小学英语教案英文版。
教学过程中教案课件是基本部分，现在着手准备教案课件也不迟。而写出优秀的教案课件，也能提升老师教学水平。那大家担不担心写不好教案课件？有请阅读小编为你编辑的小学英语教案英文版，欢迎阅读，希望你能阅读并收藏。
Unit 1 Lesson 3
part A Let’s say, Let’s chant part C Culture
Teaching Aims :
1. Be able to listen, say, recognize the words: apple, ant, boy, bag, Coke, coffee.
2. Be able to listen, say, read and write these three letters: A a; B b; C c
3. Through the chant review the letters of ABC, train a sense of group identity.
Focus points Write down them correctly and handsomely.
Teaching preparation:
1. Letter cards ,some word pictures, word cards: apple boy eraser ant crayon body head cake Coke coffee bag ball
2. A little blackboard with four-line format and a ball.
Designing for the blackboard:
panda beaver eagle kangaroo (pictures)
China Canada America Australia (words)
Teaching Steps:
Step1. Warm –up
1. Sing a song.
2. Free talk
T: Hello. I’m Wendy. I’m from Hangzhou.
S1: Hello! I’m ... I’m from Hangzhou,too.
T: Nice to meet you.
S: Nice to meet you, too.
T: Let’s play. Ok?
S: Great!
T: Watch out! (T throws the ball.)
S: Oh, no.
Make a similar dialogue with your partner.
Step2.presentation.
1. 1)T : Today, we will learn letters. Do you know letters? Just as A,B,C…… They are letters. What’s the meaning of letters?
S: 字母。
T: Great! A is the first letter. ( T shows letter A.)
T: A a↗↘ S: A a↗↘
T: This is big letter A. 大写字母A。
T: Big letter A. S: Big letter A.
T: Let’s make a big letter A. (With the hands)
Run two trains: Big letter A. (With the hands)
T: This is small letter a.
T: Small letter A S: Small letter A.
T: Look at this girl’s head. It’s a small letter a.
小a, 小a, 小翘辫。
Run two trains: Big letter A, small letter a.
2). T draws an apple: What’s this?
S: It’s an apple.
T draws an ant beside the apple: What’s this?
S: It’s an ant.
T: A for ant, / /,/ /, / /.
A for apple, / /, / /, / /.
2. Teach B b, C c like above.
pay attention to the pronunciation of c.
Use right hand to make a c.
B for boy, /b/,/b/,/b/.
B for bag, /b/,/b/,/b/.
C for Coke, /k/,/k/,/k/.
C for coffee, /k/,/k/,/k/.
Step 3. practise.
1. Game: Find out the letters we’ve just learned.
apple boy eraser ant crayon body head cake Coke coffee bag
ball
Read as: apple, No.1 small letter a.
2.1) T: You’re so smart. You can read them. Now, let’s write them down.
Look at the blackboard.
T: First, let’s write down big letter A. One, two, three. Now, Let’s try together. Show me your finger.
S: My finger.
T& Ss: One, two, three.
T teaches the writing of small letter a.
2) T: Everyone has his home. Where is A’s home?
Here it is. (T points at the four-line format.)
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T: This is letter’s home. This is the first floor. Then the second floor and the third floor. Big letters A lives in the second and third floor.
Let’s write down it. Show me your finger.
S: My finger.
T & Ss: One, two, three.
T teaches the writing of small letter a in the four-line format.
Write them on your exercise book.
Teach the writing of Bb, Cc.
3. Lets chant.
1) Read after T.
2) Say with the tape.
3) Say by yourself.
4. Culture.
T writes down:3.8
T: March 8th is Women’s Day.
Yeah，妇女节。
T: On that day, you should say “Happy Women’s Day” to your mother.
You also can pour a cup of tea, then say “ Have some tea, mom.”
T&S act like mother and son/ daughter.
S: Ding dong.
T: Come in, please.
S: Happy Women’s Day!
T: Thank you.
S: Mom, sit down , please.
Have some tea.
T: Thank you. My dear daughter.
Step4. Assessment.
1).Complete the writing of letters and exercise on the activity book.
2) Make letter cards of A\B\C.
Think it over:
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关于小学英语教案英文版(5篇)
教案课件是老师需要精心准备的，只要课前把教案课件写好就可以。要知道写了教案课件，是可以体现老师在教学上面的专业素养。你是否在寻找合适的教案课件呢？小编经过整理，为你编辑了关于小学英语教案英文版(5篇)，不妨参考一下。希望你喜欢！
关于小学英语教案英文版(篇1)
【教学重点】听、说、认读字母Rr Ss Tt，体会字母在单词中的发音
演唱B部分的歌曲，边唱边演。
1、教师装作兔子的样子，说：“I‘m a rabbit.”出示单词卡片，让孩子拼读单词，引出字母“Rr”。教师示范读音。孩子练读。
教师播放下雨的声音，说：“It’s rain .”引出单词“rain”
雨过天晴后，太阳出来了，看，教师在黑板上画出Rainbow.引导孩子说出：“It‘s a rainbow.”
2、教师出示Snake和Squirrel的图片，让孩子反复体会两个单词的相同发音，引出字母“Ss”出示大小写字母卡，练读。
3、教师出示tiger和taxi两个单词，让孩子通过卡片认词读词。引导孩子在反复的读中体会两个单词的共同的字母：“Tt”.让孩子通过表演和想象一下字母的字形。
教师说歌谣，边说表演，鼓励孩子跟着做。小组练习，各小组展示。
教师说：“Find letter Tt/...”让孩子找出新学的字母，并分别说一说字母像什么，用
语言描述或是用动作表示。
教师通过动作模拟出学习过的字母，让孩子猜一猜。
孩子以小组为单词，用自己手中的字母卡制作一张自己的字母表。孩子可以对字母表进行个性化的装饰。
关于小学英语教案英文版(篇2)
【重点】句型What are they?以及其回答They’re… ;
热身：
1)教师和学生用所学的日常用语打招呼Hello!Hi!Nice to meet you. What’s your name?
How old are you? What is it?
2)学生之间用日常用语打招呼。
导入新知识：
1)教师呈现小鸭子图的一部分(一只小鸭子的头)，问：What’s this?多数学生可以答出:It’s a duck.
2)呈现图的整体：四只鸭子,教师自问自答: What are they? They are ducks.教师带读“What are they?”强调they的发音要咬舌头。
3)引导学生看图用What are they?提问，教师回答：They are ducks.强调ducks中的音。小组进行问答练习。
4)教师将几本书卷起来拿在手中引导学生用What are they?提问，然后找学生回答，教师要适时提醒book-books的演变。
5)教师出示图片：4 ducks、5 desks、3 bikes、3 clocks、 7 books。学生两人一组用What are they?They are…进行问答练习。
6)请尽可能多的同学到前面作展示，教师要及时纠正学生对话中关于名词复数变化的发音。
1)教师出示Learn to say部分的视频课件,学生观看，了解对话情景。
2)教师提问：Are they ducks? Are they geese? Are they swans?学生回答：Yes，theyare.或No, they aren’t.
3)播放对话跟读课件，学生逐句重复听到的句子。教师适时强调Are they…?读升调。
5)请几组学生到前面展示。
4、趣味操练：
1)学生将课前准备的Let’s practise部分的图片排列在桌子上，问：What are they?教师说：They are …学生迅速选出有关内容的图片并举起,比比看,谁的反应快。
2)小组进行以上活动。
请一位同学选择任意一张图片到前面，不让其他同学看到图片内容，提问：What are they?班内其他同学用Theyare…猜猜图片内容。猜对的同学可以到前面来请班里的同学猜自己的卡片。此活动也可以以小组为单位进行。
What are they? They’re (Let’s practise部分的图片，下方标有相应的单词,复数变化)
duck + s = ducks cake + s = cakes
【重点】What are these / those?及回答They’re… .
【难点】以结尾的名词复数的读音。
热身、复习：
1)学生两人一组表演对话“In a park”。
2)教师出示第3页Let’s practise中的图片，引导学生用What are they? They are…进行问答练习。
呈现新课：
教师将图片books, bikes, desks, cakes, clocks贴到墙上离学生远的地方指着蛋糕的图片问：What arethose?引导学生回答：They are cakes.
学生两人一组指着墙上的图片用What are those?They are…进行问答练习。
引导学生说出对近处的一些物体提问用What are these?而对远处的一些物体提问用What are those?
会话教学：
1)教师播放教学课件In a fast-food restaurant,学生观看。
2)通过课件引导学生运用What are these/those? They are…学习有关单词hamburgers/hot dogs.
3)小组问答练习：运用What are these/those? They are… (看着课件图)教师要关注学生的单词发音，注意及时纠正。
4)利用本课的对话跟读课件，让学生逐句重复对话的句子。
5)打开教材P4，学生三人一组进行书中的对话练习。
6)请几组学生到前面展示,可用学生自己的姓名,比如是几个好朋友去逛街买食品。
7) Let’s practise.
教师提示：maps, stamps, caps在近处，cups, ships, jeeps在远处。
学生两人一组看上台表演。
引导学生发现以结尾的名词复数形式发音变化规律仍然读。
将学生分为4人一组，每组一张Bingo游戏纸;
以组为单位尽快将所学单词：books，cakes，hamburgers，hotdogs，bikes，ducks，swans，geese，maps，stamps，caps，cups，ships，jeeps选任以9个写在Bingo的格中;
每组选一名代表随意说出自己组Bingo格中有的一个词“They are…”
其他组学生画出所听到的单词，看那个组的Bingo多。
关于小学英语教案英文版(篇3)
Unit 2 What time is it? 学习任务 1 . 能力目标 （1) 能够询问时间并做出正确的回答，如：What time is it ? It’s nine o’clock. （2) 能够结合学过的语言描述自己的日常活动，如：It’s time for English class. It’s time to go to school. （3) 能够听懂并发出一些指令，如：Time for breakfast. Drink some milk. （4) 能够看懂、并能制定自己的课程表和作息时间表。 （5）能够自己动手制作一个钟并用所学语言进行描述。 2 . 知识目标 （1）掌握A、B部分Read and write的单词和句子并能做到会听、说、读、写。 （2）认读A、B部分Let’s learn、 Let’s talk中的单词和句子。 （3）理解并能够在教师指导下完成Let’s do、 Let’s chant、Let’s find out部分听 听做做、吟听歌谣和选出正确答案等目标要求。 （4）了解Story time、Good to know 等部分的内容。 3 . 情感、策略、文化等有关目标 （1） 情感态度：培养学生严格的时间观念，养成守时、守纪的好习惯。 （2） 学习策略：注重合作学习与实践活动，培养心灵手巧的学生。 （3） 文化目标：了解地球上不同时区在同一时刻的时间是不同的。 第一课时 课题：Unit 2 What time is it? A Lets learn Lets do 教学重点：掌握有关学生日常活动的六个单词和词组。。 教学难点：对新句型“What time is it? It’s nine o’clock. It’s time for…”的理解和运用。 教具准备：1．与教材内容相关的VCD、录音、图片。2．教师准备一个教具钟。3．教师准备六张单词卡。 教学过程： （一）复习（Revision） 1．教师播放第一单元Story time的录音或者请一组学生表演Story time中的故事。 2．教师在听录音或学生表演之后向学生提问：Where is Zoom?学生回答：He is in the canteen.教师又问：Why?学生答：He is hungry. 教师再问：Why is he hungry? What time is it? 引导学生答出：It’s time for lunch. 接下来教师可鼓励学生说出哪些东西可以告诉我们时间，如：the sun, the moon, the tree等等，学生如果不能用英文说，也可用中文说。 （二）呈现新课 （Presentation） 1．教师可制作本课时的挂图贴在黑板上说：Look! What’s this? It’s a clock. 然后指着12点说： What time is it? It’s 12 o’clock. Are you hungry? Why? 用动作示意学生说出It’s time for lunch. 接下来，教师利用钟面上的小图继续教授时间的表达和其它几个单词、词组。 2．通过教师领读和听音跟读，让学生掌握正确的读音，尤其要注意breakfast和o’clock的发音。可采用小组模仿竞赛的形式，在学生当中展开互帮互学。 （三）趣味操练 （Practice） 1．教师将教具钟上的时针拨到不同的时间，提问学生：What time is it? 鼓励同座的两名学生进行比赛看谁做出快速反应。 2．教师拿出生词图卡，出示图的一小部分，让学生通过观察判断图上画的是什么，并说出相应的单词或词组。 （四）扩展性活动（Add-activities） 1．做本单元A Let’s learn部分的活动手册配套练习。 2．和同桌一起玩“画画、写写”的游戏。根据本人实际情况用钟的形式画出自己的活动时间， 并和同桌一起进行问答练习。 3．试一试给同伴、朋友或家长发Let’s do 中的指令请他们做动作。 板书设计： Unit 2 What time is it? Let’s learn： 第二课时 课题：Unit 2 What time is it? A Lets talk Lets play 教学重点：让学生熟练掌握问句“What time is it?”和相应的回答以及句型“It’s time for…”的用法。 教学难点：对话中一些习惯表达法的理解，如：Just a minute. School is over. 教具准备：1．与教材内容相关的VCD、录音、图片。2．教师准备John和吴一凡的头饰并准备一顶保安人员的帽子。3．学生准备白纸和笔。 教学过程 （一）复习（Revision） 1．学生演唱第二册学生用书第26页的歌曲“One Two Three Four Five”。 2．师生一起表演本单元A部分Let’s do 的听听做做活动。 3．教师和学生一起做“听句子，拨时针”的游戏。教师说：It’s time for breakfast. It’s time for English class. 学生根据实际情况将时针拨到合理的位置。 （二）呈现新课 （Presentation） 1． 教师在做“拨时针”的游戏时对学生发出指令：School is over.如果学生不理解可联系“Class is over.”来帮助学生理解。待学生将时针拨到5点或其它实际放学时间后，教师问：School is over. What do you do ? 学生回答Go home.教师说：But Wu Yifan and John don’t go home. What are they doing? Let’s Watch TV.由此导入新课。 2．看与听 学生看Let’s talk部分的VCD，教师可以就对话内容提一些问题。在提问与回答的过程中，借助画面帮助学生理解难点，可要求学生用句型“It’s time for…”造句。 3．模仿跟说，注意语音语调。 4．分角色朗读与表演 建议教师扮演John的角色与部分学习程度较好的学生进行示范性表演，以降低学生表演的难度。学生可自由挑选表演伙伴。 （三）趣味操练 （Practice） Let’s play 做看动作、猜时间的游戏。学生用他的左右手分别代表时针的长针和短针，不同的手位代表不同的时间，让学生们猜猜What time is it? 要注意的是：代表分针的手上可拿一支笔以加大长度。 （四）扩展性活动（Add-activities） 1．做本单元A Let’s talk部分的活动手册配套练习。 2．听Let’s talk部分的录音，读给同伴、朋友或家长听。 3．四人小组一起动手做一个英语课和表并用所学语言进行表述。 板书设计： Unit 2 What time is it? 第三课时 课题：Unit 2 What time is it? A Read and write B Lets find out C Good to know 教学重点：掌握Read and write部分1－10的十个数词以及两个句子在四线格中的正确书写。 教学难点：学生能准确地理解插图和对话。 教具准备：1．与教材内容相关的VCD、录音、图片2．教师准备一张世界地图。 教学过程： （一）复习（Revision） 1．师生齐唱第一册学生用书第62页的歌曲《Ten Little Candles Dance》。 2．学生跟着录音一边说一边表演本单元A部分Let’s talk的对话。 3．游戏：What is missing? 教师把10个数词的卡片不按顺序分发给10名学生，让其中一名学生将卡片藏在身后，全 班学生猜哪一张卡片不见了。 （二）呈现新课 （Presentation） 1．拼词比赛。四人一组进行比赛，一名学生说出一个数字，其余三名学生比比谁拼得最快最准。 2．读文书写。师生之间先对本课时图片上的内容进行简单的交际性问答，再请学生阅读对话并拼读、书写十个四会掌握单词及一组句子。完成之后先同桌互相交流然后全班讨论谁写的最规范。本课时需要书写的单词量较大，可在学生间展开游戏：Whose memory is the best? 看谁能在几分钟内正确拼写出更多数词，以此增强学生的学习兴趣。 （三）趣味操练 （Practice） 1．Let’s find out 教师先介绍这项任务：It is Sunday. Sarah and Chen Jie are going to see a movie. They must be home at six. Which movie can they see? Can you help them? 鼓励学生说出答案并讲明理由。教师给学生出几道类似的数学应用题考查他们的`推理思维。 2．Good to know (1) 教师首先让学生观察图上的建筑并回答Where is it? 学生能用中文回答教师也要鼓励。 (2) 教师再让学生回答问题：What time is it in…? (3) 借助世界地图，给学生介绍有关时区的知识。 （四）扩展性活动（Add-activities） 1．做本单元A Read and write 部分的活动手册配套练习。 2．回家后向爸爸妈妈介绍关于时区的知识。 板书设计： Unit 2 What time is it? Read and write： 第四课时 课题：Unit 2 What time is it? B Lets learn Lets chant C Story time 教学重点：本课时的重点是对四个动词词组的掌握。 教学难点：本课时的教学难点是句型“It’s time to…”，学生刚学过“It’s time for…”，可能会把这两个句型混淆起来，建议教师注意对这两个句型进行比较。 教具准备：1．与教材内容相关的VCD、录音、图片2．教师准备相关的词卡。 教学过程： （一）复习（Revision） 1．数学游戏：教师给学生出一些数学算式，可以是加减混合运算，也可是连加连减，学生算出来后用手指头表示答案。 2．播放本单元Let’s chant B中的歌谣，让学生边听边做动作。 （二）呈现新课 （Presentation） 1．玩时钟游戏。教师用手臂做时针和分针，问：What time is it? 学生快速回答It’s…o’clock. It’s time for… 2．教师做出4：35的手形，问：What time is it? 引导学生说出：It’s 4：35. School is over. 教师接着问：School is over. Where do you go? 学生回答：We go home. 教师由此导入句型It’s time to go home. （三）趣味操练 （Practice） 1．教师可采用A部分Let’s do的形式操练新的句型。教师借助图片和听听做做活动教授其它几个动词词组，如：教师发指令：It’s time to get up. 请学生做起床、穿衣服的动作；教师说：It’s time to go to school.请学生做背书包、走路的动作，以此类推。要注意多让学生听句型：It’s time to…,为下一课时重点学生句型做铺垫。 2．听音跟读，注意强调语音语调。 3．画画说说：学生模仿 Let’s learn部分的插图画出自己的活动时间，然后在四人小组中交流，比如学生A六点起床，他就指着自己的画说：It’s 6 o’clock. It
关于小学英语教案英文版(篇4)
4月27日小学英语组在小教处的指导下，进行了教案、作业的检查。现总结如下：
英语教案优点：
1、整体情况良好。项目全，内容完整。所有老师都按照学校的要求完成了备课量。教案撰写环节清楚，目标明确，重难点突出，反思仔细、认真。
2、作业形式丰富，有实效，作业量适中。
3、课前准备充分。注重运用课件、图片、单词卡等多媒体技术，激发学生学习兴趣，充分调动学生的学习积极性。
存在的问题：
1、个别老师的教案略显简单，对于重点知识的呈现、如何帮助学生感知、体验、理解语言并运用、内化语言缺乏具体活动安排。
2、板书设计相对简单。可以更合理地设计板书，明确各节课的重点、难点，这样也有利于学生对各节课重点知识的整体把握，便于学生形成知识系统。
3、个别教师没有附上复习教案和试卷。
英语作业优点：
1、作业次数充足，全批全改。
2、大部分学生书写认真，教师批阅规范，且细致、及时。
3、中、低段学生以单词、句子书写为主，作业上有教师对学生书写的示范和指导。教师批改规范，学生书写习惯较好。
4、高段学生以习题练习为主，学生有纠错、有教师讲解的批注，大部分高段学生的作业干净，书写美观。
英语作业存在问题：
1、中、低段部分学生作业不够平整和整洁。
2、部分学生的书写习惯有待提高，需要教师更加严格的要求。
教案书写工整：徐静、晏瑜、熊佳、林敏
作业批改仔细、认真的：徐静、陈爱玲、林敏
副课教案检查
教师的备课量充足，书写工整，教具准备充分，并附有参考资料。
表扬徐静：书写工整，课前准备充分，并附有参考资料。
拓展阅读：教案评价用语
1、该节课教学目标目标清楚明白、具体，易激发兴趣，引导自主探究、合作交流、练习设计体现知识的综合运用，形式多样，分量与难度适中，学法指导得当，是一节很不错的课
2、该节课教学重难点把握准确，教学内容主次分明，抓住关键；结构合理，衔接自然紧凑，情感态度与价值观三个维度，符合学段教学要求、教材特点与学生实际，是一节成熟的课
3、该节课能以旧引新，寻找新旧知识的关联和生长点，注重知识的发生发展过程，能找到教材特点及本课的疑点，并恰当处理，在课堂上设疑问难，引导点拨，是一节很有个性特点的课
4、本节课各种学习活动设计具体、充分注意学生学习习惯的培养，因材施教，调动学生自主学习的积极性，遵循常规但不拘泥，根据学生的差异和特点，从具体到抽象对教材进行处理，是一节很成功的课
5、该节课教学过程设计完整有序，既体现知识结构，知识点，又注意突出学生活动设计，体现教学民主、培养学生良好的学习品质课堂结构完整，密度恰当。
6、该节课教学程序设计巧妙，在教学过程中能运用上新颖独特教学方法、言简意胲，引导点拨学生，学生动口、动手、动脑，主动参与教学过程，使学生做出的作品图文并貌，有美感，整节课很完美。
7、该节课很有艺术，教学安排清晰有序，科学规范。在教材处理上从具体到抽象，化难为易，以简驾繁突破难点。各环节有详细的练习，科学合理有效地培养学生自主，探究，创新能力的发展。
8、本节课非常成功，设计突出了以学生为本的理念、全面培养学生素养、自主合作探究学习的理念。教师配以亲切活泼的教态，能较为恰当地运用丰富的表扬手段，让学生在学习中感受到成功的快乐。
9、该节课教学重难点把握准确，教学内容主次分明，抓住关键；结构合理，衔接自然紧凑，组织严密，采用有效的教学手段，引导自主探究、合作交流，成功地教学生“会学”。
10、该节课堂结构层次清楚、运用恰当的教学方法和手段启迪学生思维、解决重点、突出难点。精心设计练习，并在整个教学过程中注重学生能力的培养，是一节优秀的课
关于小学英语教案英文版(篇5)
UNIT THREE： IS THIS YOUR SKIRT? 学习任务 1 . 能力目标 （1) 能简单描述衣物的大小、新旧和颜色，如：My jacket is gray.Theyre so small. （2) 能提问并回答有关义务所属的一些问题，如：Is this your skirt ? Is that your T-shirt ?等。 （3) 能听懂并发出与衣服相关的一些指令，如：Put on your T-shirt. （4) 会唱歌曲My clothes。 2 . 知识目标 （1）掌握A、B部分Read and write四线格中的单词和句子并能做到会听、说、读、写。 （2）认读A、B部分Lets learn、 Lets talk中的单词和句子。 （3）理解Lets do、 Lets chant等部分的内容并能够在教师指导和录音带的伴奏下完成听听做做和会吟唱等目标要求。 （4）了解Story time和Good to know等部分的内容。 3 . 情感、策略、文化等有关目标 （1）情感态度：能得体穿衣，不出穿衣尴尬局面。 （2）学习策略：注重合作学习，鼓励学生创新，尝试服装设计。 （3）文化目标：了解不同国家的服饰常识以及一些常见外来语。 第一课时 【课题】UNIT THREE： IS THIS YOUR SKIRT? A Lets learn Lets do 【教学重点】与衣物有关的六个词组。 【教学难点】表示颜色的形容词与表示衣物的名词连用。 【教学准备】各种带颜色衣物的图片（教师）和各种衣物若干（学生）；衣物及颜色的单词卡片；录音机和磁带；画有各种颜色衣物的图画。 【教学过程】 （一）Revision： 教师播放从前学习过的有关颜色的歌曲《Color Song》，听后学生说出听到的颜色名称。 教师出示颜色卡片，学生认读单词。 学生自己找一样物品向大家介绍它的颜色。 （二）Presentation： Let’s learn 教师呈现图画，问学生：What color can you see? 学生会自然说出图中的颜色。教师顺便引出新课：What’s this? It’s a T-shirt. A yellow T-shirt. 教师继续指图，并放录音，学生边看图边听录音，通过各种颜色初步感知衣物名称。学生可能对I like the white sweater with the green skirt.这一句不太理解，教师略作解释，无需强调。 教师呈现各种衣物的图片，学生看图感知衣物名称。引导学生们说一说记住的衣物名称。教师指图问：What color is it? What’s this? 学生回答两个问题，教师引导学生说出：yellow T-shirt 并出示其它的图片，学生试着说出其它几个词组。 看书中图并放录音，学生边看图边听录音感知并理解句子，用动作帮助学生理解单词with的用法所表示的意思。 找几个学生到前边来当模特，再请两个同学来表演刚学的.两句话。（或者播放VCD，学 生配音） （三）Practice： Let’s do 教师播放录音，带领学生做游戏。 教师发布指令，学生做动作；一学生发布指令，教师和其他学生一起做动作。 小组比赛，每人听一个指令做动作，接力进行，看哪个小组动作做得正确。奖励优胜组。 两人一组互相快速发布指令并做动作，到前边进行表演。 （四）Extension： 让学生介绍自己的衣服颜色及名称，或者喜欢谁的衣服就介绍谁的衣服。 做本单元活动手册配套的练习。 【板书设计】 Unit 3 ：Is this your skirt? 第二课时 【课题】UNIT THREE： IS THIS YOUR SKIRT? A Lets talk Lets play C Lets sing 【教学重点】句型：Is this your skirt? Yes, it is. Is that your T-shirt? No, it’s not. 【教学难点】指导学生正确使用名词所有格。 【教学准备】1.衣物及颜色的单词卡片2.各种衣物（学生） 3.对话中人物的头饰 4.录音机、磁带、VCD 5. 画笔和纸 【教学过程】 （一）Revision： 1、教师手持衣物的单词卡片，从中抽出一张，让学生猜一猜是哪件衣物的卡片。 2、学生听录音做动作或者听教师、同学指令做动作，复习巩固上节课所学习的内容， 为后面的学习做好准备。 （二）Presentation： Let’s talk： 1、学生按指令做完动作，教师顺手拿起一学生的衣物问：Is this your shirt? 引出新课。 2、教师为学生播放VCD，学生边看边理解，观看后请学生讲一讲，检验学生是否理解。 3、在黑板上呈现新单词，学生认读。教师放录音，学生模仿，可用一定的动作或表演来帮助理解和加深印象，如：Where is my skirt? 教师或学生可做在一堆衣服里寻找的动作，Is this your skirt? 可以做拿一件衣服询问的动作。 4、操练句型Is this your shirt? Yes, it is. No, it’s not. 进行替换练习。 5、认读后，进行分角色表演。学生自己选择角色并佩戴头饰进行表演。 Let’s play： 学生画出自己喜欢的衣服，并涂色。然后以组为单位交给教师展示，教师从各组中任意抽取几张并问：Is this your …?，学生回答。由师生操练过渡到生生操练。 （三）Practice： 1、教师带领学生进行对话表演，准备相应的道具、头饰。 2、Ask and answer：小组比赛，A、B两组互问问题，比比哪个组答的又快又准确。奖励优胜。 （四）Extension： 教师设置存衣处的情景，鼓励学生分组自编对话，并进行表演。 【板书设计】 Unit 3 ：Is this your skirt? 第三课时 【课题】UNIT THREE： IS THIS YOUR SKIRT? A Read and write B Lets chant C Good to know 【教学重点】准确掌握单词及句子在四线三格中的书写。 【教学难点】理解对话及书写的单词和句子的意思。 【教学准备】衣物及颜色的单词卡片；录音机和磁带，配套录像； 配套挂图； 动物头饰。 【教学过程】 （一）Revision： 1、教师使用上节课学生画的图画来引入对所学句型的巩固操练， Is this your skirt? Yes, it is. Is that your T-shirt? No, it’s not. 2、学生以小组接力赛的形式，复习巩固单词的认读和拼写。 （二）Presentation： Read and write： 教师播放《Color Song》，学生听后说出听到了那些颜色，教师出示表示颜色的单词，学生互相交流。 教师出示配套挂图，并提示：There are so many clothes in the tree. They are very beautiful. Do you know whose clothes it is? 引导学生自己阅读，根据图画理解文意。 学生通过阅读，试回答教师提出的问题，然后听录音，用模仿书中的句子的方式检验回答教师提出的问题是否正确。可采取A、B两组比赛的方式。 学生听录音跟读句子，纠正语音语调。学生分组进行操练，佩戴头饰进行对话表演。 教师让学生不看书回忆书中要求书写的单词和句子，学生说一个，教师带领书写一个，注意讲解。 （三）Practice： Guessing game： 教师手持多张颜色的单词卡片，任抽一张，让学生猜是什么颜色，拼读出该单词可为小组加一分。统计各组得分，奖励优胜。 2、各组分别派代表二人参加书写比赛，每组同时进行接力书写颜色单词，书写最快且标准的为优胜组。 （四）Extension： 学生学唱歌曲：《缤纷的色彩》（《Colors》）。 【板书设计】 Unit 3： Is this your skirt? yellow red white blue green Is this your T-shirt? No, it’s not. （上述内容的四线三格书写） 第四课时 【课题】Unit 3： Is this your skirt? B Lets learn C Story time 【教学重点】单词pants socks jeans shoes shorts的复数形式 【教学难点】在情境中应用单词的复数形式。 【教具准备】1、本课生词的单词卡片2、配套的教学VCD 3、相配套的教学录音带 4、课文配套挂图 【教学过程】 （一） 复习（Revision） 1、复习A部分Let’s do的歌谣。 说一说，演一演 2、Talk about your clothes 学生们走到台前，介绍一下自己的衣服的颜色，样子。 （二） 呈现新课 （Presentation） 1、教师出示Let’s learn部分的挂图。 问学生What can you see?学生说出学过的单词，教师指着图让学生观察，导出单词的复数形式，让学生说一说。 2、教师问：“Where are the skirts…?”让学生们到前面来指。当遇到学生们陌生的词，教师出示新词的复数形式，让学生读一读，强调结尾“s”让学生注意。 教师在黑板上贴出所有衣物的图片和单词，引导学生体会“s”的意义。（jeans pants shorts socks shoes等词都是成对出现的，没有单数形式。而skirt等词则不同，指导学生理解） 3、学生们两个人一小组，就课文的图问一问、指一指。 4、播放VCD, 学生看VCD理解含义。 学生分角色跟读。 5、操练新单词（教师注意指导学生单词结尾”s”的读音） 各小组表演、各小组展示。 6、播放Let’s chant录音，学生学唱。 （三）趣味操练 （Practice） 1. listen and point Where is your skirt? Where are your socks?学生边听，边指出。 2. 学生小组内互问，互指。 学生把自己的一些衣物事先藏到同学的课桌等地方，然后用学过的句子描述，让其他同学找出这样物品。 (四) 扩展性活动（Add-activities） 让学生根据自己的衣服，仿照本课歌谣，创编歌谣。 各小组展示。 【板书设计】 Unit 3 Is this your skirt? 第五课时 【课题】Unit3： Is this your skirt? B Lets talk B Lets find out C Lets check 【教学重点】掌握本课时的主要句型：These are your pants. And those are my shoes. 【教学难点】引导学生在情境中理解主句型 【教具准备】 1、本课生词的单词卡片 2、课文的配套挂图 3、配套的教学VCD 4、相配套的教学录音带5、教师和学生小时候的衣服 【教学过程】 （一）复习（Revision） 1、Let’s chant 让学生在说的过程中，巩固单复数形式的表达。 2、Guessing game 学生们都闭上眼睛，一个学生
英语说课稿（英文版）
英语说课稿（英文版）
8B Unit 3 Online Travel
Reading Around the world in eight hours
Good afternoon, everyone. Now I’ll say junior Oxford English 8B Unit 3 Reading part A. Around the World in Eight Hours. I’ll prepare to say the lesson from three parts.
part One: Analysis of the Teaching Material
(一) Status and Function
This is an important lesson in this book. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. It can help students to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.
(二) Analysis of the students
Most students are interested in computer games. So this topic can greatly attract their interests. It can accelerate them to learn English and geography well. After learning this lesson, they will know English and geography are as important as computer .Without much knowledge ,you won’t be able to learn computer well.
(三)Teaching aims and Demands
1.Knowledge objects
To understand the aim of an educational CD-ROM and what the character can do
To infer meaning from keywords, context and existing knowledge.
To master the passive voice.
2.Ability objects
To develop the Ss’ abilities of listening, speaking, reading and writing.
To train the students how to use their own words to express their ideas.
(四)Teaching key and Difficult point
1. Key points
To review the present perfect tense.
To learn the passive voice.
To tell more about the CD-ROM.
To retell how the game is played
To understand the whole passage and answer teacher’s questions
2. Difficult points:
The passive voice.
To retell how the game is played
(五) Teaching Equipment
Multi-media computer, Tape recorder, Software: powerpoint and so on. They will be needed in this lesson.
part Two: The Teaching Methods
1. Communicative teaching method
2. Audio-visual teaching method
3. Task-based” teaching method
As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method.
To use these methods are helpful to develop the students’ abilities.
part Three: Studying procedures
Step 1
Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that the game is set in different countries and involves a tour around the world
Step 2
Tell students that the first paragraph of the reading passage explains the background to the game .Listen to the tape. Ask some questions to check understanding, eg.
What’s the name of the new educational CD-ROM?
What can it help you to do?
Who is the designer?
Step 3
Tell students that the second paragraph of the reading passage introduces the main character of the game . Ask some questions to check understanding, eg.
Who is the main character of the game?
How old is he?
What does he like doing?
What was he doing when he fell asleep?
Step 4
Tell students that the third and fourth paragraphs of the reading passage, on page41, explain how the game is played. Ask them to read the rest of the reading passage on page 41
Step 5
Ask some questions to check understanding, eg.
How can you earn a point?
What will happen if you have earned a point?
What will happen if you have earned enough points?
How many levels does the game have?
How long does it take you to finish the game?
What do the questions test?
What will you see on the screen when you reach a new place?
What can you learn about when you reach London?
What will you see when you pass a level?
What happened to the places you have visited?
Step 6
Read the whole passage and then ask some students to retell how the game is played(in 5steps)
1 See a golden cloud with instructions on it
2 See clouds with information about different places; See clouds with questions on them
3 Get a point every time you answer a question correctly
4 A cloud will come down and carry you off to a new place
5 See a world map. The old place is marked in bright purple
If possible, ask students to discuss what they have learned from the passage.(with their own words)
Step7 Use the following keywords to try to retell the passage.
paragraph1.
a new educational CD-ROM, Around the world in Eight Hours.
Come out, interesting, at the same time, be designed by, the all-time favorite CD-ROM
paragraph2.
Main character, love traveling, lie on the grass, fall asleep
paragraph3.
be written on, different colors with questions on them
Every time you answer a question, earn enough points, come down, Carry off
pargraph4
play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for example
paragraph 5
Be the best , get it in sold out
Step 8 Homework
1 Translating the following phrases:
1)同时 2) 过一关
3) 扮演…角色 4) 光盘的设计者
5) 一直广受欢迎的游戏 6) 得到足够的分数
7) 睡着 8) 英语语法和词汇
9) 在你的屏幕上 10) 检验知识
11) 在市场上 12) 例如
13) 掉下来 14) 售完
2 Try to recite the text.
Design of the blackboard
1) The present perfect tense. A new educational CD-ROM has just come out.
When you have earned enough points,….……..Carry you off to a place you have never visited before. The places you have visited are marked…
2) The passive voice.
It is designed by Nancy Jackson. These words were written on it.
The places you have visited are marked in bright purple.
Get it now before it is sold out
初中初一英语教案英文版：Unit 4 I want to be an actor
Language goal
In this unit, students learn to talk about jobs.
New language
What do you do? I'm a reporter
What does he do.' He's a student.
What do you want to be? I want to be an actor .
What does she want to be? She wants to be a police officer
names of jobs and professions
Section A
Brainstorm with students a list of jobs that friends or relatives do. ("Brainstorming" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.
point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It's fun. It's a good job.
la This activity introduces the key vocabulary.
Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as they can. Then point to a scene, name the job, and ask students to repeat.
point to the numbered list of words. Say each one and ask students to repeat.
Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. point to the sample answer.
1 b This activity gives students practice in understanding the target language in spoken conversation.
point to the different people shown in the picture.Ask various students to tell what they do as you point to each one,
Say, Now you will hear three conversations. The conversations are about three of the people in this picture.
play the recording the first time. Students only listen.
play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.
Correct the answers.
1 c This activity provides guided oral practice using the target language-
Ask a student to read the example conversation with you. Hold up the book and point to the doctor in the picture.
Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.
Say a dialogue with a student. point to a picture of one of the people. Guide the student to answer using one of the words in activity 1a.
As students work in pairs, move around the room monitoring their work. Oner language or pronunciation support as needed.
2a This activity gives students practice in understanding the target language in spoken conversation.
Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing? What jobs do they have?
play the recording the first time. Students only listen.Say, You will hear conversations about the people in these pictures.
play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about.
Correct the answers.
2b This activity gives students practice in understanding the target language in spoken conversation.
point to the three headings in the chart and read the headings to the class. Ask students, What does "wants to be" mean? (It is not the Job the person lias now. It is the job the person wants in the future.)
play the recording the first time. Students only listen.Say, You wiU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.
play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. point out the sample
2c This activity provides guided oral practice using the target language.
point out the pictures in activity 2a. Ask who each person is. (They are Susan's brother. Anna's mother, and Tony's father.)
Say, Now work with your partner. Ask and answer questions about the pictures. Ask, "What does he or she do?" Then ask, "What does he or she want to be?"
Say a dialogue with a student. point to Anna's mother and then to the example in the speech balloons. practice the dialogue with a student.
As students work In pairs, move around the room monitoring their work. Offer language support as needed.
3a This activity introduces the names for the places where people work, and gives reading practice using the target language.
Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.
point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. point out the sample answer and have a student read out the speech bubble.
Ask students to work alone. Say, Write the number of each job in the square next to each workplace.
Check the answers.
3b This activity provides guided oral practice using the target language.
point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.
Then point out the conversation in the speech bubbles. Ask two students to read It to the class.
Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.
Say a dialogue with a student. point to the word waiter in activity 3a and then to the picture of the restaurant. Ask a student. Where does he work? Guide the student to answer using the correct place: He works in a restaurant.Then ask. What does he do? and guide the student to answer, He's a waiter.
As students work in pairs, move around the room monitoring their work. Offer language support as needed.
4 This activity provides listening and speaking practice using the target language.
Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.
Demonstrate by drawing a picture on the board of a stick figure reporter. Add details (microphone, notebook,etc.) until students guess what job it is.
Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.
Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.
play the game using drawings by several different students.
Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.
Section B
New language
Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun
Additional materials to bring to class:
help wanted ads from an English-language newspaper
1 a This activity introduces the key vocabulary.
Focus attention on the six pictures. Ask, What job does the person have? Where does the person ivnrk?
point out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job.
Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. point out the sample answer.
Check the answers.
1 b This activity provides guided oral practice using the target language.
Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say. It's an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer? Someone may answer, It's a dangerous job. Ask the class to repeat each correct answer.
Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.
1 c This activity provides an opportunity for oral practice.
Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs? Add any new jobs to the list.
Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.
2a This activity provides listening and writing practice with the target language.
Call attention to the two headings and ask a student to read die headings to the class.
point out the blank lines where students will write the name of a job (under the words wants to be).
play Ihe recording the first time. Students only listen.
Say, Now I will play the tape again. This time write the name of a job under the words "wants to be."
2b This activity provides listening and writing practice with the target language,
Call attention to the second heading and ask a student to read it to the class. Say, This time you will unite why each person wants the job.
play the recording again. Students only listen.
Then say, Now I will play the tape again. This time write the reason the person wants the job under the word "Why?"
play the recording. Students write their answers.
Check the answers.
2C This activity provides open-ended oral practice using the target language.
Say, What do you want to be? What words describe each job? Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words to describe them. Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.
Then ask students to work in small groups. They tell each other what they want to do and why. Encourage students to use dictionaries if necessary. Move from group to group offering assistance as needed.
Ask inpidual students to tell the class about what they want to be and why.
3a This activity provides reading and writing practice using the target language.
Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.
Then read each ad again separately, pausing to allow students to ask questions about anything they don't understand. For example, in the first ad, students may not know that working late means "working at night." To work hard means to use a lot of energy to do the job.
Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.
Check the answers.
3b This activity provides reading and writing practice using the target language.
Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.
Ask students to fill in the blanks using words from This section. Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.
Check the answers,
3c This activity provides writing practice using the target
language.
point out the blank strip of newspaper where students can write their own ads.
Ask one or two students, What are you going to write about? Repeat each of the students' sentences and ask the class to repeat the sentences after you. For example: Do ^OM want an interesting but dangerous job? Do you want to meet new people? We need a police officer.Call the Smithtown police Station at 555-2323.
Ask students to read their ads to a partner. Ask the pairs to correct each other's work.
4 This activity provides guided oral practice using the
target language.
Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.
Then say, New please work in groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we just read.
As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.
初中英语教案英文版：Where’s your pen pal from
一、单元教材分析
本单元的中心话题是pen pals。主要语言功能项目是talk about countries, cities and languages。语法结构为 Where…from; Where…live and what language…speak。先以Activity1复习语言与国家的配对练习入手，Activity2a, 2b一个综合的听力训练来展示学生的听力能力，并以听力内容为基础，通过Activity2c中假设的两人对话操练来培养学生的交流能力，同时也引导学生多沟通与多交流。Activity3a是一篇email形式的阅读文章，并有相关问题由学生在阅读后进行回答Activity3b 是根据提供的信息进行填空的写作练习，Activity3c是一篇模仿写作，让学生给自己的笔友写一封关于本人信息的email。我在各课时教学中设计各种各样的小活动，通过Discussion，Classifying，Guessing等不同方式让学生掌握本单元的知识点，用学会的知识与外国的笔友自如的交谈是学习本单元的目的。
二、教学目标分析
1、语言目标
a. 重点词汇：
Countries: Canada, China, France, Japan, the United States, Singapore, Australia, The United Kingdom, paris.
Cities: Sydney, New York, Toronto, Toyo, London
Languages: English, French, Japanese, Chinese.
b. 重点句型： －Where…from? －She’s/He’s from…
－Where does…live? －She/He lives in …
－What language does she /he speak? －She/He speaks ….
2、能力目标
a. 培养学生在文段中寻找信息的能力；
b. 学会用英文给笔友写回信，简单介绍个人情况；
c. 通过有效地小组合作，培养学生合作能力及团队精神。
d. 在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 , 使学生能熟练运用新句型来谈论年龄和日期。
3、交际目标
通过学习本单元的内容，使学生学会用各种方式与世界各国朋友交流。
4、德育目标
了解世界，了解不同地区的人文风俗；学会理解和尊重异国文化。
三、单元重难点分析
重点： 1. 谈论国籍、民族及其语言。
2. 询问并回答人们的住处。
难点： 1. 含from的where引导的特殊疑问句及其回答
2. 含live的where引导的特殊疑问句及其回答
四、课时结构
为了能较好地实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。
period 1 Section A 1a—2d
period 2 Section A 3a—Section B2c
period 3 Section B 3a---3c
period 4 Summing up Section A and B and the grammar.
五、教学过程设计
The First period
Teaching aims:
1．Learn to express the main countries and cities.
2．Know something about the countries.
3．Master where- sentence structure.
Key points:
1. Words: pen pal, Australia, Japan, Canada, France, the United states, Singapore, the United Kingdom, country, Sydney, New York, paris, Toronto, Tokyo world
2.Sentences: -Where is your pen pal from? -He’s from Australia.
-Where does he live? - He lives in paris
-Where is John’s pen pal from ?
Teaching aids:
Some cards with cities and countries.
Teaching procedures:
Step 1.Lead—in (1a&2a)
First greet the students. Then teacher begins the topic with the Spring Festival. Do you have a nice Spring Festival? Do you go to many places? I do. Then use the fresh pictures through computer to teach the students names of countries, cities. Divide the students into groups, then show the flags and pictures, let them guess the names of countries and cites. At last finish 2a on page2. 通过这个环节，教师完成本单元的新单词的导入，通过提供给学生每个国家的地图，让学生猜出国家名称及相应的城市，学生能有意识的记忆国家及城市的名称，并为整节课任务的完成奠定最基本的词汇基础。在看图片时学生能够做到精神集中，并能激发学生的学习兴趣。
Step2.practice(1c&2d)
①Teacher says: I goes to many places during the Spring Festival, so I have many pen pals from different countries. One of my pen pals is Sandy. She is from the UK. She lives in London. Ask the students: Do you have a pen pal? Some say yes, some say no. Then go on with “Where is she/he from?” and “Where does she/he live? Ask some students to stand up and practice with teacher.
②With these sentence structures, ask students to practice them in pairs.
③Make a Survey to understand your classmates better.
上面这些句型的操练都是为了最后一个任务作铺垫。操练的过程中可以及时纠正学生的错误。然后让学生填写调查表，了解全班同学的笔友分别来自哪个国家以及居住在哪个城市，同时让学生认识和了解一些国家和城市相关地理文化知识，拓展学生的视野, 激发他们的兴趣。在完成任务的过程中运用where…from和where…live引导的特殊疑问句, 综合运用目标语言, 询问并回答人们的国籍和住处。
Step3.Listening comprehension(1b,2b&2c)
After practice, do a lot of listening exercises. Finish 1b on page 1 and 2b & 2c on page 2.在口头练习的基础上，在他们熟练掌握本课时句型以后再做这些听力应该是不难了，这样可以增加他们学习英语的信心。并且这些听力材料的设计也是层层递进，由易到难，充分考虑到了学生的层次，起到了很好的巩固作用。
Step4.Homework
Revise Section A1a—2d
Make a similar dialogue about pen pals
The Second period
Teaching aims:
1. Go on to learn the countries and cities.
2. Master where- sentence structure.
3. Learn the new sentence structure: -What language does she/he speak ?
- He/She speaks…
Key points:
1. Words: language, Japanese, French, in English.
2. Sentences: -What language do they speak?
-What language does she /he speak ?
-She/He speaks ……
Teaching aids:
Some cards with cities and countries.
Teaching procedures:
Step1.Revision (Brain Storm)
Use fresh maps of some countries, let the students say the names of these countries as quickly as possible.用这样一个小小的游戏，既复习了上一课时的单词又活跃了课堂的气氛，也为这一节课新知识的教授作好了衔接。使新课的导入自然又轻松。
Step2.Lead—in (3a&SectionB1)
The teacher says we have known the names of these countries, but do you know what languages do people speak in these countries? Let’s look at the map and guess. Then do a matching exercise to consolidate the knowledge. At last do 3a and sectionA1.通过一系列的活动，让学生知道那个国家讲什么语言，学会说这些语言的单词，为下面的任务做准备。
Step3.Listening comprehension (SectionB2a&2b)
Do some listening exercise to review what we learned before.通过这个听力练习，巩固前面所学的知识，也为下一步的学习举了一个范例，相当于一小步导入。
Step4. practice(3b&SectionB2c)
Choose your favorite pen pal and say something about him or her.
Classroom activities：
1． Teacher shows the power point to students and introduces the new structures.
My pen pal is Maria. She is from Canada. She is Canadian. She lives in Toronto. She speaks English and French. She likes dancing, basketball, English and thrillers. She has no brothers and sisters.
2．Teacher shows the information of pen pals from different countries to students and asks them to choose their favorite pen pals, then Ss introduce their own pen pals.
The structures:：My pen pal's name is... He/she is from.... He/She lives in... He/She speaks…. He/She likes….
3．Discuss with your deskmate.
4．Make a survey about the information about other students' pen pals, including their names, ages, nationalities, countries, cities, languages, likes and dislikes.
Step5.Homework
1. Revise Section A3a—SectionB2c
2. Write a short passage about your friend’s pen pal according to the survey.
The Third period
Teaching aims:
1. Listen 2a , 2b
2. learn a letter and write answers to the question
3. Make an information card.
4. Write an email to your pen pal.
Key points:
1. Words: any, dislike, dislike
2. Sentences: -Does she have any brothers and sisters ?
-Where is she from?
-Is that from your new pen pal?
-I like going to the movies and playing sports.
-Can you write to me soon?
Teaching aids:
Some cards with cities and countries.
Teaching procedures:
Step1.Revision
Revise the names of the countries, cities and languages by fill in a form.通过这个复习目的在于让学生牢牢掌握，因为这些词汇很难，要不停反复地记。
Step2. Reading (3a)
1. The students open the books, turn to page 5 and read the first letter. After that, the students answer six simple questions.
2. The students read after the tape and go on asking and answering some more questions in pairs. 通过这一步的练习，作好热身运动，为下面更多内容的阅读作好准备。
Step3. pairwork (3b)
1. The students read the letters that the teacher gives them and then choose one pen pal they like.
2.The partner asks the student some questions about the pen pal’s letter and then help the partner to fill in “ID card of my partner’s pen pal.”
3. Do a report.
My partner’s name is __________. His new pen pal’s name is __________. He is _______ years old. He is from __________. He lives in ___________. At school, he likes ______________. His favorite ___________ is __________________…
I think he can be my partner’s pen pal. Do you think so?
4. Finish 3b in page 5.
Step 4.Big Task (3c)
School new term just begins, would you like to write an e-mail to your pen pal? Write about yourself and something about your school.
这一步是全单元的重心所在，全面所有的工作都是为了现在所作的努力，学生掌握的如何也可以从这里看出，所以我们可以给予学生充足的时间，让他们在课堂上慢慢写，这样如果在写作过程中出现错误，我们也可以及时给于他们纠正。
Dear friend,
I have received your e-mail, and I want to be your pen pal.
I think I can be your good friend. I hope to get your letter soon.
Yours,
Step5 Homework
1. Write to your pen pal to talk about yourself.
2. Try your best to send it.
The Fourth period
Teaching aims:
1. Review the all words.
2. Describe classmates.
Key points:
1. Key word check
Imagine and describe the new students
2. Just for Fun!
Teaching aids:
Some pictures.
Teaching procedures:
Step1.Revision
1. Free talk with the learnt sentences.
2. Check homework
Step2. presentation
1. Learn all the sentences in this unit.
-Where are you from? -where is your pen pal from?
2. Review all the main structures and countries, cities and languages by pictures.
Step3. practice
1. practice all the main sentences in this unit in class.
2. Ask Ss to act out their own dialogues.
3. Correct the mistakes.
Step4. Consolidation
1. Make some exercises.
2. Give more words in Just For Fun!
Mars –火星 Martian---火星人，语言类
Step5.Homework:
1. Review the whole unit.
2. preview next unit.
小学英语教案格式
一般，一份完整的小学英语教案包括以下八个步骤：
第一步：Subject 写课题 例如：Unit1 How tall are you?
第二步：Teaching Content 教学内容
第三步 ：Teaching Aims教学目标
1. progress and methods 过程与方法
2.knowledge and skills 知识与技能
3.emotions,attitude and values 情感，态度与价值观
第四步：Important and difficult teaching points 教学重难点
第五步：Teaching Aids 教具准备
第六步：Teaching procures 教学过程
1.Warm-up 热身
2.preview 预习
3.presentation 新课呈现
4.Consolidation 巩固
5.Summary 总结
6.Homework 作业
第七步：Blakboard Design 板书设计
第八步：Reflection 课后反思
初中七年级下册英语教案英文版：Unit 3 Why do you like
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 animal.Repeat 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.
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