下面是范文网小编整理的有人要全英文教案模板6篇(全英文教案 人教版)，欢迎参阅。
有人要全英文教案模板1
兆龙移民 should be prepared before picnic? the children that we are going to write a shopping list for a picni c and we are going to continue to learn to go shopping in 3 Presentation the chart on the blackboard and ask the children some the caette the first time and ask the children to grasp the text fr om the the caette the second time and ask the children try to read the s entences by out the dialogue in one to make a record finishing th e 4 Sing a song the children to look at the pictures the caette and ask the children to listen the sentences of the song one by the caette several times and ask the children to sing 5 Homework the letter and sing the activity 5: Use a spinner to finish the 3 At the Weekend Unit 1 We visited lots of : Talking about past activities
Target Language: What did you do at the weekend? Where did you go? Vocabulary: the British Museum, the London Eye, wheel, wonderful, unde rstand, postcard, hour, mountain Procedures: Step 1 Warm-up an English the children: How many days are there in a week? What do you usually do at the weekend? Step 2 Introduction the children to look at the calendar and ask: What day is it toda y? The teacher says: I had a busy you want to know what I did at the weekend? Ss: where are Amy and Sam? Where did they go? They went to the 3 Presentation the chart on the blackboard and play the caette let the children l isten teacher asks several the caette the second time and let the children tick the new wo rds and gue their to explain the new the caette the third time and pause after each utterance for the children to 4 Finish a Task activity the students’ activities at the weekend and finish the activit y
5 Homework to the tape of this the children to write letters to their pen down the famous places and share with their friends Unit 2 what did Daming do? Function: Talking about past activities Target Language: Where/How/When/What did?? Vocabulary: hour, mountain Pronunciation: / /, / /, /u /, /u:/ Song: the London Eye Procedures: Step 1 Warm-up a dialogue with the students at Unit 2 Introduction about the night I had a my dream I went to the great I met Daming and his father are very h the Ss: Did Daming and his father do to the Great Wall? Let’s ha ve a 3 Presentation the Ss to look at the picture carefully and ask: What can you see? the caette the first time and let the children to tick the new wor ds and gue the the new words in different the caette the second and pause after each utterance for the child ren
To the children to write a sentence on a piece of paper in groups and read them 4 Sing a song the children to look at the pictures the caette and ask the children to listen the sentences of the song one by the caette several times and ask the children to sing 5 Homework the text and sing the activity 6: Play and 4 Poeions Unit 1 It’s mine!Function: Solving a dilemma Target Language: It’s mine/his/hers/’s Lingling’ Vocabulary: mine, yours, argue, matter, wear, hers, his, line, clean, whose Procedures: Step 1 Warm-up an English the children: How many days are there in a week? What do you usually do at the weekend? Step 2 Introduction teacher shows the children to Ss: I’ve got something from the Lost-Found be something here is something is yours, what can you s ay to get it back? Let’s learn the text to find the 3 Presentation the chart on the blackboard and play the caette let the children l isten teacher asks several the caette the second time and let the children tick the new wo rds and gue their to explain the new the caette the third time and pause after each utterance for the children to 4 Finish a Task activity activity 6 in the whole cla..Step 5 Homework to the tape of this activity a play in a group of 2 This bag is : Solving a dilemma Target Language: It’s yours/his/hers? It’s Lingling’s? Vocabulary: cap, T-shirt, sweater, his, hers Pronunciation: /ei/, /ai/, / i /, /au/, / u/ Song: the London Eye Procedures: Step 1 Warm-up
a dialogue with the students at Unit 2 Introduction with the children that we have found the things we lost at the L ost-Found we are going to help the other students to find the lost us see how many things have been left 3 Presentation the Ss to look at the picture carefully and ask: What can you see? the caette the first time and let the children to tick the new wor ds and gue the the new words in different the caette the second and pause after each utterance for the child ren to the children to write a sentence on a piece of paper in groups and read them 4 Sing a song the children to look at the pictures the caette and ask the children to listen the sentences of the song one by the caette several times and ask the children to sing 5 Homework the text and sing the activity 5 In Cla Unit 1 There are : Describing contrast Target Language: There are enough? There are not enough...Vocabulary: enough, give, every, everyone, them, careful Procedures: Step 1 Warm-up an English the children some questions at 2 Introduction teacher shows the children the cla: Open your pencil many pencils are there in your pencil-box? Are there enough pencils for you? Help the children to understand the meaning of 3 Presentation the chart on the blackboard and play the caette let the children l isten teacher asks several the caette the second time and let the children tick the new wo rds and gue their to explain the new the caette the third time and pause after each utterance for the children to in out the 4 Finish a Task activity activity 3 in 5 Homework to the tape of this a play in a group of 2 There are too many books on the : describing contrast Target Language: There are too many?
Vocabulary: them, careful Pronunciation: /I /, /e /, /u / Poem: Not enough time Procedures: Step 1 Warm-up
a dialogue with the students at Unit 2 Introduction the students if they meet the questions to be you don’t know how to say them in ’s learn the te xt and then you will 3 Presentation the Ss to look at the picture carefully and ask: What can you see? the caette the first time and let the children to tick the new wor ds
and gue the the new words in different the caette the second and pause after each utterance for the child ren to the children to write a sentence on a piece of paper in groups and read them 4 Say a poem the children to look at the pictures the caette and ask the children to listen the sentences of the poem one by the caette several times and ask the children to sing 5 Homework the text and say the activity 6 Self-aement Unit 1 You can play football : Aeing oneself and other people Target Language: Can you run fast? Yes, I , I can’ can play football : well, team, control, badly, really, catch, fantastic Procedures: Step 1 Warm-up an English the children some questions at 2 Introduction teacher says some learned verb phrases and let the children do the can run fast? Who can jump high? Who can play f ootball? Step 3 Presentation the chart on the blackboard and play the caette let the children l isten teacher asks several the caette the second time and let the children tick the new wo rds and gue their to explain the new the caette the third time and pause after each utterance for the children to in out the 4 Finish a Task activity activity 3 in 5 Homework to the tape of this a play in a group of 2 I can do it very : aeing oneself and the other people Target Language: I can do it very sing very : very, well, badly, climb Pronunciation: /p/, /b/, /t/, /d/ Poem: How well do you play? Procedures: Step 1 Warm-up a dialogue with the students at Unit 2 Introduction the students if they meet the questions to be you don’t know how to say them in ’s learn the te xt and then you will 3 Presentation the Ss to look at the picture carefully and ask: What can you see? the caette the first time and let the children to tick the new wor ds and gue the the new words in different the caette the second and pause after each utterance for the child ren to the children to write a sentence on a piece of paper in groups and read them 4 Say a poem the children to look at the pictures the caette and ask the children to listen the sentences of the poem one by the caette several times and ask the children to read 5 Homework the text and say the activity 7 community Unit 1 He can’t : Investigating community Target Language: He can/can’t? She can/can’t? They can/can’t? Vocabulary: programmed, useful, blind, deaf, hear, firemen, mum, sausage Procedures: Step 1 Warm-up an English the children some questions at 2 Introduction teacher says some learned verb phrases and let the children do the you play football? Can you run fast? Can you do this? the children answer and at the same time write down the topic of 3 Presentation the chart on the blackboard and play the caette let the children l isten teacher asks several the caette the second time and let the children tick the new wo rds and gue their to explain the new the caette the third time and pause after each utterance for the children to in out the dialogue Step 4 Finish a Task activity activity 3 in 5 Homework to the tape of this a play in a group of 2 They can’t : Talking about the ability Target Language: They can’t mothers help : sit, sit down, chick Pronunciation: /k/, /g/, /f/, /v/ Song: A good friend Procedures: Step 1 Warm-up a dialogue with the students at Unit 2 Introduction the pictures of activity the learned verbs and say: what are the meanings of these pict 3 Presentation
the Ss to look at the picture carefully and ask: What can you see? the caette the first time and let the children to tick the new wor ds and gue the the new words in different the caette the second and pause after each utterance for the child ren to the children to write a sentence on a piece of paper in groups and read them 4 Sing a song the children to look at the pictures the caette and ask the children to listen the sentences of the song one by the caette several times and ask the children to sing 5 Homework the text and say the activity 8 School Unit 1 What time does school start? Function: Describing a school routine Target Language: present tense Past tense Vocabulary: exercise, playground, before, skip, coffee, tea Procedures: Step 1 Warm-up an English the children some questions at 2 Introduction the word of school on the about in simple English: Do you sing songs every morning? Do you start school at 9 o’clock? We do morning start school at 8 o’ sit in 3 Presentation the chart on the blackboard and play the caette let the children l isten teacher asks several the caette the second time and let the children tick the new wo rds and gue their to explain the new the caette the third time and pause after each utterance for the children to in out the 4 Finish a Task activity activity 3 in 5 Homework to the tape of this a play in a group of 2 Where did Lingling go yesterday?
Function: Talking about past activities Target Language: Where did?? What did?? Vocabulary: ball, rang(ring)Pronunciation: /s/, /z/, / /, / /, / /, / /, /r/, /h/ Song: A good friend Procedures: Step 1 Warm-up a dialogue with the students at Unit 2 Introduction several sentences and tell if it is Chinese school or England schoo : They start school at 8 o’: : They play in the playground before 9 o’: 3 Presentation the Ss to look at the picture carefully and ask: What can you see? the caette the first time and let the children to tick the new wor ds and gue the the new words in different the caette the second and pause after each utterance for the child ren to the children to write a sentence on a piece of paper in groups and read them 4 Sing a song the children to look at the pictures
the caette and ask the children to listen the sentences of the song one by the caette several times and ask the children to sing 5 Homework the text and say the activity 9 Feelings Unit 1 Are you feeling sad? Function: Talking about feelings Target Language: Are you feeling sad/bored/angry? I feel happy/sad/tired/bored/: feel, sad, mi, bored, angry, nothing, secret, feel, surprise, tir ed Procedures: Step 1 Warm-up an English the children some questions at 2 Introduction the word of school on the blackboard about in simple English: Do you sing songs every morning? Do you start school at 9 o’clock? We do morning start school at 8 o’ sit in 3 Presentation the chart on the blackboard and play the caette let the children l isten teacher asks several
the caette the second time and let the children tick the new wo rds and gue their to explain the new the caette the third time and pause after each utterance for the children to in out the 4 Finish a Task activity activity 3 in 5 Homework to the tape of this a play in a group of 2 Where did Lingling go yesterday? Function: Talking about past activities Target Language: Where did?? What did?? Vocabulary: ball, rang(ring)Pronunciation: /ts/, /dz/, /tr/, /dr/, /t /, /d / Poem: Smile and be happy Procedures: Step 1 Warm-up a dialogue with the students at Unit 2 Introduction
the che: Do you play che at the weekend? I can play ches the word of che on the blackboard and teach, then say: I can p lay che and I am the I feel very a happy ’ve got nothing to feel a bored the words of sad and angry in the similar 3 Presentation the Ss to look at the picture carefully and ask: What can you see? the caette the first time and let the children to tick the new wor ds and gue the the new words in different the caette the second and pause after each utterance for the child ren to the children to write a sentence on a piece of paper in groups and read them 4 Say a poem the children to look at the pictures the caette and ask the children to listen the sentences of the poem one by the caette several times and ask the children to read 5 Homework the text and say the activity 10 Manners Unit 1 You should look, then cro the
Function: Instructing on correct behavior Target Language: You should look, then cro the shouldn’t walk in the should hold my hand, : should, cro, dangerous, hold, hand, say, in a hurry Procedures: Step 1 Warm-up an English the children some questions at 2 Introduction teacher simply introduces the story: In the morning on Monday, T om’s mother Ms Smart bring Tom to the the road, what does Ms Smart say to Tom? meet a friend of Ms happened? Step 3 Presentation the chart on the blackboard and play the caette let the children l isten teacher asks several the caette the second time and let the children tick the new wo rds and gue their meanings to explain the new the caette the third time and pause after each utterance for the children to in out the
Step 4 Finish a Task activity activity 3 in groups Step 5 Homework to the tape of this a play in a Unit 2 You should eat : Talking about good behaviors Target Language: You should? You shouldn’t? Vocabulary: mum, jump, noodles, Pronunciation: /m/, /n/, / /, /l/, /w/, /j/ Rap: You shouldn’t jump on the : Step 1 Warm-up a dialogue with the students at Unit 2 Introduction 3 Presentation the Ss to look at the picture carefully and ask: What can you see? the caette the first time and let the children to tick the new wor ds and gue the the new words in different the caette the second and pause after each utterance for the child ren to
the children to write a sentence on a piece of paper in groups and read them 4 Say a poem the children to look at the pictures the caette and ask the children to listen the sentences of the poem one by the caette several times and ask the children to read 5 Homework the text and say the activity Module
Unit 1(forty minutes)Function: Review Target Language: Review Vocabulary: Review Procedures: Step 1 Warm-up hello to the students and choose a song the children like the children some questions at 2 Play the yes/No game the cla into four groups, presenting the game of activity two cards, yes is written on one piece of paper and no on the other the cards behind and say a sentence at random to a child, for exa mple, “You watched TV yesterday.” If she has yes, she should say: “Yes, I watched TV.” If she or he has no, she or he should say: “I didn’t wat ch TV.”
the teacher hands the card to a student of group one and ask hi m or her say a sentence at random and at the same time showing one car student of group two must answer according to the word on the car 3 Look and say an example how to do this there is a basketball and a tick on the picture, the children should s ay: Lingling bought a there is a cap and a cro on the pict ure, the children should say: Lingling didn’t buy a the children half a minute and let them memorize the other pictu res and then ask them to close the teacher prepares two cards: one is yes and the other one is the teacher raises the card of yes, the children should say the positi ve sentence and if the teacher raises the card of no, the children should s ay negative whose memory is 4 Ask and answer some pictures of food and the weight or quantity should be m there are no pictures, some cards can be down: five bottles of milk, three kilos of apples, one kilo of ba nanas, two bottles of juice?
the pictures or cards on the sentences relay, such as: S1: How many apples do you want?
S2: I want three kilos of : How much cheese do you want? Et a match: which group can say the most sentences in one minute and this group is the 5 Look, ask and answer at the table and answer in child asks a question and the other one answers yes or no accordi ng to the tick or the children when they ask, they can ask at 2(forty minute)Function: Review Target Language: Review Vocabulary: Review Procedures: Step 1 Warm-up a dialogue with the students at several poems or sing songs that have been learned in this boo 2 Point and say the children to look at the pictures the children that the letter under each word is the first letter of a the children do ask and answer 3 Look and say the children look at the picture the children describe the ’s the person in the picture doing?
ask the children if their behavior is correct or them use the word of should or shouldn’ last ask he children talk about the daily actions that should be done or should not to be 4 Game: How do I feel? some cards before cla: happy, sad, angry, tired, bored, hungr y, a game in one child draw a card from the teacher’s ’t let the other children to see the child does the action as the card shows and says: How do I feel? Then the other one in this group guees: Are you happy? Are you sad? it is right, the student who does the action gives a positive answer;if it is wrong, the student who does the action gives a negative answer an d the other student in the same group continues to 5 Point, ask and answer activity should be done in ’d better to be done by the way of example, the first child asks: Do you like apples? The second chil d answers according to his or her actual , I no, I do n’
有人要全英文教案模板2
全英文说课稿
Selected from Unit 6 Topic 2 Section C, Ren’ai Project English Book One
analysis of Teaching Material and Function
This is a reading text about the topic “Let’s explore the Ming Tombs”.It aims to enhance students’ reading also provides some new language points for the students to Aims and Demands The teaching aims are based on Junior High School English syllabus' objects
(1)To help the students master the new words and expreions.(2)To teach the students how to use the adverbial clauses of objects
My teaching procedure is designed to promote the students' abilities of reading, listening, speaking and objects
(1)To arouse the students’ interest in cla activities.(2)To train their team spirit by working in groups.(3)To educate the students to follow the public Points and Difficult Points Key points:
(1)To help the students to master the new expreions.(2)To enable the students to communicate with each points:
(1)How to use adverbial clauses of time.(2)How to retell the Two Analysis of Students
The students of my two claes are very enjoy taking part in all kinds of cla present they can expre their own ideas with simple oral writing a short paage is among their abilities most of them can retell the text at the end of the , they have taken great interest in Part Three Analysis of Teaching Methods teaching method teaching method discuion method Part Four Analysis of Learning Methods take an active part in cla summarize the language points through their own make use of the new language material to expre their own Five
analysis of Teaching Procedure
Step 1 Brain storming
(3 minutes)Step 2 Digest the text
(23 minutes)Step 3 Outline the story
(5 minutes)Step 4 Discuion
(3 minutes)Step 5 Additional materials(5 minutes)Step 6 Project
(6 minutes)The six tasks are designed to follow the gradualism task is harder than the former 1 Brain storming
This task aims to help the students remember the new , I will guide the students to read the new words according to the pronunciation , I will ask the students to make up four short stories with the new the main structure of the story will be given to make the task easy and students just need to fill in the blanks with the right words to complete the interesting stories will help the students to remember the new words also this task can begin this leon with exciting 2 Digest the Text
Here I adopt four steps for the students to digest the (3 minutes)
The students are supposed to listen to the tape and get some main ideas about the I will ask the students to answer some simple yes-or-no questions to check their listening and Scanning(5~6 minutes)
after listening, students begin to read the text for the first , they should underline the new expreions while , they should number the pictures in the right should finish this part by skipping and , I will explain the new expreions and ask the students to fill in the blanks with exercise will make the new points more last, some translation should be done here for the students to practice Focus
(10 minutes)
This is a difficult point in this , I will pick out all the sentences with adverbial clauses of time from the I will ask the students to find out all the conjunctions about , I will use examples to help the students summarize how to use these conjunctions by in this way the students will go through the old grammar points with their own we will move on to the new will help the students to master these new points with explicit illustration with , I will show an abstract of the text with the students should fill in the blanks with the right exercise can help the students learn to make use of the former summary to distinguish the right conjunction from the other last, sentence making is employed the students can practice how to use the adverbial clauses of time to consolidate what they have Reading
(3~4minutes)
Intensive reading helps to get I design some questions about detail information to check the students' 3 Outline the Story
In this task, I design two activities:
activity one sentence to sum up the main idea of each can help students to master the whole it can also help them to go through Activity the story in your own the story demands the students' higher ability to organize the whole paage it needs their good understanding and good memory as well as good language activity is a challenge for the quick learners to improve 4 Discuion
after the former task, the students can master the whole go further, I'd like to enlighten the students to think more about the the discuion about the public rules will help me to achieve the emotion objects I , I will ask: Do you think the three boys' travel experience was pleasant? Why not? If you go traveling, should you do the following things? For example, should you wait in the queue? Should you push other people? The students will tell me yes or , I will let the students discu and name some other public 5 Additional Materials
activity is Part 2 from this the students are supposed to get some detail information to fill in the blanks I select an interesting short story about of the new words are not the students will gue the meaning of
3 these words while understanding the whole can help the students to cultivate their language here is only one question to check their reading 6 Project
I will show some pictures first and tell students about my travel experience to arouse their , I will ask them to write an e-mail to their friends to tell him or her about their own travel last, I will ask some students to read their compositions as examples for the the end, I will show the aignment for the students to do at is my design of the the useful expreions and grammar points are listed on the 6 Reflection
In the proce of teaching, I carry on task-based teaching design six tasks for the students to complete, and each task is harder than the former try to make the leon rich, effective, and as we know, not all the students are of the same level, a few of them may have difficulty in Task 5--retelling the , every coin has two all the activities are designed for the average students, the quick learners will not improve their ability in such a hope I can find out some multi-activities for students of different levels to solve this
有人要全英文教案模板3
17、要是你在野外迷了路
阜阳市颍东区插花镇二学区黄庄小学:宫守英(20
18、4)
【教学目标】
１、认识“针、忠、盏、稠”四个生字，会写“忠、导”等９个字。
２、引导小组合作学习并能有感情地朗读诗歌、背诵诗歌，体会大自然的奥秘和情趣。
３、掌握一些辨别方向的方法，培养学生热爱大自然的感情和观察大自然的兴趣。 【教学重点】
引导学生小组合作学习，掌握四种辨别方向的方法。能有感情地朗读诗歌、背诵诗歌，【教学难点】
引导学生讨论沟渠里的积雪化得快的那边是南面还是北面？这是为什么？ 【课前准备】
１、制作多媒体课件。２、查找辨别方向的其他方法。【教学时数】 二课时。
第一课时
一、教学目标：
１、会认４个生字，会写９个字。
２、正确、流利地朗读课文。
３、知道一些辨别方向的方法。
二、教学重点：
会认４个生字，会写９个字。能正确流利地朗读课文。
三、教学难点：几个难写字的书写，“盏、慌”。
四、教学过程：
（一）、激趣导入：
1、同学们，如果你在城市迷了路，你会怎么办呢?要是你在茫茫的野外迷了路，那可怎么办呢? 读题：
17、要是你在野外迷了路。用自己的话说说课题的意思。
2、今天我们要学的课文就是告诉你在野外迷了路辨别方向的一些方法，学了之后，你就是迷路了也不会害怕了。想知道吗?赶快到书中找答案吧。
（二）、自学课文，了解大意。
1、自读课文，碰到生字多读几遍。思考：如果迷路，怎样辨别方向？请把你了解的和你的同桌交流交流。
2、指名分节读课文，读准字音。
3、课文中介绍了哪几种事物能帮助我们分清南北方向？
白天——太阳
黑夜——北极星
阴雨天——大树
下雪天——积雪
（三）、朗读课文
1、练习流利朗读课文
2、以小组为单位分工朗读课文
3、分组展示朗读课文
(四)、识字写字（以我会写中的字为主）
1、认读中出现的生字词语。
2、同桌互助说说怎样记住这些生字
3、汇报方法
4、观察要书写的生字有什么特点，并让学生说说写字时想提醒大家什么。
5、指导书写：
“盏”要注意上面是两个横，与“浅”的书写比较； “积 稠 稀”注意禾字旁的书写，“慌”右半部分没有点。
6、学生练习书写
(五)、课后作业
观察大自然或查阅资料，去找找“天然的指南针”，看谁发现的最多。
【板书设计】
17、要是你在野外迷了路
太 阳
天然的指南针 北极星
大 树 积 雪
教学反思：
《要是你在野外迷了路》是一首以自然科学为题材的儿童诗歌，告诉我们要是在大自然的旷野中迷了路该怎么办？为我们介绍了四种天然的"指南针"：（1）我国地处北半球，正午时太阳所在的方向就是南方，于是太阳成了我们的指南针；（2）晚上，北极星可以为我们指示北方；（3）阴雨天，大树的枝叶稀稠可以帮我们辨别方向，树叶茂密的一面是南方，树叶稀少的一边就是北方；（4）冬天里，沟坡积雪的多少，也能帮我们判别南北的方向。丰富的知识，秀丽的小诗，一定会把我们和学生带入大自然那美妙的境界。在这节课的教学中我是这样做的：
1、培养了学生搜集信息和处理信息的能力。注重了语言的积累和运用的训练。由字、词、句到段都培养了学生积累语言、运用语言的能力。如：在进行"忠"和"盏"的教学中把它们与句子结合起来，进行学习，拓展延伸到："除了课文中所说的忠实的向导以外还可以说忠实的什么"，"北极星是盏指路灯"这句话还可以怎样说等。在学完四种辨别方向的方法后，让学生结合自己搜集的资料，说说还有哪些可以辨别方向的方法。有的学生说可以根据树木的年轮辨别方向："年轮宽的一面是南面，年轮窄的一面是北面"；有的学生说可以根据果子的颜色来辨别方向："果子颜色深的一面是南面，果子颜色浅的一面是北面。"等等。然后再让学生像课文中所写的那样再说一段话。让学生在交流中实现资源共享，丰富知识。给学生充分的语言训练时间，提高了学生口语表达能力。
2、利用画面突破了课文的重、难点，使学生直观形象地理解了课文的内容。在理解第5小节"沟渠里的积雪哪边化的快哪边化得慢，化得快的那边是南面还是北面，为什么？"时，应该是沟渠里的积雪化得快的一面是北面，化得慢的一面是南面。对此，学生不容易理解，因为按照常识，应该是南面照到的阳光多，积雪化得快。我就借助图画帮助学生理解：在沟渠里，阳光从南面照过来，由于被沟渠的壁挡住了，所以阳光先照到沟渠中北面的积雪，所以北面的积雪先化，南面的积雪反而化得慢。看了图画，学生就一下子理解了。
3、采用了多种形式的朗读课文方式，有：指名读、自由读、与小伙伴合作读、接龙读、范读、齐读、选择自己喜欢的小节读、小组合作读，激发了学生读课文的兴趣，在多种方式的朗读中培养了学生的语感。
有人要全英文教案模板4
阅读课教案
School__ Number3 Middle School____
Junior or Senior Section _Junior__ Cla ____3____
Grade _1_______ Size ______45__
Time_40_______
Date __2009-12-28____ Materials __Go for it______
Type of leon _reading ____ Contents: : Some nouns about furniture and some daily use things: table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, prepositions of place: on, in, under
: Where is(Where’s)…?
It is(It’s)in/on/under…
Where are…?
They are(They’re)in/on/under…
Where’s/where’re…?
I don’t it /are they on/in/under… ? No, it isn’t./They aren’t./ Yes, it is./they )Dialogue: Where’s the bag?
I don’t it on the dreer? No, it isn’ are my books?
I don’t they on the bed? No, they’re )Writing: ask, gue and write
Objectives:
objectives(language knowledge and language skills)
1)To promote students’ vocabulary development(table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.…)
2)To promote students’ reading skills
a)prediction
b)skimming
3)To promote students’ oral English
4)To develop students’ writing skill
objectives(affect, learning strategy and cultural awarene)
1)To develop students’ ability to communicate with others to get information
2)To build students’ confidence
3)To make students learn to cooperate with others
objectives: 1)To develop teacher’s ability of claroom management
Focal points: a: the : prepositions of place
c: Where-question and d: answers to “Is the… in/on/under the …?”；
Difficult points: a: use the prepositions to describe position of things b: use the where-question and Is it-/Are they-question to ask things’
position
aids: PPT, blackboard, chalk … Procedures and Time Allotment students ready for learning
(mins)
1)Greetings: Good morning everyone!2)Routine task: duty report
: Use some pictures to review the vocabulary(table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in, under)and sentence structure:
Where is(Where’s)…? It is(It’s)in/on/under Where are…? They are(They’re)in/on/under… : Step1: vocabulary and some phrases learning
Task: Look at the conversation between them and gue the meaning of the sentences in red.(using the conversation between Liu Qian and A Xin to show those phrases to the students in order to learn them by the context;because the sentence structure in the conversation is those they have learnt)
(… mins)
此步骤包括词汇、语法教学等
(… mins)
1)Oral work
2)Written work homework 1)Conclusion: a: vocabulary
b: sentence patterns: Where is(Where’s)…?
It is(It’s)in/on/under… Where are…?
They are(They’re)in/on/under… Where’s/where’re…?
I don’t it /are they on/in/under… ? No, it isn’t./They aren’t./ Yes, it is./they )Homework: Ask, gue and write Let your partner to ask as well as gue where your things are in your down your conversation by using the following sentence patterns: A: where’s/where’re your…? B: You can : I don’t it /are they on/in/under… ? B: No, it isn’t./They aren’, it is./they are.…
Self-evaluation
有人要全英文教案模板5
七下第二单元教案
第一课时（Section A 1a-2c）(Listening & speaking)
Language functions: Is there a bank near here? Yes, there ’s on Center is the supermarket? It’s next to the ’s between the restaurant and the : post office, park, bank, supermarket, pay phone, street , acro from , in front of ,behind, there, avenue, bridge, Acro, acro from, next , next to ,between, front, in front to, behind
Important point: Is there a supermarket ? Yes, there is./No, there is not where is ……? It is in front of ……
Difficult point: Is there a supermarket ? Yes, there is./No, there is not where is ……? It is in front of ……Learn to ask for and give directions in target:
Train students’ listening and speaking students’ communicative target:
all the buildings make our city the designers and the for their hard steps:
Step1 Warming-up and revision the chant of Grade 6’s Unit 2(以小学熟悉的chant能快速地引起学生的兴趣，让他们迅速地投入
上课状态，同时此chant为后面做好铺垫)
Where is the post office ? Next to the is the hospital? Next to the is the cinema ? Next to the is the bookstore ? Go straight &revise Unit 1 Where are you from? What language can you speak?
Where do you live?
I live in China/Zhejiang/Pingyang/---Then ask ―What’s this ?‖---It’s a map.---’s a map of this a map?
(Show the map of 1a)Step2 word-teaching Ss’attention to the picture on the screen and ask Ss ―What’s this?‖,present the names of the places on the board.（用ppt引出地点，学生可以更直观地感知并掌握单词）
plenty of opportunity for both choral and individual repetition of the new words.（中学生爱表现自己，这步设计可以更好地让学生学习英语的乐趣）
Step ,listen and pratice
1a then 1b listen and check.（提高学生听的能力）
in pairs，then ask two pair to act(让学生在使用中学习英语，以增强信心)
Step the prepositions is the soccer ball?（温故而知新）
It’s in/on/under the It’s near/next to /behind/in front of /acro from/between –and--（让学生更好地理解这些介词的意义）
the prepositions on the board, have Ss 2a then check 4-6-2-3-5-1 the picture one by one by asking and answering
--Where is the pay phone?
--It’s on/-the Green Street（及时复习巩固）
Step the words &sentences before listening（培养学生的听力技巧） the tape ,listen & check（及时反馈，即使评价，提高学习效率）
Step and pairwork the blank ,then check（提高上课学习效率，巩固新知识）
: Where is the---? It’s acro from/ next to/ between… and …/ on/in front of/behind---（提高学生听说与交际能力）
Step works，two students draw the map, one acts as a policeman, the other acts as a a person who is
ask the a sketch map of your home to school or the way to your homework 2-1,2 Blackboard design
-Is there a...? post office-Yes,there ’s on...street./ library
No,there isn’
Where is the----? restaurant-It’s on/in front of / behind/acro from/ bank Near/next to /between—and--supermarket
park
pay phone
第二课时（Section 3a-4）(Reading & speaking)
一．Teaching Aims and Demands
Object
Train students’ listening and speaking students’ communicative .Language goals:
Learn to ask for and give directions on the Moral objects On weekends or holidays, invite your friends to your house to have a good Key points: Review the key words in this unit
二、Teaching steps: Step and revision
Daily Greeting
Step and revision（温故而知新）
Daily Greeting（融洽师生之间的关系）Is there a post office near your house ?
……
Where is---?Then ask some questions about the picture of 3a
Step （传授新知识）--Is there a supermarket in the picture?
---Yes it is.--Where is it?
---It’s between the hotel and the post office.---There is a traffic does it mean?---It means ―Turn left ‖
What other traffic signs do you know? What do they mean?,In the same way present turn lright、/take the... straight Go up/go down/on the left /right /on your left /right
Step and speaking
the conversation and find Paul and Nancy in the show the position（训练学生的听说读的能力）
—Paul SS—Nancy Ask and answer Can you draw the line.?Who can ?
Show the in pairs step on 3b（巩固新知识，加强英语的综合运用能力）
in pairs(T-go around to guide the student)
some pairs to act and Consolidation
（学习方法指导，加强培养学生的自主学习能力）
-Excuse there a/an … near here?
-Yes, there is./ No, there isn’t.-Where is the …?
-Just go straight and turn ’s down Bridge Street on the ’s …behind next to between … and …
acro from in front of
On
-Thank you very much.-You’re Who is the most warm-hearted policeman?（提高学生的听说与交际能力）
--Excuse is the bank ?--go straight down Center Street, turn left at Xingfu Street There is a bank on the ’s next to the bookshop…
Step Game.（游戏是学生喜欢的活动形式，其可以增加学习英语的趣味性）
Goal: This activity provides an oral review of where a place : Invite a student to come to the front of the then describe a place which the
Student are familiar example, he or she may say, it is on Center ’s next to the he or she is describing the rest take turn it a school ? Is it a pay phone? game goes on until they can gue it.(提高学生综合运用英语的能力)
Step 7 Homework（作业是课堂的延续）
the sentences of asking and directing the direction down the route from your home to your school..Draw a picture of your ideal up a dialog between a police officer and a Design
-Excuse there...? go straight Where is...? turn left
Which is the way to...? turn righ t
can you tell me the way to...? take the...turning
第三课时（SectionB 1a-4b）(Listening Reading &writing)
一、Teaching aims :
Open, dirty, old, market, quiet ,house,welcome ,garden, enjoy, walk through ,beginning,tour, visit, place，have fun ,if hungry, target: Train students’ listening ,speaking ,reading &writing students’ communicative Object Everyone in school take the responsibility to keep our environment clean and tidy.二、Key Points Key language
三、Teaching difficulties 1..Practice the adjectives using the target language, students’ listening ,speaking ,reading &writing ’ communicative competence.四、Teaching steps: Step and revision Enjoy an English song（用歌曲自然地把学生引入课堂，且能激起学生学习英语的兴趣）
Greeting.（融洽教师与学生之间的了解，融洽彼此的关系）
Draw a stick-figure picture on the screen,have Ss say the routes between to two is big,one is small, have Ss tell the difference, elicit the two adjectives big、small from
Ss.（自然地导出新课的内容）
Step
.Show three pairs of items,elicit the three pairs of new-old queit-busy
.Reinforce with examples Ss familiar with,for example our cla is clean,but the is dirty,etc.（在使用
中学习英语，在学中用，体现了新课程的理念）
.Refer to 1a,2a, in Section
Work on 2a,2b.（训练学生的听力，以提高他们听的能力）
check the answers in 2b by asking one student to draw the map of Michaels’ neighborhood on the （加强学生阅读策略的培养，并为下一步的写打下基础）
Ss ―Do you have a school trip?‖ ―Do you want to have a school trip?‖―Why?‖ the new
Words and on 3a Ss that it’s importannt for us to get information from a tour guide if we want to have a Ss ―What information can you from a tour guide?‖elicit answers from Ss.(take notes as Ss answering)the
place to visit: the way to the place: how to go to the place:
How is the place: Ss look at the lists of the items on the board and find the information about in 3a section B..Have one student put the answers on the board..Tell Ss to read the paage aloud,go around and monitor them and help with ―I don’t live in Yuyang , tell me some interesting places in Yuyang ?‖.Elicit information from Ss，Step 5 working on 3b&writing
on 3bthen check（提供一些阅读信息，提供写导游指南的素材）
Ss to chooose one of the places and write down the four items of the place,and try to link the
Information into a tour guidar..Select some tour guides from Ss at random,check them on the screen,have Ss judge the best （温故而知新）
works，two students draw the map, one acts as a policeman, the other acts as a a person who is
ask the a sketch map of your home to school or the way to your Design
clean dirty welcome garden district new old take a walk through quiet busy beginning hungry
...Period 4(Revise of Unit 2）一．Teaching Aims and Demands
objects
Review all the key words presented in this an e-mail and draw a route
Object
Train Ss’ Reading and writing Moral objects On weekends or holidays, invite your friends to your house to have a good Key points: Review the key words in this unit
Teaching steps:
Step and revision
Enjoy an English song（提高学生的学习兴趣）
work on Scan and find the answers to these questions.（培养快速阅读的能力）
(1)When is he arriving?(2)Does he know the way?(3)What does Mike do? an e-mail and draw a route aloud then fill the letter of Jenny（训练学生英语写作的能力）
Step 3 Summary
:（培养学生及时总结的能力，并做一定的示范）
asking the Way：
Excuse there a …near here?
Where is the nearest …?
can you tell me how I can get to the…? Can you tell me how to get to the …? Could you tell me the way to the …, please?
Which is the way to…?
Do you know the way to…
Showing the Way:
Go down this street./ Walk along this the first turning on the right./
Turn left at the first ’s on your right/left./ It’s next to …
It’ll only take you about 10 minutes if you walk 4 Pairwork（灵活运用所学词汇和句型，培养学生的观察力和对信息的整合能力，训练学生的口语表
达能力和演讲技巧）
---Excuse me ,where is----/Is there a---
Work in pairs---act
Step 4 Exercise（目的：复习巩固相关词汇与句型；激发同学之间用英语相互交流的欲望，增强学生的学习兴趣，增进同学之间的友谊）
in the blanks
’s a cinema next ____ the ____ the left side of the room, there’s a －I’m sorry I can’t help you.－_______________________________. come to the front and stand ____________ the : ________ _______, where is the nearest police station, please?
b: I’m _______, I don’t ________ that : Thank you _______ ________ _______.Excuse me, where is the police station, please?
c: _______ over there, next ________ the post : Thank you ________ _______.C: Not ________ _______.: Excuse is the____ to East Park, please?
b: Let me , walk _______ this road and ____ ____ until you _____ the ’ll
___ the park in front of : Excuse you tell me ____ to the post office, please?
b: ____ this street and ____ you’ll see a tall ’s the _____ ____, and it s between the zoo ____ the fruit can’t _____ : Is it ____ from here?
b: No, it s quite ’ll only ____ you about 10 minutes if you walk : Thanks a : You’re welcome.答案见课件 Step （）
? a letter to your friend who will visit you but he doesn’t know the way.? the exercises below : 1.请问，去车站怎么走？Excuse / Can you tell me the way to the station?
2.请问，去警察局怎么走？
Excuse is the way to the police station? 3.请问，去动物园我该走哪条路？ Excuse way shall I take to the zoo?
4.劳驾，最近的邮局在哪儿？
Excuse me, where is the nearest post office?
5.请问，你能帮我找到那家水果店吗？
Excuse /Can you help me find the fruit shop
6.劳驾，往第十四中学怎么走？ Excuse can I get to Middle School?
7.劳驾，附近有医院吗？ Excuse there a hospital near here8.劳驾，去书店怎么走
有人要全英文教案模板6
Unit 9 The English Club(牛津5B全
英文教案)Unit9
TheEnglishclubTheFirstPeriodTeachingaims:1Usethesenewwords:theUSA,American,theUk,British,china,:
Whereareyoufrom?
I'mfrom...I'm...Doyouspeak...?
yes,,Idon'..Teachingpointsanddifficulties::cards,flags,cAITeachingsteps:Step1warmingup:,,,:Step3Toguidethenewsentenceswithmickeymouse:-------whereareyoufrom?I'mfrom...I'm...Doyouspeak...?
yes,,Idon'..:::5BUnit9PartBLook,readandlearnPartcAskandanswerTeachingaimsanddemands:1 Fourskilledwordsandphrases:chinachinese,theUk,British,theUSA,American,japan,japanese,Australia,AustralianFrance
French。
2 RequiretheSstomasterthesentencepatterns:whereareyoufrom?I'mfrom…I”m…whereishe/shefrom?HeSheisfrom…HeSheis
…3ThemainfunctionitemsintheUnitaretalkingaboutbuildingsindifferentcountriesTeachingpreparation:，theflagsofcountries,:Step1Revision1)Singthesong“Hobbies”
2)?whatdoyoulike?3)Gue:what’smyhobby?
S:Doyoulike…?
T:?S…T:Ihavemanyhobbies.×××likescollectingstamps,butIdon
’“china”“chinese”)T:whichonestandsfor“china”
T:I
’
Mfromchina?I
’“chinese” 2)T:’’mchinese.（“whereareyoufrom?”Task,Sanswer）4）Exchange呈现“whereareyoufrom?”
5)chaindrillT->S1->S2->S3……->S…Step3Presentation
“
TheUk
”“
british
”1)T:whoihe/he?S:She/Heismi***/mr.***T:whereishe/shefrom?S:He/)T:IsNancyfromchinatoo?S:No,sheisn’:whereihefrom?ListentoNancy’elfintroduction.----teach
“
TheUk
”3)T:IsNancychinese?S::Nancyis…..S:“British”
T:mikeisNancy‘……..4)T:whereishefrom?S:)Pairwork:A:whereareyoufrom?B:I’’mchinese
a:whereishefrom?B:）
T:
“
beckham
”’?S::（T:Ready?Go!:It
’:whereisthe“BigBen”?S:It’)T:Let’’sgo!It’s“LondonTowerBridge” T:whereisthe“LondonTowerBridge”S:It’“theUSA”&“American”.“theStatueofLiberty” T:IsthatintheUktoo?S::whereisit?teach---“theUSA”)T:whichflagstandsfor“theUSA”?:whereishefrom?S:He’:IsheBritish?S::“American”
T:whereisdoeshelivein?introduce---“whiteHouse”
T:whereisthe“whiteHouse”?S:It’::Hello,’syourname?m:I’:whereareyoufrom?
M:I’’? P:I’’”
“
Mickey
”’’Actoutthedialogue.----“PanpanStep7Presentation“japan”&“japanese”1)whichcountryisit? Gue:china->->Uk->japanteach---“japan”.2)Doyouknowanyfamousplaceinjapan? T:?
T:“Fujimountain”whereistheFujimountain?
S:It
’
）T:whoishe?whereishefrom?S::,howtospelljapanese?4）“japan”&“japanese”:I’mfrom――＞S::I’m――＞S:）
T
―
―
＞S-----T:whereisShefrom?S:,,:
Visitvisitordifferentcountry
2、：
：
1、Tounderstandandusethesentencepatternswhereishe/shefrom?He/Sheis
From
…
He/Shespeaks
3、
：:ataperecorderandthetapeStepandmethods::T:Hello,boysandgirls,I’mfromwuxi,I’‘?S:I’mfrom S:I
’
Mfrom1T:
’’’’:whereareyoufrom?
’
:whereareyoufrom?I’
:Look,whoshe?whereishefrom?S:He’’’
’:whoishe?whereishefrom?S:He’’’:He’::‘:DoyouwanttovisitShanghai?S:yes,:He’:
Look,whatcountryisit?
S:It’:She’:Aretheyfromthesamecountry?
S::：Let’：I‘:
DoyouspeakEnglish?
S:yes,,Idon
’:DoyouspeakEnglish?yes,
?No,Idon’t
.Ispeak
.11T：Look,theEnglishclubhasavisitor,
What'sthevisitor'sname?bwhereishefrom?cDoeshespeakchinese?dDoeshelikeShanghai?12
．correctlymasterthefourskilledwords:china,chinese,Uk,British,USA,American,japan,japanese,France,,Australia,Australian2．correctlyunderstandandusethesentencepattern:whereareyoufrom?Imfrom
…
.I
’’m….Ispeak….3．correctlyusethephrasesandeverydayEnglish：whereishe/she/itfrom?He’s/She’s/It’sfrom…．、．p1:?Howoldareyou?whereareyoufrom?whatsyourhobby?
’’’…Step2::china,chineseT:Boysandgirls,I
’,’
:japan,japaneseT:look,istheflagfromchina?whatcountryisit?S:It
’:whereihefrom?S:::theUSA,AmericanT:?S:He’sfrom…T:He’’?S:No,:theUk,BritishT:?S:yes,:Australia,AustralianT::He
’’:France,FrenchT:whereisthegirlfrom?She
’
’?:Boysandgirls,let
’:?B:I’mfrom…,I’m….Ispeak…A:who’she/she?whereishe/shefrom?B:He’s/She’s….He/She’sfrom
…A:&c:Nicetomeetyou,．:Iliketravel,doyouliketravel?Let
’:,:I
’
’
’’’’ ,,butDillcantspeakjapanese,
’’@:IsAngelfromAmerica?Q2:whatdoesAngeldoonSundays?Q3:DoesAngel
’smotherspeakjapanese?Q4:Dillcanspeakjapanese,right?T:Doyouwantapenfriend?’reyumi、john、ken、clare、?Pleasewritealettertohim/
:
Mynameis,I’ma
.I’m
’mfrom
.Ispeak
.myhobbyis
.I
’
:china,chinese,theUk,British,theUSA,American,English,japan,japanese,France,?I’mfrom…,I’m….Ispeak….2．Usingthemapoftheworld,totalkabouttheplacesofthedifferentcountriesonthemap.
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