Lesson 17教案示例

第一篇：Lesson 17教案示例

Lesson 17教案示例

课题：LESSON SEVENTEEN

重点：句型What am I?

词汇arm hand bed

难点：发音hand back与bed

过程：

一、复习/热身

1．组织学生唱第五课学过的小韵文

2．拼读本单元学过的英文单词

接龙拼读：第一个学生读词、第二个学生拼读第一个字母，以此类推，所有的字母拼读结束，下一个学生说单词中文。

3．师生问答[图片或照片]

What’s his name?

What’s her name

What’s the man’s name?

What’s the woman’s name?

What’s the boy’s name?

What’s the girl’s name?

教师可以出示图片或照片进行问答，也可以就本班学生进行问答。

二、介绍新语言项目及教学方法

1．会话教学

A.游戏：Simon says

步骤一：带领全班学生先复习一遍人体部位名称（face eye nose mouth ear hair tooth head arm shoulder back leg foot等）

步骤二：教师出示自己的手，同时说：This is my hand.学生模仿教师的语言介绍自己的身体部位，但对学生有一个要求就是不能重复。

步骤三：做游戏Simon says(可变为教师自己的名字，会增加学生参与的趣味性)。例如：教师说Touch your nose.，学生不做动作。如果教师说Simon says “Touch your nose”，则做相应的动作。（时间不要超过两分钟）

B.猜谜语

步骤一：教师引入：Everybody.Today I’ll show a riddle for you.Look and listen.Guess!What’s it?(教师充分利用手势或体态语帮助学生理解)

步骤二：学生听录音两至三遍（只播放课文对话中谜语的一段）

或看课件

步骤三：教师问：What’s this? 学生说答案It’s a chair.C.听对话录音

步骤一：听第一遍录音，学生重复听到或记住的句子。

听第二遍录音，说出有关谜语的句子。

听第三遍录音，提问：Who said the riddle? 学生回答：Chair.提问：What did the chair ask? 学生回答：What am I?

教师板书句子

步骤二：跟读句子What am I?

步骤三：听课文整体录音一遍，学生心中跟读

D.学生读课文

步骤一：打开书，自读课文

步骤二：全班齐读，听录音纠正自己的问题

步骤三：两人小组读课文

2．句型教学

A.表演对话

B.根据课文对话，三人一小组为Let’s practise中的任意一幅图自编谜面。

C.各组展示自己设计的谜面。（I have no arms and no hands.But I have four legs.I can stand, but I can’t walk.Guess!What am I?）

D.游戏：Pass the toy

步骤一：教师可前准备好几个谜语，写在纸上，并标好号码。（共4 个号码）

步骤二：听音乐[歌曲：Table and chair]学生传玩具。

步骤三：音乐停，传玩具停。玩具传到谁的手里，就由那个学生选择一个号码，并读出该号码所代表的谜语，请其它学生猜。

[谜语一：What has four legs but cannot run and walk? What am I?(table or chair)

谜语二：I have a head, but no neck(颈).I has a body, but no warmth（体温）.No feet, but can travel(旅行)a thousand miles.What am I?(bird)

谜语三：The teacher writes on me with chalk.My face is black.I cannot talk.What am I?(blackboard)

谜语四：I’m clothed, but I am not a man.I have four foot, but not an animal.What am I?(bed)

3．词汇教学

A.教师出示图片，学生说单词：arm hand bed

B.教师板书三个单词音标，请学生把图片贴在相应的音标旁边。全班齐读。

C.请学生试着在黑板上写出单词。

D.学生拼读单词

三、兴趣活动

1．听歌曲录音两遍

2．教师领读歌词

3．教唱歌曲

4．跟着录音集体合唱

四、练一练

根据录音顺序，将每幅图的序号写在相应的括号内

五、作业：朗读并抄写本课课堂练习中的单词和句子

六、板书设计：

LESSON SEVENTEEN

图片 音标 单词

What am I? 图片 音标 单词

图片 音标 单词

教案点评：

本课学习新的语言项目What am I?表示的是询问我是谁，其意义类似于我们平时生活中的猜谜小游戏。课文对话的展现是一段拟人化的人物交流片断，教师上课时，可设计其他情景，让学生猜一猜某物品的名字。经过一段时间的对课文的反复操练，学生对新的语言项目已经有初步了解。教师再设计操练环节给学生提供实际运用语言的情景。

抢答名字的探究活动

形式：游戏What’s his name?

目的：巩固学生对新的语言项目的认知，在游戏活动中初步掌握并能在实际中初步会用。

准备：四人一小组有一张表格。

What’s his name? Number 2, Row 3

Number 3, Row 3

Number 5, Row 1

Number 1, Row 6

操作：1.组内互相提问，第一人问其余三人：He is Number 2.He’s in Row 3.What’s his name?

2.谁先回答出答案，谁就有资格在表格上填写答案。

3.看哪个组完成的有快又准确。

注意：每个组表格上的人物都是不一样的。

第二篇：Lesson 18教案

Lesson 18 Get Ready for Turkey

Teaching Content

1.Langugae goals:

a.The words must be grasped: huge, delicious, pie, dinner, be, away from home

b.The words that can only be known: turkey, dessert

2.Ability goals:

1.Express one’s feeling in the communication

2.Learn to make a family tree.3.Emotional goals:

Teaching Important Points

1.The students can catch the main ideas through listening to the text.2.The students can suppose what their festival will be like.Teaching Difficult Points

1.The use of Simple Present Tense;

2.How to make a family tree

Teaching Prepared

Flashcards, photos of your family

Teaching Aids

Audiotape, flashcards, photos

Type of Lesson

New lesson

Teaching Procedure

Step1.Duty report

Step2.Remind the students the last lesson: the important festivals in China and Western countries.Show the students pictures to the class.Step3.Organize activities about what they will do during Thanksgiving.Can they suppose the situation? The teacher can give them some tips if it is necessary.Don’t forget to ask them: “Do you still remember when Thanksgiving is?

Step4.Listen to the tape and answer the following questions:

1.How long is it before Thanksgiving?

2.Who bought a turkey?

3.Who will come to Thanksgiving dinner?

4.How does Brian feel this Thanksgiving?

Step5.Read the text and check the answers you got just now.Let them read the text again and then read in roles.After practice a while, the

teacher can give volunteers chances to act the dialogue out in front of the class.Step6.Practice the Simple Present Tense.First, make sentences use the correct tense.Pay attention to the time attributive clause.Then let the

students make sentences one by one until they can use the tense correctly.Step7.Come to “PROJECT”.Take out a photo of your family and show it to the class.Then draw your own family tree on the blackboard.Then let the students take out of their own family photos and show them to the classmates.Now they can draw their family tree on their exercise book and let the desk mates to check the answers.Divide the class into several groups and look at the photos.Then draw other family photos in change.Thus gives them more chance to practice.Step8 Finish the activity book.If they have difficulties with the exercises, you can explain more carefully.

第三篇：Lesson 33教案

Lesson 33: Maybe You’ll Be a Teacher——Teaching play

秦庄中学刘茹

Teaching aims:

1.Help the students to learn to predict their future life and

their jobs.2.Help students know how to use “so+助动词+主语”

3.Enable students to express their hopes and wishes.Teaching important points：

Predict their future life and jobs and the future tense.Teaching difficult points：The future tense.Teaching methods：Reading and discussing.Teaching aids：SlideAudiotapeActivitylist

Teaching procedure & ways

Step1.Lead in

I want to be an English teacher when I was a little girl,therefore I studied hard in my school years.Now I make my dream come true.What are your dreams? Ok.in this class, let's share Li Ming and Wang Mei's dreams together.Step2.Listening and reading

Listen to the tape then answer some questions：.What’s the future?

2.What is Li Ming good at?

3.How would Li Ming do when he becomes a teacher?

4.What does Wang Mei want to be?

Step3.Language points and grammar

Read the dialogue with your partner find out the main items.Then explain these language points and grammar.Step 4.speaking and writing

Imagine you will be a teacher.doctor.singer….in the future.What do you want to say.please discuss and say it.Step 5.Do some exercises.1.Fill in the blank with the proper word.The first letter is given.(1).It’ss ____ to see a snake suddenly.(2).My sister works hard at school, she will have a good f_____.(3).Her grandfather was s____ yesterday, he went to see a doctor.2.Fill in the blanks with the correct forms.⑴.Please listen to me _______(careful).He ________(careful)

⑵.Are you good at _________(play)the violin.⑶.Let me _______(check)your answer.3.Do some inverse.(1).She is a good student.So _______ I.(2).He often goes to school by bike.So _____ we.(3).They enjoyed the story book.So _____ we.(4).I can swim.So ______ he.Step6.Homework:Write a short passage:

What do you want to be in the future?

Why? How about your best friend?

Step7.Summary

Today we learn a dialogue between Li Ming and Wang is

Mei.Li Ming wanted to be a teacher.Wang Mei wanted to be a doctor.Form this lesson.We should know how to say the hopes and wishes of ours.So after class you must use some words to think about your life in the future and share the ideas with your friends..

第四篇：lesson 28 教案

Unit 5What will you do this weekend?Lesson 28

教案

【课题】Unit 5What will you do this weekend?Lesson 28

【教学重点】单词：听说读写swimming 和skating；

句子：熟悉并能运用 “Are you good at…？”

【教学难点】认读roller skating和skateboarding；

“Are you good at …?” 和 “What are you good at？”的感知和掌握

【教具准备】教师准备教材配套的录音带。教师准备教学课件。教师准备写有重点句型的纸。教师准备小奖品。

【教学过程】热身、复习(Warm-up/Revision)

（1）“Are you interested in …？” 和 “What are you interested in？”这两个句型对学生进行提问，复习前面所学过的单词和这两个句型。

2呈现新课(Presentation)

（1）播放课件，为学生创设一个情境——“celebrity show(名人秀)”

T:We can watch celebrity show on the weekend，right？Today，we will have a celebrity show.Are you ready？

（2）课件显示孙杨，并显示自我介绍

“Hello, everybody!My name is Sun Yang.I am interested in swimming.I’m good at swimming.”

通过孙杨的典型身份进行开始进行单词swimming的教学；

通过金牌来让学生感知“I’m good at swimming.”的含义，同时竖起大拇指，让学生感知； 再提问学生 “Are you good at swimming？” 和 “What are you good at？”（可用中文提示学生）。

（3）课件显示周洋，并显示自我介绍

“Hi, girls!Nice to meet you.I’m Zhou Yang.I’m interested in skating.I’m good at skating.” 通过周洋的典型身份进行单词skating的教学；

通过她获金牌的场景让学生感知“I’m good at skating.”的含义，同时竖起大拇指，让学生感知；

再提问学生 “Are you good at swimming？” 和 “What are you good at？”（可用中文提示学生）。

（4）介绍skating的两种形式---------roller skating 和 skateboarding

这两个单词只需要学生能够认读，所以教学时要抓住这两种skating的特点进行教学：roller skating特点在于roller（滚轴），可帮助学生联想到轮滑的轮子；skateboarding的特点在于board（板子），可帮助学生联想到滑滑板的踏板。

（5）对比“be interested in” 和 “be good at”的联系和差别

含义上的区别：“I’m interested in swimming, but I’m not good at swimming.”

句式上的联系(课件替换掉有变化的词，帮助学生加深对句式的印象)：“Are you interested in…?” 和 “Are you good at…?”

“What are you interested in？” 和 “What are you good at？”

（6）回归课本

逐句让学生跟录音朗读，提示学生对所学的重点句子划线。趣味操练(Practice)

（1）Act ﹠ Guess（What are you good at？）

将学生分组，每组两个人，一人演一人猜，猜的学生问时需要用到“Are you good at…？”，演的学生“Yes, I am.”或“No, I’m not.”回答，每组猜两题。

第一组：drawing和skateboarding

第二组：singing和roller skating

第三组：swimming 和exercising

以上关键词都有课件中呈现，游戏结束后老师对参加的学生进行奖励课堂评价(Assessment)单词抄写3遍，并默写用所学的2个重点句型编对话

3熟读课文，熟悉重点句子的用法扩展性活动(Add-activities)

才艺表演：老师提问学生“Are you good at…?” 或“What are you good at?”，进行才艺表演。

【板书设计】

Lesson 28

key words：skatingswimming

key sentences：——Are you good at…?

——Yes, I am./ No, I’m not.——What are you good at?

——I’m good at…? 并邀请一些同学

第五篇：Lesson 101-102教案

Lesson 101-102 A Card from Jimmy

思考问题：Does grandmother seem pleased to get a card from Jimmy? why or why not? 1.card n明信片，卡片，纸片，入场券，贺卡柬帖 post card 明信片 business card名片 credit card信用卡

put one’s card on the table摊牌 ID card 身份证

Birthday card 生日贺卡 Invitation card请帖

2.Scotland n.苏格兰 Scottish 苏格兰人

China

Chinese England

English France

French Italy

Italian Japan

Japanese Germany German Russia

Russian 3.association

n.协会联盟，联合联系，交往，联想,友谊伙伴关系 Eg: Our long association with your companyhas brought great benefits.我方和贵公司的长期合作带来了巨大的利益。

in association with与….有联系

4.youth n.青春，青年（不可数）eg: She lost(kept)her youth.她青春不再(青春依旧)。

I often went there in my youth.我小时候常去那儿。当表示青年人时，用作个体名词(可数)，主要用来指男青年而不指女青年。用作集合名词，表整体(可指男女青年)，用作主语时谓语可用单数或复数。The youth of today is [are] fond of dancing.现在的年青人都喜欢跳舞。

Youthful adj.年轻的，有朝气的，青年的 teenager是指13至19岁之间的青少年男女 5.soon adv立刻，马上，不久，一会，很快 Eg: She will be back soon.她马上就回来

常和would/should/had sooner….than…..宁可, 宁愿...也不, 与其...不如

Eg: He would sooner die than consent to such a plan.他宁死也不肯同意这种计划。as soon as一...就., 和...一样快, 和...一样早 as soon as possible 尽快 as soon as not 更乐意;宁愿

Least said, soonest mended言多必失 no sooner...than...一...就...sooner or later(=soon or late)迟早, 早晚 soon after 不久之后, 稍后 死...之后不久 6.write-wrote-written写，写信，写作，作曲 Eg: He writes legibly.他的字写得很清楚 Write to sb给某人写信

write for a living 靠写作维持生活

write down写(记)下来 write oneself off 被击毙

write oneself out(作家等)才华已尽, 题材枯竭

write out 写出

write over 改写, 重写 写满 7.get,reach,arrive区别

get是不及物动词与to连用，当后面接副词时，To省略

arrive是不及物动词，与at表示到达小地方（村子，车站，机场），与in表示到达大城市和国家，如果不指明到达的地点，用arrive，eg: When will you arrive?

reach是及物动词，可接名词和副词,还表示“伸手去够去拿”

8.speak 强调单方的说和讲，演讲发言，对某人说(某事)，可用 speak to [with] sb(about sth)。

Eg: I spoke to [with] the chairman about my idea.我跟主席说了我的想法 talk 强调双方“交谈”，一般用作不及物动词，表示“同某人谈论(某事)” say 强调说话内容，指有连贯性的说话,一般用作及物动词 tell 表示“告诉”，可接双宾语 He told his parents the good news./ He told the good news to his parents.他把这个好消息告诉了他父母 tell the truth说实话，tell a lie说谎

9.afraid adj.害怕的，担心的，恐惧的 eg: I'm still afraid to sleep in my own bedroom.be afraid to do sth be afraid of doing sth be afraid of sth此处可以用terrified替换

10.hope 用于表示可能实现的事情eg: I hope I shall see him again.hope多用于指对好事的盼望、预想I hope it will be fine tomorrow hope 所希望的一般指将来或现在的事情，不用于指过去的事情I hope he will come hope 可用hope to do sth句型，而不能用hope sb to do sth句型 eg: I hope to watch the football match again hope后面还可以接that 从句，意为“希望……；能……就好了 eg:She hopes that I will pass the exam hope后不能直接接名词作宾语，若要接需先接 for 即 hope for sth.)wish后可跟双宾语，hope后则不能 eg: wish you success/luck.have a slim hope有一线希望 in the hope of sth 怀着……的希望

live in hope(s)of 满怀希望