教案课件是每个老师工作中上课需要准备的东西，因此在写的时候就不要草草了事了。要知道写了教案课件，是可以体现老师在教学上面的专业素养。有没有好的教案课件可资借鉴呢？也许以下内容“初中初一英语教案英文版：Unit 4 I want to be an actor”合你胃口！请马上收藏本页，以方便再次阅读！

Language goal

In this unit, students learn to talk about jobs.

New language

What do you do? I'm a reporter

What does he do.' He's a student.

What do you want to be? I want to be an actor .

What does she want to be? She wants to be a police officer

names of jobs and professions

Section A

Brainstorm with students a list of jobs that friends or relatives do. ("Brainstorming" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.

point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It's fun. It's a good job.

la This activity introduces the key vocabulary.

Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as they can. Then point to a scene, name the job, and ask students to repeat.

point to the numbered list of words. Say each one and ask students to repeat.

Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. point to the sample answer.

1 b This activity gives students practice in understanding the target language in spoken conversation.

point to the different people shown in the picture.Ask various students to tell what they do as you point to each one,

Say, Now you will hear three conversations. The conversations are about three of the people in this picture.

play the recording the first time. Students only listen.

play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.

Correct the answers.

1 c This activity provides guided oral practice using the target language-

Ask a student to read the example conversation with you. Hold up the book and point to the doctor in the picture.

Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.

Say a dialogue with a student. point to a picture of one of the people. Guide the student to answer using one of the words in activity 1a.

As students work in pairs, move around the room monitoring their work. Oner language or pronunciation support as needed.

2a This activity gives students practice in understanding the target language in spoken conversation.

Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing? What jobs do they have?

play the recording the first time. Students only listen.Say, You will hear conversations about the people in these pictures.

play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about.

Correct the answers.

2b This activity gives students practice in understanding the target language in spoken conversation.

point to the three headings in the chart and read the headings to the class. Ask students, What does "wants to be" mean? (It is not the Job the person lias now. It is the job the person wants in the future.)

play the recording the first time. Students only listen.Say, You wiU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.

play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. point out the sample

2c This activity provides guided oral practice using the target language.

point out the pictures in activity 2a. Ask who each person is. (They are Susan's brother. Anna's mother, and Tony's father.)

Say, Now work with your partner. Ask and answer questions about the pictures. Ask, "What does he or she do?" Then ask, "What does he or she want to be?"

Say a dialogue with a student. point to Anna's mother and then to the example in the speech balloons. practice the dialogue with a student.

As students work In pairs, move around the room monitoring their work. Offer language support as needed.

3a This activity introduces the names for the places where people work, and gives reading practice using the target language.

Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.

point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. point out the sample answer and have a student read out the speech bubble.

Ask students to work alone. Say, Write the number of each job in the square next to each workplace.

Check the answers.

3b This activity provides guided oral practice using the target language.

point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.

Then point out the conversation in the speech bubbles. Ask two students to read It to the class.

Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.

Say a dialogue with a student. point to the word waiter in activity 3a and then to the picture of the restaurant. Ask a student. Where does he work? Guide the student to answer using the correct place: He works in a restaurant.Then ask. What does he do? and guide the student to answer, He's a waiter.

As students work in pairs, move around the room monitoring their work. Offer language support as needed.

4 This activity provides listening and speaking practice using the target language.

Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.

Demonstrate by drawing a picture on the board of a stick figure reporter. Add details (microphone, notebook,etc.) until students guess what job it is.

Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.

Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.

play the game using drawings by several different students.

Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.

Section B

New language

Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun

Additional materials to bring to class:

help wanted ads from an English-language newspaper

1 a This activity introduces the key vocabulary.

Focus attention on the six pictures. Ask, What job does the person have? Where does the person ivnrk?

point out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job.

Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. point out the sample answer.

Check the answers.

1 b This activity provides guided oral practice using the target language.

Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say. It's an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer? Someone may answer, It's a dangerous job. Ask the class to repeat each correct answer.

Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.

1 c This activity provides an opportunity for oral practice.

Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs? Add any new jobs to the list.

Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.

2a This activity provides listening and writing practice with the target language.

Call attention to the two headings and ask a student to read die headings to the class.

point out the blank lines where students will write the name of a job (under the words wants to be).

play Ihe recording the first time. Students only listen.

Say, Now I will play the tape again. This time write the name of a job under the words "wants to be."

2b This activity provides listening and writing practice with the target language,

Call attention to the second heading and ask a student to read it to the class. Say, This time you will unite why each person wants the job.

play the recording again. Students only listen.

Then say, Now I will play the tape again. This time write the reason the person wants the job under the word "Why?"

play the recording. Students write their answers.

Check the answers.

2C This activity provides open-ended oral practice using the target language.

Say, What do you want to be? What words describe each job? Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words to describe them. Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.

Then ask students to work in small groups. They tell each other what they want to do and why. Encourage students to use dictionaries if necessary. Move from group to group offering assistance as needed.

Ask inpidual students to tell the class about what they want to be and why.

3a This activity provides reading and writing practice using the target language.

Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.

Then read each ad again separately, pausing to allow students to ask questions about anything they don't understand. For example, in the first ad, students may not know that working late means "working at night." To work hard means to use a lot of energy to do the job.

Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.

Check the answers.

3b This activity provides reading and writing practice using the target language.

Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.

Ask students to fill in the blanks using words from This section. Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.

Check the answers,

3c This activity provides writing practice using the target

language.

point out the blank strip of newspaper where students can write their own ads.

Ask one or two students, What are you going to write about? Repeat each of the students' sentences and ask the class to repeat the sentences after you. For example: Do ^OM want an interesting but dangerous job? Do you want to meet new people? We need a police officer.Call the Smithtown police Station at 555-2323.

Ask students to read their ads to a partner. Ask the pairs to correct each other's work.

4 This activity provides guided oral practice using the

target language.

Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.

Then say, New please work in groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we just read.

As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.

fwR816.COm阅读欣赏

幼儿大班英语教案《hat do you want? i want ....》

大班英语活动：对话练习 what do you want? I want

目标
1、理解what do you want? I want的含义，学习想要want、巧克力chocolate的正确发音。
3、复习in the morning中的句式，能进行语言互换。
2、能在情境的引导下，愉快的参与活动。

准备：
1、各种食品，苹果apple, 桔子orange, 饼干biscuit蛋糕 cake, 糖果candy, 巧克力chocolate、
2、玩具熊、玩具娃娃等。
3、布置相关的情境环境。

过程：
1、导入活动。
引导幼儿进入情境，复习in the morning中的句式，能进行语言互换。内容:
（1）刷刷我的牙，洗洗我的脸，洗洗我的手，梳梳头。
Brush my teeth/ wash my face/ wash my hands/ comb my hair
（2）身体运动
头头，转转转等等，
Head, head, turn around
Feet, feet jump and jump
2、进入情境，学习词句并参与表演。
（1）教师一人饰演两个角色，利用情节的发展引导幼儿和替代角色互动，并参与活动。
（2）师生对话，练习句式。
I、提问：Kala bear的点心屋来了客人，它怎么招待客人的？（what do you want？）
客人是怎样回答的？（I want..）
II、教师帮助幼儿理解对话的含义。
III、师生练习对话，分集体、小组、个人练习对话（what do you want？）（I want..）
（3）请幼儿参与情境表演。
I、介绍Kala bear snack room的食品名称，重点纠正（巧克力chocolate）的发音。
II、幼儿参与游戏，每次2－3人扮演服务生，游戏数次。
3、游戏：超级任务，复习对字母c的认识。
玩法：由Kala bear 来布置今天的超级任务在单词卡片中找字母c，谁找到就可以带走点心，还有Kala bear的kiss。

小学英语教案模板(英文版)

这篇《小学英语教案模板(英文版)》是小编为大家整理的，希望对大家有所帮助。以下信息仅供参考！！！

Goood moring, I'm glad to interpret my lesson here . The lesson plan I am going to talk about is part A let's learn of unit1 pEp primary English book7. I will explain how to teach and the reason for doing this from following aspects.Ⅰ analysis of the teaching content.Ⅱ ways of teaching and learning .Ⅲ teaching proceduresⅣ blackboard designV assessmentNow Let’s focus on the analysis of teaching content. It can be pided into 3 parts as followed: the status and the function, the teaching objectives , the main points and difficult points, I’ll talk about it one by one.This lesson is the first lesson of unit 1, book7 . It includes two parts: Let’s learn and let’s play. In section 1, it mainly deals with these key phrases: on foot, by bike, by bus, by train, by subway. And in section 2, it provides a game for the Ss to prastise the patterns: How do you go to…? And the answer: I go… by../ on foot.Our students have already known some vehicles in the daily life. It’s not difficult for them to understand and use these words . If students can learn it well, it will help students to learn the rest of this unit. So, I set the following aims:The first is language objectivesTo make sure that students can read, recognize and use these key phrases :on foot ,by bike,by bus,by train skillfully.The next is ability objectives(1) To develop Ss’ abilities of listening and speaking.(2) To train the Ss’ ability of working in groups.moral objectives(1)to help students know some vehicles and comprehend the traffic rules(2) To foster Ss’ consciousness of good co-operation and proper competition.The main points and difficult points about this lesson is:(1) To make sure that Ss can use these key phrases correctly and skillfully.(2) To enable Ss to study in groups and co-operate skillfully.(3) To develop Ss’ interest in English.Difficult pointsTo help the Ss ask and answer the question “How do you go to…?part Ⅱways of teaching and learningAs we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey”How do you go to school?” to help Ss to get a better understanding of the key phrases. I will arrange these activities: guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, will be needed.partⅢ teaching procedures>I’ll finish this lesson in five steps.step1 lead--in activitiesI will begin my class with "drawing and guessing" game, just like this : I show students some vehicles such as bike ,bus ,jeep which they learned before by "Stick Figures" and ask them guess what’s it.purpose: It is important to form a better English learning surrounding for the Ss by guessing game. and at the same time it provides situations to review learned knowledge for the next step.step2 prestentationNow I’ll mainly talk about this step.1、first there is a Free talk between T and Ss. For example: I show many pictures of beautiful cities and ask students some questions, such as "do you like this city?where do you want to go ?"and help Ss to answer them with "by train ,by plane,by ship".By the way, I show the picture of a school, and say“ I go to schiool by bus” ,Ss read this sentence. do the actions and ask "how do you go to school?",show many pictures of tools such as ,on foot by bike ,by bus to help students answer my question one by one.To present the key structures one by one is much easier for the Ss to learn and grasp the meanings.2 With the help of the CAI I set a situation to help Ss understand the way of using these key phrases:A boy is coming, who is going to school. He says: I go to school by…Then play the sounds of bus, bike ask students to listen carefully and tell “I go to school by…" according to the different sounds, by the way , I present another new phrases:by subwaypurpose:Make Ss use these new phrases with sentence structures, to help Ss use the language in a real situation.step3 practise3 I order to make every student read these new phrases correctly, I design a "drill "in this step, I show cards as soon as possible ,students should read the words quickly and spell them. Then I ask 'How do you go to school?'students answer "I go to ......"also I will quicken the speed to ask .The purpose is to draw the whole students'attention to the spelling of the words4 After this, I ask Ss to do "Let's play " in fours. They use places cards and vehicle cards, ask and answer:How do you go to …? I go to … by…”5, If Ss can ask and answer expertly, I will ask them to make a short dialogue.the purpose of this is to help students to learn those sentenses through a ture situation and make the dialogues in order to check if Ss can usse these key prases、sentences structures skillfullystep 4 consolidationlet students do a survey about "how do you go to school?"and the table like this :write down names and tools another Ss chooseTask-based teaching method is used here to develop Ss’ ability of ; communication and also their ability of co-operation will be well trained.step 5 homeworkask students to collect other kinds of transport tools through the library ,computer.the purpose of this is to stimulate the interest of learning english and to wide the students'knowledgestep6 blackboard designmy blackboard design like this :on the left Ishow the phrases:on foot,by bus.......on the right there are many sentences:how do you go to school?I go to ......"step 7 assessmentdue to the students'age ,I make every students work in class through many activities in order to stimulate the students'interest and provide they a wide thinking room. I make students learn this lesson very well through desiring scene statuesthat's all,thank you for your listening !

初一英语上册教案：Unit 4 Where’s my backpack

Unit 4 Where’s my backpack ?

教学内容：

本单元主要内容是谈论物品的所在位置，通过这一话题，训练学生的听、说、读、写四项基本技能，让学生通过询问物品的位置，学习一些物品的单词，及方位介词 on , in , under ,behind 等的用法；学习并掌握where句型的运用，使学生养成干净、整洁、合理摆放物品的好习惯。

教学目标：

1、 知识目标：

A、学会一些表示家具的名词以及学习用品的单词；

B、方位介词，如：in , on , under , behind的用法；

C、学会运用方位介词和where句型表述物品所在的位置。

2、 能力目标：

A、学会正确描述物品作在的位置；

B、学会询问自己或他人物品的具体位置；

C、能够合理地描述和设计房间。

3、 情感目标：

培养学生整齐地摆放自己物品的生活习惯。

教学难点、重点：

重点：A、方位介词in , on , under , behind的用法。

B、Where的特殊疑问句和Is this a/an . . . ?一般疑问句的肯定和否定回答。

C、学习名词bed , dresser , bookcase ,backpack . . .

难点：A、能够正确运用方位介词描述物品作在的位置；

B、能够运用Where的问句找到物品位置。

课时安排：

第一课时Section A 1a-1c

第二课时Section A 2a-4

第三课时Section B 1-2b

第四课时Section B 3a-4 Self-check

period One教师：准备一个带有家具的房间的多媒体课件或挂图，搜集图片、卡片、一些学习用品的实物，以及闹钟、光盘、数学书和其他日常用品。

学生：彩笔

学生用品、大白纸、课本所涉及的单词的实物。

学步骤

Step One: present the New words.

①Warming up.

(prepare some school things for the students as presents .)

T:What’s this ?(There is a pencil in the teacher’s hand .)

S1: Yes you a right . Here you are .

(give it to the student as a present .)

T: Is this a ruler ?(hold up a ruler .)

S2: Yes it is.

T: How to spell ruler ?

S2: R-U-L-E-R , ruler .

T: Good , here you are.

(Hold up a pen , an eraser , a notebook and so on . Ask the questions in the same way . And give the presents to the students .)

T:What’s this ?

S3: It’s a backpack .

T:I have a backpack for you as a present ,(Looking for it in the desk , under the chair . . . ) but I can’t find it . Where’s it ? Do you know ?

S3: I don’t know .

S4: I think it’s in your desk..

T:(Look into the desk.) No ,it isn’t .Now , let’s look for the backpack together , OK ?(Write down the title on the blackboard .)

②Learn the New words.

T:Look at the big picture on the screen .This is a big nice room .I want to own such a room . Because there is some nice furniture in it . Do you know the names of the furniture ?

(Show a picture of a bed and a dresser .)

T:What’s this ? It’s a bed . “BED” . Read after me .B-E-D , bed.

Ss:B-E-D , bed.

T:What’s this ? It’s a dresser . D-R-E-S-S-R , dresser.

Ss:D-R-E-S-S-R , dresser.

(Teach the other words bookcase /sofa/chair/drawer/plant/ . . . in the same way .)

通过师生互动，激发学生思维，并用学过的句子导入新课。

利用多媒体课件创设情景，直观地呈现单词，使学生在语境中理解单词。

T:Read the words aloud .

③present the words in , on , under , behind using the objects .

T:Where is my book ? It’s on the desk .(put a book on the desk .)

T:Where is my bag ?(put a bag on the desk and ask this question .)

S1:It’s on the desk .

T:Where is my bag ?(To all the students)

Ss:It’s on the desk .

T:Where is my pen ? It’s in the pencil case .(put a pen in the pencil case and ask .)

T:Where is my ruler ?(put a ruler in the pencil case , too .)

S1:It’s in the pencil case , too .

T:Where is the ruler ?

Ss:It’s in the pencil case .

(Then learn the other two prepositions “under”, “behind” in the same way . )

④present the words .

T:Now , please look at the screen , where is the ball in picture 1 ?

S1:I think it’s in the box .

T:Where is the ball in picture 2 ?

S2:It’s on the box .

T:Where is the ball in picture 3 ?

S3:It’s behind the box .

T:Where is the ball in picture 4 ?

S4:It’s under the box .

T:There are some pictures on the screen , please match the sentences and the pictures .

1: The cat is under the chair .

2: The cat is on the bed .

3: The cat is behind the door .

4: The cat is in the box .

5: The cat is next to the plant .

通过实物所在的位置直观地呈现乏味介词。

利用多媒体课件创设语言情景，准确呈现物品之间的位置关系，让学生在真实的情景中理解和掌握方位介词。

让学生把句子和图画匹配起来，巩固方位介词的用法。

6: The cat is on the chair .

T：please open your books and do 1a quickly as you can.

(After doing 1a,check the answer.)

Step Two :drills .

①practice the drills .

T:This time , use the school things around you to practice the conversation .

T:Where’s the watch? (Hold up a watch in the hand.)

S1:It’s in your hand.

T: Where’s the bag? (put a bag on the chair.)

S2:It’s on the chair.

(Ask the students to practice the dialogue like this. Then get some pairs to act it out.)

②Introduce a room and listen to the tape.

T: This is Tommy’s room, but he can’t find his books, his pencil case, his baseball, his computer game and his keys, please help him find the things. Listen and number [1-5] the things in the picture.

(play the recording and then check the answer.)

Step Three: play a game.

T: Now, we will play a game , I have a new ruler, all the students close your eyes, and I hide it in our classroom. please guess, Where is it ? If your answer is right, it is yours. please ask like this Is it on the desk? Is it on the floor? Are you ready?

S1: Is it in the ...?

T: No,it isn’t.

S2: Is it under the…?

T:No, it isn’t.

S3: Is it behind the…?

T: Yes, it is. please find it out .Here you are.(Give the ruler to him.)

(Ask three or four students to come to the front to hide three or four new school things, others look for them.)

T:Who can come here to hide my new pen?

Ss: I can.

(After playing the game, some students who can find the school things will have them.)

Step Four: Task.

T: Look at the picture on the screen. This is Mary’s room. In groups of four , describe where the things are in the room.(prepare

让学生用身边的学习用品操练句型，达到熟练运用where提问。

用学过的一般疑问句以游戏的方式操练本节课所学内容以增强趣味性。

利用屏幕上所给图片，描述Mary房间物品的位置，强化句型。

For five minutes.)

S1: Is the book on the desk?

S2:Yes, it is. Is the backpack under the chair?

S3: No, it isn’t. It’s… Where are the keys?

S4:They are…

Homework: Make a play.

There is a man. His name is “forgetful”. He always forgets somethings, and he always asks Where is / are my …?

please make a short play and next class we will act it out.

period Two

课前准备

教师:准备表格、一些学习用品和多媒体教学课件。

学生：表演短剧的道具、表格。

教学设计

Step One: Check the homework.（运用所学句型表演短剧。）

(The students practice the short play “forgetful” for three minutes so that they can act it out well.)

T:Which group can act the play out?

Ss:We can.(Come to the front.)

S1:My name is “forgetful”, I want to work , but ,but … Where are my …?

S2: (Come to him ) Are they on the…?

S1: No, it isn’t.

S3: Are they in your…?

S1: Oh, yes, it is. But where is my ID card?...

(Some groups act it out.)

Step Two: Review the words.（利用多媒体教学课件复习学过的单词，为下面的听力训练做铺垫。）

1. Ask the students to spell the words in the picture in 2a.

T: First, look at the pictures on the screen. What are these ?

S1: They are books.

T:What’s this?

S2: It’s a baseball.

T:What’s this?

S3: It’s a computer game.

T:Is this a backpack?

S4:Yes,it is.

T: Can you spell it?

S4: Yes, B-A-C-K-p-A-C-K,backpack.

(Review the other words in the same way.)

T:Now, listen to the recording and look at 2a. Number the things from 1-6.

T:Check the answer.(Students give the answer.)

T:Now, listen again. Let’s do 2b. Find out Where are the things from 2a? Number the things in the pictures [1-6].（通过听力训练检测学生对所学知识掌握的情况，培养学生听的能力。）

(play the tape again and check the answer.)

T:Who can answer?

S1:The computer game is on the backpack.

S2:The books are …

S3:The pencil case is …

S4: The backpack is…

S5: The baseball is…

S6: The keys are …

Step Three: practice the drills.（根据听力材料中的句型，利用图片再次进行巩固练习。）

T: Look at the picture. Is the baseball on the chair?

Ss:No, it isn’t. It’s under the chair.

T: Are the books under the table.

S:No,they aren’t. They’re on the chair.

…

(write the four sentences on the blackboard. Let the students ask and answer using their own thigns.)

S1: Is your ruler on your pencil case?

S2: No, it isn’t. It’s in my…

S3: Are your keys in your pocket?

S4:No, they aren’t. They are in my…

(Let them ask and answer in pairs as many as they can to improve their oral ability.)

Step Four: present the grammar and practice.（利用实物呈现语法。）

1. Grammar focus.

(The teacher collects some school things on her desk, them hides them to ask some questions.)

T:Where is the baseball? (put a baseball in the desk)

S: It’s in …

T: Where is the dictionary?

Ss: It’s on/ under/ behind…

T: Where’re the books/ your keys?

S:They’re on the chair./ in your pocket…

(Then the teacher writes the sentences on the blackboard.)

T: please pay attention to the sentences. We use “It’s” to talk about single objects and “They’re” to talk about two or more objects.

“Where’s, It’s and They’re” are contractions.

Make a survey.（运用调查表来巩固句型。）

T: Make a survey about your classmates’ things using Where is/are…? And then fill in the chart.

Name Things

Ruler

pencil case

Dictionary

Keys

Lucy

Tom

Tommy

Lily

2. Make a conversation.（看图操练句型。）

T: Who can put these sentences in order to make a conversation in 3a.

S1:We can.Where’s the bag?

S2: I don’t know.Is it on the dresser?

S1: No, it isn’t.

T:prepare a new dialogue for three minutes just like this. You can use your own things.

(Later, ask more pairs to practice their conversations as quickly as they can.)Step Five: practice the drill “Where is / are…?”

(Make a conversation with a student.)

T:Look at the picture in 3c. Where are the books?

S1: I don’t know.

T: Where are the keys?

S2: They are on the dresser.

T: Work in pairs. Make a similar conversation like this.

S1:Where is the baseball?

S2: It’s…

S3:Where is the…?

S4: I don’t know.

S5: Where are the…?

S6: …

S7: Where is the pencil case?

S8: It’s…

(Let the students ask and answer according to the picture in 3c or using their own things.)

Step Six: Task.（设置任务，通过对比的方式让学生理解方位介词。）

T:Student A looks at picture 1 (Textbook p21,4) student B looks at picture2 (Textbook p19,1a)Ask and answer in pairs.

Sample:

1. Sa: Where is the backpack? Is it under the table?

Sb: No, it isn’t. It’s on the table.

2. Sa: Where are the books? Are they on the sofa?

Sb: No, they aren’t. They are on the bed.

…...

T: Let’s find out the differences between the pictures.Where is the backpack? Is it on the table? (Look at picture 1)

Ss: No, it isn’t. It’s under the table. (Look at picture 2)

T: Where are the books?Are they behind the sofa? (Look at picture1)

Ss: No, they are on the sofa. (Look at picture 2)

(Ask some pairs to make the dialogue and find out some differences.)

T:Fill in the chart according to the pictures.（利用表格直观体现出两幅图的不同点。）

Things

picture1

pictuer2

pencil case

in the backpack

on the table

Books

Backpack

…

T:Who wants to report it?

S1: I want to . In picture 1, the pencil case is… In picture2, the pencil case is…

S2: In picture 1, the books are… In picture2, the books are…

(Ask other students to report it.)

Homework.

T: Make a survey after class. Ask some of your classmates “Where is…? Where are…?” Fill in the chart.

Name Things

Bed

Clock

Computer game

Ball

Jim

Amy

period Three

课前准备

教师：搜集学习用品、日常用品的图片及单词卡片。

学生：准备学习用品、日常用品。

教学设计

Step One:present the new words.

T: I have some things on my desk, I think you can tell me how to say them.

T: What’s this? (Hold up a book in the hand)

Ss: It’s a book.

T: Yes, it’s a math book. Read after me. M-A-T-H-B-O-O-K, math book.

Ss: M-A-T-H-B-O-O-K, math book.

T: Do you have a watch?

Ss: Yes, I do./ No, I don’t.

T: Is it a watch?

Ss: No, it isn’t. It’s a clock.

T: Good. It’s an alarm clock. Read after me. A-L-A-R-M-C-L-O-C-K,alarm clock.

(Then hold up CD, video tape, hat, notebook, teach them in the same way. Check the words using the cards.)

T: Let’s do 1a in Section B. Match the words with the things in the picture in 1a.(Then check the answers.)

Step Two: present the drills.

1. Review the words.

T: Now do 1b in Section B, look at Tommy’s room for three minutes. please try your best to remember all the things in the room. Begin!

(Three minutes later,ask them to close their books. Give them another three minutes to write down the things they remembered.)

T:Who can write them down on the blackboard?

S1:I can.(After writing them,students open the books to check the answer.)

T:How many words did you write?

Ss:Fifteen/Twenty/Twenty-two …

T:What are in the picture?

S:A backpack, a quilt, a computer game, some books…

2. present the drill.

T: Look at the picture 1a in Section B and answer my questions Where is the math book?

S1: It is…

T: Where are the pictures?

S2: They are…

T: Where are the books?

S3: They are…

T: Ask and answer according to the picture then fill in the chart.

Things

backpack

books

ID card

ruler

cap

places

Step Three: Listen and practice the drill.

1. Listen to the tape.

T: Tommy wants his mother to bring some school things to school for him. But his room isn’t tidy. So his mother can’t find the things. Let’s listen to the recording of 2a and help his mother find the things.

(play the tape for the first time. The students circle the word they hear. Then check the answer.)

T:Now listen again, and fill in the chart.

Things

ruler

notebook

Math book

CDs

places

2. practice the dialogue.

T: Where’s the ruler?

S1: It’s…

T: Where’s the notebook?

S2: It’s…

T: Where’re CDs?

S3: They’re…

T: Work in pairs according to the chart.

Step Four: Task.

T: please look at Tommy’s room. Do you think it’s tidy?

Ss: No, I don’t think so.

T: Four students in a group. Draw a picture about Tommy’s room, help him clean the room to put the things in the correct places.

(Choose some groups to show the room.)

Homework.

1. Draw a picture about your room.

2. Describe your new room.

period Four

课前准备

教师:搜集单词卡片、背景资料。

学生：彩笔、大白纸、相关新单词。

教学设计

Step One: Learn the new words.

1. present the new words.

(Show some pictures and words on the screen to teach the students the new words.)

T: What’s this?

S1: It’s a room.

T: Do you have a room like this?

S2: Yes, I do./ No, I don’t.

T: Read after me. R-O-O-M, room.

Ss: R-O-O-M, room.

(Teach the other words “TV, desk, picture” in the same way.)

T: There are some words here. Read the words after me and spell them.

(Learn the other words without pictures on the cards.)

T: This is a word. Can you spell this word?

(point to a word in the card.)

S1: Yes, I can. / No, I can’t.

(Let them know the meaning of “can”.)

T: I can spell your name. Can you spell my name?

S1: Yes, I can.

T: Can you write your name?

S: Sorry, I can’t. I have no pen.

T: You need a pen.( Give him a pen.)

( Let the students understand the word “need”.)

T: I bring a football to school every day. Now it is on the floor. After class I take it to my home.

(Teach “bring” and “take”. put a football on the floor and point to the floor to teach the word “floor”.)

2. practice the words.

(Give the cxamples to the students and get the students to understand the new words.)

Step Two: Listen and practice.

T: Books closed. Here is a note. please listen carefully and then answer the questions How many things are there in the note?

Ss: There are five things in the note.

T: What are these?

Ss: They are notebook…

T: Open your books, who can read it for us?

Ss: I can.

(One student reads it , others listen carefully.)

T: This is a note from Mom to Sally. please look at the picture, draw the missing things in the picture.

T: Who can tell me where the missing things are?

S1: The baseball is…

S2: The CDs are…

The other students will answer other questions.

Step Three: play a game.

T: I pide the class into two groups, one group chooses several students to come to the front to draw some big pictures on the blackboard. The other group chooses someone to draw something on the big things.

(after drawing them.)

T: Who can say the sentences according to the pictures?

S1: I can. The dog is under the chair.

S2: The cups are…

S3: The quilt are…

S4: The books are …

Step Four: practice and fill in the blanks.

1. Fill in the blank.

(First, let the students describe the picture.)

T: Look at the picture in 3b Where is the hat?

S1: It’s…

T: Where is the clock?

S2: It is…

T: Where is the ID card?

S3: It is …

T: Where is the notebook?

S4: It is…

(Ask the same questions in the same way.)

T: Who can fill in the blank?

S1: I can.

(Then ask one or two students to read it aloud. Check the answer according to the picture.)

2. practice.

T: You want four things in your room now. But you have no time to go home to get them. Write a note to a friend, let him go to your home to get them. Tell him where the things are.

(Students write a note.)

Step Five: Task.

T: Now draw your ideal rooms in groups of six, please use your color pencils to draw them, everyone can join this task, and then show the room to us.

(Ten minutes later, ask the students hand up their drawing, every group chooses one to describe the room. Choose the best one and give them some candies or school things encourage them.)

Step Six: Do Self-check.

1. Review the words.

T: Look at self Check, let’s do exercise 1. Look at the cards in my hand , and spell the words as quickly as you can.

(Hold up some cards with Chinese words on them such as“ 桌子”.)

T: Who can spell this word?

S: I can. “TABLE”.

(Hold up the other cards to let the students spell them quickly in order to master the key words in this unit.)

2. Write some new words about this unit.

T: Now, please think it over. Do you know the other words about school things and furniture? Who can write them down on the blackboard?

S: We can.

(Some students will come to the front to write them down on the blackboard and others write them down in the notebook.)

T: Look at the blackboard. They are: ball, pen, ink, cupboard, living room, bedroom, kitchen, fridge, and washing machine…

T:please remember them.

Step Seven: Homework.

T: Look at 3, read the note, and draw a room according to it on a picece of paper after class.

幼儿园大班英语教案：What do you want?I want……

What do you want?I want……
Teaching plan
What do you want?I want……
Teaching Aims:
1、复习水果的英语名称，初步掌握句型What do you want?I want……
2、在游戏中感知新句型并体验英语游戏的乐趣。
Teaching Aids:
a basket some fruits some fruit’s cards
a dice two trees
Teaching Ste :
一、Greeting
T: Hello,Good noon,boys and girls!
C: Hello,Good noon,Melody!.
T:What do you see?Look,I have a beautiful basket.There are some fruits in it!Look,what’s this?
:It’s a……
二To learn
1 Show a pu et to students.Teacher and pu et each other say: “What do you want?I want……
2 Show a dice to students.
T:What’s this?
ice.
T:Now,I’ll ask:What do you want?You’ll a wer:I want…… OK?(The teacher first turn the dice,as turn as ask: “ What do you want?”Then the students ask:“I want……”)
3 Show the fruit’s cards on the blackboard.
T:What are these?
:Some fruits.
T: What do you want?
:I want……(If they’ll say great,then put down the fruit’s cards from the blackboard and give them.)
4将小朋友分成红队和蓝队,请两队摘树上的水果.每队各选5名代表上来,分别为—NO.5,当下面的小朋友说: “What do you want?”时,—NO.5的小朋友根据老师的指令说: “I want……”哪个队的代表说得又快又好,采下的水果就归哪个队.
5 将小朋友分成5个小组,每个小组一个球,抛的说: “What do you want?”接的说: “I want……”.
T:Cla is over.Let’s stand up and turn back.To other teachers say:thank you,bye-bye.

初一英语上册《Unit 2 Is this your pencil》教案

Unit 1 My name’s Gina

period One

课前准备

教师：准备游戏时所用的图片（食物、蔬菜、动物）。

学生：准备表演时所需道具（服装、假发）。

教学设计

Step One :present the sentence patterns.

1. play a game “How many words do you know?”(利用小游戏调动学生的积极性，同时通过对冠军的介绍引出本课。)

Teacher: After the study of the first three starters, I think most of the students must have known a lot of words. How many words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.

(Divide all the students into several groups and show a picture（图片略）to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.)

(Group 2 is the champion group. They can write 11 words.)

2. Introduce the champion group to the class.（引课方式贴近生活，学生易于接受）

Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourselves to us?

S1& S2:Yes.

S1:Hello.My name is Li Lei. Nice to meet you.

Ss: Hello, Li Lei. Nice to meet you ,too.

Ss: Hello! What’s your name?

S2:I’m Sun ping. How do you do?

Ss: How do you do ?

Step Two: Drills.

1. Make introductions.（通过句型的操练使学生更加熟练掌握所学的句式。）

Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.

Example:

Sa: Hello! I’m Li Lei. What’s your name?

Sb: My name’s Zhang Feng. Nice to meet you.

Sa: Nice to meet you, too. And what’s your name, please?

Sc: Lin Li. How do you do?

Sa：How do you do?

2. Listen and number the conversations.

Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A.

(Students listen to the tape and give the right answers.)

Step Three: Make friends.

1. Make new friends.（用谈话的方式完成任务，生动活泼，同时更容易向学生进行美德教育。）

Teacher: Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK?

Ss: OK.

Example:

Sa: This is my new friend. His name is Sun Nan.

Sb: Hello, Sun Nan. Nice to meet you.

Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu.

Ss: How do you do?

Sd: How do you do?

(Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.)

2. The New comers.（以表演的形式完成，使课堂气氛达到高潮。）

Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are here. Let’s give them a warm welcome.

(Three “foreign”students come in and all the students clap warmly.)

Teacher: It’s their first time to come to China. Would you like to listen to their introductions?

Ss: Yes.

(Three students can make introductions and act out the dialogue vividly.)

Step Three: Sum up.

Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life.

Homework

“How do you meet new visitors at home?

period Two

课前准备

教师：准备歌曲磁带（歌词）、情景图片及上课所需表格。

学生：需要向父母了解自已名字的含义。

教学设计

Step One: Revise the sentence patterns.

1. Sing an English song.（用唱歌的方式既带动了气氛，又复习了所学内容。）

Teacher: Yesterday we’ve known each other already. Do you remember your new friends’names? If you do, let’s sing the song “What’s your name?”.

Hello! Hello! What’s your name? My name’s Gina.

Hello! Hello! What’s his name? His name’s peter.

Hello! Hello! What’s her name? Her name’s Anna.

2. Listen to the conversations and finish the exercises.

Teacher: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information.

(Students listen to the tape and give the right answers.)

3. Act out the dialogues.（在特定的情景下表演对话更符合实际，更贴近生活。）

Teacher: Now you’ve known something about introductions and greetings. But if you are in other places, how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends?

(Students can choose any picture they like and act out the dialogues.)

Example:

(At a party)

Sa: Hello! I’m Lucy Green. What’s your name?

Sb: My name is Kate Brown, Jim’s classmate. Nice to meet you.

Sa: Nice to meet you, too. I’m Jim’s sister. Welcome to Jim’s birthday party. Make yourself at home.

Sb: Thanks, I will.

Step Two: Choose English names.

1. play a name game.（有效引出“英文名字”这一主题。）

Teacher：As we know, everyone has a name. Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game. The winners of the game will get English names.

Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates' names.

Example:

S1: My name’s Tony.

S2: His name’s Tony. My name’s Linda.

S3: His name’s Tony. Her name’s Linda. My name’s Nick.

S4: His name’s Tony. Her name’s Linda. His name's Nick. My name's Kim.

S5:…….

2. Choose English names.

1).Find out first names and last names.（用小组的方式完成名字的识别。）

Teacher: Congratulations to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts: first name and last name. Look at the box, can you classify them according to the demands?

Jenny Gina Alan Mary Jim Tony Tom Bob Mike
Green Miller Jack Smith Brown Linda Nick Kim Hand
period Three

课前准备

教师：准备所需的歌曲磁带、名片样本及各项表格。

学生：制作名片所需的纸张、画笔等。

教学设计

Step One: present the English numbers.

1. Sing the song “Ten Little Indian Boys”.（歌曲欢快有趣，比起单纯教授单词更为有效。）

Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do?

S1: A telephone call.

T: But you don’t have their telephone numbers.

S1: Ask for their telephone numbers.

T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”.

Words

One little, two little, three little Indisns,

Four little, five little, six little Indians,

Seven little, eight little, nine little Indians,

Ten little Indian boys.

(After singing the song, tell the students not to forget “zero”.)

T: Count the number together from zero to nine.

S2: Zero…

2. Listen to the conversation and write the telephone number.（通过听力复习单词。）

Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down?

(Students listen to the recording of 1b in Section B and give the answer.)

Step Two: Drills.

1. Make a survey about your partners’ telephone numbers.（调查组内成员的电话号码，重点练习所学句式。）

Teacher: Thank you for your help. But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart.

Name

Telephone numbers

Li Lei

Liu Yu

Lin Fang

Yin Kailin

S1: Hello, Liu Yu. What’s your telephone number?

S2: My telephone number is …

S1: Oh, thank you. What about yours, Lin Fang?

S3: It’s…

S1: … And may I know your phone number, Yin Kailin?

S4: …

S1: Thank you very much. Oh, I nearly forgot. My telephone number is…

2. Report it to the class.

(After the survey, every group can choose a student to report the survey result to the class.)

Example:

My telephone number is… Liu Yu’s phone number is… Lin Fang’s telephone number is… Yin Kailin’ s phone number is…

3. Listen and match the names and telephone numbers.（制作电话号码簿这一任务能够大面积调动学生装的参与意识。）

Teacher: I will play the recording twice. The first time just listen. The second time, write the letter of the person’s telephone number in the space after that person’s name.

(Students listen to the tape .)

T: Next, I’ll play the recording again. This time, fill in the missing numbers.

(Students listen to the tape again .)

T: Can you find out whose telephone numbers they are ?

S:…

4. Make an address book.

Teacher: The new term begins. Our class needs an address book to contact each other. Now we can put all the information together and then we can have our own address book. pay attention to the address book headings “Names” and “phone numbers”. Now work in groups of six and ask your group members “What’s his /her name? And What’s his/her phone number?”

关于小学英语教案英文版(5篇)

教案课件是老师需要精心准备的，只要课前把教案课件写好就可以。要知道写了教案课件，是可以体现老师在教学上面的专业素养。你是否在寻找合适的教案课件呢？小编经过整理，为你编辑了关于小学英语教案英文版(5篇)，不妨参考一下。希望你喜欢！

关于小学英语教案英文版(篇1)

【教学重点】听、说、认读字母Rr Ss Tt，体会字母在单词中的发音

演唱B部分的歌曲，边唱边演。

1、教师装作兔子的样子，说：“I‘m a rabbit.”出示单词卡片，让孩子拼读单词，引出字母“Rr”。教师示范读音。孩子练读。

教师播放下雨的声音，说：“It’s rain .”引出单词“rain”

雨过天晴后，太阳出来了，看，教师在黑板上画出Rainbow.引导孩子说出：“It‘s a rainbow.”

2、教师出示Snake和Squirrel的图片，让孩子反复体会两个单词的相同发音，引出字母“Ss”出示大小写字母卡，练读。

3、教师出示tiger和taxi两个单词，让孩子通过卡片认词读词。引导孩子在反复的读中体会两个单词的共同的字母：“Tt”.让孩子通过表演和想象一下字母的字形。

教师说歌谣，边说表演，鼓励孩子跟着做。小组练习，各小组展示。

教师说：“Find letter Tt/...”让孩子找出新学的字母，并分别说一说字母像什么，用

语言描述或是用动作表示。

教师通过动作模拟出学习过的字母，让孩子猜一猜。

孩子以小组为单词，用自己手中的字母卡制作一张自己的字母表。孩子可以对字母表进行个性化的装饰。

关于小学英语教案英文版(篇2)

【重点】句型What are they?以及其回答They’re… ;

热身：

1)教师和学生用所学的日常用语打招呼Hello!Hi!Nice to meet you. What’s your name?

How old are you? What is it?

2)学生之间用日常用语打招呼。

导入新知识：

1)教师呈现小鸭子图的一部分(一只小鸭子的头)，问：What’s this?多数学生可以答出:It’s a duck.

2)呈现图的整体：四只鸭子,教师自问自答: What are they? They are ducks.教师带读“What are they?”强调they的发音要咬舌头。

3)引导学生看图用What are they?提问，教师回答：They are ducks.强调ducks中的音。小组进行问答练习。

4)教师将几本书卷起来拿在手中引导学生用What are they?提问，然后找学生回答，教师要适时提醒book-books的演变。

5)教师出示图片：4 ducks、5 desks、3 bikes、3 clocks、 7 books。学生两人一组用What are they?They are…进行问答练习。

6)请尽可能多的同学到前面作展示，教师要及时纠正学生对话中关于名词复数变化的发音。

1)教师出示Learn to say部分的视频课件,学生观看，了解对话情景。

2)教师提问：Are they ducks? Are they geese? Are they swans?学生回答：Yes，theyare.或No, they aren’t.

3)播放对话跟读课件，学生逐句重复听到的句子。教师适时强调Are they…?读升调。

5)请几组学生到前面展示。

4、趣味操练：

1)学生将课前准备的Let’s practise部分的图片排列在桌子上，问：What are they?教师说：They are …学生迅速选出有关内容的图片并举起,比比看,谁的反应快。

2)小组进行以上活动。

请一位同学选择任意一张图片到前面，不让其他同学看到图片内容，提问：What are they?班内其他同学用Theyare…猜猜图片内容。猜对的同学可以到前面来请班里的同学猜自己的卡片。此活动也可以以小组为单位进行。

What are they? They’re (Let’s practise部分的图片，下方标有相应的单词,复数变化)

duck + s = ducks cake + s = cakes

【重点】What are these / those?及回答They’re… .

【难点】以结尾的名词复数的读音。

热身、复习：

1)学生两人一组表演对话“In a park”。

2)教师出示第3页Let’s practise中的图片，引导学生用What are they? They are…进行问答练习。

呈现新课：

教师将图片books, bikes, desks, cakes, clocks贴到墙上离学生远的地方指着蛋糕的图片问：What arethose?引导学生回答：They are cakes.

学生两人一组指着墙上的图片用What are those?They are…进行问答练习。

引导学生说出对近处的一些物体提问用What are these?而对远处的一些物体提问用What are those?

会话教学：

1)教师播放教学课件In a fast-food restaurant,学生观看。

2)通过课件引导学生运用What are these/those? They are…学习有关单词hamburgers/hot dogs.

3)小组问答练习：运用What are these/those? They are… (看着课件图)教师要关注学生的单词发音，注意及时纠正。

4)利用本课的对话跟读课件，让学生逐句重复对话的句子。

5)打开教材P4，学生三人一组进行书中的对话练习。

6)请几组学生到前面展示,可用学生自己的姓名,比如是几个好朋友去逛街买食品。

7) Let’s practise.

教师提示：maps, stamps, caps在近处，cups, ships, jeeps在远处。

学生两人一组看上台表演。

引导学生发现以结尾的名词复数形式发音变化规律仍然读。

将学生分为4人一组，每组一张Bingo游戏纸;

以组为单位尽快将所学单词：books，cakes，hamburgers，hotdogs，bikes，ducks，swans，geese，maps，stamps，caps，cups，ships，jeeps选任以9个写在Bingo的格中;

每组选一名代表随意说出自己组Bingo格中有的一个词“They are…”

其他组学生画出所听到的单词，看那个组的Bingo多。

关于小学英语教案英文版(篇3)

Unit 2 What time is it? 学习任务 1 . 能力目标 （1) 能够询问时间并做出正确的回答，如：What time is it ? It’s nine o’clock. （2) 能够结合学过的语言描述自己的日常活动，如：It’s time for English class. It’s time to go to school. （3) 能够听懂并发出一些指令，如：Time for breakfast. Drink some milk. （4) 能够看懂、并能制定自己的课程表和作息时间表。 （5）能够自己动手制作一个钟并用所学语言进行描述。 2 . 知识目标 （1）掌握A、B部分Read and write的单词和句子并能做到会听、说、读、写。 （2）认读A、B部分Let’s learn、 Let’s talk中的单词和句子。 （3）理解并能够在教师指导下完成Let’s do、 Let’s chant、Let’s find out部分听 听做做、吟听歌谣和选出正确答案等目标要求。 （4）了解Story time、Good to know 等部分的内容。 3 . 情感、策略、文化等有关目标 （1） 情感态度：培养学生严格的时间观念，养成守时、守纪的好习惯。 （2） 学习策略：注重合作学习与实践活动，培养心灵手巧的学生。 （3） 文化目标：了解地球上不同时区在同一时刻的时间是不同的。   第一课时 课题：Unit 2 What time is it?  A Lets learn Lets do 教学重点：掌握有关学生日常活动的六个单词和词组。。 教学难点：对新句型“What time is it? It’s nine o’clock. It’s time for…”的理解和运用。 教具准备：1．与教材内容相关的VCD、录音、图片。2．教师准备一个教具钟。3．教师准备六张单词卡。 教学过程： （一）复习（Revision） 1．教师播放第一单元Story time的录音或者请一组学生表演Story time中的故事。 2．教师在听录音或学生表演之后向学生提问：Where is Zoom?学生回答：He is in the canteen.教师又问：Why?学生答：He is hungry. 教师再问：Why is he hungry? What time is it? 引导学生答出：It’s time for lunch. 接下来教师可鼓励学生说出哪些东西可以告诉我们时间，如：the sun, the moon, the tree等等，学生如果不能用英文说，也可用中文说。 （二）呈现新课 （Presentation） 1．教师可制作本课时的挂图贴在黑板上说：Look! What’s this? It’s a clock. 然后指着12点说： What time is it? It’s 12 o’clock. Are you hungry? Why? 用动作示意学生说出It’s time for lunch. 接下来，教师利用钟面上的小图继续教授时间的表达和其它几个单词、词组。 2．通过教师领读和听音跟读，让学生掌握正确的读音，尤其要注意breakfast和o’clock的发音。可采用小组模仿竞赛的形式，在学生当中展开互帮互学。 （三）趣味操练 （Practice） 1．教师将教具钟上的时针拨到不同的时间，提问学生：What time is it? 鼓励同座的两名学生进行比赛看谁做出快速反应。 2．教师拿出生词图卡，出示图的一小部分，让学生通过观察判断图上画的是什么，并说出相应的单词或词组。 （四）扩展性活动（Add-activities） 1．做本单元A Let’s learn部分的活动手册配套练习。 2．和同桌一起玩“画画、写写”的游戏。根据本人实际情况用钟的形式画出自己的活动时间， 并和同桌一起进行问答练习。 3．试一试给同伴、朋友或家长发Let’s do 中的指令请他们做动作。 板书设计： Unit 2 What time is it? Let’s learn：   第二课时 课题：Unit 2 What time is it? A Lets talk   Lets play 教学重点：让学生熟练掌握问句“What time is it?”和相应的回答以及句型“It’s time for…”的用法。 教学难点：对话中一些习惯表达法的理解，如：Just a minute. School is over. 教具准备：1．与教材内容相关的VCD、录音、图片。2．教师准备John和吴一凡的头饰并准备一顶保安人员的帽子。3．学生准备白纸和笔。 教学过程 （一）复习（Revision） 1．学生演唱第二册学生用书第26页的歌曲“One Two Three Four Five”。 2．师生一起表演本单元A部分Let’s do 的听听做做活动。 3．教师和学生一起做“听句子，拨时针”的游戏。教师说：It’s time for breakfast. It’s time for English class. 学生根据实际情况将时针拨到合理的位置。 （二）呈现新课 （Presentation） 1． 教师在做“拨时针”的游戏时对学生发出指令：School is over.如果学生不理解可联系“Class is over.”来帮助学生理解。待学生将时针拨到5点或其它实际放学时间后，教师问：School is over. What do you do ? 学生回答Go home.教师说：But Wu Yifan and John don’t go home. What are they doing? Let’s Watch TV.由此导入新课。 2．看与听 学生看Let’s talk部分的VCD，教师可以就对话内容提一些问题。在提问与回答的过程中，借助画面帮助学生理解难点，可要求学生用句型“It’s time for…”造句。 3．模仿跟说，注意语音语调。 4．分角色朗读与表演 建议教师扮演John的角色与部分学习程度较好的学生进行示范性表演，以降低学生表演的难度。学生可自由挑选表演伙伴。 （三）趣味操练 （Practice） Let’s play 做看动作、猜时间的游戏。学生用他的左右手分别代表时针的长针和短针，不同的手位代表不同的时间，让学生们猜猜What time is it? 要注意的是：代表分针的手上可拿一支笔以加大长度。 （四）扩展性活动（Add-activities） 1．做本单元A Let’s talk部分的活动手册配套练习。 2．听Let’s talk部分的录音，读给同伴、朋友或家长听。 3．四人小组一起动手做一个英语课和表并用所学语言进行表述。 板书设计： Unit 2 What time is it?   第三课时 课题：Unit 2 What time is it?  A Read and write  B Lets find out C Good to know 教学重点：掌握Read and write部分1－10的十个数词以及两个句子在四线格中的正确书写。 教学难点：学生能准确地理解插图和对话。 教具准备：1．与教材内容相关的VCD、录音、图片2．教师准备一张世界地图。 教学过程： （一）复习（Revision） 1．师生齐唱第一册学生用书第62页的歌曲《Ten Little Candles Dance》。 2．学生跟着录音一边说一边表演本单元A部分Let’s talk的对话。 3．游戏：What is missing? 教师把10个数词的卡片不按顺序分发给10名学生，让其中一名学生将卡片藏在身后，全 班学生猜哪一张卡片不见了。 （二）呈现新课 （Presentation） 1．拼词比赛。四人一组进行比赛，一名学生说出一个数字，其余三名学生比比谁拼得最快最准。 2．读文书写。师生之间先对本课时图片上的内容进行简单的交际性问答，再请学生阅读对话并拼读、书写十个四会掌握单词及一组句子。完成之后先同桌互相交流然后全班讨论谁写的最规范。本课时需要书写的单词量较大，可在学生间展开游戏：Whose memory is the best? 看谁能在几分钟内正确拼写出更多数词，以此增强学生的学习兴趣。 （三）趣味操练 （Practice） 1．Let’s find out 教师先介绍这项任务：It is Sunday. Sarah and Chen Jie are going to see a movie. They must be home at six. Which movie can they see? Can you help them? 鼓励学生说出答案并讲明理由。教师给学生出几道类似的数学应用题考查他们的`推理思维。 2．Good to know (1) 教师首先让学生观察图上的建筑并回答Where is it? 学生能用中文回答教师也要鼓励。 (2) 教师再让学生回答问题：What time is it in…? (3) 借助世界地图，给学生介绍有关时区的知识。 （四）扩展性活动（Add-activities） 1．做本单元A Read and write 部分的活动手册配套练习。 2．回家后向爸爸妈妈介绍关于时区的知识。 板书设计： Unit 2 What time is it? Read and write：   第四课时 课题：Unit 2 What time is it?  B Lets learn  Lets chant  C Story time 教学重点：本课时的重点是对四个动词词组的掌握。 教学难点：本课时的教学难点是句型“It’s time to…”，学生刚学过“It’s time for…”，可能会把这两个句型混淆起来，建议教师注意对这两个句型进行比较。 教具准备：1．与教材内容相关的VCD、录音、图片2．教师准备相关的词卡。 教学过程： （一）复习（Revision） 1．数学游戏：教师给学生出一些数学算式，可以是加减混合运算，也可是连加连减，学生算出来后用手指头表示答案。 2．播放本单元Let’s chant B中的歌谣，让学生边听边做动作。 （二）呈现新课 （Presentation） 1．玩时钟游戏。教师用手臂做时针和分针，问：What time is it? 学生快速回答It’s…o’clock. It’s time for… 2．教师做出4：35的手形，问：What time is it? 引导学生说出：It’s 4：35. School is over. 教师接着问：School is over. Where do you go? 学生回答：We go home. 教师由此导入句型It’s time to go home. （三）趣味操练 （Practice） 1．教师可采用A部分Let’s do的形式操练新的句型。教师借助图片和听听做做活动教授其它几个动词词组，如：教师发指令：It’s time to get up. 请学生做起床、穿衣服的动作；教师说：It’s time to go to school.请学生做背书包、走路的动作，以此类推。要注意多让学生听句型：It’s time to…,为下一课时重点学生句型做铺垫。 2．听音跟读，注意强调语音语调。 3．画画说说：学生模仿 Let’s learn部分的插图画出自己的活动时间，然后在四人小组中交流，比如学生A六点起床，他就指着自己的画说：It’s 6 o’clock. It

关于小学英语教案英文版(篇4)

4月27日小学英语组在小教处的指导下，进行了教案、作业的检查。现总结如下：

英语教案优点：

1、整体情况良好。项目全，内容完整。所有老师都按照学校的要求完成了备课量。教案撰写环节清楚，目标明确，重难点突出，反思仔细、认真。

2、作业形式丰富，有实效，作业量适中。

3、课前准备充分。注重运用课件、图片、单词卡等多媒体技术，激发学生学习兴趣，充分调动学生的学习积极性。

存在的问题：

1、个别老师的教案略显简单，对于重点知识的呈现、如何帮助学生感知、体验、理解语言并运用、内化语言缺乏具体活动安排。

2、板书设计相对简单。可以更合理地设计板书，明确各节课的重点、难点，这样也有利于学生对各节课重点知识的整体把握，便于学生形成知识系统。

3、个别教师没有附上复习教案和试卷。

英语作业优点：

1、作业次数充足，全批全改。

2、大部分学生书写认真，教师批阅规范，且细致、及时。

3、中、低段学生以单词、句子书写为主，作业上有教师对学生书写的示范和指导。教师批改规范，学生书写习惯较好。

4、高段学生以习题练习为主，学生有纠错、有教师讲解的批注，大部分高段学生的作业干净，书写美观。

英语作业存在问题：

1、中、低段部分学生作业不够平整和整洁。

2、部分学生的书写习惯有待提高，需要教师更加严格的要求。

教案书写工整：徐静、晏瑜、熊佳、林敏

作业批改仔细、认真的：徐静、陈爱玲、林敏

副课教案检查

教师的备课量充足，书写工整，教具准备充分，并附有参考资料。

表扬徐静：书写工整，课前准备充分，并附有参考资料。

拓展阅读：教案评价用语

1、该节课教学目标目标清楚明白、具体，易激发兴趣，引导自主探究、合作交流、练习设计体现知识的综合运用，形式多样，分量与难度适中，学法指导得当，是一节很不错的课

2、该节课教学重难点把握准确，教学内容主次分明，抓住关键；结构合理，衔接自然紧凑，情感态度与价值观三个维度，符合学段教学要求、教材特点与学生实际，是一节成熟的课

3、该节课能以旧引新，寻找新旧知识的关联和生长点，注重知识的发生发展过程，能找到教材特点及本课的疑点，并恰当处理，在课堂上设疑问难，引导点拨，是一节很有个性特点的课

4、本节课各种学习活动设计具体、充分注意学生学习习惯的培养，因材施教，调动学生自主学习的积极性，遵循常规但不拘泥，根据学生的差异和特点，从具体到抽象对教材进行处理，是一节很成功的课

5、该节课教学过程设计完整有序，既体现知识结构，知识点，又注意突出学生活动设计，体现教学民主、培养学生良好的学习品质课堂结构完整，密度恰当。

6、该节课教学程序设计巧妙，在教学过程中能运用上新颖独特教学方法、言简意胲，引导点拨学生，学生动口、动手、动脑，主动参与教学过程，使学生做出的作品图文并貌，有美感，整节课很完美。

7、该节课很有艺术，教学安排清晰有序，科学规范。在教材处理上从具体到抽象，化难为易，以简驾繁突破难点。各环节有详细的练习，科学合理有效地培养学生自主，探究，创新能力的发展。

8、本节课非常成功，设计突出了以学生为本的理念、全面培养学生素养、自主合作探究学习的理念。教师配以亲切活泼的教态，能较为恰当地运用丰富的表扬手段，让学生在学习中感受到成功的快乐。

9、该节课教学重难点把握准确，教学内容主次分明，抓住关键；结构合理，衔接自然紧凑，组织严密，采用有效的教学手段，引导自主探究、合作交流，成功地教学生“会学”。

10、该节课堂结构层次清楚、运用恰当的教学方法和手段启迪学生思维、解决重点、突出难点。精心设计练习，并在整个教学过程中注重学生能力的培养，是一节优秀的课

关于小学英语教案英文版(篇5)

UNIT THREE： IS THIS YOUR SKIRT? 学习任务 1 . 能力目标 （1) 能简单描述衣物的大小、新旧和颜色，如：My jacket is gray.Theyre so small. （2) 能提问并回答有关义务所属的一些问题，如：Is this your skirt ? Is that your T-shirt ?等。 （3) 能听懂并发出与衣服相关的一些指令，如：Put on your T-shirt. （4) 会唱歌曲My clothes。 2 . 知识目标 （1）掌握A、B部分Read and write四线格中的单词和句子并能做到会听、说、读、写。 （2）认读A、B部分Lets learn、 Lets talk中的单词和句子。 （3）理解Lets do、 Lets chant等部分的内容并能够在教师指导和录音带的伴奏下完成听听做做和会吟唱等目标要求。 （4）了解Story time和Good to know等部分的内容。 3 . 情感、策略、文化等有关目标 （1）情感态度：能得体穿衣，不出穿衣尴尬局面。 （2）学习策略：注重合作学习，鼓励学生创新，尝试服装设计。 （3）文化目标：了解不同国家的服饰常识以及一些常见外来语。 第一课时 【课题】UNIT THREE： IS THIS YOUR SKIRT?  A Lets learn Lets do 【教学重点】与衣物有关的六个词组。 【教学难点】表示颜色的形容词与表示衣物的名词连用。 【教学准备】各种带颜色衣物的图片（教师）和各种衣物若干（学生）；衣物及颜色的单词卡片；录音机和磁带；画有各种颜色衣物的图画。 【教学过程】 （一）Revision： 教师播放从前学习过的有关颜色的歌曲《Color Song》，听后学生说出听到的颜色名称。 教师出示颜色卡片，学生认读单词。 学生自己找一样物品向大家介绍它的颜色。 （二）Presentation： Let’s learn 教师呈现图画，问学生：What color can you see? 学生会自然说出图中的颜色。教师顺便引出新课：What’s this? It’s a T-shirt. A yellow T-shirt. 教师继续指图，并放录音，学生边看图边听录音，通过各种颜色初步感知衣物名称。学生可能对I like the white sweater with the green skirt.这一句不太理解，教师略作解释，无需强调。 教师呈现各种衣物的图片，学生看图感知衣物名称。引导学生们说一说记住的衣物名称。教师指图问：What color is it? What’s this? 学生回答两个问题，教师引导学生说出：yellow T-shirt 并出示其它的图片，学生试着说出其它几个词组。 看书中图并放录音，学生边看图边听录音感知并理解句子，用动作帮助学生理解单词with的用法所表示的意思。 找几个学生到前边来当模特，再请两个同学来表演刚学的.两句话。（或者播放VCD，学 生配音） （三）Practice： Let’s do 教师播放录音，带领学生做游戏。 教师发布指令，学生做动作；一学生发布指令，教师和其他学生一起做动作。 小组比赛，每人听一个指令做动作，接力进行，看哪个小组动作做得正确。奖励优胜组。 两人一组互相快速发布指令并做动作，到前边进行表演。 （四）Extension： 让学生介绍自己的衣服颜色及名称，或者喜欢谁的衣服就介绍谁的衣服。 做本单元活动手册配套的练习。 【板书设计】 Unit 3 ：Is this your skirt?   第二课时 【课题】UNIT THREE： IS THIS YOUR SKIRT?   A Lets talk Lets play  C Lets sing 【教学重点】句型：Is this your skirt? Yes, it is. Is that your T-shirt? No, it’s not. 【教学难点】指导学生正确使用名词所有格。 【教学准备】1.衣物及颜色的单词卡片2.各种衣物（学生） 3.对话中人物的头饰 4.录音机、磁带、VCD 5. 画笔和纸 【教学过程】 （一）Revision： 1、教师手持衣物的单词卡片，从中抽出一张，让学生猜一猜是哪件衣物的卡片。 2、学生听录音做动作或者听教师、同学指令做动作，复习巩固上节课所学习的内容， 为后面的学习做好准备。 （二）Presentation： Let’s talk： 1、学生按指令做完动作，教师顺手拿起一学生的衣物问：Is this your shirt? 引出新课。 2、教师为学生播放VCD，学生边看边理解，观看后请学生讲一讲，检验学生是否理解。 3、在黑板上呈现新单词，学生认读。教师放录音，学生模仿，可用一定的动作或表演来帮助理解和加深印象，如：Where is my skirt? 教师或学生可做在一堆衣服里寻找的动作，Is this your skirt? 可以做拿一件衣服询问的动作。 4、操练句型Is this your shirt? Yes, it is. No, it’s not. 进行替换练习。 5、认读后，进行分角色表演。学生自己选择角色并佩戴头饰进行表演。 Let’s play： 学生画出自己喜欢的衣服，并涂色。然后以组为单位交给教师展示，教师从各组中任意抽取几张并问：Is this your …?，学生回答。由师生操练过渡到生生操练。 （三）Practice： 1、教师带领学生进行对话表演，准备相应的道具、头饰。 2、Ask and answer：小组比赛，A、B两组互问问题，比比哪个组答的又快又准确。奖励优胜。 （四）Extension： 教师设置存衣处的情景，鼓励学生分组自编对话，并进行表演。 【板书设计】 Unit 3 ：Is this your skirt?       第三课时 【课题】UNIT THREE： IS THIS YOUR SKIRT?  A Read and write  B Lets chant C Good to know 【教学重点】准确掌握单词及句子在四线三格中的书写。 【教学难点】理解对话及书写的单词和句子的意思。 【教学准备】衣物及颜色的单词卡片；录音机和磁带，配套录像； 配套挂图； 动物头饰。 【教学过程】 （一）Revision： 1、教师使用上节课学生画的图画来引入对所学句型的巩固操练， Is this your skirt? Yes, it is. Is that your T-shirt? No, it’s not. 2、学生以小组接力赛的形式，复习巩固单词的认读和拼写。 （二）Presentation： Read and write： 教师播放《Color Song》，学生听后说出听到了那些颜色，教师出示表示颜色的单词，学生互相交流。 教师出示配套挂图，并提示：There are so many clothes in the tree. They are very beautiful. Do you know whose clothes it is? 引导学生自己阅读，根据图画理解文意。 学生通过阅读，试回答教师提出的问题，然后听录音，用模仿书中的句子的方式检验回答教师提出的问题是否正确。可采取A、B两组比赛的方式。 学生听录音跟读句子，纠正语音语调。学生分组进行操练，佩戴头饰进行对话表演。 教师让学生不看书回忆书中要求书写的单词和句子，学生说一个，教师带领书写一个，注意讲解。 （三）Practice： Guessing game： 教师手持多张颜色的单词卡片，任抽一张，让学生猜是什么颜色，拼读出该单词可为小组加一分。统计各组得分，奖励优胜。 2、各组分别派代表二人参加书写比赛，每组同时进行接力书写颜色单词，书写最快且标准的为优胜组。 （四）Extension： 学生学唱歌曲：《缤纷的色彩》（《Colors》）。 【板书设计】 Unit 3： Is this your skirt? yellow red white blue green  Is this your T-shirt?  No, it’s not. （上述内容的四线三格书写）     第四课时 【课题】Unit 3： Is this your skirt? B Lets learn  C Story time 【教学重点】单词pants socks jeans shoes shorts的复数形式 【教学难点】在情境中应用单词的复数形式。 【教具准备】1、本课生词的单词卡片2、配套的教学VCD 3、相配套的教学录音带 4、课文配套挂图 【教学过程】 （一） 复习（Revision） 1、复习A部分Let’s do的歌谣。 说一说，演一演 2、Talk about your clothes 学生们走到台前，介绍一下自己的衣服的颜色，样子。 （二） 呈现新课 （Presentation） 1、教师出示Let’s learn部分的挂图。 问学生What can you see?学生说出学过的单词，教师指着图让学生观察，导出单词的复数形式，让学生说一说。 2、教师问：“Where are the skirts…?”让学生们到前面来指。当遇到学生们陌生的词，教师出示新词的复数形式，让学生读一读，强调结尾“s”让学生注意。 教师在黑板上贴出所有衣物的图片和单词，引导学生体会“s”的意义。（jeans pants shorts socks shoes等词都是成对出现的，没有单数形式。而skirt等词则不同，指导学生理解） 3、学生们两个人一小组，就课文的图问一问、指一指。 4、播放VCD, 学生看VCD理解含义。 学生分角色跟读。 5、操练新单词（教师注意指导学生单词结尾”s”的读音） 各小组表演、各小组展示。 6、播放Let’s chant录音，学生学唱。 （三）趣味操练 （Practice） 1. listen and point Where is your skirt? Where are your socks?学生边听，边指出。 2. 学生小组内互问，互指。 学生把自己的一些衣物事先藏到同学的课桌等地方，然后用学过的句子描述，让其他同学找出这样物品。 (四) 扩展性活动（Add-activities） 让学生根据自己的衣服，仿照本课歌谣，创编歌谣。 各小组展示。 【板书设计】 Unit 3 Is this your skirt?   第五课时 【课题】Unit3： Is this your skirt?   B Lets talk B Lets find out  C Lets check 【教学重点】掌握本课时的主要句型：These are your pants. And those are my shoes. 【教学难点】引导学生在情境中理解主句型 【教具准备】 1、本课生词的单词卡片  2、课文的配套挂图 3、配套的教学VCD 4、相配套的教学录音带5、教师和学生小时候的衣服 【教学过程】 （一）复习（Revision） 1、Let’s chant 让学生在说的过程中，巩固单复数形式的表达。 2、Guessing game 学生们都闭上眼睛，一个学生

初中初一英语上册教案：Unit 1 My name’s Gina

period One

课前准备

教师：准备游戏时所用的图片(食物、蔬菜、动物)。

学生：准备表演时所需道具(服装、假发)。

教学设计

Step One :present the sentence patterns.

1. play a game “How many words do you know?”(利用小游戏调动学生的积极性，同时通过对冠军的介绍引出本课。)

Teacher: After the study of the first three starters, I think most of the students must have known a lot of words. How many words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.

(Divide all the students into several groups and show a picture(图片略)to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.)

(Group 2 is the champion group. They can write 11 words.)

2. Introduce the champion group to the class.(引课方式贴近生活，学生易于接受)

Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourselves to us?

S1 S2:Yes.

S1:Hello.My name is Li Lei. Nice to meet you.

Ss: Hello, Li Lei. Nice to meet you ,too.

Ss: Hello! What’s your name?

S2:I’m Sun ping. How do you do?

Ss: How do you do ?

Step Two: Drills.

1. Make introductions.(通过句型的操练使学生更加熟练掌握所学的句式。)

Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.

Example:

Sa: Hello! I’m Li Lei. What’s your name?

Sb: My name’s Zhang Feng. Nice to meet you.

Sa: Nice to meet you, too. And what’s your name, please?

Sc: Lin Li. How do you do?

Sa：How do you do?

2. Listen and number the conversations.

Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A.

(Students listen to the tape and give the right answers.)

Step Three: Make friends.

1. Make new friends.(用谈话的方式完成任务，生动活泼，同时更容易向学生进行美德教育。)

Teacher: Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK?

Ss: OK.

Example:

Sa: This is my new friend. His name is Sun Nan.

Sb: Hello, Sun Nan. Nice to meet you.

Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu.

Ss: How do you do?

Sd: How do you do?

(Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.)

2. The New comers.(以表演的形式完成，使课堂气氛达到高潮。)

Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are here. Let’s give them a warm welcome.

(Three “foreign”students come in and all the students clap warmly.)

Teacher: It’s their first time to come to China. Would you like to listen to their introductions?

Ss: Yes.

(Three students can make introductions and act out the dialogue vividly.)

Step Three: Sum up.

Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life.

Homework

“How do you meet new visitors at home?

period Two

课前准备

教师：准备歌曲磁带(歌词)、情景图片及上课所需表格。

学生：需要向父母了解自已名字的含义。

教学设计

Step One: Revise the sentence patterns.

1. Sing an English song.(用唱歌的方式既带动了气氛，又复习了所学内容。)

Teacher: Yesterday we’ve known each other already. Do you remember your new friends’names? If you do, let’s sing the song “What’s your name?”.

Hello! Hello! What’s your name? My name’s Gina.

Hello! Hello! What’s his name? His name’s peter.

Hello! Hello! What’s her name? Her name’s Anna.

2. Listen to the conversations and finish the exercises.

Teacher: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information.

(Students listen to the tape and give the right answers.)

3. Act out the dialogues.(在特定的情景下表演对话更符合实际，更贴近生活。)

Teacher: Now you’ve known something about introductions and greetings. But if you are in other places, how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends?

(Students can choose any picture they like and act out the dialogues.)

Example:

(At a party)

Sa: Hello! I’m Lucy Green. What’s your name?

Sb: My name is Kate Brown, Jim’s classmate. Nice to meet you.

Sa: Nice to meet you, too. I’m Jim’s sister. Welcome to Jim’s birthday party. Make yourself at home.

Sb: Thanks, I will.

Step Two: Choose English names.

1. play a name game.(有效引出“英文名字”这一主题。)

Teacher：As we know, everyone has a name. Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game. The winners of the game will get English names.

Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates' names.

Example:

S1: My name’s Tony.

S2: His name’s Tony. My name’s Linda.

S3: His name’s Tony. Her name’s Linda. My name’s Nick.

S4: His name’s Tony. Her name’s Linda. His name's Nick. My name's Kim.

S5:…….

2. Choose English names.

1).Find out first names and last names.(用小组的方式完成名字的识别。)

Teacher: Congratulations to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts: first name and last name. Look at the box, can you classify them according to the demands?

Jenny Gina Alan Mary Jim Tony Tom Bob Mike

Green Miller Jack Smith Brown Linda Nick Kim Hand

period Three

课前准备

教师：准备所需的歌曲磁带、名片样本及各项表格。

学生：制作名片所需的纸张、画笔等。

教学设计

Step One: present the English numbers.

1. Sing the song “Ten Little Indian Boys”.(歌曲欢快有趣，比起单纯教授单词更为有效。)

Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do?

S1: A telephone call.

T: But you don’t have their telephone numbers.

S1: Ask for their telephone numbers.

T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”.

Words

One little, two little, three little Indisns,

Four little, five little, six little Indians,

Seven little, eight little, nine little Indians,

Ten little Indian boys.

(After singing the song, tell the students not to forget “zero”.)

T: Count the number together from zero to nine.

S2: Zero…

2. Listen to the conversation and write the telephone number.(通过听力复习单词。)

Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down?

(Students listen to the recording of 1b in Section B and give the answer.)

Step Two: Drills.

1. Make a survey about your partners’ telephone numbers.(调查组内成员的电话号码，重点练习所学句式。)

Teacher: Thank you for your help. But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart.

Name

Telephone numbers

Li Lei

Liu Yu

Lin Fang

Yin Kailin

S1: Hello, Liu Yu. What’s your telephone number?

S2: My telephone number is …

S1: Oh, thank you. What about yours, Lin Fang?

S3: It’s…

S1: … And may I know your phone number, Yin Kailin?

S4: …

S1: Thank you very much. Oh, I nearly forgot. My telephone number is…

2. Report it to the class.

(After the survey, every group can choose a student to report the survey result to the class.)

Example:

My telephone number is… Liu Yu’s phone number is… Lin Fang’s telephone number is… Yin Kailin’ s phone number is…

3. Listen and match the names and telephone numbers.(制作电话号码簿这一任务能够大面积调动学生装的参与意识。)

Teacher: I will play the recording twice. The first time just listen. The second time, write the letter of the person’s telephone number in the space after that person’s name.

(Students listen to the tape .)

T: Next, I’ll play the recording again. This time, fill in the missing numbers.

(Students listen to the tape again .)

T: Can you find out whose telephone numbers they are ?

S:…

4. Make an address book.

Teacher: The new term begins. Our class needs an address book to contact each other. Now we can put all the information together and then we can have our own address book. pay attention to the address book headings “Names” and “phone numbers”. Now work in groups of six and ask your group members “What’s his /her name? And What’s his/her phone number?”

Step Three: Make an ID card.

1. Show some different ID cards to the class and try to enjoy them.(向学生展示不同种类的名片，一方面开阔学生眼界，一方面便于学生找出名片所含内容。)(引导学生有效搜集名片上的信息，提高学生的阅读能力。)

Teacher: Now our class has a very useful address book. We can use it to talk with others on the phone. But for most adults, ID cards are more important because they are easy to take along. What’s more, they are very enjoyable. Sometimes they can show the owners’ special personalities. Look at the ID cards below and try to enjoy them.

Teacher: From the cards above, what can you find out ?

S1: It must have a person’s name…

S2: Sometimes it has a motto.

T: Yes, It must have a person’s name, postcode, telephone number, home address and e-mail address. So if you have a chance to make an ID card, you must think about all the above. But before you make your card, first let’s learn how to get information from the card. It’s very important.

2. Read the ID card and answer the questions.(提供参考信息，但允许学生创新。)

Teacher: Look! Here’s an ID card of my friend’s. please look at it and find out some useful information about her.

FIRST NAME:

Jenny

LAST NAME:

Brown

TELEpHONE NUMBER:

535-2375

1. What’s her telephone number?

2. What’s her family name?

3. What’s her first name?

Homework

1. Students are asked to make ID Cards of their own.

Demands: A. Useful information must be included.

B. It can be designed as beautifully as possible.

C. Students may show their own personalities if possible.

personal Information

First name:________________ Last name:_________________

English name:______________ School:_____________________

Class:____________________ phone number:______________

Home address:____________________________________________________

E-mail:__________________________________________________________

Motto:___________________________________________________________

2. Find out the information about the famous person.

period Four

课前准备

教师:准备评价表、名人图片和一张个人海报。

学生：准备好完成的名片参加展览。

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