初中英语语音教案模板全英文版

第1篇：英语语音教案英文版

英语语音教案英文版【篇1：英语音标教案】

english phonetic symbols 英语国际音标表（48个）

元音（20个）

辅音（28个）

第一讲 教学目标：

1.要求学生熟练掌握元音(vowels)[i:]、[i]、[e]、[?] 和辅音(consonants)[p]、[b]、[t]、[d]、[k]、[g] 2.要求学生熟练掌握字母aa-nn的音标。

教学重点和难点：

1.掌握元音[i:]、[i]、[e]、[?]和辅音[p]、[b]、[t]、[d]、[k]、[g]的正确发音、口形变化及掌握读音规则。2.掌握辅音和元音的拼读方法。3.字母aa-nn的音标。教学过程： step1 revision

1.复习26个字母，齐唱abc歌。 2.请个别学生朗读字母a-n.step2 presentation

1.告诉学生英语中有26个字母，提问：英语中有多少音标？多少元音，多少辅音？（48个音标，其中元音二十，辅音二十八）元音和辅音的关系就像拼音的声母和韵母一样。

2.今天我们将学习四个前元音[i:]、[i]、[e]、[?]和六个辅音[p]、[b]、[t]、[d]、[k]、[g]。

3.ppt展示四个前元音的口形图，告诉他们发音要领, 请学生跟读。[i:] 发音时舌尖抵下齿，前舌尽量抬高，口形扁平。（它就是字母ee的音标）。[i]发音时舌尖抵下齿，舌前部抬高，舌两侧抵上齿两侧；口形扁平。[e]发音时舌尖抵下齿，舌前部稍抬起，舌位比[i:]低，唇形中长，开口比[i:]

大。

[?]发音时舌尖抵下齿，舌前部稍抬起，舌位比[e]更低，双唇平伸，成扁平

形。

4.请学生个别读，同桌对读，小组读，注意这四个音的区别。

5.要求学生找出自己知道的，含有[i:]等四个元音的单词，并总结字母组合与发音的关系。如： [i:]e she, be, we

eaeat, clean, teacher eesee, three, meet eykey i police [i]i big, pig, fish y any, many, family a orange [e]e bed, egg, ten a many, any，eabread, sweater, [?]a bag, apple, man

6.教六个辅音[p]、[b]、[t]、[d]、[k]、[g]，告诉学生[p]、[t]、[k]是清辅音，不引起声带震动，而[b]、[d]、[g]是浊辅音，引起声带震动。注意和拼音的区别。学生模仿这六个辅音的发音。

7.告诉学生辅音和元音相拼时，“辅音轻，元音重，两音相拼猛一碰”。 8.在读准单个元音和辅音的基础上，将每一个辅音与元音拼读，反复学习朗读音节。如：[pi:] [pi] [pe] [p?] [bi:] [bi] [be] [b?]? 9.ppt展示一些音标，请学生起来拼读。step3 practice 1.请学生按照顺序读这四个元音和六个辅音。

2.任意抽取一张音标卡片，请学生抢答，看哪个小组的回答正确率高。 3.把这十个音标写在黑板的四线格内，注意每个音标在四线格内占的格数，要求学生在练习本上仿写一遍，一定要书写规范。4.绕口令

a big black bug bit a big black bear and made the big black bear bleed blood.each easter eddie eats eighty easter eggs.step4 presentation 1.齐读字母aa-nn

2.问学生哪些字母含有[i:] (b,c,d,e,g)，哪些字母含有[e](f,l,m,n)3.把他们的音标写在黑板上

aa[ei]、bb[bi:]、cc[si:]、dd[di:]、ee[i:]、ff[ef]、gg[d?i:]、hh[ei?]、ii[ai]、jj[d?ei]、kk[kei]、ll[el]、mm[em]、nn[en] 4.请学生根据他们的读音归类。step5 homework 1.熟读音标。2.会默写字母a-n的音标。第二讲

教学目标：

1.要求学生熟练掌握中元音[?:] [?] [?]和辅音（摩擦音）[f] [v] [s] [z]

2.要求学生熟练掌握字母oo-zz的音标。

教学重点和难点：的正确发音、口形变化及读音规则。2.字母oo-zz的音标。教学过程： step1 resivion

1.读音标[i:]、[i]、[e]、[?]、[p]、[b]、[t]、[d]、[k]、[g] 2.默写字母a-n的音标 3.请学生拼读字母的音标。4.给学生一些单词的音标，让个别学生拼读，看是否掌握了拼读的规则。step2 presentation

1.ppt展示三个中元音的口形图，告诉学生他们的发音要领，请学生跟读。

[?] 发音时舌身平放，舌中部略隆起，双唇扁平。[?:] 发音时舌中部比发[?]时略高，双唇扁平。

[?]发音时舌端和舌尖两侧轻触下齿，舌后部靠前部分轻抬起；唇形稍扁，开口度较大，与[?]相似。

2.请学生个别读，同桌对读，小组读，注意这三个音的区别。

3.要求学生找出自己知道的，含有[?:]等三个元音的单词，并总结字母组合与发音的关系。 [?:] er her irbird, girl, shirt orwork, word

urnurse, purple, turn [?] a about, woman, cinema eopen, hello otoday, computer

erfather, mother, worker ordoctor oar cupboard our colour [?] uus, under, number obrother, come, some ouyoung

5.把每个辅音和每个元音相拼。如[f?:] [f?] [f?]? step3 practice 1.把这十二个音标写在黑板的四线格内，注意每个音标在四线格内占的格数，要求学生在练习本上仿写一遍，一定要书写规范。2.学生按照顺序读黑板上的音标，纠正个别错误。3.绕口令，区别[s] 和[∫]的发音 she sells sea shells on the seashore.the seashells she sells are seashells she is sure.if she sells seashells by the seashore, i’m sure she sells seashore shells.4.ppt展示一些单词的音标，请学生拼读。step4 presentation 1.读字母oo-zz。

2.找出含有[i:] 和[e]的字母[i:] pp tt vv [e] xx

3.请学生试着写出这五个字母的音标，如果他们写对了给予一定的奖励来激发他们的学习积极性。

4.让学生动起来，尝试写出其他几个字母的音标。 5.把字母oo-zz的音标写在黑板的四线格内。

1.熟读今天所教的音标。 2.默出字母o-z的音标。

【篇2：语音教学英语教案设计】

teaching pronunciation

i.background information: 1.there are 40 students in our cla, including 20 girls and 20 boys.they all almost 9--10 years old.they are grade 3 in primary school.2.time: about 15 minutes ii.teaching aims

by the end of the cla, students will be able to:

1.know the pronunciation of the 26 letters and their importance

2.understand the simple rules of spelling 3.know the stre of the words iii.important and difficult points 1.new consonants: /p/;/t/;/b/;/d/

2.tell the consonants and letters: /p/ and p;/t/ and t;/b/ and b;/d/ and d

3.read the words which contain our learnt consonants: bee, day, banana, paper…..iv.teaching methods

the presentation, practice and production(ppp)model of teaching.v.teaching aids

multi-media, flashcards, radio vi.teaching procedures stage one: greetings

teacher and students greet each other.t: would you like to sing the abc songs together with talking tom? s: yes.……..t: ok.well down.last cla, we have learned all the english letters.today, we’ll continue to learn some new things;do you want to make friends with them? s: yes.stage two: presentation

step1: use ppt to show the chart of international phonetic alphabet.step2: ask the students to count how many vowels and consonants are there in this chart.step3: give some pictures of animal which we’ve learned and ask to answer

“what’s this?”pay attention to the place where there is red marked.stage three: practice

step4.learn to say two pairs of consonant.listen to the tape and try to imitate how to read them.step5.teacher read them by herself and without any sound.give some body gestures

to let know the vocal organs.step6.guide the to read it again then read it to their partner.stage four: consolidation

t: can you tell me which are the letters and which are the phonetic symbols.answer it one by one and match them.t: read it by yourself freely and i will listen to you carefully and give you

some offer.stage six: production

step7: display a list of words and play a game.find out which consonant is in the word and read it out.step8: work in pairs and discu with each other.step9: act out.ask any volunteers to present the result and pick out the best team.vii: aignment

read the four consonants until you pronounce them correctly and find some words which contain these consonances.【篇3：英语语音课程大纲】

《现代大学英语语音教程》课程标准

适应专业：英语专业

所属系部：第一教研室（专业英语）

课程编号：

课程类型：专业基础课（必修）学时学分：32学时（2学分）

一、课程概述

（一）课程性质

本课程是英语专业的基础课程，它是英语语言学习的基础。它的主要任务是通过课堂教学的各个环节，运用各种教学方法，使学生了解和掌握英语基本语音的发音过程、发音技巧。帮助学生辨别中文语音和英文语音的区别，纠正错误口音，准确掌握英语发音，并且适当了解和分辨不同英语国家典型口音；使学生认识、学习和模仿英语常用语调，英语和汉语在语调及不同语境习惯表达方面的差异，掌握各种常用语境下的语调；了解和掌握连贯语流中节奏、同化、省音和连读等方面的技巧；明确英语语言和语调特点在听、说、交流方面的影响等。让学生在不断练习的基础上提高英语语音语调方面的技巧，为用英语进行口语交际打好扎实的语音基础。本课程的后续课程主要有综合英语、英语听力与会话等本课程主要目的是通过对学生进行英语语音语调的纠正和强化训练，使学生掌握英语语音的正确发音方法和英语语调的正确使用方法，养成良好的发音和朗读习惯，为进一步的英语学习打下坚实的语音基础。

（二）基本理念

本课程作为一门专业基础课。坚持以“应用为目的，实用为主”的原则。教学内容不仅按照教学大纲的要求，使学生打牢了英语语音的基础，更重要的是激发他们的学习潜能，培养他们的自学能力和表达能力。使学生参与到教学过程的每一环节。在接受挑战的同时也体验到成就感和进步感，增强学习兴趣。本课程有别于理论知识课，其特点在于所使用的语言

材料是系统的、精选的，技能的训练是综合的，同时注意与其它课程有机的衔接，使学生能学以致用，具备良好的英语语音素质，在毕业后熟练自如开展英语会话活动。

（三）设计思路 1.教学改革基本理念

本课程作为一门专业基础课。坚持以“应用为目的，实用为主”的原则。教学内容不仅按照教学大纲的要求，使学生打牢了英语语音的基础，更重要的是激发他们的学习潜能，培养他们的自学能力和表达能力。使学生参与到教学过程的每一环节。在接受挑战的同时也体验到成就感和进步感，增强学习兴趣。本课程有别于理论知识课，其特点在于所使用的语言材料是系统的、精选的，技能的训练是综合的，同时注意与其它课程有机的衔接，使学生能学以致用，具备良好的英语语音素质，在毕业后熟练自如开展英语会话活动。2.总体设计原则

本课程的教学强调其实践性：一是课堂内的实践，注重引导学生将所学的理论用于完成某项交际任务的实践；二是通过开展语音语调大赛-语音语调模仿、演讲、电影配音等旨在通过比赛改善学生的英语发音，提高学生英语的口头表达能力，为学生们提供一个学以致用的机会，一个展现个人才能的舞台，在学生中营造一个多听，多说，多练英语的活泼的学习气氛，更好地满足不同层次学生的需要，同时通过实践培养学生分析问题和解决问题的能力，从而使课程达到最佳的教学效果。3.课程设置依据

专业依据。全国各本科院校英语专业均开设了本课程。培养对象依据。本课程既能够传授系统的语音知识及基本的英语节奏语调，又能够使学生在正确理论指导下，在实践中掌握英语朗读技巧，用流畅、自然、得体、标准的语音语调进行朗读和口头交际。学生对提高语音有较强烈的渴求。4、课程内容结构 date

5.理论与实践比例

理论教学18学时，实践教学14学时。6.课时安排说明 本课程总计32学时, 16教学周，2周综合训练，其中理论教学18学时，实践教学14学时（每次课堂教学中2/5 时间用于练习发音；3/5时间用于讲授新内容。7.学时分配

（参看本课程标准“课程内容结构”）

二、课程目标

（一）总体目标

读语音课程的总体目标是训练、培养学生掌握扎实的英语语音基础知识和基本技能，提高他们的英语发音。

（二）具体目标 本课程属于英语专业基础课程，含有较多的练习，要求学生在老师的引导下，在掌握英语语音基本知识的基础上，从大量的练习中模仿和学习英语语音和语调的发音及应用技巧，并举一反三运用到听力等其他英语基本技能中，为用英语进行口语交际打基础。本课程的教学目标是着重培养学生的英语语音实践能力，对学生进行系统、严格的英语语音技能训练，同时向学生传授必要的语音基础理论知识，使学生理论联系实际，具有扎实的英语语音基础知识、准确纯正的英语发音、流畅自然的语流语速、敏锐的辨音能力和综合的运用能力，从而帮助学生提高语言整体水平。三、课程内容

第一周 课程教学内容 导论

2学时（其中：理论教学1学时／实践教学1学时）

第二周课程教学内容 第1单元单元音（1）

学时分配

2学时（其中：理论教学1学时／实践教学1学时）

第三周课程教学内容

第2单元单元音（2）学时分配

2学时（其中：理论教学1学时／实践教学1学时）

第四周课程教学内容

第3单元双元音（1）学时分配

2学时（其中：理论教学1学时／实践教学1学时）

第五周课程教学内容

第4单元双元音（2）学时分配

2学时（其中：理论教学1学时／实践教学1学时）

第六周国家假期（清明、劳动节或国庆节）

第七周课程教学内容

第5单元辅音（1）学时分配

2学时（其中：理论教学1学时／实践教学1学时）

第八周课程教学内容

第6单元辅音（2）

学时分配2学时（其中：理论教学1学时／实践教学1学时）

第九周（一）课程教学内容 第7单元连续 学时分配

2学时（其中：理论教学2学时／实践教学0学时）

第十周课程教学内容

第8单元不完全爆破

第2篇：英语教案全英文版初中

英语教案范文全英文版初中

【Analysis of the Teaching Material】(I)STATUS AND FUNCTION 1.This unit is a revision unit, so it covers all communicative language knowledge learned from Unit 7 to Unit 11.2.This leon is the first one of Unit 12.So if the students can learn this leon well, it will be helpful to make the students learn the rest of this unit.3.This leon is a dialogue about keeping fish.Such topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.(II)TEACHING AIMS AND DEMANDS Knowledge objects 1.To make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this leon.2.To give a reinforced practice in the use of the Modal Verbs and some useful expreions for making suggestions.Ability objects 3.To improve students’ listening and speaking ability by reading and practising the dialogue.4.To develop students’ communicative ability by learning the useful expreions for making suggestions and replying.Moral objects 5.To enable the students to love life and animals, protect the nature and environment.(III)TEACHING KEY POINTS: 1.To make the Ss grasp and understand the way of making suggestions and reply in daily life.2.To enable the students to use useful expreions for making suggestion and replying in their own dialogues related to the daily life.(IV)TEACHING DIFFICULTIES: 1.The usage of the Modal Verbs ,especially usage for making suggestions.2.Using the learned phrases and sentence patterns to make suggestions and replying.(V)TEACHING AIDS: Multi-media computer;OHP(overhead projector);tape recorder;software: Powerpoint or Authorware 小学英语说课稿范文英文版PART 2 【Teaching Methods】 1>Five Steps Approach.2>Communicative Approach.小学英语说课稿范文英文版PART 3 【Studying Ways】

1.Teach the students how to be succeful language learners.2.Teach the students how to master dialogues and how to communicate with others.

第3篇：英语教案全英文版

英语教案范文全英文版【篇1：英文教案格式范例】

教案

科目：unit eight ：slavery gave me nothing to lose

教学目的：this paage looks into racial problems from a different perspective.generally the black like to attack the discrimination against them, but the author from her personal experience comes to a different conclusion in a positive way.教学重点：study the language points and the western racial culture.教学方法： communicative teaching, free discuion and interaction.教学过程：

1，warm-up activities(15 minutes)

2.understanding the text(30 minutes)

3.detailed studies of the text(50 minutes)4.grammar and exercises(25 minutes)

作业1.question：how to bring facts to life？ 2.translation and after-cla reading..辅助手段：multimedia software

教学内容：

1.warm-up activities introductory remarks:

step 1: show some pictures and watch a video, discu in groups.step 2: group discuion:

1).what have you heard about the black in the states.2).have you ever experienced discrimination on a personal level?

3).what are some things people can do to eliminate discrimination and prejudice?

4).is there something we can do to protect human rights? 2.understanding the text

1.analyze the structure of the paage.2.discu the three main parts: childhood experience, consciousne of her skin color, reflection of being a black.3.explore the social iues of the us;how to achieve succe out of unfavorable situation 3 detailed studies of the text

词组知识概要：

1.to be sth.else again 2.to peer at

3.to get pleasure out of sth.4.5.6.to give sb.generously of sth.8.to suffer a huge change

9.at one’s elbow 10.11.12.13.14.15.

16.17.in company with

18.to be bent under the weight of

部分内容详述：

1.up to/till/until(l.1)until 直到…

up to now, mr scott has sent a great many requests for spare parts and other urgent meages from one garage to the other.到目前为止,斯科特先生从一个汽车修理部向另一个汽车修理部发送了大量索取备件的信件和其他紧急函件。

everyone works, from the lift boy up to the president.从电梯工人到总经理人人都工作。

occupied with, especially devising or scheming 忙于 what are you up to?

你在忙什么?

2.exclusive (l.2)

excluding or tending to exclude排他的the hotel charges $20 a day, exclusive of meals.饭店每天收费二十美元,不包括用餐。

this is an exclusive white residential area.这是一个纯粹的白人居住区。

the reporter had an exclusive interview with the nobel prize winner.那位记者独家采访了那位诺贝尔奖得主。clud, clus: close conclusive exclusion

exclusionary exclusive inclusive recluse reclusive seclusion include exclude occlude preclude

3.in paing(l.11)

by the way;casually;as a matter of second importance顺便提起

he mentioned in paing that he had been there once.他顺便提到他曾经到过那里一次。4.break off(l.17)

1.to stop suddenly, as in speaking 说话时突然打住 2.to discontinue(a relationship)断绝（关系）

we had to break off our discuion, because it was getting late.时间晚了，我们被迫中断讨论。

in my view, you should break off with jim.依我看，你因该终端和他的交往。

常用词组：

break down失败;故障 break in训练, 闯入, 打断 break into 破门而入, 侵占

break up 打碎, 破碎, 分裂, 结束 break out 突发, 爆发, 叫嚷 break through 突围, 突破 5.give of(l.23)

give money, time, etc.esp.in a way that seems generous;to devote or contribute:(慷慨)给予;奉献，贡献，we’re very grateful to all the people who have given of their time.我们对所有付出时间的人深表敬意。she really gave of her time to help.they give of themselves to improve the quality of education.她确实抽出时间来帮忙。为了提高教育质量，他们奉献了自己。

give off: to send forth;emit 发出，释放出 the food gave off a bad smell.食物已经发臭了。6.tendency(l.28)

a predisposition to think, act, behave, or proceed in a particular way 脾性：思想、行为、举止的一种倾向

his tendency to utter acrimonious remarks alienated his roommates.他老是说话尖刻,使同寝室的人和他疏远了。he has a tendency towards peimism.他有悲观的倾向。

tend v..倾向;易于[(+to/towards)][+to-v] he tends towards selfishne.他有自私自利的倾向。

she tends to get angry when others disagree with her.别人不同意她的看法时,她很容易生气。

7.at one’s elbow(l.35)

nearby, close by在(某人)手边

she stayed up all night writing the paper with a pot of coffee at her elbow.她熬了一整夜写论文,身边放着一壶咖啡。up to the/ones elbows 非常忙;深深卷入

she was up to her elbows in preparing dinner when the doorbell rang.门铃响时她正在为准备晚饭忙得不可开交。8.pay for(l.40)

偿还, 赔偿

hell have to pay for what he has done.他将为自己所做的一切付出代价。

i think it is right to pay good for evil.do you know how much he paid for the spectacles?

those urban planners who are blind to this point will pay a heavy price, which they cannot afford it.那些城市的规划者们如果忽视这一点，将会付出他们无法承受的代价。9.in the main(l.50)

in general;on the whole大体上；基本上

the letters, in the main, were from his father.这些信大部分是他父亲写来的。

in the main, the money raised goes to children’s charities.多数情况下，募集的资金送到了儿童慈善机构。10.in company with(l.51)together with 一起

in the army, he found comradeship, excitement and adventure in company with men of similar taste.在军队里，他和志趣相投的人一同感受了友情、刺激和冒险。she came in company with a group of girls.她同一群女孩子一起来。

固定表达：

for company 陪伴

in company 在(客)人面前

keep company with 与...在一起 part company(with)分离

twos company, threes none.两人结伴,三人不欢。11.alter(l.58)

become different;make sb.or sth.different变更，更改

the design of the electric circuits of the digit-controlled lathe must be altered to meet the new requirement.这台数控机床的电路设计必须改动,以适应新的要求。

the city has altered almost out of recognition since i left there five years ago.自从五年前我离开以后,那座城市已变得几乎认不出了。12.more or le(l.59)

to some extent or degree;somewhat或多或少,有点儿

we hope our explanation will prove more or le helpful.希望我们的说明或多或少有些帮助。

he more or le thought it was his duty to tell me.他或多或少认为告诉我是他的责任。3, sentence structure analysis:.1).not only did i enjoy the show, but i didn’t mind the actors knowing that i liked it.(l.10)我喜欢在那儿看人们来来往往，也不在乎让那些人知道我喜欢看。not only...but also...not merely/not only...but(also)...她不但朗诵了一首长诗,而且唱了一曲动听的歌。

环境学家指出：持续增加的污染不仅会导致像全球变暖这样严重的问题，而且还将威胁到人类在这个星球的生存。

environmental experts point out that increasing pollution not only causes serious problems such as global warming but also could threaten to end human life on our planet.通过做一份和专业相关的工作，学生不仅能够提高他们的专业能力，而且能获得从课本上得不到的经验。

by taking a major-related part-job, students can not only improve their academic studies, but gain much experience, experience they will never be able to get from the textbooks.2).it seemed that i had suffered a huge change.(l.32)

我似乎已发生了巨大的变化。

it seems/appears/ looks, chances, happens(to sb.)that...it seems that the world is getting smaller and smaller.似乎世界越变越小。

it appears to me that you are all mistaken.依我看,你们似乎都错了。

3).pour out the contents, and there is discovered a pile of small things both valuable and worthle.(l.52)

倒出袋中物，可以发现一堆有用或无用的小杂物。

动词,and+主语+动词

本句型为上述句型的一种，表示如果...,那么就...,相当于if+主语+动词,and+主语+动

【篇2：英语教学设计(模板及范例)】

1 2 3

【篇3：英语教案模板】

unit 5 text a

what are friends for? teaching objectives:

by the end of the unit, students will be better able to 1.understand the varied parts friendship plays in ones life and be better friends themselves;

2.use about 30 new words and 10 new phrases and expreions in brief conversations, translation and preliminary writing tasks;

3.use the subjunctive mood with implied condition in real life communication;

4.read material of a similar topic and degree of difficulty;5.know how to write concisely by avoiding overstated, pompous words and redundant phrases.teaching methods:

audio lingual method;presentation;discuion;question-answer.important/difficult points:

new words and expreions: chat, turtle, model

pick up, happen to, cd player, out of touch, put in perspective, betrayed confidence on the planet, get rid of, in good/bad shape

some sentences in the text are difficult to understand, such as i was thinking about how everybody can’t be every thing to each other, but some people can be something to each other, but some people can be something to each other;wherever, whenever, there’s that spark of recognition;they have beautiful homes filled with special handmade things presented to them by villagers in the remote areas they have visited in their extensive travels.teaching procedure:

step 1.warming up(30 mints)

1)work in pairs or groups, and discu the following questions.? 1.do you have different kinds of friends? how do you claify them?

? 2.what is so great about friends?

? 3.under what circumstances can one lose a friend?

? 4.is it poible to love and hate a friend at the same time? give examples.2)ask students to skim the text for the 8 kinds of friends mentioned in the text.buddies/ relative friends/ work friends/ former friends/ friends you love to hate/ hero friends/ new friends 3)introducing the main idea of the article

it is said that friends are the best gift god has given us.now that we have eight kinds of friends from the text, what kind of happine or benefit can each of them bring us? that’s exactly what the text is about.step 2.new words and the notes(20 mints)learn new words and expreions of text a

explain some important and difficult words and expreions.cement n.水泥，粘合剂 v 巩固，粘牢

nostalgic a.—nostalgia n.—nostalgically ad.subdivision n.—subdivide v.—divide v.inopportune a.—(opposite)opportune a.invisible a.—(opposite)visible a.look at the notes on page 116

1.marion wink: poet, eayist, and regular commentator on national public radio’s.the author made up the capitalized expreions in the text such as “faraway friend,” “relative friend,” which would make no sense at all out of context, with the latter in particular.2.you quit doing drugs, you’re not such good friends with your dealer anymore: this is not meant to be taken seriously.poeion or sale of illegal drugs can result in long prison terms.step 3.key points(60 minutes)

? 1.cry on sb.’ s shoulder: get sympathy from someone when you tell them

your problems 向某人诉苦以寻求安慰（或同情）

e.g.at least she hadn’t cried on his shoulder again.if you ever need a shoulder to cry on, just call me.? 2.in return(for sth.): as payment or reward for something作为报答或回报

e.g.he is always helping people without expecting anything in return.we offer an excellent all-round（全面的，多方面的）education to our students.in return, we expect students to work hard.? 3.they hold out through innumerable crises before...: they are always

reliable（可靠的，可信信赖的）and nice when you are in difficult times even though they don’t like what you are doing...? 4.while so many family relationships are tinged with guilt and

obligation:

while so many people may feel something of a sense of guilt or

responsibility in dealing with family relationships...? 5.company goip, once an infallible（绝对可靠的）source of

entertainment, soon awkwardly accentuates the distance between you: office chat used to be an effective way of amusement for you;however, it makes you feel uneasy since you do not work together anymore and therefore increases the feeling of distance between you.? 6.work friends share certain memories which acquire a nostalgic glow

after about a decade:

memories of your work friends makes you happy after ten years, so you

somehow wish that you could return to those days.? 7.dead end: a street with no way out at one end or a situation from which no

more progre in poible

e.g.he realized that the job at which he had been aiming all these years

seemed to him to be a dead end.he thinks they have reached an evolutionary（逐渐发展的，演变的）dead end.? 8.when you feel you’ve hit a dead end, come to a confusing fork in the

road, or gotten lost in some cracker-box subdivision of your life:

whenever you feel helple, confused or at a lo（困惑的，不知所措的）in the complicated journey of your life...notice that “cracker-box division” is not a general expreion, but is rather made up by the author.cracker: 薄脆饼干；咸饼干 ? 9.in poeion of sth.: formal owning or having obtained something from

somewhere 占有（或拥有）某物

e.g.she was found in poeion of stolen goods.how did the painting come into your poeion(=how did you get it)? ? 10.to death: informal used to emphasize that a feeling or emotion is very strong

? be bored / scared / frightened etc.to death

she was scared to death of what might happen next.i’ m absolutely sick to death of it(=very angry, bored, or unhappy about something).? bore / scare / love etc.somebody to death

he drove at a speed which frightened leonora to death.she used to worry me to death.? 11.make me/you sick: spoken a)make you feel very angry

e.g.people like you make me sick!

b)indicate a feeling of jealousy—used humorously

e.g.you make me sick with your “expenses paid” holidays!

? 12.wherever, whenever, there’s that spark of recognition（认识）:

when you meet a “new friend” for the first time you instantly feel a connection with each other.step 4.aignment(5 minutes)

1.read the article repeatedly and try to remember the new words and expreions in text a

2.finish the study and practice on page 118-130.the teaching plan of unit 5 what are friends for?(college english 2)

english department sun xiaofang

第4篇：英语教案全英文版

英语教案模板全英文版

【篇1：1 全英文英语教案模板】

leon plan teacher:

period：period 1 type：text learning duration: 45minutes i teaching goals 1.aptitude goal

● inspire to answer questions actively by reflecting what they have learned before.● enable to grasp the skills of fast-reading and summarize the test’s structure with the help of each paragraph’s general meaning.2.language knowledge

● should master the key words and phrases of the text such as: 3.emotional goal

● enable to understand the personality difference between the british and chinese people.iv teaching keys and difficulties 1.teaching keys

● the skills of fast-reading and concluding the text’s structure ● new words and expreions explanation 2.teaching difficulties

training to grasp the skills of fast-reading and getting the text’s structure

iii teaching method

question-inquiry teaching

task-based learning and teaching computer-aisted teaching iv teaching aids

multimedia devices ppt documents

textbook teacher’s book v teaching procedures step1.lead-in(8 min)

activity1.greetings and free-talking(2min)activity2.step2.fast-reading(15 min)activity1.activity2.step3.listening to the tape(7min)

step4.vocabulary explanation(12min)

vi homework(1min)recite the words phrase read fluently the text

【篇2：英语教案模板(最完全规范版本)】

教案

院 系： 年级班级： 2013级学科教学（英语）学生姓名： 刘 洁时 间： 2013年11月

module 10 unit2 merry christmas!

teaching material: foreign language teaching and research pre(grade four)teaching duration: 40mins.Ⅰ.teaching content:

module 10 unit2 merry christmas!

Ⅱ.teaching aims:

language: 1.know the meanings of the words, 2.help students learn to use the sentence language skills: 1.let students to say and understand the sentence when the students hear it.2.learn to use the sentences of simple subject-predicate structure.such as learning strategy: use body language and pictures to help students learn the new words

and sentences.such as the words the sentence affection: let students learn to give wishes to others and care about each other.culture awarene: let students compareand.Ⅲ.teaching focus:

Ⅳ.teaching difficulties:

1.learn to greet in english at christmas.2.use the following sentences of simple subject-predicate structure to describe the activities at christmas.1.learn to use the sentences in this unit and apply it into daily life.2.understand the different culture in different countries.Ⅴ.teaching aids:

Ⅵ.teaching procedures:

pictures, mp3 player, some candies step 1 warming up(time: 5mins)(2mins)1.draw the santa claus on the blackboard and let students gue who he is.(3mins)2.play the song we wish you a merry christmas.and at the same time divide the students

into two teams, then draw two christmas trees on the blackboard.t: christmas is coming.(give students some presents)

we have a christmas tree for each team.christmas trees are also the presents for you.(let students feel the atmosphere of christmas.)

step 2 lead in and presentation(time: 10mins)(2mins)1.dre as the santa claus.t: happy new year!s: happy new year!

t: s:t: here’s your present.s: thank you!

(let students know how to greet at christmas time.and compare it with the expreion happy new year!(8mins)2.show the pictures to the students.show picture 1.t: the people are singing songs.so(let students describe other pictures.)show picture 2.t: what can you see in the picture? it is a christmas tree!

t: so, we have a christmas tree!follow me!s:show picture 3.t: what can you see in the picture? s: many toys.t: yes.they are presents for christmas.we give presents!follow me!s: show picture 4.t: there is some food.we eat lots of food, follow me!s:

(learn the sentences in part 2.)step 3 practice(time: 10mins)

(7mins)1.play a game: what’s miing? show the four pictures to the students again.hide a picture each time.t: all right.look, tell me what’s miing? s: we sing songs? t: no.gue again!

s: we have a christmas tre!t: no.come on!

s: we give presents!t: yes, you are right!

(practice the sentences in part 2.)(3mins)2.matching

put the pictures on the blackboard and write down the four sentences, then ask the students do a matching.(train their reading ability.)

step 4 consolidation:(time: 10mins)

(6mins)1.look at the two pictures on page 61.t: what do you eat at the spring festival?

s: we eat dumplings and peanuts at the spring festival.t: do you eat peanuts at the spring festival? s: yes, we do.(talk about the spring festival with students to lead to the topic of the christmas.)s: no, he doesn’t.t: look again, does daming eat peanuts at christmas? s: no, he doesn’t.(4mins)2.ask and answer.work in pairs and practice.-does daming/amy/… eat peanuts/cakes/…at christmas?-yes, he/she does./ no, he/she doesn’t.step 5 summary:(time: 5mins)

(3mins)1.learn to sing the song we wish you a merry christmas.and see which team gets more presents.(2mins)2.review the useful expreions.such as Ⅶ.homework:

choose one of them to do:

1.act out the dialogue with your partners.2.sing the song we wish you a merry christmas to your partners.3.search the internet and find some other activities at christmas.Ⅸ.aftercla reflection:

【篇3：中英对照初中英语教案模板(2015版,含全英内

容)】

第5篇：初中英语教案(英文版)

Unit 1 How can we become good learners?

Section A 1(1a-2d)

一．Teaching aims:

Language goals

1.Talk about how to study.2.Find out your suitable learning methods.Ability goals

1.Words and phrases： aloud pronunciation work with friends ask the teacher for help, read aloud , look up , practice pronunciation 2.Sentence patterns

How do you study English?

I learn by working with a group.Do you learn English by reading aloud?

Yes, I do.It helps my pronunciation.How can I read faster?

You can read faster by reading word groups.二．Emotion and attidute: Developing students’ ability of learning English

三．Key points and difficulties

1.Key words and phrases 2.Questions intrduced by “how”and the sentence pattern: “by +doing ”

四．Teaching procedures: Step 1 Warming up

T: How do you study English? Do you study English by the following ways?(Show some pictures and present the important phrases.)

T: How do you study English? S: I study English by ______.by working with friends.by making word cards.by asking the teacher for help.by reading the textbook.by working with a group.by listening tapes.Step 2 1a Check the ways you study English.Then add other ways you sometimes study.___ a.by working with friends.___ b.by making word card.___ c.by reading the textbook.___ d.by listening to tapes ___ e.by asking the teacher for help.…

Step 3 Listening

1)Listen.How do these students study for a test? Write letters from 1a above.2)Check the answers: b(Meiping);e(Peter);d(Tony)Step 4 Gue Show some pictures.Gue: How does he/she study English? He/She studies English by…

How do they study English? They study English by… Step 5 Pairwork

1c Make conversations about how you study for a test.A: How do you study for a test?

B: I study by working with a group.A: How do you study for a test?

B: I study by… Step 6 Listening

2a Listen and check the questions you hear.1 ____ Does anyone learn English by watching videos? 2 ____ Do you have conversations with friends in English? 3 ____ What about listening to tapes? 4 ____ What about reading aloud to practice pronunciation? 5 ____ Have you ever studied with a group?

Answers: 1, 2, 4, 5 2b Listen again.Match each answer below with a question above.a.Yes, I have.I’ve learned a lot that way.b.Oh, yes.It really improves my speaking skills.c.I do that sometimes.I think it helps.d.No.It’s too hard to understand spoken English.Answers: d, b, c, a Step 7 Pairwork 1.2c Make conversations using the information in 2a and 2b

A: Have you ever studied with a group?

B: Yes, I have.I’ve learned a lot that way.Show some pictures.1)A: Do you learn English by watching movies?

B: Yes, it’s a very interesting way.C: No, it’s too hard to understand spoken English.2)A: What about writing letters to a pen pal in America?

B: Yes, it helps to improve my writing skills and know a lot about

America.3)A: Do you have conversations with friends in English?

B: Of course, we can talk about plenty of things like school, pets，movies, and our parents.Step 8 Summary

How do you study English?

1.by working with friends 2.by watching English movies.3.by making word cards.4.by reading the textbook.5.by listening to tapes.6.by asking the teacher for help.7.by reading aloud.Step9 Homework How do you study English? What about physics and Chinese? Make a list.

第6篇：初中英语教案英文版

Unit 1 How can we become good learners

Section A 1(1a-2d)

一．Teaching aims:

Language goals

1.Talk about how to study.2.Find out your suitable learning methods.Ability goals

and phrases： aloud pronunciation work with friends ask the teacher for help, read aloud , look up , practice pronunciation

patterns

How do you study English

I learn by working with a group.Do you learn English by reading aloud

Yes, I do.It helps my pronunciation.How can I read faster

You can read faster by reading word groups.二．Emotion and attidute: Developing students’ ability of learning English

三．Key points and difficulties

1.Key words and phrases

intrduced by “how”and the sentence pattern: “by +doing ” 四．Teaching procedures:

Step 1 Warming up

T: How do you study English Do you study English by the following ways(Show some pictures and present the important phrases.)

T: How do you study English

S: I study English by ______.by working with friends.by making word cards.by asking the teacher for help.by reading the textbook.by working with a group.by listening tapes.Step 2 1a Check the ways you study English.Then add other ways you sometimes study.___ a.by working with friends.___ b.by making word card.___ c.by reading the textbook.___ d.by listening to tapes

___ e.by asking the teacher for help.…

Step 3 Listening

1)Listen.How do these students study for a test Write letters from 1a above.2)Check the answers: b(Meiping);e(Peter);d(Tony)Step 4 Gue

Show some pictures.Gue: How does he/she study English He/She studies English by…

How do they study English They study English by… Step 5 Pairwork

1c Make conversations about how you study for a test.A: How do you study for a test

B: I study by working with a group.A: How do you study for a test

B: I study by… Step 6 Listening

2a Listen and check the questions you hear.1 ____ Does anyone learn English by watching videos 2 ____ Do you have conversations with friends in English 3 ____ What about listening to tapes

4 ____ What about reading aloud to practice pronunciation 5 ____ Have you ever studied with a group

Answers: 1, 2, 4, 5

2b Listen again.Match each answer below with a question above.a.Yes, I have.I’ve learned a lot that way.b.Oh, yes.It really improves my speaking skills.c.I do that sometimes.I think it helps.d.No.It’s too hard to understand spoken English.Answers: d, b, c, a Step 7 Pairwork

1.2c Make conversations using the information in 2a and 2b

A: Have you ever studied with a group

B: Yes, I have.I’ve learned a lot that way.Show some pictures.1)A: Do you learn English by watching movies

B: Yes, it’s a very interesting way.C: No, it’s too hard to understand spoken English.2)A: What about writing letters to a pen pal in America

B: Yes, it helps to improve my writing skills and know a lot about

America.3)A: Do you have conversations with friends in English

B: Of course, we can talk about plenty of things like school, pets，movies, and our parents.Step 8 Summary

How do you study English

1.by working with friends

2.by watching English movies.3.by making word cards.4.by reading the textbook.5.by listening to tapes.6.by asking the teacher for help.7.by reading aloud.Step9 Homework

How do you study English What about physics and Chinese Make a list.

第7篇：初中英语教案英文版

初中英语教案英文版

【篇1：外研版新版初一英语下全册教案-英文版】

第一模块:（5课时）

module 1 lost and found unit 1 whose bag is this? i.课时 1课时

ii.type of leon: listening and speaking iii.teaching aims:

i.knowledge aim: 学习和掌握名词性物主代词

ii.ability aim: 能听懂有关失物招领的对话并表演在失物招领

处发生的事情

iii.emotion aim: 学会与他人交流时言行举止大方得体，对他人

提供的帮助表示感谢

iv.teaching important and difficult points

i.teaching important points: make the students understand and use

the dialogue

ii.teaching difficult points: make sure the students can use the

dialogue

v.teaching aids: multi-media tape , recorder vi.teaching procedure step 1 lead-in

use a pen that was lost last term and ask whose pen is this? purpose: make the students interested in the topic step 2 learning the dialogue i.learn the new words 1

activity1 match the words from the box with the pictures

同步练习：

step 3 pronunciation

step 4 sum up and exercise step 5: homework

vii.blackboard writing viii.反思

unit 2 are they yours?

i.课时 2课时（课文讲解练习）ii.type of leon: reading and writing iii.teaching aims:

iv.knowledge aim: 学习和掌握新单词

v.ability aim: 能读懂有关失物招领的短文，能写出一则招领启

事

vi.emotion aim: 学会与他人交流时言行举止大方得体，对他人

提供的帮助表示感谢

iv.teaching important and difficult points

i.teaching important points: make the students understand the

paage

ii.teaching difficult points: make sure the students can find some

useful information from the paage and write a lost and found note.2

v.teaching aids: multi-media tape , recorder vi.teaching procedure step 1 pre-reading

learn the new words and show the students a lost and found note，lead in the paage.step 2 while-reading

activity 1: listen and read the paage.activity 2: read the paage and answer the questions.activity3: translate and explain the language points

activity 4: complete the paage with the correct form of the words

and expreions from the box.(activity3 on p5)step 3 post-reading

writing(activity 4 on p5)

step 4 sum up and exercise step 5: homework

vii.blackboard writing viii.反思

unit 3 language in use

i.课时 2课时（课本练习练习册）ii.type of leon: grammar iii.teaching aims: vii.knowledge aim: 名词性物主代词和形容词性物主代词的用法 viii.ability aim: 能利用名词性物主代词和形容词性物主代词 3

解决一些问题

ix.emotion aim: 学会与他人交流时言行举止大方得体，对他人

提供的帮助表示感谢 iv.teachi

ng important and difficult points

i.teaching important points: make the students solve some questions

ii.teaching difficult points: make sure the students do the exercises

v.teaching aids: multi-media tape , recorder vi.teaching procedure

step 1: activity 1: work in pairs.ask and answer questions.the teacher prepare some school things, ask every pair to choose a

school thing, show the students a model, like this:--whose bag is this? is it yours?--no, it’s not mine.it’s his.give the students two minutes to make the dialogue, then present in the cla.activity 2: complete the sentences with the correct form of the words from the box.give the students three minutes to finish it themselves, then check

the answers together.step 3: match the words from box a with the words from box b.this activity is very easy, so the students can do it together.step 4: around the world---the internet lost and found 4

ask the students read by themselves, then translate one by one, the

teacher explain the language points.step 5: activity 4: work in pairs.the teacher prepares some things such as camera, crayons, football，gloves, mobile phone, wallet, watch and so on.student a: think of three or four things he/she has lost or he/she can

choose from the box.describe them.student b: think of five or six things you have in your lost and found office or you can choose from the box.describe them.then ask and answer questions.student a: ask student b if they’ve got the things you have lost.answer questions about details.student b: answer questions about the things student a has lost.ask questions about details.give the students five minutes to prepare, then act out in the cla.step 6: homework

vii.blackboard writing unit 3 language in use viii.反思 5

【篇2：初中英语教案范例】

unit 4 i want to be an actor

教学目标 ：

1.学会不同工作的英文表达方式。 2.了解同学父母的工作。3.学会简单的介绍自己将来的理想。教学内容：

重点词汇：teacher, nurse, engineer, manager, airhoste, lawyer, doctor, clerk, reporter, police

重点句型：1.what does your mother do? she is a teacher.what does your father do? he is an engineer.2.what do you want to be? i want to be a teacher.what does she want to be? she wants to be a singer.总体思路: 本单元采用任务型的教学模式，设计了三个任务活动，首先以比赛的形式，让学生通过工作的描述，来猜测工作的名称；然后由学生自己下座位找与自己父母工作相同的同学，练习所学的句型；其后让学生用所学句型谈论自己的理想。所有任务的设计，由简到难，每一个任务都为下一个任务的完成奠定了一定的语言基础。语法知识 一般现在时

（1）一般现在时主要由动词原形表示，但第三人称单数后要加-s，另外be有特殊的人格形式，见下表: 一般现在时

（2）一般现在时的否定式见下表

一般现在时的否定式

（3）一般现在时的疑问式及简略回答，见下表。一般现在时的疑问式

（4）一般现在时的基本用法如下。① 经常性或习惯性的i get up at six every day．

② 客观真理，客观存在，科学事实。

the moon moves round the earth．月亮围着地球转。③ 表示格言或警句中。

pride goes before a fall.骄者必败。④ 现在时刻的状态、能力、性格、个性。i dont want so much.教学板块设计:

task1：know the names of the different jobs

目的：通过这个环节，教师完成本单元的新单词的导入，通过提供给学生对于不同工作的具体描述，让学生猜出工作的名称，这样为整节课任务的完成奠定最基本的词汇基础。在做猜谜游戏时学生能够做到精神集中，并能激发学生的学习兴趣。

课前准备：教师需要准备关于teacher, nurse, engineer, manager, airhoste, lawyer, doctor, clerk, reporter, police等工作的具体文字描述。

课堂学生活动：

1.教师向每个小组发放一份关于工作的描述，竞赛看那个小组最先猜出答案，并将本组的谜语提供给全班，让其他组竞猜，这可以将学生的注意力，吸引到课堂上来，并对同学年的谜语加以思考。此活动以小组为单位，让学生通过谜语来猜测工作的名称，猜对者给小组加分。

the riddles supplied by the teacher:

1)i work in the hospital everyday.my work is very hard but also very important.the doctors and patients need my help.i help the doctor and look after the patients.i always wear white clothes.people call us “angels in white”.2)i drive a car everyday, but the car is not mine.there are many people sitting in my car everyday.after they go out of the car, they must pay me money.3)my job is very difficult but interesting.i help people on the court.if i succeed i will get lots of money, but if i fail, i get no money.4)i am very proud of my job.because i am you’re your mother.i will tell you what is right and what is wrong.sometimes i am very strict.5)i work outside;i am very busy because there are many letters in my bag, and i must give the letters to different people.6)i work in a restaurant and i always carry some fruits and dishes.i often ask people: what would you like? i am really very busy.2.在所有单词导入 后，以小组为单位，将所有单词按不同的标准分类，如：适合男人的工作，适合女人的工作等，通过这项活动，学生能将所学单词落到笔头上，同时是对所学单词的又一次巩固，而且不同的组有不同的分类原则，开发了同学无限的想象空间。

task2:know what your group members’ parents do.目的：通过这个任务，学生能应用本单元的主要句型，询问本组成员父母的工作。

课堂活动：

1.小组活动，在小组内小组成员互相询问父母的工作。 应用句型：what does your mother do? she is a……… what does your father do 2.向全班同学汇报调查结果

3.同学下座位，在限定的时间内，看谁能找到父母与自己父母工作一样的同学，并且数量最多。

4.向全班同学作汇报。比赛看那个小组完成的数目最多。task3whatdoyouwanttobe?

目的：让学生学会用简单的句型来介绍自己的理想，通过此活动导入 新的句型并进行大量的操练，让学生充分的掌握。

课堂活动：

1.教师通过介绍自己的理想导出句型:i want to be a singer.what do you want to be?

2.小组内组长来统计本组同学的愿望，比赛看那组同学的愿望最多，并作小组汇报。

homework:思考一下自己的理想工作对人都有哪些要求？ 课后反思： 本单元的基本词汇和基本句型，内容较多，所以针对不同的内容设计了不同的任务活动。通过课堂的试验，证实了这些任务的可行性，并达到了意想不到的效果。

1.在导入

新单词时，通过小组比赛的形式，让学生通过工作的描述，来猜测工作的名称，首先比赛的形式，调动了学生的兴趣，其次猜谜的这种形势更有利于让学生开动脑筋，思考问题大大吸引了学生的注意力。

2.第二个任务由学生自己下座位找与自己父母工作相同的同学，通过这个竞赛形式教师为学生提供了一个安全的语言环境，学生可以大胆的练习所学的句型。其后让学生用所学句型谈论自己的理想，培养了学生的价值观和理想观。

【篇3：初中英语教学设计案例】

第8篇：初中英语语音试讲教案

初中英语语音试讲教案

【篇1：初中英语面试教案万能模板】

teaching aims: knowledge aim:

students will know lin fei’s daily life and some good habits at their home.ability aim:

students will improve their listening and speaking skills.emotional aim:

after this leon students would like to learn to arrange their life and form good habit in the daily life.teaching key and difficult points: teaching key points:

students will understand this paage by listening and make a time line of lin fei’s life.teaching difficult points:

how to describe their own life style of the school day? teaching procedures: step 1 warming-up

do a survey: ask students to fill the questionnaire(with different daily activities and time point, students just need to mark the activities in their time)and invite some students to share.step 2 pre-listening

show some pictures about lin fei’s day and ask students “what does lin fei do in a day? step 3 while-listening

play the tape recorder and ask students some question.q: what is the distance between his school and home?

play the tape recorder another time and give students some other questions to practice their listening again.q1: when should lin fei go to school?

q2: how long will it take lin fei to ride to the bus station?

listen to the tape for the third time and then students should describe lin fei’s daily life in their own words.they will have 3 mines to prepare it.step 4 post-listening ask students to look their questionnaires which they filled at the beginning of the cla and give them 5 min to make a short story of their daily life, later some students will share the stories in front of the cla.teacher should give them a guidance of health life style.step 5 summary and homework

summarize this leon with students, and then ask them to design a new schedule of their daily life after the cla, they will share during next leon, they also need to read the new paage two times to consolidate the new knowledge.blackboard design teaching reflection

【篇2：初中英语语法宾语从句试讲教案】

宾语从句教学设计

一、导入

1.复习什么是宾语。动词/介词后面的名词就是宾语。i play basketball.we are talking about our homework..2.宾语从句就是在宾语的位置上放一个完整的句子。 3.i love that i can earn some coupons.板书：he knows me.he knows what’s wrong with his wife.说出2个句子的宾语。

第一个句子的宾语是一个词构成的，第二个句子的宾语是一个句子，我们称这种做宾语的句子叫宾语从句。在句子中充当宾语的从句叫宾语从句。其中 he knows 叫主句，what’s wrong with him是从句。

说出下面4个句子的主句和从句。

a．he said that he had a very good journey home.b．he asked if /whether they had come.c．he told me that the earth goes around the sun.d．he asked me how he could get to the nearest post office.总结：。是主句，剩下的是由that，if，how引导的宾语从句。

初步认识了宾语从句，下面我们开始了解宾语从句的三要素

引导词（连接词）

语序 时态 1)从属连词that引导陈述句宾语从句，在口语或者非正式语中可以被省略

比如上面四句话中的a,c就是that引导的陈述句的宾语从句。如果省略掉that，该如何修改。（让学生口头修改）

a．he said that he had a very good journey home.c．he told me that the earth goes around the sun.2）由从属连词 whether, if 引导一般疑问句的宾语从句，表示“是否”，比如上面的b就是由if引导的宾语从句，b．he asked if /whether they had come.3）由连接代词 who,whom,whose,which,what, whoever, whichever, whatever 和连接副词 where, how, why,when引导的宾语从句

代词或副词连接主句和从句，并在从句中担任句子成分，具有一定的意义，不可省略，比如上面的d。

d．he asked me how he could get to the nearest post office.注意：关于是否if/whether

.whether,if 引导宾语从句：两词可互换，但是下列情形除外： 1)．whether从句中有or not

eg:whether rain or not we will go to the park.2)．whether从句做介词宾语

3)whether后可以加or not,但是if不可以.4)在不定式前只能用whether.（如：i can’t decide whether to stay.我不能决定是否留下。）5)避免歧异时，我们常用whether而不用if.6)decide 后边的宾语从句要用whether.paper课堂

1.i asked her __________ she had a bike.2.we’re worried about ________ he is safe.3.i don’t know ________ or not he is well.继续观察上面的四句话，请问宾语从句的语序有什么特点？（陈述句语序）不管原来的句子是陈述句，一般疑问句还是特殊疑问句，放在宾语从句里都是陈述句语序。

（板书）改写宾语从句。

陈述句doctor li is very patient.it is well-known that _____.一般疑问句is doctor li very patient? john wants to know __________(用if或者whether引导)

练习

part 1 课堂练习mike gets up at seven in the morning.he says that---mike gets up at seven in the morning

the teacher asks--if mike gets up at seven in the morning.我们已经了解了宾语从句的引导词和语序，下面我们来学习下宾语从句的时态。

（卡片，贴在上面时态的旁边）口诀：主现从任意 主过从过去 从真理用现在一张paper发 朗读并且分析主句从句的时态

? 主句用现在时，从句可用任意时态。可归纳为“主现从任意” do you know what time the ship leaves? do you know when john was born?

do you know if john has paed his exams?

? 主句用过去时，从句用过去的某个时态。可归纳为“主过从过去” he said he had a very good journey home.he asked if they had come.3．主句用过去时，从句是科学真理、客观常识、名人格言时用一般现在时。

he told me that the earth goes around the sun.(自然真理客观现象)he didn’t know that summer comes after spring when he was five years old.注意：4情态动词could/would用于，“请求”，表示委婉、客气的语气时，从句不受主句的约束。

could you tell me where i can buy a pencil sharpener?

5主句是一般过去时，从句中有具体的过去时间状语，即使从句动作发生在主句动作前，仍用一般过去时。? the teacher told me she was born in 1960.? i heard that he went to paris last night.宾语从句的一些特殊句式

? 1动词think, find, consider, believe, feel, make等后it为形式宾语，后跟名

词或形容词作宾补，而真正的宾语——that从句则放在句尾）we think it our duty that we should help others.i find it impoible that he should finish the work in two days.2.否定转移 若主句主语为第一人称且谓语动词为think, consider, suppose, believe, expect, gue, imagine等，其后的宾语从句含有否定意义，一般要把否定词转移到主句谓语上，从句谓语用肯定式。

i think he won’t come here.()

i don’t think he will come here.()

2.当宾语从句的引导词正好做主语的时候，语序不变，比如常用的what和who could you tell me who knows the answer，please？ the small children dont know what is in their stockings

what’s wrong?（what was wrong）

what’s the matter?（what was the matter）

what’s happening? what happened? eg:

i don’t know what’s the matter.【篇3：英语专业试讲教案初一版】

teaching plan

i background information

(1)students: 40 junior middle school students;(2)cla duration: 45 minutes;

(3)time and date: 3rd, october, 2011.Ⅱ teaching material

unit 3leon 1 why do you like koalas? book2, junior middle english

iii teaching aims: by the end of cla, students are able to(1)say the names of several animals in english

(2)exchange each other’s favorite animal and give an explanation

(3)describe an animal confidently in simple english(4)know the places where the different animals live.iv teaching contents

(1)vocabulary: eight animals’ names(tiger, lion, elephant, panda, koala, penguin etc.)and some adjectives that describe the animals(small, cute, friendly scary shy etc.)(2)structure:

a.what animals do you like?

b.kind of ….ie a little/bit…

(3)grammar: the usage of why and because(to ask reasons and give reasons)v teaching aids blackboard, chalks, pictures vi teaching methods

group work, whole cla work vii teaching procedures

step 1 warming up(10 minutes, whole cla work)

(1)show students a picture of a dog, a cat and a monkey in order to

introduce the new word “animal”.(2)show pictures of another eight animals, such as tiger, lion, elephant，panda, penguin…and list these new words.(3)ask students to read these new words.step 2 learn the text(10 minutes, whole cla work)

(1)read the dialogues in the textbook and explain them.(3)compare the picture of the tiger with the picture of the lion in order

to introduce the meaning of the phrase “kind of”.step 3 interaction(10 minutes, whole cla work and group work)

(1)set an example for the usages of the new structures “what animals

do you like? why do you like..? because they are kind of… what other animals do you like?”

(2)ask 3 or 4 students the same questions.(3)divide the cla into 8 groups, ask them to exchange their favorite

animals, and give a simple description of them.step 4 presentation(10 minutes, whole cla work)

(1)ask 1 student from each group to give a simple speech of his or

her favorite animals.(2)after students finish their speeches, give them comments and

encouragement.step 5 culture learning(5 minutes, whole cla work)

according to pictures, tell students different animals are from different countries.for example, pandas-china, koalas-australia, lions-africa, penguins-the south pole… viii summary(1)students have learned names of several animals and some adjectives

to describe them;

(2)students have learned to exchange information about each other’s

favorite animals and give reasons;

(3)students have understood some cultures that different animals come

from different countries.ix optional activities

teacher lists some other common animals which are not mentioned in the leon such as wolf, fish, fox etc, and asks several students to describe them.x blackboard design 1.small;beautiful ugly;cute=lovely;clever;very scary kind of scary;friendly;shy

2.kind of+adj.a little/bit +adj.e.g.the tiger is very scary.the lion is kind of scary.3.-what animals do you like?-i like…

-why do you like…? orwhy don’t you like…?(why…to ask reasons)

-because they are kind of +adj.(because…to give reasons)-what other animals do you like?-i like… too.

初中英语语音教案模板

初中英语全英文教案模板

初中英语语音教学课件

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