第一篇：教案(教學(xué)法課的)

教案

英教1132班

黃美云

9號

一．教學(xué)內(nèi)容：

1、unit 5 My new room 課時1(let us chant , let us learn, let us start, let us play部分)正確認(rèn)讀出本課出現(xiàn)的單詞：curtain, closet, mirror, end table, trash bin, air-conditioner，并知其意。掌握本課出現(xiàn)的句型，并結(jié)合這些句子表達(dá)的情境，學(xué)會恰當(dāng)?shù)奶鎿Q句中的單詞。并能夠熟練運用句型： “Is this your bedroom? ——yes，it is.in my room，I have

------等詢問作答，并能簡單表達(dá)情感，如：“It’s cool!”等。

三．教學(xué)重點：能夠正確書寫出本課要求四會的單詞：curtain, close, mirror, end table, trash bin 四．教學(xué)難點：有些詞讀音比較難讀準(zhǔn)，讓同學(xué)盡量讀準(zhǔn) 五．教具準(zhǔn)備：課件，卡片 六．教學(xué)過程：

1、Warm—up(1)過渡：先復(fù)習(xí)學(xué)過上節(jié)課what can you do的歌謠部分 “Sweep sweep，sweep the floor Cook cook，cook the meals Clean Clean，Clean the bedroom Water Water，Water the flowers Empty Empty，Empty the trash” 老師問“I am helpful，last week，I swept the floor，cleaned the bedroom。Now ,I feel tired but I am still very happy.Do you know why ? guess” 引導(dǎo)學(xué)生回答“because your new room!”來過度引出my new room標(biāo)題

老師自帶卡紙做的小屋貼于黑板中央，表示（老師自己的）my new room 再聽本節(jié)課的let us chant 聽完

學(xué)生try to chant follow.--------------------------《1.5分鐘》

2、Presentation(1)讀一讀。

a．提問學(xué)生Let’s chant部分第一句歌詞中：“（the end tables are big）What are big? And the end tables是什么意思？”

b．出示床頭柜的圖片提示，幫助學(xué)生說出：“床頭柜.”。領(lǐng)讀單詞“the end table”，邊拼讀邊在黑板寫板書，并且強調(diào)學(xué)生它跟之前已學(xué)過的flowers類似復(fù)數(shù)讀成“the end tables”。c．把床頭柜的圖片貼進(jìn)紙做的屋子內(nèi)------------------（同樣的方法依次引出其余單詞curtain, close, mirror, trash）

d.回到Let’s learn部分, 向?qū)W生說：讓我們聽聽這兩個女孩在聊些什么，點擊Play按鈕播放對話兩遍。單詞和對話聽錄音讀一遍，學(xué)生讀一遍，學(xué)生發(fā)音不標(biāo)準(zhǔn)時，老師再帶讀。帶讀句子后要求學(xué)生兩人一組模仿“Is this your bedroom? ——yes，it is.in my room，I have

------等詢問作答，并能簡單表達(dá)情感，如：“It’s cool!”等。做對話練習(xí)，而后教師請若干組到講臺前表演（兩個人的小組互動）。

---------------------------《8.5分鐘》（2）.做游戲

單詞書寫對抗賽：

參賽的兩個組各派四人到前面，面對全班站好隊，游戲開始，如甲組的第一名學(xué)生轉(zhuǎn)過身面向黑板，在黑板上任意指一個單詞，甲組的第二名學(xué)生看清后，便在該組第三名學(xué)生的背上用手指寫這個單詞，然后讓第三名學(xué)生把這個單詞說出來，第四個同學(xué)再把它寫在紙上出示給同學(xué)們看有沒有寫對，兩組分組進(jìn)行一分鐘，看哪組猜的單詞多。說對的記10分，說錯不扣分，最后得分多的組獲勝。輸?shù)囊邮軕土P，放音樂做小學(xué)生廣播體操，并且過程中要回答老師問的兩個或三個剛學(xué)過的單詞。

---------------------------《4分鐘》 e．問學(xué)生教師用鼠標(biāo)指著課件圖中l(wèi)et us start的鏡子提問學(xué)生，“what can you see in zoom`s room ?”，點擊后出聲音引導(dǎo)學(xué)生一起答出：“I can see a mirror.”以同樣的方式學(xué)習(xí)單詞：“closet, mirror, end table, trash bin, air-conditioner”（全班的互動）。

f． Let’s play

學(xué)生看書，理解句意。

教師指著圖中的人物問學(xué)生：“What does he/she have?”，引導(dǎo)學(xué)生說出：“He/She has ?.”。請學(xué)生用“I have ?.”句型說一說自己家中有什么，如：“In my room I have ?.”。

---------------------------《4分鐘》

七．學(xué)歌謠鞏固

利用 Let’s sing鞏固知識再播放歌曲，教師鼓勵學(xué)生跟唱。老師帶唱，要求學(xué)生伸出手邊打拍子，邊唱歌

---------------------------《2分鐘》

八．布置作業(yè)

回去每個人設(shè)計一副自己的new room 圖片，把新學(xué)到的新單詞運用其中標(biāo)出來，下節(jié)課時，每個人拿著這個作業(yè)，用英語介紹自己的房間

------《總花時間是1.5+8.5+4+4+2=20分鐘》

課前預(yù)測及所需準(zhǔn)備：影響課堂效果的可能因素

1游戲安排不好的話，可能會使課堂太悶或太過于活躍，看情況而調(diào)整計劃 Let’s chant的歌謠節(jié)奏把握不好的話，可能會達(dá)不到想要的效果。課前練好歌謠 3 可能ppt出現(xiàn)打不開的狀況，隨時準(zhǔn)備必要的卡片 時間分配和把握可能會受到課堂出現(xiàn)的突發(fā)狀況的影響，看情況而調(diào)整計劃

課后反思：（待定）

第二篇：英語教學(xué)法結(jié)課教案

Background information

Students: 40 junior high school students, Grade 1

Teaching objectives: By the end of the lesson, students should be able to : 1.Knowledge aims: a).Learn the new words

b).Identify different family members and make introduction to classmates.2.Ability aims:

a).Communicative ability, teach students to greet suitably and to introduce one’s friends or family members.b)Be able to use what they learned to describe what they can do and give responses.c).Be able to use the language they learned to finish a dialogue and a short passage.Teaching content:

New vocabulary Structures : This is my / his / her……..These are my / his / her………

That is my / his / her……..Those are my / his / her ……….Teaching aids：Blackboard, PPT, Pictures Teaching procedures: Step1.Review

1.Have a casual chat with students, including these questions:

Do you have a family? Is your family a big family or a small one? How many people are there in your family ? Who are they? So that the teacher can lead to the subject of this unit.2.Teach the new words.Ask the students to read all of the new words before teaching.Students read words, so that the teacher can find out their mistakes in phonetics and then correct.3.As for the spelling of the new words, there are some in which students always have difficulty.Step2.Speaking 1.Ask students to read the dialogue in this part by themselves twice and correct their mistakes in phonetics.2.Direct them to play the role in order to be familiar with the structure of the dialogue.3.Guide students to use some similar words, similar sentences to replace the dialogue, making another dialogue of their own.Step3.Task, a guessing game Show some pictures and let the students tell what it is.Homework: 1.Make a dialogue: Introduce your friend to your family and introduce your family members to your friend.2.Copy the new words for five times.3.Recite the new words.Teaching Reflection:

第三篇：教學(xué)法教案

仁愛英語七年級（下）Unit5 Topic2 Section A

授課人：081040609譚秋云

一、教學(xué)目標(biāo)（1）知識目標(biāo)：

①通過學(xué)習(xí)，掌握有關(guān)學(xué)校各種建筑物的生詞和其他一些生詞：playground, gym, dormitory, lab, computer room, dining hall, classroom building, swimming pool, make, card, soon, dance, sleep, clean, run ②學(xué)習(xí)現(xiàn)在進(jìn)行時態(tài)的含義和基本用法（2）能力目標(biāo)：

①提高學(xué)生聽說讀寫的能力 ②培養(yǎng)學(xué)生主動參與學(xué)習(xí)活動、善于和他人合作的能力。③培養(yǎng)學(xué)生學(xué)以致用的能力（3）情感目標(biāo)：

培養(yǎng)學(xué)生熱愛自己的學(xué)校，愛護(hù)學(xué)校的設(shè)施和公共財物，培養(yǎng)學(xué)生熱愛運動的意識。

二、教學(xué)重點、難點

（1）教學(xué)重點：理解現(xiàn)在進(jìn)行時態(tài)的含義、用法，學(xué)習(xí)本課生詞。

（2）教學(xué)難點：現(xiàn)在進(jìn)行時態(tài)的結(jié)構(gòu)及其靈活運用，15個單詞的掌握。

三、教學(xué)策略及教具

（1）.通過教師設(shè)計的各種語言交際活動（問答游戲，合作對話，小組活動等），讓全班都能大聲開口說英語；（2）.錄音機，PPT。

四、教學(xué)過程

Step 1 Review:提問兩三個同學(xué)，復(fù)習(xí)鞏固上次課的內(nèi)容，即一般現(xiàn)在時態(tài)的含義及用法。

T(teacher): How do you usually go to school?

S(student): I often go to school by bus.T: What do you often do on Sunday? S: I often play basketball.Step 2 Presentation：播放能引起學(xué)生注意力的動態(tài)圖片，先讓學(xué)生齊聲回答所表示的短語怎么說，并把相應(yīng)的短語寫在黑板上，帶動整個課堂氛圍。然后Repeat the questions in step 1，and ask: Where do you often play basketball? And where do you usually swim? Help the Ss answer and write down: on the playground, in the swimming pool.Present the other new words in 3 of Page 10 in the same way.Step 3 Presentation 再次播放Step 2 的動態(tài)圖片。導(dǎo)出What do you do? I am playing basketball.給學(xué)生直觀講解現(xiàn)在進(jìn)行時態(tài)的基本結(jié)構(gòu)是be+v-ing。

Step 4 Drill(操練)：鍛煉學(xué)生的合作與語言表達(dá)能力。

Work in pairs.A: What are you doing? B: I’m riding a bike/playing basketball/swimming.A: Are you swimming? B: Yes, I am./No, I’m not.Step 5 Listening and practice（聽與練）：提高學(xué)生的聽說綜合能力。

Page 9 1a Show a picture and play the tape for the Ss to find the answer Qs: What is the girl doing? What is the boy doing? Then practice the conversation in pairs.Ask several pairs to act it out.Step 6 Review and Consolidation（鞏固）

Page 10 Ask the students to close books and show them pictures one by one, point to the girl and ask: Where is she? Is she singing? What is she doing? All the Ss answer.Step 7 Summary（小結(jié)）Ask: What do we learn in this class? 現(xiàn)在進(jìn)行時態(tài): be+v-ing 含義：表示說話時正在進(jìn)行的動作或發(fā)生的事情。

幫助學(xué)生梳理當(dāng)堂課所學(xué)知識內(nèi)容,復(fù)習(xí)鞏固所學(xué)單詞和短語。

Step 8 Homework（作業(yè)）（1）、Ask the Ss to remember the new words.（2）、做練習(xí)冊上相應(yīng)的現(xiàn)在進(jìn)行時態(tài)的練習(xí)題。

五、教學(xué)反思與總結(jié)。

第四篇：教學(xué)法教案

Unit3 Is this your skirt?

Teaching Plan: PEP4 Unit3 Is this your skirt? Topic: Is this your skirt? Aim: By the end of the whole unit, the students should be able to

(1)Understand the passage(to get the main idea of the whole unit and use them in our daily life.(2)To master the target language ? New

Words:jacket,shirt,skirt,dress,sweater,jeans,pants,socks,shoes,shorts.? New Phrase: Put on…, Hang up…, Take off…, Put away…, etc.? New sentences: I like the…and…/Is this your …? Yes, it is./No, it is not./Whose is this? It is…/What color is it? It is… ? Pronunciation:i(3)Language

skills:listening,speaking,reading, writing,understanding.Difficult Point: Let the students know and understand the

target language well.Methodology: Communicative Approach

Aural-oral Method

Situational Approach Task-based Method

Audio-Visual Method

Student-Centred Method

Aids: recorder picture tape

There are four period in this Unit

Period one: Learn some new words, play games, use the sentence.And phrase.Period two: Review the target.Languages and consolidate the sentences and words, at the same time, Prepare the new lesson and proactive.Period three: Learn some new words and sentence, teach how to chant.Period four: Pronoun citation, listening /task and spend a lot of time on storytelling to make students.Understand the target languages and learning skills.Content The first lesson

（葉斯斯）Part A Let’s learn, let’s do.Teaching plan

Topic: Is this your skirt?

Aims: By the end of this period, students are able to

A: Learn the key vocabularies of this Unit.B: Use the sentence “What color is it? What is it?”

“I like… with…”, and make dialogue

C: Improve the ability of reading, speaking and writing.Emphasis and Difficulty: New words and how to use the sentence.Teaching Preparation: Pictures, different colors, words card，radio.Teaching Procedure Warm-up(approx 5 min)Sing a song “Color Song”, students say the color they have heard

Show color cards to students and they read them.Presentation Let’s learn, let’s do

Step 1(approx 5 min)A: Teacher is wearing a T-shirt, and tells the students that she is wearing a T-shirt today.B: Teacher show pictures to the students, leading in –What is this?-It is a…

Use the same sentence to teach others new words.C: Write the new words on the blackboard: yellow T-shirt, red shirt, white sweater, brown jacket, green skirt, blue dress.D: Teach the new words and sentences.Step 2 :(approx 10 min)A: Teacher shows a picture, a clothes shop on the blackboard and say that she want to go shopping, then she go shopping with a student and leading in “I like…with…”

B: Let the students practice the dialogue with their partners.Step 3(approx 15 min)A: Listen to the radio, teacher do the action put on… take off…h(huán)and up…wash…, etc, and students follow.B: Teacher says, students do the action, a student say, other students and the teacher do the action.C: Groups Competition: every member in the group do the action one by one according to the in struction, which group is correct and quick, they will be the winner.Step 4: Homework

A: Write the new words in the notebook, 5 times a word B: Remember the phrases and do the correct action.Blackboard layout Unit 3 Is this your skirt? Yellow T-shirt

what’s this? Red shirt

It is a … White sweater

I like …with… Brown jacket Green skirt Blue dress Content

The second Lesson

（葉榕榕）Part A let’s talk /Let’s play/ Read and write

Teaching plan Topic: Is this your shirt? Aims: a.To teach students the target languages.b.To let students know how to use the target language well.c.To develop students’ abilities of listening, speaking and understanding.Emphasis and Difficulty: Let students learn the target language well.Sentence: 1 –Is this your skirt?-No, it is not/Yes, it is.–Whose is this?

-It is ….’S

Teaching procedure

Stage1 Revision(approx 5 min)a.Revision the words we have learned last lesson, present the pictures of the cloths, students say the words.b.Teacher say the actions, students do them.(set up a funny atmosphere)Stage2 Presentation(approx 30 min)

A：a.Teacher comes to a student and pick up her picture, which she had drawled before class.Teacher ask her” Is this your…?” student answer: “Yes, it is”

b.Teacher repeats the sentences, students follow.c.Teacher writes the sentences on the blackboard and teaches students.B：a.Teacher point to the picture, which is sticker on the wall before class and ask one student “Is that your…?” but that isn’t hers.So she answers: “No, it is not.”

b.Teacher asks another two students, they answer: “No, it is not.”

c.Teacher repeats the sentence, students follow.d.Teacher writes the sentences on the blackboard and teaches students

C: a.Teacher collects pictures from students, and leading in “Whose is this?” and students can guess like: “Is that…’s?” who is being guessed, should answer: “Yes, it is/No, it is not.” Student who guesses the right person will get the reward.(a red star)

b.asks a student to be the little teacher, Practice the above sentences, and write the sentence on the blackboard.c.have a challenge: ask a student come to the platform and face the blackboard.All the students ask her “Whose is this?” she can guess like: “Is that…s?” However, we will give her three chances, if she can’t get the right person.Then teacher tell her, she can ask her classmate “whose is this?” They will answer: “It is …’s.”

d.Teacher teaches “Whose is this? It is …’s.”

D: a.Teacher comes to a student and pick up her picture, ask her: “Is this your…?” student answer: “Yes, It is.”

Teacher asks: “Whose is this?” answer: It is …’s.b.Make a dialogue with the above sentences.E: Listen to the tape and answer the question.1.What color is Alice’s skirt? 2.Whose is the T-shirt?(Approx 3 min)3.Sing a song: Is this your shirt? Is this your shirt? Is this your shirt? No, it is not.No, it is not.Whose is this? Whose is this? It is Tom’s.It is Tom’s.Stage4 Assignment a.Practice the dialogue with others.Blackboard layout Unit 3 Is this your skirt? — Is this your…？

— Yes，it is.— Is that your…？

— No，it is not.— Whose is this？

— It is _____′s

Content The third lesson

（葉泉）

Part B Let′s learn.Let′s chant.Let′s talk.Let′s find out.Topic: Is this your skirt? Aims : By the end of this period, children are able to a.learn and master the key words and sentence in development.b.Use the sentence “Where are my…?” skillfully.c.Improve the ability of listening,speaking,reading and writing.Emphasis and Difficutty:How to use復(fù)數(shù)and the use of be動詞.Teaching Procedure.A.Warming up(approx 3 min)Revision: Teaching→students — What is this ？

— It is a______.— What colour is it ？

— It is________.— Is this your…?

— Yes, it is／No, it is not.B.Presentation 1.New words a.①Teaching point to her own shoes and say: “Look at my

shoes，my shoes is black.”

②Teach them read new word：shoes↑shoes↓.and write it on the blackboard.③Teacher ask“Look at your shoes，what color are your shoes?” Student answer“My shoes are___.”At the same time, teacher ask“Where is my shoes?” and she answer“Look, there are my shoes.”

b.Socks.Teacher present a pair of old socks and say:“My socks are white.My socks are old.Then present a pair of new socks and say:“My socks are new.”

c.Short／pants.Teacher present the pictures of shorts and pants and say:“They are shorts／pants.”

d.Jeans.Teacher present the picture and ask:“What are they?” students answer:“They are jeans.” 2.Practice a.According to teachers′口形and guess what is the word.b.Look at the picture and put the correct words there.c.What is missing? P111.Let′s find out.拍起來.3.Listen to the tape and read together.4.Let′s chant.a.show the new chant on the small blackboard to the students.My socks are white，My shoes are too, My pants are old, My short are new.b.Teach the chant step by step.c.All students chant together.5.Homework:Let′s find out.P32 拍起來 a.Choose what do you want to wear and colour.b.Make a diologue with your partner.Blackboard layout Unit 3 Is this your skirt? Words:

Sentences: shoes

— Where are my socks? socks

— There are_____________.pants

— What color are they? shorts

— They are_____________.Jeans

Content

（黃雅欣）The fourth lesson.Part C.Pronunciation／Let′s check／Let′s sing／Story time Topic: Is this your skirt? Aims: A.To teach students how to pronun the words with

I.b.To develop students abilities of listening, speaking and understanding.Emphasis and Difficulty: How to pronun I in a correct way.Pronunciation Teaching Procedure.(approx 10 min)

Step1.a.Read the words on the book groups by groups, and ask student listen to them carefully and find the common points.b.Tell the student how to pronun I.c.Practice it by yourself.Step2.Let′s check.(approx 8 min)

a.Tell the student what they should do in this part and ask them listen to the tape carefully.Listening two times.b.Let students choose the best answer.c.Tell them the correct answer by listening the third time and analyze the sentences.Step3.Let′s sing : My clothes

(approx 10 min)a.Listen to the tapes first.b.Follow the tape sentence by sentence.c.Sing the song together.Step4.Story time

(approx 12 min)a.Tell the story with the action.b.Learn some new words and sentences in the story.c.Listen to the tapes and follow.d.Role play.

第五篇：教學(xué)法教案

Contents

Background information Teaching objectives Teaching contents Teaching important points Teaching different points Teaching aids

Teaching procedures:

Step One: Leading-in

Step Two: Association method Step Three: Homophonic method Step Four: Etymology

Step Five: Practice

Step Six : Home work

Step Seven: Reflection

(3mins)(3mins)(3mins)(3mins)(2mins)(1mins)

Background information: 1.Students: junior 2.Lesson duration:15mins Teaching objectives: By the end of the lesson,students should be able to 1.Using association method to remember new words.2.Using homophonic method to remember new words.3.Using etymology to remember new words.Teaching contents:vocabulary Teaching aids: PPT, blackboard,chalk.Teaching important points: Remember new words with special skills.Teaching difficult points: Using etymology to remember new words.Teaching procedures: Step One: Leading-in

a)Showing a picture and let students using one word to describe it.b)Ask students to guess something that is related to this word.C)Introduce one method to remember this new word.Step Two: Association method

Courage（勇氣）聯(lián)想C 長得像一輪彎彎的明月，our 是我們的意思，age 是年齡的意思，在一輪彎彎的明月下，我們這個年齡的人，你牽著我的小手，我牽著你的小手，你一個眼神的肯定我的愛就有了意義，原來愛真的需要勇氣。Chill

（寒冷）聯(lián)想 C 長得像是一輪彎彎的明月，一輪彎彎的明月下，有一座孤零零的小山，你孤身一人站在山上，明月孤懸，感覺很冷。

Step Three:Homophonic method

pest害蟲(拍死它);

ambition雄心(俺必勝);

agony痛苦(愛過你);

ambulance救護(hù)車(俺不能死);bale災(zāi)禍(背噢);

hermit隱士(何處覓他);strong強壯(死壯);

sting蟄(死盯);

abyss深淵(額必死);

admire羨慕(額的媽呀);

flee逃跑(飛離)

ponderous(胖的要死)肥胖的;sentimental(三個饅頭)多愁善感的putrid(飄臭)腐爛;squander(死光的)浪費;

shun(閃)閃躲;

temper脾氣(太潑);

addict上癮(愛得嗑它);economy經(jīng)濟(依靠農(nóng)民);

ail 疼痛(哎喲);coffin 棺材(靠墳);

appall驚駭(我跑);Step Four: Etymology

1、a-加在單詞或詞根前面，表示“不，無，非” acentric 無中心的（a+centric 中心的）

amoral 非道德性的（a+moral 道德的；注意：immoral 不道德的）

apolitical.不關(guān)政治的（a+political 政治的）

2、be-表示“使…成為” befriend 友好對待（be+friend 朋友）

befool 欺騙（be+fool 笨蛋→使人成笨蛋→欺騙別人）

belittle 小看(be+little 小→小看人)

3、co-表示“共同”，通常放在元音詞根前

Cooperation 合作(co+operation 操作→共同操作→合作)Coexist 共存(co+exist 存在)

Cohere 附著；粘著(co+here 粘→粘在一起)

4、contra-表示“反對，相反”

contrary 相反的（contra+ary→相反的）

contradict 反駁；矛盾（contra+dict 說→反著說→反駁）

contravene 違反，違背（contra+vene 走→反著走→違反）

5、di-表示“兩個，雙”

dichromatic 兩色的（di+chrom 顏色+atic→兩色的）

dioxide 二氧化物（di+ox 氧＋ide→二氧化物）

dilemma 進(jìn)退兩難（di+lemma 爭論→二種爭論→進(jìn)退兩難）

6、em-,en-表示“進(jìn)入…之中，包圍” embrace 擁抱（em+brace 胳膊→進(jìn)入懷抱）

empathy 感情相融的（em+pathy 感情→進(jìn)入感情）

embarrass 使難堪（em+barrass 套子→進(jìn)入套子→難堪）

Step Five：Practice Guess the meaning : Chill , pest , ambition ,agony，ambulance ,bale,hermit , abyss

contradict , dichromatic, empathy

Cohere,belittle, befool , Step Six：Homework

Review the words that we have learned today.Step Seven:Reflection(to be written immediately after the lesson).