Lesson Plan 1AM4U3 Period 1

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Unit 4 Lesson Plan

Warm-up/a starter/revision
Presentation
Drilling
Consolidation
Ⅱ.Principles for good lesson planning Ⅲ. Macro planning vs. micro planning Ⅳ.Components of a lesson plan
1．Background information 2．Teaching aims 3．Language contents and skills 4．Stages and procedures 5．Teaching aids 6．End of lesson summary 7．Optional activities and assignments 8．After lesson reflection Ⅴ. Lesson planning Ⅵ.Conclusion
To know what his/her students are able to achieve To focus on the learners’ performance
IV. Components of a lesson plan
Language Contents and Skills
Language Skills
语言学习和一般学习的普遍观点
（1）Behaviorist theory行为主义学习理论（2）Cognitive theory认知学习理论（3）Constructivist theory建构主义学习理论（4）Socio-constructivist theory社会建构主义理论
Ⅳ. Qualities of a good language teacher一个好的语言老师必备的素养 Ⅴ. Development of a good language teacher教师专业技能发展 Ⅵ. An overview of the book

Lesson Plan英语教案模板

Lesson Plan1.Background Information:Students: Junior 2 students in Lv Yin SchoolTeacher: Jiang XiujuanTime: 40 minutesDate: August 10, 2016Teaching contents: Unit 1 Where did you go on vacation? The first period—Introduction Part & New Words2.Teaching Objectives:1)Help students to review the grammar of PAST TENSE and past form of some verbs.2)Get students to learn and master the new words and phrases in this unit. （Words:anyone、anywhere、wonderful、few、most、something、nothing、everyone、myself、yourself、hen、pig、seem、bored、someone、decide….Phrases: on vacation、stay at home、take photos、of course….）3)Enable students to talk about past events, especially what they did in their last summervacation.3.Main and Difficult Points:1)Using the past tense to talk about some activities with the following sentences:A.--Where did you go on vacation? --I went to….B.Did you go to ….? --Yes, …\ No, …2)Writing a short description of what they did on their summer vacation by using past tense.4.Teaching Methods:TBLT& Situation Teaching Method. Encourage the students to talk about their last summer vacation and ask them: “How do you think about your vacation? And why?”5.Teaching Aids:Textbook, blackboard\ whiteboard, PPT6.Teaching Procedures:Step 1: Greeting and Lead- in (about 9 minutes)This is the first English class after Ss’ summer vacation, so I’ll ask something aboutit to lead in the topic—Holiday and Vacation.Purposes: 1) To arouse Ss’ interests in the first English class of the new term.2)To improve Ss’ ability of speaking.3)To review the past tense.Step 2: Presentation (about 15 minutes)Lead students to read the new words and expressions in Unit 1. Pay attention to the words that students cannot pronounce clearly and correctly and correct them. Focus on some important and difficult words.Step 3: 1a (about 3minutes)Ask students to look at the picture and finish 1a themselves first, then check the answers and translate those phrases.Step 4: 1b (about 3 minutes)Let students listen to the tape and find out who did these thing in 1a. Then ask some students to show their answers and correct them.Step 5: 1c (about 5 minutes)1)Ask students to make conversation about the people in 1a. Using the structures:⏹Where did… go…? -- … went to…⏹Did… go to…? -- Yes, … \No, …2)Ask some students to show their conversation.Step 6: Summary (about 3 minutes)1)Past Tense;2)Where did … go …? -- … went to …Step 7: Homework (about 2 minutes)1)Write a little composition about your last summer vacation.2)Copy the new words from “anyone” to “paragliding”, each one five times.。

lesson plan

Lesson plan●Background InformationStudents: 30 Junior school .Grade 2Time : 40 Minutes●Teaching ContentsU nit 9 When was he born?●Teaching ObjectivesBy the end of the lesson, students should be able to :Grasp Past Indefinite TenseLearn to use “be born” to ask somebody somethingMaster Special Question Sentence which start with What , How long, When, Where .etcDescribe people with related words and talk about familiar person.●Teaching Aids :pictures ,blackboard ,textbook.●Teaching ProcessWar ming upGame: How many international sports stars do you know? Ask a student to come to the front ,to say some sentences about a famous people or one of the classmates, including his or her birth date ,occupation, and so on. And ask other Students to guess who she or he is talking about. Later, the students gives the answer and shows the pictures.Teaching ProceduresStep1: Greeting the classStep2: Lead in and introductionToday we tart to learn to talk about people, they are different but just common like us. Show the new words on the blackboard: Talented, outstanding, unusual. Creative, grandchild, violinist, skating, skater,.Point to them and lead students to learn them.Step 3: Important sentence1) -When was he born?-He was born in 1895.2)-How long did he hiccup?-He hiccupped for 69 years and 5 mouths.3)-When did he started hiccupping?4)-He started hiccupping in 1922Step 4: ExerciseMake sentences with these words: talented, outstanding, unusual, creative, grandchild, violinist, skating, skater. And use Past Indefinite Tense.Step5: Grammar①Too...to...②Start doing something③Structure of Past Indefinite Tense:主语+be动词+其他Step 6: SummaryToday we have learned to talk about people with new words .And grasp the new grammar.HomeworkWrite a person you admire.。

1B第四模块第一单元备课

Lesson Plan1 M4 U1 ActivitiesUnit1 ActivitiesM3U1单元分析：单元分析——Unit 1 Activities（一）教学目标：1、能听、说、认读基本词汇：“ride”, “skip”, “play” , “fly” , 能听说词组“play football” ,“skip a rope” , “fly a kite”, “ride a bicycle”。

2、能正确运用基本句型：“ What can you/he/she do? I/He/She can …”进行表达。

3. 能照课本用本单元所学词汇编唱儿歌。

3、功能：能听、说、认读单词“ride”, “skip”, “play” , “fly” 等词能用“What can he/she do? He/She can …”询问并表达他人的能力，并认读句型。

•情感与态度：•通过了解别人的能力，学会尊重他人。

通过交流各种活动，了解丰富多彩的生活。

（二）重点与难点：1、语音训练。

结合fly, ride的教学进行/f / , /v/, /ai/音的训练。

2、句子重音练习′What can she ′do? She can ′sing. ′Skip a ′rope.3、在教授歌曲时要配以适当的表情和动作，动作尽可能简单明确。

What do you like to do?学情分析：一年级的小朋友，大多数都是好动的，上课注意力集中时间短，我正是利用这一特性，让小朋友在课堂上通过多种游戏的方式，使他们接受新授的知识。

SCHOOL: 育苗小学TEACHER:乔蒙BOOK: Oxford English (Shanghai Edition) 1B Module4 Unit1TOPIC: Listen and enjoy, Look and learnMaterials: computer知识和能力目标 1.Words and phrases:Skip, play, skip a rope, play football2.Sentence structure:What can you do? I can …过程与方法目标 1.The pronunciation of “skip” and “play”.ing the structure of “what can you do? I can …” correctly情感、态度和价值观目标通过学习和交流，使学生掌握如何介绍自己喜欢的运动，交流感受。

Lesson Plan for Unit 4 Sectio

Lesson Plan for Unit 4 Section A (1a-1c)Written by Liu DachengHello,everyone! It‟s my great pleasure to be here sharing my lesson with you. Today I am going to talk about Unit 4. Do you want to go to a movie? I prepare to say the lesson from seven parts.I..Analysis of the teaching materialsThe topic of this lesson is to talk about movie. This is an interesting topic for students. So all the activities in this lesson are helpful to raise students‟ learning interest. By studying of this lesson, the students should know several kinds of movies and how to ask and answer preferences.II.Analysis of the goalsOne is knowledge goals. It includes 2 elements: Words and expressions, and target languages. Y ou can see them on the screen, the Ss should know how to read and write them. In addition, you can also see ability objects, moral object, teaching key points and difficult points on the screen. English is not an isolated subject, by talking about the preference; it can build up the understanding and friendship to each other and help them to find out each other‟s common ground.III.Teaching MethodsNow we know what to teach abov e, next let‟s see how to teach. My design is: Task–based language teaching and communicative methods. “Task-based” language teaching is a very good method of teaching English. In this way, the students are the principal part of teaching. And they are clear what their target is, so they will try their best to get the target. And I‟ll adopt the way of looking and listening, asking and answering, pairwork, groupwork and play games. These ways can make Ss think and encourage them to join in the activitiesIV.Teaching AidsIn order to help the Ss know different kinds of movies clearly, I use the multi-media computer to show them some movie fragments. And a tape recorder and some movie tickets will also be needed in this lesson.V.Teaching ProceduresStep 1. Warming-upFirst of all, I can say “Good morning, my students! How are you, today? I am very happy! So I want to sing a song. Do you want to sing this song with me? The Ss may answer “Y es!” Then sing the song with the whole class and ask them to clap their hands when they sing the song. Next say“My birthday is September 3 rd, and my friend gave me a basketball for gift, so do you want to play basketball with me?” I can use my head to lead the students to answer “Y es,I do. / No, I don‟t.” In this way, we use vocabulary from earlier lessons to introduce the idea of using want to do sth to express preferences.Step2. Pre-taskIn this part, the Ss will learn some kinds of movies and match the words with the posters in the picture. First, I‟ll play a movie fragment to let the students guess the meaning of Movie. Then show some movie tickets and ask Do you want to go to a movie? The Ss may answer“Y es, I do.” Second, show some movie fragments to teach the new words. Have them read the new words after me for several times. Then I can ask about the fragments What kind of movie is this? Ss answer one by one. Next ask Ss to work in pairs ask and answer the questions: What kind of movie is this? It‟s a/an comedy/ action movie…. Then check their conversations by the whole class.All these are designed on the basis of the learning rule, that‟s from words to sentences, from easiness to difficulties. It can make the Ss understand more easily and better. I use some tickets to bring the Ss to a movie world naturally. From some real movie fragments, Ss can not only learn the new words easily, but also enjoy the beauty of the movies. Next ask the Ss to match the words with the things in the picture and I‟ll have a check.In order to con solidate the vocabulary in the Ss‟ mind, I prepare a game for them. This is a memory game. I…ll give them two groups of posters, there are four posters in each group, and the posters will move very fast on the screen, so the Ss should try to remember them very quickly. At last I‟ll give some gifts to the winners. This activity is surrounded with a game. It can greatly promote the Ss‟ interest in learning English.Step 3. While-taskBefore Ss listen to the tape, I‟ll ask the Ss to look at the picture in 1a, and tell the Ss there is also a conversation in 1a, ask the Ss to read the conversation after me. Next, ask the Ss to guess where the two Ss are? The Ss may answer “They are in the cinema”. Then give the background information about cinema in foreign countries. So the Ss can predict something in the listening material and get the better listening result.As for 1b, I‟ll play the tape for the first time, ask the Ss to circle the kinds of movies in 1a. For the second time, I‟ll check the answer with the Ss. Then ask the Ss to look at the tapescripts on Page 87, read the dialogue after the tape. This dialogue is easy for most of the Ss, so they can finish the work by listening to the tape once. But there are also some weak Ss who can‟t write the correct answers, our teaching should meet the needs of all Ss; so I use the tapescripts to help the weak Ss get the better understanding.After listening, I‟ll ask them to do two oral practices. First, I ask the Ss to do the chain conversation. I divide the Ss into 5 groups. The Ss should ask and answer the questions one by one.The group that uses the least time is the winner. Before they do the competition, I‟ll give them an example by asking three students. I think this is very necessary to give an example before the activity, from this, Ss know what to do and how to do it. Moreover, groupwork is an important step in language teaching; it can foster the Ss‟ cooperative learning skills and have them understand the importance and happiness of sharing. Second, I‟ll giv e a model dialogue on the screen, ask Ss to read it by themselves, and ask the Ss to work in pairs to make their own conversations according to the example. When they do the work, I can go around the class to help the Ss if necessary.Step 4. Post-taskIn this part, I‟ll go through the new words and Grammar Focus with the whole class. I can ask them what we have learnt in this class. Lead the Ss to point out the key words and sentences by themselves.Step 5. HomeworkAfter class, I‟ll let the Ss do a survey about the movies your classmates like and don‟t like. Write a report in the exercise book. I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.6. Design on the BlackboardUnit 9 Do you want to go to a movie?Period 1comedy-comedies want to do sththriller-thrillers Do you want to go to a movie?cartoon-cartoons Y es, I do/ No, I don‟tdocumentary-documentaries What kind of movie is this?action movie-action movies It‟s a/an comedy/action movie…science fictionromance-romancesI‟ll write the new words, the usage of want and the target langue on the Bb, to tell the Ss the main points of this period.7. Reflection about this lesson1. In the teaching process, we should encourage the students to join, observe, practice, think independently and cooperate. Change their thought from “I have to study.” to “I want to study.”2. As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.。

LESSON PLAN教案

Lesson PlanTeaching contents:PEP Primary English Grade4 Unit 2 Part A Let’s spell Analysis on teaching material:本课为小学四年级的语音教学，重点是学习i在开音节里面的发音，考虑到PEP小学英语三年级下册已经学过i在闭音节里的发音，因此在教学中，利用Bill和Mike为主线人物，通过复习i在闭音节的发音来引出新知i在开音节的发音，并且结合five，kite，nine，like，rice等单词，通过拆和拼的方式进行语音教学，从中不断渗透拼读方法，并让学生不断对比和区别i在开闭音节的发音，使学生能够掌握拼读规律与技巧，以及在阅读情境语句中体会单词的音，形，意和语言的无穷魅力。

Teaching aims:1.能够感知并归纳i-e在单词中的发音规则。

2.能够读出符合i-e发音规则的单词。

3.能够根据单词的读音拼写出符合i-e发音规则的单词。

Teaching key points:1.掌握元音字母i在开音节的发音。

2.能够正确说出字母i在开音节中的发音，并且能够根据发音规律拼读学过的语音句子。

Teaching difficult point:能够正确说出字母i在开音节中的发音，并且能够根据发音规则，拼读出单词以及句子。

Teaching steps:(40mins)Step 1 Warming Up1. GreetingsT: Good morning, boys and girls! (Teacher is smiling!)Ss: Good morning, teacher!T: Now you will enjoy a song: Smart hand.Ss: sing song（To review the letter sound learnt before and make Ss focus on the sound of letters）1。

M4U3 Period 1 教学反思

M4U3 Period 1 教学反思蓝天小学严慧2013年1月14日这是我准备的一堂新老师汇报课，来听课的主要是我们学校领导、教研组长、行政老师们，同时也是我“拜师学艺”的一堂汇报课，我的带教老师——“佳信学校”唐清华老师也来听课了，并且在课后给予我宝贵的意见。

下面主要记录下唐老师指出的优点与缺点。

优点：总体上进步很大，备课充分、仔细，课堂上练习形式也多样化了，创设的“Christmas”情景能吸引学生等。

缺点（建议）：1、六个生单词整合在一次课上，对于一年级小孩来说难度很大，可以分为两个periods进行教学设计；2、整个新旧知识整合不是很好，可以加一个新的句型，或是在教学过程中向学生渗透下节课句型“What colour is it?”；3、课堂上讲颜色词时，过渡语言可以丰富化，用学生已学句型“Is thisblue/yellow/white…?”；4、课堂教学读单词练习时“齐读”应该放到“个别读”的后面，在读的时候可以让学优生来领读，对于一个50来人的班级，抽查面积应该再广一点；5、“post-task”部分的chant有难度，可以先给时间学生自己捂耳朵练习，然后让学生自己选择读，三段都读出来的给予三个“笑脸”sticker奖励……进行分层奖励，也能激励学生回答问题；6、在集体阅读单词时，为了吸引学生注意力，可以设计不同颜色的气球飘过大屏幕，学生说出颜色等；7、最后的课堂练习部分，给圣诞老人涂色这一作业不适合用在课堂上，耗时多，不易收场；8、创设的情景不够完整，在课堂结尾部分应该再稍微提一下“Christmas”，这样整堂课的设计显得更完整、连贯。

十分感谢唐老师宝贵的意见，让我学到了不少东西，同时又激励我在以后的备课中更加精心准备与设计，希望自己可以在教师道路上迅速成长！。

Lesson Plan 1AM4U3 Period 2

3.读背课本P49儿歌并表演
On the blackboard
1AM4U3 In the park
It’s …(colour)
It’s …(size)
It goes …(sound)
What is it?
It’s a …
Notes
2.Listen and enjoy
<Kites in the sky>
One, two,
Red and blue.
Up and down,
Orange and brown.
Kites in the sky,
Flying very high.
2-1师:出示歌曲
生：跟唱
通过前期准备降低了学习歌曲的难度，教师通过手势等进一步帮助学生理解并引入kite，为下一步做准备
师：给图片上色
通过小游戏的形式吸引学生注意力，巩固和操练学过的单词
III. Post-task activities
1.WorkbookP48-
49
1-1生：完成练习
1-2生：问答同时校对答案
2.After class
1.读背课本P48 Ask and answer的对话并自己说一说
2.读一读课本P47的四句句子
3.会使用形容词来简单描述动物：It’s small.
4.会使用特殊疑问句What is it?和What colour is it?来获取需要的信息
Difficulties:会根据实际情况使用特殊疑问句来询问信息
Aids:媒体、录音机、磁带
PROCEDURES
CONTENTS
METHODS
PURPOSES
4. Ask and answer

Lesson plan 详细版

Lesson planUnit 5 Traveling AbroadPeriod 1 Warming-up and readingTime: 45 minutesThe number of students: 50The grade of students: grade two in high school1.The analysis of teaching materials:This unit forms a part of high school English teaching material, Student’s Book 7. This unit can be divided into three parts: warming-up, reading, listening about language. Its main topic is traveling abroad and it contains two reading materials, studying in foreign country and traveling in foreign country. Today,we will learn the first part, studying in a foreign country. In this unit, it tells students what problems they will meet in foreign countries and how to deal with these problems. Also, it introduces the benefits and difficulties of studying abroad through the story of Xie lei.2.The analysis of students:As high school students, they have learned English for several years and they have a basic command of English. Students will be interested with a certain topic easily, such as traveling, sports healthy life and so on, which adapts to their physical and psychological characteristics. Additionally, students are weak in English speaking, so in my class, I will design some questions and activities for them to practice their pronunciation.3.Teaching aims:Knowledge aim:a)Students will learn about Xie L ei’s school life in London.b)Students will learn new words and phrases including lecture,academic, comfort, requirement, acknowledge, preparation, contradict, occupy, recommend, substitute.Ability aim:a)Students will be able to use the new words about traveling abroadto describe the life in foreign countries.b)Students will be able to think of their own way to deal with thepossible problems of living abroad.c)Students will be able to know how to read the news report and getthe main idea by finding the key information about what, when, why, where and who.Emotion aim:a)Students will be more interested in traveling or studying abroad.b)Students can overcome the difficulties in study and life afterreading Xie Lei’s story.Learning strategy aim:a)Students will learn about the characteristics of the news reportand get the main idea by finding the main words, who, when, where, why, what.Culture aim:a)Students will gain more knowledge about the lifestyle and theweather feature in London.2.Key point:a)Learning the new words and phrases about traveling abroad and knowtheir meanings, such as requirement, acknowledge, preparation, fit in.b)Learning about the benefits and difficulties of studying abroad.3.Difficult point:a)Grasping the ability to skim and scan the text and the ability tosummarize the main idea of each paragraph. It requires students to summarize the main idea according to find the key information about what, when, why, who, where.b)Learning the basic structure of emphatic sentence and how to useit. It requires students to be able to use it in the composition.4.Teaching aids:Power Point, a blackboard, some chalk, a tape recorder5.Teaching methods:Task-based language teaching6.Teaching procedure:Step1 Lead-in (4 minutes)At first,the teacher will ask students a question, if you have a chance to go abroad in the world, which country would you like to go? Why? Fifteen seconds later, the teacher will choose two students to tell their answers. After hearing these answers, the teacher will show some beautiful pictures of different countries to attract students’ attention, such as Statue of Liberty, Sydney Opera House, Eiffel Tower and so on(5 slides)and next the teacher will ask students whether they want to go abroad to have afurther study or not.Step2 pre -reading(6minutes)Nowadays, more and more students wants to go abroad to have a further study. What are the advantages and disadvantages of studying abroad? Then the teacher will ask students to discuss in the four-people group.Suggested answers:T:”You are going to read a newspaper article about a Chinese student who goes to study in England. What do you think she willfind differences from studying at a Chinese school/university?”Step3 listening and fast reading (5minutes)1. Listen to the tape and find the answers to the following questions.1)Who is the main character?2)Will she overcome difficulties at last? Who helps her?3)What is Xie Lei in England for? How long has she beenin England?2. True or False.a.When Xie Lei went to New York, she felt very excited and relaxed.b.Xie Lei came to the university to complete a sciencequalification.c.Xie Lei lives in the student accommodation.d.Xie Lei found the preparation course was very easy tolearn at first.e.Xie Lei’s tutor helped her a lot in her study.Step4 detailed reading (12minutes)1.Summarize the main idea of the passage (the teacher will give students three minutes to skim the whole text and summarize the main idea)Suggested answer:The text mainly tells us a Chinese student named Xie Lei is studying at an English university, which introduces us her study life there and how she solved the difficulties she faced.2. Put the events into order_3__The difficulties Xie Lei met while living in London;_7__The newspaper will follow Xie Lei’s progress in later editions._2__The general introduction to Xie Lei and her study;_1__The advantages that Xie Lei gained while living with a host family._6__Xie Lei is now getting along well and is living an act ive life._4__ Xie Lei, a Chinese girl, is studying in a foreign c ountry--London._5__Xie Lei is getting used to the Western University’s way of learning.3.Answer questions( The teacher will invite four volunteers to answer the four questions）1)Why is she doing a preparation course first?2)What are some of difficulties she faced when she firstcame to England?3)Why does Xie Lei have such a decision that she would like to board with a host family while studying in Engla nd?4)How does Xie Lei try to get used to the new sociallife in England?Step5new words(8minutes)Firstly, the teacher will ask students to find out the new words in the first two paragraphs when they are reading it. Next, the teacher will check the new words that students find in the two paragraphs. Then the teacher will explain its meaning in the text and he will also expand its relevant phrases.For example:Step6 text analysis (9minutes)The teacher will write the example of emphatic sentence in the blackboard and tell students what an emphatic sentence is and then the teacher will ask students to make other sentences according to the sentence in the blackboard. Next, students will finish four single-choice questions about this grammar point in the PowerPoint. (强调句详情在幻灯片上可见)课文原句：It’s not just study that’s difficult.It is/ was + 被强调部分（通常是主语、宾语或状语）+ that/ who（当强调主语且主语指人）+ 其他部分。

unit 4 Lesson plan

Lesson planContent: Reading part of Unit 4.Earthquakes. Senior 1Main focus：Reading and speakingDifficult points: The understanding of the passage.Teaching aims:Knowledge aims:1).By the end of the lesson, students will be able to know the situation about Tangshan earthquake.2).The basic knowledge about earthquakes.Skill aims:Reading: Students will be guided to read the passage in goal. Speaking: Students will be guided to summarize the main idea of each paragraph and tell their understanding about earthquake.Writing: Students will be guided to do some exercises.Moral aim: Students can know the basic information about earthquake and know how to protect themselves and others in earthquake.Teaching aids: Chalk, blackboard, computerTeaching Procedure:Stage 1:Lead-in 6’1).Warming upT: Good morning everyone, we have known some information about travel, and today we’ll learn another topic. Before beginning our new lesson, let’sappreciate the video first.2).Pre-readingT: Can you guess what we’ll learn today?S: Earthquakes(地震)T: Yes, today our topic is about earthquakes. Discuss with your partner and tell me:“What do you think will happen before an earthquake?”S：T: Now let’s come to the passage to check whether your opinion is right or not.Stage2: Presentation 15’The text and the new words and phrases.1).Reading the passage and knowing the main idea of each paragraph.2).students’ understanding of the title “A night the earth didn’t sleep”.S:T: Wonderful.Stage3:Practice17’1).Match1. The chickens didn’t eat because A. the army came to help them.2. The people didn’t worry because B. the quake happened while theywere sleeping.3. Such a great number of people died C. they were nervous.Because4. Water was needed because D. dams and wells were useless5. The people did not lose hope because E. they didn’t know what thestrange events meant.2).Read the whole passage and make a timeline on your paper.3).Choose a paragraph and act out an interview between a reporter and asurvivor from the Tangshan earthquake.For example: Paragraph1Reporter: Did you notice anything strange before the earthquake?Survivor: There were some strange things…Stage4：Reinforcement 3’1).Try to retell the story with your own words2).Try to find words to describe any earthquakes you know about.Stage5：Discussion 4’We have known the basic knowledge about earthquakes, then what should we do when the earthquake happens? Discuss with your partner and try to find ways to protect yourself and others.Stage6.HomeworkWatch the movie Tangshan Earthquake and tell me your feelings and understanding next time.Reflection:。

1A M4U3 教案

Teaching Plan for Oxford English 1A M4U3Book: Oxford English 1ATheme: M4U3 In the parkTopic: Period 1Date: 2011. 12.14Teacher: Saya Huang (黄亚华) from Jincai Experimental Primary SchoolTeaching Aids: multi-media, word cards教学设计说明：学情分析：一（12）班共有学生43 人，大部分学生对于英语学习有着较高的兴趣，能积极参与课堂教学活动。

通过三个多月的英语学习，学生已经学过关于学习用品，人体器官，家庭成员等方面的语言知识，也掌握了几种简单的句型，比如学生能熟练地听说：Give me…, It’s… May I have …? … He’s/ She’s my…同时具备一定的听、说、读的能力。

单元教学任务分析:牛津英语1AM4U3的教学主题是In the park。

教材通过让学生学习有关描述颜色的单词red blue yellow以及green，让学生学会如何描述物体的颜色，并通过一定情景的创设，引导学生学习用What colour is it? It’s___ .句型对相关情景进行正确表述，教材还期望通过游戏、儿歌等形式促使学生使用本单元习得的语言知识，并在学习交流的过程中，发展英语使用能力。

单元教学目标说明：根据学生已具备的语言知识和语言技能，结合学生的生活实际，期望通过本单元的教学后，学生能用英语说出公园中一些物体的颜色，在情景中进一步理解和运用What colour is it? It’s___ .句型；介绍公园中的一些物品的颜色.期望通过故事进一步巩固句型并培养学生的倾听能力和阅读的兴趣；并通过引导学生在逐步完成由浅入深的教学任务中，体会到学习成功带来的喜悦，进一步保持学生学习英语的兴趣。

1AM4U1_P1教案

Oxford English Book 1AM4U1 On the farm一、单元话题Period 1: Animals on the farm (Ⅰ) Topic: On the farm —— Sub-topic:Period 2: Animals on the farm (Ⅱ) Teacher: Cindy（朱明瑛）Students: Class 4, Grade1二、学情分析一年级的学生属于低龄段，他们对于英语的学习处于入门阶段，经过半个学期的学习，学生们对英语学习产生浓厚兴趣，表现为他们爱听故事，对于故事中的对话和人物都有浓厚的兴趣。

一年级的学生活泼好动，专注时间较短，故而在授课中需注意对学生学习习惯和行为规范的培养，同时在课堂中采取多种活动，调动学生积极性，让他们主动、大胆地表达。

一（4）班的学生语言学习经历较为丰富，他们的行规以及语言表达能力都十分出色，在学习英语时，他们的丰富的面部表情和肢体动作增加课堂乐趣，班中英语学习氛围浓郁，师生以及生生间的互动良好。

三、单元教学目标【任务目标】在Animal Show的语境下，能借助语言框架，用3-4句话扮演自己喜欢的动物，体验农场生活带来的乐趣。

要求内容完整、表达流利、语音语调基本正确。

【语言目标】●语言技能1. 能掌握本单元核心词汇和短语：pig, cow, chick, duck等词的音、义、形，并用这些词描述动物。

2. 能运用本单元核心句型What’s this/that? It’s …来进行问答。

●语言情感在Animal Show的语境中，体验农场生活的乐趣，做一个善于发现身边美好事物的人。

●学习策略在课堂活动中，能注意观察，认真倾听，大胆尝试，用英语进行思维活动，并养成良好的学习习惯。

四、分课时教学目标【第一课时文本内容】主体文本：Hello! I’m a chick. Peep… Peep… I can draw a tree. I’m super!Hello! I’m a duck. Quack… Quack… I can swim. One, two, three. I’m super!Hello! I’m a cow. Moo… Moo… I can dance. Cha-cha-cha. I’m super!Hello! I’m a pig. Oink… Oink… I can sing. Do-Re-Mi. I’m super!We’re super!预设输出文本：Hello! I’m a…… …I can …I’m super!五、教学实施(Period1)。

Lesson plan presentation(新教材高一第四单元说课稿)

Lesson plan presentationSEFC B1A Unit 4 Period1Good afternoon, ladies and gentlemen. I’m glad to interpret my lesson here. The lesson plan I’m going to talk about is from SEFC book1A, the 1st lesson of Unit 4, unforgettable experiences. I’ll explain in the following 5 parts: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard work.1. The theoretical basisFirst, my theoretical basis is schema theory. According to it, the process of listening is an interactive movement between the listening material and the students. For my course is a listening and speaking lesson, sometimes, students may feel hard in understanding the foreign backgrounds during the course of their listening. So at the beginning of the lesson, I give out some information of the background as well as some differences between two languages. I hope to activate their schema in their minds by doing so. For example, I introduce Howard Carter before the warming up, and I ask “where is the man driving” to give them a thought of background in listening part.2. Understanding of the teaching materialMy understanding of the teaching material includes 3 parts: the key points, the difficulties and teaching objectives.The importance in the lesson is to teach Ss to express themselves in some accidents with some special verbs. Another key point is to train them to use attributive clauses with the relative pronouns like, who, that, whom, whose.The difficulties in the lesson are how to better grasp the attributive clause to express some special conditions.And now, I’d like to interpret my teaching objectives.I) Knowledge objectivesSs should fully understand the useful expressions in the text to express their difficulties or to comfort others in certain situation. Then students should master the verbs and verb phrases like, advance, seize, sweep; get on one’s feet, pull oneself.II) Ability objectivesStudents should apply the attributive clause in their dialogues according to certain situation. So I encourage and help them to use this sentence structure, so as to improve their speaking ability. Besides, listening is a difficult part. In this part, I’ll train them to predict the context of the listening material before it start.III) Moral objectivesThis unit concerns some unexpected accidents or disasters. When learning this, Ss are required to develop an optimistic emotion and readiness to help others, and to build up a relation of helping each other between classmates.3. Teaching methods and studying waysAs for teaching methods, I mainly adopt communicative approach in my class. I’ll organize them to perform various dialogues in pairs or groups. While for their learning, they will study through “listening and question answering”.I’ll use a tape recorder and slides as my teaching aids.4.teaching procedureHere is my most important part of my teaching plan, teaching procedure. It includes five steps: greeting and warming up, pre-listening, listening, speaking, and summary and homework.Step (1) greeting and warming up (5 minutes)The step will cost 5 minutes. Firstly, I’ll ask Ss some questions about Zhang Heng according to picture1, which will lead to the 4 pictures for making dialogues in part of Warming up. And then 4 dialogues will be made separately using the attributive clause.Step (2) pre-listening (3 minutes)I’ll ask Ss to read the requirements at the beginning of listening part. Then, they’ll be given 3 minutes to have a discussion on what has happened according to the pictures. This step is necessary for Ss to have a better understanding of the background of the listening context. And also they can be activated by guessing what has happened and will happen.Step (3) listening (15 minutes)Then, comes the listening part. I’ll play the tape recorder for 3 times. While it is playing for the first time, Ss are required to get the general idea of the story. I’ll ask one student to give it out. Then, the second time is for them to fill out blanks in part1 in listening section. When this is finished, I’ll check them with the story played for another time. And the part 2 will be donefollowing the way as part 1, and explain them in details. All these will cost 15 minutes.Step (4) speaking (20minutes)The 4th step is also an important part in my lesson. I’ll adopt 3p model in my speaking teaching, that is, Presentation, Practice and Production. In the text, there are 4 pictures designed for dialogues so as to attain knowledge through practices. Exactly, I will firstly take picture 1 for example. I make some sentences with the useful expressions listed after below the pictures, explaining the ways to express one’s trouble and to comfort others who are in trouble. Then, a pair of students will follow to act out the dialogue. I may remind them that it is happened after an earthquake. By doing this, I hope they will go on with the dialogue easily and not go far away from the topics. After all pairs acting out dialogues, I’ll expound further the knowledge and rules of communication within these dialogues, hoping they’ll freely apply the knowledge and rules in their daily situations.The rest 5 minutes for the part then will be given to consolidate the knowledge in the lesson. In other words, sentences with the structure of attributives clause will be made according to the pictures. At last I’ll give them the suggested sentences.Step (5) summary and homework (2 minutes)In the left 2 minutes, I’ll recall what have been learned in this period, and remind the Ss to do more exercises to consolidate them after class.And below is the homework:(1)Do the exercises in P104 and exercises 1&2 in P105(2)Preview the next lesson(3)Tell one of your past experiences in English by yourself.5. Blackboard workOn the left there are the answers to the exercises in listening part; in the middle, answers to sentence making in the speaking part; and the right, the homework.。

am4u1教案

Teaching Plan for Oxford English (Shanghai Edition) 3AM4U1The natural world Insects学情分析：三年级的学生模仿力好，喜欢角色扮演。

他们通过两年多的英语学习经历，能听懂课堂用语，储备了一定的词汇量和语言能力，包括字母书写能力、词句听说能力、词汇的认读以及拼读能力。

他们对英语学习具有浓厚的学习兴趣，良好的学习习惯还在慢慢形成……他们善模仿，对儿歌、游戏、肢体表演等活动形式尤感兴趣。

本单元的主题是natural world，主要展开有关昆虫一些话题，并要求学生对昆虫进行细化的描述。

看上去有难度，但很多是对前期学习的巩固，如color, can, nice, beautiful…等，句型很多都是学生之前接触过的，如What is it It’s a …, what color is it...等，在拓展环节中可以考虑将后的句型融入学习。

单元教学目标【语用任务】在具体语境中，能用核心词汇?ladybird, bee, butterfly, ant及核心句型What is it It’sa …. What color is it It’s …,. 能对昆虫进行简单的描述。

能正确拼读含u组合的单词，掌握发音规律。

能正确书写核心词句，要求书写规范标准。

●语言知识与技能1.掌握核心词汇?ladybird, bee, butterfly, ant，并能利用已有词汇进行简单描述，能正确书写单词。

2.能用核心句型What is it It’s a …. What color is it It’s …,并能正确书写核心句子。

3. 能正确拼读含u组合的单词，掌握发音规律。

●语言情感了解大自然，了解昆虫。

●学习策略积极观察发现语音规律，积极和同伴合作对话表演。

第一课时语言知识与技能：1．在课本对话语境中巩固复习What is it What color is it Is it a …2．在图片与情境中初步感知、理解和运用词汇，ladybird, bee, butterfly, ant，关注其音、形、义。

青少版新概念 lesson plan

用于熟人和朋友之间在非正式场合的问候语。
Method: teacher to student, student to student
4) Lucy’s==Lucy is
缩写口诀：a,i,o,u变小撇后面还得跟着写
练习：Lily’s==Lily is Tom’s==Tom is
5) Nice to meet you. Nice to meet you, too.
2. Introducing six new words (10 mins)
meet,family, wife, daughter, son, nephew: using six pictures
Materials: six pictures about lesson 1, magnets
3. Listen to the recording and answer the question 5mins
2.NewwordsP6 (15mins)
1)Explain the new words
2)Look at the flashcards and try to say the words
3)Read together, team to team, which team is loud which team has point.
Lesson 1The first hour
1.Greeting and introducing charactors (10 mins)
1)Greeting: How are you?/What’s your name？
Ask and answer the question. (3 mins)
2) introduction: Today we will meet a family.