教案(教学法课的)

第一篇：教案(教学法课的)

教案

英教1132班

黄美云

9号

一．教学内容：

1、unit 5 My new room 课时1(let us chant , let us learn, let us start, let us play部分)正确认读出本课出现的单词：curtain, closet, mirror, end table, trash bin, air-conditioner，并知其意。掌握本课出现的句型，并结合这些句子表达的情境，学会恰当的替换句中的单词。并能够熟练运用句型： “Is this your bedroom? ——yes，it is.in my room，I have

------等询问作答，并能简单表达情感，如：“It’s cool!”等。

三．教学重点：能够正确书写出本课要求四会的单词：curtain, close, mirror, end table, trash bin 四．教学难点：有些词读音比较难读准，让同学尽量读准 五．教具准备：课件，卡片 六．教学过程：

1、Warm—up(1)过渡：先复习学过上节课what can you do的歌谣部分 “Sweep sweep，sweep the floor Cook cook，cook the meals Clean Clean，Clean the bedroom Water Water，Water the flowers Empty Empty，Empty the trash” 老师问“I am helpful，last week，I swept the floor，cleaned the bedroom。Now ,I feel tired but I am still very happy.Do you know why ? guess” 引导学生回答“because your new room!”来过度引出my new room标题

老师自带卡纸做的小屋贴于黑板中央，表示（老师自己的）my new room 再听本节课的let us chant 听完

学生try to chant follow.--------------------------《1.5分钟》

2、Presentation(1)读一读。

a．提问学生Let’s chant部分第一句歌词中：“（the end tables are big）What are big? And the end tables是什么意思？”

b．出示床头柜的图片提示，帮助学生说出：“床头柜.”。领读单词“the end table”，边拼读边在黑板写板书，并且强调学生它跟之前已学过的flowers类似复数读成“the end tables”。c．把床头柜的图片贴进纸做的屋子内------------------（同样的方法依次引出其余单词curtain, close, mirror, trash）

d.回到Let’s learn部分, 向学生说：让我们听听这两个女孩在聊些什么，点击Play按钮播放对话两遍。单词和对话听录音读一遍，学生读一遍，学生发音不标准时，老师再带读。带读句子后要求学生两人一组模仿“Is this your bedroom? ——yes，it is.in my room，I have

------等询问作答，并能简单表达情感，如：“It’s cool!”等。做对话练习，而后教师请若干组到讲台前表演（两个人的小组互动）。

---------------------------《8.5分钟》（2）.做游戏

单词书写对抗赛：

参赛的两个组各派四人到前面，面对全班站好队，游戏开始，如甲组的第一名学生转过身面向黑板，在黑板上任意指一个单词，甲组的第二名学生看清后，便在该组第三名学生的背上用手指写这个单词，然后让第三名学生把这个单词说出来，第四个同学再把它写在纸上出示给同学们看有没有写对，两组分组进行一分钟，看哪组猜的单词多。说对的记10分，说错不扣分，最后得分多的组获胜。输的要接受惩罚，放音乐做小学生广播体操，并且过程中要回答老师问的两个或三个刚学过的单词。

---------------------------《4分钟》 e．问学生教师用鼠标指着课件图中let us start的镜子提问学生，“what can you see in zoom`s room ?”，点击后出声音引导学生一起答出：“I can see a mirror.”以同样的方式学习单词：“closet, mirror, end table, trash bin, air-conditioner”（全班的互动）。

f． Let’s play

学生看书，理解句意。

教师指着图中的人物问学生：“What does he/she have?”，引导学生说出：“He/She has „.”。请学生用“I have „.”句型说一说自己家中有什么，如：“In my room I have „.”。

---------------------------《4分钟》

七．学歌谣巩固

利用 Let’s sing巩固知识再播放歌曲，教师鼓励学生跟唱。老师带唱，要求学生伸出手边打拍子，边唱歌

---------------------------《2分钟》

八．布置作业

回去每个人设计一副自己的new room 图片，把新学到的新单词运用其中标出来，下节课时，每个人拿着这个作业，用英语介绍自己的房间

------《总花时间是1.5+8.5+4+4+2=20分钟》

课前预测及所需准备：影响课堂效果的可能因素

1游戏安排不好的话，可能会使课堂太闷或太过于活跃，看情况而调整计划 Let’s chant的歌谣节奏把握不好的话，可能会达不到想要的效果。课前练好歌谣 3 可能ppt出现打不开的状况，随时准备必要的卡片 时间分配和把握可能会受到课堂出现的突发状况的影响，看情况而调整计划

课后反思：（待定）

第二篇：英语教学法结课教案

Background information

Students: 40 junior high school students, Grade 1

Teaching objectives: By the end of the lesson, students should be able to : 1.Knowledge aims: a).Learn the new words

b).Identify different family members and make introduction to classmates.2.Ability aims:

a).Communicative ability, teach students to greet suitably and to introduce one’s friends or family members.b)Be able to use what they learned to describe what they can do and give responses.c).Be able to use the language they learned to finish a dialogue and a short passage.Teaching content:

New vocabulary Structures : This is my / his / her……..These are my / his / her………

That is my / his / her……..Those are my / his / her ……….Teaching aids：Blackboard, PPT, Pictures Teaching procedures: Step1.Review

1.Have a casual chat with students, including these questions:

Do you have a family? Is your family a big family or a small one? How many people are there in your family ? Who are they? So that the teacher can lead to the subject of this unit.2.Teach the new words.Ask the students to read all of the new words before teaching.Students read words, so that the teacher can find out their mistakes in phonetics and then correct.3.As for the spelling of the new words, there are some in which students always have difficulty.Step2.Speaking 1.Ask students to read the dialogue in this part by themselves twice and correct their mistakes in phonetics.2.Direct them to play the role in order to be familiar with the structure of the dialogue.3.Guide students to use some similar words, similar sentences to replace the dialogue, making another dialogue of their own.Step3.Task, a guessing game Show some pictures and let the students tell what it is.Homework: 1.Make a dialogue: Introduce your friend to your family and introduce your family members to your friend.2.Copy the new words for five times.3.Recite the new words.Teaching Reflection:

第三篇：教学法教案

仁爱英语七年级（下）Unit5 Topic2 Section A

授课人：081040609谭秋云

一、教学目标（1）知识目标：

①通过学习，掌握有关学校各种建筑物的生词和其他一些生词：playground, gym, dormitory, lab, computer room, dining hall, classroom building, swimming pool, make, card, soon, dance, sleep, clean, run ②学习现在进行时态的含义和基本用法（2）能力目标：

①提高学生听说读写的能力 ②培养学生主动参与学习活动、善于和他人合作的能力。③培养学生学以致用的能力（3）情感目标：

培养学生热爱自己的学校，爱护学校的设施和公共财物，培养学生热爱运动的意识。

二、教学重点、难点

（1）教学重点：理解现在进行时态的含义、用法，学习本课生词。

（2）教学难点：现在进行时态的结构及其灵活运用，15个单词的掌握。

三、教学策略及教具

（1）.通过教师设计的各种语言交际活动（问答游戏，合作对话，小组活动等），让全班都能大声开口说英语；（2）.录音机，PPT。

四、教学过程

Step 1 Review:提问两三个同学，复习巩固上次课的内容，即一般现在时态的含义及用法。

T(teacher): How do you usually go to school?

S(student): I often go to school by bus.T: What do you often do on Sunday? S: I often play basketball.Step 2 Presentation：播放能引起学生注意力的动态图片，先让学生齐声回答所表示的短语怎么说，并把相应的短语写在黑板上，带动整个课堂氛围。然后Repeat the questions in step 1，and ask: Where do you often play basketball? And where do you usually swim? Help the Ss answer and write down: on the playground, in the swimming pool.Present the other new words in 3 of Page 10 in the same way.Step 3 Presentation 再次播放Step 2 的动态图片。导出What do you do? I am playing basketball.给学生直观讲解现在进行时态的基本结构是be+v-ing。

Step 4 Drill(操练)：锻炼学生的合作与语言表达能力。

Work in pairs.A: What are you doing? B: I’m riding a bike/playing basketball/swimming.A: Are you swimming? B: Yes, I am./No, I’m not.Step 5 Listening and practice（听与练）：提高学生的听说综合能力。

Page 9 1a Show a picture and play the tape for the Ss to find the answer Qs: What is the girl doing? What is the boy doing? Then practice the conversation in pairs.Ask several pairs to act it out.Step 6 Review and Consolidation（巩固）

Page 10 Ask the students to close books and show them pictures one by one, point to the girl and ask: Where is she? Is she singing? What is she doing? All the Ss answer.Step 7 Summary（小结）Ask: What do we learn in this class? 现在进行时态: be+v-ing 含义：表示说话时正在进行的动作或发生的事情。

帮助学生梳理当堂课所学知识内容,复习巩固所学单词和短语。

Step 8 Homework（作业）（1）、Ask the Ss to remember the new words.（2）、做练习册上相应的现在进行时态的练习题。

五、教学反思与总结。

第四篇：教学法教案

Unit3 Is this your skirt?

Teaching Plan: PEP4 Unit3 Is this your skirt? Topic: Is this your skirt? Aim: By the end of the whole unit, the students should be able to

(1)Understand the passage(to get the main idea of the whole unit and use them in our daily life.(2)To master the target language  New

Words:jacket,shirt,skirt,dress,sweater,jeans,pants,socks,shoes,shorts. New Phrase: Put on…, Hang up…, Take off…, Put away…, etc. New sentences: I like the…and…/Is this your …? Yes, it is./No, it is not./Whose is this? It is…/What color is it? It is…  Pronunciation:i(3)Language

skills:listening,speaking,reading, writing,understanding.Difficult Point: Let the students know and understand the

target language well.Methodology: Communicative Approach

Aural-oral Method

Situational Approach Task-based Method

Audio-Visual Method

Student-Centred Method

Aids: recorder picture tape

There are four period in this Unit

Period one: Learn some new words, play games, use the sentence.And phrase.Period two: Review the target.Languages and consolidate the sentences and words, at the same time, Prepare the new lesson and proactive.Period three: Learn some new words and sentence, teach how to chant.Period four: Pronoun citation, listening /task and spend a lot of time on storytelling to make students.Understand the target languages and learning skills.Content The first lesson

（叶斯斯）Part A Let’s learn, let’s do.Teaching plan

Topic: Is this your skirt?

Aims: By the end of this period, students are able to

A: Learn the key vocabularies of this Unit.B: Use the sentence “What color is it? What is it?”

“I like… with…”, and make dialogue

C: Improve the ability of reading, speaking and writing.Emphasis and Difficulty: New words and how to use the sentence.Teaching Preparation: Pictures, different colors, words card，radio.Teaching Procedure Warm-up(approx 5 min)Sing a song “Color Song”, students say the color they have heard

Show color cards to students and they read them.Presentation Let’s learn, let’s do

Step 1(approx 5 min)A: Teacher is wearing a T-shirt, and tells the students that she is wearing a T-shirt today.B: Teacher show pictures to the students, leading in –What is this?-It is a…

Use the same sentence to teach others new words.C: Write the new words on the blackboard: yellow T-shirt, red shirt, white sweater, brown jacket, green skirt, blue dress.D: Teach the new words and sentences.Step 2 :(approx 10 min)A: Teacher shows a picture, a clothes shop on the blackboard and say that she want to go shopping, then she go shopping with a student and leading in “I like…with…”

B: Let the students practice the dialogue with their partners.Step 3(approx 15 min)A: Listen to the radio, teacher do the action put on… take off…hand up…wash…, etc, and students follow.B: Teacher says, students do the action, a student say, other students and the teacher do the action.C: Groups Competition: every member in the group do the action one by one according to the in struction, which group is correct and quick, they will be the winner.Step 4: Homework

A: Write the new words in the notebook, 5 times a word B: Remember the phrases and do the correct action.Blackboard layout Unit 3 Is this your skirt? Yellow T-shirt

what’s this? Red shirt

It is a … White sweater

I like …with… Brown jacket Green skirt Blue dress Content

The second Lesson

（叶榕榕）Part A let’s talk /Let’s play/ Read and write

Teaching plan Topic: Is this your shirt? Aims: a.To teach students the target languages.b.To let students know how to use the target language well.c.To develop students’ abilities of listening, speaking and understanding.Emphasis and Difficulty: Let students learn the target language well.Sentence: 1 –Is this your skirt?-No, it is not/Yes, it is.–Whose is this?

-It is ….’S

Teaching procedure

Stage1 Revision(approx 5 min)a.Revision the words we have learned last lesson, present the pictures of the cloths, students say the words.b.Teacher say the actions, students do them.(set up a funny atmosphere)Stage2 Presentation(approx 30 min)

A：a.Teacher comes to a student and pick up her picture, which she had drawled before class.Teacher ask her” Is this your…?” student answer: “Yes, it is”

b.Teacher repeats the sentences, students follow.c.Teacher writes the sentences on the blackboard and teaches students.B：a.Teacher point to the picture, which is sticker on the wall before class and ask one student “Is that your…?” but that isn’t hers.So she answers: “No, it is not.”

b.Teacher asks another two students, they answer: “No, it is not.”

c.Teacher repeats the sentence, students follow.d.Teacher writes the sentences on the blackboard and teaches students

C: a.Teacher collects pictures from students, and leading in “Whose is this?” and students can guess like: “Is that…’s?” who is being guessed, should answer: “Yes, it is/No, it is not.” Student who guesses the right person will get the reward.(a red star)

b.asks a student to be the little teacher, Practice the above sentences, and write the sentence on the blackboard.c.have a challenge: ask a student come to the platform and face the blackboard.All the students ask her “Whose is this?” she can guess like: “Is that…s?” However, we will give her three chances, if she can’t get the right person.Then teacher tell her, she can ask her classmate “whose is this?” They will answer: “It is …’s.”

d.Teacher teaches “Whose is this? It is …’s.”

D: a.Teacher comes to a student and pick up her picture, ask her: “Is this your…?” student answer: “Yes, It is.”

Teacher asks: “Whose is this?” answer: It is …’s.b.Make a dialogue with the above sentences.E: Listen to the tape and answer the question.1.What color is Alice’s skirt? 2.Whose is the T-shirt?(Approx 3 min)3.Sing a song: Is this your shirt? Is this your shirt? Is this your shirt? No, it is not.No, it is not.Whose is this? Whose is this? It is Tom’s.It is Tom’s.Stage4 Assignment a.Practice the dialogue with others.Blackboard layout Unit 3 Is this your skirt? — Is this your…？

— Yes，it is.— Is that your…？

— No，it is not.— Whose is this？

— It is _____′s

Content The third lesson

（叶泉）

Part B Let′s learn.Let′s chant.Let′s talk.Let′s find out.Topic: Is this your skirt? Aims : By the end of this period, children are able to a.learn and master the key words and sentence in development.b.Use the sentence “Where are my…?” skillfully.c.Improve the ability of listening,speaking,reading and writing.Emphasis and Difficutty:How to use复数and the use of be动词.Teaching Procedure.A.Warming up(approx 3 min)Revision: Teaching→students — What is this ？

— It is a______.— What colour is it ？

— It is________.— Is this your…?

— Yes, it is／No, it is not.B.Presentation 1.New words a.①Teaching point to her own shoes and say: “Look at my

shoes，my shoes is black.”

②Teach them read new word：shoes↑shoes↓.and write it on the blackboard.③Teacher ask“Look at your shoes，what color are your shoes?” Student answer“My shoes are___.”At the same time, teacher ask“Where is my shoes?” and she answer“Look, there are my shoes.”

b.Socks.Teacher present a pair of old socks and say:“My socks are white.My socks are old.Then present a pair of new socks and say:“My socks are new.”

c.Short／pants.Teacher present the pictures of shorts and pants and say:“They are shorts／pants.”

d.Jeans.Teacher present the picture and ask:“What are they?” students answer:“They are jeans.” 2.Practice a.According to teachers′口形and guess what is the word.b.Look at the picture and put the correct words there.c.What is missing? P111.Let′s find out.拍起来.3.Listen to the tape and read together.4.Let′s chant.a.show the new chant on the small blackboard to the students.My socks are white，My shoes are too, My pants are old, My short are new.b.Teach the chant step by step.c.All students chant together.5.Homework:Let′s find out.P32 拍起来 a.Choose what do you want to wear and colour.b.Make a diologue with your partner.Blackboard layout Unit 3 Is this your skirt? Words:

Sentences: shoes

— Where are my socks? socks

— There are_____________.pants

— What color are they? shorts

— They are_____________.Jeans

Content

（黄雅欣）The fourth lesson.Part C.Pronunciation／Let′s check／Let′s sing／Story time Topic: Is this your skirt? Aims: A.To teach students how to pronun the words with

I.b.To develop students abilities of listening, speaking and understanding.Emphasis and Difficulty: How to pronun I in a correct way.Pronunciation Teaching Procedure.(approx 10 min)

Step1.a.Read the words on the book groups by groups, and ask student listen to them carefully and find the common points.b.Tell the student how to pronun I.c.Practice it by yourself.Step2.Let′s check.(approx 8 min)

a.Tell the student what they should do in this part and ask them listen to the tape carefully.Listening two times.b.Let students choose the best answer.c.Tell them the correct answer by listening the third time and analyze the sentences.Step3.Let′s sing : My clothes

(approx 10 min)a.Listen to the tapes first.b.Follow the tape sentence by sentence.c.Sing the song together.Step4.Story time

(approx 12 min)a.Tell the story with the action.b.Learn some new words and sentences in the story.c.Listen to the tapes and follow.d.Role play.

第五篇：教学法教案

Contents

Background information Teaching objectives Teaching contents Teaching important points Teaching different points Teaching aids

Teaching procedures:

Step One: Leading-in

Step Two: Association method Step Three: Homophonic method Step Four: Etymology

Step Five: Practice

Step Six : Home work

Step Seven: Reflection

(3mins)(3mins)(3mins)(3mins)(2mins)(1mins)

Background information: 1.Students: junior 2.Lesson duration:15mins Teaching objectives: By the end of the lesson,students should be able to 1.Using association method to remember new words.2.Using homophonic method to remember new words.3.Using etymology to remember new words.Teaching contents:vocabulary Teaching aids: PPT, blackboard,chalk.Teaching important points: Remember new words with special skills.Teaching difficult points: Using etymology to remember new words.Teaching procedures: Step One: Leading-in

a)Showing a picture and let students using one word to describe it.b)Ask students to guess something that is related to this word.C)Introduce one method to remember this new word.Step Two: Association method

Courage（勇气）联想C 长得像一轮弯弯的明月，our 是我们的意思，age 是年龄的意思，在一轮弯弯的明月下，我们这个年龄的人，你牵着我的小手，我牵着你的小手，你一个眼神的肯定我的爱就有了意义，原来爱真的需要勇气。Chill

（寒冷）联想 C 长得像是一轮弯弯的明月，一轮弯弯的明月下，有一座孤零零的小山，你孤身一人站在山上，明月孤悬，感觉很冷。

Step Three:Homophonic method

pest害虫(拍死它);

ambition雄心(俺必胜);

agony痛苦(爱过你);

ambulance救护车(俺不能死);bale灾祸(背噢);

hermit隐士(何处觅他);strong强壮(死壮);

sting蛰(死盯);

abyss深渊(额必死);

admire羡慕(额的妈呀);

flee逃跑(飞离)

ponderous(胖的要死)肥胖的;sentimental(三个馒头)多愁善感的putrid(飘臭)腐烂;squander(死光的)浪费;

shun(闪)闪躲;

temper脾气(太泼);

addict上瘾(爱得嗑它);economy经济(依靠农民);

ail 疼痛(哎哟);coffin 棺材(靠坟);

appall惊骇(我跑);Step Four: Etymology

1、a-加在单词或词根前面，表示“不，无，非” acentric 无中心的（a+centric 中心的）

amoral 非道德性的（a+moral 道德的；注意：immoral 不道德的）

apolitical.不关政治的（a+political 政治的）

2、be-表示“使…成为” befriend 友好对待（be+friend 朋友）

befool 欺骗（be+fool 笨蛋→使人成笨蛋→欺骗别人）

belittle 小看(be+little 小→小看人)

3、co-表示“共同”，通常放在元音词根前

Cooperation 合作(co+operation 操作→共同操作→合作)Coexist 共存(co+exist 存在)

Cohere 附着；粘着(co+here 粘→粘在一起)

4、contra-表示“反对，相反”

contrary 相反的（contra+ary→相反的）

contradict 反驳；矛盾（contra+dict 说→反着说→反驳）

contravene 违反，违背（contra+vene 走→反着走→违反）

5、di-表示“两个，双”

dichromatic 两色的（di+chrom 颜色+atic→两色的）

dioxide 二氧化物（di+ox 氧＋ide→二氧化物）

dilemma 进退两难（di+lemma 争论→二种争论→进退两难）

6、em-,en-表示“进入…之中，包围” embrace 拥抱（em+brace 胳膊→进入怀抱）

empathy 感情相融的（em+pathy 感情→进入感情）

embarrass 使难堪（em+barrass 套子→进入套子→难堪）

Step Five：Practice Guess the meaning : Chill , pest , ambition ,agony，ambulance ,bale,hermit , abyss

contradict , dichromatic, empathy

Cohere,belittle, befool , Step Six：Homework

Review the words that we have learned today.Step Seven:Reflection(to be written immediately after the lesson).