中学英语教案模板英文（共20篇）
第1篇：少 儿 英 语 教 案 模 板
少 儿 英 语 教 案 模 板
一、Teaching Demands and Aims(教学目标）
二、Teaching important and difficult point(教学重点）
1、words
2、sentences
3、grammars
三、Teaching Aids(教具)
四、Teaching procedures(教学过程）Greeting(问候）warm up(热身）Review(复习）New Leon(新课）Step One: Step Two: Step Three: Follow up(叮咛）
五、Homework(作业布置）
作 业 的 布 置
一、书面作业
1、每节课后教师可适当选择课后习题(书本或课外参考书）及字母作业。
2、低年纪的孩子适合听磁带读课文、画图、连线、写字母等简单作业；每学期两次测试：半期考和期末考试。
3、高年纪的孩子要求抄单词、背单词、背课文等书面作业；每节课前可做适当的听写练习；每个月可做适当的单元测试；期间两次大考：半期考和期末考。
二、磁带作业
1、适时布置(条件允许可每周一次）：将本周学习的内容录进磁带，下周上交。
2、录制要求：首先让学生和老师打招呼，接着报朗诵单元，然后录作业内容，最后与老师说再见。(如：Hello!Amanda.I am Go go.This is Unit 11„„„ Goodbye!Amanda!)
3、听音修正：
(1)书面记录：边听边把学生的错音登记在学生手册上。(2)修正过程：
A：打招呼，先表扬肯定，后提出错误，注意错音的跟读 B：说悄悄话，增进师生感情交流 C：提出问题。
D：结束Say:“ Good bye!”
三、电话教学
1、时间安排：每月两次的电话教学，每生教学时间不超过8分钟。
2、教学内容：
(1)本周学习单词及课文的朗诵。(2)词句的翻译。(3)疑难解答。(4)家长的经验交流。
第2篇：英语教案 英文,中文
英语教学教案优秀模板
众里寻她千百度，蓦然回首她就在这里！
最完整的内容，最清晰的结构，最翔实的细节！就她了！
一、教学目标
Teaching aims
1，认知目标cognitive objective 2，能力目标 ability objective 3，情感态度目标Affect and attitude objective 二，教学内容
Teching contents
三、教学重点
Important points
四、教学难点
Difficult points
五、教学方法
Teaching methods
六、教具
Teaching aids
七、教学过程
Teaching procedures Step1 lead-in Step2 Presentation Step3 Practice
Step4 Revision step5 Conclude
Step6 Homework aignment
八，教学反思
teaching resonsideration
第3篇：中学英语教案
中学英语教案
中学的英语怎么教？教案怎么做？大家不妨来看看小编推送的中学英语教案，希望给大家带来帮助！
中学英语教案【一】
1.语言知识目标：
1)能掌握以下单词： newspaper, use, soup, wash, movie, just
能掌握以下句型：
①-What are you doing?-I'm watching TV.②-What's he doing?-He's using the computer.③-What are they doing?-They're listening to a CD.④-This is Jenny.-It's Laura here.2)能掌握语法：现在进行时态的用法。
3)能运用所学的知识，描述人们正在干的事情。
2.情感态度价值观目标：
通过对本单元的学习活动，能培养培养学生学习英语的强烈兴趣，善于发现生活中正在发生的事情，积极思考，乐于助人，乐于参加各种活动的积极情感，培养学生团结合作的精神。
1.教学重点：
1)词汇、词组搭配和现在进行时的用法。能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。
2)能掌握现在进行时态及一些表示具体动作的词组搭配,如: doing homework, using the computer, watching TV, eating dinner… 等
2.教学难点：
现在进行时中现在分词的结构及读音，能在交际中准确地运用现在进行时来描述或表达正在进行的动作。
Ⅰ.Warming-up and Lead in
1.Greet the Ss and check the homework.2.Watch a video program.Ⅱ.Presentation
1.Show some pictures on the big screen.Present the new words and expreions.中学英语教案【二】
教材的地位和作用
1、单元背景分析：动物是我们人类的朋友，我们有责任和义务去保护它们，但随着现代工业的发展而导致的环境污染，人类对森林资源的乱砍乱伐，一些野生动物濒临着危及，它们生存的环境遭遇了破坏，有些野生动物甚至到了灭绝的地步。大熊猫是中国的国宝，目前，它们也处于困境中，全世界大概还幸存XX多只大熊猫，所以保护野生动物，保护大熊猫是全世界的呼声，还野生动物一个自然生存的环境，给大熊猫一个安静、舒适的家刻不容缓。
2、教材内容分析
这篇文章主要介绍了大熊猫幼仔的早期生活以及它的成长过程，由于人类对大自然环境的破坏导致了它濒临危及的困境，教育人类要保护自然生态环境，不要捕杀野生动物，并要采取一些保护大熊猫的措施，结合课文，让学生意识到生态环境对动物的重要性，联系实际，就我们这个地方目前生态环境说说自己的看法。我们目前居住的环境其实也很不理想，一些污染影响着我们的生活质量，让学生明白保护我们的生存环境，于已于人都非常重要。
3、教材重点、难点
教材重点：
重点词语：
thebabypanda
growinto
inthefuture
looklikebebornbambooshootindangerattheverybeginningcutdowntaketheactions
重点句型：
WecalledherXiWang
WhenXiWangwasborn,sheweighedjust100grams.XiWangdrankhermother’smilkforupto14hoursaday.Sadly,itisverydifficultforgiantpandastosurviveinthewild.重点语法：if引导的条件状语从句
教材难点：
讨论如何采取措施保护我们的生态环境？
给有关部门写一封信，呼吁全社会保护自然生态环境，爱护野生动物，全社会一起来抓好。
本单元的主题是谈论大熊猫的成长过程以及保护大熊猫生存环境的措施，教学内容能激起学生的兴趣，通过多媒体课件为学生创设更多的语言环境，激发学生主动参与的欲望。因而在课堂教学中巧妙运用教学艺术，适当安排小组讨论，使学生在轻松愉快的环境中实现更多的信息交流，让学生在做中学，在做中练，在做中巩固，从而有效地提高课堂教学效益，达到事半功倍的效果。
阅读设计思路：快读(FastReading)——精读(IntensiveReading)——操练(Practising)——巩固(Consolidation)。
1）课前认真预习，利用网络收集生态自然环境对人类和动物生活质量的影响这方面的资料，以及有关生态保护信息，课后能及时巩固复习。
2）上课勤思考、多动脑，掌握所学词汇，热情、积极、主动参与课堂上的各种活动。
StepⅠWarming-up
T:I
’veawonderfulsong,wouldyouliketoshareitwithme?
T:Boysandgirls,shallwebeginourclanow?，,lookatthescreen,canyoutellmewhattheyare?
StepⅡ.Pre-reading
T:Canyoutellmewhichisyourfavouritewildanimal?
Andcanyoutellmewhichismyfavouritewildanimal?
T:DoyouknowwhyIlikegiantpandasbest?,’’
StepⅢ.While-reading
T:HereisastoryofXiWang,?Nowopenyourbooks，1)What’sthestoryabout?
2)Whatwillhappentogiantpandasifwedonothing?
T:Now,listentothetapeandreadafteritandthenanswerthesixquestionsonthescre
T:NowLet
’sfindthemainideastogetherandputthemontheblackboard.T:“ThegrowthofXiWang”.CatchmoredetailsaboutXiWang.StepⅣPost-reading
T:
T:Now,We’veknownthegiantpandasverywell，’
?Now,workingroupsandfindout“Whatproblemscanagiantpandameetinitslife?”
T:Discuwithyourpartners:Whatotherproblemswillthegiantpandashave?Whatactionscanwetake?Andcanyouhaveafacetofaceinterviewaboutpandas?
Teachermakesasummarythatweshouldtakeactionstoprotectgiantpandas.Writeanartideabout
“
what
’stherelationshipbetweenwildanimalsandhumanbeings?”
第4篇：中学英语教师优秀个人工作总结模板
作为一名英语教师，在中学教学，一学年过去了，作为中学教师到了年度的考核时期，总结好这一学年的工作，在后续的教学工作中要做得更好。下面是由出国留学网小编为大家整理的2019中学英语教师优秀个人工作总结模板5篇，仅供参考，欢迎大家阅读。
2019中学英语教师优秀个人工作总结模板1
时间过得真快，转眼间一学期的教学工作已接近尾声，为了更好地做好今后的工作，总结经验、吸取教训，本人特就这学期的工作小结如下：
一、思想工作方面
俗话说：“活到老，学到老”，本人一向在各方面严格要求自己，努力地提高自己，以便使自己更快地适应社会发展的形势。透过阅读超多的道德修养书籍，勇于解剖自己，分析自己，正视自己，提高自身素质。在抗“非典”时期，能够主动配合校园，做好防治宣传工作。
二、教育工作方面
这学期，本人担任一年级语文教学工作，班级人数众多，又面临着新课程改革。应对首次接触的教材，我在教育教学工作中遇到了不少困难。针对这些状况，我在用心参加教育局组织的新教材培训的同时，虚心向有经验的教师及兄弟校园的同行讨教经验。在教学中，认真钻研新大纲、吃透教材，用心开拓教学思路，把一些先进的教学理论、科学的教学方法及先进现代教学手段灵活运用于课堂教学中，努力培养学生的合作交流、自主探究、勇于创新的等潜力。另外，本人在搞好教学工作的同时，还很注重教学经验的积累，有了心得体会就及时记下来与同事交流，本学期撰写综合活动案例《翱游花海》以及论文多次参加市级交流、获奖、发表。
三.遵守纪律方面
本人严格遵守校园的各项规章制度，不迟到、不早退、有事主动请假。在工作中，尊敬领导、团结同事，能正确处理好与领导同事之间的关系。平时，勤俭节约、任劳任怨、对人真诚、热爱学生、人际关系和谐融洽，从不闹无原则的纠纷，处处以一名人民教师的要求来规范自己的言行，毫不松懈地培养自己的综合素质和潜力。
四、业务进修方面
随着新课程改革对教师业务潜力要求的提高，本人在教学之余，还挤时间自学中文本科并用心各类现代教育技术培训初步掌握了多媒体课件制作。
2019中学英语教师优秀个人工作总结模板2
本人本学期担任初二数学课教学和数学兴趣小组活动。一学期的工作已经结束，为了总结经验，寻找不足。现将一学期的工作总结如下：
一、业务学习
加强学习，提高思想认识，树立新的理念。坚持每周的政治学习和业务学习，紧紧围绕学习新课程，构建新课程，尝试新教法的目标，不断更新教学观念。注重把学习新课程标准与构建新理念有机的结合起来。透过学习新的《课程标准》，认识到新课程改革既是挑战，又是机遇。将理论联系到实际教学工作中，解放思想，更新观念，丰富知识，提高潜力，以全新的素质结构理解新一轮课程改革浪潮的“洗礼”。
二、新课改
透过学习新的《课程标准》，使自己逐步领会到“一切为了人的发展”的教学理念。树立了学生主体观，贯彻了民主教学的思想，构建了一种民主和谐平等的新型师生关系，使尊重学生人格，尊重学生观点，承认学生个性差异，用心创造和带给满足不同学生学习成长条件的理念落到实处。将学生的发展作为教学活动的出发点和归宿。重视了学生独立性，自主性的培养与发挥，收到了良好的效果。
三、教学研究
教学工作是校园各项工作的中心，也是检验一个教师工作成败的关键。一学期来，在坚持抓好新课程理念学习和应用的同时，我用心探索教育教学规律，充分运用校园现有的教育教学资源，大胆改革课堂教学，加大新型教学方法使用力度，取得了明显效果，具体表此刻：
(一)发挥教师为主导的作用
1、备课深入细致。平时认真研究教材，多方参阅各种资料，力求深入理解教材，准确把握难重点。在制定教学目的时，十分注意学生的实际状况。教案编写认真，并不断归纳总结经验教训。
2、注重课堂教学效果。针对初二年级学生特点，以愉快式教学为主，不搞满堂灌，坚持学生为主体，教师为主导、教学为主线，注重讲练结合。在教学中注意抓住重点，突破难点。
3、坚持参加校内外教学研讨活动，不断汲取他人的宝贵经验，提高自己的教学水平。经常向经验丰富的教师请教并经常在一齐讨论教学问题。听公开课多次，自己执教二节公开课，尤其本学期，自己执教的公开课，校园领导和教师们给我提出了不少宝贵的推荐，使我明确了今后讲课的方向和以后数学课该怎样教和怎样讲。本年度外出听课12节，在校内听课32节。
4、在作业批改上，认真及时，力求做到全批全改，重在订正，及时了解学生的学习状况，以便在辅导中做到有的放矢。
四、工作中存在的问题
1、教材挖掘不深入。
2、教法不灵活，不能吸引学生学习，对学生的引导、启发不足。
3、新课标下新的教学思想学习不深入。对学生的自主学习，合作学习，缺乏理论指导。
4、差生末抓在手。由于对学生的了解不够，对学生的学习态度、思维潜力不太清楚。上课和复习时该讲的都讲了，学生掌握的状况怎样，教师心中无数。导致了教学中的盲目性。
5、教学反思不够。
五、今后努力的方向
1、加强学习，学习新课标下新的教学思想。
2、学习新课标，挖掘教材，进一步把握知识点和考点。
3、多听课，学习同科目教师先进的教学方法的教学理念。
4、加强转差培优力度。
5、加强教学反思，加大教学投入。
2019中学英语教师优秀个人工作总结模板3
一学年来，我认真搞好自己的本职工作，不断提高自己的思想觉悟和教学水平，认真学习新的教育理论，与时俱进，不断创新，积极推进教育教学改革，积极完成学校的各项工作，尊重并热爱学生，使学生学有所长，全面发展，下面就我本学年的工作作如下总结：
一、政治思想方面
在本学年的教学中，我认真贯彻党的教育方针，不断学习教育教学法规，把对学生的思想品德教育入在首位，不断学习新的教育理论，及时更新教育理念，积极地投身于教育教学工作之中。新的教育形式要求我们必须具有先进的教育观念，才能适应教育的发展。所以我积极参加校本培训，做了大量的政治笔记与理论笔记，从中汲取营养，不断提高思想认识和政治修养。
二、教育教学方面
要提高教育教学质量，就要搞好教学中的各个环节，本学年我做了下面的工作：
1.备好课，认真钻研教材，从备课本、备学生、备教法等方面入手，积极做好课前准备。
认真钻研教材，对教材的基本思想、基本概念、每个知识点都钻研清楚，了解教材的结构，重点与难点，掌握知识的逻辑，能运用自如，分析应补充哪些资料，怎样才能教好。了解学生原有的知识技能的质量，他们的兴趣、需要、方法、习惯，学习新知识可能会有哪些困难，采取相应的教学措施。考虑教法，包括如何组织教材、如何安排每节课的活动，解决如何充分挖掘教育资源，利用现代传媒，把知识传授给学生，让学生形成技能、能力等。
2.认真组织教学，创设良好的课堂氛围，形成良好的师生关系，提高每节课的教学效率。
组织好课堂教学，关注全体学生，注意信息反馈，根据学生的身心特点，调动学生的有意注意，使其保持相对稳定性，同时，激发学生的情感，使他们产生愉悦的心境，创造良好的课堂气氛，课堂语言简洁明了，克服了以前重复的毛病，课堂提问面向全体学生，注意引发学生学英语的兴趣，课堂上讲练结合，布置好家庭作业，作业少而精，减轻学生的负担。加强课外辅导，深入学生，认真耐心地帮助他们。
3.积极参与听课、评课，虚心向同行学习教学方法，博采众长，提高教学水平。积级参加教研，不断学习。
4.以身作则，以自己的一言一行去感染学生。关心学生、热爱学生，平等的对待每一个学生。
5.积极挖掘教育资源，拓宽学生的视野，促进学生全面发展。
6.尊重领导，积极完成学校的其它工作及领导布置的工作。
三、工作考勤方面
我热爱自己的事业，从不因为个人的私事耽误工作的时间，积极做好自己分内的工作，并且严格遵守学校的各项规章制度，团结学校的同志，尊重领导，积极完成学校的各项工作，一心为学校、为学生的发展而努力。
四、取得的成绩与不足
在本学年的工作中，我取得了一定的成绩：上学期所教七年级英语平均分和及格率均居全县第x名，这学期平均分全县排名第x，均在全县前三分之一。在教育教学中注重学生思想道德的教育，注重学生人格、进取精神的培养。让他们充分认识了社会的形势，了解了社会，重视了学生的全面发展，力争在一切有利于学生的方面都施以影响，根据他们的兴趣爱好，个性特长，让他们健康快乐自由地全面发展。一年中，切实看到了他们点点滴滴的进步。
当然，作为一个新教师，工作中也存在不少问题，例如教学方法、班级管理、反馈练习、自身学习等方面的欠缺与不足等，但是，我相信，在我的不懈努力下，一定会有很大的提高。
总而言之，在知识科技日新月异的今天，教育教学理念在不断更新，对教师的素质要求越来越高，为了适应时代发展，培养未来型的社会人才，在今后的教育教学工作中，我将更严格要求自己，努力工作，发扬优点，改正缺点，开拓前进，为美好的明天奉献自己的力量。
在知识科技日新月异、教育教学理念不断更新的今天，教师的素质如果不提高，就不能适应时代发展，培养未来型的社会人才。因此在今后的教育教学工作中，我将更严格要求自己，努力工作，发扬优点，改正缺点，使自己的教学水平更上一层楼。
2019中学英语教师优秀个人工作总结模板4
一学年的教育教学工作已经结束，留给我的将是深入的反思考和总结。本学期我担任了九年级两个班英语科目的教育教学工作。在这一学年的教学工作中，我注重自己教学能力的提高，努力改善自己的教学方法和手段，在教育教学的各个方面取得了一定的成绩，但也有许多不足之处。
九年级是整个初中阶段的重要一年，为使学生在英语这门学科上取得更大的进步，在中考中取得优异的成绩，我们九年级英语备课组的几位老师群策群力，发挥集体的智慧，在教学中取得了一点成绩。现在我把我们的做法总结如下：
一、深入了解学生学情，培养学生良好的英语学习习惯
我们的学生大多来自于农村，新目标英语对我们的学生来说不仅内容多，而且复杂，要背的单词、词组、语法知识多，久而久之，稍稍懒惰一些的学生就会在不知不觉中妥协，甚至放弃，因而学习英语的气氛不是很浓，学习自觉性较差。我任教的九年级两个班的优生很少，中等生断层，差生面特大。针对以上情况，要改变这种局面，我们觉得培养学生的兴趣和学习习惯很重要，因而在教学中我在这些方面做了不少努力。培养学生课前多预习，课堂上集中注意力听讲，把老师讲的内容真正听懂。不能似懂非懂。课后认真完成配套的巩固练习，不懂的地方，多向老师或成绩稍好的学生请教。利用晨读时间培养学生大声朗读的习惯，英语笔头练习相对来说少一些，但课后要分配一定的时间巩固当天所学的知识。同时教给学生一些学习技巧，灵活掌握学过的知识点，举一反三，融会贯通，只有这样，才能把所学的知识串联起来，不容易忘记。
二、配合课内比教学活动认真搞好备课
教学中，备课是一个必不可少，十分重要的环节，既要备教材、备学生，又要备教法。备课充分，能调动学生的积极性，上课效果就好。因此，了解和分析学生情况，有针对地教对教学成功与否至关重要。这个班在经过两年多的英语教学，在英语学习方面有很大的起色，但那是远远不够的，而且中等生占多数，尖子生相对较少。因此，讲得太深，就照顾不到整体，时间长了，学生的学习积极性就会欠佳。但是，我备课时注意到这点，因此教学时针对不同情况，在授课时采取了不同的方法。效果就比较理想。
三、认真组织课堂教学，打造高效课堂
课堂是教学的主阵地，课堂教学的成败直接影响着教学效果。所以上课我设法吸引学生，不让其分心，上课内容力求丰富，现实。教态自然，讲课生动，难易适中照顾全部。另外，我每天都坚持保持充足的精神，让学生感受到一种积极上进的气氛。在课堂上采用多种教学方式，利用多媒体、展示台等现代化教学手段，充分调动学生的积极性，加强师生交流，使他们能在轻松、愉快、合作、交流中学到知识。根据不同学生设计不同层次的问题，树立学生的自信心，让各层次的学生都得到提高。加强听说、阅读、写作训练，以促进学生的综合运用能力。为了让学生真正参加到课堂中来，凡是学生自己能讲清楚的问题，都让学生自己解决，我决不越俎代庖，课堂上尽量精讲、少讲把时间都留给学生。
四、加强课外辅导，落实培优辅差计划
英语学习是语言的学习。困此，除了课堂教学之外，还需要让学生多读，多讲，多练。为此，在早读时，我坚持认真了解早读情况，发现问题及时纠正。课后发现学生作业问题也及时解决，及时讲清楚，让学生即时消化。
另外，对部分不自觉的同学还采取强制背诵等方式，帮助他们养成良好习惯，提高他们的英语学习能力。因为英语的特殊情况，学生在不断学习中，会出现好差分化现象，差生面扩大，会严重影响班内的学习风气。
因此，绝对不能忽视。为此，我制定了具体的计划和目标。对这部分同学进行有计划的辅导。我把这批同学分为四个组。第一组是能力强，基础好，学习习惯好而且刻苦认真的，对他们多进行能力训练，以便他们达到更高层次。第二组是有能力提高，但平时懒动脑筋不学的同学，对这些同学，我采取集体辅导，给他们分配固定任务，不让他们有偷懒的机会，让他们发挥应有水平;第三组是肯学，但由于能力不强的同学。对这部分同学要适当引导，耐心教导，慢慢提高他们的成绩，不能操之过急，且要多鼓励。只要他们肯努力，成绩有望能提高;第四组是纪律松散，学习不认真，基础又不好的同学。对这部分人要进行课余时间个别辅导。因为这部分同学需要一个安静而又不受干扰的环境，才会静下心来学习。只要坚持辅导，这些同学基础重新建立起来，以后授课的效果就会更好。
五、立足长远，认真总结
在本学年的教学工作中，我取得了一定的成绩。从本年度的中考成绩来看，我所教班无论从平均分、及格人数和优生人数都在同年级中名列前茅。但"金无足赤，人无完人"，在日常工作中难免存在不足。例如：对学生还不够了解;教学方法还不够成熟等，而这些问题，只能在以后的教学工作中不断地解决。
针对以上所说不足，在此提出改进措施：
1.加强与学生的沟通。教师经验不足，教学技巧性不强，难免会有学生知识掌握不够扎实，多主动和学生进行沟通，了解学生掌握知识的情况非常重要，这样有利于针对性地对学生进行教育。无论备课多认真仔细也很难适应不同班级的情况，只有沟通、了解，才能更好地解决各个班级的不同问题。另外，有些学生基础较好，加强师生间的沟通就能更好地引导这些学生更好地学习。
2.注重课堂教学的组织，对学生严格要求。大部分学生的学习基础较差，所谓"冰冻三尺，非一日之寒"。这些学生已经形成了厌学的习惯，顶多是完成老师布置的作业就算了，有些甚至是抄袭的，对于容易掌握的内容他们也不敢沾染，所以必须严格要求他们。由于学生缺乏学习自觉性，所以上课时间是他们学习的主要时间，教师应善于组织、调动学生进行学习，更充分地利用好上课时间。
3.运用多种技巧教学，培养学生学习英语的兴趣。"兴趣是最好的老师"!教师应利用学生热情好奇的这一特点，从日常生活中的口语出发，尝试用英语与学生对话，或用趣事吸引学生注意力，引发他们的兴趣，使学生对本课程产生兴趣。并且，在教学中要运用多种教学手段，注意听力与口语的训练。
总之，在这一学年的教育教学工作中，我爱岗敬业，尽职尽责地完成了自己的本职工作，在教学工作中取得了一定的成绩。但由于经验不足，教学工作还有待于改进，在以后的教学工作，我将不断总结，虚心学习，努力提高自己的思想观念认识和教育教学水平，以期在今后的工作中能取得更大的成绩。
2019中学英语教师优秀个人工作总结模板5
光阴似箭，日月如梭，转眼间一个学年的教学工作就这样结束了。作为九年级英语老师，教学工作很忙，也很累，但是我也很快乐，有收获，有困惑，也有收获。现对一学年的教学工作做简单的总结并进行反思。
一、思想方面
坚决拥护共产党的领导，认真作好反思和自我反思，在思想上提高警惕，端正态度，与党中央保持一致。在实际工作中，尊重学生，热爱教育事业，爱岗敬业，从不放松对自己的高要求，时刻准备着为党的教育事业作出应有的贡献。
二、教学方面
1.积极学习教育教学理论，不断丰富自己的理论知识。将暑假中学习的新的英语教育教学理论应用到现有的教育教学中，在教学中注重培养学生的合作交流意识，锻炼学生的自主创新能力，尊重学生的学习需要，培养学生的自主能力。
2.跟同备课组的老师一起作好集体备课。本学年刚刚来到新的学校，面对新的学生，面对新的教材，总会有些不知所措。同备课组的老师给与我很大的帮助，大家一起备课，一起研讨教学方面出现的问题。这样一个融洽和谐的备课组给了我力量和莫大的帮助。
3.用好导学案，上好每一堂课。本学年，学校推行使用导学案。在教学中我始终坚持使用好导学案，认真研究导学案的使用方法，帮助学生解决导学案中出现的问题和难点。课堂上充分发挥学生的主体地位，放手给学生进行自主学习和小组合作学习。通过使用导学案，很多学生找到事情可做，不再无所事事了。这是很值得肯定的一点。
4.注重阅读教学和中考题型的学法指导。
对于阅读，首先要调动学生读书的积极性。在课堂中，我常常引导学生采用多种方式去读，多种朗读方式激发了学生读书的兴趣。并把阅读教学和中考题型进行有机结合，针对不同的题型，设计不同的阅读任务，让学生先阅读再讲解。学生在阅读过程中出现的问题，往往成为我讲解的重点。通过一段时间的训练，学生对阅读回答问题有了很大的提高。对阅读还原句子也有了新的作题技巧。
5.做好培优补差的工作，提高教学质量。
一个班级每个学生都有自己的特点，每个学生的接受能力也不一样。面对学生的个别差异，我努力做好培优补差工作。坚持做到不放弃每一个学生，以良好的心态接纳他们，给他们以关心和爱护，帮助他们发挥自己的潜能，提高他们的成绩。我始终相信每一个学生都有适合自己的方法，我要努力找出这种方法，让他们每一个人都取得进步。
三、教学中存在的不足与改正措施
1.虽然注重了学生的主体性，但是学生因为年龄问题，在教学中还没有完全发挥他们的主体性，对学困生的转化措施不够得力，辅导时间少。在今后的教育教学工作中应该多加以引导，加大学困生及优生的培养力度，将“授之以鱼”转变为“授之以渔”，教给学生学习方法比什么都重要。
2.学生语言能力的培养还有所欠缺。培养学生语言条理性、完整性，也是九年级教学的重点。但是通过一学年的教学，发现学生的语言表达能力并不理想，这就要求以后在教学中注重学生语言能力的培养，多读书、多锻炼，学生之间进行各种语言表达能力的竞赛，共同提高。
一学年的教学工作让我有很多收获，也知道了自己哪些地方做得不够好。做得好的地方我会继续发扬，做得不好的地方我会努力学习，改正教学方法，学习新的理念，争取更大的进步。我相信只要肯于付出，定会有收获。
第5篇：中学英语教师教学工作总结模板（推荐）
要想教好所属班级的英语教学，没有合理的教学和复习计划是不行的。通过立足教材，夯实基础知识才是教学途径。下面就是小编给大家带来的2019中学英语教师教学工作总结模板，希望能帮助到大家!
2019中学英语教师教学工作总结模板一
随着改革的发展，高考英语试题的要求越来越高，不仅强化了对基础知识的考查，更突出和能力的运用。为了提高高三英语的教学质量，在教学过程中我们本着培养主体意识，强化课堂训练的原则，积极做好学生的思想工作，提高学习的自觉性、积极性和主动性;帮学生树立信心。同时我认真研究考试说明与教学大纲，按照突出语篇、强调应用，注重交际这一主旋律进行教学和复习，提高实战能力。我主要朝以下几方面努力：合理制定、完善教学、复习计划;合理处理教材、安排教学进度;注重精读和泛读相结合，加强限时阅读的训练，帮助和督促学生积累一定的词汇量。加强听力与写作的力度与难度。下面是我的教学计划和一些具体做法：
一、合理制定、完善教学、复习计划
要想搞好三年级英语教学，没有合理的教学和复习计划是不行的。在开学初，我就制定了全年的教学和复习计划，并在教学的过程中不断改进和完善计划。立足教材，夯实基础知识才是我们途径。教学和复习都因该注重实效，实实在在地为学生服务。
二、语篇为基础，扩大学生词汇量
光靠第三册教材的阅读量是远远不够的，所以我们还要精选精泛读材料来弥补教材的不足。在教学过程中遵循精泛结合、精少泛多、精泛有序的原则。选择的精读材料要能够在教学中发挥最大效益，启发学生的思维，促进学生知识的掌握和能力的形成。在教材的基础上，精选泛读材料，以巩固和拓宽语言知识，培养独立阅读能力。
可以《英语周报》为基础，用好《英语周报》，因为报上的文章比较新，时代气息浓，篇幅多。每期精选一两篇为精读材料，两三篇为泛读材料。在平时教学新词汇的过程中，不失时机地由新翻旧，以旧带新，通过形近、义近、同义、反义、固定搭配等手段串联起大量有用的词汇，让学生从纵向，横向及各个方面将词汇的雪球滚大。对于所有精泛读材料中碰到的生词，要求学生摘录下来，老师要采取必要的手段，如听写或再现认读的方式进行检查，以扩大学生的词汇量。
三、加强写作训练，合理安排综合训练
加强写作指导和训练，是我们高考取得成绩的重要保证。只有多练才可能有好的成绩。但只是写作还不能取得好成绩，一定要加强对学生的集中训练和指导。对于写作，在写作过程中，给予学生合理的指导，对学生有明确的要求：1)繁简适度2)有闪光点，要有较高级词汇和较复杂语言结构3)层次分明，承上启下4)细读提示，写全要点。5)书面干净、整齐、规范。教师也要遵循粗批，快改，及时发的原则。否则，失去了时间意义，效果就不大了。同时让学生背诵范文，模仿，运用，做好语言积累。提高高考的书面表达成绩。
四、培养学生良好的素质
培养学生良好的心理素质，良好的心理素质是发挥自身水平、甚至是超水平发挥的基础，是提高学生应变能力的必要条件。在教师的启发诱导下，带着求知的兴趣，不断变换角色、对话，不仅使学生的语言运用能力在各自的角色扮演中都得到提升，而且学生主动参与课堂教学活动，使他们真正成为学习的主体，使他们富于朝气，充满自信，使他们有了强烈的参与感，在课堂上敢于发言，师生之间互相合作。
五、加强考练结合，一周考练，一周讲评。
总结得失，虽然我取得了一些成绩，但我还有很多地方做得不够。在今后的工作中，希望领导和同仁们对我的工作多提意见，我将努力克服不足，以争取更大的进步。在高考中取得更好的成绩。
2019中学英语教师教学工作总结模板二
初三毕业班的教学工作终于结束了，顺利且圆满地完成了各项指标，并在全区排名前列，这给我们每一位初三老师为之感到兴奋和骄傲，让我们都深深地觉得这一年的付出是值得的，是有价值的。回顾这一年来的点点滴滴，甜酸苦辣五味具全，下面我就这一年中我们整个年级所做的一些工作做简单的小结。
我们初三年级共有学科老师28位，其中高级教师位，另有十几位富有多年经验的资深教师。可以这么说，师资力量雄厚是我们人员组成的一大特色。此外，我们还有8位青年教师，在初三工作时间最长的也只不过三年，其中5位青年教师是第一年教初三。青年教师都非常珍惜这次机会，平时工作相当努力、认真，一有不懂的问题就能及时向老教师请教。而老教师总是很热情地、毫无保留地将教学经验传授给他们。在我们年级组里，老、中、青三代教师根本不存在所谓的代沟问题，凡事大家都有商有量，互相帮助，其乐融融，因而出现了新尊老，老带新可喜局面。在这期间，作为初三年级的一份子，我深刻地感到我们年级是个纪律严明、团结互助、奋发向上的优秀集体。接下来我谈谈我们的一些具体工作和措施。
初三毕业班工作非比寻常，我们每位老师心中都很清楚：教初三，就意味着要牺牲更多的个人时间和利益，教初三，就意味着肩头多了一份沉重的责任，因为我们要对学生、对家长负责，更要对学校的声誉负责!追求合格率和优良率是我们一贯的目标，为了表达我们的决心，在初三学年开学伊始，每位任课老师就向校领导递交了教学计划书，每位老师都详细制定了自己的教学计划，列举了需重点帮助的学生的名单，制定了帮教方案。事实上，老师们也确实在这一年里一步一步地、认真地，实现着自己的诺言。开学的第二个星期，我们就开始实行早自修制度，初三教师的工作量是相当大的，回家后，老师们还要批改试卷，出试题，经常要熬到深夜才能休息。
工作强度大、任务重、压力大，是我们每个初三老师的切身，但是，没有一位老师因此而有一丝一毫的怨言，更没有人因此而退缩，病，一如既往地工作。既然选择了初三，就一定要做出成绩!这是我们初三全体教师的誓言。
这使我们老师，特别是班主任老师的工作量又在原来基础上增加了许多。老师眼中的学生已经没有了班级的区分，老师更多的时间帮助学生复习，可以把问题讲得更深、更细、更透彻，可以把工作做得更好。
2019中学英语教师教学工作总结模板三
转眼又一个学期即将结束，本学期我担任八(6)班的英语教学工作，教学任务是完成八年级全一册的内容，时间紧任务重，针对这种现状，我和同年级学科的两位任课老师绞尽脑汁，想方设法，力求保质保量的完成了任务。通过一个学期的努力，我取得了不少成绩，但在有些方面还存在许多不足。下面我就这一学期的教育教学工作做一下简单的总结。
一、思想方面
认真学习教育教学理论，听从学校领导的安排，积极参加
学校组织的各项活动，认真完成每一项任务。认真学习教师的职业道德，热爱教师这一份职业，为人师表，严格要求自己，努力工作，关心和爱护每一位学生，我把全部精力都用到了教学中，把教育作为我的职业，又作为我的事业。
二、教学方面
在这一学期中，为了做好八年级英语的教学工作，我努力增加学生学习英语的兴趣和积极性，实施课前演讲和分层教学、分层出题等一系列教学活动，在每一次上课之前，我都认真备课，对上课内容和体系加以设计和安排并制作课件，对于重点知识能够详细的展示在课件上，便于学生浏览和讨论。
在上课过程中，我努力做到以学生为主，发挥学生自主、合作、探究的能力，注重与学生交流，尽可能的采取情景教学法，使学生在一定的情境中更好的掌握知识。并且结合英语这门学科的特点，让学生多读多背多记，增强学生的听、说、读、写能力。并且我在课堂驾驭能力方面也有了进步，处理各种问题的能力也老练了许多。
而对于课后学生所完成的作业，我都认真地进行批改;对于学生提出的疑问，我都耐心地予以解答。对于课下作业，我基本做到了全批全改，同时指导学生进行错题总结和改正。但是，在课程的设计、组织、安排方面还需要不断地学习。我要找到一套适合自己的教学方法。我自己认为，经过一个学期的综合学习、探究，学生们在基础知识和基本技能方面有了很明显的提高。
三、不断学习、继续提高
在学校要求和我们教研组的组织下，我们所有英语教师进行组内听评课活动，在听课中我认真学习其他教师的优点，并把它们运用到自己的实际教学中。我们有了直接互相学习的机会。这学期，我坚持听每一节课，向其他老师学习好的教学方法和经验，在自己的教学中加以借鉴。对于我的课，老师们给了我很多的指导和帮助，使我在我的业务方面有了很大的提高，使我能够不断提高。还有学校里领导也给了我很多的指导和帮助。从事教师这一职业以来，每一次的教师培训我都积极地参加并认真地听讲，从中学到了不少知识。
我还参加了学校组织毕业班英语研讨会，和其他教师一起交流教学中的感想体会并学习他们的经验。另外，在遇到难题时我会向其他老师请教，不断提高自身的知识水平和能力。同时平时我不断学习英语学科的最前沿知识，不断提高自己的业务水平。
四、教科研方面
我积极参加学校的教科研活动，认真进行教育的理论学习和教学实践的探讨。平时我自觉学习英语方面的教育教学理论，不断用新的理论知识丰富自己。学校下发的每一篇教育教学文章，我都会认真阅读，用新的理念指导自己的教学工作。
五、其它方面
在班优生提高上我下了不少功夫;每天中午我利用午饭后的这段时间进行优生辅导，主要处理以前的中考题目。在辅导中我不但进行知识讲解同时进行方法指导。平时课堂上，在教授新课的同时我对知识进行了延伸并与中考题目挂钩。在差生转化方面;本级学生英语基础较差，差生面很大，因此，在课堂上我突出抓基础知识和基本技能，面向全体学生力争不使一个学生掉队。在平时测验和其中考试中有不少学生已经能达到了中游水平。
总之，这一学期有收获的喜悦也有失败的反思。在新的学期里，我会继续努力，不断提高学生的教学质量和素质，弥补自身的不足，充实自己并完善自己，争取成为一个优秀的人民教师，使学生在明年中考中取得理想的成绩。
2019中学英语教师教学工作总结模板四
本学期我担任初一的英语教学。由于刚刚调进初中，对新环境、新教材的教学要求知之甚少，加上多年未教初一，教学上遇到前所未有的挑战。因此，本人虚心请教同行、潜心研究教法、在实践中摸索前进。经过一个学期的努力，学到了很多教学经验，也取得了应有的成绩。以下是对本学期教学情况的简要总结。
一、培养英语学习兴趣
英语作为一门外语，对大多数学生而言，既生疏又困难。在这样一种大环境之下，要教好英语，就要让学生喜爱英语，让他们对英语产生兴趣。为此，我采取了一些方法，如尽多使用多媒体设备进行教学;开展形式多样、生动活泼的课堂语言实践活动;介绍英美国家的文化，生活故事;帮助班上的同学改英文名等等。使他们了解英语、喜欢英语，从而培养了学生学习英语的兴趣。目前，我们班学生对英语学习的兴趣始终稳定在较高水平。
二、认真备课、上课，改进教学方式、注重辅导学法
在集体备课的基础上，我能自觉钻研教材、研究学生，进行二次备课。虽然辛苦，但事实证明是值得的。
教态自然、讲课生动、难易适中、照顾全部，课堂就能够吸引住学生。本人能做到每天都有积极的精神状态，让学生感受到一种积极的学习气氛。我能遵循听说领先、读写跟上的教学要求，努力加大课堂训练量，加快课堂节奏，切实提高课堂教学效率。除保证课堂效果之外，还需要让学生课外多读，多讲，多练。为此，在早读时，我坚持到班辅导，发现问题及时纠正。课后坚持认真批改学生作业，发现问题及时解决。对部分不自觉的同学还采取强硬背诵等方式，以打好他们的初一基础。
三、做好培优转差
按以往经验，学生在英语学习进入一定阶段后，会出现好差分化现象，尤其是7A教材开始启用、学习难度加深以后。为此，我制定了具体的培优转差计划和目标，对这部分同学进行有计划的辅导。例如我把这批同学分为三个组。第一组是有一定基础，但平时懒动脑筋不学的同学，对这些同学，我采取集体辅导，给他们分配固定任务，不让他们有偷懒的机会，让他们发挥应有水平;第二组是肯学、但学习能力不强的同学。对这部分同学进行耐心指导，多加鼓励，慢慢提高他们的成绩;第三组是纪律松散、基础不好、学习又不认真的同学。对这部分人进行课余时间个别辅导。由于实施了分类辅导，针对性强，效果比较明显。
一个学期的努力效果如何，期末考试就是一种考验了。无论成绩高低，都体现了我在这学期的教学成果。我明白到这并不是最重要的，重要的是这学期本人确实学到很多，重要的是如何总结得失，以期在下学期后做得更好。因此，无论怎样辛苦，我都会继续努力，多问、多想、多向书本、专家、同行学习，争取更大的进步。
第6篇：英文歌曲与中学英语教学
浅谈英文歌曲与中学英语教学
重庆市黔江区白石中学袁戍林
摘要：英文歌曲在小学英语教学中应用非常广泛，学生乐于接受，在学歌曲的快乐中学英语是小学英语教学的一种好方法。事实上，在中学英语教学中同样也适用；同时也符合《初中英语新课程标准》中提出积极开发和合理利用课程资源的教学理论。在英语教学中，除了合理有效地使用教科书以外，还应该积极利用其它课程资源。在英语教学过程中合理的用英语歌曲来辅助教学，对优化教学情景，激发学生学习的积极性，培养学生的听、说、读、写的能力，提高教学效果都有很好的作用。关键词：英文歌曲中学英语教学
正文：英文歌曲在小学英语教学中应用非常广泛，小学生的语言模仿能力较强、好动,把英语教学中一些枯燥乏味的听、说、操练改编成儿歌, 读起来朗朗上口,听起来悦耳,学生乐于接受，因此,在学歌曲中学英语是小学英语教学的一种好方法。事实上，在中学英语教学中同样也适用。尤其是在我所在的农村中学，七年级的学生在小学时也没有接触英语。他们刚从小学过渡到中学，与小学生有具有模仿力强和爱动的相同点。并且我校的硬件设施的配备不奇，课程资源与城内中学相比相对缺乏。同时《初中英语新课程标准》中提出积极开发和合理利用课程资源。合理利用课程资源是英语课程实施的重要组成部分。英语课程资源包括英语教材以及有利于发展学生综合语言运用能力的其它所有学习材料和辅助设施。英语教学的特点之一是要使学生尽可能多地从不同渠道、以不同形式接触和学习英语，亲身感受和直接体验语言及语言运用。因此，在英语教学中，除了合理有效地使用教科书以外，还应该积极利用其它课程资源。在英语教学过程中合理的用英语歌曲来辅助教学，对优化教学情景，激发学生学习的积极性，提高教学效果，有很好的作用。
一、英语歌曲作为教学资源的优势
（1）符合学生的认知规律
从感性认识到理性认识，这是人们获得知识的普遍规律。将英语歌导入教学正好符合从感知到理解的认识规律。它把语言知识融合于有趣的歌词中，将知识与趣味、抽象与形象紧密地结合起来，为学生提供更多的感性知识和形象材料；用旋律为学生架起了由感性认识通往理性认识的桥梁，使学生在学习过程中保持着高昂的斗志和浓厚的兴趣；在听、唱英语歌的过程中加深对所学内容的理解与巩固。
（2）英语歌曲素材丰富，选择余地大，而且容易获得。
英语歌曲素材较为丰富，磁带、书籍、VCD、DVD、MP
3、电视和网络上各种现成的歌曲等都可以作为学习的素材，而且随着社会、科技的发展，这些资源也变得容易获取。
（3）轻松激发学习者的热情与兴趣
记得爱因斯坦曾说：“兴趣是最好的老师。”英语歌曲能以声情并茂的表现手段，极大的提高学习者的学习兴趣和热情，使学生在有限时间里达到轻松快乐学习、自然习得的目的。
（4）学生在听唱过程中增强对文化的认识
文化是语言产生的土壤，在传统的英语教学中，教师往往比较重视语言的外在形式和语法结构，而忽视了语言的文化。致使学生难以透彻地理解语言，正确地使用语言。英语歌曲本身就是一种文化，它是人类生活、情感的反映。
二、英语歌曲资源在英语教学中的具体运用
（一）运用歌曲，学字母。
只要我们听过中文的字母歌和英文字母歌的人都知道，通过学字母歌，我们可以在那欢快的音乐声中不知不觉地记住26个字母。在学英文26个字母时，我们英语教学中还要求学生掌握A,E,I,O,U这五个元音字母。其实这五个元音字母也可以通过教英文儿歌来记。
教学实例：
A，A，A Go and play.E, E, E, come with me.I, I, I, Don’t be shy.O, O, O，Let us go.U, U, U, You look cute.（二）运用歌曲 ，巧记新单词
众所周知，越是英语学不好的学生越怕记单词，也越记不住单词。通过唱英语歌曲,易于激发学生的情绪和想象力,在无意识状态下可以收获较好的教学效果。也因此避免了学生在学习和记忆语汇时感到枯燥乏味。如在教七年级上册的人体五官名称head, face, shoulder, legs, nose, eyes, mouth和形容词big，small，round，wide等单词时，我先教课后的Let’s chant，教学实例：
Let’s chant
I see a round face, just like mine.I see big eyes, and the shine.I see a small mouth, with a smile.Ah, it’s a monkey’s face, just like mine.然后再教歌曲“Head and Shoulder, Legs and Feet”。
Head and Shoulder, Legs and Feet
Head and shoulders, legs and feet，Legs and feet, legs and feet.Head and shoulders, legs and feet.Eyes, ears, mouth and nose.歌曲那欢快的节奏深深地吸引了学生，同时可以让全体学生站起来，边学边跳，边触摸与英语歌中相匹配的自己的各个身体部位，就这样在旋律中不知不觉的学习，从
而激发学生的积极性，学生很快就掌握了这些新单词的发音。因此记住这些单词就容易多了。
（三）运用歌曲，学习语音
语音教学是英语教学的一个重要方面。通过语音教学，学生不但可以正确发出新学语种的语音，而且可以进行言语交际。如在教学生元音因素/u/音时，可以利用以语音为内容的歌曲。
如歌曲“I WISH I KNEW ”中的歌词含有单词Knew，do，would其中的字母”o”和字母组合ew，ou都发/u/，因此我们可以用这首歌
I WISH I KNEW
I wish I Knew what I should do.I wish I Knew what I should do.What I should do.I wish I Knew what I should do.I would it if I wish I Knew what I should do.I wish had a friend or two.I wish had a friend or two.Not one but two.I’d be happy if I had a friend or two.A friend like you
I wish had a friend or two.A friend like you
其实有关与语音有关的歌曲也很多，我们应该有利地使用资源，把歌曲带进语音课堂，消除学生学音标的枯燥和疲劳，让学生高高兴兴、轻轻松松地学语音。
（四）运用歌曲，学习语法
英文教学中语法是难点，在教学中，运用歌曲辅助句型教学，使之与句型教学互相补充，互相促进，两者密切结合。在句型操练的基础上进而学习词法和句法，在学习词法和句法时，又借助句型操练，变语法知识为运用英语的能力。如我在教虚拟语气时，我先教“If I were you”这首歌，让学生先了解由if引导的真实条件句和非真实条件句的区别，在这基础上，再学习掌握虚拟语气。用学唱英语歌的方法，介绍和引入新句型。通过唱歌激发兴趣，使学生在欢乐的气氛中学习新知识，容易取得良好的效果。
（五）运用歌曲，学习时态
在英语中的每一个句子都离不开时间，因此英语的八大时态不仅是我们英语教学的重点，而且还是难点。在教学中我们也可以运用歌曲来辅助教学，活跃课堂，注意动词形式，了解时态。如我们在学现在进行时的时候，我们可以先教“Are you sleeping?”这首歌，让学生区别动词的形式和句子结构：“主语 + be + V-ing ”，对时态有了初步的了解之后，再学习现在进行时。通过唱这首歌让学生在愉快的空气里记住现在进行时的句子结构，这样学生更容易记忆，教学效果更佳。
事实上，不但在教学中可以用现成的英文歌曲，而且还可以把一些语法结构和用法编成顺口溜，让学生唱读所编的顺口溜可以让学生记得更快且不易忘记。比如我们在学习一般过去时的时候我们可以用以下的顺口溜：
一般过去时，陈述过去事，动词要用过去式；
肯定句变否定句，didn’t加在动词前;
一般疑问句很简单，did提在主语前，特殊疑问句也不难，疑问词加在一般疑问句前。
（六）运用歌曲，渲染情境
初中英语课本中许多文章虽贴近学生生活，选材多样，知识性和趣味性并重，但学生因没有亲临其境，感受不深，所以读来甚感枯燥。如果在教学中适当地借助歌曲烘
托、渲染课文内容，不仅能让学生得到美的享受，还有助于学生对课文的理解。如我们在八年级的Sports这一话题教学时，我们可以使用歌曲To Be Number One作为导入素材，是课堂增加学生的动感活力，培养学生的自信。又如在我们的九年级的Who is your favorite character in literature?话题教学时，可以选择《A Fantasy》引起学生文化的联想导入新课，感受文化带给我们的美感。再如我们九年级的第六单元第三话题的I will remember friendship forever.的教学中，在以对话的形式呈现课文内容时，选择“Auld Lang Synge(友谊地久天长)” 作为语言描述情境时的配乐曲。随着音乐的旋律，同学们被深深地吸引住了，仿佛看到人们为友谊或举杯或洒泪的情景。既陶冶了情操，把学生带入美的意境，又启发学生进行美的想象，让学生受到美的熏陶，还加深了对文章的理解。
总之，在教学中通过经典歌曲教学，让学生了解西方文化，让学生从沉重的学习负担中解放出来，通过学生与学生，教师与学生的互动，身心得到解放，在枯燥的学习中聆听优美和谐的歌词，感受到音乐的旋律美，不知不觉的培养学生的听、说、读、写及口语能力，培养学生的综合语言能力，进而达到提高学生的人文素养，促进学生的全面发展。
参考文献：
1、林立教授．《英语课程标准》与教学方法首都师范大学外国语学院英语教育系２．宋金燕.以歌为伴学英语[J].英语周报（小学初中教师版）
３、赵文辉.英语语音教学新探[J].外语电化教学,2002(2)
４、苏玉洁.To Improve Students' Oral English by Teaching English Songs.温州师范学院学报
第7篇：中学英语全英文说课
中学英语全英文说课范文（模板）
2009-07-24 17:23:15 作者:www.xiexiebang.comprehend the paage better.The Ss should do some listening, speaking and writing, too.Of course, the Ss should receive some moral education.Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.Teaching aims:（本文来自宿迁英语网www.xiexiebang.communicate with others.4.Some Ss are not active in the cla because they are afraid of making mistakes.Part 2 My teaching theories, methods and aids Before dealing with this leon, I’ll do my best to carry out the following theories: Make the Ss the real masters in cla while the teacher himself acts as director； combine the language structures with the language functions;Let the students receive some moral education while they are learning the English language.Teaching method: Double activities teaching method Question-and-answer activity teaching method Watch-and-listen activity Free discuion method Pair work or individual work method Teaching aids: 1.a projector 2.a tape recorder 3.multimedia 4.the blackboard Part 3.Teaching steps / procedures I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.The entire steps are: Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）, Listening, Intensive reading, Preparation for details of the text, Consolidation, Discuion, Homework Step 1 Greetings Greet the whole cla as usual.Step 2.Revision 1.Ask students some questions to revise the last leon（show them on the screen）.a.How much salt do the oceans contain per thousand parts of water?（35 parts of salt.3.5% by weight）
b.What is coral? Why are corals not found in deep water? c.Why is the Dead Sea called the Dead Sea? 2.Check the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）.Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new leon.Step 3.Lead-in and preparation for reading Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.Purpose: Arouse the students’ interest of study.Bring in new subject: Life in the oceans.Step 4.Fast reading Read the paage as quickly as they can.I show the questions on the screen and let them get the main idea of each paragraph: 1.Why can living things live in such oceans around the Antarctica? 2.What does the whale feed on? 3.What is the difference between the sperm whale and other whales? Method: Read the text individually, use question—and—answer activity.Purpose: Improve the students’ reading ability.Understand the general idea of each paragraph.Step 5.Listening（book closed）
1.Listen to the tape then do an exercise（wb page 90, part 1）2.True or false exercise.（on the screen）
Train the Ss’ listening ability and prepare for later exercises.Step 6.Intensive reading Read the paage carefully again and answer some detailed questions on the screen.1.How much does a whale eat at a time? 2.Do all the whales feed on small fish? 3.How deep can a sperm whale dive? It is also called depth reading or study reading.It means reading for detailed information.Purpose: Further understand the text（Train further reading ability）to find out some different sentences and details of the text.Step 7.Preparation for details of the text on the screen 1....its heart slows to half its normal speed.slow-v.to become / make slower.2....using sound wave Present participle used as adverbial.3.provide sth.for sb.provide sb.with sth.4.at a time: each time 5.grow to a length of...Purpose: Train the Ss’ ability of understanding and using laguage.Step 8.Consolidation 1.Find out the topic sentences.2.Retell the paage according to the topic sentences.Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this cla.What’s more, I want to let them have the ability of introducing and analyzing expreion.At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.Step 9.Discuion Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted.What should they do? Purpose: I mean to give them emotional education.I give them multi-media pictures to arouse their interest of study and their love for life.I mean to make them realize: The sea is in danger!I teach them to do their best to help it and do something from now on.Everyone should do something to love and protect our home.Step 10.Homework Write an article Saving the sea.I want to improve the ability of their writing.At the same time, train the ability of do-it-yourself and looking up the information by themseleves.Part 4.Blackboard design Unit 16 Leon 63 Topic Sentences: 1.Some living things can live in Antarctica.（what）2.The whale feeds on small fish.（what）3.The sperm whale feeds on squid.（difference）Discuion: 1.The whales are in danger.What’s your opinion about it? 2.The sea is being polluted.What should we do? In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.In this text, the design is not easy to write.I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this cla.The discuion is of the difficulty.（本文来自宿迁英语网www.xiexiebang.computer, projector, tape recorder, pictures, blackboard Aignment: write a composition, imagine your a survivor from the Tangshan earthquake,try to use some the structure of an attributive clause That, Which,Who or Whose to talk about your life and your hometown after the earthquake.
第9篇：全英文英语阅读课教案
阅读课教案
School__ Number3 Middle School____
Junior or Senior Section _Junior__ Cla ____3____
Grade _1_______ Size ______45__
Time_40_______
Date __2009-12-28____ Materials __Go for it______
Type of leon _reading ____ Contents: 1.Vocabulary: Some nouns about furniture and some daily use things: table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.Some prepositions of place: on, in, under
2.Structure: Where is(Where’s)…?
It is(It’s)in/on/under…
Where are…?
They are(They’re)in/on/under…
Where’s/where’re…?
I don’t know.Is it /are they on/in/under… ? No, it isn’t./They aren’t./ Yes, it is./they are.3.1)Dialogue: Where’s the bag?
I don’t know.Is it on the dreer? No, it isn’t.Where are my books?
I don’t know.Are they on the bed? No, they’re not.2)Writing: ask, gue and write
Objectives:
1.Instructional objectives(language knowledge and language skills)
1)To promote students’ vocabulary development(table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.…)
2)To promote students’ reading skills
a)prediction
b)skimming
3)To promote students’ oral English
4)To develop students’ writing skill
2.Educational objectives(affect, learning strategy and cultural awarene)
1)To develop students’ ability to communicate with others to get information
2)To build students’ confidence
3)To make students learn to cooperate with others
3.Personal objectives: 1)To develop teacher’s ability of claroom management
Focal points: a: the nouns.b: prepositions of place
c: Where-question and d: answers to “Is the… in/on/under the …?”；
Difficult points: a: use the prepositions to describe position of things b: use the where-question and Is it-/Are they-question to ask things’
position
Aids: PPT, blackboard, chalk … Procedures and Time Allotment 1.Getting students ready for learning
(mins)
1)Greetings: Good morning everyone!2)Routine task: duty report
2.Revision: Use some pictures to review the vocabulary(table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in, under)and sentence structure:
Where is(Where’s)…? It is(It’s)in/on/under Where are…? They are(They’re)in/on/under… 3.Pre-reading : Step1: vocabulary and some phrases learning
Task: Look at the conversation between them and gue the meaning of the sentences in red.(using the conversation between Liu Qian and A Xin to show those phrases to the students in order to learn them by the context;because the sentence structure in the conversation is those they have learnt)
(… mins)
此步骤包括词汇、语法教学等 4.While-reading 5.Post-reading
(… mins)
1)Oral work
2)Written work 6.Aigning homework 1)Conclusion: a: vocabulary
b: sentence patterns: Where is(Where’s)…?
It is(It’s)in/on/under… Where are…?
They are(They’re)in/on/under… Where’s/where’re…?
I don’t know.Is it /are they on/in/under… ? No, it isn’t./They aren’t./ Yes, it is./they are.2)Homework: Ask, gue and write Let your partner to ask as well as gue where your things are in your room.Write down your conversation by using the following sentence patterns: A: where’s/where’re your…? B: You can gue.A: I don’t know.Is it /are they on/in/under… ? B: No, it isn’t./They aren’t.Yes, it is./they are.…
Self-evaluation
第10篇：中学英语教师全英文说课稿[材料]
Good morning everyone.Standing here, I’m very happy and excited.It’s my great honor to be here to present my leon, and the chance is very precious for me.And I’ll try my best.Today I’ll talk from the following 8 parts:
Analysis of the teaching material（说教材）Analysis of the students（说学生）
Teaching aims and demands（说教学目标和要求）Teaching methods（说教学方法）Teaching procedure（说教学过程）Teaching aids（说教学工具）Blackboard design（说板书设计）And conclusion
1.Well, firstly, I’ll talk about part 1 analysis of the teaching material.I have concluded the features of…….1.there are a lot pictures.For this, the kids will be interested in the book.As we all know that interest is best teacher for the students.2.It lays stre on the communication.According to the problem of Chinese students learning English , the book design a lot of material to improve the students’ ability of listening, speaking, reading, and writing.So I think the book is very good.2.Then I’ll talk about next part analysis of the students.It is known to us that the kids are very active and like playing games very much, so during my cla, I’ll design some interesting games to activate them to participate and learn something.They will also be interested in the cla.3.Let’s move on to another part, teaching aims and demands.There are knowledge aims and ability aim.Knowledge aims（认知目标）are to enable the students to master the words and phrases:……….And the sentences:… Ability aims（智能目标）are To improve students’
listening and speaking ability by reading and practicing the dialogue.4.Next I’ll talk about teaching methods.My teaching methods are task-based approach and situational approach.Using different methods can make the cla active.5.Now I’ll talk about most important part teaching procedure.It consists of 5 steps.Warming up, lead-in, contents key points and difficult points and homework.Step1 is warming up.Here I’ll use PPT to play an English song Bingo for the students and I’ll ask them try to follow it to sing together.By this, the students can be interested in it and pay their attention to our cla easily and improve their ability of speaking.Step2 is lead-in（导入根据所授内容设计，可通过展示与本课有关的话题或者图片等等引出本课话题）
Step 3 is contents(本部分为主要授课内容及组织的课堂活动。可从听说读写四块分写)Step 4 is key points and difficult points(本部分列出本课重难点可为单词句型或语法知识)Step 5 is homework.(作业形式最好新颖，例如课让学生根据本课内容做个小调查等)
6.Next is the teaching aids.In this cla, I’ll use pictures, PPT and tape recorder.These can arouse the students’ interest in English.7.During the whole leon, I will design the blackboard writing properly.I will write with chopsticks in different colors to compare similar knowledge points.（conclusion）
8.To be a good teacher is my dream, I think a teacher is not only a guide for the students, but also a friend of them.If I were a teacher, I would build a close relation with my students, helping them not only on their studies, but also on their lives.I’ll try my best and I’m confident that I can be a good teacher.
第11篇：英文歌曲在中学英语教学中的应用
浅谈英文歌曲在中学英语教学中的应用
英语的教学过程，我们不仅只停留在知识层面上的教学，更重要的是让学生感受到英语情感的教学。教师应以同情心，爱心，责任心，美感的体验去唤醒学生的同情心，爱心，责任心，美感。学习英文歌曲对于英语学习有很多的有力影响。英语歌曲教学是一种艺术型教学方式，在英语教学中，适当地把英语歌曲引入课堂教学，不仅能消除疲劳，活跃课堂学习气氛，激发学生学习英语的兴趣和动机，而且能促进语言的输入、内化和习得，从而培养学生自主学习英语的能力。
我仅从以下几方面来谈谈如何运用英语歌曲来为我们的课堂服务。一 用英语歌曲作为导入，创设丰富的情景，同化学生的情感
例如，我们在讲what do you think of game shows?这一单元时，为了激发学生学习英语的兴趣，在上课开始前可以带领学生听一首与上课内容有关的英文歌If you are happy.在欢快的气氛中放松心情，训练学生的口语表达能力和对英语的兴趣。而在学习It’s raining!这一课时，我们可以播放“How is the weather ?”这首英文歌来作为本课的导入，即自然，又能直接进入主题。也让学生熟悉了询问天气的另一种表达方式，What’s the weather like ? 二 考试过后，用英语歌曲来激励学生，给学生学习英语的信心
每次考试后，都有人欢喜有人忧，成绩好的学生沾沾自喜，成绩差的学生垂头丧气，我就给他们讲歌手史蒂夫 旺德 的故事，鼓励我的学生听他的歌。在奥巴马访华欢迎仪式上，中国青年歌手组合羽泉与来自北京大学，清华大学中国大学生，以及正在北京语言大学学习的美国留学生，60人共同演唱了美国歌曲《That’s what friends are for》用歌词传递我们中国人的热情好客，奥巴马手很放松的放在餐桌上，很愉悦的表情，这首歌铭记脑海是因为史蒂夫 旺德。早产的旺德出生后被放入暖箱，因暖箱供氧过量而永久失明，不过旺德从小就表现出对音乐的热爱，11岁时便会演奏100多件乐器，还生出一副好嗓子，旺德佳作迭出，使他赢得了许多殊荣，其中包括25次格莱美大奖以及1984年凭借电话诉衷肠获得的奥斯卡最佳电影歌曲奖，他的成就使我们汗颜，很多失败的借口无言说出口，旺德的《That’s what friends are for》歌词，Keep smiling, keep shining, knowing you can always count on me for sure.That’s what friends are for, for good times and bad times.I’ll be on your side forever.1 That’s what friends are for.(保持你的笑容，光彩焕发，请你相信，你永远都可以依靠我 那就是朋友相处之道，无论是快乐时光还是苦难时刻，我永远都在你左右，那就是朋友的相处之道)的寓意更是值得推敲，朋友，真心相持，肝胆相照，避风的港湾，给你一个时刻可以停靠的肩膀。
三 通过英语歌曲培养阅读能力和口语表达能力
很多英语歌曲的歌词很优美，通过学唱英语歌曲可以培养学生的阅读能力和口语表达能力。譬如，在让学生欣赏电影歌曲My Heart Will Go On时，教师可以事先准备好阅读材料和相关的问题，让学生带着这些问题阅读一篇介绍电影Titanic的文章，再让学生在优美的乐声中答题，最后要求学生用英语讨论这部电影的情节，进行英语口语训练。一另外，教师要注意选取恰当的歌曲，比如学生喜欢的、易于接受的、节奏欢快的歌曲，尤其是流行歌曲或电影插曲，效果更佳。四 通过英语歌曲学习语法
在语法教学中，若英文歌曲运用得当，也会收到事半功倍的效果。虚拟语气是中学生较难掌握的一项重要语法项目。在语法教学中，如果英文歌曲运用适当会得到事半功倍的效果。如以“If You Are Happy”为例，这首歌曲可以进行真实条件句练习。这首歌中这种句子反复出现多次。学生通过自己的努力学习和训练能够得到他们所喜爱的英文歌曲的歌词,满足他们学有所用的要求，切身体会感受学习的成就感，激发学习动机，培养听英文歌曲记录歌词的习惯，使英语学习和爱好结合起来。五 利用英文歌曲进行听力训练
学生在长时间的听力训练过程中，精神一直处于高度紧张的状态，如不进行调节，教学效果就不会尽如人意。由于歌曲具有较好的精神调节的作用，所以我们如能适时播放一些优美的歌曲，学生的精神和情绪都能得到放松。当然听歌并不是单纯地放歌给学生听。另外，如果学生不了解背景知识，不理解歌词的内涵，并不能提高学生的学习兴趣。听歌之前教师可以先向学生介绍背景知识；可以将歌词编成填空练习，让学生填空；可以根据学生的水平自主决定哪些词空出，一般是主语、谓语和宾语，学生听完做完之后再核对；也可以再次放音让学生进行自我校对，最后老师讲解给出正确答案。如我们 2 在学习How was your weekend?这一节课时，可以选择一首非常优美的英美歌曲“Yesterday Once More”来让学生欣赏并在欣赏的过程中，填入屏幕中出现的歌词的过去式。既缓解了学生学习的疲劳感又使他们感受到了英语学习的乐趣。六 英文歌曲的选择
英文歌曲能为英语教学提供丰富多样的资料。但以英语歌曲教学并不是很容易把握的，因此选择恰当的英文歌曲对教学来说很重要。旋律要优美,要符合中国的社会文化形式；歌曲所传递的信息应易于理解；歌曲的词句应非常清晰，能够适合进行语言训练；歌曲的内容应符合学生的水平或能满足特定的教学目的；另外所选歌曲应是健康向上、教人自信自强、激发人们奋发向上的励志歌曲。
总之，音乐可以增强英语学习的趣味性。歌曲不但是一种音乐形式而且是一种很重要的教育方式。把英文歌曲与英语教学结合起来，可以激发学生的学习兴趣，陶冶情操，全面提高学生素质，是一个寓教于乐的促进英语学习的好方法。但英文歌曲在教学中只是一种手段,教师一定要运用得当。如今的教育只是一个选择，即教会学生学会生存，学会学习，学会合作，这样的教育必须是主体性和情感化的，可以说，重视情感教育已经成为全球教育发展趋势，培养学生优良情感和健全人格，是素质教育的重要内容，帮助学生填补情感和技能的不足，教师任重而道远，我们应该利用学科教学的主渠道，大力加强情感教育和训练。还能使学生面对现代社会的压力，学会做人，学会学习，学会竞争，勇于挑战，勇于竞争，我们应努力把学生培养成有责任感，有爱心，有能力的新一代高素质的人才。
第12篇：应聘中学英语教师英文自我介绍（一分钟）
I am actually a native of this city and entered xxx university after I paed the higher educational entrance test.That is why I love this piece of land and want to make contribution for my hometown.I have been working hard as a student and a part-time teacher.Sometimes friends ask me whether I'm a tirele person.Of course I am not.But I just like that sense of fulfillment and accomplishment.I enjoy the alternative roles: being an English teacher and a student at the same time.In my cla, I encourage students to voice their opinions and to approach English study in their unique ways, because I believe study is a personalized proce.Last week when I gave them the first cla of this semester, I said,"everyone should become a critical thinker in my cla, and I want to be a good teacher in its real sense".I'm not the traditional teacher.I try to reform the English teaching in my claes.Hope I can do something to change the present situation of English teaching.
第13篇：中学英语教师资格认定教案
The teaching plan for Teaching goals: 1.Enable the Ss to familiar with/get ….knowledge(针对本单元的主题内容)2.Enable the Ss to learn how to/the way to expre(eg.request&thanks)3.Let the Ss learn the reading skill of…
4.Let the Ss learn to use…/ Help the Ss identify…(语法方面)5.（写作方面）Key and difficult teaching points(according to teaching goals)How to …
Teaching methods 1.Skimming & scanning methods to make the Ss get a good understanding of the text.2.Discuion methods t make the Ss undertand what they’ve learnt in cla.3.Pair work of group to get every student to take part in the teaching and learning activities.4.competition & role-play method to arouse the Ss’ interest.eg.Role play a conversation… Teaching procedures Step I Warming up Warming up by defining/describing/presenting/discuion/quiz Meanwhile, teach them some new words Step II Pre-reading Sample(1)Do you know….Let’s get to know Sample(2)Show the Ss the pictures of Pre-reading on P.and ask them the following questions.a.Give them several minutes to discu the questions;b.Collect answers from the cla;c.Check answers while discuing.Step III Reading 1.Fast reading(Skimming for general idea)Get the Ss to read the paage quickly and meanwhile help them to form a good habit of reading.Before reading, look through the following questions.What’s the main idea of the text? In what order is the text written? ……
2.Text structure analysis
Have the students find out the topic sentences of each paragraph
1st paragraph: ….Ask the students to divide the paage into()parts and write down the main idea of each part Part1(para1-)……
3.Detailed Reading(listening and scanning for detail information)1)Listen to the reading material and pay attention to the new words and expreions.2)Give them several minutes to locate particular information and complete Ex or answer questions.(教材上的或自己设计的)5.Difficult words and sentences 1)Analyze some difficult words and complicated sentences;2)Underline all the useful expreions or collocations in the paage, copy them to your notebook after cla as homework.6.Reading and information transferring Step IV Discuion Work in groups of four and discu: What do you learn about… from…?(When we are guiding Ss to read sth, besides hoping that they can learn some basic knowledge the material show, we still hope they can learn sth that can reflect eg.the spirit of human being)附加： Role-play Work in pairs to act out how to…
Interviewing(suggested for narrative writing)Ask the Ss to do an interview in pairs.A is interviewing B with the following questions.…
Step V Retelling
Retell the story according to the following clues.Step VI Summary This paage doesn’t contain enough information for you to… Please learn more after cla.Do remember（情感目标）
Learn about language Teaching goals 1.Master important words and phrases.2.a kind of skill(eg.enlarge vocabulary by learning word-formation)3.grammar Teaching important and difficult points Teaching methods Let Ss do the exercises, and then collect their answers.Ask then to conclude the rules and then give them some explanation.Teaching procedures Part one Step one: Revision Review the text by checking the answers for Ex , , … on Page These exercises are about the useful words that appear in the text.Step two: skill or rule The teacher brings the Ss’ attention to…, help them discover the difference…
a.give Ss as many words as poible;b.gue the meaning, conclude, exercises;c.Ss will be interested in(the skill), and begin to use….to guide their word study in their daily life.Part two Step one: Reading, finding& thinking Read the text and tick out all the…
Step two: Learning about the making and uses of(eg.past participle)a.Show typical examples of how to(eg.make a subject clause)b.Guide the Ss to find out what changes we have to make when(eg.making or combining two sentences using subject clause)c.Teacher shows the example and Ss write the sentences Step three: Explanation Step four: Pair work You may follow these steps: ……
Change role so that each student gets the chance to… follow the points in Ex Step five: Sum up
Listening part Teaching goals 1.Enable Ss to know sth about… and realize…
2.Help Ss learn(听力技巧eg.how to get required information by listening)Teaching important and difficult points Eg.train to get the key words by reading the questions before listening Teaching procedures Step one: listening and taking notes The first listening: try to get the general idea of the material, then ask Ss to try to retell what they have heard.It doesn’t matter whether they are some details…
Step two: Listening and doing exercises Step three: Listening and checking This is a good chance for Ss to check their answers.After listening twice, most students can have a good understanding about the material, and can write down the answers mostly.So this time is for their checking and adding their answers.Guided writing Step one: making a introduction 每一种新的文体写作以介绍切入，并设计几个questions来了解这种文体。
Further applying 1.Finding information Go to the library to read or get online t search in order to find ….Take notes of your findings and tell the cla.2 Writing
Closing down Summing up We have learnt the whole unit.Let’s look at the chart on page.., try to fill in it.
第14篇：九年级英语unit11英文教案
Unit 11 Could you please tell me where the restrooms are? Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary restroom, shampoo, stamp（2）Target Language Excuse me． Can you please tell me where I can get a dictionary? Sure． There’s a bookstore on River Road． 2． Ability Objects（1）Train students’ listening ability．
（2）Train students’ communicative competence． 3． Moral Object Helping each other is very important． It is a good quality． Ⅱ． Teaching Key Point Target Language Ⅲ． Teaching Difficult Points 1． How to train students’ listening ability．
2． How to train students’ communicative competence． Ⅳ． Teaching Procedures Step Ⅰ Revision T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office? T: That’s one way to ask． But there is a more polite way you can ask． You can say, "Can you tell me where the main office is?" Cla repeat． Can you tell me where the main office is? Ss: Can you tell me where the main office is? T: That’s correct． Now let’s say you want to know where Claroom 1 is． How can you ask? S2: Can you tell me where Claroom 1 is? T: Good!There’s another polite way you can ask: Could you tell me how to get to Claroom 1? Cla repeat． Could you tell me how to get to Claroom 1? Ss: Could you tell me how to get to Claroom 1? T: That’s right． Very good． Step Ⅱ 1a Go through the instructions with the cla．
Read the list of things to the cla． To review the meaning of each item on the list, invite different students to say each phrase in their own words． Point to the lettered parts of the picture one by one． Ask a student: What kind of place is this? What do they sell there? Do we have one in our community? What is the name of the one in our community? Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．
While students are working, move around the room offering help as neceary． Step Ⅲ 1b Read the instructions to students． Point out the two conversations that are shown in the picture． As you listen, fill in the blanks with words you hear in the recording． Play the recording the first time．Students only listen．
Play the recording a second time．This time ask them to fill in the blanks with the words you hear． Check the answers with the whole cla． Step Ⅳ 1c Read the instructions to the cla．
Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these
The First Period thing and then answer your partner’s questions．
As students work, listen to some pairs in order to check the progre and help with pronunciation as needed．
After students have had a chance to practise several exchanges, ask some pairs to come to the front of the claroom and act out their conversations． Step Ⅴ Homework Review the target language．
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary escalator, furniture, exchange money, elevator（2）Target Language Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore． 2． Ability Objects（1）Train students’ listening ability．
（2）Train students’ communicative competence． 3． Moral Objects If someone asks you how to get to the place he wants to go to, you should tell him the way correctly． Ⅱ． Teaching Key Points 1． Key Vocabulary exchange money 2． Target Language Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second floor． 3． Structures Do you know where I can buy shampoo? Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary? Ⅲ． Teaching Difficult Points 1． Indirect questions．
2． How to improve students’ listening ability． Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．
Step Ⅱ 2a Read the instructions and point to the list of directions．
Get students to name the items in the picture such as escalator, elevator, shoe store, and so on． Play the recording． Students only listen．
Tell them that the picture may help them understand what they are hearing．
Play the recording again． This time ask students to write a number next to four of the directions．
Check the answers with the whole cla． Step Ⅲ 2b Point to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．
Play the recording again and ask students to draw the line on their own． Check the answer with the cla． Step Ⅳ 2c Ask a pair of students to read the sample conversation aloud to the cla．
Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．
As students work, move around the claroom checking the progre of the pairs and offering help as needed．
The Second Period Ask one or two pairs to say their conversations to the cla． Ask the rest of the cla to look at the picture as they listen． Step Ⅴ Homework Ask the students to write three sentences with the starters of the structures．
The Third Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary hang out, fresh, advantage, disadvantage, block（2）Target Language Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．
3． Moral Objects Anything has both advantages and disadvantages． We should treat everything correctly． Ⅱ． Teaching Key Point Train students’ listening, speaking, reading and writing ability． Ⅲ． Teaching Difficult Points How to improve students’ integrating skills． Ⅳ． Teaching Procedures Step Ⅰ Revision T: Yesterday we learned the structures．
Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures? Step Ⅱ 3a Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．
You will write your answers in these blanks．
Read the first two sentences at the top of the article．
Explain that the interviewer will talk to several teenagers． Get students to read the interview on their own quickly．
When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．
Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole cla． Step Ⅲ 3b Read the instructions． Point out the conversation in the box and invite two students to read it to the cla．
Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．
Ask students to work in groups of four or five． As they work, move around the claroom helping the groups as neceary． Make sure they talk about both advantages and disadvantages． Ask several groups to act out part of their conversation to the cla． Step Ⅳ 4 Read the instructions to the cla． Get students to look back at the picture and activities on the first page of this unit．
Point out the sample language in the box． Invite a student to read it to the cla．
Ask students to say the names of some stores and other places in the community and write them on the board． Say, Each group can choose three of these places to write about, or you can choose another place you know of Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．
When the groups are ready, they read their directions to the cla and the other students gue the name of the place they are talking about．
Step Ⅴ Homework 1． Ask students to choose two places in the community and write careful directions from the school to each place．
2． Finish off the exercises on pages 46～47 of the workbook．
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary fascinating, convenient, safe, restroom, inexpensive（2）Target Language Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2． Ability Objects（1）Train students’ writing and speaking ability．
（2）Train students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language． Ⅱ． Teaching Key Points 1． Key Vocabulary convenient, safe, restroom inexpensive 2． Target Language Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points 1． How to improve students’ writing and speaking ability． 2． How to use the target language． Ⅳ． Teaching Procedures Step Ⅰ Revision Check homework．
Step Ⅱ 1a Go through the instructions with the cla．
Read the words in the box to the cla and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．
Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the cla． Point out that students can also write other words after the word clean． Ask students to write words from the box in the blanks on their own． Help students if needed． Correct the answers by having students read what qualities he or she listed． Step Ⅲ 1b Read the instructions to the cla．
Point out the example in the box． Invite two students to read it to the cla． Now work with a partner． Look at the words in the box and use them to talk about places in your own city． As students talk, move around the claroom checking their work． Offer language support as needed．
Invite several pairs of students to say their conversations to the cla． Step Ⅳ 2a Point to the picture and ask students to tell what is happening． If neceary, explain that the scene shows a family on vacation． They are asking the man for information about various things to do in Sunville．
Go through the instructions and point to the chart．
Play the recording． Students only listen the first time．
Play the recording again． Ask students to write the places people ask about． Check the answers with the whole cla． Step Ⅴ 2b Read the instructions and point to the chart． You will hear the same recording again．
This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．
The Fourth Period Point out the sample answer．
Play the recording again． Ask students to write their answers in the blanks． Check the answers． Step Ⅵ 2c Point to the sample conversation． Invite two students to read it to the cla． Read the instructions． Role play the conversations you hear on the tape．
Get students to work in pairs． Move around the room checking the progre of the pairs and offering help as needed．
Ask one or two pairs to say their conversations to the cla． Step ⅦHomework Talk about some places using the words in la, then write down the conversations．
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary water slide, clown, dre up, have fun（2）Practise reading an article．
（3）Practise writing something using the target language． 2． Ability Objects（1）Train students’ reading ability．（2）Train students’ writing ability． Ⅱ． Teaching Key Point Practise reading and writing using the target language． Ⅲ． Teaching Difficult Point How to write a guide to a place． Ⅳ． Teaching Procedures Step I Revision Review the target language presented in this unit． Check homework． Step Ⅱ 3a Invite a student to read the article aloud to the cla． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the cla．
Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the claroom and offer help as neceary． Check the answers． Step m 3b Read the instructions to the cla． Point to the first two sentences and ask a student to read these sentences to the cla．
Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville． Ask the students to complete the brochure on their own． As they work, walk around the claroom offering help and answering questions as needed．
Invite a student to read the completed article to the cla． Step Ⅳ 3c Read the instructions to the cla．
Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．
Ask students to work on their own． Tell them that they can use what they wrote for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed． Correct the students’ work． Ask some students to read their guides and correct them．
Step Ⅴ Part 4 Go through the instructions with the cla．
Get students to look back at the guides they wrote in Activity 3c．
Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate． Ask one or two groups to say one of their conversations to the cla．
The Fifth Period Step Ⅵ Homework 1． Read the article in 3a again． 2． Write a guide to our city．
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．（2）Write some questions using the target language． 2． Ability Objects Train students’ writing ability． Ⅱ． Teaching Key Points 1． Fill in blanks and make sentences．
2． Write questions using the target language． Ⅲ． Teaching Difficult Point Make sentences using "beautiful, safe, delicious, convenient, fascinating"． Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework． Ask a few students to read the article in 3a． Then ask a few students to read their guides． Step Ⅱ Part 1 Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement． Ask students to fill in the blanks on their own． Check the answers．
Step ⅢPart 2 Go through the instructions with the cla． Look at the example with the students． Ask students what the answer would be．
Ask a student to read the question and answer it．
Excuse me, could you tell me where the bank is, please? The bank is acro the street from the shopping malt． Get students to complete the work in pairs．
Check the answers． Ask a few students to read their questions． Step Ⅳ Just for Fun!Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．
There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．
Invite some pairs of students to present this conversation to the rest of the cla． Step Ⅴ Summary and Homework In this cla, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After cla, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well．
The Sixth Period
The Seventh Period
Ⅰ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text: Grown-ups like cartoons, too． 2． Ability Objects
（1）Fast-reading to get a general idea of the text．
（2）Careful-reading to get the detailed information in the text．（3）Learn the words and phrases from the context． Ⅱ． Teaching Key Points 1． Key vocabulary．
2． Train students’ reading and writing skills． Ⅲ． Teaching Difficult Point Train students’ reading and writing skills． Ⅳ． Teaching Procedures Step I Key Vocabulary Say the words and have students repeat them again and again until they can pronounce them fluently and accurately． Step Ⅱ Part 1 Read the title Grown-ups like cartoons, too． To the cla． Ask, what do you think the article is about? Look at the picture． Ask students to describe what is happening in the picture． Ask students to answer the five questions． But don’t look at the reading text．
Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progre．
When most students finish the task, ask students to answer the questions with a parter．
Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly． Step Ⅲ Part 2 Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the claroom to make sure they can do the task in English． Ask five students to report their answers． Draw students’ attention to the instructions．
Ask students to complete the task individually or in pairs．
As they work, walk around the claroom to make sure students discu their reasons in English． Have students report their answers． Encourage students to use complete sentences． Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold． Ask different students to gue the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expreions． And note any other words or sentences, you don’t understand． Read in context, gueing their meanings from the other words around them． Ask students to read the article again for comprehension．
Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expreions． Allow them one or two minutes to do this．
Check the answers: Get students to make sentences with the words and expreions． Remind them to look at the article again for extra help．
Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes． Step Ⅴ Part 4 Read the instructions to the cla． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．
Ask students to do the activity on their own or in pairs． As they work, walk around the claroom offering help students may need． Check the answers． Step Ⅵ Part 5 Read the task with the students．
Ask students to do the activity in small groups． Try to put creative and artistic students in each group． Check the answers and have students show or act out their cartoons for the cla． Optional activity
As an optional in-cla or homework activity, remind students to find some cartoons and cut out the speech bubbles．
Students can then write their own English stories in the speech bubbles． Step Ⅶ Homework 1． Read the story in 2 again for further comprehension． 2． Revise the target language in this unit．
第15篇：高中英语 听歌学英文 教案4
15、16课时 let me go 教学目标
知识与技能：听歌曲并学习let me go 过程与方法：ppt讲授 学生讨论
情感态度价值观：能够学习到歌曲背后的文化背景知识，了解歌曲所蕴含的深刻含义
教学内容
Love that once hung on the wall 爱曾像艺术品挂在墙上
Used to mean something 意味着我们白首不分离 But now it means nothing 现在爱情却失去了意义
The echoes are gone in the hall 家中爱的回响现已消失 But I still remember 但是我却一直无法忘怀 The pain of December 十二月带给我们的痛楚
Oh, there isn't one thing left you could say 无需你现在继续的多言 I'm sorry it's too late 道歉的话已经变得太迟 [Chorus]
I'm breaking free from these memories 从纷扰的记忆获得解脱
Gotta let me go, just let me go 我想要忘记后不再回忆
I've said goodbye, set it all on fire 已经抛弃一切说了再见
Gotta let me go, just let me go 我想要忘记后不再回忆 Chad Kroeger：
You came back to find I was gone 等你回首时我早已离去 And that place is empty 曾经的爱巢现已空荡荡
Like the hole that was left in me 像我心碎后空旷的心房 Like we were nothing at all 仿佛我们的爱从未发生 It's not what you meant to me 这不是之前对你的感觉
Thought we were meant to be 还曾以为我们会在一起
Oh, there isn't one thing left you could Say无需你现在继续的多言 I'm sorry it's too late 道歉的话已经变得太迟 [Chorus]
I'm breaking free from these memories 从纷扰的记忆获得解脱
Gotta let me go, just let me go 我想要忘记后不再回忆
I've said goodbye, set it all on fire 已经抛弃一切说了再见
Gotta let me go, just let me go 我想要忘记后不再回忆
(And let me go)And now I know(我想忘记)现在我懂了
(A brand new life)Is down this road(崭新生活)爱就在前方
(And when it's right)You always know(需要时机)你一直知晓
(So this time)I won't let go(就是现在)我不会放手
There‘s only one thing left here to say 一句挽留带来爱的转机 Love’s never too late 重新发现爱永远不嫌晚
I‘ve broken free from those memories 在回忆中变得心力交瘁 I’ve let it go, I‘ve let it go 但我已舍弃黑暗旧回忆
And two goodbyes led to this new life 忘记不愉快开始新生活
Don't let me go, don't let me go 千万别让我离开你身边 Oh(oh)Oh(oh)x3 Don't let me go x2 千万别让我离开你身边 Don't let me go x2 千万别让我离开你身边 Won't let you go x4 不会让你离开我的身边 Don't let me go x4 千万别让我离开你身边
pl.echoes
解析
1.N-COUNT 回声;回响
An echo is a sound which is caused by a noise being reflected off a surface such as a wall.eg.He heard nothing but the echoes of his own voice.他只听见了自己的回音。
2.VERB（声音）发出回响
If a sound echoes, it is reflected off a surface and can be heard again after the original sound has stopped.eg.His feet echoed on the bare board floor.他的脚步声在没铺地毯的木地板上发出回响。
3.VERB重复;附和
If you echo someone's words, you repeat them or expre agreement with their attitude or opinion.eg.Many phrases in the last two chapters echo earlier paages.最后两章中的很多说法是对前面段落的 呼应。
过去常常做某事
eg.1.Do you know what alda used to do to me? 你知道艾达曾经对我做过什么吗？
2.We always used to play basketball here,remember? 我们以前经常在这里打篮球,还记得吗? N-COUNT合唱(歌)曲
A chorus is a piece of music written to be sung by a large group of people.eg.He was greeted with a chorus of Happy Birthday.迎接他的是大家齐唱《祝你生日快乐》，令他非常感动。崭新的，全新的eg.At the bottom sits the shiny, brand new train station equipped with greatchandeliers.山脚坐落着光亮崭新的火车站，安装着漂亮的大吊灯。
第16篇：小学英语《Look at》 me 全英文教案.
Topic: Unit 2 Look at me
Teaching Content: 1.Vocabulary: eye, ear, nose, mouth, face.2.Sentence pattern: This is my eye/ear…
Teaching Aims: 1.Can listen, speak, read and write the eye, ear, nose, mouth, face about body part, and can introduce these parts of themselves body in English.2.Understand to instruction terms of expreing touch, can listen clear, and do appropriate action according to instruct.3.Get the correct pronunciation of new words and sentences.Teaching Important Points: Learn words about eye, ear, nose, mouth, face.Teaching Difficult Points: 1.The pronounce of “mouth” is more difficult, teacher can remind students appropriately, pay attention to pronounce of “th”.2.Master the new words and sentences correctly.Teaching Aids: 1.A sheep and about pictures of eye, ear, nose, mouth, face.2.Body language.Teaching Procedures: Step 1 Greetings(1 minutes)
T: Good morning, boys and girls.S: Good morning, teacher.T: Long time no see.S: Long time no see, too.T: How are you, today? S: I'm fine, thank you.And you? T: I’m fine, too, thank you.Step 2 Revision(4 minutes)Review content of last leon orally.T: Last leon, what did we learn? Do you remember?
Page 1 S: Yes, I do.T: Ok, now, you say it and I write down.S: pig, cat, tiger, sheep.T: Well down.Now, read the words, you together, one two begin.S: Read all words.T: Very good.Step 3 Warming-up and Leading-in(3 minutes)
T: Everyone, pay attention to me, what’s this in English? S: It’s a sheep.T：Yes, it’s a sheep, a beautiful sheep.Now, if I were a sheep, I will introduce my body parts, listen to me carefully.This is my …? S: Eye.T: Yes, eye, this is my eye.Ok, today, let’s learn new content about body parts.Step 4 Presentation(15 minutes)1.The teacher uses picture to introduce new words: eye, ear, nose, face, mouth.And lead to new words: eye，ear，nose，mouth , face.Let students learn about words fist step.2.Teach and read words: eye，ear，nose, mouth , face.Notice: The pronounce of “mouth” is more difficult, teacher can remind student, pay attention to pronounce of “th”.3.All students read words together aloud.4.Listen and touch:
According to the instruct of teacher, the teacher say: touch your eye, touch your ear… the students do action.Be quickly.5.Play a game: when the teacher says, touch your eye, ear, face…you don’t do any action, but sheep says, touch your eye, ear, face…you must do action.6.4 students come to the platform, play the game, show themselves to everyone.If someone is wrong, he or she will go back their seat, the last one is winner, the teacher will give he or she a candy bar, after cla, and clap hands for them.Step 5 Practice
(10 minutes)
1.The teacher points at myself: Good morning.I'm Mi Liao.Look at me.I introduce my body parts.Point at myself body parts and say: This is my eye.Use same method introduce: ear, nose, mouth, face.2.Let students follow me, read and touch themselves body parts.3.Group activity: listen and point.Page 2 The teacher lets students practice by themselves, pair-work, and then, exchange.4.The teacher lets some students come to the platform introduce themselves body parts.And give them encourage.5.Practice news and the sentence pattern together use body language.Step 6 Consolidation(7 minutes)Games: the teacher divides students into two groups, the teacher says sentence, one student of a group run to platform quickly and write it down on the blackboard and read it aloud.So, he or she winner, after that, exchange other student.Like this, five times.Finally, the winner will won a award（a beautiful star）,and give encourage to failure.Step 7 Summary(3 minutes)All students read new words and sentence aloud.The teacher make a summery, repeat content of this leon.Step 8 Homework(2 minutes)Copy the new words and sentence pattern three times.Page 3
Teaching Reflections 小学开设英语课是当代社会发展的需要，可以有效地提高我国英语水平。小学生模仿力、记忆力、可塑性强，具有许多成年人甚至中学生不具备的优越条件，小学开设英语可以发挥他们学习语言的潜力。小学开设英语课可以使小学生了解其他国家和民族的优秀文化传统，开阔眼界，扩展他们的知识，提高他们的思想品德修养，树立国际意识。因此，我市已经从小学三年级开始开设英语课，采用的是PEP教材。这套教材把语言功能、结构、话题、任务有机结合，采用了多种教学方法，并注意利用多种媒体。
本堂课中间主要还采用了课前运动，分组比赛，分组演练，游戏活动，等一系列形式来进行这节课的教学，其主要目的在于培养三年级学生对英语产生浓郁的学习兴趣。俗话说：“兴趣是最好的老师”。我要说，兴趣也是学习好英语的前提，当然任何事物都是这样。除此之外，逐步认知身体部位的新授单词以及本课的重点句型 “This is my…”。因为每一个环节的紧凑安排，合理的分散重，难点等环节，使学生不自觉的在欢快的氛围当中已经做到了学以致用，这也是我的目的所在。不过，我觉得在一些细节操作上仍然有所欠缺。在小组练习句型游戏时，学生对新句型掌握不太牢固，因而有些学生说出来的时候不是那么准确。在以后的教学中，我会努力加强个人文化知识的学习以及让学生有效及时地掌握理解新知识，巩固旧知识，让课堂变得更加生动形象有趣。
Page 4
第17篇：中学英语教师招聘面试全英文说课稿
Good morning, dear judges.It’s my great honor to be here to present my leon..I’m number ____, Today I’ll talk about the senior English for China student’s book1B unit _____,my content is made up of 8 parts: Analysis of the teaching material, Analysis of the students material ,Teaching aims and important, difficult points ,Teaching aids ,Teaching methods ,Teaching procedure ,and conclusion.Well firstly, I’ll talk about part 1, analysis of the teaching material.This leon is mainly about ______.The topic is related to our life, so it’s easy to arouse students’ interest.As we all know, interest is the best teacher for students.Then, I will talk about part 2, analysis of the students.They have learned English for some years, so they can understand some words and simple sentences.They’re active, interested in new things, so I’ll design some interesting actives to attract their attention.Next, I’ll talk about teaching aims.There’re knowledge aims, ability aims and emotional aims.Knowledge aims are to enable students to master new words, phrases _____and the sentences pattern , such as _____.Ability aims are to improve students’ speaking and listening ability, they can use words and phrases to talk about something in our life.Emotional aims are to develop the spirit of cooperation by pair work and competition.Well, next important and difficult points.Important and difficult points are to develop students’ speaking and listening ability , and master the usage of key sentences correctly.Another part , teaching methods.In this leon , I’ll mainly use “Task-based teaching methods” and situational approach, using different can make the cla active.Now, I’ll talk about the most important part-teaching procedure.There’re 5 steps in the part.Step 1 warming up.It will cost 3 minutes
In this step, I’ll ask students to have a free talk with the knowledge they have learnt last leon.in this way , students will pay their attention to our cla easily , and their speaking ability will be improved.Step 2 leading in.It will cost 2minutes.I’ll show some pictures about(development , pollution English ,spaceship), and tell something about _________, these can form a relaxing atmosphere and let the students get ready for the next step.Step 3 presentations.It’ll cost 20 minutes
I’ll show some words and sentences ,and ask students to gue the meaning of new words , with the help of PPT.I’ll set a real situation to help the cla learn new words and sentence pattern.students can follow the tape recorder reading words and text.Situational approach is used here.Step 4 practice.It’ll cost 10 minutes
In this step, I’ll divide the whole cla into 4groups to have a competition by reading the dialog and role-playing.Then ,I’ll ask students to make a new dialog to check if they can use new words and sentence pattern correctly.Task-based teaching method is used here ,and students’ cooperation ability will be well developed.Step 5 summary.It’ll cost 5 minutes.In this step, I’ll guide students to conclude key words and sentence pattern to wide their knowledge
In the end ,I’ll give some homework ,go over today’s leon and preview next leon , go to the library or search the internet for some information ,then write a short paage.And ,this is my layout design.Ok ,that’s all for my leon ,Thank you a lot for your listening.
第18篇：中学英语校本课程的教案
中学英语校本课程的教案
Language Knowledge:
1.What can I do for you? 我可能为你做什么？
2.Can I help you? 我能帮你吗？
3.What would you like…? 你来点什么？
4.What about…? ……怎么样
5.How much is the…? 这个……多少钱？
6.I’d like… 我想要点……
7.Here you are.给你。
8.That’s too expensive.那太贵了！
Teaching Importance:
How to buy anything?
Cla Opening:
Step1:Greeting
Step2:Lead in
T: Where are you going this weekend?
S1, S2, S3，T: Tomorrow is Saturday.I’m going to the clothes store.Because I want to a skirt.How about you ?
S1:I want to the bicycle store.S2:………
T: Let’s go!Step3: In the clothes store
1.Listen to a short paage about shopping and answer:
what does a clerk say when a man comes in?
How to ask money?
How to expre what you want to buy?
2.Check the answer(teacher write the sentences on the blackboard)
3.Practise in the cla.(T and Ss , Ss and Ss)
Example:
A: What can I do for you?
B: Have you got any black shoes in size eight?
A: I’m sorry.We’ve sold out the shoes in your size.B: Never mind.Let me look at your suits.May I try this one on, please?
A: Certainly, sir.B: It looks great.How much does it cost?
A: 200 dollars.B: That’s much too expensive.Have you got anything cheaper?
A: Yes.The brown ones over there are only 120 dollars.You may try it on.B: All right.Mm, I’ll take it.Thank you.Bye.A: Goodbye.Step4: Show the dialogues
Ss play th dialogue in front of the cla.Step5: Do some exercise
A: __1___ can I do for you?
B: I’d like to buy some mooncakes __2__ Mid-autumn Festival.A: We have many __3__ kinds of mooncakes here.Which kind do you like b __4___ ?
B: The one __5____ meat in it.A: How ___6___ do you want?
B: Ten.A: What __7___ do you like to buy?
B: Do you have ___8__ to drink?
A: Yes.They are over there.B: I want three bottles __9___ orange juice.A: OK.Here you are!
B: How much are they all __10____?
A: Fifty yuan.B: I’ll take them.Here’s the money.A: Thank you.Step6: Cla closing
Home work: 1.Practise the dialogue after cla.2.Make up a mew dialogue.Leon3 Borrow
Language Knowledge:
1.May I borrow your…? 我可以用你的……吗？（句型出示）
2.Could you lend me your…? 你可以借给我你的……吗？
3.Would you please buy a…for me? 你能为我买一个……吗？
4.I won’t keep it long.我不会借太久。
5.How long may I keep the…? 我可以借……多长时间？
6.Can I have a …… ? 我能有…… ?
Teaching Importance: How to borrow anything from anybody?
Cla opening:
Step1: Greetings
Step2: Lead in:
T: My pen is broken.I need a pen.Ss: Understanding.T: Excuse me.May I borrow your pen, please?
S1: Sure.How long can I keep?
T: Thank you!I won’t keep it long.Two weeks.S1: You are welcome!(板书对话)
Step3: Practise in pairs
Step4: Would you please buy a new T-shire for me?
Lead in :My bicycle is broken.Would you please buy a new one for me?
Ss make up a new dialogue in groups.Play the dialogues in front of cla.Step5: Do some exercise
A: Excuse me, may I ___1__ your bike, please?
B: OK!
A: __2____ is it?
B: Beside the window.A: Oh, I see it.B: Where are you going, may I ask?
A: I’m going to ___3__.I want to buy some food.B: Is that so? Can you bring some oranges for me?
A: Sure.B: Here is the __4__ to the bike.A: Well.I must __5__ now.See you later.B: See you.Step6;Cla closing
Homework: 1.Practise the dialogue after the cla.2.Make up a new dialogue.Leon4 Friut
教学目的和要求(Aims and Demands):
通过对话的学习，使学生了解并掌握购物时的常用语。
能够用英语说出一些常见的水果名称。
教学重点（Main points）:
能够用英语表达购物时的常用语。
教学难点（Difficult Points）:
学生能够根据基本的句型结构作简单替换，并分组做对话。
教学时间（Teaching points）: 1课时
主要教法（Teaching Aids）: 多媒体
教学步骤（Teaching Steps）:
Step 1.导入新课
通过假设情境的方式导入，即假设一个买水果的情景
Step 2.新授部分
学生对话展现：课前布置2名口语较好的学生背诵对话，并将其以表演的形式呈现给大家。
在学生做对话的过程中，教师提炼重点句型并列在黑板上。之后逐个讲解。如：Can I help you? I’d like …… How much do you want?(问需要多少)How much are they?(询问价钱)Here is the money!等
三、大屏幕再次呈现完整的对话内容
Step 3.练习巩固
教师结合大屏幕上出现的图片，介绍一些常见水果的英文名称，引导学生分组进行买卖水果的情景对话。
Step 4.总结、布置作业
鼓励学生将对话内容运用到实际当中。
总 结
练习
介绍常见水果的名称
学生自编对话
导入新课
学生跟读、学习
第19篇：北师大版小学英语一年级(下)英文教案
Unit 7 Animals Leon 1 Teaching aims: Vocabulary: rabbit
bird
numbers one through ten
dog
cat
fish Structures(New)
Receptive: What is it?
Productive: It’s a dog.Structures(Review)
Receptive: How many…? Teaching preparation：
Prepare the posters and flashcards for this leon.Teaching steps：
Step1：review the numbers one through ten.Call out numbers from one trough ten randomly.Have children listen and hold up the correct number of fingers. Step2：Preview
Review the words dog, cat and fish with the flashcards.Hold up the flashcard for rabbit.Present the word rabbit.Model the word at least twice, and then have the children repeat after you in a choral drill.Point to the picture and elicit the word from individual children.Repeat the step above to present the new vocabulary: bird.Review the five words by repeating the step above. Step3：Presentation of new language
Have children open their books and look at the picture.Using Chinese, discu the picture.Ask children where the characters are, what they are doing, how they feel, what Ann has bought, and so on.Ask, “What colors can you see ?” Hold up your copy of the book and point to different animals, eliciting the colors.Now point to the dogs and ask, “How many dogs are there?” Elicit, “Three.”
Repeat the step above for bird, cat, rabbit, and fish. Step4：Talk about the story
Have the children look at the pictures as you play the tape.Play the tape again and have the children repeat the words. Step 5：Touch and say
Have children open their books and direct their attention to the pictures and words along the foot of the page.Play the tape, and have them point to each picture as they hear the matching word.Replay the tape while displaying your copy of the page.Without the tape, read the words together.板书设计：
Leon 1 What is it? It’s a dog.How many…? 课后小结：由于是新授课，学生对单词的掌握情况不太熟练，下节课要多练习。Leon 2 Teaching aims： Structures(Review)
What is it?
It’s a dog.Vocabulary: dog
cat
rabbit
fish
bird Teaching preparation：
The flashcards for this Unit.Teaching steps： Step 1：Preview
Review the flashcards for this Unit.Collect together pictures of fish, dogs, cats, rabbits, and birds.Cover one of the pictures with a piece of card so that when you hold it up, the children cannot see what it is.Have the children gue what animal it is.Elicit “It’s a fish.” Repeat the steps for dog, cat, rabbit, and bird. Step 2：Trace and match
Have the children look at the pictures to be traced at page 4.Have the children trace the animals and say the sentences for each one.Now have children read the sentences on the page.Direct them to join the words to the matching pictures with a pencil. Step 3：Sing the song Read the words and have children listen and follow the words silently.Play the tape without stopping.Have children listen and point to each number and animal as it mentioned.Play the song again and have children join in with the words.As they chant they should point to the illustrations.Divide the cla into five groups.Aign each group two consecutive numbers.Each group sings a verse and the cla mimes or does an imitation of the animals mentioned. Step 4：Set homework Ask the children to remember the words.课后小结：学生对数字掌握的比较熟练，但个别学生对句子掌握的不是太好，下课后需多加辅导。Leon 3 Teaching aims: Review: What is it?
It’s a dog.Teaching preparation: Flashcards for cat, dog, rabbit, fish, and bird.Pencils or crayons.Teaching steps： Step 1：Listen and practice Have the children open their books at page 6.draw their attention to the photograph of the mouse.Point to the picture on the page and say, “This is mouse.” Play the tape, pointing to the photograph of the word.Now replay the tape and have children touch the photograph as they listen.Play the tape one more time and have children listen and repeat the word, mouse.Repeat the procedure above for the words monkey, net and nest. Step2：Say the rhyme Tell the children that they are going to learn a thyme about animals.Play the tape, the teacher acts out the thyme while listening to it.Try to make children understand the meaning of the thyme.Play the tape for third time, have the children listen to the tape and encourage them to say one or two words with the tape.Play the tape again and again and have the children act or clap their hands with the rhyme, have them shout out words or phrases.Have the children act out with the teacher while trying to say the rhyme. Step 3：Match and draw Hold up your copy of the book, point to each drawing and elicit the name of the animal.Draw children’s attention to the seven pictures of pet animal habitats.Explain that they are going to decide which animal lives where.Now have the children copy the line drawing of each animal into the correct place. Step 4：Homework Ask each child to make a mask of their favorite animal.课后小结：这节课作练习效果比较好，学生掌握单词的熟练程度好多了。Leon 4 Teaching aims: Structures(Review)What is it?
It’s a dog. Vocabulary: dog
cat
rabbit
fish
bird
mouse monkey Teaching step: Step 1: Warm-up Review he rhyme from the previous leon.Have children say the rhyme in a cla chorus.Then say it in teams or chose individual student to say the rhyme.Encourage students singing animal songs or saying animal rhyme while imitating the animal. Step 2 Review with poster Using Chinese, ask them to describe the picture.Ask where the characters are, what they are doing and how the children think the characters feel.Say, “Point to a dog.” and have the children point to a dog.Repeat this for bird, cat, fish, and rabbit.Practice asking yes/no questions.Point to the rabbit and ask, “Is it a dog?” Elicit, “No” or “No, it is a rabbit.” Step 3: Match and color Say, “Open your books.” Have the children look at the picture.Say “Find a dog.” Have children point to a dog in the picture.Repeat the step above for fish, cat, rabbit, bird, mouse and monkey.Draw children’s attention to the text at the top of the page.Have them read each sentence silently.Explain that they are going to match each sentence with one of the animals.Set enough time for children to do the matching activity.Then have them color each animal according to the sentences. Step 4: Find and color Have the children open their books and look at the picture.Explain that in the picture there are some animals.Give children a few minutes to look for the animals.When all the children have found the animals, they can color them and share their pictures with cla. Step 5: Set homework Review the words 课后小结：在做练习之前先对单词进行复习，学生熟练掌握之后，再做单词连线，学生掌握的比较好。Unit 8 Shapes Leon 1 Teaching aims: Structures(New)Receptive: What shape is it?
Productive: It’s a square. Structures(Review)Receptive: What is it?
Productive: It’s a dog. Vocabulary(New):square circle triangle star
heart rectangle Vocabulary(Review): dog cat rabbit fish bird mouse monkey net nest Teaching preparation: Prepare student cards, poster for this Unit, sciors, crayons, and pencils.Teaching Steps: Step 1: Review Review the words.Ask, “What is it ?” and have children respond, “It’s a dog.” Repeat for all the words of animals. Step 2: Preview Use the flashcards to present the new vocabulary.Hold up the flashcard for square and have children look at it.Point to the square and say, “It’s a square.” Present the word, square.Model the word at least twice.Now have children repeat after you in a choral drill.Then point to the shape and elicit the word from individual children.Repeat the step above and present the new vocabulary: circle, triangle, rectangle, star, and heart.Review the six new words by holding up different shapes and eliciting the word from the children in a choral drill, and then from individuals. Step 3: Model the dialog Pin up the Poster for this Unit where all the children can see it.Allow a few minutes for the children to look at it.Using the cookies on the poster to present the other new structures: It’s a square, It’s a circle, It’s a triangle. Step 4: Talk about the story Have the children open their books at pages 10.Have the cla look at the picture as you play the tape.Play the tape again and have the children repeat the words. Step 5: Story Play the tape and have the children look at the pictures as they listen.Play the tape again, pausing at each picture.Have the children repeat the words each time. Step 5: Set homework Ask the children to remember the words and practice the sentences.课后小结：本课的单词为形状类，而且发音较难，可以指出新单词中发音与原来所学单词相同，学生接受的会更快一些，例如：circle中的/ir/与bird中的/ir/发音相同。Leon 2 Teaching aims: Structures(Review)Receptive: What shape is it?
Productive: It’s a square. Vocabulary: square circle triangle star heart rectangle Teaching preparation: Flashcards for this Unit.The puppet of Uncle Booky.Pencils and crayons for coloring.Teaching steps: Step 1: Review Have the children take out the set of shapes that they made in the previous leon.Say, “Star” and have children stand up and hold up their star shape.Repeat the step above for square, circle, triangle, rectangle, and heart.Let children call out shape names and have the cla listen and trace the shape in the air. Step 2: Preview Place your set of flashcards in a box, a hat, or inside a book so that the children cannot see.Very slowly remove one of the shapes from the box.Children watch and try to gue what the shape is.Have them call out, “It’s a square.”
Continue until you have revealed all the shapes. Step 3: Look and draw Student Activity Book page 12 Have the children look at the shapes to be traced.Give the children a few minutes to look the picture carefully, and find the shapes.Do the first line with the children and give children enough time to finish all the blanks.Check the answers by having children hold up their books and show their pictures to the rest of the cla. Step 4: Sing the song Explain to the children that they are going to learn a sng about shapes.Say the names of the shapes and have children point to each one.Read the words and have children listen and follow th e words silently.Now play the tape without stopping.Have children listen and point to each shape as it is mentioned.Play the song angina.Have children join in with the words.As they sing, they should point to the shapes. Set homework Sing the new song to their families.课后小结：兴趣是最好的老师，在游戏中教学往往得到很好的效果，本节课的歌曲引导学生在韵律和节奏中记忆掌握单词，学生掌握情况好多了。Leon 3 Teaching aims: Structures(Review)Receptive: What shape is it?
Productive: It’s a square. Vocabulary: square circle triangle star heart rectangle Teaching preparation: Flashcards for this Unit.Children’s sets of shapes.Pencils and crayons for coloring.Teaching steps: Step 1: Review Review the flashcards for shapes that the children have already known. Step 2: Listen and practice Direct children to open their books and draw their attention to the photograph of he orange.Point to the picture and say, “This is an orange.”
Play the tape, pointing to the photograph of the word.Now replay the tape and have children touch the photograph as they listen.Play the tape on more time and have children listen and repeat he word, orange.Repeat the procedure above for other words, octopus, and pen.Review the word pencil with the flashcard. Step 3: Say the rhyme Tell the children that they are going to learn a rhyme.Play the tape , the teacher acts out the rhyme while listening to it.Try to make children understand the meaning of the rhyme.Play the tape again, and encourage the children to clap their hands or act out while listening.Encourage children to say one or two words with the tape.Have the children act out with the teacher while trying to say the rhyme. Step 4: Trace and match Have children look at the shapes to be traced at page 15.Direct the children to trace each shape carefully and produce the word for each one.Now have them read the vocabulary words on the page.Explain that they are going to match each word with one of the shapes.Have children join the words to the shapes with a pencil. Step 5: Set homework Ask the children to say the rhyme to their families.课后小结：歌谣提高了学生的兴趣，大部分学生听说练习都达到了熟练的程度，个别学生需要辅导。Leon 4 Teaching aims: Structures(Review)Receptive: What shape is it?
Productive: It’s a square. Vocabulary: square
circle
triangle
star
heart rectangle orange octopus ostrich pig peacock Teaching preparation:
poster for this Unit Pencils and crayons for coloring Teaching steps: Step 1: Warm-up Review the rhyme from the previous leon.Have children say the rhyme in a cla chorus, then in teams or chose individual student to say it.Review the words belong to shapes. Step 2: Review with poster Give the children an opportunity to produce anything they can about the illustration.Point to different objects and ask, “What color?” Elicit, red, brown, green and so on.Point to different objects and ask, “How many?” Elicit, one, two, and so on.Say, “Show me a circle.” Have children point to a circle.Repeat the step above for square, triangle, star, and heart. Step 3: Read and color Direct their attention to the instructions in the top left-hand corner of the page 16.Read the instructions together and check that all the children understand what they are going to do.Have children find the shapes within the body of the robot and color according to he instructions.Check the answers by having children hold up their books and show their colored pictures to the rest of the cla. Step 4: Find and color Explain that children are going to look for the shapes within the picture and say the name of each one.Ask the children to color the shapes and check the answers. Step 5: Set homework Ask the children to review the words and sentences of this unit.课后小结：通过复习和练习，大部分学生已经掌握了本单元的单词和指令，课本练习中的涂色练习很好的检查了学生掌握单词的情况，根据教学反馈及时调整教学进度和教学方式。Unit 9 Food and drink Leon 1 Teaching aims: Structures(New)
Productive: I like hamburgers. Structures(Review)Receptive: What shape is it?
Productive: It’s a square. Vocabulary: hamburgers
French fries pizza
chicken juice milk ice cream rice noodles Teaching preparation: Flashcards for Unit 8.The poster for this unit Sciors, pencils, and crayons for coloring Teaching steps: Step 1: Review Review the words of shapes. Step 2: Preview Use the flashcards of food and drink items to present the new vocabulary.Hold up the flashcard for milk.Say, “It’s milk.” Present the word milk.Model the word at least twice.Now have children repeat after you in a choral drill, then elicit the word from individuals.Repeat the step above and present the following new vocabulary: hamburgers ,French fries, pizza, chicken, juice, milk, ice cream, rice and noodles.Review the nine new words by holding up the flashcards and eliciting the words from the children in a choral drill, then from individuals. Step 3: Presentation of new language Pin up the poster for this unit where all the children can see it.Allow a few moments for the children to look at it.Teach the concept of “like.” Point to the hamburgers on the poster and convey the idea to the children that you like them.Present the structure, I like hamburgers.Model the structure at least twice.Now have children repeat after you in a choral drill, then elicit the structure from individuals.Repeat the step above ad, using the food and drink illustrations in the poster, present the other new structures：I like French fries, I like pizza, I like chicken, I like juice, I like milk and so on. Step 4: Story Have the children open their books to pages 18.Have the children look at the picture as you play the tape.Play the tape again and have the children repeat the words. Step 5: Touch and say Have children open their books and direct their attention to the illustrations and words that appear around the border.Play the tape, and have them point to each picture as they hear the matching word.Replay the tape while displaying your copy of the page.Touch the photograph of pizza, say, “I like pizza.” Repeat this procedure for other photographs.Have children word in pairs.One child points to pictures of food and drink items that he or she likes and produces the structure.The other child looks and listens.Explain to the children that they only point and talk about the pictures of the food and drinks that they like. Step 6: Set homework Ask the children to remember the words of food.课后小结：用情景来引入课文，发现学生的兴趣很高，而且学习效率也提高了很多，以后要多多采用。Leon 2 Teaching aims: Structures(Review)Productive: I like hamburgers. Vocabulary: hamburgers
French fries pizza
chicken juice milk ice cream rice noodles Teaching preparation: Flashcards for this Unit.Pencils or crayons Children’s sets of food and drink cards.Teaching steps: Step 1: Warm-up Hold up the flashcard for milk.With the other hand bounce a ball on the floor and have children produce the word milk each time you bounce the ball.Vary the pace at which you bounce the ball.Repeat the procedure with the pictures for the other vocabulary items. Step 2: Preview Cover the flashcard for ice cream with a piece of paper or card so that the children cannot see the picture.Hold up the covered picture and very slowly begin removing the paper or card.Children try and gue what the food or drink item is.Have them call out their guees.Continue until you have revealed all the vocabulary items. Step 3: Trace and circle Have the children look at the pictures to be traced.Have children carefully race each item and orally produce the word for each one.Now have them read the vocabulary words below each picture.Explain that they are going to choose the correct word for the picture and circle it.Have children circle one of the words with a pencil. Step 4: Sing the song Tell children that they are going to learn a song about food and drink.Read the words and have children listen and follow the words silently.Explain that only the first three verses are printed on the page, but that the children will hear about all the food and drink items that are illustrate.Now play the tape without stopping.Have children isten and point to each food or drink item as it is mentioned.Play the song again and have children join in with the words.As they sing, they should point to the pictures. Step 5: Set the homework Ask the children to sing the song to their families.课后小结：指令练习和歌曲提高了学生的兴趣，在游戏中教学，可以达到事半功倍的效果。Leon 3 Teaching aims: Structures(Review)Productive: I like hamburgers. Vocabulary: hamburgers
French fries pizza
chicken juice milk ice cream rice noodles quilt queen Teaching preparation: Flashcards for this Unit.Pencils or crayons Children’s sets of food and drink cards.Teaching steps: Step 1: Warm-up Review the rhyme from the previous leon.Have children say the rhyme in a cla chorus, then have them say it in teams or chose individual student to say.Review the sentence “I like milk.”
Step 2: Listen and practice Have the children open their books at page 22.Point to the picture and say, “This is a quilt.”
Play the tape, pointing to the photograph of the word.Now replay the tape and have children touch the photograph as they listen.Play the tape one more time and have children listen and repeat the word, quilt.Repeat the procedure above the words queen, rabbit and rice. Step 3: Say the rhyme Tell the children that they are going to learn a rhyme.Play the tape, the teacher acts out the rhyme while listening to it.Try to make children understand the meaning of the rhyme.Play the tape again, and encourage the children to clap their hands or act out while listening.Play the tape again and again and have the children act or clap their hands with the rhyme, have them shout out words or phrases.Have the children act out with the teacher while trying to say the rhyme. Step 4: Read and draw Have the children open their books to page 23.Have them look at the pictures of food and drink and elicit the vocabulary.Point to the picture of pizza and ask them which category it belongs to.Repeat this for the other eight items.Allow the children time to draw each item in the appropriate group.课后小结：在歌谣学习过程中，鼓励学生看图猜测歌谣大意，引导学生主动学习，并通过歌谣的学习复习单词，效果较好。Leon 4 Teaching aims: Structures(review)Productive: I like hamburgers. Vocabulary: hamburgers
French fries pizza
chicken juice milk ice cream rice noodles quilt queen rain robot Teaching preparation: Flashcards for this Unit.Pencils or crayons Children’s sets of food and drink cards.Teaching steps: Step 1: Warm-up Have children pick a card from their sets of food and drink items.Have them read it and practice the sentences. Step 2: Review with poster Review the vocabulary and structures for this Unit with the poster.Give children an opportunity to produce anything they can about the illustration.Point to the pizza that Ken is eating and ask, “What is it?” Elicit, “Pizza.”
Repeat the step above for the other eight vocabulary items.Point to Mocky’s speech bubble and say, “I like hamburgers.” Have children repeat after you.Point to the other food and drink items and elicit the I like „ structure as a choral drill, then from individuals. Step 3: Read and match Have them read each one silently then look at the pictures.Explain that they are going to match each sentence with one of the pictures.Have children match each sentence to one of the pictures with a line.Check the activity by having volunteers read out a sentence and show the cla the picture to which it refers. Step 4: Find and color Have the children look at the picture at page 25.Explain that they are going to look for things within the picture and color each one in a different color.Have the children count the number of each object and write the number on the right column. Step 5: Set homework Ask cla to review the words and sentences of this unit.课后小结：本节课是复习课，做练习之前对单词和句型进行充分的复习，再做课本上的涂色与连线练习，学生掌握的效果很好。Unit 10 Family Leon 1 Teaching aims: Structures(New)Who’s this? This is my mother. Structures(Review)I like hamburgers. Vocabulary(New)Mother father sister brother friend Vocabulary(Review)Hamburgers French fries pizza chicken juice milk ice cream noodles Teaching preparation Children’s sets of food and drink picture cards from unit 9 The poster for this unit The mask of Ann A piece of paper for each child, and crayons for coloring.Teaching steps: Step1: Warm-up Review the food and drink vocabulary from the previous unit. Step 2: Preview Use the poster for this unit to present the new vocabulary.Pin up the poster where all the children can see it and hae them look at it for a few moments.Explain that today they are going to learn about family members.Point to the picture of Ann’s mother and say, “This is Ann’s mother.” Model the word at least twice.Now have children repeat after you in a choral drill, then point to the picture and elicit the word from individuals.Repeat the step above and present the following new vocabulary: father, sister, brother, friend.Review the new words by pointing to different people in the picture and eliciting the appropriate word from the children. Step 3 presentation of new language Have the children look at the poster.Point to Ann’s mother in the poster and say, “This is my mother.” Present the structure at least twice.Now have children repeat after you in a choral drill.Repeat the step above and , by pointing to the other people in the picture, present the other new structures: This is my father.This is my sister.This is my brother.This is my friend.Review the structures by pointing to different people in the picture eliciting the structure as a choral drill, then from individual children. Step 4 Talk about the story Have the children open the book at pages 26.Have the children look at the picture as you play the tape.Play the tape again and have the children repeat the words. Step 5 Extension Hand out a piece of paper for each child.Explain that they are going to draw pictures of their families.It will include their mother, father, sisters, and brothers.Ask them to include a drawing of a friend.Children place their completed drawings on he desk in front of them.Call out items and have children point to the people in their pictures. Step 6 Set homework Ask children to bring in a photograph or photographs of their families and friends for the next leon.课后小结：本单元的重点词汇属于家庭类，在引入时注意设置适当的情景启动学生的原有知识库，调动学生学习积极性。Leon 2 Teaching aims Structures(Review)This is my mother. Vocabulary Mother
father
sister
brother
friend
Teaching preparation Flashcards for Unit 10 Children’s family photographs.Teaching steps: Step 1 Flashcards review Use the flashcards to review vocabulary for this Unit. Step 2 Read and match Have the children look at the pictures of family on the page 28.Direct the children to read the words on the page.Explain that they are going to match each word with a character in the picture.Set a reasonable time for children to complete the task.Check the activity by having children hold up their books and show the cla which word they joined with each character.If there is time, children can color the picture. Step 3 Sing the song Have the children open their books at page 29.Explain that they are going to learn a new song about family and friends.Say the words and have children point to each person as you say them.Read the words and have children listen and follow the words silently.Explain that only the first three verses are printed on the page, but that the children will hear about all the people who are illustrate.Play the tape without stopping.Have the children listen and point each family member as they are mentioned.Play the tape again and have children join in with the words.As they sing, they should point to the pictures.Have children take out their family photographs or drawings.Encourage volunteers to point to one of their family members and sing a verse of he song about them. Step 4 Set homework Explain to the children that you want them to sing the new song to their families.课后小结：在课堂上适当调整内容结构，融入一些音乐，学生在欢乐中学到的知识更牢固，以后要多采用。Leon 3 Teaching aims: Structures(Review)This is my mother. Vocabulary(Review)Mother
father
sister brother
friend Vocabulary(New)Salad
sandwich
tomato
tea Teaching preparation You will need: Pencils and crayons for coloring Children’s family photographs or drawings.Teaching steps: Step 1 Review Review the words and sentences that have learned. Step 2 Listen and practice Have the children open their books at page 30.Draw their attention to the photograph of the sandwich.Point to the photograph of the word.Play the tape, pointing to the photograph of the word.Now replay the tape and have children touch the photograph as the listen.Play the tape one more time and have children listen and repeat the word, sandwich.Repeat the procedure above for the word salad, tomato and tea. Step 3 Say the rhyme Tell the children that they are going to learn a rhyme.Play the tape, the teacher acts out the rhyme while listening to it.Try to make children understand the meaning of the rhyme.Play the tape again, and encourage the children to clap their hands or act out while listening.Play the tape again and again and have the children act or clap their hands with the rhyme, have them shout out words or phrases.Have the children act out with the teacher while trying to say the rhyme. Step 4 Trace and match Direct children’s attention to the things they are going to trace.Help them to trace the food and drink carefully and say the names of these things.Read the words in the middle of the page.Ask children to match the pictures with the words.If there is time, have children color the pictures. Step 5 Set homework Tell the children that you want them to color the pictures for homework.课后小结：同过反复的听说练习，加强了学生对单词和句型的理解，在做练习前先复习所学知识，效果比较好。Leon 4 Teaching aims Structures(Review)This is my mother. Vocabulary Mother
father
sister
brother
friend
salad
sandwich
tomato
tea Teaching preparation The poster of this unit.Pencils and crayons for coloring.Teaching steps: Step 1 Review with poster Using Chinese, talk about the picture.Discu what Ann and Mocky are doing, where the family is on vacation and what each person is doing in the pictures.Point to the ice cream and ask, “What’s this?” Elicit, “Ice cream.” Review the family members and friend. Step 2 Read and circle Have the children open their books at page 32 and ask them to look at the family tree.Using Chinese, ask them if they know what a family tree.Point to each person in the family tree and elicit the vocabulary words.Now have children read the words below each illustration.Explain that they are going to circle the word that describes the person above/ Have children circle five words and then check the activity together.Have children hold up their books and show the cla the word that they circled for each person. Step 3 Find and color Have children look at the picture and say anything they can about it in English.Point to different family members in the picture and elicit the vocabulary.Explain that children are going to look for the things they have learned within the picture and color each one in a different color.Set enough time for the children to color the picture and check the exercise by having children hold up their books and show their pictures to the rest of the cla. Step 4 Set homework Review the words of this unit.课后小结：通过学习，学生对单词和句型已经熟练掌握，在原有知识的基础上让学生理解家庭树的含义，学生的兴趣很高，求知欲强，效果比较好。Unit 11 Clothes Leon 1 Teaching aims Structures(New)It’s a dre.They are pants. Structures(Review)This is my sister. Vocabulary Dre
shirt
pants
sweater
socks
shoes Teaching preparation Prepare the flashcards for this unit and the poster for this unit.Teaching steps Step 1 Warm-up Review the family words and rhyme from the previous unit. Step 2 Preview Hold up the flashcard for sweater.Say, “It’s a sweater.” Model the word sweater at least twice.Now have children repeat after you in a choral drill, then elicit the word from individuals.Repeat the step above and present the new words shirt and dre.Now hold up the flashcard for pants.Say, “They are pants.” Model the word pants at least twice.Now have children repeat after you in a choral drill, then elicit the word from individuals.Repeat the step to present shoes and socks.Review the new words by holding up different flashcards and eliciting the word from the children in a choral drill. Step 3 Story Have the children open their books at pages 34.Have them look at the picture as you play the tape.Play the tape again and have the children repeat the words. Step 4 Touch and say Have children open their books and direct their attention to the words that appear along the foot of the page.Play the tape , and have them point to each picture as they hear the matching word.Replay the tape while displaying your copy of the page.Direct the children to look at the pictures at the bottom of this page.Have them work in pairs, taking turns to point to and say the words for all the pictures.Provide a teacher-children example: have one child point to a photograph;you respond with the word. Step 5 Set homework Have children open their books to the page of the clothes cards.Have the children color them.课后小结：本单元为服装类词汇，在引入新单词时，要先复习以前所学的颜色词汇，在由学生本身的着装引入所学单词，效果较好。Leon 2 Teaching aims Structures(Review)It’s a shirt.They are shoes. Vocabulary Dre
shirt
pants
sweater
socks
shoes Teaching preparation Prepare the flashcards for this unit and the poster for this unit.Children’s clothes picture cards.Teaching steps Step 1 Review Have children take turns to call out words and have the other children listen and hold up their picture cards. Step 2 Preview Cover the flashcard of a dre with a piece of paper or a card so the children cannot see it.Hold up the covered flashcard and gradually reveal it by slowl removing the paper or card.Have children try to gue what the clothing item is.Explain that they must use It is or They are in order to win the point.Have theme call out their guees individually, or make it into a team game.Repeat the procedure with the flashcards of the other clothes vocabulary. Step 3 Trace and match Have children open their books and look at the pictures that they are going to trace and gue what each one is.Elicit, “It’s a shirt.” Or “They are socks.”
Now have children trace each item of clothing with a pencil/ Ask the children to read the words on the page.Have them match each word with one item of clothing.Check the answer by having children hold up their books and show the cla which word they joined with which item of clothing. Step 4 Sing the song Have the children look at the illustrations that accompany the song.Say the names of the clothes and have children point to each item.Read the words and have children listen and follow the words silently.Play the song straight through.Have the children listen and point to the clothes as they are mentioned.Play the song again.Have the children join in with the words.Have children take out their sets of clothes cards.Play the tape again and have children hold up the clothes items as they are mentioned. Step 5 Set homework Ask the children to sing the new song to their families.课后小结：歌曲的反复诵唱让学生在节奏和韵律中再次熟悉所学单词，在歌曲的学习过程中，假如适当的动作 帮助学生理解歌词含义，学生兴趣很高。Leon 3 Teaching aims Structures(Review)It’s a shirt.They are shoes. Vocabulary(Review)Dre
shirt
pants
sweater
socks
shoes Vocabulary(New)Umbrella
violin
watermelon
watch Teaching preparation Prepare the flashcards for this unit and the poster for this unit.Children’s clothes picture cards.Teaching steps Step 1 Review Call out clothes words randomly and have children respond by miming getting dreed. Step 2 Listen and practice Ask children to open their books and draw their attention to the photograph of the umbrella.Point to the picture on the page and say, “This is an umbrella.”
Play the tape, pointing to the photograph of the word.Now replay the tape and have children touch the photograph as they listen Play the tape one more time and have children listen and repeat the word, umbrella.Repeat the procedure above for other words, violin, watermelon and watch. Step 3 Say the rhyme Tell the children that they are going to learn a rhyme.Play the tape, the teach acts out the rhyme while listening to it.Try to make children understand the meaning of he rhyme.Play the tape again, and encourage the children to clap their hands or act out while listening.Play the tape for the third time, have the children listen to the tape, and encourage them to say one or two words with the tape.Play the tape again and again and try to have the children act or clap their hands with the rhyme, have them shout out words or phrases.Have the children act out with the teacher wile trying to say the rhyme. Step 4 Read and color Have the children look at the picture on the page 39.Ask children what they can see.Ask them if this looks like their bedroom at home.Now say, “ They are blue.” Have children color the socks blue.Repeat the procedure for the other items in the picture. Step 5 Set homework Ask the children to say the rhyme to their families.课后小结：本课中的连线很好地检测了学生对单词的掌握情况，在听说练习中加深学生对句型的掌握，这样可以达到很好的效果，以后要多采用。Leon 4 Teaching aims Structures(Review)It’s a shirt.They are shoes.Teaching steps Step 1 Warm-up Review the rhyme from the previous leon.Say the rhyme in a cla chorus, then in groups or chose individual student to say. Step 2 Review with poster Review the vocabulary and structures for this unit with the poster. Step 3 Read and match Have children look at the pictures at page 40.Have them say the English names of these pictures.Teacher says the English, and have the children point to the picture.Have the children read the sentences in the middle.Explain that they are going to match each sentence with one of the pictures.Have the children match each sentence to one of the pictures with a line. Step 4 Find and color Have children open their books, look at the picture and say anything they can about it in English.Now discu the picture briefly in Chinese.Explain that the children are going to look for clothes they know in the picture, and color each one. Step 5 Set homework Review the unit words.课后小结：在复习中让学生做一些小练习，可以检验学生的掌握情况，这样就可以更有针对性地复习。Unit 12 I can swim Leon 1 Teaching aims Structures(Review)It’s a dre.They are pants. Structures(New)I can jump. Vocabulary Can
jump
swim
walk
run
dance
dre
shirt
pants
sweater
socks
shoes Teaching preparation
The poster for this unit Teaching steps Step 1 Warm-up Explain that children are going to point to the clothes that you call out. Step 2 Preview Explain that today the children are going to learn how to talk about some things they can do.Make sure you have all the children’s attention and jump into the air.Jump again and say, “I can jump.” Model the word jump at least twice.Now have children repeat after you in a choral drill.Then elicit the verb from individuals.Repeat the step above and present the following new vocabulary: swim, walk, run, dance.Now have children do the actions when you say the words. Step 3 Story Have the cla look at the picture as you play the tape.Play the tape again and have the children repeat the words. Step 4 learn the words Have children open their books and direct their attention to the words that appear along the foot of the page.Play the tape, and have them point to each picture as they hear the matching word.Replay the tape while displaying your copy of the page.Without the tape, read the words together.Have the children work in pairs to read the words. Step 5 Set homework Review the unit words.课后小结：本单元的单词为动作类，在情景引入时，可以让学生在课堂前先跟着老师做动作，既提高了学生的注意力，也加深了学生的印象。Leon 2 Teaching aims Structures(New)I can jump. Vocabulary Can
jump
swim
walk
run
dance
Teaching preparation Flashcards for this unit.Teaching steps Step 1 Review Review the words that have learned last cla Step 2 preview Pin up the flashcards for the five verbs on the blackboard.Have children point to the matching picture when you say the word. Step 3 Touch and say Explain to the children that they are going to look at some photographs of what animals can do.Review the sentence “ I can dance.” Have the children read after you. Step 4 Sing the song Tell children that they are going to sing in English about things that they can do.Have children look at the pictures around the song words.Hold up your copy of the book, point to pictures at random and elicit the verbs.Play the tape without stopping and have children listen and point to the actions as they are mentioned.Play the tape again and this time have children join in.Now children sing along and do the actions as they are mentioned. Step 5 Set homework Ask children to sing the new song to their families.课后小结：在复习词汇的时候，要大量运用肢体动作，学生在快乐中学习的效果很好，再结合歌曲进行很好地复习和巩固，学生掌握单词很熟练。Leon 3 Teaching aims Structures(Review)I can jump. Vocabulary Can
jump
swim
walk
run
dance
xylophone
yo-yo
zebra
zoo
Teaching preparation
The flashcards for jump, run, walk, dance, and swim Teaching steps Step 1 Warm-up Play some music on a tape or on the radio that you know the children enjoy.Say, “Stand up and dance.” Have children stand up and dance to the music.Explain that when the music stops, they are going to stop dancing and change the action.Pause the music and have children stand still.Now say, “Walk.” Have children walk around until out start the music again and they resume dancing.Continue the activity until children have practiced all the actions and are warmed up. Step 2 Listen and practice Play the tape, pointing to the photograph of the word.Now replay the tape and have children touch the photograph as they listen.Play the tape one more time and have children listen and repeat the word, xylophone.Repeat the procedure above for yo-yo, zebra and zoo. Step 3 Say the rhyme Tell the children that they are going to learn a rhyme.Play the tape , the teacher acts out the rhyme while listening to it.Try to make children understand the meaning of the rhyme.Play the tape again, and encourage the children to clap their hands or act out while listening.Play the tape for the third time, have the children listen to the tape, and encourage them to say one or two words with the tape.Play the tape again and again and try to have the children act or clap their hands with the rhyme, have them shout out words or phrases.Have the children act out with the teacher wile trying to say the rhyme. Step 4 Read and draw Have the children open their books at page 47.Have children look at the six little pictures at the side of the page.Explain that they are going to draw one of these pictures in each space.Have them draw the objects and color them according to the text.Check the answers in a cla drill. Step 5 Set homework Have the children color the pictures on page 47.课后小结：歌谣的学习更好地巩固了学生所学知识；在练习中又充分的检验了学生掌握知识的情况，发现学生掌握的比较好，但仍有个别学生需要加强辅导。Leon 4 Teaching aims Structures(Review)I can jump. Vocabulary Can
jump
swim
walk
run
dance
Teaching preparation
The flashcards for ball, square, ice cream, pants, book, cat
The poster for this unit.Teaching steps Step 1 Warm-up Review the rhyme from the previous leon.Say the rhyme in a cla chorus, then in groups, or chose individual student to say. Step 2 Review with poster Review the vocabulary and structures for this unit with the poster.Have the children point to the picture when the teacher say the word. Step 3 Read and circle Have the children look at the five illustrations on the page.Hold up your book and point to the illustrations.Elicit the verb for each one as a choral drill.Now draw children’s attention to the text below each picture.Explain that they are going to draw a circle around the structure, I can, and the correct verb.Do the first one together as an example , then have children work individual. Step 4 Find and color Have children open their books, look at the picture and say anything they can about it in English.Explain that in the picture there are some animals.Ask children what the animals do.Explain that children are going to look for animals and clothes within the picture and color each one in a different color.Set enough time for the children to color the picture and check the exercise by having children to color the picture and check the exercise by having children hold up their books and show their pictures to the
第20篇：新概念英语第二册leon8英文教案
Leon 8The best and the worst
Teaching aims: 1.to learn the new words: competition, neat, wooden, pool, path;enter for, more
interesting, neat paths, a wooden bridge, over a pool, hard work
Teaching focuses: important phrases, such as enter for, win a prize
Teaching difficulties: the structure of the comparative degree of adjectives
Teaching methods: communicative teaching approach
Tools and materials: a tape and ppt.Teaching procedures:
Step I.Lead in
1.the topic of garden competition and how to win the competition
2.introduce new words and teach the key word “compete”
Step II.Read the text s.by s.Step III.Teach the language points: nearly, enter for, win a prize, more, the most + adj.Step IV.Fast reading with questions
Step V.Retell the story with the given words
Step VI.Grammar(comparative and superlative degrees of adj.)
1.lively cases of comparison to introduce the structure of comparative and superlative
degrees of adj.2.sentence pattern of comparative degrees: A is adj.-er/more+adj.than B
3.sentence pattern of superlative degrees A is adj.-est/the most+adj.限定范围
Step VII.Topic discuion: the most beautiful garden or park
trees and flowers;neat paths more interesting than roads;clear pools;wooden bridges over the pools;the most beautiful/popular park in our city;because there are colorful lights
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