where is santa的优秀英语教案（共19篇）由网友“枫枫”投稿提供，下面是小编为大家准备的where is santa的优秀英语教案，欢迎阅读借鉴。
篇1：关于英语教案优秀
【学习目标】
1.学生学会本课时的重点词汇。
2.学生了解一般将来时态的意义和结构，掌握一般将来时态的一般疑问句及简单回答。
3.学生学会用一般将来时“will+动词原形”对未来进行预测。
【学习重点】
学生学会用一般将来时对未来进行预测，并学会There will be…的用法。
【学习难点】
学习more, less和fewer表示数量的用法
Learning action tips：
Teacher guides to imagine and predict the world in 100 years and leadin new lesson.
Teacher：Our world is developing fast. What will our worldbe like? Will we have robots?
Students：Yes, we will.
Task 1
Learning action tips：
Preview the words on Page4950 in the word list. Students read the wordsby phonetic symbols, then underline new words in the text and mark the Chinese meaning.At last finish the task in 1a.
【知识链接】
in 100 years 在1后
in+时间段，表示“在……之后”。
【辨析】in与after
“in+时间段”是指以现在时间为起点的“在一段时间以后”，用在一般将来时态的句子中，对其提问how soon。
“after+时间段”也表示“在(时间)之后”，常用在一般过去时态的句子中;常常指以过去时间为起点的“在一段时间之后”。after后面接时间点时，与一般将来时连用。如：
He will come back in ten days.他将在十天后回来。
He came back after ten days. 他十天后回来了。情景导入 生成问题
1.T：Willwe use money?
S：No, we won\'t.
2.T：Willkids go to school?
S：No, they won\'t.
3.T：Willthere be only one country?
S：No, there won\'t.
自学互研 生成能力
Task1Let\'sread the new words and the phrases.
1.I can read.(我会读)
paper, pollution, prediction,future, pollute, environment, planet, earth, part
2.I can write.(我会写)
翻译下列短语及句子：
(1)空闲时间free__time(2)免费的be__free
(3)活到200岁live__to__be__200__years__old(4)在未来in__the__future
(5)关于未来的预言the__prediction__about__the__future
(6)处于极度危险之中be__in__great__danger
(7)一百年之后in__100__years
(8)人人都应该贡献自己的一份力量来拯救地球。Everyone__should__play__a__part__in__saving__the__earth.
(9)未来是什么样子?What__will__the__future__be__like?
(10)我认为会有更多的污染。 I__think__there__will__be__more__pollution.
3.I can summarize.(我会总结)
(1)People will__haverobots in their homes.
will 是助动词，常用于一般将来时态中，后接动词原形。
句式结构：
肯定句：主语+will+动词原形：否定句：主语+will+not+动词原形;
一般疑问句：will+主语+动词原形?
肯定回答：Yes，+主语+will;否定回答：No，+主语+will+not。
温馨提示：will not 常缩写为won\'t。will没有人称和数的变化。
(2)There__will__bemore pollution.
There will be…是there__be 句型的一般将来时，意为“将有”，其否定句结构为：Therewill__not/won\'t__be…，一般疑问句把will提前，肯定回答用：Yes,__there__will，否定回答用：No,__there__will__not/__won\'t.
(1)城市将更拥挤。 Cities will__be morecrowded.
(2)明天将不会下雨。 It won\'t rain tomorrow.
(3)未来将会有更少的树。 There__will__be fewer trees in the future.
(4) 明年这条河将有鱼吗? Will there be any fishes in the river?
Task2Let\'slisten to the tape and finish 1b, 2a，2b.
【导练】
( C )My brother will go there ________four o\'clock.
A.inB.on
C.after D.for
Task 2
Learning action tips：
1.Students turn to Page44 and listen to the tape, finish the listeningtask in 1b. Students listen to the tape again and repeat.
2.Students turn to Page50 and listen to the tape, finish the listeningtasks in 2a and 2b. Then students listen again and repeat.
【知识链接】
I__think there willbe more pollution.
I think 后接表否定意义的宾语从句时，成“否定前移”。如：
I don\'t think he can come. 我认为他不会来。
【导练】
(C)Idon\'t think he is right, ________?
A.doIB.don\'t I
C.ishe D.isn\'the
Task 3
Learning action tips：
Students read aloud the dialogues in 1c and 2c, make dialogues and have a conversation practice with“—Will …?—Yes，…will./No, …won\'t.”and“There will be more/less/fewer…”.Andinterview classmates and have a report.
【备注】
Task3Let\'smake conversations and interview.
1.I can practice.(我会练)
A：What\'s your prediction about the future?Do you think (1)there__will__be__fewer__trees(将有更少的树吗)?
B：Oh, I don\'t think so. I think theenvironment will be better (2) in__the__future(将来).
A：(3) Will__people(人们将要) use money (4) in__100__years(在100年后)?
B：No，theywon\'t. Everything will be free.
2.I can make conversations.(我会编对话)
你能结合课文内容编写对话，来谈论你和同伴们对未来的预测吗?运用句型“I think there will be more/fewer/less…”。
A：What\'s__your__prediction__about__the__future?
B：I__think__there__will__be__world__peace.
A：I__hope__so,__but__I__think__there__will__be__more__wars__so__there__will__be__more__dangerous.
B：Oh,__maybe.
3.I can interview and report.(我会采访和汇报)
Oral report：In__our__group/class,__Han__Dong__thinks__everything__will__be__free__in__100__years,__Wu__Yifan__thinks__cities__will__be__more__crowded__and__polluted.__There__will__be__fewer__trees__and__the__environment__will__be__in__great__danger,__people__will__do__more__to__stop__it…
交流展示 生成新知
Preshow：Show in groups. (Time: six minutes)
Task1：First read the words andphrases in groups，then read together andsum up the usage of the words in groups，markthe difficult words in pronunciation and understanding(students can ask teacherfor help).At last，write them on the blackboard.
Task3：First discuss and checkthe answers of Task 3 in groups, then discuss and set scenes to perform the dialogues，interview students about their predictionabout the future.At last，write them on the blackboard.
Promotionshow：Class show.(Time: sixteenminutes)
Task1：1.Ican read.(1)Readtogether, pay attention to the pronunciation of “pollute”and “pollution”;(2) Consolidate the words by wordgames.
2.I can write. (1)Translate the phrasesand sentences into English or Chinese by answering quickly;(2)Read together;(3)Spot test：consolidate the usage of the phrasesby making sentences.
3.I can summarize.(1)Sum up the usage offuture indefinite“will+V.” and “There will be…”with the sentences in thetextbook;(2)Spot test：consolidate the usage of future indefinitewith exercises，check the answers by answeringquickly and explain.
Task3：1.Ican practice.(1)Choosesome students to translate the key sentences in Task 3;(2)Read together.
2.I can makeconversations.(1)Makedialogues according to the task;(2)Set scenes to performthe dialogues;(3)Question students randomlyaccording to the dialogues.
3.I can interviewand report.(1)Interviewstudents with the structure “—Will…?—Yes，…will./No，…won’t.”and“There will be more/less/fewer…”，show them on the blackboard in diagrams;(2)Report students’prediction aboutthe future in oral.
当堂演练 达成目标
根据句意及首字母提示填写单词。
1.If there are more trees, there willbe less pollution.
2.What do you want to be in the future?
3.Would you please give me some paper?I want to write a letter.
4.It\'s our duty to try to improve ourenvironment.
5.The earth is our only home,we should protect it.
课后反思 查漏补缺收获：________________________________________________________________________存在困惑：________________________________________________________________________
篇2：精选英语教案优秀
Teaching Aims:
Knowledge aim: Students will know more knowledge about solar energy.
Ability aim: Through different activities, students will improve their reading and speaking skills.
Emotional aim: After this lesson, students will have environmental protection awareness and they would like to discuss different topic with their classmates.
Teaching Key Points:
Students will learn more about solar energy and some new words.
Teaching Difficult Points:
Improve their reading skill and horizon their vision
Teaching Procedures:
Step 1 Warming-up
Free chat: ask them to talk about new energy for two minutes and then share together.
(Small-hydro, wind, modern biomass, geothermal, ocean and so
Step 2 Pre-reading
Ask students
Step 3 While-reading
Global reading
Read the passage quickly in two minutes and find the main idea.
Detailed reading
Give students 5 minutes to read this article quickly and answer two questions.
Q1: How much the terrestrial equator perimeter is?
Q2: How much energy could the earth obtain?
Use ‘moreover’ and ‘equal to’ to make two new sentences.
Read this passage again in 3 minutes and find the problem of solar energy using.
Step 4 Post-reading
1. Listen to the tape and read this article loudly in 5 minutes.
2. Ask students to discuss two questions (5 minutes).
Q1: Why we need to find new type of energy?
Q2: How to save different energy in our daily life?
Teacher should give them a guidance and summary of the new energy using and the limited resources in the earth.
Step 5 Summary and homework
Ask two students to summarize this lesson, and ask them to write a small article about environmental protection, they should also search the answer of “How do people apply new energy in nowadays’ society?”
Blackboard Design:
Solar Energy
Main idea
Abundant solar energy resources
The problem of using solar energy
Teaching Reflection:
篇3：精选英语教案优秀
Teaching aims:
1. Students can explain the difference of direct speech and reported speech.
2. Students can list the changes when transform the direct speech into reported speech.
3. Students can use reported speech or indirect speech to report things.
4. Students can express others’ ideas more properly.
5. Students can be more confident in learning English.
Teaching key points and difficult points:
Key points:
How to change direct speech into reported speech.
Difficult Points:
The changing points when change direct speech into reported speech.
Teaching procedures:
Step 1 Lead-in
Present a short video. It is a joke about XiaoMing. He misuse I, she and he and can’t introduce his family members to others properly.
Then lead in today’s topic how to change direct speech into reported speech.
(Justification: By showing the video, students can be more curious about learning this lesson.)
Step 2 Presentation
1. Ask students to watch several advertisements. In every videos there is a person to talk about the merits of his or her products. Then list several sentences to ask students to choose which advertisement it refers to. For example:
The girl said that she was praised by her boyfriend.
The boy introduce that the little guys can be found wherever they are.
A lot of mums encourage others to use it to protect babies skin.
2. Show the original sentences(direct speech) of the advertisement and the listed sentences before together. Ask students to observe the sentences and try to think about what is the direct speech and what is the reported speech. Then conclude how to change direct speech into reported sentence: we can change direct speech into reported speech by using an object clause or an infinitive phrase.
3. Present several reported speech chosen from the advertisements. Ask students to pay attention to the form of different reported speech including statements, questions and imperative statements.
4. Show some sentences using direct speech and ask students to try to change the direct speech into reported speech. Then underline personal pronouns, tense, time and place, pronoun and ask students to check their deskmates’ sentences and pay attention to the underline parts. Present the sentences students made and ask them to conclude the important points of changing a direct speech into reported speech from the following aspects: personal pronouns, tense, time and place, pronoun and other special cases.
(Justification: Using the advertisement can lead in different sentences using direct speech and reported speech naturally and help students accept the new grammar rules more easily. Inductive method and deductive method are combined in this part to achieve students’ mastership.)
Step 3 Practice
Set an situation of the advertisement department. Every students is a member of the department. Ask them to finish the following tasks:
1. There is a report made by their colleague and ask students to correct the sentences on the blackboard.
2. Show the advertisement of the text book and ask students to complete the letter written by Wang Yilin to Mr Fan Zhenbin. Then check the answer with their classmates.
3. Show a list of tips given by an advertising expert and ask them to report the advice to the manager and finish the Exercise B in P11.
(Justification: This step can help students get a deeper understanding of the grammar and the key point and difficult point will be solved in this step.)
Step 4 Production
Four students in a group finish the following tasks.
1. Show a short video and encourage students to talk about the story of the video with each other.
2. Set an situation that there is an advertisement order about useful English learning method. Invite students to discuss in groups and list the opinions of every group members and then change the opinions with the group beside by using reported speech. Teacher will invite some volunteers to share their opinions.
(Justification: Students can fully cooperate with each other and learn how to use what they learned into their daily life. Also, they can develop critical thinking and speak
篇4：关于英语教案优秀
【学习目标】
1.学生能掌握关于制作食物的常用词汇与句型。
2.学生能听懂，读懂描述程序的简短听力材料。
3.通过制作食物的介绍，培养学生的实际生活能力，了解生活知识，增长生活阅历，培养实际操作能力和动手能力。
【学习重点】
重点单词及短语：shake, milk shake, blender, turn on, peel, pour, yogurt, honey, watermelon,spoon, pot, add, finally, salt。
【学习难点】
通过交流表达和听力训练，引入各种学习方法和策略来学习“Howdo you make…”
篇5：精选英语教案优秀
Teaching aim:
Knowledge aim:
Students can master the expressions about cultural differences.
Students will get familiar with the topic of culture and learn how to talk about different cultures and customs.
Ability aims:
Students can master the reading strategy to understand the use of examples.
Students will be able to get the main subject of the conversation through fast reading and the detailed information through detailed reading.
Students can talk about cultural differences in their daily life.
Emotional aim:
Students will learn to respect different cultures and customs.
Students will be more confident in speaking English in public.
Key and difficult points:
Key points:
Students can get the detailed information through careful reading.
Difficult points :
Students can apply the expressions into daily communication.
Students can show respect for different cultures.
Teaching procedures
Step 1: Warming up
Show some pictures of different wedding ceremonies in different countries and ask students to guess the country.
Justification: Attract students’ attention and lead students into the class naturally.
Step 2：Pre-reading
Show the title of the reading passage and ask students to predict what aspects of cultural differences the passage involves. For example:
T: Dear students, what is the title of our reading passage?
S:...
T:Yes. Correctly. It’s Cultural Differences. What kinds of cultural differences do you know?
S:...
T: Food, marriage and festival and so on. Excellent. You all have a broad knowledge. Of all these kinds of cultural differences what do you think the passage talks about?
S:..
T: Good job. Now let’s read the passage and find out if our prediction is right or not.
Justification : Arouse students’ interest in this lesson by asking them to predict what the passage is mainly about and help students to have a basic understanding of the topic in the reading text.
Step 3：While-reading
1.Global reading
Read the conversation quickly and find out the cultural differences the passage talks about. Later, ask some volunteers to share their answers.
Justification: Train the skimming ability of students and enable them to get the general idea of the passage as quickly as possible.
2. Detailed reading
Read the passage carefully with the following questions.
Q1: In the west, when is the polite rime to open a present? Why?
Q2:What surprised Peter about the wedding ceremony in Korea?
Q3: what drink is not permitted in Brunei?
Q4: What kind of food do Brits eat at Bonfire Night?
Justification: Improve students’ reading strategies to find out the detailed information and understand the use of examples.
Step 4：Post-reading
Divide students into groups of four and ask them to have a discussion about cultural difference in 7minutes. And the discussion should be related to the following questions.
Q1: What do you know about cultures that are different from our own?
Q2: Why do we need to find out about other cultures’ traditions?
Justification: Help students to have a better understanding of cultural differences and improve their speaking abilities.
Step 5：Summary and Homework
1. Ask students to make a summary of the cultural differences mentioned in the text.
2. After the class, ask students to write a paragraph about how people can understand each other’s cultures better.
Justification: Consolidate what they have learned in this class and broaden their horizon.
Blackboard design:
篇6：关于英语教案优秀
【学习目标】
1.学生能学会表达邀请，学会对邀请进行恰当的答复或拒绝的词汇与句型。
2.学生通过听含有提出邀请及拒绝和接受邀请的英语表达，在生活中加以运用。
3.学生通过开展小组学习活动，在生活中使用礼貌的语言，建立良好的形象。
【学习重点】
重点单词和短语：prepare, prepare for, exam, go to the/a doctor, flu, available, another time.
【学习难点】
通过交流表达和听力训练，运用所学提出邀请，接受邀请和拒绝邀请
Learning action tips：
The teacher asks the students what to do when they have birthdays.
T：When is your birthday?
S：It's on…
T：Today we'll learn how to invite your friends to your party.
Task 1
Learning action tips：
Preview the words on Page55-60 in the word list. Students read the words by phonetic symbols, then underline new words in the text and mark the Chinese meaning. At last finish the task in 1a.
【Method coach】
▲On Saturday afternoon
意为“在星期六的下午”。泛指在一天的早上、中午或下午用in，而在具体的某一天的早上、中午或下午用on。如：on Monday morning。
【点拨】
prepare意为“使做好准备，把……准备好”，其名词形式为preparation。
【短语归纳】
prepare for/get ready for 为……做准备
prepare sth. for sb.为某人准备某物
prepare to do 准备做某事
如：She prepared a nice breakfast for us.她给我们准备了美味的早餐。情景导入 生成问题
1.T：What will you do when you have your birthday?
S：________________________________________________________________________
2.T：How do you invite your friends to your party before the party?
S：________________________________________________________________________
自学互研 生成能力
Task 1 Let's read the new words and the phrases.
1.I can read.(我会读)
prepare, prepare for, exam, go to the/ a doctor, flu, available, another time
2.I can write.(我会写)
翻译下列短语：
(1)来参加我的聚会come__to__my__party
(2)为考试做准备prepare__for__an__exam
(3)得流感have__the__flu (4)太多的作业too__much__homework
(5)或许下次吧maybe__another__time
(6)去年秋天last__full
(7)长骑单车go__bike__riding
(8)闲逛hang__out
(9)没空be__not__available
(10)周一见catch__you__on__Monday
3.I can summarize.(我会总结)
(1)你知道have to和must的用法吗?
have to/has to 后面接动词原形，汉语意思是“不得不，必须”，强调客观(主观/客观)原因。而must意为“必须”，强调主观(主观/客观)原因。如：I have to help my parents.我得照顾我父母。He has to study for a test. 他必须为考试学习。
(2)can为情态动词，Can you…?是向别人请求或邀请。也可用Could you…? could 比can 的语气要委婉和客气。肯定回答用Sure, I'd love to./ Certainly./ Of course, I can.等。否定答语常用I'd love to, but I have to…/ Sorry, I have to…/ I'm sorry, I can't.等。
如：—Jenny, can you come to my party on Saturday afternoon? 詹妮，星期六下午能来我的派对吗?
—Sure, I'd love to. 当然，我乐意。
(1)It's too late. She has to(不得不) go there by bus.
(2)I have to clean the room right now.(改为否定句)
I don't have to clean the room right now.
(3)—Can you go to the movies with me?(肯定回答)
—Sure,__I'd__love__to.
(4)—Can you come to my house for dinner? (否定回答)
—Sorry,__I__can't.
Task 2 Let's listen to the tape and finish 1b，2a，2b.
Task 3 Make conversations and interview.
Task 2
Learning action tips：
1.Students turn to Page65 and listen to the tape, finish the listening task in 1b. Students listen to the tape again and repeat.
2.Students turn to Page66 and listen to the tape, finish the listening tasks in 2a and 2b. Then students listen again and repeat.
【Method coach】
听力三要素：听前浏览、听时记录、听后检查。
Task 3
Learning action tips：
Students read aloud the dialogues in 1c and 2c. Imitate and make dialogues and have a conversation practice with“—Can you come to my party on Saturday afternoon?—Sure, I'd love to …”And interview classmates and have a report.
【Method coach】
▲until conj.& prep.
到……时;直到……为止
(1)until用于肯定句中，意为“一直到……为止”，主句谓语动词用延续性动词。如：
I'm going to stay here until next week. 我打算到下个星期为止。
(2)until用于否定句中，构成not…until，意为“直到……才”，主句谓语动词用短暂性动词，此时until可用before代替。如：
I won't leave until you come back.直到你回来，我才会离开。
【备注】
1.I can practice.(我会练)
A：Can you come to my party (1)on__Saturday__afternoon(在星期六下午)?
B：(2)Sure,__I'd__love__to.(当然，我乐意。)
C：Sorry, I can't. I (3)have__to(不得不)prepare for an exam.
D: I'm sorry, too. I must (4)go__to__the__doctor(去看医生).
2.I can make conversations.(我会编对话)
你能结合课文内容编写对话，来有礼貌地邀请对方参加某一活动吗?运用句型：
A：Can you come to my party on Saturday afternoon?
B：Sure. I'd love to.
A：Hey,__Dave.__Can__you__go__to__the__movies__with__me__on__Saturday?
B：I'm__sorry,__I'm__not__available.__I__have__too__much__homework__this__weekend.__
A：That's__too__bad.__Maybe__another__time.
B：Sure,__thanks__for__asking.
3.I can interview and report.(我会采访和汇报)
Oral report：This__Saturday__is__my__birthday.__I__want__to__have__a__birthday__party__at__home,__so__I__interviewed__some__of__my__friends.__Here__is__the__result.__My__friends__Li__Lei__and__Wang__Lei__can__come__to__my__party.__That's__good.__But__Lily__can't__come__to__my__party__because__she__has__to__help__her__mom…
交流展示 生成新知
Preshow：Show in groups. (Time：six minutes)
Task 1：First read the words and phrases in groups，then read together and sum up the usage of the words in groups，mark the difficult words in pronunciation and understanding(students can ask teacher for help).At last，write them on the blackboard.
Task 3：First discuss and check the answers of Task 3 in groups, then discuss and set scenes to perform the dialogues，interview their classmates.At last，write them on the blackboard.
Promotion show：Class show. (Time：sixteen minutes)
Task 1：1.I can read.(1)Read together, pay attention to the pronunciation of “available”， “prepare”;(2)Consolidate the words by word games.
2.I can write.(1)Translate the phrases into English or Chinese by answering quickly;(2)Read together;(3)Spot test：consolidate the usage of the phrases by making sentences.
3.I can summarize.(1)Sum up the usage of “have to/must” and “can”;(2)Spot test: consolidate the usage with exercises，check the answer by answering quickly and explain.
Task 3：1.I can practice.(1)Choose some students to translate the dialogues in Task 3;(2)Read together.
2.I can make conversations.(1)Make dialogues according to the task;(2)Set scenes to perform the dialogues;(3)Question students randomly according to the dialogues.
3.I can interview and report.(1)Interview students with the sentence“Can you come to my party?”，show them on the blackboard in diagrams;(2)Report students' reasons about accepting and refusing the invitations in oral.
当堂演练 达成目标
根据句意及汉语或首字母提示填写单词。
1.We aren't available(有空的), we have lots of things to do.
2.Jim got the flu(流感)last week.
3.Mr. Black often catches(及时赶上) the early bus to work.
4.I'd like to go with you, but I have to prepare for the New Year party.
5.I feel nervous before big exams(考试).
课后反思 查漏补缺
收获：________________________________________________________________________
存在困惑：________________________________________________________________________
第二课时 Section A (Grammar Focus～3c)
【学习目标】
1.学生进一步掌握学习如何发出、接收、谢绝邀请，以及情态动词can, must, have to, might的用法。
2.学生通过练习发出、接受与谢绝邀请的句子，提高学生的阅读填空能力。
3.学生通过开展小组学习活动，在生活中使用礼貌的语言，做一个讲礼貌的人。
【学习重点】
1.用所学的功能语言，有礼貌地发出邀请及应答。
2.正确使用can，might，must等情态动词。
【学习难点】
学习如何有礼貌地发出邀请、应答以及提高学生的阅读填空能力
Learning action tips：
Teacher：We have learnt how to make an invitation. We also have learnt how to accept and refuse an invitation. Now please make conversations with your partner about what we have learnt.
Task 1
Learning action tips：
1.Preview the words on Page67 in the word list. Students read the words by phonetic symbols, then underline new words in the text and mark the Chinese meaning. At last finish the tasks in 3a and 3b.
2.Students read and translate the sentences in Grammar Focus on Page67.
【Method coach】
▲Who are you going to the movies with? 你和谁一起去看电影?
who 是主格形式，其宾格形式是whom。
【辨析】
who与whom
who在句中作主语或表语，可以对人提问。如：
Who came here just now? (作主语) 谁刚刚来这儿了?
Who is that young woman? (用表语) 那个年轻的女人是谁?
whom是who的宾格形式，只能出现在从句里面或是介词(如to，from，at，of)后面，在口语中常用who来代替whom作宾语。情景导入 生成问题
1.T：Can you play basketball with us tomorrow afternoon?
S：________________________________________________________________________
2.T：Can Linda go to the movies on Saturday evening?
S：________________________________________________________________________
自学互研 生成能力
Task 1 Let's read the new words and the phrases.
1.I can read.(我会读)
invite, accept, refuse
2.I can write.(我会写)
翻译下列短语：
(1)为数学测验而学习study__for__a__math__test
(2)去参加聚会 go__to__the__party
(3)去参加棒球比赛 go__to__the__baseball__games
(4)不得不 have__to
(5)练习小提琴 practice__the__violin
(6)完成科学作业 finish__the__science__homework
(7)计划做 plan__to__do
3.I can use.(我会用)
Make an invitation(邀请)：
Can you come to my party?
Would you like__to come to my party?
Accept(接受)：
Yes,__I'd__love/__like__to./__Certainly,__I'd__love/__like__to./__Sure,__I'd__love/__like__to.
refuse(拒绝)：
I'm__sorry,__I__can't. I have to…(play the piano…)
I'd__love__to,__but I have to…(go to the doctor…)
(1)——你能和我一起去打网球吗? ——当然，我很愿意。
—Can you play__tennis with me?
—Sure, I'd love to.
(2)——你能出来跟我打乒乓球吗?——很抱歉，我要为考试做准备。
—Can you come out to play pingpong with me?
—Sorry,__I'm preparing__for the test.
Task 2 Make conversations and make a survey according to 3c.
1.I can practice.(我会练)
A：Can you (1)come__to__the__concert__with__me(和我一起参加音乐会)?
B：Sorry, I'm afraid I can't come to the concert. I (2)have__to(不得不) help my mother.
A：That's really too bad! Can you go to the movies with us (3) on__Monday__night(在星期一晚上)?
B: (4)Sure(当然可以)! Catch you on Monday!
2.I can try.(我会试)
深入阅读文本，完成P67上的3a，3b。
【导练】
To whom is she talking? 她正在和谁说话?
Task 2
Learning action tips：
1.Teacher：Let's read 3a and fill in the blanks with the correct phrases.
Read the dialogue in 3c, students imitate and make dialogues with“A：Can you come to my party? B: When is it? A: Next week, on__Thursday__night . B: I'm sorry. I have to study__for__a__test .Have a dialogue practise.
2.Finish 3b with the sentences learnt about sending, receiving and refusing the invitation, students give the answers and correct them.
3.Require students to fill the things are going to do next week in the diagram in 3c and invite your classmates to your party according to the dialogue in 3c in free time.
【Method coach】
▲invite的用法
(1)invite sb. to do sth.邀请某人做某事
(2)invite sb. to some place 邀请某人去某地
【拓展】
invite的名词形式是invitation, 其常用短语如下：
send out an /in vitation(to sb.)(向某人)发出邀请
give sb. an invitation 邀请某人
receive an invitation 收到邀请
accept an invitation 接受邀请
refuse/ turn down sb. 's invitation 拒绝某人的邀请
【导练】
(1)He invited me to__have__dinner with him. 他邀请我和他一起吃晚餐。
(2)Mr. Hand invited us to__his__factory this weekend. 汉德先生邀请我们这个周末去他的工厂。
【备注】
3.I can make conversations.(我会编对话)
填写3c的表格，根据3c表格中的各种活动与时间编对话，再告诉同学们你的结果。
A：Can__you__come__to__my__party?
B：When__is__it?
A：Next__week,__on__Thursday__night.
B：I'm__sorry.__I__have__to__study__for__a__math__test.
A：That's__really__too__bad!__Can__you__come__to__my__party__on__Saturday__night?
B：Sure!__Catch__you__on__Saturday__night!
4.I can summarize.(我会总结)
In our group, …can't go to the party on__Thursday__night.Because he/she has to __study__for__a__test…
(1)区分have to/must;(2) Can you…?/ Would you like to…?表示邀请。
根据提示完成句子。
(1)It is raining, Li Lei has__to(不得不)take an umbrella.
(2)You must(必须)follow the traffic rules.
(3)Can you come(come) to play basketball on Sunday?
(4)Would you like to__hang(hang) out with me?
交流展示 生成新知
Preshow：Show in groups. (Time: six minutes)
Task 1: First read the words and phrases in groups，then read together and sum up the usage of the words in groups，mark the difficult words in pronunciation and understanding(students can ask teacher for help).At last，write them on the blackboard.
Task 2：First discuss and check the answers of Task 2 in groups, then discuss and set scenes to perform the dialogues，use the phrases we learnt to invite students to some activities. At last，write them on the blackboard.
Promotion show：Class show. (Time: sixteen minutes)
Task 1：1.I can read.(1)Read together, pay attention to the pronunciation of “accept” and “refuse”;(2)Consolidate the words by word games.
2.I can write.(1)Translate the phrases into English or Chinese by answering quickly;(2)Read together;(3)Spot test：consolidate the usage of the phrases by making sentences.
3.I can use.(1)Sum up the usage of key sentences according to the phrases in “I can write”， finish“I can use”;(2)Spot test：consolidate the knowledge points with exercises，check the answer by answering quickly and explain.
Task 2：1.I can practice.(1)Choose some students to translate the dialogues in Task 2;(2)Read together.
2.I can try.(1)Finish 3a，3b;(2)Explain the answers and sum up the methods;(3)Use the material in the textbook to talk and show in groups according to students’ actual situation.
3.I can make conversations.(1)Make dialogues according to the task;(2)Set scenes to perform the dialogues;(3)Question students randomly according to the dialogues.
4.I can summarize.(1)Explain and sum up the usage of“have to/must;Can you…?/Would you like to…?”，give examples and write on the blackboard，then read together;(2)Finish exercises and explain.
当堂演练 达成目标
根据句意及首字母提示填写单词。
1.I wanted to give her a hand, but she refused.
2.I'm afraid I can't go with you.
3.Mike bought me a nice present, but I didn't accept it.
4.My friend invited me to her house for dinner this evening.
5.What are you planning to do this weekend?
课后反思 查漏补缺收获：________________________________________________________________________存在困惑：________________________________________________________________________
篇7：优秀英语教案
Unit5NelsonMandela
--AModernHero
Teachingaims
1.Knowledge：
Learnandmasterthenewwordsandexpressionsinthisperiod.
2.Ability：
（1）Talkaboutthefinequalityofgreatpeopletoimprovethestudents’speakingability.
（3）Learntothinkaboutapersonorasituationindifferentrespects.
3.Emotion：
（1）Learnaboutsomegreatpeopleandqualitiestheyhaveincommon.
（2）Developthestudents’moralquality.
Importantteachingpoints
Haveadiscussionaboutthefinequalityofgreatpeopletoimprovethestudents’speakingability.
Difficultpoints
Howtoexpresstheirownopinionsandideasusingthelearnedwordsandexpressionsinpropersituation.
Teachingprocedures:
Step1Warmingup
Introducethetopicbyaquestion.
Whoisyourfavoritestar?Thenintroducesomepeople
YaoMing
JayChow
SunYat-sen
NormanBethune
目的：学生对本单元的主人公可能没有太多了解，通过猜名人来引出曼德拉，使得讲解显得自然承接，不突兀。
step2Pre-reading
HowmuchdoyouknowaboutNelsonMandela?
目的：让学生通过小组合作的方式讨论关于曼德拉的信息，在上课之前对主人公做好了解，为课堂做好铺垫，便于学生更好的理解课文。
step3While-reading
Task1fastreading
1..Whatisthegeneralideaofthestory?
Thestoryisabout__________.
A.thepoorlifeofblackpeopleinSouthAfrica.
B.thelifeofMandela.
C.howMandelahelpedblackpeople.
D.howEliasmetMandela.
2.Thegeneralideaofeachparagraph,pleasematchthem:(段意连线)
Para1:helpgetcorrectpapers.
Para2:Eliasblewupgovernmentbuildings
Para3:helpknowaboutthepositionofblackpeople.
Para4:tellthetrouble
Para5:meet
3.Howmanypartscanthetextbedividedinto?Givethegeneralideaofeachpart.Part1:Paragraph1-2ThelifeofElias’________hemetNelsonMandela.
Part2:Paragraph3-5ThechangeofElias’life________hemetNelsonMandelaandwhatMandeladid.
目的：快速阅读的`目的就是让学生迅速抓住文章大意以及每段的中心含义，这样设计题目的目的就是帮助学生准确抓住文章大意。
Task2carefulreading
Part2.(para3-5)
1.WhatkindofunfairsituationdidblackpeopleinSouthAfricaface?
⑴Blackpeoplecouldnot__________orchoosetheirleaders.
⑵Blackpeoplecouldnotgetthe______theywanted.
⑶Theplacewheretheylivedwere____________________.
⑷Theycouldn’t_______________there.
2.AtimelineofElias’slife.
1940―
1946―
1948―
1952―
1954―
1963---
3.HowdidtheANCYouthLeaguefightagainstthegovernment?
A.Theyfoughtagainstthegovernmentinapeacefulway.
B.Theyshootthegovernmentofficials.
C.Theydecidedtoanswerviolencewithviolence.
4.WhydidEliashelpMandelablowupsomegovernmentbuildings?
A.Becausehelikedviolence.
B.Becauseitwasnotdangerous.
C.Becausehethoughtitwasawaytomakeblackpeopleandwhitepeopleequal.
D.Becausehewantedtobefamous.
4.WhydidElias’lifechange?
A.Eliaschangedhimself.
B.NelsonMandelahelpedhimwhenhewasintrouble.
C.NelsonMadela’squalitiesinfluencedhimalotandmadehimrealizetomakeblackandwhiteequal.
D.BothBandC.
目的：仔细阅读的目的就是让学生对文章里的细节进行定位，搜索和挖掘。这样设计题目就是让学生更好的到原文中去寻找文章的线索。
5.Fillintheblanksandretellthestory
MynameisElias.ThetimewhenIfirstmetNelsonMandelawasaverydifficult____ofmylife.Mandelawastheblack____towhomIwentforadvice.Heofferedguidancetopoorblackpeopleontheir____problems.IneedhishelpbecauseIhadlittle______.Ibeganschoolatsix.Twoyearslater,Ihadtoleavebecausemyfamilycouldnotcontinueto____theschool______.However,thiswasatimewhenonehadgottohavea_____toliveinJohannesburg.SadlyIdidnothaveoneandI_______aboutwhetherIwouldbecome______work.Hetoldmetogetthe_____paperssoIcouldstay.Ibecame________aboutmyfuture.Inever_____howkindhewas.Whenhe_____theANCYouthLeague,I____itassoonasI____.
目的：通过设计文章复述，对整篇文章进行回顾，再从整体上对文章进行深层次理解。
Step4After-reading
Roleplay:
situation:Inthestreet,areportorofCCTVaskapassengersomequestions,suchas“Whichgreatpeopledoyouadmiremost?”
“Howdoyouknowhim/her?”
“Canyoutellmeastoryofhim/her?”
“Whatqualitycanyoulearnfromhim/her?”,
makeadialoguebetweenthem.
目的：通过角色扮演，最主要的目的就是让学生对所学知识进行巩固应用，实现真正的学以致用。
Homework:
Readthepassage:“TheRestofElias'Story”andfinishtheexercisesonpage39.
目的：通过阅读剩余的故事，把它将第一部分结合起来，从整体上对曼德拉进行分析，从而得出这位伟人身上的品质，最后学习其优秀品质。
篇8：优秀英语教案
Unit5NelsonMandela----amodernhero
Reading------------Elias’story
I.阅读目标:
1.EnablethestudentstoreadElias’story.
2.GuidethestudentstoknowthequalitiesofNelsonMandelaasagreatleader.
II.能力目标：
1.Developthestudents’readingskills,suchasscanning(略读),word--guessing(猜词),closereading(细读)andsummarizing(总结)
2.Improvethestudents’comprehensionability.
III.情感目标：
1.Understandthequalitiesgreatpeoplehaveincommonandlearnthefinequalitiesfromthem.
2.Developthestudents’moralquality
Step1.Fastreading
Para1Blackpeople’srights
Para2Elias’Self-introduction
Para3MandelahelpedElias
Para5Elias’truefeelingandactions
Para7Elias’troubleCPooreducationandjob
Pare4and6Mandela’sspeeches
Thetextcantbedividedintotwoparts?Whatarethey(Discussion),andthengivethegeneralideaofeachpart.PartI:_____________________________________________________________.
PartII
__________________________________________________________________.
Whatisthegeneralideaofthestory?
Thestoryisabout__________.
A.thepoorlifeofblackpeopleinSouthAfrica.
B.thelifeofMandela.
C.ThelifeofElias’changedbeforeandafterhemetNelson.
D.howEliasmetMandela.
Step2.Listening:
PleaselistentothepassagecarefullyandtrytofinishthetimelineofElias’life.
1940….
1946….
1948….
1952….
1963….
Comprehending
Decidewhethertheyaretrueorfalseandgiveareason.
1.EliaswenttoseeNelsonMandelawhenhewasintrouble.
2.Eliasleftschoolbecausetheschoolwastoofarfromhishome.
3.NelsonMandelahelpedhimkeephisjob.
4.EliastrustedNelsonMandelaandhejoinedtheANCYouthLeague.
5.Eliaswaswillingtoblowupgovernmentbuildings.
6.NelsonMandelathoughtviolencewasagoodwaytohelpblackpeople.
Step3.IntensiveReading:Readthispassagecarefullyandanswerthefollowingquestions:
Questions:(para1-2)
1.WhenwasEliasborn?
In1942B.In1940C.In1946D.In1920
2.WhendidthewriterreceivetheguidancefromNelsonMandela?
In1954B.WhenEliaswas6yearsold.
C.In1952D.WhenEliaswas8yearsold.
Part2.(para3-5)
1.WhatkindofunfairsituationdidblackpeopleinSouthAfricaface?
⑴Blackpeoplecouldnot______orchoosetheirleaders.
⑵Blackpeoplecouldnotgetthe______theywanted.
⑶Theplacewheretheylivedwere______________.
⑷Theycouldn’t__________there.
2.WhydidEliashelpMandelablowupsomegovernmentbuildings?
_________________________________________________________________.
3.HowdidtheANCYouthLeaguefightagainstthegovernment?
A.Theyfoughtagainstthegovernmentinapeacefulway.
B.Theyshootthegovernmentofficials.
C.Theydecidedtoanswerviolencewithviolence.
D.Theyignoredtheruleofthegovernment.
4.WhydidEliashelpMandelablowupsomegovernmentbuildings?
A.Becausehelikedviolence.
B.Becauseitwasnotdangerous.
C.Becausehethoughtitwasawaytomakeblackpeopleandwhitepeopleequal.
D.Becausehewantedtobefamous.
5.WhichofthefollowingstatementsisNOTthewriter’spurposeofthepassage?
A.ToletusknowthelivingsituationoftheblacksinSouthAfricaatthattime.
B.TotellushowgreatNelsonMandelawas.
C.ToletusknowthelivingsituationoftheblacksinSouthAfricaatthattime.
D.Totellusaninterestingstory.
6.Itcanbeinferredfromthepassagethat:
A.NelsonMandelahelpedEliastokeephisjob.
B.Eliaswashappytoblowupthegovernmentbuildings
C.thegovernmentwashappywithNelsonMandelaandtheANC.
D.EliasmetNelsonMandelaatschool.
Step4.Detailunderstanding:
Fillintheblankswithproperwords,ifnecessary,youcanrefertothetext.
Blackpeople’sproblems:
Theycouldn’tgetthe______theywanted.Theyhadtoliveinthe________partofSouthAfrica.
Elias’life:
BeforemeetingMandela
Apool______workerinSouthAfrica.Hedidn’thavea________toliveinJohannersburg,Sohewouldprobablybecomeoutof_____.
AftermeetingMendela:
Mandelatoldhimhowtogetthecorrect___Sothathecould____inJohannesburg.He____theANCYouthLeague.HehelpedMandala____upsomegovernment______.
Summary:课文缩写填空：
EliasfirstmetNelsonMandelawhenhewastwelveyearsold.Atthattime,Mandelawasablack_________whooffered_________topoorblackpeopleabouttheirlegalproblem.
EliasneededNelson’shelpbecausehehadverylittle_________.Hegotajobinagoldmine.SadlyhedidnothaveapassbooktoliveinJohannesburgandhe________aboutwhetherhewouldbecome__________ofwork.MandelatoldEliashowtogetthe___________paperssohecouldstayinJohannesburg.EliasneverforgothowkindofMandelawas.WhenMandela_______theANCYouthLeagur,Elias________itassoonaspossible.In1963,EliashelpedMandela________up
somegovernmentbuildings.Thoughitwasdangerous,Eliaswasvery__________tohelp.
Homework:
1.composition:writeashortsummaryofthispassage.
2.reviewthewordsandexpressionsofthisunit.
3.previewthetext:TherestofElias’story.
篇9：九年级英语教案优秀
teaching materials analyzing andrearranging教材分析与重组
1. 教材分析
本单元以i like music that i can dance to为话题,共设计了四个部分的内容：
section a
该部分有4个模块：第一模块围绕the music that…这一话题展开思维(1a)、听力(1b)、口语(1c)训练;第二模块围绕music进行听力(2a-2b)、口语(2c)训练;第三模块继续就music这一话题展开训练，训练形式为阅读配对(3a)和角色表演(3b);第四模块仍就one’spreferences以pairwork的形式进行讨论，展开口语训练(4)。
section b
该部分有4个模块：第一模块就one’sfavorite展开思维训练;第二模块就两个孩子的对话继续对things onelikes进行听力(2a-2b)、口语(2c)训练;第三模块继续围绕上一话题展开阅读(3a-3b)和写作(3c)训练;第四模块仍就whatwould you prefer to do这一话题以口语训练形式为主展开小组活动(4)。
self check
该部分有2个模块：第一模块对所学词汇进行填空训练(1);第二模块就一封笔友来信展开阅读和写作训练(2)。
reading
该部分共设置了3项任务：第一项任务以问题讨论的方式激活学生相关背景知识(section1);第二项任务要求学生运用所供策略完成阅读;第三项任务要求学生通过快速阅读获取信息(section 2, section3);第四项任务通过讨论、写作等形式要求学生进行一次class survey. (section 4)。
iii教学策略
通过任务型的教学，让学生学会自主学习，归纳总结，培养主动学习的能力。尤其对所学内容能主动复习并加以整理和归纳的能力。
1)合作学习：合作学习是指学生通过分工合作共同达成学习目标的一种学习方式。本节课将在课堂活动中把学生分成四人一小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。
2)创设情景和有意义的任务活动，激发学生的学习热情，培养他们的概括和推理能力，发挥他们自己的'主观能动性，把被动的学习变为主动学习。
iv教学手段：多媒体
vi. teaching procedures and ways教学过程与方式
period 1 new functionpresenting
language goals 语言目标
1. words & expression_r_rs 生词和短语
prefer, lyrics, gentle, energy, interest, known,sing along with, remind sb. of
2. key sentences 重点句子
i prefer music that has greatlyrics. (p44)
i love music that i can singalong with. (p44)
rosa likes music that’s quietand gentle. (p45)
ability goals 能力目标
enable the ss to talk about different kinds ofmusic and their own preferences.
emotion & attitude goals 情感和态度目标
enable the ss to enjoy kinds of music.
strategy goals 策略目标
listening for key words.
culture awareness goals文化意识目标
people’s different preferences to different kindsof music.
teaching important points 教学重点
1. 由that 引导的定语从句，其先行词为物。关系代词that 作主语和作宾语两种情况。
i like the music that has great lyrics.
i like the music that i can dance to.
2. 由who 引导的定语从句，其先行词为人。关系代词who 做主语。
i like the musician who writes his own songs,
teaching procedures and ways 教学过程与方式
step i warming-up
play the beautiful, lyric song like do, re, mi inthe movie “the sound of music”. (让学生在轻松、愉快的情境中进入新课)
step ii lead-in and presentation. (呈现歌词并句子)(师生互动，学习探究)
1.the music has great lyrics.
2.the music is loud and energetic.
3.the music isn’t too loud.
将三个句子转化成定语从句：
1. i like the music that has great lyrics.
2. i like the music that is loud and energetic.
3. i like the music that isn’t too loud.
并说明，that 在从句中做主语。总结：1+1=“1”
(设计目的：延伸、拓展教材内容，创造性的使用教材，这样训练即能让学生体会不拘于教材的学习，又能拓展他们的思维。)
使用练习加强巩固。
(设计目的：让学生在教师创设的情境中，操练新句型，学会使用定语从句表达自己喜欢的音乐类型。)
step iii listening (1b: p44)
ask the students to listen to the dialogue betweentony and betty
t: now let’s listen to the tape and find what kindof music tony and betty like. look at 1b on p44. tickle the kindsof music that tony and betty like while listening.
ask a student to read the three headings to theclass.
t: first let’s guess what kinds of music they willtalk about by reading the three headings given.
ss: music that one can dance to, that has greatlyrics and that one can sing along with.
play the tape. and then check the answers.
(设计目的：训练学生听力技巧，培养学生听的能力。听的环节是“输入”的过程，带着问题听，让学生在听的过程中有的放矢，有效捕捉信息，同时又提醒学生注意观察并发现需要注意的表达方式，为后面的语言实践准备实用句型。)
step iv oral practice (1c:p44)
ask the students to talk about the music theylike.
t: as we all know, different people may havedifferent ideas on the same question, and different people may havedifferent preferences. then talk with your partners about the kindsof music you prefer. first, who’d like to read the example in thebox? ok, you two, please.
ask two ss to read the example first.
t: now work with your partners, talking about musicyou prefer with the help of the expression_r_rs here.
show the following.
be awarded prizes, be full of energy, interestsomebody,
known to many people, reminds somebody of, showlove to …
sample dialogue 1:
s1: what kind of music do you like?
s2: i like music that is played by famous bands.what about you?
s1: i prefer music that makes me happy.
(设计目的：新课程标准倡导主动参与，乐于探索，勤于思考，培养学生收集和处理语言信息的能力。通过这一环节的练习，不但学生的语言技能得到了提高，而且他们的情感态度和学习策略都得到了培养，同时他们的语言知识还得到了复习和巩固。这样的练习可以充分调动学生的参与热情，激发学生的学习兴趣。)
step vi summary and homework
t: this period, we’ve learnt how to express ourpreferences to different music. after class, please,
1. listen to the conversations again.
2. try to talk about the kinds of music you likewhy you like or dislike them.
(设计目的：通过书面作业，使学生巩固本节课所学的内容，拓展学生的课外知识，同时也可以弥补口头报告的不足。也为下一节课的知识提供铺垫。)
篇10：关于优秀高中英语教案
教学目标分析
语言技能
听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。
说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。
读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。
写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。
情感态度与文化意识
(1)。进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。
(2)。引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。
(3)。指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。
(4)。意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。
语言知识
词汇：学习并使用一些与science 和scientists有关的词汇。
语法：进一步了解一词多义现象与合成词的构成。
功能：学习如何就某一事物给予别人指导与说明。
话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。
学习策略
指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。
三、教学内容分析
本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。
Warming up设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此基础上，要求学生们在Listening部分能熟悉某些实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，回答有关的问题。
Speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，(练习中提供了诸如Maglev train, cloning, nuclear energy, computer 与 space flight等内容)然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。
Reading讲述的是科学家 Franklin的风筝实验，从而证明Lighting and electricity are the same的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。
Language Study是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。
Integrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。
四、教学重点与难点
重点
(1)。能就某一话题进行合理的分析，并从不同的角度去分析问题，展示一个物体的利与弊两个方面。同时能在讨论时学会运用哪些结构与单词对事物进行评价，诸如“ It’s good / bad / harmful for… / It’s dangerous / expensive / important / unnecessary/ It brings people …/ It can help people…
(2)。掌握如何就某一话题给予别人指示与说明，能熟练运用 Don’t do… / Don’t forget to… / Make sure… / Remember that… / Do be careful of…等结构进行讨论、对话与表演。
(3)。能进一步了解一词多义及合成词的知识。以便能更好的区别单词词义与猜测单词词义，利用构词法知识扩充词汇量，并能真正做到为阅读服务。
篇11：幼儿园英语教案优秀
引导幼儿在游戏中学习使用单词:by。以下是出国留学网小编整理的大班英语优秀教案《交通工具》，欢迎参考，更多详细内容请点击出国留学网查看。
目的:
1.引导幼儿在游戏中复习单词: bus car train plane boat。
2.引导幼儿在游戏中学习使用单词:by。
3.能较好地遵守游戏的各项规则。
准备:
1、各种交通工具(bus car plane train boat)的玩具模型、操作道具，图片，挂图，小动物(小兔.小猫.小狗.小羊.小牛)的房子和头饰。
2、幼儿对各种交通工具的名称已有初步的印象。
过程:
一、WARM UP
1. 律动:《By bus》
师：Let’s go by bus, OK?
2. Are you ha y today ?
师：How do you feel today? Are you ha y?/Are you sad? /Are you angry?
二、想一想
1. 逐一出示交通工具(bus car train plane boat)的图片。
问:a、What is it ?
b、where should we park the bus(car/train/plane/boat)?
引导幼儿逐一把图片贴到挂图上的停车场.码头.和飞机场。
2.引导幼儿逐一认识小兔.小猫.小狗.小羊.小牛的家，
问:Whose house is it ?
3.引导幼儿观察挂图,逐一提问: How can we go to the(ra it、cat、dog、sheep、cattle)’s house ? <引导幼儿学习用By 来表达.>
4.个别提问,引导幼儿边操作边表达。
三、玩一玩
玩法:幼儿分四组，每组分别请一名幼儿戴上头饰操作相同的“交通工具”比赛谁先到达某个小动物的家。全体幼儿喊口令:By bu y train ------ 获胜的幼儿得到奖品。
师：Do you like to play a game?(介绍游戏的玩法和规则)
四、幼儿律动出活动室.《Row row row your boat》
师：Let’s go by boat, OK?
篇12：幼儿园英语教案优秀
设计意图】
活动设计采取小组合作的学习方式，使幼儿在相互合作中共同学习。巧妙地贯穿幼儿熟悉的“买气球”“变色”等游戏情境，激发幼儿在游戏中主动学习的兴趣。
2【活动目标】
1.通过游戏激发幼儿学习英语的兴趣，培养其学习英语的积极态度。
2.幼儿能够灵活运用基本句型，能够较熟练地认读单词：blue，red，yellow;认读句子：What color do you like? Do you like red? Yes，I do.No，I don’t.
3.培养幼儿合作学习的意识和习惯。
3【活动准备】
所需的卡片、气球、水粉颜料、矿泉水瓶、矿泉水瓶盖(盖内侧顶端涂有蓝、红、黄颜色的水粉颜料)等。
一、热身运动
1.以一首英文律动歌《Good Mornin》引入学习氛围中。
2.师生打招呼问好并自由对话，营造英语氛围。
How are you? I’m fine.Thank you!
How old are you? I’m four years old.
What’s the weather like today? Its a sunny day.
Do you like sunny day? Yes.
3.出示图片，复习white、black、pink、purple、green，并提问幼儿：Do you like black?
Peter：I don’t like black.
Teacher：I like purple.
篇13：幼儿园英语教案优秀
【设计意图】
前段时间天气都很不错，不知道小朋友们有没有出去玩呢?可惜最近的天气又不是很好了，每天都在下雨。今天老师就准备了一个和天气有关的英语教案，让幼儿们可以正确区分几种天气的英语单词。
2【活动目标】
1、知道How is theweather ?是对天气的提问。
2、把四个单词与四种天气分别对号入座，并且严格区分。
3【活动准备】
1、代表这四种天气的卡片
2、歌曲How is theweather?
【活动过程】
(一)导入
“小朋友们看看窗外，然后告诉我How is the weather?今天天气怎样?”“晴天(例如)”
(二)呈现
1、在幼儿回答完毕之后呈现晴天的图片，并且大声读出来“晴天 sunny sunny sunny”重复几遍之后，集体读出单词，然后再找个别小朋友认读。之后双向提问“晴天用英语怎么说? sunny是什么意思?”
2、能够把晴天和sunny联系起来之后，再次提问“乌云把太阳遮住的天气叫什么天?”，回答正确之后出示阴天的图片，然后同上反复进行练习。
3、“你们还知道什么天气?”然后呈现雨天卡片和雪天的卡片。进行反复训练。
然后问幼儿谁想做天气播报员请举手?然后出示一张图片进行提问。再换其他小朋友和其他图片。
4、四个单词能区分开以后，复习一遍，然后玩一个小游戏 I point yousay and they jump(四个孩子分别拿着四个天气卡片我站在孩子们身后悄悄指其中的一位小朋友们看到后大声说出对应天气然后手拿图片的小朋友听到其他小朋友叫自己的时候就跳一下)
(三)结束
和代表四种天气的卡片说：Bye-bye
篇14：幼儿园英语教案优秀
目标：1.学会新单词： orts shoes, sli ers, just right, tight
2.运用新单词简单的组成句型，并适当的进行对话。
准备：运动鞋，拖鞋，磁带
过程：
一. Greeting
Hello ,how are you ?
What ‘s the weather like today ?
What the day is today ?
二. Warming
《The sun》、《The moon》
三. 新授
1. Gue
What’s in the bag ?
It’s ……
They are ……
2.One by one
3. 示范
(1)老师示范：let me try them on.
1. They are tight . They are not my size.
2. They are just right. They are my size.
(2) 幼儿示范：
T：how do you feel?
S：They are tight . They are not my size
They are just right. They are my size.
4. Game
幼儿围成圈，把自己的鞋子脱下来放在面前，听音乐，听老师指令。
Do you want to try?
Ok ,take off your shoes
Stand up.
听音乐，幼儿围圈走，音乐停，拿起面前的鞋子穿上。
How do you feel?
多遍游戏，开始可由老师问，幼儿熟练以后可让幼儿问。
5.结尾
Sing a song “The more we get together ”
边唱边继续转圈，演唱结束 Find your shoes, put them on.
2 幼儿园大班英语教案：音乐活动《Ten Little India Children》
设计意图：
l 音乐活动是我园的特色之一，它带给幼儿的感觉是自由、轻松而愉悦。本次活动是将双语渗透于音乐活动的一种新的尝试，教师希望通过此次活动能让幼儿学习双语的积极性得以最大限度地发挥。在一次很偶然的谈话中，我从幼儿的谈话中了解到，幼儿对童话故事《白雪公主》中的“小矮人”形象非常喜爱，而且平时也总是饶有兴趣地哼唱《十个小矮人》这首歌。于是，我便抓住幼儿这一兴趣，设计了这个活动，从幼儿的主体出发，让幼儿能主动、积极地参与双语活动，活动中教师能与幼儿上下互动，能让幼儿自信地发音并能自如地、心情愉快地学习乐曲。
活动目标：
1、初步学习歌曲《Ten Little Indian Children》，能大声地用英语来演唱。
2、复习双语单词one——ten，会与数字1——10相对应。
3、通过音乐游戏复习第5—7册英语句子提高幼儿学习双语的兴趣。
4、培养幼儿感受音乐，热爱大自然的美好情感。
教学重难点：
1、认识单词one—ten，会与数字1—10相对应。
2、学习新的乐曲《Ten Little Indian Children》，初步掌握歌词与旋律。
活动准备：
1、印有英语单词one——ten的车票两套。
2、情景布置图及汽车座位上粘上数字1——10两排。
3、画有印第安小朋友的图片若干。
4、一套含有中英文的短句，如：一个小孩 one little 。
5、幼儿人手一个小背包，包内放有英语句子纸条两份。
6、幼儿水笔人手一份，教师事先在十个小指上画有简单的脸谱。
活动过程：
一、开始部分：
up2; 以旅游售票的游戏导入，复习数字1—10的英语单词。(播放背景音乐)
T：小朋友，今天天气真好，让我带你们去旅游吧!Let’s go!
(跟着音乐做简单的律动)
T：瞧，孩子们!车站到了，请你们去售票员阿姨那买票，然后根据你的车票上车找相应的座位号，赶快行动吧!
(幼儿进行买票入座游戏，根据票上的英文找座位上的数字相匹配)
T：小朋友都找到座位了。OK!我现在要来核对一下你的车票是否和你所坐的座位号相符合，请你用响亮的声音从1—10的顺序报出你的车票号码。Do you understand?[Yes!]OK! You pleas!
(幼儿用响亮的声音报出车票号码，教师根据幼儿所报号码进行核对，并纠正个别幼儿的发音。)
T：OK! Very good. 经过核对，你们的车票与座位号都相吻合。请小朋友保管好你们的票，把它放在口袋里，放好了吗?车要开了。(播放音乐，做简单律动。)
二、基础部分：
up2; 引导幼儿认识、理解歌词，初步熟悉歌曲旋律。
1、以游戏性的方式引出主题。
T：小朋友快看，我们到印第安了。瞧，那边还有许多Indian Children 在迎接我们呢。快打个招呼吧!Hello, Indian Children.
T：拿出你们的照相机给他们拍张照片吧。(形象性的做手势照相)
2、初步熟悉歌词。
T：小朋友们我们下车了。让我们来数一数这里有几个Indian Children.
(师生一同用英语进行点数)
T：OK!Ten Indian Children. 现在请你们来看一下我拍的照片，好吗?(边出示图片边请幼儿说出照片上有几个小孩)
非常棒，Indian Children都在夸你们呢，老师告诉你们‘一个小孩’是用英语one little来表示的，跟老师说……
T：老师知道你们的英语学得非常棒，请你们把旁边的中英文短句贴放在相应的照片下。(将幼儿分为两组进行匹配)
3 幼儿园大班英语教案：What do you want?I want……
What do you want?I want……
Teaching Plan
What do you want?I want……
Teaching Aims:
1、复习水果的英语名称，初步掌握句型What do you want?I want……
2、在游戏中感知新句型并体验英语游戏的乐趣。
Teaching Aids:
a basket some fruits some fruit’s cards
a dice two trees
Teaching Ste :
一、Greeting
T: Hello,Good noon,boys and girls!
C: Hello,Good noon,Melody!.
T:What do you see?Look,I have a beautiful basket.There are some fruits in it!Look,what’s this?
:It’s a……
二To learn
1 Show a pu et to students.Teacher and pu et each other say: “What do you want?I want……
2 Show a dice to students.
T:What’s this?
ice.
T:Now,I’ll ask:What do you want?You’ll a wer:I want…… OK?(The teacher first turn the dice,as turn as ask: “ What do you want?”Then the students ask:“I want……”)
3 Show the fruit’s cards on the blackboard.
T:What are these?
:Some fruits.
T: What do you want?
:I want……(If they’ll say great,then put down the fruit’s cards from the blackboard and give them.)
4将小朋友分成红队和蓝队,请两队摘树上的水果.每队各选5名代表上来,分别为NO.1—NO.5,当下面的小朋友说: “What do you want?”时,NO.1—NO.5的小朋友根据老师的指令说: “I want……”哪个队的代表说得又快又好,采下的水果就归哪个队.
5 将小朋友分成5个小组,每个小组一个球,抛的说: “What do you want?”接的说: “I want……”.
T:Cla is over.Let’s stand up and turn back.To other teachers say:thank you,bye-bye.
4
幼儿园大班英语教案：English song “Do you know the fireman”
英语活动设计
活动名称：English song “Do you know the fireman”
活动目标：
1、感受歌曲节奏特点，喜欢和老师小朋友一起用英文演唱，游戏。
2、结合图片实物了解歌曲中人物的职业。
活动准备：
1，图片：医生、护士、警察、司机、厨师
2，玩具：听诊器、注射器、枪、方向盘、锅铲 玩具箱
3，已掌握一些职业的名称
活动过程：
1、师生问候，引出主题，并复习以前掌握的人物职业名称。
T：Hello, boys and girls.
C：Hello, Jane.
T：Your are my good friends. but I have lots of friends.
Gue ! Who are they?
(逐一出示图片，引出新单词——fireman.)
T: what’s her/his job?
C: she/he is a doctor /nurse/ policeman/cooker/driver.
2、发现新的图片，接触新名称——fireman.
由教师的提问：what’s his job? 引发小朋友关于消防员工作的讨论,了解他们的辛苦和勇敢。
T：so, if someone ask me : Do you know the fireman?
I can say: oh, he is my best friend.
3、结合图片欣赏歌曲。Listen to the tape, and show kids the picture.
4、Teacher sings a song again.
--- Do you know the fireman?(向左边幼儿做出询问的表情和动作)
--- The fireman, the fireman?(手指图片)
--- Do you know the fireman? (向右边幼儿做出询问的表情和动作)
--- Oh, he is my best friend.(先指图片再指自己)
5、根据歌曲内容提问，幼儿将听到的词句反馈出来。教师特别讲解Do you know _x 的用法，以及best friend的含义。
6、集体演唱歌曲。
7、分小组选择不同图片，改编歌词，自编动作演唱。
8、玩游戏：Do you know
大家问一个幼儿Do you know doctor?这个幼儿就从玩具箱中摸出相应的玩具听诊器，作看病的动作。
延伸活动：
布置一个装扮区，提供各种职业的服装和用具，幼儿在自由装扮中，加深对各种职业的了解，并用到相应的对话。
篇15：高二优秀英语教案精选
《Unit 4 Making the news》教案
教学准备
教学目标
Objectives:
1. Instructional objectives
By the end of the class, most students are able to:
1) Use the words and the phrases they learned to complete the tasks based on the text.
2) Pronounce correctly the new words (especially “carnival” )by themselves and with the help of the teacher.
3) More than half of the students can speak fluently and accurately about their views towards carnival in pairs with the teacher’s scaffolding.
2. Educational objectives
By the end of the class, students are able to:
Improve their cultural awareness from carnival and learn more about its influence on the western culture after class
3. Personal objectives：
1) Be confident of standing on the stage and speak clearly and spontaneously.
2) Encourage students to speak in the class with different kind of techniques.
教学重难点
Focal points:
By the end of the class, students are able to:
1) Improve the main reading skills through completing reading tasks in pair work and group work.
2) Use the table to finish their essay about their favorite film.
Difficult points:
By the end of the class, students are able to:
1) speak fluently and accurately about their favorite films in pairs with the teacher’s scaffolding.
2) Write a film review according to the table and the text.
教学过程
Procedures and time allotment
Stage 1 Getting students ready for learning
T: Class begins!
Ss:…
T: Good afternoon, class!
Ss:…
T: Today, let’s come to Culture Corner. Module 4. Do you know Chinese festivals?
Ss:…
T: First, Work in groups, discuss and make a list of Chinese festivals in English. (1min).
Ss:…
T: OK, time is up. You know Chinese festivals?
Ss:…
T: very good. For example1.
New Year’s Day 元旦节 (1月1日)
2. Spring Festival 春节 (农历正月初一)
3. Lantern Festival 元宵节 (农历正月15)
4. the Qingming Festival 清明节 (4月5日)
5. Dragon Boat Festival 端午节 (农历5月初五
6. Double-ninth Day 重阳节 (农历9月初九)
7.National Day 国庆节 (10月1日)
T: And festivals brought us much traditional knowledge. So, festival is beautiful. Do you know foreign festivals?
Ss:...
T: In the textbook, there are some festivals with pictures. Do you know the right descriptions about them?
Ss:...
T: This festival is at the end of October, when “ghosts” come out.
Ss:...
T: This is when Americans remember the hard times when they first arrived in the country.
Ss:..
T: This is a festival of color, which marks the beginning of spring in India.
Ss:...
T: This is a Christian festival which comes in the middle of winter
Ss:...
T: Let’s watch a video. Can you guess what festival it is? .
T: They are dressed up in special clothes, and they are wear masks.
Ss:...
T: now, First question is how do people feel on this festival? Second is what festival is it?
Ss:...
T: Yes, very good. Now, let’s watch a video about Carnival.
Ss:...
T: what do you remember about carnival?
Ss:...
T: Where did it first?
Ss:...
Stage 2 Pre-reading
Step 1. Listen to the tape.
T: Let's listen to the following passage to learn more about carnival. Try to find out what places are mentioned in terms of carnival celebrations.
Ss:..
T:...
Step 2. Scan the passage and try to answer the questions.
T: What is the meaning of carnival?
Ss:...
T: Originally it meant “with no meat”but now it symbolizes “life”.
Step 3. Read the passage and match column A with column B.
T: OK, now I will give you 1 minute to read it again and then I will ask you some
Stage 3 While-reading
Step 1 Read the passage. Choose the best answers to the two sentences.
T: are you finish? Let’s look at the questions.
first question is Today Carnival has become a celebration of ____. Which one you choose?
A. freedom B. harvest C. life itself D. success
Ss:...
T: YES, very good. Next question is We need to _____ to understand what carnival is all about.
A. look at the history of America B. go to America
C. look at the meeting of two cultures---European and African D. Both A and C
Ss:...
T:....
Step 2 check whether the statements are true or false.
T: …
T: Now, let’s check.With the opening of huge farms and plantations, many Africans went to look for jobs in America., what’s your idea?
Ss:…
T: Do you agree?
Ss:…
T: Excellent, in paragraph 2, this marked the beginning of the slave trade. So the question 1 is False.
T: next question 2, The Europeans imported their festivals and later the slaves learned from them and added their traditions.
Ss:...
T: very good. This answer in paragraph 3.
Ss:...
T: question 3，The slave trade was abolished and the salves took over the carnival.
Ss:...
T: the last, With the passing of time, carnival became a festival of the black people only.
Ss:…
T:Exactly! Superb!
Step 3 Skimming for specific information
Task: Answer the questions according to the passage.
T: Read the text carefully and answer the questions.
Next, we will read the text again to explore how the text organized. 3minutes, Let’s go!
T: Now, let’s check your answers. What is carnival today?
Ss:Carnival today is an international, multicultural experience.
T:The second question is Where were the slaves taken from ?
Ss:In Africa
T:....
T: Excellent!
Stage5 Post-reading
Discussion: Useful questions to make up dialogues
T: there have seven questions, useful questions to make up dialogues.
Have you dressed up in special clothes?
2 What did you wear? 3 How did you feel?
4 Did you eat special food?
5 Did you give or receive gifts?
6 Did you have a holiday from school?
7 Did you enjoy yourself with your family or friends?
T: I will divide the class into 3 students in a group. 3 minutes, 1, 2, begin!
Ss:...
T:Time is up. which one do you choose?
Ss:....
T: Yes, so the theme of Frankenstein is about science and humanity.
T: OK, next group, do you have other answer?
Ss:...
课后习题
homework
Do exercises on Page 37-38.
篇16：幼儿园英语教案优秀
1.复习掌握学过的`动物单词比如tiger,elephant,dog,cat
2.学习新的动物名称：dolphin,peacock,penguin
3.理解问句：what's missing教学重点：学习新的动物的单词，并可以将图和单词对应教学难点：让幼儿记住新的动物单词同时能理解老师问的问题what's missing?
教具准备：各种动物卡教学过程：
1. Warm up热身（手指儿歌: everybody can you show me your hands?
让小朋友把两只手各伸出一只食指，互相敲敲并唱：one finger one finger tap tap tap, two fingers two fingers tap tap tap , three fingers three fingers tap tap tap, four fingers four fingers tap tap tap , five fingers five fingers .....clab.........大家一起很快的拍手，老师说one two three stop.大家停下。
2. Greeting问候时间:
T: hello ,boys and girls how are you? Kids:I'm fine and you ? T:引入主题today I bring many friends ,can you guess who are they? Ok,let's count one two three ...they are coming.
3. Review复习：
老师以快速闪卡的模式依次出示学过的动物卡片，并让小朋友说出动物的英文名字。老师观察看那个小朋友说的最快最准确并击掌鼓励。
4. New lesson新授课程：
老师继续引出新的动物出来：Now i have three new animals come out. Do you want know who are they? Ok, we count fivene,two,three,four, five. Look,what's this? Kids:海豚。T:yes,it's dolphin.It swim in the sea.ok next one what's this? K:孔雀。T: good，it's peacock. It's very beautiful yeah? Ok, the last one ,what's this? K:企鹅。T:yes,it's penguin. It's lives very cold places,对，它生活在很冷的的地方。介绍完新的动物，让孩子跟老师读一遍。
5. Chat练习:
老师将新的动物图片粘在黑板上，然后每次请两名幼儿到黑板的对面，当老师问：which one is ....?动物的时候，两个幼儿要快速跑到黑板前正确并很好的用手指出图片，然后回来击掌（这个环节是检验学习新单词，可以每组进行两轮）
6. Games游戏环节:
老师先告诉幼儿游戏规则。Now,let's play a game.The name is what's missing?谁不见了？Frist put three animals on the blackboard and one kid stand here.Look them and remember.首先我将三张卡片放在了黑板上，请一名幼儿上前面来站在这并看记住这些动物Then turn around and i take away a card. When the teacher say: turn back and you can guess what's missing.老师叫孩子转过去并拿走一张图片，然后说转过来的时候，幼儿猜guess what's missing?如果猜对了，老师问大家right?其他孩子会说yes，老师可以击掌或奖励给予鼓励。老师作完示范，请每次请两名幼儿来玩，一个放卡片，一个猜，猜完后再互换位置，都猜对了都有奖励。
7.最后再复习一遍所有动物，并强调新的动物跟它们说byebye。以唱儿歌形式走向卫生间洗手结束课程（hands and shoulders)
篇17：初中英语教案优秀优秀
【学习目标】
1.学生能学会关于职业的词汇与询问未来打算的句型。
2.指导学生仔细聆听谈论未来打算的对话;学会用英语谈论未来的打算。
3.引导学生通过开展小组学习活动，培养协作意识;并能认识到要为实现未来的打算而采取的行动。
【学习重点】
学会关于职业的词汇与询问未来打算的句型。
【学习难点】
通过交流表达和听力训练，引入各种学习方法和策略来学习“be going to” 句型
Learning action tips：
Lead in the topics in English essay：Everyone has a dream job. So do I. When I was young, I wanted to be a teacher. I worked hard. Now I am an English teacher. What do you want to be when you grow up?
Task 1
Learning action tips：
Preview the words on Page4142 in the word list. Students read the words by phonetic symbols, then underline new words in the text and mark the Chinese meaning. At last finish the task in 1a.
【Method coach】
▲cook n. 厨师
(1)cooker n. 厨具
(2)cook sb. sth.= cook sth. for sb. 给某人做饭
(3)do some cooking 做饭
▲keep on doing sth. 继续做某事
keep sb./ sth. doing sth. 让某人/物不断做某事
【导练】
虽然很晚了，他仍然在做家庭作业。
Although it\'s late, he still keeps on doing his homework.
▲sure adj. 确信的
(1)be sure+about/of +名词、代词或动名词，意为“确信;对……有把握”。如：
She is__sure__of success. 她确信会成功。情景导入 生成问题
1.T：What do you want to be when you grow up?
S：________________________________________________________________________
2.T：How are you going to do that?
S：________________________________________________________________________
自学互研 生成能力
Task 1 Let\'s read the new words and the phrases.
1.I can read.(我会读)
computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist
2.I can write.(我会写)
翻译下列短语：
(1)计算机程序设计员computer__programmer (2)上表演课take__acting__lesson
(3)练习篮球practice__basketball (4)确保make__sure
(5)不确定……be__not__sure__about… (6)当然of__course
(7)继续……keep__on__doing__sth. (8)擅长be__good__at
3.I can summarize.(我会总结)
你还知道哪些职业?
worker,__farmer,__officer,__policeman,__actor,__actress,__artist,__nurse,__dancer,__singer,__dentist,__guide,__reporter,__postman,__writer…
【拓展】
工作职业等相关名词构成规律：
(1)一般在动词后加er，如：
listen→listener听众 read→reader读者 teach→teacher教师
sing→singer歌手 work→worker工人 farm→farmer农夫
(2)以e结尾的加r，如：
write→writer作家 dance→dancer 舞蹈演员
(3)在动词后加or，如：
visit→visitor参观者 invent→inventor发明者 act→actor男演员
(4)在名词词尾加ist构成，如：
violin→violinist小提琴手 piano→pianist钢琴家
science→scientist科学家 art→artist艺术家
(5)在词末加man构成，如：
post→postman 邮递员 business→businessman商人
Task 2 Let\'s listen to the tape and finish 1b，2a，2b.
Task 3 Make conversations.
1.I can practice.(我会练)
根据汉语意思完成句子。
(1)你长大了想做什么? What do you want__to__be when you grow up?
(2)我想当一名作家。 I want to be a writer.
(3)你怎样来实现它? How are__you__going__to do that?
(4)我打算继续写文章。 I\'m__going__to__keep on writing stories.
(2)be sure+ 动词不定式，意为“务必做某事;一定做某事”。如：
I am__sure__to go with you. 我确信和你一起去。
(3)be sure +that 宾语从句，意为“肯定……;确信……”。如：
We are__sure__that you can make great progress this term. 我们确信你这学期能取得很大进步。
(4)make sure+ that 引导的宾语从句或动词不定式，意为“确保……，查明……”。如：
Make__sure__ that you can find out the truth soon. 确保你能很快找出真相。
Task 2
Learning action tips：
1.Students turn to Page41 and listen to the tape, finish the listening task in 1b. Students listen to the tape again and repeat.
2.Students turn to Page42 and listen to the tape, finish the listening tasks in 2a and 2b. Then students listen again repeat.
Task 3
Learning action tips：
Students read aloud the dialogue in 1c, 2c and 2d, make the dialogue and have a conversation practice with the sentence“ be going to…”. And interview classmates about “What are they going to do in the future?”
篇18：精选英语教案优秀发文
游戏是幼儿园整个教育活动的重心。因此在幼儿园英语教育中采用游戏的方式最符合学龄前儿童的身心特点。通过几年的研究与实践，我初步将英语教育中的游戏划分为六类：体育游戏、数字游戏、美术游戏、音乐游戏、情境对话和娱乐游戏。以下我将自己摸索出的游戏方法按这六类分别列举一二，以供大家参考。
1.Wolf, wolf, are you hungry?(老狼老狼你饿吗?)──体育游戏
准备：动物头饰，自制，设置小动物的家
方法：它由传统游戏“老狼，老狼几点钟?”演化而来，其方法也基本与之相似。选择一人扮演“wolf”，其他幼儿扮演小动物，随意地跟随在“wolf”身后散步，并一起提问“Wolf,
wolf, are you
hungry?”。若“wolf”回答“No”，则继续游戏;若“wolf”回答“Yes”，幼儿要马上跑回家。被抓住的幼儿必须说出“wolf”出示的英语图卡上的词句，才可继续游戏。答错者可让别的幼儿补充将其“救回”，或者罚停一次游戏。
篇19：初中英语教案优秀优秀
.
【学习目标】
1.引导学生学习关于电视节目的常用词汇与句型，掌握mind和stand的用法。
2.通过交流使学生能听懂谈论电视节目的对话;学会用英语简单谈论几种电视节目。
3.引导学生通过开展小组学习活动，培养协作意识;并能学会询问他人对某事物的观点并会正确表达自己的看法。
【学习重点】
教会学生用所学的功能语言谈论电视节目。
【学习难点】
通过交流表达和听力训练，引入各种学习方法和策略来学习“Whatdo you think of…?”
Learning action tips:
Play the wonderful film clips that students most like to see, guide studentsto talk about the film types and contents they most like to see.
Task 1
Learning action tips：Previewthe words on Page33-34 in the word list. Students read the wordsby phonetic symbols, then underline new words in the text and mark the Chinese meaning.At last finish the task in 1a.
【Method coach】
▲Let\'s watch a talk show. 让我们看谈话节目吧。
让某人做某事：Let sb. do sth.
【导练】
( C )Let\'s ______ for a walk, shall we?
A.togoB.going
C.go
▲stand
(1)作不及物动词时，意为“站立”，构成stand up, 反义词为sit down。
(2)作及物动词时，意为“忍受，忍耐”，一般多用于否定句中，构成短语can\'t stand (doing) sth. 不能忍受(做)某事。如：情景导入 生成问题
1.T：Whatdo you think of …?
S：________________________________________________________________________
2.T：Whichcharacter do you like best?
S：________________________________________________________________________
自学互研 生成能力
Task1Let\'sread the new words and the phrases.
1.I can read.(我会读)
sitcom, soap opera, news,mind, stand, educational, plan, hope, discussion, happen, expect
2.I can write.(我会写)
翻译下列短语：
(1)访谈节目talk__show(2)肥皂剧soap__opera
(3)游戏节目game__show (4)体育节目sports__show
(5)才艺节目talent__show (6)从……学learn…from
(7)计划去做某事plan__to__do (8)期待去做某事expect__to__do__sth.
(9)调查出，弄清find__out (10)希望成为hope__to__be
(11)将来的某一天one__day
3.I can summarize.(我会总结)
你能总结介词mind和stand的用法吗?
mind doing sth.表示“介意做……”，stand doing sth.表示“忍受做某事”。
【拓展】
其他接doing的动词：
(1)enjoy doing sth. 意为喜欢做某事。
(2)practice doing sth.意为练习做某事。
(3)finish doing sth. 意为完成做某事。
(1)I don\'t mind watching(watch) soap operas.
(2)I can\'t stand closing(close)the window.
(3)I\'ll practice skating(skate)every day in window.
(4)You should finish doing(do)your homework first.
Task2Let\'slisten to the tape and finish 1b，2a，2b.
Task3Makeconversations and interview.
1.I can practice.(我会练)
A：What do you (1) want__to__watch(想看)?
B：What do you (2)think__of(认为)soap operas?
A：Oh, I (3)can\'t__stand__them(我不能忍受). I think soap operasare really boring.
B：Well, (4)what__about__game__shows(游戏节目呢)?
A：I like watching game shows. I watchit every night.
B：(5)Why__do__you__like__it?(为什么?)
A：Because I think game shows are moreeducational.
B: Then let\'s watch gameshows.
I can\'t stand soap operas.我无法忍受肥皂剧。
【导练】
My brother can\'t stand writing (write) diaries.
Task 2
Learning action tips：
1.Students turn to Page33 and listen to the tape, finish the listeningtask in 1b. Students listen to the tape again and repeat.
2.Students turn to Page34 and listen to the tape, finish the listeningtasks in 2a and 2b. Then students listen again and repeat.
【Method coach】
模仿纯正的语音语调，朗读听力材料，培养学生的语言交际能力。
Task 3
Learning action tips：
Students read aloud the dialogue in 1c, 2c and 2d, finish the tasks in1c, 2c and 2d, students imitate the listening contents and have a conversationpractice with“What do you think of…?I like ….”And interview classmates and have a report.
★ 小学英语备课计划
★ 第一学期科组总结
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