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英文教案格式范文

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“xiaochong0”通过精心收集，向本站投稿了19篇英文教案格式范文，下面是小编整理后的英文教案格式范文，欢迎大家阅读借鉴，并有积极分享。

英文教案格式范文

篇1：小学英文教案

教学目标：

1.Daming has got a Chinese kite and we fly it in the park.

2.Ive got some chopsticks, but they are difficult.

3. 通过不同国家的人们使用的物品进行文化对比，复习have got的用法。

教学过程：

一、Warmer

Take fine objects that belong to you and put them on the table.

The students must see clearly that they are your things.

Now pick up one of the things and introduce it using have got

E.g.: T: (pick up a book)Have got a book.

Repeat this activity with the rest of the objects.

Practice “I have got…。and Ive got…”

二、Listen, point and find have got。

Write on the board

Daming has got… Laura has got…。

Ask the students to close their students books. Before they listen, ask them to guess what objects Laura and Daming have got.

Then, play the recording and ask the students to listen and check if their guesses are correct.

三、Listen and say.

After practicing the phrases, encourage the students to ask each other question.

Do an example by asking a student. Examples T: Have you got a kite? S1: No, I havent. T: Have you got a pair of chopsticks? S2: Yes, I have.

Then, divide the class into pairs and ask them to ask each other question.

四、Make sentences from the boxes, using andor but。

Use the activities in the vocabulary Extension List from Module 5 to play a game. Write the words from the Vocabulary list on the board Swim dance play table tennis play football speak English speak Chinese cook sing songs play the guitar

Tell the students that they have to point at two activities, say the verbs and then make a sentence with andand but。

Ask the students to practice the dialogue in pairs.

五、Homework

read the dialogue.

篇2：初中英语英文教案

课题 The title

授课时间 Time

教学目的 Teaching Objectives

教学重点 Teaching focus

教学过程 Teaching procedures

1.问候：Greetings

2.复习：Revision

3.新课导入 Lead-in

4.文章背景介绍 The Introduction of the Background Information

5.课文详细分析 Text Analysis：1)文章体裁 Style of the text

2)文章结构 Structure of the text

3) 文章内容详解(如对重要语言点、语法点、主旨思想、

写作手法等的分析)The detailed analysis of

the text (the analysis of the important

language points,grammatic points,theme and

writing devices)

教学内容 Teaching Content

教学方法、手段及时间分配 Teaching Method and Time Arrangement

课堂小结和教学反馈 Conclusion and the Feedback

作业 Assignment

板书设计 Blackboard Design

教学反思 Teaching Reflection

篇3：小学英文教案

一、教材分析：

本课是冀教版小学英语(三年级起始版)第四册第三单元(All about me)的第4个新授课，Lesson16：How do you go to school? 经过一年半的学习，四年级下学期孩子们学习的重点逐渐过渡到各种基本句型。本单元前面三课分别学习了关于年龄、身高、住处的句子，本课教材以How do you go to school?为切入点，重点学习关于出行方式的交流：询问别人、介绍自己的出行方式。

二、学生分析：

孩子们经过一年半的学习，基本了解了字母：26个字母及常见字母组合的发音规则，词汇的学习方法：单词音形意用的结合、音节、重音及不同词类(名、动、数、形、冠等)的用法特点，初步体会英语句子的语序与汉语的不同，但对于句子结构及变化还比较陌生。本课内容对于孩子们来说并不陌生，Book3 L16已学习过四种出行方式by bus, by car, by bike, by taxi和句子：How do you go to school? I go to school by ____? 另一种出行方式on foot /walk，dives me及选择此种出行方式的原因表述学生相对陌生。但我校学生学习英语较早，一二年级有了两年的口语学习，还有近1/3有课外学习经历或正在进行，这些内容对于他们可能都不陌生。

基于以上分析，本课时目标制定如下。

三、教学目标：

1、知识技能目标：

A. 学生能够运用所学句型Do you walk to school? How do you go to school? I go to ___ by___ / on foot...询问、表达适合自己的出行方式。

B. 学生知道句子的变化是和人称有关系的，并能尝试运用所学句子介绍和询问他人的出行方式：Does he/she walk to school? How dooes he/she go to school? He/she goes to school by___ / on foot...

2、文化目标：

尝试了解不同地区人们选择不同出行方式：山区孩子、牧民(草原)、江南居民及西方国家等。

3、学习策略目标：

学生知道句子的变化是有规律可循的，并引导尝试找出这些规律： A.和人称变化的关系; B.不同句式之间的关系等。

初步构建“单词——短语——句子”的建构学习模式。

4.情感态度目标：

通过寻找句子规律及了解不同人们的出行方式，引导学生体会英语学习是有规律可循的，Englishi is easy! 及交流开阔自己的眼界English is fun!

四、教学重难点：

1、教学重点：学生能够运用所学句型Do you walk to school? How do you go to school? I go to ___ by___ / on foot...询问、表达适合自己的出行方式。

2、教学难点：学生知道句子的变化是和人称有关系的，并能尝试运用所学句子介绍和询问他人的出行方式：Does he/she walk to school? How does he/she go to school? He/she goes to school by___ / on foot...

五、预习作业：(Choose

1. Read N1 and fill in the blanks.(☆☆☆☆)

How do they go to school? Why?(为什么)

Kim

Jenny

Steven

Danny

me 2. Where do you live ? Is it far or near your school?Do you walk to school?(☆☆☆)

3. Where do you like to go on weekends? 3 sentences. (☆☆☆)

六、教学过程：略

篇4：初中英文教案

初中英文教案模板

教案是教师为顺利而有效地开展教学活动，根据教学大纲和教科书要求及学生的实际情况，以课时或课题为单位，对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书。初中英文教案模板应该怎么设计?

初中英文教案模板

教学目标：

掌握过去进行时态的用法

教学设计过程：

Step 1 Revision

(学生活动)利用图片或照片复习过去进行时的用法。

(录像演示)通过情景复习过去进行时表达一个过去某个时间所发生的动作。

Step 2 Listening

(声音课件展示)让学生边听边完成听力练习

Step 3 Read and say

(学生活动)根据不同的职业特点，让学生选择最好的答案来回答警察的问话。

(录像演示)情景演示警察调查案件时询问每个人的情景，运用过去进行时来表达当时发生的动作。观看后教师可让学生写对话并表演出来。

(学生活动)提供一个案情，让学生来表演过程。

Here is another situation for the students to practise. A very famous drawing was stolen in the art gallery last night. You are trying to find out who did that. You can ask the question “What were you doing at nine o’clock last night?” After everyone has answered the question, the class discuss together, “Who do you think stole the painting from the gallery? Why?”

Step 4 Read and talk

Read the table about what David was doing at different times yesterday, then ask and answer in pairs.

(录像演示)情景演示询问过去某个时间点正在进行的动作，看后让学生进行模仿练习。

Step 5 Writing

通过图片展示昨天一天的主要活动，让学生描述每个不同的时刻正在发生的'动作。然后让学生用过去进行时描述自己昨天的一天的活动。

Step 6 Reading

(录像演示)情景演示关于邻里关系的幽默故事，回答：How do you think the neighbour wasn’t a good neighbour?

(课件演示)让学生跟读此篇幽默故事，回答下列问题：

1. Why were Masha and Sasha tired of Misha?

2. What did Masha borrow today?

3. Did Sasha want to lend him?

4. How did Sasha do?

5. What do you think happened at last?

6. What will you do if you were Sasha?

Step 7 Discussion

Discuss what a person should or should not do in the neighbourhood.

Step 8 Checkpoint

(录像演示)总结归纳过去进行时的用法、构成及其陈述和疑问句式。

归纳本单元的useful expressions

Step 9 Exercise

完成下列句子。

1.司机正开车去天津。

The driver______ ______ _______ ______Tianjin.

2.他们厌倦了这项工作。

They______ _______ ______ ______the work.

3.他决定礼貌地拒绝他。

He ______ ______ ______ him politely.

4.我需要一把花园剪刀。

I need ______ _______ ______ ______ _______.

5.我们整天将在花园工作。

We'll______ _______all day in the garden.

答案：1.was driving a truck to 2.were fed up with 3.decided to refuse 4.a pair of garden scissors 5.be working

Step 10 Homework

1. Write about what David was doing at different times yesterday. Begin like this “David had a busy day yesterday. He was having an English class at eight o’clock in the morning. . . .”

2. Finish off the workbook exercises.

3. Write a short passage about what you were doing at different times yesterday.

篇5：五年级的英文教案

五年级的英文教案

Teaching objectives:

1. Words: arrive taxi flat building made again

2. Sentences:

Grandma made Chinese food for me.

I want to try American food.

I will write again soon.

3. Practise to pronounce ‘wh’ ‘wr’.

4. Learn the song: It’s a big exciting world.

Teaching properties: cards tape-recorder pictures

Teaching procedures

Warmer:

1. Stick the pictures of unit 1 on the board. Have the students come to thefront and mime the text of unit 1.

2. Say a sentence in the present tense and get the students say it in thepast tense.

Examples:

T: Daming goes to New York.

Ss: Daming went to New York.

T: Grandma meets Daming.

Ss: Gradma met Daming.

Teach the text:

1. Raise the picture of the Statue of Liberty and ask: What is it ? Whereis it?”

Guide the students say: It’s the statue of Liberty. It’s in New York”.

T: Daming is in New York now. Let’s see who met him at the airport. What hesaw in New York and What food he wanted to eat.

2. Play the tape. Have the students listen and underline the new words inbooks.

3. Teach the new words.

4. Play the tape again. Have the students listen and say. After this, getthe students to answer the following questions:

⑴Who met Daming at the airport? (Grandma and Simon)

⑵What did Daming see in New York? (Buildings, cards and people)

⑶What food did he want to try? (American food)

5. Complete activity 2 in SB. (Get the students to ask and answer inpairs)

6. Practise to pronounce 'wh' 'wr'.

7. Learn the song: It’s a big exciting world.

8. Complete exercise 1 in AB.

Homework:

Practise the following sentences in pairs:

Where are you from?

Where are you going to go?

Where are you going to go there?

Where are you going to do there?

Designs:

Module 10 Unit 2 I’m in New York now

Arrive Grandma mad Chinese food for me.

Taxi

Flat I want to try American food.

building

made I will write again soon

篇6：五年级的英文教案

一、学习目标

1.New words: cook help plant flowers water go for a walk

2Drills:What does he like to do? He likes to…

二、重难点重点

掌握动词单数第三人称的用法

熟读课文，流利会话

三、学习内容

1.填字母构成单词

w___ ___k w ___ ___k d___ct___r

h ___sp___t___l n___ ___se dr___ve

2.看例句完成句子

(1)医生在医院上班→A doctor works at a hospital.

( 2 ) 农夫在农场工作→

(3)教师在学校上班→

(4)我步行去上学→

(5)我爸爸开车去上班→

3.合作探究，归纳展示。英译汉

1.go for a walk 2.water flowers

3.plant flowers 4.go shopping

5.cook 6.help him

四、达标检测回答问题

1.What does your grandfather like to do?

2.What does your grandmother like to do?

3.What does your father like to do?

4.What does your mother like to do?

5.What does aunt Meiping like to do?

6.What does uncle Dachao like to do?

五年级的英文教案

篇7：电子备课英文教案

LESSON 10 MEALS AND HOTELS

Period 1 : Dialogue 1

Total teaching time: 45 minutes

The Purpose of teaching : Let the students have a good command of what to say at table and hotel services. And to enhance their oral and listening ability of English.

The means of teaching: A projection machine, a computer with electric slide show if available.

Allocation of time:

1. Daily talk (3 minutes)

Ask two or three pairs of students to make a daily talk.

2. Audio-lingual presentation of the dialogue (10 minutes)

a) Introductory Commentary and listening (Book shut)

Say a few words about the subject-matter of the dialogue by way of introduction, then read it to the class (or play the recording) straight through without pauses, explanations or gestures. The students listen only and try to understand as much as they can at first hearing.

A: What’s for breakfast, mum?

B: Porridge and pickles.

A: I don’t want any porridge. We have had it for three days.

Can we have something else for a change.

B: What about milk and crackers?

A: That’s a good idea, mum. And I’d like to have an egg, too.

B: Well it will be ready soon. I hope you’ll have a good breakfast.

b) Intensive Reading (Book shut)

Read the dialogue in small units (e.g. a sentence at a time, or less) making sure the students really understand it. Rather than give direct explanations, try to get as much information as possible from the students themselves. Explanations should be given entirely in English, but don’t carry direct-method teaching to absurd lengths. If the students fail to understand in spite of all the efforts, translate briefly and move on. Remember, if I don’t translate a particular difficulty, then someone in the class will! But do all I can to discourage students from shouting out translations.

c) Listening (Book shut)

Read the dialogue straight through again or play the recording while the students listen. They should now be able to understand the dialogue completely.

d) Reading (Book open)

A few individual students should be asked to read the dialogue aloud.

3. Comprehension questions and answers (5 minutes)

Once the text has been communicated, proceed with the comprehension questions given. The questions in this section are mixed and demand a variety of responses. They should be asked rapidly round the class and the students should be trained to answer naturally (e.g. don’t insist on complete answers where they would not normally be given in the course of ordinary conversation). The essence of this exercise is pace, so it’s better to get the students to answer individually rather than in chorus.

Questions to this dialogue:

1. What’s for the breakfast that morning at first?

2. Does the son like it?

3. What will they have at last?

4. What else does the son like to have?

5. Will they have a good meal?

4. Pattern drills and explanation (10 minutes)

Key structures (and sometimes special difficulties) which have been built into the text are now, as it were, extracted and drilled intensively round the class.

A: What’s for breakfast, mum?

B: Porridge and pickles.

A: I don’t want any porridge. We have had it for three days.

Can we have something else for a change.

B: What about milk and crackers?

A: That’s a good idea, mum. And I’d like to have an egg, too.

B: Well it will be ready soon. I hope you’ll have a good breakfast.

5. Oral composition(10 minutes)

This section consists of a numbered, note-form summary of the text. Write out the summary on the Blackboard (or have it written up and covered before the lesson begins) and ask individual students to reconstruct the text in their own words. This give them semi-prepared practice at speaking without interruption. Point out the main errors a student has made after he has finished speaking..

Topic 1: Talking at the breakfast table

Topic 2: Talking at the lunch table

Topic 3: Talking at the birthday party table

Topic 4: Talking at the supper table

Topic 5: Talking at the snack bar table

6. General revision (5 minutes)

1. Go over the new words.

2. Do some more reading or some exercises if necessary.

7. Homework assignment (2 minutes)

1. Copy and memorize the new words.

2. Learn the new dialogue by heart.

3. Daily talk preparation.

Period 2 : Dialogue 2

Total teaching time: 45 minutes

The result of teaching : Let the students have a good command of this part. And to enhance their oral and listening ability of English.

Allocation of time:

1. Daily talk (3 minutes)

2. Audio-lingual presentation of the dialogue (10 minutes)

a) Introductory Commentary and listening (Book shut)

A: Good afternoon, sir and madam. Can I help you?

B: I hope so. Do you have a table for six?

A: Yes. This way please.

B: I would prefer a table by the window.

A: Will this table be all right?

B: Oh, it’s fine. We like the table.

A: Here’s the menu. We have the list of special dishes on the last page of it.

B: I’m interested in it. Thank you.

A: You are welcome.

b) Intensive Reading (Book shut)

c) Listening (Book shut)

d) Reading (Book open)

3. Comprehension questions and answers (5 minutes):

1. When did they go to the restaurant?

2. How many people are there in this dialogue?

3. Where do they prefer to sit?

4. Where do they can find some special dishes on the menu?

5. What is a menu?

6. How many people do they want a table for?

4. Pattern drills and explanation (10 minutes)

A: Good afternoon, sir and madam. Can I help you?

B: I hope so. Do you have a table for six?

A: Yes. This way please.

B: I would prefer a table by the window.

A: Will this table be all right?

B: Oh, it’s fine. We like the table.

A: Here’s the menu. We have the list of special dishes on the last page of it.

B: I’m interested in it. Thank you.

A: You are welcome.

5. Oral composition(10 minutes)

Do Exercise IV (1-2)

6. General revision (5 minutes)

1. Go over the new words.

2. Do some more reading or some exercises if necessary.

7. Homework assignment (2 minutes)

1. Copy and memorize the new words.

2. Learn the new dialogue by heart.

3. Daily talk preparation.

Period 3 : Dialogue 3

Total teaching time: 45 minutes

The result of teaching : Let the students have a good command of this part of the dialogue. And to enhance their oral and listening ability of English.

Allocation of time:

1. Daily talk (3 minutes)

2. Audio-lingual presentation of the dialogue (10 minutes)

a) Introductory Commentary and listening (Book shut)

A: Good morning, sir. What can I do for you?

B: I’d like a room for two nights.

A: Do you have a reservation, sir?

B: Yes. I booked it last Friday. The name is Brown.

A: Ah, yes. Mr. Brown. Could you fill in this registration form, please?

B: All right. Shall I fill in the passport information?

A: Yes, sir. Here is your room key. The room number is 1268 and it is on the 12th floor. I’ll ask the porter to help you with your baggage.

B: Thank you. I think I can manage.

b) Intensive Reading (Book shut)

c) Listening (Book shut)

d) Reading (Book open)

3. Comprehension questions and answers (5 minutes)

1. Where are they talking?

2. What is Mr. B going to do?

3. How long will Mr. B stay in the hotel?

4. What is the room number? And where is the room?

5. What should he do before he gets the room key?

4. Pattern drills and explanation (10 minutes)

A: Good morning, sir. What can I do for you?

B: I’d like a room for two nights.

A: Do you have a reservation, sir?

B: Yes. I booked it last Friday. The name is Brown.

A: Ah, yes. Mr. Brown. Could you fill in this registration form, please?

B: All right. Shall I fill in the passport information?

A: Yes, sir. Here is your room key. The room number is 1268 and it is on the 12th floor. I’ll ask the porter to help you with your baggage.

B: Thank you. I think I can manage.

5. Oral composition(10 minutes)

1. A guest is going to check in, how can you say to him?

2. What should you do when a guest wants to stay in your hotel?

3. List out what a receptionist shoud do for a guest at the reception desk.

6. General revision (5 minutes)

1. Go over the new words.

2. Do some more reading or some exercises if necessary.

7. Homework assignment(2 minutes)

1. Copy and memorize the new words.

2. Learn the new dialogue by heart.

3. Daily talk preparation.

4. Do Exercise 2

Period 4 : Dialogue 4

Total teaching time: 45 minutes

The result of teaching : Let the students have a good command of this part of the dialogue and part of the text. And to enhance their oral and listening ability of English.

Allocation of time:

1. Daily talk (3 minutes)

2. Audio-lingual presentation of the dialogue (10 minutes)

a) Introductory Commentary and listening (Book shut)

(Paying the bill)

A: Do you want anything else, sir?

B: No. Can I have the bill, please?

A: Yes, sir. Here it is.

B: How much does my bill total?

A: 518 yuan, please.

B: Here’s the money.

A: Your change, sir. We hope you will come again.

B: I will. Good-bye.

A: Good-bye.

b) Intensive Reading (Book shut)

c) Listening (Book shut)

d) Reading (Book open)

3. Comprehension questions and answers (5 minutes):

1. Where are they talking?

2. What does Mr. B want to have ?

3. How much is the bill?

4. Is there any change for the bill?

5. How will you say when the guest is going to leave from the cashier desk?

4. Pattern drills and explanation (10 minutes)

(Paying the bill)

A: Do you want anything else, sir?

B: No. Can I have the bill, please?

A: Yes, sir. Here it is.

B: How much does my bill total?

A: 518 yuan, please.

B: Here’s the money.

A: Your change, sir. We hope you will come again.

B: I will. Good-bye.

A: Good-bye.

5. Oral composition(10 minutes)

Do Exercises IV (2,3)

6. General revision (5 minutes)

1. Go over the new words.

2. Do some more reading or some exercises if necessary.

3. lead in the text.

7. Homework assignment (2 minutes)

1. Copy and memorize the new words.

2. Learn the new dialogue by heart.

3. Daily talk preparation.

4. Do Exercise 3

Period 5 : Reading

Total teaching time: 45 minutes

The result of teaching : Let the students have a good command of the text. And to enhance their oral and listening ability of English.

Allocation of time:

1. Daily talk (3 minutes)

2. Audio-lingual presentation of the dialogue (10 minutes)

a) Introductory Commentary and listening (Book shut)

We Chinese usually have three meals a day. We have breakfast in the morning shortly after getting up, lunch at noon and dinner in the evening.

Breakfast is often a simple meal, but more and more people have come to realize the importance of having a balanced diet. Dinner time is a happy occasion for the family to sit at the table to enjoy a comparatively big and rich meal.

During the holidays, small groups of people can have meals in restaurants. Big restaurants in Chinese cities might seat several hundred people at a time and some even have private rooms. Food in big restaurants is relatively expensive and food in hotel restaurants is even more expensive, while food served at snack bars is inexpensive. There are also a few restaurants serving western food, where dinners use forks and knives instead of chopsticks.

People who are traveling often have meals at hotels, because hotels are temporary homes for them. The standard hotel rooms in China are simple, functional, clean and comfortable. Most rooms are air-conditioned and have a telephone, a TV set, a small refrigerator and a private bathroom. Hotels can be classified into four categories: commercial hotels, resort hotels, convention hotels and resident hotels. Other hotels are rated from five stars to one star.

b) Intensive Reading (Book shut)

c) Listening (Book shut)

d) Reading (Book open)

3. Comprehension questions and answers (5 minutes)

Do exercise 1 of the book.

4. Pattern drills and explanation (10 minutes)

We Chinese usually have three meals a day. We have breakfast in the morning shortly after getting up, lunch at noon and dinner in the evening.

5. Oral composition(10 minutes)

Do Exercise 1

6. General revision (5 minutes)

1. Go over the new words.

2. Do some more reading or some exercises if necessary.

7. Homework assignment (2 minutes)

1. Copy and memorize the new words.

2. Learn the reading by heart.

3. Daily talk preparation.

4. Copy the text and translate it into Chinese.

5. Do Exercise 1,5.

Period 6 : Revision

Total teaching time: 45 minutes

The result of teaching : Let the students have a good command of the lesson. And check their study and command.

Allocation of time:

1. Daily talk (5 minutes)

2. Memorizing the new words (6 minutes)

1. resident 2. porridge 3. pickle 4. vegetable 5. a piece of baggage 6. cracker

7. pickle 8. realize 9. private 10. inexpensive 11. fork 12. menu 13. special

14. resort 15. snack bar 16. chopsticks 17. pork 18. registration 19. functional

20. reservation 21. porter 22. commercial 23. convention

3. Reading (7 minutes)

5. Do Exercise 6,7 (10 minutes)

6. Go over the whole lesson and check Exercise 4 (15 minutes)

7. Homework assignment : (2 minutes)

Preview Lesson 11

篇8：Unit 8 Friendship 英文教案

Unit 8 Friendship 英文教案

Unit 8 Friendship (Listening and Speaking) Teacher: *** from ******School Teaching time: ********** Class: ************************ Teaching Objectives: The knowledge aims: At the end of the class, Ss will be able to: 1. recognize and tell the expressions: talk on the phone, chat in the coffee house, sing in karaoke bar, see a movie in the cinema and eat in a restaurant. 2. use some sentence patterns to make dialogues for inviting, accepting and declining invitations. The ability aims: At the end of the class, Ss will be able to 1. decide where the conversations take place according to the key words. 2. use the sentence patterns to invite, accept and refuse invitations. 3. invite, accept and refuse invitations according to the real situations freely and appropriately. The affective aims: At the end of the class, Ss will be aware of politeness when they accept or refuse others’ invitation. Important points: 1. Ss can get the main idea of the conversation. 2. Inviting, accepting and declining invitations. Difficult points: 3. Ss can identify where the conversation takes place. 4. Ss use the sentence patterns and words to invite, accept and decline invitations freely. Teaching approach: Cooperative learning; Task-based method; Situational teaching Design for blackboard: Activities Go shopping Play games Do sports Have a party See a movie Chatting on line … Inviting: Accepting invitation Refusing invitations Would you like to…(with me)? I wonder if you could … Do you want to . . . (with me)? How about Ving…? I hope you could… Yes, I’d like to. Thanks for asking. Yes, I’d love to. It’s very nice of you to invite me. Yes, with pleasure. Yes. That’s a good/ great/ nice idea. I wish I could, but I’m afraid I can’t. Im sorry, but I can’t. I’d love to, but I don’t think I can. Im sorry. I have to work. But thanks for inviting me. Teaching procedures: Step One: Warming-up 1. Ask Ss questions about the activities they do with friends. 2. Show some pictures of different activities and the places where the activities take place. Step Two: Pre-listening 1. Ask Ss to listen and identify where the conversations take place. Play the tape once, and remind the Ss some key words. 2. If Ss cannot understand them, play the tape again. 3. Check answers. Step Three: While-listening 1. First listening ( for the main idea of this conversation ) 1) Before listening, ask Ss to find out the key words in each sentence and ask them to make a prediction. 2) Listen to the conversation between Tom and Mary and ask Ss to finish multiple-choice task. 3) Check answers. 2. Second listening (for the details of this conversation) 1) Play the tape for the second time and ask Ss to find out. 2) Check the answers and correct the mistakes. 3) Second listening is for Ss to get the details of this conversation Step Four: Post-listening 1. Ask Ss the questions about the conversation: 1) Why does Tom call Mary? 2) How does Tom invite Mary? 3) Does Mary accept or refuse? How do you know? 2. Have Ss work in groups to brainstorm the ways to invite and accept invitations. Then, List Ss’ answers on the blackboard. 3. Add several more related sentence patterns on the blackboard. 4. Listen to a short conversation. 5. Have Ss work in groups to brainstorm the ways to refuse invitations. Then, List Ss’ answers on the blackboard. 6. Add several more related sentence patterns on the blackboard. 7. Ask Ss to read the sentence patterns. 8. Work out the steps for inviting, accepting and refusing. 9. Sum up the main points in this lesson Step Five: Speaking 1. Introduce Task 1 for pair work: Work in pairs and complete the dialogues (on the screen). 2. Introduce Task 2 for pair work: Think of an activity you like to invite your partner to do and complete the specific information for the invitation. Then work in pairs. Model the dialogue and make up a new one. Then, exchange the role. Encourage them to use the expressions on the blackboard. 3. Introduce Task 3 for pair work: Choose a situation and make a dialogue. Invite a friend to eat in a restaurant/ sing in Karaoke/ chat in a coffee house/ go shopping/ join in a birthday party/ see a movie Sum up the main points in this lesson. Step Six: Homework 1. Finish the summary work. (Words, phrases and sentence patterns). 2. Invite two classmates and an English teacher to your favorite activity. Asking the way A: Excuse me, sir. Can you tell me the way to Jinling Hotel, please? B: Sure. You can go there by bus. A: Is it a long way from here? B: No. It will take you about 15 minutes. A: Which bus can I take? B: You can take No. 2 bus. A: Where is the bus stop? B: Just go straight. Look, the bus is coming. A: Thank you very much. B: You’re welcome.

篇9：大班英文教案《蔬菜Vegetables》

大班英文教案《蔬菜Vegetables》

活动目标：

1、了解一些常见蔬菜的名称和特征。（西红柿Tomato、黄瓜cucumber、玉米Maize,胡萝卜Carrot）

2、引导幼儿运用多种感官感知蔬菜的特征。

活动过程：

一、复习水果Fruit

T：Yesterday，we have gone to fruit’s home. We has known the apple , banana ,

Orange and pear, do you also remember them?

S：yes！

T：ok！Now let me test you !（教师出示图片，问）

Please take a picture. What is this? Is this a fruit？Let the vegetables

gone here to line up. All these are fruit, all these are vegetables.

二、认识蔬菜

1、认识蔬菜、了解特征

T：This is …….

1）What color is it?（在黑板上画出颜色）

2）What sample is it?（在黑板上画出样子）

T：This is a tomato / Cucumber / Maize / Carrot.

It is red / green / yellow / Orange.

It is Round / long、Curved弯/ small、One for one一粒一粒/

long、Thick粗.

Color：

Sample：

T：Now let us know these vegetables again. Please read after me.

2、游戏：摸摸是谁

Today, we’ll go to vegetables’s home. Look, it’s a pocket. Many vegetables in it. What vegetables inside this pocket？If you want to know ,please touch one.

Who can try?

幼儿上前摸，提醒他们摸一个Touch one，

Please tell us, What have you touched to? what is this？

2、游戏：我说你选择

T：Now we will going to do a game“I say You Take”. I will tell the color and sample of the vegetables , Please lift the picture of the vegetables. Other people do judgement，If they are right please clap your hands, if they are wrong

please stamp your foot . Do you understand? Ok！Who can try?

画好后提问：Please tell us，what vegetables have you drawn?

3、游戏：谁的眼睛亮

T：Next，I want to test your eyes. I will show a kind of vegetables very fast , please tell me what vegetables this is. Ok？

篇10：英文儿歌小学信息技术教案

英文儿歌小学信息技术教案

一、激趣导入

上课之前老师请小朋友们来欣赏一首英文儿歌。播放flash苹果歌，师生一起欢唱。师：这么好听的儿歌，我们把它的歌词在写字板中打出来，让更多的小朋友来学会唱它好吗？

设计意图：通过歌唱这一环节，激发学生学习的兴趣，使其集中注意力积极主动地投入学习，并把学习当成愉快的事。

二、自由探究

1、复习旧知（正确的打字姿势和指法）。

师：在输入歌词之前我们来做一个热身运动，课件出示打字的姿势和指法图片。师：你们认为正确的打字姿势是？正确的打字指法是？

设计意图：让学生来判断正确，并要求学生按正确的`姿势和指法做好输入前的准备。

2、学生探究，发现问题

出示任务一：请你在写字板中输入英语儿歌《APPLE》的歌词，假如你在打字的过程中如果遇到什么困难，可以采用以下几种求助方式（1）试着用用CapsLock键和Shift键（2）阅读课本25、26页内容（3）请教老师或同学（4）将你遇到的问题记录下来。

Appleround,Applered，

Applejuicy,Applesweet;

AppleAppleIloveyou,

ApplesweetIlovetoeat!

学生开始操作：录入英文儿歌《APPLE》

设计意图：通过任务的设计使学生在完成任务的过程中自主发现问题、提出问题，并解决问题。

3、提出问题、解决问题

师：刚才小朋友们打的都很认真，那你们在输入时，都遇到哪些问题呢？学生思考回答。师有学生遇到了这两个问题：A、怎样输入大写字母B、怎样输入感叹号（教师幻灯片出示）谁能帮他解决呢。学生思考解决的方法。师：请会的学生进行示范操作，屏幕广播。

师：想一想，输入大写还有什么方法？（用Shiftt键和CapsLockk键两种方法）试一试，如果你按了CapsLock后键盘会有什么不同？如果再按一下，又会出现什么现象？生：思考回答。

师小结：在键盘上找到CapsLock键并按下它，键盘上的CapsLock指示灯就亮了，表示进入了大写字母输入状态，其后输入的字母都是大写。在键盘上找到Shiftt键，按住Shiftt键不放，然后再按字符所在的键，就可以输入按键上方的字符了。

4、学生继续操作练习，教师巡视个别指导。

三、修改英语情景对话

师：我听说我们班的同学英语很厉害哦，今天老师第一次给你们上课我们用英语打个招呼好吗？

T：Hello!

S：Hello!

T：Nicetomeetyou.

S：Nicetomeetyoutoo.

T：Howareyou?

S：Fine.Thankyou.内容来自斐斐课件园

老师把刚才我们之间的对话给记录了下来，可是老师实在是太粗心了，好多地方都输入错了，你愿意帮助老师把它改正过来吗？生：尝试操作。

师：请个别学生示范。

师小结：先要移动光标到要修改的地方，然后按退格键，将单字删除，最后输入正确的字符。

设计意图：通过设计修改英语情景对话的任务，使信息技术与英语课程相整合，让学生在轻松、愉快、民主、平等的氛围中既学到了英语知识，又学到了电脑知识。

四、巩固练习

下面我们来放松一下来玩一个小游戏。

学生开始玩打字游戏，并做好结果记录。

五、课堂评价、小结

同学们学得都很认真，接下来我们给自己这个课的表现情况打打分好吗？学生自评，填写课堂评价表。师：同学们，这节课通过大家积极的探索，我们的收获可真不小！接下来大家就来说说这节课的收获吧!

分别请得分优秀和须要努力的学生来谈谈这节课的体会和收获。

六、课外延伸

时间过的真快，又到了下课的时间了，最后让我们一起来唱一首英文儿歌，在歌声中结束这堂课吧！

设计意图：利用歌曲来提高学生练习电脑打字的兴趣。

篇11：小学信息技术备课教案《英文儿歌》

信息技术备课教案《英文儿歌》

【教学目标】

知识目标：知道shift和caps lock等功能键的作用。

能力目标：

1．较熟练字母键的操作指法。

2．学会用shift、caps lock键进行大小写切换。

情感目标：培养学习英语的兴趣。

【教学重难点】进一步熟练字母键的指法，学会常用功能键。

【教学准备】flash苹果歌、flash abc歌等。

【课时安排】1课时

【教学流程】

教学内容教师活动学生活动设计意图活动引入1．播放flash苹果歌，让学生跟着一起唱。 2．听了这么好听苹果歌，接下来老师要大家来完成一个任务，把这首苹果歌的歌词在写字板中打出来。1．学生跟着一起唱 2．学生接受任务。引起学生的兴趣，让学生觉得在电脑课上也可以唱歌，培养学生的新鲜感。输入儿歌发现问题1．请你把下面的英语歌曲在写字板打出来，并把在打这首英语歌曲中出现的问题写出来？ apple round,apple red apple juicy,apple sweet; apple apple i love you, apple sweet i love to eat! 2．如果你有什么问题请写在纸上？ 3．提出问题：你在输入过程，遇到了什么困难？1．怎样输入大写字母？ 2．怎样输入感叹号呢？给提出问题的学生给予奖励。 3．让个别学生示范，利用实物键盘悬挂操作示范，让其他学生跟着做。 4．比一比，谁最先把这首儿歌输完。1．培养学生运用知识的能力。 2．培养学生的发现问题的能力。儿歌修改1．师：现在请同学们一起来修改刚才这首儿歌，怎么改？（网络广播展示，小写字母） 2．提出问题，怎样在错误处修改呢？ 3．教师作总结，移动光标到要修改的地方，然后按删除键，将单字删除，最后输入新字母即可。 4、保存作品。1．请学生来示范。儿歌修改好了，那现在就让我们伴着音乐看着歌词一块儿来唱一遍，学生齐唱。 3．在文件中点保存按钮，进行保存写好的文件。激发学生学习英语的兴趣。培养学生学习知识的综合运用能力。 3、复习以前学的保存文件的方法。课外延伸先让学生听听英文儿歌，再让学生写写英文歌词，歌词不必让学生背。学生写写英文儿歌培养听、写的能力。交流小结今天我们输入了一首儿歌，从中你学会了些什么？学生体会

篇12：小学英语四年级的英文教案

人教版小学英语四年级的英文教案

1.Teaching aims

Let the students master the new words:

Nurse, farmer, doctor, driver.

2.Teaching aids

A tape recoder, a projector

3. Teaching steps

1) Greetings

Say “Hello” to all the students.

2)Revision

Ask several groups to come to the front to act out the text.

Ask several groups to come to the front to act the new story that

They’ve made up after class.

3) Read the words:

Nurse, farmer, doctor, driver.

Let the students to fill in the blanks on page 75.

Read the sentence and ask them to make up a new paragraph about themselves. Ask several students to say sth about himself.

4) Review the chant they’ve learned last class.Choose several students to come to the front to act.

5)Games

Choose 6 students to come to the front. Let them act as the Father, mother, sister, brother, uncle and aunt. Ask them to Introduce themselves first and then choose 3 students to introduce them .

Play a word game to review the words the students had learned.

6) Tell them sonething about the foreigners and the west countries.

7) Teach them a new song named “ She’ll be coming around the mountain”

4. Homework

Let the students master the new words and expressions. Ask them to make up a new dialogue after class.

5.Teaching notes

篇13：新目标英语九年级英文教案 Unit 14

新目标英语九年级英文教案 Unit 14

新目标九年英语英文教案Unit 14 Have you packed yet? Unit 14 Have you packed yet? Part 1: Teaching design (第一部分：教学设计) Structures: Present perfect with already and yet Target language: Have you watered the plants yet? Yes, I have already watered them? Vocabulary: watered, travel guidebook, suitcase, beach towel, bathing suit, refrigerator, member, cleaned out, turned off Learning strategies: Brainstorming, Role playing Section A Goals ●To learn to use Present perfect with already and yet ●To listen and talk about having a vacation Procedures Warming up by studying grammar Grammar is so important that it should always be learned and made use of in class. Today we shall learn to use “ Present perfect with already and yet” Look at the two sentences: Have you watered the plants yet? Yes, I have already watered them? Do you understand the structure of the two sentences? We shall make more sentences like those. Have you finished your homework yet? Yes, I have already finished it? Have you found your bike yet? Yes, I have already found it? To use the “ Present perfect with already and yet” more in communication, let’s go on to page 110. 1a Thinking and writing Have you been on a beach vacation yet? If you go on a beach vacation, what three things would you pack? Think and write your ideas in the chart on page 110. A beach vacation Sightseeing in a city 1. bathing suit 1. camera 2. umbrella 2. mobile phone 3. drinking water 3. bike 1b Listening and checking A family are packing things for a beach vacation. Now listen to their talk, paying attention to the “ Present perfect with already and yet”. Tapescript Woman: Have you packed the beach towels yet? Boy: No, I haven’t. Can’t Judy pack them? Woman: No, she’s busy. Could you please water the plants? Boy: I’ve already watered them. Woman: Oh, thanks. Man: What about the travel guidebook and the street map? Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet. Man: That’s OK. I’ll get it. Have you packed the camera? Boy: Yup. I’ve already put it in my suitcase. Woman: Well, I guess that’s everything. Boy: Almost everything. We haven’t locked the windows yet. And now check√ the chores listed below the family have already done. √Packed the camera √Watered the plants × Locked the window √Bought a travel guidebook × Bought a street map × Packed the beach towels 1c Doing pairwork Imagine that you are going to the beach for the vacation. Ask your family members if they have already made a good preparation. Paying attention to the “ Present perfect with already and yet” structure. A: Have you watered the plants yet? B: Yes, I have already watered them. A: Have you packed the camera yet? B: Yes, I have already packed the camera. A: Have you bought a street map yet? B: Yes, I have already bought a street map. A: Have you locked the window yet? B: Yes, I have already locked the window. A: Have you packed the beach towels yet? B: Yes, I have already packed the beach towels. A: Have you bought a travel guidebook yet? B: Yes, I have already bought a travel guidebook. 2a Listening and writing Next is another recording of a conversation about chores done or to be done. Listen to the conversation for what Mark did and what Tina did. While listening also pay attention to the “ Present perfect with already and yet” structure. Tapescript Boy: Mom and Dad said they want to leave in ten minutes. Are you ready, Tina? Girl: No. I haven’t cleaned out the refrigerator yet. I have to do that right now. Boy: Tina! You’re unbelievable. What about your bike? Girl:I’ve already put it in the garage. But I haven’t locked the garage yet. That’s your job, Mark. Boy: I know. I’ve already done most of my jobs. I’ve taken out the trash. Girl: Have you fed the cat yet? Boy: Not yet. I’ll do it in a minute. Have you turned off your radio? Girl: Yes, I have. I think we’re almost ready. Now on page 111write before the 6 sentences M for Mark or T for Tina. 1.No. I haven’t cleaned out the refrigerator yet. 2.I’ve already put it in the garage. 3.But I haven’t locked the garage yet. 4.I’ve already done most of my jobs. 5.Not yet. I’ll do it in a minute. 6.Yes, I have. I think we’re almost ready. 2b Listening and matching To match the questions below with the answers above in 2a, you shall listen to the tape again. Have you fed the cat yet? →5 What about your bike? →2 Are you ready, Tina? → 1 Have you turned off your radio? →6 2c Doing pairwork To practice spoken English you are to role play a conversation using the information from 2a and 2b. A: Are you ready, Tina? B: No, I haven’t cleaned out the refrigerator. B: No, I haven’t put the food in the garage yet. B: No, I haven’t locked the garage yet. B: No, I haven’t done my jobs yet. B: No, I haven’t taken out the trash. B: No, I haven’t fed the cat yet? B: No, I haven’t turned off my radio yet. 3a Reading and underlining Here on page 112 is an e-mail message from Crystal. Now read it and underline all the different chores mentioned in it. Subject: So busy！ From: Crystal Hi Jake, Sorry I couldn’t get back to you sooner. I have so many chores to do today. I have to do my homework, of course. I started about an hour ago, but I haven’t finished. Then I have to take the dog for a walk, water my mom’s plants, and do some shopping. I haven’t done any of those things yet because my grandfather came to chat to me. He loves talking, and I love listening to him. He started telling me about all of the chores he had to do when he was a kid. He had to get up at 5 am and chop wood and light the fire for breakfast. Then he had to collect water from the village well. Then he had to feed the animals―he and his family lived on the farm. Anyway, I have to run now. Take care, Crystal Now read the message again to blacken the expression_r_rs and circle the “Present perfect with already and yet” structure. 3b Doing groupwork On page 112 in the middle is a chart with hours and chores done. 9:00 am Do my homework Water the plants Buy a newspaper 10:00 am Buy a newspaper Feed the dog Do my homework 11:00 am Feed the dog Do my homework Clean the room 12:00 noon 1:00 pm Water the plants Clean the room Water the plants 2:00 pm Clean the room Buy a newspaper Feed the dog Now in groups of four, ask your partner what he or she has done, using “Present perfect with already and yet” structure. A: Have you bought a newspaper? B: Yes, I’ve already bought a newspaper. A: Have you done your homework? B: Yes, I’ve already done your homework. A: Have you feed the dog? B: Yes, I’ve already feed the dog. A: Have you watered the plants? B: Yes, I’ve already watered the plants. A: Have you cleaned the room? B: Yes, I’ve already cleaned the room. 4 Doing groupwork What are you going to do this week? Now you are supposed to make a list of the things done and things to be done. You have to ask two of your classmates for their things done and to be done. You Xu Lanfang Li Baoli Things I have done Write a research paper Write a news report Go abroad Things I haven’t done yet Visit my mother Find a friend Read a novel Closing down by singing a song Happy Birthday Happyh birthday to you. Happy birthday to you. Happy birthday, dear. Happy birthday to you. Happyh birthday to you. Happy birthday to you. Happy birthday, dear. Happy birthday to you. SECTION B Goals To learn to use Present perfect with already and yet structures To listen, talk and read about music Procedures Warming up by listening to music by a musical band In music, a band is a group of musicians, or musical ensemble, usually popular or folk, playing parts of or improvising off of a musical arrangement. Now let’s listen to a piece of sad music by a Blind Men Band from Zuoquan， Shanxi Province. The chief blind man musician is Liu Hongquan. He is playing on his ehu. 1 Answering questions On page 113 in the box are 4 questions. Read them and give you

篇14：小班英文优秀教案《Father Mother Grandma》

小班英文优秀教案《Father Mother Grandma》

一、Objects：words：

Father Mother Grandma Grandpa

二、Prepare（准备）:

Photos picture、music CD

三、Teaching steps（过程）:

（一）、Warm up：

1、Greeting

T: Hello !Good morning ,boys and girls !

K: Good morning ,Michael.

T : How are you?

K :I am fine ,thank you! And you ?

T: I am fine too ,thank you! How is the weather?

K: It is sunny day .

T : Yes , it is sunny day .Do you like sunny day?

K : Yes ,we are .

2、Finger play

T: Clap ,clap ,clap your hands.

K: Clap ,clap ,clap my hands.

T: Clap your hands as quickly as you can .

Clap your hands as slowly as you can .

3、song

Let’s sing the song：《How Is the Weather Like Today》

（二）、Present

1 Show Jimmy’s family photo to the kids. Put it on the white board ,and ask Jimmy to introduce the members to the other kids. Jimmy point his father ,

teacher say:father and the kids read after teacher. The same to the other members.

2 Put the pictures of father ,mother ,uncle , grandpa and grandma on the whiteboard. Ask 4 kids to touch the picture ,when teacher say :father(mother ,uncle , grandpa and grandma), they must touch the picture of father quickly . who is quickly and who is the winner .

（三）、Practice：

1、Finding game

A、The kids close the eyes ,and the teacher put the 5 pictures under their chair .when teacher say:Open your eyes .They find the picture under their picture .

B、Then teacher say :“Father”( mother ,uncle , grandpa and grandma ) they must put the pictures on the white board one by one .And read out loudly .

2、Up and down

Teacher say：“father” the kids must stand up .

“mother”they must sit down .The same to any two of these new words . Who is slowly ,and he or she must read out the words loudly.

四、Review and Happy ending

1、Say bye-bye to father , mother ,grandpa ,grandma and uncle .

2、Sing a song：《If you are happy》

3、Go to pee pee and drink some water.

篇15：新目标九年级英语英文教案Unit 1

新目标九年级英语英文教案Unit 1

新目标九年英语英文教案Unit 1 How do you study for a test? Unit 1 How do you study for a test? Part 1: Teaching design (第一部分：教学设计) Structures: verb＋by with gerund Target language: How do you study for test? Well, I study by working with my classmates. Have you ever studied with a group? Yes, I have. I’ve learned a lot that way. I don’t have a partner to practice English with. Maybe you should join an English club. Vocabulary: flashcard, take notes, frustrating, memorize, aloud, comma, make mistakes, pronunciation, be afraid to, What about…? Why don’t you…? Learning strategies: Personalizing, Role playing Section A Goals ● To talk about how to study ● To read about how to study Procedures Warming up by greeting Hello, everyone! From now on you are a ninth grader. Congratulations to you and I wish you a great success in your studies! Today we shall take up the first unit in this new term, Unit 1 How do you study for a test? Look at the blackboard and read after me the target language for this unit. When you read pay attention to the structure of the sentence. ▲How do you study for test? Well, I study by working with my classmates. ▲Have you ever studied with a group? Yes, I have. I’ve learned a lot that way. ▲I don’t have a partner to practice English with. Maybe you should join an English club. Learning to Learn is very important. And learning to pass a test is also very important to you. Learning couldn’t be easier! If you have not developed good ways or methods to study for a test, talk to your classmates about it, your parents, or the teacher like me if you are brave enough. You should be brave enough to talk to others about your problems with your studies. Next I’d like to give you some useful practical advice about studying for a test and also ask you questions to make you think about things such as: ▲using your time effectively ▲motivation ▲how to learn your lessons in the ninth grade year ▲different modes of teaching you may meet ▲how to develop particular skills, such as note-taking in class 1A: Checking the ways you study Next turn to page 2 and check √ the ways you study for an English test. Then add other ways you use sometimes. ■How do you study for a test? I study for a test___ By reading to the tape; By underlining the expression_rs; By reading beyond the text; By doing used exam papers; By going over exercises books; By copying down the text; By learning the text by heart; By speaking with classmates Now raise your hand and report your added ways to the class. I will make a list of all the added ways on the blackboard. 1b Listening and writing Listen to understand how these people in the picture on page 2 study for a test. Write letters from the pictures. While listening, pay attention to the structures of the sentences. Section A 1b Tapescript Boy1: Hey, gang. There’s a big test on Tuesday. I really need some help. Can you tell me how you study for a big test? Voices: Sure! Yes. Sure we will. Boy1: You did really well on the last English test, didn’t you, Mei? Girl1: Yeah, I did OK. Boy1: Well, how did you study？ Girl1: By making flashcards. Boy1: Maybe I’ll try that. How did you study, Pierre? Boy2: By asking the teacher for help. She was really happy I asked. Boy1: That’s interesting. How do you study, Antonio? Boy3: I like to study by listening to cassettes. But sometimes my mother thinks I’m listening to music. And then she gets mad. Boy1: Oh, well… 1c Doing a pairwork Now in pairs ask your partner how he or she studies for a test. A: How do you study for a test? B: I study by working with a group. C: I study by listening to English. D. I study by playing games with my classmates. E. I study by doing actions such as coloring, matching. F. I study by singing English songs. G. I study by writing letters and emails. H. I study by acting out simple dialogues. I. I study by listening to and understanding stories. J. I study by writing simple sentences. K. I study by imitating from the recording. L. I study by speaking out words or phrases. M. I study by doing simple role plays. N. I study by reading and understanding simple stories. O. I study by using daily expression_rs. P. I study by performing short plays. Q. I study by performing simple rhymes. R. I study by writing sentences for pictures. S. I study by writing out simple poems. T. I study by reading aloud correctly. U. I study by playing text plays. V. I study by working with classmates. W. I study by going over the text before class. X. I study by copying words and expression_rs. Y. I study by looking and saying. Z. I study by asking others questions. 2a Listening and checking Now let’s go to page 3. Listen to the tape and check the questions you ask. While listening, pay attention to the structures of the sentences. Section A 2a, 2b Tapescript Girl1: Welcome to the English club. Today we’re going to talk about the best ways to learn English. Who has an idea? Boy1: Do you learn English by watching English-language videos? Girl2: No. It’s too hard to understand the voices. Boy1: What about keeping a diary in English? Do you learn English that way? Girl2: I think so. It helps to write English every day. Girl3: Have you ever studied with a group? Girl2: Yes, I have! I’ve learned a lot that way. Girl1: Do you ever practice conversations with a friend? Girl2: Oh, yes. It improves my speaking skills. Boy1: What about reading aloud to practice pronunciation? Girl3: I do that sometimes. I think it helps. Boy2: I do too. And I always look up new words in a dictionary. Girl3: That’s a great idea! 2b Listening and matching Listen again and match each question from 2a with an answer in the box on page 3. 2c Doing a pairwork Next we are going to make a conversation in pairs using the information from activities 2a and 2b. A: Have you ever studied with a group? B: Yes, I have. I’ve learned a lot that way. A: Have you ever learned English by watching videos? B: Yes, I have. I’ve learned a lot that way. A: Have you ever practiced conversations with friends? B: Yes, I have. I’ve learned a lot that way. A: Have you ever listened to tapes? B: Yes, I have. I’ve learned a lot that way. A: Have you ever read aloud to practice pronunciation? B: Yes, I have. I’ve learned a lot that way. 3a Reading the article and completing the chart 1.Reading to the tape We are going to read the article on page 4. First we shall read to the tape together. That is, we start reading aloud as the recorder goes, and we stop reading aloud as the recorder stops. While reading, let’s pay enough attention to the pauses, the pronunciation and the intonation of the native reader. Make our reading aloud as the same as the reader’s. 2.Reading and dividing the article into parts Next we are going to read aloud the article slowly and clearly. We will try to divide it into thought groups. 3.Reading and underlining We shall read the article once again, this time, to underline all the useful expression_rs in it. After school, you are going to write them down in your notebook. This week/ we asked students/ at New Star High School/ about the best ways/ to learn more English. Many said/ they learnt/ by using English. Some students had more specific suggestions. Lillian Li, for example, said/ the best way/ to learn new words/ was by reading English magazines. She said that/ memorizing the words of pop songs/ also helped/ a little. When we asked about studying grammar/ she said, “I never study grammar. Its too boring.” Wei Ming feels differently. Hes been learning English/ for six years/ and really loves it. He thinks/ studying grammar /is a great way/ to learn a language. He also thinks that/ watching English movies/ isnt a bad way/ because he can watch the actors/ say the words. Sometimes, however, he finds watching movies/ frustrating/ because the people speak too quickly. Lin Chang said that/ joining the

篇16：新目标九年级英语英文教案 Unit 11

新目标九年级英语英文教案 Unit 11

新目标九年英语英文教案Unit11 Could you please tell me where the restrooms are? Unit 11 Could you please tell me where the restrooms are? Part 1: Teaching design (第一部分：教学设计) Structures: Indirect questions Target language: Excuse me. Do you know where I can exchange money? Sure. There’s bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore. Vocabulary: escalator, drugstore, restroom, furniture, department store, shampoo, advantage, disadvantage, exchange money, hang out Learning strategies: Listen for specific information, Cooperating SECTION A Goals ●To learn to use Indirect questions ●To learn to tell about places Procedures Warming up by learning grammar Hello everyone. I am a strange here in this city. Could you tell me how to get to the supermarket? All right, I am telling a lie to you. I am not new here. I said so just to help you learn to use the Indirect questions. Now turn to page 87 first and look at the three sentences in the Grammar Focus. Do you know where I can buy shampoo? Could you tell me how to get to the post office? Could you please tell me where I can get a dictionary? Have you noticed the word “where” and “how” used in the sentences. The questions introduced by them are called the Indirect questions. Now in pairs make similar sentences with “where” and “how”. Do you know where I can go hiking in the mountain? Could you tell me how to have a good time in a big city? Could you please tell me where I can find a good English teacher? 1a Matching things with places On page 86 is a picture of a city. A visitor is asking someone questions about things to do at certain places. Now look at the picture and match each thing with a place. Where to…? C buy shampoo D get some magazines E make a telephone call G get a dictionary D get some information about the town C buy some writing paper E buy some stamps B save money 1b Listening and completing It is difficult to get around in a new place. Now listen to the recording and complete the dialogue in the picture on page 86. Tapescript Conversation 1 Girl1: Excuse me. Could you tell me where I can buy some stamps? Boy1: Yes. There’s a post office on Center Street. Girl1: Oh. Can you tell me where Center Street is? Boy1: Sure. Go past the bank. Center Street is on your right. Girl1: Thanks a lot. Boy1: No problem. Conversation 2 Girl2: Excuse me. Do you know where I can save money? Boy2: Sure. There’s a bank on Main Street. Girl2: Oh. Could you please tell me how to get there? Boy2: Yes... Go straight ahead. The bank is on your left. Girl2: Thank you. Boy2: You’re welcome. Write your words here in the speech bubbles. A: Could you tell me where I can buy some stamps? B: Yes. There’s a post office on Center Street. A: Excuse me. Do you know where I can save money? B: Sure. There’s a bank on Main Street. Read the tapescript and try to underline all the useful expression_rs used and circle the Indirect questions. 1c Doing pairwork In 1a there are many phrases describing activities. Now use them to make up conversations to talk about your own city. (The Indirect questions are circled.) A: Excuse me. Can you please tell me where I can buy shampoo in this city? B: Sure. There’s a department store over there. A: Excuse me. Can you please tell me where I can get some magazines? B: Sure. There’s a post office around the corner. A: Excuse me. Can you please tell me where I can make a telephone call? B: Sure. There’s a post office one hundred meters down the street. A: Excuse me. Can you please tell me where I can get some information about the town? B: Sure. There’s a library opposite of the hospital. A: Excuse me. Can you please tell me where I can get some writing paper? B: Sure. There’s a department store close to the bus station. A: Excuse me. Can you please tell me where I can buy some stamps? B: Sure. There’s a post office beside the library over there. A: Excuse me. Can you please tell me where I can save money. B: Sure. There’s a big bank beside the café on the main library over there. 2a Listening and numbering Do you like shopping? If you do come and listen to the directions for going shopping around a new city. Tapescript Boy1: Excuse me. Can you tell me where I can buy some shampoo? Boy2: Yes. There’s a drug store on the second floor. Um. Let me think... Take the escalator to the second floor and then... then you turn left. Let’s see... Then go past the bank. And um... The drug store is between the furniture store and the bookstore. You should be able to get shampoo there. Boy1: OK, great. Thanks a lot. Boy2: You’re welcome. While listening please number the directions in the order that you hear them. Take the elevator to the second floor. 2 Turn left. 1 Take the escalator to the second floor. Turn right. 4 The drugstore is between the furniture store and the bookstore. 3 Go past the bank. Read the tapescript for the Indirect questions and the useful expression_rs. Circle the Indirect questions and underline the useful expression_rs. 2b Listening and drawing Do you like drawing. Now listen to the recording again to draw a line on the picture on page 87 to show how the boy walks to the drugstore. 2c Doing pairwork What else do like to buy? Then make conversations in pairs using the other places in the picture on page 87. A: Excuse me. Do you know where I can exchange money? B: Sure. There’s a bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore. A: Excuse me. Do you know where I can buy music CD? B: Sure. There’s a Music Magic shop on the first floor. Don’t take the escalator. It is next to the escalator room. A: Excuse me. Do you know where I can get a dictionary? B: Sure. There’s a bookstore on the second floor. Take the escalator to the second floor and turn right. The bookstore is next to the bank. A: Excuse me. Do you know where I can buy some candies? B: Sure. There’s a drugstore on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore. A: Excuse me. Do you know where I can buy a desk? B: Sure. There’s a furniture store on the second floor. Take the escalator to the second floor and turn right. The bank is next to the drugstore. Now read aloud the conversations again to Circle the Indirect questions and underline the useful expression_rs. 3a Reading and listing On page 88 is an article about going to a mall. Now read it to list the advantages and disadvantages of going to a mall. While you read, Circle the Indirect questions and underline the useful expression_rs. They’re all at the mall. After school, a lot of young people go to the mall. We decided to talk to some students about why they go there. Interviewer: Why do you go to the mall? Yu Yue: I go to the mall because my friends hang out there. But I don’t really like it. Interviewer: Oh? Why not? Yu Yue: The air isn’t fresh. I prefer being outside. Also, it’s usually crowded. Interviewer: And how about you? Li Jun: Oh, I love the mall. There’s always something happening. There are a lot of free concerts there. It’s also just fun to watch people. Hu Peng: I like the mall, too. I like to go in the music store and listen to CDs. I also like to look at books in the bookstore. Yu Yue: Well, when I go into stores I always spend too much money！ Advantages disadvantages There’s always something happening. The air isn’t fresh. There are a lot of free concerts there. It’s usually crowded. It’s also just fun to watch people. when I go into stores I always spend too much money！ I like to go in the music store and listen to CDs. I like to look at books in the bookstore. 3b Doing groupwork Where do you usually hang out with friends? What are the advantages and disadvantages of hanging out at your house, at a mall or at your school? Now in groups talk about them. A: Where do you usually hang out with you

篇17：新目标九年英语英文教案 Unit 3

新目标九年英语英文教案 Unit 3

新目标九年英语英文教案Unit 3 Teenagers should be allowed to choose their own clothes. Unit 3 Teenagers should be allowed to choose their own clothes. Part 1: Teaching design (第一部分：教学设计) Structures: should be allowed to Target language: I think sixteen-year-olds should be allowed to drive. I disagree. I think sixteen is too young. Do you think thirteen-year-olds should be allowed to have part-time jobs? No, I don’t. Vocabulary: allow, pierce, silly, stay up, drive, driver’s license, Do you think…? I agree. I disagree. I don’t agree. Learning strategies: Reflecting Transforming information Section A Goals ●To learn to use should be allowed to ●To listen and speak about school life Procedures Warming up by learning new words To start with, let’s first go to page 147 to go over the vocabulary for this unit. Read to the tape and try to learn off them by heart. Warming up by learning about “should be allowed to” We shall first learn to use the structures: “should be allowed to”. It is actually part of the passive uses of English. Tense Subject Auxiliary Past Participle Singular Plural Present The car/cars is are designed. Present perfect The car/cars has been have been designed. Past The car/cars was were designed. Past perfect The car/cars had been had been designed. Future The car/cars will be will be designed. Future perfect The car/cars will have been will have been designed. Present progressive The car/cars is being are being designed. Past progressive The car/cars was being were being designed. “should be allowed to” can be used like this: He should be allowed to come. Animals should be allowed to live in the forest. Children should be allowed to watch TV at weekends. 1a Reading and circling For practice of the “should be allowed to” read the statements in the box on page 18 and circle A for agree or D disagree. 1b Listening and circling Listen and circle “T” for true or “F” for false beside the statements in the box on page 18. Tapescript Woman:So, what are you doing this afternoon, Anna? Girl:I’m going to the mall with John. He just got his driver’s license. Woman:I’m sorry. You can’t go with John. I don’t think sixteen-year-olds should be allowed to drive. They aren’t serious enough at that age. Girl:But I have to go to the mall. Gaby’s getting her ears pierced and I want to watch. Woman:I don’t think sixteen-year-olds should be allowed to get their ears pierced. They might be sorry later. Girl:I agree, but it’s fun to watch. Is it OK if we take the bus? Woman:Well, I guess so. Girl:Great! I want to buy a new blouse at the mall, too. Woman:What kind are you going to buy? Maybe I should go with you. Girl:Aw, Mom. I’m not a child. I think teenagers should be allowed to choose their own clothes. Woman:Well, I just want to be sure you get something nice. Now try to copy the expression_rs from the listening tapescript on the blackboard into your notebook. go to the mall with…, get one’s driver’s license, go with…, allow… to drive, be not serious enough, at that age, get one’s ears pierced, be allowed to get one’s ears pierced, be sorry later, it’s fun to watch, it is OK if…, take the bus, guess so, buy a new blouse at the mall, go with…, should be allowed to choose one’s own clothes, get something nice 1c Doing pairwork In pairs look at the statements in activity 1a and make conversation. You may use the phrases in the box on page 18 A: I think teenagers should be allowed to go out with their friends. B: I agree. They are old enough. A: I think teenagers should be allowed to go to the mall with their classmates. A: I think teenagers should be allowed to get their driver’s license. A: I think teenagers should be allowed to drive. A: I think teenagers should be allowed to get their ears pierced. A:I think teenagers should be allowed to watch TV at weekends. A: I think teenagers should be allowed to take the school bus. A: I think teenagers should be allowed to buy a new blouse at the mall A: I think teenagers should be allowed to choose their own clothes. B: I agree. They are old/ clever/ strong/ bright/ serious/ kind/ careful/ lucky/ enough. 2a Listening and checking Next we are going to listen and check on page 19 what Kathy thinks. You may circle “Agree”, “Disagree”, or “Doesn’t know” to show what Molly thinks. Tapescript Molly: Larry is working late again tonight, Kathy. Kathy: I know, Molly. I don’t think sixteen-year-olds should be allowed to work at night. Young people need to sleep. Molly: I disagree with you. Teenage boys never get tired. Kathy: Well, maybe. But Larry shouldn’t work every night. Molly: Oh, I agree. He needs time to do homework. Kathy: You know, Molly… he should really cut his hair. Molly: Oh, I disagree. I kind of like it. It looks cool! Kathy: You know what worries me―Larry doesn’t seem to have many friends. Molly: Yeah, I know. I think he shouldn’t work on weekends. Kathy: Oh I agree, Molly. He needs to spend time with friends. Molly: Like you and me? Kathy: Maybe. 2b Listening and numbering You are going to listen again to the recording just now to number Kathy’s and Molly’s reasons in the correct order on page 19. Now you shall copy all the important expression_rs from the listening script. work late, sixteen-year-olds, be allowed to work at night, disagree with…, get tired, work every night, do homework, cut one’s hair, kind of like…, looks cool, have many friends, work on weekends, spend time with … 2c Doing pairwork Next you are going to make in pairs a list of things teenagers should and should not be allowed to do. Discuss your list with your partner. A: Do you think teenagers should be allowed to drive? B: Yes, I think so. A: Do you think teenagers should be allowed to work late at night? B: No, I don’t think so. I don’t think they should be allowed to work late at night. They need to get enough sleep. A: Do you think teenagers should be allowed to disagree with their teachers? B: Yes, I think so. A: Do you think teenagers should be allowed to get tired doing their homework? B: No, I don’t think so. A: Do you think teenagers should be allowed to work every night? B: Yes, I think so. A: Do you think teenagers should be allowed to cut one’s hair? B: Yes, I think so. I kind of like my own style. It looks cool. A: Do you think teenagers should be allowed to have many friends? B: No, I don’t think so. They may meet bad people if they have too many friends. A: Do you think teenagers should be allowed to work on weekends? B: It depends on what they do. They may spend time with parents on weekends. 3a Reading and writing You are to read a dialogue between Sun Fei and Wu Yu on page 20. After reading you shall write in the chart Sun Fei’s and WuYu’s rules. Use “Don’t…” and “You can” to express your ideas. Jot down all the useful phrases form their dialogue. have a lot of rules, at one’s house, for example, stay at home, on school nights, study at a friend’s house, go to the movies, on Friday nights, to be home by 10:00 pm, on Saturday afternoons, go shopping with…, choose one’s own…, get one’s ears pierced 3b Doing pairwork In pairs role play the conversation in 3a using the information in the chart on page 20. A: What rules do you have at home? B: Well, I’m not allowed to go out on school nights. How about you? A: I’m not allowed to go out on school nights either. But I can watch TV with my sister. A: What rules do you have at school? B: Well, We’re not allowed to go out to movies on school nights. How about you? A: We’re not allowed to go out to movies on school nights either. But We can watch VCD with our teachers on the school playground. 4 Doing groupwork Turn to page 20 and find someone in your group who has to go home after school, who is allowed to stay up until 11:00 pm, who has to stay at home on school nights, who is allowed to watch TV every night, who had to clean up his room every morning.

篇18：新目标九年级英语英文教案 Unit 2

新目标九年级英语英文教案 Unit 2

新目标九年级英语英文教案Unit 2 I used to be afraid of the dark Unit 2 I used to be afraid of the dark. Part 1: Teaching design (第一部分：教学设计) Structures: used to Target language: Mario used to be short. Yes, he did. Now he’s tall. I used to eat candy all the time. Did you? Yes, I did. And I used to chew gum a lot. Vocabulary: used to, dark, spider, insect Learning strategies: Brainstorming Comparing Section A Goals ●To learn about the use of used to ●To talk about what you used to be like Procedures Warming up by learning “used to ” Hi, everyone. Today we’re going to study Unit 2. Its title is I used to be afraid of the dark. In the title we find a phrase “used to ”. What does it mean? How is it used in English? used to的'用法 “used to加不定式”表示过去常常干某事，现在不在干了。例如: I used to go to work by bus. Now I take a taxi. She used to be very shy. “be used to doing”表示习惯于干某事。【例如】 I am used to getting up early and going to bed early. He is used to being praised by others. So the sentence “I used to be afraid of the dark.” means in Chinese: 我过去常害怕黑暗。注意“used to”的疑问形式和否定形式： ―Did you use to be afraid of the dark? ―Yes, I used to be afraid of the dark. ―Did he use to be afraid of the dark? ―No, he did not use to be afraid of the dark. 1a Filling in the chart Next we are going to fill in the chart below with words to tell about people’s appearance and personality. Appearance 外表 Personality个性 Tall Outgoing Straight hair Funny Beautiful Angry Black Careful Dirty Happy Hungary Hard-working Sad Strange Tired Noisy Now we are going to make sentences to tell about people’s appearances and personalities with the words in the chart. A: Mario, you used to be tall, didn’t you? B: No, I didn’t. A: Wang Hua, you used to have straight hair, didn’t you? B: Yes, I did. A: Li Hui, you used to be beautiful, didn’t you? B: No, I didn’t. 1b Listening and writing Next you are going to listen to a conversation. In the conversation you will find that Bob is seeing some friends for the first time in four years. Listen and fill in the chart on page 10 with words telling about friends’ appearances and personalities. While listening, pay attention to the form of the sentences. Tapecripts Conversation 1 Boy1: Mario, is that you? Boy2: Yeah it is. It’s Bob! Hey, guys, it’s Bob! I haven’t seen you in four years! Boy1: Yeah. I’m here with my parents. We’re visiting for a couple of days. Wow, Mario, you look different! You used to be short, didn’t you? Boy2: Yes, I did. Now I’m tall. And so are you! Boy1: That’s true… And you used to wear glasses. Boy2: You have a great memory. Now I wear contact lenses! Conversation 2 Boy1: Hey, Amy, it’s great to see you. Girl1: Hi, Bob. How are you Boy1: Fine. Wow, you’ve changed! Girl1: Really? How? Boy1: Well, you used to have short hair. Girl1: You remember that? Yes, I did. Boy1: And you used to be really tall! Girl1: Not any more. You’re taller than me now, Bob. Conversation 3 Girl2: Hiya, Bob. Boy1: Hi, Tina. You’ve changed too. Girl2: Oh, yeah? Boy1: You have blond hair! Girl2: Yeah, it used to be red, didn’t it? Boy1: And it’s straight! Girl2: It used to be curly. 1c Dong pairwork Look at the picture on page 10 and make more conversations. A: Mario used to be tall. B: Yes, he did. Now he’s tall. A: Zhao Juan used to be black. B: Yes, she did. Now she’s white. A: Zhang Limei used to be sad. B: Yes, she did. Now she’s happy. A: Zhu Wenjun used to be dirty. B: Yes, he did. Now he’s clean. 2a Listening and checking Next turn to page 11 and we are going to listen to a tape and check the words we hear. 2b Listening and filling in the blanks On page 11, listen for information to be filled in the blanks. Remember to pay attention to the form of the language while listening. Tapescript Girl1: Hey, Steve! Over here! Don’t you remember me? Boy1: Oh, wow! You’re Paula, aren’t you? Girl1：That’s right. Boy1: But you used to be really quiet, didn’t you? Girl1: Yes. I wasn’t very outgoing. Boy1: No, you weren’t. But you were always friendly. Wait a minute! Did you use to play piano? Girl1: Yes, I did. But now I’m more interested in sports. I play soccer and I’m on the swim team. Boy1: Wow! People sure change. Do pay attention to the form of the language while listening. Tapescript Girl1: My six-year-old brother started school this week. Boy1: He’s really lucky. Life was great when I was six. Girl1: Really? Why? Boy1: Oh, schoolwork was really easy. Girl1: Not for me. I didn’t use to like tests. Now I don’t worry about tests. Boy1: And we used to play every day after school. Now we just study all the time. Girl1: Yeah, but we used to walk to school. Now we have to take the bus. Boy1: I remember one bad thing. I used to hate gym. Now I love gym class. Girl1: Me, too. 2c Doing pairwork Practice the conversation in activity 2b on page 11. Then make conversations about yourselves. Girl: Hey, Tom! Over here! Don’t you remember me? Boy: Oh, wow! You’re Paula, aren’t you? Girl: That’s right. Boy: You used to be really short, didn’t you? Girl: Yeah, I wasn’t very tall . Boy: No, you weren’t. But you were always busy. Wait a minute! Did you use to play ping-pong ? Girl: Yes, I did. But now I’m more interested in ping-pong. I play basketball and I’m on the singing team. Boy: Wow! People sure change. Girl: Hey, Jack! Over here! Don’t you remember me? Boy: Oh, wow! You’re Mary, aren’t you? Girl: That’s right. Boy: You used to be really happy, didn’t you? Girl: Yeah, I wasn’t very sad . Boy: No, you weren’t. But you were always excited. Wait a minute! Did you use to cook the meals? Girl: Yes, I did. But now I’m more interested in cooking the meals. I sweep the floor and I’m on the housework team. Boy: Wow! People sure change. 3a Talking and checking On page 12 is a list of things people are usually afraid of. Put checks √ in the first two columns to mark the ones you used to be afraid of and the ones you are still afraid of. Everyday is afraid We all have fears from time to time. Thats true no matter how big we are or brave we can be. Fear can even be good for you sometimes and even help you stay healthy. Fear of getting too close to a campfire may save you from a bad burn. And fear of getting a bad grade on a test may make you study more. Being a bit on edge can also sharpen your senses and help you perform better in a recital or during a track meet. Some people even enjoy being a little scared. Thats why they like to watch scary movies - or go on roller-coaster rides. 3b Doing pairwork In pairs ask and answer questions as are shown (below) on page 12. A: Did you use to be afraid of the dark? B: Yes, I did. A: Are you still afraid of the dark? B: No, I’m not. How about you? A: Me? Oh, yes! I’m terrified of the dark. B: So, what do you do about it? A: I go to sleep with my bedroom light on. A: Did you use to be afraid of the examinations? B: Yes, I did. A: Are you still afraid of the examinations ? B: No, I’m not. How about you? A: Me? Oh, yes! I’m terrified of the examinations. B: So, what do you do about it? A: I make a good preparation before the examination. 4 Doing groupwork What did you use to do when you were younger? What do you do now? Fill in the chart on page 12 and talk with your classmates about how you have changed. Activity Past Now eat … eat rice eat bread Read… read stories read newspapers watch …on TV watch news on TV watch movies n TV Do… at school do homework at school do cleaning at school Closing down by telling a past story To end the period we shall have a fun activity by telling about our past beliefs. I used to believe that if a burglar broke into your house you could easily persuade him to have a seat and wait while the police were called. 我过去以为，如果盗贼闯进你家，你可以轻而易举地劝说他坐下并且等待报警。 Section B Goals ●To talk and listen about past likings ●To Read about pa

篇19：英文集体活动教案小班半日活动colors

英文集体活动教案小班半日活动colors

活动名称：colors 活动目标：1.学会两种颜色到英语――orange、purple 2.复习颜色单词――red、yellow、blue、green 3.愿意参与游戏，体验英文集体活动的`乐趣。活动准备：英文单词闪卡、贴好图片的骰子、划分地板上到区域活动过程：一、Greeting： T：Goodmorning，boys and girls！ Ss：Goodmorning，T T: Now let’s review the song“。。。” Ss：。。。。。。二、Revision and lead in Review the words “red、yellow、blue、green” 三、Teaching Teach the words――orange、purple 四、Practice： Play the game 1. 扔骰子教师扔，幼儿读出相对应单词教师请一个幼儿扔，其余幼儿读出相对应单词，幼儿再请好朋友扔，一个一个接着玩 2. 跳圈在指定区域里划分好颜色区域，教师说单词，请幼儿边说边跳到颜色区域里。五、Sing a song――“Red Red Red” 小班半日活动英文集体活动教案

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