, South Africa, the Republic of Ireland and the Philippines use English as their mother tongue.()
4、More than 750,000,000 people learn English as a foreign language.()
5、English is the only one working language of most international organizational trade and tourism.( )
(此設計是為了檢查學生是否理解文章大意和一些重點細節。)
任務4:根據課文內容,完成以下五道閱讀理解題。
1、 According to the text, which is TRUE about those who use
English as a second language?
A. English is also their mother tongue.
B. They use more than two official languages in their country.
C. People enjoy talking to their family members at home in their native language.
D. They learn English at high school for about five years.
2、 What’s the situation of English used in China?
A. Most Chinese students learn English at school as a foreign language.
B. All Chinese students speak English as a foreign language.
C. The majority of Chinese students speak English at school as a second language.
D. The majority of people in Hong Kong use English as their mother language.
3、 What’s the main idea of the passage?
A. There are more than 42 countries where th majority of the people speak English in the world.
B. More than 750 million people learn English as a foreign language.
C. English is the language of global culture such as popular music and the Internet.
D. English is the language which is the most important and widely used in the world today.
4、 Which is right according to the text?
A. Native speakers of English might find it unnecessary for them to learn a foreign language.
B. English will be the only English to be used in the future.
C. English is the working language of most international organizations, international trade and tourism.
D. With the development of China’s economy, Chinese will be more and more important than English.
5、 Which is WRONG to answer the following questions.
Why is it becoming more and more important to have a good knowledge of English?
A. More and more people will become interested in English.
B. English is one of the working languages of most international organizations, international trade and tourism.
C. We can communicate with people around the world everywhere through the Internet by using English.
D. English has developed into the language most widely spoken and used in the world.
(這活動幫助學生梳理文章,掌握文章主要細節,概括中心思想。教師對學生的表現要及時給予評價:或表揚、或鼓勵。讓他們體驗到成功的喜悅,努力的收獲。因為愉快的體驗會化為下一次成功的動力。)
4、Post-reading(Group-work):
任務5:分小組討論:1)Why is it becoming more and more important to have a good knowledge of English? 2) In which countries do we find most native speakers of English? Give the names of three counties. 3) Living in China you can use English every day in different situations. Give two examples.給學生五分鐘的時間分組討論,然后讓每組的代表給出答案(完成本課教學目標)。教師在布置任務后,應監控各小組的活動,適當的時候可以參與到學生的活動中去。在活動中,教師多用評價性語言:Marvelous /Excellent /Fantastic /Well done/Great…
(這項任務型活動,使學生有機會表達自己的看法與觀點,同時,讓他們學會合作,發展與人溝通的能力。進一步提高語言實際運用能力,使學生的思維能力、想象力、協作和創新精神等綜合素質得到發展。)
5、Summing-up(總結)
Through learning this passage, we have got to know that English is becoming more and more popular all over the world now. So English learning seems important to everyone, especially us students of the new century. With China’s entry into WTO, English will play a more important part in business, in tourism, and even in people’s daily life. So it’s no doubt that everyone should have a good knowledge of English. And I hope everyone in our class can make an effort to learn English well. But on the other hand, it doesn’t mean English is better than Chinese. We must keep it in mind that one’s mother tongue is the most beautiful language in the world. The reason why we learn English is that we should thus be more capable of building up our country. (這是個很好的機會引導學生在領會學好英語的重要性的同時,更加熱愛自己的祖國,從而培養他們的祖國意識。It’s a good chance to lead the students to love our own country as well
as to learn English well.)
6、布置作業
1、課后熟讀課文;
2、完成Post-reading Ex.2。
英語教案 篇4
教學目標
知識目標
1.Get students to learn the useful words and expressions in this unit.
eyesight,ambition,disabled,beneficial,in other words,clumsy,adapt,microscope,out of breath,absence,stupid,fellow,annoyed,all in all,industry,tank,make fun of,encouragement,adapt to
2.Help students to learn about disabilities and life of the disabled.
能力目標
1.Let students read the passage Martys Story to develop their reading ability.
2.Enable students to know that people with disabilities can also live well.
情感目標
1.By talking about disabilities and life of the disabled,make sure students can learn some positive stories of the disabled.
2.Help them understand more about how challenging life can be for the disabled.
3.Develop students sense of cooperative learning.
教學重難點
教學重點
Get students inspired by positive stories of the people with disabilities.
教學難點
1.Develop students reading ability.
2.Help students understand the difficulties the disabled have to overcome.
教學過程
Step 1 Warming up
1.Warming up by discussing
First ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then show some photos of people with disabilities. Students will be asked to discuss the following questions in small groups.
Do you know any famous people who are disabled?
What difficulties do they have to overcome in daily life?
What have they achieved?
Suggested answers:
Steven Hawking has a muscle disease,but he makes great contributions in science and puts forward his theory about black holes.
Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35,but he was a great composer.
Helen Keller was deaf and blind,but she was a great writer.
2.Warming up by talking
First,ask students to look at the pictures and read what these people have achieved even though they each have a disability. Next,work with partners to talk about what disability they might have according to each description below the picture.
Suggested answers:
Rosalyn is in a wheelchair. She has walking difficulty.
Richard has difficulty with eyesight,so he cant read the questions or write the answers for his college entrance exams.
Sally has hearing problems (though not deaf as she can still understand loud speech in the cinema).
Gao Qiang was born with Downs Syndrome,which is a mental disability. Some Douns Syndrome Downs Sufferers have made a good career as actors.
Step 2 Pre-reading
Ask students to read the short paragraph in Pre-reading carefully and find out the purpose of the website “Family Village”.
Suggested answers:
1.To give ordinary young people with a disability a chance to share their stories with others.
2.To inspire other disabled people.
3.To get non-disabled people to understand more about how challenging life can be for people with disabilities.
Step 3 Reading
1.Skimming
Give students 2 minutes;ask them to read the passage fast to fill in the blanks:
Sum up the main idea of each paragraph:
Paragraph 1:A(n)______ to Marty and his muscle disease.
Paragraph 2:How the disease ______.
Paragraph 3:Marty met a lot of ______ at school.
Paragraph 4:How his life has become ______.
Paragraph 5:The ______ of his disease.
Suggested answers:
Paragraph 1:An introduction to Marty and his muscle disease.
Paragraph 2:How the disease developed/started.
Paragraph 3:Marty met a lot of difficulties at school.
Paragraph 4:How his life has bec ome easier.
Paragraph 5:The advantages of his disease.
2.Scanning for detailed information
Ask students to read the passage carefully to locate the detailed information.
(1)First ask students to read paragraph one and complete the chart below.
(2)Next read paragraphs two and three and choose the best answer.
Why did the doctors cut out a piece of muscle from Martys leg?
A.Because they could cure the disease by cutting it out.
B.Because they wanted to use it as a specimen(標本).
C.Because they w ould transplant(移植) the new muscle.
D.Because they wanted to find out the cause of the disease.
Key:D
(3)Read paragraph four and answer the following questions:
①What is Martys ambition?
②What is Martys achievement?
③What is Martys hobby?
Suggested answers:
①Martys ambition is to work for a firm that develops computer software when he grows up.
②Marty invented a co mputer football game and a big company decided to buy it from him.
③As well as going to the movies and football matc hes with his friends,he spends a lot of time with his pets.He has two rabbits,a parrot,a tank full of fish and a tortoise.
(4)Ask students to find Martys advice in paragraph five.
Suggested answers:
Dont feel sorry for the disabled.Dont make fun of them.Dont ignore them.Accept them for who they are.Encourage them to live as rich and full a life as healthy people do.
?Step 4 Consolidation
1.Ask students to read the whole passage and choose the best answers.
(1)Which of the following is false?
A.Although there are a few students who look down upon him,Marty never gets annoyed.
B.Marty leads a meaningful life and does not feel sorry for being disabled.
C.Marty only spends time with his pets and never with his friends.
D.Martys disability has made him more independent.
(2)From the passage we can infer that ______ .
A.Marty asks others to feel sorry for him
B.Marty never loses heart
C.Marty is afraid of being made fun of
D.Marty will not accept any encouragement because he has grown stronger psychologically
Keys:(1)C (2)B
2.Ask students to work together to write a mini biography for Marty according to the text.
3.Discuss in pairs to get the main idea of the passage by filling in the blanks.
Though he is a ______ person,Marty never feels ______ for himself and he ______ his life.
Suggested answers:disabled;sorry;enjoys
?Step 5 Discussion
1.Ask students to discuss the following questions in small groups.
(1)How did Martys feeling changed over time?
(2)What kind of person do you think Marty is?Can you use adjective words to describe him?
Suggested answers:
(1)The change of Martys feeling over time:
hopeful→hopeless→stupid→not get annoyed→good/busy
(2)We can see Marty is optimistic/brave/independent/strong-minded.
2.Show a video of “Qianshou Guanyin” t o the students and encourage them to remember the famous saying:“Where there is a will,there is a way.”
?Step 6 Appreciation
Ask students to read two poems for appreciation when facing obstacles in the future.
Facing Obstacles (Two poems by Tom Krause)
The Heart of the Strong
Strong is the heart that knows not the way
of comfort and ease while living each day.
Yet continues to believe from the depths of its soul
that the future is destined to silver and gold.
Strong is the heart whose yearning is waned
by storms in life filled with heartache and pain.
Yet still gives its all—everything that it can
in search of a dream—Gods ultimate plan.
When there is a victor y—when battles are won
when burdens are lifted and bright shines the sun—
when struggling souls gather—where heroes belong—
they find in themselves—the heart of the strong.
Carry On
At times when you feel troubled
when your happiness is gone
look to the heart within you
for the strength to c arry on.
In your heart you will find special virtues
such as faith and hope and love.
These gifts have been sent down to you
from a power up above.
It is faith that keeps the soul searching
for the joy the heart hopes for.
It is lo ve that heals the spirit
making it stronger than before.
And if your heart be broken
if your strength should fade away
the power of these virtues
will still win out the day.
So remember when you are troubled
when your happiness is gone
look to the heart within you
for the strength to carry on.
課后習題
Homework
1.Retell Martys Story according to the minibiography.
2.Surf the Internet to learn more about the life ofdisabled people.
英語教案 篇5
教材分析:
本單元圍繞“野生動物保護”這一中心話題進行聽說讀寫的訓練,其中閱讀部分“How Daisy Learned to Help Wildlife” 描述了一個名叫Daisy 的女孩以特殊的方式從瀕危動物那里學到了野生動物保護的知識。Daisy 的學習方式,方法和過程非常奇幻,她乘著飛毯周游世界,首先來到了,同藏羚羊的對話中了解到了瀕危野生動物的現狀和原因。然后飛到了津巴布韋通過大象的介紹,明白了動物保護的重要性和措施,最后來到了熱帶雨林,從猴子口中懂得了保護野生動物還應該關注他們生活的環境,了解他們的習性。最后Daisy 在奇幻之旅結束時提高了保護野生動物的意識,表達了她的感受和決心。文章立意新穎,近似于童話,活潑有趣,行文結構清晰,層次分明。
設計思路:
學生閱讀的過程就是隨著Daisy學習動物保護的過程。學生是以聽說讀寫的方式從課本,網絡等課程資源中獲取關于動物保護的信息?;谡n文的形式和內容特點,我挖掘出了課文內容與學習方式的結合點,學習內容與實際應用的共性,因此采取了任務型教學的模式,制定出班級總任務是制作以保護各種瀕危野生動物為主題的,題為 “Let’s Help Wild Life”的英文網站。這個網站是由若干網頁組成,網頁內容是以一種瀕危動物的保護為主題,因此把全班以四人為一組分成若干組,小組任務是制作這張網頁。
要完成任務,學生必須確定瀕危動物是什么,內容和語言,以及設計制作,具體步驟是課前分組查找瀕危動物有哪些,自主選擇他們最關注的一種動物,課上學習與主題相關的內容,進行語言聚集,課后收集,整理,合成信息,完成網頁的制作,這樣,從課前準備到課中學習到課后延展,達成了知識的系統性,提高了學生用英語解決實際問題,綜合運用語言的能力, 提高了自主學習的意識和能力。
學情分析:
所授課學生為我校高一學生,經過第一模塊的學習,學生了解并學會了運用以小組合作的方式進行合作學習,學生具備基本的閱讀能力,閱讀技巧和方法。但尚未掌握有效的'方法克服閱讀中的生詞障礙。瀕危野生動物保護是學生熟悉和關心的話題,但用以表達話題的語言積累不足。此外,雖然學生的學習資源豐富,但未能恰當的利用資源進行語言學習。因此設計好學習任務,方法和步驟是提高閱讀能力,進一步鞏固和加強英 語學習策略的關鍵。
教學目標:
知識與技能目標:
1.學生通過回答問題,填寫圖表,連線,等方式獲取并理解有關Daisy 如何學到的關于野生動物保護知識的信息。
2. 能夠運用所獲取的信息簡單描述關于瀕危動物,藏羚羊的保護情況。
3.利用資源策略,完成以保護野生動物為主題的網頁制作。
情感與態度目標:
1. 通過獲取野生動物保護知識,提高保護野生動物的意識。
2. 通過小組合作,學生提升了合作意識;學生增強了自信,維持并提高了對英語學習的興趣。
教學重點和難點:
獲取并理解關于Daisy 學到關于瀕危動物保護的知識的相關信息,并遷移運用到談論關于對藏羚羊的保護。
教學過程:
Pre-reading
I. Task presentation:
Class task: Build up a website about wildlife protection, called “ Let’s Help Wildlife”
Team task: Produce a web page about protecting one kind animal that you are concerned about.
II. Names collection:
Collect the names of endangered animals that they decide to protect.
III. Inquiry question:
Show the Ss two questions to think over and ask them to answer by the end of the
class.
Q1. Why should we protect wildlife?
Q2. What do you learn from the text to help wildlife?
設計意圖:學生明確了學習目標,從而激發了學生的閱讀動機,探究性問題使學生在學習過程中處于主動認知的狀態,開啟了他們的思維之門,知識之窗。
IV. Prediction.
1. Ss read the title and predict what the text talks about.
2. Ss compare the title of the text with their task.
設計意圖:學生比較課文標題和任務標題,發現相似之處,使學生明確了其制作網頁的內容就是來源于課本內容,要想完成任務就要學好課文,課文為其任務的達成提供了依據和幫助。
While reading--- Fast reading
Ss skim the text and answer the following questions:
Q1. Where did Daisy go?
Q2. How did she go there?
Q3. What animals did she meet?
設計意圖:學生了解文章主要內容,培養學生快速瀏覽閱讀材料確定主要信息的
技巧。圖文結合的形式增強了學生的感性認識,使學生意識到動物保護是全球范圍的行動。加深了對文章內容的印象。
While reading--- Detailed reading
Para 1.
I. Ss read the first paragraph and answer the following questions.
Q1. What is the situation of antelope in Tibet?
Q2. Why has the antelope become endangered?
Q3. Is there any protection provided?
Possible answers:
Situation: decrease
Reason: be killed for the fur beneath its stomach
no protection
設計意圖:學生獲取細節信息,培養學生快速瀏覽閱讀材料,確定具體信息的閱讀技巧。
II. Language understanding.
1. Ss understand the sentence by looking at the picture and choosing correct answer. “We’re being killed for the wool beneath our stomachs. Our fur is being used to make sweaters for people like you.
Q: Which part of an antelope is used to make wool sweater?
設計意圖:并且利用非語言信息幫助學生理解文字信息。
2. Ss paraphrase the word “respond” andtalk about the method of guessing the new word.
“ Where do you…?”it asked. Daisy responded immediately. “I’d like to…”
Method: 利用動作的順承關系
設計意圖:學生掌握通過上下文猜詞的技巧,提高處理生詞和理解信息的能力。
III. Ss get to know more reasons why wildlife can be endangered.
1. Ss brainstorm the reasons
英語教案 篇6
教學目標:
1、能初步學會觀察圖中物品及位置擺放的規律,并能嘗試把圖片補充完整。
2、能跟錄音說唱本課歌謠。
重點難點:
學習區分behind, next to和in , on, under所表示的不同方位。
教學準備:
光盤,單詞卡片
教學過程:
一、復習
1、教師運用單詞卡片,復習A項的重點單詞。
2、練習第一單元所學的三個表達位置的詞匯:in, on, under。
二、New concept
1、 Look and say
觀察圖片,尋找規律
(1)教師帶領學生看第一組圖片,根據已有圖片說出單詞,并引導學生根據圖片排列的`規律嘗試說出空白處的圖片及單詞。
(2)讓學生自己看第二、三組圖片,首先說出已有圖片所指單詞,然后嘗試發現圖片排列規律并說出空白處的圖片和單詞。
(3)請學生兩人結對交流一下各自的答案。
(4)請學生說出自己的答案和思考的思路。
2、Listen and chant again
(1)教師可以利用本課歌謠的節奏指圖提問學生:Where is the light? Where is the bed? Where is the box? Let’s listen to the chant. 教師播放歌謠,同時結合歌謠內容指A項圖,帶領學生再完整聽一遍歌謠。
(2)教師引導學生邊聽歌謠,邊根據歌謠內容指A項圖中相應的圖片,并嘗試模仿歌謠。
(3)學生跟錄音說唱歌謠,可以邊打節奏邊說唱。
板書設計:
Unit 2 Lesson 1
behind next to in on under
英語教案 篇7
一、教學目標
在本節課結束時,學生將能夠:用正確的語言談論如何學習;用by+ doing的結構描述自己的學習方式;能夠就英語學習與他人進行簡單的口語交流。
知識與能力:
通過本課學習,用目標語言談論如何學習英語,就英語問題進行簡單的'溝通,同時在與他人的合作與交流中幫助他人,樹立自己學習的信心。
過程與方法:
采用小組合作探究、聽力練習、對話練習、猜測問題和角色互換的學習策略,利用視頻、PPT和制作課件等來展開課堂教學環節等,進行 “詢問和談論學習方法、解決困惑” 的課堂教學和練習。本單元的教學法建議:短語教學——采取情景引入展開啟發式的教學方式,讓學生在思考中輸出自己的語言,并在句型中學會運用;語音教學——讓學生進行聽對話并跟讀聽力材料;口語教學——采取對話練習和角色互換對學生進行教學;聽力教學——采取聽音配對、聽音打鉤和聽音對應等的方式進行聽力教學和聽力技巧指導;口語教學——通過創設情境讓學生進行對話練習和角色互換活動,來進行語言的輸出。
情感態度與價值觀:
通過參與課題教學活動,增進同學之間的了解和友情,并在交流中了解英語學習的方法,建立學習英語的自信。
二、教學重難點
教學重點:
學習并掌握How do you study...? I study...by ....等相關句型和詞匯。
學習并掌握用by + doing 結構表達方式方法。
教學難點:
學習并用豐富的語言描述英語學習的方式和方法。
三、教學策略
短語教學——采取視頻引入話題然后進行啟發式教學,并在對話中運用;語音教學——讓學生跟讀聽力材料進行模仿式操練;口語教學——采取 pair work 和Role- play問答式的口語交際活動或小組活動互相操練;聽力教學——采取采取聽音配對、聽音打鉤和聽音對應等方式語法教學——通過模仿聽力材料進行對話練習,在教師的糾正中培養正確的by + doing 的結構意識。
四、教學過程
英語教案 篇8
一、活動內容:
《好吃的水果》
二、活動目的:
1、通過在游戲中復習學過的單詞,如:apple、pear、orange、banana等等。
2、學習新單詞:“pineapple”(菠蘿)、“strawberry”(草莓)。
3、初步運用“What’sthis?”“It’saan.....”的.句型。
三、活動準備:
準備各種水果(實物)、水果圖片、
電視,EVD
四、活動過程:
1、熱身活動歌曲《AppleTree》
2、師生相互問好
3、導入:游戲“猜包中物”
(1)猜出水果并提問:
T:What’sthis?
S:It’sanapple。
T;Verygood!appleappleIt’sanapple。
(小朋友可真棒,現在魔術師就把這個蘋果送給你們)
(2)猜出橘子并提出問題。
T:What’sthis?
S:It’sanorange。
T:Readafterme,orangeorange。
(3)現在請小朋友再看看還能摸出什么?(梨子)
T:What’sthis?
S:It’sapear。
T:pear,pear,pear。
(4)猜出香蕉并提問。
T:What’sthis?
S:It’sabanana
T:banana,banana
出示實物,學習新單詞“pineapple”“strawberry”并讓幼兒認真觀察以及學習單詞的正確發音。
“現在我們再來看看還能有什么東西呢?”
(1)出示菠蘿并提問
T:What’sthis?
S:是菠蘿
T:No,no,no,It’sapineapple
(2)出示草莓并提問
T:What’sthis?
S:是草莓
T:No,no,no,It’sastrawberry。
英語教案 篇9
一、 本學期的指導思想:
在本學期的英語教學中,要面向全體學生,關注每個學生的情感,激發他們學習英語的興趣,幫助他們建立學習的成就感和自信心,使他們在學習過程中發展綜合語言運用能力,提高人文素養,增強實踐能力,培養創新精神,九年級上學期英語教學計劃。突出學生主體,尊重個體差異,讓學生在老師的指導下構建知識,提高技能,磨練意志,活躍思維,展現個性,發展心智和拓展視野。讓學生在使用英語中學習英語,讓學生成為Good User而不僅僅是Learner。讓英語成為學生學習生活中最實用的工具而非累贅,讓他們在使用和學習英語的過程中,體味到輕松和成功的快樂,而不是無盡的擔憂和恐懼。
二、學生情況分析 :
今年任教九(1)(2)班英語,學生的英語學習態度較好,學習積極性較高,上課的注意力集中,發言比較活躍。但是兩極分化嚴重,所以教學的時候需要注意兩極兼顧,縮小差距。以此達到全面提高的目的。
三、本冊教材分析目標要求重難點:
要使學生受到聽、說、讀、寫、英語的'訓練,掌握最基礎的語言知識和語言技能以及培養初步援用英語交際的能力;養成良好的外語學習習慣,掌握學習外語的基本方法;為進一步學習和運用英語打下扎實的基礎。學生明確學習英語的目的性,培養初步運用英語交際的能力和自學能力。
四、具體目標:
針對本班實際情況,我制定了以下二方面的教學目標:
1.語言技能:聽:能聽懂課文大致內容;說:能使用恰當的語調和節奏表達課文大意; 能經過準備就一般話題作短暫表達 。 讀:能理解閱讀材料中不同的觀點和態度;能識別不同文體的特征;能通過分析句子結構理解難句和長句。 寫:能簡單寫出連貫且結構較完整的句子, 能默寫課文;能在寫作文中基本做到文體較規范、語句較通順。
2.語言知識:語音:逐步做到語音、語調自然、得體;根據語音辨別和書寫不太熟悉的單詞或簡單語句。詞匯、運用詞匯描述比較復雜的事物、行為和特征,說明概念等;盡可能學會使用規定的習慣用語或固定搭配。語法:進一步掌握描述時間、地點、方位的表達方式; 進一步理解、掌握比較人、物體及事物的表達方式;使用適當的語言形式進行描述和表達觀點、態度、情感等;學習、掌握基本語篇知識并根據特定目的有效地組織
英語教案 篇10
一、 教學內容:
牛津高中英語模塊一Unit 1 (上)
二、教學要求:
1.掌握和校園生活有關的常用單詞、詞組與句型。
2.學會描述校園生活和學校設施。
High school is a time of discovery, learning and hard work!高中是探索、學習和辛勤勞動的時期
Huge campus and low-rise building 學校面積大,沒有高層建筑。
Twelve laboratories are available for different experiments.12個實驗室可供不同試驗使用。
Each room comes with its own bothroom and Internet access.每個房間都有自己的衛生間和英特網接口。
3.學習閱讀技巧:skimming&scanning。
4.語法:定語從句(一)
【知識重點與學習難點】
一、 重要單詞:
access achieve attend assembly article available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax
二、重點詞組:
class teacher 班主任
at ease with 和….相處不拘束
school hours學校作息時間
earn respect from 贏得…的尊敬
sound like聽起來象
for free 免費 get a general idea 了解大意
as well as 除….以外, 也
key words 關鍵詞
word by word 逐字逐句地
find one’s way around 認識路
develop an interest in 培養對….的興趣
surf the Internet網上沖浪
【難點講解】
1. What is your dream school life like?
你理想中的學校生活是什么樣子?
這里 dream 表示心目中最理想的. 如 dream team (夢之隊)。
2. Going to a British high school for one year was a very enjoyable and exciting experience for me.
去一所英國中學讀書一年對我來說是一次令人愉快和興奮的經歷。
Going 在本句里作動名詞,它和后面的to a British high school for one year構成動名詞短語作句子的主語。Go to a British high school本來是個動詞詞組,在go 后面加上ing 后,它就具備名詞的特性可以在句子中充當主語、賓語或表語。
動詞的現在分詞和過去分詞都可以作定語,但所表達的意思不同, 現在分詞作定語常表示“令人…”、“正在….”;例如exciting news, sleeping dog; 過去分詞則有被動或完成的意思,常表示“感到….的”、“被….的”,例如: an excited crowd of people, broken heart.
3. I was very happy with the school hours in Britain because school starts around 9 a.m. and ends about 3.30 p.m.
我對英國學校的作息時間很滿意因為學校大約上午9點開始上課,下午3點半左右放學。
Be happy with=be pleased with, around=about。
4. This means I could get up an hour later than usual as schools in China begin before 8 a.m.
這意味著我可以晚一小時起床,因為在中國學校8點鐘上課。
as adv.同樣地, 被看作, 象
prep.當做
conj.與...一樣, 當...之時, 象, 因為
本單元多次出現as, 用法各不相同,應注意比較。另外as 還可以構成一些常用詞組:as if就好像, as far as就….而言, so as to以便于, as for至于, such as例如,等等。
mean: 意味著, 后面通常加名詞或賓語從句。例如:
The attack of Pear Harbor meant a declaration of war with the United States.
The raise of salary means that I can send my daughter to a better school.
5. He also told us that the best way to earn respect from the school was to work hard and achieve high grades.
他還告訴我們贏得學校尊敬的最好方法是努力學習并取得好成績。
The best way to do sth is to…..結構用來表達做某事的最好方法是….., 例如:
The best way to learn English is to use it as often as possible.
6. I found the homework was not as heavy as what I used to get in my old school, but it was a bit challenging for me at first because all the homework was in English.
我發現這兒的家庭作業沒有我原來學校的多,但一開始對我有些挑戰性,因為所有作業都是英語的。
As…..as, 中間加形容詞或副詞,一般要連接兩個相同的句子成分, 請比較下面兩句話:
You hate him as much as I (=You hate him as much as I hate him).
You hate him as much as me(=You hate him as much as you hate me).
Used to 過去常常, 隱含的意思是現在的情況已經不同。例如:
She used to study very hard. ( She does not study so hard any more).
Used to 的否定形式是usedn’t to/ didn’t use to
注意:be used to sth/doing 表示習慣于….
7. Cooking was really fun as I learnt how to buy, prepare and cook food.
當我學著怎樣買菜、洗菜、燒飯時,烹飪真的是一件有趣的事。
fun是名詞,有趣的事情, 副詞really并非修飾它,而是修飾前面的be動詞was
試比較: He is really a funny guy. 和 He is a really funny guy.這兩句意思雖然相同, 但really修飾的對象不同,因此說話的側重點也不同。
8. I do like eating desserts after meals as you mentioned in your article.
就像你在文章中提到的那樣,我的確喜歡在飯后吃甜食。
Do、did在陳述句中,用在動詞前表示強調,可譯作的確、確實。
9. Upon finishing his studies, he started travelling in China.
完成學業之后,他開始在中國旅行。
介詞upon/ on加doing相當于帶as soon as 的時間狀語從句。
Upon finishing his study=As soon as he finished his study
10. Former student return from China
一位校友重中國歸來
former, past, old 雖然都和過去有關,但 側重點不同。 former:“過去曾經是...的、 前任….”, past: “過去的” old“老的、從前的”。例如: former president前總統,past experience以往的經驗,my old school我的母校。
11. earn, achieve和gain
這三個單詞的基本意思都是“get”但含義不盡相同, earn :get as the reward of work(掙,得到…作為工作的回報), achieve :get what you want by effort(成就,通過努力達到某個目標), gain和“get”的用法最接近,它對得到的方法和內容都沒有具體要求。常見搭配:
earn money/ a living/ one’s respect/ one’s bread, achieve a gaol/ success/ purpose/ high grade, gain experience/ weight/ an advantage over/ time/ the upper hand( 占上風)/ ground(取得進步).
【語法】
定語從句(1)
用來說明主句中某一名詞或代詞(有時也可說明整個主句或主句中一部分)而起定語作用的句子叫作定語從句。定語從句的作用和作定語的形容詞、介詞詞組、分詞詞組相似,有時可以相互轉換,例如:金發女孩可譯作a blonde girl ,a girl with blonde hair或a girl who has blonde hair。定語從句通常由關系代詞that/ which/ who/ whom/ which/ as或關系副詞when/ where/ why引導,這些詞既指代主句中要說明的名詞或代詞, 又充當從句中的某個句子成分。請看例句:
1.Tom is the only person who can keep a cool head in time of crisis.(who指代主句中的'先行詞person,在從句中作主 語)
2.Tom is the only friend whom(或who) I can rely on. (指代friend,在從句中作賓 語, 所以常用代詞who的賓格形式).
3.China is no longer the weak nation that she used to be. (關系代詞that指代weak nation,在從句中作表語)
4.The school whose floor space is very limited can’t take in one more student. (關系代詞whose指代the school’s ,從句中作floor space的定語)
5.I like to go to the gym where I can have a work-out after sittiong for a day. (關系副詞where指代主句中的地點狀語gym 在從句中作狀語)
【閱讀技巧】
Skimming & Scanning
Skimming略讀,skim原意是輕輕掠過表面,作為閱讀技巧是指通過瀏覽文章標題,主題句,插圖和圖表等方法了解文章的大意。 Skan, 本意是掃描,這里指用眼光快速掃視書報等材料尋找我們想要的信息。他們的區別在于Skimming是為了了解文章的大意,而Scanning是為了尋找某些具體信息。Skimming & Scanning都是快速閱讀的重要策略,也是信息時代我們必備的技能。尤其是在閱讀英語時,注重練習Skimming & Scanning可以幫助克服逐字逐句的閱讀習慣(如finger-point reading, lip reading),提高閱讀速度。
【補充閱讀】
閱讀這篇文章,根據中文提示和上下文寫出所缺的單詞:
My School Day
I leave home at 6:45 and walk 20 minutes to ______(趕) a bus to school. The bus is a special one just for kids going to my school. The _______(路程) on the bus takes an hour because it has to keep stopping to pick up other students along the way.
When I arrive at school, I______(領取) my Tablet PC from the Flexi (Flexiable Learning Centre). Then I go to my Tutor Room for Registration at 8:30. We listen to announcements to see what special things are happening at school today or this week.
At about 8:50 we leave Tutor Room to go to our First Period. Every day I have a different Lesson the first period. Normally it is Humanities but I also have Maths, Drama and Music, and French on the other days. Each period lasts an hour.
All my lessons are in different rooms and places around the school. Each Room either has a three_____(位) number or a name. The numbers are very hard to remember!. I have different teachers for each lesson. I have a _______(存物柜) where I can store some of my stuff but otherwise I have to carry it all around with my in my bags.
Swipe Cards
Every Student carries a swipe card. We swipe into every lesson to let the school know that we have _____(參加) that certain lesson and to know where we are in case of emergencies.
On the Swipe Card there are two stripes, a black and a brown. The brown is to swipe into lessons and the black is to get into the toilets and buildings.
We can put money on our Swipe cards instead of carrying cash around. When we want to pay for snacks at the Tuck Shop or canteen we just hand over our cards and they deduct the money.
Subjects
Maths, English Science ICT
Drama Music Art PE
Humanities (History, Geography, and Religion) French or Spanish
Time Table
9:00 1st Period
10:00 2nd Period
11:00 - 11:20 Break
During break, I have a snack and play and chat with my friends. Usually we play 'IT' a chasing game. Snow ball fight when it snows is dead fun.
11:20 3rd Period
12:30 4th Period
1:30 - 2:10 Lunch
I bring a packed lunch to school but occasionally I have school dinners in the School______(食堂).
2:10 5th Period
3:10 End of School
Sometimes I stay after school for clubs.
Canteen
The Canteen is open at Lunch Time and Break Time. Most hot food is served only at lunch time. Chips are only_______(買的到) on Mondays and Fridays.
【同步練習】
一、 用適當的關系代詞或關系副詞填空:
1.I still remember the time _______ I first became a high school student.
2. There are many places in London _______ you can buy a cup of coffee.
3. That is the reason _____ he is so keen on school activities.
4. China is a country_______ history can be dated back to 3000 BC.
5. He is driving a car ______ can travel at 150 mile per hour.
6. He has to fly to all the major cities of the world ______ his company has set up offices.
7. The lady _____ we met in the bar is eyeing us from the corner .
8.We are facing the same problem ____ we did years ago.
二、將下列每組句子合成一個帶定語從句的復合句:
1. The anti-Japanese aggression war broke out on July the 7th. It lasted for eight years.
2. On his website we saw some photos. Mr. Lee took these photos in Europe.
3. On the way to school I saw some trees. Their leaves were eaten up by insects.
4. Shelley likes to spend her leisure time in the students’ union. She can meet many international students there.
5. Jane’s father wants her to be a singer. He himself has always wanted to be a singer himself.
參考答案
一、
1. when 2. where/in which 3. why 4. whose 5. which/that 6. where 7. whom/who 8. as
二、
1. The anti-Japanese aggression war which lasted for eight years broke out on July the 7th.
2. On his website we saw some photos which Mr. Lee took in Europe.
3. On the way to school, I saw some trees whose leaves were eaten up by insects.
4. shelley likes to spend her leisure time in the students’ union where she can meet many internatioal students.
5. Jane’s father wants her to be the singer that he himself has always wanted to be.
英語教案 篇11
一、教學目標
1.知識與技能:學生能夠理解并概括文章主旨大意;識別并解釋關鍵細節和事實;掌握文中出現的重點詞匯和短語;運用所學知識解答閱讀理解題。
2.過程與方法:通過預讀活動激發閱讀興趣;采用略讀、尋讀等策略快速獲取信息;精讀分析文章結構、語言特點和作者態度;小組討論促進深度理解和交流。
3.情感態度與價值觀:培養學生對英語閱讀的興趣和習慣;增強跨文化意識,尊重不同文化觀點;提升解決問題的能力和批判性思維。
二、教學內容
1.文本選擇:根據學生年級水平和興趣,選擇內容豐富、語言地道、結構清晰的文章,可涵蓋新聞報道、科普知識、文學作品等多種體裁。
2.重點難點:明確文章中的關鍵詞匯、復雜句型、作者觀點及態度等作為教學重點;針對學生的閱讀難點,如長難句理解、文化背景知識缺乏等設計解決策略。
三、教學過程設計
1. 導入階段(5分鐘)
活動設計:利用圖片、視頻、問題討論等方式引出主題,激發學生對文章的興趣和好奇心。
目的:營造輕松的學習氛圍,為接下來的閱讀做好心理準備。
2. 預讀階段(5分鐘)
活動設計:展示文章標題、插圖、首尾段等,引導學生預測文章內容;介紹文章背景知識。
目的:激活學生已有的知識和經驗,為深入理解文章打下基礎。
3. 閱讀階段(20分鐘)
第一遍閱讀(略讀):快速瀏覽全文,了解文章大意和結構。
第二遍閱讀(尋讀):針對具體任務(如找答案、填空)進行針對性閱讀。
第三遍閱讀(精讀):深入分析文章細節,理解作者觀點、態度及語言特點。
4. 理解與討論(10分鐘)
活動設計:小組討論文章中的關鍵問題,如主旨大意、細節理解、作者意圖等;教師巡回指導,鼓勵學生提出不同見解。
目的:促進學生間的交流與合作,深化對文章的理解。
5. 語言點講解與練習(10分鐘)
活動設計:講解文章中的重點詞匯、短語和句型,通過例句、翻譯等形式鞏固記憶;設計相關練習題進行鞏固。
目的:提高學生的語言運用能力。
6. 總結與拓展(5分鐘)
活動設計:引導學生總結文章要點,分享學習收獲;提供與文章主題相關的拓展閱讀材料或任務,鼓勵學生課后進一步探索。
目的.:鞏固學習成果,拓展學生視野。
四、作業布置
完成與文章相關的閱讀理解題或寫作任務,如撰寫讀后感、分析文章中的某一觀點等。
五、教學評價
1.通過課堂觀察、小組討論參與度、作業完成情況等多種方式綜合評價學生的學習效果。
2.關注學生的個體差異,給予針對性的反饋和指導。
英語教案 篇12
(一)教學內容分析
這是一篇介紹“飲食習慣”的文章,包括傳統飲食習慣的改變日常飲食選擇,旨在讓學生明白健康的飲食習慣的養成是擁有健康體魄的前提。本篇文章生詞量較大標題較抽象,各段主題句分布不太明顯(大部分分布在段落中間)。且大部分學生對飲食與健康的關系(如人體每天必須攝入的六種基本營養成分的來源、健康飲食的重要性、什么是綠色食品等)了解較少。因此,本文的學習難度較大。
(二)教學目標
1.語言知識目標:
a)使學生了解protein,calcium等基本營養成分的來源和主要功能,健康的飲食習慣是健康的保證,以及素食主義等信息。
b)學習掌握有關營養成分與食物的詞匯,如:protein、calcium、carbohydrate、fibre、mineral、vitamin、vegetarian&vegan、greenfoodandcleanfood、eco-foodandorganicfood等,以及keepupwith,Thesamegoesfor?以及as和only引導的倒裝句的用法。
2.語言技能目標:
a)使學生學會克服生詞障礙,通過略讀,尋找文章的主題句,理清文章的總體框架與脈絡;通過查讀,捕捉文章的重要細節,理解作者的寫作意圖。
b)使學生學會運用各種猜詞技巧,猜測部分生詞在具體的語言環境的含義。c)使學生能夠運用所學知識,用英語為自己所熟悉的一個人設計一份“healthydiet”,并闡明設計的依據。
3.情感態度與文化意識目標:
a)使學生學會審視自己、審視食物,提高養成健康飲食習慣的意識。b)使學生懂得:健康是做好一切事情的根本。要想有強健的體魄,除了合理安排好一天的生活以外,還需要有科學、衛生的飲食習慣,每天一定量的體育活動和體力勞動。青少年必須有健康的身體,長大以后才能成為一位具有現代科學文化,適合時代要求的合格勞動者。
c)使學生學會關心他人,體貼他人,并養成較強的合作意識。
d)讓學生了解一些不同的飲食觀念及主張,加深對世界飲食文化的了解,弘揚中華民族飲食文化的精髓,培養愛國主義精神。
(三)教學重點和難點:
1.重點
1)讓學生認識到飲食對健康的重要影響。
2)側重培養學生對文章的整體性結構的把握,突出培養學生以下3個方面的能力:
a.文章中心把握能力。
b.根據主題快速捕捉文章重點細節的能力。
c.猜詞能力。
3)重點掌握有關營養成分與食物的詞匯,特別是人體每天必須攝入的六種基本營養成分的詞匯以及這些營養成分的來源和主要功能。
2.難點
1)如何使學生養成科學的閱讀習慣,提高閱讀理解能力和語言水平。
2)如何使學生學會提取、篩選和重組文章中關于健康飲食的信息,并靈活運用于語言實踐中,達到語言實踐能力的擴展與提高。
教學方法與教材處理
1.任務型語言教學法
任務型語言教學認為:人們使用語言的過程就是一個完成各種各樣任務的過程。任務型學習強調通過“做中學”、“學中做”,使學生在完成任務的過程中習得語言。本課組織學生四至五人組成一個學習小組,共同為大家所熟悉的一個人設計一份“healthydiet”,并口頭闡述設計的理由。該設計基于課文內容,但又不局限于課文的范疇,旨在貫徹“做中學”、“學中做”策略,吸引和組織他們積極參與,并通過討論、交流和合作等方式,在自然、真實的情境中,完成任務,體會、掌握語言的應用,達到學以致用的目的。
2.合作學習教學法
合作學習教學法是以小組活動為主體的一種教學活動,一種同伴之間的合作互動活動,。合作學習教學法有利于改善課堂心理氣氛、大面積提高學生的學業成績、促進學生良好非智力品質的發展,調整學生的語言焦慮感。焦慮是影響外語學習的重要情感因素,外語學習中的焦慮主要是指學習者需要用外語進行表達時產生的恐懼或不安心理。因此,本課打破傳統的“稻田式課堂教學結構”采用“四至五人組成一個學習小組”的課堂教學結構,來組織教學,旨在營造輕松的學習氛圍,為積極學習提供有利的條件,讓學生在完成任務的過程中通過互相交流,降低語言焦慮感,獲得愉快的學習經歷,從而對學習本身和所學內容產生興趣感。
3.整體語言教學法
整體語言教學法要求按“整體-部分-整體”的模式,進行語篇閱讀訓練,即從“整體”開始,以“整體”結束的“三段式”閱讀教學法。本課采用從整體略讀——分段細讀——聽讀課文內容,進一步理解課文內容,即是這種教學策略的體現。
(四)、學法指導
1)認知策略:指導學生運用已學會的抓重點、做記號、摘筆記等方式,對所學內容進行整理與歸納。
2)調控策略:繼續培養自我評價與相互評價的習慣,鼓勵學生增加與教師和同學交流學習英語的體會和經驗,學會科學評價自己的學習行為與學習效果,進一步形成有效的學習方法,樹立積極向上的學習態度。
3)交際策略:創設有意義的情景和任務活動,引導學生通過四人一小組,進行合作學習,讓他們圍繞課堂任務分工合作,相互探討、相互交流,從而獲得知識、技能和情感體驗,變被動學習為主動學習。
(五)、說教學程序
1.Pre-task:激發學習興趣,明確學習任務(8分鐘左右)
引入話題,激發學習興趣,明確學習任務。教師通過一個問題“Doyouthinkitimportanttohavegoodeatinghabits?”呈現文章的標題“Wearewhatweeat”。緊接著引導學生解讀文章標題、預測文章內容,讓學生在閱讀過程中處于主動認知狀態。雖然本文標題較抽象,學生可能一下子無法正確理解其所包含的深層含義,可再采取通過分析句子成分和引導學生抓住關鍵詞“eat”進行大腦風暴兩種方式相結合的教學策略來降低理解難度??紤]到文章生詞量較多,且大部分學生對文章的背景知識,了解較少。因此,在引導學生預測文章內容的同時,有必要在討論“Whatkindofwordswillbeusedinthepassage?”這個問題時,引出人體每天必須攝入的六種基本營養成分的單詞:protein、
calcium、carbohydrate、fibre、mineral、vitamin。這樣既可向學生展示本環節的重點單詞,又可為閱讀掃清文化背景障礙和語言障礙,又可為突破本文的重難點作好準備。
2.Task-cycle:課文主體內容的教學與操練,知識的掌握與能力的過渡(27分鐘左右)
指導學生根據不同的閱讀目的,在閱讀的不同階段,靈活使用各種閱讀策略,捕捉文章主要信息,理解作者的寫作意圖,突破本文的教學重點與難點。
1.通過限時閱讀訓練,引導學生略讀文章內容,歸納段落大意,理清全文線索,側重培養快速閱讀理解能力和文章中心把握能力。
【設計思路】:本環節針對課文的'主旨,提出兩個預測性問題,要求學生在5分鐘之內,略讀文章內容,快速找出各段的keysentence,理清文章的基本脈絡。在兩個預測性問題的幫助下,大部分學生很快就能找出文章的主題句,理解作者的寫作意圖。針對各段主題句分布不太明顯,學生尋找起來有一定的難度這一情況,教師可通過先展示文章基本脈絡,提醒學生根據文章脈絡以及對文章主旨的把握,結合自己在閱讀之前對文章的預測,快速找出各段的keysentence,歸納各段大意。此外,教師還應通過限定閱讀時間,及時糾正不良的閱讀習慣等教學策略,來幫助學生養成良好的閱讀習慣,培養快速閱讀理解能力。
2.精讀部分語段,側重培養快速捕捉文章重要細節的能力和猜測生詞的能力。
【設計思路】:本文的主要生詞和重點細節主要集中在第二至第四段(特別是第二段材料)。因此,可引導學生通過查讀第二段材料,找出人體每天必須攝入的六種基本營養成分及其來源和功能。此外,考慮到這六個詞匯的知識含量較高,且難于記憶,故筆者在設計上作了一個小小的創新。即以表格的形式,讓學生填寫本文的重點細節,讓學生在完成任務的過程中,體會各種營養成分來源的規律,為學會給未提及的食物作營養成分推測,培養信息歸類能力,作好鋪墊。然后再通過直觀手段,以圖片結合文字的形式,再次展現文章的重點單詞與細節,激發學習興趣,加深學生的印象,并為突破本文的重點與難點:“Designahealthydietandlistyourreasons.”打下扎實的基礎。相對于第二段材料,
第三段和第四段材料的生詞量較少,且大部分生詞通過使用各種猜詞策略,就可理解他們在文中的意思。因此,可充分利用這兩段內容,來培養學生的猜詞悟義能力。具體可引導學生先通過推讀生詞所在語段,然后再以小組為單位,交流各自所使用的猜詞技巧與猜詞經驗,來提高培養學生的猜詞能力,最終獲得獨立自由閱讀的能力。根據對教材內容的科學分析,確定本環節主要引導學生使用各種猜詞策略(通過上下文、課文線索、詞的形式、以及根據自己已有的知識等),猜測、理解“vegetarian”、“vegan”、“eco-food”、“organicfood”、“greenfoodandcleanfood”、“diet”、“supplement”等詞在文中的意思。同時為加深學生對“greenfood”的理解,還特地引出綠色食品的標志。此外,還可在這一環節中適當處理一些語言難點(如keepupwith,Thesamegoesfor?及only和as引導的倒裝句的用法),以上語言難點在SBp131-p133中,有詳細的分析。因此,課堂上不必占用太多時間,應把重點放在引導學生學會在具體的語境中理解、體會這些詞組、句型的用法。其它的一些語言難點可隨機處理,也可通過練習的方式體現出來,讓學生去課文中尋找答案,體會他們的用法。
3.Post-task:展示成果,交流成果的過程,語言實踐能力的擴展與提高(9分鐘左右)
采用交際教學法和合作學習法,組織語言實踐活動,完成本文的主題任務。達到從知識的鞏固與運用到知識的擴展與創新能力的形成。
【設計思路】:本環節要求學生根據自己對健康飲食的認識,發揮自己的想象力和創造力,以小組為單位,用英語為大家所熟悉的某一個人(如:自己或班上的其他同學或者本校的某位老師)設計一份“healthydiet”,并列出設計的依據。由于Pre-task和Task-recycle兩個步驟中的許多活動,已從各個方面,為學生順利完成本活動作好了充分的準備,故學生完成這個任務的難度,估計不大。但為了更好地調動學生完成任務的積極性,本環節還特地以生動有趣的gif動畫和圖片為學生提供了foodgroups。針對主題任務,本環節還設計了小組間的設計成果競賽與小組間的互相評價兩個讓學生互相交流學習成果的平臺。旨在引導學生通過讀的輸人,提取、篩選和重組文章中的重要語言信息,并通過用英語進行交流,達到從課文知識的鞏固到自身知識的擴展與創新能力的形成。針對學生在完成任務的過程中,可能會因詞匯障礙的影響,而用普通話甚至閩南語進行交流,在這個活動中,教師應貫徹“教師為主導,學生為主體,任務為基礎”的教學原則,在課堂教學的不同環節扮演自身作為“設計者,研究者,組織者,促進者,協調者”的角色,并“動態”地去發現問題,分析問題和解決問題,鼓勵、督促學生堅持用英語作為課堂交流的語言。
4.SumupandHomework:課文內容的鞏固、延伸與拓展(第四和第五兩個環節預計只需1分鐘左右)
【設計思路】:課外作業主要以提綱的形式,呈現給學生。在“Sumup”環節中,通過“Dietcuresmorethanthedoctor.和Thebalanceddietisthebest!”這兩句健康英語諺語,結合播放《健康歌》,進一步加深學生對本文主題的理解。
Homework的內容包括以下幾個環節:
1)Givealectureonhealthyfood.
2)Makeasurveyaboutvegetarianism.
【設計思路】:每個學習小組可根據自己的興趣與愛好,自由選擇其中一項任務,旨在尊重學生個性,給學生自由選擇學習內容的空間,讓其通過各種資源渠道,在原有知識的基礎上獲取更多關于healthyeating的信息,進一步延伸與拓展課文的內容,這也有助于結合課文內容,開展研究性學習,培養學生的自主學習能力。
英語教案 篇13
教學目標:
1.能準確記住部分單詞的過去分詞。
2.能準確記住并說出過去完成時態的構成及句子結構。
能力目標:
能運用所學的過去完成時態的句子描述簡單的圖片。
重點和難點:
準確記住并說出過去完成時態的構成及句子結構。
運用所學的過去完成時態的句子描述簡單的圖片。
課型:新授課 教法:講解練習相結合 教具:課件
教學過程:
一、導入
首先看一個時間軸,用含有過去時態的'兩個簡單句子描述軸上的圖片。進而引出含有過去完成時態的復合句:By the time Li Lei got up, his sister had already
二、 新授
繼續展示兩個時間軸,模仿上述復合句用含有過去完成時態的句子描述時間軸。
By the time I got to school, the teacher into the classroom.
By the time I got home, my little brother to bed.
三.結構
構成:過去完成時的基本結構是:“had + 動詞的過去分詞”。
定義:過去完成時表示過去某一時刻或某一動作之前完成的動作或呈現的狀態。也就是說發生在過去的過去。
過去完成時的結構歸納:
1.可以用by, before 等構成的短語來引導。
2.也可以用when, before, after 等引導的從句來引導。
也就是說By the time =When /Before/After +過去時態的句子表示從句,用含有過去完成時態的句子表示主句。注意從句用過去時態,主句用過去完成時態。
四.檢驗成果
1.當我到達火車站時,火車已經離開了。
By the time I to the station, the train .
2.到上學期末為止,我們學了1500 個單詞。
By the end of last term we1,500 words.
3.當他到學校時,他意識到他把作業忘在家里了。
When heto school, he realized that hehis homework at home.
英語教案 篇14
新學期要有新氣象,作為教師也不例外。為了更好的開展六年級的英語學習,加強班級同學們的英語詞匯量與英語素養,給身處六年級沖刺階段的學生們多增添一份力量。為此,我在這新學期伊始之時,特意制定此英語教學工作計劃如下:
一、所帶班級情景分析
這學期我所帶領的班級依然是xx班,此班級的班風較為活潑,在課堂互動上也較為活躍。可是相對的是紀律方面有所缺陷,幸而對于教學并不會構成太大影響??墒菑纳蟼€學期的期末考試成績上和一向以來的認識來看,班級內有數量較多的同學英語成績波動較大,在英語詞匯的積累與應用上還具有一些缺陷需要彌補,而這些都是我在這新的學期里需要注意和加強的地方。
二、針對性教學方案
在這個學期我除了傳統上課教學下課練習模式外,還會額外添加一些英語歌曲與英語故事的教學,嘗試經過趣味性的教學方式來提高班級同學們的詞匯量,提高同學們對英語這一課程的理解度與自主性。同時,因為這是小升初的'考試之前的最終一學年,也是最終的沖刺準備階段,所以我除了這些教學以外還會加強模擬考試等練習,并經過研究歷年考試真題來進行有針對性的考前培訓,提高學生的答題技巧以及知識運用本事。
三、個人教學工作準備
1、加強自身學習研究,經過歷年的考試真題來對考試可能會出現的題型題目進行一些預測,并針對預測結果來進行教學準備,以提高學生的考試本事。
2、加強與孩子們的溝通交流,明白他們學習的難點在哪里,了解自我在教學中的不足并加以改正,力求經過這種方式來讓我于班級同學融為一體,共同加強學習,共同為了提高而努力奮斗。
3、一個班級中總是有成績的高低,所以我要發揮出教師的耐心與本事來悉心教導,不拋棄任何一個學生,督促先進生,鼓勵后進生,引導整個班級學習風氣的前進。
在新學期里,僅靠著我一人的努力是肯定不足的,我需要設法培養起學生們的學習熱情,帶動起全班同學們一齊努力,自發的向上才能夠在激勵的競爭中考取更好的學校,理解更好的教育,在以后成為一個對祖國、對人民有貢獻的棟梁之才。
英語教案 篇15
:Speaking: My family
利用1a中的圖片進行簡單的口頭作文練習,教師給出例文,讓學生進行模仿。
旨在幫助學生學會口頭完成介紹家庭成員的.任務。鞏固目標語言,同時為下面的口頭交際及寫作練習進行鋪墊。
英語教案 篇16
教材分析:
在本課時主要學習見面打招呼、自我介紹及道別用語Hello./Hi . Goodbye./Bye-Bye. 為此,教師為學生創設見面打招呼、自我介紹以及道別等情景,使學生了解英語常用用語以及使用環境。教學中,除讓學生聽懂以上日常用語以外,還應讓學生敢說、會說。
教學目標:
1、聽懂、會說 Hello./Hi . Goodbye./Bye-Bye.
2、通過創設見面打招呼、自我介紹以及道別等情景,讓學生學會見面打招呼、自我介紹及道別的日常用語
3、培養學生樂于開口,敢于開口講英語的習慣,激發學生想學、樂學英語的興趣和愿望。
重點難點:
本部分主要是見面打招呼、自我介紹及道別用語的.會話學習,使學生在不同的情景中聽懂、會說 Hello./Hi . Goodbye./Bye-Bye. I'm ...。
教具準備:
1、教師自備與本課教學有關的文具和教師卡片。
2、課件。
教學過程:
一、熱身、復習 (Warm-up/Revision)
T: Hello,everyone.
Ss: Hello,teacher.
T: How are you ,today?
Ss: I’m fine,thanks.
二、呈現新課 (Presentation)
(1) Let’s learn
A:教師邊說邊做:Hello./Hi . Goodbye./Bye-Bye.
B:對話練習
S1: Hello!
S2: Hello!
S3: Bye bye.
S4: Good bye.
三、趣味操練 (Practice)
(1)讓學生們在黑板上進行卡片找朋友活動,擴展延伸問候語。
Hello. Hi .
Goodbye. Bye-Bye.
How are you? I’m fine,thank you.
Good morning. Good morning.
Nice to meet you. Nice to meet you, too.
(2)Chant練習。
Hello, hello. How are you?
I’m fine. Thank you.
四、課堂評價
做相關練習,鞏固新知。
五、總結布置作業
英語教案 篇17
教學目標:
1.能聽說、認讀eye, face , ear, nose, mouth,這些關于身體部位的單詞,并能用英語介紹自己身體的這幾個部分
2.初步了解表示接觸的指示用語,能聽懂,并按指令做出相應的'動作。
3.激發學生學習興趣,培養聽說習慣和能力。
教學重點:
關于頭部的單詞eye, face , ear, nose, mouth的學習。
教學難點:
eye, face兩個單詞的元音因素容易發音不到位,教師可鼓勵學生張大口型,相互檢查。mouth一詞的尾音發音較難,教師可適當提醒學生,注意口型
教學過程:
step 1.warm up and revi-sion 1.greetings :
hello,boys and girls! nice to meet you! sit down please!
step 2.presentation
1.利用多媒體展示學生感興趣的動畫人物“大耳朵圖圖”,讓學生與圖中人物進行口語交流let’s say “hello, tutu.”
2.tu tu is so cute.look! this is tutu’s eye.并指著tutu的眼睛介紹。同時引出新單詞eye.
a.先讓學生傾聽錄音怎么讀單詞eye b.再范讀教新單詞eye(開火車讀)
c.讓學生拼寫這個單詞e-y-e
d.老師借助肢體語言,指著自己的眼睛說:this is my eye
e.let’s do.follow me: eye eye唰唰唰(跟著老師一起做動作).3.用同樣的方法依次新授新單詞:face、ear、nose、mouth
4.powerpoint制作:打開幻燈片后每點擊一身體部位就會出現相應的單詞。(注mouth一詞的尾音發音較難,適當提醒學生,注意口型。)
5.認讀face、ear、eye、nose、mouth的單詞卡片和圖片。
step3:practice
1.let’s do:
eye eye唰唰唰ear ear呼呼呼
nose nose聞聞聞
mouth mouth巴巴巴face face拍拍拍
2.i say you do.(老師說,學生快速做相應的動作,然后找一位學生出來做出動作。)
3.play a game
出示多媒體課件,蝴蝶飛哪讀到哪,飛到雙手拍三下,飛到雙腳跺三下,飛到單詞讀單詞。(這種游戲把課堂還給學生,有效激發學生的表現欲望,在輕松而又愉快的氣氛中鞏固所學知識。)
4.what’s miing?(出示多媒體課件,出示學生感興趣的動物圖片,讓學生一眼能看出并猜出什么部位沒有了。)
5.are you happy?now let’s sing a song: if you’re happy!
6.板書設計:
unit 3 look at me
a let’s learn
英語教案 篇18
教學目標
1. To practise listening comprehension.
2.To practise making decisions and reasoning
教學重難點
1. To practise listening comprehension.
2.To practise making decisions and reasoning
教學工具
課件
教學過程
Step1. revision
1. check the homework exercises.
1). It has been reported that children will be offered free education.
It has been reported that free education will be offered to children.
2). It has been said that we will be offered the latest computer science course book.
It has been planned that the latest computer science course book will be offered to us.
3). I have been told by Peter that I will be lent his notebook computer for a week.
I have been told by Peter that his notebook computer will be lent to me for a week.
2. Question: What can computers be used as?
Step2. Lead-in
As we know, science and technology is developing very fast and computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of cause not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT?
(TV, radio, CD-ROM, DVD, books……)
Step3. Listening (SB)
1. Pre-listening: What are the changes brought by different forms of IT ?
What are the advantages and disadvantages of them ?
2. While-listening:
Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.)
Say: After listening to their talk, we know all kinds of IT have both disadvantages and advantages.Let’s check the answers together.
Type of IT Advantages Disadvantages
TV You can both listen and watch. You cannot write to friends.
Web You can find information. It is very expensive.
Radio You can listen to English. You cannot watch a film.
Book You can get information. Sometimes it is out of date.
3. Post-listening:
1) (pair work): decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expressions.
I think that….
In my opinion, ….
I believe that….
I agree because….
I disagree because….
I’ve decided that….
2) (group work): Discussion :
Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.)
Step4. Speaking
1. Pre-speaking
Say: From what we have learn, we should admit that computers and the web have a great influence on the school education as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is a task for you.
2. While-speaking
1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why.
Information input: Show students some pictures of different computers (desktop computer & laptop computer & …)
Language input: Useful expressions (Repeat it to strengthen students’ ability of use it.)
Supporting an opinion Challenging an opinion
I think that … , because … Perhaps, but what if / about …?
First, … Have you thought about …?
One reason is that … What makes you think that …?
I think it is better because… I don’t like it because….
(Pair work )Use the expressions to support your opinion or challenging other’s opinions.
2) Oral report: (individual work )
Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that…
3. Post-speaking
Conclusion—What useful expression do we use to make a decision and reason?
(In this way, they can review and use the words and phrases again.)
Step6 Pre-writing
Say: Imagine what problems and delights this android might have to deal with while it is serving you. Try yourself in someone else’s shoes is an important way of understanding how other people feel.
Then discuss: You are an android. You work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are nice, but they often ask you to watch over their child. How do you feel? What would you do if the child asked you to do his/her homework for him/her? Would you ever tell the child “no”?
Step7 Writing
Say: Write a passage about the result of your discussion! It should contain:
What do you have to do?
What is the child like?
What is the parents’ requirement of the child?
What do the parents want you to do?
What does the child want you to do?
Then what will you do? How do you feel?
Sample writing:
Hello everybody, my name is Liu Yan.I am a 321 model android.I work for the Li family. Mr and Mrs Li work very hard too.Mr Li is an architect and designs great tall apartment blocks.Mrs Li is a doctor and has to look after many patients.I remember all the plans for Mr Li's projects and can tell Mrs Li which drugs are the best to give any particular patient. And I also look after their library. I store all the books that they borrow from their school or friends in my brain.Of course my brain is as large as a mountain, so work like that is no trouble to me.I really eat books just like people eat food.
The Lis have a child who is very spoiled. He needs me to remember all his school textbooks so that I can do his homework for him.He just gives me the information on the subject, what has to be done and the page numbers and I get on with it while he enjoys himself with his friends.Sometimes I don't think it is right to do his homework for him — it's somewhat cheating. However, his parents are very concerned at the pressure of work in school these days.The child has too much homework to do. They like him to go to the key school but they also want him to be able to have hobbies, learn to swim and keep fit! Poor child!
So they consider me the most important person in the family after themselves.I am always introduced to their friends and play with visiting children.I am the perfect family academic aid and, although I was not cheap to buy, Mr Li says I was worth every yuan!
Step8 Assessment
Get the students to assess their writing ability according to the following the questions:
1. Is your composition well developed?
2. Are your ideas well organized to the point?
3. Do you have a good choice of words and idioms in your writing?
4. Do you get a good mastery of complex structures of language?
5. What kind of mistakes have you made in your writing?
Step9: Homework
Write about your discussion. You may begin like this:
Hello, everyone. My name is ___. I’m 321 model android. I work for the Li family….
課后小結
學了這節課,你有什么收獲?
課后習題
完成課后習題一、二。
板書
Unit 3 Computers
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