第一篇：英語實習教案

、TeachingMaterial ：

Unit 3 B Read and write ,Let’s Play ,Let’s check

二、Teaching objectives

1、To master the four skills sentences ：

What’s the date ？June 9th.Is her birthday in June ？Yes.2、To understand the dialogue，make sure the students can answer the questions of the dialogue and can write out the keys.3、Make sure the students can play the game : Bingo.4、To finish “Let’s check”.三、Teaching points ：

1、Main points : To master the four skills sentences.What’s the date? June 9th.Is her birthday in June? Yes.2、Difficult points : To understand the dialogue.四、Vision aids ：

1、The picture of “Read and write”.2、Video tape, slides and some birthday cards.五、Teaching procedures ：

（一）、Warm-up

1、全班吟唱P26 Let’s chant , 說做結(jié)合，營造活躍的課堂氣氛。

2、聽歌猜節(jié)日：教師放節(jié)日歌曲 ：“Jingle Bell”、“Happy Teachers’ Day”、“Happy New Year” 每放一段歌曲，提問：What festival? What’s the date? 學生用英語回答。

（二）、Preview

1、Free talk: Talk about your birthday.eg)T : When is your birthday?

S1 : My birthday is in June.T : What’s the date?

S1 : It’s June 1st

2、Play game: Where’s my friend?

把十二個月份的完全形式和縮寫形式寫在卡片上，分別發(fā)給24位學生，然后進行游戲。

eg)S1 : I’m January.Where’s my friend?

S2 : Here.I’m your friend, I’m Jan.(三)、Presentation

1、Read and write.1、The teacher shows a birthday card and asks: What’s this?

The students answer in Chinese.Then the teacher asks:

What’s “生日卡片”in English? Listen to the tape, please.The students listen to the tape of “birthday card” several times, and repeat.2、Show a slide.(一個女孩正在制作生日卡片)

問：What’s the girl doing? 幫助學生回答：She’s making a birthday card.然后教師用卡紙做出制作生日卡片的動作，并說：Look!I’m making a birthday card, too.然后投影出示句子 “I’m making a birthday card.” 并帶讀句子。

問：Who has a birthday today?

一位學生回答：“I am”

教師拿著一張生日卡片對該學生說：“Happy birthday to you.It’s for you.Do you like it? 學生回答“Yes”。（在學生說“Yes”時，教師告訴學生，在接受別人禮物時，應先說“Thank you”）教師再說：Yes.I think everyone likes to get a birthday card.投影出示：Everyone likes to get a birthday card.并學說。再問全體學生：Is her /his birthday in April?(學生回答并學說句子)。

4、在畫有birthday card 的幻燈上添上電腦邊框，并說“Look!The card is in the computer.Oh , it’s an e-card.”（學說e-card 并解釋）再出示一個小女孩在發(fā)送電子卡片的投影片，問：What is she doing? 幫助學生回答：“She is sending an e-card.” 投影出示答語并學說。

5、Watch the video of the dialogue, then answer the questions.（投影出示下列問題，看錄像后指名口頭回答）

a、What is Zoom doing? Why?

b、Is Grandma’s birthday in June?

c、Does Grandma have a computer?

d、Can Grandma get the e-card?

e、Do they make a birthday card?

f、Does everyone like to get a birthday card?

6、Listen to the tape and repeat.7、To practice the dialogue.8、To act out the dialogue(in group)

9、Group work: To make a birthday card.2、Let’s play: Bingo

教師講解游戲規(guī)則，然后做游戲，并評獎。

3、Let’s check

教師放Let’s check 部分的錄音，學生完成。

1、Boy: When is your birthday?

Girl: It’s Step 8th.Woman: Circle the girl’s birthday.2、Girl: When is Grandma’s birthday, mom?

Woman: It’s April 10th.Woman: Circle grandma’s birthday.4、Sum up:

1、How do we ask the date? We can ask like this: “What’s the date?” And answer like: “It’s June 1st.2、To tell “What’s the date?” and “What day is it?”

（四）、Consolidation and extension

1、To finish the Wb of part B:

2、To listen to the tape of “Read and write”, and read to your parents.3、To recite and write the four skills words and sentences

該文章轉(zhuǎn)載自無憂考網(wǎng)：http://www.51test.net

第二篇：關(guān)于英語實習

今天5月6號，是個大晴天。正如我現(xiàn)在的心情，是那么的激動，是那么的興奮。

經(jīng)過了昨天的聽課后，優(yōu)秀的英語教師對我最近今天的工作給出了很詳細的安排，那就是在接下來的一周時間內(nèi)去向其他的老師取經(jīng)，向其他的優(yōu)秀的老師學習他們的好的經(jīng)驗。對于我昨天的表現(xiàn)，英語組長與那位優(yōu)秀的老師都給出了高度的評價，所以今天我去了另外一位老師那里聽課。

今天這位老師講的是語法，在開始之前我覺得應該是一個很無聊的一節(jié)課，我在想要是我，我肯定覺得這對于我來說這是一個巨大的挑戰(zhàn)。但是在整整四十五分鐘下來，讓我覺得很訝異，因為我從頭到尾都沒有覺得這節(jié)課沒有想象的那么的無聊。因為那個老師采用的教學方法特別的有趣，能夠引起我們足夠的興趣。正如老師講語法分析是，都會采用一些幽默的句子進行解析。有時候老師會采用各種現(xiàn)在流行的語言給大家講句式。通過各種方法引得整個課堂的變得十分的生動，讓孩子們的興趣變得很濃厚，讓孩子們甚至是我們這些老師都忍俊不禁。

聽完課以后，我回到辦公室以后，我向那位老師請教了，怎么樣才能夠?qū)⒄n堂變得有趣，那位老師告訴我，只有不斷的學習，不斷的接觸一些新的知識。能夠巧妙的引用一些經(jīng)典，才能讓同學產(chǎn)生共鳴。

我得出了結(jié)論一個輕松的氛圍是一個重要的學習環(huán)境。所以我以后得多多的注意自己的教學方式。

第三篇：教案英語

小學英語五年級教學案例Lesson16

一、活動目標

1、知識目標

使用英語準確的詢問及表達職業(yè)

2、能力目標

培養(yǎng)學生的聽、說、讀、寫及口與運用能力。

3、情感目標

通過活動調(diào)動學生學習英語的積極性

二、活動重難點

1、重點：單詞三會 singer

dancer dentist；句子三會：I want to be a doctor單詞四會 dad mum doctor nursery 句子四會： What’s your dad？He’s a doctor What’s your mum？ She’s a nurse

2、難點：知識拓展及口語運用

三、活動過程

Step1、Warming up Revision

1、出示職業(yè)卡片復習單詞tailor writer actress actor reporter driver nurse

2、說chant tailor tailor tailor He’s a tailor

writer writer writer She’s a writer

actor actor actor He’s an actor

driver driver driver She’s a driver

nurse nurse nurse He’s a nurse

3、師生示范，學生拿全家福一名同學來當主持人采訪搭檔 T：What’s your mum ？

S：She’s a writer.T：What’s your dad？

S： He’s a tailor.T：What do you want to be in the future？ S： I want to be a doctor.Step2、presentation

1、教師出示圖片導入單詞學習單詞

singer

dancer dentist

2、chant 練單詞

（書中練習四）將新學的單詞加入期中

Norman is a doctor---------------

3、活動：找同行

1）師生示范 首先將所有學習過的職業(yè)綜合到一起，每位同學選擇自己將來想做的職業(yè) 2）師生示范

T：What do you want to be in the future？

S：I want to be a doctor.What do you want to be in the future？ T：I want to be a doctor..3）學生問答找同行找到的有獎勵

4、句子活動：將各種職業(yè)的圖片掛起來以小組為單位猜組內(nèi)成員父母的職業(yè)。（書中活動三）1）師生示范

S1：What’s your mum？ T：Look at this S2：Is she a nurse？ T：No Ss3：Is she a doctor？ T：Yes 2)小組活動及展示

5、聽錄音跟讀lesson 16

6、Just write 1）、連詞成句

（1)、your What’s mum

（2)、doctor

a

He’s（3)、your What’s dad

（4)、nurse

a

She’s 2）、找一找

拼一拼

寫一寫

（1）教師將完整的句子中拿掉一個單詞What’s your mum？去掉mum，讓學生來找少了哪個單詞。（2）學生找到后讓學生把這個單詞拼出來m-u-m mum，同樣的方式拼dad、doctor、nurse、What’s your、He’s、She’s.（3）、讓學生在本上寫一遍，讓學生找一找應該注意什么？（句子開頭的第一個字母大寫）

Step3、Check and Additional

閱讀判斷對錯

There are many different jobs for us．For example，tailor、writer、actress、actor、reporter、driver、nurse.Chen Hua is a writer.She writes books for children, She works at a newspaper office in Beijing.She goes to work by car.Betty，a policewoman, likes helping people．She likes shopping.She goes to work by bus.Hu Ming is a dentist.He works in a hospital.He enjoys his job.Where does he live? He lives in Hong Kong, and he goes to work by car． 根據(jù)你所讀的小短文，判斷下列句子的正(T)誤(F)。()1．All the jobs are the same．()2.Chen Hua works in Beijing．()3．Betty is a policewoman．()4．Betty doesn't 1ike shopping．

()5.Hu Ming works in a bank and goes to work by car．

Step4：practice 首先：進行一次小調(diào)查，調(diào)查自己的好朋友 What’s your dad？

What’s your mum？

What do you want to be in the future？

其次：找同學到前面來描述自己的調(diào)查 This is my friend，He is a boy，His father is a-----，His mother is a-----，He wants to be a-------in the future.Guess Who is he ？ 最后：讓其他同學來猜一猜此同學調(diào)查的人是誰。Is he---------Step5：Summary

第四篇：教案英語

英語教案模板

Teaching Aims: 1.Knowledge aim: students’ mastery of new words, phrases and grammar practice

2.Emotion aim: love not only family members but also your family 3.Ability aim: improve four skills of English, especially reading skill.Teaching Key Points: Mastery of new words, phrases and the good usage of expressions and grammar Teaching Difficult Points: Students can put what they learn into practice and communicate with others fluently Teaching Methods: Community language teaching, Task-based language teaching, computer-aided instruction Teaching Aids: Multimedia, related materials like pictures and word cards Teaching Procedures: 1.Step1: leading in and warming up(2mins)Greet with students and sing a song, show photos of family to attract their attention and inspire their interests.2.Step2: Pre-reading(3mins)Most of students have been attracted into this class, so I will show some photos of family in which there are my family members.I will let you guess who they are.Then students will have a discussion about their family and their family members and find volunteers to share with us.3.Step3: while-reading(25mins)At this period, we will let you do two activities.Activity1:Fast reading I will give you 5 mins to read the whole passage to conclude the main theme.Activity2:Careful reading I will give them 10 mins to reread this passage and finish the following two tasks 1)I will ask them to answer three questions related to this passage to know how much they got from this passage.2)I will let them find important grammar and phrases 4.Step4:Post-reading(10mins)

I will let students retell this passage with key words and phrases given to test their memory.5.Step5:Summery and Homework(5mins)Discuss in groups about love in your family and how to love your parents.Write one composition after class about your family with new words and phrases which have been learned.

第五篇：英語 教案

Chapter 4 Masterpieces of the Epic 一.Teaching aims Knowledge and ability aims Read about Banquet at Hongmen and Trojan War, A War for A Beauty, learn new words and expressions and learn to use verb tense consistency, and write a letter of job application.二.Teaching key points The key words and expressions in the passage: Vocabulary: banquet, humble, conquer, summon, toast, captive, shield, bar, charge, present, torture, revolt, seal, withdraw, downfall, reward, observe, bandit, trifle, beckon, courtesy, chopper Phrase: occur to sb.in attendance upon, shoot a glance, take leave, follow suit, end up, burst into, at stake, knock sb.down 三.Teaching difficult points: 1).To use the key words and expressions and write a letter of job application.四.Teaching methods: 1).Task-based and students-centered 2).Individual work, pair work and group work 五.Teaching aids: Work sheets, blackboard and PPT.六.Teaching procedures: The first period：Speaking（Warming Up and speaking）

Step 1 warming up

T: Think about the following three questions and discuss the questions with your partners 1.What do you know about the the Records of the Grand Historian? 2.Who was honored as the father of Chinese historian? 3.Why did Lu Xun positively comment the Records of the Grand Historian as the Unmetrical Li Sao and Incomparable Splendor of Historian? Talk about the stories from Historical records according to the given pictures in Page 102, that is Burning the Books and Burying the Scholars Alive, Returning the Jade Intact to Zhao, Farewell My Concubine and Bearing the Rods and Asking for Punishment

The second period: Reading Step 1: the structure of the passage: ? ? ? Part one para(1-3): introduction to Shiji, the Records of the Grand Historian

Part two para(4-9): a brief introduction to five parts of the book Part three para(10): the historical significance/value of Shiji

Step 2: Language points Notes: 1.Han Dynasty: The Han dynasty(206 BC ~ 220 AD)was the second imperial dynasty of China, preceded by the Qin Dynasty(221~207 BC)and succeeded by the Three Kingdoms period(220~280 AD).It was founded by the rebel leader Liu Bang, known posthumously as Emperor Gaozu of Han.It was briefly interrupted by the Xin Dynasty(9~23 AD)of the former regent Wang Mang.This interregnum separates the Han Dynasty into two periods: the Western Han or Former Han(206 BC ~ 9 AD)and the Eastern Han or Latter Han(25~220 AD).Spanning over four centuries, the Han period is considered as a golden age in Chinese history.2.Emperor Wu of Han:(156 BC~ 87 BC)personal name Liu Che, courtesy name Tong, was the seventh emperor of the Han Dynasty of China, ruling from 141 to 87 B.C.New words monumental adj.very important and having a great influence, especially as the result of years of work 意義深遠的；(著作等)浩瀚而不朽的 Example Shiji is a monumental history of ancient China and the world.《史記》是古代中國和世界不朽的歷史

virtually adv.very nearly true;for most purposes it can be regarded as true 事實上 Example This word has virtually dropped out of usage today.這個詞實際上現(xiàn)在已不再使用了。overlap v.extend over so as to cover partly 重疊；與…重合 Example The upper layer of blanket should overlap the lower.毛氈的上層應與下層重疊

conceive v.to form an idea, a plan, etc.in your mind;to imagine something 構(gòu)思；設(shè)想 Example You may conceive a new world in the atomic age.你可以設(shè)想出原子時代的新世界

compose v.to write a letter, poem，speech etc.usually with a lot of care and thought(用心)寫(信、詩、演講稿)Example He started at once to compose a reply to Anna.他立刻開始給安娜寫回信

hereditary n.a title or position in society is passed on as a right from parent to child 世襲的；世代相傳的 Example In some countries，the position of the head of state is hereditary.在一些國家，國家元首的職位是世襲的

doctrine n.a belief or set of beliefs held and taught by a Church, a political party, etc.(宗教或政黨等所信奉的)教義，教旨，教條，信條 Example

Christian doctrine基督教教義

proclaim v.to publicly and officially tell people about something important 宣告，公布；聲明； Example Britain proudly proclaims that it is a nation of animal lovers.英國自豪地宣稱它是個熱愛動物的國家

Useful expressions: deal with 以…作為內(nèi)容；討論 Example...the parts of his book which deal with contemporary Paris.… 他書中有討論當代巴黎的部分 allow(sb/ sth)to do sth

允許，許可，準許（某人或某事物）做某事物 Example

The boss does not allow me to use the telephone.老板不允許我使用電話

Passengers are not allowed to smoke.乘客不得吸煙

account for(數(shù)量、比例上)占 Example

Computers account for 5% of the country's commercial electricity consumption.電腦占了這個國家商業(yè)用電的5% range from 范圍由……到…… Example

His interests range from chess to canoeing.他的愛好從下國際象棋到劃獨木舟 dedicate to 把(時間、精力等)用于 Example They dedicated themselves to helping the poor.他們致力于幫助窮人

? eg:---Everyone is more reluctant to travel these days，not least the Amaricans.這段時間大家都減少了出游欲望，尤其美國人。

---Dieting can be bad for you, not least because it is a cause of stress.節(jié)食可能不利于健康，相當重要的原因是它會引起精神壓力

? eg.---I suspect that we live not in an age of science and empiricism，but rather in the age of ego.我懷疑我們并非生活在科學與經(jīng)驗的時代，而是生活在自我的時代。

---A gift is invariably something you did not choose but rather something that someone else thought you should have.not…but rather...不是/沒有…而是 not least...尤其；相當重要地

禮物肯定不是一件你自己選的但是別人覺得你應當有的東西。

Grammar Verb Tense Consistency

Verb tense consistency on the sentence level

1.Keep tenses consistent within sentences.2.Do not change tenses when there is no time change for the action.3.Since there is no indication that the actions happened apart from one another, there is no reason to shift the tense of the second verb.4.Change tense only when there is a need to do so.Usually, the timing of actions within a sentence will dictate when the tense must change.Verb tense consistency on the paragraph level 1.Generally, establish a primary tense and keep tenses consistent from sentence to sentence.2.Do not shift tenses between sentences unless there is a time change that must be shown.Verb tense consistency on the essay level 1.Use present tense when writing essays about your own ideas, factual topics, the action in a specific movie, play, or book.NOTE: When quoting from a work, maintain the present tense in your own writing, while keeping the original tense of the quoted material.2.Use past tense when writing about past events, completed studies or findings, arguments presented in scientific literature

3.Use future tense when writing about an event that will occur in the future.How to write A Letter of Job Application 1.Opening part

Refer to the position applied for and explain the reasons for it.Tell how you learned about the position 2.Body

Supply information on yourself.This should include: ?Personal background

?Education

?Academic qualifications ?Work experience

?Personal skills and your character

When you are stating these experiences and qualifications, you are supposed to be careful with language and intonation.Make your selling of yourself positive, confident and not hypocritical.3.Ending

At the end of the letter, ask for an interview at the convenience of the prospective employer and state clearly the time at which you are available and how you can be reached.七.Homework Recite the new words and useful expressions, and write a letter of job application.