英語英文版教案錦集

為了帶給您更佳的閱讀享受欄目小編精心編輯了“英語英文版教案”。學生們有一個生動有趣的課堂，離不開老師辛苦準備的教案，需要大家認真編寫每份教案課件。教案是幫助學生理解知識體系的關鍵因素。這里提供了一些可供參考的意見和建議希望能幫助到您！

英語英文版教案 篇1

初中英語說課稿模板英文版

關于初中英語說課稿要怎么寫呢？下面是小編整理的初中英語說課稿模板英文版，供大家參考。

初中英語說課稿模板英文版

一、說教材（教材分析） Analyzing teaching material

1. 說課型 lesson type (Dialogue/ reading/ listening/ revision)

2. 本課在教材中的地位 status and function

Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.

3. 說教學指導思想 teaching guideline

(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)

4. 說教學目標和要求 Teaching aims and demands (…be intended for Ss in key schools)

1）認知目標 knowledge objects

a. Enable the Ss to remember the following new words & phrases:

Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into

b. Get the Ss to be familiar with this sentence pattern:

If the population keeps growing so quickly, there will only be standing room left…

Give the Ss a reinforced practice on the functional item Supposition.

c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.

2）智能目標 ability objects

a. Ask the Ss to make up a similar dialogue.

b. Help them to understand the dialogue better and improve the four skills.

c. Develop their ability of thinking independently.

d. Cultivate their ability to discover, analyze and solve problems.

e. Train them to collect information from the Internet.

f. Train them with some effective learning methods to optimize Ss’ learning results.

3）德育目標 moral objects

a. Arouse their interest in learning English;

b. Help them to understand the background of pollution.

c. Enable the students to love our earth and the nature.

d. Be aware of the importance of stopping pollution & protecting out environment.

e. Encourage the Ss to do something to save the earth.

5. 說教學重點 teaching important points (生詞、句型；培養(yǎng)閱讀技能)

a. New words and phrases

b. Sentence pattern: If- clause

c. improve their reading skills.

d. Talking about problems of the Earth.

6. 說教學難點 teaching difficult points (語法；發(fā)展交際能力)

a. functional item: Supposition.

b. Develop their communicative ability. Act out their own dialogue.

7. 說教具 teaching aids (multi-media computer, software, OHP)

The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.

二、說教法 Teaching methods

Five step method; audio-video; communicative approach;

Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.

三、說學法 Study methods

1. Teach Ss how to be successful language learners.

2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;

3. Get the Ss to form good learning habits.

四、說教學過程Teaching procedures

I. 復習 (Revision) 5min (Daily report; 詞匯diagram; brainstorming; activate schemata)

Activity 1: Imagination

1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)

2). Suppose you catch a bad cold, what’s to be done?

3). Suppose your bike is broken, what’s to be done?

4). And suppose the earth, on which we all live, is damaged, what’s to be done?

*What can you think of when you see “pollution” this word?(waste, environment, air, water, factory, desert, climate... Try to activate the Ss schemata regarding the topic of pollution.)

II. 呈現 (Presentation) 5min

Activity 2: Presentation

Play the song “Earth Song” sung by Michael Jackson. (Create an atmosphere)

A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.

Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.

Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.

III. 對話 / 閱讀 (Dialogue)18m

1. Pre- reading

Activity 3: Prediction

1st listening/ fast reading, one guided Q to help Ss to get the main idea:

What do you think is discussed at the conference?

2. While- reading

Activity 4: Read and answer

2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.

閱讀: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 識別關鍵詞key words；確定主題句；創(chuàng)設信息差information gap；T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。達到對課文的整體理解和掌握。So that they can have a good understanding of the whole text.)

3. Post- reading

Activity 5: Language focus

While Ss are answering the Qs, the teacher deals with some key language points.

a. is being caused b. and so on c. go on doing

d. be fit for e. standing room f. if- clause

IV. 操練 (Practice) 10m

Activity 6: Retell

Use your own words to retell the dialogue in the 3rd person.

Activity 7: Acting out

Activity 8: Drill – Supposition

Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)

(Retell; act out; role play)

V. 鞏固 (Consolidation) 6m

(Discussion; interview; press conference; debate; quiz)

Activity 9: role play

Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.

The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.

Activity 10: Discussion

Think of the question: Are we causing damage to the world?

What should we do to save the earth and protect our environment especially in our daily life?

Collect their answers and form a report.

VI. 作業(yè) (Homework) 1m (Writing; continue the story; recite; retell)

Write a letter to the mayor, telling him sth. about the pollution around your school.

英語英文版教案 篇2

在教學工作者實際的教學活動中，很有必要精心設計一份說課稿，寫說課稿能有效幫助我們總結和提升講課技巧。怎樣寫說課稿才更能起到其作用呢？下面是小編收集整理的全英文PEP小學英語說課稿 Unit 4 my home，僅供參考，大家一起來看看吧。

Good morning, ladies and gentlemen, it's my great honor/ to interpret my lesson plan here. /Now I will explain this lesson from 5 aspects----analysis of teaching materials, analysis of students, teaching aims, teaching methods, and the most important one /is teaching procedure.

Now, let's focus on the analysis of teaching materials. My topic is unit 4 my home（板書）.It contains 2 parts----Let's learn and Let's do.（板書）It is very important in this unit. With the basic knowledge of this lesson, Ss can learn the following class well. The key points of this lesson,/ Ss are able to master key words, such as kitchen bathroom and so on ,and the key sentences like where's the …/ Is she in the…? And the difficult points are the pronunciation of the words kitchen and bathroom and how to lead Ss /to use the learnt knowledge in a real situation.

Next, it is about the students, and my Ss are in Grade 4, they are full of curiosity,/ creative and willing to express themselves. And they have learnt some words and expression before, so it is not difficult for them/ to learn today's lesson.

And based on analysis of teaching materials and students, I set the teaching aims as follows: the first one /is language knowledge, by the end of the lesson. Ss will be able to listen, speak, read and write the new words: kitchen bathroom and so on, and the key sentences like where's the …/ Is she in the…? The second one is language skills, through this lesson, Ss' can introduce their homes in English briefly. The last one is the emotion aims, which is to encourage Ss to love their homes and also develop their awareness of keeping their homes clean.

And in order to achieve teaching aims better and stress the key points, break through the difficult points efficiently, I will mainly use task-based teaching method, situational teaching method and TPR teaching method./ To make the English teaching more directly, CAI and tape recorder will be needed.

Now I will talk about the most important part ---teaching procedure (and the purposes of my designing). I will divide my lesson into 4 steps.

The first step is warming up (about 5 mins). After greeting with Ss, I will begin the lesson by singing a song, and I'll invite the Ss to sing/ say it with me. Like this_________________.

My purpose here is form a better English learning surrounding for Ss, it can draw Ss attention quickly to the English class and arouse their interest.

After the song, I will say we all have happy families, so is Amy. Look, this is Amy's home. (板書：房子)

(呈現單詞) ①I'll have a riddle for students to guess what room it is(板書). And I'll give them some tips to help them to get the right answers. For example, I'll give some hints like there is a bed and a closet in this room. Oh, it's a bedroom. Great, this is the study(通過猜謎呈現兩個單詞) and I will ask Ss to read after me of the words

② How about this one? I'll cover a part of the rooms and let Ss guess. Bingo, it's a bathroom. And I'll ask Ss to read after me.

③Now Amy's hiding in one of the rooms, I'll let Ss guess “ where is …”/ “ is she in…”/ yes, she is/ no, she isn't.

My purpose of this part is to use different ways to present the words and sentences for a better understanding.

After presenting these words and sentences, I'd like to go on the third step---practice. I'll let Ss review the words and sentences by a chant。For the first time , we will have the chant together and do the actions. Like this “go to the living room, watch TV; go to the study, read a book” And for the second time, I'll say watch TV，Ss say go to the living room. I say read a book, Ss say go to the study..

After a chant, I'll have a game called hide and seek let students guess where is Amy. I'll let Ss close their eyes and I put a picture of Amy may be in the study, and students may ask “ where is Amy? Is she in the bedroom?” I'll say “No, she isn't” “where is Amy? Is she in the study?” “ Yes ,she is.”

My purpose here is to let Ss consolidate the knowledge in a relaxed atmosphere.

After practice, I'll move to the fourth step---extension. First, I'll divide the whole class into groups, four in a group. Discuss and draw their own homes ,describe where their parents are in the home。At the same time, I'll walk around the classroom and give them some suggestions. Maybe 3 mins later, I will invite some groups to come here to perform their dialogue, and I'll give them comments.

My purpose is to focus on the Ss and cultivate their language ability and cooperative ability.

The last step is homework. I'll ask Ss to listen to the tape and follow it 3 times. Because it can help them to correct their pronunciation after class.

And this is my layout.

That's all. Thank you for your attention!

英語英文版教案 篇3

小學英語英文說課稿范文

Hello dear teachers and judges, today I’m going to talk about how to teach some words and sentences using clothes as an example .

Part One Analysis of the Teaching Material

I. STATUS AND FUNCTION

From this lesson, the students will learn how to describe other’s clothes. The useful expression_rs and words can be used to describe others more freely and vividly. Therefore this lesson is an important portion of the teaching material.

Such a topic is related to daily life, so it is helpful to raise the learning interests of students and it will also help to improve their spoken English.

II .ANALYSIS OF THE STUDENTS

The Ss in Grade four have learned English for several years, but they still lack some learning strategies and their vocabularies are limited.

III.TEACHING AIMS AND DEMANDS

The teaching aim is established according to the New Curriculum of Primary School English.

1.Knowledge objects

(1) To enable the students to understand and speak five new words and two sentence patterns: wear, shirt, T-shirt, dress, skirt. He’s wearing a… She’s wearing a…

(2) To be able to describe someone else more freely.

(3) To enlarge the Ss’ vocabulary.

2. Ability objects

(1) To develop the Ss’ speaking strategy.

(2)To develop the Ss’ vocabulary strategy. (word guessing etc.)

(3) To encourage the students cooperation amongst in their studies.

3.Moral objects

To arouse the students’ interest of learning English and to have them participate actively in language communication. To stimulate the students’ creativity .

IV.TEACHING KEY AND DIFFICULT POINTS

The teaching key and difficult points are based on the aims and demands.

TEACHING KEY POINTS :

To grasp the five new words and two sentence patterns.

TEACHING DIFFICULTIES

1.Improve Ss’s speaking ability to describe others more freely

2. Develop their lateral thinking through games .

V.TEACHING AIDS

A Computer

PART 2 Teaching Methods

1. Student-centered teaching

2. Task-based learning

3. Communication through learning

PART 3 Studying Ways

Activity-based learning(individual work; pair work; group work; class work)

Problem Analysis

Teaching which appeals to learners’ needs can facilitate learning . It is necessary to investigate why the students were showing less and less interested , and devoting less and less effort. So interviews were held and questionnaires were issued. It is found that:

a. Those poor learners report that , due to their lack of practice. They can’t complete sentences.

b. Some students report that they are afraid of being laughed at by other students.

c. Quite a number of students report that they are afraid of being criticized and thus withdraw from classroom activities.

d. Some students aren’t interested in practicing speaking .

Possible Solutions

Taking the above factors into consideration, the following solutions were proposed:

a. Employing interesting role work to help the students understand and learn new knowledge.

b. Organizing interesting activities to motivate the students to speak more English in the oral lesson. Make the students have to speak so that they would be interested in speaking English .

d. Encouraging the students to speak.

4. Project objective

Part Four Teaching Procedure

Step 1 warm up

to arouse Ss’ interest ,play a “colour song” on the computer, let the students become familiar with the phrase “ Who’s wearing…”

Step 2 Lead-in

To introduce the new words and sentences ,I create a situation here, Sam and Amy are Australian children , they decide to buy some summer clothes because it’s getting hotter in their county. What will they buy?

(purpose: To present the new words and increase students geographical knowledge at the same time)

Step 3 practice

After presentating the new words, the students need some activities to practice them. Students greatly welcome games. They can create a cheerful and light-hearted environment and arouse students’ interest in learning English. Games are considered one of the most effective ways to improve efficiency in language learning. So in this part, I will use a power point I prepared to play some games with the students:

1. Let them try to memorize how many models are wearing a T- shirt/ shirt/ dress/skirt? 2

2. How many models they can introduce by using the sentence in a limit time: He’s wearing a …/She’s wearing a…

3. And the third game is to try to answer some questions according to the shadow pictures.

4. Step 4 extension

(to develop their creativity and speaking ability)

Organize Ss into groups of four and discuss “ how can you help them to find “the missing person（situation: a little child is lost in a shopping mall and he/she is trying to find his parent）

Step 8 Homework

Design a T-shirt , or some other clothes that you like.

英語英文版教案 篇4

初一外語教學工作總結 -教學工作總結

初一外語教學工作總結07月08日星期四19：47教師是天底下最光輝的職業(yè)，我喜歡教師這個職業(yè)，我的工作態(tài)度一向是積極主動的,本學期我擔任初一(一)班和初一(二)班的外語教學。由于所任課的初一年級的基礎教底，外加教學經驗不足，我對教學工作更是不敢絲毫怠慢，平時深入研究教材教法，虛心向組內同學科老師學習。經過半學期努力，獲取了一些寶貴的教學經驗。以下是我對這學期的總結：一：思想工作方面我自參加工作以來，一直堅持黨的四項基本原則，貫徹執(zhí)行黨在新時期下關于素質教育的方針政策，著力于培養(yǎng)學生的創(chuàng)新能力，既教書又育人。本學期初在業(yè)務主任張老師的講解中學習了很多先進的教育，教學思想，根據《學習新課程，品位新理念》進行了大膽的創(chuàng)新。同時根據自身的實際需要繼續(xù)學習了有關《課本劇表演在初中的運用》，《陶行知的教育思想》，《任小艾的班主任工作藝術》等內容。與此同時在業(yè)余時間不斷進行自修，寫感想并投入實踐中操練。在工作中，不怕困難，頑強拼搏，敢于創(chuàng)新，在教育教學方面取得了一定的成績。俗話說：“活到老，學到老”，本人一直在各方面嚴格要求自己，努力地提高自己，以便使自己更快地適應社會發(fā)展的形勢。通過閱讀大量的道德修養(yǎng)書籍，勇于解剖自己，分析自己，正視自己，提高自身素質。二：教育工作方面一學期來，本人認真?zhèn)湔n、上課、聽課，及時批改作業(yè)、講評作業(yè)，做好課后輔導工作，廣泛涉獵各種知識，形成比較完整的知識結構，嚴格要求學生，尊重學生，發(fā)揚教學民主，使學生學有所得，從而不斷提高自己的教學水平和思想覺悟，并順利完成教育教學任務。認真鉆研教材，對教材的基本思想、基本概念，每句話、每個字都弄清楚，了解教材的結構，重點與難點，掌握知識的邏輯，能運用自如，盡量補充資料。了解學生原有的知識技能的質量，在本學期，我適應新時期教學工作的要求，從各方面嚴格要求自己，積極向老教師請教，結合本校的實際條件和學生的實際情況，勤勤懇懇，兢兢業(yè)業(yè)，使教學工作有計劃，有組織，有步驟地開展。教學就是教與學，兩者是相互聯系，不可分割的，有教者就必然有學者。學生是被教的主體。因此了解及分析學生實際情況，實事求是，具體問題具體分析，做到因材施教，對授課效果有直接影響。這就是教育學中提到的“備教法的同時要備學生”。這一理論在我的教學實踐中得到了驗證。教學中，備課是一個必不可少，十分重要的環(huán)節(jié)，備學生，又要備教法。備課不充分或者備得不好，會嚴重影響課堂氣氛和積極性，曾有一位前輩對我說：“備課備不好，倒不如不上課，否則就是白費心機。”我明白到備課的重要性，因此，每天我都花費大量的時間在備課之上，認認真真鉆研教材和教法，不滿意就不收工。雖然辛苦，但事實證明是值得的。本屆初一是我?guī)У牡谝粚脤W習新教材的一屆，有很多教學上的東西需要自己去學習，專研。一：時間是勝利的法寶，有人說“時間就是金錢?！币灿腥苏f時間就是生命，要我來說時間就是提高學生成績最好的方式。1.在初本學期學習過程中，哪個環(huán)節(jié)出現問題都會直接影響學生們的對英語的興趣。由于兩個班級的差距較大，所以兩個班級的講課進度有所不同。對于一班相對基礎較好，所以抓優(yōu)等生是我本學期的目標，在抓尖子生的同時，對于學困生，中等生的培養(yǎng)也是本學期，的主要工作目標。課內重點培養(yǎng)，課外重點輔導。一直以來讓學生們擔心的聽力內容，到兄弟學校借閱資料，在考試前半月進行了集中訓練。2.課上積極開展課本劇活動，本學期課上有針對的課本劇訓練達到15節(jié)，在這個過程中學生們充分展示自己的外語水平，不怕失敗，在兩次家長會上學生們表演了《灰姑娘》，以及大型生活情景劇。3.為了提高學生們的.合作意識，本學期提高了小組學習的質量。在課上以8個學習小組為中心，負責課上的活動。課外由各組的組長進行有針對性的管理，比如作業(yè)，課外知識訓練。通過本學期的綜合成績，各個小組的學生都有明顯的進步。4.加強學生的管理力度，為了提高口語水平，以及能更好的熟記單詞，句型。每天由學生進行早讀活動，時間15分鐘，在這個期間學生們能做到認真，細心，讓我感到很高興，在老師不在的時候，有領讀的同學負責。在這個過程中如果出現錯誤，大家都能認真的指出，從而提高了大家的學習質量。5.備課充分，能調動學生的積極性，上課效果就好。但同時又要有駕馭課堂的能力，因為學生在課堂上的一舉一動都會直接影響課堂教學。因此上課一定要設法令學生投入，不讓其分心，這就很講究方法了。上課內容豐富，現實。教態(tài)自然，講課生動，難易適中照顧全部，就自然能夠吸引住學生。所以，老師每天都要有充足的精神，讓學生感受到一種自然氣氛。這樣，授課就事半功倍。英語是一門外語，對學生而言，既生疏又困難，在這樣一種大環(huán)境之下，要復習好英語，就要讓學生喜愛英語，讓他們對英語產生興趣。否則學生對這門學科產生畏難情緒，不愿學，也無法學下去。為此，我采取了一些方法，就是幫助班上的同學改英文名，盡量多講一些關于英美國家的文化，生活故事，讓他們更了解英語，更喜歡學習英語。英語是語言。困此，除了課堂效果之外，我還要求讓學生多讀，多講，多練。課后發(fā)現學生作業(yè)問題及時解決，及時講清楚，讓學生即時消化?；A是一種能力，未來的社會是一個不斷更新的社會，要立足于之，就必須不斷地學習，獲得新知識，充實自己，換句話說，在學校學的那些具體知識，是遠遠不夠的，所以我們要給學生的是一種能延續(xù)的東西，這就是能力。另外，對部分不自覺的同學還采取強硬背誦等方式，提高他們的能力。針對班級的后進生，本學期做了如下工作，首先，從思想上使他們認識到學習外語的重要性，指導他們學習外語的方法，提高他們的學習興趣，在平時利用中午時間對他們進行各種題型的訓練，并且在業(yè)余時間進行家訪，幫助家長一起在生活學習上出謀劃策。通過這些方法，在一定程度上他們有了很大的變化。教育是一項高難度的工作，要做好它，十分不易。但我相信，只要樂崗敬業(yè)，定會有所收獲。我的精神生活中將會有一份常人無法比擬的歡愉。因此，無論怎樣辛苦，我都會繼續(xù)努力，多問，多想。爭取闖出自己的一片天空。本學期的工作告一段落，初一工作中取得了一定的成績，。在工作中有很多值得思考的地方，同時有很多自己認為不合適的地方，望請領導指正，并給予幫助！

英語英文版教案 篇5

初中英語聽說課課件

1.三步聽力預測驗證訓練法

老師在聽力訓練前告訴學生聽力材料的標題,要求學生分析標題來預測段落內容, 并在老師的幫助下運用經驗來推論結果。接著, 通過聽來驗證學生的預測并對比檢測結果; 強化學生的預測判斷能力, 加強聽力的目的性, 保證聽力訓練的效度。如聽力材料: Pollution。

第一步, 老師首先板書聽力材料的主題———Pollution。

第二步, 師生設問和討論預測內容并推導結論:What’s Pollution? How many kinds? Where is it fromin your opinions? How to stop different kinds of pollution?

第三步, 聽錄音驗證假設。

2.任務型聽力訓練法

該方法要求學生在聽懂的基礎上, 利用輸入的語言信息去完成一項任務或多項任務。這些任務是老師圍繞聽力材料所提供的語言情景和語言信息預先設計的, 通過任務的完成和此后的評價來檢驗學生的理解程度。

( 1) 錄音填表格。( 略)

( 2) 聽后畫圖。初級聽力訓練階段需要學生運用抽象思維能力, 更需要學生運用形象思維能力。聽后畫圖的方法旨在培養(yǎng)學生的空間定位能力、想像力以及信息接受、處理、聯想、加工及組合能力。

( 3) 聽后寫(通知、信、邀請函等) 。老師選用部分應用文體做聽力材料, 既培養(yǎng)學生信息的轉換能力, 又強化四會技能的相互滲透。聽是寫和說的基礎, 說和寫是聽的提高。

( 4) 聽后回答,重述, 轉述。聽后回答可采用四種問答方式: ①一般疑問句問答, 弄清人物的職業(yè)身份; ②圍繞where、when、what 來設計問答,弄清事情經過及發(fā)生的時間地點; ③圍繞how、why來設計問答, 弄清事情的前因后果及方式方法; ④圍繞標題內容來設計, 目的是幫助學生理解言外之意, 促使學生能運用自己的綜合語言能力進行創(chuàng)造性問答。重述要求學生將聽到的材料一字不漏敘述出來, 訓練學生的語音語調以及聽力的精確性。轉述要求學生能對聽力材料進行粗加工, 訓練學生抓大意的能力、語言運用的靈活性以及初步的英語思維能力。

( 5) 聽后譯。聽后展開的活動形形色色, 其中包括聽后口譯和聽后筆譯, 它有利于學生準確地理解語言, 轉換語言, 實現準確的交際運用。

3.分層聽力訓練

為加強學生聽力目的性訓練和聽力記憶, 可以圍繞一篇聽力材料進行四層次訓練, 即“聽辨”、“聽知”、“聽記”、“聽析”。第一層通過“聽辨”環(huán)節(jié)來了解、辨明對話的人物及其相互關系。通過理順人物關系, 可以預測和判斷談話的目的或意圖,聽力訓練就會有的放矢?！奥犞本褪峭ㄟ^聽來了解聽力材料包含的基本內容, 把W- question(where/when/what) 作為了解內容的基本脈絡?！奥犛洝本褪锹犝邞涀≌勗捴猩婕暗臄祿??！奥犖觥币髮W生聽出對話中包含的“話里有話”、“弦外之音”或“即興幽默”等。

4.五步聽力訓練

( 1) 熱身聽:聽出段落中出現的生詞, 如老師講解部分不能猜出詞義的生詞, 并抓住文化承載詞進行背景介紹和文化滲透。

( 2) 搜索聽:通過who, where, when, what 提問,吸收聽力材料所包含的.字面信息, 即直接能從文字中獲取的信息, 訓練學生的集合思維和形象思維能力。

( 3) 思考聽:通過why, how來設計提問, 抓對聽力短文深層次的理解, 弄清事物的因果關系, 訓練學生的分析能力和抽象的邏輯思維能力。

( 4) 協商聽:通過聽來抓主題句, 邊聽邊討論,抓文章大意, 理解短文的中心思想, 讓學生為聽力材料加主題或選主題, 訓練學生對所聽內容的歸納能力。

( 5) 評價聽:通過老師設計的形成測試( 答問、判斷、選擇) , 或通過聽后做、聽后寫、聽后制作等活動來檢驗聽力成果, 老師可通過給予學生以恰當評價來激發(fā)學生的成就動機。

5. 單句聽力訓練“三字訣”: “分” “變”“準”

“分”指注意力的合理分配, 具體來說就是注意力的聽前分配和聽中分配?！奥犌胺峙洹敝冈趩尉渎犃η暗臅r間間歇區(qū)的注意力的分配?！奥犞蟹峙洹敝冈诼牼渥訒r, 聽者分配一部分注意力進行聯想或推理。

“變”指單句聽力應該進行變速訓練, 語速分別為80w/m、100w/m、120w/m、150w/m, 強化學生的應變能力, 可進行分句變速、分段變速、交替等方式來進行。

“準”要求學生迅速準確地掌握信息。單句聽力訓練一般要求只聽一遍, 不能重復播放。若有必須重復的單句聽力材料, 可以隔日再聽。

6.游戲聽力訓練

游戲是訓練學生聽力的一種特殊形式。它能激發(fā)學生聽的興趣, 還能調動他們進行邏輯性的思維活動。為加強游戲聽力訓練的客觀效果, 老師可以在課前錄制好聽力帶:

Tom was holding a thin book when he said to Peter,“I will put this book on the floor of this room,andput nothing above it,I believe you can’t jump over it. ”“It’s an easy thing .”said Peter. But after Tom put thebook on the floor,Peter really couldn’t jump over it.Doyou know where Tom put the book? (In the corner ofthe room.)

7.聽寫法

聽寫法能訓練學生的聽力理解能力、瞬間記憶能力、速寫能力, 以及訓練學生聽力的準確性。聽寫根據實際可分為兩步聽寫和三步聽寫訓練。對基礎較好的學生可進行兩步聽寫。而對條件較差的學生可進行三步聽寫教學: ①聽句會意: 要求學生盡量聽懂大意, 聽后復述, 學生可以復述句子的片段,能復述多少不限; ②再聽完整復述, 憑記憶寫出句子; ③重聽檢驗, 修正句子。

其實聽力的培養(yǎng)并不難, 只要師生都樹立信心,盡可能多地抓住實踐機會, 堅持不懈地進行大量反復的練習, 定會不斷地提高聽力水平。

英語英文版教案 篇6

acquire習得

active l vocabulary 積極外語詞匯

bilingual 雙語的

classification 分類

communicative ability 交際能力

communicative function 交際功能

a communication-oriented activity 以交際為中心的活動

comparison and contrast 比較和對照

cross lingual technique 跨語言（教學）法

equivalent expression 相對應的表達

flt(foreign language teaching) 外語教學

free interpretation 自由口譯

functional equivalent 功能對應的表達

grammar formula 語法公式

initial 首字母縮寫詞

l proficiency 外語水平

language proficiency 語言水平

plural noun 復數名詞

privacy 隱私

reference system 參照系統

similarities and differences 異同點

style 風格

taboo 禁忌

target culture 目標語文化

teaching/learning technique 教/學方法

third person singular 單數第三人稱

word list 單詞表

conversion drill 轉換練習

decode 解碼

demonstration：示范

encode 編碼

information gap 信息溝

inhibition 約束，抑制

interaction 交互作用，互動

mechanical drills 機械操練

motivation 動力

nonverbal 非言語的

pantomime 啞劇，用手勢表達

participation 參與

receptive 接受性的

scenario 劇本

stimulate 激發(fā)

stimulus 刺激，促進因素

substitution drills 替換練習

target language 目標語，指要學習的語言

unpredictability 不可預見性

cluster sampling 整群抽樣

cohort design 類似群體設計

control variable 控制變量

criterion group design 標準組設計

dependent variable 依變量

expectancy effect 期望效應

experimental mortality 實驗死亡率

external change 外部變化

external validity 外部效度

history 歷史

independent variable 自變量

instability 不穩(wěn)定性

instrumentation 手段

interaction of several factors 因素的交互組合

internal change 內部變化

internal validity 內部效度

interrupted time series design 間斷時間次序設計

maturation 成熟

moderator variable 調節(jié)變量

non-designs 前實驗設計

nonequivalent dependent variables design 非等值依變量設計

observational techniques 觀察技巧

one-group posttest-only design 一組實驗后測試設計

one-group pretest-posttest design 一組實驗前后測試設計

operational definition 操作定義

outcome variable 結果變量

posttest-only control group design 只有實驗后測試的控制組設計

prestest-posttest control group design 實驗前后測試的控制組設計

pretesting 前測試

quasi-experimental designs 準實驗設計

questionnaire 問卷調查

quota sampling 定額抽樣

random sampling 隨機抽樣

repeated treatment design 反復處理設計

research hypothesis 研究假設

selection 選擇

statistical regression 統計回歸

systematic sampling 系統抽樣

true experiment 真正的實驗

untreated control group design with pretest and posttest

language learning objective 語言學習目標

curriculum 課程目標

action and interaction 作用和相互作用

examination prescription 考試指南

philisophy of teaching 教學觀念

practicality 實用性

pragmaticality 實效性

motivational drive 動力驅動

reality 現實性

learning strategy 學習策略

terminal objective 結果目標

enabling objective 過程目標

evaluation 評價

formative assessment 形成性測試

assignment 作業(yè)布置

language acquisition 語言習得

individual difference 個體差異

auditory 聽覺

scientificity 科學性

variety多樣性

flexibility 靈活性

creativity 創(chuàng)造性

learner-centered 學生中心

awareness of syllabus 大綱意識

contextualized setting 語境

affirmative answer 肯定回答

allocation of roles 角色分配

assessment 評估

assessor 評估者

bilabial 雙唇音

brainstorm 集思廣益/大腦風暴

chinese pinyin 漢語拼音

closed pairs 練習式結對活動

designing 設計

communicative ability 交際能力

communicative function 交際功能

content feedback 內容反饋

consonant clusters 輔音連綴

compulsory course 必修課

classroom teaching 課堂教學

demonstration 示范，演示

demonstrator 示范者，演示者

diphthong 雙元音

elicitation 誘導，引出

evaluation 評價

exponents 范例

feedback 反饋

form feedback 形式反饋

falling tone 降調

fluency practice 流利度訓練

group work 小組活動

information gap 信息溝

instructor 指導者

intensive reading 精讀

interactional language 交際性語言

intonation 語調

indoor activities 室內活動

jazz chants 爵士樂

jigsaw games 拼圖游戲

language units 語言單位

language input 語言輸入

language proficiency 語言熟練度

manners of articulation 發(fā)音方法

mime 模擬, 模仿

monitor 監(jiān)督者，監(jiān)督者

nasals 鼻音

noughts and crosses 拼字游戲

open pairs 演示性接對活動

organizer 組織者

outdoor activities 室外活動

pair work 結對活動

participation 參與

places of articulation 發(fā)音部位

practice stage 實踐階段

procedure 步驟

prompts 提示性語言

pronunciation practice 語音練習

quiz 知識小測驗

remedial measures 補救性措施

rhyme 韻律

rhythm 節(jié)奏

rising tone 聲調

received pronunciation 標準語音

role plays 角色扮演

safety coefficient 安全系數

scan 略讀

skim 快讀

supplementary form 補充形式

supervisor 督促者

stress 重音

structure practice 結構練習

teaching syllabus for full-time secondary schools 全日制中學教學大綱

tongue twisters 繞口念

vocal organs 發(fā)音器官

vocabulary practice 詞匯練習

alphabet chart 字母表

authentic printed material 原文材料

flip chart 瀏覽圖表

grammar chart 語法圖表

jefc 初中英語

model 模型

object visual 實物教具

phonetic chart 語音圖表

picture flash card 圖畫卡片

questionnaire 問卷

sentence building card 組句卡

sentence building grid 組句表格

speech organ 發(fā)音器官

syllable wheel 音節(jié)風車

teaching aids 教具

visuals 可視教具

wall picture 墻畫

wall poster 墻貼

word building card 組詞卡

word flash card 單詞卡片

word map 聯想圖表

word slide 單詞滑梯

work card 練習卡

work sheet 分發(fā)材料

blackboard arrangement 黑板布局

board writing 板書

dynamic person 動態(tài)人物畫

full cursive 草體

inanimate object 靜物

main board writing 主板書

minor board writing 副板書

printing style 印刷體

simple blackboard drawing 黑板簡筆畫

simple cursive 簡單草體；行體

simple picture 簡筆畫

static image 靜物畫

stick figure 簡筆人物畫

writing style 書體，字體

web 網狀圖形

active listening積極聆聽

agenda議程

attention span注意力

automatic reaction機械反應

classroom interaction課堂互動

classroom routine課堂常規(guī)

communicating style傳播風格

communication model交際模式

consultant咨詢者

cyclical (sequence)循環(huán)次序

facilitator協助者

follow-up跟蹤練習

group work activities小組活動

half dialogue補全對話

information gap信息溝

instructor指導者

linear sequence線性次序

loss of control（課堂）失控

motivation動機

questioner提問者

remedial teaching糾錯教學

rhetorical devices修辭手法

pair work activities結對活動

personalizing個體化

prompts提示

repetition dialogue重復對話

substitution dialogue替換

sequencing次序安排

supervising監(jiān)督，管理

the need to communicate交際需求

transmission model傳授模式

whole class work activities全班活動

allophonic : 音位變體的，語音變體的。

articulation: 發(fā)音動作，發(fā)音。

consonant clusters 輔音

content words 實詞

contraction: 縮略形式。

discrimination: 辨別。

form words 虛詞

homophones: 同音異形詞

inflection: 變音；轉調；語音的抑揚變化。

jingle: 疊韻的詩句。

lateral consonant 邊輔音

linking of souds 音的連讀

mimicry 模仿

minimal pair: 最小對立體。

nasals 鼻音

ongoing 持續(xù)的

oral cavity 口腔

phoneme：音位（語音的最小單位）；音素。

prosodic feature: 韻律特征。

remedial teaching (此處為)糾音教學法

rhythm: 節(jié)奏。

segment: 單位；切分成分。

segmental phoneme：切分音位。

sight words: 同形異音詞

soft palate 軟腭

super segmental phoneme: 超切分音位

utterance: 發(fā)聲，表達，話語（指兩個停頓或可能的停頓之間的一串言語，通常在話語的末尾用上升或下降的終端連音表示）。

vibration 振動 共鳴

willy-nilly:不管愿不愿意。

anticipate 預測

brainstorm 集思廣益

chunk 片語

coherent unity 前后一致的整體

command 命令句

competence 能力

compile 收集

comprehensive recognition 理解性認知

conjunction 連接詞

context 語境，上下文

coordinator 協調連詞

creative writing 創(chuàng)造寫作

cursive 手寫體

diagram 圖表，圖集，文圖

diction 語言風格

exclamation 感嘆句

feedback 反饋

framework 框架

gap filling 填空

genre 風格，體裁

highlight 標明

incorporate 包括，納入

information explosion 信息爆炸

interaction 交流，合作

interior relation 內在的聯系

jigsaw writing 割畫寫作

linker 連接詞

matching words 詞組填空

morphology 形態(tài)

muddled 亂序的

ohp overhead projector 投影儀

pattern drills 句型練習

picture writing 看圖寫話

pie chart 餅型圖表

proofread 審讀

punctuation 標點

readership 讀者

rearranging scrambled sentences 亂句重組

reference注解

resulting text 完成稿

revise 校訂

rhetorical purposes 修辭目的

semantic 語義的

sentence chains 句子連接

sentence combining 句子組合

sentence completion 完成句子

sentence judging and making 判斷句子和造句

sentence linking 連句成段

sequencer 順序詞

statement 陳述句

structurally complete 結構完整

substantial guidance 大量的指導

syntax 句法

transcend 超越

transformation 轉換

transition 過渡連接

treasure hunt 尋寶

comprehensible input 有意義輸入

cue 提示詞

chain drill 鏈式操練

deductive method 演繹法

function 功能

inductive method 歸納法

morpheme 詞素

multi- slot substitution 多成分替換

morphology 詞法

syntax 句法

the grammar translation method 語法翻譯法

transformation drill 轉換練習

single-slot substitution 單一成分替換

backgroud knowledge 背景知識

bottom-up processing 自下而上認識法

communicative competence交際能力

decode解碼

encode編碼

information input/output信息輸入/輸出

interactional purpose 互動目的

lead-in導入

linguistic competence語言能力

phatic寒暄

top-down processing自上而下認識法

transactional purpose 信息傳遞目的

code 語碼

a system of words, letters, numbers, etc.

decode 解碼

to discover the meaning of a code

encoding 編碼

putting … into a code

decoding 解碼

discovering the meaning of a code

skimming 掠讀

skimming means reading quickly to get the gist, i.ethe main idea of the text

it is the method in which the reader reads only the first sentence of each paragraph of a whole passage and then recalls everything and identifies the most important pointsafter that he/she sets a goal for the assignment and plans how to do intensive reading of the entire document at a slower pace

scanning 略讀

scanning means to read and locate specific information such as figures, schedules, tables, news heading, etcthe key point in scanning is that students have something in their mind and they should ignore the irrelevant parts when reading

top-down approach 自上而下模式

it is a model of teaching reading in which the teacher teaches the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page.

bottom-up approach 自下而上模式

it is a reading model that follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text

distinguishing 辯識

finding the main idea from supporting details

predicting 預測

guessing what is coming next

sqr strategy sqr閱讀策略

sqr is a five-step procedure made up of surveying, questioning, reading, reciting, and reviewing, which can be used for reading a variety of reading materials, including textbooks and journal articles, as long as the structure or organization of the material is not too complex.

the first step is to survey the material for content and organization to create a mental map of the text and selective reading;

the second step is to predict questions that may be answered by the material on the basis of the survey to serve as an individualized knowledge framework or template of the passage to which details may be added later;

the third step is to read the assignment one section at a time for content, search for relationships among the main ideas and their supporting details, look for information that answers the predicted questions, and take note of unexpected ideas;

the fourth step is to recite to actively make mental connections among main ideas and details;

finally, review the entire chapter or article to see how the information fits together.

pqr strategy pqr閱讀策略

pqr strategy is a six-step process that involves previewing, questioning, reading, reflecting, reciting, and reviewing

the first stage is to preview the material for content and organization to create a mental map of the text and selective reading;

the second step is to predict questions that may be answered by the material;

the third stage is to carefully read the complete text, unlike sqr to read section by section, recording notes in the margin or underlining important information that answers the predicted questionsin this stage, reflection phase, information from the entire chapter or article is linked togetherthe reader should attempt to develop insight into the topic and make associations among the important material noted while reading

the fourth stage, recitation, involves summarizing the main points and supporting details of the complete text

in the final stage, review, make sure the predicted questions have been answered and that the author's purpose is fully understood

rap strategy rap閱讀策略

the rap strategy is a three-step approach involves reading, asking questions, and paraphrasing, which targets the reader's ability to understand main ideas and supporting details by emphasizing paraphrasing skills

read one paragraph of the text at a time;

ask oneself what the main idea of the paragraph is, then;

paraphrase the identified details supporting the main idea finally and record them.

reap strategy reap閱讀策略

the reap strategy is a four-step strategy that involves reading, encoding, annotating, and pondering, armed with ten varieties of annotations, each focusing on different aspects of a text, that help to improve student writing skills, meta-cognitive awareness, and comprehension of main ideas

the first step of the strategy is to read the text.

after reading the text, the information is paraphrased (encoded) by the student into his/her own words in the second step

annotation of a text that explains and/or critique the text is made in the third stepdifferent aspects of the text are handled differently when writing annotationsall together there're ten annotations, namely, summary annotation; thesis annotation; question annotation; critical annotation; heuristic annotation; intention annotation; motivation annotation; probe annotation; personal view annotation; inventive annotation.

in the fourth step the student evaluates (ponder) the annotation for accuracy and completenessthe teacher should consider how the text relates to other readings, to course objectives, and to classroom activities.

snips strategy snips閱讀策略

the snips strategy is a five-step reading approach for facilitating on-line processing through interpretation of visual aidsthe steps are: to start with questions, to note what can be learned from hints, to identify what is important, to plug the important matters into the chapter, and see if you can explain the visual to someone

the first step is to start with questions like “why am i looking at this visual aid?” the reader then asks questions to determine what kinds of information on which to focus, depending on the type of visual aid presented

in the second step, note what can be learned from hints, look for hints or clues about the meaning of the visual aid in the title, caption, lines, numbers, or colorsand activate prior knowledge as it relates to the subject

identify the main idea of the graphic in the third step.

plug the important matter into the chapter in the fourth stepconsider how the visual aid relates to the main ideas of the chapter or article

in the last step, see if you can explain the visual to another person or just explain it aloud to yourself if no one is available.

prsr strategy prsr閱讀策略

prsr stands for preview, read, self-test, and reviewtext organization, paraphrasing, and self-evaluation are stressed in prsr strategy.

in previewing stage, read the title, introduction, the headings and subheadings to determine the main ideas covered in the textexamine the illustrations for additional informationlook at the words in italics or bold printread the summary and then skim any review questions or discussion questions at the end of the chapter

in reading stage, form the headings into questions and then read with the goal of answering those questionsidentify important points by underlining or taking notesclarify meanings further with visual imagery

in self-testing step, monitor understanding by answering self-made questions as well as review and discussion questions at the end of the chapter without referring to the textuse summaries to organize important informationtry explaining key ideas and concepts to another person

for reviewing check answers to review questions against the textreconsider information that was forgotten or misunderstoodrepeat the self-test and review stages until the material is masteredthen review periodically to keep the information in long-term memory

pror strategy pror閱讀策略

the pror strategy involves pre-reading, reading, organizing and reviewing

in pre-reading stage, use the title, headings, introduction, and summary to form questions to guide readingrecall prior knowledge related to the subject to form more questions

in the second stage, read with the goal of answering the questionsannotate key concepts, supporting details, and examplesconsider how illustrations relate to the text

in organizing stage, develop rehearsal strategies to organize the important information and commit it to memoryanswer the questions aloudcompare the text to lecture material

last, reduce the information to the bare essentialstarget the information that was uncleartalk through the material to yourself or another student

parts strategy parts閱讀策略

the parts strategy is a five-step procedure that guides students in carefully reading an assignment in order to enhance learningthe five steps are: to perform goal setting, to analyze little parts, to review big parts, to think of questions you hope will be answered, and last, to state relationships

for the perform goal setting stage, consider the reason you are analyzing the text parts.

in analyzing little parts stage, divide the text into parts, such as title, headings, visuals, and wordsanalyze one part at a timeexplain the information included in each partthen, based on one part, predict what the next part will discussafter reading all parts, tie them together.

during the review big parts stage, review the introduction and summary of the textsearch for signal words, such as “the most important” or “the purpose is,” that indicates the main ideasdecide what the author's main goal or purpose isrelate the new information to knowledge you have already read about the subjectparaphrase the main ideas into your own words

in the think of questions you hope will be answered stage, identify your own questions based on titles and headings, previous knowledge, and predictionscheck the questions at the end of the text

for the last stage, state relationships, consider how the text relates to other texts in the unitconsider how the text relates to the course objectives indicated on the syllabusconsider how the text relates to what you already know about the subject

dissect strategy dissect閱讀策略

dissect stands for discover the word's context, isolate the prefix, separate the suffix, say the stem or root word, examine the stem or root word, check with someone, and try the dictionaryit is a word identification strategy

it emphasizes the systematic analysis of a word using context and word element clues

cssd strategy cssd閱讀策略

the cssd strategy is a four-step procedure combining a number of approaches for learning vocabulary words and meaningssccd stands for context, structure, sound and dictionary

the first step is to consider the context of the word

the second step is to break the word into smaller parts and look for familiar prefixes, root words, and suffixes

the third step is to analyze the word phonetically by breaking it into units of sound.

if these methods do not work, consult the dictionary in the last step

vocab game 詞匯游戲

the vocab game is for students to determine the meanings of out-of-context words through an understanding of morphemes, word parts, and etymology (word origins).

the steps of the vocab game are: to divide the class into groups, to discuss and select vocabulary words, to select a scorekeeper and recorder, to present the words, to define the words, to analyze the words, to check the definitions, to record points, to do group discussion, to record the word lists, and to evaluate the students.

the patterned language approach 模式語言策略

the patterned language approach is to practice word identification skills with an emphasis on word meaning

it follows these steps: to select the reading material, to read the selected material, to make and match text strips, and to write word cards.

the creative mapping strategy 圖式閱讀策略

the creative mapping strategy is to use pictorial images to help students recognize the organization of information in content readings and reorganize the main ideas and details of the text

guided reading 指導性閱讀

guided reading refers to timed reading conducted in class under the control and guidance of the teacher

pre-reading activities 閱讀前活動

we mean tasks/activities that students do before they read the text in detail.

a transition device 轉換方式

a transition device is the way to transfer information from one form to another

referential words 指示詞

referential words are words such as pronouns to refer to people or things already mentioned previously in the context

making inferences 推理

making inferences means “reading between the lines” it requires the reader to use background knowledge in order to infer the implied meaning of the author.

role-play 角色表演

role-play is a very common language learning activity where students play different roles and interact from the point of view of the roles they play.

subvocalization 默念

subvocalization means a more subtle type of saying the words, also called thinking each word without actually moving the lips or tongue.

英語英文版教案 篇7

初中英語說課稿（英文版）

a. New wrds and phrases

b. Sentence pattern: If- clause

c. iprve their reading sills.

d. Taling abut prbles f the Earth.

6. 說教學難點 teaching difficult pints (語法；發(fā)展交際能力)

a. functinal ite: Suppsitin.

b. Develp their cunicative abilit. Act ut their wn dialgue.

7. 說教具 teaching aids (ulti-edia cputer, sftware, OHP)

The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie, it aruses the Ss’ interest in learning English.

二、說教法 Teaching ethds

Five step ethd; audi-vide; cunicative apprach;

Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.

三、說學法 Stud ethds

1. Teach Ss hw t be successful language learners.

2. Teach Ss hw t develp the reading sill — si ≈ scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;

3. Get the Ss t fr gd learning habits.

四、說教學過程Teaching prcedures

I. 復習 (Revisin) 5in (Dail reprt; 詞匯diagra; brainstring; activate scheata)

Activit 1: Iaginatin

1). Suppse a bttle f in is turned ver and dirties ur white shirt, what is t be dne? (Wash it? Or thrw it awa?)

2). Suppse u catch a bad cld, what’s t be dne?

3). Suppse ur bie is bren, what’s t be dne?

4). And suppse the earth, n which we all live, is daaged, what’s t be dne?

* What can u thin f when u see “pllutin” this wrd?(waste, envirnent, air, water, factr, desert, cliate... Tr t activate the Ss scheata regarding the tpic f pllutin.)

II. 呈現 (Presentatin) 5in

Activit 2: Presentatin

Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)

A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.

Ss’ presentatin n pllutin. Attract their attentin, aruse their interest, and create a gd atsphere fr cunicatin.

* Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.

III. 對話 / 閱讀 (Dialgue)18

1. Pre- reading

Activit 3: Predictin

1st listening/ fast reading, ne guided Q t help Ss t get the ain idea:

What d u thin is discussed at the cnference?

2. While- reading

Activit 4: Read and answer

2nd listening/ careful reading, re Qs t get the detailed infratin. Develp their reading sills: si ≈ scan. Pa attentin t the prnunciatin, stress ≈ intnatin.

* 閱讀: Pre-reading; while-reading; pst-reading (fast reading/ careful reading; si/ scan; 識別關鍵詞e wrds；確定主題句；創(chuàng)設信息差infratin gap；T r F; 填表格chart/diagra; Predicting; Mae a tieline; Mae a str ap。達到對課文的整體理解和掌握。S that the can have a gd understanding f the whle text.)

3. Pst- reading

Activit 5: Language fcus

While Ss are answering the Qs, the teacher deals with se e language pints.

a. is being caused b. and s n c. g n ding

d. be fit fr e. standing r f. if- clause

IV. 操練 (Practice) 10

Activit 6: Retell

Use ur wn wrds t retell the dialgue in the 3rd persn.

Activit 7: Acting ut

Activit 8: Drill – Suppsitin

Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113, wb Ex. 3)

(Retell; act ut; rle pla)

V. 鞏固 (Cnslidatin) 6

(Discussin; interview; press cnference; debate; quiz)

Activit 9: rle pla

Suppse u were head f a village, scientist, urnalist and villager, ae up a cnversatin and as several grups t denstrate in frnt f the class.

* The Ss are encuraged t use the wrds and expressin_rs lie pllutin, daage, be fit fr, turn int, the if- clause, etc.

Activit 10: Discussin

Thin f the questin: Are we causing daage t the wrld?

What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?

Cllect their answers and fr a reprt.

VI. 作業(yè) (Hewr) 1 (Writing; cntinue the str; recite; retell)

Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.

五、說板書Blacbard design

英語英文版教案 篇8

一、說教材

本課時包括A部分的Let's learn和Let's do，其內容主要是學習常見的動物單詞。在日常生活中我們會接觸到很多小動物，如何讓學生學會用英語來表達這些動物的名稱是本單元所要學習的教學內容。依據教材的內容和學生的年齡特征及認知水平，確定以下目標：

1、能聽說、認讀六個有關動物的單詞。

2、能在Act like a……的指令下模仿小動物的動作。

二、說重點和難點

本課時教學重點是學習六個有關動物的詞匯。教學難點是靈活運用所學單詞進行口語交際。突破重難點的關鍵是結合低年級學生喜歡游戲的特點，掌握知識，并靈活地運用。

三、說教法

為了順利完成以上教學目標，更好地突出重點，突破難點，按照學生認知規(guī)律，我采用了講讀、游戲法和全身動作反應法相結合的方法，層層遞進，激發(fā)學生的學習興趣，保持他們強烈的好奇心和旺盛的求知欲，進而促使他們由興趣發(fā)展到產生要學好的志趣。

四、說學法

鑒于本課詞匯的特點及學生現有知識水平，我準備引導學生聽、看、說、做來逐步引導學生表達動物名稱，發(fā)展學生的語言思維和運用能力。同時多表揚，勤鼓勵，使不同層次的學生都有學習積極性，在知識上均有提高。

五、說教學流程

1、熱身

利用歌曲How are you？使學生的注意力和興趣集中到課堂。

2、新課呈現

學習動物單詞是本課的教學重點。先讓學生觀看動物樂隊出場的畫面，吸引學生的注意力，然后逐一引出單詞，教讀單詞。

3、趣味操練用各種游戲，讓學生在玩中操練所學內容。

4、回顧

對本課所學內容進行小結，讓學生對所學知識有一個總體的了解。

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