外研社二年级英语教案（共10篇）
1.外研社二年级英语教案 篇一
外研社九年级英语教案
教学目标
Key vocabulary: ancient, club, composition, pupil, meeting, call, even
Key structures: That’s news to me! What’s it about? Listen up, everyone.
Anyone else? That’s a fantastic idea listen up
教学重点
Get to know the wonders of the world
教学难点
Language points
教具
多媒体，tape 课时 2
教学课程
Step1 Warming-up and listening
1. Look at some pictures of the wonders of the world.
2. Talk about the picture. You can use the words in the box to help you.
3. Listen and check the words you hear.
Step 2 Listening and reading
1. (Close the books) Listen to the tape carefully.
2. Ask the students to read through the conversation individually.
3. Play the tape and have them read and follow.
4. Act it out.
5. Learn Everyday English
Step 3 Do Exercises
1. Choose the best answer in Activity 4.
2. Listen again and check.
3. Answer the questions in Activity 5.
Step 4 Explain the important and difficult points
Step 5 Pronunciation and speaking
1. Listen to the sentences.
2. Listen and repeat.
3. Say the sentences aloud.
Step 6 Homework
Finish the exercises in the workbook Ex. 1, 2, 3&4
个人修改
Revise what we learnt last term.
Show the pictures and learn the new words.
Read the key sentences.
Read the dialogue in roles.
2.外研社二年级英语教案 篇二
在初中英语教学过程中, 课堂活动能否最大限度地调动学生的积极性和主动参与意识,是教学成败的关键一环。英语词汇作为语言教学的基础,具有数量大和缺乏系统性等特点,这给教师和学生带来很大的挑战。
1.1现状分析。
我们通过向嘉兴﹑湖州城市和乡村部分初中学生发放问卷的形式,对英语词汇教学现状进行了调查分析。结果显示,有62%的学生认为缺乏词汇是影响他们听力﹑阅读及作文水平的主要因素,有54%的学生缺乏单词记忆策略,无法正确使用英语词汇。
在课题调查实践阶段, 我们进入嘉兴市和湖州市的城镇和乡村初中英语课堂听课,观察并记录整个课堂教学过程。我们发现几乎在所有所听的课中, 教英语生词的过程一般都从课后单词表出发,通过解释中文意思,强调单词词性来呈现英语生词,其过程脱离课文,而检查词汇掌握程度的方式也局限于听写单词和完成练习。大多数学生只会机械地记忆单词的拼写和中文意思,忽视词汇在具体语言环境中的运用,新学的单词无法正确运用于口语和作文等练习之中。因此,在其他环节的英语学习过程中, 词汇的匮乏成了很多学生提高英语水平的障碍,他们学习英语的热情渐渐丧失。
1.2建构主义学习理论。
20世纪心理学界的两大巨人皮亚杰和维果茨基 , 以及他们的追随者美国著名的心理学家和教育心理学家布鲁纳从心理学角度诠释了建构主义。根据建构主义理论,语言学习是与环境交互作用、学习者主体主动建构知识的过程。皮亚杰的“发生认识论” 认为英语语言的学习实际上是一种技能学习 ,“认识论的根本问题就是要确定认识是什么。认识不是对现实的描摹,而是把现实吸收到转变的结构中去”[1](Piaget.J 1982:29,30)。
建构主义理论强调学习是学习者主动地建构内部心理表征的过程,学习过程同时包含两个方面的建构:一方面学习者对新信息的理解是通过运用已有经验、超越所提供的信息而建构成的, 另一方面学习者从自己的记忆系统中提取信息对原有经验进行改造和重组,也就是要按具体情况进行建构。学习者以自己独有的方式建构其对事物的理解, 通过合作使这种理解更丰富和全面。
1.3研究设计。
我们通过调查、访谈了解现状,参与课堂分析教师话语,在建构主义理论框架下, 结合马林诺夫斯基的语境理论及叶斯柏森语言功能思想,针对《义务教育教科书(英语,八年级上)》(外研出版社),创新设计英语词汇课堂教学活动,目标是创设“以教师为主导,学生为主体”的课堂模式。
2.课堂活动的具体方式
我们以外语教学与研究出版社的义务教育教科书《英语》(八年级上 )的Module 11“Way of Life”的具体词汇教学活动的课堂设计为例, 目标词汇为basketball,chopsticks,dictionary,cap,hat,doll,toy,immediately,both。
2.1词句推理 ,画图复现 (目标词汇 :basketball,chopsticks,dictionary)。
句子表达一定的意义,可以解释单词。从逻辑关联意义方面来看,词或词组在具体语句中出现,可以帮助人们联想到与
其意义有关的一些词语。比如:food-bread,chicken-egg,whiteblack,等等 ,而画图又可以帮助我们更生动形象地描绘目标词汇,并记录推理过程。
ACT1:教师在黑板上列出本模块新词汇 :basketball,chopsticks,dictionary,然后用英语解释黑板上的词汇 ,并让每位学生用符号或简图的形式记录提示语中的关键词, 最终画出目标词汇所指的具体物品。根据记录,用英语对之前教师给出的提示进行复述。
Basketball is a popular sport played by two teams of fiveplayers on a court,and the ball is a little bigger than football.
Chopsticks are used when we are eating.They can help uspick up all kinds of food,and sometimes we can use forks andspoons instead.
Dictionary is a book,and it tells us the meaning and pronunciation of each new word.
在教师的提示语中, 加下划线的部分是帮助学生进行联想的关键词。学生可以根据教师的描述,画下相应符号或简图(例如 :“足球”代“football”,“嘴巴”代“eating”),并利用理解和联想的方式,猜测出目标词汇的中文意思。教师提问学生根据自己的记录复述句子,是将图形转化为词汇,并重新放回语篇之中的过程。这一过程可以检查学生对语言结构及语法知识的掌握。
理论分析:根据建构主义理论“发生认知论”,生词和英语提示语是客体知识,学生的绘画技能与中文名词的联系、关键词句的理解能力是主体结构,通过主客体相互作用,客体被主体同化并被纳入其先有的图式之中。皮亚杰提出认识的这种同化与顺应、平衡与不平衡的不断交替便是儿童认识结构的动态的建构过程,是一种智慧行为[2](Piaget.J 1982:25)。同化是指把给定的东西整合到一个早先就存在的结构之中, 或者甚至是按基本图式形成的一个新结构[3](Piaget.J 1985:25)。他以此解释机体在获得新知识、形成新技能的进程中对环境所采取的主动行动。
叶斯柏森(Otto Jespersen)提出这种通过语篇猜测生词的能力是宝贵而不可忽视的, 但是需要在一定的控制下进行培养[4](Jespersen 1904:67)。所以,教师需要重视对关键词的选择及提示语句的构造。与此同时,及时检查学生理解,及时给出正确信息也是控制的关键。叶斯柏森认为课堂教学过程中,应鼓励学生通过语境,自己猜测生词含义。如果学生轻而易举地通过外语理解意思,那就没必要让他们把外语翻译成母语。我们应该指导学生重复外语句子, 直到他们理解其中的单独成分[4](Jespersen 1904:68)。在活动设计中,根据记录复述提示语就是运用了这一思想。
2.2近义对比 ,画图发现 (目标词汇 :cap,hat,doll,toy)。
英语中有许多近义词,但在所指和用法上存在区别。教师需要思考如何在不使用母语的情况下,解释近义词的区别。在课堂中,我们可以通过画图集中学生的注意力,同时更好地解释词汇间的区别。
ACT2:教师在黑板上画一顶有檐帽子 ,并写下”cap”,学生便知道”cap”的解释为“帽子”,但他们并没有注意到“帽子有檐”这一特征。此时,教师擦去帽子的檐,加上毛线球等装饰,提示其仍为一顶帽子,并提问:“What’s this?”学生可能还是会回答“cap”。此时,教师引入“hat”,一方面扩大学生的词汇量,另一方面指导学生正确区别“cap & hat”。
教师以同样的方式教授“doll & toy”。在黑板上画一个洋娃娃,并写下“doll”,然后画一辆玩具汽车,并通过提问,引导学生发现“doll”只能指先画的洋娃娃(玩偶),而“toy”一词解释为玩具, 因此黑板上的两件物品都可以用这个词来解释。教师甚至可以用数学逻辑符号“>”来提示单词所指事物的范围大小。
理论分析:当受到外界刺激变化,主体要改变已有的心理组织去适应外界,皮亚杰将图式在刺激作用下的改变称为“顺应”。学生在教师的引导下发现错误并重新建立新概念的过程正是建构主义学习理论中的顺化过程。建构主义学者认为,认识起因于主客体之间的相互作用,发生在中途,即客体被主体建构的过程, 也就是客体被主体同化并被纳入其先有的图式的过程[3](Piaget.J 1985:103)。
叶斯柏森 提出“间接 感知法”,即利用图 片进行外 语教学。教师可以通过用粉笔在黑板上画图来辅助他的讲解。从教育学的角度来看,这不失为一种帮助学生感知事物,并以画图的方式再造图像的好方法[4](Jespersen 1904:65)。因此,他提倡教学过程应尽量使用目标语,尽量采用图画等直观教具教授外语词汇,使词语与词义实现直接相联系,避免母语中介。
2.3图片预测,语篇猜词(目标词汇:later,immediately,both)。
图片可以很好地指导学生的听说练习, 富有丰富背景和文化特色的图片,不仅能激发学生的创造性思维,还能提高学生对学习和文化的积极性。以图片导入课程,从语篇中习得词汇是一种充分以学生为主体的活动模式。
本堂课阅读题材为对话,内容主要如下:在一个派对上,一个西方学生在收到礼物后将其立即打开, 这一行为引起了中国学生的不解, 于是中国学生和西方学生对于接受礼物和处理礼物的方式展开了讨论。其中暗含了中西方接物方式的差异。
ACT3:在开展阅读前 ,教师先呈现这样一张图片 :在一个派对上,一个金发碧眼的美国学生正在兴奋地拆礼物,一个中国学生抱着未拆的礼物,很不解地看着他。在他们一旁,一个中国学生正伸出双手接过对方递来的礼物。
教师可花5至10分钟指导学生描述图片内容,预测语篇主题,并引导他们发现图中人物的国籍和他们不同的行为特征,以发现其中暗含的文化信息。
短文内容来自课本p88阅读材料:
Lingling:I don’t think I should open it now.In China,weopen a gift later.
Betty:But back in the US,we open a gift immediately.
Tony:I notice another difference.In China,you accept a giftwith both hands.
学生可以根据语篇中出现的一对反义词, 并结合之前对图片内容,推测出“later & immediately”的含义。同时在解释“both”一词时 ,教师可通过动作 ,例如 :用“用双手递书本”来暗示词汇的中文意思。
理论分析:建构主义学者认为认识发展的起源是活动,活动是主客体关系的中介。建构理论强调主体构造和客观动作的结合[5]。主体认识结构必须从动作的一般协调中寻求,主体的“实物性动作是认识发生过程中的出发点”[6]。
马林诺夫斯基(Malinowski)认为话语应放在全部的生活方式情景中去理解, 话语的意义实质上就是当时当地正在发生的人的活动,而语言和环境是紧密结合在一起的,如果没有语境,词汇就没有意义,什么也不能代表。因此,结合图片和语篇创造的语境,为学生理解生词提供了基础。
教师通过“伸双手”的动作解释了”both”一词,这里利用了叶斯柏森提出的“直接观察法”。教师在讲解课文内容的过程中,加入动作的演示,这种方式不需要任何其他语言的解释,学生即可学会新单词的意思[4](Jespersen 1904:59)。他也提出使用含有丰富背景及文化特色的图片, 更有利于提高教学有效性, 而且同一图片可以在教学过程中被反复利用 [4](Jespersen 1904:63)。
3.实验结果
我们选取某中学初二年级两个英语成绩相当的班级进行实验,在实验班采取以上创新的教学方法,在对照班采取传统教学法。通过半个多学期的教学实验,分析期中考试成绩,我们发现实验班英语平均较高, 且主要进步体现为他们的作文部分用词丰富,且用法正确率高。
为进一步验证实验结果, 我们对实验班的学生进行了问卷调查。结果显示,75.3%的学生每天花在背单词上的时间明显缩短,其中有43.2%的学生表示在完成练习的过程中,脑海中会浮现语篇、图片等形象材料,于是顺其自然便得到答案。
4.结语
3.外研社小学英语四年级下册教案 篇三
教学设计
一、教材分析
1、教学内容
本课是外研版小学英语第三册Unit 3 Lesson 1，单元主题是Do you want some rice? 主要教学内容是介绍食物的名词，进餐时如何询问对方是否需要某种食物的基本日常用语。
2、教学重点
（1）学习、理解、运用单词：fast food, some, make, nice,chopsticks, difficult
（2）学习运用句型：
Do you want some...?
Yes,please./No, thank you.Have you got...in England?
（即进餐时如何询问对方是否需要某种食物的日常用语。）
3、教学难点
运用句型Do you want some...?
将进餐时的基本礼貌用于实际生活情景中。
二、教学目标
1、知识目标
（1）学习、理解、运用单词：fast food, some, make, nice,chopsticks, difficult
（2）学习运用句型：
Do you want some...?
Yes,please./No, thank you.Have you got...in England?
（即进餐时如何询问对方是否需要某种食物的日常用语。）
2、能力目标
（1）进餐时的基本用语。
（2）训练学生良好的听说读写习惯，引导学生积极参与，交流合作。
3、情感态度目标
（1）整节课以“食物”为主题，促进师生、生生沟通感情，增进友谊，相互尊重，改善人际关系。
（2）通过游戏和有节奏感的歌谣以及动听的歌曲，激发学生浓厚的英语学习兴趣，培养了学生敢于开口、积极参与的学习态度。
三、教学方法
本着以学生为主体，面向全体学生的原则，并且力求做到尊重学生的个体差异，选择合适的教学方法。
（1）任务型教学：本课根据一定的情境，设计了多种任务：Look and say;Guessing;Discussing in pairs or groups.通过有意义的活动，自主学习，合作为主。
（2）情境教学：针对小学生的心理特点，我运用卡片、小宠物、小鼓、多媒体激趣，并通过合适的歌曲让学生身心愉悦。
四、学生分析
本课是小学英语四上的内容，很多孩子刚刚学了一年的英语，知识积累还不够丰富，还是要将学习习惯、学习兴趣放在首位，因此力求课堂语言精炼，肢体语言丰富。我还在合适位置设置了songs和朗朗上口的chants来抓住学生，培养学生听说能力。
五、教具准备
多媒体辅助教学，教学卡片、磁带、小宠物、小鼓，画好的部分食物及文具的图片，巧克力，糖果和果冻等少量的零食。
六、教学过程
Step I.Warm-up 热身，自然过渡
1、Greeting: Hello, everyone.How are you today?
2、T: Enjoy a song.Are you ready?
（多媒体播放歌曲“Row,Row,Row your boat”）
设计思路：话语亲切，语言精炼，营造轻松氛围，歌曲内容的选择主要为自然过渡到后面介绍朋友做准备。
Step II.Presentation1、单词
(1)T: Amy and Daming want to have a meal.What do they eat？（多媒体出示各种食物单词，既有三年级学的米饭，鱼等单词，又有本课新授单词fast food.画面精美，孩子本身内心对食物喜爱，可以迅速抓住孩子的注意力。）
(2)操练，巩固单词。
① read boys & girls.② “high and low” voice
③ T: Who likes rice？stand up！
Chant: rice, rice, I like rice.Rice, rice, yummy, yummy.&W1024&H727&T6733&S194&TPjpg
④(Pass the chant)T: Please choose a kind of food you like best.设计思路：听说读写是学生终身发展必备的基本语言技能，对于初始阶段学习英语的孩子，更加要求听说领先.因此面向全体学生，多层次，多角度的操练单词在课堂教学中必不可少。我在操练过程中设计了两个亮点：一是与学生来个高低音的互换，目的是让学生集中注意力听老师的单词；二是学生用小鼓打节拍，用chant表达自己所喜欢的食物，用特殊、有趣的方式巩固了单词，并且在此环节中也复习到了第一册中的食物单词，避免了单词学习的单一和枯燥，做到了前后知识的联系和整合。
多媒体出示fast food图片。&W1024&H683&T6956&S182&TPjpg
Step III.Practice
演示CD-ROM，让学生跟读。
小组操练。
分角色展示。
Step IV.Production
4.外研社二年级英语教案 篇四
第1课时
Unit2 Sam ate six hamburgers.学习任务：
Sam ate six hamburgers He likes hamburgers very much.What did you eat/drink last night? What are you going to eat/drink? 功能：谈论饮食及喜欢的食物。运用任务：
1、SB第二单元活动5
2、给外国朋友发电子邮件，说说中国的饮食文化； 教学程序
一、Warming up T: Hello.Ss: Hello teacher.T: What did you have for breakfast this morning? Ss: I had„
T: What’s your favourite food? Ss: My favourite food is„
二、Presentation Take out a picture of hamburger and ask the students “Do you like hamburger?” “How many hamburgers can you eat? Students answer the questions.T: Let’s see how many hamburgers Sam can eat.Then write the title on the board.三、Teaching new lesson Step1 T: Take out some new word cards.Ask students to try to read out them, and then teach them these words.Step2 Put on a letter of this unit.Ask students to see the letter and at the same time to listen to the tape.For the first time the students should draw a line under the new words.Then ask them to try to answer these questions:
1、Who ate hamburgers?
2、Who had a sandwich?
3、What is mum going to cook tonight? Step3 Play the tape, the students should read after it.Then check the answers.Step4 Ask the students to see the second part.Use the food to make some dialogues.Students do it in pairs.To see which group is the best.Step5 Game 将全班分成几组，教师出示有关食物的卡片，要求学生看到食物后马上造句，哪组有一名学生先站起来，就算哪组先抢达到。抢到的小组每人要迅速造一个句子，只要有一个成员没有完成造句，就不得分，最后哪组抢达最多，造句最多，教师发给每个成员一枚粘贴作为奖励。
四、Practice
1、完成运用任务1：SB第二单元活动5
2、完成运用任务2：给外国朋友发电子邮件，说说中国的饮食文化；
3、学说字母组合的发音。首先，听音学说，找出共同发音.再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解。
五、Summary and homework
1、先让学生总结一下本节课学到了什么，老师对总结不完整的部分加以补充。
2、模仿课文写一封信给自己的好朋友或同学 板书设计：
Unit2 Sam ate six hamburgers.Sam ate six hamburgers.He likes hamburgers very much.What did you eat/drink last night? 反思：
第2课时
1.练习单项选择。
1（）I’ve got __email from Lingling.A a B an C one 2()She ___ an English breakfast yesterday.A has B have C had 3()What __ she ___ yesterday evening? A did, have B did, has C does, have 4()They had noodles ___ lunch.A on B in C for 5()Lingling ___ English food very much.A.likes B.like C.liked 6()What___ Daming__ to eat tonight? A are, going B.is, going C does, go 7()He ____ eat hamburgers tonight.A does go to B is going to C are going to 8()She __ one apple to dog every day.A give B gives C gave 9()He __ fish last night.A ate B eat C eating 10()---____ Amy___ Chinese food ?---Yes, she does.A.Did, miss B.Does, missed C Does ,miss 2.评讲资料 反思：
第3课时 模块复习
5.外研版四年级英语教案 篇五
1) New words: dumplings, want,, make, nice, cook, vegetables, love
2) Language: What are you doing?
I’m making some dumplings.
Do you want some rice?
Yes, please.
No, thank you.
3) Talking about Chinese and western food
教学重点：
Aim1, 2, 3
教学类型：
New lesson
教学方法：
look, listen, talk about, CAI
教学教具：
pictures, word cards, a recorder, food
教学过程：
一、warmer
1. Review the text of Module 5, Unit 1
2. Remember the text.
二、presentation
1. Review the food words.(e.g.: noodles, soup, make, cakes, rice, fish)
2. Ask and answer: Do you want some…?
Yes, please.
No, thank you.
三、 practice
Activity1. Listen and say.
1. Learn the new words.( dumplings vegetables, want,, make, cook, love)
2. Word Game: Who is the quickest?
3. Learn the new sentences: I’m making…。/I’m cooking…
4. Distinguish “cook” and “make” and do more examples, e.g.:
I’m making soup/cakes/noodles.
I’m cooking rice.
5. Ask and answer: I’m making…。/I’m cooking…(dumplings/vegetables)
6. Play the tape, pause it after each utterance, get ss to repeat the sentences.
7. Read the text together.
Activity2.Act it out.
1. Look at the slide and read the sentences.
2. Ask the students to read the dialogue together.
3. Ask them to practice in pairs, then make the dialogue.
四、 Exercises Listen and point.
1. Look at the pictures of AB Unit2 Ex 1,point ,ask and say.
(e.g.: What are they? Who is he? Who is she? What are they doing?)
2. Listen and number, then point.
3. Review the text, and then try to remember.
五、 Homework
1. Rememeber the following words: make, cook, want, love, vegetables
2. Read Part 1.
3. Copy the following sentences:
What are you doing?
I’m making cakes.
Do you want some?
Yes, please.
板书设计：
What are you doing?
I’m making cakes.
Do you want some?
6.五年级下册英语教案外研版 篇六
workbook
二、教学内容：
复习、练习课
三、教学目标：
复习内容
1.关于衣服的单词。
2.购物用语。
3.由whose提问的问句及其回答。
四、教学重、难点：
1.购物用语的复习。
2.由whose提问的问句及其回答。
五、教学媒体
录音带
六、教学过程：
1.复习衣服的单词
(1)记忆已学的服饰类单词。
(2)猜图游戏。
2.复习whose的句型。
(1)看图说句子：Whose … is/are …? It’s /They’re…
(2)同位操练句子。
3.复习购物用语。
(1)学生说出已学的购物用语。
(2)创设情景，学生自编对话。
4.学习Let’s Go Further
(1)听录音，理解课文内容。
(2)跟读课文。
5.布置作业
(1)听读已学的课文。
(2)《活动手册》
七、教学反思
7.外研社二年级英语教案 篇七
18.①(It’s)nice to meet you.②(I’m)happy to meet you.③(I’m)pleased to meet you.19.introduce Tom to Peter.20.come and meet my friend 21.family name 22.given name 23.Student Card 24.①（I’m）sorry ② Excuse me 25.What’s two and three? 26.Try again 27.how about …./ what about…..28.Let’s…=Let us….29.go out 30.call sb.31.Can I come in, please?
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资料由大小学习网收集 32.take one’s seat 33.ask sb.to do sth.34.tell sb.to do sth.35.go to…..36.go back to…..37.in English 38.an eraser 39.the name of sth.40.on the blackboard 41.Who’s that? 42.Who are they? 43.say hello to….44.Peter’s parents 45.How do you do? 46.an American family 47.a Japanese family 48.an Italian family 49.want to do sth.50.Here are the animals 51.look at the…..52.What a big pig!53.eight years old 54.a picture of …..55.lots of…= a lot of…..56.at the zoo 57.be late for….58.have lunch 59.It’s time to do sth.60.go home 61.get up 62.start school 63.the same time 64.go to bed 65.do one’s homework
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资料由大小学习网收集 66.have breakfast 67.have dinner 68.Thanks a lot 69.That’s OK./ That’s all right.70.go to school 71.on the chair 72.under the table 73.in the kitchen 74.living room 75.pencil case 76.some books 77.computer game 78.mobile phone 79.live with sb.80.I don’t have any…..81.be married to sb.82.two children 83.over there 汉语对照：
1、请起立
2、早上好
3、请坐
4、下午好
5、我叫Susan。
6、你叫什么名字？
7、明天见
8、向…告别
9、彼此问候10、11、12、13、14、15、世界各地 音乐室 电脑房 美术室 这是菲菲
你怎样拼写你的名字？
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资料由大小学习网收集 16、17、18、19、20、21、22、23、24、25、26、27、28、29、30、31、32、33、34、35、36、37、38、39、40、41、42、43、44、45、46、47、48、49、她是我的朋友 那是对的
见到你很高兴（三种）把Tom介绍给Peter 来见一见我的朋友 姓 名 学生卡
①对不起②打扰一下 2加3等于几？ 再试一试
…怎么样？（两种）让我们… 出去 给…打电话 请问我能进来吗？ 就座
请求某人做某事 告诉某人做某事 去… 回到… 用英语（表达）一块橡皮 某物的名字 在黑板上 那是谁？ 他们是谁？ 向…问好 Peter 的父母亲（初次见面时）你好 一个美国的家庭 一个日本的家庭 一个意大利的家庭 想去做某事
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资料由大小学习网收集 50、51、52、53、54、55、56、57、58、59、60、61、62、63、64、65、66、67、68、69、70、71、72、73、74、75、76、77、78、79、80、81、82、83、这儿有一些动物 看着…
多大的一头猪啊！八岁
…的一幅画/照片 许多…/ 大量的… 在动物园 迟于…，晚于… 吃午餐
到做某事的时间了 回家 起床 开始上学 同样的时间 上床睡觉 做某人的家庭作业 吃早餐 吃正餐；吃晚餐 多谢
不用谢；没关系 去上学 在椅子上 在桌子下面 在厨房里 起居室；客厅 铅笔盒 一些书 电脑游戏 手机；移动电话 和某人一起生活 我没有一些… 和某人结婚 两个孩子 在那边
8.外研社二年级英语教案 篇八
一.教材分析
1.本模块以未来的教室及学习为切入点，谈论将来我们生活的各个方面,学生较为有兴趣,便于展开活动。在这个过程中学习和掌握一般将来时WILL+动词原形的表达方法及注意点。2.《新标准》英语采用归纳式语法学习法:呈现---提问---发现---总结, 培养学生自主学习的能力。一般将来时作个本学期一个重要的时态在上一个单元中就已涉及Be going to +动词原形,学生已有一定的概念,这只需要老师很好地设计课堂教学活动作一定的延伸就可以了。
二.学情分析
学生在前一模块中已学习了一般将来时的肯定、否定与一般疑问的表达方式,也掌握了如何表达自己将要做什么,没做什么,也学会了如何问别人将来是否要做某事。本单元则是在前面的基础上引入到谈论将来生活这个话题上，这是学生很熟悉也是较感兴趣的话题。在教师预设的任务中，引导学生在交际中动态生成，学生有话可说，乐于合作分享。这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的.三.教学目标
1.语言知识目标
基础核心词汇：life future chalk paper ruler no one farm holiday rain weather wind so cheap expensive short get warm spring autumn heavy rain strong comfortable machine job free technology interesting difficult weak dream 掌握：cable calculator cell satellite fuel rough heat dull climate transport smooth uncomfortable 语法
一般将来时的肯定,否定及疑问句结构 和形容词的用法.话题
以谈论将来的生活为中心，说一说将来生活的各个方面.2.语言技能目标
听：能听懂用一般将来时表述的意义。
说：能运用一般将来时描述将来的生活。
读：能读懂阅读文章，理解语篇主题和细节。
写：能用一般将来时写将来生活等有关的短文。3．学习策略目标
四．重点难点
1.教学重点
[1]以谈论将来生活为中心，介绍并询问有关将来生活的信息.[2]能运用用一般将来时及形容词。2.教学难点
[1] 描述将来生活涉及的一些词汇及它们在句中的正确运用。[2] 能运用一般将来时进行描述与提问。
五.突破途径
1.利用多媒体, 让学生在歌声中感受语言，在轻松愉快的video欣赏中 输入语言。在合作学习、游戏、竞赛等活动中巩固语言。
2.整合教材, 对教材的内容进行适当的补充、删减、调序。以话题为核心,设计多种任务活动，把知识点化难为易。将知识不断滚动、内化和外延。Unit 2 Reading and Vocabulary Teaching aims: To get necessary information from the reading material
To talk about life in the future To learn the Simple Future Tense Importance and difficulties: Key vocabulary: farm, holiday, rain, weather, wind, so, cheap, fuel, expensive, short, get, get warm, rough, spring, autumn, heavy, rain, strong, comfortable, heat, light, machine, dull, job, free, climate, technology, transport, easy, interesting, difficult, smooth, uncomfortable, weak Key structures: will + V Step1.Greeting Step2.Revision Talk about school in the future Step2.New words Show some pictures and introduce the new words.Step3.Parts(1,2,3,6)(1)Listen and match the pictures and headings with the paragraphs.(2)Find some information words for the heading.(3)Check the true sentences to help understand the material.(4)Read the passage.Step4.Reading(1)Read carefully and find the adjectives and its opposite words in Part2.(2)Look at the picture s and try to say something about the passage , using these adjectives.Step5.Group work Talk about the questions: Will we have an easy or a difficulty life in the future? why?
Step6.Survey(1)Talk about your life in 10 or 20 years.1.What will you be in the future? 2.Will you have an interesting/happy life ?
Why ? 2 Will you have a small and nice car ? 3 What will your home be like? 4 Will you do many things on the Internet? What will you do on the Internet? 5 Will you have lots of free time? What will you do in your free time? 6 Will you take a plane to travel around the word ? Where will you go ?(2)Write a short passage “My life in the future” Step6.Homework
9.外研社二年级英语教案 篇九
Module 3 Classroom Unit 1 Point to the door.教材分析：本课为新标准英语三年级起点第一册第三模块，本模块的主题是Classroom.本单元主要语言功能是运用祈使句，对教室的一些地方进行指认。本单元主要学习Piont to the…学会了指认，有利于今后的教学。此题材非常生活化，贴近学生的生活实际，是学生感兴趣的话题之一，这能使学生学以致用。
教学对象分析：小学三年级学生在此之前学过了简单的Greetings和Introductions这两个话题以及相关的单词和句型。因此，教师可先进行greeting和introduction，激活了学生的知识后，再进行可理解性语言输入。在词句呈现时，师要考虑学生的认知规律，先出示实物或图，生会认后，师再让学生认读音，最后认词形。
教学设计理念：本课根据三年级小学生活泼好动、爱玩游戏等特点，我借助图片和情景精心设计游戏，在情景中激活学生原有语言知识，并授新，注意儿童的认知规律。操练时，我要有意刺激学生的挑战欲和参与率，把教学变得生动、形象、活泼、极具感染力，以引起和维持学生的有意注意，促进学生主动感知、理解和运用重点词汇及句子。组织活动前，让学生明确自己的任务，以及参与活动的好处，以此调动学生的积极性。评价学生，要让学生明白自己棒的原因，让学生正确认识自己，借此树立榜样，刺激学生主动学习的欲望。教学目标
知识与技能：语言知识目标：会说本单元的单词和相关句子。
①学习the, door, please ,window, blackboard.s
②掌握句型 Point to the…
语言技能目标：能说tand up, please.Sit down, please.Point to the…please.并正确指认。过程与方法：根据语言习得规律和低年级小学生的心理特点和认知规律，本课首先复习一些知识，当学生的原有知识被激活后，运用游戏教学法将本课新内容呈现给学生。在教授单词和句型时，注意嘴型和节奏。词句呈现结束后，用游戏的形式进行巩固操练。课文呈现运用问题引导学生进行听力训练以及语音训练，接着设计game进行扩展性操练，最后用chant进行总结。
情感、态度、价值：通过语境真实的游戏，让学生体会升降调所表达的不同语气，从而培养学生运用礼貌用语的意识。
教学重点、难点
重点：
（1）学习并掌握单词学词语the, door, please ,window, blackboard.词组：stand up, sit down.（2）掌握句型 Point to the…
难点：
能说Point to the…please.并正确执行。
教学方法：以游戏教学法为主，听说，情景教学法，任务驱动法为辅。
教学准备：黑板，单词卡片和教室资源
教学过程：
Step 1: Warming up(热身)（5分钟）
Activity 1: Read the words, texts, and sing the songs.Activity 2: Greeting.T: Class begins.Ss: Stand up.T: Good morning, boys and girls.Ss: Good morning, Ms Liang.T: Sit down, please.(以上为Ms Liang的greeting形式)
(设计意图：学生刚刚接触英语，所以，在上课前要复习。通过对词、文、歌曲的复习，激活学生的已学知识，并让学生进入英语学习状态。)
Step 2: Presentation(呈现)and practice(操练)（10分钟）
Activity 1:呈现stand up, please.Sit down, please.T: 刚才同学们做了stand up的动作，谁能告诉大家，stand up,please.是什么意思呀？（你举手举得最快，就请你。真聪明，你的知识真丰富。）
T: 现在，让我们一起来做做stand up,please.的动作，用身体做，不用嘴巴做，看谁做得最快最安静。（做了以后，生仍站着）那请坐下用英语怎么说？Let’s do it.Sit down, please.一边做动作，一边说。
T:(出示词卡)Look.哪个是Stand up, please.哪个是Sit down, please?(哇，真机灵，分得真清楚。我说中文，你们说英文，看谁说的快！)
（设计意图：先让学生亲身感受请起立，请坐下，再出示卡片认读。）
Activity 2:door, window, blackboard and point to 句型。
T:(指门)What’s this? 教door.现在一边指一边说door.看看谁指的最快，说得最响亮。
T:真棒，一下就学会了door,那我加大难度，多来一个新词，行不行呀？哇，真勇敢，敢于挑战！那好，（指窗）What’s this?
(教window)我们继续指了哦，我指哪，你们就一边指一边说单词，看看谁反应最机灵，谁能全部做对。现在，我说词，你们一边说一边指，又难了哦！
T: 太棒啦，这些根本难不倒你们，我再加一个新词，看看能不能难倒你们。（指黑板，教blackboard）继续玩point and say的游戏。
T: 都可以做对啦，说明了什么，只要我们认真学，不仅学得快，还学得正确！再难一些，这里有三个词，哪个是door,哪个是window,哪个是blackboard?我请小朋友上来贴，把卡贴在门上，窗上和黑板上。哇，你举手最快，请你。其他小朋友注意看他们贴对没有。贴对了吗？你们的知识真丰富！佩服！
T: Ok.Let’s look, point and say.师说单词，生一边指，一边读词。分组和全班。
T: Where is the door? Where is the window? Where is the blackboard? Yes, they are in the classroom.(引出课题，让生读两遍。)
T: Now, let’s point.我说，你们做。看谁最快！Point to the door…
Do you know “Point”.(设计意图：三年级的孩子喜欢游戏，保持学生的有意注意。通过认实物，认词形，将游戏难度渐渐增加，保持学生的挑战欲望。)
Activity 3: Right or wrong.（巩固）（5分钟）
教师指图，说句子。如果句子与图是配对的，则学生用降调读该单词，如果不配对，则学生将头伏在桌子上。
T: Look, I say:〝Point to the door.〞Right or wrong?
Ss: Right.T: So, you can repeat my sentence.Point to the door.(降调)
T: I say:〝Point to the door.〞(指window的picture.)Right or wrong?
Ss: Wrong.T: So, you keep silent.（设计意图：游戏巩固，加深学生对词句的印象。注意评价。）
Activity 5:Ask and answer.What’s your name.（师出示一个鸟图片Tweet-tweet)T:〝Hello.I’m Tweet-tweet.What’s your name?〞(先师生互动做示范，再生生互动。)
T: Tweet-tweet is a bird.Do the action.(一边说一边做动作)
T: 出示词卡
Activity 6: Listen and say.（课文呈现）（10分钟）
1、Listen to the tape, then finish the exercise.●door图
window图
blackboard图
2、Read after the tape.比一比，哪个组是最佳配音演员。
（设计意图：听音，让学生带着问题去听，有听的目的和动机。跟读，训练学生纯正的语音。长期听纯正的语音有利于学生习得正宗英语语调。）
Step 4: Extension(扩展活动)
Game: Leader and sodiers.Leader give order: Please stand up.Point to the…
Please sit down.sodiers do the actions.先师生互动，后生生互动。
（设计意图：通过游戏，让学生运用所学句子。）
Step 5: Consolidation（总结）（5分钟）
Chant
Point, point, point to the door.（句型总结）
Stand⌒up, stand⌒up.Please stand⌒up.（礼貌用语）
Sit down, sit down, please sit down, and say good bye.（自然下课）
Homework
10.外研社二年级英语教案 篇十
Unit 1
He’s a doctor.Teaching Aims: Review the sentence pattern “This is my…”
Review the words: grandpa, grandma, friend, father, mother, brother, sister.Learn to say “He’s / she’s… He’s / she’s a ….” Importance and Difficulties: Distinguish “He’s …” from “She’s …” Students Analysis: “He’s / She’s …” are not difficult in their pronunciation, do more exercises to differ them from each will enough.Teaching Aids: Tape recorder
tape
a doll
Cards
head ornaments
Teaching Procedures: Step 1: Warming up Sing to greeting.Review colors: Show color cards and ask the Ss “What color?”
Review some words: Show some cards and ask the Ss “What’s this?” Let’s count.(From one to twelve.)Step 2: Revision Teacher shows cards and Ss look and say “Father….” Sticker these cards on the blackboard and read after T.Read the words group by group.Ss say: “This is my father….”
Ss review to say: “This is my school bag….” Learn the word “friend.” Read after teacher.Learn to say “This is my friend.” Step 3: Presentation Teacher points to several Ss and says “She’s … / He’s …” Explain with gestures.Write “She’s …” and “He’s…” on the blackboard.Read the sentence pattern.T shows some head ornaments, Ss look and try to say “She’s Lingling.He’s Daming….” Read “She’s Lingling.He’s Daming.…” after T.Ask some Ss to go to the front and stand in a line.Ss look and say “She’s…” / “He’s…” Step 4: Consolidation Teacher makes a model.Ss try to introduce his friend like “She’s… / He’s …”.Teacher points and says “She’s a pupil.” Or “He’s a pupil.” Ss learn to say.Teaching Notes:
Module 1:
Unit 2
She’s a nurse.Teaching Aims: 1.Review the points of the module.2.Learn to introduce a people like “She’s…/ She’s a nurse.” 3.Do the exercises of the module.Importance and Difficulties: He’s / She’s a pupil.Words: doctor, pupil, teacher.The exercises of the module.Students Analysis: We have learnt many words in the module: father, mother, brother, sister, grandpa, grandma, friend, pupil, doctor and so on, so it is necessary to review them in today’s lesson, and put the words in the sentence patterns: This is my…/ He’s/she’s…
Teaching Aids: Tape recorder a big pencil
a doll
Cards
head ornaments
Teaching Procedures:
Step 1: Warming up Sing to say hello.Review the chant: Where’s the pencil? Ss say the chant together.Put a pencil in different place, Ss look and answer teacher’s question “Where’s the pencil?”
Put a school bag on the desk, ask “Where’s the school bag?” Ss answer.Put a big pencil in / on / under the school bag, Ss look and say its location.Step 2: Revision Review the sentence “Look at the tree.” And “Look at the window….”
Review the sentence “So many birds.” And the sentence pattern “So many…” Review to say “Let’s count.” Count from one to twelve.Look the cards and answer “Father / mother / …” quickly.Introduce those cards like “This is my brother./ …” Look and say “This is my pencil….” Review the chant:
She, she, she.She’s Amy.3 He, he, he.He’s Daming.Read the chant after T.Say your classmates’ name.(She’s… / He’s …)Step 3: Presentation Teacher points several Ss and says “She’s a pupil./ He’s a pupil.” Learn the word “pupil.” Ss read the word.Some Ss stand up, the others look and say “She’s a pupil./ He’s a pupil.” Look at the head ornaments and say “She’s a pupil./ He’s a pupil.” Teacher shows the card and says “He’s a doctor.” Learn the word “doctor.” Step 4: Do the exercises Activity book: Exercise 2 on page 7
Exercise 3 on page 9
Teaching Notes:
Module2:
Unit 1
Where’s the bird? Period 1 Teaching Aims: Understand the meaning of the text.Review the sentence pattern “A cat is in the box./ Where’s my pen?” Describe the location like “It’s in / on/ under..” Importance and Difficulties: The sentence pattern: “A cat is in the box.” Try to ask: “Where’s the orange cat?”
Students Analysis:
We have learnt the pattern “Where’s the…?”last week, so it is a consolidation of last period, just add some new points: Where’s the orange cat?
Teaching Aids: Tape recorder
tape
a doll Pictures
Cards
Teaching Procedures:
Step 1: Warming up Greeting to Ss with a song.A TPR game: Listen and do.T: “Stand up!Sit down!Open your book!Point to the window.Point to the door….” Step 2: Revision Show four cards.T: “What’s this?” / “This is …” Read the four words in high and low voice.Read fast.T: “If you know, please stand up and read it fast.” Show the wall chart.Describe the location of the pen or the cat in the wall chart.Step 3: Presentation T points to the wall chart and asks: “Where’s the pen?” Ss answer: “It’s …” Write the two sentences on the blackboard: Where’s the pen? It’s in the hat.Read them after T in correct pronunciation and intonation.Ask several Ss to repeat.5 Read group by group.Step 4: Practice Ss ask T: “Where’s the pen?” T answer.Group 1 ask, group 2 answer from teacher’s points.Change.Group 2 ask and group 1 answer.Practice with your partner.Show some dialogues.Step 5: Presentation T draws 3 pictures on the blackboard: A red pen is in the hat.A green pen is on the hat.A yellow pen in under the hat.T asks: “Where’s the green pen?”….Ss answer.Write the 2 sentences on the blackboard.Read after T.Ask several Ss repeat it.Read group by group.Step 6: Practice T points to the picture, Ss ask: “Where’s the yellow pen?”… T answer.Group 1 ask and group 2 answer, then change.Practice with partner.Show your dialogue.Step 7: Consolidation A game: Look and guess.“Please look at my mouth, and guess the sentence.”
Teaching Notes
Module3:
Unit1 Where is the orange cat? Teaching Aims: 1.Review the sentence pattern “Where’s the orange cat?”
2.Learn to guess the location of object with “Is it under/ in / on…?” Notes: Importance and Difficulties: Use the sentence: “Is it under / in / on the bed?” to ask the location.Students Analysis: It is not easy for the kids to use the sentence: “Is it under / in / on the bed?” to ask the location.Use the same thing to change its location each time will easier to the kids.Teaching Aids: Tape recorder tape a doll book
Cards school bag
box
pen
Teaching Procedures:
Step 1: Warming up Sing a hello song to greet with each other.Play a guessing game.“Please look at my gestures, and then guess the animal I mime.” Step 2: Revision Answer teacher’s question accord to the card.“What’s this?” / “Is it a monster?”
Read the four words: doll, bear, bed, and balloon.A game: I hide, you guess.“Look, I hide a card;please guess what the card is.” Look and answer.(Teacher put some stationery, and asks the location.)Write the four sentences on the blackboard: Where’s the cat?
It’s in the box.Where’s the orange cat?
It’s under the box.Read after teacher and correct their pronunciation and intonation.Ask several students read them.7 Read the four sentences group by group.Step 3: Presentation and practice Teacher hides a school bag, a book, and a box under the table.Then put a pen in one of them.(in the school bag, on the box, or under the book…)Ss try to guess the location of the pen.“Is it …?” Write the two sentences on the blackboard: Is it under the bed?
Yes, it is.Read after teacher.Ask several students read it.Read fast group by group.Continue to play the game.Step 4: Consolidation Read the 4 sentences after teacher again.Play a game: Hear and read fast.(Listen to teacher’s sentence, and then read it fast group by group.)Step 5: Ending
Summarize the class.Sing and say goodbye.Teaching Notes:
Module3:
Unit2
How many green birds? Teaching Aims: Learn the numbers: 11 and 12.Understand the sentences “Look at the tree.” “So many birds!” and “Let’s count.” Importance and Difficulties: The pronunciation of “eleven and twelve”.The sentence “Look at the tree.”
Students Analysis: In fact, most students have learnt the words: eleven and twelve already, but most of them didn’t catch the right pronunciation of the sound /v/, pay more attention here in class.Teaching Aids: Tape recorder
tape
a doll
Cards
Teaching Procedures:
Step 1: Warming up Sing and say hello.Review the chant.Read the chant together with gestures.Review the four words: balloon, bed, bear, and doll.(A game: T writes the four words on the blackboard, and then read three of them;Ss say the word T doesn’t read.)Step 2: Presentation and practice A game: Listen and do.(T: “Point to the ceiling.Point to the window.Stand up!Open your book.Sit down!Close your book.Look at the door.”)
T makes gesture to explain the sentence “Look at the door.” Continue to play the game.(Look at the teacher.Look at the ceiling.Look at the floor.Look at the window….)T shows several cards and asks “What’s this?”(tree)Teach the new word “tree”.Read and mime a tree.T: “Look at the tree.” Get the Ss to look at the tree card.9 Write the sentence “Look at the tree.” On the blackboard.Read and make gestures.Stick the wall chart on the blackboard.Get the Ss to look at the big tree.T: “Look at the tree.So many birds!”
Make gesture to explain the phrase “so many…”.Write “So many birds!” on the blackboard.Read after T and then read together.T: “Oh, how many birds? Let’s count.” Teach “Let’s count.”
Write it on the blackboard.Read and correct their pronunciation.Count the birds in the tree together.“OK, now, let’s count, how many birds? One, two, and three…” Teach the number eleven and twelve.T: “How many birds?” Ss: “Twelve birds.” Step 3: Consolidation Read the sentence on the blackboard again.Fast reaction: Listen to teacher’s sentence and repeat it fast group by group Teaching Notes:
Module 4:
Unit 1
This is my head.Teaching Aims: 1.Understand the meaning of the module.2.Learn the three new words: head, mouth, eye.3.Can survey like: This is my head / mouth / …
Importance and Difficulties: 1.The pronunciation of “mouth”.2.Do the survey.Students Analysis: This module is funny, the kids like to show their body.The problem is the three words’ pronunciation, like /e/, /ai/ and “th”.Practice more here.Teaching Aids: Tape recorder
tapes
cards CD-ROM
Teaching Procedures:
Step 1: Warming up Sing to greeting each other.Sing a song.Step 2: Revision Review some words: Bus, doctor, dress, nurse, driver, coat A game: I do, you say.Read them fast.Review to say: “She’s / He’s ….” Review to say: “This is his / her….” Step 3: Presentation T shows a picture of a head.T asks: “What’s this?” Ss try to answer.(a head)
Learn to say “head”.Point your head and read “head” in a little game.Read head in a chant.Learn to say “This is my head.”
Learn the word “mouth” and “eye” in the same way.Learn to say “This is my mouth / eye.” Step 3: Practice Read the 3 words again.Fast reaction: I say, you point.I point, you say.T points, Ss say “This is my head/…” Step 5: Consolidation Get the Ss to say “This is my pencil./ …”
Listen to the tape and try to understand the text.Read the text after the tape-recorder.Teaching Notes:
Module 4:
Unit 2
These are your legs.Period 1 Teaching Aims: Understand and try to say the sentence: “These are…” Review the words and learn a new body word: leg.3.Learn a song: Heads, shoulders.Importance and Difficulties: 1.The pronunciation of the sentence: “These are…” 2.The English song: Heads, shoulders.Students Analysis: “These are …” is a difficult point to the kids, make simples first and then let them find the order of “these are +-s”, it will be a great help.Teaching Aids: Tape recorder
tapes
cards stationery
Teaching Procedures:
Step 1: Warming up Greeting each other.Words game: Ask and answer.Review to say “This is his / her….” Step 2: Revision Review these body words in a game: ask and answer.Review to survey “This is my / your….” Step 3: Presentation T points to an eye and asks: What’s this? Ss: This is an eye.T points to the other eye and asks: What’s this? Ss: This is an eye.T asks: How many eyes do you have? Ss: Two eyes.T points to her eyes and say “These are my eyes.”
Ss learn to say “These are my eyes.” Ss say the sentence one by one.Write the sentence on the blackboard.T points to her legs and says “These are my legs.” Ss point to their legs and say “These are my legs.” Ss learn to say the word “leg”.T point to ears, Ss look and say “These are my ears.” Step 4: Practice A game: T point, Ss look and say: This is my head./ These are my eyes...T shows a pencil to Ss, Ss: This is a pencil.T shows 4 pencils to Ss, Ss: These are pencils.T shows more stationery and asks Ss: What’s this? / What are these? A game: I show, you say.I say, you show.Step 5: Learn the song CD-ROM: Listen to the song
Module 5:
Unit 1
They’re cows.Period 1 Teaching Aims: 1.Understand the meaning of the module.2.Learn four new words: cow, pig, chicken and egg.3.Understand “What are they? They are …”
Importance and Difficulties: 1.Try to speak “What are they? They are…”
2.The pronunciation of the words: chicken and egg.Students Analysis: Animals always the children’s favorite, but today’s animals are not easy to catch.We can make the words into some chant, so that it will be easier to catch them.Teaching Aids: Tape recorder
tapes
cards CD-ROM
pictures
wall chart
Teaching Procedures:
Step 1: Warming up Sing the song
T shows some stationery, Ss look and say “This is a pencil…./ These are erasers….” Step 3: Presentation Turn to page 18.Observe the pictures and listen to teacher.Get the Ss to understand the text.Learn the word “cow”:
A.Observe picture 2.B.Learn the new word “cow”.C.Get the Ss count “How many cows?”
D.Learn to say “They are cows.”
E.Say it group by group.F.T asks: What are they? Ss answer.G.Learn to say “What are they?”
H.Say it one bye one.Learn the other new words: pig, chicken, egg.Picture 3: pig---pigs Picture 4: chi ken---chickens Picture 5: egg---eggs Word games: A.Chant
B.Left and right Step 4: Practice Page 19: activity 2.Read after T.Read group by group.Read the conversation one by one.Blackboardwriting:
Teaching Notes:
Module 5:
Unit 2
It’s thin.Period 1 Teaching Aims: Learn the new words.Understand the text.Importance and Difficulties: The new word “thin”.The meaning of the text
Students Analysis: The text is not easy to the kids, actually they cannot express their meaning like this, today’s key points is learn to describe the things, like “It’s thin/ fat/ little/ pink” etc.Teaching Aids: Tape recorder
tapes
cards stationery
Teaching Procedures:
Step 1: Warming up Sing to greeting.Sing a song.Step 2: Revision Words chant: Ask and answer chant Watch the CAI and review the sentence patterns: What are they? They are cows.Game: T imitates the animal’s voice;Ss guess “What are they?” Step 3: Presentation Observe the wall chart of the text.Learn to say: mother pig, father pig … Watch the card and learn to say “baby pig”.Look at the father pig and learn the new word: fat.Look at the mother pig and learn the new word: thin.Count: How many baby pigs? Six.17 Look at the baby pigs and learn the new words: big, little Read those words and do the actions after T.Watch the card and learn the new word “pink”.Step 3: Practice Review the colors.T points, Ss read the words.T says the word, Ss do the actions.T do the actions, Ss says the word.Words chant.Watch the pictures and say: This is a panda.It’s fat.This is a monkey.It’s thin.This is a baby pig.It’s little.This is a father pig.It’s big.Blackboardwriting:
Teaching Notes:
Module 6:
Unit 1
These snacks are short.Period 1 Teaching Aims: 1.Understand the meaning of the module.2.Learn four animal words: snake, giraffe, elephant, lion 3.Try to understand and learn “long, short, tall, and short”.Importance and Difficulties: Understand the 2 meaning of the word “short”.The pronunciation of “giraffe”.Students Analysis: The four animal words“snake, giraffe, elephant, lion” is not popular as “dog、cat、fish and fish”, there will be more time to read them out.Especially the pronunciation of “giraffe and elephant”.Teaching Aids: Tape recorder
tapes
cards CD-ROM
pictures
wall chart
Teaching Procedures:
Step 1: Warming up Greeting each other.Review: cow, pig, chicken, egg Step 2: Revision Review “They’re …”
Read activity 2 on page 19.Express time: Describe the picture on page 20.(The pig’s family)
(The chicken’s family)Step 3: Presentation Lingling and Amy went to the zoo today.Learn the word: zoo
Learn to say: Let’s go to the zoo.Observe picture one and find the animal.Learn the new word: snake Read the word after T and correct Ss’ pronunciation.Read the word in a little game: High and low voice Learn the new words “giraffe, elephant, lion” in the same way.Game: Fast reaction Game: I say, you do./ I do, you say.Point and say: They’re snakes.…
Look at the picture and try to understand “long, short, tall”.Read those words.Game: I do, you say.T do the actions, Ss say the word.Step 4: Ending Read all the words together.Sing to say goodbye.Blackboardwriting:
Teaching Notes:
Module 6:
Unit 2
They’re little and cute.Period 1 Teaching Aims: Learn the new words “cute” and “scary”.Try to say: The baby lions are cute.The mother lion isn’t cute.It’s scary.Importance and Difficulties: 1.Try to introduce the lion’s family.2.The pronunciation of “isn’t”.Students Analysis: “Cute and scary” are adjective verbs.We can understand their meanings by our activities easily.The difficult point is their pronunciations.Teaching Aids: Tape recorder
tapes
cards stationery
Teaching Procedures:
Step 1: Warming up Sing to greeting each other.Words game: Ask and answer chant Step 2: Presentation T: Amy and Lingling went to the zoo.They are watching the lions.Learn to express: baby lion Count: “How many baby lions?”
Write “The baby lions ” on the blackboard.Read after T.Observe the baby lions and learn the new word: cute.Learn to say: “The baby lions are cute.” Read row by row.21 Observe the mother lion and learn the new word: scary.Learn to say: “The mother lion isn’t cute.It’s scary.” Correct the pronunciation of “isn’t”.Read the sentence team by team.Step 3: Practice Text: Listen to the tape.Understand the meaning of the text.Try to read the text.Read the text after T sentence by sentence.Read the text by themselves.Page 24: Activity 2 Look and say.Blackboard-writing:
Teaching Notes:
第三册Module7 Unit1 There is a cat in this tree.一、教材分析：
本单元是《新标准英语》（三年级起点）第三册第模块第一单元的内容，根据《小学英语新课程标准》提出的目标，其中一个非常重要的目标就是要激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们初步建立学习英语的自信心，使他们初步具备用英语进行简单日常交流的能力。
二、学生分析：
四年级学生已经接触了一年的英语，大部分学生对英语仍有着浓厚的兴趣，为以后延续这个兴趣建立基础，所以就要让他们积极主动的参与到英语的学习中，通过借助多媒体等多种激励方式,激发学生积极参与,大胆实践,体验成功的喜悦，有了成就感有了信心,就能够更好的展示自己.三、教学目标与要求
语言知识目标：全体学生会运用there is,horse.、语言技能目标：全体学生能认读there is,horse.全体学生能说There is a girl in this photo.She’s riding a horse.I can’t see her face.情感态度价值观：通过体验There is 的重音，初步感知中外文化异同。并调动学生积极参与各种课堂教学活动。
四、教学重点与难点
1、重点：初步熟悉句型：There is …
2、难点：课文中大量语句的阅读。
五、教学过程
I．Warm-up 利用课前1分钟，跟学生Free talk.能说出带ing的动词词组。“木头人”游戏用来复习现在进行时句型。选择一名同学躲在讲台桌后，让他做出五个词组的动作，然后，我说：“Freeze！”他就定格好某一个动作。全班同学齐问他：What are you doing？我则让同学们来猜
3.听音找词。通过这个环节，让学生自己来找出老师读到的单词或者词组。生词老师会用字母拼出来，让学生初步认识单词，只要求学生会跟读。词组是学过的，老师会直接读出来。让学生找出来，并做出相应动作。看谁速度快！II.Presentation 1.播放活动一的录音，让学生跟着节奏跟读。你能说出你听到的那些单词吗？ 2.播放活动二的视频，请学生认真看。试着理解课文内容。问学生What are Sam,Amy and Daming doing? 3.师说There are so many photos in ActivityTwo.Let’s see what are in these photos?请学生带着问题再次听录音，同时圈出There is…并试着找出问题的答案。4.播放视频，请学生模仿跟读。
III.Consolidation：
1.自己画一幅某人正在做某事的图片，用There is….和正在进行时进行描述。There is a boy in this photo.He’s swimming.2.Homework：
回家后找一些你家中比较有特点的照片，试着用There is…in this photo.He’s ….进行描述。下节课把那些照片带过来，跟大家分享一下吧！板书设计：
Module7 Unit1 There is a horse in this photo.reading a book
riding a bike
There is _________in this photo.swimming
It’s
playing football
He’s
______________.drinking milk
She’s
Module 8 Unit1 There’s a pair of shorts under that duck.教学目标
1、Knowledge of the language(语言知识与能力目标)a.’s a pair of shorts under that duck.b.a pair of, shorts,shirt.2、Emotion attitude（情感目标）
教学重点难点
There’s a pair of shorts under that duck.教学过程设计
A、Warming up.(热身)a.Greeting—Sing the song<> b.展示活动1的挂图，问学生小狗在干什么？ B．Presentation and Practice(新知呈现与操练)
课文学习
1.展示活动2的挂图，先请学生看图，看是否能尝试用“There be ”描述图片内容。2.教师播放录音和动画，请学生边看动画或边听录音便看图，告诉学生听完后回答下面的问题：Daming的鞋子到哪去了呢？（被鸭子穿走了。）3.再次播放动画或录音，请学生逐句跟读。要引导学生注意到指示牌“Beach Pool”,即海滩泳池，教师要给学生解释：“这里是允许游泳的海滩，因为这里有安全措施。
4.这里的“a pair of,over there“都只能要求学生理解。5.最后播放录音，请学生完整跟读。训练巩固
1.完成活动3，教师播放录音，请学生跟读。
2.完成活动4，学生看图，理解活动要求。然后两人一组进行练习。家庭作业
听本单元录音，注意模仿语音语调。
Module 8 Unit2 There are two footballs under my desk.教学目标
1、Knowledge of the language(语言知识与能力目标)a.’s a pair of shorts under that duck.b.a pair of, shorts,shirt.2、Emotion attitude（情感目标）
教学重点难点
There’s a pair of shorts under that duck.教学过程设计
A、Warming up.(热身)a.Greeting—Sing the song<> b.展示活动1的挂图，问学生小狗在干什么？ B．Presentation and Practice(新知呈现与操练)
课文学习
1.展示活动2的挂图，先请学生看图，看是否能尝试用“There be ”描述图片内容。2.教师播放录音和动画，请学生边看动画或边听录音便看图，告诉学生听完后回答下面的问题：Daming的鞋子到哪去了呢？（被鸭子穿走了。）3.再次播放动画或录音，请学生逐句跟读。要引导学生注意到指示牌“Beach Pool”,即海滩泳池，教师要给学生解释：“这里是允许游泳的海滩，因为这里有安全措施。
4.这里的“a pair of,over there“都只能要求学生理解。5.最后播放录音，请学生完整跟读。训练巩固
1.完成活动3，教师播放录音，请学生跟读。
2.完成活动4，学生看图，理解活动要求。然后两人一组进行练习。
Step1 : Chant Tiger, tiger ,big big tiger Snake, snake, short short snake Elephant, elephant, long nose elephant Giraffe, giraffe, tall tall giraffe These ____are ___.Step 2 闯关游戏：
拯救美亚公主 Animals are our friends.(动物是我们的朋友)Love animals（爱护动物）Protect animals（保护动物）Are they long? Yes, they are.These snakes are short.These snakes are long.The giraffes are tall.I am short.The elephants are very big.Thank you!I’m Mei Ya(美亚公主).* Kerry How many animals can you see? How many animals can you see? How many ping-pong balls in the classroom? How many footballs in the classroom? How may basketballs in the classroom?
Step3: watch and answer: listen the passage and number the pictures 听录音，给下面的课文图片排序号。
Step4: listen and number: 1 2 3 4 Look at the pictures carefully and finish the sentences.同学们请认真看图来完成对话吧！
Step 5:look and say: Lingling, there’s a basketball under my chair.Oh no!Sorry There are two footballs under my desk.Oh, there are two footballs under my desk.Lingling, there are five ping-pong balls here.Oh, it’s Daming.Ha ha….Let’s read passage and repeat.孩子们让我们来跟读吧！
Step6: Let’s read the passage one by one.孩子们，我们来玩排火车读课文嘞！show time Look at the pictures carefully and finish the sentences.同学们请认真看图来完成对话吧！
Step7: look and say: These ____are ___.pencils pencils short long These girls are tall.These girls are short.These pencils are short.These pencils are long.These trees are short.These trees are tall.The tigers are big.The cats are small.勇敢的小朋友们,我们美丽的可爱的美亚小公主正被恶毒的魔王困在阴森的城堡万神殿里,希望聪明,机智, 勇敢,有爱心的你帮帮她吧!时间紧迫，赶快行动吧!第一关 Ｈi，欢迎你来到我神秘的黄金宫殿，我是殿神－－阿比西，想营救公主，先要过我这一个关，想打败我们，那就看看你能不能采集到8朵血木菊。Who can read? 谁会读？ snake elephant giraffe tiger Who can read? 谁会读？ long tall small short 第二关 Ｈi，欢迎你来到我神秘的白金，我是殿神－－古拉齐，想营救公主，看看你的本领,能否说出每组不同类的单词．赢得3朵血木菊。elephant snake zoo long giraffe short they he she 第一关 第三关 Ｈi，欢迎你来到我神秘的紫铜宫，我是殿神－－克里司，想营救公主，还要过我这一个关，想打败我们，那就看看你能不能采到这7朵毒玫瑰。* 家庭作业
听本单元录音，注意模仿语音语调。
Module9:
Unit 1
I like football.Period 1 Teaching Aims: 1.Understand the meaning of the module.2.Learn to use the sentence patterns “I like…” and “We like…”
Importance and Difficulties: Distinguish “I” and “we”.Use “I like…” and “We like…” in daily life.Students Analysis: I have mentioned “I like ×××” many times in the past periods, so it’s not a difficult thing for them to express “I like…”(just chance the names to things is ok.)In this period we should distinguish “I & We”, make gestures can do it.Teaching Aids: Tape recorder
tapes
cards pictures
wall chart
Teaching Procedures:
Step 1: Warming up Greeting each other.Revision:
a.The words of animals.b.The sentence pattern: Let’s…
(Pay more attention on “Let’s sing.” And “Let’s dance.”)Step 2: Presentation T makes some gestures and say: “I like football.” Ss guess the meaning of the sentence.Write the sentence on the blackboard and read.Learn to express “I like…”(Sports)Learn to express “I like…”(Color)Express: I like…(animals)
Tell “I like…” to your classmates.T makes some gestures and say: “We like football.” Ss guess the meaning of the sentence.Write the sentence on the blackboard and read.Learn to express “We like…”(Sports)Learn to express “We like…”(Color)Express: We like…(animals)
Tell “We like…” to your classmates.Tell the story of the text, and ask them retell it.Step 3: Practice Find “I like …” and “We like…” in the text.Read these sentences.Say and do after T: I like… We like… Fast reaction.Game: Look T’s gestures and say the sentences Page 31: Activity three
(Look at the pictures and say sentences.)Blackboard-writing:
Teaching Notes:
Module9:
Unit 2
What’s your favorite sport? Period 1 Teaching Aims: 1.Learn to say “sport, colour, and animal.”
2.Understand the sentence “What’s your favourite sport?” then try to speak it out.Importance and Difficulties: The pronunciation of “favourite”.Can answer the question: What’s your favourite sport?
Students Analysis: After learning: I/ We/ They like…, today’s task is asking one’s hobby: What’s your favourite sport? And we can chance the “sport” into colour/ animal and so on.Teaching Aids: Tape recorder
tapes
cards
Teaching Procedures:
Step 1: Warming up Sing to greeting.Step 2: Revision 1.Review these sentence patterns: I like football.We like football.They like football.2.CAI: Show some pictures, Ss look and say.3.Page 31: Activity two: Reading.4.Game: Gestures and sentences.Step 3: Presentation Game: Guessing Review some colors.Learn to say the word: color Review some animals.Learn to say the word: animal Review some sports.30 Learn to say the word: sport Game: Who’s calling me?
Read the 3 new words again row by row.T: “What’s your favorite sport?” Make the Ss understand it.Write it on the blackboard.Learn to read it.Correct the pronunciation of the word “favorite”.Say the sentence one by one.Blackboard-writing:
Teaching Notes:
Module 10:
Unit 1
Let’s play football!Period 1 Teaching Aims: 1.Understand the meaning of the module.2.Learn to say the phrases: play football / basketball / ping-pong/ go swimming 3.Can say the right phrase according to the actions or pictures.Importance and Difficulties: The pronunciation of “ basketball”.Students Analysis: Even though sports are the first time we meet, the kids are familiar the sports name, such as: football, ping-pong and so on.Except learn to say the sports name, I should also tell them: do more exercises after class!Have a good healthy is the most important thing in everyone’s life!
Teaching Aids: Tape recorder
tapes
cards pictures
wall chart
Teaching Procedures: Step 1: Warming up Sing to greeting each other.Words chant: fat, thin, big, little, long, short, tall… animal words Step 2: Presentation T: Today, Sam and Daming have some sports.Show the wall chart.Observe picture one and learn the new word: football Introduce them some message about football.Write the word on the blackboard.Read after T.Game: High and low voice Learn the new word “basketball” in the same way.Game: T points, Ss read.(group by group)Learn the new word “ping-pong” and “swimming” in the same way.32 Step 3: Practice Look the teacher’s gestures and guess the meaning of “play”.Learn the new word: play.Little game: Bomb Learn to say: play football / basketball / ping-pong Look at the picture and learn to say “go swimming”.Read and do the actions.Game: I say, you do./ I do, you say.Page 27: activity 3
(Read the words)
(Look the picture and say the phrase.)Blackboardwriting:
Teaching Notes:
Module 10:
Unit 2
Let’s sing!Teaching Aims: Review the sports.Learn to say “sing” and “dance”.Importance and Difficulties: The pronunciation of “tired.” Use “Let’s sing/ dance” freely.Students Analysis: We have two different sounds of “dance”, the American sound and the English sound, we choose the one which is in our tapes.And I also will let them know the differences of the word “dance”.Teaching Aids: Tape recorder
tapes
cards
Teaching Procedures:
Step 1: Warming up Step 2: Revision 1.Show them some animal cards and ask: “What are they?” “They’re…” 2.Show them the balls, ask: “What’s this? This is …” 3.Stick the pictures of balls on the blackboard.4.T points, Ss read the words group by group.5.T does the actions, Ss look and say the phrase group by group.6.Review to say the whole sentence “Let’s play….” 7.Open the books, read the text on page 26.8.Read the activity 2 on page 27.9.Activity 3 on page 27: Listen to the teacher’s words, and number the pictures.10.Point and say: “Let’s play…./ Let’s go…” Step 3: Presentation 1.T: “Let’s play football.No, I’m hot.”
2.Review to say “No, I’m hot.” 3.Learn to say “No, I’m tired.” 4.Read row by row.5.T shows a picture and teaches the new word “sing.” 6.Get the Ss say: Let’s sing.7.Makes a gesture, and learn to say: “Let’s dance.”
8.Write the sentence on the blackboard: Let’s sing and dance.9.Read after T.Step 4: Practice 1.Turn to page 28, try to read the text.2.Read the text after T.3.Page 29: Chant.(Look and say.)
(Read and chant.)Blackboard-writing:
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