第一篇：李婷婷英语教案1
Unit3
Family members 教材简析：
本单元的教学内容是“认人”，与第二单元的“认物”有相似之处，只是将确认物品转化为认识朋友的家庭成员，在结构上仍然围绕一般疑问句展开，词汇在Book3A 第三单元的基础上增加了七个：grandfather，grandmother , uncle ,aunt ,son ,daughter ,a friend , 新授内容较少。在学生进行“认人”操练时，教师应特别重视情景的引入，情景引入必须有助于刺激学生的交际动机，使学生自然产生询问的欲望，并鼓励学生用多种已学句型进行操练。教学要求：
1． 能正确地听、说、读、写
2．能听懂、会说日常交际用语
Is this your ……? He’s/She’s …… , I think.Yes ,he /she is.No ,he /she isn’t.Who’s he /she ?
3.听懂、会说单词 grandfather、grandmother、uncle、aunt、son、daughter、friend 及词组a family photo.4.能正确区别he 和she ,并能熟练运用。5．能掌握单词photo 的正确读音。6．会唱歌曲Family song.教学重点：
见教学要求：1、2、3、6。
教学难点：
见教学要求：2、3、4、5。教学安排：
第一课时：A部分 1、3 两幅图，B 部分单词grandfather、grandmother.第二课时：A部分2、4两幅图，B部分单词uncle、aunt、son、daughter.第三课时： C、D 部分。第四课时： E 部分，练习册。教具准备：
家庭照、图片、教学挂图。
The first period Teaching Contents : Vocabulary : a family photo ,grandfather ,grandmother.Patterns : Is this your father /……? Yes ,he /she is.No ,he /she isn't.Who’s he /she ? He’s /she’s my … Teaching Aims:
能听懂、会说单词 grandfather ,grandmother 和词组a family photo.能听懂、会说日常交际用语Is this your ……? He’s /She’s …… Yes ,he /she is.Who’s he /she?
Teaching Steps : Step1 Warm-up : a.Greetings.b.Free talk.What’s this /that on /in the …? It's a … What's this /that in English ? Step 2 Presentation and practice.a.Learn to say : a family photo ,grandfather ,grandmother.The teacher shows the family photo.T: Look ,this is my family photo.Read after me ,please.A family photo.T: Please introduce your family members.S: This is my father /mother …
T: Look at my family photo ,listen to me carefully.Look ,this is my grandfather.Grandfather is father’s father.Understand? The Ss learn to say: Grandfather.He’s my grandfather.T: Grandmother is mother’s /father’s mother.(走到一位学生面前，指着一位老人的照片问)Who’s she ?(引导学生回答)S：She’s my grandmother.b.Practice in pairs.(用各自的照片练习对话： Ｗho’s he /she ?He’s /She’s my …
c.Learn to say: Is this your…? Yes he/she is.No ,he /she isn’t.T: Is this your book? S: Yes ,it is.T: Is this your pen ? S: No ,it isn’t.T:(指学生的照片问)Is this your father ?（引导学生回答）S:Yes ,he is /No, he isn’t.T: Is this your sister ? S:Yes ,she is /No,she isn’t.Play a game : Think and guess.两个人一组带着照片到讲台前，一人蒙上双眼，猜对方手中所指的是哪一位家庭成员。e.g Sa: Who’s she ? Guess please.Sb: Is this your sister? Sa : No, she isn’t.Sb: Is this your mother ? Sa: Yes ,she is.Step 3 Have a rest.a.Listen to the song: Family song.b.Try to repeat.(说出听到的家庭成员类单词)Step 4 Consolidation.a.板书： Ｕnit 3 Family members.b.Open the book page 18.Look at the picture1 and picture3.c.Discuss: What are they saying? d.Listen to the tape and repeat.e.Read after the tape.Step 5 ENDING.Design:
Unit 3 Family members grandfather grandmother father mother brother sister He’s my … She’s my …
The second period Teaching contents : A.Vocabulary : uncle ,aunt,son,daughter.B.Patterns : This is …, I think.She’s /He’s …, I think.Teaching Aims : 能听懂、会说单词：uncle ,aunt ,son ,daughter.能听懂、会说日常交际用语：This is …, I think.She’s /He’s …, I think.Teaching Steps: Step1 Free talk and motivation.Free talk.T: Hi ,boys and girls.How are you?
Ss: Fine ,thank you.And you ? T: Me ,too.Hi ,Li Yang.Who’s she? /Is this your …? Li : She’s ……/Yes ,she is /No ,she isn’t.She’s … 师生之间，学生与学生之间用上节课所学句型对话。2．Sing a song: Family song.Step2 Presentation and practice.Learn to say the new words.T: Your uncle is your father’s /mother’s brother.Please introduce your uncle to others.S:(走到其他同学面前介绍)Look ,this is my uncle.教师指着一位学生手中的照片： This is your uncle ,I think.Yes or no ? 指导学生应答语： Yes ,he is /No ,he isn’t.2.Practice in pairs.S1: This is your mother /father /brother /sister /…, I think.S2: Yes ,she /he is.No ,she /he isn’t.3.同法教学单词 ：aunt ,son ,daughter.Look at the picture.(Picture4)Discuss: Who are they ? What are they saying? Listen to the tape and try to repeat.(She’s your grandmother ,I think.Yes ,she is.)Step 3 Have a rest.Play a game.(Who’s missing ?)请几位学生分别戴上
grandmother ,grandfather ,father ,mother ,aunt ,uncle 的头饰站到讲台前，进行小组比赛。每组选出一人背对同学，让带头饰的学生互换位置重新排列后让其中一位躲起来，各组代表快速判断Who's missing ? Step 4 Consolidation.Listen to the tape: B Look and learn.The third period Teaching Contents: C.Look and says: Is he /she your …? Yes ,he /she is.No,he /she isn’t.Who’s he /she ? He’s /She’s my … D.Look ,read and write : Ee Ff.Teaching Aims: 能正确地听、说、读、写字母Ee Ff.能熟练地在情景中运用日常交际用语：Is he /she your …? Yes ,he /she is.No, he /she isn’t.Who’s he /she ? He’s /She’s my …
Teaching Steps : Greetings.Sing a song: ABC song.Free talk.T: What’s this in English ? S1:It’s a family photo.T: Who's he /she? Is this your…?
S2: He’s /She’s … Yes ,he /she is.No ,he /she isn’t ….Step2 Look and say.1.Show the wall picture 1.Discuss: a.Who are they ? b.What are they saying? e.g A: Who's she?/ Is this your daughter ? B: She’s my daughter ,Nancy./Yes ,she is.2.Group work.3.Check.Step 3 Presentation.Show the cards : Aa Bb Cc Dd.抽读字母卡片。学习Ee Ff 的发音及写法。a.The Ss read the letters after the T.b.The Ss learn to write the letters : Ee Ff.c.教师范写指导。d.学生练写。
Step 4 Work: Copy the new letters four times.Design : Unit 3 Family members
The fourth period Teaching Contents : E Fun house : Listen and number.Make an album.Sing a song : Family song.WB Unit 3 Teaching Aims : 能熟练掌握本单元所学的字母、单词及词组。能较熟练地运用本单元所学的日常交际用语。会唱歌曲 Family song.Teaching Steps: Step1 Free talk and motivation.Greetings.Think and guess.e.g T: Father’s father.S1 : Grandfather.T: Father’s brother.S2:… Free talk.What’s this /that in English?
Is this /that a …? Yes ,It is./No, it isn’t.Is this /that your …? This is your …,I think.Who's he/she ?
Step2 Revision.1.汉译英。
a.看，这是一张家庭照。（Look ,this is a familyphoto.）b.这是你的爷爷吗？（Is this your grandfather ?）c.不是的。（No ,he isn’t）
d.我想，她一定是你的阿姨。(She’s your aunt ,I think.)2.听写字母。
Step 3 Listen and number.1.Listen to the tape and number.2.Check.Step 4 Make an album.分为五步进行，注意引导学生在制作过程中充分发挥创造力，培养学生的动手能力，边贴照片边介绍家庭成员，在学习中培养孩子热爱父母以及家庭其他成员，尊老爱小，热爱生活。
Ｓtep 5 Sing a song : Family song.利用课件做成家庭相册，让学生把自己家里的照片上传到教师的邮箱，还可以出现蜡笔小新的一家，小丸子的一家，家有儿女的一家等，激发学生的学习热情，符合学生心理发展，拓展所学句型，学以致用。教学反思：
苏教版牛津小学英语的教学任务是以单元为一个主题，而本
单元的主题是家庭成员，教学内容是“认人”，在学生进行操练时，教师要特别重视情景的引入。让学生感兴趣，贴近学生的实际生活，使学生自然产生询问的欲望，传统课堂让学生带照片来介绍，缺点是有的孩子带来的照片太小，人物介绍的时候，其他学生看不清楚，也无法提出问题，句型得不到有效的操练，现在让学生把自己的照片发到教师邮箱，教师有选择的展示一些学生的照片，学生可以清楚的看到照片内容，节约了时间，提高了课堂效率。还可以拓展学生喜欢的蜡笔小新一家，小丸子一家，多啦爱梦一家，家有儿女的一家等，学习最大的乐趣就是贴近生活的实际，能学以致用。
第二篇：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.
第三篇：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:
第四篇：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
学
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
学
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
学
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
学
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
学
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
学
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
学
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！
第五篇：1英语教案
大纲 Part 1 音标
第一节 慢速朗读句子，练习清晰标准的发音 第二节 快速自学音标拼读 第三节 交际中的基本语调 第四节 总结、复习Part 2 单词
第五节 英语词汇的分类 第六节 如何快速记忆单词 第七节 小学英语词汇归类 第八节 总结、复习Part 3 基础词组
第九、十、十一节 常用词组 Part 4 句子
第十二、十三节 英语基本句型 Part 4 日常交际
第十四、十五、十六节 小学日常交际用语 Part 5 作文
第十七、十八节 人：自我介绍，我周围的人
第十九、二十节 事：我开学了，六一儿童节，过年，大扫除Part 6 总结
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