【#范文大全# #2024英语教案(范本10篇)#】我们听了一场关于“英语教案”的演讲让我们思考了很多。老师会对课本中的主要教学内容整理到教案课件中，所以老师写教案可不能随便对待。教案是评估学生学习效果的有效依据。经过阅读本页你的认识会更加全面！
英语教案 篇1
【课题】Unit 1 Welcome back to school
【教学重点】句型：We have a new friend today. I’m from Amercia.
词汇：welcome, America, Canada, China
【教学难点 】Welcome的发音。
【教具准备】
1．准备Amy, Mike和Bailing的头饰。
2．教材相配套的教学课件［Unit 1 Let’s talk］
3．教材相配套的教学录音带
【教学过程 】
（一）热身／复习（Warm-up/Revision）
1．复习第一册所学歌曲“Hello”。［使用第一册Let’s sing/A部分配套录音带］
2．对话练习：教师：Hello,A.
学生：Hello，teacher.
教师：Welcome back to school. Nice to see you again.
学生：Nice to see you, too.
请一些学生做此对话练习，由教师和一名学生来做，过渡到由两名学生来做。
（二）呈现新课 （Presentation）
1．师生问侯：
教师：Good morning, boys and girls.
学生：Good morning teacher.
教师：I’m Miss He. I’m from China.(手中举起中国国旗) And you?
鼓励学生说出：I’m… I’m from China.
2．让更多的学生进行自我介绍：I’m… I’m from…
3．教师：Class, we have a new friend today. 让学生观看教学课件。［使用Let’s talk A动画课件］教师反复点击对话框中的句子，学生跟读模仿。
4．教师问： What’s the girl’s name? (Amy)
Is she from China? (No)
What does Amy say？
让学生模仿Amy说出：Hi! I’m Amy. I’m from America.
学生说完此句后，教师说：Amy! Welcome.
5．教师解释并教读单词：welcome
6．让学生表演课文对话，以小组为单位进行竞赛。
7．用手中的国旗做提示，教读学习单词China, America, Canada以及句型I’m from…
8．让学生戴上头饰分别扮演Amy, Bai Ling和Mike上台做自我介绍。
（三）趣味操练 （Practice）
1．Pass the balloon.游戏规则：6－8人一组围坐成圈，每组发一个气球。谁拿到气球谁就要用英语进行自我介绍。如：游戏开始时，一人拿着气球说：I’m Tom. I’m from China.然后把气球随便传给另一个人，拿到气球的人要继续游戏。（注：在这个游戏中，可以把自己当成其他国家的人。）
2．在Let’s talk 的基础上，自编对话并表演。
A:（指着B）I have a new friend.
B:（起立）Hi, I am… I am from…
C: (全班) Nice to meet you.
B：Nice to meet you, too.
3．让学生说一说他们所知道的我国省、市的名称都有哪些。让学生用I’m from....来表达出他们所喜欢的地方。如：I’m from HaiNan./ShanDong…等等。做完这一练习后，还可让学生找一找班内有没有老乡，如有都是谁。
（四）扩展性活动（Add-activities）
拿出一些美国、加拿大、中国等国家的总统、总理、科学家或运动员等知名人士照片或图片向学生提问：
Who’s he/she?（可让学生用中文回答）
Where is he/she from? 教师可向学生介绍一些主要的国家名称。
板书设计 ：
Unit 1 Welcome back to school
Good moning./Hi
We have new friend today.
I’m from …
探究活动
丢手绢
孩子们蹲坐围成一圈，大家一起唱《Boys and Girls》，一个孩子在圈外走，偷偷在两个孩子身后各放下一个单词卡片，歌声停，背后有卡片的孩子大声读出单词，追上放卡片的孩子。谁没追上，谁就在圈外走， 放卡片。游戏继续进行。
大家一起说
内容：句型：Im a boy/girl.
目的：通过此项活动，让学生操练句型：Hello, Im... Im a boy/girl. He/She is... He/She is a boy/girl.
形式：小组活动
过程：
1）让学生课前准备穿裙子和裤装的动物图片或玩具。
2）让学生分别以上面的动物图片或玩具遮住脸部，说：Hello, Im...Im a boy/girl.
3) 再由另一个学生来转述前一个学生的话：He/She is... He/She is a boy/girl.
4) 以小组为单位做此项活动。
猜一猜
内容：通过活动，让学生运用所学句型Where are you from?
目的：通过活动让学生运用本课所学句型Im from...并复习有关姓名的问答以及扩展知识让学生知道一些国家所使用的语言。
方式：师生共同参加
过程：
1）教师请一名学生到黑板前，对他耳语一个国家名称。
2）班里的其他同学必须猜出这位学生的国籍，并要问他叫什么名字、家住何处、使用什么语言。游戏按下列顺序进行：
Teacher (Ann):England.
Tom: Are you from America?
Ann: No, I am not.
Henry: Are you from France?
Ann: No, I am not.
Cathy: Are you from England?
Ann: Yes, I am.
Cathy: Whats your name?
Ann: My names Ann.
Cathy: Where do you live?
Ann: I live in London.
Cathy: What language do you speak?
Ann: I speak English.
下面的一些人名、国名、城市名称以及语言名称可供做这个游戏时使用：
人名 国名 城市名 语言名称
Paul France Paris French
Maria Italy Rome Italian
Hans Germany Berlin German
Jane America Washington English
Stella Spain Madrid _ Spanish
英语教案 篇2
Language points in Unit2
Warming –up and pre-reading
poem诗，韵文
compose/write a poem 作诗
What a beautiful poem the little girl has written!
Their life is a poem.
Poet n.诗人 poetry 诗（总称）
A poetry book诗集 a poetry reading诗歌朗诵会
Poetic adj. 像诗的，有诗意的
remember 记得，想起； 纪念； 代――向――致意，问好
1）I remember putting the books on the shelf.
Rember to put the books on the shelf.
类似：forget regret
2) On this day we remember the dead of two world wars.
3)Rember somebody to somebody
Please remember me to your mother.
either
1)pron.&adj.(两者中的一个)
I’ve bought two cakes----- you can have either.
You can park on either side of the street.
2) adv.也不（用于否定句）
If you don’t go, I won’t go either.
recite 背诵； 一一列举，说出
the little girl can recite many poems.
He recited his complaint.（不满）
aspect
方面 Consider a question in all aspects.
朝向，方位 The house has a south-facing aspect.
好景，容貌 Take on/assume a new aspect
Qing Yuan takes on an entirely new aspect.
Reading
convey
1)传达，表达（感情，意见，思想等）
Words fail to convey our grateful feelings
Please convey my apologies to your parents.
2)传送，运送（可与from, to连用）
Wires convey electricity from power stations to the users.
7 delight
1)[u] 欢喜，高兴，愉快
I read your new book with real delight.
2)[c]乐事；讨人喜欢的人，爱好的事物
Your little dog is a real delight.
3)V. 使喜欢，使高兴
She delighted the audience with her jokes about the president.
Be delighted with对――感到高兴 take delight in 嗜好，乐于，喜欢
to one’s delight 令某人高兴的事 with delight高兴地，欣然
词语辨析：delight; joy; pleasure快乐，高兴
pleasure愉快，满足，乐事 表示强烈的心里满足，有时有贬义。
It gives me much pleasure to hear of your progress.
He is a man of pleasure.
Delight快乐，乐趣 一般指勃发的较短的快乐情绪，比pleasure强烈
The scene is a perfect delight to the eye.
Joy 欢乐，乐事 表示强烈的形之于外的欢乐情绪，比delight更为持久。
There was great joy in the city.
They have been good friends both in joy and in sorrow.
8 run a race赛飞
Don’t try to run before you can walk. （跑）
The engine run quite smoothly. （运转）
Tears ran down her cheeks. （流动，流）
The roads runs for miles. （通往，延伸，延续）
Who is running the country? （办，管理，经营）
They ran the car downhill. （开动，驱动）
Run for竞选 run risks/a risk 冒风险
In the long run 最后，终究 in the short run 短期，目前
Run into 碰上，遇到
9. score
He scored 3 points in the last half of the game.（在运动，游戏，比赛中得分）
What did the German judge score?（给分数或点数）
He scored high/well in the test.（考试中总分，得分）
The score was 2 to 1.（比分，得分）
We had a hard test last month in which the class all made low scores.
His life is but three score and ten years.
Scoreboard 记分牌 scorebook记分册
Scorer 记分员 scoreless adj. 未得分的
10.take it easy不着急，放松，不要紧张
Just take it easy and tell us exactly what happened.
Take things/it easy不着急，放松，不要紧张
Take one’s time 不慌不忙，或拖拉，慢吞吞
The doctor told me to take things easy and stop working so hard.
There’s no hurry; take your time
11. somebody run out of something
something run out
1)m running out of petrol. I must find a gas station before it runs out.
2) We are running out of our time=Our time is running out.
12. tease取笑，招惹，戏弄
At school the other children always teased me because I was fat.
Don’t take it seriously ------he was only teasing.
Stop teasing the cat!
n. 爱开玩笑的人，爱戏弄别人的人
He’s a terrible tease.
13. branch树枝；分支；分科；分岔；分支机构
A monkey was swinging from the branches.在树枝上荡来荡去
The bank has branches all over the country.分行
Turn right where the road branches.分岔
14. translate 翻译，能译，把――用另一种形式表达出来 n. translation
A lot of Tang poetry has been translated into English.
Most poems don’t translate well. 译得不好
The sentence won’t translate. 译不出来
It’s time to translate your idea into action.
15. transform 彻底改变 n. transformation
Ten years pf hard work transformed Mathilde completely into an ordinary housewife.
The company has been transformed from a family business into one with 5000 workforce.
16. appropriate adj.恰当的，合适的
I think this is an appropriate moment to raise the question of my promotion.（晋升）
v.拨出（款项），挪用
The government has appropriated a large sum of money for building hospitals.
The minister was found to have appropriated government money.
Appropriation
Using language
17. pattern
1)模式，方式，形式
The illness is not following its usual pattern.不循常规
Does the poem have a rhythmic pattern?这诗遵守了押韵的规律吗？
2)图案
She wore a dress with a pattern of roses on it.
3)模范；榜样
The company set a pattern for others to follow.
4)v.模仿，用图案装饰
He patterned himself upon a man he admired.
18. hold on 别挂断；坚持下去
Hold on a minute ------ I’ll just get a pen.
Try and hold on until help arrives.
Hold back 阻挡；抑制 hold down压下；压制
Hold onto 紧紧抓住――不放 hold to坚持，信守，忠于
Hold sth./sb. Up推迟，使耽搁
19. underline在---下画线；强调（可接从句）
Underline the sentences that you don’t understand.
Her question underlined how little she understood him.
20. load 负担，负荷物
He came in with a heavy load on his shoulder.
Supporting such a large family is really a heavy load for her.
V.使承载，使负荷
Load the furniture into the van（货车）.
=Load the van with furniture.
英语教案 篇3
Lesson 41教案示例
课题：LESSON FORTY-ONE
重点：复习巩固本单元重点内容
难点：语音
一、复习/热身
1．组织学生唱英文歌曲A Merry Christmas (配套教材)
教学开始时，为了帮助学生很快的进入学习状态，唱首英文歌曲，起到活跃课堂气氛以及复习知识的作用。
2．师生之间、生生之间问答
Hello, boys and girls.
Hello, teacher.
Is everyone here today?
Who’s not here?
… is not here.
Where is he/she?
I think he’s/she’s at home.
I think so.
（以上为示例。教师可根据各班不同情况进行更改）
3．情景对话练习[教师提供教室片面图图片]
A．学生两人一组做第40课课文对话，并找几组到教室前面表演。
B．师生对话、学生模仿对话
T: Hello, …
S: Hello, ...
T: Merry Christmas to you.
S: Merry Christmas to you.
T: We’ll have a party this evening. Will you join us?
S: Good.
T: But where is ...?
S: I think she’s at home.
T: Let’s go and see.
S: All right.
T: How are you, ...?
S: Fine, thank you. And you?
T: Fine, too. Thanks.
How about your father?
T: Fine, thank you.
Is he at home now?
S: Yes, he is.
T: May I go to see him now?
S: Sure. Let’s go and see.
Come in, please.
二、会话教学与教学方法
1．听本课的整体对话录音一遍[配套教材]
2．然后让学生模仿对话录音进行跟读
3．最后让同桌的两个学生结合成小组进行练习
4．教师针对课文进行提问，请个别学生回答。从回答中教师可以了解到学生是否理解了课文内容：
How many people are there in the dialogue?
What’s the date ?
Is Miss Wu in the classroom?
What do they say in New Year’s day?
5．学生之间问答[根据教师出示的主题图]
找学生到教室前面对其他学生提问题
学生之间进行问答，可以提问本组成员，也可以提问自己的好朋友，更鼓励学生按学号找学生回答。
6．对话表演
请学生从学过的四篇对话中找出自认为掌握的最好的一篇，找自己座位周围的同学结合成小组，准备对话表演。
对话表演 （三至四组）
三、语音及拼读练习
教师板书字母Aa，并标上读音[ei]，然后对全班说：Read it please. 用同样的方法复习并认读E、I、O、U在开、闭音节中的发音
2. 游戏：给单词找住处
目的：复习元音字母Aa Ee Ii Oo Uu在单词中的发音
操作步骤一：学生能准确地读出后，教师出示事先准备好的楼房的图样，这栋楼房共分六个单元门，[ei]占其中一个单元门，并将表示每家窗户的地方镂空。
操作步骤二：学生想出那些词汇中同样含有这个因素[ei]，要求学生能说出name一词，还要能拼读出这个单词，然后把这个单词卡片贴在[ei]对应单元门的其中一个镂空的地方，再启发学生回忆出所学过的单词face? grade? plane等词。教师都将这些词贴在本单元的镂空处。对能说出这些单词的学生应该给与表扬。
操作步骤三：用同样的方法复习字母Aa在闭音节中的读音[ei]，以及字母Ee和Ii在单词中的读音。这项练习做完后，板书上的内容应该与Read and write中的内容可能会相似。
3．学生集体认读单词：全班学生齐声朗读板书中的单词
4．单个操练：学生从板书众多单词中找出教师读的那一个，教师先示范一至两个，其余可采取由学生读单词，学生找单词的形式。
5．书写练习：学生打开书，完成Read and write部分中写的'练习
四、兴趣活动
根据课文对话的情景，可以给学生提供英文歌曲《Happy New Year》
五、练一练
听音排顺序 [配套课堂练习]
听音标号 [配套课堂练习]
六、作业?：根据每幅图或出示的文字卡片，试着读出每组的问、答句子并写出所缺的单词（注意大、小写的书写形式）
板书设计
LESSON? FORTY-ONE
第一行：五个元音字母在开、闭音节中的读音，用音标的形式表示
第二行：与各个音标对应的单词 （学生可能会提出很多单词，教师可以选择其中的一个进行板书。）
教案点评：
第41课综合了本单元前五课的重点句型、重点词汇以及重点语音知识。课堂教学以复习巩固为主，帮助学生归纳整理，以便更好地运用于实际生活中。分语音练习、会话练习、听读练习等部分。
表演对话探究活动
看图创设情景，表演对话。
将学生分成四个人一组。
看图，准备场景对话，并熟悉角色。
每组轮流到教室前面表演。
英语教案 篇4
Passage 51 Science and our daily life
We are now living in a time that science is developing at a great speed. With the development of science many countries have improved not only their economy but also their people’s living conditions. In our daily life we can get a lot of benefit from science.
If we look at the things around us we’ll find how closely our daily life is connected with science. For example, at home we can turn on the central heating or air conditioner when we feel cold or hot, and we can watch TV or listen to the tape recorder for entertainment, and we can use a gas stove to cook our meals, and we have computers to help us with our work when we are working in the office, and we also have cars, buses, even airplanes as traffic tools when we go out. All these things are the results of the development of science. It goes without saying that without science our society cannot make rapid progress and our life cannot be comfortable and convenient.
Since science is so important in our daily life, we should try to make as much contribution as possible to the development of science. As college students, we must first of all study hard, to gain useful scientific knowledge, and then put what we have learned into practice. We should take advantage of science to serve our society.
1. Which can’t show the relation between science and daily life? _________
A. We can use computers to help our work
B. We can travel by plane.
C. We can play basketball in a sport center.
D. We can enjoy ourselves by watching TV.
2. What should the college students do to take advantage of science except _____
A. studying hard
B. serving the society with knowledge
C. putting what we have learned into practice
D. taking physical exercise
Passage 52 Gene technology to benefit people
Among all the fast growing science and technology, the research of human genes, or biological engineering as people call it, is drawing more and more attention now. Sometimes it is a hot topic discussed by people.
The greatest thing that gene technology can do is to cure serious diseases that doctors at present can almost do nothing with, such as cancer and heart disease. Every year, millions of people are murdered by these two killers. And to date, doctors have not found an effective way to cure them. But if the gene technology is applied, not only these two diseases can be cured completely, bringing happiness and more living days to the patients, but also the great amount of money people spend on curing their diseases can be saved, therefore it benefits the economy as well. In addition, human life span(寿命) can be prolonged.
Gene technology can help people to give birth to more healthy and clever children. Some families, with the English imperial family being a good example, have hereditary diseases. This means their children will for sure have the family disease, which is a great trouble for these families. In the past, doctors could do nothing about hereditary diseases. But gene technology can solve this problem perfectly. The scientist just need to find the wrong gene and correct it, and a healthy child will be born.
Some people are worrying that the gene research can be used to manufacture human beings in large quantities. In the past few years, scientists have succeeded in cloning a sheep, therefore these people predict that human babies would soon be cloned. But I believe cloned babies will not come out in large quantities, for most couples in the world can have babies in very normal way. Of course, the governments must take care to control gene technology.
1. What does “these two killers” in the second paragraph refer to ?
A. gene technology and another treatment of the two diseases.
B. The two murderers who killed the cloned baby
C. The two diseases of cancer and heart disease
D. Hereditary diseases and cancer
2.What’s the main idea of the third paragraph?
A. How gene technology can be applied in the field of treating hereditary diseases.
B. Gene technology can be used to clone human babies.
C. Gene technology can help people to give birth of a baby.
D. Gene technology can help the English imperial family out
3.In what way gene technology can help to treat hereditary diseases?
A. Using gene technology, people with hereditary diseases can have more living days.
B. Using gene technology, scientist finds the wrong gene and corrects it.
C. Using gene technology, human babies can be cloned.
D. Doctors can cure cancer and heart disease with the help of gene technology.
4.What is the main purpose of writing this passage?
A. Expressing the writer’s idea that gene technology will benefit people
B. Telling people the advantages of gene technology
C. Telling the readers that gene technology will not benefit people
D. Explaining that gene technology will also do harm to the humanity
Passage 53 The genetic and environmental influence on man’s intelligence
Although a man may be born clever, his intelligence need also to be further developed. To some extent our intelligence is given us at birth, and no amount of special education can make a genius out of a child born with low intelligence. On the other hand, a child who lives in a boring environment will develop his intelligence less than one who lives in rich and varied surroundings. Thus the limits of a person’s intelligence are fixed at birth, but whether or not he reaches those limits will depend on his environment.wWW.ZFW152.com
It is easy to show that intelligence is to some extent something we are born with. The closer the blood relationship between two people, the closer they are likely to be in intelligence. Thus if we take two unrelated people at random from the population, it is likely that their degrees of intelligence will be completely different. If on the other hand we take two identical twins will very likely be as intelligent as each other. Relations like brothers and sisters, parents and children, usually have similar intelligence, and this clearly suggests that intelligence depends on birth.
Imagine now that we take two identical twins and put them in different environments. We might send one, for example, to a university and the other to a factory where the work is boring. We would soon find differences in intelligence developing and indicates that environment as well as birth plays a part. This conclusion is also suggested by the fact that people who live in close contact with each other, but who are not related at all, are likely to have similar degrees of intelligence.
1. The example shown in the third paragraph tells us that _____
A. the one who was sent to college is more clever than another twin
B. we can control people’s intelligence freely
C. birth doesn’t play a role in developing of intelligence
D. environment plays an important role in affecting people’s intelligence
2. Which statement is true?
A. Intelligence is something we are born with.
B. Intelligence depends on birth.
C. We can make a boy born with low intelligence clever by special education.
D. People who have no blood relation can’t have the same intelligence.
3. Choose the phrase which has the same meaning with “at random”.
A. at will
B. on purpose
C. freely
D. particularly
Passage 54 America plants tougher trees
Special trees that grow faster, fight pollution, produce better wood, and even sense chemical attacks are being planted by scientists in the US.
When 40 per cent of Hawaii's US million-a-year papaya (木瓜)industry was destroyed by a virus five years ago, work began on creating genetically engineered (转基因的) trees.
Researchers successfully introduced seeds that were designed to resist the virus. Since then, more and more people have been testing genetically engineered trees.
Some researchers put special bacteria into trees to help them grow faster and produce better wood. Others are trying to create trees that can clean polluted soil.
Meanwhile fruit farmers are looking for trees that are strong enough to resist worms, and paper companies want trees that produce more wood and therefore more paper.
The Pentagon (五角大楼，美国国防部所在地) even gave the researchers US0,000 this year after they developed a pine tree that changes its colours if it senses a chemical attack.
So far, the poplar, eucalyptus (杨树与桉树), apple and coffee trees are among those being engineered. All this is can be done today because we have a better understanding of tree genomes (基因组).
However, some people fear that the genetically engineered trees will cause dangerous results. They are worried that the new trees will breed with natural species and change the balance of the forest environment.
“It could be destructive,” said Jim Diamond, an environmentalist. “Trees are what is left of our natural environment and home to many endangered species.”
But researchers insist that science could give nature a fighting chance against both natural and man-made dangers.
They hope to answer the critics by stopping the new trees from breeding, so their effect on the environment can be controlled.
1. Which kind of tree is not the ones that scientists are planting in the US?
A. Trees that worms can't hurt.
B. Trees that can protect themselves at a chemical attack.
C. Trees that can resist wind better.
D. Genetically engineered trees.
2. What caused the American scientists to work on special trees?
A. They think science could give nature a fighting chance against both natural and man-made dangers.
B. Great numbers of trees have been lost due to attacks by viruses.
C. Researchers successfully introduced seeds designed to resist the virus.
D. Tree genomes are mapped out so scientists know how to improve trees.
3. Which of the following was probably the first kind of trees being engineered?
A. Papaya.
B. Pine.
C. Apple.
D. Poplar.
4. Why did critics think engineered trees dangerous? Because _______.
A. these trees can destroy the balance of nature
B. everything except trees has been genetically engineered
C. trees are home to many endangered species
D. these trees may affect normal trees
Passage 55 Cars drive into cleaner future
Ford, the second-largest car maker in the world, celebrates its 100th birthday this month. And it is already looking forward to its next 100 years. Ford expects to have nearly half its cars powered by fuel cells (燃料电池) by the year 2050.
In the meantime, another car maker in the US, General Motors (GM, 通用汽车公司), is building the technology for cars to be powered by fuel cells.
So, what makes fuel cells so special? Why are car makers so enthusiastic about them?
Fuel cells are based on an electrochemical (电气化学的) process. They change chemical energy from hydrogen and oxygen (氢和氧) into electrical energy.
Fuel cells pollute much less than traditional power sources. They produce little more than water as a by-product. Car makers expect them to cut CO2 emissions (散发) in half and so make cars more environmentally friendly.
Fuel cells are not dependent on oil supplies. Instead, they run on hydrogen, the most common element in the universe. And they can be refuelled. Car makers expect fuel cells to lesson the industry's need to rely on decreasing oil supplies.
Using fuel cells, without the traditional motor, engineers have many more possibilities for developing cars.
A fuel cell frame can last 20 years, so car bodies could change with drivers' needs - or even with the seasons - and be replaced at will. Owners could switch from a sports car to a family car while keeping the same fuel cell frame. This is a much cheaper solution to buying a whole new vehicle.
“A fuel cell car is more than just a new concept car; it's the start of a revolution in how cars are designed, built and used,” said GM Chief Executive Rick Wagoner.
While this may sound great, fuel cells are still too expensive to produce. For cars, they can be ten times the price of normal engines. The current test models can cost US
【#范文大全# #2024英语教案(范本10篇)#】我们听了一场关于“英语教案”的演讲让我们思考了很多。老师会对课本中的主要教学内容整理到教案课件中，所以老师写教案可不能随便对待。教案是评估学生学习效果的有效依据。经过阅读本页你的认识会更加全面！
英语教案 篇1
【课题】Unit 1 Welcome back to school
【教学重点】句型：We have a new friend today. I’m from Amercia.
词汇：welcome, America, Canada, China
【教学难点 】Welcome的发音。
【教具准备】
1．准备Amy, Mike和Bailing的头饰。
2．教材相配套的教学课件［Unit 1 Let’s talk］
3．教材相配套的教学录音带
【教学过程 】
（一）热身／复习（Warm-up/Revision）
1．复习第一册所学歌曲“Hello”。［使用第一册Let’s sing/A部分配套录音带］
2．对话练习：教师：Hello,A.
学生：Hello，teacher.
教师：Welcome back to school. Nice to see you again.
学生：Nice to see you, too.
请一些学生做此对话练习，由教师和一名学生来做，过渡到由两名学生来做。
（二）呈现新课 （Presentation）
1．师生问侯：
教师：Good morning, boys and girls.
学生：Good morning teacher.
教师：I’m Miss He. I’m from China.(手中举起中国国旗) And you?
鼓励学生说出：I’m… I’m from China.
2．让更多的学生进行自我介绍：I’m… I’m from…
3．教师：Class, we have a new friend today. 让学生观看教学课件。［使用Let’s talk A动画课件］教师反复点击对话框中的句子，学生跟读模仿。
4．教师问： What’s the girl’s name? (Amy)
Is she from China? (No)
What does Amy say？
让学生模仿Amy说出：Hi! I’m Amy. I’m from America.
学生说完此句后，教师说：Amy! Welcome.
5．教师解释并教读单词：welcome
6．让学生表演课文对话，以小组为单位进行竞赛。
7．用手中的国旗做提示，教读学习单词China, America, Canada以及句型I’m from…
8．让学生戴上头饰分别扮演Amy, Bai Ling和Mike上台做自我介绍。
（三）趣味操练 （Practice）
1．Pass the balloon.游戏规则：6－8人一组围坐成圈，每组发一个气球。谁拿到气球谁就要用英语进行自我介绍。如：游戏开始时，一人拿着气球说：I’m Tom. I’m from China.然后把气球随便传给另一个人，拿到气球的人要继续游戏。（注：在这个游戏中，可以把自己当成其他国家的人。）
2．在Let’s talk 的基础上，自编对话并表演。
A:（指着B）I have a new friend.
B:（起立）Hi, I am… I am from…
C: (全班) Nice to meet you.
B：Nice to meet you, too.
3．让学生说一说他们所知道的我国省、市的名称都有哪些。让学生用I’m from....来表达出他们所喜欢的地方。如：I’m from HaiNan./ShanDong…等等。做完这一练习后，还可让学生找一找班内有没有老乡，如有都是谁。
（四）扩展性活动（Add-activities）
拿出一些美国、加拿大、中国等国家的总统、总理、科学家或运动员等知名人士照片或图片向学生提问：
Who’s he/she?（可让学生用中文回答）
Where is he/she from? 教师可向学生介绍一些主要的国家名称。
板书设计 ：
Unit 1 Welcome back to school
Good moning./Hi
We have new friend today.
I’m from …
探究活动
丢手绢
孩子们蹲坐围成一圈，大家一起唱《Boys and Girls》，一个孩子在圈外走，偷偷在两个孩子身后各放下一个单词卡片，歌声停，背后有卡片的孩子大声读出单词，追上放卡片的孩子。谁没追上，谁就在圈外走， 放卡片。游戏继续进行。
大家一起说
内容：句型：Im a boy/girl.
目的：通过此项活动，让学生操练句型：Hello, Im... Im a boy/girl. He/She is... He/She is a boy/girl.
形式：小组活动
过程：
1）让学生课前准备穿裙子和裤装的动物图片或玩具。
2）让学生分别以上面的动物图片或玩具遮住脸部，说：Hello, Im...Im a boy/girl.
3) 再由另一个学生来转述前一个学生的话：He/She is... He/She is a boy/girl.
4) 以小组为单位做此项活动。
猜一猜
内容：通过活动，让学生运用所学句型Where are you from?
目的：通过活动让学生运用本课所学句型Im from...并复习有关姓名的问答以及扩展知识让学生知道一些国家所使用的语言。
方式：师生共同参加
过程：
1）教师请一名学生到黑板前，对他耳语一个国家名称。
2）班里的其他同学必须猜出这位学生的国籍，并要问他叫什么名字、家住何处、使用什么语言。游戏按下列顺序进行：
Teacher (Ann):England.
Tom: Are you from America?
Ann: No, I am not.
Henry: Are you from France?
Ann: No, I am not.
Cathy: Are you from England?
Ann: Yes, I am.
Cathy: Whats your name?
Ann: My names Ann.
Cathy: Where do you live?
Ann: I live in London.
Cathy: What language do you speak?
Ann: I speak English.
下面的一些人名、国名、城市名称以及语言名称可供做这个游戏时使用：
人名 国名 城市名 语言名称
Paul France Paris French
Maria Italy Rome Italian
Hans Germany Berlin German
Jane America Washington English
Stella Spain Madrid _ Spanish
英语教案 篇2
Language points in Unit2
Warming –up and pre-reading
poem诗，韵文
compose/write a poem 作诗
What a beautiful poem the little girl has written!
Their life is a poem.
Poet n.诗人 poetry 诗（总称）
A poetry book诗集 a poetry reading诗歌朗诵会
Poetic adj. 像诗的，有诗意的
remember 记得，想起； 纪念； 代――向――致意，问好
1）I remember putting the books on the shelf.
Rember to put the books on the shelf.
类似：forget regret
2) On this day we remember the dead of two world wars.
3)Rember somebody to somebody
Please remember me to your mother.
either
1)pron.&adj.(两者中的一个)
I’ve bought two cakes----- you can have either.
You can park on either side of the street.
2) adv.也不（用于否定句）
If you don’t go, I won’t go either.
recite 背诵； 一一列举，说出
the little girl can recite many poems.
He recited his complaint.（不满）
aspect
方面 Consider a question in all aspects.
朝向，方位 The house has a south-facing aspect.
好景，容貌 Take on/assume a new aspect
Qing Yuan takes on an entirely new aspect.
Reading
convey
1)传达，表达（感情，意见，思想等）
Words fail to convey our grateful feelings
Please convey my apologies to your parents.
2)传送，运送（可与from, to连用）
Wires convey electricity from power stations to the users.
7 delight
1)[u] 欢喜，高兴，愉快
I read your new book with real delight.
2)[c]乐事；讨人喜欢的人，爱好的事物
Your little dog is a real delight.
3)V. 使喜欢，使高兴
She delighted the audience with her jokes about the president.
Be delighted with对――感到高兴 take delight in 嗜好，乐于，喜欢
to one’s delight 令某人高兴的事 with delight高兴地，欣然
词语辨析：delight; joy; pleasure快乐，高兴
pleasure愉快，满足，乐事 表示强烈的心里满足，有时有贬义。
It gives me much pleasure to hear of your progress.
He is a man of pleasure.
Delight快乐，乐趣 一般指勃发的较短的快乐情绪，比pleasure强烈
The scene is a perfect delight to the eye.
Joy 欢乐，乐事 表示强烈的形之于外的欢乐情绪，比delight更为持久。
There was great joy in the city.
They have been good friends both in joy and in sorrow.
8 run a race赛飞
Don’t try to run before you can walk. （跑）
The engine run quite smoothly. （运转）
Tears ran down her cheeks. （流动，流）
The roads runs for miles. （通往，延伸，延续）
Who is running the country? （办，管理，经营）
They ran the car downhill. （开动，驱动）
Run for竞选 run risks/a risk 冒风险
In the long run 最后，终究 in the short run 短期，目前
Run into 碰上，遇到
9. score
He scored 3 points in the last half of the game.（在运动，游戏，比赛中得分）
What did the German judge score?（给分数或点数）
He scored high/well in the test.（考试中总分，得分）
The score was 2 to 1.（比分，得分）
We had a hard test last month in which the class all made low scores.
His life is but three score and ten years.
Scoreboard 记分牌 scorebook记分册
Scorer 记分员 scoreless adj. 未得分的
10.take it easy不着急，放松，不要紧张
Just take it easy and tell us exactly what happened.
Take things/it easy不着急，放松，不要紧张
Take one’s time 不慌不忙，或拖拉，慢吞吞
The doctor told me to take things easy and stop working so hard.
There’s no hurry; take your time
11. somebody run out of something
something run out
1)m running out of petrol. I must find a gas station before it runs out.
2) We are running out of our time=Our time is running out.
12. tease取笑，招惹，戏弄
At school the other children always teased me because I was fat.
Don’t take it seriously ------he was only teasing.
Stop teasing the cat!
n. 爱开玩笑的人，爱戏弄别人的人
He’s a terrible tease.
13. branch树枝；分支；分科；分岔；分支机构
A monkey was swinging from the branches.在树枝上荡来荡去
The bank has branches all over the country.分行
Turn right where the road branches.分岔
14. translate 翻译，能译，把――用另一种形式表达出来 n. translation
A lot of Tang poetry has been translated into English.
Most poems don’t translate well. 译得不好
The sentence won’t translate. 译不出来
It’s time to translate your idea into action.
15. transform 彻底改变 n. transformation
Ten years pf hard work transformed Mathilde completely into an ordinary housewife.
The company has been transformed from a family business into one with 5000 workforce.
16. appropriate adj.恰当的，合适的
I think this is an appropriate moment to raise the question of my promotion.（晋升）
v.拨出（款项），挪用
The government has appropriated a large sum of money for building hospitals.
The minister was found to have appropriated government money.
Appropriation
Using language
17. pattern
1)模式，方式，形式
The illness is not following its usual pattern.不循常规
Does the poem have a rhythmic pattern?这诗遵守了押韵的规律吗？
2)图案
She wore a dress with a pattern of roses on it.
3)模范；榜样
The company set a pattern for others to follow.
4)v.模仿，用图案装饰
He patterned himself upon a man he admired.
18. hold on 别挂断；坚持下去
Hold on a minute ------ I’ll just get a pen.
Try and hold on until help arrives.
Hold back 阻挡；抑制 hold down压下；压制
Hold onto 紧紧抓住――不放 hold to坚持，信守，忠于
Hold sth./sb. Up推迟，使耽搁
19. underline在---下画线；强调（可接从句）
Underline the sentences that you don’t understand.
Her question underlined how little she understood him.
20. load 负担，负荷物
He came in with a heavy load on his shoulder.
Supporting such a large family is really a heavy load for her.
V.使承载，使负荷
Load the furniture into the van（货车）.
=Load the van with furniture.
英语教案 篇3
Lesson 41教案示例
课题：LESSON FORTY-ONE
重点：复习巩固本单元重点内容
难点：语音
一、复习/热身
1．组织学生唱英文歌曲A Merry Christmas (配套教材)
教学开始时，为了帮助学生很快的进入学习状态，唱首英文歌曲，起到活跃课堂气氛以及复习知识的作用。
2．师生之间、生生之间问答
Hello, boys and girls.
Hello, teacher.
Is everyone here today?
Who’s not here?
… is not here.
Where is he/she?
I think he’s/she’s at home.
I think so.
（以上为示例。教师可根据各班不同情况进行更改）
3．情景对话练习[教师提供教室片面图图片]
A．学生两人一组做第40课课文对话，并找几组到教室前面表演。
B．师生对话、学生模仿对话
T: Hello, …
S: Hello, ...
T: Merry Christmas to you.
S: Merry Christmas to you.
T: We’ll have a party this evening. Will you join us?
S: Good.
T: But where is ...?
S: I think she’s at home.
T: Let’s go and see.
S: All right.
T: How are you, ...?
S: Fine, thank you. And you?
T: Fine, too. Thanks.
How about your father?
T: Fine, thank you.
Is he at home now?
S: Yes, he is.
T: May I go to see him now?
S: Sure. Let’s go and see.
Come in, please.
二、会话教学与教学方法
1．听本课的整体对话录音一遍[配套教材]
2．然后让学生模仿对话录音进行跟读
3．最后让同桌的两个学生结合成小组进行练习
4．教师针对课文进行提问，请个别学生回答。从回答中教师可以了解到学生是否理解了课文内容：
How many people are there in the dialogue?
What’s the date ?
Is Miss Wu in the classroom?
What do they say in New Year’s day?
5．学生之间问答[根据教师出示的主题图]
找学生到教室前面对其他学生提问题
学生之间进行问答，可以提问本组成员，也可以提问自己的好朋友，更鼓励学生按学号找学生回答。
6．对话表演
请学生从学过的四篇对话中找出自认为掌握的最好的一篇，找自己座位周围的同学结合成小组，准备对话表演。
对话表演 （三至四组）
三、语音及拼读练习
教师板书字母Aa，并标上读音[ei]，然后对全班说：Read it please. 用同样的方法复习并认读E、I、O、U在开、闭音节中的发音
2. 游戏：给单词找住处
目的：复习元音字母Aa Ee Ii Oo Uu在单词中的发音
操作步骤一：学生能准确地读出后，教师出示事先准备好的楼房的图样，这栋楼房共分六个单元门，[ei]占其中一个单元门，并将表示每家窗户的地方镂空。
操作步骤二：学生想出那些词汇中同样含有这个因素[ei]，要求学生能说出name一词，还要能拼读出这个单词，然后把这个单词卡片贴在[ei]对应单元门的其中一个镂空的地方，再启发学生回忆出所学过的单词face? grade? plane等词。教师都将这些词贴在本单元的镂空处。对能说出这些单词的学生应该给与表扬。
操作步骤三：用同样的方法复习字母Aa在闭音节中的读音[ei]，以及字母Ee和Ii在单词中的读音。这项练习做完后，板书上的内容应该与Read and write中的内容可能会相似。
3．学生集体认读单词：全班学生齐声朗读板书中的单词
4．单个操练：学生从板书众多单词中找出教师读的那一个，教师先示范一至两个，其余可采取由学生读单词，学生找单词的形式。
5．书写练习：学生打开书，完成Read and write部分中写的'练习
四、兴趣活动
根据课文对话的情景，可以给学生提供英文歌曲《Happy New Year》
五、练一练
听音排顺序 [配套课堂练习]
听音标号 [配套课堂练习]
六、作业?：根据每幅图或出示的文字卡片，试着读出每组的问、答句子并写出所缺的单词（注意大、小写的书写形式）
板书设计
LESSON? FORTY-ONE
第一行：五个元音字母在开、闭音节中的读音，用音标的形式表示
第二行：与各个音标对应的单词 （学生可能会提出很多单词，教师可以选择其中的一个进行板书。）
教案点评：
第41课综合了本单元前五课的重点句型、重点词汇以及重点语音知识。课堂教学以复习巩固为主，帮助学生归纳整理，以便更好地运用于实际生活中。分语音练习、会话练习、听读练习等部分。
表演对话探究活动
看图创设情景，表演对话。
将学生分成四个人一组。
看图，准备场景对话，并熟悉角色。
每组轮流到教室前面表演。
英语教案 篇4
Passage 51 Science and our daily life
We are now living in a time that science is developing at a great speed. With the development of science many countries have improved not only their economy but also their people’s living conditions. In our daily life we can get a lot of benefit from science.
If we look at the things around us we’ll find how closely our daily life is connected with science. For example, at home we can turn on the central heating or air conditioner when we feel cold or hot, and we can watch TV or listen to the tape recorder for entertainment, and we can use a gas stove to cook our meals, and we have computers to help us with our work when we are working in the office, and we also have cars, buses, even airplanes as traffic tools when we go out. All these things are the results of the development of science. It goes without saying that without science our society cannot make rapid progress and our life cannot be comfortable and convenient.
Since science is so important in our daily life, we should try to make as much contribution as possible to the development of science. As college students, we must first of all study hard, to gain useful scientific knowledge, and then put what we have learned into practice. We should take advantage of science to serve our society.
1. Which can’t show the relation between science and daily life? _________
A. We can use computers to help our work
B. We can travel by plane.
C. We can play basketball in a sport center.
D. We can enjoy ourselves by watching TV.
2. What should the college students do to take advantage of science except _____
A. studying hard
B. serving the society with knowledge
C. putting what we have learned into practice
D. taking physical exercise
Passage 52 Gene technology to benefit people
Among all the fast growing science and technology, the research of human genes, or biological engineering as people call it, is drawing more and more attention now. Sometimes it is a hot topic discussed by people.
The greatest thing that gene technology can do is to cure serious diseases that doctors at present can almost do nothing with, such as cancer and heart disease. Every year, millions of people are murdered by these two killers. And to date, doctors have not found an effective way to cure them. But if the gene technology is applied, not only these two diseases can be cured completely, bringing happiness and more living days to the patients, but also the great amount of money people spend on curing their diseases can be saved, therefore it benefits the economy as well. In addition, human life span(寿命) can be prolonged.
Gene technology can help people to give birth to more healthy and clever children. Some families, with the English imperial family being a good example, have hereditary diseases. This means their children will for sure have the family disease, which is a great trouble for these families. In the past, doctors could do nothing about hereditary diseases. But gene technology can solve this problem perfectly. The scientist just need to find the wrong gene and correct it, and a healthy child will be born.
Some people are worrying that the gene research can be used to manufacture human beings in large quantities. In the past few years, scientists have succeeded in cloning a sheep, therefore these people predict that human babies would soon be cloned. But I believe cloned babies will not come out in large quantities, for most couples in the world can have babies in very normal way. Of course, the governments must take care to control gene technology.
1. What does “these two killers” in the second paragraph refer to ?
A. gene technology and another treatment of the two diseases.
B. The two murderers who killed the cloned baby
C. The two diseases of cancer and heart disease
D. Hereditary diseases and cancer
2.What’s the main idea of the third paragraph?
A. How gene technology can be applied in the field of treating hereditary diseases.
B. Gene technology can be used to clone human babies.
C. Gene technology can help people to give birth of a baby.
D. Gene technology can help the English imperial family out
3.In what way gene technology can help to treat hereditary diseases?
A. Using gene technology, people with hereditary diseases can have more living days.
B. Using gene technology, scientist finds the wrong gene and corrects it.
C. Using gene technology, human babies can be cloned.
D. Doctors can cure cancer and heart disease with the help of gene technology.
4.What is the main purpose of writing this passage?
A. Expressing the writer’s idea that gene technology will benefit people
B. Telling people the advantages of gene technology
C. Telling the readers that gene technology will not benefit people
D. Explaining that gene technology will also do harm to the humanity
Passage 53 The genetic and environmental influence on man’s intelligence
Although a man may be born clever, his intelligence need also to be further developed. To some extent our intelligence is given us at birth, and no amount of special education can make a genius out of a child born with low intelligence. On the other hand, a child who lives in a boring environment will develop his intelligence less than one who lives in rich and varied surroundings. Thus the limits of a person’s intelligence are fixed at birth, but whether or not he reaches those limits will depend on his environment.wWW.ZFW152.com
It is easy to show that intelligence is to some extent something we are born with. The closer the blood relationship between two people, the closer they are likely to be in intelligence. Thus if we take two unrelated people at random from the population, it is likely that their degrees of intelligence will be completely different. If on the other hand we take two identical twins will very likely be as intelligent as each other. Relations like brothers and sisters, parents and children, usually have similar intelligence, and this clearly suggests that intelligence depends on birth.
Imagine now that we take two identical twins and put them in different environments. We might send one, for example, to a university and the other to a factory where the work is boring. We would soon find differences in intelligence developing and indicates that environment as well as birth plays a part. This conclusion is also suggested by the fact that people who live in close contact with each other, but who are not related at all, are likely to have similar degrees of intelligence.
1. The example shown in the third paragraph tells us that _____
A. the one who was sent to college is more clever than another twin
B. we can control people’s intelligence freely
C. birth doesn’t play a role in developing of intelligence
D. environment plays an important role in affecting people’s intelligence
2. Which statement is true?
A. Intelligence is something we are born with.
B. Intelligence depends on birth.
C. We can make a boy born with low intelligence clever by special education.
D. People who have no blood relation can’t have the same intelligence.
3. Choose the phrase which has the same meaning with “at random”.
A. at will
B. on purpose
C. freely
D. particularly
Passage 54 America plants tougher trees
Special trees that grow faster, fight pollution, produce better wood, and even sense chemical attacks are being planted by scientists in the US.
When 40 per cent of Hawaii's US$14 million-a-year papaya (木瓜)industry was destroyed by a virus five years ago, work began on creating genetically engineered (转基因的) trees.
Researchers successfully introduced seeds that were designed to resist the virus. Since then, more and more people have been testing genetically engineered trees.
Some researchers put special bacteria into trees to help them grow faster and produce better wood. Others are trying to create trees that can clean polluted soil.
Meanwhile fruit farmers are looking for trees that are strong enough to resist worms, and paper companies want trees that produce more wood and therefore more paper.
The Pentagon (五角大楼，美国国防部所在地) even gave the researchers US$500,000 this year after they developed a pine tree that changes its colours if it senses a chemical attack.
So far, the poplar, eucalyptus (杨树与桉树), apple and coffee trees are among those being engineered. All this is can be done today because we have a better understanding of tree genomes (基因组).
However, some people fear that the genetically engineered trees will cause dangerous results. They are worried that the new trees will breed with natural species and change the balance of the forest environment.
“It could be destructive,” said Jim Diamond, an environmentalist. “Trees are what is left of our natural environment and home to many endangered species.”
But researchers insist that science could give nature a fighting chance against both natural and man-made dangers.
They hope to answer the critics by stopping the new trees from breeding, so their effect on the environment can be controlled.
1. Which kind of tree is not the ones that scientists are planting in the US?
A. Trees that worms can't hurt.
B. Trees that can protect themselves at a chemical attack.
C. Trees that can resist wind better.
D. Genetically engineered trees.
2. What caused the American scientists to work on special trees?
A. They think science could give nature a fighting chance against both natural and man-made dangers.
B. Great numbers of trees have been lost due to attacks by viruses.
C. Researchers successfully introduced seeds designed to resist the virus.
D. Tree genomes are mapped out so scientists know how to improve trees.
3. Which of the following was probably the first kind of trees being engineered?
A. Papaya.
B. Pine.
C. Apple.
D. Poplar.
4. Why did critics think engineered trees dangerous? Because _______.
A. these trees can destroy the balance of nature
B. everything except trees has been genetically engineered
C. trees are home to many endangered species
D. these trees may affect normal trees
Passage 55 Cars drive into cleaner future
Ford, the second-largest car maker in the world, celebrates its 100th birthday this month. And it is already looking forward to its next 100 years. Ford expects to have nearly half its cars powered by fuel cells (燃料电池) by the year 2050.
In the meantime, another car maker in the US, General Motors (GM, 通用汽车公司), is building the technology for cars to be powered by fuel cells.
So, what makes fuel cells so special? Why are car makers so enthusiastic about them?
Fuel cells are based on an electrochemical (电气化学的) process. They change chemical energy from hydrogen and oxygen (氢和氧) into electrical energy.
Fuel cells pollute much less than traditional power sources. They produce little more than water as a by-product. Car makers expect them to cut CO2 emissions (散发) in half and so make cars more environmentally friendly.
Fuel cells are not dependent on oil supplies. Instead, they run on hydrogen, the most common element in the universe. And they can be refuelled. Car makers expect fuel cells to lesson the industry's need to rely on decreasing oil supplies.
Using fuel cells, without the traditional motor, engineers have many more possibilities for developing cars.
A fuel cell frame can last 20 years, so car bodies could change with drivers' needs - or even with the seasons - and be replaced at will. Owners could switch from a sports car to a family car while keeping the same fuel cell frame. This is a much cheaper solution to buying a whole new vehicle.
“A fuel cell car is more than just a new concept car; it's the start of a revolution in how cars are designed, built and used,” said GM Chief Executive Rick Wagoner.
While this may sound great, fuel cells are still too expensive to produce. For cars, they can be ten times the price of normal engines. The current test models can cost US$1 million or more.
Besides Ford and GM, a number of other car makers are now testing fuel cell vehicles. And all are aiming for mass production by . By that time, the cost of buying a fuel cell car should be as affordable as that of a traditional car.
1. Besides Ford, the writer uses GM as another example to show _______.
A. another car war is on
B. big car makers are depending on fuel cells for their future
C. fuel cells will replace traditional power sources
D. fuel cell car will be produced earlier than expected
2. What makes the traditional car frame not able to change with drivers' needs?
A. Traditional fuels.
B. High cost of changing the frames.
C. The traditional car frame can't last many years.
D. Traditional motor.
3. What does Rick Wagoner mean by “a fuel cell car is more than just a new concept car”?
A. A fuel cell car is not something that only exists in future.
B. A fuel cell car will be very important in the future.
C. It will become a reality.
D. A fuel cell car is still very expensive.
Passage 56 Drawing comes alive
If you watched the animated film (动画电影), “Shrek”, did you wonder how this big cartoon monster (怪物) could look, act and speak like a real human being?
Well, people at DreamWorks in the US are now working on “Shrek 2”. And they have given us a little look at the making of Shrek and how animation works.
Shrek may be hi-tech now, but he started out as a simple piece of art. People drew hundreds of monsters until they found the best-looking one. He had to be ugly but lovable, says Raman Hui, the leading animator for the film.
A clay (陶土) model of Shrek was then made. And animators made a three-dimensional (三维的) copy of the model on a computer.
Building the body
To make Shrek walk, talk and move like a person, they built his body in the computer as if it were a human body. First, they made a skeleton (骨架). The joints (knees, fingers and so on) are controlled by the animator. And they move like a real body.
Then, it took three months to decide “how a monster should act” said Hui. Since Shrek is so heavy, they decided he shouldn't walk too fast. But, “when we made him walk more slowly, he looked too old... So we made him walk like a muscular (强健的) man. ... If you watch, when he moves pretty fast, you will see that his tummy bounces (肚子抖动).”
Better moves
When Shrek speaks, his mouth matches his words. Stand in front of a mirror and say “donkey”. See the shape of your mouth? Computer animators copy that shape and put it on Shrek's mouth when he says “donkey” to make it move just like yours.
Animators then started working on Shrek's looks - his face, his skin, his clothing. They got their ideas from all over the place. For example, the texture (纹路) on Shrek's jaw came from a photo of the jaw of one of the animators.
Putting it together
Three minutes of animation is called a “sequence”. Each sequence is first drawn out by hand so the animators know what to do.
Each one has 4,320 frames and six people working on it. In “Shrek”, each sequence took two months to finish. There were about 30 in total and 128,000 frames. As each sequence is finished, editors put it in the right place of the movie. And when all the sequences are finished, the movie is done. “Shrek” took three years to complete.
1. When the animator decided how Shrek should walk, _______.
A. they built his body in the computer just like a human's
B. they drew a lot of pictures and chose the best looking one
C. they made a clay model of the body
D. they thought about Shrek's character
2. The word “one” in the sentence in the last paragraph (Each one has 4,320 frames and six people working on it) refers to ______.
A. animator
B. animation
C. sequence
D. movie
3. The passage's main idea is _______.
A. how the film “Shrek” came into being
B. how “Shrek” was brought to life for the audience
C. the work of animators
D. how hard it is to make an animated film
Passage 57 Robots look for life
The first scientists to visit Mars are not going to be flesh and blood humans, but metal robots.
This summer, NASA (美国国家宇航局) plans to start the Mars Exploration Rovers mission (MER, “火星漫游者探险任务”), sending a pair of robotic twins into space. If all goes well, the six-wheeled rovers will be rolling around the Red Planet sometime in January .
NASA first sent a rover to Mars in . It proved that the technology could get to, and land on, the planet. This time, the MER robot will act as a scientist and seek out any signs of water - past or present.
Both MER robots will be delivered into space by a rocket. Wrapped in a landing shell, an airbag (气囊) will protect them when the shell hits the planet's surface. Once it lands, the shell will open, and the rovers will come out.
“What we tried to do was take everything you'd find in a field scientist's bag on earth and make a robotic field scientist for Mars,” said Steven Squyres, a NASA scientist.
Each carries nine cameras, which will send pictures of Mars back down to Earth. One camera sits on the tip of each robot's arm. This arm is the same size as that of a human adult. Every time the robot moves, the cameras feed images to its computer. The computer then decides whether an obstacle can be dealt with or should be avoided. And if it gets in a real jam, the rover phones home for instructions.
“The rule is: 'Don't go over anything larger than your wheel',” said Squyres. The wheels on each of the 180kg rovers stand at about 25cm tall.
And they move slowly - around 5cm per second. The MER robots are able to dig, in any rock, holes about 45mm wide and 5mm deep. This will allow researchers to study material that has been untouched by the extreme Martian (火星的) weather.
During Mars' nights, MER robots can “sleep” for up to 18 hours. But sometimes they'll have to work late and conduct experiments in the dark. They will roll on Mars for 90 days.
Water on Mars?
In June , NASA announced its discovery of water on Mars. Scientists believe that vast stores of water still exist below the surface. If the discovery is confirmed (证实), it would be a big step for NASA. Without water there can, and never could have been, any life.
1. The first scientists designed to visit Mars this summer are going to be ______.
A. two scientists of NASA
B. a pair of twins
C. two pilots.
D. Two metal robots
2. The main task of the MER is _____________.
A. to take some pictures of Mars.
B. To test the robots.
C. To seek out any signs of water.
D. To dig holes in Mars.
Passage 58 Cloning
As we approach the 21st century, it is clearer than ever that science and technology are changing the way we live and work. The breakthroughs in bioengineering science are helping to reveal the mysteries of life, holding out new hope for lifesaving cures to some of our most dreaded diseases.
In 1997, the great news shocked the whole world that the British scientists created a lamb, named Dolly from a single cell. Miraculously, the cell had been taken from the udder of an adult sheep, which marks the first time an adult animal had been successfully cloned.
But it soon caused worldwide concern over its ethical, social, and scientific implications. Cloning is especially controversial because it raises the prospect of “making” humans genetically identical to an existing man or woman. Some people claim attempting to use these cloning techniques to actually clone a human being is untested and unsafe and morally unacceptable.
How to look upon this new technique? When it comes to a discovery like cloning, we must move with caution, care and deep concern about the impact of our actions. First, cloning should be greatly esteemed and great thanks should be given to its inventors. Meanwhile, great efforts should be made to place this technique under strict control. Especially we should adopt a document against human cloning since past experience tells us a new invention may cause troubles if it is misused.
1.What are changing the way we live and work? ________
A. Cloning.
B. Life saving
C. Science and technology
D. The mysteries of life
2.Who is Dolly? ______
A. A British scientist
B. A single cell
C. An adult sleep
D. A lamb cloned
3.Some people claim attempting to use these cloning techniques to actually clone a human being is __________
A. untested
B. unsafe
C. morally unacceptable
D. above of all
4.How should we look upon cloning? _______
A. Cloning is terrible
B. Cloning must be moved with caution, care.
C. Cloning will cause troubles.
D. Cloning is a disease
5.According to the passage, what should be given to cloning’s inventors? _____________
A. Strict control
B. Great thanks
C. Care
D. Caution
Passage 59 “I love you” virus
On May 21, , some American scientists were working at the computers to look for information they needed. Suddenly they saw a lot of very bright red spots crossing the computers’ screens. At the same time the computers were working much slower. To find out what was happening they stopped their work to check some parts of the computers. To their horror, they found out that most of their stored information was got rid of by computer virus! Obviously all these computers had been infected by computer virus.
It is said that the computer virus was made by two or three Philippine young men fond of playing tricks. They all had excellent education. They created the virus just to show their intelligence. The kind of computer virus is named “I Love You” Virus. This virus can hide in computers for long. When the time comes it will attack the computers by lowering the important functions, damaging their normal programs or even getting rid of a great deal of information which operators of the computers often use or store; even worse, it still can reproduce itself in great quantities within a short time.
We come to know that “I Love You” Virus often attacks computers on Mondays and that it is spreading to many computers in the world. Among the countries that suffered computer viruses last year are Britain, Australia, Switzerland and the US. Those who made the computer viruses have been found out slowly and carefully. But till now, how to get rid of the terrible viruses remains a problem.
1. In 1999, the virus made American scientists’ information ________
A. all lost
B. partly lost
C. none lost
D. mostly lost
2.The most terrible character “I Love You” Virus is _______
A. it can hide in computers for long
B. it can damage computer’s normal programs
C. it can get rid of all the information that the operator stores
D .it can reproduce itself in great quantities in a short time
3.All the following countries have been attacked by “I Love You” Virus EXCEPT __________
A. Britain
B. Australia
C. Switzerland
D. Japan
4.According to the passage, which is NOT true about “I love you” virus?
A. Have found who made it
B. Have found the solution to it
C. Have been attacked by it
D. Have no effective method to
Passage 60 Application proxy
To understand the application proxy, consider this scenario where you needed to deliver your neat little package of network data. With application-level proxies, the scenario is similar, but now you need to rely on someone else to deliver the package for you. Hence the term proxy illustrates this new scenario. The same rules apply as they do for packet filtering, except that you don’t get to deliver your package past the gate. Someone will do it for you, but that agent needs to look inside the package first to confirm its contents. If the agent has permission to deliver the contents of the package for you, he will.
Most commercial routers do not have proxy capabilities today, although I believe that proxy technology will be integrated with router code in the future. Until then, you need to rely on a standalone system that can support application-level proxy services.
Since an application proxy needs to communicate on behalf of the sender, it needs to understand the specific language or protocols associated with a particular application. Take as an example the widely used HTTP (Hypertext Transfer Protocol) proxy. If you are using a browser on your network, it is highly likely that your IS group has an HTTP proxy configured to allow you to access the Web via a central server. That single machine understands HTTP conversations and can speak on behalf of the requesting client. This is application level proxying.
Of course, security and encryption also come into play, since the proxy must be able to open the “package” to look at it or decode its contents. These are important issues obviously, but to do them justice would require another article.
1. A special sequence of numbers or letters that limits access to electronic boxes is a ____________
A. combination
B. code
C. password
D. modem
2. Transferring data from a larger computer to your microcomputer is called
A. a LAN
B. time-sharing
C. downloading
D. uploading
3. What communications channel transfers data as pulses of light? ______
A. Telephone lines
B. Coaxial cable
C. Fiber-optic cable
D. Microwave
4. Rules for exchanging data on a network are called _______.
A. protocol
B. asynchronous transmission
C. configuration
D. serial transmission
5. A system frequently used in decentralized organizations in which computing power is located and shared at different sites is _________
A. client / server
B. centralized
C. mainframe
D. distributed
专题六 科学技术练习答案及详解
Passage 51 1. C 2. D
科学和我们日常生活紧密相连。
1． 细节题。答案：C。
2． 推断题。D项不属于利用科学技术。
Passage 52 1. C 2. A 3. B 4. A
基因技术会给人类带来更多的好处。
1． 确定指代关系。答案C。
2． 段义理解。第三段是讲基因技术在治疗遗传疾病方面的应用。
3． 细节题。答案：B。
4． 推断写作意图。答案：A。
Passage 53 1. D 2. D 3. A
遗传和环境如何影响人的智力？
1． 段落理解。答案：D。
2． 判断题。答案：D
3． 猜词义。AT RANDOM 是“任意地、随便地”的意思。
Passage 54 1. C 2. B 3. A 4. D
转基因植物开始在美国研究种植。五角大楼真能种出能感知化学武器袭击的PINE TREES 吗？
1． 细节题。答案：C。
2． 细节题。文章第二段提供解答信息。
3． 推断题。答案：A。
4． 批评家的观点在文章最后四段。
Passage 55 1. B 2. D 3. C
福特、通用两大汽车公司正着手研制燃料电池驱动的汽车。
1． 细节题。答案：B。
2． 文中A fuel cell frame can last 20 years, so car bodies could change with drivers' needs - or even with the seasons - and be replaced at will. Owners could switch from a sports car to a family car while keeping the same fuel cell frame.一段提供信息。传统的发动机就不象FUEL CELL 这样方便了。
3． 句义理解。答案：C，
Passage 56 1. D 2. C 3. B
动画电影SHREK 是这样做得形象逼真的呢？
1． 细节题。答案：D。
2． 指代关系判断。答案：C。
3． 主旨题。答案：B。
Passage 57 1. D 2. C
地球机器人勇探火星，充当地质学家寻找水源。
1. 细节题。答案：D。
2. 主旨题。火星漫游者探险的主要任务是寻找水源。
Passage 58 1. C 2. D 3. D 4. B 5. B
从第一只克隆羊“DOLLY”的诞生起，克隆技术一直倍受关注。
1． 常识题。答案：C。
2． DOLLY 是克隆羊。
3． 对克隆人颇多争议。
4． 怎样看待克隆技术？
5． 克隆技术的发明无疑是一大进步。
Passage 59 1. D 2. D 3. D 4. B
“爱虫”病毒是怎样被发现的？它有那些特征呢？
1． 细节题。答案：D。
2． “爱虫”病毒最可怕的特征是：D。A、B、C项是一般计算机病毒所具有的特征。文中even worse, it still can reproduce itself in great quantities within a short time.一句也可看出这一特征是最可怕的。
3． 细节题。答案：D。
4． 判断题。B项与文中But till now, how to get rid of the terrible viruses remains a problem.一句不符。
Passage 60 1. C 2. C 3. A 4. A 5. D
什么是“应用程序代理”？
1． 计算机应用常识。答案：C-密码。
2． 常识题。答案：C----下载
3． 题干中PULSES 意思是：“脉冲”
4． 网络中数据交换的规则称为：PROTOCOL---协议。
5． 选项中D 与decentralized同义。
英语教案 篇5
重点：单词：water, milk, juice, Coke, coffee, tea.
难点：饮料句称的区别；Let’s do 内容的理解和动作的模仿。
教具准备：
L．教师准备 water， milk，juice，Coke， coffee， tea的实物、图片、单词卡片。
2．教师准备Let’s do的动作图卡、 A部分单词的词卡和图卡。
3．学生准备water，milk，juice，Coke，coffee，tea的实物。
教学过程?：
1．热身／复习（ Warm－up／ Revision）
（1）日常口语会话活动。
（2）教师播放歌曲“Let’s have a picnic today”，学生一起拍手演唱。
（3）游戏：找一找，拍一拍
教师将本课A、B部分所学单词的图片卡贴在黑板上，找两个学生各手持一把新苍蝇拍，教师读出一个单词，学生就要马上找出来并拍立一下。第一个拍的学生获胜。
（4）教师准备一个小场景：将所有学过的食品及饮料或模型放在一个铺着台布的桌上，请学生根据A、B部分的Let’s talk进行自由会话。
2．新课展示（Presentation）
（1）本课时Let’ s learn中的单词认读教学，可继续采用A部分第二课时的教学方法，利用课件，让学生利用已掌握的拼读规则，认读和学习新单词。
（2）让学生听Let’s learn的录音，一边听，一边指着书上相应的图，力求做到“眼到，手到，口到，心到”。
（3）用一组连贯的动作教Let’s do中的动词Pour，smell，taste，drink。首先，教师左手端着一个茶壶，右手拿一茶杯，对全班说：Look！I’m pouring the tea. Pour the tea．（边倒茶，边说两遍）。接着，教师端起茶杯，凑到鼻子前做闻的动作并说：Now smell the tea．（两遍）接着说：OK．Now taste the tea．（说两遍，边说边做尝味道的动作）最后，教师说：? Mm…Good Drink the tea。教师演示完，请学生说出这几个动作的意思。
（4）让学生一边听Let’s do的录音，一边跟读并做动作。
3．趣味操练（Practice）
（l）选词竞赛
将学生分为两大组，每组每次各派一个选手，教师说六个新词中的一个，选手跑步，快速在讲台上找到所说词的词卡，并举起词卡大声读出单词，谁先完成即为胜利者，可为本组赢得一分。
（2）游戏：什么不见了（What’s missing？）
教师将单词先面朝上贴在黑板上，给学生10－20秒记住这些单词的顺序，然后请学生闭上眼睛，教师从中拿走一张，再请学生说出是哪个词不见了。
（3）让学生听录音，边说边做Let’s do部分的活动。
（4）教师将Let’s do图卡打乱顺序，贴在黑板上，教师说一个指令，请学生指出正确的图片。正确的可为本组赢一分。
4．课堂评价（ Assessment）
做活动手册本单元第5部分练习。方法和步骤参考第一单元。
5．课外活动（Add－activities）
（l）听录音，仿读句子。
（2）将所学的有关食物和饮料，用英语说给家长听。
板书设计?：
Unit 5 Let’s eat
Water?? milk??? juice
图片??? 图片??? 图片
Coke??? coffee?? tea
图片??? 图片???? 图片
教案点评：
本课时围绕6个饮料单词：water, milk, juice, coke, coffee, tea展开教学。单词教学教师采用了A部分第二课时的教学方法，利用课件，学生一步一步认读，然后通过趣味操练来巩固新学的单词。本课时教师将教学重点放在了Lets do部分，采取多种形式开展活动和游戏，引导学生练习和运用所学的单词，吸引了学生的注意力，避免为学单词而学单词的枯燥。 教学形式活泼多样，学生玩中学，学中用，有助于教学目标?的实现。
英语教案 篇6
要想使文章有整体性、连贯性，就要学会正确使用连接词
下面请你认真学习并学会运用下列常见连接词
表示罗列增加
First, second, third,
First, then / next, after that / next, finally
For one thing … for another…,
On (the) one hand…on the other hand,
Besides / what’s more / in addition / furthermore / moreover / another / also,
Especially / In particular,
表示时间顺序
now, at present, recently,
after, afterwards, after that, after a while, in a few days,
at first, in the beginning, to begin with,
later, next, finally,
immediately, soon, suddenly, all of a sudden, at that moment, as soon as, the moment
from now on, from then on,
at the same time, meanwhile,
till, not…until, before, after, when, while, as during,
表示解释说明
now, in addition, for example, for instance, in this case, moreover
furthermore, in fact, actually
表示转折关系
but, however, while, though, or, otherwise, on the contrary, on the other
hand, in contrast, despite, in spite of, even though, except (for), instead, of course, after all,
表示并列关系
or, and, also, too, not only … but also, as well as, both… and, either …or, neither …nor
表示因果关系
because, because of, since, now that, as, thanks to…, due to…, therefore, as a result (of), otherwise, so…that, such…that
表示条件关系
as (so) long as, on condition that, if, unless
表示让步关系
though, although, as, even if, even though, whether …or…, however, whoever,
whatever, whichever, wherever, whenever, no matter how (who, what, which, where, when, whom)
表示举例
for example, for instance, such as…, take… for example
表示比较
be similar to, similarly, the same as, in contrast, compared with (to)…just like, just as,
表示目的
for this reason,, for this purpose, so that, in order to, so as to,
表示强调
in deed, in fact, surely, certainly, no doubt, without any doubt, truly,
obviously, above all,
表示概括归纳
in a word, in short, in brief, on the whole, generally speaking, in my opinion, as far as I know, As we all know, as has been stated, as I have shown, finally, at last, in summary, in conclusion,
练习一：根据上下文关系用连接词把下列各句连接起来，组成一个单句、并列句或复合句。
1.a) Go to see the doctor at once.
b) Your cold may get worse.
2. a) Alice was the first to complete her paper.
b) Alice made quite a few mistakes in her paper.
3. a) We were about to start off last night.
b) The phone in the living room began to ring.
4. a) Unfortunately, John’s car broke down on the way home.
b) John had to stop a car for a lift.
5). a) He has made great progress in his studies.
b) All the teachers praise him.
6. a) Some people waste food.
b) Other people haven’t enough food.
7. a) It’s too late to go to the cinema now.
b) I have an important meeting to attend after lunch.
8. a) Your aunt has no other thought but what is best for you.
b) I have no other thought, either.
练习二：1、用but,then,instead,the next moment,when填空：
The accident happened at 7:15 on the morning of February 8, . I was walking along Park Road towards the east an elderly man came out of the park on the opposite side of the street. I saw a yellow car drive up Third Street and make a sudden right turn into Park Road. the car hit the old man. He fell down with a cry. the car didn’t stop to save the old man. ，it drove off at great speed.
2、用at last,then,so,up to now,that,when填空：
Don’t Lose Your Courage
Never shall I forget the first English lesson given by Miss Liu. On that day, she entered the classroom, we found she was a young and beautiful lady with a big smile on her face. she introduced herself saying that we should call her Miss Liu instead of Teacher Liu, a moment later, she let all of us go to the blackboard and say something about ourselves in English in turn. it was my turn, I felt shy and fearful that I didn’t dare to say a word before the class. She came up to me and said kindly, “Don’t be afraid. I believe you can do it. Come and have a try.” My face turned red when I heard that. , I went to the blackboard and was able to do it quite well. She praised for what I had done. , I can still remember her words in the first English lesson: “Practice makes perfect. Don’t lose your courage when you meet with difficulties. Try on and on until you succeed.”
英语教案 篇7
小学五年级英语教案()第一篇：小学五年级英语教案教学重点：表示颜色单词white, black, brown, pink, orange的学习。
教学难点 ：1、white 一词中元音字母 i发的音不易到位，black, brown 的发音也较难，且学生不易区分。
2、let’s do部分的指令语，听懂、会做即可。教具准备：
1 教师准备一个用硬纸壳制作的颜色转盘，和用硬纸壳制作的小雨伞。
2 教师准备有颜色的纸板制作的指令牌。3 教师和学生都准备一套水彩笔或蜡笔。4 学生准备一张白纸。
5 教师准备配套教材的录音带。6 教师准备一个小球。教学过程 ：
1 热身、复习(warm-up/revision)（1）师生相互问候
T: hello,/hi,/good morning,/good afternoon, boys and : hello,/hi,/good morning,/good afternoon, : how are you? s: very well, thanks.（2）游戏：接力问候赛
教师拿出准备好的小球，建议道：let’s play a game.引导学生说出表示赞成别人提议的感叹语great！教师将球抛给一名学生说：hello./hi./good morning./good are you? 接球的学生回答：fine, thank you.。之后，由第一个学生抛球并问：hello./hi./good morning./good are you?第二个接球的学生回答内容与第一个学生不能相同，如：very well, thanks.。以此类推，直到不同的答语说完为止，再进行一轮。回答不上来的学生没权力投球。
（3）教师建议：t: let’s sing a : great.师生同唱歌曲 “teddy bear”，边唱边做动作。（4）游戏： 猜颜色
让一个学生手中藏一种颜色的图片，上前主持游戏，请其他同学猜颜色。学生们众说纷纭，颜色词练习。猜对的学生给与奖励并由他负责主持下一轮游戏。（颜色以学过的为主blue, green, yellow, red, purple）
2 呈现新课(presentation)（1）在猜颜色游戏中，教师有意在最后出示一个学生没学过的颜色，引出新单词的教学。如：white，教师在出示白彩笔之后带读white，学生跟读。white 一词中元音字母 i发的音不易到位，教师要提示学生张开口，发好音。
（2）教师让学生拿出蜡笔和水彩笔，学习black, brown, pink, orange。方法：教师举起粉色水彩笔或蜡笔说：pink, pink, this is pink.边说边举，边听边看，训练学生手、脑、口、心、眼协调统一的能力。注意 black, brown 的发音，适当提示，切忌盲目纠音。
（3）利用颜色卡片，教师再次带读 white, black, brown, pink, orange，提示 white, black, brown 的发音。
（4）学生听let’s learn 的录音，指着书上的图跟读。边说边指，边听边看，也训练了学生手、脑、口、心、眼协调统一的能力。
（5）游戏 bingo 教师让学生将自己喜欢的9种颜色的蜡笔，按三行三列的方法摆在桌面上，教师任意说颜色，学生如果听到教师说到自己所摆的蜡笔的颜色，则在蜡笔上放一小张纸片，当摆出的纸片，有三个成为一条线时说：bingo，为游戏的胜利者，教师可发小奖品。
3 趣味操练(practice)（1）认读所学颜色的卡片 blue, green, yellow, red, purple, white, black, brown, pink, orange（2）教师拿出准备好的一个用硬纸壳制作的颜色转盘，和用硬纸壳制作的小雨伞。边说英语边在上面涂颜色，制作好后将雨伞和陀螺转动，说说看到的颜色。
（3）让学生听let’s do部分的录音，根据录音做动作，说到颜色时就手中举起蜡笔，左右会懂。
（4）教师举起准备好的指令牌，让学生说指令牌的颜色，教师说指令，学生做动作。如：
教师举白色牌子时，学生说：white, white , 教师说：stand up.学生做起立的动作。
4 课堂评价(aement)做活动手册本单元第5 部分的练习。5 扩展性活动(add-activities)让学生动手用所学颜色画把雨伞或做个陀螺。并让学生将所做的物品转动起来，说说所看 的颜色。这时，教师可充分发挥学生的能力，做事情、说英语。
板书设计 ： 教案点评：
本课时let’s learn 部分学习white, black, brown, pink, orange等颜色单词。热身、复习环节，主要复习所学的各种问候语和颜色单词。呈现新课时，教师接着第一环节中猜颜色的游戏，有意在最后出示一个学生没学过的颜色，从而引出新颜色单词的教学。教学新知时，教师让学生拿出蜡笔和水彩笔，学习black, brown, pink, orange。再利用颜色卡片，教师带读单词，同时要提示 white, black, brown等的发音。bingo游戏可复习所学的全部颜色单词。在学生基本掌握新单词之后，教师可以让学生动手用所学颜色画把雨伞或做个陀螺。最后，教师让学生将所做的物品转动起来，说说所看到的颜色。通过此种活动形式，教师可充分发挥学生的能力，做事情、说英语。
探究活动
1.仔细观看下面的图。
2.然后在表格中勾出各种东西对应的颜色。
3.结合选择的颜色，用自己的话给大家介绍每种东西是什么颜色。
4.教师引导学生进行自我评价，最后在全班评出表现优秀的前三名。
您可以访问本网查看更多与本文《unit 3 lets paint第五课时》相关的文章。
第二篇：pep小学五年级英语教案pep小学五年级英语教案下册unit 4 what are you doing?第一课时
一、教学重点：动词短语及其ing 形式：drawing pictures, doing the dishes, cooking dinner, reading a book, answering the phone。句型 “what are you doing?”
及其回答 “i’m doing the dishes/?.”。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：准备各种动词短语卡片、图片。准备本课时let’s chant, let’s learn, let’s sing的录音带 准备锅、铲、电话、碗碟等小道具。准备本课时所需课件。
四、教学过程：warm up（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：my name’s ?.i’m 10/11 years like pink and like to eat fish and can swim and i can speak 、review（复习）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：look at these pictures.。随后，拿出其中一
张图片与学生交流，如：i can draw.并做画画的动作。最后问：can you draw? 引导学生
说：yes, i can.或me, too.在此基础上，初步渗透动词短语。教师继续说：i can can draw a fish.引导学生说i can draw a book/a kite/?.最后，教师引出we can draw pictures.强调并带读 draw pictures。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：what can you do? 学生回答：i can dance and cook.等。
3、presentation （呈现新知）活动三：词汇学习教师指着动词卡片说：i can draw a , i am drawing a fish.边说边在黑板上画鱼，并强调i am drawing a fish now.用彩色粉笔强调ing。鼓励学生
做画画的动作，边做边说i am drawing a fish/a cat/an apple/?.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：doing the dishes,drawing pictures,cooking dinner,reading a book,answering the phone教师出示洗碗的动作卡片，学生听发音后，教师说：i am doing the dishes.此时可作为扩展知识，告诉学生洗碗有两种表达方法，即i am doing the 或 i am washing dishes.继续播放课件。用相同的方法让学生理解、认读：drawing pictures,cooking dinner,reading a book,answering the phone。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：what are you doing? 鼓励学生说完整句，如：i am doing the am reading a am cooking dinner.?此环节中，教师板书句型what are you doing? i am doing the am reading a am cooking dinner.?教师播放let’
S learn 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：do the dishes, 让学生说出它的ing 形式：doing the dishes。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：answering the phone，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：接力问答师出示本部分的动词短语卡片的ing 形式，教师提问 “what are you
Doing?” 一个学生a看教师的卡片、做动作并回答 “i am?.” 随后让这个学生a接着问
另一个伙伴b “what are you doing?”，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）
活动六：生活再现教师给学生提供调色盘，电话，碗碟等小道具，教师问： what are you doing? 引导学生边做动作边回答：i am drawing pictures/doing the dishes/cooking dinner/answering the phone/reading a 、consolidation and extension（扩展
活动）活动七：传盒子做“听音乐传盒子”的游戏，教师把drawing pictures,doing the dishes, cooking dinner, answering the phone,reading a book 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：what are you doing? 抽到词条的学生根据词条上的短语边做动作边回
答：i am ?.教师播放的音乐可以是本课时歌曲what are you doing? 也可以是其它歌曲。
活动八：练一练做本单元a let’s learn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.。listen and match是按所听内容连线，listen and write 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listen and match 部分的练习。再次播放活动手册第33页的录音，学生完成listen and write 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unit 4 what are you doing?（i）what are you doing?i am doing the am cooking am reading a am ?.第三篇：小学五年级英语教案unit4whatareyoudoing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’ ing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/、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：/akite/….引最
后
导，学教
师生引
说出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
：,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/anale/….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,cookingdier,readingabook,aweringthephone 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，即或继续播放课件。用相同的方法让学生理解、认读：drawingpictures,cookingdier,readingabook,aweringthephone。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：…此环节
中，教
师
板
书
句
型whatareyoudoing?…
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：aweringthephone，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/cookingdier/aweringthephone/、coolidationandexteion（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,cookingdier,aweringthephone,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?（i）
Whatareyoudoing?….第四篇：小学五年级英语教案unit6afieldtrip在情景中使用对话中的句子，并能恰当的替换句中的动词短语。
听、说、读、写动词短语：takingpictures，watchingiects，pickingupleaves，doinganexperiment，catchingbutterflies。教学难点：
词汇量较大，有些短语不易掌握：catch和
Watch易混淆；butterflies和experiment较长；iects的发音较难。
动词短语的ing形式，ing要加在动词后面，而不是整个动词短语后面。
本课时动词短语中的名词一般为复数形式，如：pictures，iects，leaves，butterflies。课前准备：
教学过程中所需的录音（let’slearn,let’splay）、课件、动画素材。
本课时（let’slearn部分）的五张单词短语的图片和卡片，以及（let’schant部分）的单词短语卡片。
教学过程： warmu（热身）活动一：唱一唱 教学参考时间：2-3分钟
教师播放第五单元let’ing部分歌曲，学生说唱，复习有关进行时的基本句型。
教师播放第四单元的儿歌，学生表演唱，帮助学生复习whatareyoudoing？i’m…的问答。
活动目的：引导学生复习有关进行时的基本句型和常用词汇。
Review（复习）活动二：赛一赛 教学参考时间：2-3分钟
请一名学生做动作，其他学生说出相应的单词，教师问what’sthe…（该生名字）doing?学生回答：he/sheis….。
教师出示前面学过的动词卡片，在全班学生一起认读后，请学生看图做动作，看谁说的快。每人可以根据情况，有一次错误机会。采用末尾淘汰制，选出擂主，给予一定的奖励。
活动目的：通过游戏的方式复习学过的单词。在游戏的氛围中，引导学生进一步熟悉学过的内容，从而提高速度，达到更加熟练的目的活动三：演一演 教学参考时间：2-3分钟
一名学生上来，教师点击四、五单元let’slearn部分的课件。其他学生看不到课件内容。
该名学生表演课件中看到的内容。
教师问：what’sthe…doing?/whatarethe…sdoing?其他学生用句子it’s/theyare…猜课件上的单词或短语。
活动目的：在复习单词的基础上，引导学生用句式进行练习，为本课时新的短语的学习扫清障碍。
3、presentatio（新课呈现）活动四：新课导入： 教学参考时间：1-2分钟
教师出示一群小学生背着背包去郊游的图片。画面可以处理得模糊些。
问学生：wherearetheygoing? 引导学生回答：theyaregoingonatrip.如果学生不会回答，教师可以引导，比如提供给学生trip这个词。教师进一步提问：whatcantheydoonatrip？教师引导学生猜测郊游可以做的事情。此时可以出示p70页的图片，但要进行遮盖或模糊处理。
如果学生遇到不会用英语表达的活动，可以容许学生用中文表达。
根据学生说的情况，教师点击图片中相应的画面，最终出现p70页的完整画面。
活动目的：教师在引导学生学let’slearn部分的单词短语之前，应尽可能的唤起学生已有的生活体验，使学生的英语学习能和自己的生活联系起来，不至于觉得太枯燥。
活动五：学一学 教学参考时间：5-8分钟
教师指着takingpictures的小图，问：what’s…doing?引导学生作答。
教师点击takingpictures这个短语的声音，每播放一次，让学生跟读，并且鼓励学生边做动作，边读单词。
教师指着图中的昆虫问：whatarethey？引导学生回答：theyareiects.教师带读单词iects，给学生必要的支持。
教师播放声音，让学生跟读，引导学生为短语设计动作。鼓励学生边做动作，边读单词。
教师请学生就这幅图进行问答练习。whatismikedoing?he’swatchingiects.学生练习后教师可以播放对话，以便学生能够进一步纠正发音。
教师指着画面中的蝴蝶提问：whatarethey？引导学生回答，教师提供支持，带读单词：butterflies。
在教学这个单词的时候建议教师帮助学生将单词分解：butter---黄油，fly---飞，便于学生记忆。
第：小学五年级英语教案unit3mybirthday能用英文表达一年中的四季，并了解四季的划分。
教学难点：
能正确朗读12个月份，并能默写。能结合所学语言点开展对话。
课前准备：
1．教师准备教学过程中所需要的年历、声音和课件。2．教师准备录音机及录音带。四、教学过程： warm—up（热身）
活动一：唱一唱 教学参考时间：3分钟
①教师播放歌曲“what’syourfavouriteseason？”。②学生跟唱，边唱边作每个季节相应的动作。活动二：说一说 教学参考时间：5分钟 ①教师将歌曲定格在春季的图片上，而后问学生“whatseasonisit?”。学生回答“ring”，如果没有学生能答出，教师再次播放歌曲。
②请学生用“ilikering/autumn…..”说一说自己喜欢什么季节。
presentation（新课呈现）活动三：学一学 教学参考时间：7分钟
①教师拿出事前准备的年历，逐月用英语介绍，让学生初步接触了解12个月份的英文表达方法。
②教师翻到某一月，向学生介绍说：“mybirthdayisin….”，并在当月画上一个大的生日蛋糕，让学生理解“birthday”的意思。而后询问学生：“whenisyourbirthday?”。
③学生课件，教师点击12个月份的英文单词，播放其发音。学生可重点学习自己生日的月份，而后说一说：“mybirthdayisin….”。
④教师再次播放单词录音，学生根据自己的情况或喜爱，重点学习三、四个月份。
⑤请若干名学生做小老师，教大家他会的月份，其他学生学习。
活动四：问一问 教学参考时间：5分钟
①学生看课件，出示28页中的第一幅图（两个小男孩对话），教师指着黑皮肤的小男孩问：“doyouwanttoknowwhenhisbirthdayis?pleaseaskhim.”。
②教师鼓励学生用“whenisyourbirthday?”来进行提问，当大部分学生都能提问后，教师点击小黑孩的对话窗，让学生听后回答。
③请学生问自己的好朋友，或是他不知道谁的生日去进行提问。
如：a:hello,? b:? a:’splay（趣味操练）活动五：let’splay 教学参考时间：5分钟
①教师说一个月份，请学生说出它的下一个月份。②全班分成男生队和女生队。男生队派一名代表说月份，女生说出中文；男生说中文，女生说出相应的英文。而后互换，评出优胜队。
③教师出示26页第一幅图，但展示时不出示月份及其英文。请学生猜一猜每幅图是哪月，教师问：“whatmonthsarethey?”。学生指着一幅图说：“it’s….”，说对了教师则点击此图，出示月份及英文。
活动六：let’tart 教学参考时间：5分钟
①展示26页第一幅图，请学生把12个月份按四季划分。②教师把四月画在春季后，请学生说一说还有哪几个月是春季。教师点击课件ring后，显现答案：三条线分别连着3、4、5月份。
③教师播放对话录音，请学生两人一组进行对话。而后请学生用“mybirthdayisin….”说一说自己是哪个季节生的。
coolidationandexteion（巩固与扩展）活动七：groupwork 教学参考时间：5分钟
①教师发给学生一个表格，让学生在组内进行调查，问问组员都是几月份的生日。
②教
师
提
问
一
个
组
：“howmanybirthdaysarethereinjanuary/may…?”，学生根据小组的调查表进行回答。
③请若干名学生询问其他组的调查结果。教师还可以鼓励学生根据调查结果说一说全班在一月份生日的有多少人，二月份的有多少人…。
活动八：做一做 教学参考时间：5分钟
教师带领学生完成活动手册a部分中的第1题和第3题。五、板书： unit3mybirthday january(jan.)february(feb.)march(mar.)april(apr.)mayjune julyaugust(aug.)september(sept.)october(oct.)november(nov.)december(dec.)
英语教案 篇8
【学习目标】
1.学生能掌握六个频率副词的用法。
2.学生能听懂谈论各项活动的对话;学会用英语谈论做各项活动的频率。
3.通过完成各项活动，学生能够养成团结协作的意识，并能合理利用时间。
【学习重点】
学生能够学会用六个频率副词谈论做各项活动的频率。
【学习难点】
通过交流表达和听力训练，掌握六个频率副词
Learning action tips：
Play the video about students\'activities on weekends in class. Let students watch it.
Task 1
Learning action tips：Previewthe words on Page2 in the word list. Students read the words by phonetic symbols,then underline new words in the text and mark the Chinese meaning. At last finishthe task in 1a.
【知识链接】
▲once，twice，three times等次数的表达法
(1)这三个词都表示次数，once是一次，twice是两次，除了一次、两次，其他的次数都用“数字+times”表达。如：三次是three times，五次是fivetimes。
(2)这些表达数的词后与一段时间连用，表示动作多长时间发生几次，即动作的频率。
【导练】
(1)我一周看一次电视。
I watch TV once aweek.
(2)我每天读三次英语。
I read English threetimes__aday.情景导入 生成问题
T：What do you usually do on weekends?
S1：I usually play basketball.
S2：I often go shopping.
S3：I sometimes help my parents with housework.
自学互研 生成能力
Task1Let\'sread new words and the phrases.
1.I can read.(我会读)
housework，once，twice，Internet，program，always，usually，often，sometimes，hardly ever，never
2.I can write.(我会写)
翻译下列短语和句子。
(1)帮忙做家务help__with__housework
(2)在周末on__weekends
(3)去看电影go__to__the__movies
(4)一周两次twice__a__week
(5)上网use__the__Internet
(6)动物世界animal__world
(7)hardly ever几乎不
(8)How often do you watchTV?你多久看一次电视?
(9)我从不逛街。I__never__go__shopping.
(10)I exercise three timesa week.我一周锻炼三次。
3.I can summarize.(我会总结)
频率副词hardly ever的用法：
hardly ever意为“几乎不”，表示否定概念。一般位于实义动词之前，be动词、助动词或情态动词之后。如：
Lucy hardly ever callsme.露西几乎不给我打电话。
Peter is hardly ever late.彼得几乎不迟到。
【拓展】
频率副词的比较：
always(100%)usually(80%)often(30%-50%)
sometimes(20%) hardly ever(5%) never(0%)
(1)汤姆几乎不做运动。Tom hardly ever takes(take)exercise.
(2)平时，他几乎不在家。He is hardly everat home on weekdays.
(3)—I saw you come to schoolby bus this morning.
—Oh，I __B__ come to school by bus，but it is raining today.
A.usually B.hardlyever C.sometimes
Task2Let\'slisten to the tape and finish 1b，2a，2b.
Task3Makeconversations and interview.
How often多久一次
用来提问动作发生的频率。如：
—How often do you go to the library?你多久去一次图书馆?
—Once a week.一周一次。
【备注】
我们学过的有关how的疑问词组：
how old多少岁
how much问不可数名词的数量多少
how many问可数名词的数量多少
how far多远
how long多久;多长
Task 2
Learning action tips:
1.Students turn to Page9 and listen to the tape, finish the listening taskin 1b. Students listen to the tape again and repeat.
2.Students turn to Page10 and listen to the tape, finish the listeningtasks in 2a and 2b. Then students listen again and repeat.
【Method coach】
听录音时，要求学生注意用笔标记：
(1)断句：“|”
(2)语调：升调 降调
(3)重读单词：△
(4)不会认读的单词：____
模仿纯正的语音语调，朗读听力材料，培养学生的语言交际能力。
Task 3
Learning action tips：
Students read aloud the dialogue to imitate and make the dialogue andhave practice with“How often do you…?I …twicea week.”And interview classmates and havea report.
【备注】
1.I can practice.(我会练)
阅读2d，完成下列对话。
A：Grace.Are you free next week?
B：Next week (1)is__quite__full__for(相当忙)me.
A：Oh，really?(2)How__come(怎么会呢)?
B：I have dance and piano lessons.
A：(3)What__kind(哪一种)of dance are you learning?
B：Swing dance.
A：(4)How__often(多久)do you have the pianolessons?
B：(5)Twice a week(一周两次).
2.I can make conversations.(我会编对话)
结合课文内容运用how often编写对话，介绍自己课余生活做某事的频率。
A：How__often__do__you__watch__TV?
B：I__watch__TV__every__day.
A：What’s__your__favorite__program?
B：Animal__World.
A：How__often__do__you__watch__it?
B：Twice__a__week.
交流展示 生成新知
Preshow：Show in groups. (Time: six minutes)
Task1：First read the words andphrases in groups，then read together andsum up the usage of the words in groups，markthe difficult words in pronunciation and understanding(students can ask teacherfor help).At last，write them on the blackboard.
Task3：First discuss and checkthe answers of Task 3 in groups, then discuss and set scenes to perform the dialogues,interview students about their holiday activities.Atlast，write them on the blackboard.
Promotionshow: Classshow. (Time：sixteen minutes)
Task1: 1.I can read.(1)Readtogether，pay attention to the pronunciationof “Internet”“program”;(2)Consolidate the words by word games.
2.I can write.(1)Translate the phrasesinto English or Chinese by answering quickly;(2)Readtogether;(3)Spot test：consolidate the usage of the phrasesby making sentences，master the key sentencesby imitating.
3.I can summarize.(1)Sum up the usage offrequency adverbs with the phrases in “I can write”;(2) Spot test：finish the exercises to consolidatethe usage of frequency adverbs，check the answers by answeringquickly and explain.
Task3: 1.I can practice.(1)Choosesome students to translate the key sentences in Task 3;(2)Read together.
2.I can makeconversations.(1)Makedialogues according to the task;(2)Set scenes to performthe dialogues;(3)Question students randomlyaccording to the dialogues.
当堂演练 达成目标
根据句意和汉语提示填写单词。
1.Last month was full(忙的)for them.
2.My mother has lots of housework(家务事)to do every day.
3.Jane practices the piano once(一次)a week.
4.I watched some programs (节目)on TV today，but all of them were boring.
5.Many students use the Internet(互联网)every day.
课后反思
查漏补缺收获：________________________________________________________________________
存在困惑：________________________________________________________________________
英语教案 篇9
1.学生能学会关于假期去旅行的一些常用词汇与句型，并学会归纳总结反身代词的用法。
2.通过与学生交流假期去哪里旅行的话题，提升学生的阅读填空能力。
3.学生会用一般过去时态进行信息交流，提升学生热爱大自然的意识。
【学习重点】
用所学的功能语言，与学生交流假期去了什么地方旅行。
【学习难点】
学习反身代词myself，yourself等的用法以及提高学生阅读填空的能力。
Learning action tips：Revise the contents learned to practice students\' listening.
Teacher：Now,please listen to me carefully and answer my questions.I went to Qingdao last vacation.Iwent there with my family.It was my first time to go there，so everything was really interesting.And I boughtsomething for my friends，butI didn’t buy anything for myself.
Task 1
Learning action tips:
1.Preview the words on Page3 in the word list. Students read the wordsby phonetic symbols, then underline new words in the text and mark the Chinese meaning.
2.Students read and translate the sentences in Grammar Focus on Page3.
【Method coach】
▲The only problem was that there was nothing much todo in the evening but read.唯一的问题是晚上除了看书没有什么事可做。
此句中that there was…是表语从句。
There be sth.to do意为“有……要做”。
but read意为“除了读书”。
nothing意为“没有任何东西”，是否定词。相当于not…anything。情景导入 生成问题
1.T：Wheredid I go last vacation?
S：________________________________________________________________________
2.T：DidI go there with anyone?
S：________________________________________________________________________
3.T：DidI buy anything for myself?
S：________________________________________________________________________
自学互研 生成能力
Task1Let\'sread the new words and the phrases.
1.I can read.(我会读)
something，nothing，everyone，of course，myself，yourself，hen，pig，seem，bored，diary
2.I can write.(我会写)
翻译下列短语和句子：
(1)当然of__course
(2)在乡下 in__the__countryside
(3)记日记 keep__a__diary
(4)买东西给某人 buy__sth.__for__sb./buy__sb.__sth.
(5)没有人在这儿。No__one__was__here.
(6)大家都去度假了。Everyone__was__on__vacation.
(7)我给我爸爸买了些东西。I__bought__something__for__my__father.
(8)每样东西尝起来都很好。Everything__tasted__really__good.
(9)大家都玩得很高兴吗?Did__everyone__have__a__good__time?
(10)唯一的问题就是在晚上没有什么事情可做，只能读书。The__only__problem__was__that__there__was__nothing__much__to__do__in__the__evening__but__read.
3.I can use.(我会用)
(1)buy sb.sth.=buy sth.for sb.为某人买某物
(2)quite a few+可数名词的复数
(3)①seem to do sth./be
②seem+adj.(形)
③It seems that…似乎/好像……，有时可与seem to do sth.相互转换。
(1)Mom bought Lucy a storybook.(同义句)
Mom bought a storybookfor__Lucy.
(2)There are quite__a__few__cars(相当多的汽车)in the street.
(3)He seems tired__/__to__be__tired(累;疲倦).
Task2Makeconversations and make a survey according to 3c.
1.I can practice.(我会练)
A：Did you do (1)anything__funon your vacation，Alice?
B：Yes，Idid.I went to (2)Sanya(三亚).
A：How do you like it?
B：Well，it is my (3)first__time(第一次)there，so everything was really(4)interesting.
A：Didyou (5)buy anything (6)for yourself(为你自己买了东西)?
B：(7)Nothing，but I bought (8)something formy parents.
2.I can try.(我会试)
Finish the task 3a and3b on Page 3.
【导练】
Jack is new here，so we don’t know anything about him.(改为同义句)
Jack is new here，so we know __nothing__about him.
Task 2
Learning action tips：
1.Finish the task in 3a. Students read the dialogue in 3a and imitate them,have a dialogue practice with“—Didyou do anything interesting on your vacation? —Yes, I went to…”.
2.Students finish the email in 3b with compound indefinite pronoun. Andcheck the answer.
3.Students finish the survey form in 3c according to their own actual situation;discuss in groups and make the dialogue;ask 23 pairs to have a test in class.
【Method coach】
反身代词还有：
他自己himself
她自己herself
我们自己ourselves
你们自己yourselves
它自己itself
他们自己themselves
※固定短语：
enjoy oneself玩得开心
teach oneself自学
for oneself为自己
【备注】
3.I can make conversations.(我会编对话)
结合所学句型及教材3c的内容，谈论关于假期的一些活动，并编写对话。
A：How__was__your__last__vacation，John?B：It__was____wonderful!
A：Did__you__do__anything__interesting?B：Yes，I__ate__something__delicious__at__a__restaurant.
4.I can summarize.(我会总结)
myself(我自己)，yourself(你自己)是反身代词。表示“某人自己”的词叫反身代词。
误区扫描：
(1)Don’t worry. We’re oldenough to look after ourselves.(做介词的宾语)
(2)The young man learnedhimself kungfu.(做动词的宾语)
(3)Miss Yang herselfis not here.(做同位语)
(4)The mother elephantitself looked for the baby elephant.(做同位语)
交流展示 生成新知
Preshow：Show in groups. (Time: six minutes)
Task 1：Firstread the words and phrases in groups，thenread together and sum up the usage of the words in groups，mark the difficult words in pronunciationand understanding(students can ask teacher for help).At last，write them on the blackboard.
Task 2：Firstdiscuss and check the answers of Task 2 in groups，usethe phrases we learnt to talk something about the holidays and make a survey aboutthe holiday activities. At last，write them on the blackboard.
Promotionshow: Classshow. (Time：sixteen minutes)
Task1: 1.I can read.(1)Readtogether，pay attention to the pronunciationof “bored”;(2)Consolidate the words by word games.
2.I can write.(1)Translate the phrasesinto English or Chinese by answering quickly;(2)Readtogether;(3)Spot test：consolidate the usage of the phrasesby making sentences.
3.I can use. (1)Explain the usageof the key words with the phrases in“ I can write”;(2) Spot test：consolidate the usage of the wordsor phrases with the exercises，then check the answersby answering quickly and explain.
Task2：1.Ican practice.(1)Choosesome students to translate the key sentences in Task 2;(2)Read together.
2.I can try.(1)Finish 3a ，3b according to the task;(2)Explain the answers and sum upthe methods;(3)Use the material inthe textbook to talk and show in groups according to students\', actual situation.
3.I can makeconversations.(1)Makedialogues according to the task;(2)Set scenes to performthe dialogues;(3)Question students randomlyaccording to the dialogues.
4.I can summarize.(1)Sum up the usage ofreflexive pronouns，show them on the blackboardand read together;(2)Finish the exercisesand focus on explaining the usage of reflexive pronouns.
当堂演练 达成目标
根据句意及首字母提示填写单词。
1.Everyone was very happy there.
2.There was nothing but silencein the room.
3.—Did you see anyone interesting?—Of course.
4.My aunt fed many baby pigson her farm last year.
5.Hens can lay eggs(下蛋).
课后反思
查漏补缺收获：________________________________________________________________________
存在困惑：________________________________________________________________________
英语教案 篇10
1. Ability goals能力目标
To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.
To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.
2. Learning ability goals学能目标
To enable the Ss to talk about animals under the sea.
To help the Ss know the importance of the relationship between animals and humans.
Teaching important points教学重点
Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.
Teaching difficult points教学难点
1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.
2. Help the Ss tell apart from Before, During and After in the story.
教学过程
Step1. Warming Up : Talk about animals under the sea.
1. Have you ever seen some marine animals?
2. What have you seen, and where have you seen them?
I have seen a/some/many…… in/on/from……
amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coral
Step2. Fast-reading:
1. Find out the Background Information of the story : writer, career, writing style, time, place, main character.
2. Find out the Main Idea of the passage: What’s the first story mainly about?
Step3. Careful-reading:
1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?
2. How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.
Stage1: before the hunt: (para. 2-6):
Old Tom’s doing: throwing itself out of … and crashing down again… Why? to tell the whalers…, …by the boat…, circling back to …Why? to lead the whalers…
Whalers’ reaction: Another whaler __________. George _____ ___ _____ Clancy, and Clancy ______ after him. They __________ the boat and ______ ____into the bay.
Stage2&3: Dur ing and after the hunt: (para. 7-9):
Killer whale’s doing: The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead, its body wa s _______ down into the depths of the sea.
Whalers’ reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.
Conclusion: They have amazing relationship. They work as a team
Step4 : Summary
Working at the _______station, I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.
On the afternoon I arrived at the station, as I was __________ my accommodation, I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom, who announced there would be a ___________.
Using a _________, we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________, the whale soon died. Very soon, its body was ________ by the killers down into the _______ of the sea.
课后习题
课后作业
Deal with Exercise 3 in Comprehending . Let the Ss work in groups and do some discussion：As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow.
million or more.
Besides Ford and GM, a number of other car makers are now testing fuel cell vehicles. And all are aiming for mass production by . By that time, the cost of buying a fuel cell car should be as affordable as that of a traditional car.
1. Besides Ford, the writer uses GM as another example to show _______.
A. another car war is on
B. big car makers are depending on fuel cells for their future
C. fuel cells will replace traditional power sources
D. fuel cell car will be produced earlier than expected
2. What makes the traditional car frame not able to change with drivers' needs?
A. Traditional fuels.
B. High cost of changing the frames.
C. The traditional car frame can't last many years.
D. Traditional motor.
3. What does Rick Wagoner mean by “a fuel cell car is more than just a new concept car”?
A. A fuel cell car is not something that only exists in future.
B. A fuel cell car will be very important in the future.
C. It will become a reality.
D. A fuel cell car is still very expensive.
Passage 56 Drawing comes alive
If you watched the animated film (动画电影), “Shrek”, did you wonder how this big cartoon monster (怪物) could look, act and speak like a real human being?
Well, people at DreamWorks in the US are now working on “Shrek 2”. And they have given us a little look at the making of Shrek and how animation works.
Shrek may be hi-tech now, but he started out as a simple piece of art. People drew hundreds of monsters until they found the best-looking one. He had to be ugly but lovable, says Raman Hui, the leading animator for the film.
A clay (陶土) model of Shrek was then made. And animators made a three-dimensional (三维的) copy of the model on a computer.
Building the body
To make Shrek walk, talk and move like a person, they built his body in the computer as if it were a human body. First, they made a skeleton (骨架). The joints (knees, fingers and so on) are controlled by the animator. And they move like a real body.
Then, it took three months to decide “how a monster should act” said Hui. Since Shrek is so heavy, they decided he shouldn't walk too fast. But, “when we made him walk more slowly, he looked too old... So we made him walk like a muscular (强健的) man. ... If you watch, when he moves pretty fast, you will see that his tummy bounces (肚子抖动).”
Better moves
When Shrek speaks, his mouth matches his words. Stand in front of a mirror and say “donkey”. See the shape of your mouth? Computer animators copy that shape and put it on Shrek's mouth when he says “donkey” to make it move just like yours.
Animators then started working on Shrek's looks - his face, his skin, his clothing. They got their ideas from all over the place. For example, the texture (纹路) on Shrek's jaw came from a photo of the jaw of one of the animators.
Putting it together
Three minutes of animation is called a “sequence”. Each sequence is first drawn out by hand so the animators know what to do.
Each one has 4,320 frames and six people working on it. In “Shrek”, each sequence took two months to finish. There were about 30 in total and 128,000 frames. As each sequence is finished, editors put it in the right place of the movie. And when all the sequences are finished, the movie is done. “Shrek” took three years to complete.
1. When the animator decided how Shrek should walk, _______.
A. they built his body in the computer just like a human's
B. they drew a lot of pictures and chose the best looking one
C. they made a clay model of the body
D. they thought about Shrek's character
2. The word “one” in the sentence in the last paragraph (Each one has 4,320 frames and six people working on it) refers to ______.
A. animator
B. animation
C. sequence
D. movie
3. The passage's main idea is _______.
A. how the film “Shrek” came into being
B. how “Shrek” was brought to life for the audience
C. the work of animators
D. how hard it is to make an animated film
Passage 57 Robots look for life
The first scientists to visit Mars are not going to be flesh and blood humans, but metal robots.
This summer, NASA (美国国家宇航局) plans to start the Mars Exploration Rovers mission (MER, “火星漫游者探险任务”), sending a pair of robotic twins into space. If all goes well, the six-wheeled rovers will be rolling around the Red Planet sometime in January .
NASA first sent a rover to Mars in . It proved that the technology could get to, and land on, the planet. This time, the MER robot will act as a scientist and seek out any signs of water - past or present.
Both MER robots will be delivered into space by a rocket. Wrapped in a landing shell, an airbag (气囊) will protect them when the shell hits the planet's surface. Once it lands, the shell will open, and the rovers will come out.
“What we tried to do was take everything you'd find in a field scientist's bag on earth and make a robotic field scientist for Mars,” said Steven Squyres, a NASA scientist.
Each carries nine cameras, which will send pictures of Mars back down to Earth. One camera sits on the tip of each robot's arm. This arm is the same size as that of a human adult. Every time the robot moves, the cameras feed images to its computer. The computer then decides whether an obstacle can be dealt with or should be avoided. And if it gets in a real jam, the rover phones home for instructions.
“The rule is: 'Don't go over anything larger than your wheel',” said Squyres. The wheels on each of the 180kg rovers stand at about 25cm tall.
And they move slowly - around 5cm per second. The MER robots are able to dig, in any rock, holes about 45mm wide and 5mm deep. This will allow researchers to study material that has been untouched by the extreme Martian (火星的) weather.
During Mars' nights, MER robots can “sleep” for up to 18 hours. But sometimes they'll have to work late and conduct experiments in the dark. They will roll on Mars for 90 days.
Water on Mars?
In June , NASA announced its discovery of water on Mars. Scientists believe that vast stores of water still exist below the surface. If the discovery is confirmed (证实), it would be a big step for NASA. Without water there can, and never could have been, any life.
1. The first scientists designed to visit Mars this summer are going to be ______.
A. two scientists of NASA
B. a pair of twins
C. two pilots.
D. Two metal robots
2. The main task of the MER is _____________.
A. to take some pictures of Mars.
B. To test the robots.
C. To seek out any signs of water.
D. To dig holes in Mars.
Passage 58 Cloning
As we approach the 21st century, it is clearer than ever that science and technology are changing the way we live and work. The breakthroughs in bioengineering science are helping to reveal the mysteries of life, holding out new hope for lifesaving cures to some of our most dreaded diseases.
In 1997, the great news shocked the whole world that the British scientists created a lamb, named Dolly from a single cell. Miraculously, the cell had been taken from the udder of an adult sheep, which marks the first time an adult animal had been successfully cloned.
But it soon caused worldwide concern over its ethical, social, and scientific implications. Cloning is especially controversial because it raises the prospect of “making” humans genetically identical to an existing man or woman. Some people claim attempting to use these cloning techniques to actually clone a human being is untested and unsafe and morally unacceptable.
How to look upon this new technique? When it comes to a discovery like cloning, we must move with caution, care and deep concern about the impact of our actions. First, cloning should be greatly esteemed and great thanks should be given to its inventors. Meanwhile, great efforts should be made to place this technique under strict control. Especially we should adopt a document against human cloning since past experience tells us a new invention may cause troubles if it is misused.
1.What are changing the way we live and work? ________
A. Cloning.
B. Life saving
C. Science and technology
D. The mysteries of life
2.Who is Dolly? ______
A. A British scientist
B. A single cell
C. An adult sleep
D. A lamb cloned
3.Some people claim attempting to use these cloning techniques to actually clone a human being is __________
A. untested
B. unsafe
C. morally unacceptable
D. above of all
4.How should we look upon cloning? _______
A. Cloning is terrible
B. Cloning must be moved with caution, care.
C. Cloning will cause troubles.
D. Cloning is a disease
5.According to the passage, what should be given to cloning’s inventors? _____________
A. Strict control
B. Great thanks
C. Care
D. Caution
Passage 59 “I love you” virus
On May 21, , some American scientists were working at the computers to look for information they needed. Suddenly they saw a lot of very bright red spots crossing the computers’ screens. At the same time the computers were working much slower. To find out what was happening they stopped their work to check some parts of the computers. To their horror, they found out that most of their stored information was got rid of by computer virus! Obviously all these computers had been infected by computer virus.
It is said that the computer virus was made by two or three Philippine young men fond of playing tricks. They all had excellent education. They created the virus just to show their intelligence. The kind of computer virus is named “I Love You” Virus. This virus can hide in computers for long. When the time comes it will attack the computers by lowering the important functions, damaging their normal programs or even getting rid of a great deal of information which operators of the computers often use or store; even worse, it still can reproduce itself in great quantities within a short time.
We come to know that “I Love You” Virus often attacks computers on Mondays and that it is spreading to many computers in the world. Among the countries that suffered computer viruses last year are Britain, Australia, Switzerland and the US. Those who made the computer viruses have been found out slowly and carefully. But till now, how to get rid of the terrible viruses remains a problem.
1. In 1999, the virus made American scientists’ information ________
A. all lost
B. partly lost
C. none lost
D. mostly lost
2.The most terrible character “I Love You” Virus is _______
A. it can hide in computers for long
B. it can damage computer’s normal programs
C. it can get rid of all the information that the operator stores
D .it can reproduce itself in great quantities in a short time
3.All the following countries have been attacked by “I Love You” Virus EXCEPT __________
A. Britain
B. Australia
C. Switzerland
D. Japan
4.According to the passage, which is NOT true about “I love you” virus?
A. Have found who made it
B. Have found the solution to it
C. Have been attacked by it
D. Have no effective method to
Passage 60 Application proxy
To understand the application proxy, consider this scenario where you needed to deliver your neat little package of network data. With application-level proxies, the scenario is similar, but now you need to rely on someone else to deliver the package for you. Hence the term proxy illustrates this new scenario. The same rules apply as they do for packet filtering, except that you don’t get to deliver your package past the gate. Someone will do it for you, but that agent needs to look inside the package first to confirm its contents. If the agent has permission to deliver the contents of the package for you, he will.
Most commercial routers do not have proxy capabilities today, although I believe that proxy technology will be integrated with router code in the future. Until then, you need to rely on a standalone system that can support application-level proxy services.
Since an application proxy needs to communicate on behalf of the sender, it needs to understand the specific language or protocols associated with a particular application. Take as an example the widely used HTTP (Hypertext Transfer Protocol) proxy. If you are using a browser on your network, it is highly likely that your IS group has an HTTP proxy configured to allow you to access the Web via a central server. That single machine understands HTTP conversations and can speak on behalf of the requesting client. This is application level proxying.
Of course, security and encryption also come into play, since the proxy must be able to open the “package” to look at it or decode its contents. These are important issues obviously, but to do them justice would require another article.
1. A special sequence of numbers or letters that limits access to electronic boxes is a ____________
A. combination
B. code
C. password
D. modem
2. Transferring data from a larger computer to your microcomputer is called
A. a LAN
B. time-sharing
C. downloading
D. uploading
3. What communications channel transfers data as pulses of light? ______
A. Telephone lines
B. Coaxial cable
C. Fiber-optic cable
D. Microwave
4. Rules for exchanging data on a network are called _______.
A. protocol
B. asynchronous transmission
C. configuration
D. serial transmission
5. A system frequently used in decentralized organizations in which computing power is located and shared at different sites is _________
A. client / server
B. centralized
C. mainframe
D. distributed
专题六 科学技术练习答案及详解
Passage 51 1. C 2. D
科学和我们日常生活紧密相连。
1． 细节题。答案：C。
2． 推断题。D项不属于利用科学技术。
Passage 52 1. C 2. A 3. B 4. A
基因技术会给人类带来更多的好处。
1． 确定指代关系。答案C。
2． 段义理解。第三段是讲基因技术在治疗遗传疾病方面的应用。
3． 细节题。答案：B。
4． 推断写作意图。答案：A。
Passage 53 1. D 2. D 3. A
遗传和环境如何影响人的智力？
1． 段落理解。答案：D。
2． 判断题。答案：D
3． 猜词义。AT RANDOM 是“任意地、随便地”的意思。
Passage 54 1. C 2. B 3. A 4. D
转基因植物开始在美国研究种植。五角大楼真能种出能感知化学武器袭击的PINE TREES 吗？
1． 细节题。答案：C。
2． 细节题。文章第二段提供解答信息。
3． 推断题。答案：A。
4． 批评家的观点在文章最后四段。
Passage 55 1. B 2. D 3. C
福特、通用两大汽车公司正着手研制燃料电池驱动的汽车。
1． 细节题。答案：B。
2． 文中A fuel cell frame can last 20 years, so car bodies could change with drivers' needs - or even with the seasons - and be replaced at will. Owners could switch from a sports car to a family car while keeping the same fuel cell frame.一段提供信息。传统的发动机就不象FUEL CELL 这样方便了。
3． 句义理解。答案：C，
Passage 56 1. D 2. C 3. B
动画电影SHREK 是这样做得形象逼真的呢？
1． 细节题。答案：D。
2． 指代关系判断。答案：C。
3． 主旨题。答案：B。
Passage 57 1. D 2. C
地球机器人勇探火星，充当地质学家寻找水源。
1. 细节题。答案：D。
2. 主旨题。火星漫游者探险的主要任务是寻找水源。
Passage 58 1. C 2. D 3. D 4. B 5. B
从第一只克隆羊“DOLLY”的诞生起，克隆技术一直倍受关注。
1． 常识题。答案：C。
2． DOLLY 是克隆羊。
3． 对克隆人颇多争议。
4． 怎样看待克隆技术？
5． 克隆技术的发明无疑是一大进步。
Passage 59 1. D 2. D 3. D 4. B
“爱虫”病毒是怎样被发现的？它有那些特征呢？
1． 细节题。答案：D。
2． “爱虫”病毒最可怕的特征是：D。A、B、C项是一般计算机病毒所具有的特征。文中even worse, it still can reproduce itself in great quantities within a short time.一句也可看出这一特征是最可怕的。
3． 细节题。答案：D。
4． 判断题。B项与文中But till now, how to get rid of the terrible viruses remains a problem.一句不符。
Passage 60 1. C 2. C 3. A 4. A 5. D
什么是“应用程序代理”？
1． 计算机应用常识。答案：C-密码。
2． 常识题。答案：C----下载
3． 题干中PULSES 意思是：“脉冲”
4． 网络中数据交换的规则称为：PROTOCOL---协议。
5． 选项中D 与decentralized同义。
英语教案 篇5
重点：单词：water, milk, juice, Coke, coffee, tea.
难点：饮料句称的区别；Let’s do 内容的理解和动作的模仿。
教具准备：
L．教师准备 water， milk，juice，Coke， coffee， tea的实物、图片、单词卡片。
2．教师准备Let’s do的动作图卡、 A部分单词的词卡和图卡。
3．学生准备water，milk，juice，Coke，coffee，tea的实物。
教学过程?：
1．热身／复习（ Warm－up／ Revision）
（1）日常口语会话活动。
（2）教师播放歌曲“Let’s have a picnic today”，学生一起拍手演唱。
（3）游戏：找一找，拍一拍
教师将本课A、B部分所学单词的图片卡贴在黑板上，找两个学生各手持一把新苍蝇拍，教师读出一个单词，学生就要马上找出来并拍立一下。第一个拍的学生获胜。
（4）教师准备一个小场景：将所有学过的食品及饮料或模型放在一个铺着台布的桌上，请学生根据A、B部分的Let’s talk进行自由会话。
2．新课展示（Presentation）
（1）本课时Let’ s learn中的单词认读教学，可继续采用A部分第二课时的教学方法，利用课件，让学生利用已掌握的拼读规则，认读和学习新单词。
（2）让学生听Let’s learn的录音，一边听，一边指着书上相应的图，力求做到“眼到，手到，口到，心到”。
（3）用一组连贯的动作教Let’s do中的动词Pour，smell，taste，drink。首先，教师左手端着一个茶壶，右手拿一茶杯，对全班说：Look！I’m pouring the tea. Pour the tea．（边倒茶，边说两遍）。接着，教师端起茶杯，凑到鼻子前做闻的动作并说：Now smell the tea．（两遍）接着说：OK．Now taste the tea．（说两遍，边说边做尝味道的动作）最后，教师说：? Mm…Good Drink the tea。教师演示完，请学生说出这几个动作的意思。
（4）让学生一边听Let’s do的录音，一边跟读并做动作。
3．趣味操练（Practice）
（l）选词竞赛
将学生分为两大组，每组每次各派一个选手，教师说六个新词中的一个，选手跑步，快速在讲台上找到所说词的词卡，并举起词卡大声读出单词，谁先完成即为胜利者，可为本组赢得一分。
（2）游戏：什么不见了（What’s missing？）
教师将单词先面朝上贴在黑板上，给学生10－20秒记住这些单词的顺序，然后请学生闭上眼睛，教师从中拿走一张，再请学生说出是哪个词不见了。
（3）让学生听录音，边说边做Let’s do部分的活动。
（4）教师将Let’s do图卡打乱顺序，贴在黑板上，教师说一个指令，请学生指出正确的图片。正确的可为本组赢一分。
4．课堂评价（ Assessment）
做活动手册本单元第5部分练习。方法和步骤参考第一单元。
5．课外活动（Add－activities）
（l）听录音，仿读句子。
（2）将所学的有关食物和饮料，用英语说给家长听。
板书设计?：
Unit 5 Let’s eat
Water?? milk??? juice
图片??? 图片??? 图片
Coke??? coffee?? tea
图片??? 图片???? 图片
教案点评：
本课时围绕6个饮料单词：water, milk, juice, coke, coffee, tea展开教学。单词教学教师采用了A部分第二课时的教学方法，利用课件，学生一步一步认读，然后通过趣味操练来巩固新学的单词。本课时教师将教学重点放在了Lets do部分，采取多种形式开展活动和游戏，引导学生练习和运用所学的单词，吸引了学生的注意力，避免为学单词而学单词的枯燥。 教学形式活泼多样，学生玩中学，学中用，有助于教学目标?的实现。
英语教案 篇6
要想使文章有整体性、连贯性，就要学会正确使用连接词
下面请你认真学习并学会运用下列常见连接词
表示罗列增加
First, second, third,
First, then / next, after that / next, finally
For one thing … for another…,
On (the) one hand…on the other hand,
Besides / what’s more / in addition / furthermore / moreover / another / also,
Especially / In particular,
表示时间顺序
now, at present, recently,
after, afterwards, after that, after a while, in a few days,
at first, in the beginning, to begin with,
later, next, finally,
immediately, soon, suddenly, all of a sudden, at that moment, as soon as, the moment
from now on, from then on,
at the same time, meanwhile,
till, not…until, before, after, when, while, as during,
表示解释说明
now, in addition, for example, for instance, in this case, moreover
furthermore, in fact, actually
表示转折关系
but, however, while, though, or, otherwise, on the contrary, on the other
hand, in contrast, despite, in spite of, even though, except (for), instead, of course, after all,
表示并列关系
or, and, also, too, not only … but also, as well as, both… and, either …or, neither …nor
表示因果关系
because, because of, since, now that, as, thanks to…, due to…, therefore, as a result (of), otherwise, so…that, such…that
表示条件关系
as (so) long as, on condition that, if, unless
表示让步关系
though, although, as, even if, even though, whether …or…, however, whoever,
whatever, whichever, wherever, whenever, no matter how (who, what, which, where, when, whom)
表示举例
for example, for instance, such as…, take… for example
表示比较
be similar to, similarly, the same as, in contrast, compared with (to)…just like, just as,
表示目的
for this reason,, for this purpose, so that, in order to, so as to,
表示强调
in deed, in fact, surely, certainly, no doubt, without any doubt, truly,
obviously, above all,
表示概括归纳
in a word, in short, in brief, on the whole, generally speaking, in my opinion, as far as I know, As we all know, as has been stated, as I have shown, finally, at last, in summary, in conclusion,
练习一：根据上下文关系用连接词把下列各句连接起来，组成一个单句、并列句或复合句。
1.a) Go to see the doctor at once.
b) Your cold may get worse.
2. a) Alice was the first to complete her paper.
b) Alice made quite a few mistakes in her paper.
3. a) We were about to start off last night.
b) The phone in the living room began to ring.
4. a) Unfortunately, John’s car broke down on the way home.
b) John had to stop a car for a lift.
5). a) He has made great progress in his studies.
b) All the teachers praise him.
6. a) Some people waste food.
b) Other people haven’t enough food.
7. a) It’s too late to go to the cinema now.
b) I have an important meeting to attend after lunch.
8. a) Your aunt has no other thought but what is best for you.
b) I have no other thought, either.
练习二：1、用but,then,instead,the next moment,when填空：
The accident happened at 7:15 on the morning of February 8, . I was walking along Park Road towards the east an elderly man came out of the park on the opposite side of the street. I saw a yellow car drive up Third Street and make a sudden right turn into Park Road. the car hit the old man. He fell down with a cry. the car didn’t stop to save the old man. ，it drove off at great speed.
2、用at last,then,so,up to now,that,when填空：
Don’t Lose Your Courage
Never shall I forget the first English lesson given by Miss Liu. On that day, she entered the classroom, we found she was a young and beautiful lady with a big smile on her face. she introduced herself saying that we should call her Miss Liu instead of Teacher Liu, a moment later, she let all of us go to the blackboard and say something about ourselves in English in turn. it was my turn, I felt shy and fearful that I didn’t dare to say a word before the class. She came up to me and said kindly, “Don’t be afraid. I believe you can do it. Come and have a try.” My face turned red when I heard that. , I went to the blackboard and was able to do it quite well. She praised for what I had done. , I can still remember her words in the first English lesson: “Practice makes perfect. Don’t lose your courage when you meet with difficulties. Try on and on until you succeed.”
英语教案 篇7
小学五年级英语教案()第一篇：小学五年级英语教案教学重点：表示颜色单词white, black, brown, pink, orange的学习。
教学难点 ：1、white 一词中元音字母 i发的音不易到位，black, brown 的发音也较难，且学生不易区分。
2、let’s do部分的指令语，听懂、会做即可。教具准备：
1 教师准备一个用硬纸壳制作的颜色转盘，和用硬纸壳制作的小雨伞。
2 教师准备有颜色的纸板制作的指令牌。3 教师和学生都准备一套水彩笔或蜡笔。4 学生准备一张白纸。
5 教师准备配套教材的录音带。6 教师准备一个小球。教学过程 ：
1 热身、复习(warm-up/revision)（1）师生相互问候
T: hello,/hi,/good morning,/good afternoon, boys and : hello,/hi,/good morning,/good afternoon, : how are you? s: very well, thanks.（2）游戏：接力问候赛
教师拿出准备好的小球，建议道：let’s play a game.引导学生说出表示赞成别人提议的感叹语great！教师将球抛给一名学生说：hello./hi./good morning./good are you? 接球的学生回答：fine, thank you.。之后，由第一个学生抛球并问：hello./hi./good morning./good are you?第二个接球的学生回答内容与第一个学生不能相同，如：very well, thanks.。以此类推，直到不同的答语说完为止，再进行一轮。回答不上来的学生没权力投球。
（3）教师建议：t: let’s sing a : great.师生同唱歌曲 “teddy bear”，边唱边做动作。（4）游戏： 猜颜色
让一个学生手中藏一种颜色的图片，上前主持游戏，请其他同学猜颜色。学生们众说纷纭，颜色词练习。猜对的学生给与奖励并由他负责主持下一轮游戏。（颜色以学过的为主blue, green, yellow, red, purple）
2 呈现新课(presentation)（1）在猜颜色游戏中，教师有意在最后出示一个学生没学过的颜色，引出新单词的教学。如：white，教师在出示白彩笔之后带读white，学生跟读。white 一词中元音字母 i发的音不易到位，教师要提示学生张开口，发好音。
（2）教师让学生拿出蜡笔和水彩笔，学习black, brown, pink, orange。方法：教师举起粉色水彩笔或蜡笔说：pink, pink, this is pink.边说边举，边听边看，训练学生手、脑、口、心、眼协调统一的能力。注意 black, brown 的发音，适当提示，切忌盲目纠音。
（3）利用颜色卡片，教师再次带读 white, black, brown, pink, orange，提示 white, black, brown 的发音。
（4）学生听let’s learn 的录音，指着书上的图跟读。边说边指，边听边看，也训练了学生手、脑、口、心、眼协调统一的能力。
（5）游戏 bingo 教师让学生将自己喜欢的9种颜色的蜡笔，按三行三列的方法摆在桌面上，教师任意说颜色，学生如果听到教师说到自己所摆的蜡笔的颜色，则在蜡笔上放一小张纸片，当摆出的纸片，有三个成为一条线时说：bingo，为游戏的胜利者，教师可发小奖品。
3 趣味操练(practice)（1）认读所学颜色的卡片 blue, green, yellow, red, purple, white, black, brown, pink, orange（2）教师拿出准备好的一个用硬纸壳制作的颜色转盘，和用硬纸壳制作的小雨伞。边说英语边在上面涂颜色，制作好后将雨伞和陀螺转动，说说看到的颜色。
（3）让学生听let’s do部分的录音，根据录音做动作，说到颜色时就手中举起蜡笔，左右会懂。
（4）教师举起准备好的指令牌，让学生说指令牌的颜色，教师说指令，学生做动作。如：
教师举白色牌子时，学生说：white, white , 教师说：stand up.学生做起立的动作。
4 课堂评价(aement)做活动手册本单元第5 部分的练习。5 扩展性活动(add-activities)让学生动手用所学颜色画把雨伞或做个陀螺。并让学生将所做的物品转动起来，说说所看 的颜色。这时，教师可充分发挥学生的能力，做事情、说英语。
板书设计 ： 教案点评：
本课时let’s learn 部分学习white, black, brown, pink, orange等颜色单词。热身、复习环节，主要复习所学的各种问候语和颜色单词。呈现新课时，教师接着第一环节中猜颜色的游戏，有意在最后出示一个学生没学过的颜色，从而引出新颜色单词的教学。教学新知时，教师让学生拿出蜡笔和水彩笔，学习black, brown, pink, orange。再利用颜色卡片，教师带读单词，同时要提示 white, black, brown等的发音。bingo游戏可复习所学的全部颜色单词。在学生基本掌握新单词之后，教师可以让学生动手用所学颜色画把雨伞或做个陀螺。最后，教师让学生将所做的物品转动起来，说说所看到的颜色。通过此种活动形式，教师可充分发挥学生的能力，做事情、说英语。
探究活动
1.仔细观看下面的图。
2.然后在表格中勾出各种东西对应的颜色。
3.结合选择的颜色，用自己的话给大家介绍每种东西是什么颜色。
4.教师引导学生进行自我评价，最后在全班评出表现优秀的前三名。
您可以访问本网查看更多与本文《unit 3 lets paint第五课时》相关的文章。
第二篇：pep小学五年级英语教案pep小学五年级英语教案下册unit 4 what are you doing?第一课时
一、教学重点：动词短语及其ing 形式：drawing pictures, doing the dishes, cooking dinner, reading a book, answering the phone。句型 “what are you doing?”
及其回答 “i’m doing the dishes/?.”。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：准备各种动词短语卡片、图片。准备本课时let’s chant, let’s learn, let’s sing的录音带 准备锅、铲、电话、碗碟等小道具。准备本课时所需课件。
四、教学过程：warm up（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：my name’s ?.i’m 10/11 years like pink and like to eat fish and can swim and i can speak 、review（复习）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：look at these pictures.。随后，拿出其中一
张图片与学生交流，如：i can draw.并做画画的动作。最后问：can you draw? 引导学生
说：yes, i can.或me, too.在此基础上，初步渗透动词短语。教师继续说：i can can draw a fish.引导学生说i can draw a book/a kite/?.最后，教师引出we can draw pictures.强调并带读 draw pictures。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：what can you do? 学生回答：i can dance and cook.等。
3、presentation （呈现新知）活动三：词汇学习教师指着动词卡片说：i can draw a , i am drawing a fish.边说边在黑板上画鱼，并强调i am drawing a fish now.用彩色粉笔强调ing。鼓励学生
做画画的动作，边做边说i am drawing a fish/a cat/an apple/?.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：doing the dishes,drawing pictures,cooking dinner,reading a book,answering the phone教师出示洗碗的动作卡片，学生听发音后，教师说：i am doing the dishes.此时可作为扩展知识，告诉学生洗碗有两种表达方法，即i am doing the 或 i am washing dishes.继续播放课件。用相同的方法让学生理解、认读：drawing pictures,cooking dinner,reading a book,answering the phone。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：what are you doing? 鼓励学生说完整句，如：i am doing the am reading a am cooking dinner.?此环节中，教师板书句型what are you doing? i am doing the am reading a am cooking dinner.?教师播放let’
S learn 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：do the dishes, 让学生说出它的ing 形式：doing the dishes。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：answering the phone，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：接力问答师出示本部分的动词短语卡片的ing 形式，教师提问 “what are you
Doing?” 一个学生a看教师的卡片、做动作并回答 “i am?.” 随后让这个学生a接着问
另一个伙伴b “what are you doing?”，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）
活动六：生活再现教师给学生提供调色盘，电话，碗碟等小道具，教师问： what are you doing? 引导学生边做动作边回答：i am drawing pictures/doing the dishes/cooking dinner/answering the phone/reading a 、consolidation and extension（扩展
活动）活动七：传盒子做“听音乐传盒子”的游戏，教师把drawing pictures,doing the dishes, cooking dinner, answering the phone,reading a book 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：what are you doing? 抽到词条的学生根据词条上的短语边做动作边回
答：i am ?.教师播放的音乐可以是本课时歌曲what are you doing? 也可以是其它歌曲。
活动八：练一练做本单元a let’s learn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.。listen and match是按所听内容连线，listen and write 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listen and match 部分的练习。再次播放活动手册第33页的录音，学生完成listen and write 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unit 4 what are you doing?（i）what are you doing?i am doing the am cooking am reading a am ?.第三篇：小学五年级英语教案unit4whatareyoudoing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’ ing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/、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：/akite/….引最
后
导，学教
师生引
说出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
：,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/anale/….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,cookingdier,readingabook,aweringthephone 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，即或继续播放课件。用相同的方法让学生理解、认读：drawingpictures,cookingdier,readingabook,aweringthephone。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：…此环节
中，教
师
板
书
句
型whatareyoudoing?…
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：aweringthephone，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/cookingdier/aweringthephone/、coolidationandexteion（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,cookingdier,aweringthephone,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?（i）
Whatareyoudoing?….第四篇：小学五年级英语教案unit6afieldtrip在情景中使用对话中的句子，并能恰当的替换句中的动词短语。
听、说、读、写动词短语：takingpictures，watchingiects，pickingupleaves，doinganexperiment，catchingbutterflies。教学难点：
词汇量较大，有些短语不易掌握：catch和
Watch易混淆；butterflies和experiment较长；iects的发音较难。
动词短语的ing形式，ing要加在动词后面，而不是整个动词短语后面。
本课时动词短语中的名词一般为复数形式，如：pictures，iects，leaves，butterflies。课前准备：
教学过程中所需的录音（let’slearn,let’splay）、课件、动画素材。
本课时（let’slearn部分）的五张单词短语的图片和卡片，以及（let’schant部分）的单词短语卡片。
教学过程： warmu（热身）活动一：唱一唱 教学参考时间：2-3分钟
教师播放第五单元let’ing部分歌曲，学生说唱，复习有关进行时的基本句型。
教师播放第四单元的儿歌，学生表演唱，帮助学生复习whatareyoudoing？i’m…的问答。
活动目的：引导学生复习有关进行时的基本句型和常用词汇。
Review（复习）活动二：赛一赛 教学参考时间：2-3分钟
请一名学生做动作，其他学生说出相应的单词，教师问what’sthe…（该生名字）doing?学生回答：he/sheis….。
教师出示前面学过的动词卡片，在全班学生一起认读后，请学生看图做动作，看谁说的快。每人可以根据情况，有一次错误机会。采用末尾淘汰制，选出擂主，给予一定的奖励。
活动目的：通过游戏的方式复习学过的单词。在游戏的氛围中，引导学生进一步熟悉学过的内容，从而提高速度，达到更加熟练的目的活动三：演一演 教学参考时间：2-3分钟
一名学生上来，教师点击四、五单元let’slearn部分的课件。其他学生看不到课件内容。
该名学生表演课件中看到的内容。
教师问：what’sthe…doing?/whatarethe…sdoing?其他学生用句子it’s/theyare…猜课件上的单词或短语。
活动目的：在复习单词的基础上，引导学生用句式进行练习，为本课时新的短语的学习扫清障碍。
3、presentatio（新课呈现）活动四：新课导入： 教学参考时间：1-2分钟
教师出示一群小学生背着背包去郊游的图片。画面可以处理得模糊些。
问学生：wherearetheygoing? 引导学生回答：theyaregoingonatrip.如果学生不会回答，教师可以引导，比如提供给学生trip这个词。教师进一步提问：whatcantheydoonatrip？教师引导学生猜测郊游可以做的事情。此时可以出示p70页的图片，但要进行遮盖或模糊处理。
如果学生遇到不会用英语表达的活动，可以容许学生用中文表达。
根据学生说的情况，教师点击图片中相应的画面，最终出现p70页的完整画面。
活动目的：教师在引导学生学let’slearn部分的单词短语之前，应尽可能的唤起学生已有的生活体验，使学生的英语学习能和自己的生活联系起来，不至于觉得太枯燥。
活动五：学一学 教学参考时间：5-8分钟
教师指着takingpictures的小图，问：what’s…doing?引导学生作答。
教师点击takingpictures这个短语的声音，每播放一次，让学生跟读，并且鼓励学生边做动作，边读单词。
教师指着图中的昆虫问：whatarethey？引导学生回答：theyareiects.教师带读单词iects，给学生必要的支持。
教师播放声音，让学生跟读，引导学生为短语设计动作。鼓励学生边做动作，边读单词。
教师请学生就这幅图进行问答练习。whatismikedoing?he’swatchingiects.学生练习后教师可以播放对话，以便学生能够进一步纠正发音。
教师指着画面中的蝴蝶提问：whatarethey？引导学生回答，教师提供支持，带读单词：butterflies。
在教学这个单词的时候建议教师帮助学生将单词分解：butter---黄油，fly---飞，便于学生记忆。
第：小学五年级英语教案unit3mybirthday能用英文表达一年中的四季，并了解四季的划分。
教学难点：
能正确朗读12个月份，并能默写。能结合所学语言点开展对话。
课前准备：
1．教师准备教学过程中所需要的年历、声音和课件。2．教师准备录音机及录音带。四、教学过程： warm—up（热身）
活动一：唱一唱 教学参考时间：3分钟
①教师播放歌曲“what’syourfavouriteseason？”。②学生跟唱，边唱边作每个季节相应的动作。活动二：说一说 教学参考时间：5分钟 ①教师将歌曲定格在春季的图片上，而后问学生“whatseasonisit?”。学生回答“ring”，如果没有学生能答出，教师再次播放歌曲。
②请学生用“ilikering/autumn…..”说一说自己喜欢什么季节。
presentation（新课呈现）活动三：学一学 教学参考时间：7分钟
①教师拿出事前准备的年历，逐月用英语介绍，让学生初步接触了解12个月份的英文表达方法。
②教师翻到某一月，向学生介绍说：“mybirthdayisin….”，并在当月画上一个大的生日蛋糕，让学生理解“birthday”的意思。而后询问学生：“whenisyourbirthday?”。
③学生课件，教师点击12个月份的英文单词，播放其发音。学生可重点学习自己生日的月份，而后说一说：“mybirthdayisin….”。
④教师再次播放单词录音，学生根据自己的情况或喜爱，重点学习三、四个月份。
⑤请若干名学生做小老师，教大家他会的月份，其他学生学习。
活动四：问一问 教学参考时间：5分钟
①学生看课件，出示28页中的第一幅图（两个小男孩对话），教师指着黑皮肤的小男孩问：“doyouwanttoknowwhenhisbirthdayis?pleaseaskhim.”。
②教师鼓励学生用“whenisyourbirthday?”来进行提问，当大部分学生都能提问后，教师点击小黑孩的对话窗，让学生听后回答。
③请学生问自己的好朋友，或是他不知道谁的生日去进行提问。
如：a:hello,? b:? a:’splay（趣味操练）活动五：let’splay 教学参考时间：5分钟
①教师说一个月份，请学生说出它的下一个月份。②全班分成男生队和女生队。男生队派一名代表说月份，女生说出中文；男生说中文，女生说出相应的英文。而后互换，评出优胜队。
③教师出示26页第一幅图，但展示时不出示月份及其英文。请学生猜一猜每幅图是哪月，教师问：“whatmonthsarethey?”。学生指着一幅图说：“it’s….”，说对了教师则点击此图，出示月份及英文。
活动六：let’tart 教学参考时间：5分钟
①展示26页第一幅图，请学生把12个月份按四季划分。②教师把四月画在春季后，请学生说一说还有哪几个月是春季。教师点击课件ring后，显现答案：三条线分别连着3、4、5月份。
③教师播放对话录音，请学生两人一组进行对话。而后请学生用“mybirthdayisin….”说一说自己是哪个季节生的。
coolidationandexteion（巩固与扩展）活动七：groupwork 教学参考时间：5分钟
①教师发给学生一个表格，让学生在组内进行调查，问问组员都是几月份的生日。
②教
师
提
问
一
个
组
：“howmanybirthdaysarethereinjanuary/may…?”，学生根据小组的调查表进行回答。
③请若干名学生询问其他组的调查结果。教师还可以鼓励学生根据调查结果说一说全班在一月份生日的有多少人，二月份的有多少人…。
活动八：做一做 教学参考时间：5分钟
教师带领学生完成活动手册a部分中的第1题和第3题。五、板书： unit3mybirthday january(jan.)february(feb.)march(mar.)april(apr.)mayjune julyaugust(aug.)september(sept.)october(oct.)november(nov.)december(dec.)
英语教案 篇8
【学习目标】
1.学生能掌握六个频率副词的用法。
2.学生能听懂谈论各项活动的对话;学会用英语谈论做各项活动的频率。
3.通过完成各项活动，学生能够养成团结协作的意识，并能合理利用时间。
【学习重点】
学生能够学会用六个频率副词谈论做各项活动的频率。
【学习难点】
通过交流表达和听力训练，掌握六个频率副词
Learning action tips：
Play the video about students\'activities on weekends in class. Let students watch it.
Task 1
Learning action tips：Previewthe words on Page2 in the word list. Students read the words by phonetic symbols,then underline new words in the text and mark the Chinese meaning. At last finishthe task in 1a.
【知识链接】
▲once，twice，three times等次数的表达法
(1)这三个词都表示次数，once是一次，twice是两次，除了一次、两次，其他的次数都用“数字+times”表达。如：三次是three times，五次是fivetimes。
(2)这些表达数的词后与一段时间连用，表示动作多长时间发生几次，即动作的频率。
【导练】
(1)我一周看一次电视。
I watch TV once aweek.
(2)我每天读三次英语。
I read English threetimes__aday.情景导入 生成问题
T：What do you usually do on weekends?
S1：I usually play basketball.
S2：I often go shopping.
S3：I sometimes help my parents with housework.
自学互研 生成能力
Task1Let\'sread new words and the phrases.
1.I can read.(我会读)
housework，once，twice，Internet，program，always，usually，often，sometimes，hardly ever，never
2.I can write.(我会写)
翻译下列短语和句子。
(1)帮忙做家务help__with__housework
(2)在周末on__weekends
(3)去看电影go__to__the__movies
(4)一周两次twice__a__week
(5)上网use__the__Internet
(6)动物世界animal__world
(7)hardly ever几乎不
(8)How often do you watchTV?你多久看一次电视?
(9)我从不逛街。I__never__go__shopping.
(10)I exercise three timesa week.我一周锻炼三次。
3.I can summarize.(我会总结)
频率副词hardly ever的用法：
hardly ever意为“几乎不”，表示否定概念。一般位于实义动词之前，be动词、助动词或情态动词之后。如：
Lucy hardly ever callsme.露西几乎不给我打电话。
Peter is hardly ever late.彼得几乎不迟到。
【拓展】
频率副词的比较：
always(100%)usually(80%)often(30%-50%)
sometimes(20%) hardly ever(5%) never(0%)
(1)汤姆几乎不做运动。Tom hardly ever takes(take)exercise.
(2)平时，他几乎不在家。He is hardly everat home on weekdays.
(3)—I saw you come to schoolby bus this morning.
—Oh，I __B__ come to school by bus，but it is raining today.
A.usually B.hardlyever C.sometimes
Task2Let\'slisten to the tape and finish 1b，2a，2b.
Task3Makeconversations and interview.
How often多久一次
用来提问动作发生的频率。如：
—How often do you go to the library?你多久去一次图书馆?
—Once a week.一周一次。
【备注】
我们学过的有关how的疑问词组：
how old多少岁
how much问不可数名词的数量多少
how many问可数名词的数量多少
how far多远
how long多久;多长
Task 2
Learning action tips:
1.Students turn to Page9 and listen to the tape, finish the listening taskin 1b. Students listen to the tape again and repeat.
2.Students turn to Page10 and listen to the tape, finish the listeningtasks in 2a and 2b. Then students listen again and repeat.
【Method coach】
听录音时，要求学生注意用笔标记：
(1)断句：“|”
(2)语调：升调 降调
(3)重读单词：△
(4)不会认读的单词：____
模仿纯正的语音语调，朗读听力材料，培养学生的语言交际能力。
Task 3
Learning action tips：
Students read aloud the dialogue to imitate and make the dialogue andhave practice with“How often do you…?I …twicea week.”And interview classmates and havea report.
【备注】
1.I can practice.(我会练)
阅读2d，完成下列对话。
A：Grace.Are you free next week?
B：Next week (1)is__quite__full__for(相当忙)me.
A：Oh，really?(2)How__come(怎么会呢)?
B：I have dance and piano lessons.
A：(3)What__kind(哪一种)of dance are you learning?
B：Swing dance.
A：(4)How__often(多久)do you have the pianolessons?
B：(5)Twice a week(一周两次).
2.I can make conversations.(我会编对话)
结合课文内容运用how often编写对话，介绍自己课余生活做某事的频率。
A：How__often__do__you__watch__TV?
B：I__watch__TV__every__day.
A：What’s__your__favorite__program?
B：Animal__World.
A：How__often__do__you__watch__it?
B：Twice__a__week.
交流展示 生成新知
Preshow：Show in groups. (Time: six minutes)
Task1：First read the words andphrases in groups，then read together andsum up the usage of the words in groups，markthe difficult words in pronunciation and understanding(students can ask teacherfor help).At last，write them on the blackboard.
Task3：First discuss and checkthe answers of Task 3 in groups, then discuss and set scenes to perform the dialogues,interview students about their holiday activities.Atlast，write them on the blackboard.
Promotionshow: Classshow. (Time：sixteen minutes)
Task1: 1.I can read.(1)Readtogether，pay attention to the pronunciationof “Internet”“program”;(2)Consolidate the words by word games.
2.I can write.(1)Translate the phrasesinto English or Chinese by answering quickly;(2)Readtogether;(3)Spot test：consolidate the usage of the phrasesby making sentences，master the key sentencesby imitating.
3.I can summarize.(1)Sum up the usage offrequency adverbs with the phrases in “I can write”;(2) Spot test：finish the exercises to consolidatethe usage of frequency adverbs，check the answers by answeringquickly and explain.
Task3: 1.I can practice.(1)Choosesome students to translate the key sentences in Task 3;(2)Read together.
2.I can makeconversations.(1)Makedialogues according to the task;(2)Set scenes to performthe dialogues;(3)Question students randomlyaccording to the dialogues.
当堂演练 达成目标
根据句意和汉语提示填写单词。
1.Last month was full(忙的)for them.
2.My mother has lots of housework(家务事)to do every day.
3.Jane practices the piano once(一次)a week.
4.I watched some programs (节目)on TV today，but all of them were boring.
5.Many students use the Internet(互联网)every day.
课后反思
查漏补缺收获：________________________________________________________________________
存在困惑：________________________________________________________________________
英语教案 篇9
1.学生能学会关于假期去旅行的一些常用词汇与句型，并学会归纳总结反身代词的用法。
2.通过与学生交流假期去哪里旅行的话题，提升学生的阅读填空能力。
3.学生会用一般过去时态进行信息交流，提升学生热爱大自然的意识。
【学习重点】
用所学的功能语言，与学生交流假期去了什么地方旅行。
【学习难点】
学习反身代词myself，yourself等的用法以及提高学生阅读填空的能力。
Learning action tips：Revise the contents learned to practice students\' listening.
Teacher：Now,please listen to me carefully and answer my questions.I went to Qingdao last vacation.Iwent there with my family.It was my first time to go there，so everything was really interesting.And I boughtsomething for my friends，butI didn’t buy anything for myself.
Task 1
Learning action tips:
1.Preview the words on Page3 in the word list. Students read the wordsby phonetic symbols, then underline new words in the text and mark the Chinese meaning.
2.Students read and translate the sentences in Grammar Focus on Page3.
【Method coach】
▲The only problem was that there was nothing much todo in the evening but read.唯一的问题是晚上除了看书没有什么事可做。
此句中that there was…是表语从句。
There be sth.to do意为“有……要做”。
but read意为“除了读书”。
nothing意为“没有任何东西”，是否定词。相当于not…anything。情景导入 生成问题
1.T：Wheredid I go last vacation?
S：________________________________________________________________________
2.T：DidI go there with anyone?
S：________________________________________________________________________
3.T：DidI buy anything for myself?
S：________________________________________________________________________
自学互研 生成能力
Task1Let\'sread the new words and the phrases.
1.I can read.(我会读)
something，nothing，everyone，of course，myself，yourself，hen，pig，seem，bored，diary
2.I can write.(我会写)
翻译下列短语和句子：
(1)当然of__course
(2)在乡下 in__the__countryside
(3)记日记 keep__a__diary
(4)买东西给某人 buy__sth.__for__sb./buy__sb.__sth.
(5)没有人在这儿。No__one__was__here.
(6)大家都去度假了。Everyone__was__on__vacation.
(7)我给我爸爸买了些东西。I__bought__something__for__my__father.
(8)每样东西尝起来都很好。Everything__tasted__really__good.
(9)大家都玩得很高兴吗?Did__everyone__have__a__good__time?
(10)唯一的问题就是在晚上没有什么事情可做，只能读书。The__only__problem__was__that__there__was__nothing__much__to__do__in__the__evening__but__read.
3.I can use.(我会用)
(1)buy sb.sth.=buy sth.for sb.为某人买某物
(2)quite a few+可数名词的复数
(3)①seem to do sth./be
②seem+adj.(形)
③It seems that…似乎/好像……，有时可与seem to do sth.相互转换。
(1)Mom bought Lucy a storybook.(同义句)
Mom bought a storybookfor__Lucy.
(2)There are quite__a__few__cars(相当多的汽车)in the street.
(3)He seems tired__/__to__be__tired(累;疲倦).
Task2Makeconversations and make a survey according to 3c.
1.I can practice.(我会练)
A：Did you do (1)anything__funon your vacation，Alice?
B：Yes，Idid.I went to (2)Sanya(三亚).
A：How do you like it?
B：Well，it is my (3)first__time(第一次)there，so everything was really(4)interesting.
A：Didyou (5)buy anything (6)for yourself(为你自己买了东西)?
B：(7)Nothing，but I bought (8)something formy parents.
2.I can try.(我会试)
Finish the task 3a and3b on Page 3.
【导练】
Jack is new here，so we don’t know anything about him.(改为同义句)
Jack is new here，so we know __nothing__about him.
Task 2
Learning action tips：
1.Finish the task in 3a. Students read the dialogue in 3a and imitate them,have a dialogue practice with“—Didyou do anything interesting on your vacation? —Yes, I went to…”.
2.Students finish the email in 3b with compound indefinite pronoun. Andcheck the answer.
3.Students finish the survey form in 3c according to their own actual situation;discuss in groups and make the dialogue;ask 23 pairs to have a test in class.
【Method coach】
反身代词还有：
他自己himself
她自己herself
我们自己ourselves
你们自己yourselves
它自己itself
他们自己themselves
※固定短语：
enjoy oneself玩得开心
teach oneself自学
for oneself为自己
【备注】
3.I can make conversations.(我会编对话)
结合所学句型及教材3c的内容，谈论关于假期的一些活动，并编写对话。
A：How__was__your__last__vacation，John?B：It__was____wonderful!
A：Did__you__do__anything__interesting?B：Yes，I__ate__something__delicious__at__a__restaurant.
4.I can summarize.(我会总结)
myself(我自己)，yourself(你自己)是反身代词。表示“某人自己”的词叫反身代词。
误区扫描：
(1)Don’t worry. We’re oldenough to look after ourselves.(做介词的宾语)
(2)The young man learnedhimself kungfu.(做动词的宾语)
(3)Miss Yang herselfis not here.(做同位语)
(4)The mother elephantitself looked for the baby elephant.(做同位语)
交流展示 生成新知
Preshow：Show in groups. (Time: six minutes)
Task 1：Firstread the words and phrases in groups，thenread together and sum up the usage of the words in groups，mark the difficult words in pronunciationand understanding(students can ask teacher for help).At last，write them on the blackboard.
Task 2：Firstdiscuss and check the answers of Task 2 in groups，usethe phrases we learnt to talk something about the holidays and make a survey aboutthe holiday activities. At last，write them on the blackboard.
Promotionshow: Classshow. (Time：sixteen minutes)
Task1: 1.I can read.(1)Readtogether，pay attention to the pronunciationof “bored”;(2)Consolidate the words by word games.
2.I can write.(1)Translate the phrasesinto English or Chinese by answering quickly;(2)Readtogether;(3)Spot test：consolidate the usage of the phrasesby making sentences.
3.I can use. (1)Explain the usageof the key words with the phrases in“ I can write”;(2) Spot test：consolidate the usage of the wordsor phrases with the exercises，then check the answersby answering quickly and explain.
Task2：1.Ican practice.(1)Choosesome students to translate the key sentences in Task 2;(2)Read together.
2.I can try.(1)Finish 3a ，3b according to the task;(2)Explain the answers and sum upthe methods;(3)Use the material inthe textbook to talk and show in groups according to students\', actual situation.
3.I can makeconversations.(1)Makedialogues according to the task;(2)Set scenes to performthe dialogues;(3)Question students randomlyaccording to the dialogues.
4.I can summarize.(1)Sum up the usage ofreflexive pronouns，show them on the blackboardand read together;(2)Finish the exercisesand focus on explaining the usage of reflexive pronouns.
当堂演练 达成目标
根据句意及首字母提示填写单词。
1.Everyone was very happy there.
2.There was nothing but silencein the room.
3.—Did you see anyone interesting?—Of course.
4.My aunt fed many baby pigson her farm last year.
5.Hens can lay eggs(下蛋).
课后反思
查漏补缺收获：________________________________________________________________________
存在困惑：________________________________________________________________________
英语教案 篇10
1. Ability goals能力目标
To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.
To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.
2. Learning ability goals学能目标
To enable the Ss to talk about animals under the sea.
To help the Ss know the importance of the relationship between animals and humans.
Teaching important points教学重点
Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.
Teaching difficult points教学难点
1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.
2. Help the Ss tell apart from Before, During and After in the story.
教学过程
Step1. Warming Up : Talk about animals under the sea.
1. Have you ever seen some marine animals?
2. What have you seen, and where have you seen them?
I have seen a/some/many…… in/on/from……
amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coral
Step2. Fast-reading:
1. Find out the Background Information of the story : writer, career, writing style, time, place, main character.
2. Find out the Main Idea of the passage: What’s the first story mainly about?
Step3. Careful-reading:
1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?
2. How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.
Stage1: before the hunt: (para. 2-6):
Old Tom’s doing: throwing itself out of … and crashing down again… Why? to tell the whalers…, …by the boat…, circling back to …Why? to lead the whalers…
Whalers’ reaction: Another whaler __________. George _____ ___ _____ Clancy, and Clancy ______ after him. They __________ the boat and ______ ____into the bay.
Stage2&3: Dur ing and after the hunt: (para. 7-9):
Killer whale’s doing: The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead, its body wa s _______ down into the depths of the sea.
Whalers’ reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.
Conclusion: They have amazing relationship. They work as a team
Step4 : Summary
Working at the _______station, I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.
On the afternoon I arrived at the station, as I was __________ my accommodation, I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom, who announced there would be a ___________.
Using a _________, we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________, the whale soon died. Very soon, its body was ________ by the killers down into the _______ of the sea.
课后习题
课后作业
Deal with Exercise 3 in Comprehending . Let the Ss work in groups and do some discussion：As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow.
