為了確保教學(xué)工作順利，少不了要制定一份出色的教案，優(yōu)秀的教案是一定要明確好自己的教學(xué)目標(biāo)寫出的，范文社小編今天就為您帶來了英語梨教案模板6篇，相信一定會對你有所幫助。
英語梨教案篇1
活動目標(biāo)：
１、幫助幼兒理解和掌握中國的“鴨”字和外國的“duck”字。
２、通過表演、連線等游戲形式，復(fù)習(xí)以前所學(xué)的單詞；加強(qiáng)對幼兒手指點讀、按順序傳書能力的培養(yǎng)。
３、激發(fā)幼兒繼續(xù)學(xué)習(xí)英語的興趣。
活動準(zhǔn)備：
１、英文和中文字卡若干；教學(xué)圖片４張。
２、連線圖４張；筆４支。
３、幼兒圍座成半圓形，每張椅子上貼有不同的英文字卡；幼兒每人胸前貼有不同的種文字卡。
４、幼兒雙語用書每人一本。
活動過程：
一、幼兒聽音樂，進(jìn)行游戲“我的位置在哪里”，引起幼兒興趣。
１、幼兒聽音樂，根據(jù)自己身上的卡片，找相應(yīng)的座位。
２、幼兒相互介紹自己身上的字和板凳上的字。
３、請幼兒向大家介紹自己身上和凳子上的字。
二、通過表演游戲“猜單詞”，復(fù)習(xí)鞏固以前所學(xué)的單詞。
一名幼兒抽取卡片，通過動作或聲音表演卡片中所寫的單詞，其它幼兒猜單詞。
三、幼兒理解和掌握新詞“鴨”和“duck”。
１、教師出示圖片，介紹鴨寶寶；幫助幼兒認(rèn)識中國的“鴨”字和外國的“duck”字并講述故事。
２、通過提問的方式幫助幼兒熟悉中國的“鴨”字和外國的“duck”字。
３、幼兒與教師共同扮演鴨寶寶，引導(dǎo)幼兒理解中國的“鴨”字和外國的“duck”字。
４、幼兒找出圖片中，中國的“鴨”字和外國的“duck”字。
５、教師手指中國的“鴨”字或外國的“duck”字，請幼兒用不同速度的鴨子走的動作來區(qū)別它們。
６、請幼兒找出黑板上的中國的“鴨”字和外國的“duck”字和他們一起做游戲。
７、引導(dǎo)幼兒認(rèn)識外國的“duck”字
（１）引導(dǎo)幼兒看圖片，討論外國的鴨字里有哪些字母，并啟發(fā)幼兒做出動作。
（２）教師邊講故事邊表演，引導(dǎo)幼兒觀看，并告訴幼兒，
各個字母逐個點合成為外國的“duck”。
（３）引導(dǎo)幼兒扮演字母，表演故事。
四、引導(dǎo)幼兒看書，進(jìn)一步認(rèn)識中國的“鴨”字和外國的“duck”字。
１、引導(dǎo)幼兒傳書，發(fā)展幼兒的良好的行為習(xí)慣。
２、引導(dǎo)幼兒翻書，并聽錄音帶點讀故事，從而進(jìn)一步認(rèn)識中國的“鴨”字和外國的“duck”字。
五、連線競賽游戲，幫助幼兒復(fù)習(xí)所學(xué)單詞，包括中國的“鴨”字和外國的“duck”字。
幼兒分成四組進(jìn)行競賽游戲。
英語梨教案篇2
活動目標(biāo)：
1、通過英語游戲及配對練習(xí)，理解學(xué)習(xí)兒歌。
2、體驗兒歌的趣味性，通過情境游戲大膽地進(jìn)行表達(dá)表演。
活動準(zhǔn)備：
英語cd，兒歌背景圖片，裝扮材料，
活動流程：
一、引出兒歌
1、warm up: 歌曲lt; to marketgt;
2、(教師出示兒歌背景圖片)t: i bring a picture today. what do you see?
(鼓勵幼兒大膽說說圖片上的內(nèi)容。)
c：i see a happy pig./ i see a market./ i see a house and a sleepy pig.
二、理解學(xué)習(xí)兒歌
1、t:what happened to these little pigs? letrsquo;s listen to the rhyme together!
(播放cd)欣賞兒歌第一遍
t：what did you get from the rhyme?
2、t: letrsquo;s enjoy it again! this time, listen carefully. how many pigs are there in the market? what did they do?
欣賞兒歌第二遍( 教師邊念邊表演)
t：what did you get from the story?
(鼓勵幼兒大膽說說自己聽到的兒歌內(nèi)容)
幼兒說到的內(nèi)容，教師完整朗讀句子2遍，幼兒跟讀。
t: which pig went to the market? 然后請一名幼兒送小豬回家，其中went to the market 和cried wee wee wee我會請幾名幼兒說說選擇的理由，why you choose this little pig? 孩子們沒說出來的內(nèi)容，我就直接提醒比方說which little pig had roast beef? 先請孩子送小豬，送好整體幼兒練習(xí)2遍，行么?)
3、t: letrsquo;s listen it again. please help me put the number on the right pig. which is the first/the secondhellip; (把字母貼在小豬身上排序，理清兒歌的順序。)
貼好以后玩兩個游戲
(1) 教師說圖片內(nèi)容，幼兒說圖片序列。然后交換
t：letrsquo;s play a game. i tell you the sentence. you tell me the number of it. for example i say: ;this little pig went to the market.; you should tell me no 1.
t:now change. i say the number you tell me what the picture says.
(2)玩法：幼兒分成兩組，面對面站立，一組報出一個號碼，另一組說出圖片內(nèi)容，然后交換。我會準(zhǔn)備星星貼紙進(jìn)行計分。進(jìn)行一個小小的比賽。
t：irsquo;ll divide you into 2 groups. group 1 stand here on the yellow line. group stand there on the red line. group 1 say a number. group 2 should tell me what the picture says.
4、完整念兒歌
(第一遍我點背景圖片，幼兒按順序念兒歌;第二遍做動作，鼓勵幼兒邊念兒歌邊做動作。)
三、兒歌表演
1、2組幼兒分別上前表演
group 1: you can clap your hands.
group 2: come and show the rhyme to us. ok?
change
2、letrsquo;s play a game
幼兒把自己裝扮成小豬，然后進(jìn)行游戲表演。
英語梨教案篇3
teaching plan unit three my friends part a let’s learn & let’s find out(designed by 梁境燕)total time: 40 minutes age of pupils : 10～12 years old level : learning english for 4 years cla size : 55 pupils text book used : part a let’s learn & let’s find out , unit 3 , pep book Ⅲ teaching objectives: ss can understand and describe a person’s characteristics and instincts.teaching contents : friends , long hair , short hair , thin , strong , quiet.my friend is strong.she has short hair….who is she ? teaching approaches:
songs teaching technique, storytelling teaching technique, acting technique, language situation teaching technique and game teaching technique etc.language skills : to develop children’s listening and speaking ability.i.teaching aids : cai of the story, a tape , pictures , word cards, masks(or puppets)of the prince , cinderella and her 3 sisters etc.Ⅱ.teaching procedures a.preparation 1.warm – up : sing a song the t has adapted : she is nice.…(written on the board beforehand.)(time: 2 minutes)song: she is nice.she is quiet.she is very thin but beautiful.she has long hair but not short hair.we are friends after all.2.introduce the main characters , using pictures and asking questions.(time: 2 minute)(purpose: to warm up and revise and present “ she is … she has …” set up a language context for the new leon.)b.telling the story(t: teacher;ss: students)1.cai shows the story of cinderella and the prince.t asks questions.(time:7～8minutes)t: this is a story about a prince and 4 sisters.want to know who they are? who is he?(t shows a picture of the prince.)ss: the prince.t: yes.the prince is tall.he’s very smart.and she’s …?(t shows cinderella’s picture on the left hand.)ss:灰姑娘！
t: “that’s right.she’s cinderella.she is beautiful.she is thin and quiet.she has long hair.and
they’re the 3 sisters of cinderella.kate is not quiet.amy is very strong.mary has short hair.(t shows the puppets and describes them.)so the princes, cinderella and her 3 sisters are in the story.now, watch the video of the story.”(the story was made as a movie in the cai.)below is the story showed in the cai: one day, cinderella and her 3 sisters kate, amy and mary played in the woods.(cai shows the woods.)the smart prince came to the woods.he wanted to find his friend.he saw the 3 sisters.kate ran to him quickly and said: “ i’m beautiful.i’m beautiful.i’m your friend, my dear.” the prince said: “no.my friend is quiet.”
amy is strong-very very strong.she said: “i’m strong.i’m strong.i’m your friend, my dear.”
the prince said: “ no.she is not strong.she is thin.”
mary has short hair-very very short hair.she said: “ i have short hair.i’ m your friend, my dear.” the prince said: “no.she has long hair.” “ who is she ?” the 3 sisters asked.the prince sang: “ she is nice.she is quiet.she is very thin but beautiful.she has long hair but not short hair.we are friends after all.”
“ sisters…”(t pauses the video and asks: “ boys and girls, gue who came here.” ss: “ cinderella.” t: “ that’s right.let’s see what happened next.”)cinderella came back.“ oh, here you are, my friend.” the prince was very happy to find his friend.“ oh, no…” the sisters cried.(cai shows the actions : 3 sisters cried and were very angry.they ran away.)
2.telling the story with gestures and different voices by teacher.(time: 5 minutes.)(purpose for the 2 steps: adapt the words and phrases into a story with a song.set up a meaning context and make story interesting.then the ss will be eager to learn it, as well as be easier to pick up the new words , sentences and the chunks.)3.role-play the story.divide the cla into 5 groups.each group representatives one role, cinderella, prince , and cinderella’s 3 sisters: kate, amy and mary.the teacher tells the story again and encourage children to join in telling the story.(time: 5 minutes.)(purpose: let sts learn by doing.it’s connected to the children’s learning characteristics.in that case, ss can learn new things easily.)4.asking and answering questions about the story.(time: 2 minutes.)
t: who is the prince’s friend? is she strong? is she quiet? … c.follow-up
1.play a cla game: who is he/ she?(time: 3 minutes)
use the cai to present a part of a photo.then the teacher describes the person on the photo.for example: “ she is a teacher.she is tall….who is she?” who guees right, who wins one sticker.2.pair work:(time: 3 minutes)
one try to gue the partner’s best friend in the cla.for example: i have a friend.she is a friend.she has long hair.she is tall.she is quiet.who is she?(purpose for step 1 and 2 : offer the opportunities to let all the ss practice and participate in cla.)
3.play a gueing game: who is my best friend?(time: 4 minutes.)
invite some students to stand in the cla.the other ss try to ask and find out who he or she is.for example: is he a boy? / is he strong? / is he quiet? / is he…? then ss describe the friend together with the help of the key words that t writes on the board.(purpose: adapt the game and make a competition.)4.adapt the story and act it out by group work.(time: 5 minutes)
children work in small groups to adapt the story and act it out.t walks around and help the ss.at last ss show their stories in the cla.(purpose: increase ss’ creativity, imagination, imitation, curiosity, cooperation ability and competition ability.)5.homework(time: 1 minute)
(1)spell the words or phrases on page 28.(2)retell the story for your parents.(3)try to describe your family members to your clamates or friends.(4)do the drills of the activity book a.1, 2.(notes on the blackboard written by the teacher.)unit three my friends a let’s learn & let’s find out ↗ strong.(word card and picture)↗
my friend is
→
thin.(word card and picture)
↘
↘
quiet.(word card and picture)
↗
long hair.(word card and picture)he has
↘
short hair.(word card and picture)who is he?
short
short hair
big eyes my friend is{ strong ,he/she has{,{
.tall
long hair
small eyes
thin
五、progre
英語梨教案篇4
活動目標(biāo)：
1、聆聽歌曲《greetings》，培養(yǎng)幼兒的語感
2、能夠用肢體動作表達(dá)對歌詞內(nèi)容的理解。
活動準(zhǔn)備：
教學(xué)魔法棒（點讀機(jī)）、教學(xué)用書
活動過程：
一、復(fù)習(xí)
1、歌曲《hello》，讓幼兒再次熟悉明白：hello是你好，goodbye是再見。在什么情況下說“hello”，在什么情況下說“goodbye”。
2、能夠用“hello，i am……”做簡單的自我介紹。
二、學(xué)習(xí)歌曲《greetings》的律動
1、教師用魔法棒點擊書本，與幼兒一起欣賞二個兩遍。讓幼兒再次熟悉歌曲旋律，初步理解歌詞大意。
2、教師播放動畫教學(xué)vcd，讓幼兒觀看tpr動作。
第一遍：幼兒以欣賞為主。
第二遍：教師分解動作并讓幼兒模仿。
第三編：幼兒跟隨tv一起跳整首tpr律動。
3、兒歌接龍：幼兒和教師進(jìn)行兒歌接龍：
c：hello，hello，
t：hello，how are you？
c：i’m fine，i’m fine.
t：i hope that you are too.（在游戲過程中教師可以用口型提示幼兒。）
4、小朋友之間互相問答式的律動。
5、活動延伸：讓幼兒回到家，跟自己的父母親戚一起玩，家長請孩子作為小教師，教家長唱兒歌，做律動，給孩子做小老師的機(jī)會，增加孩子的優(yōu)越感，而且增強(qiáng)他們的表現(xiàn)欲。
效果分析：
這是一節(jié)律動課程。
英語梨教案篇5
一、教學(xué)目標(biāo)：共一課時
a.知識目標(biāo)：
1.掌握三會詞匯：book chair desk
2.學(xué)會問候語“how are you? i’m fine, thanks. ”。
b.能力目標(biāo)：
1.能熟練演唱歌曲“how are you?”，演唱流利，發(fā)音準(zhǔn)確。
2.會使用句子“what’s this?”來問自己不知道的東西，并能夠用“it’s a…”回答。
c.情感目標(biāo)：
讓學(xué)生禮貌的同他人打招呼和問候，做個懂文明講禮貌的好孩子。
二、教學(xué)重點：
1.新單詞：三會(會聽、會說、會認(rèn))：book chair desk
注意：desk是指書桌或是辦公桌，而在日常生活中常用的桌子要用table
2.新句型：(會聽、會說)：
what’s this? it’s a ________.這是什么?這是________。
how are you? i’m fine.你好嗎?我很好。
三、教學(xué)難點：what’s this? it’s a ________.這是什么?這是________。
四、教具、學(xué)具：cai課件，錄音機(jī)，圖片
五、教學(xué)流程：
class opening
greeting
1)教師用“hello / hi!”問候全班，要求學(xué)生回答“hello/hi!”
2)教師同學(xué)生做手偶游戲，進(jìn)行“what’s your / her / his name?”的對話。
new concepts
1、listen a song：
a、教師可以先自導(dǎo)自演一段對話，如：
a:hello
b:hi!
a:what’s your name ?
b:my name is ________.
a:oh, how are you?
b: i’m fine.
然后反復(fù)強(qiáng)調(diào)最后這兩句話，在激起學(xué)生的好奇心后，教師可以直接告訴學(xué)生這兩句話的意思，并告訴他們這兩句話的運用環(huán)境。在學(xué)生理解后就可以播放歌曲了。
教師播放歌曲“how are you?”。再利用歌曲中的課件展示一遍這組對話，讓學(xué)生充分的加以理解。之后讓學(xué)生兩人一組，鼓勵他們之間進(jìn)行對話模仿練習(xí)。
b、利用實物教授book chair desk在學(xué)生理解這幾個單詞的意思后引出對話：what’s this? it’s a ________.
2. practice：
1)i ask , you answer
教師在教室里來回走動，隨意指著一本書、一張桌子或一把椅子詢問“what’s this?”，學(xué)生來回答。教師可以快速指出物品或出示圖片，由于小學(xué)生競爭好勝的意識比較強(qiáng)，這樣就可以鍛煉學(xué)生的反應(yīng)能力，調(diào)動他們參與活動的積極性。
2)play a game“stop,go”
把學(xué)生分為幾組，先由一個小組來進(jìn)行。此小組的幾名學(xué)生低頭來回走動，教師喊“stop!”，示意學(xué)生停下來，同眼前的學(xué)生進(jìn)行問候，練習(xí)對話“how are you?”。
3)sing a song
兩個環(huán)節(jié)的游戲過后，讓學(xué)生放松一下，師生同唱這節(jié)課學(xué)的歌曲“how are you?”從而調(diào)動每一個學(xué)生參與的積極性。
3、 make dialogue：
教師引導(dǎo)、鼓勵學(xué)生每天見面的時候說問候語，久而久之就能很自然的脫口而出了。
class closing
goodbye!
六、板書：
lesson 3: how are you?
book chair desk
how are you? i’m fine, thanks.
英語梨教案篇6
lesson 13
teaching objectives:
1. master the comparative and superlatives of adverbs.
2. the comparative forms of long adjectives.
language focus:
fast － faster － the fastest well － better － the best interesting － more interesting get home have to kinds of feed, to give food to
properties: tape recorder, overhead projector, flash動畫
teaching procedures:
step 1 revision
revise be going to.
ask individual students to open the door, close the window and do other classroom duties. as they stand up to obey, ask what are you going to do? then ask the class what is he/she going to do?
step 2 presentation
showing the picture of a farm by the overhead projector.
ask what is this? what can you see on the farm? what kind of work is there on the farm?
let the students to talk about the farm.
生活在農(nóng)村的學(xué)生，可以讓他們談?wù)勛约旱霓r(nóng)場情況，有多少種動物，農(nóng)場的生活情況。
step 3 read and act
get the students to look at the picture on page 16 and describe it.
teach the new words about the animals on the farm.
play the tape for the students to listen and ask how many kinds of animals are there on the farm?
explain the language points:
have to, the plural form of sheep.
explain the comparative of long adjectives. give more examples, “my coat is beautiful. her coat is more beautiful than mine.”
play the tape again for the students to listen and repeat.
have them work in pairs to practise the dialogue. then ask some pairs to act it out in front of the class.
step 4 presentation
call three students to the front and say, “mary works hard. lisa works harder than mary. lucy works harder than lisa. lucy works hardest of the three.”
say another group of sentences and get the students to repeat, “l(fā)inda gets up early. kate gets up earlier than linda. green gets up earliest of all.”
step 5 read and learn
showing the students the picture of part 2. let them to describe the pictures with the comparative and superlatives of adverbs
play the tape for the students to listen and repeat and check their answer.
step 6 exercise
complete the sentences.
1. 我母親的工作是照看孩子們。
my ______ ______ is ______ ______ ______ ______.
2. 你在家得做些什么？
what ______ you ______ to ______ at ______?
3. 讓我?guī)椭阄闺u。
______ me ______ you ______ the chickens.
4. 吉姆在他們班上每天早晨到校最遲。
mike ______ ______ school ______ ______ in their class every morning.
answers:
1.mother’s job, to look after children 2.do, have, do, home 3.let, help, feed 4.gets to, the latest
step 7 homework
1. make a group of sentences to compare things.
2. finish off the workbook exercises.
the design of the blackboard
lesson 13wait sheephave to tractorfeed the animals slowmore interesting slower
教案點評：
利用幻燈片打出農(nóng)場的圖片，讓學(xué)生了解農(nóng)場導(dǎo)入本課關(guān)于談?wù)撧r(nóng)場的對話的教學(xué)，通過圖片的描述教學(xué)副詞比較級。
lesson 14
1． 教學(xué)目標(biāo)；
（1）使學(xué)生掌握本課重點詞組和單詞：agree with, in winter, in summer, hear doing, play with.
（2）使學(xué)生掌握形容詞和副詞的比較級和最高級的用法和句型
which do you like better, a or b? i like a better than b.
which do you like best, a, b or c? i like a best.
（3）使學(xué)生學(xué)會介紹和比較中美兩國農(nóng)場的差別。
2．教具：recorder and pictures.
3．教學(xué)過程：
step 1 revision
（1）寫出下列單詞的形容詞和副詞的比較級和最高級形式：high ,bright, interesting, good, beautiful, delicious, fast.
（2）出示圖一：教師根據(jù)圖片進(jìn)行提問：
what kind of sport is it?
which one is riding faster?
which one is riding the fastest?
出示圖片二：who is taller? who is the tallest in the three?
which one is running faster?
which one is running the fastest?
is the second sport man running quickly?
who is younger? who is the youngest?
which sports do you like better, the cycling or the running?
（3）復(fù)習(xí)第13課的對話，讓學(xué)生回答以下問題：
where do ji wei and jone live?
what kind of animals are on ji wei’s farm?
what kind of work does he do then?
step 2 leading - in
show students pictures of farms in china and america. they talk about the pictures first, then talk about the questions given in pre - reading in small groups. teacher calls one group to do it as a model.
step 3 presentation
part 1 pre –read
（1）show students a picture of a crowded city to teach the word “city” and a picture of countryside to teach “the country”. draw a tractor on the blackboard and teach the word “tractor”. ask them where people use that. help them to say “in the country” or “in the field” or “on the farm”. imitate the sound and teach the word “bleat”. use a picture to teach “l(fā)ake” and ask them what people can do in a lake, help them to answer “in summer, we can swim, or go fishing; in winter, we can skate on the ice.”
（2）讓學(xué)生就書上的問題分組進(jìn)行討論。教師可以進(jìn)行巡視指導(dǎo)。
（3）教師檢查一組學(xué)生的討論結(jié)果。
part 2 read
（1）students read the article silently and answer questions
1. what’s the difference between ji wei’s farm and john’s farm?
2. which play does ji wei like better, the city or the country? why?
3. how about john?
4. who is cody? say sth about cody.
（3）學(xué)生閱讀課文并找出課文中的生詞和難點。教師進(jìn)行講解。
agree with, hear sb doing sth …
（4）教師讓學(xué)生把這兩個農(nóng)場進(jìn)行比較.總結(jié)相同點和不同點.
chinese farm american farm
small, grow more rice than american big, grow more corn than chinese, have more tractors and machines, have more animals
step 4 practice
（1）教師講解句型：
which do you like better a or b? i like a better than b.
which do you like best a，b，or c ? i like a best 。
學(xué)生通過例子比較兩個句型的區(qū)別。一組句型是兩者這比較，另一組句型是三者這相比較。
教師可以出示一些實物如足球，籃球，排球等或紅白藍(lán)等顏色使用上句型進(jìn)行敘述。
（2）write the topic “the city or the country” on the blackboard for the students to discuss in pairs. (they may read the dialogue in the book as a model) encourage students to use dictionaries to help them add new reasons. point out “l(fā)ots of” means “ a lot of, many.”
（3）教師出示媒體動畫，學(xué)生根據(jù)媒體動畫對畫面進(jìn)敘述，教師先只讓學(xué)生看字幕和圖，要求學(xué)生自己配上旁白。也可以先讓學(xué)生看一遍內(nèi)容然后再敘述。然后學(xué)生不再看字幕只看畫面進(jìn)行敘述。
step 5 exercise
1. fill in the blanks.
i have a good friend who lives ① the farm.
he has many ② there, dogs, pigs, cows, etc. he uses a ③ to do the farm work , because it works faster and better. he don’t have to ④ the animals because they can find food themselves. he thinks the country is ⑤ (beautiful) than the city. he can hear the birds ⑥ and sheep ⑦ . and he often play ⑧ his dogs.
2. compare the two farms, and two boys.
ji wei’s parents grow ① and ② , john’s parents grow ③ and ④ . ji wei likes to sit and looks at the ⑤ and ⑥ . john likes to sit and listens to ⑦ . john’s farm has a ⑧ where he often goes ⑨ in summer and ⑩ in winter.
answers: 1. ①on ② animals ③ tractor ④feed ⑤ more beautiful ⑥) singing ⑦ bleating ⑧ with
2. ① rice ② wheat ③ corn ④ wheat ⑤blue sky ⑥ the green hills ⑦ the animals ⑧ lake ⑨ fishing ⑩skating
step 6 homework
（1）要求學(xué)生完成教科書90頁第一題和第三題。
（2）把課文改編成一個對話
（3）to write out the article “the city or the country.”
the design of the blackboard
lesson 14li wei’s farm john’s farm
use a tractor use animals
like to sit and look at… go fishing…
教案點評：
通過談?wù)撨\動圖片復(fù)習(xí)副詞比較等級的運用，展示圖片引入關(guān)于中美兩國農(nóng)場的比較，讓學(xué)生總結(jié)其特點，最后讓學(xué)生談?wù)撍麄儗r(nóng)村和城市的看法。
lesson 15
teaching objectives:
掌握形容詞與副詞的比較級與最高級句型的運用。
language focus:
help sb with sth like doing sth.
eating too much is bad for you
properties: overhead projector, recorder
teaching procedures:
step 1 revision
1. to talk about the country life.
2. revise the comparative and superlative forms of adjectives like interesting, beautiful, etc.
step 2 compare
showing the students the pictures to compare. saying:
the car goes faster than the bike.
the train goes faster than the car.
the plane goes faster than the train.
so the plane goes fastest of all.
ask who works carefully in class? help the students to answer jim works carefully. ask who works more carefully than jim? help the students to answer kate works more carefully than jim. ask who works the most careful of all? help the students answer lucy works the most carefully of all.
write the model on the blackboard
the car runs faster than the bike.
the train runs faster than the car.
the plane runs the fastest of all
get some pairs to present their sentences.
step 3 practise
students talk about the farm work they can do, write the jobs on the board “feed the animal, pick corn (wheat, etc), grow corn (wheat, etc)” then they talk about who can do the most work, use the dialogue in the book as a model.
give more phrases for them to use “have books” “get home early” “eat much” “run fast” “have a good time”, etc.
step 4 read and complete
students do the exercise themselves and then check the answers
(the answers: older, exciting, beautiful, quickly, better, faster, longer, interesting)
then explain some words and phrases, point out the comparative and superlative forms of adverbs ending with “l(fā)y” are “more + adverbs” and “most + adverbs”.
step 5 exercise in class
complete the sentences
1. 公共汽車和轎車，哪個開得快？轎車。
which goes__________ ______, the car or the bus? the car_______.
2. 所有人當(dāng)中，我摘的玉米最多。
i can pick ________ ________ corns of ______.
3. 她喜歡住在鄉(xiāng)下。
she likes ______ ______ the country.
4. 邁克經(jīng)常讀書到深夜。
mike often reads ______ ______ ______ ______.
5. 我認(rèn)為住在城市比城鎮(zhèn)有趣得多。
i think ______ in the city is ______ ______ ______ than in the town.
6. 她經(jīng)常幫她阿姨干農(nóng)活。
she often ______ her aunt ______ the farm work.
answers: 1.more quickly, does 2.the most, all 3.living in 4.until late at night 5.living, much more interesting 6.helps, with/do
step 6 homework
1. preview new lessons.
2. finish off the workbook exercises.
the design of the blackboard
lesson 15 more the quickest the earliest the car runs faster than the bike. the train runs faster than the car. the plane runs the fastest of all
教案點評：
本課主要是以學(xué)生練習(xí)為主，通過圖片展示讓學(xué)生進(jìn)行比較等級的訓(xùn)練。
lesson 16
teaching objectives:
掌握比較級的用法；
掌握元音/u: / /u//ue/的發(fā)音。
language focus:
/u: / u, oo /u/ u, oo, oul /ue/ ure, ua,
what are you going to do after you leave school?
properties: tape recorder, pictures
teaching procedures:
step 1 revision
revise the comparison of adverbs.
my mother usually gets up earlier than my father.
my father gets up earlier than i.
so my mother gets up the earliest of all.
step 2 spelling and pronunciation
play the tape for students to listen and repeat, then ask students to practise the pronunciations of these words.
use flashcards to give more words. get them to practise the words.
step 3 rhyme
play the tape for students to repeat and recite.
read the chant together as a class.
then divide the class into two groups to practise the chant.
step 4 listening
play the tape for the students to listen. first make sure the students understand the meaning of the passage.
then play the tape again and answer the questions.
step 5 word puzzle
first explain the word haystack means a large pile of hay firmly packed for storing.
then students find out the words in pairs.
step 6 reading
play the tape for the students to listen. ask what is john going to do after he leaves school?
students read the text silently and ask them for the main idea of the passage.
play the tape again and answer the following questions.
1. where are ji wei and john now?
2. what are they talking about?
3. where did they do just now?
4. what is john going to do after school? after college?
5. what does he want to learn at college?
6. who is following them?
explain some difficult point “college, school for higher education”, “each, every” nobody, not anybody, not anyone .
step 7 writing
showing the students the picture of aunt peggy’s farm. get them to look at the picture carefully. first have them talk about the picture. then have them write one paragraph about the picture individually.
step 8 checkpoint
revise the adjectival and adverbial comparatives and superlatives.
read the useful expressions.
step 9 exercise in class
complete the words, using the proper words.
different people have different ideas.
o______ people like life in the country, but y______ people don’t. they think life in the country isn't i ______. they like to go to the c______, have dinner in the r______ and s______ and dance with their friends.
my uncle and my a______ aren't f ______, but they live in the country. they grow f______ and vegetables for f ______. every morning they will walk r ______ the fields. they can hear b ______ singing and sheep bleating. they often say, “l(fā)ife in the country is much b______ now.”
answers: old, young, interesting, cinema, restaurant, sing, aunt, farmers, fun, round, birds, better.
step 10 homework
1. to write out the description of the picture.
2. write one passage about the city or the farm you live.
3. finish off the workbook exercises.
the design of the blackboard
lesson 16 what is john going to do after he leaves school?(go to college.)
