英语教案－Unit（精选15篇）

英语教案－Unit篇1

Unit1

Lesson2

教学目的与要求:

1.能听懂会说本课的对话.

2.能听说读写howareyou?整句及其单词.

3.能正确读出字母“e”在开音节中读[i:],在闭音节中读[e],并能根据这一读音规则拼读本课语音部分的单词.

教学重点:

1.能听懂会说本课的对话.

教学难点 :

1.能正确读出字母“e”在开音节中读[i:],在闭音节中读[e],并能根据这一读音规则拼读本课语音部分的单词.

教学课时:

2课时

教学过程 :

第一课时

一.复习

1.组织学生唱英文歌曲morningsong

2.复习第一课对话.

二.介绍新语言项目与教学方法

a.会话教学

⒈先教单词fine.教师指着自己对学生说:I’mfinetoday.用表情来表示出自己今天很好(指身体).并把fine一词写在黑板上,可向学生用汉语解释fine一词意思是身体好。

2.教师反复带读fine一词并检查学生的发音.

3.教师和一个学生打招呼:hello,……howareyou?然后指着黑板上fine一词,启发学生回答:fine,thanks或fine,thankyou.

4.教师再和另一位学生重复刚才的会话.

5.让一个学生向老师打招呼并问候,如:

S:Hello,Miss……How are you?

T:Fine,thanks.教师接着问候学生:howareyou启发学生回答,同时教verywell,thankyou.

6.教师把verywell.写在黑板上.解释verywell意思是身体好.

7.教师带读verywell,并检查学生发音.

8.师生之间进行打招呼问候,如

T:Morning,boysandgirls.

Ss:Morning,Mr.gong.Howareyou?

T:Fine,thanks.Howareyou?

Ss:Verywell,thankyou.

9.同桌两人或前后两人进行会话练习.

10.听会话录音,模仿语音语调.

b.词汇教学.

本课四会掌握的单词有how,are,you及句子howareyou?要求正确拼读和书写.句子的第一个单词的第一个字母大写.疑问句用问号.

第二课时

c.语音教学

1.教学准备把本课readandlisten一项中的单词及音标[i:]和[e]分别写在卡片上，卡片最好能够贴在黑板上或挂在墙上。

2.让学生试读本项中的单词并引导学生总结字母“e”的读音。教师出示单词卡片be，he,me,peter.出示后，帮助学生总结字母“e”的在这一组单词中的读音，然后出示音标卡片[i：]。同样的方法出示单词：pen,bed,leg,very,well

3.听语音练习的录音。

学生看着黑板上的两组单词，边听录音，边跟读，帮助学生把音发正确。

语音教学要求：

每个次需要朗读两遍，即一遍用升调一遍用降调。顺序为：

[i:]be,he,we,me,Peter

[e]pen,bed,leg,very,well

三.兴趣活动

把全班学生分成6组，学生准备好26个字母卡片放在桌上。教师出示一个字母卡片，如[d3i：]，同时对学生说：Readitand showmetheletter.要求学生正确读出字母的读音并且迅速从字母卡片中找出这个字母，马上举起。最快找出正确的字母的为她的小组加一分，获得分数最多的?

∽榛袷ぁ?

四、课堂练习：

1、听音，圈词，跟读。

2、抄写四会单词。

五、家庭作业 

读课文三次，抄写四会单词五次。

英语教案－Unit篇2

TeachingPlanofFunwithEnglish3A

Unit5 Howareyou?

(Period1)

l             Teachingcontent:

Unit5Howareyou?

l             Teachingtargets:

1.Aimofknowledge:

Pupilsareabletoreadandspeakoutdrills:Howareyou?Fine,thankyou.Andyou?Notbad,thankyou.Notsogood.I’msorry.

2.Aimofability:

Pupilsareabletoinquiresomeone’shealth.

3.Aimofemotion:

Pupilsareinterestedinsinging:Goodbye

l             Focalpoints:

Drills:Howareyou?Fine,thankyou.Andyou?Notbad,thankyou.Notsogood.I’msorry.

l             Difficultpoints:

Answerone’sinquiringaccordingone’sownstatus.

l             Teachingaids:

Tapecassette,recorder

l             Teachingsteps:

Step1. Singing

Singasong:GoodbyeStep2 Presentation

(T)Hello,boysandgirls,howareyoutoday?

(Ss)Fine,thankyou.Andyou?

(T)Notbad,thankyou.

(S1)Hello,MissYang.Howareyou?

(T)(pretendtocatchacold)

Notsogood.

(TSs)I’msorry.

Step3 Practice

(T)Howareyoutoday?

(S1)Fine,thankyou./Notbad,thankyou./Notsogood.  

Step4 Listening&Reading

(Ss)Readafterthetape,thenreadaftertheteacher

Readtogether

Designofwriting

Unit5Howareyou? 

Howareyou?

Fine,thankyou./Notbad,thankyou./Notsogood.

TeachingPlanofFunwithEnglish3A

Unit5 Howareyou?

(Period2)

l             Teachingcontent:

Unit5Howareyou?

l             Teachingtargets:

1.Aimofknowledge:

Pupilsareabletoreadandspeakoutnewwords:pencils,pens,rulers,pencilboxes,ballpens,pencilsharpeners,rubbers,books

2.Aimofability:

Pupilsareabletogetideaaboutpluralforms.

3.Aimofemotion:

Pupilsareinterestedinaskingandansweringabouttheirownstationaries.

l             Focalpoints:

Wordsofpluralforms:pencils,pens,rulers,pencilboxes,ballpens,pencilsharpeners,rubbers,books

l             Difficultpoints:

Correctpronunciationofpluralforms.

Teachingaids:

Tapecassette,recorder,somepictures.

l             Teachingsteps:

Step1 Freetalk:

Howareyou?

Fine,thankyou.Andyou?Notbad,thankyou.Notsogood.

I’msorry.

Step2 Presentation

(T)(Presentapen)What’sthis?

(Presenttwopens)Whatarethese?

(Read:pens)

(Samemethodasteaching:pencils,rulers,pencilboxes,ballpens,pencilsharpeners,rubbers,books)

Step3 Practice

(Ss)Askandansweraboutone’sstationary.  

Step4 Agame

(Guessandsay)(Touchandsay)

Step6 Listenandcircle

DesignofWriting

Unit5 Howareyou? 

TeachingPlanofFunwithEnglish3A

Unit5 Howareyou?

(Period3)

l             Teachingcontent:

Unit5Howareyou?(period3)

l             Teachingtargets:

1.Aimofknowledge:

Revisewords:pencils,pens,rulers,pencilboxes,ballpens,pencilsharpeners,rubbers,booksanddrills:Howareyou?Fine,thankyou.Andyou?Notbad,thankyou.Notsogood.I’msorry.

2.Aimofability:

Pupilsareabletogetideaaboutpluralforms.

3.Aimofemotion:

Pupilsareinterestedinaskingandansweringabouttheirownstationaries.

l             Focalpoints:

ExercisesofUnit5

l             Difficultpoints:

Correctpronunciationofpluralforms.

l             Teachingaids:

Tapecassette,recorder,somestationary.

l             Teachingsteps:

Step1 Singing

Hello!Howareyou?

Step2 Presentation

1.   Listenandrespond

2.Listenandcolour

3.Listenanddraw

Step3 Practice

(Ss)Askandansweraboutstationary.  

Step4 Agame

(Guessandsay)(Touchandsay)

Step5 Listenandcircle

Homework

1.ReadUnit5.

2.Copytheletters.

教学后记：Notsogood.和Notbad有个别学生搞不清楚，容易混淆，在接下来的每日英语中要多加练习。

英语教案－Unit篇3

Unit2EnglishAroundtheWorld

Teachingaimsanddemands:

a.AchievelanguageskillsandrelatedknowledgeaboutthelanguageofEnglish;

b.Learntocommunicatewheninlanguagedifficulties:

c.Vocabularyinthisunit:

thewordsandexpressionslistedontheteacher’sbook

d.Grammar:

Directandindirectspeech

Lesson1

Step1Presentation

GetthestudentshaveangeneralideaaboutthedifferencesbetweenAmericanandBritishEnglishbyplayingatapeofvariouspeople’stalking.Askthemwhatcountriestheythinkthesepeoplecomefrom.

Step2WarmingUp

Getthestudentstolookatthepictureandaskthequestions:WhatdoyouthinkJoeislookingforinthebathroom?Whycan’thefindit?

Step3Reading

Askthestudentstoreadthedialoguecarefullyinpart1.Thengetthestudentstothink:WhatisitthatcausesthemisunderstandingbetweenJoeandthelandlady,Nancy? Ifnecessary,explainsomelanguagepoints.

Step4Speaking

AskthestudentstoreadthedialogueinthepartSPEAKINGtolearnmoredifferencesbetweentheBritishandAmericanEnglish.Thencompletethefollowingsentencesaswell.

Step5Practice

Askthestudentstomakeasimilardialogue.

Step6Listening

ListentothetapeandfilltheblanksinthepartLISTENING.

Step7Homework

Finishexercise1onpage91intheTALKINGpart.

Lesson2

Step1Revision

Checkthehomework.

Step2Presentation

ShowthestudentssomepicturesindifferentsituationsinordertogetthemknoweverywhereEnglishisneeded.

Step3Reading

Askthestudentstoreadthetext.Andfindthetopicsentenceineachparagraph.

Step4Post-Reading

AskthestudentstoanswerthequestionsinthepartPOST-READING.Ifnecessary,explainsomelanguagepoints.Thenaccordingtowhattheyhaveread,getthemtofillintheblanksinthefollowingexerecise2.

Step5Homework

FinishexerciseinthepartPRACTISINGintheirworkbooks..

Lesson3

Step1.Revision

Checkthehomework.

Step2WordStudy

Askthestudentstomatchthewordsontheleftwiththeirmeaningontheright.

Step3Grammar

Askthestudentstosaysomethingaboutthedifferencesbetweenacommandandarequest.Thentellwhichisacommandandwhichisarequest.

Step4Practice

LetthestudentstochangethesentencesintoDirectSpeech.Andthenfinishexercise3inthesamepart.

Step5Workbook

Iftimespermits,askthestudentstofinishtheexercise2intheirworkbooksinpartGrammar.

Step6Homework

ReviewthelastpartwhatisDirectSpeechandwhatisIndirectSpeech.

Lesson4

Step1Revision

Checkthehomework.bydoingexercise1inpartGrammarintheworkbook..

Step2Presentation

Playatapeofvariouspeople’stalking.AskwhichisfromEnglandandwhichfromAmerica.Howdotheytell?Inthiswaydrawthestudents’attentiontothedifferenceonthepronunciation.

Step3Reading

AskthestudentstoreadthetextandbepreparedforonequestionhowcomethedifferencebetweentheAmericanEnglishandtheBritishEnglish.Explainsomelanguagepointsifnecessary.

Askthestudentstoreadthetextagaincarefullyandfinishtheexerciseonpage13.

Step4Retelling

AskthestudentstosaysomethingaboutthedifferencebetweentheAmericanEnglishandtheBritishEnglishaccordingtowhattheyjustlearned.

Step5SpecificReading

StudentsreadtheparagraphaboutAmericanEnglishandfillinthechartonpage14.

Step6Homework

AskthestudentstowriteashortpassageaboutthedialectsinChinese.Theycanusethetextasasimple.

英语教案－Unit篇4

period1 (一)明确目标

1.learntoexpressthestudent’severydaylife,especiallytheirlifeonsciencestudy.

2.trainthestudent’slisteningability.

3.improvingthestudentsspeakingabilitybydebatingwitheachotheranddescribing.

4.studythelanguagepointsconnectedwiththedialogue.

(二)整体感知 step11.presentation

whenyouaretalkingaboutstudying,almostallofyouthinkthatstudyingcanonlyhappenintheclassroom,anditonlymeanslisteningtotheteachers’explanation.buttherecanbemanymeanstostudy.forexample,studyinginthelab,readingthebooksbyyourself.nowturntopage22.andtrytodescribethefourpictureslistedinyourtextbook.2.afterdescribingthepictures,letthestudentsanswerthefollowingquestion.

(1)whatarethenamesoftheschoolsubjectsinwhichyoustudysciences?

(2)giveanexampleofwhatyoulearnaboutforeachfieldofscience.

(3)whataretheruleswhenyoudotheexperimentsinthelab?

(三)教学过程step2 listentothetapeandtrytoanswertheexercises.step3 tellthedifferencesbetweentherulestheyhavetalkedaboutandtheonelistedinthetape.thengettoknowtheimportanttokeepsafeinthelab.step4 talkabouttheeffectofthescienceoftechnology.letthestudentsknowtheapplicationofscienceandtechnologydoesgoodtooursociety,atthesametime,italsoharmtothehumanbeingsortheenvironment.step5 practiceinpairstotalkaboutsomeadvantageanddisadvantageofthescientificdiscoveriesandapplicationslistedinthebook.step6asksomepairsofstudentstoacttheirdialogueoutbeforetheirclassmates.step7 dealwiththelanguagepoints.

(四)总结扩展step8 makeaconclusionoftheirperformance.step9 dotheexerciseintheworkbook.

(五)随堂练习用适当的介词填空

1._____myopinion,weshoulddoitatonce.

2._____thefuture,therearefeweranimalsintheworld.

3.itisawaste_____timetotalktohim.

4.weshouldmakegooduse_____everyopportunitywehave.

5.itisnecessary___childrentosleep9hoursaday.

6.itissilly____youtoasksuchaquestion.

7.itwise____youtotakehisadvice.

8.i’lltravel____beijing____shanghaibyair.参考答案：

1.in2.in3.of4.of5.for6.of7.of8.from，toperiod2

（一）明确目标

1.languageknowledge:conductchangeprovetearcontroldoubtmuchtoo

2.languageability:improvingthestudent’sreadingability,especiallytheirkimmingandscanningability.

2.enablethestudentstoknowtheseriousattitudetoscience.

（二）整体感知step1pre-reading

weallknowthatitisthescientists’greateffortthatmakesthegreatachievementonscience.couldyounamesomescientists’names?andwhataretheyfamousfor?trytofillintheblanksofthefollowingform,ifyou。can’t,askyourclassmatetohelpyou.

form:inthe18th&19thcenturiesscientistsallovertheworldmademanyimportantdiscoveries.

givesomeexample. /physics/medicine/chemistry/biologystep2：presentation

asweallknow,benjaminfranklinisafamouspolitician.buttoday,wewillreadapassageabouthimasascientist.hisseriousattitudetoscience.let’sseehowfranklinmadehisfamouselectricityexperimentbyflyingakite. 

(三)教学过程step3

getthestudentsreadthetestandthendecideifthefollowingstatementsaretrue(t)orfalse(f).

1.in1752scientistsalreadyknewwhatelectricityis.(  )

2.franklinwashelpedbyafriendtodotheexperiment.  (   )

3.franklinmadethekiteofsilkbecausewetsilkdoesnotconductelectricity.    4.acondenserwasusedintheexperimenttostoreelectricity.

5.thekeytiedtothestringwasputintothedoortostophekitefromflyingaway.  

参考答案  1.t 2.f 3.f 4.t 5.f step4 readhepassageandthenfindoutthemainidea.

paragraph1introductionoffranklin’sexperiment.

paragraph2—3theprocessof出eexperiment.

paragraph4—6thetipofdoingtheexperiment.step5

dealwiththelanguagepoints.askthestudentstopickouttheusefulexpressionfromthetext,givethemmoreexamples,anddosomeexercisestopracticethelanguagepoints. step6

playhetapeforthestudentstolistenandfollow. 

(四)总结、扩展

step7

studentsmakeaconclusionofdeprocessoffranklin’sexperimentandretellthetipsofdoingtheexperiment.step8

dotheexercisesinthepost-reading.

(五)随堂练习单句改错

1.agreatnumberofmilkisproducedinthatfactoryeveryday.

2.paperismadeofacertaininkindofgrass.

3.thisclothisfeltsmooth.

4.useanumbrellatopreventyoufromtherain.

5.itisimportantofustolearnenglish. 

参考答案1.number改为deal2.of改为from3.isfelt改为feels4.prevent改为protect 5.of改为for

period3

(一)明确目标

1.languageknowledge:knowaboutsomewordsthathavedifferentmeanings.

2.languageability:learnonewordformation—compounds.

3.moralteachingworkwithperseverance.

(二)整体感知step1presentation

afterhavinglearntmanywords,wefindthatsomewordshavemorethanonepartorspeechorameaning.forexample,bankcanleannotonlythegroundnearariver,butalsotheestablishmentforkeepingmoney.itisonefactorofwordsandwemayfindthatifsomewordsarecombined,anewwordcomeintobeing.todaywe’lltalkaboutthesetwophenomena.   

(三)教学过程step2cometothewordstudy,andfinishthework. step3 letthestudentsthinkmoreexamplesofwordsthathavemorethanonemeaning.thenmakeaconclusiontohelpthemtodecidewordmeaninginaspecificsituation. step4 cometogrammar,andfinishtoexercise.  step5 talkaboutthewordformation,especiallycompounds.andthenouncompoundsandadjectivecompounds.

(四)总结，扩展step6letthestudentstalkaboutsomecompoundwordsthenconcludetheconditions.  

(五)随堂练习辨别词义及词性1.ache

(1)hehasanacheinhischest.

(2)iamachingallover. 2.shock(1)theshockoftheblastshatteredmanywindows.

(2)iwasshockedatthenewsofherdeath.

(3)theresultoftheelectioncameasashocktousall.3.order

(1)getyourideasintosomekindoforderbeforebeginningtowrite.

(2)hegavehisordertothewaiter.4.lie

(1)ourschoolliesinanqing.

(2)hetellsalietohisteacher.5.like

(1)iliketheoneontheleft.

(2)theyarenottwins,butthey’reverymichaeljackson.

参考答案：1.(1)ncontinuousanddullpain疼痛

(2)vsufferfromacontinuousdullpain持续地隐隐作痛

2.(1)nviolentbloworshake强烈的冲击或震动

(2)vcausetofeelsurprised震惊

(3)n.suddenviolentdisturbanceofthemindandemotions震惊

3.(1)n.conditioninwhicheverythingiscarefullyandneatlyarranged整齐

(2)requesttomakeorsupply订购，订单

(3)command命令4.(1)exist,be位于

（2）statementoneknowstobeuntrue谎言

英语教案－Unit篇5

教学内容：《牛津小学英语》4b第八单元第一课时

二、教学目标：

1、能听懂、会说，会读，会拼写单词achair,ablackboard,apicture,abookcase,aclassroom,anoffice,aplayground。

2、能听懂、会说，会读，会写句型there'sa/therearesome...in/on/nearthe...

3、熟悉歌曲intheclassroom。

三、教学重点和难点：

1、能听懂、会说，会读，会拼写单词achair,ablackboard,apicture,abookcase,aclassroom,anoffice,aplayground。

2、能听懂、会说，会读，会写句型there'sa/therearesome...

五、课前准备

教具准备：

本课课件及磁带录音机。

六、教学过程step1.freetalk:

1.师生用goodmorning/afternoon.howareyou?互相问候。

2.出示课件，看图片复习学过的单词（食物类、水果类、职业类、家庭用品类）。

重点复习本课中的复现单词：acomputer,achair,abookcase.

3.复习句型：let'sgotothelibrary.great!howdowegothere?shallwegototherebybus?ok.练习"there",并书写。 

4.let's sing the song《the wheels on the bus》，（出示课件音乐，并在每个地点类单词图片出现前播放）。  

step2.presentationandpractice

1、出示library的图片。t:lookatmypicture.

出示单词picture并领读s：跟读.t:(指图片）what'sthis?s:it'salibrary.t:whatcanyouseeinthelibrary?s:icanseeapicture,acomputerandsomebookcases.

2、出示课件歌曲《wheelsonthebus》t:(出示office的图片）what'sthis?s:……t:it's an office..出示单词 office 示范朗读s:跟读t:whatcanyouseeintheoffice?s:icanseeacomputer.t:soyoucansay:thereisa computer.can you say like me?出示句型:there is a/an……canyousaylikeme?s:thereisacomputer.thereisa...s:造句练习。

3、听音乐，做动作，出示classroom的图片。t:what's this?s:it's a classroom.出示单词classroom并领读s：跟读t:whatcanyouseeinthe classroom?出示blackboard的图片。s:there'sablackboard.     学生造句练习……t:出示复数句型there are some ……s:(在教师帮助下）therearesomedesks.学生学说并做造句练习。

4、同法教 aplayground,amusicroom.  

step3ashortbreak

1、enjoyasong欣赏本课的歌曲intheclassroom

2、agame"magicears”游戏规则：教师说本课单词，不发出声音，仅让学生看口型，学生根据教师口型猜测是什么单词。  

step4.learntosay  

1、在黑板上写出课题unit8openday并领读

2、出示本课单词图片。学生看图说单词。

3、t：（示范）thisisanoffice.thereisa/an...on/inthe...therearesome...on/inthe...canyousaysomethinglikethat?s:模仿教师练习句型。  

step5consolidation  

1、看图说话比赛,练习书上part.c教师出示书上图片。学生分两大组比赛哪组说的多，说的好。用句型:thereis/are....in/onthe...  

step6homework  

1、听磁带，跟录音读对话。  

2、单词抄写，各三遍。   

附板书：          

unit8openday            

there is a/an……          

there are some……

英语教案－Unit篇6

Unit1GoodFriends

Teachingaimsanddemands:

a.Achievelanguageskillsandrelatedknowledgeaboutthetopicof friendsandfriendship;

b.Learntoexpresslikesanddislikesandmakeapologies:

c.Vocabularyinthisunit:

thewordsandexpressionslistedontheteacher’sbook

d.Grammar:

Directandindirectspeech

Lesson1

Step1Presentationanddiscussion(warm-up)

Putsomenewwordsontheblackboardandtellthemsomethingaboutafriend.

Kind  honest  brave  loyal  happy  wise  strong 

beautiful  handsome  rich  smart  funny

Thenasksomequestionsaroundtheclassanddiscusswiththem.

Whatshouldagoodfriendbelike?

Whatqualitiesshouldagoodfriendhave?

Shouldtheybefunny,smartandstrong?

Step2Reading

AskthestudentstoreadthedialogueinthepartSPEAKING.Asksomequestions:

1.Whatdoesn’tJohnlike?

2.WhatdoesJoethinkofmusicandskiing?

Andthenfillintheformonpage3.

Thenaskthestudentstoexpresstheirideasfreely.Encouragethestudentstosaymoreaboutfriends.

Step3

Listening

Askthestudentstolistentothetapeandfillintheblanksinthelisteningpart.

Step4Talking/Practice

Askthestudentstopage85.Makeasimilardialogueasinexercise2.

Someusefulexpressions:

Whydidyou…?  Whydidn’tyou…?    Yousaidthatyouwould…

Pleaseforgiveme.Youpromisedto… I’mverysorry… Itwon’thappenagain.Iforgot.

Step5Homework

FinishExercise3intheworkbook.

Lesson2

Step1Revision

Askseveralstudentstopresentaspeechaboutfriendsasarevision.

Step2Pre-reading

Presentthestudentsapicturetoillustratethesituationonalonelyisland.Askthemtolistthreeitemsintheboxandaskthemtogivethereasonsusingthesentenceslistedonpage3.

Step3Reading

Beforeaskingthestudentstoreadthetext,firstgivethestudentsabriefintroductionaboutTomHanks,hisfilmsandthefilmCastAway.

Thenstudentsreadthetext,andanswerthefollowingquestions.

1.HowdoesChuckNolandcometoadesertedisland?

2.Inordertosurviveontheislandalone,whatdoesheneedtolearn?

3.Whatdoesheunderstandatlast?

4.Forus,whatlessonwecanlearnfromChuck?

Atthesametimeexplainthelanguagepointsifnecessary.

Step4Post-reading

DiscussthefollowingquestionsinthePartPOST-READING.

Step5Homework

PrepareatalkaboutTomHanksorsomethingaboutoneofhisfilm.

Lesson3

Step1Revision

GetthestudentstogiveatalkaboutTomHanksorsomethingaboutoneofhisfilms.

Step2LanguageStudy

Askthestudentsfillintheblankswithproperwords.

Step3Grammar

IllustratetothestudentstheuseofDirectandIndirectSpeech.

ThenaskthestudentstodotheexerciseinthePartGrammaronP5.

Step4Practice

Askthestudentstoacttheexercise2inthepartGrammarout.

Step5Homework

Askthestudentstofinishtheexercise2intheirworkbook.

Lesson4

Step1Revision

Checkthehomework.

Step2Presentation

Presentsimplesofe-mailtogetthestudentsageneralideaofe-mail.

Step3Explanation

Tellthestudentssometipsofwritingane-mailbylearntheabovee-mailsimple.

Step4Writing

Askthestudentstowriteane-mailmessage.

Step5Homework

Askthestudentstotrytowriteane-mailtotheire-pal.

                                                       

英语教案－Unit篇7

新高一英语教案unit13period1

（一）明确目标

1.warminguptoarousethestudents'loveintalking.

2.dosomelisteningtoimprovethestudents'listeningability.

3.makingsimpledialoguestotrainthestudents'speakingability.

(二)整体感知

step1presentation

everydayihavefood.foodmakesusfeelfullandhappyanditalsohelpstobuildourbodies.buthaveyoueverthoughtwhatyoueatisjunkfoodorhealthyfood?todaywe'regoingtolearnsomethingaboutfood.

（三）教学过程

step2

(1)openyourbooksonpage1andlookattheeightpicturesinit.discussinpairswhatarejunkfoodsorhealthyfoods.

(2)askyourclassmateswhattheyliketoeat.andfillthetable.

step3

nowlet'shavesomelisteningtraining.

step4

everyonewantstobehealthyandstrong.butsometimeswearenotfeelingwell.whenwe'reill,we'dbettergoandseeadoctorandthedoctorwilllookoverusandgiveussomeadvice.nowwe’regoingtopracticesomeeverydayenglishusedbydoctorsandpatients.herearethreesituationsforyou.chooseoneofthemandmakeupadialoguewithyourpartneraccordingtotheexamplegivenandthenactout.

（四）总结扩展

step5

todaywe'vedonesomelisteningandspeaking,andlearnhowtogiveadviceandsomeeverydayenglishusedbetweendoctorsandpatients.

（五）随堂练习

用动词的适当形式填空：

1.tomorrow(be)friday.

2.thegeographyteachertoldmetileearth(move)aroundthesun.

3.hethinksit(grow)tallernextyear.

4.heisalways(think)ofhimselfneverthinkingofothers.

5.howyou(get)alongwithyourclassmates?

6.look!there(come)abus.

参考答案：

1.is2.moves3.willgrow4.thinking5.aregetting6.comes  period2

（一）明确目标

1.learnandmasterthefollowingwordsandexpressions:makechoices,pace,diet,nutrient,muscle,bean,keepupwith,fibre,mineral,chemicalbalance,fit,begoodfor,function,andbeharmfulto.

2.developthestudents'readingability.

（二）整体感知

step1presentation

todaywecometothereading.it'saboutahealthydietandtellsfileimportanceofkeepingahal-mineddiet.readthetextquicklyandanswerthefollowingquestions.

step2

1.whatdotraditionaldietsoftenhave?

a.toomuchwater

b.toomuchprotein

c.toomuchfatandtoomanycalories

d.nutrientsweneed

2.whatcanhelpourbodyfightdiseaseandgiveusenergy?

a.vitamins,fibreandminerals.

b.porkandfish

c.water

d.calcium

3.whatcontainsalotofprotein?

a.vegetables

b.fruits

c.vitamins

d.fish,meatandbeans

4.whydosomepeoplebecomevegetarians?

a.becausetheybelieveitishealthiernottoeatmeatortheythinkweshouldnotkillanimalsforfood..

b.becausetheythinkmeatisnot"eco-foods".

c.becausetheythinkmeatwillmakethemfat.

d.becauserileythinkmeatwillmakethemthin.

5.fromthepassagewecanconcludethatitisprobablybetter,if

a.weeatlessmeat

b.wehavemorefruit

c.wehave"eco-foods"

d.webuygoodfoodandkeepabalanceddiet.

参考答案：cadad

step3

readthetextcarefullyagain,andgivethestudentssomeexplanations.

step4

playthetapeforthestudentstolistenandfollow.

step5

l.dopost-reading1.2.

2.discussthequestionsbelow,firstinpair,thenwiththerestoftheclass.

(1)whydopeoplegotofastfoodrestaurant?

(2)whyisitnotgoodforyoutoeattoomuchsugarandfat?

(3)whyarecrashdietsandsupplementssopopular?

(4)whatcanwedotokeepabalanceddiet?

（五）随堂练习

单句改错

l.theymadesomechinesefriendsinbeijingsoastoimprovetheirchinesebetter.

2.headvisedmygivingupsmoking.

3.theytrytokeepabalancingdiet.

4.onlyinthiswaywewillbereadyforthechallengesinlife.

5.ifourdietincludingfoodsfromallthefoodgroups,wedonothavetobuyanysupplements.

参考答案：

1.去掉better

2.mygiving改为metogive

3.balancing改为balanced

4.wewill改为willwe

5.including改为includes

period3

（一）明确目标

1.reviewthetextlearntinthelastperiodincludingusefulwordsandexpression.

2.learnhowtouse"hadbetter","should"and"oughtto"whilegivingadvice.

（二）整体感知

step1presentation

intheclasswe’regoingtoreviewthewordswelearntandalsolearnhowtogiveadviceusing"hadbetter,should,andoughtto".

（三）教学过程

step2

pleaseopenyourbooksonpage5.onthetopofittherearesomewordsandphrasesintheform.matchthemwiththeproperexpressions.

step3

afterfinishingtheword-matching,theteachercantellthestudentswhenpeopleuse"hadbetterorhadbetternot","shouldorshouldnot","oughttooroughtnotto".thenhavethestudentsfillintheblanksinarightway.

（四）总结扩展

step4

wehavelearnthowtogiveadvice.nowlet’strytowritelettersgivingadvice.hereinourtextbooktherearelettersaskingforsomeadvice.readthemquickly,thenwritedownfourpiecesofadviceforeachofthemusing"hadbetter(not)',"ought(not)toorshould(not)'.

（五）随堂练习

完成句子

1.theteacheradvisedhim__(不要在马路上玩)

2._________(培养健康的饮食习惯)ismyimportant.

3._________(选择吃什么)isnolongeraseasyasitoncewas.

4.becausetheythinkwe_____________(不该杀动物来做食物).

5.________(代替)eatingexpensivefoods,theydidmoreexercises.

参考答案：

1.nottoplayontheroad

2.developing/todevelopehealthyeatinghabits.

3.choosing/tochoosewhattoeat

4.shouldnotkillanimalsforfood.

5.insteadof

period4

（一）明确目标1.dosomereadingaboutsnacks.2.dosomewritingtodevelopethestudents'writingskill.

（二）整体感知step1manystudentslikehavingsnacks.isthehabitgoodorbad?let'sread“snacks".

（三）教学过程step2afterfastreading,dothefollowingtrue-or-falseexercises.1.ourbodydoesn'tneedtorefuelifwechoosenutritiousfoodforourmainmeals.2.goodsnacksshouldcomefromdifferentfoodgroupsandshouldnothavetoomuchfatorsugar.3.fruitsandvegetablesdon’tgiveusanyvitamins.4.mostfruitsneedcooking.5.fruitsandvegetablesaretheonlyhealthysnacks.

参考答案：1.f2.t3.f4.f5fstep3givethestudentssomeexplanationswhennecessary.step4playthetapeandhavethestudentsfollow.（四）总结扩展step5haveweevertiledtomakesnacksorseenourmothermakesnacks.let’strytowritetherecipeforyourfavoritedish.beforewriting,youshouldreadtipsfirst.

英语教案－Unit篇8

Unit6HappyBirthdayPeriod5教学设计

一、教学目标

1、知识目标：能听、说、认、读四会单词：boat.ball.kite.plane.doll.car.ballooon

2、技能目标：能根据指令做动作，练习并运用所学的单词，从而提高学生综合运

用语言的能力。

3、情感目标：增加学生对英语学习的信心和兴趣，培养学生有兴趣听英语，乐于

模仿，敢于开口，积极参与的情感态度。

二、教学重点和难点

教学重点：学生能听、说、认、读单词boat.ball.kite.plane.doll.car.ballooon.

教学难点：能根据指令做出相应的动作，单词kite的发音

三、教学媒体设计

小学英语空中资源形象生动的再现了有关教学内容的时空，做到声像结合，图文并茂，创设了真实的语言环境，适合小学生好奇、求学、求趣、求新的年龄特点，使之更自觉有趣地进行英语交际活动，同时还能让学生更快学到纯正发音，因而教师要充分利用“空中英语课堂资源”创造和营造真实有意义的英语文化环境和语言环境，采用听、做、说、唱、玩、演等多种方式，以活动为核心组织教学，为学生提供充分的语言学习机会，鼓励学生积极参与，大胆表达，让学生在活动中学会用英语，并用英语进行交流。同时，在使用空中课堂资源时，教师要以自己的学生为本，通过看光盘提供的教学内容和活动内容及其实施的深度和广度，教学步骤的先后，教学速度的快慢等，进行能动的取舍和调控，在整个课堂中，课堂上的执教教师都要起到一个“导“和”搭桥梁“的作用。

四、教学过程

1、Warm-up/Review(热身/复习)

（1）Greeting(师生互相问候)

（设计意图）：课前亲切自然的问候，拉近师生的距离

（2）Countthenumbersfrom1to10and10to1。

(师生共做手势共数)

[设计意图]：数字的复习为下面歌曲的演唱做好充分的准备。

（3）Singthesong“TenLittleCandlesDance”.

T：（放碟）Let’ssingthesong“TenLittleCandlesDance”.

（师生跟随音乐共唱共做动作）

[设计思路及资源应用分析]：歌曲的引入，既学习了前面的数字，又用资源中快乐的歌曲和优美的舞姿把学生的积极性调动起来，让学生处于兴奋之中。

2、Presentation

（1）学生分组，评价安排

T：（指着黑板上的花树）Look！Ipreparedabigflowertreeandsomeflowers.

（并拿出花给学生看）TheredonestandsforCroup1.ThepinkonestandsforGroup2.TheyellowonestandsforGroup3.（边说边向学生示意）

[设计意图]：评价形成的设立，给学生新知的学习起到一个鼓舞的作用，并为下面的教学过程，起到一个滚动推进的作用，还能极大的调动学生的积极性。

（2）Let’slearn

T：Thisclasswe’lllearnsometoys.Let’swatch.（打开碟片）

boat：①放碟Sally老师示范发音两遍（用手势示意学生静听）后让学生跟读。

②DrawaboatontheBb.

③教师拿起词卡，教此单词并操练。（Readitonebyone,GroupbyGroup.

Together.师声高（低）生声低（高）orhidinggame）

ball：T：Let’sgoon！watch!what’sthis?

①放碟Sally老师示范发音两遍（用手势示意学生静听）后让学生跟读。

②DrawaballontheBb.Ast:whatthis?

Ss:It’saball.

③教师拿起词卡，教此单词并操练。（方法如上）

④放碟Sally老师示范发音和动作Bouncetheball

⑤教师拿起事先准备好的球，边教边做动作边操练。

（Teachtheotherwordsinthesameway）

Balloon：①放碟Sally老师示范动作：Blowuptheballoons.

②教师拿出事先准备好的三个气球

T:whatarethese?

Ss：Balloons.

T:Yes.Let’sblowuptheballoons.

（喊三名学生到前面，即一个组一名，比赛，下面的学生喊Blowuptheballoons……台上面的三名学生开始吹，到老师喊停的那一刻，看哪个组的学生把气球吹的，即可为本组赢得一支花。）

[设计意图及资源运用分析]：资源的应用充分发挥光盘中老师的示范作用，学生通过模仿、对比纠正可以学到更纯正的发音，同时资源中丰富的活动设计，为学生搭建了一个高效的学习互动平台，让学生在主动参与、体验中突破教学重难点，从而实现教学目标的整合。

3、Practice(Let’splay)

Missinggame:

（1）教师拿起准备好的七样物品，逐一问一遍：

T：what’sthis?

Ss：It’sa……

（2）T：Closeyoureyes.（教师示范，学生闭眼，教师快速藏起一物品问）

Now,openyoureyes.What’smissing?

看哪一组的学生说的又快又准，即可为本组赢得一支花。

[设计意图]：Missinggame能让学生在最短的时间里把他们的注意力迅速的集中起来，即操练了新单词，又增强了他们敢说、想说英语的兴趣，同时奖励措施的实施，把他们的兴趣提到了点，增强了他们说的能力。

Matchinggame：

（1）教师拿起事先准备好的词卡，快速逐一出示并问：T：What?进行抢答游戏，说对此单词的同学就能赢得此词卡，并为本组赢得一支花。

（2）T：Now.Let’splayamatchinggame.（教师用手势示意，指着下面的学生）Yousay:boatboatgogogo（指着台上的拿着词卡的七位学生），youmatchthewordswiththerightpictures（用手势做一贴的动作）Ok?

Ss：Ok.

（3）Pleaselookattheblackboard.Let’schecktheiranswers.

师生逐个看一遍，对贴对的同学教师可奖励小贴士。

[设计思路]：

ListeningandGuessinggame

T：Let’slistenandguess.What’sthis?（放碟）

A：在Lily老师问What’sthis?之后按暂停键，教师让学生举手猜。

B：放碟，订正学生的答案（说对的学生可为本组赢一支花）

[设计思路及资源应用分析]：三年级的学生天生好奇、好动，通过资源中听声音来让学生猜物品，不仅可以从视觉上给学生带来全新的刺激，更能从听觉上对学生进行全新的体验，轻而易举的把学生感官系统充分的调动起来了。

Let’sdo

T：Next.Let’slistenanddo.（放碟）

Lily老师说第一遍的时候，让学生坐在位置上跟读（让学生从语言中感知）。

Lily老师说第二遍的时候，让学生静听（让学生从语言和动画中感知）。

Lily老师说第三、四遍的时候，让学生站起来边拍手边做动作（让学生自己动起来，从亲身体验中感知语言）。

[设计思路及资源应用分析]：欢快的歌谣，图文并茂的视、听效果，让学生在轻松愉快的氛围中复习和巩固所学的语言。

4、Let’scheck

T：Nowpleasetakeoutyourpictures.Let’slistenandcolorthem.（放碟学生边听边涂色）

T：Nowcheckyouranswers.（听音，检查答案）

T：Lookatyourpictures.Let’sreadafterit.(让学生跟读)

[设计思路及资源应用分析]：在以上新知的学习之后，该部分资源的应用及时而又准确的检测了学生的学习效果，同时跟读练习又适当的拓展了学生的语言表达能力。

5、Wrapup

(1)T：Whathavewelearntinthisclass.Let’swatch.（放碟，Sally和Lily老师为我们作总结）

（2）T：Whichgroupiswinner?

[设计思路及资源应用分析]：Sally和Lily老师以简洁的语言为我们总结学习内容，而且还布置了课堂延伸活动，不仅加强学生对新知的认知，更总结本课教学的重点内容，清晰而明了。

英语教案－Unit篇9

新课标高一必修1英语教案

unit1friendship（全套教案）

teachingplanunitonefriendship

teachingaims:

1.能力目标：

a.listening:getinformationandviewsfromthelisteningmaterial;

b.speaking:expressone’sattitudeorviewsaboutfriendsandfriendshipinappropriatewords.

c.reading:enablethesstogetthemainidea

d.writing:writesomeadviceaboutmakingfriendasaneditor

2.知识目标：

a.talkaboutfriendsandfriendship;howtomakefriends;howtomaintainfriendship

b.usethefollowingexpressions:

ithinkso./idon’tthinkso.

iagree./idon’tagree.

that’scorrect.

ofcoursenot.

exactly.

i’mafraidnot.

c.toenablethesstocontroldirectspeechandindirectspeech

d.vocabulary:addpointupsetcalmconcerncarelessloosecheatreasonlistsharefeelingthoughtgermanseriesoutdoorscrazymoonlightpurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequizeditorcommunicatesituationhabit

addupcalmdownhavegottobeconcernedaboutwalkthedoggothroughhideawaysetdownaseriesofonpurposeinordertofacetofaceaccordingtogetalongwithfallinlovejoinin

3.情感目标:

a.toarosess’interestinlearningenglish;

b.toencouragesstobeactiveintheactivitiesandmakesstobeconfident;

c.todeveloptheabilitytocooperatewithothers.

4.策略目标：

a.todevelopss’cognitivestrategy:takingnoteswhilelistening;

b.todevelopss’communicativestrategies.

5.文化目标：toenablethesstogettoknowdifferentopinionsaboutmakingfriendsfromdifferentcountries.

teachingsteps:

periodone

step1.warm-up

1.sslistentoanenglishsongauldlangsyne.

2.brainstorming:letsssaysomewordsaboutfriendship–honest,friendly,brave,humorous,funny,wise,kind,open-minded,responsible,helpful….

step2.talkaboutyouroldfriends

1.sstalkabouttheiroldfriendsinjuniormiddleschool,talkabouttheirappearance,personality,hobbies,etc.

2.self-introduction

step3.makenewfriends

1.ssgoaroundandasktheirnewfriendssomeinformationandfillinthefollowingform

nameage/hobbies/favoritesports,books,…

2.reporttotheclass:whowillprobablybeyourfriendwhy.

step4.doasurvey

ssdothesurveyinthetext,p1

sep5.listeningandtalking

dowbp41(talking).whilesslistentothematerial,askthemtotakenotesaboutthespeaker’sviewsofmakingfriends.

whenssmaketheirconversation,askthemtotrytousethefollowingexpressions.

ithinkso./idon’tthinkso.iagree./idon’tagree.

that’scorrect.ofcoursenot.exactly.i’mafraidnot.

step6.discussion

dividessfourinonegroupandeachgroupchooseatopictodiscuss.therearefourtopics.

topic1:whydoyouneedfriends?makealistofreasonswhyfriendsareimportanttoyou.

topic2:thereisasaying“tohaveagoodfriend,youneedtobeagoodfriend.”whatdoyouthinkofthesayingandhowcanyoubeagoodfriend?

topic3:doesafriendalwayshavetobeaperson?whatelsecanbeyourfriend?why?

topic4:listsomequalitiesofapersonwhodoesnotmakefriendeasily.

step7.summary

1.askssthemselvestosummarizewhatisfriendshipandwhatisthemostimportantinmakingfriends.

2.tshowsmoreinformationaboutfriendshipandapoemaboutfriendship.

whatisfriendship?

iwanttofindtheanswertothequestion

whatisfriendship?

whenitrains,ithinkfriendshipisasmallumbrella.

itcangivemeapieceofclearsky.

wheni’mcrying,ithinkfriendshipisawhitehandkerchief.

itcanwipemytearsdry.

wheniamsad,ithinkfriendshipisawarmword.

itcanbringmehappinessagain.

wheniamintrouble,ithinkfriendshipisastronghand.

itcanhelpmeescapemytroubles.

whenisitinaquietplace,ithinkfriendshipisaverywonderfulfeeling.

itcan’tbepulledandtorn,becauseitisineveryone’sheart.

itistherefromthebeginningtotheendofourlives.

3.tellss:makenewfriendsandkeeptheold;oneissilverandtheotherisgold.

step8.evaluation

ssfinishthefollowingevaluationform.standard:a,b,c

contents自评他评

1.i’mactiveintalkingwithothers.

2.i’mactiveincooperatingwithothers.

3.icanexpressmyselffluently,accuratelyandappropriately.

4.iknowmoreaboutfriendshipafterthislesson..

5.doyouthinkyouneedtoimproveyourselfinsomeaspects?whichaspects?

homework:

1.lookupthenewwordsandexpressionsinwarm-upandpre-readinginadictionary.

2.writeashortpassageaboutyourbestfriend.

periodtwo

step1.warmingup

activity1:supposeyouhavetostayindoorstohideyourselfforawholeyear.youcannevergooutdoors,otherwiseyouwillbekilled.youhavenotelephone,computer,ortvathome.

howwouldyoufeel?

whatwouldyoudo?

fourstudentsagroupdiscusswitheachotherfor2minutes.

activity2:playashortpartofthemoviesschindler’slist

step2.predicting

studentsreadthetitleofthepassageandobservethepicturesandtheoutlineofittoguess:

whoisanne’sbestfriend?

whatwillhappeninthepassage?

step3.skimming

studentsskimthepassagein2minutestogetthemainidea:

whoisanne’sbestfriend?

whendidthestoryhappen?

step4.scanning

studentsworkinpairstofindtheinformationrequiredbelow:

anne

inworldwarⅱ

step5.intensivereading

studentsworkingroupoffourtodiscussthefollowingopenquestions:

1.whydidthewindowsstayclosed?

2.howdidannefeel?

3.whatdoyouthinkofanne?

4.guessthemeaningsof“spellbound”,“holdmeentirelyintheirpower”fromthediscourse(语篇,上下文).

5.whichsentencesattractyouinthepassage?

step6.activity

fourstudentsagrouptodiscussthesituation:

supposeyoufourhavetohideyourselvesfor3months.duringthethreemonths,youwillbeofferedthebasicfood,waterandclothes.yourgroupcantake5thingswithyou.

whatwillyoutake?why?

howwillyouspendthe3months?

howwillyoutreateachotherandmakefriends?

step7.assignment

task1.surftheinternettofindanne’sdiaryandreadsomeofit.printoutapieceofthediaryandwritedownyourfeelingsafterreadingitonthepage.wewillsharethepiecesandyourfeelingswiththewholeclass.

task2.ex2.3onpage3

periodthree

step1.warmingup

checkthess’assignment:task2

step2.languagepoints:

1.add(v.)

1).toputtogetherwithsomethingelsesoastoincreasethenumber,size,importance,etc.增加，添加

pleaseaddsomethingtowhati’vesaid,john.

2).tojoinnumbers,amount,etcsoastofindthetotal相加

addupthesefiguresforme,please.

addtosomething:toincrease增加

whathedidhasaddedtooutdifficulties.

addupto:toamountto加起来等于；总计

thecostaddedupto100millionyuan.

2.cheatv.1).toactinadishonestwayinordertowin欺骗；作弊

2).(of,outof)totakefrom(someone)inadishonestway骗取

theycheatedtheoldwomanoutofhermoneybymakinghersignadocumentshedidn’tunderstand.

n.1).anactofcheating作弊行为

2).onewhocheats骗子

3.gothrough

1).toexaminecarefully仔细阅读或研究

iwentthroughthestudents’paperslastnight.

2).toexperience经历，遭受或忍受

youreallydon’tknowwhatwewentthroughwhileworkingonthisproject.

4.crazy(adj.)

1).mad,foolish疯狂的，愚蠢的

it’scrazytogooutinsuchhotweather.

2).wildlyexcited;veryinterested狂热的，着迷的

sheiscrazyaboutdancing.

5.lonely(adj.)unhappybecauseofbeingaloneorwithoutfriends孤独的，寂寞的

hehasbeenverylonelysincehiswifelefthim.

lonely/alone

alone

1).withoutorseparatedfromothers单独的

shelivesalone.

2).only仅仅，只有。用于名词或代词之后。

theglovesalonecost$80.

leave/letsb.orsth.alone:nottake,touchorinterferewithsborsth不带走，不触摸，不干涉某人或某事

leavethatalone.it’smine.

shehasaskedtobeleftalone.

6.beconcernedabout/for:beworriedabout担心

we’reallconcernedabouthersafety.

7.upset:

1).adj.worried;sad;angry;notcalm不安，心烦意乱，生气

heisupset.

2).v.causetoworry,tobesad,tobeangry,nottobecalm使不安，使生气

hischeatingontheexamupsethisteacher.

8.welln.井adj.身体好adv.好int.噢，

georgewaswellandtrulydrunk.

icouldn’tverywellsaynowhentherewasnooneelseshecouldask.

9.spellbind:toholdthecompleteattentionof吸引人，迷人，是入迷

thechildrenwatchedspellboundasthemagiciantookrabbitsfromhishat.

step3.learningaboutlanguage

1.finishex.1,2and3.onpage4.

2.directspeechandindirectspeech:ssdoex.1and2onpage5.thenletthessthemselvesdiscoverthestructures.

step4.practice

usingstructuresonpage42:askthesstouseindirectspeechtoretellthestory.

step5.assignment

finishwb.ex,1and2onpage41and42.

periodfour

step1.revision

checkthess’assignment.

step2.reading

ssreadtheletteronpage6

notes:

1.getalongwith

2.fallinlove

step3.listening

ssshouldtakenoteswhiletheyarelistning.

1.firstlistening:sslistenandanswerthequestionsofpart2onpage6.

2.secondlistening:sslistenagainandfinishpart3onpage6.

step4.listening

sslistentoastoryaboutanneandtrytofinishwb.ex1and2onpage43andpage44.

step5.speaking

ssworkingroupsoffour.designaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.theycanusethequizinthewarminguptohelpthem.

step6.assignment

1.sspreparethereadingtaskonpage44.

2.surftheinternetandfindsomematerialaboutfriendshipindifferentcountries.

periodfive

step1.warmingup

sssaysomethingaboutmakingfriendsandhowtomaintainfriendship.

step2.listening

sslistentoashortpassageandfillintheblanksonpage41(listening).

step3.reading

1.firstreading:ssreadthepassageaboutfriendshipinhawaiiandfinishwb.ex1.onpage45.

2.secondreading:ssreadagainanddiscussthequestionsonpage45.

3.sssharetheirmaterialaboutfriendshipindifferentcountriesingroups,andthenchoosesomegroupstoshowtheirsinclass.

step4.discussion

whatdoyouandyourfriendsthinkiscool?

sslookatthephotosonpage46andingroupsoffourtalkaboutwhetherwhattheyaredoingiscoolornot.

asksstousethefollowingsentenceswhiletheytalk:

ithinkthat…iscool/isn’tcoolbecause….

ithinkso.

idon’tthinkso.

iagreewithyou.

idon’tagreewithyou.

step5.assignment

sscollectsomeproverbsaboutfriendship.

periodsix

step1.pre-writing

1.readaletterfromastudentcalledxiaodong.

2.goovertheadviceonpage7andbereadyforwriting.

step2.while-writing

askthesstowritealettertoxiaodongasaneditorandgivehimsomeadvice.

1.ssmakealistabouttheimportantinformationthattheyneed.

2.ssbegintowritethelettertoxiaodong.

3.ssrevisetheirlettersbythemselves.

4.ssexchangetheirwritingpaperwiththeirpartnersandcorrectthemistakes.(tense,spelling,letters,structures….)

5.ssgetbacktheirownwritingpaperandwritetheletteragain.

step3.post-writing

choosesomestudents’writingpaperandshowintheclass.askthesstocorrectthemistakestogetherandalsolearnfromsomegoodwritings.

step4.writingforfun

1.ssreadthepassageonpage7bythemselves.

2.sstrytowriteafewlinestodescribetheirbestfriendsorapersontheyknow.

3.showsomess’writingsinclass.

step5.assignment

dowbwritingtaskonpage46.

periodseven

teacherscanusethisperiodfreely.

suggestion:teacherscanusethisperiodtoletsssumupwhattheyhavelearnedandexplainwhatsscouldn’tunderstandverywellinthisunit.teacherscanalsoaddmorepracticeinthisperiodtoconsolidatewhatthesshavelearned.finally,askthesstofinishcheckingyourselfonpage47.itisveryimportanttoimprovetheirlearning.

英语教案－Unit篇10

高一必修1英语教案

unit2englisharoundtheworld(reading)

unit2englisharoundtheworld

reading theroadtomodernenglish

period1:asamplelessonplanforreading

(theroadtomodernenglish)

aims

totalkaboutvarietiesofenglish

toreadaboutthehistoryofenglishlanguage

procedures

i.warmingup

1.warmingupbyansweringaquestionnaire

1).tellthestudentstheyaregoingtoansweraquestionnaireaboutwhytheyarelearningenglish.

2).writethewords:reasonsforlearningaforeignlanguageonthecenteroftheboard:

3).askthestudentstosuggestasmanyreasonsastheycanthinkof,forexample,forwork,asahobby,tolearnaboutotherpeople,totravel,toreadliteratureintheoriginal,toreadresearchpapers,tomeetforeigners,tosurftheinternet,topassexams,etc.writetheirsuggestionsontheboardastheymakethem.

4).dividetheclassintopairs.

5).giveouteachstudentonequestionnairepaper.

6).explainthetask.thestudentsmustquestioneachotherabouttheirlanguagelearningneeds(ormotivations).tellthemthatyouaregoingtotakeinthequestionnairesattheend,andthatyou’dlikethemtomakeclearnotes.itworksbetterifthetwopartnersswaptasks(questionsandanswers)aftereachsectionofthequestionnaire.iftheywaittilltheendtoswap,onestudentmayuseupallthetimeavailable.

7).whenthetaskisfinished,askacoupleofstudentstosummarizetheirpartners’answers.(thismaydevelopintoaclassdiscussionaboutlanguageneeds).

8).thestudentswritefivesentencesontheirfeelingaboutlearningenglish.

9).collectthequestionnaires.

needsanalysisquestionnaire

interviewer_______________

interviewee_______________

presentuse:situationsandskills

reading(faxes,letters&reports)

listening&speaking(telephoning,meetings,negotiations,publicspeaking,socializing)

writing(faxes,letters&reports)

futureuse:expectations&ambitions

2.furtherapplying

togetthestudentsthinkingaboutthetopicofthereadingpassage.

1).haveastudentlistontheboardalltheenglish-speakingcountriesintheworldthattheycanthinkof.

2).givethestudentshintsabouttheplacestheyhaven’tmentioned.

3).providethestudentswithanopportunitytothinkaboutthereasonsforthespreadofenglisharoundtheworld.

★englishisoneoftheofficiallanguagesoftheolympicgamesandtheunitednations.

★englishdominatesinternationalwebsitesandprovidesnearlyallofthenewcomputerterminology.

★tourismandtradefromwesterneuropeandnorthamericahascontributedtothespreadofenglish.

★satellitetv,radioprogramslikejoyfm,cdsand,ofcourse,hollywoodfilmsallbroadcastenglishintochina.also,anumberofchinesefilmsincludeenglishsubtitles.

ii.reading

1.skimming

readquicklytogetthemainideaofthetext.

letthestudentsfindoutkeysentenceofeachparagraphoraskthemtosummarizethemainpointforeachparagraphintheirownwords.

paragraph1:thespreadoftheenglishlanguageintheworld

paragraph2:nativespeakercanunderstandeachotherbuttheymaynotbeabletounderstandeverything.

paragraph3:alllanguageschangewhenculturescommunicatewithoneanother.

paragraph4:englishisspokenasaforeignlanguageorsecondlanguageinafricaandasia.

2.scanning

readtolocateparticularinformationandcompletethecomprehendingexerciseone.

3.followingup

workingroups.discussthetwoquestionsandthenasktwogroupstoreporttheiranswerstotheclass.

1).doyouthinkitmatterswhatkindofenglishyoulearn?why?

possibleanswer:

idon’tthinkso.herearethereasons:

★nativespeakersfromdifferentpartsoftheworldhavenodifficultyinunderstandingeachotherdespitethefactthattheyspeakabitdifferently.

★itisnecessaryforustolearnthenarrowdifferencebetweendifferentkindsofenglishifwehopetocommunicatefluentlywithnativespeakersofenglishfromallovertheworld.

★differentkindsofenglishhavethesamelanguagecore.ifyouhavegotagoodcommandofonekind,youwillalmosthavenodifficultyunderstandinganotherkindofenglish.

(anypersuasiveandsupportingreasonthestudentsgivecanbeaccepted.)

1)whydoyouthinkpeopleallovertheworldwanttolearnenglish?

possibleanswer:

thereasonswhypeopleallovertheworldwanttolearnenglish:

★witheconomyglobalization,englishhasbecomethebestbridgetoservethepurposeofpeopleallovertheworldcommunicatingwithoneanother.

★however,likeallmajorlanguagesintheworld,englishisalwayschanging.inordertoadjusttonativespeakersfromdifferentpartsoftheworld,itisamustforpeopleallovertheworldtolearnenglish,whetherinenglishspeakingcountriesorinnon-englishspeakingcountries.

★also,peoplefromdifferentpartsoftheworldspeakenglishwithvariousaccentanddialects,andpeoplehavetolearnaboutthedifferencebetweendifferentkindsofenglishinordertoavoidmisunderstandingwhilecommunicating.

(allpersuasivereasonscanbeaccepted.)

4.languagefocus:

1)evenif=eventhough:inspiteofthefact;nomatterwhether:helikestohelpusevenifheisverybusy.

2)communicatewith:exchangeinformationorconversationwithotherpeople:helearnttousebodylanguagetocommunicatewithdeafcustomers.

3)actually=infact:usedwhenyouareaddingnewinformationtowhatyouhavejustsaid:we’veknownforyears.actually,sincewewerebabies.

4)bebasedon…:

5)makeuseof:usesth.available

6)onlytimewilltell:tosaythatsomethingcanonlybeknowninthefuture:willchina’snationalfootballteamenterforthenextfinalsoftheworldcup?onlytimewilltell.

languagechunksfromunit2englisharoundtheworld

bedifferentfrom,payarole(part)in,becauseof,either…or…,in/onateam,thenumberof/anumberof,thaneverbefore,evenif,compupto,overtime,communicatewith,bebasedon,makeuseof,haveone’sownidentity,suchas,onlytimecantell,nativespeaker,aswellas,solveaproblem,believeitornot,nosucha…,allovertheworld,atthetop(bottom)of,penfriends,tothisday,sumup,pardon?,begyourpardon,goabroad,beusedfor,moreofa…,encouragesb.todosth.,workon,feellikesth.,fromtimetotime,english-speakingcountries,fromone…toanother,dobusiness,ontheair,wouldlikesb.todo,makenotes,fightagainst,keep…asecret,eventhough,savetime(money),aformof…

period2:asamplelessonplanforlearningaboutlanguage

(indirectspeech(ii)requests&commands)

aims

todiscoverusefulwordsandexpressions

todiscoverusefulstructures

procedures

i.directandindirectspeech

directspeechindirectspeech

simplepresent

hesaid,“igotoschooleveryday.”simplepast

hesaid(that)hewenttoschooleveryday.

simplepast

hesaid,“iwenttoschooleveryday.”pastperfect

hesaid(that)hehadgonetoschooleveryday.

presentperfect

hesaid,“ihavegonetoschooleveryday.”pastperfect

hesaid(that)hehadgonetoschooleveryday.

presentprogressive

hesaid,“iamgoingtoschooleveryday.”pastprogressive

hesaid(that)hewasgoingtoschooleveryday.

pastprogressive

hesaid,“iwasgoingtoschooleveryday.”perfectprogressive

hesaid(that)hehadbeengoingtoschooleveryday,

future(will)

hesaid,“iwillgotoschooleveryday.”would+verbname

hesaid(that)hewouldgotoschooleveryday.

future(goingto)

hesaid,“iamgoingtoschooleveryday.”presentprogressive

hesaid(that)heisgoingtoschooleveryday.

pastprogressive

hesaid(that)hewasgoingtoschooleveryday

directspeechindirectspeech

auxiliary+verbname

hesaid,“doyougotoschooleveryday?”

hesaid,“wheredoyougotoschool?”simplepast

heaskedmeifiwenttoschooleveryday.*

heaskedmewhereiwenttoschool.

imperative

hesaid,“gotoschooleveryday.”infinitive

hesaidtogotoschooleveryday.

directspeechindirectspeech

simplepresent+simplepresent

hesays,“igotoschooleveryday.”simplepresent+simplepresent

hesays(that)hegoestoschooleveryday.

presentperfect+simplepresent

hehassaid,“igotoschooleveryday.”presentperfect+simplepresent

hehassaid(that)hegoestoschooleveryday.

pastprogressive+simplepast

hewassaying,“iwenttoschooleveryday.”pastprogressive+simplepast

hewassaying(that)hewenttoschooleveryday.

pastprogressive+pastperfect

hewassaying(that)hehadgonetoschooleveryday.

directspeechindirectspeech

can

hesaid,“icangotoschooleveryday.”could

hesaid(that)hecouldgotoschooleveryday.

may

hesaid,“imaygotoschooleveryday.”might

hesaid(that)hemightgotoschooleveryday.

might

hesaid,“imightgotoschooleveryday.”

must

hesaid,“imustgotoschooleveryday.”hadto

hesaid(that)hehadtogotoschooleveryday.

haveto

hesaid,“ihavetogotoschooleveryday.”

should

hesaid,“ishouldgotoschooleveryday.”should

hesaid(that)heshouldgotoschooleveryday.

oughtto

hesaid,“ioughttogotoschooleveryday.”oughtto

hesaid(that)heoughttogotoschooleveryday.

ii.discoveringusefulwordsandexpressions

1.workinpairs.doexercises1,2,3and4.thenchecktheansweryou’reyourclassmates.theteacherhelpsthestudentsdiscoverthedifferenceinprepositions.

2.playthetapeforthestudentstolistenandaskthemtomarkthesentencestressandintonation.thenpracticereadinginpairs.

(theteacherbringsthestudents’attentiontothebritishandamericanwordsthataredifferentbuthavethesamemeaning.)

iii.discoveringusefulstructures

(makingcommandsandrequestsusingindirectspeech)

1.ingroupsoffour,thinkofatleastthreecommandsyourteachersandparentsusuallygive.

youmayfollowthesesteps.

1)chooseonewhoistogivethefirstcommand.

2)askanotherpersoninyourgrouptotellsomebo

英语教案－Unit篇11

Unit8OpenDay胡埭中心小学 王菁菁一、教学内容：《牛津小学英语》4B第八单元第一课时二、教学目标 ：1、能听懂、会说，会读，会拼写单词achair,ablackboard,apicture,abookcase,aclassroom,anoffice,aplayground。2、能听懂、会说，会读，会写句型There'sa/Therearesome...in/on/nearthe...3、熟悉歌曲Intheclassroom。三、教学重点和难点：1、能听懂、会说，会读，会拼写单词achair,ablackboard,apicture,abookcase,aclassroom,anoffice,aplayground。2、能听懂、会说，会读，会写句型There'sa/Therearesome...五、课前准备教具准备：本课课件及磁带录音机。六、教学过程 Step1.Freetalk:1.师生用Goodmorning/afternoon.Howareyou?互相问候。2.出示课件，看图片复习学过的单词（食物类、水果类、职业类、家庭用品类）。重点复习本课中的复现单词：acomputer,achair,abookcase.3.复习句型：Let'sgotothelibrary.Great!Howdowegothere?Shallwegotothere bybus?OK.练习"there",并书写。 4.Let's sing the song《The wheels on the bus》，（出示课件音乐，并在每个地点类单词图片出现前播放）。 Step2.Presentationandpractice1、出示library的图片。T:Lookatmypicture.出示单词picture并领读S：跟读.T:(指图片）What'sthis?S:It'salibrary.T:Whatcanyouseeinthelibrary?S:Icanseeapicture,acomputerandsomebookcases.2、出示课件歌曲《Wheelsonthebus》T:(出示office的图片）What'sthis?S:……T:It's an office..出示单词 office 示范朗读S:跟读T:Whatcanyouseeintheoffice?S:Icanseeacomputer.T:Soyoucansay:Thereisa computer.Can you say like me?出示句型:There is a/an……Canyousaylikeme?S:Thereisacomputer.Thereisa...S:造句练习。3、听音乐，做动作，出示classroom的图片。T:What's this?S:It's a classroom.出示单词classroom并领读S：跟读T:Whatcanyouseeinthe classroom?出示blackboard的图片。S:There'sablackboard.    学生造句练习……T:出示复数句型There are some ……S:(在教师帮助下）Therearesomedesks.学生学说并做造句练习。4、同法教 aplayground,amusicroom. Step3Ashortbreak1、Enjoyasong欣赏本课的歌曲Intheclassroom2、Agame"Magicears”游戏规则：教师说本课单词，不发出声音，仅让学生看口型，学生根据教师口型猜测是什么单词。 Step4.Learntosay 1、在黑板上写出课题Un