小学英语教案的格式1

第一篇：小学英语教案的格式1

小学英语教案的格式(2009-10-14 21:23:15)转载标签： 格式 分类： 教案 小学英语五步教学法教案格式

1.教学目标（Teaching aims）

教学目标要简单化，解决教什么的问题。教师要先分析教学内容，然后确定教学目标。教学目标可以包括如下内容：

a.语音，列出学生需要掌握的语音项目；

b.词汇，对不同要求的词汇制定不同的教学目标；

c.主题句的熟练应用，做替换练习，使功能与交际结合练习。d.设计好活动形式或是游戏形式。2.教学步骤（Teaching procedures）

五步教学法的五步之间前后联系、环环相扣的。

Step 1 Warm-up activities(Revision-复习)五步教学法的第一步是复习，主要讲两个问题，复习的作用和复习的方法。

1）复习的作用：温故知新（Gain the new insight through restudying the old materials）建立起新旧知识之间的联系，以旧引新，减小教学的难度。

2）复习的主要方法： a.Objects（实物）b.Pictures(图片)c.Simple blackboard drawings(简笔画)d.Charts(列表)e.Demonstration(表演)f.Summary(总结)g.Questions(设问)

教师可以依据教学内容灵活选用这些复习的方法，激活课堂教学。Step 2 The presentation of the new material（讲授新课）新课主要讲结构和功能（Structure and function），如何将新授的内容展示给学生，我们介绍五种导入的方法：

1）自问自答导入法 2）手指木偶导入法 3）角色表演导入法 4）简笔画导入法 5）实物图片导入法

教师依据教学内容，灵活选用适当的导入方法进行导入，使我们的教学从一开始就抓住学生的注意力。如何讲授结构的方法有两种： 1）Examples and structure(通过例句讲结构)2）Real or unreal situation(真实或非真实情景)Step 3 Drill(操练)（Oral repetition）第三步是操练，主要对新课中的结构进行操练。教师要加强对课堂的控制,采用分级操练的方法：

a.in chorus(齐读)：让人人都有机会练习b.individual(个人)：弥补齐读中滥竽充数的缺点

c.in pairs(俩俩)：学生两人一组，一问一答，互问互答，连锁问答。d.in groups(小组)：调动孩子的积极性，培养发散性思维。教师在组织学生进行操练的时候，要注意把握以下操练的原则： 1)针对性原则：操练要依据教学内容和教学对象具有针对性;2)灵活性原则：教案要有几套操练的方案，根据情况选择； 3)激发性原则：提问题的时候要面向全体，先提问,后找人回答;4)激励性原则：要注意时刻表扬学生，给他们信心；对后进学生要提问比较容易的问题,一旦答对了,就要表扬,教师的鼓励的目光对学生来说是最好的奖励,也是最大的鼓舞;5)过渡性原则：操练要有梯度，要循序渐进；由易到难,给学生充分的信心;6)节奏快，密度大：操练的时候要让学生始终在动，让他们有事情可做。

Step 4 Practice（实践）

实践主要是针对新课中的功能进行练习的，实践的过程要逐渐放开，由全控到不控：

a.Controlled（全控）：教师给学生提供实践的思路； b.Semi-controlled（半控）：教师提供模式，给学生起到表率作用； c.Seldom controlled（偶控）：教师进行个别辅导； d.Free talk(Never controlled)（不控）：学生进行自由会话。Step 5 Consolidation（巩固）

五步教学法的最后一步是巩固，对本课所学的结构和功能进行综合的巩固。巩固的形式很多，可以是唱歌，游戏，还可以用练习册；可以是口头的，也可以是笔头的。

第二篇：小学英语教案1

Unit1 My new teachers第一课时 教学重点

本课时的教学重点是Let’s learn部分的单词：old，short thin，tall，strong, young, funny, kind等。要求学生能听懂句型，并结合这些句子表达的情境，学会恰当地替换句中的单词。逐步学会听、说、读、写单词：old，short，thin，tall，strong。

二、教学难点

本课时的教学难点是如何利用所提供的对话和情景，以旧引新，让学生进入学习状态。Let’s start部分在学生用书当中首次出现，教师应正确理解此部分的辅垫作用，可根据实际教学需要进行使用，并帮助学生熟悉教材内容的变化。

三、课前准备

1．教师准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡。2．准备一些教师的照片或图片。3．教师准备录音机及录音带。

四、教学过程

1．Warm－up（热身）

（l）教师播放Let’s start下面歌谣的录音，让学生听歌谣猜单元话题，激发学生对新学期第一单元英语学习的兴趣。还可以使用四年级上册第三单元学过的句型：“I have a new friend.He’s tall.He’s strong, too.”并结合相关人物的图片，引导学生复习strong，tall，short，thin等词，为本课时听、说、读、写这些单词做好准备。（2）日常口语练习，内容可参考如下：

T：Hello, everyone！Welcome back to school!Nice to see you!Ss: Nice to meet you!(3)问学生几个问题，引出本课重点内容。具体会话可参考如下： T：Hi，everyone！Nice to see you again．What grade are you in now？ Ss：We’re in Grade 5．

T：Do you like your new English books(new classroom, new teacher)？ Ss：Yes！

T： What are we going to talk about in Unit 1？Guess！What’s the topic of Unit 1？ 2． Presentation（新课呈现）

（l）教师出示Let’s start部分图片，介绍说： Rabbit has many new teachers in her school.Do you have new teachers? 引导学生根据情景图的提示描述新教师。然后教师说：“今天我们将学习怎样描述新教师。Sarah将为大家介绍几位新教师，大家在先看一看有哪些是新教师？（2）出示Let’s learn部分的图片，向学生介绍说： They are Sarah’s teachers.Describe these teachers．引导学生结合预习部分回答出 strong，tall，short，thin等旧词，然后结合图卡向学生呈现新词：youny，kind old，funny。教师可利用简笔画、单词卡片或实物图片等—一教授新词，使学生正确理解、认读。

（3）教师可播放单词的声音，让学生在听过一遍后跟读单词，逐步掌握正确的读音。（4）教师根据以下信息请学生判断会话中描述的教师是 Let’s learn配图中的哪一位：Mr Hu is the art teacher.What’s he like？He’s short and thin．完成前面铺垫的学习任务，让学生猜出哪位是Sarah的新教师。教师再引导学生利用 Let’s learn部分所提供的替换句型，描述Sarah的其他两位新教师，练习巩固所学新词。（4）试着写单词。

教师范写四会单词，让学生跟写或在单词卡片背面仿写，达到听、说、读、写四会掌握新词的目的。3．Let’s play(趣味操练)（1）Let’s find out(找一找)教师指导学生用所学新词和句型描述Let’s find out部分几位教师的体貌特征，然后找出正确的图片。完成这项活动后，教师引导学生充分利用八张新词卡片继续进行结对或小组活动，如： My new Chinese teacher is tall and strong.Who is he? 让其他学生选出正确的图片。（2）Let’s sing(唱一唱)教师放歌曲“My new teacher”的录音，学生跟唱，进一步在音乐节奏中感知新词。4．Consolidation and extension（巩固与扩展）

（l）让学生做本单元 A Let’s learn部分的活动手册配套练习。

（2）让学生模仿Let’s find out部分的录音，读给朋友或家长听。展示不同教师的图片，让学生猜出是教哪个科目的教师，然后用所学新词描述这些教师的外貌特征。

(3)让学生参照 Let’s find out部分设计一些谜语让大家清一猜。可以参考以下语言： She is tall． She’s beautiful． She’s very young． We all like her． Who’s she？(4)让学生把新学的歌曲唱给家长或朋友听。5.小结

单词：old，short thin，tall，strong, young, funny, kind 教案点评：

提供第一课时教案示例。本课时Let’s learn部分主要是通过情景会话，谈论美术教师的样子，来让学生学习单词：old，short thin，tall，strong, young, funny, kind等。教学设计适合与学生身边的人物相联系，尤其是新老师。可引导学生复习已学过的tall, short, thin, strong等词汇，再进一步学习本课新生词。达到描述不同图片人物的要求。利用一些活动来巩固知识。教师引导学生充分利用事先准备好的人物图片，进行结对或小组活动，如： My new Chinese teacher is tall and strong.Who is he? 让其他学生选出正确的图片。

第三篇：英语教案1

Unit 1 Making a difference

Class3.4 Grade2

Sept.1 Teaching Goals:

1.Talk about science and Scientists 2.Learn more about the Infinitive 3.Practise describing people and debating

The First Period Teaching Aims: 1.Learn and master the following words: Inspiration, perspiration, undertake, analysis, obvious, within, quote 2.Talk about science and scientists.3.Listen to the description of some scientists.4.Do some speaking, describing people and debating.Teaching Important Points: 1.Train the students’ listening ability by listening practice.2.Train the students’ speaking ability by talking about science and scientists, describing people and debating.Teaching Difficult Points: 1.How to improve the students’ listening ability.2.How to help students finish the task of speaking.Teaching Methods: 1.Warming up to arouse the students’ interest in science.2.Listening-and-answering activity to help the students go through the listening material.3.Individual, pair or group work to make every student work in class.Teaching Aids:1.a multimedia 2.a tape recorder 3.the blackboard Teaching Procedures: Step I Warming up(10mins)1.T: There are many outstanding scientists in the world, who made great contributions to society and science.Now look at the pictures on page 1, tell me what are these scientists famous for?(Bb)Scientists Contributions Maria Curie Radium /Polonium Albert Einstein The Theory of Relativity 2.T: Well done.I think you are all interested in science and scientists.What do you think makes a successful scientist? Have a discussion in pairs or groups of four.Then report the results of your discussion.(It is the way he uses his tools that makes a successful scientist.A successful scientist must have much imagination and intelligence and he must be creative and hard-working.A successful scientist must be confident, curious and careful.But what I like to know is what made him/her interested in science…)

T: Now look at the quotes on page 1.do you know what they mean? And do you agree? 天才就是百分之九十九的汗水加上百分之一的灵感。想象力比知识更重要。生活中没有什么可怕的东西，只有需要理解的东西。分析明显存在的事物需要非凡的头脑。

你不可能把一切教给一个人，你只能帮助他在他自己的认知范围内去发现和了解事物。T: Do you know any other quotes about science and thinking? Wisdom is only found in truth.--Johann Wolfgang von Goethe.Knowledge is power.–Francis Bacon.Step II Listening(10mins)T: OK.Now lets do some listening practice on P2.We are going to listen to the descriptions of some famous scientists.Read the requirements by yourselves quickly.Listen to the tape for the first time to get a general idea, and then try to finish the exx.Step III Speaking(12mins)T: Now let’s look at the speaking part on P2.Work in groups of five.Each group member represents a branch of science, eg biology, maths, chemistry, physics, computer science.You are going to debate each other to see which branch of science is the most important and useful for society.First you should decide who will represent each branch and then prepare your role card to debate.You can use the expressions.Step IV Language points(15mins)1．It takes a very unusual mind to undertake the analysis of the obvious． 分析明显存在的事物需要非凡的头脑。(1)undertake(undertook，undertaken)vt．承担(工作，责任等)，承办+名词

例：He undertook the difficult task willingly． 他欣然承担那项困难的工作。will undertake the responsibility for you． 我会为你负起责任。vt.着手，进行，企图+名词

例：He undertook a new experiment． 他着手一项新的实验。

(2)analysis复数形式andyses．analyse vt． A chemical analysis化学分析

We made a careful analysis of the problem． 我们仔细分析了那个问题。

(3)obvious adj.(more obvious，most obvious)明显的，明白的，显而易见的 obviously adv．

例：He told her an obvious lie． 他对她扯了一个明显的谎言。It is obvious that…．…是显然的。

例：It is quite obvious that he didn't do it himself． 显然他没有亲自去做。

It seemed obvious that he suffered from a bad cold． 显然他得了重感冒。

2．There is no doubt that． 毫无疑问 ．． 例：There is no doubt that our team will win． 我队获胜是毫无疑问的。

I don't doubt that we will win the game．(否定句用that)我不怀疑我们将会赢得这场比赛。

Do you doubt that he has passed the final examination ?(疑问句用that)你怀疑他已通过期末考试了吗? I doubt whether he is the best man for the job．(肯定句用whether)我怀疑他是否是担任那项工作的最适当人选。

Homework Preview the reading material.Review the words and expressions in this period.Unit 1 Making a difference

The Second &Third Period Teaching Aims: 1.Learn and master the useful words and phrases.2.Train the students’ reading ability.3.Let the students learn from Stephen Hawking.Teaching Important Points: 1.Master the following phrases and sentence pattern: work on, go by, be engaged to, go on with sth, dream of, turn out There is no point(in)doing sth.2.Enable the students to understand the text better.3.Improve the students’ reading ability.Teaching Difficult Points: 1.How to make the students understand the reading text better.2.How to make the students understand the following sentence.There didn’t seem much point in working on the PhD.Teaching Methods: 1.Scanning the text to get some information about Hawking.2.Careful reading to answer some detailed questions.3.Discussion after reading the passage to make the students learn how to use the scientific method to solve the problem.4.Individural, pair or group work to make every student work in class.Teaching Aids:1.a computer 2.a tape recorder 3.the blackboard Teaching Procedures: Step I Lead-in and Pre-reading（15mins）

T: Yesterday we learnt some quotes from some scientists.Now look at the picture.Do you know who the person is?(Stephen Hawking, one of the greatest physicists of our time, A Brief History of Time)Today we are going to learn a passage about Stephen Hawking.It will tell us Hawking’s determination, thoughts and some theories.First let’s learn some new words and phrases.Then turn to P3.Look at the questions in Pre-reading quickly and then scan the text as quickly as possible and find the answers to them.Answers:1 Because he wanted a job.2 Hawking became famous in the early 1970s, when he and American Roger Penrose made new discoveries about the Big Bang and black holes.3 In 2002, Hawking visited China and spoke to university students in Hangzhou and Beijing.Step II Reading(30mins)T: Well done.Now read the passage once as carefully as possible.Then answer some detailed questions on the screen.You may discuss them in pairs if necessary.What did Stephen Hawking do when he was told that he had an incurable disease? 1.How would most people feel when they were told that they had incurable disease? 2.What did Hawking write in 1988? 3.What did Hawking explain in the book ? 4.According to Hawking, how do people misunderstand science? 5.What are the basic steps of the scientific method? 6.What is it that Hawking doesn’t like about his speech computer? Step III language points There didn't seem much point in working on my PhD—I didn't expec to survive that long• 取得博士学位对我来说没有什么意义，我没有期望活那么久。PhD(Doctor of Philosophy)指―博士学位‖

There is no point in doing sth．表示―做某事没有作用或没有意义‖。例：There is no point in arguing further． 继续争执下去没有意义了。

There is no point in protesting．It won’t help much． 抗议没有什么用处，于事无补。

that在此处为副词，意为―那么‖，可以修饰形容词。this也有此用法。例：I didn't expect he was that rude． 我没料到他会那么粗鲁。

I have never been out this late before． 我从未在外面呆到这么晚过。

Please cut my hair about this much． 请把我的头发剪掉这么长。

4．Yet two years had gone by and I was not that much worse． 但两年过去了，我的情况却没那么糟糕。Go by意思是―(时间)过去‖。

例：Time went by so quickly．We are already at the end of our summer holiday． 时间过得真快，转眼我们已经要结束暑假了。

Thirty years went by and her hair was beginning to turn gray． 三十年过去了，她的头发开始变白了。

5．In fact，things were going rather well for me and I had gotten engaged to a very nice girl，Jan Wilde．

事实上，事情发展得还挺顺利。我和一位非常好的女孩简•怀尔得订婚了。get／be engaged to sb．―与某人订婚‖

例：Did you hear they have got engaged last month? 你有没有听说他们上个月订婚的消息? Tom got engaged to Mary，whom he had met on the train． 汤姆和玛丽订婚了，他们在火车上认识的。

Be engaged in(on)+n．／doing sth．从事(工作)的，忙于……的 例：She was engaged in protecting wild birds． 她从事保护野生鸟类的工作。Right now I’m engaged． 我现在正忙着。

be engaged(电话等)通话中的，占线中的，相当于美国英语的busy． 例：The line／number is engaged。线路被占用。engagement n．订婚(to)例：announce one's engagement to…宣布与…订婚 break off one's engagement解除婚约，解约 engagement ring订婚戒指(戴在左手无名指上)6．Scientists，on the other hand，Hawking writes，know that their job is never finished and that even the best theory can turn out to be wrong．

霍金写到，从另一个方面说，科学家知道他们的工作是永无止境的，即使是最完美的理论，也可能是错误的。

Turn out to be―结果是‖―最后的情况是‖+副／+形／+to do／+that．．

例：The weatherman said it was going to rain this afternoon but it turned out to be very lovely．

天气预报说今天下午有雨，其实今天天气非常好。The lecture turned out to be very dull． 讲座结果很无聊。

Everything turned out well．一切顺遂。

The rumor turned out(to be)true．那谣言后来证明是真的。It turned out(that)two travelers had been killed 后来证实(查明)有两位旅客丧生。turn out vi.(为集会等)外出，去。

turn out vt.．(可分开用)关(熄灭)(煤气，电灯油灯等)turn out vt.(可分开用)生产(产品)，出产 例：The factory can turn out l000cars a day． 这家工厂一天能生产1000辆汽车。

7．Everyone has his or her special skills and interests，and only by discovering what we do best can we hope to reach our goals and truly make a difference．

每个人都有自己的专长和兴趣，只有发现自己的专长，我们才能期望达到自己的目标，真正与众不同。only修饰介词短语或从句时，要求倒装。

例：Only at that time did I realize its importance． 直到那时我才意识到它的重要性。

Only in this way can you make progress in your English study． 只有这样你才能在英语学习上取得进步。

Only when you finish your homework can you go out to play football． 只有当你完成作业你才能出去踢球。only修饰主语时，通常置于主语之前。

例：Only you understand me．只有你了解我。

only修饰主语以外时，通常置于动词之前(有be动词、助动词时，则置于其后)例：She only eats vegetables．她只吃蔬菜。

I only lent you the money．那笔钱我只是借给你(不是给你)。He only works when he's got homework． 他只在有家庭作业时才做功课。I've only seen him once． 我只见过他一次。

8．Imagine this：you are twenty-one years old and a promising graduate student at one of the top universities in the world．

想象一下这种情况：你二十一岁是世界最有名大学里的一个有希望的毕业生。imagine+名词

例：Can you imagine life with out electricity? 你能想像没有电的生活吗? The gir1 tried to imagine the gentleman as her father． 这女孩试着把这位绅土想像成自己的父亲。imagine+doing想像做•‖

例：I didn't imagine becoming a writer in my childhood． 在孩提时代，我并未想像成为一名作家。imagine+名(人)+doing想像(某人)做… 例：I can't imagine her marrying him． 我无法想像她和他结婚。

imagine+(that)…／wh—想像…；想…，推测(不可用进行时)例：Imagine you are a bird． 想像你是一只鸟。

Can you imagine how much 1 was surprised to see it ? 你能想像我看见它后感到多么惊讶吗? Iimagine(that)I have met you somewhere before． 我想以前曾在哪里见过你。

Can you imagine what he is doing? 你能猜测他在做什么吗?(Just)imagine(it)!想想看!Imagination(名)imaginative(形)promising(形)有希望的，有前途的，前途光明的 例：a promising actress有前途的女演员

9．Since then，Hawking has continued to seek answers to questions about the nature of the universe．

从那时起，霍金就继续寻求关于宇宙特征的问题的答案。seek+(for after)+名词 搜寻，寻找；寻求，探求；追求

例：They sought shelter from the rain．他们找寻避雨的地方。He found it worthless to seek fame． 他发现追求名声是不值得的。

We must seek(for)a solution to the problem 我们必须寻求解决问题的方法。seek+名 征求，请求，He sought his doctor's advice． 他向医生请教(征求医生的意见)。Step IV Listening and Consolidation T: Now I’ll play the tape.You can follow it in a low voice.Pay attention to your pronunciation and intonation.Then do exx in Post-reading.Homework T: Learn the words and phrases by heart and try to use them freely and correctly.Read the text fluently and recite some important sentences.Unit 1 Making a difference

The Fourth Period Teaching Aims: Review the words learnt in the last two periods.Learn how to explain the words in English.Learn and master the usages of the Infinitive.Teaching Important Points:Master the usages of the Infinitive.Teaching Difficult Points: 1.How to help the students learn to explain words in English.2.How to help the students master the usages of the Infinitive.Teaching Methods: 1.Review method to help the students remember what they have learnt beore.2.Explanation and inductive methods to make the students master the usages of Infinitive.3.Individual work or pair work to make every student work in class.Teaching Aids:the blackboard Teaching Procedures: Step I Revision(5mins)

Have a dictation of some words and expressions..Step II Word Study(10mins)T: Now let’s do an ex to see how to explain some words in English, according to the meanings of the sentences.Please turn to P5.Let’s do the ex in Word Study.Choose the closest meaning to the underlined word in each sentence.First we’ll learn a new phrase: use up.Do it by yourself and you can discuss in pairs.Step III Grammar(15mins)

Bb:1.He hoped to visit China again.2.It took a lot of time to finish the report.3.Please give the boy sth to play with.4.He went home to see his sick mother.5.Her wish is to become a pop singer.T: Tell me the function of the underlined part in each sentence.S: No.1 is used as the object.S: No.2 is used as the subject.It is more usual to use formal subject ―it‖ and the infinitive phrase is usually placed at the end of the sentence, that is ―it is…to do sth.‖.S: No.3 is used as the attribute.S: No.4 is used as the adverbial for purpose.S: No.5 is used as the predicative.T: Now let’s do an ex on the screen.Group the infinitives according to how they are used.1.Some things need(1)to be believed(2)to be seen.2.The doctor told him that he may not have more than twelve months(3)to live.3.(4)In order to get married ,I needed a job, and(5)in order to get a job , I needed a PhD.4.Readers were pleased and surprised(6)to find that a scientist could write about his work in a way that ordinary people could understand..He traveled around the world(7)to give lectures.6.What does it mean(8)to be a scientist? 7.People who listen to Hawking’s lectures sometimes find it difficult(9)to understand him.8.(10)To explain what they have seen , they build a theory about how things happen and the causes and effects.S: Subject:(8)Attribute(2)(3)Object(1)(9)Adverbial(4)(5)(6)(7)(10)Step IV Practice(15mins)T: Now let’s do some exercises on P6, Ex2 and Ex3.Rewrite the sentences with ―to be done‖ or ―to have been done‖.He wanted the nurses to take care of the patient.—He wanted the patient to be taken care of.Because ―the patient‖ is the logical object of ―take care of‖, the passive infinitive should be used in the second sentence.The car was reported to have been stolen.But when the action expressed by the Infinitive happens before the predicate, the perfect infinitive should be used.Homework Finish all the exercise in Grammar.Preview the content in Integrating skills.Unit 1 Making a difference

The Fifth Period Teaching Aims: 1.Revise the language points and grammar—the Infinitive.2.Learn and master the following phrases: take a look at, what if, the other way around 3.Do some reading and writing practice to improve the students’ integrating skills.4.Learn how to write a descriptive paragraph.Teaching Important Points:

1.Improve the students’ integrating skills.2.Help the students write a descriptive paragraph.Teaching Difficult Points: 1.How to help the students understand the passage better.2.How to help the students learn to write a descriptive paragraph.Teaching Methods: 1.Doing exercise to revise what we’ve learnt before.2.Asking-and-answering activity to go through the reading material.3.Discussion to help the students understand the passage better.4.Individual, pair or group work to make every student work.Teaching Aids:1.a computer 2.a tape recorder 3.the blackboard Teaching Procedures: Step I Revision(10mins)T: We know that the infinitive can be used as the subject, object, adverbial and so on.Now let’s do some exerciseto see if you have mastered them well enough.Look at the screen.1.(1)To learn about the universe , you need(2)to have a telescope(3)to observe the stars with.2.It takes time(4)to know a man.3.Please remember(5)to bring me a book.4.I’ve got a lot of work(6)to do.5.(7)In order to catch the first bus ,she got up early.6.It is important for us(8)to learn English.Subject:(4)(8)Object:(2)(5)Attribute:(3)(6)Adverbial:(1)(7)T: Let’s do another ex.Fill in the blanks, using the Infinitive.1.The goal of Stephen Hawking’s research is to and to is his biggest dream.2.The doctor thought he only had three more years to , which turned out.3.We took a taxi to.We hurried there, only to.We were unhappy to.4.He studied hard to.5.Lunch is ready.Let’s stop to.T: Now let’s revise the useful expressions.Do an ex to see whether you have mastered them well.1.He one day becoming a famous violinist.2.Tom Ann.3.Two weeks slowly.4.His suggestion to be a good one.5.He his ink.6.If we don’t finish painting the room today, we can it tomorrow.7.He a novel.Step II Reading(15mins)T: There were many scientists in the world in the past, whose discoveries and inventions can help us understand the world better.Can you say out the names of some scientists and their discoveries? T: Do you know why and how they made these important discoveries or inventions? The passage tells us what makes the scientists made their discoveries.Turn to P7.Read the passage quickly and then answer some questions on the screen.1.What’s the characteristic of Galileo Galilei?

2.Why could Stephen Hawking make contributions to science work? 3.What can be described as the ability to use knowledge? 4.What’s the most important thing if we want to make a difference? 5.How can we hope to reach our goals and truly make a difference? T: I’ll explain some expressions and sentence structures.1.take a look at 2.what if 3.the other way round 4.…it was only later that the world recognized his greatness.5.…only by discovering what we do best can we hope to reach our goals and truly make a difference.Step III Listening and Discussion(15mins)T: Listen to the tape twice.Then discuss the questions in pairs or groups.1.Of all the characteristics mentioned in the passage, which do you think is the most important? Why? 2.What do great scientists like Stephen Hawking , Galileo Galilei and Zhang Heng have in common? Find out more about them and how they work and think: What is the scientific spirit? How do scientists solve problems? How do scientists make a difference? What can we learn from great scientists?

Use the questions below to get started.What is the scientific spirit? How do scientists solve problems? How do scientists make a difference? What can we learn from great scientists? Step IV Writing(10mins)T: Who is your favourite scientists? Write a paragraph.Before writing, think about what you want to write and what the readers need to know.How can you best describe him or her? What is the most important or interesting fact about the scientist? Why do you like him or her? List an outline of the passage.Then write some useful sentences to help them.Step V Homework Go over all the important points learnt in this unit and finish your writing.

第四篇：英语教案1

英语教学计划：

时间：2012年12月3日（周一）

地点：春风社区（西）牛街街道残联北屋

参加人：张杨（主讲人），其他人若干

内容：英语教学

教学计划：

进入课堂一开始先了解一下学生学习英语的水平，先做一下自我介绍（期间可适当用英语进行介绍），然后让同学们用英语进行自我介绍

Greetings(问候)：

Hello!/Hi.Hello!/Hi你好！/喂！（最常用的问候语）

Good morning(afternoon/evening).Good morning.((afternoon/evening)早上（下午/晚上）好

How do you do?How do you do? 你好！

How are you doing? 你好吗？I’m OK.我很好。

How are you? 你好吗？ Fine thanks, and you? 我很好，你呢？

Nice to meet you（适用于第一次见面）很高兴见到你。Nice to meet you too.Nice to see you again（适用于曾经见过，但不太熟的人）很高兴再见到你。

How have you been?（适用于有一阵子没见面的朋友）你过得怎么样？

Long time no see（适用于很久没见的朋友）好久不见

How are things with you!(一切可好?)Not bad, Thanks.(不坏，谢谢。)

How are you? 与How do you do?和How are you doing?的区别是什么? 都是问候语“你好”的意思，不同的是相互问候的人之间的熟悉程度，以及答话方式

How do you do? 你好吗？说话的两人初次相识，而且在是在比较正式的场合下。答：How do you do.How are you? 你好吗？说话的人相互认识。答：I'm fine, thank you.And you?

How are you doing? 你最近怎样？说话的人不仅认识，还比较熟。回答的时候可以具体一点，如：Not too bad, I just moved to a new place.How do you do一般是指陌生人初次见面时很礼貌的问候，生活中不太常用

How do you do更加正式，有点幸会的意思，而How are you 用于打招呼多一些，类似于你好吗?/你怎么样？

How are you doing和How are you的意思大致相同，也是询问情况怎么样，但是How are you doing显得更为口语化，how are you一般是两人长久没有见面，或是不怎么熟悉的人的问候，而How are you doing比较口语，类似于what's up，译为：你怎么样？

How are you一般的回答是fine/ I am fine/ I am Ok等

Dialogue:

第五篇：英语教案1

CHANG CHUN SHI DI ER SHI YAN(TONG DA)XIAO XUE

长 春 市 第 二 实 验（通 达）小

学

Unit11 In the zoo 一．教学目标：

1）知识与技能：会认读三个单词，知道意思；理解句子含义，会一问一答；理解歌曲内容，会唱

2)过程与方法：TPR、情景教学、图片、PPT等 3）情感态度价值观： 保护小动物

二．教学重点：三个单词、三个句子、歌曲

三、教学难点：三个句子

四、教学时数：2课时

五、教学准备：CD面包机，图片，头饰，小动物卡片，香蕉、纸盒箱，句型条等

六、教学过程： I.Greeting: T:Class begin

S:Good morning,Susan.T:Good morning,everyone II.Warm up T/S: T:First，Let’s do warm up,OK? S:OK!

CHANG CHUN SHI DI ER SHI YAN(TONG DA)XIAO XUE

长 春 市 第 二 实 验（通 达）小

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T/S:Come Come Come on… Sit down,please.III.Review: 1.word.T:Now I have some pictures in my hands.First,let’s review.Team A/B/C competition When I take out the picture you must jump and say the word.OK? S:OK!T:six/seven/eight(T:Team A is good.I will give you an animal.)T:This time,When I take out the picture you must show me your fingers and say the word.(T:Team B is good)1.Sentences T:How to read?(Take out the sentence card put it on the board)S:I can see six rabbits.IV.New lesson: 1.words

CHANG CHUN SHI DI ER SHI YAN(TONG DA)XIAO XUE

长 春 市 第 二 实 验（通 达）小

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T:Today it’s a sunny day.Where do you want to go? Let’s go to the zoo,OK? S:OK!T:Look at the big picture.what can you see? S:长颈鹿

T:giraffe.All of you ,please do the action and say the word.(2 times)Team A do the action and say the word one by one.(Put the word picture on the blackboard)T:How do you spell this word? S:G-i-r-a-f-f-e.giraffe T:Look at the picture one more time.What can you see? S：斑马

T:Zebra.team B touch the picture with your arm and say the word.T:How do you spell this word? S:Z-e-b-r-a zebra T:Look at the picture again.What can you see? S：猴子

CHANG CHUN SHI DI ER SHI YAN(TONG DA)XIAO XUE

长 春 市 第 二 实 验（通 达）小

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T:Monkey.Please Team C do the action and say the word one by one.T:How do you spell this word? S:M-o-n-k-e-y.monkey.T:Now let’s play a game.when I hit the word.you must jump and say the word.Team A.B.C competition.2.Sentences T:I will tell a story.Look at the PPT(PPT1)One day,Sue and Andy go to the zoo.What happened? T:What’s this?(Point the lion)S:Lion T:The lion often likes this 啊！、、、（do the action）But this lion it’s lovely.(do the action)T:It’s lovely(put the sentence card on the blackboard)Look at this one TS:It’s lovely.T:Everyone please look: Andy will feed the monkey a banana.but the man says:Don’t feed the animals.Andy says:I’m sorry.CHANG CHUN SHI DI ER SHI YAN(TONG DA)XIAO XUE

长 春 市 第 二 实 验（通 达）小

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T:Read after me: Don’t feed the animals.(put the sentence card on the blackboard)T:Now let’s ask and answer.I will ask you will answer,please loudly.T:Don’t feed the animals.S:I’m sorry.T:Now change it.S:Don’t feed the animals.T:I’m sorry.T:Let’s practice.team A ask team B.team B asks team C.team C asks team A.Team A、B、C competition.Let me see which team is better? T:Now let’s performance the conversation.Who wants to be the man?Who wants to be the monkey? Who wants to be the monkey? 3.Song T:Look at Susan S:Chua!(3times)T:I have a giraffemonkeyzebra.What do you have?

CHANG CHUN SHI DI ER SHI YAN(TONG DA)XIAO XUE

长 春 市 第 二 实 验（通 达）小

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S:I have a …

T:Now let’s sing a song.Open your books.Turn to P25.The first time read T:Now let’s sing this song.Stand up.S:One Two T/S:I have a zoo… 4.Check: T:Now let me check you one by one.(clap your hands and say)T:Which team is winner?Team A 5.T:Class is over.M:Stand up S:Goodbye Susa.T:Goodbye everyone 6.Homework Writing:Unit11 words 1line, Listening:listen to the Unit11 and Unit4 tape.一．板书：

CHANG CHUN SHI DI ER SHI YAN(TONG DA)XIAO XUE A B C Review： Words： Sentences： 6 six giraffe monkey 1.It’s lovely.7 seven 2.Don’t feed the animals.8 eight zebra I’m sorry.What can you see? I can see six rabbits.长 春 市 第 二 实 验（通 达）小

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三、教学反思：

本节课按照教学进度要求讲授的是一节新课，整堂课完全按照教学流程进行的。为了让孩子学得更好，在课前，我做了充足的准备，从教案的书写、PPT、教具的制作，我都很用心的做了准备。即便是如此，还是有很多不足：

1.出现了口误Team A ask 应该是Team A asks 2.语速稍快了些

3.选的课有些难，如果按照正常教学进度，我们应该将Unit5，而我选择的是Unit11，中间跨了6单元，而这其中还有很多没学过的知识点，本节课也涉及到了。4.在讲授句子时，因为做的PPT电脑没有播放出来，所以影响了授课效果，导致孩子掌握的并不是很好，和预期的效果有点差距。

CHANG CHUN SHI DI ER SHI YAN(TONG DA)XIAO XUE

长 春 市 第 二 实 验（通 达）小

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这次的公开课分享交流会，让我深刻体会到了，作为教育工作者，认真备好每一堂课、写好每一次教案至关重要！要把平时的每一节课当成是公开课，是我接下来要努力和奋斗的方向。试想如果能做到每次课后进行反思、总结、积累，不久的将来，我也将会成为名师！

有句话说得好：不想当将军的士兵不是好士兵！作为教育工作者，我想说的是：要把自己打造成在语文中会讲英语课的老师，在英语中会讲语文的老师！不断的学习、反思、总结，积累，为把自己打造成名师而努力！加油！