英语教案（通用16篇）
一、活动目标
1.初步学习单词banana和orange，复习apple、pear的发音，复习歌曲Good morning.
2.初步感知sweet 和Do you like to eat? 的含义。
3.初步学习单词，积极参与游戏，并胆地说。
二、活动准备
水果蓝一只，水果若干，手偶一个。
三、活动过程
1.复习歌曲“Good morning to you.”
T: good morning, boys and girls.
Let’s sing the song “good morning to you”, Ok?
C: Ok.
2.学习banana和orange.
T: Look! I have a beautiful basket. There are some fruits in it! Look, that’s…
C: 香蕉 T: Yes, This is a banana. 请幼儿跟读
T:(尝一口)Banana is sweet. Follow me. Banana is sweet. Do you like to eat banana?
C: Yes. T: If you want to eat banana, Let’s sing the song “I like banana.” Ok?
C: Ok.
T: Ok, very good!
Act: Monkey: Mrs. Gao, Miss Gao.
T: Let’s have a look, what’s coming?
C: Monkey.
T: Monkey, Yes!
M: I want to eat…(着急说不出来)
T: Oh, The Little monkey wants to eat the banana, but she can’t speak English.
Can you say it in English? Let’s tell her together, Ok? Ok, what’s this?
请幼儿一起说：This is a banana
T: Yes, Monkey. Banana, Do you know?
M: Yes, I know.
T: If you want to eat the banana, you’ll say it in English once more. I’ll give it to you, ok?
M: Ok! I want to eat the banana.
T: Ok, here you are. Bye.
M: Bye, Thank you
T: You’re so great to help the monkey to solve the problem. Now I’ll introduce a good friend to you.
QiQi (手偶琪琪): Good morning children.
Today I bring you a kind of fruit, I’ll give it to you, but I want to tell you it’s English name before I give it to you. But I can’t speak English.
T: It doesn’t matter, Now, I’ll teach you the word. Then let’s teach Qi Qi together, Ok?
C: Ok.
T: Orange, orange, orange is sweet. What do you like? Do you like to eat orange?
Please say it to your friends beside you.
请小朋友之间相互说：“I Like orange. This is an orange.
T: Now, Do you know what this is? What’s this?
C: Orange. T: Ok, Let’s tell QiQi together. This is an orange.
Qi: I know I know. This is an orange. It’s for you.
C: Thank you,
Qi Qi.
Qi: You are welcome
T: Let’s play a game, I’ll ask one of you to touch in my basket.
Then you’ll tell the other friends. What have you touched. Ok?
C: Ok. T: What’s this?
C: Apple (orange, pear, banana).
T: Oh, The fruits are sweet. Do you want to eat?
C: Yes.
T: Ok, Let’s sing the song “I like fruits”, Ok?
C: Ok.
T: Ok, before eating the fruit you must say: “I like…”, understand?
C: Yes.
T: Ok, come here. 音乐起，请全体幼儿一起来，老师拿水果边吃边说，游戏结束。
初三英语：Lesson 23教学设计方案
Period: The third Period
Content: Lesson 23
Properties: Recorder
Teaching Objectives: Students should master the dialogues, useful expressions about the present perfect tense and the object clause.
Language Focus:
1. How long have you lived in…?
I ve live here since…
2. How long have you been doing sth.?
I ve been doing sth. for…
3. What s the longest time you ve been down?
I ve been down as long as…
4. … says (that)…
Teaching Procedures:
Ⅰ. Organizing the class
Greetings and a duty report.
Ⅱ. Revision
To dictate the words last time.
Check homework
Ⅲ. Presentation
Present the sentence:
How long have you learned English?
Ask some students to answer.
Then go on:
Do you like learning English?
Have the students practice this dialogue in Pairs, in groups. At last, act out the dialogue
Ⅳ. Read and say
Play the tape for the students to listen and repeat
Then ask:
How long has Lin Yang lived in Honolulu?
How long has Lin Yang been surfing?
Have the students ask the questions, check with the whole class.
Ⅴ. Practice
Practice the dialogue in Pairs, then in groups.
Then act out the dialogue.
Ⅵ. Ask and answer
Talk about the dialogue of Part 2 in Pairs.
Finish the sentences in Pairs.
Ⅶ. Practice
Talk in groups of three. The first student says something, the second student may ask: What does he / she say? The third student repeats using the Object Clause: He / She says that…
Ⅷ. Homework
Finish off the exercises in the workbook.
Ⅸ. Summary
Exercise in class:
Rewrite the following sentences with the Object clause.
1. Physics isn t easy to learn
He says…
2. Who does live in the room?
Do you know…
3. You have passed the exam.
I m glad…
4. He ll be back in a month.
I hear…
5. Whose dictionary is this?
Tom asked…
Answers:
1. He says (that) physics isn t easy to learn.
2. Do you know who lives in the room?
3. I m glad that you have passed the exam.
4. I hear he ll be back in a month.
5. Tom asked whose dictionary this was.
活动过程：
一、 复习旧知
Good morning boys and girls . Welcome to our Lucky English !
First ，let’s see these two pictures .(出示蚂蚁、蜘蛛的图片请幼儿认读)
二、 谜语导入
1、身体半球形，背着七颗星，庄稼喜欢它，捕虫最著名。(七星瓢虫)
2、小虫水里生，天生爱飞行，最爱吸人血，嗡嗡吵不停。(蚊子)
(老师提示小朋友们每种小虫的特点，请小朋友们猜一猜是什么动物，猜出后拿出图片展示。)
Today we will learn these two i ects .
三、 多元感官学习活动
1、学习新单词：ladybug mosquito
a、 视觉学习图片学习
教师出示图片，带领幼儿朗读单词，及时纠正发音，以便重点巩固。
b、动觉学习游戏“单词领地”
请幼儿根据老师的提示到单词领地里找单词。
2、学习新句型：Do you like …? &;am Yes ， I do ./ No ， I don’t .
a、 视听学习磁带播放
播放磁带，然后暂停，请小朋友们注意听，小熊问了小兔子什么?小兔子喜欢吗?
小猴子问小猪什么?小猪喜欢吗?
然后老师再次播放磁带，请幼儿尝试跟读。
老师带领幼儿读句子，读出疑问的语气。
b、表达学习情景表达
---Do you like ant ? ( ider ladybug mosquito )
---Yes ， I do . / No ， I don’t .
C、音乐学习Let’s chant
教师播放Let’s chant ，请小朋友们听录音，跟随录音的节奏一起朗读这首新歌谣。
4、中班英语礁do you like to eat?
教材解读
本单元紧扣“女性”这一中心话题，通过介绍几位生活在不同国度的杰出女性，探讨女性在社会生活中的地位、价值和贡献，关注她们所面临的困难，讴歌她们在社会各个领域的成就。学习本单元内容有助于提高学生对妇女的社会角色的认识，培养学生（尤其是女学生）的自信心、事业心和社会责任感，建立正确的性别观和社会观。
“热身”(Warmingup)部分要求学生评论课本列出的六位女性，提出自己的观点和理由。该部分呼应了模块一中第五单元NelsonMandela－amodernhero的“读前”部分。在学习这一单元时，学生们经过讨论已总结出评定伟人的标准。因此，在教本单元时，教师可以让学生沿用这一标准，并针对本单元具体内容进行讨论，当然，学生也可以提出自己的看法。教师应当鼓励学生提出异议，但必须注意以下两点：（1)教师要引导学生提出积极意义的观点；（2）学生应有理有据地阐述自己的观点并使其令人信服。
“读前”(Pre-reading）部分提出了两个问题：简·古道尔为什么不在大学里进行专业的生物学研究而要到非洲去研究黑猩猩？你同意她的这种做法吗？这两个问题还要求学生思考两种不同的研究方法（即实验室研究法与野外研究法）的优势与不足之处。然后，要求学生看课文中的标题和插图。
“阅读”（Reading)部分以《非洲野生动物保护者》为题，描写了简与她的同事们在非洲原始森林观察非洲黑猩猩的一个片段，并阐释她从事这项工作的重要性以及她所取得的成就。尽管他们在野外的考察工作又脏又累，但他们觉得这样做是值得的，他们有一些重要的`发现是在学校的实验室不可能获得的，这正是简·古道尔要到非洲原始森林来的原因。她通过许多年的研究，帮助人类了解黑猩猩的生活习性。她强烈呼吁让动物回归自然，反对用动物作广告或从事娱乐活动，她力图唤起人类理解动物、尊重动物和保护动物的意识，而她所取得的成就无疑是对有进取心的广大妇女的莫大鞭策和鼓舞。“理解”(Comprehending)部分有四项练习，分别从不同层面引导学生进行阅读。前三个练习通过选择题、归纳段落大意和填表格来检查学生对阅读篇章的表层理解程度。练习四要求学生必须在深刻理解课文内容的基础上，对课文中简的行为表达自己的看法。通过讨论这四个开放性的话题，可以坚定学生保护动物的信念。
“语言学习”(LearningaboutLanguage)部分主要着重于词汇和语法的训练。词汇学习部分主要通过词语释义、同源词对比、反义填空等多种形式的练习帮助学生熟悉构词法、重点词汇以及短语。语法部分紧扣“主谓语一致”这一语法项目，重点学习如何确定集合名词的数，通过句子填空让学生在语境中判断几何名词单复数概念，并通过短文填空综合操练主谓语一致。该部分不仅关注主谓语一致的语法形式和意义，也关注了主谓语一致的语用价值。
“语言运用”(UsingLanguage)部分综合训练听说读写的能力。阅读部分介绍了另一位杰出女性一一林巧稚，我国著名的妇科疾病专家。她以其执著的追求和不懈的努力
教师备课系统──多媒体教案
获得事业上的成功；她关注贫穷的妇女和母亲，尤其是农村妇女，她以善良和爱心赢得人们的尊敬。不但如此，她还把毕生的心血全部贡献给了她的病人和中国的医疗事业。这篇文章不仅仅要让学生了解一位中国杰出女性的生平，更重要的是它在如何选择未来事业的问题上给予学生一定的启发。听力部分要求学生在听完录音后，列出女性在通向成功道路上所面临的特有的困难。说的部分要求学生运用介绍人物品质和个性的形容词来描述生活中富有奉献精神的女性，然后，把她的故事、品质和个性写出来。写的部分从内容和方法两个方面给了四点提示。
“小结”（Summingup）部分让学生从内容、词语和结构三个方面对本单元内容进行归纳总结。词汇部分的小结可以从构词法的角度进行适当的梳理和拓宽。
“学习建议”(LearningTip）部分就人物描写提出了建议，即选取典型事迹，抓住人物特征。
株洲巨人教育针对艺术考生教学方案文档
姓名：张晓睿
年级：高三音乐艺考生
学校：株洲市市一中
辅导科目：语文、数学、英语、地理、历史、政治（全托）
班主任：李美红老师
方案分析：
每一个艺术考生，面临最大的挑战，就是文化成绩的过关，晓睿同学也不例外。
晓睿是一个文静、漂亮、有礼貌的孩子，是高三艺考生，初次见面，从她的言语中透露出对学习的极度缺乏自信，她总认为自己在学习上没有天赋，高考肯定考不上大学，尤其是一考试就感到紧张和胆怯，往往考试就不理想。家长对于孩子的这个情况束手无策，就在高三这个关键的时刻，家长带孩子来到了巨人学校，目标是为了冲刺一本！
通过对学生学习情况进行了整体的摸底，成绩是264分，发现学生其实基础并不差，只是缺乏系统性的复习。于是，老师们制定了专业系统的复习计划，家长做了一个决定-----全托！在巨人的日子里，班主任给学生制定了周密的每日学习计划，定期给学生进行心理疏导，并常常鼓励她、肯定她，高考前模拟试卷成绩369分，这次的成绩为孩子树立了很强的自信心！
两个多月的努力就是为了最后的一搏，高考前，学生给我打了一个电话，她说：老师，我相信我肯定能够考好，我有信心！最终,孩子以421分如愿考上了淮阴师范音乐学院。
初三英语：Lesson 23教学设计方案
Period: The third Period
Content: Lesson 23
Properties: Recorder
Teaching Objectives: Students should master the dialogues, useful expressions about the present perfect tense and the object clause.
Language Focus:
1. How long have you lived in…?
I ve live here since…
2. How long have you been doing sth.?
I ve been doing sth. for…
3. What s the longest time you ve been down?
I ve been down as long as…
4. … says (that)…
Teaching Procedures:
Ⅰ. Organizing the class
Greetings and a duty report.
Ⅱ. Revision
To dictate the words last time.
Check homework
Ⅲ. Presentation
Present the sentence:
How long have you learned English?
Ask some students to answer.
Then go on:
Do you like learning English?
Have the students practice this dialogue in Pairs, in groups. At last, act out the dialogue
Ⅳ. Read and say
Play the tape for the students to listen and repeat
Then ask:
How long has Lin Yang lived in Honolulu?
How long has Lin Yang been surfing?
Have the students ask the questions, check with the whole class.
Ⅴ. Practice
Practice the dialogue in Pairs, then in groups.
Then act out the dialogue.
Ⅵ. Ask and answer
Talk about the dialogue of Part 2 in Pairs.
Finish the sentences in Pairs.
Ⅶ. Practice
Talk in groups of three. The first student says something, the second student may ask: What does he / she say? The third student repeats using the Object Clause: He / She says that…
Ⅷ. Homework
Finish off the exercises in the workbook.
Ⅸ. Summary
Exercise in class:
Rewrite the following sentences with the Object clause.
1. Physics isn t easy to learn
He says…
2. Who does live in the room?
Do you know…
3. You have passed the exam.
I m glad…
4. He ll be back in a month.
I hear…
5. Whose dictionary is this?
Tom asked…
Answers:
1. He says (that) physics isn t easy to learn.
2. Do you know who lives in the room?
3. I m glad that you have passed the exam.
4. I hear he ll be back in a month.
5. Tom asked whose dictionary this was.
一、 活动目标
1、幼儿对买水果的游戏感兴趣，能积极参与活动。
2、幼儿能掌握买东西的基本对话。
3、学习对话：Can I help you ?
A le(peach…)please .
Here you are ..
Thank you ，bye bye .
二、 活动准备
水果图片若干张，桌子
三、 活动过程
1、情景表演，让幼儿了解买东西的基本对话。
老师与另一协教老师分别扮演售货员与顾客的角色，进行简单对话。
2、教师帮助幼儿初步学习售货员卖水果的简单用语
提示语：Can I help you ?
3帮助幼儿使用顾客买水果的简单用语
提示语：A le(peach…) please
Thank you ，bye bye
4、分角色进行游戏
重点指导：适时的帮助幼儿使用各角色的基本对话。
5、结束游戏
初三英语：Lesson 23教学设计方案
Period: The third Period
Content: Lesson 23
Properties: Recorder
Teaching Objectives: Students should master the dialogues, useful expressions about the present perfect tense and the object clause.
Language Focus:
1. How long have you lived in…?
I ve live here since…
2. How long have you been doing sth.?
I ve been doing sth. for…
3. What s the longest time you ve been down?
I ve been down as long as…
4. … says (that)…
Teaching Procedures:
Ⅰ. Organizing the class
Greetings and a duty report.
Ⅱ. Revision
To dictate the words last time.
Check homework
Ⅲ. Presentation
Present the sentence:
How long have you learned English?
Ask some students to answer.
Then go on:
Do you like learning English?
Have the students practice this dialogue in Pairs, in groups. At last, act out the dialogue
Ⅳ. Read and say
Play the tape for the students to listen and repeat
Then ask:
How long has Lin Yang lived in Honolulu?
How long has Lin Yang been surfing?
Have the students ask the questions, check with the whole class.
Ⅴ. Practice
Practice the dialogue in Pairs, then in groups.
Then act out the dialogue.
Ⅵ. Ask and answer
Talk about the dialogue of Part 2 in Pairs.
Finish the sentences in Pairs.
Ⅶ. Practice
Talk in groups of three. The first student says something, the second student may ask: What does he / she say? The third student repeats using the Object Clause: He / She says that…
Ⅷ. Homework
Finish off the exercises in the workbook.
Ⅸ. Summary
Exercise in class:
Rewrite the following sentences with the Object clause.
1. Physics isn t easy to learn
He says…
2. Who does live in the room?
Do you know…
3. You have passed the exam.
I m glad…
4. He ll be back in a month.
I hear…
5. Whose dictionary is this?
Tom asked…
Answers:
1. He says (that) physics isn t easy to learn.
2. Do you know who lives in the room?
3. I m glad that you have passed the exam.
4. I hear he ll be back in a month.
5. Tom asked whose dictionary this was.
第一课时
【课题】Unit 1 A 【课型】新授课
【教学目标 】
▲1 能够听、说、读、写短语。
★2 能够听懂问句：How do you go to school? Usually I go to school by bike ……并能用所学动词短语替换句型“I usually... by bus ..”中的关键词回答问句。
3能理解并说唱Let's chant 部分的歌谣。
4 能够了解 Good to know部分的内容。
【教材分析】
本节课是本学期开学的第一课，主要让学生学习Let's learn 中的五个动词短语，并能用这五个短语回答询问作息时间的问题。本课时的教学难点 是掌握五个四会短语和单词exercises, usually的正确发音。我主要采取师生、生生互相合作，学生在愉快的学习氛围中习得和学得。
【学生分析】
学生开学后第一次上英语课，都很积极，学习热情也比较高，学生学习校园内常见事物的单词，让学生在复习中学习新知，学生兴趣很高，学习热情都比较高。
【教学准备】
教师：录音机、磁带、画有校园常见事物的词卡。
学生：课本。
【板书设计 】
Unit 1 How do you go to school?
A Let's learn
学习过程：
一Warm--up
1 Let's chant
How do you go to school?
Usually I go to school by bike
课后反思：
学生一般喜欢在游戏中完成自己的学习任务,所以我主要采取游戏学习方式来调动大家的学习兴趣,让学生乐于学习.在学习中学生的学生基础差距较大，部分学生的基础较差，学生之间互相帮助的方法有助于提高学生的英语水平，本学期的拼写单词较多而且也比较难，学生自己分析单词，让学生找拼写规律,教师予以引导，有助于教与学,对于较差的学生，我进行单独辅导，学生在学习英语的兴趣上有所提高。学习英语的新思想是创设情景进行学习,我会学着去创设各种与教学相适应的情景去教学的.
教学目标
掌握词汇：phone， policeman， ask， sir， look at， see， will， I’ll=I will， take， address， glad， forget(forgot)， now， China， or， work， goes
理解词汇：well ， fax， ID， licence(license)， dear， age， hm， why
语音：五个元音字母在重读开、闭音节中的读音与相应的拼读规则。结合单词拼写，巩固26个英语字母的读音。
复习句型：动词的Be句型（完全形式、缩略形式、疑问形式），总结由What? How (How old)? Where? Who? 等引导的特殊疑问句。
复习语法：人称代词、及已学过的物主代词。
重点难点：
1） 句型：
a。 I am/You are/ He is/ She is/ It is…(及其缩略形式)
Am I …/ Are you…/ Is he…/Is she…/Is it…?
b。 What…? How (How old)…?Where…? Who…? 引起的疑问句。
2) 日常交际用语：
复习第一至第七单元的日常交际用语。
德育目标
通过复习前七个单元的日常礼貌用法，使学生熟悉进而掌握它们，并在日常生活中能够应用。教育学生在复习中发扬互助的精神。
教学建议
教学内容分析
本单元是复习课，教师在准备本单元的教学时，应当全面了解一下学生的学习状况，特别要在教材所要求的重点项目上进行具体分析，以便有针对性地安排本单元的教学活动。
这一阶段的主体内容可分为两大主线：关于人（greetings， introduction， telephone talk， names， age， class， positions）、关于物（things in English， plural and singular， numbers and quantity， possessions）。
活动名称：水果宝宝大聚会
活动领域：健康 活动目标：
1、了解几种常见水果的名称、颜色、味道等特征。
2、练习钻爬、跳越的能力。
3、喜欢吃多种水果，知道吃水果要讲究卫生。
活动准备：
1、香蕉、苹果等水果的幻灯图片
2、香蕉、苹果、梨等水果的实物和模型
3、篮子若干
活动重难点：
重点：能说出常见水果的名称，了解其颜色味道等特征。
难点：根据要求练习钻怕、跳越。
活动过程：
一、导入
出示苹果和香蕉的幻灯图片，教师以给幼儿介绍好朋友的方式来引入水果宝宝，激发起幼儿的兴趣和好奇心。
师：小朋友们，今天老师给你们带来了两位好朋友，它们是谁呢？让我们一起用掌声请它们出来好不好？
幼：好！（拍手）
师：看，它们是谁呀？
幼：它们是苹果和香蕉。
师：今天呀，老师要给小朋友们介绍许多水果宝宝，小朋友们，你们想不想知道它们都是谁呀？我们一起来和它们做好朋友吧！
二、展开
1、引导幼儿观察几种常见的水果，说出它们的典型特征。
师：（依次出示桃子、西瓜、梨等水果的模型）小朋友们，你们看这是什么水果呀？
幼：桃子、西瓜、梨……
师：小朋友你们看这是一个香蕉，香蕉需要把皮剥掉才可以吃，下面啊，老师请小朋友来给水果宝宝分分类，把需要剥皮吃的水果放在这个篮子里，哪一个小朋友来分？（分完后教给幼儿怎样剥水果皮，介绍这些水果的形状、味道、颜色）
师：小朋友看，这是一个苹果，苹果需要洗干净才能吃，我还要请一个小朋友，把需要洗干净才能吃的水果放到这个篮子里。（分完后介绍这些水果的形状、味道、颜色）
2、游戏：送水果宝宝回家。
通过钻山铜、跨小河、S形走路将水果宝宝送回家
师：小朋友们，我们刚才认识了许多水果宝宝，可是现在呀，有两种水果宝宝找不到家了，它们刚才给老师说需要小朋友的帮助，把它们送回家。去水果
宝宝的家需要钻过一个山洞，然后跨过一条小河，然后再绕过两个树桩，就到了，水果宝宝的家就在这个小篮子里，小朋友们，你们知道怎么去水果宝宝的家了么？
幼：知道了。
师：下面老师把水果宝宝分给小朋友，先请拿着香蕉宝宝的小朋友把它们送回家吧，把香蕉宝宝送到贴着香蕉的筐子里。
（幼儿分组进行游戏）
三、结束
带领幼儿探索神秘水果宝宝，结束活动。
师：小朋友们，我们已经把香蕉宝宝和苹果宝宝送回了家，而且我们今天也认识了许多水果宝宝，其实呀，老师这里还有几个更加神秘的水果宝宝，我把它们的照片也带来了，小朋友们看看你们认识吗？（火龙果、榴莲等热带水果）那下面我们一起去认识一下这些神秘的水果宝宝吧！带领幼儿下台。
活动延伸：
活动结束后，让幼儿品尝水果，学会自己剥香蕉皮，在区域活动中认识其他种类的水果
单元整体设计思路
第一课时：阅读课 Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)
第二课时: 语法课 Discovering useful structures (p. 4); Using structures (p. 43)
第三课时：阅读与听说课 Reading and listening; Speaking (pp. 5-6)
第四课时: 词汇课 Discovering useful words and expressions (p. 3); Using words and expressions (p. 42)
第五课时: 听说课 Listening; Talking (p. 41)
第六课时: 读写课 Reading and writing (p. 7)
第七课时: 单元评价课 Self-test and self-evaluation; Summary
第一课时 阅读课
一、教学内容 Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)
二、教学目标
在本节课结束时，学生能够
了解文化遗产的基本概念、本质特点以及基本类型。
通过找读（scanning）关键词、略读（skimming) 和精读 (careful reading)，了解有关琥珀屋的故事。
用归类法学习词汇。
用自己的话复述琥珀屋的故事。
运用本课时学习的内容和自己已有的知识讨论相关话题。
三、教学步骤
步骤一 热身
1. 请学生看学生用书p. 1或者PPT中的图片，两人一组讨论三个问题。教师请几组学生回答问题，然后综合大家的看法总结出文化遗产的定义。
2. 请学生说出一些中外文化遗产的名称，教师写在黑板上。可以采取小组竞赛的形式，比一比看哪组说得多、说得正确。
注：问题中出现了五个生词。rare, valuable和survive很难根据上下文猜出词义，教师可以布置学生课前查字典自学其词义，用法可以留到词汇课处理。vase一词通过图片可以猜出，dynasty可以通过语境猜出。
设计意图：通过呈现图片和小组竞赛引起学生对本单元话题的兴趣，使学生了解文化遗产的概念，为过渡到下一步学习做好铺垫。
步骤二 读前
1. 请学生先欣赏教师准备的几件琥珀饰品或者看学生用书p. 1的琥珀饰品图片，然后请学生回答问题，并根据课文标题和图片预测课文内容。
2. 词汇准备：请学生把书翻到p.89本单元词汇表，根据要求独立地找出相应的词汇。找三个学生分别说出答案，其他学生和教师补充或更正。
设计意图：通过观察实物、回答问题，使学生把琥珀和文化遗产联系起来，从而引入阅读主题，并让学生预测阅读课文内容；通过让学生根据要求找出相应词汇教给学生用归类法学习词汇，同时为之后的阅读扫清词汇障碍。
步骤三 读中
1. 请学生略读课文，核查自己预测的内容是否正确。
2. 请学生在再次阅读课文前先看一下学生用书p.2练习二中的五个问题，然后在限定时间内快速浏览阅读课文的每一段，完成练习二的阅读任务，确定每段的段意。最后两人一组回答五个问题。教师请几个学生分别说出答案，其他学生和教师补充。
3. 请学生再读一遍课文，根据时间顺序在限定时间内找出琥珀屋的历代主人及当时发生的和琥珀屋相关的事件，完成下面的表格。
4. 请学生两人一组，仔细阅读第一段和第三段，归纳琥珀屋能够成为世界奇观的原因。
设计意图：通过略读课文检测读前预测是否正确，并对课文内容有大体的了解；练习二的五个问题分别概括了每段的段意，考虑到高一学生概括能力较弱，采取给出各段段意让他们分别找出与其匹配的段落的方式降低了难度；通过回答五个问题使学生了解课文的细节内容，明确概括段意的依据；通过填表让学生学会根据时间、人物等关键词快速确定主要信息；通过仔细阅读和分析课文重点内容培养学生的分析能力，同时也使他们进一步理解琥珀屋作为文化遗产的理由。
步骤四 读后
请学生两人一组根据PPT表格中的提示复述课文，然后教师选两个学生当堂复述。
设计意图：通过复述检查学生对文章大意的了解程度，并检测学生归纳总结和口语表达能力。
步骤五 讨论
请学生四人一组讨论问题，每小组确定一个组长、一个记录员和一个发言人。组长组织并参与讨论，记录员记录大家的看法，发言人代表小组陈述大家的看法；讨论后教师请持不同观点的小组分别阐述理由，其他持相同观点的小组补充。观点没有对错之分，但要言之有理，有充分的论据支持自己的观点。讨论时可以参考PPT中的一些表达法。
设计意图：通过讨论培养学生勤于思考的习惯，锻炼口语表达的能力；同时也增强学生保护文化遗产的意识。
步骤六 作业
设计意图：通过听课文录音并朗读帮助学生掌握正确的语音、语调；通过让学生自己找课文中的难句和复习所学词汇培养其自主学习的能力。
活动目标：
1、学习表示小虫子的单词：mosquito ladybug
2、学习表达“你是否喜欢……”的方法：
Do you like …? &;am Yes ， I do / No ， I don’t .
3、感受并学习基本的疑问语气。
活动准备：
1、本课所需磁带
2、本课所需图片
活动过程：
一、 复习旧知
Good morning boys and girls . Welcome to our Lucky English !
First ，let’s see these two pictures .(出示蚂蚁、蜘蛛的图片请幼儿认读)
二、 谜语导入
1、身体半球形，背着七颗星，庄稼喜欢它，捕虫最著名。(七星瓢虫)
2、小虫水里生，天生爱飞行，最爱吸人血，嗡嗡吵不停。(蚊子)
(老师提示小朋友们每种小虫的特点，请小朋友们猜一猜是什么动物，猜出后拿出图片展示。)
Today we will learn these two i ects .
三、 多元感官学习活动
1、学习新单词：ladybug mosquito
a、 视觉学习图片学习
教师出示图片，带领幼儿朗读单词，及时纠正发音，以便重点巩固。
b、动觉学习游戏“单词领地”
请幼儿根据老师的提示到单词领地里找单词。
2、学习新句型：Do you like …? &;am Yes ， I do ./ No ， I don’t .
a、 视听学习磁带播放
播放磁带，然后暂停，请小朋友们注意听，小熊问了小兔子什么?小兔子喜欢吗?
小猴子问小猪什么?小猪喜欢吗?
然后老师再次播放磁带，请幼儿尝试跟读。
老师带领幼儿读句子，读出疑问的语气。
b、表达学习情景表达
---Do you like ant ? ( ider ladybug mosquito )
---Yes ， I do . / No ， I don’t .
C、音乐学习Let’s chant
教师播放Let’s chant ，请小朋友们听录音，跟随录音的节奏一起朗读这首新歌谣。
3、中班英语礁Do you like the ladybug？
活动目标：
1、学习表示小虫子的单词：mosquito ladybug
2、学习表达“你是否喜欢……”的方法：
Do you like …? &;am Yes ， I do / No ， I don’t .
3、感受并学习基本的疑问语气。
活动准备：
1、本课所需磁带
2、本课所需图片
教学目标
教学目标 与要求
通过本单元教学，使学生学会使用表示目的用语，并运用到日常交际。复习一般现在时，一般过去时和含有情态动词的被动语态的用法。使学生学会写种植西红柿的过程。
教学的重点和难点
Words and expressions
burn, free, operate, obey, punish, so that, in order to, make sure, stop. . . (from) doing
Daily expressions
1）I’ll keep the box in the shade so that the sun doesn’t bum the little plants.
2）I’ll water them to stop the soil getting too dry.
Grammar
1.Ways of expressing purposes
2.Revision of the Passive Voice
教学建议
能力训练
1.利用对话、课文，组织学生进行听、说、读、写的训练。
2.利用新单词、词组及日常交际用语，组织学生造句、编对话、叙述课文、表达思想等。
德育教学
通过对话和课文的学习，唤起学生对大自然的爱心，使他们认识到保护环境的重要性。
互动活动
1、听、读 2、问答练习3、造句4、编演对话5、讨论6、复述课文7、讲故事
听力建议
1.建议教师在听之前，大概介绍所听材料的内容或背景知识，这样学生们能够抓住要点，同时教师也为了让学生们理解得更清楚，也可提前把问题写在黑板或让学生们先看问题，然后听磁带。
2.在20课131页的听力练习，主要内容讲解一对英国夫妇的农场，教师在放磁带之前，让学生们看一看每道练习题的大致问的内容，放完一遍后，教师可问一到两个学生农场的概况，然后教师根据问题的内容在分别放磁带。
口语建议
1、教师坚持用英语组织课堂教学的方向，尽量给学生创造英语的真实情景。帮助学生听懂课堂用语和日常交际用语。
2、本单元是对于表示目的一些交际用语，教师可以按以下程序：看、听老师演示→听录音→ 训练学生典型句型→ 读课文 → 学生运用。
教材分析
本单元的内容是围绕播种，植树这一题材，让学生了解植树造林的意义。日常交际用语运用了陈述目的基本表达法，同时在对话及课文阅读中使用了主要词汇的用法，如;shade, in order to, in fact, stop, cut down, known down等。同时本单元出现的语法重点是复习被动语态及表示目的句型结构。
教学重点难点
take, bring, carry, fetch
这四个动词都有“带”的意思，但动作的方向不同。
1）take意为“拿去，带去”，如图所示：
It’s going to rain. You’d better take your umbrella with you. 要下雨了，你最好带上雨伞。
2）bring意为“带来，拿来”，如图所示：
Bring me the newspaper, please.请把报纸给我拿来。
3）carry意为“携带”，无方向性。如：
He always caries a small notebook in his pocket.他口袋里老是带着一个小笔记本。
4）fetch意为“去拿来”，如图所示： 含有一去一来的意思。
如：People had to walk many kilometers in order to fetch wood.人们要砍柴得走很远。
burn v.－－烧毁，焚毁.烧伤；（由酸类）灼伤；燃烧（以取火或热）
l）此词指正在燃烧的状态而不表示“点燃”的动作，“点燃”一词应是light。
I will keep the box in the shade so that the sun doesnt burn the little plants.我将把盒子放在阴凉处以防太阳晒坏小苗。
The two men had their limits burning all night long in order that everyone might see how hard they were working on the Emperor’ s new clothes. 这两个人点了一夜灯以便让大家知道 他们赶做皇帝的新装是多么卖力。
2）对其过去式、过去分词有两种形式burned，burned或burnt，burnt。但是过去分词burnt常用作adj.，如
He took a burnt stick up from the ground.他从地上捡起一个燃烧过的棍子。
强调动作时多用burned，其后常接宾语。
They had burned all the old letters before they left.他们在离开前把所有的信都烧了。
feed.作为食物喂养；以……为食
In fact they grow better if you feed them. 事实上如果你们喂养他们，他们就能生长得更好。
She feeds her baby on (with) cows’ milk. =She feeds cows’ milk to her baby.
The sheep feed chiefly on grass. 羊主要以草为食。
soil, earth, ground ,land 和 field的区别
earth作“泥土”解，与soil通用。它还可以作“地球，大地”解，相对于天空而言，如：
He filled the hole with earth. 他用泥土填洞。
soil 指土壤，耕地，国土等。
Soil is earth in which flowers, trees and other plants can grow. 土壤是花草、树木及其他植物得以生长的泥土。
land 指相对于大海而言的“陆地”，也可以指土地、 国土等。
After along journey, they found the rich land. 经过长途跋涉，他们找到了这块沃土。
ground主要指地面、地板（floor）,也可指田地（与land可通用），如：
There is a large play ground in front of our building.在我们楼前有一个大操场。
field指田地、原野、场地（=ground）。如：
They are working in the fields. 他们正在地里干活。
The rest are left to grow even taller. 余下的被留下来以让它们长得更高。
1）the rest作“剩余部分，其余”讲。它作主语时，其谓语动词的数要依据它所指代的名词的数来确定。例如：
The rest of the money was left to his son. 剩余的钱留给他儿子。
Only Tom is in the classroom. The rest of the students are still at play.只有汤姆在教室里。其余的学生还在玩。
2）句中的副词even修饰比较级taller, 它没有实际意义，只起加强语气的作用。可用来修饰形容词或副词比较级的词或短语还有much, far, still, rather, a lot, a great, deal, a little, a bit等。例如：
It’s a bit cold today. 今天有点冷。
His book is far more interesting. 他的书更加有趣。
so that he can catch the first bus.
in order that he can catch the first bus.
so as to catch the first bus.
in order to catch the first bus.
to catch the first bus.
本单元重点的语法项目是表示目的的方式，下面将表示目的的几种方式归纳如下。
1、动词不定式（包括 so as to，in order to）。
2、用so that和 in order that引导目的状语从句，从“句中一般含有情态动词can，could，may，might等。下面以“为了能赶上第一班车，他每天都起得很早”为例。
He gets up early every morning
以上是用肯定句结构。
用否定结构，注意“不定式的否定结构在to前加not; so that/ in order that 只有在主句主语和从句主语一致的情况下可以换成 so as to/in order to；in order to可放于句首，so as to则不可）
so that he can’t miss the first bus.
in order that he cant miss the first bus.
so as not to miss the first bus.
in older not to miss the first bus.
so that也可用来引导结果状语从句。在so that引导的结果状语从句中，谓语动词前不用情态动词，主从句间可有逗号隔开。例如：
Everyone said no, so that the plan was dropped. 大家都反对，计划就不再讨论了。
cut down, cut in, cut off与cut out的区别
cut down意为砍倒，削减，指将树砍倒或裁军
to cut down a tree with an axe 用斧头把树砍倒
cut in 意为打断，指从语言中打断
Dont cut in while Im talking. 我说话时别插嘴。
cut off意为“切断、切下”指切断电源，水源，煤气等。
He cut off the gas when a fire breaks out.
cut out意为切下，删下，指删掉，剪下文章等。
He cut out an article from the newspaper.
教学设计方案 Lesson 17
一、Teaching Aims
1. To learn how to plant things from this dialogue.
2. To learn to use the following useful words and expressions.
Burn, so that, stop. . . (from) doing, make. . . do
3. To make sure that the students can act out the dialogue publicly and that they can make a similar dialogue.
二、Teaching Procedures
Step 1Revision
1.Check the homework exercises
2.Ask some Ss to read aloud the travel diary
Step 2 Presentation
T: We have many kinds of flowers on our campus which make our school very beautiful. But do you know how to plant flowers?
Possible answers: First dig a hole in the earth. Put some flower seeds in the hole. Cover the hole with some soil and then water it.
Then tell the Ss that in this period we are going to learn how to plant things.
Step 3 listening
1. The Ss to listen to the tape with the books closed.
Ask this question: Where is Mum sowing cabbage?
2. Allow the Ss to listen to the tape again. Ask the following questions.
1) Why does Mum keep the box in the shade?
Answer: Mum keeps the box in the shade so that the sun doesn’t burn the little plants.
2) What will make the cabbage plants grow big and strong?
Answer: The powder
Step 4 Reading
Ask them to try to match the pictures with the steps.
1. Put some soil in the box.
2. Sow the seeds and cover them with more soil.
3. Keep the box in the shade.
4. Put the plants in the earth and water them.
5. Plant them in rows in the field.
6. Feed them with some powder.
Step 5 Practice
1. Let the Ss read the dialogue twice in pairs.
2. Ask the Ss to make a similar dialogue with the following topics.
How to plant tomatoes. How to plant potatoes.
How to plant peanuts. How to plant sunflowers.
How to plant cucumbers How to plant eggplants.
Step 6 Language points
T gives the Ss the language points and further explains them
cabbage seed, so that, stop the soil from getting too dry, like you feed chickens
Step 7 Workbook
1. Do Part 2. on Page 17 in the textbook. Here we will deal with the grammar: to express one’s purpose with the phrase “to do”.
Step 8 Summary and further practice
1. Summary
Go over the useful words and expressions and make sure the Ss have learnt how to use them.
2. Ask the Ss to make some other dialogues in which there is the phrase “to do” to express one’s purpose.
Possible topics:
Why do you like collecting stamps?
Why do you like the pop music?
Step 9 Homework
Wb Lesson 17 Ex. 1,2 and 3.
教学设计方案Lesson 18
一Teaching Aims
1. To help the Ss to understand the text completely.
2. To help the Ss to know how to skim the text to find the general idea and to help them to scan the text to locate specific information quickly.
3. To help the Ss to recognize the importance of good environment.
二Teaching procedures
Step 1 Revision
1.Check the homework exercises.
2.Revise how to grow a plant. Get the Ss to tell you the process.
Step 2 Introduction
1.T: Today we are going to read about some village people. They decided to grow some new trees. Lets find out why.
2.Ask the Ss to look at the pictures and ask the following questions.
1)What are the women doing?
2)Can you guess why the housewives are planting trees?
Step 3 Listening
1 T plays the tape twice. and try to understand the text at last
2.After that, ask them some questions below.
1)Was it easy for the village people of Tansa to fetch wood in the past? How do you know?
2).Is the programme of planting trees operated by men or women in this area?
Answers:1).It was very difficult for them to do so. They had to walk many kilomeres in order to fetch wood.
2).By women in this area.
Step 4 Reading
1. T gives the Ss 10 minutes to read loudly and carefully, then T draws two columns on the Bb: Get Ss to answer what has changed in the past few years or today?
Answers:
In the past
No trees left; people walked a long way to fetch wood; when it rained, the soil was carried away; no new trees were planed
Today
forest programme; plant thousands of trees; people are not allowed to cut down small trees; everyone looks after the forests; the forests have grown, larger and better.
2.Ask the Ss to discuss this question in groups. What do you think of the women in Tangsa?
Answers:
They have a strong sense of responsibility. They are foresighted and hardworking. They know the importance of forests. They are willing to do things for other people.
Step 5 Discussion
1. Ask the Ss to discuss the fallowing question in groups.
If you are one of the villagers, what will you do?
2. Ask the Ss to discuss the importance of forests and ask this question: Why should we protect the environment and reduce the pollution?
Step 6 Workbook
Read the text again and try to answer the questions of Ex. 1 on Page 78
Step 7 Language points
T deal with any difficult points at this stage. For examples:
obey, cut down , carry away, forest programme, so on.
Step 8 Homework
1. Do Ex. 2and3on Page 78
2. Retell the text.
3. Tell a story about protecting the environment.
探究活动
教师组织学生们进行讲述自己种植蔬菜，花和树木的经过，教师可给学生们种植西红柿的简单过程，如：
First put some soil in a box, sow the seeds carefully, and then cover them with more soil. After that keep the box in the shade so that the sun does not burn the little plants. Later ,after a few week’s time put the little plants in the earth. Don’t forget to water them, so that the soil will not be too dry.
lesson plan
school: penglai no.2 primary school
name: zhang yingying
book: oxford english (shanghai edition)2b unit 1
topic: farm animal
aims: 1. structures: draw the cow on the paper.
2.word: cow
3.function: using "draw … on the paper".
language focus: using imperatives to give simple instructions.
aids: pictures, realia
procedurescontentsmethodspurposei. pre-task preparation1. warming-upps: sing a song about animals.1. 通过歌曲,让学生对动物有初步的印象。2. 描述动物，为课文最后的综合练习打下基础。3.帮助学生辨别什么是野生动物，什么是农场里动物，丰富学生的知识，进一步激发他们学习的兴趣。 2. questions and answerswhich animal do you like best? why?which animal do you have as a pet?do you like …?t: ask pupils to answer the questions.pn: answer.pa: ask questions.pb: answer.3. quick responsetigers, sheep, elephants, crocodiles, ducks, cows(show the pictures)ps: farm animals.ps: wild animals. ii.while-task procedurecontent 1: cow1. introduction:t: elicit ‘cow’ from the previous game. what’s this? 2. imitation: cow1) t: ask pupils to follow.t-ps2) t: spell the word.pa-pb-pn通过机械性的仿说及拼读，使学生对所学单词基本掌握。3. activity: making sentences.t: say something about cows.ps: do pair work. 4. rhyme: a cow and an oxcow, cow, a lovely cow,eat grass, make nice milk.ox, ox, a strong ox,eat grass, work the land.(show the picture about ‘ox’)t: distinguish the two words. make a rhyme about ‘cow and ox’.ps-pn通过学生喜爱且容易上口的儿歌，帮助学生分辨cow与ox，了解它们之间的区别，而且也让英语教学进一步与自然学科联系起来。content 2:draw the cow on the paper.1. introduction:(show a cow on the paper)t: where’s the cow?pc: on the paper.t: ask pupils to draw a cow on the paper.ps: draw.t: what are you doing? where’s the cow?通过学生一边动手一边回答问题，将两句原本学过的句子由学生自己组成新句型，以培养他们自主学习的能力。2. imitation:draw the cow on the paper.t: ask pupils to follow.pn: show their pictures and say the sentences. 3. quick response: (show the picture)t: ask students to complete the sentence. draw the pencil …pg: complete the sentence with ‘on the paper’ in groups.t: show other pictures.pg: draw the ….pg: on the paper.用图片的形式，让学生进行新句型的操练，从机械操练上升到了有意义操练。4. game: guessing game(hand out some paper)pn: draw some pictures on the paper, and let other students guess. iii. post-task activity:1.talking about different cards. (give some paper to pupils)t: ask pupils to talk about what they can draw on the paper for different festivals.pg: work in groups.talking about birthday, new year, teacher’s day, etc. and introduce them.pa-pb-pn 为学生创设不同的情景，让他们通过所学的句型与实际生活相联系，以达到学用结合的目的。iv. assignmentdraw a picture on the paper and introduce the picture to your parents.
Unit 5 Where is my ruler？
学情分析
学生年龄都在九到十岁左右，生性活泼好动，想象能力丰富，对游戏竞赛.唱歌都非常感兴趣。学生学习英语半年多了，大家都能说简单的日常交际用语。如何让他们学习英语有信心，感兴趣是我们教学的重点。课堂以跨越式模式为主，注重培养学生的英语学习兴趣，鼓励他们大胆说，努力听。
教材分析：在上册书Unit2>中我们已经学过句型：Where is...？在巩固此句型的基础上，学习一些新词和短语。
教学内容：Part A Let's talk
教学目标：
1、知识目标
The pupils can read and say these new words and new sentences：Where is my car？On the desk. In the toy box. Under the chair.
2、能力目标
1）PPT提供一定主题内容的图片，培养学生在key points辅助下进行口语表达的能力。
2）通过自主说.两两对话.小组活动等形式，培养和提高学生口语交际能力和运用英语进行思维的能力。
3、情感目标
1）通过本节课的学习，学生能够互相团结协作，共同完成学习任。在学习中培养孩子们的相互协作意识。
2）养成独立思考.自主学习的学习习惯。
教学重点：The pupils can read and say these new words and new sentences.
教学难点：The pupils can use the sentences correctly in the life.
教学理念：
1、以跨越式教学理念为基础，体现教师主导.学生主体的教学思想。
2、利用多媒体服务于教学，为教学创设理想的英语学习环境。
3、倡导俩俩对话为主.师生对华为辅的交际模式，提高学生的语言应用能力。
4、本节课主要通过图片展示.师生练习.俩俩对话.儿歌欣赏等方式培养学生学习英语的兴趣。
教学理念：跨越式教学理念
教学资源
1、录音
2、多媒体
3、教学卡片。
教学策略
以教师为主导，学生为主体。运用多媒体与卡片有效结合，激励学生的英语学习兴趣。
一.、Warm—up/ Revision
1. Chant：Where is your hand？Here it is.
2. Revise the old words：car，box，plane.
Ask：What ’s this？Do you like？
二.、Presentation
1、师生示范The teacher puts the car，doll，plane in the toy box.
T：What’s this？Ss：It’s a box.
T：Yes，it’s a box.It’s a toy box.
Then the teacher points at the car，doll，plane and says：They are toys. Help the pupils read “ toy box.”
2.、The teacher puts the car in the toy box，on the toy box，under the toy box. Then teach these phases.
3、Teach in，on，under. Pay an attention to the sound of under.
4、Listen to the tape and read the dialogue.
5、Practise the dialogue in pairs like this：Where is my pencil？It’s in your pencil—case.
6、Game：Listen and act
T：Act a ball in a toy box. Act a plane on a toy box.
Act a car under a toy box .
7、 Do and Say . Two pupils in a group.
A：Where is my ———？
B：It’s in/ on/ under———.
三拓展听读。
使用拓展材料中的Dialogue1. 2. 3. 4. 6。根据时间的安排与学生的理解情况至少听两个对话。
