2025教案推荐 小班英语教案其七

每个老师上课需要准备的东西是教案课件，撰写教案课件是每位老师都要做的事。做足了关于教案课件的前期准备，这样学生才能很好地理解教学中的知识点。你是否正在动笔写一篇教案课件吧？小编为此仔细地整理了以下内容《2025教案推荐 小班英语教案其七》，相信能对大家有所帮助。

活动目标：

1、认识英语，激发英语的浓厚兴趣。

2、学会用英语说出五官，正确发音。

3、让幼儿感受集体生活的魅力。

4、在游戏中乐意用英语与人交往，感受一些单词和对话的使用情境。

5、培养其学习英语的积极态度。

活动准备：

1、五官单词的卡片，比如nose、 mouth、 ear等。

2、娃娃脸纸、还有五官的贴纸，欢快的音乐磁带等。

活动玩法：

开始部分引出主题

老师教会孩子们五官的英语单词。

然后老师开始进入游戏主题的问候语：Hello,boys and girls

幼儿：Hello,Miss Wang

老师：今天老师要带几位好朋友给大家认识，〈点出课件face〉，Look,whats this？

幼儿：Its face

老师：Yes,〈教师模仿face〉：“I am a face,nice to see you”

幼儿：“nice to see you too”

老师：Oh,very good 。face上都有什么呢？Who want to help me?

幼儿：眼睛、鼻子、嘴巴……

jk251.cOm扩展阅读

2025小学英语教案模板

以下是我们为您整理的一些与您需要相关的资料“小学英语教案”，谢谢关注希望我们可以成为您的好帮手。每个老师都需要在课前准备好自己的教案课件，本学期又到了写教案课件的时候了。教学目标的明确是教案设计的第一步。

小学英语教案【篇1】

Unit 12 I can swim (Ⅱ)

教学内容：

1、 课标要求掌握的单词： run, dance 及拓展单词：fly 。

2、 课标要求掌握的句型：Can you …? Yes, I can. I can … 及拓展句型：No, I can’t.

教学目标：

知识目标：学习某人能干什么的日常交际用语。句功能句：①I can … ②Can you …? Yes, I can. / No, I can’t.2.

能力目标：掌握基本句型 I can…. Can you …? Yes, I can.学习扩展句No, I can’t. 拓展词汇：fly。能进行交际，培养语言综合运用的能力。

情感目标：激发学生主动了解周围同学的事情，善于用语言进行表达，富有关心他人的童心；在活动过程培养学生合作的意识。鼓励学生大胆用英语、说英语的意识。 激发学生学习英语的兴趣。

教学重点：单词run dance 句型I can …. Can you…? Yes, I can. / No, I can’t.

教学难点：将学过的知识综合起来，培养综合语言运用的能力。

教学准备：单词卡片， 多媒体课件，调查表， 动物头饰或动物图片

教学过程：

一、 Warming up

Nod your head. Yes, yes, yes. Shake your head. No, no, no.

Raise your hand. One, two, three. Put your hand down.

Hands back, please. Look at me. Listen to me, please.

设计目的：

通过活动将学生的注意力吸引到英语课堂上。

二、 Review

1、 复习已学动物单词 (单词卡片)

教师展示动物卡片，What’s this?

2、 复习已学句子： Can you jump? Yes, I can. (播放课件)

⑴ Say the rhyme together.

T：An elephant can walk. Can you walk?

P：Yes, I can.

设计目的：

激发学生的兴趣，通过复习，唤起记忆，为新课中的交际活动做充分的准备。

⑵ 教学拓展单词fly及拓展句型 No, I can’t.

① 教师课件展示 ：一只展翅飞翔的小鸟。 (播放课件)

T: Now, look! What’s this? T: A bird can fly. Fly, fly, fly.

P：It’s a bird. P: A bird can fly. Fly, fly, fly.

T: Can you fly? 学生有可能不会回答或者只会说 No.

教师解释：会就说Yes, I can. 不会就说 No, I can’t.

教师拿句子卡片指导学生多说几遍，然后贴在黑板上。

② 操练 ：Can you fly? No, I can’t. (多种形式)

三、Presentation

一)、 run / dance

1、run (播放课件)

T: Now, look! What’s this? T: A lion can run. Run, run, run. 单词卡片学习run

T: Can you run?

P: Yes, I can.

T: Run, please! Ps run.

Practice：Can you run? Yes, I can.

2、 dance (方法同上) (播放录像)

T: What can you see? They are very happy. The animals dance well.

设计目的：将单词，放到真实的情境中结合句子学习，有利于学生对新单词的理解，符合单词教学的要求与规律，教学效果好。

3、Play a game

二)、Can you…? Yes, I can. / No, I can’t. (访问活动)

Nancy想做一个小调查，了解你能够做什么，都有什么本领。谁愿意接受Nancy的访问呢？请大家认真看，认真听，仔细学。接下来Nancy将要接收两位同学的访问。

1. 教师做访问示范： Hello, !Can you jump? …(用实物投影)

2.两名学生访问老师

3.同桌两学生互相访问并记录

4.学生展示。

三)、Sentence pattern I can… (播放视频)

1.You are so good! 同学们都能很棒。那如果请你来介绍你都有什么本领的话，你应该怎么说呢？ Look carefully. 让我们一起看看这位小同学是怎么说的怎么做的吧！

2.请同学们学着他的样子介绍一下自己的吧。

I can jump… …

3.Practice：学生边说边做动作 I can swim. … …

4.动物技能大赛 (播放课件展示一幅图)

春天来了，小动物们都跑出来享受美好的春天，它们要举行一场技能大比赛。Now look, please.

教师戴上头饰示范：I’m a bird. I can fly. 请戴上你的头饰装扮成你喜欢的小动物都来参加吧！看看谁的表演生动？

①几名学生示范

②学生在小组里活动，戴自制头饰，边表演边说：I’m a dog. I can run. …

③以小组的形式展示。

四、Sing a song

今天我们学习了用“I can….”表达自己的本领， 把它放到歌谣里。

Let’s sing together. Please sing and do the action.

五、Extension：(灵活处理，如有时间就做，否则不做。)

sing (播放课件Unit 7 Say the rhyme A little, little bird)

T: The little bird can sing. Can you sing? Sing, please! 学生唱学过的英文歌曲。

十、 Homework：

和爸爸妈妈一起唱一起做活动。

十一、Teacher’s writing：

Unit 12 I can swim. (Ⅱ)

run ①Yes, I can.

Can you …. ?

fly ②No, I can’t.

dance

说课材料

一、 教材、学情分析

1. 教材分析：本课为北师大版一年级下册学生活动手册Unit12 I can swim 的第二课时。本单元主要词汇有5个动词：jump, run, walk, swim, dance;4个名词an X-ray, a yo-yo, a zebra, a zoo。主要的功能句有⑴.Can you …? Yes, I can. ⑵.I can ….⑶.Jump, please.

2.学情分析：

⑴.通过一个学期的学习学生对英语学习有较高的兴趣，能够听懂老师的课堂组织语言，并作出相应的反应。对于本单元涉及的三个动词jump, walk, swim在一年级上册的Unit3 At school 中的Say the rhyme板块里已经接触过，知道中文意思，能够说唱韵文。功能句Jump, please.在上学期已经训练过，学生听到指令后能够做出相应的动作。两个动词run, dance;四个名词an X-ray, a yo-yo, a zebra, a zoo和功能句Can you …? Yes, I can. I can …. 从未接触过。

⑵.在第一课时的课文教学中学生初步学习了功能句Can you swim? Yes, I can.理解中文意思，大部分学生听到问句Can you swim?时，能够做出Yes, I can. 的正确回答。

二、 教学目标以及重、难点

1. 教学目标：

⑴. 知识目标：学习询问某人能干什么的功能句

①I can … ②Can you …? Yes, I can. / No, I can’t.

⑵.能力目标：掌握基本句型 I can…. Can you …? Yes, I can.掌握扩展句No, I can’t.和拓展词汇：fly。能够进行交际，培养语言综合运用的能力。

⑶.情感目标：激发学生主动了解周围同学的事情，善于用语言进行表达，富有关心他人的童心。 培养学生具有合作的意识；在活动过程中逐步学会、掌握评价机制，对待同学要有客观的评价。鼓励学生大胆用英语、说英语的意识。 激发学生学习英语的良好兴趣。

2.教学重点：单词run dance 句型I can …. Can you…? Yes, I can. / No, I can.

3.教学难点：将学过的知识综合起来，培养综合语言运用的能力。

三、 教学主环节、设计意图

(一)、热身环节，是通过活动将学生的注意力吸引到英语课堂上。

(二)、复习环节，是激发学生的兴趣通过复习唤起记忆为新课中的交际活动做充分的准备。

(三)、新授环节

⒈教学单词：run, dance使用演示文稿课件，播放录像是将单词学习放到真实情境中结合句子学习，有利于单词的理解，符合单词教学的要求与规律，教学效果好。

⒉教学功能句Can you …? Yes，I can. No, I can’t.：使用表格同学之间进行互访，通过使用信息沟，训练听和说，给学生以真实感。体现了学是为了用。同时调动了全体学生参与活动，学生在有效的时间内得到有效的训练。听和说的能力都能得到提高。

⒊教学功能句I can….：

⑴. 通过播放一个学生用句型I can….介绍自己的本领的录像，激发学生的求知欲，学生产生努力学习做自我介绍的强烈的欲望。

⑵. 动物技能大赛活动：课前学生亲手制作了自己喜欢的小动物头饰，上课的时候用学生的积极性很高。结合小学生好动的年龄特征，设计此活动，为学生创设了较为真实的交际情境。

(四)、唱一首歌：将刚学的句型I can ….放到歌曲中唱一唱，不仅是对知识的一种复习，而且能够激发学生的学习兴趣，同时还能缓解学生的疲劳。

(五)、Extension是个扩展活动，学生跟着课件说唱韵文。在Unit 7中有一段小韵文，里边含有动词sing, dance. 之后再请学生说一说本课之外学到的动词，例如，各个单元种不同板块的题目中有，经常听老师说，draw, color, listen, read, match, touch, point有的学生也学会了。学生能说多少说多少，给优秀的学生一个展示自己的机会，激发其他学生的求知欲望，激发兴趣，提高英语能力。

四、 其他要说明的问题：

学生需要真实地交际， 根据教学内容的需要，根据本班学生的能力和水平，补充动词fly,和教材中没有涉及到的功能句No, I can’t.

小学英语教案【篇2】

（精品推荐）XX届高考二轮复习英语学案--专题二 代词和数词

【典例精析】

1. （ 浙江卷） it is reported that the floods have left about _________ people homeless.

a. two thousand     b. two-thousands   c. two thousands    d. two thousands of

【解析】a 考查数词用法。量词前用基数词修饰量词保持原来形式，不变复数；如后面用of量词用复数，但前面不用基数词修饰

2.（全国卷i，30）—which of the two computer games did you prefer?

—actually i didn’t like ______.

a. both of them      b. either of them     c. none of them     d. neither of them

【解析】b句意：——这两个电子游戏你更喜欢哪一个？——实际上我连个都不喜欢。not…either…两者都不…...,是半否定，不合语境；none 指代三者以上，和第一句中的the two computer games相矛盾；d项意思相反

3.（天津卷，5）to know more about the british museum, you can use the internet to go to the library, or _______.

a. neither           b. some             c. all            d. both

【解析】d句意：为了更多地了解有关大英博物馆的信息，你可以通过网络或图书馆，也可以两者都用来获取信息。neither两者都不；some一些；all三者或三者以上都；both两者都

4.（辽宁卷，26） —could you tell me how to get to victoria street?

—victoria street? ______ is where the grand theatre is.

a. such              b. there             c. that            d. this

【解析】c句意：——你能告诉我怎么到达维多利亚大街吗？——维多利亚大街？（那）就在大戏院哪里。这里实际上是要选一个词来代替文中提到的victoria street。such 这，这些；there那儿，均不符合题意。that 可表示上文提到的不可数名词或可数名词的特指，符合题意。this明显不符题意

5. （安徽卷，21）the two girls are getting on very well and share _______ with each other.

a. little                b. much             c. some           d none

【解析】b句意：这两个女儿相处的非常融洽，她们有许多共同的志趣。本题考察不定代词的用法，little少；much多；some 一些；none没有一个，毫无。由are getting on very well“相处融洽“可知正确答案应该为b

6.（09四川）i like this house with a beautiful garden in front, but i don’t have enough money to buy__________.

a. one                 b. it                 c. this            d. that

【解析】b。 意思是：我喜欢这个前面有一个美丽花园的房子，但是我没有足够多的钱去把它买下来。第一句话中的this house表明在该语境中是特指的用法，所以答案为it，表示特指。该题容易误选one，要注意的是one表示泛指。

7.（09山东）i felt so bad all day yesterday that i decided this morning i couldn’t face ________ day like that.

a. other                 b. another           c. the other         d. others

【解析】b 考查与other 相关的单词的区别，由题意知：我昨天一整天感到很糟糕，以至于我今天早晨决定我不会面对那样的一天。是指在未来的日子中的一天，故用another.

8.（09陕西） jane was asked a lot of questions, but she didn’t answer      of them.

a. other                   b. any                c. none          d. some

【解析】b 考查不定代词。所填词与not构成全部否定，四个选项中只有any与not可以构成not any，等于none，表全部否定，故选b。

9.（09全国2卷）23. charles was alone at home, with        looking after him.

a. someone              b. anyone               c. not one       d. no one

【解析】d 考查不定代词的用法。按照句意：查理兹一人在家，没有人照顾他，依据独立主格结构d符合。

10.（09全国2 ）24。the cds are on sale! buy one and you get         completely free.

a. other                   b. others                c. one          d. ones

【解析】c 考查不定代词的用法。按照句意：此处为买一送一，表示泛指意义的同类东西，故选c符合

11.（09北京）being a parent is not always easy, and being the parent of a child with special needs often carries with ___extra stress.

a. it                        b. them               c. one         d. him

【解析】a  该句话的意思是：作为一个父母并非总是一件容易的事，但是作为一个有特殊需求的父母来说就需要有更多的额外的压力。it特指being the parent of a child with special needs这件事

12.（09上海）－wow! you’ve got so many clothes.

－but _____ of them are in fashion now .

a. all                       b. both                c. neither      d. none

【答案】d

13.（09浙江）－i’ve read another book this week.

－well, maybe _____ is not how much you read but what you read that counts.

this                b. that          c. there     d. it

【答案】d

14.（09重庆）22. over the past 20 years, the internet helped change our world in_____ way or another for the better.

a. any                         b. one              c. every          d. either

【答案】b

15.（09江苏）25. nine in ten parents said there were significant differences in their approach to educating their children compared with __ of their parents.

a. those                       b. one           c. both         d. that

【解析】d考查代词用法。 代替上文提到的in their approach to educating their children

【专题突破】

代词做题技巧点拨：注意分析句子结构，理清指代关系，联系语境把握指代意思，已经不定代词的基本用法。

数词词做题技巧点拨：把握基本用法，按照规律、规则来做即可

1. i will appreciate ______ if you can give me a hand.

a.this               b.that        c.it     d.one

2. ______ has already been pointed out, only by correcting mistakes, can you make progress.

a.it                   b.as            c.that     d.what

3. all of us want very much to see these amusing  movies，especially _____ you referred to just now.

a.any                  b.it              c.the one   d.one

4. --- did you find the pen yesterday?

--- no, i didn’t find ________, but i have bought ________.

a. it; it               b. one; it       c. it; one    d. one; one

5. we've got two tv sets, but we still can't watch anything because ______ works properly.

a.neither              b.either        c.each       d.none

6. some tourists think that the beauty of mountains is greater than ______ of deserts.

a.one                 b.those         c.the one   d.that

7.——have you any money on you? i need some badly.

——sorry, but ______ at all .

a. not                 b. nothing          c. none        d. quite a little

8. i found ______ possible to answer all the questions within the given time.

a. that                   b. it              c. this         d. what

9. --- can i help you ?

--- i’d like to buy a present for my best friend, _______at proper price but of great use.

a. that                    b. one             c. it           d. this

10. is ________ man’s ability to reason that sets him apart from other animals?

a. one                    b. this              c. it        d.  /

11. how long do you think ___________ the microsoft brings out a new product?

a.it will be before                        b.will it be until

c.will it be when                            d.it will be that

12. ---do you have new concept english ⅵ in your shop?

---yes, but no more than one copy. would you like to take ______?

a.it                    b them              c.some          d.one

13. --- how long will you be staying? .

--- i don’t know.              .

a. that’s ok                                 b. never mind

c. it depends                                d. it doesn’t matter

14.一when did you learn the news that obama made a trip to canada as president?

一 ____ was on my return.

a.that               b.it                   c.there       d.this

15. he didn’t make ______ clear when and where the meeting would be held.

a.this              b.that               c.it          d.these

16.—does _____please you to give gifts to others?

—sure.

a.it               b.that                 c.one          d.he

17. though we found _____difficult to avoid economic and financial crisis, we must take measures to reduce its negative impact.

a.it             b.one                 c.that         d.how

18.—do you think_____ worthwhile to go all the way to los angles to buy that computer?

—well ,i’m going to visit some relatives, too.

a.it                 b./                c.this        d.that

19. no one knows exactly when our ancestors started talking，but new evidence suggests  _______might have happened a long time ago.

a.which              b. what              c.it           d.they

20. really great people always see the best in others; it is the little man who looks for the worst and finds.

a.one                 b.it                c.that         d.them

21. ____people in the world are sending information by e-mail every day.

a. several million                             b. many millions

c. several millions                            d. many million

参考答案和解析

1.【解析】c  it作动词appreciate的宾语，其它三项不符合题意。

2.【解析】b关系代词as引导定语从句时，通常用于固定搭配。

3.【解析】c one可以用来指代前面提到的人或事物。you referred to just now修饰one，因此要用the one 表示特指。

4.【解析】c 用it 表示同类事物，特指前面提到的那支笔。在第二个空中，用one表示某一只笔。

5.【解析】a neither两者都不；either两者之一；each 每个；none三者或三者以上都不。根据题意，应选a。

6.【解析】d one可以用来指代前面提到的人或事物，the one特指，均不符合题意。that 可表示上文提到的不可数名词或可数名词的特指，这里that代替的是不可数名词beauty，符合题意；those为复数形式，不合题意。

7.【解析】c none没有一点，毫无；nothing没有任何东西；not at all固定搭配“根本不” quite a little 一点。根据题意，应选c。意思是我此时一点钱也没有

8.【解析】 b it作found的形式宾语，真正的宾语是to answer all the questions within the given time.，possible作it的补语。

9.【解析】b one可以用来指代前面提到的人或事物，此句中指代a present，one作present的同位语。

10.【解析】c本题考查it引导的强调句用法，it……that……句型。

11.【解析】a.本句是一个特殊疑问句，前面有do you think插入语，应该用陈述语序，因此排除bc，根据句意可知应该是“微软公司研制出一种新产品需要花费多长时间”，不是考查强调句型，因此应选a

12.【解析】a 根据句意可以得知，店中只有一本了，故用it表示上文出现的内容。

13.【解析】c根据句意可以得知，不清楚停留多长时间，因此用it depends.（看情况而定）

14【解析】b根据句意可以得知，问的是时间，it可以指代时间，属于it的实指用法。

15.【解析】c本题中，it用作形式宾语指代when and where the meeting would be held从句。

16.【解析】a 本题中，it用作形式主语，代替to give gifts to others

17.【解析】a it在句中用作形式宾语，代替后文的to avoid economic and financial crisis

18.【解析】a 在本句中，it为形式宾语，代替下文的to go all the way to los angles to buy that computer。而其他选项不能作形式宾语。

19.【解析】c it在句中指时间，属于实指。

20.【解析】b 根据句意可以得知“伟人常常看到别人的最好的一面，而小人则只看到了别人不最好的一面”it此处特指上文的the worst

21.【解析】a 本题考查的是million表示确切数量的用法。million前需用数表确切数量，而不用many这类词，但可说many millions of（上百万的），故本题中用several million。

【学法导航】对于代词的学习要抓住代词的特点和用法，可以从以下几方面入手来把握代词的解题规律：

1.明确指代。在解答代词题目时，我们应首先分析前后文，明确代词所指代的对象，从而避免误判。具体说来应从以下几方面考虑：

（1）代词指代的是人还是物；

（2）代词指代的是可数名词还是不可数名词；

（3）代词指代的是特指还是泛指概念；

（4）代词指代的概念是表示两者之间还是三者或三者以上。

（5）代词所表示的是肯定还是否定概念。

2.理清逻辑。需要通过分析上下文所蕴涵的逻辑关系才能做出正确判断。具体说来应从以下方面去考虑：

（1）代词所表示的范围；

（2）代词表示的是全部否定还是部分否定。

3 吃透语境。有些高考试题考查的是代词在具体语境中的灵活运用，这样的题目须分析具体的语境才能选出正确答案，忌死抠语法。

对于数词的复习只要掌握牢记基本规则用法即可，对它的考查非常固定就是正常的倍数、百分数、分数的表示法；当然在复习备考中要熟记规律，牢记词条，多做有针对性题目，就能很好地突破

【专题综合】

1. ——excuse me, i want to have my watch fixed, but i can’t find a repair shop.

——i know          nearby. come on, i’ll show you.

a. one             b. it           c. some         d. that

2. the parkers bought a new house, but_____will need a lot of work before they can move in.

a. they           b. it            c. one           d. which

3. some people would rather ride bikes as bike ridding has_____  of the trouble of taking buses.

a. nothing         b. none        c. some         d. neither

4. ——which of the two books do you want?

—— i want        . please show me       .

a. none; another   b. all; the other c. neither; the other d. neither; another

5. who can you turn to in time of danger, it not           .

a. any             b. us            c. we          d. ours

6. ——there must be a dozen pens in this house but i can never find one when i need one.

——keep looking. ____ is sure to turn up.

a. one            b. it              c. that         d. this

7.the best job is _____which uses your skill in doing something together with your interest in the subject.

a. something       b. the one       c. one          d. it

8. ——your coffee smells great！

——it’s from mexico. would you like           ?

a. it            b. some            c. this            d. little

9.if you can dream _____ , you can do _____.

a. one; it        b. it; one           c. one; one        d. it; it

10. mr ascot, headmaster of the school, refused to accept ______of the three suggestions made by the students’ union.

a. either         b. neither           c. any           d. none

11. i’m afraid we can’t have coffee; there’s _____ left.

a. nothing        b. none            c. no one         d. no any

参考答案和解析

1.【解析】a one用来代替刚提到的人或一种可数的物，it也指刚刚提到过的事物，但指同一个，c、d显然不符合题意。

2.【解析】b it在句子中的指代the parkers所买的房子。在英语中，如果所指的是同种事物要用代词it和they（them）；如果指代的是同一类事物要用代词one和ones。

3.【解析】b nothing是不定代词，不能放在介词of的前面：neither（两者）都不；some与句子的意思不符，都不能作为答案。none of the trouble of taking buses没有乘公共汽车的麻烦。

4.【解析】d答语意为：“两本我都不要，请给我另外一本。”其他三个选项不定代词表达的数上或意思上与问候语相矛盾。

5.【解析】b turn to sb. 表示“向……请求帮助”。从句是个省略句。if not us即if you don’t turn to us.

6.【解析】a 此处one特指上文提到的“the one i need”。

7.【解析】c 该句中缺少一个先行词，a，b项也可做先行词，但引导词应用that，因此正确选项为c。

8.【解析】b文中指的是“一些咖啡”，a it表示全部咖啡，不合理，c this指“这个”不修饰不可数名词，在句中不能单独使用，故排除a，c。

9.【解析】d if you can dream it, you can do it意思是如果你能想到你就能做到，it和one作代词时，one指代前已提到过的可数名词的单数形式，复数用ones，而it即可指代可数名词也可指代不可数名词。

10.【解析】c none 和 neither 表否定，与句中的 refused to acept这一语境不符。在 either 与 any 两个选项中，either 指两者，与句中的 three suggestions 不符。故只能选 any，指三者中的任意一个。

11.【解析】b  nothing 指“什么也没有”；none 指数量上的“一点(个)也没有”。注：回答 how much 和 how many 时要用 none，而不用 nothing，道理同。

小学英语教案【篇3】

专题八 非谓语动词和独立主格结构

【典例精析】

1. （08北京）____ that she was going off to sleep, i asked if she'd like that little doll on her bed.

a. seeing           b. to see            c. see          d. seen

【解题】a非谓语动词see构成的短语与句子的主语i即其逻辑主语之间是主动关系，用在句首，中间与句子用逗号分开，表示伴随情况，用作伴随状语，因此用现在分词。

2.(08全国卷i)i like getting up very early in summer. the morning air is so good ____.

a. to be breathed    b. to breathe        c. breathing     d. being breathed

【解题】b在主系表结构中，当表语形容词为good, light, heavy, difficult等时，其后常用不定式作状语，表示时间，原因，结果等，且常用主动形式表示被动意义，因此选b。此处为特殊情况。

3.(08北京)----did the book give the information you needed?

----yes. but ____ it, i had to read the entire book.

a. to find           b. find              c.to be finding  d. finding

【解题】 a 非谓语动词短语与主句之间用逗号隔开，作状语。根据句意：为了找到需要的信息，我不得不看完整本书的内容，表示目的。不定式常在句首作目的状语，且此处不表示动作正在进行，因此用一般式，选a。

4.（09湖南）nowadays people sometimes separate their waste to make it easier for it .

a. reusing  b. reused  c. reuses  d. to be reused

【解析】d 考查动词不定时的用法。句意为：现在人们有时把他们的废物分开，以便很容易被重复利用。重新再利用是指将来发生的动作，而且是被动的。故选d。

5.（09江西）_________ the right kind of training , these teenage soccer players may one day grew the international stars.

a. giving             b. having given     c. to give       d. given

【解析】d 考查非谓语动词。如果把句子补充完整就不难看出：if they are given the right kind of training , 可知主语they 即these teenager soccer players与give 之间是被动的关系，所以用过去分词。根据主、从句主语一致可省略从句主语的原则，连词if 也可省，所以得出given the right kind of training , these teenager soccer players……

6.（09江西）the government plans to bring in new laws _____ parents to take more responsibility for the education of their children.

a. forced            b. forcing           c. to be forced    d. having forced

【解析】b 考查非谓语动词的用法。 现在分词短语作后置定语，修饰new laws ,相当于which forces ……...

7.（09海南）the children all turned_____the famous actress as she entered the classroom.

a. looked at    b. to look at        c. to looking at   d. look at

【解析】b。 句意为：当那位著名的女演员走进了教室，所有的孩子都转过头去看她。

turn to 表示“转向，求助”的意思。

8.(09海南) now that we’ve discussed out problem, are people happy with the decisions ?

a. taking    b. take   c. taken d. to take

【解析】c。 考查with +宾语+宾语补足语的用法。句意为：现在，我们已经讨论了问题，是人们最满意的决定？ take 与the decisions之间存在的关系是动宾关系，故用过去分词表示被动

9.（09山东）we are invited to a party _________in our club next friday.

a. to be held         b. held               c. being held        d. holding

【解析】a 考查非谓语动词的用法，由next month可知时间是在将来，party是被举行，故选a。

10（09陕西）i still remember      to the famen temple and what i saw there.

a. to take            b. to be taken         c. taking           d. being taken

【解析】d 考查非谓语动词。此处非谓语动词做remember的宾语，而remember后用非谓语动词做宾语时，可以用v-ing形式，v-ing表示的动作已经完成，也可用动词不定式，表示的动作还未发生，根据后文的saw可知此处非谓语动词动作已经完成，且与逻辑主语是被动关系，用v-ing的被动式，选d。

11.（09福建）    not to miss the flight at 15:20, the manager set out for the airport in a hurry.

a. reminding      b. reminded      c. to remind     d. having reminded

【解析】b 考查非谓语动词。非谓语动词做状语，逻辑主语是句子的主语the manager，非谓语动词与句子主语是被动关系，且其表示的动作在谓语动词set out之前已经发生，非谓语动词用过去分词，选b。

12.（09福建）in april, , president hu inspected the warships in qingdao,    the 60th anniversary of the founding of the pla navy.

a. marking            b. marked        c. having marked  d. being marked

【解析】a 考查非谓语动词。非谓语动词做状语，其后有宾语，故与逻辑主语是主动关系，且表示的动作与谓语动词的动作同时进行，用现在分词，选a。

13.（09湖南）when he        the door, he found his keys were nowhere.

a. would open  b. opened  c. had opened  d. was to open

【解析】d 考查非谓语动词。动词不定时的用法。句意为：当他要打开门的时候，他发现他的钥匙不见了。动词不定时表示将要发生的动作。

14.（09湖南）9.at the age of 29, dave was a worker,        in a small apartment near boston and ______ what to do about his future.

a. living; wondering   b. lived; wondering

c. lived; wondered   d. living; wondered

【解析】a 考查分词的用法。句意为：29岁的大卫，是一个工人，住在一间小公寓在波士顿附近，不知怎么办关于他的未来。现在分词作定语修饰a worker，and 为并列连词，连接相同的成份。

【专题突破】依据非谓语动词各个不同类型的考查方式和特点。可以采用非谓语动词和独立主格结构的“五步骤”做题法；即非谓语动词的“五步骤”做题法：1.牢记核心意义；2.分析句子成分；3.寻找逻辑主语；4.了解时间关系；5.分析特殊情况。独立主格结构的“五步骤”：1. 认识独立主格结构，建立独立主格结构概念；2. 认清独立主格结构的来源，理解独立主格结构的功能；3. 从逻辑主语的不同认识分词和独立主格结构作状语的区别；4.全面掌握独立主格结构的功能；5. 熟悉独立主格结构的不同类型，全面掌握独立主格结构。当然并非每道题都要全面考虑以上"五步骤" 有时只需通过一两个步骤即可得到答案。我相信，只要同学们在训练中严格按照这种思路去分析，就可以练就一双火眼金睛，那么，再难的考查非谓语动词和独立主格结构的试题都是可以快速得到答案的。

1. i don’t know whether you happen ____ it, but i’m going to study in the u.s.a. this september.

a. to be heard     b. to be hearing     c. to hear     d. to have heard

2. _____ and out of breath, we reached the top of the mountain and stopped _____ the beautiful scenery.

a. tiring; to admire                    b. being tired; admiring

c. tired; to admire                     d. tired; admiring

3. don’t leave the water ____ while you brush your teeth.

a. run            b. running            c. being run     d. to run

4. he looked around and caught a man _____ his hand into the pocket of a passenger.

a. put            b. to be put          c. to put        d. putting

5. _____ the diamond, he had to look for a place to hide it.

a. having stolen  b. having been stolen c. stolen        d. stealing

6. to answer correctly is more important than _____.

a. that you finish quickly               b. finishing quickly

c. to finish quickly                     d. finish quickly

7. you will see this product made in this factory _____ wherever you go.

a. to be advertised  b. advertised　 　c. advertise      d. advertising

8. the monument was built in honor of the explorer who was believed _____ the river.

a. to have discovered                b. to have been discovered

c. to discover                       d. having been discovered

9. —— have you considered _____ your job as a teacher?

——yes. i like the job because a teacher is often considered _____ a gardener.

a. to change; to be  b. to change; being   c. changing; being   d. changing; to be

10. mr. green is said _____ an experiment to prove the new method of solving the problem when young.

a. to do            b. to have done       c. to be doing        d. to have been doing

11. seeing the soldiers well _____ for the flood-fight, the general nodded with satisfaction.

a. prepare        b. preparing          c. prepared          d. having prepared

12.the murder was brought in, with his hands ___ behind his back。

a. being tied　   b. having tied    c. to be tied    d. tied

13.weather___, we'll go out for a walk.

a. permitted　    b permitting　        c permits　          d for permitting

14.the speech ______ a lively discussion started.

a.being delivered                       b. was delivered

c.be delivered                          d. having been delivered

15.______, a man who expresses himself effectively is sure to succeed more rapidly than a man whose command of language is poor.

a.other things being equal              b.were other things equal

c.to be equal to other things           d.other things to be equal

16.all things ______, the planned trip will have to be called off.

nsidered      b.be considered        nsidering       d.having considered

参考答案：

1.【解析】d happen to have done sth 为不定式的完成时， 表示一个已经完成了的动作，强调对于现在的影响。

2.【解析】c tired and out of breath为“形容词和介词短语”在句中作状语。stop to do sth. 停下来去做另外一件事

3.【解析】b非谓语动词作宾语补足语时，选项a、d表示将来可能发生的动作；b表示宾语持续性动作，根据句意选b,表示水不停地流出。

4.【解析】d catch sb doing sth表示发觉或当场捉住 sb在做一件事情。

5.【解析】a从动作发生的时间来看，应是先偷钻石，再找地方藏匿，故用-ing形式的完成式。

6.【解析】c题意为“正确做出答案要比快速完成更重要”。两个非谓语动词短语在形式上应保持一致。

7.【解析】b advertise意为“为……登广告”。made in this factory作定语修饰product; advertised作宾语补足语。

8.【解析】a用不定式的完成式表示动作发生在(定语)从句谓语动作之前。

9.【解析】d consider 作“考虑”解时，后常接-ing形式（短语）作宾语；作“认为” 解时，后常接含有名词、形容词或to be的复合结构。

10【解析】b由when young可知此处应该用不定式的完成式，表示此动作发生在谓语动作之前。

11.【解析】c由固定短语be (well) prepared for可知此处应用过去分词作宾补。

12.【解析】d. with +名词（代词）+分词+介词短语结构。当分词表示伴随状况时，其主语常常用with来引导。由于本句中名词"手"与分词"绑"是被动关系，因此用过去分词，选d.13.【解析】b. 本题中没有连词，它不是复合句，也不是并列句。 句中使用了逗号，且we 小写，可知其不是两个简单句。能够这样使用的只有独立主格或with的复合结构。据此判断，本句中使用的是独立结构，其结构为：名词+分词。 由于permit在这里翻译为'天气允许'，表主动，应用现在分词，故选b。如果不会判断独立结构作状语的形式，不妨将句子改为条件句，例如本句改为if weather permits, we'll go out for a walk. 然后将if 去掉，再将谓语动词改为非谓语动词即可。

14.【解析】d 句意：演讲完后，开始了热烈的讨论。把握前后主语不一致，动作发生在之前，故选答案为d.

15.【解析】a 句意：在其它条件相同的情况下，表达好的人肯定要比语言能力差的人更快地取得成功，前后的主语不一致，故选答案a.

16.【解析】a 考虑了方方面面之后，原来计划好的旅行不得不取消了，前后主语不一致，故答案为a。

【学法导航】非谓语动词内容繁多，用法复杂，是学生们在英语学习过程中的最大难点，也是高考中的必考项目。独立主格结构相对来说考查较少，但经常放在with复合结构中考查；同学们要想掌握他们的用法，轻松备战高考，快速准确地解题，不妨牢记非谓语动词和独立主格结构基本、特殊用法以及解题“五步骤”，具体内容如下：

一。非谓语动词“五步骤”

1.牢记核心意义。不定式表将来或能够，动词ing形式表主动或进行，过去分词表被动或完成。

2.分析句子成分。非谓语动词在句中可充当主语、宾语、定语、表语、补语以及状语。

3.寻找逻辑主语，把握，前后主语一致性和主被动关系。非谓语动词虽然在语法上没有主语，但它仍表示的是动作，因此在意义上会有一个动作的发出者，这个发出者就是它的逻辑主语。作主语补足语，表语和状语时，逻辑主语为句子的主语；作宾语补足语，逻辑主语为宾语；作定语，逻辑主语是所修饰的先行词；复合结构自带逻辑主语。如果非谓语动词与其逻辑主语的是主动关系，用现在分词或不定式的主动式，如果是被动关系，则用过去分词或不定式的被动式，如果表被动进行，则用现在分词的被动式或不定式的被动进行式。

4.了解时间关系。如果非谓语动词与句子的谓语动词所表示的动作同时发生，用一般式；如果发生在之前，则用完成式，如果强调正在进行，则用进行时；如果动作在将来发生，则用不定式。

5.分析特殊情况。主要是指一些习惯用法，固定搭配等。

二。独立主格结构的“五步骤”

1.认识独立主格结构，建立独立主格结构概念。

最初的独立主格结构就是带逻辑主语的分词结构，它的作用相当于状语。

2.认清独立主格结构的来源，理解独立主格结构的功能。

我们清楚地看出独立主格结构作状语和分词作状语一样来源于状语从句。

3.从逻辑主语的不同认识分词和独立主格结构作状语的区别。

分词作状语和独立主格结构作状语的区别就在于逻辑主语的不同，分词的逻辑主语为主句的主语，独立主格结构的逻辑主语就是分词前边的名词或代词。

4.全面掌握独立主格结构的功能。

要将复合句或并列句改成简单句时，应注意：要根据分词和独立主格结构作状语时逻辑主语的不同情况改写句子，当复合句或并列句的主语一致时，适合改成分词作状语；当复合句或并列句的主语不一致时，适合改成独立主格结构作状语。

5.熟悉独立主格结构的不同类型，全面掌握独立主格结构。

有时将并列句或复合句改成简单句时，应注意：原句中含有 be 动词时，一律改成 being 形式， being 后面为非名词时 being 可忽略。

独立主格结构除了分词式独立主格结构之外，还有介词、形容词、副词、不定式式独立主格结构，即带逻辑主语的介词、形容词、副词、不定式结构，可用作伴随状语、条件状语、原因状语或时间状语。

【专题综合】1. ____ their hats into the air, the fans of the winning team let out loud shouts of victory.

a. to throw      b. thrown       c. throwing       d. being throwing

2.   ____ in the fields on a march afternoon, he could feel the warmth of spring.

a. to walk       b. walking      c. walked          d. having walked

3. i hear they've promoted tom, but he didn't mention ____ when we talked on the phone.

a. to promote                    b. having been promoted

c. having promoted               d. to be promoted

4. the message is very important, so it is supposed ____ as soon as possible.

a. to be sent    b. to send      c. being sent      d. sending

5. ____ around the water cube, we wre then taken to see the bird's nest for the olympic games.

a.having shown   b. to be shown  c. having been shown d. to show

6. we had an anxious couple of weeks ____for the results of the experiment

a. wait          b. to be waiting c. waited           d. waiting

7. ____ to reach them on the phone, we sent an email instead.

a. fail          b. failed        c. to fail          d. having failed

8. it is one of the funniest things ____ on the internet so far this year.

a. finding       b. being found   c. to find          d. found

9. ____ in the queue for half an hour, the old man suddenly realized he had left the cheque in the car.

a. waiting       b.to wait        c. having waited    d. to have waited

10.----can those ____at the back of the classroom hear me?

-----no problem.

a. seat           b. sit          c. seated           d. sat

11.he was busy writing a story, only _____once in a while to smoke a cigarette.

a. to stop        b. stopping     c. to have stopped   d. having stopped

12. please remain ______; the winner of the prize will be announced soon.

a. seating        b. seated        c. to seat          d. to be seated

13.----they are quiet, aren't they?

----yes. they are accustomed ______at meal.

a. to talk        b. to not talk   c. to talking        d. to not talking

learn english well, we should find opportunities to hear english ______as much as we can.

a. speak        b. speaking        c. spoken            d. to speak

15. lucy's new job paid twice as much as she had made _____in the restaurant.

a. working      b. work            c. to work           d. worked

16.the soldier fell asleep ________.

a.with the candle burning          b.burning the candle

c.when he was burning the candle   d.when burning the candle

17.________, the tiananmen square looks more beautiful.

a.being on                         b.when being on

c.with all the lights on           d.when it turns on all the lights

18.____ the notice, he had an idea.

a.when he was watching b.watching c.when watching   d.all the above

19.______ the notice, an idea came to his mind.

a.when he was watching b.watching c.when watching   d.all the above

参考答案：1-5 cbbac 6-10 dddcc 11-15bbdca 16-19 acda

小学英语教案【篇4】

一、教学目标

知识目标:

To learn the past tense of be.

To learn new words and sentence pattern.

To practice pronunciation by chant.

能力目标:

To ask the students to inquire or introduce one’s holiday.

德育目标;

1. To arose the students interest of English learning.

2. To teach them to love our motherland.

二、教学重点:

How was your holiday?

It was wonderful /exciting.

Where were you during your holiday?

I was at home.

三、教学难点:即教学重点。

四、课前准备

Word cards.

A song: Today & Yesterday.

To prepare some pictures of different cities.

五、教学过程

I. Greeting.

II. Warming-up

1. Sing a song “Today & Yesterday”.

2. Free talk.

3. To review some words:

interesting, fantastic, exciting

III. Presentation.

1. To teach them the new words: wonderful, exciting.

2. To have a competition: Who can read it faster?

(interesting, fantastic, exciting, wonderful)

3. To learn the new sentence pattern:

How was your holiday?

It was wonderful.

Where were you during your holiday?

I was at home.

IV. Practice

1. To look at the words and pictures on the screen and ask the students to practice the new sentence pattern

2. Chant.

3. To make up new dialogues according to the new sentence pattern (with their own photos or the pictures).

4. Time to sing. (Happy song) V. Summary

六、教学意图

I. Greeting.

II. Warming-up

1. To review the words: was, were.

2. To review the knowledge they’ve learned before.

III. Presentation.

1. To teach them the new words.

2. The students master the new words.

3. To learn the new sentence pattern.

IV. Practice

1. To master the new words and sentence pattern.

2. To practice pronunciation.

3. The students can use the new sentence pattern and new words freely by making up new dialogues.

V. Summary

七、作业

1. To write the new words and sentences.

2. To make up new dialogues according to the new sentence pattern.

板书设计:

Lesson 2

How was your holiday?

It was wonderful /exciting.

Where were you during your holiday?

I was at home.

小学英语教案【篇5】

Teaching Aims：

1.Get the Ss to talk about their hobbies and interests.

2.Help the Ss write a composition

3.let students realize how important the sports are

o My favorite sport is … because …

o I like … because …

o I became interested in it when …

o My favorite athlete/footballer/sportsman is …

o I like him/her because …

o I practise …

Teaching Important Points：

1.Get the Ss to talk about their hobbies and interests.

2.Enable the students to write a composition

Teaching Difficult Points：

1.How to talk about hobbies and interests.

2.How to write a composition about their favourite sports.

The General Idea of Th is Period：

This period has two aims—to encourage the Ss to think and talk creatively about their hobbies and interests and to organize their ideas into a composition and to enable the students to write a report about their favou rit e sport.

Teaching Aims：

1.Get the Ss to talk about their hobbies and interests.

2.Help the Ss write a composition

3.let students realize how important the sports are

o My favorite sport is … because …

o I like … because …

o I became interested in it when …

o My favorite athlete/footballer/sportsman is …

o I like him/her because …

o I practise …

Teaching Important Points：

1.Get the Ss to talk about their hobbies and interests.

2.Enable the students to write a composition

Teaching Difficult Points：

1.How to talk about hobbies and interests.

2.How to write a composition about their favourite sports.

Teaching Methods：

1.Discussion in pairs and in groups.

2.Practice.

Teaching Aids：

1.A multimedia computer.

Teaching Procedures：

Read the words loudly and have a competition

Show some picture in which the teacher is doing something she likes to arouse students interest

Task1:

Making a Survey on Others ’Interests or Hobbies

Q1:What is your favourite sport?

Q2:How you became interested in that sport:

Q4:What do you do to improve your skill?

Q5:Who is your favourite athlete? Why do you like him or her?

注意：1.划线部分的连接词是把不同的思想连接在一起。(first, although, apart from 除—之外)but)

2.方框里面的连接次为了增加一些信息(especially, such.as, too, as well)

4. 复查纠错。

说明：A层同学要求：句子结构正确，时态使用正确，并使用适当的连接词。

要求：1. Begin by explaining which sport you like best and why.

2. Give reasons for why you like the athlete be st.

3. What you do to improve your skill.

4. Fini sh by saying what you hope to do with this sport in the future.

Homework：

Check their compositions again and write one.

Sum up what we have learnt in this un it.

小学英语教案【篇6】

小学英语教案模板范例

小学英语教案模板范例怎么写，你会写了吗?下面.jinpinTjian ul li a小编为大家介绍小学英语教案模板范例，希望能帮到大家!

一.课题Whatare you doing?

二.教学目标

1. 知识与技能目标：

(1) 能正确听、说、读、写词汇playing, singing,reading等。

(2)正确听、说、读、写句型 What are you doing ?I’m … . What is he/she doing? He/She is ….

2. 过程与方法目标：

(1)学生能用英文询问别人正在做什么、描述自己在做什么。

(2)运用知识与生活情境相结合的`方法，培养学生正确与人沟通的能力。

3. 情感态度与价值观目标：

激发学生的学习兴趣、参与意识及积极性，培养学生的综合运用语言及团结合作的能力。

三.教学重点：

能正确听、说、读、写句型—Whatbe sb. doing? —Sb. be doing…

四.教学难点：

能正确使用现在进行时

五.教学过程：

Step 1 greeting

Step 2 lead in—play a guessing game

Step3 presentation—one shows the action and the others make new sentences.

Step4 practice—Students work in pairs. One student makes action and the other oneguesses.

Step 5 review— analyzethe rule of the sentences and read these sentences.

Step 6 homework—write ashort article to introduce the most memorable vacation.

六.板书：

What are you doing?

He is playing basketball.

Sheis singing. Sb.+be(am,is,are)+doingsth.

Tomis reading newspapers.

1.小学教案设计模板

2.小学教学反思的模板

3.2017年端午节英语教案范文

4.小学体育《跨跃式跳高》说课稿范例

5.小学体育《障碍跑》说课稿范例

6.小学体育《跳山羊》说课稿范例

7.小学体育《滚铁环》说课稿范例

8.小学英语说课稿范例《Holiday》

9.优秀小学英语说课稿范例《Holiday》

10.小学体育《技巧组合》说课稿范例

小学英语教案【篇7】

1. 表示两者之中“较...”，用the+比较级+of the two。

I'll give you the bigger of the two steaks; I'm not very hungry.

我要把这块比较大的牛排给你，我不怎么饿。

2. 定冠词或指示形容词+比较级+名词表示比较。

The taller man is the boss of the restaurant and the shorter one is his brother.

那个身材较高的男人是餐馆老板。较矮的那位是他弟弟。

3. 有少数以-ior结尾的属于拉丁语的形容词，如inferior(次于), junior(年幼的;下级的), posterior(之后), prior(之前), senior(年长的,上级的), superior(优于)等本身就有比较的意思，后面不接 than，常与介系词to连用，后面用宾格。

I am two years junior to you.

我比你小两岁。

该句相当于?

I am two years your junior.

I am your junior by two years.

I am two years younger than you (are).

类似结构还有?

be senior to(年长于)+宾格 ?be older than+主格

be superior to(优于)+宾格 ?be better than+主格

be inferior to(劣于)+宾格 ?be worse than+主格

4. 比较形容词可以被修饰语如a little(一点), much(得多), even(更加), still(更加), far(...得多), very much, any, no, rather, a lot (a great deal), a little (a bit)等修饰，但不可用very修饰，表示某种程度。

The sun is a lot bigger and brighter than the moon.

太阳比月亮大得多、亮得多。

小学英语教案模板范例其六

为了促进学生掌握上课知识点，老师需要提前准备教案，认真规划好自己教案课件是每个老师每天都要做的事情。只有充分准备好教案课件的前期设计，才能很好地达成要求的教学目标设计。要写好教案课件，有没有好的范文可借鉴呢？在这里，你不妨读读小学英语教案模板范例其六，更多相关内容请继续关注本网站。

课题:

Unit 1 Welcome back to school! 第四课时

教学重点:

听懂、会说：“Where are you from? I’m from….This is my friend…”

教学难点:在情境中运用语言及单词from的发音。

教具准备:

1.学生自己的头饰

2.游戏用的人物名片

3.配套的教学课件

4.游戏用的录音音乐

5.Mr.Black的头饰和钟表

教学过程:

热身/复习(Warm-up/Revision)

1.孩子出示自己的头饰，做自我介绍：“I’m lily. I’m from Canada。”

(引导其他孩子用:“Good morning. lily!”回答)

2.学生以小组为单位扩展表演A部分Let’s talk的对话。(不同孩子扮演对话中的不同人物，孩子也可以根据自己的情况做扩展表演。)

呈现新课 (Presentation)

1.game

(教师制作一些人物名片，并在卡片背面画上国家的国旗)听音乐，传卡片。拿到卡片的孩子到前面扮演卡片上的人物。做自我介绍:“I’m Amy.”教师提问：“Where are you from?”孩子回答“I’m from America.”

孩子们试着提问：“Where are you from?”得到小卡片的同学根据情况回答。

2.学生小组间的问答：“Where are you from?”“I’m from…”(根据孩子自己制作的头饰回答)

3.请几个小组开火车问答：“Where are you from?”

4.教师出示钟表(把时间调到下午)：“Good afternoon!”教师带上Mr. Black的头饰(走到一位学生面前)说：“Good afternoon! My name’s Mr. Black. I ’m from China.”孩子根据自己的情况回答：“Good afternoon, Mr. Black. I’m Xiao Dong . I’m from China.”

教师提问一组孩子。然后请学生到前面来扮演Mr. Black.

5.教师带着Mr. Black 的头饰走到台前，说：“I have a friend in our class. Do you know who’s she?”教师指着扮演Amy的同学说： “This is my friend Amy.”(引导全班孩子问好)

Ss: Nice to meet you.

A: Nice to meet you, too!

Ss: Where are you from?

A: I’m from America.

Ss: Welcome!

6.教师播放Let’s talk部分的课件, 学生观看对话。跟读、模仿，分角色给课件配音。

7.小组分角色练习对话。

8.小组表演对话。

趣味操练 (Practice)

1.Listen and order the cards: 将课文图片打乱顺序，让孩子听一听, 摆一摆。

2.表演Let’s talk部分的对话。

3.小组中互换头饰(国家、名字)，进行对话练习。(Where are you from? I’m from… ) 扩展性活动(Add-activities)

介绍好朋友,请孩子用所学的句型把自己的好朋友介绍给大家。

中师教育

英语教案(通用七篇)

本文主要介绍了一下“英语教案”希望大家能够喜欢，如果你认为这份资料对你有帮助请分享给你的朋友和家人看看。学生们有一个生动有趣的课堂也是离不开老师提前备好教案课件，大家可以开始写自己课堂教案课件了。教案要做到结构合理内容丰富设计科学。

英语教案【篇1】

小学英语教案模板范例

小学英语教案模板范例怎么写，你会写了吗?下面.jinpinTjian ul li a小编为大家介绍小学英语教案模板范例，希望能帮到大家!

一.课题Whatare you doing?

二.教学目标

1. 知识与技能目标：

(1) 能正确听、说、读、写词汇playing, singing,reading等。

(2)正确听、说、读、写句型 What are you doing ?I’m … . What is he/she doing? He/She is ….

2. 过程与方法目标：

(1)学生能用英文询问别人正在做什么、描述自己在做什么。

(2)运用知识与生活情境相结合的`方法，培养学生正确与人沟通的能力。

3. 情感态度与价值观目标：

激发学生的学习兴趣、参与意识及积极性，培养学生的综合运用语言及团结合作的能力。

三.教学重点：

能正确听、说、读、写句型—Whatbe sb. doing? —Sb. be doing…

四.教学难点：

能正确使用现在进行时

五.教学过程：

Step 1 greeting

Step 2 lead in—play a guessing game

Step3 presentation—one shows the action and the others make new sentences.

Step4 practice—Students work in pairs. One student makes action and the other oneguesses.

Step 5 review— analyzethe rule of the sentences and read these sentences.

Step 6 homework—write ashort article to introduce the most memorable vacation.

六.板书：

What are you doing?

He is playing basketball.

Sheis singing. Sb.+be(am,is,are)+doingsth.

Tomis reading newspapers.

1.小学教案设计模板

2.小学教学反思的模板

3.2017年端午节英语教案范文

4.小学体育《跨跃式跳高》说课稿范例

5.小学体育《障碍跑》说课稿范例

6.小学体育《跳山羊》说课稿范例

7.小学体育《滚铁环》说课稿范例

8.小学英语说课稿范例《Holiday》

9.优秀小学英语说课稿范例《Holiday》

10.小学体育《技巧组合》说课稿范例

英语教案【篇2】

教学目标：

1、会使用可数名词和不可数名词开购物单。为后两课学习购物做准备。

2、学会讨论吃什么饭，买什么东西。

3、复习一些礼貌用语和习惯表达，如：how about…？ what about…？ can you come with me? what do you have for dinner this evening? let me and have a look.等。

教学用具：

lesson115 ppt教学演示

教学步骤：

step 1 revision

[课件演示]值日生duty report。

教师让学生根据课件中的对话模式，两人一组自行演示。

step 2 presentation

[课件演示]引出今日新单词：pork。也可根据学生的水平适当补充一些新单词。如：大酬宾销售 bargain sales 销价20% 20% off 甩卖 reduction sales

step 3 read and act

听录音一遍后问学生：where are they?

听录音一遍后问学生: what does tom want to buy? what else? how many? how much are they?

听第三遍，模仿跟读，直至练熟。

step 4 practice

复习第二部分句型，练习买东西。

模拟几种商店，并列出价目表。

把这些价目表都用投影打出，供学生们编对话。

编对话的话题仍然可使用教参(p.124)提供的几个话题。

这里再提供几个。

1、教师节给老师买礼物。

2、六一儿童节给幼儿园小朋友买礼品。

3、八一建军节用班费给军属买礼物。

4、你班有一位同学生病住院，买些礼物去看看他/她。

step 5 listen and answer

做workbook p.145

homework

blackboard handwriting

unit 29 shopping

参考词

new words: pork how much is the meat? it’s 10 yuan a kilo.bargain sales

useful expressions:20% off

how much is it? it is …yuan a bag / bottle / kilo?reduction sales

how much are they? the are …a kilo.

how many / how much do you want?

i. analysis of the teaching material

1、 status and function

the topic of this unit is about food. the students will learn how to order food or

take-away. in this unit, the students will be able to use “would like” to express their need

for food and learn how to ask others‟ information and provide their personal information

during the process.

2、 teaching aims and demands

1)。 knowledge objects

a. to master how to order food or take-away;

b. to master the modal verb “would” and “what” questions.

c. to master the usage of countable nouns and uncountable nouns.

2)。 ability objects

d. to use “would like” to talk about the need for food.

e. to improve students‟ ability of communication and social practice.

3)。 sensibility objects:

let the students experience the happiness of learning english, cultivate their ability

to do things and foster the spirit of cooperation in group activities.

3、 teaching difficult points and focus:

1)to learn the names of food and the countable and uncountable nouns.

2)to learn how to order food.

3)to use “would like” to express their need for food and learn how to order food.

ii. target language

1) what would you/he/they like to eat?

i‟d /he‟d /they‟d like some.。.

2) what kind of noodles would you/he/they like?

i‟d/he‟d /they‟d like beef and tomato noodles

iv. vocabulary

noodles, beef, chicken, mutton, potatoes, tomato, cabbage,carrot, dumplings, porridge, soup, green tea, orange juice, would like…

v. teaching time

45 minutes

vi. teaching procedures

step 1. warm up.

1) show some pictures about sports and let the students answer the questions below:

after doing these sports, what‟s your feeling?

are you tired ？

are you hungry?

2) let the students thinking the question: if you are hungry, what would you like to eat?

3) show some pictures of food that they have learned.

step 2. lead into.

1)t: “no food left! but don‟t worry, let‟s go to the restaurant to have a big meal.

look! what can you see in the restaurant?

yes, there are many kinds of food there. you can choose whatever you like”。

2)show the new words.

3)questions:

a: what kind of vegetables/meat/food/drink would you like?

b: i‟d like some…

let the students to learn the names of food and the countable and uncountable nouns. let the students make some dialogue.

step 3. let’s chant.

step 4. noodle house.

1) show some pictures about noodle specials.

meat+vegetables → special2…。

（let the students to guess the meaning of the word „special‟）

2) make dialogue

a: what kind of noodles would you like?

b: i‟d like…and…noodles.

step 5. pairwork and guessing game

1) pairwork 。 （make dialogues.）

2) game: who is the winner?

ask a boy and a girl come before the blackboard, and then ask two students to make a

dialogues. the boy or the girl who find the right special will win one score…。after

some pairwork, see who is the winner? the boy or the girl.

3) guessing game.

step 6. role play (in the nodle house)

a customer and a waiter. (make a dialogue)

let the students express their need for food and learn how to order food.

step 7. summary

step 8. apothegm

step 9 a flash → “i’m hungry”

learn the song.

step 10. homework

初中英语教案格式

一、说教材（教材分析） analyzing teaching material

1、 说课型 lesson type (dialogue/ reading/ listening/ revision)

2、 本课在教材中的地位 status and function

lesson 33 saving the earth is a dialogue. the lesson is focused on the topic of the problems of the earth and the functional items of supposition/ intentions/ conjecture/ prohibition. since it is a dialogue / reading. it’s helpful to improve the ss communicative/ reading ability.

3、 说教学指导思想 teaching guideline

(teaching syllabus: language is for communication, develop their four skills, lay special emphasis on reading; grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; reading is for information, for fun; use top- down model or bottom- up model to activate ss schemata; interactive model)

4、 说教学目标和要求 teaching aims and demands （…be intended for ss in key schools）

1)认知目标 knowledge objects

a. enable the ss to remember the following new words & phrases:

damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into

b. get the ss to be familiar with this sentence pattern:

if the population keeps growing so quickly, there will only be standing room left…

give the ss a reinforced practice on the functional item supposition.

c. activate ss schemata regarding the topic of pollution and help ss to know more about the problem of pollution.

2)智能目标 ability objects

a. ask the ss to make up a similar dialogue.

b. help them to understand the dialogue better and improve the four skills.

c. develop their ability of thinking independently.

d. cultivate their ability to discover, analyze and solve problems.

e. train them to collect information from the internet.

f. train them with some effective learning methods to optimize ss’ learning results.

3)德育目标 moral objects

a. arouse their interest in learning english;

b. help them to understand the background of pollution.

c. enable the students to love our earth and the nature.

d. be aware of the importance of stopping pollution & protecting out environment.

e. encourage the ss to do something to save the earth.

5、 说教学重点 teaching important points （生词、句型；培养阅读技能）

a. new words and phrases

b. sentence pattern: if- clause

c. improve their reading skills.

d. talking about problems of the earth.

6、 说教学难点 teaching difficult points （语法；发展交际能力）

a. functional item: supposition.

b. develop their communicative ability. act out their own dialogue.

7、 说教具 teaching aids (multi-media computer, software, ohp)

the teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. it’s of great help to increase the class density and improve our teaching result. it can also make the ss reach a better understanding of the text by making the classes lively and interesting. at the same time, it arouses the ss’ interest in learning english.

二、说教法 teaching methods

five step method; audio-video; communicative approach;

task-based learning: new syllabus design encourages teachers to use this teaching method. tblt can stimulate ss’ initiative in learning and develop their ability in language application. make the ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.

三、说学法 study methods

1、 teach ss how to be successful language learners.

2、 teach ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;

3、 get the ss to form good learning habits.

四、说教学过程teaching procedures

i. 复习 (revision) 5min (daily report; 词汇diagram; brainstorming; activate schemata)

activity 1: imagination

1)。 suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? （wash it? or throw it away?）

2)。 suppose you catch a bad cold, what’s to be done?

3)。 suppose your bike is broken, what’s to be done?

4)。 and suppose the earth, on which we all live, is damaged, what’s to be done?

_what can you think of when you see “pollution” this word?（waste, environment, air, water, factory, desert, climate.。. try to activate the ss schemata regarding the topic of pollution.）

ii. 呈现 (presentation) 5min

activity 2: presentation

play the song “earth song” sung by michael jackson. (create an atmosphere)

a lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.

ss’ presentation on pollution. attract their attention, arouse their interest, and create a good atmosphere for communication.

_activate their schemata and cultivate their ability in collecting information from the internet and develop their ability in thinking independently.

iii. 对话 / 阅读 (dialogue)18m

1、 pre- reading

activity 3: prediction

1st listening/ fast reading, one guided q to help ss to get the main idea:

what do you think is discussed at the conference?

2、 while- reading

activity 4: read and answer

2nd listening/ careful reading, more qs to get the detailed information. develop their reading skills: skim & scan. pay attention to the pronunciation, stress & intonation.

_阅读: pre-reading; while-reading; post-reading （fast reading/ careful reading; skim/ scan; 识别关键词key words;确定主题句；创设信息差information gap;t or f; 填表格chart/diagram; predicting; make a timeline; make a story map。达到对课文的整体理解和掌握。so that they can have a good understanding of the whole text.）

3、 post- reading

activity 5: language focus

while ss are answering the qs, the teacher deals with some key language points.

a. is being caused b. and so on c. go on doing

d. be fit for e. standing room f. if- clause

iv. 操练 (practice) 10m

activity 6: retell

use your own words to retell the dialogue in the 3rd person.

activity 7: acting out

activity 8: drill – supposition

purpose: practise the functional item of supposition. (p. 33 part 2; p.113, wb ex. 3)

(retell; act out; role play)

v. 巩固 (consolidation) 6m

(discussion; interview; press conference; debate; quiz)

activity 9: role play

suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.

_the ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.

activity 10: discussion

think of the question: are we causing damage to the world?

what should we do to save the earth and protect our environment especially in our daily life?

collect their answers and form a report.

vi. 作业 (homework) 1m (writing; continue the story; recite; retell)

write a letter to the mayor, telling him sth. about the pollution around your school.

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?

language goals

in this unit students learn to describe animals and express preferences and give reasons,

new language

why do you like koala bears?。 because they're cute,they're pretty interesting, they're kind of shy, they're very big.

names of animals such as tiger, elephant, koala bear, dolphin

description words such as smart, cute, intelligent

names of countries: australia, south africa,

recycled language

between, across from

he's/she's from 。.。 he's / she's five years old.

name of countries; china, japan, brazil

section a

additional materials to bring to class:

coins or other markers for the bingo game in 4.

ask students to name as many animals as they can in english. write the list on the board,

ask students to describe each animal in some way.they may tell its color or tell if it is big or small.

say, today we are going to learn the names of some more animals. well also leam how to say which ones we like and tell why we like them.

la this activity introduces the key vocabulary.

focus attention on the map of the zoo showing pictures of animals. ask students to point to and name any animals they can.

point to the animals one by one and say the name of each. ask students to repeal.

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

then ask students to match each word with one of the pictures. say, write the letter of each animal in the blank by that animal's name. point out the sample answer.

check the answers.

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

point to the animals in 1a- ask students to point to and name the animals.

say, i'm going to play recordings of three conversations. listen carefully as you look at the words in la.put a checkmark in front of the name of each animal you hear.

play the recording the first time. students only listen.

play the recording a second time. this time students check each animal name they hear.

correct the answers.

1 c this activity provides guided oral practice using the target language.

call attention to the example conversation in the picture. ask two students to read it to the class. answer any questions they may have.

point out the four description words. ask a student to read them aloud. review the meaning of each word.

say, now you can make conversations about animals.your conversations can be like the example. use these description words.

ask students to work in pairs. have them take turns saying both parts.

if students need help getting started, demonstrate another conversation with a student. for example:

teacher: let's see the elephant.

student: why do you want to see the elephant?

teacher: because it's very smart.

ask some students to present their conversations to the class.

2a this activity provides listening practice using the target language.

call attention to the two blank lines on the left. say,you will hear a recording of a conversation. listen carefully. then write the names of the two animals you hear on these lines.

play the recording the first time. students only listen.

play the recording a second time. this time students write in the names of the animals.

check the answers.

point out the adjectives listed on the right. ask a student to say the words.

say, now i will play the recording again. this time draw a line between each animal and the adjective you hear.

play the recording and have students match each animal with an adjective.

correct the answers.

2b this activity provides listening and writing practice using the target language.

call attention to the conversation and the blank lines in it say, you will hear the recording again. this time please write a word from the box on each blank line. some words can be used more than one time.

ask a student to read the words in the box.

play the recording. check to see that students are writing a word from the box on each line of the conversation.

go over the answers.

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

call attention to the conversation in the picture. ask two students to read it to the class.

say, now you can have conversations like this one.use the words in box 1, box 2, and box 3 in your conversations.

demonstrate a conversation with a student. for example:

student: do you like penguins?

teacher: yes, i do.

student: why?

teacher: because they're very cute.

3a this activity provides reading practice using the target language.

point to and say the names of the three countries on the maps and ask students to repeat

point to the three animals and ask a student to name them.

say, now draw a line between each animal and the country it comes from.

correct the answers.

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

point to the conversation in the picture. ask a pair of students to read it to the class.

ask students to work in pairs. say, now you can talk about where animals come from. point to the map and animals students matched up in 3a-

say, work with a partner. take turns asking and answering questions about the countries and animals in 3a.

after a few minutes, ask several pairs to say the conversation for the class.

section b

additional materials to bring to class:

pictures of household pets and zoo animals cut out of magazines for follow-up activity 1.

1 this activity introduces more key vocabulary,

call attention to the animals in the picture and ask a student to say the name of each one.

point out the list of eight numbered adjectives at the top.

say, now please match the adjectives at the top with the animals in the picture. write the letter of the animal on the line after the adjective. point out the sample answer.

as students work, move around the room offering to answer questions as needed.

correct the answers-

2a this activity provides listening practice with the target language.

say, now i will play a recording of a conversation between tony and maria. this time circle the adjectives you bear on the list for la.

play the recording again. students circle the adjectives they hear.

correct the answers.

2b this activity provides listening and writing practice using the target language.

call attention to the three headings. animal, maria's words and tony's words, and the write-on lines under each.

say, now i will play the recording again. this time please write the name of the animals each person talks about and the words they say.

play the first four lines of recording and stop the tape. ask, what animal are they talking about? (the elephant) what words does maria use to describe the elephant? (interesting, intelligent)

point out the write-on lines where students can write these words.

play the whole recording and have students write the words they hear on the chart.

check the answers.

3 this activity provides guided oral practice using the target language.

call attention to the dialogue next to the picture. ask two students to read it to the class.

say, work in pairs. use sentences like these to say what you think about different animals.

demonstrate the activity with one or two students. for example, say, i like dolphins. they're intelligent.

ask students to work in pairs. as they work, move around the room checking on progress.

ask some pairs to present their conversations to the class.

3a this activity provides reading practice using the target language.

point out the three descriptions of animals. ask students to take turns reading one aloud.

then draw attention to the pictures of animals below.say, write the letter of the animal in the blank lines above its description. there is one animal that is not described.

check the answers.

3b this activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.

call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat. ask a student to explain each word or use it in a sentence to show he or she understands what it means. teach the expression sleeps.

point out the description in 3b with blank lines where some words are missing. read it to the class saying blank each time you come to a blank line.

point out the six words in the box. say, you can write these words in the blanks. use each word only once.

as students work, move around the room checking progress and offering language support as needed.

check the answers.

3c this activity provides reading and writing practice using the target language,

say, now you can write a description like the one in 3b. you can use some of the same words. write about any animal you like.

you may wish to do a sample description with the class. choose an animal's name and write it on the board. then ask students to make statements about the each statement and then write on the board. you can ask leading questions such as. is it big? is it lazy? does it eat grass?

ask students to write their own descriptions. you may wish to have less fluent students work with a more fluent partner,

ask students to share their writing with others in the class.

after you have reviewed the students' work, you may wish to have some students recopy their work so that you can post it on the classroom bulletin hoard.

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 st mudents 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 individual 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.

英语教案怎么写

1、写课题(topic)和课型(lesson type)

课题相当于文章的标题，讲课时要首先告诉学生，并写在黑板上。因此要写得准确。课型是指该节课的讲授类型。初中英语的主要课型有：：新授课(new lesson)、巩固课(reinforcement lesson)、复习课(revision lesson)、语音课(phonetic lesson)、听力课(listening lesson)、听说课(aural-oral lesson)、阅读课(reading lesson)、语法课(grammar lesson)等。不同的课型应用不同的授课方式或方法，只有确定了课型，才能选择有效的素质教育教学方法。

2、写教学目标(teaching objective)

教学目标是教案的核心内容，是教师施教的准绳。教学目标要符合大纲对教材的要求。由于教学目标要在课堂上展示给学生，让学生明确，所以写素质教育目标时，要力求简明扼要，浅显易懂，便于操作和检测，一般3~4个目标为宜。

3、写教学的重点(main/focal points)、难点(difficult points)和关键点(key points)

教学重点是课堂教学的主要任务；教学难点是师生顺利完成教学任务的障碍；素质教学关键是攻克教学难点的突破口。在教案中写清一节课的教学重点、难点和关键点，能提醒教师在讲课时注意突出重点、突破难点、抓住关键。

4、写教具(teaching tools)

课堂上需要什么教具要写清楚，如录音机、教材录音带、教学挂图、卡片、实物（或模型）、小黑板、刻印好的练习题、彩色粉笔、幻灯片等。

5、写教学过程(teaching procedure)

教学过程是教案的主要部分。写教学过程主要写以下几方面的内容：

a、 写教学环节。教学环节即教学任务是什么要写清楚，做到心中有数。目前有些教师采用"三阶段六环节"教学模式，即：准备阶段（自由交流、复习检查）、讲练阶段（导入课程、分层操练）和发展阶段（巩固发展、布置作业）。

b、 写知识点和所用时间。写好知识点，教师使用教案时能一目了然，有的放矢。写好所用时间，能使教师从容掌握教学速度，合理安排每个教学环节所需的时间，充分利用课堂时间。

c、 写教师活动。不仅要写教师"教什么"，还要写出教师"怎样教"，即写清楚教师要教的内容，写出讲授这些内容的方法。写出课堂用语和各环节的过渡语。课堂用语要求简练、口语化，用学生已经学过的熟悉的、听得懂的英语来解释或表达新的教学内容。各环节之间的过渡语要自然流畅。写出使用教具的时机和方法，写板书内容等。

d、 写学生活动。写出学生学习的内容和学习方法，特别是怎样学应写清楚。不能简单地把学生活动写成听、读、思考、操练、做题等。

初中英语教案与其他科目的教案写法大致是一样的，知识牵涉到英语的表述，对部分考生来说可能相对陌生一些，不过没关系，只要勤加练习一定能顺利通过教师资格证考试。

1、教学内容：

本单元是——（下）unit—。主要围绕""这一主题展开各种教学活动，并以这一主题引出xx等语言功能。本单元旨在创造一个轻松，愉快的学习，交流环境，通过听，说，读，写来培养学生综合运用这些知识的能力。并让学生能在"做中学"（learningbydoing），通过有限的课堂实践活动，拓展以往的经历，能准确地用英语来表达。

2、教材的地位和作用：

——年级——单元

讲述的是——的用法，这是初中非常重要的时态之一。学生们能够用现在——来表达自己的经历，来体会别人的感受是很重要的。这个单元一定要体会现在——的真正含义和用法。要避免混淆几个重点词组的使用。

我们更要使学生不仅理解枯燥的语法，还要让学生们会用新学的语法知识来表达思想。

3、教材的处理：

根据《英语课程标准》（实验稿）关于总目标的具体描述，结合本单元这部分的教学内容及基于对教材的分析，我对本单元的内容进行如下处理，目的是突出重点，使课堂节奏紧凑，衔贯。本单元分为四课时，第一课时是sectiona，第二课时是sectionb，第三课时是selfcheck，第四课时是——，最后一部分是做练习，以学生的自测为主，然后予以校对。

我们教学的对象是初二学生（好，中，差等生都有），他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。

根据以上我对本单元教材内容的分析和新课标的指导，我确定以下几个为本单元的教学目标：语言知识，语言技能，学习策略，情感态度和文化意识五个方面。

1、语言知识：

本单元要求学生掌握以下词汇——

语言功能：学习和增加阅读技巧和阅读策略。

语言结构：——

2、语言技能：

（1）能用——的各种形式进行准确的描述和表达——经历。

（2）能掌握——时态中几个词组的正确使用。

（3）能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。

3、学习策略：

通过本单元的教学，我要求学生能通过上下文内在的逻辑联系和在一定的语境中正确理解并运用——（时态）来准确地表达所发生过去的经历。

4、情感态度：

通过对本单元的任务性活动，我的目的是让学生们用英语描述他们过去的经历，同时能提高他们的观察能力和表达能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。

5、文化意识：

通过他们描述过去的经历，了解一些西方国家的风土人情。

基于上述对教材的分析，我确定本单元的教学重点为——的用法。

教学难点为——含义和用法，能在交际中准确地运用——来描述或表达。

教法：情境教学法、语法翻译法、直接法、听说法、交际法、全身反应法

学法：自主、合作、探究

教法分析：

（1）——是初中非常重要的语法项目，而本单元的话题源自生活，立足这一点，我充分利用学生已有的知识和生活经验，让他们讲述去过的国家或地方，创设生活化的真实情境引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学，学了就用）。

（2）开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。

unit9

thefirstperiod（sectiona）

step1warmingup

（"良好的开端是成功的一半"，因此，我认为能以一种新颖的问候方式或复习方式进入一节课，就能唤起学生的兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的内容，那么可为这节课的成功打下基础，同时也能给自己适当的减压。）

t：iliketravelling.ihavebeentodalianandmanybigcities.whataboutyou？

接下来教师让几个学生讲述他们去过的`城市或国家，让其他学生用英语来猜测。（目的是为本节课的现在完成时作好铺垫）

step2presentation

教师出示几张图片，引出现在完成时的结构和用法。

t：haveyoubeentoanaquarium？

yes，ihave。

t：haveyoubeentoawaterpark？

no，ihavent。

这样设计的目的是让学生在交际情景中感受出现在完成时的结构和用法。

然后叫学生归纳出现在完成时的结构句型。

一、教材分析：

1、教学内容：

本单元是——（ 下 ） unit —。主要围绕""这一主题展开各种教学活动，并以这一主题引出_____等语言功能。本单元旨在创造一个轻松，愉快的学习，交流环境，通过听，说，读，写来培养学生综合运用这些知识的能力。并让学生能在"做中学"(learning by doing)，通过有限的课堂实践活动，拓展以往的经历，能准确地用英语来表达。

2、教材的地位和作用：

——年级——单元

讲述的是——的用法，这是初中非常重要的时态之一。学生们能够用现在——来表达自己的经历，来体会别人的感受是很重要的。这个单元一定要体会现在——的真正含义和用法。要避免混淆几个重点词组的使用。

我们更要使学生不仅理解枯燥的语法，还要让学生们会用新学的语法知识来表达思想。

3、教材的处理：

根据《英语课程标准》（实验稿）关于总目标的具体描述，结合本单元这部分的教学内容及基于对教材的分析，我对本单元的内容进行如下处理，目的是突出重点，使课堂节奏紧凑，衔贯。本单元分为四课时，第一课时是section a，第二课时是section b， 第三课时是self check， 第四课时是——，最后一部分是 做练习，以学生的自测为主，然后予以校对。

二、学情分析：

我们教学的对象是初二学生（好，中，差等生都有），他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。

三、教学目标：

根据以上我对本单元教材内容的分析和新课标的指导，我确定以下几个为本单元的教学目标：语言知识，语言技能，学习策略，情感态度和文化意识五个方面。

1、语言知识：

本单元要求学生掌握以下词汇——

语言功能：学习和增加阅读技巧和阅读策略。

语言结构：——

2、语言技能：

（1）能用——的各种形式进行准确的描述和表达——经历。

（2）能掌握——时态中几个词组的正确使用。

（3）能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。

3、学习策略：

通过本单元的教学，我要求学生能通过上下文内在的逻辑联系和在一定的语境中正确理解并运用——（时态）来准确地表达所发生过去的经历。

4、情感态度：

通过对本单元的任务性活动，我的目的是让学生们用英语描述他们过去的经历，同时能提高他们的观察能力和表达能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。

5、文化意识：

通过他们描述过去的经历，了解一些西方国家的风土人情。

四、教学的重、难点：

基于上述对教材的分析，我确定本单元的教学重点为——的用法。

教学难点为——含义和用法，能在交际中准确地运用——来描述或表达。

五、教学方法：

教法：情境教学法、语法翻译法、直接法、听说法、交际法、全身反应法

学法：自主、合作、探究

教法分析：

（1）——是初中非常重要的语法项目，而本单元的话题源自生活，立足这一点，我充分利用学生已有的知识和生活经验，让他们讲述去过的国家或地方，创设生活化的真实情境引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学， 在用中学，学了就用）。

（2）开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。

六、教学过程设计

unit 9

the first period (section a)

step 1 warming up

（"良好的开端是成功的一半"， 因此，我认为能以一种新颖的问候方式或复习方式进入一节课，就能唤起学生的兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的内容，那么可为这节课的成功打下基础，同时也能给自己适当的减压。）

t：i like travelling. i have been to dalian and many big cities. what about you?

接下来教师让几个学生讲述他们去过的城市或国家，让其他学生用英语来猜测。（目的是为本节课的现在完成时作好铺垫）

step 2 presentation

教师出示几张图片，引出现在完成时的结构和用法。

t： have you been to an aquarium?

yes,i have.

t： have you been to a water park?

no,i haven't.

这样设计的目的是让学生在交际情景中感受出现在完成时的结构和用法。

然后叫学生归纳出现在完成时的结构句型。

它山之石可以攻玉，以上就是差异网为大家整理的9篇《人教版初中英语教案设计模板》，希望可以启发您的一些写作思路，更多实用的范文样本、模板格式尽在差异网。

英语教案【篇3】

中班英语教案-剑桥少儿英语

英语教案【篇4】

教学目标：

1.通过图片，认识小乌龟的外形和特征，知道乌龟是爬行动物。

2.引导幼儿用剪，画的方式制作小乌龟。

3.在活动过程中，激发幼儿对美术的热爱以及感受活动的乐趣。

4.培养幼儿的观察、操作、表达能力，提高幼儿的审美情趣及创新意识。

5.会用它们大胆地进行艺术表现与创造，喜欢装饰。

活动准备：

1.剪刀。

2.纸杯。

3.油画棒。

活动过程：

一、提问导入

1.引入乌龟

师：“小朋友，有没有听过《龟兔赛跑》的故事呀?小兔子和小乌龟是跑得快呀”

师：“小乌龟呀和小兔子比赛，虽然呀，小兔子跑的快，但是由于小兔子偷懒，小大树下睡大觉，以至于呀，小乌龟敢上了小兔子，最终呀，小乌龟获得了胜利。”

2.认识乌龟

师：“小朋友知道不知道乌龟张什么样子呢?有没有小朋友看过或者养过小乌龟的啊?”

请小朋友根据过往去动物园，看电视或者亲自养小乌龟的经验进行自由回答。

师出示小乌龟的若干张图片。

总结：乌龟有一个坚硬的乌龟壳，有一个小脑袋，还可以缩回乌龟壳里的，乌龟有四条腿，还有一个短小的尾巴。乌龟是一种爬行动物。

二、新授

1.引导幼儿先将拿到的纸杯先剪小至一半

2.示范先剪出一个圆圆的小头，在头的另一端剪出一个小三角，形成乌龟的尾巴。

3.在头和尾巴的两侧，分别剪出两条小腿，在腿部剪出一排小三角形，形成乌龟的小爪子。

4.请幼儿用油画棒为乌龟填上眼睛，在背部(纸杯底)添上美丽的乌龟壳花纹。

三、总结评价

1.分享成果：请每个小朋友将作品放于桌子中间，小朋友之间相互之间欣赏作品。

2.幼儿评价哪个小朋友做的乌龟最漂亮。

3.教师总结评价。

英语教案【篇5】

教学目标

1、掌握好一般疑问句的变化方法

2、学习如何表达自己喜欢做某事

教学重点

1.如何表达自己喜欢做某事。(like的用法)

2. Have/has的区别。

3.一般疑问句的变化方法。

教学难点一般疑问句的变化方法

(一)词组like to after school in a flat play computer games take a shower have meals watch TV read books do one?s homework grow flowers Let’s = let us have a bath

(二)单词辨析

(1)some / any的用法区别Any和some都有“一些”的意思，它们既可以修饰可数名词复数，又可以修饰不可数名词。但是，它们在用法上有所区别

1. Some常用在肯定句种，而any常用于否定句中和疑问句中。

例如：I have some books.我有一些书.(肯定句) I can‘t see any juice.我没看见果汁.(否定句)

Do you have any friends at school?你在学校有朋友吗(疑问句)

2.在表示请求、邀请、语气委婉、希望得到对方肯定回答时，多用some不用any。此时，句中常出现情态动词can, may, could, would等。例如：Would you like some soup?你想要一些汤吗?

3. any也可以用于肯定句中，此时后面接可数名词单数，意为“任何一个”，起强调作用。

例如：Any student can answer this question.任何一个学生都能回答这个问题。

Some, any用法歌诀肯定句，用some,否定、疑问用any.

但有两点特殊记：若表请求、邀请或委婉，疑问也要用some.若表“任何一个”接单数，肯定也要用any.

(2 )have / has (有)的用法区别

第一人称：我，我们I, we

第二人称：你，你们you

第三人称：除第一、第二人称之外的其他人称

第三人称单数：he, she, it, Kitty, Alice, Ben have(第三人称单数)——has

(3 )too和also的用法区别

课文应用：Do you live in a flat, too?

重点解析：also和too意义上没有区别，都是“也”的意思;用法一般都是用于肯定句中;

also放句子中间或句首，但不能放句末;too只能放句末。

例如：

We also can do it. / Also, we can do it.

Me too. / I am so happy, too!

三、句型

(一)如何表达自己喜欢做某事

---I like to...

课文应用：

Yes, I like to play here after school.

是的，我喜欢放学后在这里玩。

句型结构：

I like to +动词原形+其他。

重点解析：此句型用于表达自己喜欢做某事。

Like意为“喜欢”，如果后接动作，要用to加上动词原形。

例如：I like to swim, but Mary doesn?t like.

我喜欢游泳，但是玛丽不喜欢。

四、语法：

简介一般疑问句

课文应用：

Do you live in a flat, too?

你住在一个公寓里吗?

一般疑问句有以下三种情况：

1)由be动词开头的一般疑问句：其结构为：

Be动词+主语+其它?其中be动词的形式由其主语的人称和数来决定。其答语为：

Yes，主语+ be动词/ No，主语+ be动词+ not.

例如：---Is Mary your sister?玛丽是你妹妹吗?

---Yes，she is.是的，她是。

---Are they your friends?

他们是你的朋友吗?

---No，they aren‘t.

2)由助动词引导的一般疑问句：

其结构为：Do/Does +主语+动词原形+其它?当主语是第三人称单数时用does;当主语是其他人称时用do.

其答语为：Yes，主语+do/does./No,主语+don’t/doesn‘t.

例如：

---Do you like apples?

你喜欢吃苹果吗?

---Yes，I do.

是的，我喜欢。

---Does she like painting?

她喜欢画画吗?

---No, she doesn?t.

不，她不喜欢。

3)由情态动词+主语+动词原形+其他?其答语为：

Yes,主语+情态动词。/ No，主语+情态动词+ not。

例如：

---May I come in?

我可以进来吗?

---Yes, you may.

是的，你可以。

---Can you speak English?

你会说英语吗?

---No, I can?t.

不，我不会。

一般疑问句的变化规则

一般疑问句并不难，谓语调到主语前。

大写、小写有变化，句末要把问号添。

第一人称变第二，以上规则要记全。

英语教案【篇6】

设计依据

水是一个能引发幼儿探究，能与幼儿已有经验建立联系，能有效整合多方面教育内容并能给孩子极大发展空间的活动主题。在孩子们的讨论中，对于“我们会没有水喝吗?”这一问题的分歧最为突出。这个论题能引发孩子多角度地思考水的问题，能为孩子们表达、交流不同见解提供机会。根据《幼儿园教育指导纲要(试行)》提出的“教育活动的组织……应注重综合性、趣味性、活动性”的思想，我设计了本次辩论会。

活动目标

1.关注水的作用及与人们生活的密切关系，形成爱护水资源的意识。

2.能用多种方式阐述自己的观点并能大胆质疑。

3.注意倾听对方讲话，在相互交流中恰当、有效、灵活地使用语言。

4.鼓励幼儿敢于大胆表述自己的见解。

5.能自由发挥想像，在集体面前大胆讲述。

活动准备

1.开展关于水的生成活动：围绕水的话题组织漫谈并和家长一起进行关于水的调查、观察生活中水的使用、参观自来水厂、访问水专家、查找有关水的资料。

2.了解辩论基本方式，商量辩论内容及表达方法。

3.观点展示表每组一张、标记每组一个、投影仪及多媒体课件。

活动过程

1.激发兴趣，引入辩题。

(1)老师：我们先来看一个短片，小朋友边看边想，片中发生了什么事。

(观看水龙头中的水从有到无的课件演示)

(2)老师：你们认为这种情况真的会发生吗?我们真的会没有水喝吗?小朋友对这个问题有不同看法，那我们就来辩一辩吧。今天我们要来开个辩论会，辩题就是：我们会没有水喝吗?

2.确立观点，展开辩论。

(1)老师：现在，辩论双方陈述观点，说明依据，并把资料展示出来。请分组用绘画、演示、讲述、表演等形式陈述自己的观点。

(根据查找到的资料，幼儿陈述观点及依据)

(2)辩论双方分别讨论，为自由辩论做准备。

(3)老师：接下来进入自由辩论，辩论双方可以自由发言，可以就对方观点提出疑问和不同看法。为了让大家听得清楚明白，每次只能有一位小朋友发言，前一位小朋友发言结束后，下一位才可以继续发言。

(老师仔细倾听每位幼儿发言，有目的地提问、启发、点拨，把辩论引向深入)

(4)老师：自由辩论结束了，小朋友的辩论十分精彩。我想问一问，通过刚才的辩论，有改变看法的小朋友吗?如果有，可以移动你的位置，到你赞同的一方坐下。与你旁边的小伙伴说一说为什么改变主意。

3.交流感受，畅谈体会。

(1)老师：我们邀请的嘉宾听了大家的辩论，她会有什么想法呢?会不会有跟大家不同的观点呢?会不会有好的建议呢?我们欢迎她告诉大家。

(2)幼儿交流体会和收获。老师鼓励幼儿大胆谈出自己参加辩论后的感受。

(3)老师：今天的辩论会到此结束。大家可能还有很多话想说，还有一些问题不太明白，那我们就再去问一问、想一想、找一找，然后大家一起来讨论，好吗?

(小结活动，激发继续探索的兴趣)

延伸活动

1.继续收集关于水的资料。

2.给中小班小朋友讲述水的重要性和日常生活中节约用水的简单方法。

3.制作节水标志，张贴在教室和家里。

4.提出节水的小措施。

活动反思

1.重视孩子在活动过程中获得发展。

在辩论会之前，我们围绕水这一话题开展了一系列活动。在这些活动中，孩子们带着各自的兴趣需要和已有经验去探索发现、开拓视野、学会合作、学会学习。在辩论中，辩论技巧、辩论结果并不那么重要，重要的是孩子们敢于用自己善长的方式说出哪怕是还不成熟的想法，能初步形成以事实为依据的科学态度，更重要的是师生互动，使孩子们能在活动过程中去体验、去感受、去发展。

2.鼓励孩子大胆提问和质疑。

提问和质疑是创造性思维的重要表现之一。以前的活动往往是老师一问到底，这样就不太可能为孩子留下提问和质疑的空间。本次活动的辩题来自孩子的探究，论述的观点和表达方式符合他们的视角，因此，在辩论过程中不同观点的激烈碰撞，无疑会带给孩子更多更深入的思考。自由辩论环节完全由孩子来互相提问、互相反驳，这样，不仅营造了幼儿质疑的氛围，还训练了孩子的反应能力和理解能力，提高了他们灵活运用语言的能力。

3.用接纳和尊重解读孩子的百种语言。

“孩子有一百种语言。”每个孩子都在用自己独特的方式去观察世界、表达认识。作为教师要接纳和尊重他们的不同意见。在辩论活动的准备过程中，孩子们自由分组、自主选择、自己决定表达方式，我都给以积极的支持和鼓励，让他们按自己的想法去做。在辩论过程中，我尽可能多地把活动时间和空间留给孩子，让他们有表现机会，有成功体验，以使辩论会真正成为他们自己的舞台!

英语教案【篇7】

Teaching Important Points　【教学重点】

Key words & phrases：

textbook，conversation，aloud，pronunciation，sentence，patient;study for，ask the teacher for help，work with a group，be patient

Key sentences：

1.—How do you study for a test?

—I study by working with a group.

2.—Does anyone learn English by watching videos?

—No.It's too hard to understand spoken English.

3.—Have you ever studied with a group?

—Yes，I have.I've learned a lot that way.

Key structure：

verb+by doing

eg：I study by working with a group.

Teaching Difficult Points　【教学难点】

★Practice the structure “verb+by doing” in listening and speaking.

Teaching Aids　【教学工具】

A tape recorder，CAI or multimedia courseware.

Teaching Steps　【教学过程】

★Step 1Leading in　【新课导入】(Ⅰ)

1.Greeting

Greet the class and briefly talk with the students about their holidays.

2.Discussing

Discuss with the students，like this：

T：What do you usually do when you study English?

S1：I often read English books.

T：(To class) Good.He studies English by reading English books.That's a good way.(Then to another student)Now，what do you usually do when you study English?

S2：I…

3.Practice with more students.

★Step 1Leading in　【新课导入】(Ⅱ)

1.Greeting

Greet the class and tell the students the goal of this unit.

2.Preparation

T：Today we are going to talk about how to study.How do you study English?

Collect the students' answers and prepare the language items for this period.

★Step 2Cooperative inquiry　【合作探究】

1.Finish the task in 1a

①Work in groups.Add more ways of studying English.

②Read these phrases in 1a.Tell them the usage of “by doing” phrases.

③Help students to say out their ways of studying.

2.Finish the task in 1b

①Read the instructions.

②Play the recording for the first time.Students only listen.

③Play the recording a second time.Ask them to match the ways with the names.

④Check the answers with the whole class.

3.Finish the task in 1c

①In groups，interview their partners about how they study for a test.

②One from each group reports to the class.

4.Finish the tasks in 2a-2b

①Use PPT or pictures for the students to learn the new words.Read the questions in 2a.

②Get the students to guess the answers in 2b.

③Play the recording for the first time.Students listen and check the questions.

④Play the recording again.Students listen and match the answers with the questions in 1a.

⑤Check the answers with the whole class.

5.Finish the task in 2c

①Show the pictures of the conversations.

②Students work in pairs.

③Ask three pairs to say out their conversations to the the PPT to help.

6.Finish the task in 2d

①Talk about the picture and scan the conversation.

②Ask the students to read aloud the conversation in 2d.Learn the new words and phrases.

③Ask these questions：

How does Jack feel at the very start?

What makes him feel like this(nervous)?

What's Jack's problem when he reads?And what does Annie suggest?

What's Jack's problem with words?And what's Annie's advice?

④Check the answers with individual students to see how well they understand.

⑤Play the recording and get the students to follow the teacher in the recording.Then ask two pairs to act out the conversation.

★Step 3Homework

1.Do a survey：How do you study for an English test?

2.Imagine that you are Jack and Annie.Make a conversation to talk about your English study.

3.Translate the following sentences into English.

(1)你是怎样学习英语的?我通过大量阅读来学习。

________________________________________________________________________

(2)理解这个问题对我来说太难了。

________________________________________________________________________

(3)我通过听磁带来练习发音。

________________________________________________________________________

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