Teaching Objectives1
新译林牛津版初中英语七年级上册Unit1Thisisme优质课公开课教案（1）
Unit 1 This is meTeaching objectives1. Learn to introduce oneself2. Learn to use some greeting wordsTeaching contentExpressions： good morning good afternoon good eveningSentences：What’s your name?My name is …I’m …Nice to meet you.vocabulary：e-dog masterTeaching aidsrecorder, multi-mediaTeaching proceduresStep I PresentationNew words: e-dog, masterStep II Lead inAsk students whether or not they want to have a pet dog at home. And show a picture of a pet dog, Let them be the dog’s master and ask them to look after the dog. Step III Presentation1. Show students the flash of Comic Strip2. Ask students to answer some questions according to the flash:What’s the two dog’s name?Who is the master?Is Hobo a dog?Is Eddie happy? Why?Is Eddie happy? Why?Step IV Presentation1. Tell students they are going to know some new friends. They are new students atSunshine Middle School. They are Amy, Simon, Mille, Kitty, Sandy, Daniel.2. Show some pictures of different time to make students know the three greetingsGood morning, Good afternoon, Good eveningStep V PracticeAsk students to fill in the blanks to check whether or not they still remember theirnew friends.Step VI ActivityAsk students to work in pairs, greet their partners and then introduce themselves.Use the conversation as a model.Mille: HelloSandy: HiMille: I’m Mille. What’s your name?Sandy: My name is Sandy. Nice to meet you.Mille: Nice to meet you too.Step VII ExplanationNice to meet you. 很高兴见到你。
人教精通版六年级上册英语教案全英
人教精通版六年级上册英语教案全英以下是一份人教精通版六年级上册英语全英教案示例，仅供参考：Title: Unit 1: Introduction to the World of PlantsTeaching Objectives:1. To introduce students to the world of plants2. To familiarize students with different types of plants and their functions3. To develop students' ability to express their understanding of plants in EnglishTeaching Materials:1. Textbook and workbook2. Multimedia presentation on plants3. Model of a plant cellTeaching Procedures:1. Greeting students and asking them about their favorite plants (to engage them in conversation and assess their prior knowledge)2. Introduction to the world of plants: Discuss the importance of plants in our daily lives, including providing food, medicine, and oxygen. Ask students to identify plants that they are familiar with and explain their functions.3. Exploring different types of plants: Use a multimedia presentation to introduce students to various types of plants, including flowering plants, non-flowering plants, seedless plants, and aquatic plants. Ask students to identify these plants and explain their characteristics and functions.4. Understanding plant growth: Explain the process of photosynthesis and how plants grow. Use a model of a plant cell to demonstrate the structure and function of cells in plants. Ask students to describe the process of photosynthesis and explain its importance in plant growth.5. Conclusion: Recap the main points covered in the lesson and ask students to identify key vocabulary terms related to plants. Encourage them to use these terms in their daily conversations to improve their English language skills.6. Homework: Assign students to write a short paragraph about a plant that they are familiar with and explain its importance in their daily lives. Ask them to use at least three new vocabulary terms that they learned in class.Teaching Evaluation:Evaluate students' understanding of plants by asking them to complete a workbook exercise that tests their knowledge of plant functions and characteristics. Assess their ability to express their ideas in English by having them participate in a class discussion about the importance of plants in our daily lives.。
小学英语教案全英文版(最新)
小学英语教案全英文版篇一Ⅰ.Teaching objectivesnguage functions: Talking about animals and their favorite food.2. Language structures: I like…3. New vocabulary: Monkey, elephant, rabbit, panda, goat4. Skills: Listening: 能听懂各种动物的名称及其习性的内容，－go to the zoo。
Speaking: 能运用所学的单词句型谈论各种动物的习性5. Teaching activities:(1). Role play: Elephant 生日请客，分食物给他的朋友们并说"I like…"T－elephant Ss－monkey, rabbit, panda, goat(2). A game: Looking for good friends让学生自取道具找朋友，如当T说1，2，3后拿carrot的要与拿rabbit的站到一块并说We are good friends.Ⅱ.Teaching key points and difficult points1.The sounds of the new words.2.Freely using the sentences.Ⅲ.Teaching aids课件，a big picture (animals party), 10 small pictures (monkey, elephant, rabbit, panda, goat, bananas, grass, carrots,bamboo, leaves)Ⅳ.Teaching procedure1. Greeting2. Sing a song: one two three song3. say goodbye to the 1, 2, 3 and go to the zooT: We are going to the zoo today. Therere many animals at the zoo.T introduces animals by action and sound, show animals pictures and put them on the big picture, and teachtheir names. ( 使用课件Part 1 )4. Review food names and teach " I like…" (使用课件Part 2 )(1). T act as the elephant, tell Ss "today is my birthday, I have food and Ill give them to my friends "( T showsfood pictures and Ss review)(2).role play:T act as the elephant first and teach " I like…", and then find my friends( Ss) to play and practice the sentences.5. CA: T shows pictures, Ss practice the sentences6. PA: Ss use their food to practice the sentences7. A game: Looking for good friends( moral education: We are friends, we should take good care of each other.)(1). 先找S1配合示范: T在B上找到monkey的图片, S1找到bananas的图片, T and Ss say " were good friends", ask Ss to play.(2). 对对碰：Let 10Ss hold 10 pictures, when T say 1, 2, 3 , Ss should find their friends at once.8. Sing a song: two little black birds ( 使用课件Part 3 )9. Sum up (使用课件Part 1 and 2 )小学英语教案全英文版篇二Teaching objectives：1.It looks like ____.2.cloud , sky3.lie.Danny goes to the park, we should clear about its meaning. It’s fun and happy, if you have time you can go out to play after you have finished your words.The nature is clear and vivid, clean air, green trees and leaves, white clouds, beautiful flowers. We can go out share it.Teaching focal points：1.how to use “look like”2．lieTeaching difficulty points：1．how to use “look like”2．lieTeaching aims：A tapeA big picture of the dialogueTeaching steps：Class opening and reviewReview “flowers” “leaves” “grass” with a drill. Choose a drill from “Teaching Techniques”IntroduceDemonstrate “cloud” and “sky” with your poster, or by pointing out the window of your classroom.Draw quick pictures of clouds on the blackboard.Make the clouds look like something. Say phrases such as:Use a puppet to introduce the word “lie” For example, draw quick pictures of a bed and some grass on the blackboard. Make the pu ppet “lie” on these as you say phrases for it such as:I am tired. I want to sleep.Where can I sleep?Here’s a bed. I am going to lie on the bed.Now I am lying on the bed.I don’t want to sleep here!Here’s some grass.Now I am lying on the grass.Now I can see the sky!PracticeDivide the class into small groups. Ask each group to make up a dialogue about lying on the grass and looking at clouds in the sky. Please read about making up dialogues in “Teaching Techniques”Pl ay “Go Fish” or “Memory Card” with the students’ flashcards for the following words: cloud, sky, flowers, leaves, grass, snow, ice, rain, sun and wind.Use the activity bookNumber 2 in the activity book is a listening exercise on the audiotape as follows:Listen, draw the shapes and write the words.a triangleb. linec. circled. squareBlackboard show:Lesson19:Let’s go to the park lie on cloud skyIt looks like _________ .。
Teaching objectives教学设计
Teaching objectives 教学目标Language aims1．The students will be able to：(1)Write and use words and expressions freely and correctly.(2)Learn the writing style of the passage.2．Ability aimsThe students will be able to：(1)Discuss some problems in English and exchange their ideas.(2)Learn how to deal with the problems that they would face when studying .(3)Make in interview in groups.(4)Use their imagination，according to Jackie Chan ，write a short composition about how to help others as students.3．Emotional aimsStudents will be able to learn the ability of facing the difficulties，overcoming and solving the problems by themselves.Students can also develop their ability of helping others .Teaching important and difficult points教学重难点Students will be able to understand the importance of helping others and overcoming difficulties.Teaching methods教学方法Task－based method；discussing；brainstorming and speakingTeaching教学工具(1)A blackboard(2)A projector and a computerTeaching procedure.教学过程Step I: Pre-reading1. As we all know, nowadays, everybody has his own idol, Why? The answers may be various. Let’s play a game ,according to what I described ,you can guess who is my idol?设计意图：通过联系生活实际导入新课，引出本单元话题——An interview with Jackie Chan ，实际这也是学生感兴趣的话题，这样能调动课堂气氛，使学生更容易进入状态，进而引出对文章的学习。
教学设计包括哪些内容英语翻译
教学设计包括哪些内容：英语翻译教学设计是指为了实现教学目标，规划并组织教学活动的过程。
它是一种系统性的思考和计划，有助于教师将教育理论应用于实际教学中。
教学设计需要考虑到学生的特点、学科的内容、教学方法以及评估和反馈等方面。
本文将介绍教学设计中涵盖的主要内容，并对其进行英文翻译。
1.教学目标 (Teaching Objectives): 教学目标是教师在教学过程中希望学生达到的预期学习结果。
它可以分为知识目标、能力目标和情感目标。
知识目标是学生在学习过程中应该掌握的知识内容，能力目标是学生应该具备的能力和技能，情感目标是培养学生正确的态度和价值观。
2.教学内容 (Teaching Content): 教学内容是教师在教学中要传授给学生的具体知识和技能。
它可以包括学科基础知识、概念、原理、技能等内容。
教学内容应该根据学生的年龄、智力水平和学科要求进行选择和组织。
3.教学方法 (Teaching Methods): 教学方法是教师在教学过程中采用的策略和手段。
它包括了教学模式、教学活动、教学资源的选择和运用等。
教学方法的选择应该根据不同的教学目标和学生的特点来确定，以提高教学效果和学生的学习兴趣。
4.教学组织 (Teaching Organization): 教学组织是指将教学内容和教学方法整合在一起，形成一个有机的教学过程。
它包括了教学步骤、教学时间分配、教材选择、课堂管理等方面。
教学组织的目标是使教学过程有条理、连贯，并且符合学生的认知规律。
5.评估和反馈 (Assessment and Feedback): 评估和反馈是对学生学习情况进行监测和评价的过程。
教师可以通过考试、作业、口头提问等方式进行评估，以了解学生的学习进度和成绩。
同时，教师还应提供及时的反馈和指导，根据学生的表现调整教学策略，以促进学生的进一步发展。
教学设计是教师进行教学活动的重要依据，它需要考虑到多个方面的因素。
通过合理和有效的教学设计，教师可以帮助学生实现目标，并提高他们的学习成效。
致用英语听力教案3
Unit One Working Together1.Teaching Objectives1)discuss the personalities of a successful worker2)describe problems in working with others3)identify the factors in team-building2.Important Points1)information about hunting for a job2)If a student wants to learn corporation, what should he/she do? How to be asuccessful citizen in the twenty-first century.3.Teaching Procedures1) Leading-inWhat type of job do you want to do? Do you think it’s important to work in a team?2) Listening-inPart A Listening PracticeStep 1:Pre-ListeningListen to a dialogue and answer two questions. (2 times listening) Explain the meaning of a typical 9 to 5 job; overtime; take on extra work; stay late; do sb. the world of good.Step 2:Core Listening:Task one:Listen to a conversation about hunting for a job. How to describe the job positions?Explain the following words: job vacancy; customer service representative; customer complaints; salary; applicants; working experience; manager assistant;communicative. Ask some students to read their answers. (3 times listening)Task twoListen to the dialogues and choose the best answer. Pay attention to some words andphrases: part-time job; you look so down; conflict. (2 times listening)Task threeListen to some students talking about themselves and fill in the blanks about the advantages and disadvantages. Let the students listen 3 times. The first listening is to get the main idea. Ask the students to skim through the tasks before listening to it again and to pay special attention to the details involved. The last time is to check the answers. This part aims to practice students’ ability to get the main idea and to listen for details.Explain the meanings of some key words and expressions: talented students, go along with sb, tolerate, arguments, productive environment, feedback, constructively, improvement.Practical ListeningThis passage is a little difficult. So four-times listening is necessary. The students should write down the answers after 3 times listening. The last time is to check the answers. The word internship worth special explanation.Fun listeningTask oneFirst listen to these quotations, then ask the students to translate. It a comprehensive exercise.Task twoListen to the song and supply the missing words. Explain the meaning of the word: devour.HomeworkExtensive Listening on P129, task 3 Dialogue.Unit Two Communication1.Teaching Objectives1)understand body language2)recognize some conversational taboos and customs3)get familiar with different forms of communication4)learn to be culturally aware in communicating with others2.Important pointsGet to know the meanings of different gestures, and body language differs from culture to culture.3.Teaching Procedures1) Leading-in:Let students to show some gestures they have already known and try to explain their meanings.2) Listening-in:Part APre-listeningTask oneListen and write down the gesture descriptions for each picture. (2 times)Explain the meanings of the following words: briskly, tap, tilt, stroke.Task twoMatch the gestures we hear in Task one. Indecision matches Picture 7, Impatience matches Picture 4. Trying to make a decision matches Picture 8. Students may be confused about these three gestures. In addition, new words such as indecision, defensiveness, impatience, and sincerity need to be explained.Core ListeningTask oneListen to the dialogue and choose the best answer to each question. The first three dialogues are quite easy. Students can make their choice immediately only after two times listening. Some words still deserve special attention: business conference, client, business card, contract, vodka, teetotal, toast. Further listening is for them to knowthe culture of western countries.Attention: In communicating with people, we need to understand their ways of thinking, conversational taboos and cultural rules.Task 2Listen to the dialogue and choose the best answer. (three times listening) Introduce the forms of communication, such as phone call, email, fax, video conference, memo, etc. Remind the students that their voice is the only selling point when they make a call. New words: laptop computers, PC, after-sales servicePractical ListeningHow could each of the following communication options help with the communication difficulties? This part introduces the advantages of different ways of communications that are appropriate situations.Fun ListeningTask oneListen to the quotes and fill in the blanks. After two times listening, ask some students to write down their answers on the blackboard. Then ask the students who have written down their answers to translate each separately.Task twoListen to the song and supply the missing words.Some words in this part deserve explanation. assure, pouring, heal, conscience (differ from conscious), stonyUnit Three Manners1. Teaching Objectives1) learn about table manners2) be aware of dressing manners2. Important Pointsrecognize and respect different manners and customs of other countries3. Teaching Procedures1) Leading-inDo you know some of the table manners in China? What knowledge do you have about the dressing manners? How about the western countries?2) listening-inPart A Listening PracticePre-listeningFirst listen to a conversation about the customs and manners in the UK and Malaysia. Mind about the differences and decide whether the following statements are true or false. (2 times listening)Core-listening:In a lot of situations, the way you behave is more important than what you say. However, in different cultures, the same behavior can mean different things.Task 1:Listen to three people talking about the customs they see while traveling and complete the table on P18.Pay attention: In India nodding your head backwards and forwards means “NO”. In Korea one should not pass something to an older person or superior with only one hand. In Canada when a couple gets married, the bride’s family usually pays for the reception. (3 times listening)Task 2Listen to the dialogue and fill in the blanks. It’s about how to addressing others politely. (3 times listening)New words: nickname; outsider; address; higher-up; appropriateTask 3Listen to the passage and choose the best answer. It’s about manners of a formal meal. There are certain rules that you would have to keep in mind:a.Don’t eat with your mouth open.b.Don’t put your elbows on the table.c.The order of the cutlery set: the knives, forks and spoons. (3 times listening)Task 4Clothing choice can have more effects than just one’s look. Dressing up is not simply about people’s appearance. People can show their education and impress others when they dress up properly.Pay attention to the names and features of different clothes. striped; blouse; beige;pants; baseball capPractical Listening:It is a speech made by a human resource manager. He talks about the importance of dressing. How to dress appropriately in different situations is also quite important.How you look is a reflection of yourself as a person. At work, your appearance will bea reflection of a staff and a company. If you are a leader in a company or some othersections, an impressive appearance is the topmost thing. A person coming to work in inappropriate clothes will be sent home change at your own expense and will have to work overtime for making up the time loss. Try to make the students realize the importance of dressing. (3 times listening)Part B Fun ListeningTask 1It is a joke about a woman’s requirements about choosing a man. This part is to vivid the class atmosphere. (two times listening)Task 2Listen to the song and supply the missing words. (one time listening) A Dear John LetterPart CAbout the homework on P129 Task 5 spot dictation. Ask the students to answer them. (2 times listening)Studies show that teamwork is good for both the employer and the employee. The team makes its own decisions about what should be done and when it will be done. It takes responsibility for good and bad decisions.Working as a team member means you trust others and act in a way that encourages them to trust you. In a team, reliance on others is important. As a team member, you must be confident enough to communicate your point of view and describe your ideas.Unit 4 Letters, Faxes and Memos1. Teaching Objectives(1) understand letters, faxes and memos(2) practice listening for specific information(3) recognize different names in letters, faxes and memos2. Main points(1) Learning to grasp both the general meaning of the passage and the details that need you fill in.(2) The words and expressions used to decline and offer3. Teaching proceduresPart A Listening PracticePre-listeningListen to the following dialogues and fill in the blanksThese 3 dialogues are relatively easy. First listening is to grasp the main content, and second listening to fill in the blanks. Then ask the students to answer.Words need to be explained: installment, garbled, letterhead, transmitCore-listeningTask 1This part is an introduction of how a Fax Machine works.Perhaps the words are a little difficult. 3 times listening is quite necessary. Then ask the student to try to answer.Then blanks that the students failed to answer deserve special explanation. At last, the fourth listening is to review of the important words and expressions.Task 2Listen to the dialogue and answer the following questions.It’s about sending and a special delivery or express.Task 3After listening this dialogue, three times, ask the students to try to answer them. Words: accounting, procedurePart BFun ListeningTask 1Listen to the proverbs and translate into Chinese.Ask some students to say their answers and find the most appropriate translation. Task 2Listen to the song and supply the missing words.It is a song sung by Michael Jackson. If the students are interested in this, we can tell them some stories of Michael.Some words in this part deserve explanations.slip away, whispers, prayers, burdensHomeworkVOA special Englishthe first passage for dictationUnit 5 Interview1. Teaching Objectives(1) understand interview questions and the answers(2) practice listening for specific information(3) learn some skills involved in interviews2. Main points(1) get to know the responsibilities of different jobs(2) to be familiar with some skills involved in interviews (words and expressions)3. Teaching proceduresPart A Listening PracticePre-listeningTask 1Listen to the dialogues and fill in the blanks.Both applicants and interviewers alternate between speaking and listening in an interview. At least they alternate between speaking and not speaking—whether they are listening can be a matter of debate. For some people, listening is sometimes defined as “waiting for my turn to talk”.After two times listening, ask the students to answer. Then check the answers for the last time listening.Task 2This part introduces the importance of eye contact in communications. Remind the students that eye contact is quite important in job interviews.After two times listening, ask the students to answer. Then check the answers for the last time listening.Core-listeningTask 1It is an introduction of how to reduce stress in job interviews.After two times listening, ask the students to answer. Then check the answers for the last time listening.Task 2Listen to the dialogue and answer the following questions.After three times listening, ask some students to say their answers. Then listen to the dialogue again sentence by sentence, and explain the difficult points to check the answers.It’s about an interview for a doctor. For centuries, the doctor has been one of the most respected members of society. If money is your motivating factor, you probably won’t get past the med school interview, and if you do, residency will probably wash you out. Once you have made the decision to become a doctor, you must pursue it whole-heartedly.Try to tell the students to establish correct attitude toward their future jobs.Task 3Get to know the requirement for the job of a travel coordinator.After three times listening, ask some students to say their answers. Then listen to the dialogue again sentence by sentence, and explain the difficult points to check the answers.Practical ListeningA radio station is looking for a disc jockey with the following requirements. Introduce the career of “D.J.”After three times listening, ask some students to say their answers. Then listen to the dialogue again sentence by sentence, and explain the difficult points to check the answers.Fun ListeningTask 1Listen to the proverbs and translate them into Chinese. Ask the students to answer the find the best ways of translation.Task 2This is scene from the movie Jane Eyre.Generally introduce this movie or ask the students to describe the main the plot.After two times listening, ask the students to answer. Then check the answers for the last time listening.Unit 6 In the Office1. Teaching Objectives(1) get familiar with the expressions most frequently used in the office(2) practice listening for specific information2. Main points(1) learn some key words and expressions used in the office(2) the ways to communicate with your colleagues3. Teaching proceduresPart A Listening PracticePre-listeningTask 1Listen to the dialogue and have a discussion.What do the colleagues usually talk about in the companies?Words: stationery, staplerCore ListeningTask 1Listen to the dialogues and fill in the blanks.Listen to the three dialogues carefully for three times while filling in the missing words.The first time, listen extensively from the beginning to the end. The second time, listen intensively sentence by sentence. The third time, listen extensively and check the answers.Words: budget, to the best of one’s abilityTask 2Listen to the dialogues and choose the best answer to each question.The first time, listen extensively from the beginning to the end. The second time, listen intensively sentence by sentence. The third time, listen extensively and check the answers.The multiple choice questions are relatively easy for them.Task 3Listen to the dialogues and fill in the blanks.The blanks need to be filled are a little difficult, so four times listening is necessary. The first and second times, listen extensively from the beginning to the end. The third time, listen intensively sentence by sentence. The last time, listen extensively and check the answers.Part B Fun ListeningTask 1Listen to the proverbs and translate them into Chinese.Ask the students to answer the find the best ways of translation.Task 2Extracurricular Listening (VOA News)VOA慢速英语: The New Year Begins With Some ResolutionsJanuary 1st is the beginning of a new year. As far back in history as we can tell, people have celebrated the start of a new year. Today, most people celebrate New Year's Day on January first. People observe the New Year's holiday in many different ways. The idea of admitting mistakes and finishing the business of the old year is found in many cultures. So is the idea of making New Year's resolutions. A resolution is a promise to change or do something different in the coming year.Unit 7 Advertisements1. Teaching Objectives(1) practice listening for specific advertisements(2) get to know the features of languages in advertisements2. Main points(1) understand the advantages and disadvantages of advertising(2) encourage the students to know the features of advertising languages and create their own ads. for some products3. Teaching proceduresPart A Listening PracticePre-listeningTask 1Listen to two short advertisements and fill in the blanks.The purpose of an advertisement is to arouse people’s inner longings for the advertised product. Pay attention how do these two advertisements grab people’s attention.The first time, listen extensively from the beginning to the end. The second time, listen intensively sentence by sentence. The third time, listen extensively andcheck the answers.Words : nutrition, coupon, dishearteningTask 2Listen to the dialogues and choose the best answer to each question.(two times listening)The multiple choice questions are relatively easy for them.In this part, let the students to brainstorm some expressions about advertisements on various occasions as well as to learn words.Core-listeningTask 1Listen to a passage about the influence of advertisement and fill in the blanks.Encourage the students to talk about the advantages and disadvantages of advertising, consolidating what they’ve learned in this part. The first time, listen extensively from the beginning to the end. The second time, listen intensively sentence by sentence. The third time, listen extensively and check the answers.Task 2Listen to the dialogues and choose the best answer to each question. (two times listening)Practical ListeningListen to a passage about the advertisement form Honda and fill in the blanks. The first time, listen extensively from the beginning to the end. The second time, listen intensively sentence by sentence. The third time, listen extensively and check the answers.Words: p hilosophy, superior, patronize, nickel, frugalPart B Fun ListeningTask 1Slogans can be a very interesting way of demonstrating the language in the advertisements and presenting products. Get familiar with these advertisements.(two times listening)Task 2Listen to the history of Maxwell House Coffee. Encourage the students to say what they have known about this product. Strengthen their knowledge of the features of languages used in the advertisement. (three times listening)Unit 8 Sales1. Teaching Objectives(1) practice listening related to sales and marketing(2) get to know principles in sales promotion and marketing planning2. Main points(1) learn some knowledge of methods and policies of doing business and selling products(2) get to know the importance of business philosophies, and the meaning of sales and marketing3. Teaching proceduresPart A Listening PracticePre-listeningTask 1Listen to the following business philosophies of some corporations.(two times)Try to understand the meaning of the words appear in this part.Task 2Listen to a passage about how to achieve business success in sales and market and fill in the blanks. The first time, listen extensively from the beginning to the end. The second time, listen intensively sentence by sentence. Ask the students to say their answers. The third time, listen extensively and check the answers.Core-listeningTask 1In this part, general introduction of the important functions of sales is necessary. It is highly suggested that business students should understand what sales and marketing are and how to fulfill marketing objectives of the firm. This part is a step-by-step description of how something done in sales and other business planning.The first time, listen extensively from the beginning to the end. The second time, listen intensively sentence by sentence. The third time, listen extensively andcheck the answers.Task 2Listen to the dialogues and choose the best answer to each question.(three timeslistening)This part is to inform the students expressions related to sales and market.V ocabulary: engage in, joint venture, You said it. stock a selection, on an approval basis, in the first place, provisional order, quotation, supply from stockAfter two times listening, ask the students to answer the questions. Pay special attention to these expressions.Practical ListeningStudents should be encouraged to role-play in pairs at the end of this part, consolidating what they have learned in this part. E.g. “You are the salesperson at the shop where it sells Haier products. Your partner has been given an item of washing machine for his/her birthday. However, neither the size, color nor design is suitable. She/he wants to get his/her money back. You may have trouble explaining to him/her and you should try to solve the problem.Part B Fun ListeningListen to the passage about “KFC’s selling in China” and fill in the blanks.After three times listening, ask the students to say their answers, and to express their attitude toward “KFC”.HomeworkVOA special English listeningthe second piece of newsUnit 9 Negotiations1. Teaching Objectives(1) familiarize with materials related to negotiations(2) understand how to make efficient negotiations on commercial occasions2. Main points(1) words and expressions used in negotiations(2) express personal opinions about ways of negotiations3. Teaching proceduresPart A Listening PracticePre-listeningTask 1This part is the practice of expressions frequently used in negotiations. Students should be encouraged to translate them into Chinese, as well as brainstorm some other similar expressions.Pay attention to the words forms. The students may choose the right words, but the words forms are sometimes wrong. After two times listening, ask the students to answer the questions. The third time is to listen extensively and check the answers. Pay special attention to these expressions.Task 2Listen to a short passage about how to get a desirable outcome form a negotiation and fill in the blanks.Negotiation is a very important part in business. It is, therefore, highly necessary for students to understand what negotiation is and how to achieve desirable outcome form a negotiation. The first time is to listen extensively from the beginning to the end. The second time is to listen intensively sentence by sentence. The third time is to listen extensively and check the answers.Core-listeningTask 1This part is a negotiation about effective negotiations. Students could discuss about the effect of the advice after listening. They could be asked to add more points related to this topic.The first and second times, listen extensively from the beginning to the end. The third time, listen intensively sentence by sentence. The last time, listen extensively and check the answers.Task 2Listen to the dialogues and choose the best answer to each question.This part is to train the students’ability in both listening to different expressions related to negotiations. After two times listening, ask the students to answer the questions. Then check the answers in the third time listening.Task 3Listen to the dialogues and choose the best answer to each question.This part analyzes a series of successful deal-making strategies useful when negotiating with a powerful partner like Wal-Mart. (three times listening)V ocabulary: solicit, round of negotiation, in line with, at stake, credibility, make comment on, shipment, have sth. in common, term, concession, might as well, counter-offer, counterpart, ultimate, pioneerPractical ListeningStudents should be encouraged to role-play in pairs at the end of this part, consolidating what they have learned in this part. (three times listening)Part BTask 1Listen to the following joke and fill in the blanks.(two times listening)Ask some students to say their answers and to express the main content of this joke in English.Unit 10 Hotel Services1. Teaching Objectives(1) familiarize yourself with basic hotel services(2) have a general idea of some famous hotels around the world2. Main points(1) words and expressions of hotel services(2) discussion of the check-out time of a hotel and the tips3. Teaching proceduresPart A Listening PracticePre-listeningTask 1Listen to the dialogue and fill in the blanks.Pay attention to the polite expressions used in the hotel when offering services for the customers. (two times listening)Task 2Listen to the dialogue and fill in the blanks.After two times listening, ask the students to answer and check the answers together. V ocabulary: housekeeping, be about to do sth.Core ListeningTask 1Listen to the dialogues and choose the best answer to each question.Explain the new words and expressions involved in this part.V ocabulary: exhibition center, vacancy, reservation, peak season, twin room, double room, reasonable, deposit, refundAfter two times listening, ask the students to answer the questions. Then check the answers in the third time listening.Task 2Listen to the dialogues and choose the best answer to each question.Explain the new words and expressions involved in this part.V ocabulary: laundromat, compensate, exceedAfter two times listening, ask the students to answer the questions. Then check the answers in the third time listening.Unit 11 Humor1. Teaching Objectives(1) learn how to appreciate humor(2) learn to be humorous2. Main points(1) learn the rhetoric forms used to express humor, such as comparison, exaggeration, enantiosis, pun, irony, etc.(2) let the students experience the differences between Western culture and Chinese culture3. Teaching proceduresPart A Listening PracticePre-listeningTask 1Listen this story for two times, and then fill in the blanks. Encourage the students to retell the main idea of this short story. Ask them to answer what they have written down. The last listening is to check the answers together.Task 2Listen to the dialogue and decide the statements are true or false.This dialogue is quite short. Check the answers together after two times listening. After the pre-listening part, ask the students to tell some jokes to vivid the atmosphere.Core-listeningTask 1Listen to the passage and choose the best answer to each question.The first time, listen extensively from the beginning to the end. The second time, listen intensively sentence by sentence. The third time, listen extensively andcheck the answers.Task 2Listen to the story and fill in the blanks. After two times listening, ask the students to say their answers. And the last time listening is to check the answers.V ocabulary: motorcycle, why don’t you…? longingly, lamentThen ask the students whether they have such experiences before, if any, share with all the classmates together.Task 3Listen to the dialogue and choose the best answer to each question.A main for of humor—“an unexpected result” deserves special attention here. When making humor, the speaker firstly describes the situation from an angle, and then suddenly leads the readers to get explained all the elements form another angle. Then the effect of humor comes out.After two times listening, ask the students to say their answers. And the last time listening is to check the answers.Practical ListeningTask 1 & Task 2Listen to the dialogue and choose the best answer to each question.After two times listening, ask the students to say their answers. And the last time listening is to check the answers.V ocabulary: be attached to, meticulous, insensitive, have trouble doing, veterinarianB Fun ListeningListen to the story and answer the following questions.Listen this story for two times. Encourage the students to retell the main idea of this short story. Ask them to answer what they have written down. The last listening is to check the answers together.HomeworkVOA慢速英语Ask the students to listen to this news, and try their best to write down what they have heard.This week, we continue our look back at the major economic stories of the year. On September the fifteenth, Lehman Brothers, a one hundred fifty-eight year-old investment bank, sought legal protection from its creditors. It had failed to find a buyer after months of searching.With over six hundred billion dollars in debt, Lehman's failure was the largest bankruptcy in United States history. At the same time, the nation's biggest insurance company, American International Group, had gotten into trouble selling credit default swaps. These are contracts similar to insurance that protect the holder against credit risk.。
初中英语英文教案
初中英语英文教案初中英语教案与其他科目的教案写法大致是一样的，只是牵涉到英语的表述。
那么具体应该如何写呢下面是小编给大家整理的初中英语英文教案5篇，希望对大家能有所帮助!初中英语英文教案1Properties: Recorder, Overhead Projector.Teaching Objectives:1. Revise the grammar: the Adverbial Clause and the Infinitive.2. Revise the use of “who, that, which”.Language Focus: so thatThe Infinitive: to + Verb(原形)Teaching Procedures:I. Showing the teaching aimsII. RevisionCheck homework, ask some students to retell the story.III. PresentationGive the students some sentences for example to help them understand thestructure:so + adj. /adv. + that(结果)1. I am so angry that I can t say a word.2. The teacher spoke so fast that we couldn t catch up with him.3. The classroom is so dirty that we must clean it.Ask the students to make up some sentences with “so… that”, then give samemore sentences.1. He got up late so that he was late for school.2. He ran very fast so that he hit the electric pole.Ask the students to do some practice.IV. PracticeLook at Exercise 1, ask the students to answer the questions withso that….The answers are:1. I stayed at home so that I could go swimming when I had finished it.2. Lucy saved her money so that she could buy her mother a birthday present.3. Ling Feng was going to Changsha the next week so that he couldvisit hissick grandmother.4. I was doing my homework so that I could ask him to help me withmyphysics.5. I was looking for Lin Tao so that he could visit sick grandmother.V. PresentationGet the students to make up some sentences like:1. I don t know how to get to the station.2. She doesn t know which sweater to choose.Ask the students to pay attrition to the Infinitive. Give them more examples to understand better, e. g.1. I don t know what to do next.2. They don t know where to go.3. We didn t know when to start.Focus on the use of the Infinitive, then give another example:It’s very important to lea rn English well:To learn English well is very important.Let the students make more sentences, pay attention to the use of theInfinitive.VI. PracticeLook at Exercise 2, make sentences with partners. The answers are:1. It’s hard / easy to work out these maths problem.2. It’s exciting to watch football matches.3. It’s interesting to read history books.4. It’s hard / easy to learn foreign languages.VII. Leaning and practiceDo Exercise 3, complete the sentences using who/ that/ which. The answersare:1.which2.who3.who4.which5.who6.which7.which8.whoVIII. WorkbookDo Exercise 1, let the students translate the sentences alone then checkthe answers with the students.Answers: 1. We arc hungry. We need to buy something to eat. 2. She is verybusy today. She has a lot of work to do. 3. Please be quiet! I have somethingimportant to tell you. 4. Will you please tell him to turn down the TV a little5. nobody knows what to do next6. I’m going to the post office to buy a fewstamps this afternoon.For Exercise 2. Join the two parts and make the students read together.For Exercise 3. Get the students to read the story, and fill in the blanks.The answers are: which, who, who, who, whoIX. SummaryExercise in classl. 昨天他想借我的收音机.2. 我需要一些喝的东西。
新视野大学英语第三版读写教程第二册UnitOne-Languageinmission教案
基础教学部外语教研室大学英语（2）教案课题名称Unit One: Language in mission课次第（1-4）次课课时1.Every teaching period contains 45 mins2.Every 2 periods for each teaching stage3.4 stages (2 weeks) for Unit 1课型理论（√）；实验（）；实习（）；、实务（）；习题课（√）；讨论（√）；其他（）授课班级教学目标Teaching Objectives：1)To talk about language teaching2)To further understand the text3)To apply the phrases and patterns4)To master the essay writing skill重点、难点及解决方法Text analysis; language points and sentence patterns; writing skills本单元教学基本内容与时间分配Total class time for this unit: 8 periodsSuggested arrangement:1) Pre-reading activities of Text A: 20'2) Self reading conduction A for questions answers: 10'3) Structure analysis 10'4) Detailed discussion of solving problems: 505) Text summary:20'6) Language points summary: 307) Critical Thinking 20'8) Writing assignments: 20'9) Reading skill analysis: 30'10) Detailed study of Text B: 50'11) Comprehensive exercises of Section B: 10'12) Listening＆speaking : 90'教学过程Text A第一次课教学目的及要求After completing this text, students should be able to：use the key language to talk about English learningapply the reading skill – reading for the key idea in a sentence write a three-part essay with a good introductiontranslate sentences by properly using conjunctionsuse English learning strategies consciously教学重难点Using proper language to talk about English learningHow to apply the reading skill – reading for the key idea in a sentence教学材料教学方法1. 教学材料：Text A课文、练习2. 教学方法：Under the guidance of student-centered principle, apply communicative andheuristic teaching methods, stimulate students’ interest in learning English and get students involved in class participation教学过程一、课前导入Talking about your experience of learning EnglishWatch the video clip and discuss the following question in pairs.1）According to the speaker, in what ways did Chinese students learn English?Chinese students practice their English by screaming it.2）Do you agree with what he said about Chinese students learning English? Why or why not.Yes, I just learned English exactly that way.No, we have learned English in different ways.3）How do you learn English? What do you think of your way of English learning?I learn English by:listening to the teacher carefully in classtaking notes …to go over lessons latercatching every chance to practice speakinglistening and reading a lotdoing enough exercises to practice grammar rulesI think my way of English learning is:effective, ineffective, interesting, boringchallenging but rewardingexamination-oriented二、文本学习1. Global understanding of the text1）Scan the text in three minutes and fill in the blanks.After I read the passage, I know the text talking about how _________ and __________ can betaught efficiently. The writer might be a ________ and a ________________ as well.2）What is the writing style of the text? Why?The writing style of the text is relaxed, which is proved by a lot of short sentences andparagraphs, casual verbs, daily talks and simple modifiers.3）Map the text structure and fill in the blanks.2. Detailed understanding of the textRead the text again and answer the following questions.1) Why does the son think that his father is a tedious oddity?Because he is tired of listening to his father and he is not interested in grammar rules.2) Why does the author think that students’ language deficits should be blamed on schools?Because the schools fail to set high standards of language proficiency. They only teach alittle grammar and less advanced vocabulary. And the younger teachers themselves have littleknowledge of the vital structures of language.3) What does the father teach the son while giving him a grammar lesson?He familiarized his son with different parts of speech in a sentence and discussed their specific grammatical functions including how to use adverbs to describe verbs.4) What are the two things that the author uses to describe grammar and vocabulary?The author uses “road map” and “car” to describe grammar and vocabulary. Here,is considered as grammar and “car” as vocabulary.5) How do you understand the interjection “whoa!” said by the father toward the end of the text?Since the subjunctive mood his son used is a fairly advanced grammar structure, the interjection “whoa!” reflects the tremendous pride the father had toward his son; it also reflects humor in using the word because it was once used by his student, though in twothe author’sdifferent situations and with two different feelings.第二次课一、文本拓展1) Text SummaryAn Impressive English LessonTo my son, I am a _____________: a father he is __________ listen to and a man____________ the rules of grammar. And I got ______________ this because my student wasunable to describe properly her feeling on her __________ to Europe.However, it doesn’t ________________ to criticize our students. They unfairly bear the bulk ofthe criticism for these __________________ because there is a sense that they_________________. On one hand, they are misled by the____________. On the other hand,school fails to _________________ the essential framework of language, accurate grammar andproper vocabulary. Perhaps, language should be looked upon as a _________ and a___________________: often study the road map (check grammar) and ________ the car engine(adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a roadmap in a ________________ car. __________, _________, and __________ communication depends upon grammar and a good vocabulary, the two __________ assets for students, but theyare ________________ in schools.2) Language Points3. Criticl thinking1）What do you think of the “impressive English lesson”? Is it effective?Yes. Because the lesson aroused c hildren’s interest in learning English grammar.Yes. Because the way to learn grammar is more natural, interesting and enjoyable.Yes, because learners become more motivated when learning something they like.arning without formal instruction.No. because it’s like a street le2) Do you think English grammar helps you a lot in learning English? Why or why not?English grammar helps a lot:Order sentences correctly.Use words properly.Talk with other English speakers confidentlyEnglish grammar is of little help:Only give rules that are hard to remember.It is not helpful in a real-life setting due to the limited time to think and recall the rules.Not always applicable to the real language, especially idioms.3) How can you effectively enlarge your vocabulary?Read more English from online sources.Watch English TV / listen to English radio / watch English online videos.Talk often with English speakers.Listen carefully and extensively.Use dictionaries to look up unfamiliar words.Use new words as often as possible.二、写作训练 (P13)1）Structure AnalysisAs the name of our textbook implies, we read English in order to write in it. But how towrite in the English way?As is known to all of us, what we write reflects what we think; andhow we write mirrors how we think. In that light, our best way of writing in English is to knowwell how to think in English as the American or British people do. What is their way ofthinking then?Different from us who think in the spiral way (螺旋式), they tend to think in the linear way (线性方式). As far as paragraph writing is concerned, deduction (演绎法) is typical of their linear way of thinking, as shown below:Starting from this book, you are moving from paragraph writing to short essay writing. In a likely manner, however, we will go through the same process for essay writing as we did for paragraph writing. In college writing, an essay normally has three main parts: introduction, body,and conclusion.The introduction is usually one short paragraph that introduces the topic to be discussedand the thesis or thesis-advancing statement which is often placed at the end of the introductory paragraph.The thesis statement can be an opinion, an attitude or a stand about the topic. An introductory paragraph should be inviting to make the reader want to continue reading. A goodintroduction may start with an anecdote, a short story, an interesting personal account, athought-provoking question, a famous quotation or a general statement. Read the example now.2）Writing practiceDirections: Write an essay of no less than 150 words on one of the following topics. Onetopic has an outline you can follow.Topic: Grammar, a headache to meIntroduction: Thesis statement: English Grammar is a big headache to me.Body: Example: The difference between used to and be used toConclusion: I’m allergic to learning English grammar.More topics:? Learning English through imitation / repetition? Learning English with / without grammarText B第三次课教学目的及要求To be at home with previewing skillsTo decode Text B through reading for the key ideasTo derive knowledge from Text BTo learn how to write better in English教学重难点How to derive knowledge from Text B教学材料教学方法1. 教学材料：Text B课文、练习2. 教学方法：Under the guidance of student-centered principle, apply communicative andheuristic teaching methods, stimulate students’ interest in learning English and get students involved in class participation教学过程1. 阅读指导Reading Skill – Reading for the Key Ideas in Sentences1) Why are students encouraged to read for the key ideas in sentences?Looking for the key idea in a sentence, especially for a complex sentence, is of crucial importance to comprehension of the whole passage. And, finding the key ideas of a sentenceis also of great importance since we always read for information. While a sentence may givea great deal of information, it usually offers one key idea. Students must be able to find thekey ideas in order to understand sentence meanings clearly.2) What can the skil l “reading for the key ideas in sentences” do for us?It does render students’ ability in reading:It can help readers understand the meaning of a sentence clearly;It can help students separate minor details from the main idea.It can help readers quickly grasp the main idea of the whole paragrapheven to the text while doing skipping reading.3) What to keep in mind to find out the key idea of a sentence?Who or what the sentence is about.What action is taking place.(What is the person or object doing?What is being done to the person or object?)What are minor details and what are the main ideas. (Many words in a sentence describethings about the subject of the sentence but they merely find the details to it. If we askwhen, what, where, or why, we will find out these details, which further help us to see thekey idea of the sentence.)4) What to keep in mind to find out the key idea of a sentence?Of course, we cannot always easily decide which details are simply descriptive and which add much to the key idea. However, the starting point for determining the key idea ina sentence is to find who or what the sentence is about and what the person or object isdoing.2. 文本学习1) Applying the reading skillLearning” tell us?What can the title “The Great Journey ofThe title “The Great Journey of Learning”, coupled with the topic “Language in M the unit, tells us the central idea—The process of learning has a profound effect on one’s lif 2) Detailed understanding of the textRead Text B and choose the best answer to each of the questions (Page 24)Read the text again and think about the following questions:1. Why did Malcolm X want to learn English? (Para.2)Because he was poorly educated, he felt inadequate to teach his new beliefs to others.2. What motivated Malcolm X to launch on a quest to overcome his language deficiencies?Malcolm X’s considerable frustration at his inability to read and write launched him on a questto overcome his deficiencies.3. How did Malcolm X move from basic literacy toward true proficiency? (Para. 5)He copied dictionary, read everything he had written aloud and logged important things thathappened every day. Repetition helped move him from basic literacy toward true proficiency.4. What did Malcolm X obtain from language learning? (Paras. 9-10)Reading had changed forever the course of Malcolm X’s life. As he acquired knowledge, his horizons expanded. He had left behind the narrow, ignorant world of his youth to join the worldcommunity of thoughts and actions ever since he started with his great journey of learningEnglish in prison.3. 知识总结听说训练第四次课教学目的及要求Talk about learning experiencesListen for signal words for listingGive and respond to adviceTalk about learning / teaching methods教学过程1. Listening to the worldSharing1) Watch a podcast for its general idea.The podcast is mainly about the things people are learning at the moment and the most difficult thing they have ever learned.2) Watch Part 1 and fill in the blanksnew thingsAt the momentquite difficult3) Watch Part 2 and check the true statements.ListeningListening skillsListening for signal words for listingListen for the total number of items at the beginningListen for words and expressions that signal the beginning, following and end of the listinge.g. the last, the final, lastly, and finallyListing items with equal valuee.g. to begin with, to start with, furthermore, moreover, in addition, besides, whatmore, the last but not the least, lastly, finallyWords and expressions indicating importanceexpressions: above all, the most important / obvious / noteworthyAdjectives: main, vital, significant, chief, central, principal, primary, major,distinctive, and the –est forms of adjectives1)Listen to a radio program and rearrange the following expressions.e-c-a-g-d-h-b-f2) Listen to the radio program again and complete the table.speaksaying the wrong thingpractice speaking / talking to himselfmaking mistakesnative speakerspronunciationlistening skillslistening and readingViewing1) Read the statements. Then watch the video clip and underline the correct alternative.1 The results of the 1932 test were2 the same as they were in 19323 the exam they have done4 well2) Read the statements and the answer choices. Then watch the video clip again and choosethe best answers.1 D2 A3 B4 A5 D2. Self-studyPassage 1&2教学方法总结explanation; discussion; exemplification教学手段CAI（计算机辅助教学）等；课外学习安排布置作业、讨论题、思考题、预习参考资料New H orizon College English: Teachers’ Book New Horizon College English: Integrated ExercisesOn-line resources: English on line学习效果评测单元测试,课外学习指导安排邮件、网络指导教学后记Through the study of this unit, the students have a clear understanding about how to learn English in a new environment. Besides, the reading and writing skills very practical and helpful.备注。
英语教案模板(精选多篇)
英语教案模板(精选多篇)第一篇：大学英语教案模板unit 8 book 1 experiencing englishi. teaching objectives1. skills:1) reading: reading between the lines2) writing: how to use punctuations in a sentence3) listening: understanding the passages about love and friendship, listening for the main idea and the important details, learning to take notes while listening4) speaking: talking about love and friendship2. vocabulary development:1) words: acquaintance, barely, encounter, incline, intimate, occasional, principle, recall, recognize, replace, summarize, upset, bow, depart, enclose, endure, identical, intense, occupy, provoke, standing, trim,2) expressions: compare… to, drift apart, ever after, even if/ though, join hands (with), no matter what/ how, etc., succeed in, try on, go by, in case, pass away, work out3. grammar and structure:1) adverbial clause2) attributive clause3) modal auxiliaries in subjunctive moodii. important points:leave nothing to chance, compare to, even if/ though, no matter how/ what, go by, work out, recognize as/ by, compare with/ toiii. difficult points:1.distinguishing replace, substitute, take the place of; confront, encounter, meet; bear, endure, put up with, stand, suffer, tolerate;acknowledge, admit, confess, recognize2. speaking: talking about love and friendship3. listening: understanding the passages, listening for the main idea and the important details, learning to take notes while listeningiv. teaching arrangements:1. total class time for this unit: 8 periods2. suggested arrangement:1) talking:(duty report, group discussion, free talk etc.) 40”2) pre-reading activities: 15-20”3) understanding the structure of text a: 15-20”4) detailed study of the language:100”5) writing skills: 15”6) text summary 10’7) exercises: 55”8) reading skills: 15-25”9) detailed study of of text b: 60-70”10) comprehensive exerci ses: 20”iv. lecture scripts:(by the teachers)2第二篇：英语教案模板教案编写模板一、要求1、教案请按下面所列格式编写，页面设置为纸张，上下左右2厘米,；2、每课时40分钟；3、教案于11月15日前完成并上交。
仁爱英语九年级上册教案
仁爱英语九年级上册教案教案1：Unit 1 Getting StartedI. Teaching Objectives:1. Learn new words and phrases related to technology.2. Understand and use the present perfect tense.3. Develop reading comprehension skills.4. Practice speaking and listening skills through pair work and group discussion.II. Teaching Key Points:1. Vocabulary related to technology.2. Present perfect tense.III. Teaching Difficulties:1. Sentence structure with the present perfect tense.2. Understanding texts with unfamiliar vocabulary.IV. Teaching Preparation:1. Multimedia equipment.2. Learning materials: textbook, workbook, handouts.V. Teaching Procedures:A. Warm-up:1. Show students pictures related to technology and elicit vocabulary.2. Discuss in pairs: How has technology changed our lives?B. Presentation:1. Introduce the present perfect tense with examples.2. Practice constructing sentences with the present perfect tense.C. Vocabulary Building:1. Introduce new vocabulary from the text using pictures and context.2. Drill pronunciation and word meanings.D. Reading Comprehension:1. Pre-reading task: Predicting answers to questions based on pictures.2. Reading the text together and explaining difficult vocabulary.3. Post-reading discussion and comprehension questions.E. Pair and Group Work:1. Speaking practice: Discussing the impact of technology on society.2. Group work: Presenting research on a technology-related topic.F. Consolidation:1. Workbook exercises on vocabulary and grammar.2. Homework assignment: Writing a short paragraph about the positive and negative aspects of technology.VI. Summary:Recap the main points covered in the lesson and address any questions or concerns.VII. Homework Review:Check and review the homework assignment. Provide feedback and explanations as needed.VIII. Assessment and Evaluation:Monitor students' participation and understanding throughout the lesson. Evaluate their completion of the workbook exercises and written paragraphs.。
《机电英语》教案
新职业英语（机电英语）教案课程名称：实用英语 2Unit 1 Establishing Business Relations (1)Teaching objectives:1) Grasp the main idea and structure of the text;2)Master the key language points and grammaticalstructures in the text;3) Reading strategy and methods.Teaching contents:Reading ATeaching focuses:1) the main idea of the reading A;2) the key language points and grammatical structures in the text;3) How to make a company introduction to the client?Teaching methods:Task-based Approach;Communicative Language Teaching;Activity Teaching Approach;Question-answer Teaching Approach.Teaching aids: blackboard, multimedia, tapeTeaching procedures:Step 1GreetingsStep 2 Warming-up1) ask Ss a question: Can you tell me how to establishbusiness relations?2) ask Ss to turn to page 2,to look at the Task 1 andTask 2,then answer.Step 3Reading A1) Before reading the passage, try to answer the questionsabout company profile.A)What may be included when introducing a company tothe client?B)Which company’s introduction or ads. ever impressedyou most? And why?2) New words and phrases:A) Ask several students to read these new words and phrases;B) Ask students to read the words and phrases after theirteacher.3) SkimmingA) Ask students to read the text as quickly as they can andtried to get the main idea of this passage;B) Ask students to read the text again , then finish Task4on P4.Step 4 Homework1) Team -work read the text in textbook;2) To preview Listening & speaking.Unit 1 Establishing Business Relations (2)Teaching objectives:1) Improve students' Listening&Speaking;2) Listening strategy and methods;3) Conduct a series of listening, and speaking related to the theme of the unit.4) Master the basic sentence patternsTeaching contents:Listening & SpeakingTeaching focuses:1) Listening strategy and methods;2) basic sentence patternsTeaching methods: Task-based Approach;Communicative Language Teaching;Activity Teaching Approach;Question-answer Teaching Approach.Teaching aids: blackboard, multimedia, tapeTeaching procedures:Step 1Greetings and revisionStep 2 Listening & Speaking1) Listening (Task1-4)Ask Ss to listen the materials carefully and finish the exercises, then check the answers2) Speaking (Task1-2)① Introduce some useful expressions about introduction to the Ss② Work in pairs to complete the chart and then ask several groups to perform it.Step 3 Mini-project1) Divide the whole class into several groups2) Ask Ss to complete it after class3) Ask some groups to present their workStep 4Homework1) To finish exercise book of unit one2) To preview writingUnit 1 Establishing Business Relations (3)Teaching objectives:1) Improve students' writing abilities;2) Conduct a series of writing activities related to the theme of the unit;3) Master the basic sentence patternsTeaching contents:WritingTeaching focuses:1) Letters of establishing Business relations;2) basic sentence patternsTeaching methods: Task-based Approach;Communicative Language Teaching;Activity Teaching Approach;Question-answer Teaching Approach.Teaching aids: blackboard, multimedia, tapeTeaching procedures:Step 1Greetings and revisionStep 2 Writing1) submit the questions: Do you know how to write a l etter of establishing businessrelations?2) summarize the writing’s format, structure and features.3) explain the writing’s new words and expressions.Step3 Exercises:Page11-12Step 4 Homework1) To finish exercise book of unit one2) To preview grammar, vocabulary and structure.Unit 1 Establishing Business Relations (4)Teaching objectives:1) Master class shift;2) grasp parts of speech and sentence componentsTeaching contents:class shift and sentence componentsTeaching focuses:The use of class shift and sentence componentsTeaching methods: Task-based Approach;Activity Teaching Approach;Question-answer Teaching Approach.Teaching aids: blackboard, multimediaTeaching procedures:Step 1Greetings and revisionStep 2 Vocabulary and structureAsk Ss to do the exercises page16-18, while doing the problem found, after the explanation.Step 3 Sentence componentsAsk Ss to do the exercises page20, while doing the problem found, after the explanation. Step 4 HomeworkTo preview Unit2 Reading AUnit 2 Market Research (1)Teaching objectives:1) Grasp the main idea and structure of the text;2)Master the key language points and grammaticalstructures in the text;3) Reading strategy and methods.Teaching contents:Reading ATeaching focuses:1) the main idea of reading A;2) the key language points and grammatical structures in the text;3) Which parts does a market research generally consist of?Teaching methods:Task-based Approach;Communicative Language Teaching;Activity Teaching Approach;Question-answer Teaching Approach.Teaching aids: blackboard, multimedia, tapeTeaching procedures:Step 1GreetingsStep 2 Warming-up1) ask Ss a question: What should you do as a market researcher?2) ask Ss to turn to page 26,to look at the Task 1 andTask 2,then answer.Step 3Reading A1)Before reading the passage, try to answer the questionsabout market research and market report.A) Which parts does a market research generally consist of?B)What makes a market report effective and impressive?2) New words and phrases:A) Ask several students to read these new words and phrases;B) Ask students to follow the teacher to read the words and phrases.3) SkimmingA) Ask students to read the text as quickly as they can andtried to get the main idea of this passage;B) Ask students to read the text again , then finish Task2 & 3on P29.4) Intensive Reading (here is not written.)5）ExercisesStep 4 Homework1) Team -work Task 4 on P29;Teaching objectives:1) Improve students' Listening, Speaking;2) Listening strategy and methods;3) Conduct a series of listening, and speaking related to the theme of the unit.4) Master the basic sentence patternsTeaching contents:Listening & SpeakingTeaching focuses:1) Listening strategy and methods;2) basic sentence patternsTeaching methods: Task-based Approach;Communicative Language Teaching;Activity Teaching Approach;Question-answer Teaching Approach.Teaching aids: blackboard, multimedia, tapeTeaching procedures:Step 1Greetings and revisionStep 2 Listening & Speaking1) Listening (Task1-5)Ask Ss to listen the materials carefully and finish the exercises, then check the answers.2) Speaking (Task1-2)① Introduce some useful expressions to the Ss.② Work in pairs to complete the Tasks and then ask several groups to perform it. Step 3 Mini-project1) Divide the whole class into several groups2) Ask Ss to complete it after class3) Ask some groups to present their workStep 4 Homework1) To finish exercise of Unit 22) To preview writingTeaching objectives:1) Improve students' writing abilities;2) Conduct a series of writing activities related to the theme of the unit;3) Master the basic sentence patterns.Teaching contents:WritingTeaching focuses:1)Draft a market report2) basic sentence patternsTeaching methods: Task-based Approach;Communicative Language Teaching;Activity Teaching Approach;Question-answer Teaching Approach.Teaching aids: blackboard, multimedia, tapeTeaching procedures:Step 1Greetings and revisionStep 2 Writing1) Submit the questions: Do you know how to write a market report?2) Summarize the writing’s format, structure and features.3) Explain the writing’s new words and expressions.Step3 Exercises: Page38Step 4 Homework1) To finish exercise of Unit22) To preview grammar, vocabulary and structure.Unit 2 Market Research（4）Teaching objectives:1) Master class shift;2) Grasp Modal Verb.Teaching contents:class shift and modal verbTeaching focuses:The use of class shift and modal verbTeaching methods: Task-based Approach;Activity Teaching Approach;Question-answer Teaching Approach.Teaching aids: blackboard, multimediaTeaching procedures:Step 1Greetings and revisionStep 2 Vocabulary and structureAsk Ss to do the exercises page42-44, while doing the problem found, after the explanation.Step 3 Modal VerbAsk Ss to do the exercises page46-49, while doing the problem found, after the explanation. Step 4 HomeworkTo preview Unit3 Reading AUnit 4 Production (Reading)Teaching objectives:1) Describe the functions and applications of CAM;2) Understand the engineer’s introductions3) Master the key language points and grammatical structures in the text;4) Reading strategy and methodsTeaching contents:Reading ATeaching focuses:1) the main idea of the reading A ;2) the key language points and grammatical structures in the text;3) How is CAM applied in the operations of a manufacturing plant?Teaching methods: Task-based Approach;Communicative Language Teaching;Activity Teaching Approach;Question-answer Teaching Approach.Teaching aids: blackboard, multimedia, tapeTeaching procedures:Step 1GreetingsStep 2 Warming-up1) ask Ss a question: What is a electromechanical product ?2) ask Ss to discuss in Task 1:which are electromechanical product in the following pictures?3) ask Ss to arrange the manufacturing order of a product in task2, then invite several Ss to present their answers.Step 3Reading A1) New words and phrasesA) Ask several students to read these new words and phrasesB) Ask students to read the words and phrases after their teacher2) SkimmingA) Ask students to read the text as quickly as they can and tried to get the main ideaof this passage.B) Ask students to read the text again , then finish Task2&3 on P78.3) Intensive Reading1.Cam2. Numerical control3. Process planning4. Robotics4）discussion：How is CAM applied in the operations of a manufacturing plant? Step 4 Homework1) To finish the V ocabulary and Structure on P892) To preview Listening & speaking、writing etc.Unit 4 Production (Listening, Speaking & Writing)Teaching objectives:1) Improve students' Listening, Speaking and Writing abilities;2) Listening strategy and methods;3) Discuss with a technician about product making4) introduce the production status to clientsTeaching contents:Listening & Speaking, Writing & Self-study RoomTeaching focuses:1) Listening strategy and methods ;2) the writing of NOTICES;3) basic sentence patternsTeaching methods: Task-based Approach;Communicative Language Teaching;Activity Teaching Approach;Question-answer Teaching Approach.Teaching aids: blackboard, multimedia, tapeTeaching procedures:Step 1Greetings and revisionStep 2 Listening & Speaking1) Listening (Task1-4)Ask Ss to listen the materials carefully and finish the exercises, then check the answers2) Speaking (Task1-2)① Introduce some useful expressions about make an invitation;② Work in pairs, then ask several groups to perform it.Step 3 Writing1) Teach Ss the writing of NOTICES2) Ask Ss to finish the exercises(Task1,2)3) Check the answersStep 4HomeworkTo preview Unit 7Unit 7 Operational & Technical Management (1)Teaching objectives:1) Grasp the main idea and structure of the text;2)Master the key language points and grammaticalstructures in the text;3) Reading strategy and methods.Teaching contents:Reading ATeaching focuses:1) the main idea of the reading A;2) the key language points and grammatical structures in the text;3) what you usually does for operational and technical management?Teaching methods:Task-based Approach;Communicative Language Teaching;Activity Teaching Approach;Question-answer Teaching Approach.Teaching aids: blackboard, multimedia, tapeTeaching procedures:Step 1GreetingsStep 2 Warming-up1) ask Ss a question: what you usually does for operational and technical management?2) ask Ss to turn to page 146,to look at the Task 1 andTask 2,then answer.Step 3Reading A1)Before reading the passage, try to answer the questionsabout PDM system.A)Have you ever heard about PDM? Do you know its full name?B)Have you ever heard about any other computer-based system used in molddesign?2) New words and phrases:A) Ask several students to read these new words and phrases;B) Ask students to read the words and phrases after their teacher.3) SkimmingA) Ask students to read the text as quickly as they can andtried to get the main idea of this passage;B) Ask students to read the text again, then finish Task4on P4.4) Intensive Reading (here is not written.)5）Exercises task 2 &task3Teaching objectives:1) Improve students' Listening, Speaking;2) Listening strategy and methods;3) Conduct a series of listening, and speaking related to the theme of the unit.4) Master the basic sentence patternsTeaching contents:Listening & SpeakingTeaching focuses:1) Listening strategy and methods;2) basic sentence patternsTeaching methods: Task-based Approach;Communicative Language Teaching;Activity Teaching Approach;Question-answer Teaching Approach.Teaching aids: blackboard, multimedia, tapeTeaching procedures:Step 1Greetings and revisionStep 2 Listening & Speaking1) Listening (Task1-5)Ask Ss to listen the materials carefully and finish the exercises, then check the answers2) Speaking (Task1-2)① Introduce some useful expressions about introduction to the Ss② Work in pairs to complete the chart and then ask several groups to perform it.Step 3 Mini-project1) Divide the whole class into several groups2) Ask Ss to complete it after class3) Ask some groups to present their workStep 4Homework1) To finish exercise book of unit 72) To preview writingTeaching objectives:1) Improve students' writing abilities;2) Conduct a series of writing activities related to the theme of the unit;3) Master the basic sentence patternsTeaching contents:WritingTeaching focuses:1)the format of a certificate of warehousing by a consignee2) the layout of a mini-report3) basic sentence patternsTeaching methods: Task-based Approach;Communicative Language Teaching;Activity Teaching Approach;Question-answer Teaching Approach.Teaching aids: blackboard, multimedia, tapeTeaching procedures:Step 1Greetings and revisionStep 2 Writing1) Submit the questions: Do you know how to write a certificate of warehousing by a consignee?2) the layout of a mini-report3) Summarize the writing’s format, structure and features.4) Explain the writing’s new words and expressions.Step3 Exercises: Page156.157Step 4 Homework1) To finish exercise book of unit72) To preview grammar, vocabulary and structure.Unit 7 Operational & Technical Management (4)Teaching objectives:1) Master class shift;2) master subjunctive moodTeaching contents:class shift and sentence componentsTeaching focuses:The use of class shift and subjunctive moodTeaching methods: Task-based Approach;Activity Teaching Approach;Question-answer Teaching Approach.Teaching aids: blackboard, multimediaTeaching procedures:Step 1Greetings and revisionStep 2 Vocabulary and structureAsk Ss to do the exercises page161-163, while doing the problem found, after the explanation.Step 3 su bjunctive moodAsk Ss to do the exercises page164-165, while doing the problem found, after the explanation. Step 4 HomeworkTo preview Unit8 Reading AUnit 8 Marketing and After-Sales Service (1)Teaching objectives:1) Grasp the main idea and structure of the text;2)Master the key language points and grammatical structures in the text;3) Reading strategy and methods.Teaching contents:Reading ATeaching focuses:1) the main idea of the reading A;2) the key language points and grammatical structures in the text;3) How to work out marketing strategies for a company?Teaching methods:Task-based Approach;Communicative Language Teaching;Activity Teaching Approach;Question-answer Teaching Approach.Teaching aids: blackboard, multimediaTeaching procedures:Step 1GreetingsStep 2 Warming-up1). What qualities are important for a great salesman? why?(hard work, self-confidence, insight, leadership, good luck, strong will, communication skills…）Step 3Reading A1)Before reading the passage, try to answer the questions about niche marketing and after-sales service.A) Which company do you know has good marketing strategies? Can you give a marketing case?B) Why should a company offer after-sales service?2) New words and phrases:A) Ask several students to read these new words and phrases;B) Ask students to read the words and phrases after their teacher.3) SkimmingA) Ask students to read the text as quickly as they can and tried to get the main idea ofthis passage;B) Ask students to read the text again, then finish Tasks.4) Intensive Reading5) Ss conclude the marketing strategies in the passage.Step 4 Homework1) Team-work read the text in textbook;2) To preview Listening & speaking.Unit 8 Marketing and After-Sales Service (2)Teaching objectives:1) Improve students' Listening&Speaking;2) Listening strategy and methods;3) Conduct a series of listening and speaking related to the theme of the unit;4) Master the basic sentence patterns;Teaching contents:Listening & SpeakingTeaching focuses:1) Listening strategy and methods;2) basic sentence patternsTeaching methods: Task-based Approach;Communicative Language Teaching;Activity Teaching Approach;Question-answer Teaching Approach.Teaching aids: blackboard, multimedia, tapeTeaching procedures:Step 1Greetings and revisionStep 2 Listening & Speaking1) Listening (Task1-5)Ask Ss to listen the materials carefully and finish the exercises, then check the answers.2) Speaking (Task1-4)① Introduce some useful expressions about introduction to the Ss② Work in pairs to complete the chart and then ask several groups to perform it.Step 3 Mini-project1) Divide the whole class into several groups2) Ask Ss to practice making short conversations with each other.3) Ask Ss to present their conversations.Step 4 HomeworkTo preview writingUnit 8 Marketing and After-Sales Service (3)Teaching objectives:1) Improve students' writing abilities;2) Conduct a series of writing activities related to the theme of the unit;3) Master the basic sentence patterns.Teaching contents:WritingTeaching focuses:1) Writing of products’introduction.2) Basic sentence patterns.Teaching methods: Task-based Approach;Communicative Language Teaching;Activity Teaching Approach;Question-answer Teaching Approach.Teaching aids: blackboard, multimedia, tapeTeaching procedures:Step 1Greetings and revisionStep 2 Writing1) submit the questions: Do you know how to write products’ introduction?2) summarize the writing’s format, structure and features.3) explain the writing’s new words and expressions.4）Ask Ss to write an introduction of product.Step3:Ss’ work presentation.Step4: Exercises: Page181Step 5 HomeworkTo finish exercise book of unit 8Unit 8 Marketing and After-Sales Service (4)Teaching objectives:Make a survey on customers ‘feedback to the products and servicesTeaching contents:ack to the products and servicesCustomers ‘feedbTeaching focuses:Making a surveyTeaching methods: Task-based Approach;Activity Teaching Approach;Question-answer Teaching Approach.Teaching aids: blackboard, multimediaTeaching procedures:Step 1Greetings and revisionStep 2 Vocabulary and structureservices.Show Ss several samples about cus tomers’ feedback to products or.Ask Ss to make a survey on customers ‘feedback to the products and services Step 3 Work presentationStep 4 HomeworkTo review unit 8Grammar : Attributive ClauseTeaching objectives:1)get the Ss to understand the meaning and usage of attributive clause.2)get the Ss to know the what are antecedent,relative pronoun and relative adverb;3) get the Ss to know the difference between the restrictive and non- restrictive attributive clauseTeaching contents:The definition,usage,structure of attributive clauses and the comparison between restrictive and non- restrictive attributive clauseTeaching focuses:1) forms and usage of the attributive clause;2) the comparison between restrictive and non- restrictive attributive clause;Teaching methods: Task-based Approach;Activity Teaching Approach;Question-answer Teaching Approach.Teaching aids: blackboard, multimedia, tapeTeaching procedures:Step 1Greetings and revisionStep 2 task presentation1) ask the Ss to underline the attributive clause in the following passage.2) task 1 use the information in the brackets to modify the phrases;Ask Ss to complete the following sentences with appropriate relative pronouns or adverbs; Step 3 presentation1) list some sentences with attributive clause;2) Ask Ss to find out the center noun of each sentence;3) explain to the class what is antecedent, w hat is relative pronoun and relative adverb.Step 4 Mini-project1) list some sentences with errors;2) Ask Ss to find them out;3) Ask Ss to correct it.Step 5HomeworkTo finish exercise book-Grammar : TensesTeaching objectives:1)get the Ss to understand the meaning and usage of basic tenses.2)get the Ss to know the difference between simple present and present continuous;simple past and present perfect; present perfect and present perfect continuous;will and be going toTeaching contents:The definition,usage,structure of the basic tenses and the comparison between some confusing tensesTeaching focuses:1) forms and usage of the tenses;2) the comparison between some confusing tenses;3) temporal adverbial of each tenseTeaching methods: Task-based Approach;Activity Teaching Approach;Question-answer Teaching Approach.Teaching aids: blackboard, multimedia, tapeTeaching procedures:Step 1Greetings and revisionStep 2 task presentation1) task 1 cross out the incorrect tenses of the verbs in the following sentences;Ask Ss to finish the exercises carefully and then check the answers2) Task 2 fill in the blanks with the simple present or present continuous tense of the verbs. Step 3 the presentation of each tense.1) list some sentences of each tense;2) Ask Ss to generalize the structure of each tense;3) ask the Ss to underline the time temporal in each sentence.Step 4 Mini-project1) list some sentences with errors;2) Ask Ss to find them out;3) Ask Ss to correct it.Step 5HomeworkTo finish exercise book欢迎下载21。
Teaching objectives
Teaching objectives:nguage :By the end of the class, students are able to①master the words and phrases to describe or evaluate a vacation and some words in the text；②use the sentence structure in speaking or communicating, for example, Where would you like to visit? ——I’d like /love/hope to visit...... Somewhere is a place where is +adj. “Why not do…”；③grasp the key information from the listening materials；④consolidate the grammar focus.nguage skills& learning:By the end of the class, students are able to①describe the places in detail and introduce some places to others clearly with the target language；②exercise their listening and speaking competence；③foster a reading ability of getting useful informations from a survey or text.3.Affect:By the end of the class, students are able to①broaden their horizons and realize the joy of traveling on vacation②trigger the motivations to fight for their dreams;③know more about the last generation’s dream and communicatewith the parents about rarely mentioned topics——an important link of parents-child interaction；④have an awareness of protecting our environment when we are on vacation.4.cultural：By the end of the lesson,students are able to:①have a better understanding of traveling;②know more of the places of interest around the world；。
《新视野大学英语读写教程》(第二册)Unit 3 Marriage across the Nations
Ⅲ listening: （练习 课件）
patterns in this text.
作业布置与 思考
Assignments: 1. Finish the exercise on page 72 of the textbook of reading and writing
2. Develop a paragraph by trying to use some of those sentence patterns, in which the following argument should be introduced and refuted Some numbers bring fortune to people while some others misfortune.
Teaching emphasis: 1. Get the main idea of the passage; 2. Master some useful expressions & sentence structure in the passage; 3. Understand the structure of the text A. Teaching difficulties: Recognizing between facts and opinions
The period of engagement is the time between the marriage proposal and the wedding ceremony. Two people agree to marry when they decide to spend their lives together. The man usually gives the woman a diamond engagement ring. That tradition is said to have started when an Austrian man gave a diamond ring to the woman he wanted to marry. The diamond represented beauty. He placed it on the third finger of her left hand. He chose that finger because it was thought that the blood vessel in that finger went directly to the heart. Today we know that this is not true, yet the tradition continues.
大学英语教案第一单元
3
20mins
1. 阅读文章，完成书后 习题； 2. 讨论提出问题，听老 师讲解。
T – Ss Ss -- Ss Ss -- T
教材《新编实 用英语·职场 手册》
多媒体 计算机
1. 了解求职网站的种类； 2. 了解不同的求职网站； 3. 了解一些大型的求职网站。
-2-
4 10mins
1. 请学生阅读 Sample 2， 完 成练习； 2. 讲解练习； 3. 讲解词汇， 请学生翻译例 句。 1. 请学生阅读 Sample 3， 完 成练习； 2. 讲解练习； 3. 讲解词汇， 请学生翻译例 句。
T – Ss Ss -- Ss Ss -- T
教材《新编实 用英语·职场 手册》
多媒体 计算机
了解中国大型求职网站
6
15mins
1. 请学生阅读 Sample 4， 完 成练习； 2. 讲解练习； 3. 讲解词汇， 请学生翻译例 句。
1. 阅读文章，完成书后 习题； 2. 讨论提出问题，听老 师讲解。
多媒体 计算机
-4-
1. 阅读文章，完成书后 习题； 2. 讨论提出问题，听老 师讲解。 1. 阅读 Language Tips。 2. 翻译和解释其中的要 点。
T – Ss Ss -- Ss Ss -- T
教材《新编实 用英语·职场 手册》
多媒体 计算机
1. 阅读真实招聘会海报； 2. 熟练发掘招聘会广告包含 的主要信息。 1. 掌 握 网 络 求 职 的 六 条 提 示； 2. 掌握参加招聘会的九条提 示。 1. 提高听力； 2. 提高口语能力； 3. 掌握与求职途径有关的词 汇和短语。 提高英语语言的基础的运用 能力。
1. 阅读文章，完成书后 习题； 2. 讨论提出问题，听老 师讲解。
2023年高中英语教师资格证考试教学设计题
2023 下六个月Class Type: Reading classTeaching Topic: SkiingTeaching Contents:This lesson is from senior high school, and it is a narrative story of writer’s first skiing experience on Christmas vacation. This lesson will enlarge students’ vocabulary of natural phenomenon and skiing and help students learn the structural organization of narrative and how to express the past actions.Teaching objectives:Knowledge objectives:1.After learning this passage, Ss can understand the following words and expressions and apply them in suitable context.Scramble out of…OverlookSlopeFloodlight: illuminate (a building or outdoor area) with such lightsSki suit, boots and skisSidewaysPointIn case( that)Fall overNevertheless2.Ss can identify the transitional phrases and wordsin the text and appreciate their functions underteachers’ guidance3.Ss can master the basic elements and sequence innarrative writing by recognizing what, when, how, where, who and re-construct the text by time ord Ability objectives:1.Students can improve their skimming, scanningand summarizing skills by giving a suitable title fo the passage, identifying the main idea in eachparagraph and writing a summary of less than 40 words for this passage.2.S can identify the rhetoric/ figure of speech suchexaggeration and simile in the text and appreciate the effects of using them.3.S can use past tense properly to describe theirunforgettable (skiing) experiences.Affective objectives:1.Students can be inspired to imagine the beautifuscenery described in the text and have anempathetic feeling with the writer during thefirst skiing experience.2.Students can foster their confidence in the groupdiscussion and cooperation skill in the role-playactivity.Teaching Key Points:1. Understand some useful words and expressions in this article and some difficult sentence.2. Understand the whole passage and appreciate the ways the write describes/ presents the story Teaching Difficult Points:1. Paraphrase the following words and expressions according to the context.2. Understand the following sentences by paraphrasing, demonstrating or illustrating.3. Understand the structural organization of the text and reconstruct the passaging by summarizing and acting out the story.Teaching Method:The communicative approach; The interactive-compensatory approach; Situational Teaching method (role play)Major steps and time allocation (40mins)1.Pre- reading (8mins)(1) Brainstorming and group discussionT ask ss the following questions, they discuss and share their answers in groups of 4.Have you gone to a ski trip? Where did you go skiing? What could you do and see in ski trip? do you ski? How do you feel about skiing? Do think skiing is a dangerous sport? ) (Justification: Brainstorming can arouse student interest about the topic and activate their prior related knowledge. Group discussion can provide a good chance for S to share their (ski) experiences with others by using past tense and improve thei oral English skill)2.While-reading (22mins)(1)Teacher let S skim the first 2 paragraphs and asks s why we would go on a ski holiday an what this passage will talk about. (Justification: this activity helps s predict the following text. And it also helps s get the Why narrative writing. )(2)Teacher lets S scan the 3rd paragraph and as s what this paragraph mainly talks about. Write short phrases in time order to present what the did;Flew to Seoul>> Took a shuttle bus to Muju Resort>> Arrived at the resort >> Played with the snow >> Checked in hotel >> watched peop skiingUnderline the transitional wordseffect of using them.So; and then; as adverbial clause; at last;nevertheless; althoughIdentify the figure of speeches of the following sentences and analyze the effects of them.I was dying to get out.We were all like little children.(3) Teacher lets s scan the 4th and 5th paragraphsand asks s what these paragraphs mainly talk about. Write short phrases in time order to present what they did.We rented our ski gears and went outside onto the snow>> Instructor showed us some basic skills>> I kept on falling downT ask s questions:‘ Suddenly you find you can’t even walk’Why you can’t walk?What are the tips in skiing? Demonstrate them with word explanation together in groups of 4. (Justification: list the events in order can help students grasp the structural organization of the text by scanning and summarizing skill. The above questions can help s improve their deepunderstanding of the text by inferring skills and appreciating the figure of speech)(4)Teacher let S scan the last 2 paragraphs and asks s questions.What happened to me afterwards? How did I fe about myself? How did the writer think about this skiing trip? What has the writer done after the ski trip?(Justification: scanning and identifying detailed information can help student get a better understanding of the text and writer’s attitude and feeling)Post- reading (10mins)1. Give a suitable tile for this passage2. Role play:In groups of 4, students act out the readingmaterial by taking the roles of writer, parents,instructor, and so on. They can add moresubtitles to express their feeling about this tripthe scenery and the ski lessons, but theirattitudes should be consistent with onesreflected in the original text.(Justification: Role-play activity provides a goodway for students reconstruct the text in animitated situation. It can enhance theircooperation skills and presentation skills. It canalso help teachers check students understandingof the text)2023年上六个月Class Type: Reading classTeaching Topic: Healthy servings per dayTeaching Contents: This lesson is from senior high school. This article is an exposition and mainly talks about eating healthily and several scientific eating habits. It also offers recommended servings This lesson will expand studentper day.vocabulary of healthy diet and help students develop good habits of healthy diet.Teaching Objectives:1. Knowledge objectives:(1)After learning this lesson, students can use the following words and expressions properly: healthily, amount, snack, bake, recommend, fiber, depend on, protein, disorder, serving, variety, lead to.(2)Students can understand what the healthy foods are and the proper amount of them taken every day.2. Ability objectives:(1)Students can improve their reading abilities of skimming, scanning and inferring bysummarizing the gist of the passage, identifying and analyzing detailed relevant information.(2)Students can develop their speaking ability bytalking about scientific healthy eating habits or healthy diet.Affective objectives(1)Students can be motivated to develop healthy eating habits and keep healthy diet daily. (2)Students can develop their cooperation and communication skills in group discussion and poster making.Teaching Key Points:(1)Master the above mentioned words andexpressions.(2)Efficiently use their reading skills of skimming,scanning and inferring.Teaching Difficult Point:Students can create healthy diet posters based on what they will learn from this lesson.Major steps and time allocationStep 1 Pre-reading:(10mins)Activity 1: Divide students in groups of 4, letthem brainstorm to list the healthy food,unhealthy food and explain the reasons. Chooseone group representative to share his opinionwith the rest.Activity 2: Teachers show a few pictures ofpeople who are unhealthy, because they are lack of nutrition from certain foods. Ask students what kinds of food and how much of them we should take daily to keep us healthy.(Justification: Both 2 activities will arouseir students’ interests on this topic and link up the prior knowledge to healthy and proper eating. A the same time it will help students to combine English learning with daily life. )Step 2 While-reading:Fast reading ( 4mins)Activity 1: Ask students to skim the passage to identify what the passage mainly talks about, and choose a proper title for it.1.The trick of eating healthily2.The list of healthy food taken per day3.The ways of keep healthy(Justification: This activity can help students obtain the gist of the passage through skimming)Careful reading (18mins)Activity 1: Identify the following information whether it is true or not. Or the teacher lets students read the text and do the True or Fals exercise.1.We can take healthy food as much as we wand it won’t cause us to be sick.2.Eating properly means eating only the rightvariety of food.3.Chocolate and crisps are healthy snacks.4.We should take a variety of food daily to gedifferent nutrition.5.In order to keep healthy, we should eat fruitand vegetables everyday without limit.the words’ meaning in theActivity 2 : Guesscontext and choose a synonym to it.(1)depend on: A: rely on; B; decide ; C: affec(2)disorder: A: abnormal condition ; B: goodcondition; C: health(3)serving: A: menu B: plateful C: time(4)fiber(5)protein(6)recommend: A : suggest; B: state; C: give(7)variety: A: a different kind; B: the amount;the number(8)lead to: A: cause; B: guide to; C: in thedirection toActivity 3: Questions for discussion1.Why we should avoid chocolate and crisps when taking snacks?2.Why fruits and vegetables are important to us?3. What kinds of food contain fiber?4.What kinds of food contain protein?5. What kinds of food we should take most?6.Are sugar-free and low fat varietiesrecommended? Why?(Justification: Those 3 activities will helpstudents have a deeper understanding about this passage by improving their skills of scanning,analyzing and inferring. Through those activitiesstudents can identifying detailed information,understanding new words in the context andrecognizing how information is linked to eachother, and synthetizing the information)Step 3 Post-reading (11 mins)Activity 1: To what degree, do you agree ordisagree the statement “ no food in itself is goor bad”, and why. Let students discussin groupsof 4. Choose the groups who agree and disagre with the statement and let them share their rationales with the rest.Activity 2: Students will draw a poster of health daily diet, including the names of healthy food and the proper amount. After that choose 1 group to do their presentation. Or suppose you are a cook in our school canteen. What dishes would you serve on Tuesday? List out your dishes and explain the reasons.(Justification: This activity will improve students’ oral English skills in debating and cooperation skills in completing a group task. It also can hteacher check how well the students understandthis lesson by making their own poster and helthem develop a correct attitude/ knowledgeabout how to eat healthily)Step 4 Homework ( 2mins)Homework: In-group of 4, stud completing their poster illustrated with picturesand statistics (or make it more fancier) of eatinhealthily and do the presentations to otherlower graders in order to guide them to keephealthy diets.)( Justification: Students can review andconsolidate what they have learnt in this classand transfer what they have learnt in class toreal life. )2023 下六个月Class Type: Reading and writing classTeaching Topic: Town twinningTeaching Contents: This article mainly talks about town twinning of Oxford and Grenoble and the contents and/ Oxford and functions of town-twinning agreements.Grenoble are town twinning. They have some similarities. Town twinning agreements are useful and helpful for people to visit and exchange between cities of different countries.Teaching Objectives:1.Knowledge objectives(1)Students can use the following words andexpressions properly when writing their ownparagraph: inhabitant, town twinningagreement, tourism, entertainment, practicedoing sth, as a result.(2)Students can understand what town twinningis and identify the characteristics of towntwinning and list the benefits of town twinningagreement.2.Ability objectives(1)Students will be able to use reading methodssuch as predicting, skimming, scanning,summarizing and synthesizing during theprocess of understanding of the passage.(2)Student can improve their writing ability ofoutlining and drafting a similar topic abouttown twinning by exemplifying and comparing.3.Affective objectives(1)Students can develop positive perspectivestowards cross-cultural communicationsbetween twinning towns.(2)Students can foster their confidence in groupdiscussion and cooperation skill in group work. Teaching Key Points:(1)Understand and apply the above mentioned wordsand expressions in proper writing context.(2)Efficiently use their scanning, summarizing andsynthesizing skills by recognizing key information and writing an abstract for the article. Teaching Difficult Point:Write an outline and draft about 2 cities of town twinning agreements based on what they will learn from reading the passage.Major steps and time allocationStep 1 Pre-reading (10 mins)Activity 1: Lead in the topic by playing a video ab “ Oxford and Grenoble are town twinning.” While watching the video, students think over the followingonship between Oxford questions: “ What is the relatiand Grenoble?” “ What are the similarities between t two cities?”Activity 2: Teachers ask students what they can predict from the title and the pictures illustrated below.students’ interests (Justification: Activity 1 will arousein the town twinning topic, activate their prior knowledge related to this lesson and help them comprehend the new words in order to understand t passage easily. Activity 2 will help students develop the predicting skill in reading. )Step 2 While-reading ( 18 mins)Fast readingActivity 1: Students skim the whole passage to tell what it mainly talk about and check whether their previous predication is right or not.Activity 2: Conclude the main idea of each paragraph Careful readingActivity 2: Students complete the following chart by scanning the text.Oxford vs GrenobleCountry UK City size ( ( ) 200,000Main industry ( Activity: True or falseActivity 3: Students summarize and synthesize the key information of 2nd , 3rd and 4th paragraphs bycompleting the following sentences.2nd Paragraph: Town twinning become more popular in recent years because ( ); It’s between cities of similar ( ), ( ) features.3rd Paragraph: Town twinning agreement encourage( ) and ( ) between the 4th paragraph: Town twinning agreements areperhaps most useful for ( ) and pe (Justification: Those activities can help student develop their skimming, scanning and summarizingskills. And they can help students grasp its main ide recognize the detailed information.)Step 3 After-reading ( 12 mins)Activity 1: Divide the students in groups of 4 to summarize the passage in no more than 50 words. T choose one group to present their abstract orally in front of the rest class.Write down key words as prompts on the blackboard. This can help students do better jobs in summary writing.(Justification: This activity will be useful for summary writing skill practice and presentation skill. And it also helps students consolidate their understanding of the text.Step 4 Summary and Homework ( 5 mins) Summary: After students’ presentation, teacher shouldgive comments or a conclusion. This will guide others summarize and review what they have learned in this class.Homework: Writing in a content oriented approach.The Teacher asks students to write a short passage about town twinning, which should include theknow have“What other cities youfollowing aspects:” “Why can the two citiestown twinning agreement?” “ What kinds of culturebecome town twinning?They areisits they have?”exchanges or reciprocal vallowed to use Internet for research. They should list key information of their research result in a logical wwhich will acts as an outline for the whole passage writing.’ (Justification: This activity will develop studentsresearch and outlining skills in writing of a content oriented approach. It will check whether the students achieve the teaching objectives. )。
五上英语教案(全册)
五上英语教案(全册)第一章：Unit 1 My family and friends1.1 Teaching objectives:Students can introduce their family and friends in English.Students can use simple sentences to describe the appearance and characteristics of their family and friends.Students can practice listening, speaking, reading, and writing skills in English.1.2 Teaching key words:FamilyFriendsMotherFatherSisterBrotherTeacherStudent1.3 Teaching procedures:1.4blackboard design:blackboard design:Family and friendsMother, Father, Sister, Brother, Teacher, Student第二章：Unit 2 My school2.1 Teaching objectives:Students can introduce their school in English.Students can use simple sentences to describe the facilities and activities in their school.Students can practice listening, speaking, reading, and writing skills in English.2.2 Teaching key words:SchoolTeacherStudentClassroomLibraryPlaygroundSportsMusic2.3 Teaching procedures:2.4 blackboard design:blackboard design:My schoolTeacher, Student, Classroom, Library, Playground, Sports, Music第三章：Unit 3 My hobbies3.1 Teaching objectives:Students can introduce their hobbies in English.Students can use simple sentences to describe the activities they like to do in their free time.Students can practice listening, speaking, reading, and writing skills in English.3.2 Teaching key words:HobbiesReadWriteDrawPlaySingDance3.3 Teaching procedures:3.4 blackboard design:blackboard design:My hobbiesRead, Write, Draw, Play, Sing, Dance第四章：Unit 4 My food4.1 Teaching objectives:Students can introduce their favorite food in English.Students can use simple sentences to describe the food they like to eat. Students can practice listening, speaking, reading, and writing skills in English.4.2 Teaching key words:FoodlikedislikeMeatRiceVegetablesFruit4.3 Teaching procedures:4.4 blackboard design:blackboard design:My foodMeat, Rice, Vegetables, Fruit第五章：Unit 5 My clothes5.1 Teaching objectives:Students can describe the clothes they wear in English.Students can use simple sentences to describe the color, type, and season of the clothes they wear.Students can practice listening, speaking, reading, and writing skills inEnglish.5.2 Teaching key words:ClothesColorTypeSeasonShirtPantsSkirtJacket5.3 Teaching procedures:第六章：Unit 6 My birthday6.1 Teaching objectives:Students can introduce their birthday in English.Students can use simple sentences to describe the date, month, and year of their birthday.Students can practice listening, speaking, reading, and writing skills in English.6.2 Teaching key words:BirthdayDateMonthYearJanuaryFebruaryMarchAprilMayJuneJulyAugustSeptemberOctoberNovemberDecember6.3 Teaching procedures:6.4 blackboard design:blackboard design:My birthdayBirthday, Date, Month, Year, January, February, March, April, May, June, July, August, September, October, November, December第七章：Unit 7 My body7.1 Teaching objectives:Students can describe their body parts in English.Students can use simple sentences to describe the function of their body parts.Students can practice listening, speaking, reading, and writing skills in English.7.2 Teaching key words:Body partsHeadEyesEarsNoseMouthArmsHandsLegsFeet7.3 Teaching procedures:7.4 blackboard design:blackboard design:My bodyHead, Eyes, Ears, Nose, Mouth, Arms, Hands, Legs, Feet第八章：Unit 8 My school subjects8.1 Teaching objectives:Students can introduce their school subjects in English.Students can use simple sentences to describe the subjects they study in school.Students can practice listening, speaking, reading, and writing skills in English.8.2 Teaching key words:School subjectsMathChineseEnglishScienceArtMusicPhysical education8.3 Teaching procedures:8.4 blackboard design:blackboard design:My school subjectsMath, Chinese, English, Science, Art, Music, Physical education第九章：Unit 9 My dreams9.1 Teaching objectives:Students can express their dreams in English.Students can use simple sentences to describe their dreams and aspirations.Students can practice listening, speaking, reading, and writing skills in English.9.2 Teaching key words:DreamsWant to beJobTeacherDoctorLawyerArtist9.3 Teaching procedures:9.4 blackboard design:blackboard design:My dreamsDreams, Want to be, Job, Teacher, Doctor, Lawyer, Artist第十章：Unit 10 My future10.1 Teaching objectives:Students can talk about their future plans in English.Students can use simple sentences to describe their goals and aspirations for the future.Students can practice listening, speaking, reading, and writing skills in English.10.2 Teaching key words:FuturePlanGoalAspirationStudyTravelJob10.3 Teaching procedures:10.4 blackboard design:blackboard design:My futureFuture, Plan, Goal, Aspiration, Study, Travel, Job重点和难点解析重点环节1：介绍家庭成员和朋友重点关注学生能否用英语介绍家庭成员和朋友，以及描述他们的外貌和特点。
Cultural+Heritage+Listening+and+Speaking教案 高中英语人教版
Unit1听力课教案Take Part in a Youth Project一、Teaching Objectives:1. Students will be able to understand and participate in a youth project discussion.2. Students will be able to express their opinions and ideas about the project.3. Students will be able to use appropriate vocabulary and grammar structures for the discussion.二、Teaching Key Points and Difficulties:1. Key Point: Students will practice their listening and speaking skills by participating in a group discussion about a youth project.Difficulty: Encouraging students to actively participate and contribute to the discussion may be challenging, especially if they are shy or lack confidence.2. Key Point: Students will learn new vocabulary related to youth projects and discuss how they can contribute to such projects.Difficulty: Students may struggle with understanding some of the vocabulary used in the discussion, especially if it is unfamiliar to them.3. Key Point: Students will improve their ability to express their opinions and ideas in English through the discussion.Difficulty: Students may find it difficult to articulate their thoughts in English, especially if they are not confident in their language skills.三、Teaching Process:1. Introduction (5 minutes)●Begin the lesson by introducing the topic of the youth project and asking studentsif they have participated in any similar projects before.●Explain the purpose of the lesson, which is to practice listening and speakingskills while discussing a youth project.2. Pre-listening Task (5 minutes)●Show a short video clip related to a youth project, focusing on key vocabularyand concepts discussed during the discussion.●Ask students to listen carefully and take notes on any new vocabulary or ideasthey encounter.●Then finish the activity 2 and activity 3 in the textbook.3. Group Discussion (15 minutes)●Distribute handouts with key vocabulary related to youth projects, includingwords like volunteer, community service, leadership, etc.●Facilitate a group discussion where students work together to brainstorm ideasfor a youth project and share their opinions on different aspects of the project, such as goals, target audience, methods, etc.●Encourage students to ask questions, clarify doubts, and provide feedback to eachother during the discussion.4. Post-listening Task (5 minutes)●Review the key vocabulary and concepts discussed during the discussion, askingstudents to share their understanding of these topics with the class.●Ask students to write down one thing they learned from the discussion and why itwas important to them.5. Homework (optional; 5 minutes)●Ask students to create a short presentation on a youth project they would like toparticipate in, using the vocabulary and concepts discussed during the lesson.●Encourage students to include visual aids, such as pictures or diagrams, tosupport their presentation.四、Assessment:Assess student participation in the group discussion using a rubric that evaluates their active engagement, contribution to discussions, and use of appropriate vocabulary and grammar structures.Assess student understanding of the key vocabulary and concepts discussed during the lesson through written responses and/or oral presentations.。
教案五大领域纲要内容有哪些
教案五大领域纲要内容有哪些
教案五大领域纲要内容有哪些
一、教学目标（Teaching Objectives）
在这一部分，教师需要明确教学目标，包括知识目标、技能目标和情感目标。
知识目标指学生应该掌握的具体知识内容；技能目标指学生应该具备的能力和技能；情感目标指学生应该培养和发展的情感态度和价值观。
二、教学重点与难点（Teaching Focus and Difficulties）
教师需要明确教学的重点和难点，以便在教学过程中加以突出和解决。
重点是指教师在教学中特别注重强调的内容；难点是指学生在学习中可能遇到困难的地方。
三、教学过程（Teaching Procedure）
这一部分包括教学的组织安排、教学活动的设计和教学方法的选择等内容。
教师需要详细描述每个教学环节的步骤和时间安排，并合理选择适合的教学方法和教具。
四、教学资源（Teaching Resources）
教学资源包括教材、教具、多媒体资料等。
教师需要列举所使用的教学资源，并说明如何合理利用这些资源进行教学。
五、教学评价与反思（Teaching Evaluation and Reflection）
教学评价是指对学生学习情况进行评估和反馈，以便调整和改进教学方法和策略。
教师需要明确评价的标准和方法，并在教案中体现出来。
同时，教师还需要对自己的教学进行反思和总结，以便提高自身的教学水平。
以上是教案五大领域纲要的主要内容，教师在撰写教案时应该充分考虑这些方
面，以确保教学的有效性和高效性。
同时，教师也可以根据具体的教学需求和要求进行适当的调整和补充。
四年级上册Module2She'sreadingabook教案 省赛获奖
Module2Unit1 She's reading a book.大村镇中心小学校：刘忠义教学时间：2023.10.12Teaching objectives：nguage knowledge学习单词和短语"read、running、these，take、picture,take pictures"和句型"He's/She's…"nguage skills能够听、说、认读单词，能够用所学句型讲述正在发生的事情。
3.Sentiment培养学生学习英语的兴趣，激励学生积极参与活动。
Teaching key points掌握本课语言结构。
能听、说、认读单词和短语，并能熟练运用新知识。
Teaching difficult points灵活运用所学句型讲述正在发生的事情。
Teaching Aids多媒体课件，单词卡片，游戏道具等。
Teaching procedure一.Warming up1.老师和学生互相问好。
通过趣味大转盘复习play football，play basketball，watch TV等单词。
2.通过I say you do吸引学生注意力，调动学生积极性后直接引入课题：Module2Unit1 She's reading a book.二.Presentation（一）学习单词、短语。
1.老师出示单词卡片逐个讲解单词及短语：read，running，these，take, picture, take pictures.然后结合图片熟练掌握新单词和短语。
2.在教学单词过程中插入High low voice,Touch the cards等游戏让学生识记掌握单词。
3.巩固识记单词：生自由练读单词后，进行单词游戏操练：比赛一口气能说多少遍单词，进而让学生识记单词。
（二）学习句型：He’s / She’s .......1.通过课文第一部分引入动词ing形式，并介绍现在进行时：主语+be （am,is,are）+动词ing+其他成分，表示某人正在做什么或进行什么动作。
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An English Teaching Plan
Name: Li Qiongfang
School: No.7 Middle school
Date: Oct.25th, 2011
Teaching Contents: The first period of Unit 9 When was it invented? Language Goal: Talk about the history of inventions by using The
Passive Voice.
Teaching aims: 1. Key Vocabulary: invent calculator
2. Structure: What is the computer used for?
When was the telephone invented?
Main and Difficult Points:
1. Learn how to use the Passive Voice in everyday
English
2. Grasp the question forms and statement forms of
the Passive Voice.
Teaching Procedures:
Step 1: Greetings between the teacher and the students.
Step2: Show the photos of four inventions in China to the
students and teach “ invent/inventor/invention”.
Show the five inventions to the students and talk
about the history. Then Number the inventions 1---5.
Step3: Talk about the use of inventions by using the
sentences.
T: What is the computer used for?
Ss: The computer is used for chatting with friends.
(Show the students the use of be used for by doing exercise.)
Step4: Talk about the dates of inventions by using the
sentence.
T: When was the telephone invented?
Ss: It was invented in 1876.
(Listening : Listen and match the inventions with the dates.)
Step5: Memorizing games and challenge.
Step6: Tell the students the structure of The Passive Voice.
Step7: Do exercise in class.
Step8: Homework
Blackboard Design
Unit9 When was it invented?
Key vocabulary/point:
1. invent(v.)---invention(n.)---inventor(n.)
2. calculator
3. be used for
4. the Passive Voice。