13英语,教案

第一篇：13英语,教案

教学目标：

1、给每一个学生起英文名字，通过学生自己动手制作英文名卡，进一步激发他们的学习兴趣，从而逐步培养学生运用所学语言独立做事情的能力。

2、学唱英文歌曲 “Hello” 让学生复习和巩固所学语言。

教材分析：本课时在制作英文名卡的基础上学唱英语歌曲“Hello”，歌词是学生学过的打招呼用语，简单而又活泼，学生在轻松、生动、愉悦的情景中学唱歌曲，即复习巩固了所学语言，又提高了兴趣，使知识、语言、运用三结合。教法建议：

本课时是给每一个学生起英文名字，促他们感受英语。教学中一定要通过让学生自己动手制作英文名卡，进一步激发他们的学习兴趣。在教师用英语讲述制作步骤的同时演示制作过程，为学生创设一定的语言环境，教学过程中也逐步培养学生运用所学语言独立做事情的能力。

教学重点：制作英文名卡和学唱英语歌曲

教学难点：

学生理解教师用英语讲述的制作步骤。这就要求教师要讲述与演示同时进行。

教具准备：

教师课前准备一个名卡，以及本课时所用的制作名卡所需的彩笔、线绳和硬卡等，并要求学生带来他们的彩笔、线绳和硬纸卡。文具（实物）教学过程：

热身、复习(Warm-up/Revision)

1.游戏--抛球

教师准备一个小球，由教师先大声说出自己的名字Hello, I'm …，之后由教师将小球随意抛给另一名学生，提示他做自我介绍，以此类推，练习自我介绍和打招呼。

2.复习Show me your …

教师先发指令请全班共同练习，之后可请“小老师”带领同学们进行操练。注意此时教师应多给孩子些机会，让他们展示说词水平，教师要及时给予肯定。

3.再次用抛球游戏，此次重点练习打招呼和文具的表述。

由教师开始，将球抛给谁（Mike）就和谁打招呼说Hello!Mike.同时说一种文具如 pencil，接到球的学生则找到相应的文具（铅笔），边出示边说 “Yes.Pencil.”。随后由第二学生用同样的方法继续练习。

呈现新课(Presentation)

教师告诉学生，英语名卡可让我们彼此了解得更快。教师将完整的名卡制作过程一边用英语讲解一边进行实际操作，将整个过程呈现给学生。

趣味操练(Practice)

1.请学生拿出事先准备的材料，指导学生按步骤制作。每句话中的第一个动词都是教师要强调的部分，一定要配合手势，帮助学生理解和记忆。

2.学生自己动手制作名卡。

让学生用 Hello/Hi , I'm …的句型来展示自己制作好的名卡，对做得好的学生可给与表扬或适当的奖励。

3.让学生跟录音一起学唱歌曲Hello。教师可带领学生在演唱时打出相应的节拍或做些简单的动作。如果学生对书上的歌曲掌握较快较好，教师还可以指导学生将歌曲中的人名该换成其他主人公或学生自己的名字进行演唱。课堂评价(Assessment)

做活动手册第一单元的第3部分练习。方法如下：

1.教师在做活动手册之前，先做一个Show me your(pen…)的活动作铺垫。

2.学生看图，说说图中学生手中的物品

3.教师讲解题目要求并指导做的方法。告诉学生如果图中人物所拿之物与录音相同就画笑脸，不同就画哭脸。

4.让学生听录音做练习。

5.再次播放录音，在教师的指导下让学生一句一句地跟读并相互核对答案，最后通过给小花涂色进行自我评价。

扩展性活动(Add-activities)根据时间机动。

记忆名字游戏

1.每一个人在说自己名字之前都要加上和前面说过名字的人打招呼，教师要帮助学生记忆，尤其是最后一个学生要记下全组或全排学生的名字。

2.方法

教师先向做在一排的一个学生说 Hi, I'm Ms Wang，接着这位学生说 Hi, Ms Wang.I'm Ann.她/他旁边的学生说 Hi, Ms Wang.Hi, Ann.I'm Ken.以此类推。板书设计

Unit 1Hello

展示学生的名卡

第二篇：教案英语

小学英语五年级教学案例Lesson16

一、活动目标

1、知识目标

使用英语准确的询问及表达职业

2、能力目标

培养学生的听、说、读、写及口与运用能力。

3、情感目标

通过活动调动学生学习英语的积极性

二、活动重难点

1、重点：单词三会 singer

dancer dentist；句子三会：I want to be a doctor单词四会 dad mum doctor nursery 句子四会： What’s your dad？He’s a doctor What’s your mum？ She’s a nurse

2、难点：知识拓展及口语运用

三、活动过程

Step1、Warming up Revision

1、出示职业卡片复习单词tailor writer actress actor reporter driver nurse

2、说chant tailor tailor tailor He’s a tailor

writer writer writer She’s a writer

actor actor actor He’s an actor

driver driver driver She’s a driver

nurse nurse nurse He’s a nurse

3、师生示范，学生拿全家福一名同学来当主持人采访搭档 T：What’s your mum ？

S：She’s a writer.T：What’s your dad？

S： He’s a tailor.T：What do you want to be in the future？ S： I want to be a doctor.Step2、presentation

1、教师出示图片导入单词学习单词

singer

dancer dentist

2、chant 练单词

（书中练习四）将新学的单词加入期中

Norman is a doctor---------------

3、活动：找同行

1）师生示范 首先将所有学习过的职业综合到一起，每位同学选择自己将来想做的职业 2）师生示范

T：What do you want to be in the future？

S：I want to be a doctor.What do you want to be in the future？ T：I want to be a doctor..3）学生问答找同行找到的有奖励

4、句子活动：将各种职业的图片挂起来以小组为单位猜组内成员父母的职业。（书中活动三）1）师生示范

S1：What’s your mum？ T：Look at this S2：Is she a nurse？ T：No Ss3：Is she a doctor？ T：Yes 2)小组活动及展示

5、听录音跟读lesson 16

6、Just write 1）、连词成句

（1)、your What’s mum

（2)、doctor

a

He’s（3)、your What’s dad

（4)、nurse

a

She’s 2）、找一找

拼一拼

写一写

（1）教师将完整的句子中拿掉一个单词What’s your mum？去掉mum，让学生来找少了哪个单词。（2）学生找到后让学生把这个单词拼出来m-u-m mum，同样的方式拼dad、doctor、nurse、What’s your、He’s、She’s.（3）、让学生在本上写一遍，让学生找一找应该注意什么？（句子开头的第一个字母大写）

Step3、Check and Additional

阅读判断对错

There are many different jobs for us．For example，tailor、writer、actress、actor、reporter、driver、nurse.Chen Hua is a writer.She writes books for children, She works at a newspaper office in Beijing.She goes to work by car.Betty，a policewoman, likes helping people．She likes shopping.She goes to work by bus.Hu Ming is a dentist.He works in a hospital.He enjoys his job.Where does he live? He lives in Hong Kong, and he goes to work by car． 根据你所读的小短文，判断下列句子的正(T)误(F)。()1．All the jobs are the same．()2.Chen Hua works in Beijing．()3．Betty is a policewoman．()4．Betty doesn't 1ike shopping．

()5.Hu Ming works in a bank and goes to work by car．

Step4：practice 首先：进行一次小调查，调查自己的好朋友 What’s your dad？

What’s your mum？

What do you want to be in the future？

其次：找同学到前面来描述自己的调查 This is my friend，He is a boy，His father is a-----，His mother is a-----，He wants to be a-------in the future.Guess Who is he ？ 最后：让其他同学来猜一猜此同学调查的人是谁。Is he---------Step5：Summary

第三篇：教案英语

英语教案模板

Teaching Aims: 1.Knowledge aim: students’ mastery of new words, phrases and grammar practice

2.Emotion aim: love not only family members but also your family 3.Ability aim: improve four skills of English, especially reading skill.Teaching Key Points: Mastery of new words, phrases and the good usage of expressions and grammar Teaching Difficult Points: Students can put what they learn into practice and communicate with others fluently Teaching Methods: Community language teaching, Task-based language teaching, computer-aided instruction Teaching Aids: Multimedia, related materials like pictures and word cards Teaching Procedures: 1.Step1: leading in and warming up(2mins)Greet with students and sing a song, show photos of family to attract their attention and inspire their interests.2.Step2: Pre-reading(3mins)Most of students have been attracted into this class, so I will show some photos of family in which there are my family members.I will let you guess who they are.Then students will have a discussion about their family and their family members and find volunteers to share with us.3.Step3: while-reading(25mins)At this period, we will let you do two activities.Activity1:Fast reading I will give you 5 mins to read the whole passage to conclude the main theme.Activity2:Careful reading I will give them 10 mins to reread this passage and finish the following two tasks 1)I will ask them to answer three questions related to this passage to know how much they got from this passage.2)I will let them find important grammar and phrases 4.Step4:Post-reading(10mins)

I will let students retell this passage with key words and phrases given to test their memory.5.Step5:Summery and Homework(5mins)Discuss in groups about love in your family and how to love your parents.Write one composition after class about your family with new words and phrases which have been learned.

第四篇：英语 教案

Chapter 4 Masterpieces of the Epic 一.Teaching aims Knowledge and ability aims Read about Banquet at Hongmen and Trojan War, A War for A Beauty, learn new words and expressions and learn to use verb tense consistency, and write a letter of job application.二.Teaching key points The key words and expressions in the passage: Vocabulary: banquet, humble, conquer, summon, toast, captive, shield, bar, charge, present, torture, revolt, seal, withdraw, downfall, reward, observe, bandit, trifle, beckon, courtesy, chopper Phrase: occur to sb.in attendance upon, shoot a glance, take leave, follow suit, end up, burst into, at stake, knock sb.down 三.Teaching difficult points: 1).To use the key words and expressions and write a letter of job application.四.Teaching methods: 1).Task-based and students-centered 2).Individual work, pair work and group work 五.Teaching aids: Work sheets, blackboard and PPT.六.Teaching procedures: The first period：Speaking（Warming Up and speaking）

Step 1 warming up

T: Think about the following three questions and discuss the questions with your partners 1.What do you know about the the Records of the Grand Historian? 2.Who was honored as the father of Chinese historian? 3.Why did Lu Xun positively comment the Records of the Grand Historian as the Unmetrical Li Sao and Incomparable Splendor of Historian? Talk about the stories from Historical records according to the given pictures in Page 102, that is Burning the Books and Burying the Scholars Alive, Returning the Jade Intact to Zhao, Farewell My Concubine and Bearing the Rods and Asking for Punishment

The second period: Reading Step 1: the structure of the passage: • • • Part one para(1-3): introduction to Shiji, the Records of the Grand Historian

Part two para(4-9): a brief introduction to five parts of the book Part three para(10): the historical significance/value of Shiji

Step 2: Language points Notes: 1.Han Dynasty: The Han dynasty(206 BC ~ 220 AD)was the second imperial dynasty of China, preceded by the Qin Dynasty(221~207 BC)and succeeded by the Three Kingdoms period(220~280 AD).It was founded by the rebel leader Liu Bang, known posthumously as Emperor Gaozu of Han.It was briefly interrupted by the Xin Dynasty(9~23 AD)of the former regent Wang Mang.This interregnum separates the Han Dynasty into two periods: the Western Han or Former Han(206 BC ~ 9 AD)and the Eastern Han or Latter Han(25~220 AD).Spanning over four centuries, the Han period is considered as a golden age in Chinese history.2.Emperor Wu of Han:(156 BC~ 87 BC)personal name Liu Che, courtesy name Tong, was the seventh emperor of the Han Dynasty of China, ruling from 141 to 87 B.C.New words monumental adj.very important and having a great influence, especially as the result of years of work 意义深远的；(著作等)浩瀚而不朽的 Example Shiji is a monumental history of ancient China and the world.《史记》是古代中国和世界不朽的历史

virtually adv.very nearly true;for most purposes it can be regarded as true 事实上 Example This word has virtually dropped out of usage today.这个词实际上现在已不再使用了。overlap v.extend over so as to cover partly 重叠；与…重合 Example The upper layer of blanket should overlap the lower.毛毡的上层应与下层重叠

conceive v.to form an idea, a plan, etc.in your mind;to imagine something 构思；设想 Example You may conceive a new world in the atomic age.你可以设想出原子时代的新世界

compose v.to write a letter, poem，speech etc.usually with a lot of care and thought(用心)写(信、诗、演讲稿)Example He started at once to compose a reply to Anna.他立刻开始给安娜写回信

hereditary n.a title or position in society is passed on as a right from parent to child 世袭的；世代相传的 Example In some countries，the position of the head of state is hereditary.在一些国家，国家元首的职位是世袭的

doctrine n.a belief or set of beliefs held and taught by a Church, a political party, etc.(宗教或政党等所信奉的)教义，教旨，教条，信条 Example

Christian doctrine基督教教义

proclaim v.to publicly and officially tell people about something important 宣告，公布；声明； Example Britain proudly proclaims that it is a nation of animal lovers.英国自豪地宣称它是个热爱动物的国家

Useful expressions: deal with 以…作为内容；讨论 Example...the parts of his book which deal with contemporary Paris.… 他书中有讨论当代巴黎的部分 allow(sb/ sth)to do sth

允许，许可，准许（某人或某事物）做某事物 Example

The boss does not allow me to use the telephone.老板不允许我使用电话

Passengers are not allowed to smoke.乘客不得吸烟

account for(数量、比例上)占 Example

Computers account for 5% of the country's commercial electricity consumption.电脑占了这个国家商业用电的5% range from 范围由……到…… Example

His interests range from chess to canoeing.他的爱好从下国际象棋到划独木舟 dedicate to 把(时间、精力等)用于 Example They dedicated themselves to helping the poor.他们致力于帮助穷人

• eg:---Everyone is more reluctant to travel these days，not least the Amaricans.这段时间大家都减少了出游欲望，尤其美国人。

---Dieting can be bad for you, not least because it is a cause of stress.节食可能不利于健康，相当重要的原因是它会引起精神压力

• eg.---I suspect that we live not in an age of science and empiricism，but rather in the age of ego.我怀疑我们并非生活在科学与经验的时代，而是生活在自我的时代。

---A gift is invariably something you did not choose but rather something that someone else thought you should have.not…but rather...不是/没有…而是 not least...尤其；相当重要地

礼物肯定不是一件你自己选的但是别人觉得你应当有的东西。

Grammar Verb Tense Consistency

Verb tense consistency on the sentence level

1.Keep tenses consistent within sentences.2.Do not change tenses when there is no time change for the action.3.Since there is no indication that the actions happened apart from one another, there is no reason to shift the tense of the second verb.4.Change tense only when there is a need to do so.Usually, the timing of actions within a sentence will dictate when the tense must change.Verb tense consistency on the paragraph level 1.Generally, establish a primary tense and keep tenses consistent from sentence to sentence.2.Do not shift tenses between sentences unless there is a time change that must be shown.Verb tense consistency on the essay level 1.Use present tense when writing essays about your own ideas, factual topics, the action in a specific movie, play, or book.NOTE: When quoting from a work, maintain the present tense in your own writing, while keeping the original tense of the quoted material.2.Use past tense when writing about past events, completed studies or findings, arguments presented in scientific literature

3.Use future tense when writing about an event that will occur in the future.How to write A Letter of Job Application 1.Opening part

Refer to the position applied for and explain the reasons for it.Tell how you learned about the position 2.Body

Supply information on yourself.This should include: •Personal background

•Education

•Academic qualifications •Work experience

•Personal skills and your character

When you are stating these experiences and qualifications, you are supposed to be careful with language and intonation.Make your selling of yourself positive, confident and not hypocritical.3.Ending

At the end of the letter, ask for an interview at the convenience of the prospective employer and state clearly the time at which you are available and how you can be reached.七.Homework Recite the new words and useful expressions, and write a letter of job application.

第五篇：英语公开课教案

MODULE 6

Unit 2What does Lingling do at the weekend?

学习目标：

1、学习单词：PE、Art、music、has、plays、sleeps、watchs2、学习语句：what does he/she do at the weekend?

3、口头运用What does Lingling do at the weekend?这类的语句询问不在场的人的日常活动。能用She plays football.这类语句回答。

学习重点：

1、熟练认读单词：PE、Art、music、has、plays、sleeps、watchs2、熟练运用She plays football.类语句回答What does Lingling do at the weekend?类问句。

教学过程：

一、Greeting

二、复习引入

1、What do you do at the weekend?

生抽图回答后，出示sleep图片，并说We also sleep。然后教学单词sleep2、What do you do at school?

生抽图回答后，出示PE、Art、music图片，并说We also have PE、Art、music。然后教学单词PE、Art、music3、Does Sam have Chinese at school?

Does Sam play football at the weekend?

4、OH, you are great!Now,let’s learn MODULE 6 Unit 2What does Lingling do at the weekend?

三、课文学习

1、I play football at the weekend.How about Lingling?

Now,listen to the radio,then find.2、Listen and look.3、Listen and answer the questions.1）What does Lingling do at the weekend?

2)What does Lingling have at school?

4、Listen and repeat.5、找不同，提醒学生注意动词的第三人称单数形式。

6、利用老师展示的图片，如踢足球、游泳、语文、数学、美术等make some sentens(say about Lingling).四、游戏巩固

1、三人小游戏。

A问B：What do you do at the weekend?/ What do you do at school? B答：I……

然后C问A ：What does he/she do at the weekend? / What does he/she have at school?

A答：He/She……

在游戏中提醒学生注意第三人称单数形式。

2、传语游戏

B问A：What do you do at the weekend?/ What do you do at school? A 答：I……

然后C问B ：What does he/she do at the weekend? / What does he/she have at school?

B答：He/She……

然后D问C ,C答，以此直到小组最后一个，再由这位同学把听到的别的同学转述的话表达出来，看是否和第一个同学说的相符。

四、课堂小结

五、Classisover.