外语教案范文10篇

外语教案范文篇1

教学目标

*复习地名

*掌握表示天气情况的词语

*能够谈论天气，表达自己的情感

教学向导

目标语言

语言结构

语言功能

Howistheweather?

It’sraining/windy/cloudy/sunny/snowing/cold/hot.

现在进行时

Whatareyoudoing?I’mwatchingTV.

Whatishe/shedoing?

He/Sheisplayingbasketball.

Whataretheydoing?

They’restudying.

谈论天气

重点词汇

学习策略与技巧

跨学科知识

Windycloudyrainsnowsunnycoldcoolwarmhumidwinterweather

Pairwork

Groupwork

其他国家、城市名称

地理方位

教学过程设计：

Steps

Teacher’sactivity

Students’activity

Preparation

Brainstorm

Showsomepicturesandguesstheplaces

Lookatthepicturesandgivetheanswers

Picturesorppt.

TaskIpairwork:talkabouttheplacesandtheweather

Aim

Familiarwiththenewwords

1

Lookatthepicturesandknowthenameoftheplaces

Read

Ppt.

2

Readthenewwordsin1aandexplainthemeaning

Readandremember

3

Usethesentence‘howistheweatherinBeijing?’

Answerthequestionsandlearn

4

Makeasample:questionandanswer;letSsdoit

Preparetheirconversations

5

Movearoundtheroomandgivesupportasneeded

Talktoeachother

6

Asksomepairstoshowtheirconversations

Givetheirworksormoreexpressions

Moresentencestructures

TaskII:listeningcomprehensions:whataretheydoing?

Aim

Familiarwiththenewstructure

1

Lookatthepicturesin2aandknowtheiractivities

Look

2

Listentothetapefortwotimesandfillintheblanks

Listenandgivetheanswers

Tape

3

Movearoundtheroomandgivesomesupport

Writetheanswers

4

Checktheanswerandpointoutthefocus

Check

5

Pairworkstopractice:what’shedoing?Andanswerit

Makethepairwork

TaskIII:groupwork：Isheplayingsoccer?

Aim

Familiarwiththesentences

1

Guess:whatishedoing?

Ishe…..?

How’stheweather?

Listentotherulesofthisgame

2

Givesometimeandletthempreparetoact

Talkabouthowtoact

3

Movearoundtheroomandgivesupport

Talkingroups

4

Askonetoact,othergroupguess,thewinnergroupgets1point;

Actandguess

5

Evaluatethebestgroupintheclass

Choosethebestgroupandthebestactor

Homework

Callyourfriendandaskhim/herwhathisfamilymembersaredoing,writeadiary.

教学反思：本单元主要谈论天气，可以结合地理方位，国家名称来扩大学生的知识范围。在活动的选取方面，注重结合目标语言的机械操练及任务型的情景练习，使学生多方位的理解现在进行时的用法。让学生使用所学过的句型，可以巩固以前的知识。老师在任务中的指导地位是很重要的，要仔细设计好任务的各个环节，还要更加充分的备课、准备资料。

外语教案范文篇2

1.能够简单叙述小水滴的“旅行经历”并通过阅读进一步熟悉水循环的过程。

2.能够认读C部分Pronunciation的音标：/э:/，/э/，/ts/，/dz/，/tr/，/dr/并能朗读例词，完成Readandmatch的练习。

3.能跟着录音说Let’schant部分的内容，能力强的学生能自己说。

4.培养学生热爱大自然的美好情感，增强环保和节约用水的意识。

课题Unit6Thestoryofrain

教学重点

1.阅读Let’sread部分，进一步理解水循环的过程。

2.了解字母组合的发音，认读音标/э:/，/э/，/ts/，/dz/，/tr/，/dr/。

3.说唱Let’schant部分的歌谣。

教学难点

1.Let’sread部分是让学生通过阅读进一步理解水循环的过程，内容比较复杂也比较抽象，而且容量大，难点多，如：cooler,higher等。

2.音标/э:/，/э/，/ts/，/dz/，/tr/，/dr/的认读和字母组合的发音比较难以掌握，教师要让学生通过感悟发音和体会发音的方法反复练习。

教具准备

1.教师准备小水滴和风先生等各种头饰。

2.教师准备本单元A部分的单词卡片。

3.教师准备ALet’sread部分的挂图和录音。

4.学生课前做好小水滴和风先生等的头饰。

5.教师准备音标卡片。

教学过程

1、Warmup（热身）

活动一：口语练习

教学参考时间：1-2分钟

1.给学生时间，展示自己的口语水平。内容可以是自我介绍也可以是对话表演或图片讲解。例：Iamaboy/girl.I’minBeijingPrimarySchool.IcomefromBeijing,China.Ilikegreen.Thegrassisgreen.Thetreesaregreen.Theleavesaregreen.Ilikethese.Ilikegreen.

2.其他学生根据刚才口语展示同学所说内容进行问答练习。如：

Whatcolourdoesshe/helike?

Wheredoeshe/shecomefrom?

Howoldishe/she?

2、Review（复习）

活动二：快看快说

教学参考时间：2-3分钟

1.教师依次出示Let’sstart和ALet’slearn部分的单词卡片sun，river，sea，snow，streamcloud，vapour，rain学生齐读后张贴在黑板上。

2.教师迅速拿走一张卡片，如：sun，让学生说说被拿走卡片的内容并拼读单词。

3.用同样的方法完成其它单词的拼读。

活动三：对话表演

教学参考时间：1-2分钟

教师请几组学生表演ALet’stalk部分的对话。

3、Presentation（呈现新知）

活动四：学故事

教学参考时间：7-8分钟

1.教师拿出准备好的头饰，戴上小水滴的头饰，说：Hello,IamlittleWaterDrop.Nicetomeetyou.教师与学生打招呼，引导学生用：Hello,littleWaterDrop.应答。然后教师请一名学生上台，让她/他闭上眼睛，给她/他戴上风先生的头饰，让他睁开眼睛，教师对他/她说：Hello,MrWind.然后，请该学生走到同学中间，让其他学生用Hello.Mr.Wind.同他/她打招呼。

2.教师表现出很热的动作，说：LittleWaterDropisveryhot.然后教师展开本部分的挂图，分别指着小水滴和风先生问：Whoishe?引导学生回答。教师说：LittleWaterDroptakesatrip.Wheredoeshego?Howishistrip?Doeshehavealotoffun?Let’slisten.

3.教师播放ALet’sread部分的录音，让学生认真听。

4.逐段听录音，带领学生理解大意。可以让学生听后翻译大义，重点词语教师要提示学生中文意思。如：cooler,higher。

5.教师播放ALet’sread部分的录音，每播放一句，教师按一下暂停，学生逐句跟读。

6.让学生打开书，翻到72页，让学生自己阅读对话。

7.教师播放ALet’sread部分的录音，学生跟着录音练习讲故事。

活动五：看谁说得多

教学参考时间：3-4分钟

教师出示ALet’sread部分的挂图，指一幅插图请学生描述，要求每名学生重复前面学生说过的句子，同时再说一句话。如果前面的学生说：It’sasunnyday.后面的学生就要说：It’sasunnyday.LittleWaterDropsleepsinariver.第三个学生要重复前两个学生的句子，再说一句新的。以此类推，说得越多越好。

活动六：语音知识

教学参考时间：4-5分钟

1.教师出示含有字母o和字母组合or,tr,dr,ts,ds的单词：hot,clock,orange,port,fork,tree,try,train,driver,drop,dry,ants,pants,hands,cards，让学生读一读这些单词。

2.教师读这些单词，让学生回忆字母组合在单词中的发音。

3.教师出示shorts,drop,boards,draw,tropic等单词，让学生试着朗读。

4.教师引导学生总结发音规律，出示音标卡，带领学生朗读/э:/，/э/，/ts/，/dz/，/tr/，/dr/。

5.教师播放本部分的录音，学生跟读。

4、Let’splay（趣味操练）

活动七：歌谣说唱

教学参考时间：2-3分钟

1.教师播放Let’schant部分的录音，问问学生听到哪些自然界的词语Saysomewordsofnatureinthechant。

2.教师再次播放Let’schant部分的录音，学生跟着说。

3.教师用手势表示事物顺序的词语first,then,next并带读。

4.教师播放Let’schant部分的录音，学生再说一遍。

5.教师出示“大海，太阳，云朵，雨水”的图片，学生自己说说歌谣。

活动八：兔子耳朵

教学参考时间：1-2分钟

教师匀速朗读一段课文，教师故意漏读其中的一个单词，让学生找出漏掉的词并说出完整的句子。比如教师说：Oh,no!Ifalling.学生应该说：Oh,no!Iamfalling.

活动九：故事大王

教学参考时间：5-6分钟

1.教师将学生分为三至五人一组，让学生挑选课文中的一段故事进行再加工。教师指导学生展开想象，可以增加新人物，比如小蚂蚁、小兔子等。

2.教师让学生上台表演故事，每小组表演之后，教师带领学生作简单点评并打分。

3.综合学生的表演，评选出最佳表演奖和最佳改编奖。

5、Consolidationandextension（扩展活动）

活动十：练一练

教学参考时间：3-4分钟

做本单元ALet’sread部分的活动手册配套练习。

1.教师让学生自读Readandsay.部分的阅读短文，理解大意。

2.教师带领学生理解短文，回答问题。Howcanyougetvapour?Discusswithyourpartner.

3.教师带领学生做活动手册本单元的附加题部分：Pronunciation，Readandmatch.读单词，并把单词和音标连线。

活动十一：小结

教学参考时间：1分钟

1.认读音标：/э:/，/э/，/ts/，/dz/，/tr/，/dr/。

外语教案范文篇3

I.TeachingMaterial

ATelephoneCallA:MayIspeaktoJim,please?

B:Sorry.He''''snotathome.

A:Whereishenow?

B:Hewenttothebookshop.

A:Wouldyoupleasetakeamessage?

B:Sure.

A:TomorrowisTeachers''''Day.We''''llhave

apartyatschool.

B:Whattimeistheparty?

A:Atthreethirtyintheafternoon.

B:OK,I''''lltellhimWhenhe''''sback.

A:Thankyou.

II.TeachingAims

1)EnablethestudentstomaketelephonecallsinEnglishandgetthemtoknowhowtobehavethemselvesonthetelephone.

2)Raisethestudents''''interesttolearnEnglish.

3)Encouragethestudentstohavegoodcooperationwithoneanother.

III.Teachingcontents

1)Patterns:

MayIspeakto...?

Wouldyoupleasetakeamessage?

2)Vocabulary:message,party,takeamessage

IV.teachingAids

Fourtoytelephones,aCD-ROM,atoySantaClaus.

V.Teachingprocedures

Step1.Warming-upExercise

Singthesong"Greetings".

Step2.PresentationandPractice

1)Askthestudentstolookatthescreenandlistentothetalkbetweentheteacherandthepersoninthescreen.

2)Afterthetalk,theteachertellsthestudentshowtomakeatelephonecallinEnglish.Writethepattern"MayIspeakto...?"ontheblackboardandteachthemhowtouseitonthephone.

3)Usingthefourtoytelephones,askthestudentstomaketelephonecallsinpairswiththefollowingpatterns:

----MayIspeakto...?

----Speaking.

Thosestudentswhodonothavetoytelephonescanusetheirpencil-boxesinstead,ortheycanputtheirfingerstotheirearsasasigntomakephonecalls.

4)Askonestudenthis/hernameandhis/herhometelephonenumber,usingthefollowingsentences:

Wouldyouplease''''tellmeyourname?

Wouldyoupleasetellmeyourhometelephonenumber?

5)Makeatelephonecalltoastudentandgetthestudentstolearnthefollowingshortdialogue:

T:Hello.Isthat8614761?

S:Yes.

T:MayIspeaktoXiaoLong?

S:Sorry,heisnotintheoffice.

T:Wouldyoupleasetakeamessageandaskhimtocometoschoolthisafternoon?

S:Sure.

T:Thankyou.

6)Askthestudentstomakecallsingroups.

Thenasksomepairstoactouttoseeiftheyknowhowtousethepatternsbelow:

MayIspeakto..,?

Wouldyoupleasetakeamessage?

7)Askthestudentstolookatthescreenandlistentothedialogue"ATelephoneCall"with

thefollowingquestionsinmind:

Whatisthemessageabout?

Whattimeistheparty?

Thenaskthestudentssomequestionsiftheyhaveunderstoodthedialogue.

8)Askthestudentstolookatthedialogueonthescreenandlistentoitagain.

9)Theteachertellsthestudentsthemeaningoftheword"tomorrow"withthehelpofa

calendarandthefollowingsentences:

We''''llhaveapartyatschool.

I''''lltellhimwhenhe''''sback.

10)Askthestudentstoreadthenewwordandthesentencesontheblackboard.

11)Askthestudentstoretellthedialogueintheirownwordsinpairs.

12)Playthegame"ThrowingSantaClaus"toseeifthestudentscansaythesentenceswell.

TheteacherthrowsthetoySantaClaustoastudent.WhenthestudentcatchestheSanta

Claus,heorshemustsayoneofthesentencesontheblackboard,andthenthrowstheSanta

Claustoanotherstudent.

13)Askthestudentstoactoutthedialogue

inroles.

Step3.

1)Showthestudentsthreepicturesonthescreen.Askthemtomaketelephonecallsingroups

basedonthepicturetheyhavechosen.

PictureOne:YouwanttoinviteTomtoplayfootbaUwithyou,butTomhasn''''tgotatelephoneat

home.YouaskRosetotakeamessagetoTom.

PictureTwo:MissWuisill.YouwanttopayavisittoherwithJack.ButJackisnotatme.Hissisterpicksupthephone.

PictureThree:YouwillholdabirthdaypartyonSunday.YouphonetoLilytoinvitehertoyourparty,butsheisn''''tathome.Howdoyouspeaktohermother,whoisathomeatthattime?

2)Asksomepairstoactouttheirtelephonecalls.

3)Askthestudentstomakephonecallstotheteacherswhoaresittingaroundthedassroom.

Theteachertellsthestudents:"TherewillbeapartyonNewYear''''sDay.Wewillinvitesometeacherstocometoourparty.Writethenamesandthetelephonenumbersofsometeachersand

maketelephonecallstothem".

Step4.Summary

Tellthestudentsthewayofmakingaphonecallintheirdailylife.

Step5.Homework

Askthestudentstomakephonecallstotheirfriendsandtellthemtheirschoollifeafter

class.

外语教案范文篇4

Lesson103教学设计示例

Period:TheThirdPeriod

Properties:Overheadprojector,somepictures

Teachingobjectives:Studentsshouldknowdifferenttypesofsentencesandgraspsomewords.

Teachingaims:

1.Knowledgeaims

(1)Differenttypesofsentences

①simplesentences

②compoundsentence:Itconsistsoftwomoresimplesentences.

③complexsentence:Itconsistsofaprincipalclauseandoneormoresubordinateclauses.

(2)Usefulexpressions

bytheway,few,afew,little,alittle,either,neither

(3)ContinuetolearnthepassageaboutTitanic.

2.Abilityaim

StudentscansaysomethingaboutTitanic.

Teachingprocedures:

a)Organizingtheclass

Greetingsandadutyreport.

b)Revision

Dictatesomewords:trip,pleasant,iceberg,hole,sink,lifeboat,shout,married,thankful,join

c)Leading-in

T:YesterdaywetalkedaboutthefilmTitanic.Manyofusagreedthatitwasaverygoodfilm.Whatotherfilmsdoyoulike?

Studentsareencouragedtogivetheiranswers.

d)Practise

Studentsreadthedialoguealoudinpairs,thentheymakeuptheirowndialogues.Theymaylookupnewwordsinthedictionary.

e)Learn

Studentsreadthegrammarnoteonpage157bythemselvesandseewhattypesofsentencestheseare:

1.Therewasaverybigholeintheshipandwaterbegantocomeinside.

2.OneafternooninApril1912,anewshipsetofffromEnglandtoAmericaonitsfirsttrip.

3.It’shardtosaybecauseIlikemanyfilms.

4.Doyouknowhowmanypeoplelosttheirlives?

Teachercheckstheanswerswiththewholeclass.Then,teachergivesthesentencetype,studentsgiveexamplesentences.

f)Homework

外语教案范文篇5

句型：Whatarethe…sdoing?Theyare…

教学难点：

单词climbing,swinging,和drinking的读音。

四会掌握五个动词(短语)的ing形式。

课前准备：

教学过程中所需的图片(let’sstart,Let’slearn)、录音(let’slearn,Let’ssing)。

2、A部分的五张单词卡片和本课时的五张单词(短语)卡片。

教学流程图：

教学过程：

Warmup(热身)

活动一：复习单词

教学参考时间：3分钟

(1)教师出示Let’slearn/A中的五张单词卡片，让学生认读单词并做出相应的动作。

(2)听写这五个单词。

活动二：唱一唱

教学参考时间：2分钟

(1)教师播放Let’ssing部分的歌曲，学生听录音进行表演唱。

(2)教师出示单词卡climbing和swinging，让学生认读单词并用动作表示其含义。

2、Presentation(新课呈现)

活动三：学一学

教学参考时间：10分钟

(1)教师出示Let’sstart/A部分的图片(建议把Let’slearn/B部分的图片融合到此图中。)让学生回答：Whatisthemonkeydoing?

(2)教师指着考拉问：Whatisthekoaladoing?学生答出sleeping后，教师出示单词卡，教读单词。

(3)教师指着Let’slearn部分两只考拉的图问：Whatarethekoalasdoing?引导学生说出：They’resleeping.

(4)教师出示两只熊猫和两只猴子的图问：Whatarethepandas/monkeysdoing?

(5)教师出示两只狮子打架的图片，鼓励学生通过提问Whatarethelionsdoing?来学习新单词fighting。

(6)教师让学生看图(let’sstart)做对话：Whatarethebirds/kangaroos/elephantsdoing?当学生说出drinkingwater时，教师出示单词卡让学生认读。

活动四：读一读

教学参考时间：3分钟

(1)让学生看书听录音并跟读单词和句子。

(2)教师出示单词卡，让学生认读并拼读单词。

活动五：讲故事

教学参考时间：6分钟

(1)教师让学生看Storytime部分的图片，让学生回答问题：WhereareZipandZoom?WhatdoesZipsee?Whataretheydoing?引导学生作答。

(2)让学生听录音跟读故事。

(3)让学生分角色朗读故事。

3、Let’splay(趣味操练)

活动六：心有灵犀

教学参考时间：5分钟

(1)一名学生上台。教师向其中的一名学生出示一张纸条，纸条上是一个有关动物的现在进行时的句子。

(2)该学生根据纸条的内容表演动作，其他学生猜：The…is/are。

(3)这个游戏可以采取男女生对抗赛的形式，看哪一队在规定时间内猜出的句子最多。

活动七：猜一猜

教学参考时间：5分钟

(1)教师将五张词卡放在讲台上。

(2)请一名学生上来随意抽取一张卡片，教师带领其他学生问：Whatarethey?，持卡片的学生根据卡片上动物名称回答：Theyare…。

(3)然后教师再问：Whatthe…sdoing?,引导台下学生用Theyare…猜。

4、Consolidationandextension(巩固与扩展)

活动八：练一练

教学参考时间：5分钟

(1)活动手册Listen,writeandsay.让学生先听录音在相应的空格里填上表示动作的词。当表格完成后，让学生做问答练习。

(2)活动手册Let’sfindout.让学生仔细看图回答问题。

活动九：小结

外语教案范文篇6

Ⅰ.四会单词和词组：

pain,in(the)future,berichin,contain,fat(n.),softdrink,score,scoresof,discuss,discussion,attheend(of)

三会单词和词组：examine,ripe,advise,patient,energy,weight,putonweight,westerner,cause,unhealthy,loseweight,suggestion

Ⅱ.交际英语：

人人都希望自己身体健康，工作顺利，生活愉快。人体就像一部机器，机器需要经常保养才能不停地正常运转，不出故障;人也需要营养合理的饮食、充足的睡眠、必不可少的休息与娱乐。倘若你为了省钱省时间而终日凑合着吃东西;倘若你为了挤出更多的时间对付艰苦的学习而挤掉了睡眠时间;倘若你为了多打工赚钱，几乎舍弃了所有的休息与娱乐;那么，生病就在所难免。万一人生了病就需要去医院诊断出故障的原因，这时就需要和医生打交道，下面是常用到的语句。

医生用语：

1.WhatcanIdoforyou?/Whatwasthematter?/Whatsthetrouble?

2.Doesithurthere?/Itsnothingserious./Letmeexamineyou./Takethismedicinethreetimesaday./AndIadviseyounottodo…

3.Drinkplentyofwaterandhaveagoodrest./Youdbetterhaveagoodrest./Youllbewellsoon.

4.Showmeyourtongue./Stickoutyourtongue./Didyoucoughmuch?/Fortunately,youonlyhavetheflu(流感)./Youllhavetobehospitalized(住院).

5.Howlonghaveyoubeenlikethis?/Well,letssee.Openyourmouthandsay"ah"./Keepwarmanddontcatchcold.

病人用语：

1.Ivegotapain(cough,headache,toothache)./Idontfeelwell./Theressomethingwrongwith…./Thisplacehurts./Ifeelagreatpainhere./Ifeeldizzy(头晕)./Itooksomemedicinelastnight,buttheydidnthelp./Doctor,pleasegivemeanexamination.

2.Ivehadmytemperaturetaken.Iindeedhaveafever./Iwashotandcoldbyturns.

3.Idontfeelwell,doctor./Ihopeitwontlastlong./Idontfeellikeeatinganything.

4.Ihaveasorethroat(喉咙痛)andmychesthurts./Itstartedbotheringmeyesterdayafternoon./Ifeelhotandfeverish./Imachingallover.

5.Ivebeenlosingsleep./Mywholebodyfeelsweak./Ivelostmyvoice./Myearsareringing,andmycheeksburning./Ifeelapaininmyleftleg.

Ⅲ.语法重点：进一步学习提出建议和忠告的句型。

1.Iadviseyou(not)todo…/youdbetter(not)do…/Isuggestthatyou(should)do…/Whynotdo…/Whydontyoudo…

2.Itsbettertobeabsolutelysure,evenifitdoestakeabitmoretimeandtrouble.

3.Well,ifIwereyou,IwouldspendaboutfourdayssightseeinginBeijingandtwoorthreedaysinShanghaiforshopping.

4.Letmegiveyouabitofadvice,ifyoudontmind.Stopsmokingoratleastcutdownonit.Watchyourdietand…

5.How/Whataboutdoingsomeshoppinghere?

6.Ithinkwedbettersendforadoctor.

7.Well,ifyougoonthewayyouhave,youreonlygoingtomakethingsharderforyourself.

8.Yes,Isupposeso./Yes,Icertainlywill./Thatsagoodidea./Yes,butdontyouthink…?

(二)单元重点词汇点拨

1.contain作及物动词是"包含;包括;能容纳，能装入"

Seawatercontainssalt.

Thisauditoriumwillcontain3,000people.

点拨

(1)contain和include虽然都有"包含"的意思，但contain可用于表示包含所含之物的全部或部分，而include则只是包含一部分。试对比：

Theparcelcontainedadictionary.那包裹里装的是一本字典。

Theparcelincludedadictionary.那包裹里也包括了一本字典。

ThetourincludesavisittoParis.这次旅行包括游览巴黎。

Thebasketcontainsavarietyoffruits.这篮子装有各种水果。

(2)including可以作介词连接介词短语。试比较：

Manywomenwerewaitingtobuythatkindofcloth,includingmymother.

Manywomenwerewaitingtobuythatkindofcloth,mymotherincluded.

可以这样说，include着重"被包含者只是整体中的一部分"。contain着重"内有"。

2.advise作及物动词是"忠告、劝告、建议"

Thedoctoradvisedasoftdiet.医生建议进软食。点拨

(1)advise+doing

Headvisedgettingplentyofsleepandeatinggoodmeals.

(2)advisesbtodo建议某人干……。advisesbnottodosth=advisesbagainstdoing建议某人不要干

Theteacheradvisedusnottoreadcarelessly.=Theteacheradvisedusagainstcarelessreading.

对比：Theteacheradvisedourreadingcarefully.(动名词复合结构)

(3)advisethat+主语+(should)do

SheadvisedthathespendhisholidaysinHeinan.

对比：(误)Sharonsugg

estedmetoaskDrYangforhelp.

(对)SharonadvisedmetoaskDrYangforhelp.

(对)Sharonsuggested/advisedthatIshouldaskDrYangforhelp.

(对)Sharonsuggested/advisedmyaskingDrYangforhelp.

(对)IwasadvisedtoaskDrYangforhelpbySharon.

(4)advice是不可数名词，表达"一条建议"用：apiece/bit/wordofadvice。

3.score(比赛的)得分;(单复数相同)二十

Thescoreattheendofthegamewas5to4againstthevisitingteam.比赛结果为5比4，客队败北。

Whatsthescorenow?现在比分是多少?

点拨

(1)scoresof许多，大批

Theexhibitionhasscoresofvisitorseveryday.

(2)score前有数词时，score用单数，其后的of常省略。但在代词或者起定语作用的指示代词及物主掉次前的of不能省略。

ThreescoreofthemareLeaguemembers.

Threescoreofthoseeggsarehis.

Shehastwoscore(of)eggs.(这种情况下最好不用of)

4.discuss作及物动词是"讨论，议论"。名词形式是discussion。

Ivesomethingofgreatimportancetodiscusswithyou.

Aftercarefuldiscussionthetwopartiesreachedanagreementonthismatter.

点拨

(1)discuss后直接接名词、疑问词+todo，不接about/on。但discussion后可以接about。

(错)Wehavediscussedabouttheproblem.

(对)Wehavediscussedtheproblem.

(对)Wehavehadadiscussionabouttheproblem.

(2)discusssthwithsb和某人讨论……

Wewilldiscussthechangesofourschoolwiththemlater.

(3)discussfreely自由讨论，discussfully/thoroughly充分讨论，discusskeenly激烈讨论，underdiscussion在讨论中，havealongdiscussionabout/onsth对……进行长时间的讨论，aheated/hotdiscussion热烈的讨论。

5.suggestion建议

Yoursuggestionisveryhelpful.

点拨

(1)含有suggestion的主语从句、表语从句、同位语从句、定语从句中主句谓语用should型虚拟式。

Weagreetohissuggestionthatthebook(should)bepublishedoncemore.

(2)suggestion的搭配有：makeahelpful/timelysuggestion作出有益(适时)的建议。acton/atonessuggestion=acton/atthesuggestionofsb按照某人的建议做。

(3)suggestion,advice和opinion

advice多指根据自己的学识和经验提出来的供人参考的意见。suggestion指为改进工作、解决问题而提出的建议，比advice委婉。opinion是日常用语，指对某事的观点、想法。另外，advice是不可数名词。

Adviceisseldomwelcome.(谚语)忠言逆耳。

Inouropinion,thesetreesmustbecutdownatonce.

Wehavedecidedtopaymoreattentiontotheirsuggestions.

(三)单元词组思维运用

1.atthedoctors在诊所

外语教案范文篇7

第一课时

一、教学重点：

动词短语及其ing形式：drawingpictures,doingthedishes,cookingdinner,readingabook,answeringthephone。

句型“Whatareyoudoing?”及其回答“I’mdoingthedishes/….”。

二、教学难点：

动词短语ing形式的读音，教师要多做示范，逐步引导学生流畅地连读。

三、课前准备：

教师准备各种动词短语卡片、图片。

教师准备本课时Let’schant,Let’slearn,Let’ssing的录音带。

教师准备锅、铲、电话、碗碟等小道具。

教师准备本课时所需课件。

四、教学过程：

1、Warmup（热身）

活动一：口语练习

教学参考时间：2—3分钟

教师就学生所学过的内容或当时情景进行日常交际，目的在于运用语言。可以是学生自我介绍，也可以是学生间对话练习。

如：Myname’s….I’m10/11yearsold.Ilikepinkandblue.Iliketoeatfishandhamburgers.IcanswimandIcanspeakEnglish.

2、Review（复习）

活动二：师生交流

教学参考时间：2—3分钟

师生就所学知识进行交流，主要使用表示能力的句型，目的在于复习动词短语。

教师拿出动词短语的图片，说：Lookatthesepictures.。随后，拿出其中一张图片与学生交流，如：Icandraw.并做画画的动作。最后问：Canyoudraw?引导学生说：Yes,Ican.或Me,too.

在此基础上，初步渗透动词短语。教师继续说：Icandraw.Icandrawafish.引导学生说Icandrawabook/akite/….最后，教师引出Wecandrawpictures.强调并带读drawpictures。

教师继续鼓励学生表述能力的句子，鼓励学生说出所学的动词及动词短语。问：Whatcanyoudo?学生回答：Icandanceandcook.等。

3、Presentation（呈现新知）

活动三：词汇学习

教学参考时间：5—6分钟

教师指着动词卡片说：Icandrawafish.Now,Iamdrawingafish.边说边在黑板上画鱼，并强调Iamdrawingafishnow.用彩色粉笔强调ing。鼓励学生做画画的动作，边做边说Iamdrawingafish/acat/anapple/….

教师播放课件。

内容为本课时动词图片和短语拼写，每次出一幅图和其相配的短语的英文拼写及短语的发音。具体顺序如下：

doingthedishes,drawingpictures,cookingdinner,readingabook,answeringthephone

教师出示洗碗的动作卡片，学生听发音后，教师说：Iamdoingthedishes.此时可作为扩展知识，告诉学生洗碗有两种表达方法，即Iamdoingthedishes.或Iamwashingdishes.

继续播放课件。用相同的方法让学生理解、认读：drawingpictures,cookingdinner,readingabook,answeringthephone。教师注意学生动词ing形式的读音，必要时多练习几遍，并纠正学生的发音。

教师回放课件内容，学生再次跟读。同时教师询问：Whatareyoudoing?鼓励学生说完整句，如：Iamdoingthedishes.Iamreadingabook.Iamcookingdinner.…此环节中，教师板书句型Whatareyoudoing?Iamdoingthedishes.Iamreadingabook.Iamcookingdinner.…

教师播放Let’slearn部分的录音，学生边听边指边读，力争做到“眼到、手到、口到、心到”。

活动四：快速反应

教学参考时间：3—4分钟

教师带领学生做快速反应的游戏。教师说本部分的动词短语，如：dothedishes,让学生说出它的ing形式：doingthedishes。

教师把本部分的五张动作的卡片面朝上贴在黑板、窗户、门、墙等地方，然后说一张卡片上的短语，如：answeringthephone，学生迅速地指向该图片，指得又快又准确的学生为胜者。教师还可以用卡片的字母一面进行游戏。

两个游戏中，教师注意适时纠正学生的发音，巩固动词短语的同时纠正发音。

活动五：接力问答

教学参考时间：2—3分钟

教师出示本部分的动词短语卡片的ing形式，教师提问“Whatareyoudoing?”一个学生A看教师的卡片、做动作并回答“Iam….”随后让这个学生A接着问另一个伙伴B“Whatareyoudoing?”，B根据教师手中的卡片来回答问题，回答问题后B接着问C，依次快速看卡片，做动作，回答提问。（A,B,C代表学生）

4、Let’splay（趣味操练）

活动六：说说唱唱

教学参考时间：3—4分钟

教师播放Let’schant部分的录音，学生认真倾听。

再次播放，鼓励学生跟读。

学生看书自己认读。

分小组练习说唱。

展示说唱歌谣情况。

活动七：生活再现

教学参考时间：4—5分钟

教师给学生提供调色盘，电话，碗碟等小道具，教师问：Whatareyoudoing?引导学生边做动作边回答：Iamdrawingpictures/doingthedishes/cookingdinner/answeringthephone/readingabook.

5、Consolidationandextension（扩展活动）

活动八：传盒子

教学参考时间：2—3分钟

做“听音乐传盒子”的游戏，教师把drawingpictures,doingthedishes,cookingdinner,answeringthephone,readingabook等词条折叠后放进一个盒子里。音乐开始，学生按顺序传递盒子。音乐一停，拿到盒子的学生在盒子中抽取一张词条，教师引导其他学生提问：Whatareyoudoing?抽到词条的学生根据词条上的短语边做动作边回答：Iam….教师播放的音乐可以是本课时歌曲WhatAreYouDoing?也可以是其它歌曲。

活动九：练一练

教学参考时间：4—5分钟

做本单元ALet’slearn部分的活动手册P33配套练习。

教师指导学生理解题目要求，指导操作方法.。Listenandmatch是按所听内容连线，Listenandwrite是按录音内容填写空缺单词。

教师播放活动手册第33页的录音，学生完成Listenandmatch部分的练习。

再次播放活动手册第33页的录音，学生完成Listenandwrite部分的练习。此环节，教师注意辅导学生规范书写。

五、板书设计

Unit4WhatAreYouDoing?

Whatareyoudoing?Iamdoingthedishes.

Iamcookingdinner.

外语教案范文篇8

单元分析

设计思想(DesigningConcepts)

本单元是学生升入初中(七年级)以来所要学习的第一个单元，学生一定对英语充满着新奇和向往。在学生有英语学习基础的前提下，进行过度时期的学习是非常关键的。这既关系到学生的学习兴趣，又直接影响到学生的学习效果，所以教师在设计和教授第一单元的时候应充分研究教材，分析授课班级学生的认知水平和性格特征，确定有效的教学方法和适当的教学内容，从而达到教学目的。

1．注重交际和会话。在课堂教学中为学生提供大量的用英语进行交谈的机会（学生与学生、学生与小组、学生与教师及学生与全班等），使学生能自编对话并进行角色表演。例如，本单元的介绍和问候，就可以由学生自己创设情景进行练习。

2．讲究知识的系统性。在起始年级，既强调听与说，又兼顾读和写，从而达到各项语言技能之间的平衡。尤其是第一单元，知识性的内容不多，主要是给学生大量的用英语进行会话的机会。在情景之中，探索、构建思维空间，充分发挥、运用各自的想象力。

3．强调学生的主动性。在教学活动中，以学生为中心，频繁地让学生参与小组活动，进行英语会话，并提供大量的游戏、歌曲，供学生用英语交流，激发学生用英语做出个人评论性反应活动。本单元课文中有三首歌曲，同时在课堂中还可以进行诸如：MemoryName,SimonSays,Clap,GoFish,RaceandDo等游戏。

4．注重培养学生的英语思维。思维是交际的重要组成部分，在教学中教师应注重培养学生形成自己的学习思维，思考如何与他人交流，如何运用语言来想象并形成新的观点。如第一单元就可以运用课堂知识，在情景会话中运用英语介绍自己的家人和朋友。

单元知识(UnitKnowledge)

语言知识

词汇

掌握词汇

boygirlfriendbookclassroommarkerpenpencilschoolteachercatIyouheshethisthatamislooksitonetwothreefourfivehowmanygood-byeAa~~Nn

认识词汇

blackboardCanadaChinaeraserkeyletterlibraryappleMs.numberpencil-caseborrowletdohavemaymeetpleasepracticethanktryheretheretoowheresureathehelloandit

句型

What’syourname?Mynameis____.

He/Sheisa_____.He/Sheismyfriend.

What’sthis?Thisis____.What’sthat?Thatis_______.

Howmany____doyouhave?

Ilivein____.

功能意念

问候：Hello/Hi!Howareyou?I’mfine,thanks./Nicetomeetyou.

介绍自己和别人：Mynameis___.Thisis____.

表示感谢：Thanks!You’rewelcome.

告别：Good-bye./Bye./Seeyoulater.

请求许可：MayIhave/borrow___,please?Sure.

谈论位置：Whereis____?There./Hereitis.

语法

be动词am,is,are的用法

语言技能

听

1．运用对话练习，掌握如何用英文介绍自己和别人及问候他人。

2．在对话中，听懂对方的信息。

3．听懂对方简单的指令用语，并做出反应。

4．能辨认歌谣中的韵律。

说

1．学习使用正确的语音、语调。

2．能模仿听到的录音。

3．能用英语说出数字1~5。

4．能提供有关个人情况的信息。

读

1．能连贯、流畅地朗读课文。

2．能理解简单的书面指令，并根据要求进行学习活动。

写

1．能写出简单的词、词组和句子。

2．能正确书写字母Aa~~Nn。

学习策略

1．制定简单的英语学习计划。

2．在学习中集中注意力。

3．积极运用所学的英语知识进行表达和交流。

情感态度

1．在学习中，逐步培养学习英语的兴趣。

2．树立学好英语的信心和勇气。

3．在学习中，敢于用英语交流。

文化知识

1．了解日常生活中如何用英语打招呼、问候和告别。

2．如何用英语客气地请求许可以及答复。

背景知识(BackgroundKnowledge)

问候（Greetings）：“打招呼”是人们日常生活中最常用的一种交流方式。熟人、朋友、同学和老师，见面时都会互致问候。常见的问候语：“Hi.”、“Hello.”、“Goodmorning.”等等。

“hello”常用于熟人、朋友之间，也可以用于陌生人；可以单独使用，也可以加称呼语，意为“你好”。在打电话或打招呼时，相当于中文的“喂”。

用“hi”打招呼更随和。“Nicetomeetyou./Nicetoseeyou.”也用于打招呼。类似的说法还有：“Goodtoseeyou./Gladtoseeyou.”等。类似的说法还有：“Howareyou?”意为“你,好吗？”，用来询问身体健康状况。其答语为：“I’mfine,thankyou./Verywell,thanks./I’mfine.”等等。

“Goodmorning./Goodafternoon./Goodevening.”分别为上午、下午、晚上的问候用语。而“Goodnight.”意为“晚安”，是晚上临睡前的告别用语。“Howdoyoudo?”意为“你好！”，是经过他人介绍后，向被介绍者表示问候的正式用语。回答仍用“Howdoyoudo?”。“Hi,howareyoudoing?”相当于汉语的“你一切都好吗？”。类似的表达方式还有“Howarethingswithyou?”和“What’sgoingon?”，还可以这样说：“Hi,man,what’sup?”。如果有一段时间没见面还可以说：“Haveyoubeenwell?”，这些都表示“近来怎么样，近况如何？”。若是最近身体、生活、学习还不错，可以说“Notbad.(Allright./OK./I’mcool.)Thankyou.”。若感觉好的不得了，就可以说“Ifeelgreat!/I’montopoftheworld!”。若觉得过的“马马虎虎”，就说，“Justso-so.”。感觉很不好，可以说“Stillalive,thanks.”意为“还算活着。”

Unit1SchoolandNumbers

Lesson1Hello

Teachingcontents:

1.Greetings:Hello!/Hi.

2.Self-introduction:Mynameis…

3.Askingforothers’names.What’syour/his/hername?

Teachinggoals:

1.Understandthetext.

2.Rememberthewords:hello,name,my,your,his,her,I,is,what

3.MakesurethestudentscanintroduceeachotherinEnglish.

Keypoints:

What’syour/his/hername?

My/his/hernameis…

Difficultpoints:What’shis/hername?

Preparation:AmapofChinaandamapofCanada;somepicturesofcharacterssuch

asSunWukong,LanMaoandsoon.

Teachingaids:tape-recorder,pictures,cards

Typeofthelesson:listeningandspeaking.

Teachingprocedures:

Step1.Warmingup

DiscussthefollowingquestionswiththestudentsinChinese.

1.WhydowelearnEnglish?

2.DoyouknowanyEnglishwords?

3.IsEnglishinteresting?

4.DoyouoftencomeacrossEnglishwords?

Step2.Leadin

Discussthesequestions.

1.Whatdoyousaywhenyoumeetsomeone?

2.DoyouknowwhatCanadianssaywhentheymeet?

3.HowdoyouintroduceyourselforsomeoneelseinChinese?

4.DoyouknowhowtointroducesomeoneinEnglish?

Step3.Newlessons

Hello/Hi,mynameis…

1.Presentation

Pretendtomeetsomeone.Say“Hello.”or“Hi.”,Mynameis…

Makesurethestudentscanunderstandit.Encouragethemtorepeat.

2.Practice

Workinpairs.Encouragethestudentstogreeteachotherandintroducethemselves.Thenasksomepairstoactitout.

What’syour/his/hername?

1.Presentation

Say“Mynameis…What’syourname?”.Translateifnecessary.Thenrepeatafewtimes.Encouragethestudentstofollowuntiltheycansayitcorrectly.

2.Practice

Workinchainlikethis:

A:Mynameis___.What’syourname?

B:Mynameis___.What’syourname?

C:…

Thenasksomestudentstoactitout.

3.Presentationandpractice

What’shis/hername?

ShowapictureofLanMaoandsay,“What’shisname?HisnameisLanMao”.Askthequestionandhelpthestudentstoanswer.Thenrepeat.Workinpairstopracticethedialogueandasksomepairstoactitout.

4.Introducethecharactersonthetextbook

LiMing,Jenny,Danny

Teachthewords(ChinaandCanada),usingmapsofthem.Thenexplainthesentence“Ilivein…”.

5.Listenandfollow

6.Playthetapeforthestudentstofollow

7.Summary

Sumupthelessonbrieflybypractisingallthedialoguesinthetext.

8.Homework

Readthetextandpractisethedialogue.

Lessons2Howareyou?

Teachingcontents:

1.Greeting:Nicetomeetyou.

2.Teachthesong“Howareyou?”.

Teachinggoals:

1.Understandthetext.

2.Rememberthemasteryvocabulary.

3.Understandandsingthesong“Howareyou?”.

Keypoints:Greetsomeonewiththephrase“Howareyou?”.

Difficultpoints:Greetandresponseinthetext.

Preparation:

1.Preparesomepicturesandputthemontheblackboard.

2.Writethenewwordsontheblackboard.

Teachingaids:audiotape,somepictures

Typeofthelesson:listening,speaking,singing

Teachingprocedures:

Step1.Warmingup

Greetingandreviewing.Aftergreeting(Hello!/Hi.),reviewthedialogueinthelastlessonbriefly.

Step2.Leadin

AskthestudentstoanswerthequestionsinChinese.

1.WhatdoChinesesaywhentheymeeteachother?

2.Canadiansdon’taskthequestionssuchas“Haveyouhadyourmeal?”or“Whereareyougoing?”.Doyouknowwhattheysayexpect“Hi.”or“Hello!”?

Step3.Newlessons

1.Presentation.ExplainthatCanadiansgreeteachotherbysaying“Howareyou?”and“Nicetomeetyou”.Explainthemeaningoftheexpressions.Encouragethestudentstorepeatafewtimes.

2.Listenandsay.Playthetapeforthestudentstofollow.

3.Practice.Workinpairs.Encouragethestudentstopractisethedialogueinpairs.Demonstratethedialoguewithoneortwostudents,andthenasksomepairstoactitoutfortherestoftheclass.

Step4.Demonstrateandpractisethedialogue

A:Hello!Mynameis­­­___.What’syourname?

B:Mynameis____.Nicetomeetyou.

A:Nicetomeetyou,too.

Step5.Teachthesong“Howareyou?”

1.Gooverthewordsofthesongandpractisethem.

2.Explainthelastline.

3.Playthesongforthestudentstofollow.

Step6.Summary

Sumupthegreetingandresponse,combiningwiththeusefulexpressionsinthislesson.

Step7.Homework

1.Readandpractisethedialogue.

2.Singthesong“Howareyou?”.

Lesson3Boy,GirlandTeacher

Teachingcontents:

1.Thestatement“Thisisateacher/boy/girl.

2.Numberone—five.

Teachinggoals:

1.Understandthetext.

2.Rememberthemasteryvocabulary:boy,girl,teacher,chair,book,desk,one—five

Keypoints:

Thisis…

Numberonetofive.

Difficultpoints:thepluralformofnoun

Preparation:

1.Preparesomepicturesandputthemontheblackboard.

2.Writethenewwordsontheblackboard.

3.Bringtenbooksontheteacher’sdesk.

Typeofthelesson:listening,speaking,reading

Teachingresources:audiotape,pictures,books,chairsanddesksintheclassroom

Teachingprocedures:

Designforactivities.

Activities

Purpose

Singthesong.

Reviewthegreeting.

Introducenewitemsofthelesson.

MaketheSsunderstandthetext.

Workinpairs:askandanswer.

Practisetheitems.

Actoutthedialogue;countthenumbers.

Consolidatetheitems.

Step1.Warmingup

Say“Hello,howareyou?”,maketheSsrespondcorrectly.Thensingthesong“Howareyou?”.

Step2.Teachthenewwords

Teachboy,girlandteacherbypointingagirl/boy/yourselforpictures.Explainthesentence“Thisisa…”.

Step3.Letthestudentstopractise“Thisisa…”bypointingsomeone

Step4.Usethepicturestoteachthenewwords

Teachchairandbook.Demonstrate“What’sthis?It’sa…”.Thenpractisethemwiththestudents.

Step5.Teachthenumbersone—five,usingyourfingerstoshowthemeaning.Thenusethebooksonthedesktodemonstrate.Payattentiontothepluralformoftheword“book”.

Step6.Encouragethestudentstopractisethenumberbypointingboys,girls,desks,chairs,andbooks.Thenasksomestudentstodothisinfrontofclass.

Step7.Sumuptheitemsbriefly

Step8.Homework

Readthetext.Trytousetheitemsintheclassroom.

Lesson4Where

Teachingcontents:

1.Whereis…?

2.Newwords:classroom,library

3.Singthesong.

Teachingaims:

1.Understandthetext.

2.Rememberthewords:where,school,classroom,library.

3.Singthesong.

4.Usetheusefulknowledgetoasktheplacethathe/shedoesn’tknow.

Keypoints:Whereis…?

Difficultpoints:thewordsofthesong

Preparation:

1.Somepicturesofschool,classroomandlibrary.

2.Writethenewwordsontheblackboard.

3.Bring5picturesaboutthesong.

Typeofthelesson:listening,speaking,responseandsinging

Teachingaids:audiotape,pictures

Teachingprocedures:

Step1.Warmingup

1.Greeting.GreetthestudentswiththeexpressionsinL1andL2.

2.Singthesong“Howareyou?”

3.Reviewtheitem“Thisisa…”and“What’sthis?”bypointingsomething.

4.Countthenumbers.

Step2.Leadingin

1.Usepicturestoteachthewords“classroom,school,andlibrary”.Pretendtolookforyourbookeverywhere,saying“Whereismybook?”.

2.Thenpointtothebookandsay“Thereitis.”.Writethesentenceontheblackboard.

Step3.Practice<,/P>

1.Encouragethestudentstopractiseinpairs,usingbooks,chairs,desks,etc.

2.Playthetapeforthestudentstofollow.Thenasksomeonetodemonstratefortherestoftheclass.

Step4.Presentation

Gooverthewordsofthesong.

1.Doactionstodemonstratejump,look,point,reach,sitandstand,addingupanddown.e.g.lookup/down.

2.TPRactivities.Demonstrate“OrderandResponse”withonestudent.Say“Standup,lookup.”andsoon,andthenencouragethestudentstorespond.Thendothesamewiththerestofclass.

3.Practice.Workinpairs.Onegivestheordersandtheothersdotheactions.

4.Gooverthewordsofthesong.Makesurethestudentsunderstandthem.

5.Chantandsing.

(1)Playthetapeforthestudentstofollow.

(2)Practiseinpairs

(3)Doittogether.

Step5.Sumupthetextbrieflytoconsolidatetheitems

Play“Hide–and–Search”gametoreview“Whereis…?”.

Step6.Homework

1.Readthetext.

2.Singthesong.

Lesson5What’sthis?

Teachingcontents:

1.Newwords:pen,pencil,pencilcase,marker,blackboard.

2.What’sthis?It’sa…

3.Howmany…doyouhave?

Teachingaims:

1.Understandthetext.

2.Rememberthenewwords.

3.Askandanswerabout“Howmany…?”.

Keypoints:

1.What’sthis?

2.Howmany…?

Difficultpoints:Thequestion“Howmany…?”andtheanswers.

Preparation:

1.Preparesomepicturesofschool,classroomandlibrary.

2.Bringsomerealthings,suchaspen,pencil,pencilcaseandmarker.

Teachingaids:audiotape,somepictures,books,pens,pencilsandmarkers.

Typeofthelesson:listenandspeak.

Teachingprocedures:

Step1.Warmingup

Greetthestudentsandreviewthelastlesson.Asksomepairstoactoutthedialoguelikethis:

A:What’sthis?

B:It’sa…

Step2.Leadingin

Userealthingsorpicturestoteachthenewwords.Writethemontheblackboard.Playthetapeforthestudentstofollow.

Step3.Practice

Encouragethestudentstopractice“What’sthis?It’sa…”,usingnewwords.Thenasksomepairstoactitout,usingrealthingsorpictures.

Step4.Presentation

Holdupthreepensandsay“Howmany?”afewtimes.Makesurethestudentsunderstandit.Introduceinthisway:Howmany?→Howmanypencils?→Howmanypencilsdoyouhave?

Step5.Practice

Letthestudentsworkinpairs.Leadthemtopractiselikethis:

A:Doyouhaveany…?

B:Yes,Ido./No,Idon’t.

A:Howmany…doyouhave?

B:…

Playthetapeforthestudentstofollow.Asksomepairstoactitout.

Step6.Summary

Reviewthenewwordsandthedrill.Sumupthembriefly.

Step7.Homework

1.Readthetextandpractisethedialogue.

2.Finishtheactivitybook.

Lesson6Myfriend

Teachingcontent:

1.LettersA—G.

2.TheABCsong.

3.Introduceothers:Thisis…He/sheis…

Teachingaims:

1.Understandthetext.

2.Mastertheletters:ABCDEFG

3.Singthesong.

4.Masterthedrills.

Keypoints:

1.ThelettersA—G.

2.Thisis…Sheis…

Difficultpoints:wordsofthesong

Preparation:

1.Make26Englishlettercards.

2.Bringsomerealthings,suchasabook,aneraser,apen,apencil,apencilcase,amarkeretc.

3.Somepicturesoffish,door,girl,boy,teacher.

Teachingaids:audiotape,lettercards,pictures

Typeofthelesson:listening,speakingandsinging

Teachingprocedures:

Step1.Warmingup

Greetthestudentsbysaying“Goodmorning!/afternoon!Howareyoutoday?”.Encouragethestudentstoreply.

Step2.Reviewthedrill

“What’sthis?,It’sa…”and“Howmany…?”

Step3.Presentation

TellthestudentsthatEnglishwordsaremadeupoflettersandthatEnglishalphabethas26letters.Eachletterhastwosizes.Generallyspeaking,everylettermakesasound.e.g.theletterBmakesa[b]soundinthewordbook.DemonstrateA→apple,usingpicturesofanapple.Thenpresenttherestlettersinthesameway.Playthetapeforthestudentstofollow.

Step4.Practice

1.Usethecardstopractisethelettersandwordsinthislesson.Writethelettersontheblackboard.Thelettershavearrowsthatshowhowandwhatsequencestomakethestrokes.Ontheblackboard,showthestudentshowtofollowhearrowstowriteeachletter.Thenletthestudentspractisewritingthem.

2.Workinpairslikethis:

A:What’sthis?

B:It’sA/B/anapple.

Asksomepairstoactitout.

Step5.The“ABCsong”

1.Gooverthewordsofthesong.

2.Playthetapeforthestudentstofollow.

Step6.Presentation

1.Teachthemeaningofthewordfriendandhe/she.

2.Pointtoaboy/girlandsay,“Thisis…(name).He/sheismyfriend.Repeatitafewtimes.Explainthemeaningifnecessary.

Step7.Practice

1.Playthetapeforthestudentstofollow.

2.Workinpairsorgroups.Practisethedialogue.Thenasksomepairsorgroupstoactitout.

Step8.Summary

1.Sumupthelettersandwordsbyshowingcardsandpictures.

2.Sumupthewayofintroducingsomeone.

Step9.Homework

1.Readthetext.

2.Practisewritingtheletters.

3.Singthesong.

4.Actoutthedialogue.

Say“Goodbye!/Seeyoulater.”whenclosingtheclass.

Lesson7MayI_______?

Teachingcontents:

1.ThelettersH—N.

2.Usetheexpressions“MayIhave/borrow____?”toaskforsomething.

3.Requestororders:Openthe___,andclosethe____.

Teachinggoals:

1.Understandthemeaningofthetext.

2.MasterthelettersH—N.

3.AskforsomethinginEnglish.

4.UsethePhrase“Open/Closethe____.”

Keypoints:

1.Letters.

2.Askforsomething.

Difficultpoints:borrowthings.

Preparation:

1.Makelettercardsforthislesson.

2.Bringrealthings,suchasbooks,pens,markersandsoon.

Teachingaids:audiotape,cards,somebooksandpens

Typeofthelesson:Listeningandspeaking.

Teachingprocedures:

Step1.Warmingup

1.Greetingandreview.Reviewthelettersandwordsofthelastlessonbyusingcards.

2.SingtheABCsong.

3.Asksomepairstoactoutthedialogueofthelastlesson.

Step2.Introducethenewlettersinthesamewayshowninthelastteachingdesign,usingpictures.Showthestudentshowtowritetheletters

Step3.Practiceandproduction

1.Playthetapeforthestudentstofollow.

2.Practiseinpairs.Encouragethestudentstoaskforrealthings,likebooks,pens,marker,erasersetc.

3.Asksomepairstoactitout.

Step4.L7N3

Teach“MayIborrow_____,please?”,workingfromoldphrasestonewonesandaddingthereplies“Sure!Hereyouare.”And“You’rewelcome.”Useactionstomakeyourmeaningclear.Translatewhennecessary.

Step5.Summary

Sumupthetextbriefly.

Step6.Homework

1.Readthetext.

2.Practisewritingtheletters.

3.Practisemakingthedialogue.

Lesson8Whatdoyouknow?

Teachingcontents:

1.Reviewthewordsandexpressionsinthisunit.

2.Grammar:theverbsam,is,are.

3.Exercisesinthelesson.

Teachinggoals:

1.Masterthedrillsinthisunit.

2.MasterthelettersA—N.

Keypoints:expressionsandgrammar.

Difficultpoints:grammar.

Preparation:

1.Bringthelettercards.

2.Bringrealthingstoreviewthewords.

3.Preparesomepicturestoreviewthedrills.

Teachingaids:lettercardsandsomepictures.

Typeofthelesson:review.

Teachingprocedures:

Step1.ReviewthelettersandsingtheABCsong.FinishN1AandC

Step2.Listentothesong“TenlittleIndians”andreviewthenumbers1-10

Step3.Reviewthegreeting“Howareyou?”andsingthesongaboutit

Step4.Userealthingsandcardstoreviewtheexpressionsinthisunit

e.g.

What’sthis?

It’sa,____.

<,Pclass=MsoNormalstyle="MARGIN-LEFT:17.95pt;MARGIN-RIGHT:19.2pt;TEXT-ALIGN:left;mso-para-margin-left:1.71gd;mso-para-margin-right:1.83gd;mso-pagination:widow-orphan;mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"align=left>Howmany____doyouhave?

Ihave____.

Whereisthe____?

binethedialoguesinthisunitandencouragethestudentstopractise

A:Hello!

B:Hi!Mynameis____.What’syourname?

A:Mynameis____.Nicetomeetyou!

B:Nicetomeetyoutoo.

A:Howareyou?

B:Fine,thankyou.Andyou?

A:I’mfine,thanks.

A:Whereis____?

B:There!

A:MayIhave/borrow_____?

B:Sure.Hereyouare.

A:Thanks.

B:You’rewelcome.

Orplaythechaingametopractisethem.ThenfinishN4ofthislesson.

Step6.Grammar

Theverb“be”.

1.Introduction.

Letthestudentstellyousomesentencesthatinclude“is”and“are”.Encouragethemtosumuptheusageofthetwowords.Thensumup.

pletetheconversationinL8N2toprasticeusingthem.Iftimeisenough,haveashorttest.

外语教案范文篇9

Lesson14

LanguageFocus:

morethantwoyears,practisespeakingEnglish,theGreens,noneofthethem,keepdoingsomething,fallfastasleep/awake,wakeup,lastlong

Properties:Recorder;OverheadProjector;Pictures.

TeachingProcedures:

I.Showingaims

Havethestudentsknowwhattheywilllearninthislessonandwhattheywilldointhisclass:

1.Mastersomeusefulexpressions.

2.Readthepassage“Jim’sTrainRide”carefullytoimprovetheirreadingability.

3.KnowsomethingaboutMountEmeiandsomeothermountsinChina.

II.Revision

1.Checkhomework.

2.RevisetheObjectClause.Playgames“Katesays…”Havethestudentsdoingroupsofthree.

K:Nancyisnothereyet.

T:Shewillbeheresoon.

Y:Nancyisnothereyet.Ihopethatshewillbeheresoon.

K:Theweatheriscloudy.

T:Itwillclearupsoon.

Y:Theweatheriscloudy.Ihopethatitwillclearupsoon.

K:Thereisalotoffood.

T:Youcaneatmore.

Y:Thereisalotoffood.Ihopethatyoucaneatmore.

K:Theparkiscrowded.

T:Thereareenoughtablesandbenches.

Y:Theparkiscrowded.Ihopethatthereareenoughtablesandbenches.

III.Pre-read

Part1.Insmallgroupshavethestudentsanswerthequestions.Thendiscussthequestionsinclass.

PutupamapofChinaontheblackboardandgetthestudentstoshowMountEmeiandothermountssuchasMountHuaetc,andtalkaboutsomemountsiftheyknowthem.

IV.Presentation

Havethestudentsdiscussingroups.Ask:“Whatwilltheydoiftheywillgotravelling?”Afewminutesforthemtodiscuss,thenasksomeofthemtogivetheirreportstosharewiththeclass.

V.Reading

Part2.SpeechCassette.Letthestudentsreadthroughthepassagetofindtheanswertothequestion:HowdidJimfeelonhistriptoMountEmei?Helpthestudentsusethesewords:happy,exciting,…Seeifthestudentscanguessthemeaningofthenewwords.

Playthetape.Askthestudentstolistencarefully.Theteachermaystopthetapewhilethestudentsarelistening,andaskthestudentstogoonreading.Itcantestthestudents''''abilitytofollowthepassageasitisreadonthetape.

UsingExerciseIintheworkbookofLesson14,checkthestudents''''reading.Thestudentsaskandanswerinpairs.

VI.Acting

Dividethestudentsintosmallgroups.Changethispassageintoaplay,askthemtoactoutthisplay.Oneofthemplaysthepartofanarrator,theothersplayMrGreen,MrsGreen,Jim,theconductor,andfruitshopassistant.

VII.Workbook

DoExercise3inclass.HavethestudentsreadthesentencesandtranslatethemintoChinese,checkwiththewholeclass.

ForExercise2,itcanbeworkedashomework.

AnswersforExercise2:by,enjoyable,by,took,bus,lively,comfortable,watching,scenery,offer,magazines,nearby,practised,trip/journey,tired.

VIII.Summary

Exercisesinclass

Rewritethefollowingsentences

1.ShewillhaveatrainridetoHangzhou.(Shesays…)

2.ClassFivewillhaveafootballmatchwithClassSix.(Theteachersays…)

3.Thestationisverycrowded.(Hesaid…)

4.AyoungmanisspeakinginEnglish.(Jimsaid…)

5.Thetrainisquitecomfortable.(Jimthought…)

6.Therearen’ttoomanypeopleintheirsleepingcar.(Jimtoldme…)

IX.Homework

外语教案范文篇10

1.单词和词组

asthough好像handin上交

humannature人性inform通知relationship关系sex性别

suit适合suit...to使适合prevent防止feeling感觉;感情

chairman主席socialist社会主义的

2.日常交际用语：

Areyou/WillyoubefreeonMonday/tomorrow?

Howabouttomorrowmorning/afternoon?

Shallwemeetat4:30at...?

Allright.Seeyouthen.

Yes,I’m/I’llbefreethen.

Yes,that’sallright.

No,Iwon’tbefreethen,butI’llbefreeat....

3.语法：

复习十九至二十三单元的语法项目。

重点难点讲解

1.Manyyoungpeopleendupinajobtowhichtheyarenotsuited.

许多年轻人最后还是干了一件不适合他们的工作。

(1)endup最后(做某事)，终于(成为……)这个短语通常含有“最终结局不好”的意思。例：

Heendedup(as)theofficerofthatcompany.他最终成为那家公司的职员。

Theenemyendedupindefeat.敌人最终失败了。

(2)besuitedto+n.(-ing形式)适合，适宜于。

Hisspeechissuitedtoaudience.他演讲的内容合符合听众的口味。

Heissuitedto(for)teaching.他适合教书。

2.First,itisimportanttorecognizewhatkindofpersonyouareandwhichspecialqualitiesmakeyoudifferentfromeveryoneelse.

首先，重要的是你得认识自己是什么样的人，你具备怎样的特殊品质，使你不同于其他任何人。

(1)whatkindof是对表示性质、特征的人或事提问的句式。

—Whatkindofpersonareyou?

—I’mcleverone(不能回答I’mclever.).

—Whatareyoulike?

—I’mclever.(不能回答I’macleverperson.)

whatkindof结构中其名词通常不用冠词，也不用复数。

(2)else做为代词，只能用作后置定语，常用来修饰不定代词、疑问代词或疑问副词。

Whoelseaskedformethismorning?今天上午还有谁找过我?

Nobodyelseinourclassisclevererthanhe.在我们班上没有其他人比他聪明。

Whereelsehaveyoueverbeento?你还去过什么地方?

3.Thinkoftimewhenyouwerehappiest.Whatwereyoudoing?

想一想你过去什么时候最快活。当时你在干什么?

该句中做表语的happiest前面没有冠词the。

通常形容词最高级前要加定冠词。但当最高级是主语自身比较(而没有与其他的人或物相比较)，最高级前通常不用冠词。例：

I’mbusiestinthemorning.我早上最忙。

Thestarsarebrightestwhenthereisnomoon.当没有月光时星星最亮。

4.Notethatitisnotenoughtosaytoyourself,“Ienjoyworkingwithpeople.”

注意：如果你回答“我喜欢同工人们一起工作”，这是不够的。

Note在此是动词，意思是“注意，注目，留意到”。

Notethat…作为句型是“注意……”。

Pleasenotethatthebookmustbereturnedwithinaweek.请注意这本书必须在一周内归还。

Notehowheswims.注意看他如何游泳。

5.Itsoundsasthoughyouhaveplentyofbothofthesealready.

……从来信看这两方面(兴趣和能力)你似乎都已具备了。

Itsoundsasthough/if…“听起来似乎……”。

asthough引导的是表语从句。常用于类似结构的还有：seem/look/feel+asif(though)。

注意：appear通常不能接asif从句。

Itseemsasifhehaspassedthetest.他看起来好象通过了这次测试。

Hefeelsasifheistired.他觉得好象累了。

6.YoucanpointoutthatFlorenceNightingaleopenedupnursingandthatMadameCurieopenedupsciencetowomen.

你可以指出，弗洛伦斯.南丁格尔开创了护理工作，居里夫人为妇女学理科开辟了道路。

(1)该句pointout之后接了两个宾语从句，由and连接，要特别指出第二个that绝不能省掉，省掉后逻辑关系不清。

(2)openup意思是“开辟”，“开拓”，如：

Thisnewmeanshasopeneduptheforbiddenzoneofthisfield.这新方法打开了这个领域的禁区。

Afewpeasantsdecidedtoopenupthewasteland.几个农民决定开发这块荒地。

单元检测

一、单项填空

1.IwasveryfrightenedwhenIsawher____closebysomepolice.

A.followingB.followedC.wasfollowedD.wasfollowing

2.---Victorcertainlytalksalot.

---Yes.She’sneverinterestedinwhat____says.

A.someoneelseB.anyoneelseC.somebodyD.anybody

3.---Whendidyougettoknowaboutit?

---Ihadnoideaaboutit____hetoldme.

A.untilB.unlessC.whenD.ifnot

4.---Doyourememberthetimewe____witheachotherlastyear?

---Sure.Atthattimeyou____inashop.

A.meet,hadworkedB.met,wereworking

C.meet,haveworkedD.weremeeting,worked

5.---WhathappenedtoJane?

---Shehadherdress____onanail.

A.caughtB.seizedC.fittedD.fixed

6.---Let’sgoout____tohavea

---Agoodidea.

A.nowhereB.somewhereC.everywhereD.where

7.____hewent,hewouldtakehisumbrellawithhim.

A.WhereverB.WhereC.HoweverD.How

8.Ithoughtherhonestanddependable____Imether.

A.forthefirsttimeB.everytimewhen

C.bythefirsttimeD.thefirsttime

9.Theclockstopped.NomatterhowhardItriedIcouldn’tgetit____again.

A.wentB.goneC.goD.going

10.Hedoesn’thaveanyenemies____doeshewishtohave.

A.andB.orC.norD.but

11.Youwon’tbeworried____youmakeacorrectdecision.

A.sinceB.thoughC.solongasD.evenif

12.Therearesomanypapershere.Ifyou____afireyou’ll____thehouseonfire.

A.make,giveB.make,setC.set,makeD.give,set

13.Theslaveownertreatedtheblackpeoplesobadlythatsomeofthemtriedto____.

A.getawayB.gooutC.turndownD.putoff

14.Itlooksasiftherainwillcontinueforsometime,butitmay____beforedark.

A.clearawayB.clearupC.turnupD.turnaway

15.Neitherthemanagernortheassistants____thiskindofproblembefore.

A.havemetB.hasmetC.aremeetingD.ismeeting

二、完形填空：

TheycalledhimtheFool.HisnamewasSuchinsky,apeasantonthePolish-Ukrainianborder.

In1941,whenHitler''''sarmyoverrunthevillage,hedugacavewithhishands1hisfarmhouseand2afamilytherefortwoyears.TheywerenamedZeiger.OncewhenSuchinskylearnedtheNazisweregoingtosearchthefarmwithdogs3tofindpeople,hestayedallnight4wastefromouthousestothrowoffthescent.TheGermanscame,buttheyneverfoundtheZeigers.

Aftertheywere5in1944,theZeigerswenttoAmerica.Overtheyearsthey6sentpackageoffoodandclothingtoSuchinsky.Ashecouldneitherreadnorwritehe7forthegiftswithaflowerdrawntotheZeigers.Butinthelate1950''''sthethanksstopped.WhenZeigersasked,theofficialstoldthemtherewasnoSuchinsky.81987didoneofthesons,ShelleyZeiger,nowasuccessfulNewJerseybusinessman,learnedthe9.Suchinskyhadbecomeseriously10,andwasmovedtoanearbytown,whereacousinnursedhimbackto11.

TheninOctober1987,whileZeigerwas12abusinesstripinMoscow,hesentanotetoSuchinsky,who13throughfriendswithaone-line14:"Youhavenoideaofthe15Ihavetoseeyou."

TheZeigersreturnedtothevillageforthe16timeinforty-fouryears.Thepeopleofthevillage17thestreetscarryingflowers.

"Youcouldseeintheirfaces,"Zeigercalledup,"thatnowSuchinsky,thefool,wasahero,theoneamongthemwhohaddonewhatwas18.Whatmattersmostisthatwhenyoudogood,19willcomebacktoyou.Whenyoudogoodyouwillnotbeforgotten.Wecannever20himfully."

1.A.besideB.beyondC.underD.above

2.A.placedB.hidC.setoutD.kepton

3.A.trainedB.watchedC.plannedD.invited

4.A.throwingB.sweepingC.spreadingD.laying

5.A.setB.shutC.lastedD.liberated

6.A.regularlyB.politelyC.certainlyD.secretly

7.A.lookedB.answeredC.thankedD.cared

8.A.EveninB.OnlyafterC.NeverinD.Asfor

9.A.excuseB.ideaC.reasonD.discovery

10.A.illB.deafC.busyD.nervous

11.A.healthB.deathC.strengthD.wealth

12.A.forB.inC.onD.around

13.A.sentB.answeredC.askedD.proved

14.A.informationB.messageC.articleD.news

15.A.pressureB.thoughtC.longingD.suffering

16.A.firstB.secondC.lastD.final

17.A.stoodB.surroundedC.linedD.rowed

18.A.famousB.braveC.strictD.right

19.A.godB.goodC.badD.danger

20.A.praiseB.thankC.repayD.respect

三、阅读理解：

BeforeJohannGuttenburgdevelopedtheprintingpressin1437,newstraveledby

wordofmouth.Thismeantthatinformationwasslowtoreachthepublicandthatdetailschangedasnewsspreadfromonepersontothenext.Printedmatter,suchasnewspapers,madeitpossibleforinformationtobegatheredinacentralofficeandfornewstobewrittenmoreaccurately(准确).In1844SamuelMorsemadeasystemofsendingcodedmessagesthroughelectricwiresperfect,foundinganearlyformoflong-distancecommunication.Theworkofcommunicationswasdevelopedin1858throughtheworkofJuliusvonReuter,whomadenewspapersreachdifferentcountriesbytelegraphing.Witheachofthesedevelopments,thepublicwonderedattheclevernessofthecommunicationspioneersandasked,“Whatwilltheythinkofnext?”

“They”thoughtofplenty.AlexanderGrahamBellhadtheideaofpassingspeechbyelectricalimpulsesandinventedthefirsttelephonein1876.Theinventionofthe“wireless”byGuglielmoMarconiin1895madethewayformodern-dayradiotransmission.V.K.Zworykinworkedononeofthefirsttelevisionsin1928.

Communicationsreachednewheightswhentelevisionsweremassproducedinthe1950s.In1962thefirstcommunicationsatellite,madepeopleseelivebroadcastfromanywhereintheworld.Undergroundandunderwatercablesalsosendonprogramsfromoneareatoanother.Telecommunicationsandcomputernetworkingareofbigadvancesofourtimesandmeanevengreaterdevelopmentstocome.

1.Themainideaofthepassageis____.

A.itisnoteasytousemodernwaysofcommunication

B.somanypeoplemadeachievementsindevelopingthemeansofcommunication

C.themeansofcommunicationhavegonethroughmanystagesbeforetheyareperfected

D.thedevelopmentofhistoryhaslastedsuchalongtime

2.Inthe1950s____.

A.wirelesstelephonesbegantobeused

B.televisoncameintobeing

C.televisionswereproducedinlargenumbers

D.moderncommunicationreachedthehighestpoint

3.Whichofthefollowingistrueaccordingtothepassage?

A.Thefirstword“They”inthesecondparagraphreferstoscientists.

B.AlexanderGrahamBellgavethefirstspeechin1876.

C.Theprintingpresswasperfectedinthefourteenthcentury.

D.Sincemanymeansofcommunicationhavebeendeveloped,agreatnumberofpeopleneedn’treadnewspaper

4.Thebeginningofthelong-distancecommunicationwas____.

A.sendingmessagesbywordofmouth

B.whenpeopleseeprogrammesatthetimeofperformances

C.intheninteenthcentury

D.whenthe“wireless”wasinvented

5.Telecommunicationsandcomputernetworking____.

A.meantherewillbegreaterdevelopement

B.showthe20thcentury’smeansarethemostperfect

C.meanmodernsocietyhasdevelopedfromoneareatoanother

D.showpeople’slifecanbebetterandbetter

四、短文改错

Thebooksforstudentsatalllevels,from1.______

beginnerstotheadvanced.Eachbookhave15to2.______

20light-heartedstorieswithexercisesfollowed3.______

eachstory.Thesebooksareaimedatmeetthe4.______

needsofChinastudents.Thevocabularylevelsare5.______

controlledbecausestudentscanprogresseasily6.______

throughthebooks.Besides,eachstoryhasnew7.______

wordsaremarkedinthebodyofthetextand8.______

thenpresentedinabox.Eachonenewwordin9.______

theboxhasthepronunciation,aswellaChinese10.______

translation.

答案

一、1-5BBABA6-10BADDC11-15CBABA

二、1-5CBACD6-10ACCCA11-15ACBBC16-20ACDBC

三、1-5CCACA

四、

T

hebooksforstudentsatalllevels,from1.are

beginnerstotheadvanced.Eachbookhave15to2.has

20light-heartedstorieswithexercisesfollowed3.following

eachstory.Thesebooksareaimedatmeetthe4.meeting

needsofChinastudents.Thevocabularylevelsare5.Chinese

controlledbecausestudentscanprogresseasily6.so

throughthebooks.Besides,eachstoryhasnew7.对

wordsaremarkedinthebodyofthetextand8.that/which

thenpresentedinabox.Eachonenewwordin9.去掉one

theboxhasthepronunciation,aswellaChinese10.as

translation.

解析

单项填空

2.Voctor自己侃侃而谈，从不关心别人说什么，要表示别人就一定要加else，因为anybody是包括她自己在内的;别人并不是指某一特定的人，所以someoneelse也不对。

3.否定句加until，表示“直到…才”。

5.catchonanail的意思是“被钉子挂住了”。

7.本句句意是“无论他到哪儿…”，只有wherever可以表达这个意思。

8.本句有两个分句，两句之间需要连词连接，A、C是介词词组，不能连接句子;everytime后面不用加when;thefirsttime在此相当于连词。

10.后面的句子是倒装句，选项中只有nor能引导倒装句。

15.用neither...nor连接主语，谓语动词要与最近的主语---assistants一致。

完型填空

3.狗经过训练可以用来找人，trained过去分词作形容词用，来修饰dogs。

4.当我们要掩盖气味时，只有撒一些东西--spread;而不是“扔”或“放”。

8.此句是倒装句，A、D不能引导倒装句，它们的意义也不对;B、C可以引导倒装句，但C的意义正好相反，只有B的意义合适。

15.Ihave是定语从句，修饰这个名词，他当然一直盼望见到TheZeigers，longing在此是“盼望”的意思。