述职范文|标准的英语教案（集合十五篇）

发表时间：2022-02-12

标准的英语教案（集合十五篇）。

一）标准的英语教案

英语教学材料解说

我说的内容是九年义务教育小学英语六年级Book 4 Unit 4 Lesson 19

本课主要围绕询问对方正在干什么以及如何回答的英语表达法。依据小学生英语新课程标准所提出的总目标，根据教材的特点我确定以下教学目标和教学重难点。

英语教学方案模板

1、知识目标

学生能够会说、认读本课对话并能够使用句型：What are you doing? I’m making a model ship。Pass me an egg，please。 Give me two apples。

2、能力目标

引导学生积极运用所学英语进行表达与交流，学生的多元化只能在交际活动中得以以体现和发展

3、情感目标

把语言训练融入各种情景之中，学生通过体验，参与活动，学会与他人合作，共同完成学习任务，从而体验成功，培养对语言学习的兴趣。

4教学重难点

重点:1)理解并灵活运用句型What are you doing? I’m…

2)两个祈使句：Pass me an egg，please。

Give me two apples。

难点：knife、scissors、minute的发音。以及长句子：We‘ll go to the lake and try it on the water。

5、教具准备

课件、录音机和磁带，剪刀，小刀，一页纸，图片等

英语教学方案设计方法

基于本课的特点和六年级学生好动，好奇，模仿力强，表现欲旺盛等心理特点，我在教法设想和学法指导上坚持以情景话题为核心，以功能、结构为主线，以任务型活动贯穿教学始终，运用直观教学法，情景教学法，全身反应法等教学方法，帮助学生在视听说读唱玩演等饶有趣味活动中，相互合作，体验参与，自主的、愉快的学习英语，发展能力，维持兴趣。力求做到：“开课能激趣，讲课蕴情趣，练习有兴趣，结束藏意趣”

英语教案流程

1、 Warm up

(1) Greetings师生相互问候，帮助学生自然进入英语学习状态

(2) Sing a song and dance: Front,back,right ,left

师生共同唱歌跳舞，既活跃课堂氛围，拉进师生间距离。

2、 Revision

让学生两人一组复习第18课的会话，为下一步学习作了铺垫。

3、 Presentation and drill

1)通过用纸叠船创设情景引出引出句型What am I doing? I’m making a model ship.然后板书，进行操练，通过CAI教学What are you doing? I’m…四幅情景图分别配上I’m watching TV. I’m listening to the radio. I’m talking to a friend. I’m playing with my doll.让学生边看边听边感知，老师在示范并辅以肢体语言，然后让发音准确的学生小老师教读。

继续进行纸叠船创设情景，师说：Who can help me? Pass me the knife，please。板书新单词pass 、knife。Give me two apples。板书新单词give、scissors。然后板书，进行操练，通过CAI教学展示Let‘s practise中的六幅图，让学生造句，加深学生对这两个祈使句的印象。

2)第二步让学生叠纸船。通过学生用纸叠船创设情景引出句子：Can I help you? Can it go on the water?看到学生有叠完船的，老师引出：Wait a minute 。After class。We‘ll go to the lake and try it on the water。I‘ll show you 。通过学生用纸叠船创设情景这样做也激发了学生的学习兴趣，使学生对本科教学任务有清晰地感知，并产生丰富的想象，带着浓厚的兴趣参与本课的教学中。

4、听音，指图，跟读对话

充分利用教学资源，培养学生听和模仿的能力。以课本为载体，落实教学内容

5、Practice

1)Pair work

同桌操练新授内容并展示，鼓励学生在真实生活情境中使用所学语言进行交流，培养运用英语的能力。

2)Sing a song

把What are you doing? I’m …变成歌曲(曲调同“两只老虎”)

老师先示范唱一遍，然后师生一起唱。以学生耳熟能详的歌曲，调动学生的积极性，能有效的巩固教学内容。

6、Consolidation。

1)、Do workbook。进一步巩固所学知识。

2)、Fun time。学习Look out!告诉学生注意交通安全。

3)、抄写板书四会内容，检查学生的书写以及书写姿势。

7.Homework

1) Listen and repeat。通过回家听录音，复习巩固所学内容。

2)小组合作组织一个新对话。

二）标准的英语教案

教材名称：江苏省职业学校文化课教材英语第三册

版本：2012年7月第一版

主编：王守仁袁春燕

出版社：凤凰出版传媒股份有限公司江苏教育出版社

Unit teaching design

1.Analysis of the teaching material：

This unit is the seventh unit in book 3 of English published by Jiangsu Education Publishing House. The topic is “ Safety Is Everyone’s Responsibility” .The unit consists of following 5 parts: warm up，Listening and Speaking，Reading and Writing , Real life skills and Further Reading. All the language knowledge teachings and the language skill trainings of this unit are around the topic.

2. Analysis of the learners

My students’ major is mechanical and they are all boys . they are not as careful as girls. Most of them have no interest in learning English,. but they are active, imaginative and willing to do what they are interested in. This Unit talks about safety. It is very important for everyone in life. So they will be very interested in learning this Unit .They have learned some expressions about public signs in junior middle school but most of them haven’t master.

3. Teaching methods

According to new curriculum reform idea, Automatic, cooperative and inquiry learning are very important. So projects, activities and games are my main teaching forms. Cooperative teaching method, Situational teaching method, communicative teaching method and task-based teaching methods are used.

4 .Resource exploitation:

Because the topic of safety is familiar to students and we can find hazards in our school , I use many signs in our school, such as“keep off the grass ” “be careful of wet floor” in class.

Design of Blackboard

Unit 7 safety is everyone’s responsibility

Warm-up & Listening and Speaking A

circle 1. should not do no doing

2.yellow triangle 2. danger be careful of

3.blue circle means 3. safety equipment

4.green square / rectangle 4.Sfety emergence

square / rectangle 5. information about fire equipment

posture slouch →keyboard→back pain G1 G2

stare at →monitor → eye strain

G2: G3: G4: (☆☆☆☆☆)

三）标准的英语教案

【课题】Unit 6 At a farm 第三课时

【教学重点】单词cat，dog，rabbit，duck，pig的拼写.

句子Are they ducks？No，they aren’t.的书写.

【教学难点】掌握5个元音字母的发音规律.

【教学准备】

Read and write部分的挂图.

Read and write部分的课件.

单词卡：cat，dog，rabbit，duck，pig，cats，dogs，rabbits，ducks，pigs，they，are，aren’t，No，yes.

图片卡：horses，goats，lambs，sheep，cows，donkeys，hens.

Bingo活动的复印材料，每人一张.

【教学过程】

（一）复习/导入：

1、教师逐一拿出单词图片：horses，goats，lambs，sheep，cows，donkeys，hens

露出图的一小部分，引导学生用Are they …?猜图片内容，教师根据实际用Yes，they are.或No， they aren’t.回答.

出示Read and write部分的挂图，组织学生进行小组问答练习.

A：Are they …?

B：Yes，they are.（No， they aren’t.）

（A：What are they？ B：They are …）

（二）新课呈现：

学生以小组的形式指着挂图汇报，每组只谈论一种动物.

(教师为尽可能多的学生提供对话机会，鼓励学生尽可能不重复别人说过的.)

在对话的过程当中，教师将单词卡片cat，dog，rabbit，duck，pig适时呈现给学生，让学生拼读单词.然后启发学生将每个单词中的元音字母的发音说出来，从而帮助学生记忆单词，同时为Pronunciation的教学进行铺垫.

教师适当讲解单词拼写中需特别注意的地方.

rabbit双写b；

duck中ck发[k]的音.

做找朋友的游戏：

方法一：

教师说单词：cat，dog，rabbit，duck，pig，分别请五个学生站到前面做出5种动物的动作；

将5个单词的卡片面朝下分别发给5个学生，教师说Start！5名学生分别翻开卡片，根据单词意思到前面去找自己的朋友.

教师对完成准确而且速度快的同学进行表扬.

方法二：

教师将cat，dog，rabbit，duck，pig的图片和单词卡片分别发给十个同学，看看谁能在最快的时间内找到自己的朋友.教师要表扬配合最密切的两个同学.

学生阅读对话，教师巡视指导，及时答复个别同学阅读中的疑问.

教师就对话和书中插图题一些问题，检查学生的理解情况.

What do you see in the picture？

Are they ducks？

Are they horse？

How many cats can you see？

How many rabbits can you see？

How many pigs can you see？

How many geese can you see？

学生看图或对话回答问题.

让学生观看课件，第二遍时重复对话中的语句.

组织学生给对话配音，表演对话.

连词组句活动：将单词卡cats，dogs，rabbits，ducks，pigs，they，are，aren’t，No，yes分别发给几个学生，然后说句子：

Are they ducks？

No，they aren’t.

Are they rabbits?

Yes， they are.

Are they pigs?

Yes， they are.

Are they dogs?

No， they aren’t.

学生根据自己手中的单词和听到的句子迅速找到自己的位置，然后全班同学一起朗读排好的句子，并判断正误.

9、学生在本上书写句子：Are they ducks？No，they aren’t.教师巡视指导，提醒学生句首的字母要大写.

（三）语音练习：

请中国学习联盟声读出教材P77 Pronunciation部分单词.

教师提供单词：name、fat、bee、home、use、cup、dog、bike、ship、plane、bed、bag、meet、egg、no、music、hi、fish、box、much

学生四人一组讨论这些单词中红色字母的发音和书上的哪个单词有共同因素，分别写到相应单词的附近.

汇报讨论结果，对于出现的错误，教师要着重讲解.

教师启发学生说说5个元音字母在重读开、闭音节中的发音规律.

（四）趣味操练：Bingo 游戏

1、教师发给每人一张表格：

d_g

r_bb_t

h_n

d_ck

sh__ __p

h_rse

c_t

p_g

c_w

2、教师每次说一个元音字母，学生逐一将单词补充完整，当完整的单词成横、竖、斜行时，学生可喊Bingo！

（五）扩展练习

听P73儿歌，教师适时出示蔬菜卡片，为下节课内容进行铺垫.

【板书设计】

Unit 6 At a farm

Are they ducks？ Yes， they are. / No，they aren’t.

cats

rabbits

dogs

pigs

四）标准的英语教案

1、比如个别老师教案略显简单，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，还希望老师们能写得详尽些。

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、中、低段部分学生作业不够平整和整洁。

4、部分学生的书写习惯有待提高，需要教师更加严格的要求。总之，英语教案整体质量比较好，体现了老师们潜心钻研教学、认真负责的工作态度，同时也为老师们扎扎实实地上好课每节课，为学校英语教学取得优异成绩提供了有利保证，希望老师们继续保持同时改进不足，力争更好。

博乐市一小

2xxx.9.17

五）标准的英语教案

教学内容：

1.新名词：paper-cut, dragon dance, lantern, Spring Festival

2.交际用语：Happy Spring Festival！ The same to you！

教学目标

1.认知目标

能听说认读本课新名词

能在正确的情景中使用交际用语：Happy Spring Festival！ The same to you！

2.情感目标

能够通过本单元学习培养学生热爱祖国、热爱生活的情感。

3.学习策略目标

培养学生的注意力、观察力，激发学生积极思维。

通过小组活动，培养学生积极与他人合作，共同完成学习任务。

在任务中，引导学生积极运用所学英语进行表达与交流。

教学重点：

1.学习与春节有关的单词词组

2.能在正确的情景中使用交际用语：Happy Spring Festival！ The same to you！

教学难点：

Spring Festival的读法

教学准备：

教学挂图，教学录音磁带，单词卡片，彩纸、电光纸和剪刀等

教学步骤：

step 1. warming up （热身活动）

1.Duty report

2.Chant （lesson 37）

step 2. reviewing and leading in （复习并导入新课）

1.Guess

教师从准备好的包里取出小礼品，学生猜

2.简笔画、图片、实物复习巩固有关圣诞节的表达内容

step 3. learning（学习新课）

1.Perceive 教师出示教学挂图，学生观察。

T: Which season is it?

What is in the girl’s hand? ——lantern Dragon dance Spring Festival

What are they doing? ——Dragon dance

Do you know what festival is it? ——Spring Festival

通过单词卡片逐一学习新名词

2.Listen to the tape and repeat

step 4. practicing （操练）

1.教师做拜年的姿势，边拜年边说：Happy Spring Festival！

2.Pair work学生拜年

S1: Happy Spring Festival！

S2: You too.

3.在学生熟练运用的基础上，教S2: The same to you！

4.设置各种春节情景（父母与子女，同学之间，朋友之间）

Group work 鼓励学生在较为真实的语境中运用以上交际用语

5.出示窗花，介绍中国传统春节文化

step 5. summary （小结）

1.学会了新名词paper-cut, dragon dance, lantern, Spring Festival

2.会用日常交际用语：Happy Spring Festival！ The same to you！

3.了解了有关的中国传统春节文化

step 6. homework （家庭作业）

py new words

2.Make a paper-cut or lantern with your parents.Bring it back next time.

3.Say“Happy Spring Festival！”to your parents.

六）标准的英语教案

教学重点：

1．学习在四线三格中正确书写英文字母Oo, Pp, Qq, Rr的大小写。

2．学习单词queue, rice。

3．学习拼写单词：book, ruler, pencil-case

教学难点：

1．大写Q, R和小写p的笔顺，小写p, q的书写格式。

2．单词squirrel, queue, quiet的发音。

教具准备：

1. 写有大小写Oo, Pp, Qq, Rr的字母卡

2．图片rice

3. 单词卡orange, pen, pencil, pencil-case, squirrel, rabbit, ruler

4. 教材相配套的教学录音带

七）标准的英语教案

一、内容与目标：

1.能听、说、读、写61个短语和单词以及7个句子和4个句子（包括长度、重量、高度、看病、情感、周末和假期活动、旅行、晚会等几个话题）。要求能在真实语境中正确运用并且能读懂简短语篇。

2.能完成1个手工制作。

3.能听懂、会唱6首歌曲。

4.能听懂、会吟唱6首歌谣。

5.能完成4个自我评价活动。

6.能理解6个幽默小故事。

Unit1Hoetable.

二、教学重点与难点

1、本课时的教学重点是：能听懂、会说“Howtallareyou?I’m164cm.You’reshorterthanme.

You’re4cmtallerthanme.并能在情景中运用。

2、本课时的教学难点是：能通过询问调查完成一张timetable.

三、课前准备

1、教师准备若干张图片。

2、教师准备录音机与磁带。

3、教师准备该课时的教学挂图。

4、学生准备一张调查表。

四、教学过程

1、Warm-up

(1)学生听并跟说Let’schant.（P2）

(2)指名读dtallerstrongerolderyoungershorter新学五个单词。

2、Presentationandpractice

Let’stalk

（1）Howtallareyou?I’m164cmtall.引导学生回答。然后完成Let’sstart(P2)

（2）做完后教师根据图片问Howtallareyou？请学生来回答。同样问：Howheavyareyou??再请学生问，老师回答后接着说：Whoistallerthanyou?请比较好的学生回答此问题。教师示范操练问句，教师问学生答，男女生互问，互答。再板书Howtallareyou?I’m164cm.You’reshorterthanme.You’re4cmtallerthanme.请学生做替换练习。

（3）把图片出示给学生，让他们进行强化训练。例如：ZhangPengisstrongerthanMike.同桌或小组间互相练习。

（4）学习歌曲“Mypets”

3、Consolidationandextension

（1）做本单元ALet’stalk部分的活动手册配套练习。

（2）听ALet’stalk部分的录音读给同伴、朋友或家长听。

（3）两人小组完成Let’splay。

八）标准的英语教案

一、活动目标：

1、理解并学习“come in 、go out ”。

2、积极参与游戏活动，能基本听懂老师的指令，大胆地用英语进行交流。

二、活动准备：

盒子、小玩具一只、“come in 、go out ”图片各一张、充气玩具一只、呼啦圈两个。

三、活动过程：

（一）warm up(律动)：“if you are happy”。（集中幼儿注意力）

（二）输入“in out”。

利用盒子和小玩具、手输入“in 、out”。（集体与个别练）。

game：walking walking……（个别与小组练习）

（三）输入“come in go out”

1、利用图片输入“come in,go out”.（集体与小组）

2、game1：do as i tell you.（集体、个别操练、学说“come in,go out”）

3、game2：“paper scissors stone”理解、巩固并再次学说“come in,go out”。

（四）结束

game：“bunny and walf”

九）标准的英语教案

教学目标：

1.能听说、认读eye, face , ear, nose, mouth,这些关于身体部位的单词，并能用英语介绍自己身体的这几个部分

2.初步了解表示接触的指示用语，能听懂，并按指令做出相应的动作。

3.激发学生学习兴趣，培养听说习惯和能力。

教学重点：

关于头部的单词eye, face , ear, nose, mouth的学习。

教学难点：

eye, face两个单词的元音因素容易发音不到位，教师可鼓励学生张大口型，相互检查。mouth一词的尾音发音较难，教师可适当提醒学生，注意口型

教学过程：

step 1.warm up and revi-sion 1.greetings :

hello,boys and girls! nice to meet you! sit down please!

step 2.presentation

1.利用多媒体展示学生感兴趣的动画人物“大耳朵图图”，让学生与图中人物进行口语交流let’s say “hello, tutu.”

2.tu tu is so cute.look! this is tutu’s eye.并指着tutu的眼睛介绍。同时引出新单词eye.

a.先让学生倾听录音怎么读单词eye b.再范读教新单词eye(开火车读)

c.让学生拼写这个单词e-y-e

d.老师借助肢体语言，指着自己的眼睛说：this is my eye

e.let’s do.follow me: eye eye唰唰唰(跟着老师一起做动作).3.用同样的方法依次新授新单词：face、ear、nose、mouth

4.powerpoint制作：打开幻灯片后每点击一身体部位就会出现相应的单词。(注mouth一词的尾音发音较难，适当提醒学生，注意口型。)

5.认读face、ear、eye、nose、mouth的单词卡片和图片。

step3：practice

1.let’s do:

eye eye唰唰唰ear ear呼呼呼

nose nose闻闻闻

mouth mouth巴巴巴face face拍拍拍

2.i say you do.(老师说，学生快速做相应的动作，然后找一位学生出来做出动作。)

3.play a game

出示多媒体课件，蝴蝶飞哪读到哪，飞到双手拍三下，飞到双脚跺三下，飞到单词读单词。(这种游戏把课堂还给学生，有效激发学生的表现欲望，在轻松而又愉快的气氛中巩固所学知识。)

4.what’s miing?(出示多媒体课件，出示学生感兴趣的动物图片，让学生一眼能看出并猜出什么部位没有了。)

5.are you happy?now let’s sing a song: if you’re happy!

6.板书设计：

unit 3 look at me

a let’s learn

十）标准的英语教案

一、主要内容(Main contents)

Revision

二、学习目标(Objectives)

1、学生能够理解Red light. Stop! Yellow light. Wait! Green light.Go!的含义且能够根据这些指令做出相应的反应。

2、学生能结合前一单元所学习的交通工具名称用Look at … It’s…等句型熟练表达指令和事物的一些特性。

3、学生能熟练运用简单的祈使句Go! Stop! Wait!表达指令。

4、学生能运用形容词fast, slow来对事物的速度进行简单的描述。 5、学生能够使用句型The …isfast/slow.更完整地表述事物的速度，并能用祈使句Look!来引起对方的注意。

6、学生能够朗诵本单元中的英语儿歌。

三、教学建议( Teaching suggestion )

Activity 1 ( Rhyme )

1.学生跟着录音机念儿歌。

2.学生随着节奏，一边念儿歌一边配以动作。

Activity 2 (Game)

Playing the drum

Go! Stop! Wait!

1.教师将Go! Stop! Wait!这三句话写在纸上，摊开在桌上，学生根据教师手中表示Go! Stop!Wait!的指示牌，请一位学生根据看到的指示牌用手在Go! Stop! Wait!这些纸上边说边拍打，如击鼓般。

2.学生在小组中进行游戏。

用游戏让学生动脑动手，激发他们的学习热情，让他们在会说句子的基础上，进行认读句子的操练。

Activity 3 (Quick response )

Red light. Stop!

Yellow light. Wait!

Green light. Go!

1.教师说口令，学生根据口令做出相应的动作。

2.个别学生学做小老师，说出交通灯的颜色，全体学生说出并做出相应动作。

2. 3.以竞赛的形式，男女学生俩俩组合。先由男同学发指令，女同学做出相应的动作，然后由女同学发指令，男同学做出相应的动作。看看男女同学谁的反应快。

十一）标准的英语教案

高三年是冲刺的一年，人们也常期望高三年是创造奇迹的一年。如何使学生在有限的时光内做好新旧基础知识的结合，又能兼顾潜力的大幅提升，从而实现复习教学的有效性呢?

首先，值得一提的是融洽的师生关系是提高英语教学效率和效果的前提和保证。老师们常忽视了这一点。其实学生由对老师的信任崇拜发展到课堂的用心配合、课后的自觉学习是我们教学具有高度实效性的可靠保证。教学就是教与学，只教不学何谈提高成绩，毕竟学生是学习的主体。事实上，高三的英语教学只能在夹缝中寻求发展，单靠老师课堂上挥汗如雨、埋头苦干只会让彼此一次又一次的失望。

其次，教学在统一复习资料的基础上应根据所教班级具体状况进行有所侧重的有效教学。教学忌不了解学生实际状况，仅凭个人已有经验划定学生的错误从而不断进行无效教学，这既浪费学生宝贵时光又无成绩提高可言。每一节课教师都应给自我定下一个目标，帮忙学生突破一两个重难点。这样师生课后都有值得回忆的东西，避免师生在较长的复习过程中身心疲劳，失去教与学的热情。

第三，高三教学应注意避免课堂教学模式化。变化的教学方式和方法才能吸引学生的眼球，激发学生上课的热情和斗志。如：作业、试卷的讲评可充分发挥学习小组的作用，学生透过用心参与讨论解决各自存在的问题，并在实践中不断挑战自我，享受学习成功的快乐。学习小组讨论的最大好处是帮忙学生解决了个人的问题，集中了学生普遍存在的问题。此外，教师应做个有心人。平时注意收集一些课堂上用得着的材料，如幽默、笑话、最新英文歌曲电影。之后选取恰当时机借助多媒体展示给学生，这些都能大大活跃课堂复习气氛。

第四，坚持使用英语周报，指导学生从语篇中复习英语。透过语言的超多输入，我们有效复习巩固了所学的知识，还可透过语篇学习到很多的一词多义。它也为写作带给了很多漂亮的句子。此外，师生在紧张的高三生活之余还能接收超多国内外各行各界最前沿时尚的资料，在语篇中不断感受语言的无穷魅力。

第五，教师要坚定“高三学生潜力还有很大提升空间”的信念。教师在教学过程中才能以用心的态度愿意在学生潜力培养上花工夫。许多老师认为学生潜力早已定型，高三临时抱佛脚是白费工夫，于是就把超多的时光浪费在语言知识点的反复讲解上。其实，学生在高一、高二年已具备了必须的基础知识，高三正是老师协助他们完成知识向潜力转变的重要阶段。高三年应加强阅读理解的课堂限时训练，并重点讲评答题技巧，帮忙学生理解文章中的难句、长句，逐步引导学生对文章的理解走向思维正确的方向。完形填空部分一向都是学生进入高中以来的一大困惑，该部分不仅仅考查学生推理、运用语言的潜力，还考查了学生的所学目标语的背景知识。教师应注意引导学生进入文章的语境中充当部分主角，根据上下文作出合理的选取。教学中还应重点指导学生透过语篇正确理解字词的深层含义，因为脱离了语境，词汇就失去了生命。词义的正确理解和辨析在完形中举足轻重、不可忽视。

最后，要充分发挥班级尖子生的作用，带动中下生，互帮互助，教师在解答好问同学的问题的同时，别忘了教室里还有许多不那么用心主动解决问题的学生，要用心给予他们帮忙。

十二）标准的英语教案

Oxford English 7A, Module 3 Unit 3 ( Page 53 of Sea water and rain water)

Teaching aims:

1. To develop the students’ abilities of listening, reading, writing and

2. To further understand the importance of saving water and arouse their

Language focus:

1. Asking “How” questions to find out means

2. Using connectives to express conditions

3. Further understanding of the importance of saving water

Materials:

3. Forms copied for each student

4. Several pieces of paper for making posters

Teaching procedure:

Pre-task preparation:

1. Review an English poem: Water

2. A dialogue about the knowledge of water given by the students on duty.

Raise questions and answer these questions about it . ( students vs.

（该部分通过让学生朗读我们学过的一首关于水的诗歌和每日的小品表演及学生针对表演的提问和回答来引出水的重要性。）

3. Review the usage of the water

Ask students to name as much ways of using water as they can.

Have a group competition.

4. Ask the students to think about the following question, “What will

happen if there is no water?” Show a set of pictures of water shortage and

ask them to identify them. Encourage them to say more .

（在此，提出了一个假设，请同学们设想一下没有水的生活。从另一个层面肯定水的重要性，并引出课文。）

While-task procedure:

Introduce the new dialogue:

1. Students watch the slides and listen to the recording, “Think and Say”

2. Ask them to answer the questions they have heard from the tape.

3. Students listen again and repeat.

4. Students read the dialogue with their partners.

（该部分中，我先让学生通过听两段对话带出新句型，并通过一问一答来进行操练，加深记忆。）

5. Show more pictures of saving water and ask the students to use the

sentences they’ve learned to talk about them.

----How can we save water?

----We can save water by (not)…

Students do pair work.

（在熟练句型的基础上，给出不同的用水的画面来让学生运用句型进行讨论，提高了学生的学习兴趣。）

6. Students look at the picture of a house in which people are using water

in different ways and listen to the tape . Then ask them to identify which

actions are wrong and give their reasons.

(本节中，采取听和看相结合的方式，鼓励学生大胆的指正生活中的一些常见的浪费水的现象。

避免了简单的机械操练，激发了学生用所学的新句型来表达自己的想法。）

Post-task activities:

1. Divide the class into groups of four. Students make some short plays

about saving water.

2.Invite several groups to act at the front and ask students to give

conclusions after each performance.

（此部分是一个综合应用的部分。要求同学们通过小剧表演来再现生活中的用水场景，并对

3.Distribute a form to each student , “How can we save water?” Ask

students to finish them. Invite a

more able student to come to the front to complete it .

4. Distribute a piece of paper to each group of four and ask them to

design posters.

5. Invite the students to introduce their posters at the front and put

their posters on the blackboard .

（这里，设计了一个出海报的环节，让同学们通过写写画画，来表达他们对节水的认识和理解，最后，把每小组的小海报集中在一起，贴在黑板上，就构成了一张大的节约用水的海报，让学生们在成功的喜悦中，加深了对节水的认识。）

Assignment:

Ask each student to do a survey among his neighbors.Try to find out how

they use water every day and what they can do to save water and write a

report .

（回家作业让学生去观察一下家人及邻居的用水情况，为他们提供节约用水的建议，并写一份

Oxford English 7A, Module 3 Unit 4 ( Forests and Land )Teaching Design

Teaching aims:

1. To develop the students’ abilities of listening, reading, writing and

2. To further understand the importance of protecting the forests and

arouse their awareness of protecting the forests

Language focus:

1. Using adjectives to describe objects

2. Using “Wh-” questions to find out specific information about an object

Teaching procedure:

Pre-task preparation:

1. Review the words and “Look and read” on page 56.

2. Introduce new words.

While-task procedure:

1. Organize a game .

2. Let the students watch a video.

3. Play the recording : Play a game . Students listen and follow in their

books.

4. Tell them to compare things which are made of different materials to

Post-task activities:

1. Students make short dialogues.

2. Conduct an activity: the best salesman.

3. Ask students to discuss how to protect the environment .

Assignment:

Complete the report .

Oxford English 7A,Module 4 Unit 1 ( Visiting Relatives )

Teaching aims:

In this lesson,train students’ capability of Research-orientated

learning,Cooperative learning and Independent learning.

Teaching focus:

1. Asking “How” questions to find out the length of a period of time

2. Asking “How” questions to find out price

3. Learning how to describe places

4. Learning how to get information and compare it

Teaching Materials:

Teaching Procedure:

nduct a short play between Mr. Li and Kitty. Then ask the questions.

T: “Why hasn’t Mr. Li decided?”

S: “Maybe he wants to know the price and the length of time.”

(Aim: Present the structures.Students find Mr. Li hasn’t decided whether

to go to Beijing.Then according to their experience of traveling , they

can use the structures “How long does it take…”and“How much does it cost?”

to ask for the length of a period of time and price.)

They ask and answer the questions . The one gets the nearest answer, his

or her group will win.

(Aim: To consolidate the structures by guessing the price and time . )

(1)Talk about how to get information.

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S : “From books,magazines,newspapers,other people,computers etc.”

(2) Let students read the first part of the text after the tape.

(3) Let students make dialogues to complete the second part of the text .

( Aim: To practise the capability of cooperation. )

1. Have students talk about the scenes in Beijing by using the key words.

( Aim: To learn how to describe places and to pave for further exercise .

)

2. Have students introduce some new travel routes .

They should search for information before class by themselves.Then one

ask for information about traveling .

( Aim: First it can practise the capability of Independent learning and

Research Oriented learning. Second by asking and answering,students

consolidate their knowledge and spread the limits of knowledge. It also

trains their capability of Cooperation learning. )

1. Have a discussion.

And tell “ Where would you like to visit and why ?”

(Aim: To compare information and make conclusions.)

2. Let students design holiday plans.

(Aim: To practise the capability of writing.)

A Holiday Plan I will go to ______by ________ . It costs me _______ yuan .

I will set off on _______ and come back on________ .(date) I will visit

______,_______,…. and ________ .

3. Express their feeling after traveling.

T: “ There’re many beautiful places in our country. After traveling,what

do you think of our motherland?”

S: “It’s beautiful/wonderful/great.It’s becoming more and more

modern/stronger .”

(Aim: To arouse students’ feeling of loving motherland.)

4. Make a conclusion of this lesson.

Functions: how to get information,how to compare it,how to describe

Design a tourist guide for foreigners.

(Aim: to use knowledge comprehensively. To practise the capability of

Independent learning and Research-oriental learning .)

Oxford English 7A, Module 4 Unit 2 (Our animal friends)

Language focus:

1. Learn new word & expressions

3. Using the simple present tense to express preferences

Materials:

A cassette player, a slide projector

Teaching procedure:

Let’s sing a song to relax.

Today our topic is “Our animal friends”.

First, let’s watch a short play by students .

Thank you.

In their short play , we know animals are very lovely. They are our good

friends. So I think most of people like animals, especially you, children

. Do you have good animal friends? You bring them here . Would you please

show us your animal friends? Please take out and try to introduce your

pets. Like this:

1. Do you have a pet at home?

2. What’s it?

3. What’s his/her name?

4. What colour is he/she?

5. How/Where did you get him/her?

Now discuss with your deskmates, I’ll ask some of you to try O.K.?

(Then ask 6 students to introduce.)

All of your pets are nice. But I prefer puppies.

To S1: Which animal do you like ?

Oh, he/ she prefers… And how about you ? ( To S2 )

Oh, he prefers… Now look at this expression:

----Which one do you like ?

---- I prefer…

---- Which food do you like?

---- Which fruit do you like ?

---- Which city do you like ?

Practise this expression in pairs.

Now,do you know which pet Kitty and Ben prefer. Let’s learn Sam’s story.

Look at some new words first. ( Show a brochure.)

This is a travel brochure/ a computer brochure. We can also say a travel

Read after me .( Show a picture.)

Who is he ? He’s an inspector. A person whose job is to exam or check

something.

(Show word: inspector. Read) / ( Show another picture. )

What can you see in the picture? It’s a home for dogs. It’ s a kennel. (

I’ll tell you Sam is at the SPCA kennels. What is SPCA.

( Show slide: SPCA: Society for the prevention of cruelty to animals.)

Read after me. It means an organization which protects animals from danger

Let’s read all new words.

Then let’s come to our text. First, listen to the text, don’t look at your

books. Then try to answer some questions about the text . So listen

carefully.

(1) Is dog’s name Simon?

(2) Did Ben and Kitty first meet Sam in the pet shop?

(3) Does Kitty prefer the black and white one best ?

(4) Do they want the light brown one ?

(5) What’s the dog’s name ?

(6) Where did they first meet Sam ?

(7) Which pet does Ben prefer?

(8) Which one do they choose finally?

(9) What must Ben and Kitty do if Sam is sick?

All right. Open your books to page 67. Read after the tape sentence by

sentence. Pay attention to pronunciation and intonation.

Then you practise the text by groups in roles. Try to imitate as possible

as you can.

From the text , we know Kitty and Ben love Sam very much. They take good

care of him. They are so kind to animals. But nowadays, a lot of people

are cruel to animals. A large number of animals are killed by people. Even

some rare animals have disappeared from the earth. It is a sad story. So

we must protect animals and protect environment .

According to this situation. I ask you to discuss in groups and give us

your stories about this topic.

Please prepare for a while. I’ll play the music. The music stops, you

stop.

In this class, we learn Sam’s story and we know animals are our good

friends. We should be kind to them. We also learn some new words and

expression.

Today’s homework:

1. Copy the new words. 2. Recite the text. 3. Complete the report on page

English is a useful language. It’s a useful tool. We would like our

students to use this language flexibly rather than only remembering some

phrases.

According to this aim,in this lesson, my design is firstly moving from old

knowledge to new knowledge,from previous lesson to the next one.

My topic is “Our animal friends”, and children like animals. So at the

beginning of the lesson, I invite students to introduce their favourite

animals. They could take their pets to the class and they showed great

interest. Next I transferred to the sentence pattern:

“ Which one do you like?”

“ I prefer….”

By asking “ Which animals do you like?”

I let students use all kinds of things they have learned to practise this

sentence pattern.

Then I came to the text-learning. I taught them new words by showing them

pictures. After that, I asked students to listen and understand the

general meaning of the text, read and imitate the pronunciation and

intonation of the tape of the text .

At last, I have the students imagine different kinds of stories, concerned

the situation nowadays that a lot of rare animals have been destroyed by

some unkind people. Let the students know we should protect animals and

natural environment .

All above is my outline of the whole class. I think students can learn

something not only inside class but also outside class. Maybe I should

continue to improve the situational teaching method .

Oxford English 7A, Module 5 Unit 2 (Choosing a new flat)

Language focus:

1. Asking “Wh-”questions to find out various kinds of specific information

2. Using prepositions to indicate positon and place

3. Asking “Wh-”questions to find out place

Materials:

2. Brochures of different estate agencies

Teaching procedure:

2. Role-play the dialogue on page 83

3. Ask and answer based on the play

5. Introduce their own living condition

2. Practise the patterns: What kind of flat would you like ? Where would

you like to live?

3. Listen and repeat the dialogue

Display the floor plans on the display board . Have a discussion to find

the best one, which matches the teacher’s requirements.

Oxford English 7A, Module 5 Unit 2 (Choosing a new flat)

我今天所选的课题是牛津教材 7A Module 5 Unit 2 ( Choosing a new flat

)的第二课时。在当今社会，选房、购房是生活中的热门话题，也是大多数家庭已经或着将要经历的事情。所以我在设计这一课时时，抓住牛津教材的特点，将课堂与现实生活紧密地结合在一起，并不仅仅以教学知识点为主，而是通过“学中用、用中学”，教会学生生活的能力，从而达到学习英语的最终目的，即在生活中用英语进行交际。

整个课时分三个部分：pre-task preparation,while-task procedure和post-task activity

。在第一部分中，我让学生通过表演小品展现上节课的内容，并让学生针对小品的内容自己进行问答和复述，以复习巩固已学的知识，充分调动学生的积极性，培养学生的主体意识。在此基础上，我引导学生从李家的住房困难结合自己的生活实际，谈谈各自的住房情况，从而引出新课文的内容一一选房。

在第二部分中，我先请学生听一段对话，让他们了解选房应先与房产经纪人交谈，同时也学习在选房时应考虑到哪几个方面。在提出新句型“What kind of

flat would you like?Where would you like to

live?”后，进行认知巩固。操练句型的同时，也是向学生展现李家每个人的愿望和需求的过程，并由此引发学生用新学的语言来表达自己的思想和愿望。接着是学习课文对话。等到学生掌握了课文，我又创设情景，让学生为自己选房，设想一个一家人与房产经纪人的对话，让学生对所学知识进行再创造。

在第三部分中是综和运用部分。我让学生想象自己是房产经纪人，向老师推销一套房子。这个环节的设计又上了一个台阶，对学生提出了更高的要求，学生不仅要懂得经纪人的心理。也要了解顾客的心理和需求，并且将以前所学的知识如交通、环境、购物等等都运用进去，从而达到学以致用的目的。

整个设计分纵、横两个方面。纵向有一条主线，即：提出住房困难---想象理想中的新房---

选购新房。横向围绕这条主线，分别从课文和实际两个方面同步进行，通过几个来回将课文与现实生活紧密相联。首先，从李家的住房困难转到自己的实际困难；其次，从李家成员各自的愿望引出自己的愿望；接着仿效李先生选房的样子，尝试为自己选房；最后，作为经纪人向老师推销房子。教学环节一环一环，紧紧相扣，由浅入深，层层递进。

整节课的课堂组织形式将学生的个别活动、对子活动、小组活动和全班活动有机地结合起来，既有机械操练，更有综合运用。教师就如一个导演，循循善诱，将学生充分调动起来，体现了以学生为主体的教学原则。

整节课不局限于传授两个句型，更培养了学生实际生活的能力。通过选房、购房，教会学生在现实生活中使用英语这一门工具。最后一个环节的设置，给学生提供机会，学会如何推销自己，对学生将来踏上社会，在商品经济社会的海洋里游弋，将产生深远的影响。这节课的意义不仅仅在于教会学生使用英语，更教会他们学会学习、学会生活、认识社会、学会生存，为终生学习打下基础，我以为这正是素质教育的体现。

十三）标准的英语教案

目的:

1.在知道用" big, small "表示物体大小的基础上, 学说词组" Big…. Small…. "。

2.激发幼儿参与英语游戏活动的兴趣,并能大胆地开口说。

准备: 大小长毛绒玩具若干 ; 大小圣诞树各一棵; 大小玩具木偶(猫, 熊)各一对; 大小玩具(汽车, 皮球) ; 背景图一幅

歌曲《Riding in my car.》《Morning. Hi. Bye.》

游戏《大圈和小圈》

4、歌曲《Ha y Family.》

情景表演，感受并理解" Big…. Small…. "

T: Who's coming?

Cat: Hello!

T: Hello, cat.

Cat: I'm a big cat. / I'm a small cat. Let's play games.

三、欣赏歌曲《Big Bear, Small Bear》

四、游戏《什么不见了》幼儿集体尝试讲出" Big…. Small…. "

五、游戏《指指说说》: 幼儿拿一大一小的玩具，尝试练习.

十四）标准的英语教案

　　教材分析

本节课是PEP小学英语五年级上册第二单元Part A 的教学内容。本单元的话题是谈论周一至周五的课程安排，与学生的日常生活紧密联系，学生较感兴趣且易接受，是继第一单元学习任课教师特征的知识升华，本节课主要围绕对星期几进行问答What day is it today?It is ....和对星期几上什么课进行问答What do you have on …s?We have....为主线展开话题，通过听，说，认读等各种各式使学生能用It is星期几和We have 科目 on …s.来谈论周一到周五的课程安排。

学情分析

本课教学以激发学生学习兴趣，培养学生良好的学习习惯。在乡下还不够重视英语，处于副课地位，再说这届五年级学生以前在三，四年级没得上好英语科，每学期就是快考试了就上一，两节课，学生对三年级和四年级的单词根本不懂，作业也不认真完成。英语单词不会读，读句子更不会了，直接影响到本节课谈论科目安排，我特意设计了“快看快读”的游戏复习所学过的科目，为下文打好基础。

　　教学目标

1.知识目标

a.能够理解，认读生词，并能书写单词Monday,Tuesday ,Wednesday,Thursday,Friday day,have,on

b.能够理解和口头运用句子：What day is it today? It is星期几.和What do you have on 星期几s? We have学科.在日常生活中流。

c.能阅读理解课文

2.能力目标

a.能够听懂关于周一至周五日常生活的对话。

b.能够与他人交流自己的课程安排。

c. 能够运用所学知识进行课程表交流。

3.情感目标

能够集中注意力认真观察本课生词和新句子所在语境，能在积极参与活动，和他人合作完成任务的过程中获得学习的乐趣和学习成就感。

　　教学重点和难点