第一篇：李婷婷英語教案1

Unit3

Family members 教材簡析：

本單元的教學(xué)內(nèi)容是“認(rèn)人”，與第二單元的“認(rèn)物”有相似之處，只是將確認(rèn)物品轉(zhuǎn)化為認(rèn)識朋友的家庭成員，在結(jié)構(gòu)上仍然圍繞一般疑問句展開，詞匯在Book3A 第三單元的基礎(chǔ)上增加了七個(gè)：grandfather，grandmother , uncle ,aunt ,son ,daughter ,a friend , 新授內(nèi)容較少。在學(xué)生進(jìn)行“認(rèn)人”操練時(shí)，教師應(yīng)特別重視情景的引入，情景引入必須有助于刺激學(xué)生的交際動機(jī)，使學(xué)生自然產(chǎn)生詢問的欲望，并鼓勵(lì)學(xué)生用多種已學(xué)句型進(jìn)行操練。教學(xué)要求：

1． 能正確地聽、說、讀、寫

2．能聽懂、會說日常交際用語

Is this your ……? He’s/She’s …… , I think.Yes ,he /she is.No ,he /she isn’t.Who’s he /she ?

3.聽懂、會說單詞 grandfather、grandmother、uncle、aunt、son、daughter、friend 及詞組a family photo.4.能正確區(qū)別he 和she ,并能熟練運(yùn)用。5．能掌握單詞photo 的正確讀音。6．會唱歌曲Family song.教學(xué)重點(diǎn)：

見教學(xué)要求：1、2、3、6。

教學(xué)難點(diǎn)：

見教學(xué)要求：2、3、4、5。教學(xué)安排：

第一課時(shí)：A部分 1、3 兩幅圖，B 部分單詞grandfather、grandmother.第二課時(shí)：A部分2、4兩幅圖，B部分單詞uncle、aunt、son、daughter.第三課時(shí)： C、D 部分。第四課時(shí)： E 部分，練習(xí)冊。教具準(zhǔn)備：

家庭照、圖片、教學(xué)掛圖。

The first period Teaching Contents : Vocabulary : a family photo ,grandfather ,grandmother.Patterns : Is this your father /……? Yes ,he /she is.No ,he /she isn't.Who’s he /she ? He’s /she’s my … Teaching Aims:

能聽懂、會說單詞 grandfather ,grandmother 和詞組a family photo.能聽懂、會說日常交際用語Is this your ……? He’s /She’s …… Yes ,he /she is.Who’s he /she?

Teaching Steps : Step1 Warm-up : a.Greetings.b.Free talk.What’s this /that on /in the …? It's a … What's this /that in English ? Step 2 Presentation and practice.a.Learn to say : a family photo ,grandfather ,grandmother.The teacher shows the family photo.T: Look ,this is my family photo.Read after me ,please.A family photo.T: Please introduce your family members.S: This is my father /mother …

T: Look at my family photo ,listen to me carefully.Look ,this is my grandfather.Grandfather is father’s father.Understand? The Ss learn to say: Grandfather.He’s my grandfather.T: Grandmother is mother’s /father’s mother.(走到一位學(xué)生面前，指著一位老人的照片問)Who’s she ?(引導(dǎo)學(xué)生回答)S：She’s my grandmother.b.Practice in pairs.(用各自的照片練習(xí)對話： Ｗho’s he /she ?He’s /She’s my …

c.Learn to say: Is this your…? Yes he/she is.No ,he /she isn’t.T: Is this your book? S: Yes ,it is.T: Is this your pen ? S: No ,it isn’t.T:(指學(xué)生的照片問)Is this your father ?（引導(dǎo)學(xué)生回答）S:Yes ,he is /No, he isn’t.T: Is this your sister ? S:Yes ,she is /No,she isn’t.Play a game : Think and guess.兩個(gè)人一組帶著照片到講臺前，一人蒙上雙眼，猜對方手中所指的是哪一位家庭成員。e.g Sa: Who’s she ? Guess please.Sb: Is this your sister? Sa : No, she isn’t.Sb: Is this your mother ? Sa: Yes ,she is.Step 3 Have a rest.a.Listen to the song: Family song.b.Try to repeat.(說出聽到的家庭成員類單詞)Step 4 Consolidation.a.板書： Ｕnit 3 Family members.b.Open the book page 18.Look at the picture1 and picture3.c.Discuss: What are they saying? d.Listen to the tape and repeat.e.Read after the tape.Step 5 ENDING.Design:

Unit 3 Family members grandfather grandmother father mother brother sister He’s my … She’s my …

The second period Teaching contents : A.Vocabulary : uncle ,aunt,son,daughter.B.Patterns : This is …, I think.She’s /He’s …, I think.Teaching Aims : 能聽懂、會說單詞：uncle ,aunt ,son ,daughter.能聽懂、會說日常交際用語：This is …, I think.She’s /He’s …, I think.Teaching Steps: Step1 Free talk and motivation.Free talk.T: Hi ,boys and girls.How are you?

Ss: Fine ,thank you.And you ? T: Me ,too.Hi ,Li Yang.Who’s she? /Is this your …? Li : She’s ……/Yes ,she is /No ,she isn’t.She’s … 師生之間，學(xué)生與學(xué)生之間用上節(jié)課所學(xué)句型對話。2．Sing a song: Family song.Step2 Presentation and practice.Learn to say the new words.T: Your uncle is your father’s /mother’s brother.Please introduce your uncle to others.S:(走到其他同學(xué)面前介紹)Look ,this is my uncle.教師指著一位學(xué)生手中的照片： This is your uncle ,I think.Yes or no ? 指導(dǎo)學(xué)生應(yīng)答語： Yes ,he is /No ,he isn’t.2.Practice in pairs.S1: This is your mother /father /brother /sister /…, I think.S2: Yes ,she /he is.No ,she /he isn’t.3.同法教學(xué)單詞 ：aunt ,son ,daughter.Look at the picture.(Picture4)Discuss: Who are they ? What are they saying? Listen to the tape and try to repeat.(She’s your grandmother ,I think.Yes ,she is.)Step 3 Have a rest.Play a game.(Who’s missing ?)請幾位學(xué)生分別戴上

grandmother ,grandfather ,father ,mother ,aunt ,uncle 的頭飾站到講臺前，進(jìn)行小組比賽。每組選出一人背對同學(xué)，讓帶頭飾的學(xué)生互換位置重新排列后讓其中一位躲起來，各組代表快速判斷Who's missing ? Step 4 Consolidation.Listen to the tape: B Look and learn.The third period Teaching Contents: C.Look and says: Is he /she your …? Yes ,he /she is.No,he /she isn’t.Who’s he /she ? He’s /She’s my … D.Look ,read and write : Ee Ff.Teaching Aims: 能正確地聽、說、讀、寫字母Ee Ff.能熟練地在情景中運(yùn)用日常交際用語：Is he /she your …? Yes ,he /she is.No, he /she isn’t.Who’s he /she ? He’s /She’s my …

Teaching Steps : Greetings.Sing a song: ABC song.Free talk.T: What’s this in English ? S1:It’s a family photo.T: Who's he /she? Is this your…?

S2: He’s /She’s … Yes ,he /she is.No ,he /she isn’t ….Step2 Look and say.1.Show the wall picture 1.Discuss: a.Who are they ? b.What are they saying? e.g A: Who's she?/ Is this your daughter ? B: She’s my daughter ,Nancy./Yes ,she is.2.Group work.3.Check.Step 3 Presentation.Show the cards : Aa Bb Cc Dd.抽讀字母卡片。學(xué)習(xí)Ee Ff 的發(fā)音及寫法。a.The Ss read the letters after the T.b.The Ss learn to write the letters : Ee Ff.c.教師范寫指導(dǎo)。d.學(xué)生練寫。

Step 4 Work: Copy the new letters four times.Design : Unit 3 Family members

The fourth period Teaching Contents : E Fun house : Listen and number.Make an album.Sing a song : Family song.WB Unit 3 Teaching Aims : 能熟練掌握本單元所學(xué)的字母、單詞及詞組。能較熟練地運(yùn)用本單元所學(xué)的日常交際用語。會唱歌曲 Family song.Teaching Steps: Step1 Free talk and motivation.Greetings.Think and guess.e.g T: Father’s father.S1 : Grandfather.T: Father’s brother.S2:… Free talk.What’s this /that in English?

Is this /that a …? Yes ,It is./No, it isn’t.Is this /that your …? This is your …,I think.Who's he/she ?

Step2 Revision.1.漢譯英。

a.看，這是一張家庭照。（Look ,this is a familyphoto.）b.這是你的爺爺嗎？（Is this your grandfather ?）c.不是的。（No ,he isn’t）

d.我想，她一定是你的阿姨。(She’s your aunt ,I think.)2.聽寫字母。

Step 3 Listen and number.1.Listen to the tape and number.2.Check.Step 4 Make an album.分為五步進(jìn)行，注意引導(dǎo)學(xué)生在制作過程中充分發(fā)揮創(chuàng)造力，培養(yǎng)學(xué)生的動手能力，邊貼照片邊介紹家庭成員，在學(xué)習(xí)中培養(yǎng)孩子熱愛父母以及家庭其他成員，尊老愛小，熱愛生活。

Ｓtep 5 Sing a song : Family song.利用課件做成家庭相冊，讓學(xué)生把自己家里的照片上傳到教師的郵箱，還可以出現(xiàn)蠟筆小新的一家，小丸子的一家，家有兒女的一家等，激發(fā)學(xué)生的學(xué)習(xí)熱情，符合學(xué)生心理發(fā)展，拓展所學(xué)句型，學(xué)以致用。教學(xué)反思：

蘇教版牛津小學(xué)英語的教學(xué)任務(wù)是以單元為一個(gè)主題，而本

單元的主題是家庭成員，教學(xué)內(nèi)容是“認(rèn)人”，在學(xué)生進(jìn)行操練時(shí)，教師要特別重視情景的引入。讓學(xué)生感興趣，貼近學(xué)生的實(shí)際生活，使學(xué)生自然產(chǎn)生詢問的欲望，傳統(tǒng)課堂讓學(xué)生帶照片來介紹，缺點(diǎn)是有的孩子帶來的照片太小，人物介紹的時(shí)候，其他學(xué)生看不清楚，也無法提出問題，句型得不到有效的操練，現(xiàn)在讓學(xué)生把自己的照片發(fā)到教師郵箱，教師有選擇的展示一些學(xué)生的照片，學(xué)生可以清楚的看到照片內(nèi)容，節(jié)約了時(shí)間，提高了課堂效率。還可以拓展學(xué)生喜歡的蠟筆小新一家，小丸子一家，多啦愛夢一家，家有兒女的一家等，學(xué)習(xí)最大的樂趣就是貼近生活的實(shí)際，能學(xué)以致用。

第二篇：英語教案1

Unit 1 Making a difference

Class3.4 Grade2

Sept.1 Teaching Goals:

1.Talk about science and Scientists 2.Learn more about the Infinitive 3.Practise describing people and debating

The First Period Teaching Aims: 1.Learn and master the following words: Inspiration, perspiration, undertake, analysis, obvious, within, quote 2.Talk about science and scientists.3.Listen to the description of some scientists.4.Do some speaking, describing people and debating.Teaching Important Points: 1.Train the students’ listening ability by listening practice.2.Train the students’ speaking ability by talking about science and scientists, describing people and debating.Teaching Difficult Points: 1.How to improve the students’ listening ability.2.How to help students finish the task of speaking.Teaching Methods: 1.Warming up to arouse the students’ interest in science.2.Listening-and-answering activity to help the students go through the listening material.3.Individual, pair or group work to make every student work in class.Teaching Aids:1.a multimedia 2.a tape recorder 3.the blackboard Teaching Procedures: Step I Warming up(10mins)1.T: There are many outstanding scientists in the world, who made great contributions to society and science.Now look at the pictures on page 1, tell me what are these scientists famous for?(Bb)Scientists Contributions Maria Curie Radium /Polonium Albert Einstein The Theory of Relativity 2.T: Well done.I think you are all interested in science and scientists.What do you think makes a successful scientist? Have a discussion in pairs or groups of four.Then report the results of your discussion.(It is the way he uses his tools that makes a successful scientist.A successful scientist must have much imagination and intelligence and he must be creative and hard-working.A successful scientist must be confident, curious and careful.But what I like to know is what made him/her interested in science…)

T: Now look at the quotes on page 1.do you know what they mean? And do you agree? 天才就是百分之九十九的汗水加上百分之一的靈感。想象力比知識更重要。生活中沒有什么可怕的東西，只有需要理解的東西。分析明顯存在的事物需要非凡的頭腦。

你不可能把一切教給一個(gè)人，你只能幫助他在他自己的認(rèn)知范圍內(nèi)去發(fā)現(xiàn)和了解事物。T: Do you know any other quotes about science and thinking? Wisdom is only found in truth.--Johann Wolfgang von Goethe.Knowledge is power.–Francis Bacon.Step II Listening(10mins)T: OK.Now lets do some listening practice on P2.We are going to listen to the descriptions of some famous scientists.Read the requirements by yourselves quickly.Listen to the tape for the first time to get a general idea, and then try to finish the exx.Step III Speaking(12mins)T: Now let’s look at the speaking part on P2.Work in groups of five.Each group member represents a branch of science, eg biology, maths, chemistry, physics, computer science.You are going to debate each other to see which branch of science is the most important and useful for society.First you should decide who will represent each branch and then prepare your role card to debate.You can use the expressions.Step IV Language points(15mins)1．It takes a very unusual mind to undertake the analysis of the obvious． 分析明顯存在的事物需要非凡的頭腦。(1)undertake(undertook，undertaken)vt．承擔(dān)(工作，責(zé)任等)，承辦+名詞

例：He undertook the difficult task willingly． 他欣然承擔(dān)那項(xiàng)困難的工作。will undertake the responsibility for you． 我會為你負(fù)起責(zé)任。vt.著手，進(jìn)行，企圖+名詞

例：He undertook a new experiment． 他著手一項(xiàng)新的實(shí)驗(yàn)。

(2)analysis復(fù)數(shù)形式andyses．a(chǎn)nalyse vt． A chemical analysis化學(xué)分析

We made a careful analysis of the problem． 我們仔細(xì)分析了那個(gè)問題。

(3)obvious adj.(more obvious，most obvious)明顯的，明白的，顯而易見的 obviously adv．

例：He told her an obvious lie． 他對她扯了一個(gè)明顯的謊言。It is obvious that…．…是顯然的。

例：It is quite obvious that he didn't do it himself． 顯然他沒有親自去做。

It seemed obvious that he suffered from a bad cold． 顯然他得了重感冒。

2．There is no doubt that． 毫無疑問 ．． 例：There is no doubt that our team will win． 我隊(duì)獲勝是毫無疑問的。

I don't doubt that we will win the game．(否定句用that)我不懷疑我們將會贏得這場比賽。

Do you doubt that he has passed the final examination ?(疑問句用that)你懷疑他已通過期末考試了嗎? I doubt whether he is the best man for the job．(肯定句用whether)我懷疑他是否是擔(dān)任那項(xiàng)工作的最適當(dāng)人選。

Homework Preview the reading material.Review the words and expressions in this period.Unit 1 Making a difference

The Second &Third Period Teaching Aims: 1.Learn and master the useful words and phrases.2.Train the students’ reading ability.3.Let the students learn from Stephen Hawking.Teaching Important Points: 1.Master the following phrases and sentence pattern: work on, go by, be engaged to, go on with sth, dream of, turn out There is no point(in)doing sth.2.Enable the students to understand the text better.3.Improve the students’ reading ability.Teaching Difficult Points: 1.How to make the students understand the reading text better.2.How to make the students understand the following sentence.There didn’t seem much point in working on the PhD.Teaching Methods: 1.Scanning the text to get some information about Hawking.2.Careful reading to answer some detailed questions.3.Discussion after reading the passage to make the students learn how to use the scientific method to solve the problem.4.Individural, pair or group work to make every student work in class.Teaching Aids:1.a computer 2.a tape recorder 3.the blackboard Teaching Procedures: Step I Lead-in and Pre-reading（15mins）

T: Yesterday we learnt some quotes from some scientists.Now look at the picture.Do you know who the person is?(Stephen Hawking, one of the greatest physicists of our time, A Brief History of Time)Today we are going to learn a passage about Stephen Hawking.It will tell us Hawking’s determination, thoughts and some theories.First let’s learn some new words and phrases.Then turn to P3.Look at the questions in Pre-reading quickly and then scan the text as quickly as possible and find the answers to them.Answers:1 Because he wanted a job.2 Hawking became famous in the early 1970s, when he and American Roger Penrose made new discoveries about the Big Bang and black holes.3 In 2002, Hawking visited China and spoke to university students in Hangzhou and Beijing.Step II Reading(30mins)T: Well done.Now read the passage once as carefully as possible.Then answer some detailed questions on the screen.You may discuss them in pairs if necessary.What did Stephen Hawking do when he was told that he had an incurable disease? 1.How would most people feel when they were told that they had incurable disease? 2.What did Hawking write in 1988? 3.What did Hawking explain in the book ? 4.According to Hawking, how do people misunderstand science? 5.What are the basic steps of the scientific method? 6.What is it that Hawking doesn’t like about his speech computer? Step III language points There didn't seem much point in working on my PhD—I didn't expec to survive that long? 取得博士學(xué)位對我來說沒有什么意義，我沒有期望活那么久。PhD(Doctor of Philosophy)指―博士學(xué)位‖

There is no point in doing sth．表示―做某事沒有作用或沒有意義‖。例：There is no point in arguing further． 繼續(xù)爭執(zhí)下去沒有意義了。

There is no point in protesting．It won’t help much． 抗議沒有什么用處，于事無補(bǔ)。

that在此處為副詞，意為―那么‖，可以修飾形容詞。this也有此用法。例：I didn't expect he was that rude． 我沒料到他會那么粗魯。

I have never been out this late before． 我從未在外面呆到這么晚過。

Please cut my hair about this much． 請把我的頭發(fā)剪掉這么長。

4．Yet two years had gone by and I was not that much worse． 但兩年過去了，我的情況卻沒那么糟糕。Go by意思是―(時(shí)間)過去‖。

例：Time went by so quickly．We are already at the end of our summer holiday． 時(shí)間過得真快，轉(zhuǎn)眼我們已經(jīng)要結(jié)束暑假了。

Thirty years went by and her hair was beginning to turn gray． 三十年過去了，她的頭發(fā)開始變白了。

5．In fact，things were going rather well for me and I had gotten engaged to a very nice girl，Jan Wilde．

事實(shí)上，事情發(fā)展得還挺順利。我和一位非常好的女孩簡?懷爾得訂婚了。get／be engaged to sb．―與某人訂婚‖

例：Did you hear they have got engaged last month? 你有沒有聽說他們上個(gè)月訂婚的消息? Tom got engaged to Mary，whom he had met on the train． 湯姆和瑪麗訂婚了，他們在火車上認(rèn)識的。

Be engaged in(on)+n．／doing sth．從事(工作)的，忙于……的 例：She was engaged in protecting wild birds． 她從事保護(hù)野生鳥類的工作。Right now I’m engaged． 我現(xiàn)在正忙著。

be engaged(電話等)通話中的，占線中的，相當(dāng)于美國英語的busy． 例：The line／number is engaged。線路被占用。engagement n．訂婚(to)例：announce one's engagement to…宣布與…訂婚 break off one's engagement解除婚約，解約 engagement ring訂婚戒指(戴在左手無名指上)6．Scientists，on the other hand，Hawking writes，know that their job is never finished and that even the best theory can turn out to be wrong．

霍金寫到，從另一個(gè)方面說，科學(xué)家知道他們的工作是永無止境的，即使是最完美的理論，也可能是錯(cuò)誤的。

Turn out to be―結(jié)果是‖―最后的情況是‖+副／+形／+to do／+that．．

例：The weatherman said it was going to rain this afternoon but it turned out to be very lovely．

天氣預(yù)報(bào)說今天下午有雨，其實(shí)今天天氣非常好。The lecture turned out to be very dull． 講座結(jié)果很無聊。

Everything turned out well．一切順?biāo)臁?/p>

The rumor turned out(to be)true．那謠言后來證明是真的。It turned out(that)two travelers had been killed 后來證實(shí)(查明)有兩位旅客喪生。turn out vi.(為集會等)外出，去。

turn out vt.．(可分開用)關(guān)(熄滅)(煤氣，電燈油燈等)turn out vt.(可分開用)生產(chǎn)(產(chǎn)品)，出產(chǎn) 例：The factory can turn out l000cars a day． 這家工廠一天能生產(chǎn)1000輛汽車。

7．Everyone has his or her special skills and interests，and only by discovering what we do best can we hope to reach our goals and truly make a difference．

每個(gè)人都有自己的專長和興趣，只有發(fā)現(xiàn)自己的專長，我們才能期望達(dá)到自己的目標(biāo)，真正與眾不同。only修飾介詞短語或從句時(shí)，要求倒裝。

例：Only at that time did I realize its importance． 直到那時(shí)我才意識到它的重要性。

Only in this way can you make progress in your English study． 只有這樣你才能在英語學(xué)習(xí)上取得進(jìn)步。

Only when you finish your homework can you go out to play football． 只有當(dāng)你完成作業(yè)你才能出去踢球。only修飾主語時(shí)，通常置于主語之前。

例：Only you understand me．只有你了解我。

only修飾主語以外時(shí)，通常置于動詞之前(有be動詞、助動詞時(shí)，則置于其后)例：She only eats vegetables．她只吃蔬菜。

I only lent you the money．那筆錢我只是借給你(不是給你)。He only works when he's got homework． 他只在有家庭作業(yè)時(shí)才做功課。I've only seen him once． 我只見過他一次。

8．Imagine this：you are twenty-one years old and a promising graduate student at one of the top universities in the world．

想象一下這種情況：你二十一歲是世界最有名大學(xué)里的一個(gè)有希望的畢業(yè)生。imagine+名詞

例：Can you imagine life with out electricity? 你能想像沒有電的生活嗎? The gir1 tried to imagine the gentleman as her father． 這女孩試著把這位紳土想像成自己的父親。imagine+doing想像做?‖

例：I didn't imagine becoming a writer in my childhood． 在孩提時(shí)代，我并未想像成為一名作家。imagine+名(人)+doing想像(某人)做… 例：I can't imagine her marrying him． 我無法想像她和他結(jié)婚。

imagine+(that)…／wh—想像…；想…，推測(不可用進(jìn)行時(shí))例：Imagine you are a bird． 想像你是一只鳥。

Can you imagine how much 1 was surprised to see it ? 你能想像我看見它后感到多么驚訝嗎? Iimagine(that)I have met you somewhere before． 我想以前曾在哪里見過你。

Can you imagine what he is doing? 你能猜測他在做什么嗎?(Just)imagine(it)!想想看!Imagination(名)imaginative(形)promising(形)有希望的，有前途的，前途光明的 例：a promising actress有前途的女演員

9．Since then，Hawking has continued to seek answers to questions about the nature of the universe．

從那時(shí)起，霍金就繼續(xù)尋求關(guān)于宇宙特征的問題的答案。seek+(for after)+名詞 搜尋，尋找；尋求，探求；追求

例：They sought shelter from the rain．他們找尋避雨的地方。He found it worthless to seek fame． 他發(fā)現(xiàn)追求名聲是不值得的。

We must seek(for)a solution to the problem 我們必須尋求解決問題的方法。seek+名 征求，請求，He sought his doctor's advice． 他向醫(yī)生請教(征求醫(yī)生的意見)。Step IV Listening and Consolidation T: Now I’ll play the tape.You can follow it in a low voice.Pay attention to your pronunciation and intonation.Then do exx in Post-reading.Homework T: Learn the words and phrases by heart and try to use them freely and correctly.Read the text fluently and recite some important sentences.Unit 1 Making a difference

The Fourth Period Teaching Aims: Review the words learnt in the last two periods.Learn how to explain the words in English.Learn and master the usages of the Infinitive.Teaching Important Points:Master the usages of the Infinitive.Teaching Difficult Points: 1.How to help the students learn to explain words in English.2.How to help the students master the usages of the Infinitive.Teaching Methods: 1.Review method to help the students remember what they have learnt beore.2.Explanation and inductive methods to make the students master the usages of Infinitive.3.Individual work or pair work to make every student work in class.Teaching Aids:the blackboard Teaching Procedures: Step I Revision(5mins)

Have a dictation of some words and expressions..Step II Word Study(10mins)T: Now let’s do an ex to see how to explain some words in English, according to the meanings of the sentences.Please turn to P5.Let’s do the ex in Word Study.Choose the closest meaning to the underlined word in each sentence.First we’ll learn a new phrase: use up.Do it by yourself and you can discuss in pairs.Step III Grammar(15mins)

Bb:1.He hoped to visit China again.2.It took a lot of time to finish the report.3.Please give the boy sth to play with.4.He went home to see his sick mother.5.Her wish is to become a pop singer.T: Tell me the function of the underlined part in each sentence.S: No.1 is used as the object.S: No.2 is used as the subject.It is more usual to use formal subject ―it‖ and the infinitive phrase is usually placed at the end of the sentence, that is ―it is…to do sth.‖.S: No.3 is used as the attribute.S: No.4 is used as the adverbial for purpose.S: No.5 is used as the predicative.T: Now let’s do an ex on the screen.Group the infinitives according to how they are used.1.Some things need(1)to be believed(2)to be seen.2.The doctor told him that he may not have more than twelve months(3)to live.3.(4)In order to get married ,I needed a job, and(5)in order to get a job , I needed a PhD.4.Readers were pleased and surprised(6)to find that a scientist could write about his work in a way that ordinary people could understand..He traveled around the world(7)to give lectures.6.What does it mean(8)to be a scientist? 7.People who listen to Hawking’s lectures sometimes find it difficult(9)to understand him.8.(10)To explain what they have seen , they build a theory about how things happen and the causes and effects.S: Subject:(8)Attribute(2)(3)Object(1)(9)Adverbial(4)(5)(6)(7)(10)Step IV Practice(15mins)T: Now let’s do some exercises on P6, Ex2 and Ex3.Rewrite the sentences with ―to be done‖ or ―to have been done‖.He wanted the nurses to take care of the patient.—He wanted the patient to be taken care of.Because ―the patient‖ is the logical object of ―take care of‖, the passive infinitive should be used in the second sentence.The car was reported to have been stolen.But when the action expressed by the Infinitive happens before the predicate, the perfect infinitive should be used.Homework Finish all the exercise in Grammar.Preview the content in Integrating skills.Unit 1 Making a difference

The Fifth Period Teaching Aims: 1.Revise the language points and grammar—the Infinitive.2.Learn and master the following phrases: take a look at, what if, the other way around 3.Do some reading and writing practice to improve the students’ integrating skills.4.Learn how to write a descriptive paragraph.Teaching Important Points:

1.Improve the students’ integrating skills.2.Help the students write a descriptive paragraph.Teaching Difficult Points: 1.How to help the students understand the passage better.2.How to help the students learn to write a descriptive paragraph.Teaching Methods: 1.Doing exercise to revise what we’ve learnt before.2.Asking-and-answering activity to go through the reading material.3.Discussion to help the students understand the passage better.4.Individual, pair or group work to make every student work.Teaching Aids:1.a computer 2.a tape recorder 3.the blackboard Teaching Procedures: Step I Revision(10mins)T: We know that the infinitive can be used as the subject, object, adverbial and so on.Now let’s do some exerciseto see if you have mastered them well enough.Look at the screen.1.(1)To learn about the universe , you need(2)to have a telescope(3)to observe the stars with.2.It takes time(4)to know a man.3.Please remember(5)to bring me a book.4.I’ve got a lot of work(6)to do.5.(7)In order to catch the first bus ,she got up early.6.It is important for us(8)to learn English.Subject:(4)(8)Object:(2)(5)Attribute:(3)(6)Adverbial:(1)(7)T: Let’s do another ex.Fill in the blanks, using the Infinitive.1.The goal of Stephen Hawking’s research is to and to is his biggest dream.2.The doctor thought he only had three more years to , which turned out.3.We took a taxi to.We hurried there, only to.We were unhappy to.4.He studied hard to.5.Lunch is ready.Let’s stop to.T: Now let’s revise the useful expressions.Do an ex to see whether you have mastered them well.1.He one day becoming a famous violinist.2.Tom Ann.3.Two weeks slowly.4.His suggestion to be a good one.5.He his ink.6.If we don’t finish painting the room today, we can it tomorrow.7.He a novel.Step II Reading(15mins)T: There were many scientists in the world in the past, whose discoveries and inventions can help us understand the world better.Can you say out the names of some scientists and their discoveries? T: Do you know why and how they made these important discoveries or inventions? The passage tells us what makes the scientists made their discoveries.Turn to P7.Read the passage quickly and then answer some questions on the screen.1.What’s the characteristic of Galileo Galilei?

2.Why could Stephen Hawking make contributions to science work? 3.What can be described as the ability to use knowledge? 4.What’s the most important thing if we want to make a difference? 5.How can we hope to reach our goals and truly make a difference? T: I’ll explain some expressions and sentence structures.1.take a look at 2.what if 3.the other way round 4.…it was only later that the world recognized his greatness.5.…only by discovering what we do best can we hope to reach our goals and truly make a difference.Step III Listening and Discussion(15mins)T: Listen to the tape twice.Then discuss the questions in pairs or groups.1.Of all the characteristics mentioned in the passage, which do you think is the most important? Why? 2.What do great scientists like Stephen Hawking , Galileo Galilei and Zhang Heng have in common? Find out more about them and how they work and think: What is the scientific spirit? How do scientists solve problems? How do scientists make a difference? What can we learn from great scientists?

Use the questions below to get started.What is the scientific spirit? How do scientists solve problems? How do scientists make a difference? What can we learn from great scientists? Step IV Writing(10mins)T: Who is your favourite scientists? Write a paragraph.Before writing, think about what you want to write and what the readers need to know.How can you best describe him or her? What is the most important or interesting fact about the scientist? Why do you like him or her? List an outline of the passage.Then write some useful sentences to help them.Step V Homework Go over all the important points learnt in this unit and finish your writing.

第三篇：英語教案1

英語教學(xué)計(jì)劃：

時(shí)間：2012年12月3日（周一）

地點(diǎn)：春風(fēng)社區(qū)（西）牛街街道殘聯(lián)北屋

參加人：張楊（主講人），其他人若干

內(nèi)容：英語教學(xué)

教學(xué)計(jì)劃：

進(jìn)入課堂一開始先了解一下學(xué)生學(xué)習(xí)英語的水平，先做一下自我介紹（期間可適當(dāng)用英語進(jìn)行介紹），然后讓同學(xué)們用英語進(jìn)行自我介紹

Greetings(問候)：

Hello!/Hi.Hello!/Hi你好！/喂?。ㄗ畛Ｓ玫膯柡蛘Z）

Good morning(afternoon/evening).Good morning.((afternoon/evening)早上（下午/晚上）好

How do you do?How do you do? 你好！

How are you doing? 你好嗎？I’m OK.我很好。

How are you? 你好嗎？ Fine thanks, and you? 我很好，你呢？

Nice to meet you（適用于第一次見面）很高興見到你。Nice to meet you too.Nice to see you again（適用于曾經(jīng)見過，但不太熟的人）很高興再見到你。

How have you been?（適用于有一陣子沒見面的朋友）你過得怎么樣？

Long time no see（適用于很久沒見的朋友）好久不見

How are things with you!(一切可好?)Not bad, Thanks.(不壞，謝謝。)

How are you? 與How do you do?和How are you doing?的區(qū)別是什么? 都是問候語“你好”的意思，不同的是相互問候的人之間的熟悉程度，以及答話方式

How do you do? 你好嗎？說話的兩人初次相識，而且在是在比較正式的場合下。答：How do you do.How are you? 你好嗎？說話的人相互認(rèn)識。答：I'm fine, thank you.And you?

How are you doing? 你最近怎樣？說話的人不僅認(rèn)識，還比較熟?；卮鸬臅r(shí)候可以具體一點(diǎn)，如：Not too bad, I just moved to a new place.How do you do一般是指陌生人初次見面時(shí)很禮貌的問候，生活中不太常用

How do you do更加正式，有點(diǎn)幸會的意思，而How are you 用于打招呼多一些，類似于你好嗎?/你怎么樣？

How are you doing和How are you的意思大致相同，也是詢問情況怎么樣，但是How are you doing顯得更為口語化，how are you一般是兩人長久沒有見面，或是不怎么熟悉的人的問候，而How are you doing比較口語，類似于what's up，譯為：你怎么樣？

How are you一般的回答是fine/ I am fine/ I am Ok等

Dialogue:

第四篇：英語教案1

CHANG CHUN SHI DI ER SHI YAN(TONG DA)XIAO XUE

長 春 市 第 二 實(shí) 驗(yàn)（通 達(dá)）小

學(xué)

Unit11 In the zoo 一．教學(xué)目標(biāo)：

1）知識與技能：會認(rèn)讀三個(gè)單詞，知道意思；理解句子含義，會一問一答；理解歌曲內(nèi)容，會唱

2)過程與方法：TPR、情景教學(xué)、圖片、PPT等 3）情感態(tài)度價(jià)值觀： 保護(hù)小動物

二．教學(xué)重點(diǎn)：三個(gè)單詞、三個(gè)句子、歌曲

三、教學(xué)難點(diǎn)：三個(gè)句子

四、教學(xué)時(shí)數(shù)：2課時(shí)

五、教學(xué)準(zhǔn)備：CD面包機(jī)，圖片，頭飾，小動物卡片，香蕉、紙盒箱，句型條等

六、教學(xué)過程： I.Greeting: T:Class begin

S:Good morning,Susan.T:Good morning,everyone II.Warm up T/S: T:First，Let’s do warm up,OK? S:OK!

CHANG CHUN SHI DI ER SHI YAN(TONG DA)XIAO XUE

長 春 市 第 二 實(shí) 驗(yàn)（通 達(dá)）小

學(xué)

T/S:Come Come Come on… Sit down,please.III.Review: 1.word.T:Now I have some pictures in my hands.First,let’s review.Team A/B/C competition When I take out the picture you must jump and say the word.OK? S:OK!T:six/seven/eight(T:Team A is good.I will give you an animal.)T:This time,When I take out the picture you must show me your fingers and say the word.(T:Team B is good)1.Sentences T:How to read?(Take out the sentence card put it on the board)S:I can see six rabbits.IV.New lesson: 1.words

CHANG CHUN SHI DI ER SHI YAN(TONG DA)XIAO XUE

長 春 市 第 二 實(shí) 驗(yàn)（通 達(dá)）小

學(xué)

T:Today it’s a sunny day.Where do you want to go? Let’s go to the zoo,OK? S:OK!T:Look at the big picture.what can you see? S:長頸鹿

T:giraffe.All of you ,please do the action and say the word.(2 times)Team A do the action and say the word one by one.(Put the word picture on the blackboard)T:How do you spell this word? S:G-i-r-a-f-f-e.giraffe T:Look at the picture one more time.What can you see? S：斑馬

T:Zebra.team B touch the picture with your arm and say the word.T:How do you spell this word? S:Z-e-b-r-a zebra T:Look at the picture again.What can you see? S：猴子

CHANG CHUN SHI DI ER SHI YAN(TONG DA)XIAO XUE

長 春 市 第 二 實(shí) 驗(yàn)（通 達(dá)）小

學(xué)

T:Monkey.Please Team C do the action and say the word one by one.T:How do you spell this word? S:M-o-n-k-e-y.monkey.T:Now let’s play a game.when I hit the word.you must jump and say the word.Team A.B.C competition.2.Sentences T:I will tell a story.Look at the PPT(PPT1)One day,Sue and Andy go to the zoo.What happened? T:What’s this?(Point the lion)S:Lion T:The lion often likes this ?。　?、、（do the action）But this lion it’s lovely.(do the action)T:It’s lovely(put the sentence card on the blackboard)Look at this one TS:It’s lovely.T:Everyone please look: Andy will feed the monkey a banana.but the man says:Don’t feed the animals.Andy says:I’m sorry.CHANG CHUN SHI DI ER SHI YAN(TONG DA)XIAO XUE

長 春 市 第 二 實(shí) 驗(yàn)（通 達(dá)）小

學(xué)

T:Read after me: Don’t feed the animals.(put the sentence card on the blackboard)T:Now let’s ask and answer.I will ask you will answer,please loudly.T:Don’t feed the animals.S:I’m sorry.T:Now change it.S:Don’t feed the animals.T:I’m sorry.T:Let’s practice.team A ask team B.team B asks team C.team C asks team A.Team A、B、C competition.Let me see which team is better? T:Now let’s performance the conversation.Who wants to be the man?Who wants to be the monkey? Who wants to be the monkey? 3.Song T:Look at Susan S:Chua!(3times)T:I have a giraffemonkeyzebra.What do you have?

CHANG CHUN SHI DI ER SHI YAN(TONG DA)XIAO XUE

長 春 市 第 二 實(shí) 驗(yàn)（通 達(dá)）小

學(xué)

S:I have a …

T:Now let’s sing a song.Open your books.Turn to P25.The first time read T:Now let’s sing this song.Stand up.S:One Two T/S:I have a zoo… 4.Check: T:Now let me check you one by one.(clap your hands and say)T:Which team is winner?Team A 5.T:Class is over.M:Stand up S:Goodbye Susa.T:Goodbye everyone 6.Homework Writing:Unit11 words 1line, Listening:listen to the Unit11 and Unit4 tape.一．板書：

CHANG CHUN SHI DI ER SHI YAN(TONG DA)XIAO XUE A B C Review： Words： Sentences： 6 six giraffe monkey 1.It’s lovely.7 seven 2.Don’t feed the animals.8 eight zebra I’m sorry.What can you see? I can see six rabbits.長 春 市 第 二 實(shí) 驗(yàn)（通 達(dá)）小

學(xué)

三、教學(xué)反思：

本節(jié)課按照教學(xué)進(jìn)度要求講授的是一節(jié)新課，整堂課完全按照教學(xué)流程進(jìn)行的。為了讓孩子學(xué)得更好，在課前，我做了充足的準(zhǔn)備，從教案的書寫、PPT、教具的制作，我都很用心的做了準(zhǔn)備。即便是如此，還是有很多不足：

1.出現(xiàn)了口誤Team A ask 應(yīng)該是Team A asks 2.語速稍快了些

3.選的課有些難，如果按照正常教學(xué)進(jìn)度，我們應(yīng)該將Unit5，而我選擇的是Unit11，中間跨了6單元，而這其中還有很多沒學(xué)過的知識點(diǎn)，本節(jié)課也涉及到了。4.在講授句子時(shí)，因?yàn)樽龅腜PT電腦沒有播放出來，所以影響了授課效果，導(dǎo)致孩子掌握的并不是很好，和預(yù)期的效果有點(diǎn)差距。

CHANG CHUN SHI DI ER SHI YAN(TONG DA)XIAO XUE

長 春 市 第 二 實(shí) 驗(yàn)（通 達(dá)）小

學(xué)

這次的公開課分享交流會，讓我深刻體會到了，作為教育工作者，認(rèn)真?zhèn)浜妹恳惶谜n、寫好每一次教案至關(guān)重要！要把平時(shí)的每一節(jié)課當(dāng)成是公開課，是我接下來要努力和奮斗的方向。試想如果能做到每次課后進(jìn)行反思、總結(jié)、積累，不久的將來，我也將會成為名師！

有句話說得好：不想當(dāng)將軍的士兵不是好士兵！作為教育工作者，我想說的是：要把自己打造成在語文中會講英語課的老師，在英語中會講語文的老師！不斷的學(xué)習(xí)、反思、總結(jié)，積累，為把自己打造成名師而努力！加油！

第五篇：1英語教案

大綱 Part 1 音標(biāo)

第一節(jié) 慢速朗讀句子，練習(xí)清晰標(biāo)準(zhǔn)的發(fā)音 第二節(jié) 快速自學(xué)音標(biāo)拼讀 第三節(jié) 交際中的基本語調(diào) 第四節(jié) 總結(jié)、復(fù)習(xí)Part 2 單詞

第五節(jié) 英語詞匯的分類 第六節(jié) 如何快速記憶單詞 第七節(jié) 小學(xué)英語詞匯歸類 第八節(jié) 總結(jié)、復(fù)習(xí)Part 3 基礎(chǔ)詞組

第九、十、十一節(jié) 常用詞組 Part 4 句子

第十二、十三節(jié) 英語基本句型 Part 4 日常交際

第十四、十五、十六節(jié) 小學(xué)日常交際用語 Part 5 作文

第十七、十八節(jié) 人：自我介紹，我周圍的人

第十九、二十節(jié) 事：我開學(xué)了，六一兒童節(jié)，過年，大掃除Part 6 總結(jié)