全英文教案 Microsoft Word 文档
四年级英语教案Microsoft Word 文档
四．英汉互译
1.very good-------
2.great---------
3.早餐吃什么…。
板书课题《What’s for breakfast?〉
设置情景：Oh! It’s 7:00. It’s time for breakfast. What’s for breakfast?让学生以自己早饭为基准，结合所学的内容回答。I have soup for breakfast. I have cakes for breakfast. We have eggs and greens for breakfast.…引入更多的食物名称。
2．出示更多的食物卡片，反复问答练习。让学生与周围的同学自由作问答。
3．注意正确使用不可数名词和
可数名词的单复数。
三．巩固练习
1．对话练习，听课本录音对话回答What’s for breakfast? And what’s for lunch?跟读对话。
2．分角色朗读并鼓励。
3．让学生填写自己的空白卡片，进行自由互换练习。
导
学
环
节
前置
作业
1．预习新单词与课文。
2．教师准备本课单词卡片。
学生探究活动
教师导学过程及时间分配
小组交流、
展示点拨、
训练拓展
热身（Warming up）
1.Greetings.
Hellow,boys and girls!
How are you?
Nice too meet you!
2．唱歌曲“I’m hungry”.
2.掌握并能运用句型:What’s for breakfast / lunch / ?We have…for breakfast / lunch / .
(完整word)全英文英语教案模板
Lesson planNSEFC Module2 Unit Reading InTeacher：Period：Period1Type：ReadingDuration： 45minutesTeaching ideologyThe current theory view reading as a interactive process which involves not only the printed pagebut also the reader's old knowledge of the language in general， the world and the text types.In the reading process, these factors interact with each other and compensate for each other。
Based on the understanding of reading as an interactive process， teaching reading in the classroomis divided into three stages in which the top—down and bottom—up techniques integrated to developthe students language efficiency in general and reading strategies. The three stages are pre—reading, while-reading and post-reading.Teaching material and learning conditionThe analysis of teaching materialThe teaching material is the reading part from NSEFC Module2 Unit . The topic of this unitis . This passage mainly introduces 。
英语教案MicrosoftWord文档
六年级英语上册第一单元教案Unit1、Ann’s dream一、教学目标与要求（Teaching contents and demands）1、技能目标：（ability aim）①能够理解was，were，had表达的是过去时间里发生的事情。
②能够模仿I had a dream last mother was at home yesterday.等句式，表达自己和他人在过去时间里所做的事情。
③能够用本单元主要句式询问对方或他人在过去时间的处所，如：Where were you yesterday? Where was Jim yesterdayafternoon?④能够理解本单元故事。
2、知识目标（Knowledge aim）①语音：了解字母R和L在单词中的发音，并能区分他们发音的不同。
②词汇：能听、说以下单词：Mars, Martiam, soon, beanstalk,strong, dead能认读以下单词：space, sait, planet, air, the earth, friendly能够使用以下单词：fan,dream,spaceship,astronaut,afraid,yesterday及短语last night。
③句型：Where were you? Where was Wang Ling? We were in awas at home. She was at school. There was no water. There were no trees.④语法：能够初步了解一般过去时态的用法及动词has,have,be(am,is,are)的过去式has,was,were.3、情感态度目标（Emotion aim）①能通过故事中Ken和Ann与火星人友好交往这一事例启发引导学生形成与人友善的态度。
②通过遨游太空的故事丰富学生天文知识，激发学生乐于观察，对宇宙空间充满好奇且乐于探究的热情。
英语教案 Microsoft Word 文档
高二英语年公开课教案Unit Three LIFE IN THE FUTUREThe Second Period Intensive readingTeaching aimsGet students to learn the useful new words and expressions in bold in this part：Teaching important pointsGet students to learn different reading skills． Teaching difficult points1．Develop students’reading ability．2．Enable students to learn to talk about the life ．3．Let students learn to use comparing and contrasting when writing． Teaching methods1．Task-based teaching and learning2．Cooperative learning3．DiscussionTeaching procudure；Step I. GreetingStep ⅡRevisionReview some new words and phrases in this unit take up lose sight of by a flashsweep up be back on one;”s feetswitch to be lacking in previous toleave a good impression on sb slide intoStep ⅢReadi ng1. Scan the passage and find out the answers1. Who wrote this e-mail?2. Who is the e-mail for?3. What is his e-mail?4. How did he feel when he left his own time?5. How did he get to the year 3008?6. What did he notice first when he arrived in AD3008?2. Explain some language points and the past participle used as the adverbial1)．take up /on/away/over/care ofIf I didn”t take up the challenge, it would mean I failed 2)．tolerate/put up with/stand/ bearWe cannot tolerate cheating in exams3)．be lacking in/lack for nothing/no lack ofThe teacher said the child was lacking in confidence= The teacher said the child lacked confidence4)．lose sight of/out of sightcatch sight of/ in sightHer father didn”t leave until he lost sight of her3. Read the passage carefully and fill in the blanks with proper words or phrases. Check the answers with the whole classDear Mun and Dad,I___my prize that was wan last year so that I could travel to the year AD3008.As I ___time lag, which is ___the jet leg, my friend, Wang ping gave me some green tablets. Then we got into a capsule though a small ___.a few minutes later, we arrived. In the new surroundings, I was hit by the ___ fresh air. My head ached. Wangping handed me a___ and said,‘put it on and it will make you f eel much better”. I felt better ___.then I followed him to collect a havering carriage driven by computer.just when we reached what looked like a large market,I ____Wangping.he was ___into the center of fling carriages.Arriving at a strange-looking house.he showed me into a large, bright room. In the house I had a brief meal and a hot bath, exhausted,I ___bed and fell fast asleep. More news later from your loving son.Li Qiang4. Read the passage aloud, pay attention to the rhythm and intonationStep Ⅳ Pra ctiseIf time permits. Do the exercises in WB P29.check the answersStep Ⅴ Homework1．Learn all the useful new words and expressions in this part by heart．2．Read the passage again after class and finish exercisesin WB。
英语教学设计3MicrosoftWord文档
PEP小学英语六年级上册第五单元教学设计【单元教材分析】本单元的教学内容是使学生掌握一些职业的英语表达并就此展开相关讨论，能够简单介绍人物职业，会询问他人的工作情况并给出相应的回答。
了解英语中职业名称对于不同性别的差异。
重点句型有：What does your mother/father do? Where does she/he work? How does s he/he go to work? 在教学中结合学生实际情况，运用学生已学本册教材一单元内容，以“How does he go to work?”等相关知识点为“How does she/he go to work?”的教学做铺垫。
还可以适当的进行拓展延伸。
本单元的教重点是使学生掌握一些职业的英语表达如：What does your mother do? Where does she work? How does she go to w ork? 本单元的难点是让学生在任务活动中熟练运用不同句型进行交流。
【单元教学目标】1.能力目标（1）能够简单介绍人物职业，如：She’s a teacher.能够运用句型“What does your mother do? Where does she work? How does she go to work?”等询问他人工作情况，并给出相应回答。
（2）能够按要求较好完成Group work等活动。
（3）能够听懂、会唱歌曲“My family”。
2.知识目标（1）能够掌握A. B部分Let’s learn, Let’s talk中的四会单词和句子。
（2）能够听、说、认读A B部分Let’s talk, Let’s read中的白体句子。
（3）了解元音和辅音的发音并读出例词。
（4）了解Story time, Good to know等部分的内容。
3.情感、策略、文化等有关目标（1）情感态度：热爱生活，尊重他人劳动。
教案MicrosoftWord文档
《教案Microsoft Word文档》一、前言1. 教案概述：本教案旨在通过讲解和练习，使学员熟练掌握Microsoft Word 的基本操作和功能，提高文档编辑和排版能力。
2. 适用对象：本教案适用于具有一定计算机基础知识的学员。
3. 教学方法：采用讲授、演示、实践相结合的教学方法。
二、教学目标1. 掌握Word的启动和退出方法。
2. 熟悉Word界面及主要功能按钮。
3. 学会创建、保存、打开和关闭文档。
4. 掌握文本的输入、编辑和删除方法。
5. 学会设置字体、段落格式和页面布局。
三、教学内容1. 第一课时：Word的基本操作1.1 启动和退出Word1.2 熟悉Word界面1.3 创建、保存、打开和关闭文档1.4 文本的输入、编辑和删除2. 第二课时：字体和段落格式设置2.1 设置字体格式2.2 设置段落格式2.3 实践操作：制作一份简单的文档3. 第三课时：页面布局和打印设置3.1 设置页面布局3.2 设置页边距3.3 设置页眉页脚3.4 打印文档四、教学过程1. 课堂讲解：讲解每个功能按钮的作用和操作方法。
2. 演示操作：教师演示每个功能的操作过程。
3. 学员实践：学员跟随教师操作，巩固所学内容。
4. 课后作业：布置相关练习，巩固所学知识。
五、教学评价1. 学员能熟练启动和退出Word。
2. 学员熟悉Word界面及主要功能按钮。
3. 学员能独立创建、保存、打开和关闭文档。
4. 学员能熟练进行文本的输入、编辑和删除。
5. 学员能设置字体、段落格式和页面布局。
6. 学员能完成课后作业，展示所学成果。
六、教学资源1. 教材：《Microsoft Word 2024入门与提高》2. 教学PPT3. 练习文档4. 视频教程七、教学环境1. 计算机房2. 投影仪3. 计算机操作系统：Windows 104. Microsoft Word 2024八、教学策略1. 循序渐进：从基本操作到高级功能，逐步讲解和练习。
英语教案设计范文全英
英语教案设计范文全英
第一部分：教学目标
1. 目标描述
本节课的教学目标旨在帮助学生掌握英语中的基础语法和词汇知识，以便能够流利地进行日常对话和交流。
2. 学习内容
•英语基础语法知识
•常用英语词汇
3. 学习目标
•理解并正确运用英语基础语法规则
•能够准确地运用所学词汇进行口语表达
第二部分：教学过程
1. Warm-up (10分钟)
•通过简短的问候和介绍活动引导学生进入学习状态。
2. Presentation (20分钟)
•通过例句和语法规则的讲解来帮助学生理解英语的语法知识。
•演示并让学生模仿正确的口语表达方式。
3. Practice (30分钟)
•分组进行练习，让学生在实际交流中运用所学知识。
•组织口语练习，让学生能够流利地进行对话。
4. Production (20分钟)
•让学生展示他们在课堂中学到的知识，进行口语表达。
•根据实际情况给予指导和反馈。
第三部分：教学评估
1. 评估方式
•通过学生的口语表达和课堂表现来评估他们对所学知识的掌握程度。
2. 评估标准
•能够准确使用所学语法知识进行口语表达
•能够流利地进行日常对话和交流
第四部分：课堂总结
通过本节课的学习，学生应该掌握了日常英语中的基础语法知识和常用词汇，能够更加流利地进行英语口语表达。
希望同学们在日常生活中多加练习，巩固所学知识，提高自己的英语能力。
以上是本节课的教案设计范文，希望对教师有所帮助。
英语教案模板word
英语教案模板word一、教学目标1.知识目标：学生能够掌握英语单词的拼写和发音。
2.能力目标：学生能够运用所学的单词进行简单的日常交流。
3.情感目标：培养学生对英语学习的兴趣，增强自信心。
二、教学重难点1.重点：英语单词拼写和发音。
2.难点：运用所学单词进行口语交流。
三、教学准备1.教材：《英语学习手册》2.辅助工具：黑板、彩色粉笔、投影仪3.教具：单词卡片、音频设备四、教学流程第一步：导入•利用图画或实物引入新单词的学习，激发学生学习英语的兴趣。
第二步：学习新单词1.呈现单词：通过投影仪展示单词，并让学生跟读。
2.单词拼读：帮助学生正确拼读单词，并进行听写练习。
第三步：练习活动1.单词接龙：学生分组进行单词接龙游戏，加深对单词的记忆。
2.句子造句：让学生用学过的单词编制句子，培养他们的口语表达能力。
第四步：巩固与拓展1.分角色对话：模仿日常场景进行对话练习，提高学生的口语交流能力。
2.小组讨论：设计话题让学生展开小组讨论，培养他们的合作意识和思维能力。
五、教学反馈1.针对学生在学习过程中存在的问题进行及时纠正和指导。
2.鼓励学生勇于表达意见，建立良好的课堂氛围。
六、作业布置1.背诵新学单词，并按要求进行书面练习。
2.准备下节课角色对话的台词。
七、教学反思1.回顾本节课的教学过程，总结教学中的亮点和不足。
2.收集学生反馈意见，不断完善教学设计，提高教学效果。
通过以上教学设计，希望能够激发学生对英语学习的热情，提高他们的语言能力，让英语学习变得更加轻松愉快。
全英文教案课程模板
优秀全英文教案课程模板第一章：课程概述1.1 课程背景介绍课程的背景和目的，强调全英文教学的重要性。
1.2 课程目标列出课程的主要学习目标，包括语言技能和知识内容的提升。
1.3 课程内容概述课程的主要内容和教学材料。
1.4 教学方法介绍教学方法，包括讲授、讨论、小组活动等。
第二章：学生评估与反馈2.1 学生评估解释评估标准和方法，包括考试、作业和课堂表现。
2.2 反馈方式介绍如何给予学生反馈，包括口头反馈和书面反馈。
2.3 学生自我评估指导学生进行自我评估，促进自我学习和反思。
2.4 进步记录鼓励学生记录自己的进步，并提供进步的记录方法。
第三章：课堂管理3.1 规则与期望制定课堂规则和期望，并确保学生理解。
3.2 座位安排介绍座位安排的策略，以促进积极的学习环境。
3.3 纪律管理提供纪律管理的策略，包括奖励和纠正措施。
3.4 学生参与鼓励学生积极参与课堂活动，提出问题和观点。
第四章：语言技能发展4.1 听力和口语介绍听力和口语技能的发展方法，包括听力练习和口语活动。
4.2 阅读和写作介绍阅读和写作技能的发展方法，包括阅读材料的选择和写作练习。
4.3 语法和词汇介绍语法和词汇的学习方法，包括语法练习和词汇卡片。
4.4 语言游戏和活动介绍语言游戏和活动，以提高学生的语言运用能力。
第五章：跨文化交际5.1 文化差异介绍不同文化的差异和特点，帮助学生理解和尊重不同的文化背景。
5.2 交际策略教授交际策略，包括有效的沟通技巧和礼貌的表达方式。
5.3 角色扮演和模拟通过角色扮演和模拟活动，培养学生的跨文化交际能力。
5.4 文化体验提供文化体验的机会，如观看外国电影或参加文化交流活动。
第六章：课程资源与材料6.1 教材选择介绍选择的教材和辅助材料，包括教科书、在线资源等。
6.2 资源获取指导学生如何获取和使用课程资源，如图书馆、互联网等。
6.3 材料准备列出课程所需的具体材料和准备工作，确保学生准备充分。
6.4 资源共享鼓励学生之间分享学习资源，促进合作学习。
全英文教案模板
优秀全英文教案模板第一章：课程介绍与目标1.1 课程背景本课程旨在提高学生的全英文听说读写能力，使他们能够在日常生活、工作和学习中熟练运用英语。
通过本课程的学习，学生将掌握基本的英语语法、词汇和句型，提高英语沟通技巧，增强自信心。
1.2 课程目标能熟练运用基本的英语语法和句型进行交流。
掌握一定的英语词汇量，能阅读和理解英文文章。
提高英语听说能力，能流利地进行日常对话。
第二章：课程内容与结构2.1 课程内容英语语法和句型：时态、语态、句型结构等。
英语词汇：日常生活、工作和学习中的常用词汇。
听说技巧：听力训练、口语表达、日常对话等。
阅读理解：英语文章、故事、广告等。
写作技巧：句子结构、段落组织、文章构思等。
2.2 课程结构每个部分时长约为15分钟，根据实际情况可适当调整。
第三章：教学方法与策略3.1 教学方法任务型教学法：通过完成各种实际任务，提高学生的英语应用能力。
情景教学法：创设真实的语境，让学生在实际情境中学习英语。
互动教学法：鼓励学生积极参与课堂活动，增强课堂活力。
3.2 教学策略多样化教学手段：运用图片、视频、音频等多媒体资源，提高学生的学习兴趣。
个性化教学：关注学生的个体差异，因材施教。
激励性评价：及时给予学生反馈，提高学生的自信心。
第四章：课程评价与反馈4.1 课程评价平时成绩：课堂表现、作业完成情况等。
考试成绩：期末考试、期中考试等。
综合评价：学生的英语听说读写能力综合评估。
4.2 反馈与调整定期收集学生反馈，了解教学效果。
根据学生反馈调整教学内容和方法，提高教学质量。
第五章：课程资源与拓展5.1 课程资源教材：选用权威、实用的英语教材。
辅助材料：英语杂志、报纸、网络资源等。
教学工具：多媒体设备、投影仪、音响等。
5.2 课程拓展组织英语角活动：让学生在轻松的氛围中练习英语。
英语竞赛：鼓励学生参加各类英语竞赛，提高英语水平。
英语俱乐部：成立英语俱乐部，为学生提供互助学习的平台。
第六章：教学计划与进度安排6.1 教学计划本课程共计32课时，每课时45分钟。
职高英语3第六单元教案-Microsoft-Word-文档
Unit SixTopic: Would you mind saying something about your work experience? 【目的要求】1.To To learn some new words and expressions2. To learn how to introduce your advantages and experience3. To use outgoing hardworking and so on to say your character4. To master new grammar【教学内容】Text A:an applicationText B:personal stories—unusual jobsPractical Writing: finishing the applicationListening and Speaking:Unit 6Grammar【教学重点】interview position experienced resume apply personal opportunity 【教学难点】定语从句I【教学方式】学生参与和老师讲解【计划学时】5学时第一课时 lead-in + listening and speaking words教学步骤Step OneLook and tick.Look at this picture and tick out the correct one.1.( ) resume2.( ) product instruction3.( ) want ads4.( ) job interview5.( ) application form6.( ) selling computers7.( ) job fair8.( ) application letter(设计意图)训练学生逻辑思维能力，能够通过图意及课本资料排除逻辑顺序。
（完整word版）英语教案全英模板
（完整word版）英语教案全英模板PEP六年级英语Unit 1 How do you go there?Period OneTeaching contents: Part A let’s learn & let’s playTeaching aims:1． To enable the students to master the four skills phrases: on foot，by bike，bybus，by train, by plane，by ship，by subway2． To enable the students to ask about the ways of traffic with the follow ingsentence patterns: How do you go to school? Or How do you go to Canad a…?‖And answer with―I go by…‖Teaching focus:To master the four skills phrases: by train, by plane, by subway, by ship , by bike,on footTeaching difficulty:To differ ―subway‖ from―train‖Teaching methods:Communicative ApproachTeaching aids:1. Word cards2. Tape recorder and tape3. Multi-media playerTeaching procedure:1. (Warm-up)Greeting: Good morning , class ! Glad to meet you again. How are y ou?What day is it? What ?s the date? What‘s the weather like today?2. PresentationShow a picture of busT: What‘s this? S: It‘s a bus.T: I go to school by bus. How do you go to school?(Show a picture of bike and help a student to answer with --I go to school by bike.‖)(In the same ways)Teach ―by subway‖ and ―by train‖―by ship‖―by plane‖―on foot‖）Subway: It's an underground railway in a city．It travels very fast．We can see subway in Hong Kong, Beijing, Shanghai, Gongzhou… Explain t he differences between subway and train Pay attention to the pre. ― by ‖& ―on‖3. Play gamesAsk one S to the front and stick the word cards next to the phrases written on the Bb when T read the new phrases quickly and the other Ss put up t heir cards. The one who reflect fastest and correctly is the winner.4. Listen to the tape of Part A Let‘s learn and follow i t.Pay attention to the tone and pronunciation5. Practice: Let‘s playT Offer many places (the USA. England Australia Hong Kong Shanghai Guangzhou the moon…) and traffic ways (by car/ taxi/ bus… on foot) Ss practice with above places and ways in pairs: A: How do you go to school?B: I go to school on foot .Encourage the Ss to make up as many sentences as they can.6. Spelling competitionDivide the class into tow groups. Show the pictures of traffictools and as k Ss to spell the phrases. The first one who puts up hand gets the chance t o spell. The group spell out more phrases are the winners. HomeworkCopy the new words and phrases Finish Page1 of the ABBb design:Unit One How do you go there?How do you go to school/ Canada?I go to school on foot/ by subway/ bus/ train/ taxi…。
全英文教案模板
优秀全英文教案模板一、前言1. 目标：使学生能够理解和运用全英文进行日常交流。
2. 范围：本教案适用于初级至中级英语学习者。
3. 材料：教材、多媒体辅助教学材料、实物教具等。
4. 教学方法：交际法、任务型教学法、情境教学法等。
二、教学内容1. 语言点：动词时态、情态动词、被动语态、介词短语等。
2. 功能句型：询问时间、地点、价格、数量等；表达喜好、意愿、建议等。
3. 情景对话：购物、问路、就餐、天气等。
三、教学过程1. 热身活动（5分钟）：通过歌曲、游戏等方式，激发学生的学习兴趣，营造轻松愉快的课堂氛围。
2. 呈现新知识（10分钟）：利用图片、实物教具等，引入新词汇和句型，并通过互动交流，使学生理解和掌握。
3. 实践环节（15分钟）：将学生分成小组，进行角色扮演、任务型练习等，让学生在实际语境中运用所学知识。
4. 巩固环节（10分钟）：通过练习题、小测验等形式，检查学生对所学内容的掌握情况，并进行及时反馈。
5. 总结与作业（5分钟）：对本节课的主要内容进行总结，布置作业，要求学生进行复习和拓展。
四、教学评价1. 形成性评价：通过课堂观察、练习反馈等，了解学生的学习进度和问题，及时进行调整。
2. 终结性评价：定期进行测试，评估学生的综合语言运用能力。
五、教学资源1. 教材：全英文教材，如《新概念英语》、《牛津英语》等。
2. 多媒体辅助教学材料：PPT、视频、音频等。
3. 实物教具：图片、卡片、玩具等。
六、教学策略1. 交际法：通过模拟真实场景，鼓励学生积极参与对话，提高口语表达能力。
2. 任务型教学法：设计具有实际意义的任务，让学生在完成任务的过程中运用英语。
3. 情境教学法：创设生动、真实的情境，帮助学生理解语言知识点。
4. 差异性教学：关注学生的个体差异，针对不同水平的学生制定合适的教学计划。
七、教学注意事项1. 确保语言环境的真实性：尽量使用全英文进行教学，避免使用母语。
2. 鼓励学生开口说英语：树立学生的自信心，不怕犯错误，敢于表达。
全英文教案模板
全英文教案模板教案标题：全英文教案模板教学目标：1. 学生能够听、说、读、写和理解关于主题的基础英文词汇和句子。
2. 学生能够在日常生活中运用所学英文进行交流和表达。
3. 学生能够通过教学活动和练习提高他们的英文听力和口语能力。
教学重点：1. 学生能够掌握与主题相关的基础英文词汇和句子。
2. 学生能够通过听力练习和口语练习提高他们的英文交流能力。
教学难点：1. 学生能够在日常生活中灵活运用所学英文进行交流和表达。
2. 学生能够通过练习提高他们的英文听力和口语能力。
教学准备：1. 教师准备与主题相关的英文教材和教学资源。
2. 教师准备与主题相关的图片、视频或实物道具。
3. 教师准备听力练习和口语练习的教学活动和材料。
教学过程：Step 1: Warm-up (10 minutes)教师与学生进行简单的问候和交流，引入本节课的主题。
可以通过展示图片、视频或实物道具来引起学生的兴趣。
Step 2: Presentation (15 minutes)教师通过教材和教学资源向学生介绍与主题相关的基础英文词汇和句子，帮助学生理解和掌握新知识。
Step 3: Practice (20 minutes)教师设计听力练习和口语练习的教学活动，让学生在实际情境中运用所学英文进行交流和表达，加深对新知识的理解和记忆。
Step 4: Extension (10 minutes)教师设计扩展活动，让学生在不同情境下运用所学英文进行交流和表达，拓展他们的语言运用能力。
Step 5: Summary and Homework (5 minutes)教师对本节课的学习内容进行总结，鼓励学生进行口头或书面的总结，并布置相关的作业，巩固所学知识。
教学反思：教师对本节课的教学效果进行总结和反思，根据学生的表现调整教学策略，为下节课的教学做准备。
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Unit4 I have a pen pal2008-1-7 10:16:59适用学科：英语适用年级：五年级浏览次数：590 关键字：Unit4 I have a pen pal星级状态：★问题提出Teaching PlanBy Jin Chaodan Topic: PEP B7 Unit4 I have a pen pal Part B Let’s learn Let’s practise . Teaching aims1.Enable the Ss to master the verbs’ form of singular personal pronouns: lives, teaches, goes, watches and reads.2. Enable the Ss to master the sentence patterns:Does your pen pal live in Shanghai? No, he doesn’t.He lives in Beijing.Teaching difficulties pointsTo be able to use the following words: goes, watches, teaches,readsPrepare before the lessonStudents’ book , word cads.Teaching steps:Step1: Warm-up1. Greetings: Introduce myself.How do you feel?What day is it today? It’s Thursday.What do you usually do/have on Thursdays? I usually …Do you usually climb mountains/water the flowers/plant thetrees?2. Let the students ask me some questions.3. Free talk: something about what they do every day.(Practise sentence form “Do you ….? Yes, I do/ No, I don’t)Step2: Presentation1.Still talk with the students, talk about their teachers, their best friends,their parents, and so on.(Lead them to use “ Yes, he / she does. / No, he / she doesn’t.” to answer the question “Does he / she ….?”2. Talk about if the students have their pen pals. Talk about their daily life.Then, tell them I have a pen pal, too. His name’s Zhou Jielun. He’s not the super singer, but a common teacher.Ask “Do you want to know something about him?”Show the short passage of “Tom’s Day”3. Let them read it after teacher together.4. Ask them some questions:Where does Zhou Tom live? (He lives in Shanghai.)Teach the word “live”. (live, live, live, l-i-v-e, live.lives, lives, lives, l-i-v-e-s, lives.lives, lives, lives, lives in Shanghai.) Ask “Who lives in Jiyang Road?”“*** lives in Jiyang Road.”“Who teaches you math?”“…teaches me math.’”5. Teach the other words the same as the way above.Step3. Do a survey1.Ask the students to make a survey. Ask: What do you do on Sunday/Saturday morning? Do you do your homework?2.Step4: Practise1. Play a game:Show three envelops, ask students to choose three word cards from each of them.Then put them together and let the class read together, think about it if it’s real. The student get the right sentence can also get nice presents2. Group workDivide the students into small group of four members.Read the short passages of they have got in groups.Then ask them to read it out.Teacher asks some questions about it, let them to use the Verb forms of singular personal pronouns to answer the questions.Then let the students to ask the students.Step5: Consolidation and extension.1.I watch TV in the evening. ( 对划线部分提问)2．Zhang Peng ____(fly) kites every Sunday. （用所给动词的正确形式填空）3．Do you ____(see) an elephant in the zoo ? （用所给动词的正确形式填空）4. Do he ___(live) in Hang Zhou ? （用所给动词的正确形式填空）(作出肯定回答)No, he doesn’t ___(live) in Hang Zhou . （用所给动词的正确形式填空）5．She watches TV every night. (改成一般疑问句)Do the Activity books and copy the four skill-words.教学目的Teaching PlanBy Jin Chaodan Topic: PEP B7 Unit4 I have a pen pal Part B Let’s learn Let’s practise . Teaching aims1.Enable the Ss to master the verbs’ form of singular personal pronouns: lives, teaches, goes, watches and reads.2. Enable the Ss to master the sentence patterns:Does your pen pal live in Shanghai? No, he doesn’t.He lives in Beijing.Teaching difficulties pointsTo be able to use the following words: goes, watches, teaches,readsPrepare before the lessonStudents’ book , word cads.Teaching steps:Step1: Warm-up1. Greetings: Introduce myself.How do you feel?What day is it today? It’s Thursday.What do you usually do/have on Thursdays? I usually …Do you usually climb mountains/water the flowers/plant thetrees?2. Let the students ask me some questions.3. Free talk: something about what they do every day.(Practise sentence form “Do you ….? Yes, I do/ No, I don’t)Step2: Presentation1.Still talk with the students, talk about their teachers, their best friends,their parents, and so on.(Lead them to use “ Yes, he / she does. / No, he / she doesn’t.” to answer the question “Does he / she ….?”2. Talk about if the students have their pen pals. Talk about their daily life.Then, tell them I have a pen pal, too. His name’s Zhou Jielun. He’s not the super singer, but a common teacher.Ask “Do you want to know something about him?”Show the short passage of “Tom’s Day”3. Let them read it after teacher together.4. Ask them some questions:Where does Zhou Tom live? (He lives in Shanghai.)Teach the word “live”. (live, live, live, l-i-v-e, live.lives, lives, lives, l-i-v-e-s, lives.lives, lives, lives, lives in Shanghai.) Ask “Who lives in Jiyang Road?”“*** lives in Jiyang Road.”“Who teaches you math?”“…teaches me math.’”5. Teach the other words the same as the way above.Step3. Do a survey1.Ask the students to make a survey. Ask: What do you do on Sunday/Saturday morning? Do you do your homework?2.Step4: Practise1. Play a game:Show three envelops, ask students to choose three word cards from each of them.Then put them together and let the class read together, think about it if it’s real. The student get the right sentence can also get nice presents2. Group workDivide the students into small group of four members.Read the short passages of they have got in groups.Then ask them to read it out.Teacher asks some questions about it, let them to use the Verb forms of singular personal pronouns to answer the questions.Then let the students to ask the students.Step5: Consolidation and extension.1.I watch TV in the evening. ( 对划线部分提问)2．Zhang Peng ____(fly) kites every Sunday. （用所给动词的正确形式填空）3．Do you ____(see) an elephant in the zoo ? （用所给动词的正确形式填空）4. Do he ___(live) in Hang Zhou ? （用所给动词的正确形式填空）(作出肯定回答)No, he doesn’t ___(live) in Hang Zhou . （用所给动词的正确形式填空）5．She watches TV every night. (改成一般疑问句)Do the Activity books and copy the four skill-words.过程设计Teaching PlanBy Jin Chaodan Topic: PEP B7 Unit4 I have a pen pal Part B Let’s learn Let’s practise . Teaching aims1.Enable the Ss to master the verbs’ form of singular personal pronouns: lives, teaches, goes, watches and reads.2. Enable the Ss to master the sentence patterns:Does your pen pal live in Shanghai? No, he doesn’t.He lives in Beijing.Teaching difficulties pointsTo be able to use the following words: goes, watches, teaches,readsPrepare before the lessonStudents’ book , word cads.Teaching steps:Step1: Warm-up1. Greetings: Introduce myself.How do you feel?What day is it today? It’s Thursday.What do you usually do/have on Thursdays? I usually …Do you usually climb mountains/water the flowers/plant thetrees?2. Let the students ask me some questions.3. Free talk: something about what they do every day.(Practise sentence form “Do you ….? Yes, I do/ No, I don’t)Step2: Presentation1.Still talk with the students, talk about their teachers, their best friends,their parents, and so on.(Lead them to use “ Yes, he / she does. / No, he / she doesn’t.” to answer the question “Does he / she ….?”2. Talk about if the students have their pen pals. Talk about their daily life.Then, tell them I have a pen pal, too. His name’s Zhou Jielun. He’s not the super singer, but a common teacher.Ask “Do you want to know something about him?”Show the short passage of “Tom’s Day”3. Let them read it after teacher together.4. Ask them some questions:Where does Zhou Tom live? (He lives in Shanghai.)Teach the word “live”. (live, live, live, l-i-v-e, live.lives, lives, lives, l-i-v-e-s, lives.lives, lives, lives, lives in Shanghai.) Ask “Who lives in Jiyang Road?”“*** lives in Jiyang Road.”“Who teaches you math?”“…teaches me math.’”5. Teach the other words the same as the way above.Step3. Do a survey1.Ask the students to make a survey. Ask: What do you do on Sunday/Saturday morning? Do you do your homework?2.Step4: Practise1. Play a game:Show three envelops, ask students to choose three word cards from each of them.Then put them together and let the class read together, think about it if it’s real. The student get the right sentence can also get nice presents2. Group workDivide the students into small group of four members.Read the short passages of they have got in groups.Then ask them to read it out.Teacher asks some questions about it, let them to use the Verb forms of singular personal pronouns to answer the questions.Then let the students to ask the students.Step5: Consolidation and extension.1.I watch TV in the evening. ( 对划线部分提问)2．Zhang Peng ____(fly) kites every Sunday. （用所给动词的正确形式填空）3．Do you ____(see) an elephant in the zoo ? （用所给动词的正确形式填空）4. Do he ___(live) in Hang Zhou ? （用所给动词的正确形式填空）(作出肯定回答)No, he doesn’t ___(live) in Hang Zhou . （用所给动词的正确形式填空）5．She watches TV every night. (改成一般疑问句)Do the Activity books and copy the four skill-words.重点与难点Teaching PlanBy Jin ChaodanTopic: PEP B7 Unit4 I have a pen pal Part B Let’s learn Let’s practise . Teaching aims1.Enable the Ss to master the verbs’ form of singular personal pronouns: lives, teaches, goes, watches and reads.2. Enable the Ss to master the sentence patterns:Does your pen pal live in Shanghai? No, he doesn’t.He lives in Beijing.Teaching difficulties pointsTo be able to use the following words: goes, watches, teaches,readsPrepare before the lessonStudents’ book , word cads.Teaching steps:Step1: Warm-up1. Greetings: Introduce myself.How do you feel?What day is it today? It’s Thursday.What do you usually do/have on Thursdays? I usually …Do you usually climb mountains/water the flowers/plant thetrees?2. Let the students ask me some questions.3. Free talk: something about what they do every day.(Practise sentence form “Do you ….? Yes, I do/ No, I don’t)Step2: Presentation1.Still talk with the students, talk about their teachers, their best friends,their parents, and so on.(Lead them to use “ Yes, he / she does. / No, he / she doesn’t.” to answer the question “Does he / she ….?”2. Talk about if the students have their pen pals. Talk about their daily life.Then, tell them I have a pen pal, too. His name’s Zhou Jielun. He’s not the super singer, but a common teacher.Ask “Do you want to know something about him?”Show the short passage of “Tom’s Day”3. Let them read it after teacher together.4. Ask them some questions:Where does Zhou Tom live? (He lives in Shanghai.)Teach the word “live”. (live, live, live, l-i-v-e, live.lives, lives, lives, l-i-v-e-s, lives.lives, lives, lives, lives in Shanghai.) Ask “Who lives in Jiyang Road?”“*** lives in Jiyang Road.”“Who teaches you math?”“…teaches me math.’”5. Teach the other words the same as the way above.Step3. Do a survey1.Ask the students to make a survey. Ask: What do you do on Sunday/Saturday morning? Do you do your homework?2.Step4: Practise1. Play a game:Show three envelops, ask students to choose three word cards from each ofthem.Then put them together and let the class read together, think about it if it’s real. The student get the right sentence can also get nice presents2. Group workDivide the students into small group of four members.Read the short passages of they have got in groups.Then ask them to read it out.Teacher asks some questions about it, let them to use the Verb forms of singular personal pronouns to answer the questions.Then let the students to ask the students.Step5: Consolidation and extension.1.I watch TV in the evening. ( 对划线部分提问)2．Zhang Peng ____(fly) kites every Sunday. （用所给动词的正确形式填空）3．Do you ____(see) an elephant in the zoo ? （用所给动词的正确形式填空）4. Do he ___(live) in Hang Zhou ? （用所给动词的正确形式填空）(作出肯定回答)No, he doesn’t ___(live) in Hang Zhou . （用所给动词的正确形式填空）5．She watches TV every night. (改成一般疑问句)Do the Activity books and copy the four skill-words.。