第一篇：必修三unit3-聽說課教案

The 7th Period---Listening/speaking/reading(act two)Teaching aims and demands: *Knowledge aims: 1.To get the students to know more about the whole play by listening reading and acting, and make sure the students have a full understanding of the text.2.To guide the students to have a discussion about the characters in the text.3.To guide the students to get to know the features of a play.Step 1.Lead-in

Greet the students as usual.T: We have learned the first part of the play “one million pound bank note”, can anyone tell us what happened to our hero Henry?

S: Let me have a try.Henry is an American.He came to Britain by chance and was very poor.But the honest man was very lucky.He got a million pound bank note from two rich old men, who wanted to see what would happen to him after he had the big note.T: Well done.Now our hero has got the bank note, and had a good meal for free.You see his coat is shabby, so where will he go next? S: the tailor’s

T: Do you want to know what will happen to him next? Let’s watch the next part of the play.Step 2.Watch the play “at the tailor’s”

After watching the film clip, the teacher asks the students to fill in the blanks according to the film.After reading the letter from the brother, Henry puts it back into his coat pocket.Then he notices his coat is w____ out.So he finds a t_____ shop and goes in to get a new coat.Seeing the poor customer, none of the waiters is willing to s____ him.At last, the third waiter asks Henry to try on an ugly coat and tells him that is p______ in England at present.Before paying the money, Henry tells the rude waiter not to j____ people by their clothes.However, after Henry shows the clerk and the owner the b_________.Both the clerk and the owner were s_______.The owner p_______ to be angry with the clerk.He becomes really p______ to Henry, and wants to sell more coats to him, even though he ______ want to buy them.When Henry tells him he is moving, the owner

isn’t

s________，because

______ ______________________________________________________________________________________________________ Step 3.ActII scenes 4—meet Portia T: With the help of the one-million pound bank note, Henry got almost everything he needs without paying a cent.Then Henry meets the Heroin Portia at a big party of the upper class.T: Listen to the tape, to see how the two young people meet.And tell us what kind of person do you think Portia is? Here is the listening script.Step 4.Discussing & Acting

T: Obviously, we can see that Henry and Portia fell in love when they first saw each other.What’s more, I want to tell you that Portia is the step-daughter of Abel, one of the brothers who made the bet.After a series of stories, the play comes to an end.Could you use your imagination to create an end? You’d better work in groups of 4.Please discuss which one of the brothers win the bet, whether Henry and Poria can get together, if Henry wins, what kind of job will he get.After discussing, please act the end out.Rules of acting the play: two play as the brothers, one as Henry and one as Portia.S: various of ideas.Step 5.Watching the end & Discussing Thank you for your perfect performance.Now let’s enjoy the end of the play.Pay attention to the words the bothers and Henry say.Do you agree “Money is everything”? Tell me what money is? If you get a large amount of money, is it good or bad for your life ? Step 6.Learn about the play The language of the theatre Ask the students to read some of the lines and find the features of the language.The clue of the theatre Clue is another characteristics of a theatre or a play.What is the clue of the whole story? S: the bank note.T: Good.From the very beginning to the end, the whole story is all about the bank note.How it changes Henry’s life, how it shows all the people’s real mind, how it leads to a love story, and how it affects our attitude towards money.T: the bank note is the clue, and also the centre of the conflicts.Step 7.Appreciation of the whole play If time permits, the teacher can show the students the whole movie.Step 8.Homework Make up the middle part of the story.Pay attention to the play conflicts, and the language of different characters.

第二篇：必修3 Unit5聽說課教案

Unit 5 Canada—“The True North”

Listening, Speaking and Writing Listening

Step 1 Listening 1 Listen to the tape and then Complete these sentences with correct information.Hand out the listening material and listen to the tape ,then ask them to complete the passage Step 2 Listening on 69 Listen to the tape and do the True or False

1.Friends in Canada invited the two cousins to dinner at a restaurant.False 2.They could not talk about all the geography of China because it is too big.True 3.China is over 7,000 kilometres from east to west.False 4.Many rivers in China come from the mountains in the west.True 5.The Gobi Desert is like the grasslands in Canada.False 6.The Great Wall cannot keep the dust of the desert away from Beijing.True 7.Canadian people cannot talk with their neighbouring country because they do not speak English.False 8.Both China and Canada have world-famous waterfalls.False Step 3 Listening text Listen to the tape again and complete the passage Step 4 Homework

Read the listening text and remember the information about Canada

Speaking and writing Step 1 Warming up Show the students some questions to discuss Which official language do you think most people speak? Why do you think so? Why would you want to know that? Is it important to know that? Why is the Chinese language growing so fast in Canada? Can you answer the question “ what is a Canada?” Step 2 Talking on page69 Imagine that you and your partner are Li Daiyu and Liu Qian.You have visited many places from west to east as well as Iqaluit.What would you talk about when you travel? Step 3 Writing Write a report for Li Daiyu or Liu Qian First give the sample of the report Step 4 Writing Task on Page74 Show the map of China and discuss something of the map Then give the sample to the students Sample Tour Plan Step 5 Homework 1.Write a passage.Introduce our hometown to the visitors.In what direction is it of the capital of our province? What does a visitor can see and hear in our hometown? 2.Finish summing up on Page40 after class.

第三篇：聽說課教案

What is the matter? 1.The analysis of teaching material: For eight grade students, we should based on the knowledge students already studied.I use all kinds of targets to teach and let them master the words of diseases.I forced students do a roll play who imitating the procedure of seeing a doctor.With this , can raise students interest and make students lead the class.2.The Analysis of the Students: In this period students are lively, active and have strong curiosity, so they are eager to express in English.Their ability to imitate and remember is particularly strong.3.Teaching objectives 3.1 Knowledge Objectives:

1)Be able to master the pronunciation, meaning and spelling of the names of diseases: fever, sore throat, sore back;stomachache, headache, toothache, cold, cough;

2)Be able to learn the expressions of giving advice: lie down and rest, drink hot tea with honey, see a dentist, take this medicine;

3)Be able to talk about health problems by using “What’s the matter? I have a…” and give advice by using “You should…You shouldn’t…”

3.2 Ability Objectives:

1)Be able to talk about one’s health problems and give advice fluently;

2)Be able to role play doctor and patient;3.3 Moral Objectives:

1)Improve the cooperative spirit through pair work and role playing

2)Care more about yourself and your family members’ health.4.Teaching focus and difficult points: students should master the words about diseases and can give considerable advises.The teaching Focus

1.Master the names of diseases: fever, sore throat, sore back;stomachache, headache, toothache, cold, cough;

2.Can give some considerable advises: lie down and rest, drink hot tea with honey, see a dentist, take this medicine;

2.Talk about health problems by using “What’s the matter? I have a…”and give advice by using “You should… You shouldn’t…”

The Teaching Difficulties

1.Students may find it difficult to remember all the target new words in the class;2.Students may find it difficult to give considerable advice to the certain disease because of their limited life experience.5.Teaching methods: Communicative language teaching.6.Teaching aids: blackboard, multimedia, chalk, eraser and so on.7.Teaching procedures.Step1: Warming up:

1.First greet students and start the class.2.Presentation of pictures about medical instruments(ward, sickbed, operating room).3.Let students recognize these pictures and ask them:” Where they can see these medical instruments?” and students will say:”in hospital”.Step2: Presentation of pictures about diseases 1.Then get students to guess the diseases..When I do an action, ask students: “What’s the matter?” For example, when I put my finger on the stomach, ask students: “What’s the matter with me?” Help students say: “I’m not feeling well.I have a stomachache.” Then teach the other target words: fever, sore throat, toothache, sore back in the following way: Put my finger on the other part of body and get students to ask: What’s the matter? Then get other students to guess the problem.2.Use body language to guide students to guess another two names of diseases: cold, cough.3.Show students pictures of diseases half hidden, and get students to guess the names of diseases: fever, sore throat, toothache, sore back, cold, cough.Design Description: use pictures, can arouse the curiosity of students to actively participate in teaching activities, the teaching of word mode is simple and intuitive, easy to be accepted by students.Grade eight students love speculation activities, so using the half cover images allows students to consolidate the learned words.Step3: Pair workLet students talk to their desk-mate and use question and answer.Put finger on the part of a student’s body and ask: “What’s matter?” and guide him to use the pattern: I’m not feeling well.I have a… Then ask students to work in pairs and talk about health problems by using the target language: What’s the matter? I’m not feeling well.I have a …

Design notes: pairs practice can stimulate student participation, expand participation, and enable more students to speak English.Step4 Presentation of expressions of giving advice.Tell students that I have a cold/cough, ask them: What should I do? Students may give different answers, collect their answers and help them to use: You should/shouldn’t do… Then show some pictures of other diseases mentioned before and ask them to give advice to each

problem by using target language: You should/shouldn’t do… During this activity, some phrases will be learned: lie down and rest, drink hot tea with honey, see a dentist, drink lots of water, take some medicine.Design Description: to show students pictures about the disease, it can not only help students to review the new knowledge, but also can naturally introduce a new topic for disease advice.Then, through between male and female disease to carry out said matching game recommendations, stimulate the enthusiasm of students, and consolidate the sentence.At the same time.The student growth related knowledge, strengthen the awareness of health.Step5 Group work

Ask students to make a five-people group, one of them is a doctor, one is doctor assistant, the rest of them are patients.Ask the students to role play the dialogue above.Then ask several groups to perform before the class by using some tools: bandage, a uniform, a stethoscope.Ask other students.8.Homework: Let students recite these words and the text.

第四篇：聽說課教案

Teaching

plan

一、Background information

Teacher： Miss Qin

Students： 40

Grade：seven

Age： 13-14 years old

Lesson duration：40mins Teaching contents： unit1, what are you going to do at the weekend? Module 3

student’s book 2

二、教材分析

1、教材內容：本模塊圍繞 計劃 這個話題展開的，從同學們的周邊環境入手，從而達到可以計劃自己要做什么事情

2、本節課為本模塊的第一單元，教學內容包括教材14—15頁的 speaking and listening.學生在老師的引導學習下知道一些重要的單詞，短語。和能夠自然地運用這些短語進行對話。能夠計劃短期的行程

三、學生分析

本節課授課的對象是初一下冊的學生，全班共40人，男生20個，女生20個，剛進入初中的青少年，對于新的知識有著很大的好奇心和求知欲，并有一定的獨立性，但也有貪玩的心理，所以這節課的主體是學生，通過以前已有的知識和新知識的輸入，能夠簡單地進行談論自己的周末計劃

四、teaching aims;

1、knowledge aims ⑴ New words：

plan

revise picnic

test ⑵New phrases：

check email

revise for

have a picnic ⑶Structures：

be going to+動詞原形表達一般將來時 2 Ability aims： be able to use the structures to make a dialogue

五、Teaching strategies： communication approach, audio-lingual approach

六、teaching aids： PPT

blackboard

tape

七、teaching procedures Step 1：Lead in T：Class begin

S: Stand up.Good morning, Miss Qin T： Good morning, class.Thank you, sit down, please, look, these are my friends, we usually have a picnic at the weekend.Do you know “have a picnic”? S：No T：OK, please look at the picture, have a picnic means we can eat and drink in outside, anywhere, and you can smell flowers…now, do you know? S: Yes T: Ok, what are you usually to do at the weekend? You, please S: I usually play computer games at the weekend T: Ok, it is relaxing, what about you? S：I usually do my homework T：Yean;you are a good student, what about you? S: I usually visit my grandparents T: Good, I think you like you grandparents very much, ok, weekend is coming.This weekend, < look at PPT.>what is my plan at the weekend, do you know plan? S: Yes T: Yean, plan plan, read it, you can guess what is my plan at the weekend, can you guess? You can guess in this way.You are going to…maybe you are going to…

S: Maybe you are going to have a picnic T: Ok, what about you? S: Maybe you are going to have o party T: En it is a good idea S: Maybe you are going to go shopping T: Yean yean, I like go shopping …

T: Look ,this is my plan , read it ,louder Ok ,what is your plan at the weekend, you can answer in this way, I am going to…what are you going to do at the weekend S;I am going to get up early T: Ok.This is a good habit.You? S: I am going to… …

T: please ask and answer the question in pair, what are you going to do at the weekend? I am going to…what about you? I am going to…yean, now please do it T: Louder please, so that everyone can hear you….thank you, look at me who like do it, please two boys S: T;Thank you so much, S: T: Ok, that girl, what is your name? S: Nancy T: Nancy, you like read books right, I like read books very much, so we are friends T;So you see , my friend Nancy is going to read some books, and that is his plan, what is the plan of your friend, you can ask your friends about their plans, you should answer it use “my friend/friends is/are… he/they is/are going to…we /they are going to…OK? Ok, go do it T: You, please S: My friend is Lucy;she is going to have a piano lesson on Saturday morning.We are going to have a piano on Saturday afternoon T: Ok.Who is Lucy? Ok your weekend is very interesting, what about you? S: my friends are lily and joy;they are going to have a party.T: en, first, we are going to listen the tape, and you can finish this blanks, ok? S: ok T: are you finished it? Ok, check your answer T: look at the screen again, who can read this question? who can..just try, ok S: …

T: Good, you can read it confidently, now we can listen it and then answer question

（listen）

： Check you answer, second listen it again and choose the correct answer….check your answer.Look at the page 15, listen again and finished, then I want to choose some students to answer it T: are you finished it? Ok, check it, you? S;…

T: good, right answer, next …

T: we are finished it, ok, do you think Betty and Daming’s weekend are very great? S： Yes T：Now, please, play a role with your partner

…

T：this group, can you? Ss：…

抽取兩三組的學生進行角色扮演

T：

we have learn much about the structure and some important phrases, please work with your partner to make your own dialogue like page 14, if you have any questions, please hands up, begin ,go go go T：Who want to show your dialogue? Ok please …

T ：Any one else, this group, can you? T ：You are very good today.now we will review together, look at the picture, do you know what’s this? S：Clock T：Good, first, he is going to get up early, and then he is going to revise for his test.then he is going to buy some clothes, then he（ask students to answer it）

Homework Write down your own dialogue about how to spend your weekend

第五篇：高一英語必修一 unit3語法課教案

Book1 unit3 Travel Journal（學案）

課型：語法課

設計人：鄧婷婷 時間：2013-10-15 學習目標: 1.從本單元找出以下的重點短語并識記。

從...以后_ever since_關心；惦念__worry about____喜愛;喜歡__be fond of____ 下決心___make up one’s mind___ 讓步;投降___give in____ 通常;照例____as usual___ 2.理解并記憶文章中的語言點；

3.靈活運用句型翻譯句子并把句子整合成5句話

其中2是重點，3是難點

學習過程: 1．語言點學習

(1)When I told her the air would be hard to breathe and it would be very cold, she said it would be an interesting experience.(P18)

[句型]： 主語 + be + adj.+ 不定式 [例]： I am glad to meet you.很高興遇見你。[點撥]：1）用不定式的主動形式表達被動含義。

2）該句型中adj.常用 easy /hard / beautiful等。

此句型還可以轉換成It + be + adj.+ 不定式

[拓展]：如果要說明不定式表示的動作是誰做的，可以在不定式前加介詞for或者of。此時句型結構為

It + be + adj.+ for / of + 代詞(名詞)+ 不定式

[觀察句子] : 1)It is good of you to come and meet us.你能來看我們真是太好了。

2)It was selfish of you to do so.你那樣做真的是自私了。

3)It is necessary for us to study hard.對我們來說努力學習是必要的。

4)It is possible for them to catch up with us in a short time.對他們而言，短期內趕上我們是有可能的。

[歸納]：在”It + be + adj.+ for / of + 代詞(名詞)+ 不定式”句型中，表示的形容詞后常用of.這類詞有kind/ nice/ careless等；而表示的形容詞后常用for，如easy /difficult /possible等。

(2)現在進行時的用法 現在進行時的一般用法：

①表示正在進行的動作：She is watching TV.她正在看電視。

②表示發展中的或正在改變的情況。表示漸變的過程。

The weather is getting colder and colder.天氣變得越來越冷了。③與副詞always 連用，表示贊賞、厭煩、生氣等情緒。You are always thinking about others.你總是為別人考慮。現在進行時的特殊用法： 現在進行時態表示將來，即表示按計劃或安排將要發生的動作，但僅限于幾個表示起止動作的動詞，如：arrive, come, go, start, leave, stay, move.①I’m leaving tomorrow.我明天要離開。

②Are you staying here till next week? 你要在這兒待到下周嗎？ ③I’m going.我就走了。

④We are leaving for Nanjing tomorrow.我們明天就去南京。⑤They are coming here this afternoon.他們今天下午來這兒。

(3)It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends.（P18）

[句型]：強調句的結構It is / was +被強調成分+that/ who + 其它部分

[點撥] 1）強調距中it 不能更換；is / was 與”其余部分”的時態一致，不受被強調部分單復數的影響。

2）被強調部分可以是除以外的任何部分，如果強調的部分是人(主語),可用who,也可用that；強調的部分是人(賓語),可用whom；其他一律都用that。

(4)Although she didn’t know the best way of getting get to places, she insisted that she organize the trip properly.(P18)[點撥] 1).這是一個主從復合句。Although引導讓步狀語從句，不能再和but, and, however

連用。有時候從句的主語和be可省略.2).insist + that從句：”堅持要求(做某事)”，that從句用虛擬語氣，謂語用”

(should)+動詞原形”，3).insist on doing sth.”堅持要求(做某事)”

2,達標檢測

(1)___little boys spent ____little time planting ______many trees.D

A.So;so;so

B.Such;such;so

C.So;such, so

D.Such;so;so(2)The teacher told the students to stop _____ to him.D

A.To write and listen

B.writing and listening C.writing and to listen(3).______，but he insisted on going to school.C

A.Though he was ill B.He was ill

C.Having been ill

D.To be ill(4)He is so _______that no one can persuade him to change his mind.D

A simple

B hard-working

C fortunate

D stubborn(5).To climb the mountain is ___ hard work and to go down the mountain is ___great danger.B

A.a;a

B.a;/

C./;/

D./, a

（6）________ will be sent to Ning Xia to work as a teacher.D

A.Do you think who

B.Whom do you think

C.Do you think whom

D.Who do you think（7）There are __________ many beautiful sweaters in the shop that I can’t decide which to choose.A

A.so

B.such

C.very

D.too（8）The doctor insisted that I __________ more fruit and vegetables.C A.took B.had taken C.would take D.take