提前制定教案是為了讓我們更好的開(kāi)展自己的教學(xué)工作,教案在編寫(xiě)的過(guò)程中,你們一定要考慮創(chuàng)新教學(xué)方法,范文社小編今天就為您帶來(lái)了外研社英語(yǔ)教案8篇,相信一定會(huì)對(duì)你有所幫助。
外研社英語(yǔ)教案篇1
Ⅰ.語(yǔ)言要點(diǎn)
accept, invitation, after all, continue, call on, day and night, pay back, at the most,
worth, not…any more
Ⅱ.日常交際用語(yǔ)
1. where have you been all these days?
2. what happened?
3. we did have a good time.
4. excuse me. i’ve lost a case i wonder if it’s been found.
5. can you describe the case?
6. where did you last have it?
7. we asked everyone there if they had found …, but without luck.
8. we couldn’t find it; it was lost.
Ⅲ.語(yǔ)法
疑問(wèn)句的直接引語(yǔ)和間接引語(yǔ)
e.g.1. he asked if she was pleased.
2. she asked him how many people were going to the ball.
背景知識(shí)介紹
1.作者
guy de maupassant(莫泊桑1850—1893)was a well—known french novelist and short –story writer.在少年時(shí)他就對(duì)文學(xué)表現(xiàn)出了濃厚的興趣,很小的時(shí)候開(kāi)始寫(xiě)作,在30多歲成為著明的小說(shuō)家,他的大部分作品講的是人們的日常生活。1871年開(kāi)始,他在政府部門(mén)就職,這期間他熟悉了政府職員的生活。這段經(jīng)歷幫助他創(chuàng)造出了他的短篇小說(shuō)“項(xiàng)鏈”。他的作品簡(jiǎn)潔明了,諷刺運(yùn)用得恰到好處。莫泊桑晚年承受疾病圍繞,1893年病逝于巴黎。
2.有關(guān)這部戲的介紹
“項(xiàng)鏈”這篇課文是一個(gè)獨(dú)幕劇,它包括三個(gè)人物:mathilde loisel, a yang woman;
pierre loisel, mathilde’s husband, a government worker; jeanne, mathilde’s good friend.
課文難點(diǎn)分析
1. scene1 a park in paris ……walks towards her.
這部分用斜體表示,或象下文一樣置于括號(hào)中,叫做舞臺(tái)指導(dǎo)說(shuō)明(stage directions )一般使用現(xiàn)在時(shí)態(tài)。戲劇一般首先介紹故事發(fā)生的時(shí)間(time)、地點(diǎn)(place)和劇中人物(characters)。在這一段中有了具體介紹。
2. …but i don’t think i know you.我好象并不認(rèn)識(shí)你。
i don’t think i should do that.我認(rèn)為我不該做那件事。
i don’t believe she will come.我上信她不會(huì)來(lái)。
“think, believe”這兩個(gè)詞的否定式在主句中表示,而賓語(yǔ)從句中的動(dòng)詞用肯定式。
3. in fact you do.事實(shí)上你認(rèn)識(shí)我。
=in fact, you know me.為了避免和前面重復(fù),所以用助動(dòng)詞代替。
e.g.①we all love singing, but he doesn’t.我們都喜歡唱歌,但他不喜歡。
②class 2 went to a picnic, but class 1 didn’t. 2班去野餐了,但1班沒(méi)去。
4. recognize vt.認(rèn)識(shí),辨認(rèn)
e.g.①she was so changed that i hardly recognized her.她變得我?guī)缀跽J(rèn)不出來(lái)了。
②harry recognized me in the crowd.亨利在人群中認(rèn)出了我。
5. where have you been all these years?這些年你上哪兒去了?
e.g. the teacher asked jane, “you didn’t come to school, last week, where have you been?”
老師問(wèn)jane,“你上星期沒(méi)來(lái)學(xué)校,去哪兒了?”
6. that’s because of hard work.那是因?yàn)閯诶邸?/p>
e.g.①he couldn’t go further. that’s because of his wounded leg.
他不能再往前走了,因?yàn)樗耐仁芰藗?/p>
②he cried because of the pain in his arm = he cried because he had a pain in his arm.
他因?yàn)楦觳蔡鄱蘖恕?/p>
because of后面跟名詞在句中作狀語(yǔ)與because加句子引導(dǎo)的狀語(yǔ)從句意義相同。
7. have times been hard for you?這些年境況不太好吧!
times這個(gè)詞我們以前見(jiàn)過(guò):(morden times )表示目前或某種特殊時(shí)期的生活情況或環(huán)
境,可譯作“日子”、“境況”、“時(shí)代”。
e.g.①he didn’t complain of hard times, but kept on working hard.他沒(méi)有抱怨時(shí)勢(shì)艱難,相反的是一直努力工作。
②students thought times are terrible in july.學(xué)生們認(rèn)為7月是一段難熬的日子。
8. but what happened?發(fā)生什么事了?
happen take place.沒(méi)有被動(dòng)式。
e.g.①i remembered the whole things as if it happened yesterday.
我記得整個(gè)事情,就好象是昨天發(fā)生的。
②──why didn’t the boss come yesterday?為什么老板昨天沒(méi)來(lái)?
──an accident happened to him.他出事了。
9. do you remember one afternoon ten years ago when i came to your house and borrowed a
necklace of yours. 10年前的一個(gè)下午,我到你家借過(guò)一條項(xiàng)鏈,你還記得嗎?
ten year ago和由when引導(dǎo)的定語(yǔ)從句一起修飾afternoon.
e.g.①cart still remembers one afternoon in his first year when the professor took the students the chemistry lab.卡爾仍然記得一年級(jí)時(shí)教授帶學(xué)生到化學(xué)實(shí)驗(yàn)室去的那個(gè)下午的情景。
②there are thousands of starts in the sky that are like our sun.
天空中有成千上萬(wàn)顆像太陽(yáng)一樣的恒星。
10. i’ve written to accept the invitation.我已經(jīng)寫(xiě)信表示接受邀請(qǐng)了。
e.g.①i received a note, but didn’t accept it.我收到了一張支票,但沒(méi)接受。
②jack received my letter, and accepted my advice.
jack收到了我的信并且接受了我的建議。
③give sb. an invitation給sb發(fā)邀請(qǐng)(invite sb. to…)
refuse sb’s invitation.拒絕sb的邀請(qǐng)。
11. i haven’t got an evening dress for the ball!我沒(méi)有參加晚會(huì)的禮服啊!
12. but, just this once. after all, this ball is very important.
不過(guò)就這么一次,要知道,這次舞會(huì)很重要啊!
after all“畢竟,終究,到底”。用來(lái)說(shuō)服或提醒對(duì)方,引出對(duì)方似乎忘記了的某個(gè)
重要的論點(diǎn)或理由。
e.g.①they met with difficulties, but i hear that they’re succeeded after all.
他們遇到了困難,但我聽(tīng)說(shuō)他們終究是成功了。
②she said she would not go to the ball, but she went there after all.
她說(shuō)不去參加舞會(huì),但最后還是去了。
13. i have no jewellery to wear.我沒(méi)有首飾戴。
dress和wear的區(qū)別:
e.g.①she always dresses in green.她總是穿著綠色的衣服。
②dress at once!立刻穿上衣服。
③the mother dresses the baby everyday.媽媽每天給小寶寶穿衣服。
而wear的賓語(yǔ)只能是鞋帽等物品,表示一種狀態(tài)。
④he’s wearing a new coat today.他今天穿了一件新大衣。
但不能說(shuō):wear your clothes at once.
14. can’t you just wear a flower instead?難道不能就戴一朵花嗎?
這是一個(gè)否定疑問(wèn)句,表示吃驚,可能含有批評(píng)或責(zé)備的意思。
e.g.①hasn’t albert telephoned you? albert還沒(méi)有打電話來(lái)嗎?(說(shuō)話人認(rèn)為albert本該
已經(jīng)打電話來(lái)了,但卻沒(méi)打,因此感到奇怪,并含有批評(píng)的口氣)
②it’s getting dark. can’t you walk a little faster?天快黑了,你不能走快點(diǎn)嗎?(說(shuō)話
人覺(jué)得對(duì)方走慢了,含有責(zé)備的口氣)
15. she married a man with a lot of money.她嫁了一個(gè)很有錢(qián)的人。
marry sb.娶了某人/嫁給某人。get married結(jié)了婚。
be/ get married to sb.與某人結(jié)婚,不能用with.
e.g.①—is jack married? jack結(jié)婚了嗎?
—he got married last year.他去年結(jié)婚了。
②he has been married to mary for 3years.他和mary結(jié)婚3年了。
③alice married a frenchman. alice和一個(gè)法國(guó)人結(jié)婚了。
16. so i called on you…
so是連詞,用來(lái)承上啟下,表示話語(yǔ)的邏輯性?!拔蚁肫鹉慵蘖艘粋€(gè)有錢(qián)人,所以就去看望你……”。
call on/ upon sb. visit sb.到家看望。
e.g.①it’s to years since i last called on my former teacher.
我最近的一次拜望老師已經(jīng)是10年前了。
call at sb’s house.到家看望。
②“i’ll call at your house tomorrow morning. are you free? “—yes. you’re welcome.”
“明天我想到家去看望你,你有空嗎?”“好的,歡迎”。
17. you tried it on and it looked wonderful on you.
你把項(xiàng)鏈戴上試了試,戴在你身上真是太好看了。
e.g.①never buy shoes without trying them on first.鞋子要先試再買(mǎi)。
②the tailor asked the girl to try on the new dress.裁縫要那個(gè)小孩試一下新衣服。
try on:試穿,試戴。
18. perhaps in those days i was.也許那時(shí)候我是(個(gè)漂亮的姑娘)…
這是承上啟下的句子,后面的表語(yǔ)可以省略,以避免重復(fù),在口語(yǔ)中常見(jiàn)。
e.g.①she said it was a valuable necklace. it really was.
她說(shuō)那是一條很貴重的項(xiàng)鏈,的確很貴重。
②“are they in the park?” “i think they are.” “他們?cè)诠珗@里嗎?”“我想是的”。
19. pierre and i did have a very good time at the ball.
我和波爾在舞會(huì)上的確玩的很痛快。
句中的did是助動(dòng)詞,在肯定句中用來(lái)強(qiáng)調(diào)它后面的動(dòng)詞。
e.g.①do come here next sunday.下星期日一定來(lái)啊!
②i did agree with you.我完全贊同你。
③she does keep her promise.她確實(shí)一貫遵守諾言。
20. but that was the last moment of happiness in our lives.
但那是我們一生中最后的幸福時(shí)刻了。
21. on our way home…… that the necklace was not around my neck any more!
那天晚上在回家的路上,我低頭一看,發(fā)現(xiàn)項(xiàng)鏈不再掛在我的脖子上了。
外研社英語(yǔ)教案篇2
教學(xué)準(zhǔn)備
教學(xué)目標(biāo)
1). to learn the knowledge of the cultural relics.
2). discuss how to protect our cultural relics.
3).reading and understanding, catching the history and information of the amber room.
4). functional item, how to tell the story about the amber room
5). finish the comprehending exercises after the reading passage.
6). use scanning; skimming and careful reading to learn the story of the amber room.
教學(xué)重難點(diǎn)
key points
to understand cultural relics.
how to tell the story about the amber room
difficulties
talk about cultural relics at home and abroad in english freely.
to learn the story of the amber room.
教學(xué)工具
課件
教學(xué)過(guò)程
導(dǎo)入
1). guessing:
teacher present some pictures and statements ,let the students guess whtat or where it is.
the great wall; the pyramid ; taj mahal
2)teacher show some pictures. they are all very famous places in china or in the world. ask the students to think these over:
a. can you name them out?
who have the right to own and confirm them?
(the shown pictures: group 1;①yuanmingyuan; ②forbidden city
group 2: ③ming dynasty vase ;④taj mahal; ⑤ivory dragon boat
and mogao caves)
step i: pre-reading
1).ok, you have know something about cultural relics, have you ever seen a piece of amber?and what do you know about it?
show some pictures of amber. let students know what the amber is and its value.
color yellow- brown
feel like feel as hard as stone
amber is the fossil(化石) form of resin(樹(shù)脂) from trees.
it takes millions of years to form.
2). can you imagine a house made of amber?please preview “in search of the amber room.”
step ii: fsat reading and thinking about the title:
1). teacher give students the following questions to think:
when you see this title, what do you want to know?
what is the amber room?
why was it called the amber room?
what was it made for?
what happened to it?
why to search for it?
(ask the students just remember these questions in their mind not find the answers.)
2). fast reading to get the main idea:
the amber room , which _________________sent to the russian people as a _____, was ____by the _____________ soldiers .
(students read the passage quickly and fill in the blans)
3). now, let the students try to answer the questions in part 1). (ppt 7)
(teacher may give some necessary help)
step iii: scanning
ask the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. join the correct parts of the sentences together. (exercise 1 on page 2)
after do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. (ppt 9)
step iv: skimming
ask students to skim the passage and complete exercise 2 on page2.
( 3 ) how did the amber room become one of the wonders of the world?
( 5 ) how was a new amber room built?
( 4 ) how did the amber room get lost?
( 1 ) how was the amber room made?
( 2 ) why did the king of prussia give the amber room to the czar of russia as a gift?
step v: careful reading
let the students read the text carefully and try to find some details to complete the form on ppt 11.
step vi: role play
just now you have learnt the story of the amber room, now suppose you are a guide of the amber room, how will you intrduce the amber room to the visitors?
( give students about 3 minutes to have a discussion in group of four ,then ask some of groups to make a role play before all the class.)
homework
1. read the story of the amber room again after class.
2. write the introduction of the amber room you have discussed in class.
3. prepare for next period by underline the difficult points in the text.
板書(shū)
blackboard design
unit 1 cultural relics
warming up & pre-reading
what is cultural relics?
a.a cultural relic is sth. that survived for a long time
b.a cultural relic may be a part of old thing has remained when the rest of it had been destroyed
c. a cultural relic is something rather rare
外研社英語(yǔ)教案篇3
module 1 unit1
we lived in a small house.
教學(xué)目標(biāo):
1、知識(shí)目標(biāo):
(1)new words: life ,different, ago, any, television, grandchildren, us,grandmother, lady
(2)new sentences:there were/weren’t …. there are….
we lived…many years ago. we live…now.
2、能力目標(biāo):
(1)能根據(jù)情境正確使用there be ……,we lived…many years ago. welive…now.句型談?wù)撋?、學(xué)習(xí)中的事物
(2)培養(yǎng)學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)的能力。
教學(xué)重點(diǎn)::如何讓學(xué)生在課堂上學(xué)會(huì)there be …, we lived…many years ago. welive…now.句型并能在生活中靈活運(yùn)用該句型。
教學(xué)過(guò)程:
一.預(yù)習(xí)檢測(cè)
寫(xiě)出下列動(dòng)詞的過(guò)去式。
do_____ is____ are_____
live_____ have______ watch____
二.合作探究,學(xué)習(xí)課文。
(1)播放課文錄音,讓學(xué)生在聽(tīng)錄音的同時(shí)找出課文中出現(xiàn)的新單詞與新句型。
(2)進(jìn)行游戲“火眼金睛找生詞新句”。讓學(xué)生以競(jìng)賽搶答的形式快速找出課文中出現(xiàn)的新單詞與新句型。
(3)在讓學(xué)生初步了解了課文內(nèi)容后,教師再次播放錄音,讓學(xué)生大聲跟讀課文。
鞏固練習(xí);
重點(diǎn)句式操練listen and say。先讓學(xué)生聽(tīng)錄音,跟讀句子,明確本課的重點(diǎn)句式,然后讓他們靈活運(yùn)用句式:thereis/are……/there was/were……造句。
練習(xí)檢測(cè):
拓展延伸
讓學(xué)生準(zhǔn)備,談?wù)搱D中內(nèi)容,然后選擇幾個(gè)代表來(lái)講給全班同學(xué)聽(tīng)?;貞浾n文內(nèi)容,試著用重點(diǎn)句復(fù)述課文。
引導(dǎo)學(xué)生對(duì)本節(jié)所學(xué)內(nèi)容進(jìn)行歸納總結(jié):運(yùn)用句式…there be.we lived…many years ago . we live…now.談?wù)摷氨容^過(guò)去和現(xiàn)在的生活。
課后反思:
外研社英語(yǔ)教案篇4
一、學(xué)情分析
我們班共有38個(gè)學(xué)生,其中男女生各占19個(gè)。學(xué)生英語(yǔ)學(xué)習(xí)水平不一,特別是張家莊的10名學(xué)生,英語(yǔ)學(xué)習(xí)底子很薄,學(xué)習(xí)很吃力,在上個(gè)學(xué)期就影響了教學(xué)進(jìn)度。我始終認(rèn)為小學(xué)英語(yǔ)的學(xué)習(xí)是一件很輕松的事情,可實(shí)際上學(xué)生付出很多,收獲卻不多。本班學(xué)生有很多對(duì)英語(yǔ)都比較煩,沒(méi)有什么興趣,完全是被動(dòng)的學(xué)習(xí)。這樣看來(lái),英語(yǔ)教學(xué)難度要?jiǎng)儆谄渌麑W(xué)科。
二、教材分析
本冊(cè)書(shū)包括六個(gè)單元和兩個(gè)復(fù)習(xí)單元,內(nèi)容涉及學(xué)生的日常生活、天氣情況、談?wù)撊掌诤蜕?、家?wù)、動(dòng)物和野外旅行等,都是學(xué)生感興趣的話題。教材設(shè)計(jì)貼近學(xué)生生活,易于學(xué)生接受和理解。
三、教學(xué)目的
根據(jù)我班學(xué)生英語(yǔ)的學(xué)習(xí)情況,特別指定本學(xué)期英語(yǔ)教學(xué)目標(biāo)如下:緊扣教材,緊密結(jié)合學(xué)生生活實(shí)際,激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣,培養(yǎng)他們學(xué)習(xí)英語(yǔ)的積極態(tài)度和良好學(xué)習(xí)習(xí)慣,幫助他們建立學(xué)習(xí)英語(yǔ)的自信心;充分利用多媒體、錄音機(jī)等現(xiàn)代化的教學(xué)手段對(duì)學(xué)生進(jìn)行英語(yǔ)語(yǔ)音和語(yǔ)調(diào)的訓(xùn)練,提高學(xué)生的聽(tīng)力;重視學(xué)生課堂英語(yǔ)的口語(yǔ)交流,變文字為語(yǔ)音,訓(xùn)練學(xué)生的語(yǔ)感;讓學(xué)生學(xué)會(huì)正確書(shū)寫(xiě)英語(yǔ)單詞和句子,初步學(xué)會(huì)寫(xiě)英語(yǔ)小作文。
四、主要措施
1、教學(xué)設(shè)計(jì)要貼近學(xué)生生活,激發(fā)學(xué)生興趣。改變單一的?!敖處熃虒W(xué)生學(xué)”的學(xué)習(xí)形式,精心設(shè)計(jì)學(xué)生的學(xué)習(xí)活動(dòng)?;蚵?tīng)、或說(shuō)、或讀、或?qū)?、或演、或賽,形式要多樣,決不使學(xué)生感到一絲的疲憊。讓學(xué)生調(diào)動(dòng)各種感官去學(xué)習(xí)英語(yǔ),培養(yǎng)學(xué)生英語(yǔ)學(xué)習(xí)的自信心。
2、培養(yǎng)他們良好的學(xué)習(xí)習(xí)慣。堅(jiān)持抓好預(yù)習(xí)、聽(tīng)課、復(fù)習(xí)、作業(yè)、書(shū)寫(xiě)、朗讀、口語(yǔ)操練、提問(wèn)及語(yǔ)言行為習(xí)慣的培養(yǎng)。
3、充分利用多媒體等一切現(xiàn)代化的教學(xué)設(shè)備,改變以往的一張嘴、一本書(shū)、一只筆的學(xué)習(xí)方式,拓寬學(xué)生學(xué)習(xí)空間。發(fā)到學(xué)生手中的磁帶,學(xué)生要認(rèn)真的聽(tīng),教師通過(guò)課前檢測(cè)了解學(xué)生的聽(tīng)的情況;教材中的情境對(duì)話要通過(guò)多媒體圖文并茂、聲情一體地展現(xiàn)到學(xué)生面前。力求英語(yǔ)學(xué)習(xí)生活化、形象化、趣味化。
4、本期教師要重視學(xué)生的情景對(duì)話的表演,讓學(xué)生動(dòng)口、動(dòng)手、動(dòng)腦去表演,去學(xué)習(xí)和感受,加深印象。每一個(gè)“談一談”都要讓學(xué)生演一演、做一做、說(shuō)一說(shuō),調(diào)動(dòng)學(xué)生的學(xué)習(xí)熱情。
5、繼續(xù)發(fā)揮小組長(zhǎng)和課代表的積極作用,幫助學(xué)生堅(jiān)持不懈的學(xué)習(xí)英語(yǔ)。單詞的提問(wèn)、學(xué)生的表演都要在課代表和小組長(zhǎng)的組織下有序的進(jìn)行,讓他們成為教師的得力助手,成為學(xué)生英語(yǔ)學(xué)習(xí)的助推器。
6、作業(yè)設(shè)計(jì)要實(shí)用化、生活化。作業(yè)不要一味抄書(shū),一遍兩遍,機(jī)械、單調(diào),學(xué)生也沒(méi)有興趣。緊扣考試題型,圍繞單元主題和學(xué)生生活實(shí)際的內(nèi)容進(jìn)行個(gè)性化的作業(yè)設(shè)計(jì)。
外研社英語(yǔ)教案篇5
一、指導(dǎo)思想
以“科學(xué)發(fā)展觀”為指導(dǎo),滲透和灌輸可持續(xù)發(fā)展的戰(zhàn)略思想。以素質(zhì)教育為根本宗旨,以培養(yǎng)創(chuàng)新精神和實(shí)踐能力為重點(diǎn),充分發(fā)揮學(xué)生的潛能,提高學(xué)生的全面素質(zhì)和自學(xué)能力。
二、學(xué)情分析
五年級(jí)學(xué)生已學(xué)過(guò)兩年多的英語(yǔ),具備了一定的聽(tīng)、說(shuō)、讀、寫(xiě)英語(yǔ)的能力。由于部分學(xué)生沒(méi)有養(yǎng)成良好的學(xué)習(xí)習(xí)慣,導(dǎo)致成績(jī)兩極分化嚴(yán)重,加之教材難度偏大,教學(xué)目標(biāo)的達(dá)成難度比較大。因此,本學(xué)期應(yīng)加大后進(jìn)生轉(zhuǎn)化的力度,因材施教,分層教學(xué),激發(fā)學(xué)生的學(xué)習(xí)興趣。教法得當(dāng),學(xué)業(yè)成績(jī)可以穩(wěn)步提高。
三、教材分析
?學(xué)英語(yǔ)》是人民教育出版社與加拿大國(guó)際集團(tuán)合作編寫(xiě)的一套全新的中小學(xué)銜接的英語(yǔ)教材。這套教材是根據(jù)教育部制定的《國(guó)家英語(yǔ)課程標(biāo)準(zhǔn)》和《小學(xué)英語(yǔ)教學(xué)基本要求》編寫(xiě)而成的。教材的設(shè)計(jì)和編寫(xiě)體現(xiàn)了外語(yǔ)教學(xué)思想的繼承和發(fā)展。在分析、研究許多種國(guó)內(nèi)外小學(xué)英語(yǔ)教材的基礎(chǔ)上,取其精華,博采眾長(zhǎng),形成了本套教材特有的編寫(xiě)體系。同時(shí),有吸收了當(dāng)今國(guó)內(nèi)外英語(yǔ)作為外語(yǔ)教學(xué)的理論和成功經(jīng)驗(yàn),把這些教學(xué)理論和實(shí)踐經(jīng)驗(yàn)同我國(guó)的小學(xué)外語(yǔ)教學(xué)實(shí)際相結(jié)合,以形成我國(guó)小學(xué)英語(yǔ)的外語(yǔ)教學(xué)模式和教學(xué)方法。
四、教學(xué)目標(biāo)
1、知識(shí)目標(biāo):
(1)掌握本冊(cè)教材的重點(diǎn)詞匯和句型結(jié)構(gòu)。
(2)學(xué)生能夠理解并能口頭應(yīng)答單詞短語(yǔ)和句子。
(3)能演唱以學(xué)過(guò)的英語(yǔ)歌曲,朗誦已學(xué)過(guò)的歌謠。
(4)能運(yùn)用日常交際用語(yǔ),活用四會(huì)句型,進(jìn)行簡(jiǎn)單的交流,并做到大膽開(kāi)口,發(fā)音正確,所用話語(yǔ)與場(chǎng)合符合。
(5)能在圖片手勢(shì),情景等非語(yǔ)言提示的幫助下,聽(tīng)懂清晰的話語(yǔ)與錄音。
2、能力目標(biāo):
(1)培養(yǎng)學(xué)生初步運(yùn)用英語(yǔ)進(jìn)行交際的能力。
(2)培養(yǎng)學(xué)生的聽(tīng)、說(shuō)、讀、寫(xiě)能力。
(3)培養(yǎng)學(xué)生創(chuàng)新精神和實(shí)踐能力。
(4)培養(yǎng)學(xué)生一定的語(yǔ)感,打下良好的語(yǔ)音語(yǔ)調(diào)。
3、情感目標(biāo)
(1)遵循英語(yǔ)教學(xué)規(guī)律,寓思想教育于語(yǔ)言教學(xué)之中,促進(jìn)學(xué)生良好品德的形成,努力為學(xué)生的終生發(fā)展奠定語(yǔ)言基礎(chǔ)和思想基礎(chǔ)。
(2)激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣,培養(yǎng)他們良好的學(xué)習(xí)英語(yǔ)學(xué)習(xí)習(xí)慣。
五、教學(xué)重點(diǎn)難點(diǎn)
1、重點(diǎn):
①四會(huì)句型、單詞。
②在任務(wù)型學(xué)習(xí)的過(guò)程中運(yùn)用相關(guān)的語(yǔ)言知識(shí)和技能,完成某項(xiàng)任務(wù)。
③運(yùn)用所學(xué)的日常交際用語(yǔ)進(jìn)行簡(jiǎn)單的日常交流,并做到大膽開(kāi)口,積極參與,發(fā)音清楚,語(yǔ)調(diào)正確。
2、難點(diǎn):養(yǎng)成良好的聽(tīng)英語(yǔ)、讀英語(yǔ)、說(shuō)英語(yǔ)的習(xí)慣。
六、教學(xué)主要措施
1、以活動(dòng)為課堂教學(xué)的主要形式,設(shè)計(jì)豐富多彩的教學(xué)活動(dòng),讓學(xué)生在樂(lè)中學(xué)、學(xué)中用,從而保證學(xué)生英語(yǔ)學(xué)習(xí)的可持續(xù)性發(fā)展。
2、通過(guò)聽(tīng)、說(shuō)、讀、寫(xiě)、唱、游、演、畫(huà)、做等形式,進(jìn)行大量的語(yǔ)言操練和練習(xí)。
3、活用教材,根據(jù)學(xué)生的學(xué)習(xí)狀況,將每單元的知識(shí)點(diǎn)進(jìn)行重組編排,以降低難度。
4、注重教學(xué)評(píng)價(jià),調(diào)動(dòng)學(xué)生學(xué)習(xí)興趣,充分發(fā)揮非智力因素的作用。
5、設(shè)計(jì)全面、高效的課外作業(yè),培養(yǎng)學(xué)生良好的書(shū)寫(xiě)習(xí)慣,做到整潔、規(guī)范、正確地書(shū)寫(xiě)。
6、及時(shí)、科學(xué)地進(jìn)行教學(xué)反思,總結(jié)得失,使教學(xué)常新。
7、虛心向經(jīng)驗(yàn)豐富的教學(xué)骨干教師求教,努力學(xué)習(xí)現(xiàn)代教育教學(xué)理論,提高自身教育教學(xué)技能。
外研社英語(yǔ)教案篇6
一、教材分析
運(yùn)用運(yùn)用四年級(jí)學(xué)過(guò)的there be句型描述事物的數(shù)量,通過(guò)本課的學(xué)習(xí)能用there are enough.和there aren’tenough.來(lái)描述事物的數(shù)量是否與實(shí)際所需相符。
二、學(xué)情分析
五年級(jí)學(xué)生對(duì)there be句型已經(jīng)有了較強(qiáng)的表達(dá)能力和理解能力,并且能選擇正確的單復(fù)數(shù)形式進(jìn)行描述。因此,在復(fù)習(xí)環(huán)節(jié)上,可以引導(dǎo)學(xué)生對(duì)教室里或者學(xué)生自己或家中的物品進(jìn)行描述,喚起學(xué)生對(duì)這類(lèi)句型的記憶。對(duì)于therebe句型,學(xué)生已具備了一定的自主學(xué)習(xí)能力,在學(xué)習(xí)過(guò)程中,通過(guò)師生互動(dòng)和生生互動(dòng)的交流,大部分學(xué)生能夠通過(guò)運(yùn)用所學(xué)知識(shí)完成新知識(shí)的掌握。因此,在新課教學(xué)的環(huán)節(jié)中,應(yīng)注意教學(xué)形式的多樣性,避免學(xué)生因?qū)湫褪煜ざ杏X(jué)枯燥。
三、教學(xué)準(zhǔn)備
全班學(xué)生新作業(yè)本、單詞卡、錄音機(jī)。
四、教學(xué)目標(biāo)
(一)知識(shí)目標(biāo):
1、能聽(tīng)懂、會(huì)說(shuō)并認(rèn)讀單詞:enough,every,everyone,give,them,careful。
2、能聽(tīng)懂、會(huì)說(shuō)并認(rèn)讀句子:there are ten pencils in the blue box. there are enoughpencils. there aren’t enough pencils.
(二)能力目標(biāo)
1、能在實(shí)際情景中運(yùn)用there are…there are enough… there aren’t enough…向他人表達(dá)物品數(shù)量及是否充足,提高語(yǔ)言運(yùn)用能力。
2、能運(yùn)用舊知識(shí)解決新問(wèn)題,提高知識(shí)的的遷移能力及自主學(xué)習(xí)能力。
(三)情感目標(biāo)
1、能積極參與活動(dòng),在活動(dòng)中善于運(yùn)用知識(shí)與他人合作與交流,獲得英語(yǔ)學(xué)習(xí)的興趣及成功體驗(yàn)。
2、能夠運(yùn)用所學(xué)表達(dá)對(duì)他人的'關(guān)愛(ài)。
五、教學(xué)重點(diǎn)和難點(diǎn)
(一)教學(xué)重點(diǎn):
1、聽(tīng)、說(shuō)并認(rèn)讀單詞:enough,every,everyone,give,them,careful。
2、聽(tīng)、說(shuō)并認(rèn)讀句子:there are ten pencils in the blue box. there are enough pencils.there aren’t enough pencils.
3、在情景中運(yùn)用there are…there are enough… there aren’t enough…向他人表達(dá)物品數(shù)量及是否充足。
(二)教學(xué)難點(diǎn):
1、careful、them等單詞的發(fā)音
2、在實(shí)際情景中運(yùn)用there are…there are enough… there aren’t enough…向他人表達(dá)物品數(shù)量及是否充足。
六、教學(xué)過(guò)程
(一)熱身啟動(dòng):
1、sing a song《how many do you want ?》
2、free talk
t:our classroom is beautiful.there are twenty desks . there are two windowsin the wall . there are twenty chairs .學(xué)生也舉例子。
(二)單詞呈現(xiàn):
1、(1)師手拿4本書(shū),問(wèn):how many books are there in my hand?學(xué)生回答:there arefour.
(2)師再問(wèn):how many children are there in this group?學(xué)生回答:there are four.
2、師給這4個(gè)學(xué)生分書(shū),并說(shuō):i give one book to every child.分完后說(shuō):there are enoughbooks.讓學(xué)生猜什么意思。
3、師為學(xué)生創(chuàng)設(shè)情境,學(xué)習(xí)there aren’t enough books.
4、讓學(xué)生練習(xí)讀句子there are enough....和there aren’t enough....并給讀得好的學(xué)生發(fā)鉛筆:give apencil to you.或give you a pencil.讓學(xué)生猜give的意思。
5、學(xué)習(xí)單詞“give”。
小游戲:讓學(xué)生傳遞卡片,體會(huì)“give”的意思。
6、學(xué)習(xí)詞組“give out”。
(1)師說(shuō):i have gotmany work book. i want to give out these work books.
并告訴學(xué)生“give out”是分發(fā)的意思。并說(shuō):who can help me?
(2)找4個(gè)學(xué)生幫忙分卡片。
(3)分完后,問(wèn)發(fā)卡片的學(xué)生:are there enough work books?
(4)學(xué)習(xí)肯定回答和否定回答。yes, there are. / no, there aren’t.
(5)練習(xí)句型are there enough works books? yes, there are. / no, therearen’t.
(三)學(xué)習(xí)課文:
yesterday ms smart bought some pencils to her children.
1、聽(tīng)第一遍錄音。回答問(wèn)題:what did ms smart buy yesterday?
2、學(xué)生回答。
3、聽(tīng)第二遍錄音。并解決how many pencils did ms smart buy? how many students are therein the classroom?這兩個(gè)問(wèn)題。
4、學(xué)生回答。
5、聽(tīng)錄音跟讀課文,解決背景單詞。并問(wèn)how many pencils did john have?
(四)鞏固練習(xí)
1、分組練習(xí)對(duì)話
2、activity 3:point and say練習(xí)there are enough...及there aren’tenough...
(五)homework:
讀課文,小組表演。
外研社英語(yǔ)教案篇7
教學(xué)目標(biāo):
運(yùn)用過(guò)去時(shí)態(tài)的句子。在句型中操練達(dá)到熟悉程度上,培養(yǎng)學(xué)生的口語(yǔ)交際能力。在反饋練習(xí)中,培養(yǎng)學(xué)生獨(dú)立分析和解決問(wèn)題的能力。
重點(diǎn)難點(diǎn):
理解并運(yùn)用過(guò)去時(shí)態(tài)的句子,用它來(lái)表達(dá)過(guò)去的事。
學(xué)生分析:
小學(xué)生學(xué)習(xí)一般靠直覺(jué)和體驗(yàn),不善于把握語(yǔ)言規(guī)律,對(duì)老師依賴(lài)性強(qiáng),而且以直觀的形象思維為主,對(duì)語(yǔ)言的記憶以機(jī)械記憶占大多數(shù),加之學(xué)生生源復(fù)雜,在英語(yǔ)方面的基礎(chǔ)差別很大,這就要求教師選擇適合的方法,讓學(xué)生樂(lè)于并易于接受。
教法學(xué)法:
講讀、直觀演示、交際、愉快教學(xué)相結(jié)合的方法;
教學(xué)過(guò)程:
一、課前準(zhǔn)備。(warming—up)
1、師生互致問(wèn)候。
2、師生同唱歌曲。 〖設(shè)計(jì)意圖〗通過(guò)歡快的歌曲,活躍課堂氣氛,調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性,為后面的任務(wù)活動(dòng)做鋪墊。
二、復(fù)習(xí)導(dǎo)入(presentation)
1、通過(guò)教學(xué)課件來(lái)復(fù)習(xí)所學(xué)動(dòng)詞及過(guò)去式,并用他們來(lái)造句子。
2、接龍問(wèn)答。what did you do yesterday?
三、新知呈現(xiàn)
通過(guò)猜教師昨天買(mǎi)了什么來(lái)引出新課。
what did you do yesterday?
s1:you went to the park.
s:you went to the market. s:??
t: es, i went to the supermarket
lease guess, hat did the teacher buy?
s: you bought??。 that is right .you are clever. you want to know whatdidour friends do yesterday? et`s listen.
四、新語(yǔ)言知識(shí)學(xué)習(xí)。(study)
1、新詞的學(xué)習(xí)
(1)結(jié)合光盤(pán)聽(tīng)錄音。
(2)結(jié)合問(wèn)題來(lái)理解課文did you break your toy?//did you see a scary thing?
(3)學(xué)習(xí)新詞scary break fall
(4)教師結(jié)合動(dòng)作領(lǐng)讀。
(5)小組合作學(xué)習(xí):總結(jié)句子構(gòu)成方法。一般過(guò)去時(shí)疑問(wèn)句:did +主語(yǔ)+v???
yes,主語(yǔ)+v。 no,主語(yǔ)+didn’t.
2、對(duì)話的學(xué)習(xí)及運(yùn)用
(1)連詞組句you、 did 、fall see 、a 、you 、did 、scary、 thing i 、yes 、did no 、 did、i not
(2)bingo游戲。
五、任務(wù)活動(dòng)。(follow-on activity)
1、運(yùn)用所學(xué)的過(guò)去式的句子提問(wèn)及回答,調(diào)查同學(xué)們的活動(dòng)。
s1:what did you do yesterday?
s2:i went to the zoo. what did you do ?
s1:i played football with my father.
2、學(xué)生反饋
3、學(xué)生互評(píng):哪組同學(xué)說(shuō)的好?為什么?
引出對(duì)話中的禮貌用語(yǔ)
excuse me,thank you,bye-bye,you are welcome,進(jìn)行禮貌用語(yǔ)的教育。
六、擴(kuò)展活動(dòng)
運(yùn)用see, buy, go, listen創(chuàng)編對(duì)話。
外研社英語(yǔ)教案篇8
?i'm in new york now》 teaching objectives:
1. words: arrive taxi flat building made again
2. sentences:
grandma made chinese food for me.
i want to try american food.
i will write again soon.
3. practise to pronounce ‘wh’ ‘wr’.
4. learn the song: it’s a big exciting world.
teaching properties: cards tape-recorder pictures
teaching procedures
warmer:
1. stick the pictures of unit 1 on the board. have the students come to the front and mime the text of unit 1.
2. say a sentence in the present tense and get the students say it in the past tense.
examples:
t: daming goes to new york.
ss: daming went to new york.
t: grandma meets daming.
ss: gradma met daming.
teach the text:
1. raise the picture of the statue of liberty and ask: what is it ? where is it?”
guide the students say: it’s the statue of liberty. it’s in new york”.
t: daming is in new york now. let’s see who met him at the airport. what he saw in new york and what food he wanted to eat.
2. play the tape. have the students listen and underline the new words in books.
3. teach the new words.
4. play the tape again. have the students listen and say. after this, get the students to answer the following questions:
⑴who met daming at the airport? (grandma and simon)
⑵what did daming see in new york? (buildings, cards and people)
⑶what food did he want to try? (american food)
5. complete activity 2 in sb. (get the students to ask and answer in pairs)
6. practise to pronounce 'wh' 'wr'.
7. learn the song: it’s a big exciting world.
8. complete exercise 1 in ab.
homework:
practise the following sentences in pairs:
where are you from?
where are you going to go?
where are you going to go there?
where are you going to do there?
designs:
module 10 unit 2 i’m in new york now
arrive grandma mad chinese food for me.
taxi
flat i want to try american food.
building
made i will write again soon