第一篇：Lesson 17教案示例

Lesson 17教案示例

課題：LESSON SEVENTEEN

重點：句型What am I?

詞匯arm hand bed

難點：發(fā)音hand back與bed

過程：

一、復(fù)習(xí)/熱身

1．組織學(xué)生唱第五課學(xué)過的小韻文

2．拼讀本單元學(xué)過的英文單詞

接龍拼讀：第一個學(xué)生讀詞、第二個學(xué)生拼讀第一個字母，以此類推，所有的字母拼讀結(jié)束，下一個學(xué)生說單詞中文。

3．師生問答[圖片或照片]

What’s his name?

What’s her name

What’s the man’s name?

What’s the woman’s name?

What’s the boy’s name?

What’s the girl’s name?

教師可以出示圖片或照片進行問答，也可以就本班學(xué)生進行問答。

二、介紹新語言項目及教學(xué)方法

1．會話教學(xué)

A.游戲：Simon says

步驟一：帶領(lǐng)全班學(xué)生先復(fù)習(xí)一遍人體部位名稱（face eye nose mouth ear hair tooth head arm shoulder back leg foot等）

步驟二：教師出示自己的手，同時說：This is my hand.學(xué)生模仿教師的語言介紹自己的身體部位，但對學(xué)生有一個要求就是不能重復(fù)。

步驟三：做游戲Simon says(可變?yōu)榻處熥约旱拿?，會增加學(xué)生參與的趣味性)。例如：教師說Touch your nose.，學(xué)生不做動作。如果教師說Simon says “Touch your nose”，則做相應(yīng)的動作。（時間不要超過兩分鐘）

B.猜謎語

步驟一：教師引入：Everybody.Today I’ll show a riddle for you.Look and listen.Guess!What’s it?(教師充分利用手勢或體態(tài)語幫助學(xué)生理解)

步驟二：學(xué)生聽錄音兩至三遍（只播放課文對話中謎語的一段）

或看課件

步驟三：教師問：What’s this? 學(xué)生說答案It’s a chair.C.聽對話錄音

步驟一：聽第一遍錄音，學(xué)生重復(fù)聽到或記住的句子。

聽第二遍錄音，說出有關(guān)謎語的句子。

聽第三遍錄音，提問：Who said the riddle? 學(xué)生回答：Chair.提問：What did the chair ask? 學(xué)生回答：What am I?

教師板書句子

步驟二：跟讀句子What am I?

步驟三：聽課文整體錄音一遍，學(xué)生心中跟讀

D.學(xué)生讀課文

步驟一：打開書，自讀課文

步驟二：全班齊讀，聽錄音糾正自己的問題

步驟三：兩人小組讀課文

2．句型教學(xué)

A.表演對話

B.根據(jù)課文對話，三人一小組為Let’s practise中的任意一幅圖自編謎面。

C.各組展示自己設(shè)計的謎面。（I have no arms and no hands.But I have four legs.I can stand, but I can’t walk.Guess!What am I?）

D.游戲：Pass the toy

步驟一：教師可前準備好幾個謎語，寫在紙上，并標好號碼。（共4 個號碼）

步驟二：聽音樂[歌曲：Table and chair]學(xué)生傳玩具。

步驟三：音樂停，傳玩具停。玩具傳到誰的手里，就由那個學(xué)生選擇一個號碼，并讀出該號碼所代表的謎語，請其它學(xué)生猜。

[謎語一：What has four legs but cannot run and walk? What am I?(table or chair)

謎語二：I have a head, but no neck(頸).I has a body, but no warmth（體溫）.No feet, but can travel(旅行)a thousand miles.What am I?(bird)

謎語三：The teacher writes on me with chalk.My face is black.I cannot talk.What am I?(blackboard)

謎語四：I’m clothed, but I am not a man.I have four foot, but not an animal.What am I?(bed)

3．詞匯教學(xué)

A.教師出示圖片，學(xué)生說單詞：arm hand bed

B.教師板書三個單詞音標，請學(xué)生把圖片貼在相應(yīng)的音標旁邊。全班齊讀。

C.請學(xué)生試著在黑板上寫出單詞。

D.學(xué)生拼讀單詞

三、興趣活動

1．聽歌曲錄音兩遍

2．教師領(lǐng)讀歌詞

3．教唱歌曲

4．跟著錄音集體合唱

四、練一練

根據(jù)錄音順序，將每幅圖的序號寫在相應(yīng)的括號內(nèi)

五、作業(yè)：朗讀并抄寫本課課堂練習(xí)中的單詞和句子

六、板書設(shè)計：

LESSON SEVENTEEN

圖片 音標 單詞

What am I? 圖片 音標 單詞

圖片 音標 單詞

教案點評：

本課學(xué)習(xí)新的語言項目What am I?表示的是詢問我是誰，其意義類似于我們平時生活中的猜謎小游戲。課文對話的展現(xiàn)是一段擬人化的人物交流片斷，教師上課時，可設(shè)計其他情景，讓學(xué)生猜一猜某物品的名字。經(jīng)過一段時間的對課文的反復(fù)操練，學(xué)生對新的語言項目已經(jīng)有初步了解。教師再設(shè)計操練環(huán)節(jié)給學(xué)生提供實際運用語言的情景。

搶答名字的探究活動

形式：游戲What’s his name?

目的：鞏固學(xué)生對新的語言項目的認知，在游戲活動中初步掌握并能在實際中初步會用。

準備：四人一小組有一張表格。

What’s his name? Number 2, Row 3

Number 3, Row 3

Number 5, Row 1

Number 1, Row 6

操作：1.組內(nèi)互相提問，第一人問其余三人：He is Number 2.He’s in Row 3.What’s his name?

2.誰先回答出答案，誰就有資格在表格上填寫答案。

3.看哪個組完成的有快又準確。

注意：每個組表格上的人物都是不一樣的。

第二篇：Lesson 18教案

Lesson 18 Get Ready for Turkey

Teaching Content

1.Langugae goals:

a.The words must be grasped: huge, delicious, pie, dinner, be, away from home

b.The words that can only be known: turkey, dessert

2.Ability goals:

1.Express one’s feeling in the communication

2.Learn to make a family tree.3.Emotional goals:

Teaching Important Points

1.The students can catch the main ideas through listening to the text.2.The students can suppose what their festival will be like.Teaching Difficult Points

1.The use of Simple Present Tense;

2.How to make a family tree

Teaching Prepared

Flashcards, photos of your family

Teaching Aids

Audiotape, flashcards, photos

Type of Lesson

New lesson

Teaching Procedure

Step1.Duty report

Step2.Remind the students the last lesson: the important festivals in China and Western countries.Show the students pictures to the class.Step3.Organize activities about what they will do during Thanksgiving.Can they suppose the situation? The teacher can give them some tips if it is necessary.Don’t forget to ask them: “Do you still remember when Thanksgiving is?

Step4.Listen to the tape and answer the following questions:

1.How long is it before Thanksgiving?

2.Who bought a turkey?

3.Who will come to Thanksgiving dinner?

4.How does Brian feel this Thanksgiving?

Step5.Read the text and check the answers you got just now.Let them read the text again and then read in roles.After practice a while, the

teacher can give volunteers chances to act the dialogue out in front of the class.Step6.Practice the Simple Present Tense.First, make sentences use the correct tense.Pay attention to the time attributive clause.Then let the

students make sentences one by one until they can use the tense correctly.Step7.Come to “PROJECT”.Take out a photo of your family and show it to the class.Then draw your own family tree on the blackboard.Then let the students take out of their own family photos and show them to the classmates.Now they can draw their family tree on their exercise book and let the desk mates to check the answers.Divide the class into several groups and look at the photos.Then draw other family photos in change.Thus gives them more chance to practice.Step8 Finish the activity book.If they have difficulties with the exercises, you can explain more carefully.

第三篇：Lesson 33教案

Lesson 33: Maybe You’ll Be a Teacher——Teaching play

秦莊中學(xué)劉茹

Teaching aims:

1.Help the students to learn to predict their future life and

their jobs.2.Help students know how to use “so+助動詞+主語”

3.Enable students to express their hopes and wishes.Teaching important points：

Predict their future life and jobs and the future tense.Teaching difficult points：The future tense.Teaching methods：Reading and discussing.Teaching aids：SlideAudiotapeActivitylist

Teaching procedure & ways

Step1.Lead in

I want to be an English teacher when I was a little girl,therefore I studied hard in my school years.Now I make my dream come true.What are your dreams? Ok.in this class, let's share Li Ming and Wang Mei's dreams together.Step2.Listening and reading

Listen to the tape then answer some questions：.What’s the future?

2.What is Li Ming good at?

3.How would Li Ming do when he becomes a teacher?

4.What does Wang Mei want to be?

Step3.Language points and grammar

Read the dialogue with your partner find out the main items.Then explain these language points and grammar.Step 4.speaking and writing

Imagine you will be a teacher.doctor.singer….in the future.What do you want to say.please discuss and say it.Step 5.Do some exercises.1.Fill in the blank with the proper word.The first letter is given.(1).It’ss ____ to see a snake suddenly.(2).My sister works hard at school, she will have a good f_____.(3).Her grandfather was s____ yesterday, he went to see a doctor.2.Fill in the blanks with the correct forms.⑴.Please listen to me _______(careful).He ________(careful)

⑵.Are you good at _________(play)the violin.⑶.Let me _______(check)your answer.3.Do some inverse.(1).She is a good student.So _______ I.(2).He often goes to school by bike.So _____ we.(3).They enjoyed the story book.So _____ we.(4).I can swim.So ______ he.Step6.Homework:Write a short passage:

What do you want to be in the future?

Why? How about your best friend?

Step7.Summary

Today we learn a dialogue between Li Ming and Wang is

Mei.Li Ming wanted to be a teacher.Wang Mei wanted to be a doctor.Form this lesson.We should know how to say the hopes and wishes of ours.So after class you must use some words to think about your life in the future and share the ideas with your friends..

第四篇：lesson 28 教案

Unit 5What will you do this weekend?Lesson 28

教案

【課題】Unit 5What will you do this weekend?Lesson 28

【教學(xué)重點】單詞：聽說讀寫swimming 和skating；

句子：熟悉并能運用 “Are you good at…？”

【教學(xué)難點】認讀roller skating和skateboarding；

“Are you good at …?” 和 “What are you good at？”的感知和掌握

【教具準備】教師準備教材配套的錄音帶。教師準備教學(xué)課件。教師準備寫有重點句型的紙。教師準備小獎品。

【教學(xué)過程】熱身、復(fù)習(xí)(Warm-up/Revision)

（1）“Are you interested in …？” 和 “What are you interested in？”這兩個句型對學(xué)生進行提問，復(fù)習(xí)前面所學(xué)過的單詞和這兩個句型。

2呈現(xiàn)新課(Presentation)

（1）播放課件，為學(xué)生創(chuàng)設(shè)一個情境——“celebrity show(名人秀)”

T:We can watch celebrity show on the weekend，right？Today，we will have a celebrity show.Are you ready？

（2）課件顯示孫楊，并顯示自我介紹

“Hello, everybody!My name is Sun Yang.I am interested in swimming.I’m good at swimming.”

通過孫楊的典型身份進行開始進行單詞swimming的教學(xué)；

通過金牌來讓學(xué)生感知“I’m good at swimming.”的含義，同時豎起大拇指，讓學(xué)生感知； 再提問學(xué)生 “Are you good at swimming？” 和 “What are you good at？”（可用中文提示學(xué)生）。

（3）課件顯示周洋，并顯示自我介紹

“Hi, girls!Nice to meet you.I’m Zhou Yang.I’m interested in skating.I’m good at skating.” 通過周洋的典型身份進行單詞skating的教學(xué)；

通過她獲金牌的場景讓學(xué)生感知“I’m good at skating.”的含義，同時豎起大拇指，讓學(xué)生感知；

再提問學(xué)生 “Are you good at swimming？” 和 “What are you good at？”（可用中文提示學(xué)生）。

（4）介紹skating的兩種形式---------roller skating 和 skateboarding

這兩個單詞只需要學(xué)生能夠認讀，所以教學(xué)時要抓住這兩種skating的特點進行教學(xué)：roller skating特點在于roller（滾軸），可幫助學(xué)生聯(lián)想到輪滑的輪子；skateboarding的特點在于board（板子），可幫助學(xué)生聯(lián)想到滑滑板的踏板。

（5）對比“be interested in” 和 “be good at”的聯(lián)系和差別

含義上的區(qū)別：“I’m interested in swimming, but I’m not good at swimming.”

句式上的聯(lián)系(課件替換掉有變化的詞，幫助學(xué)生加深對句式的印象)：“Are you interested in…?” 和 “Are you good at…?”

“What are you interested in？” 和 “What are you good at？”

（6）回歸課本

逐句讓學(xué)生跟錄音朗讀，提示學(xué)生對所學(xué)的重點句子劃線。趣味操練(Practice)

（1）Act ﹠ Guess（What are you good at？）

將學(xué)生分組，每組兩個人，一人演一人猜，猜的學(xué)生問時需要用到“Are you good at…？”，演的學(xué)生“Yes, I am.”或“No, I’m not.”回答，每組猜兩題。

第一組：drawing和skateboarding

第二組：singing和roller skating

第三組：swimming 和exercising

以上關(guān)鍵詞都有課件中呈現(xiàn)，游戲結(jié)束后老師對參加的學(xué)生進行獎勵課堂評價(Assessment)單詞抄寫3遍，并默寫用所學(xué)的2個重點句型編對話

3熟讀課文，熟悉重點句子的用法擴展性活動(Add-activities)

才藝表演：老師提問學(xué)生“Are you good at…?” 或“What are you good at?”，進行才藝表演。

【板書設(shè)計】

Lesson 28

key words：skatingswimming

key sentences：——Are you good at…?

——Yes, I am./ No, I’m not.——What are you good at?

——I’m good at…? 并邀請一些同學(xué)

第五篇：Lesson 101-102教案

Lesson 101-102 A Card from Jimmy

思考問題：Does grandmother seem pleased to get a card from Jimmy? why or why not? 1.card n明信片，卡片，紙片，入場券，賀卡柬帖 post card 明信片 business card名片 credit card信用卡

put one’s card on the table攤牌 ID card 身份證

Birthday card 生日賀卡 Invitation card請?zhí)?/p>

2.Scotland n.蘇格蘭 Scottish 蘇格蘭人

China

Chinese England

English France

French Italy

Italian Japan

Japanese Germany German Russia

Russian 3.association

n.協(xié)會聯(lián)盟，聯(lián)合聯(lián)系，交往，聯(lián)想,友誼伙伴關(guān)系 Eg: Our long association with your companyhas brought great benefits.我方和貴公司的長期合作帶來了巨大的利益。

in association with與….有聯(lián)系

4.youth n.青春，青年（不可數(shù)）eg: She lost(kept)her youth.她青春不再(青春依舊)。

I often went there in my youth.我小時候常去那兒。當表示青年人時，用作個體名詞(可數(shù))，主要用來指男青年而不指女青年。用作集合名詞，表整體(可指男女青年)，用作主語時謂語可用單數(shù)或復(fù)數(shù)。The youth of today is [are] fond of dancing.現(xiàn)在的年青人都喜歡跳舞。

Youthful adj.年輕的，有朝氣的，青年的 teenager是指13至19歲之間的青少年男女 5.soon adv立刻，馬上，不久，一會，很快 Eg: She will be back soon.她馬上就回來

常和would/should/had sooner….than…..寧可, 寧愿...也不, 與其...不如

Eg: He would sooner die than consent to such a plan.他寧死也不肯同意這種計劃。as soon as一...就., 和...一樣快, 和...一樣早 as soon as possible 盡快 as soon as not 更樂意;寧愿

Least said, soonest mended言多必失 no sooner...than...一...就...sooner or later(=soon or late)遲早, 早晚 soon after 不久之后, 稍后 死...之后不久 6.write-wrote-written寫，寫信，寫作，作曲 Eg: He writes legibly.他的字寫得很清楚 Write to sb給某人寫信

write for a living 靠寫作維持生活

write down寫(記)下來 write oneself off 被擊斃

write oneself out(作家等)才華已盡, 題材枯竭

write out 寫出

write over 改寫, 重寫 寫滿 7.get,reach,arrive區(qū)別

get是不及物動詞與to連用，當后面接副詞時，To省略

arrive是不及物動詞，與at表示到達小地方（村子，車站，機場），與in表示到達大城市和國家，如果不指明到達的地點，用arrive，eg: When will you arrive?

reach是及物動詞，可接名詞和副詞,還表示“伸手去夠去拿”

8.speak 強調(diào)單方的說和講，演講發(fā)言，對某人說(某事)，可用 speak to [with] sb(about sth)。

Eg: I spoke to [with] the chairman about my idea.我跟主席說了我的想法 talk 強調(diào)雙方“交談”，一般用作不及物動詞，表示“同某人談?wù)?某事)” say 強調(diào)說話內(nèi)容，指有連貫性的說話,一般用作及物動詞 tell 表示“告訴”，可接雙賓語 He told his parents the good news./ He told the good news to his parents.他把這個好消息告訴了他父母 tell the truth說實話，tell a lie說謊

9.afraid adj.害怕的，擔心的，恐懼的 eg: I'm still afraid to sleep in my own bedroom.be afraid to do sth be afraid of doing sth be afraid of sth此處可以用terrified替換

10.hope 用于表示可能實現(xiàn)的事情eg: I hope I shall see him again.hope多用于指對好事的盼望、預(yù)想I hope it will be fine tomorrow hope 所希望的一般指將來或現(xiàn)在的事情，不用于指過去的事情I hope he will come hope 可用hope to do sth句型，而不能用hope sb to do sth句型 eg: I hope to watch the football match again hope后面還可以接that 從句，意為“希望……；能……就好了 eg:She hopes that I will pass the exam hope后不能直接接名詞作賓語，若要接需先接 for 即 hope for sth.)wish后可跟雙賓語，hope后則不能 eg: wish you success/luck.have a slim hope有一線希望 in the hope of sth 懷著……的希望

live in hope(s)of 滿懷希望