外语教案范文10篇-尊龙凯时最新

外语教案范文篇1

教学目标

*复习地名

*掌握表示天气情况的词语

*能够谈论天气，表达自己的情感

教学向导

目标语言

语言结构

语言功能

howistheweather?

it’sraining/windy/cloudy/sunny/snowing/cold/hot.

现在进行时

whatareyoudoing?i’mwatchingtv.

whatishe/shedoing?

he/sheisplayingbasketball.

whataretheydoing?

they’restudying.

谈论天气

重点词汇

学习策略与技巧

跨学科知识

windycloudyrainsnowsunnycoldcoolwarmhumidwinterweather

pairwork

groupwork

其他国家、城市名称

地理方位

教学过程设计：

steps

teacher’sactivity

students’activity

preparation

brainstorm

showsomepicturesandguesstheplaces

lookatthepicturesandgivetheanswers

picturesorppt.

taskipairwork:talkabouttheplacesandtheweather

aim

familiarwiththenewwords

1

lookatthepicturesandknowthenameoftheplaces

read

ppt.

2

readthenewwordsin1aandexplainthemeaning

readandremember

3

usethesentence‘howistheweatherinbeijing?’

answerthequestionsandlearn

4

makeasample:questionandanswer;letssdoit

preparetheirconversations

5

movearoundtheroomandgivesupportasneeded

talktoeachother

6

asksomepairstoshowtheirconversations

givetheirworksormoreexpressions

moresentencestructures

taskii:listeningcomprehensions:whataretheydoing?

aim

familiarwiththenewstructure

1

lookatthepicturesin2aandknowtheiractivities

look

2

listentothetapefortwotimesandfillintheblanks

listenandgivetheanswers

tape

3

movearoundtheroomandgivesomesupport

writetheanswers

4

checktheanswerandpointoutthefocus

check

5

pairworkstopractice:what’shedoing?andanswerit

makethepairwork

taskiii:groupwork：isheplayingsoccer?

aim

familiarwiththesentences

1

guess:whatishedoing?

ishe…..?

how’stheweather?

listentotherulesofthisgame

2

givesometimeandletthempreparetoact

talkabouthowtoact

3

movearoundtheroomandgivesupport

talkingroups

4

askonetoact,othergroupguess,thewinnergroupgets1point;

actandguess

5

evaluatethebestgroupintheclass

choosethebestgroupandthebestactor

homework

callyourfriendandaskhim/herwhathisfamilymembersaredoing,writeadiary.

教学反思：本单元主要谈论天气，可以结合地理方位，国家名称来扩大学生的知识范围。在活动的选取方面，注重结合目标语言的机械操练及任务型的情景练习，使学生多方位的理解现在进行时的用法。让学生使用所学过的句型，可以巩固以前的知识。老师在任务中的指导地位是很重要的，要仔细设计好任务的各个环节，还要更加充分的备课、准备资料。

外语教案范文篇2

1.能够简单叙述小水滴的“旅行经历”并通过阅读进一步熟悉水循环的过程。

2.能够认读c部分pronunciation的音标：/э:/，/э/，/ts/，/dz/，/tr/，/dr/并能朗读例词，完成readandmatch的练习。

3.能跟着录音说let’schant部分的内容，能力强的学生能自己说。

4.培养学生热爱大自然的美好情感，增强环保和节约用水的意识。

课题unit6thestoryofrain

教学重点

1.阅读let’sread部分，进一步理解水循环的过程。

2.了解字母组合的发音，认读音标/э:/，/э/，/ts/，/dz/，/tr/，/dr/。

3.说唱let’schant部分的歌谣。

教学难点

1.let’sread部分是让学生通过阅读进一步理解水循环的过程，内容比较复杂也比较抽象，而且容量大，难点多，如：cooler,higher等。

2.音标/э:/，/э/，/ts/，/dz/，/tr/，/dr/的认读和字母组合的发音比较难以掌握，教师要让学生通过感悟发音和体会发音的方法反复练习。

教具准备

1.教师准备小水滴和风先生等各种头饰。

2.教师准备本单元a部分的单词卡片。

3.教师准备alet’sread部分的挂图和录音。

4.学生课前做好小水滴和风先生等的头饰。

5.教师准备音标卡片。

教学过程

1、warmup（热身）

活动一：口语练习

教学参考时间：1-2分钟

1.给学生时间，展示自己的口语水平。内容可以是自我介绍也可以是对话表演或图片讲解。例：iamaboy/girl.i’minbeijingprimaryschool.icomefrombeijing,china.ilikegreen.thegrassisgreen.thetreesaregreen.theleavesaregreen.ilikethese.ilikegreen.

2.其他学生根据刚才口语展示同学所说内容进行问答练习。如：

whatcolourdoesshe/helike?

wheredoeshe/shecomefrom?

howoldishe/she?

2、review（复习）

活动二：快看快说

教学参考时间：2-3分钟

1.教师依次出示let’sstart和alet’slearn部分的单词卡片sun，river，sea，snow，streamcloud，vapour，rain学生齐读后张贴在黑板上。

2.教师迅速拿走一张卡片，如：sun，让学生说说被拿走卡片的内容并拼读单词。

3.用同样的方法完成其它单词的拼读。

活动三：对话表演

教学参考时间：1-2分钟

教师请几组学生表演alet’stalk部分的对话。

3、presentation（呈现新知）

活动四：学故事

教学参考时间：7-8分钟

1.教师拿出准备好的头饰，戴上小水滴的头饰，说：hello,iamlittlewaterdrop.nicetomeetyou.教师与学生打招呼，引导学生用：hello,littlewaterdrop.应答。然后教师请一名学生上台，让她/他闭上眼睛，给她/他戴上风先生的头饰，让他睁开眼睛，教师对他/她说：hello,mrwind.然后，请该学生走到同学中间，让其他学生用hello.mr.wind.同他/她打招呼。

2.教师表现出很热的动作，说：littlewaterdropisveryhot.然后教师展开本部分的挂图，分别指着小水滴和风先生问：whoishe?引导学生回答。教师说：littlewaterdroptakesatrip.wheredoeshego?howishistrip?doeshehavealotoffun?let’slisten.

3.教师播放alet’sread部分的录音，让学生认真听。

4.逐段听录音，带领学生理解大意。可以让学生听后翻译大义，重点词语教师要提示学生中文意思。如：cooler,higher。

5.教师播放alet’sread部分的录音，每播放一句，教师按一下暂停，学生逐句跟读。

6.让学生打开书，翻到72页，让学生自己阅读对话。

7.教师播放alet’sread部分的录音，学生跟着录音练习讲故事。

活动五：看谁说得多

教学参考时间：3-4分钟

教师出示alet’sread部分的挂图，指一幅插图请学生描述，要求每名学生重复前面学生说过的句子，同时再说一句话。如果前面的学生说：it’sasunnyday.后面的学生就要说：it’sasunnyday.littlewaterdropsleepsinariver.第三个学生要重复前两个学生的句子，再说一句新的。以此类推，说得越多越好。

活动六：语音知识

教学参考时间：4-5分钟

1.教师出示含有字母o和字母组合or,tr,dr,ts,ds的单词：hot,clock,orange,port,fork,tree,try,train,driver,drop,dry,ants,pants,hands,cards，让学生读一读这些单词。

2.教师读这些单词，让学生回忆字母组合在单词中的发音。

3.教师出示shorts,drop,boards,draw,tropic等单词，让学生试着朗读。

4.教师引导学生总结发音规律，出示音标卡，带领学生朗读/э:/，/э/，/ts/，/dz/，/tr/，/dr/。

5.教师播放本部分的录音，学生跟读。

4、let’splay（趣味操练）

活动七：歌谣说唱

教学参考时间：2-3分钟

1.教师播放let’schant部分的录音，问问学生听到哪些自然界的词语saysomewordsofnatureinthechant。

2.教师再次播放let’schant部分的录音，学生跟着说。

3.教师用手势表示事物顺序的词语first,then,next并带读。

4.教师播放let’schant部分的录音，学生再说一遍。

5.教师出示“大海，太阳，云朵，雨水”的图片，学生自己说说歌谣。

活动八：兔子耳朵

教学参考时间：1-2分钟

教师匀速朗读一段课文，教师故意漏读其中的一个单词，让学生找出漏掉的词并说出完整的句子。比如教师说：oh,no!ifalling.学生应该说：oh,no!iamfalling.

活动九：故事大王

教学参考时间：5-6分钟

1.教师将学生分为三至五人一组，让学生挑选课文中的一段故事进行再加工。教师指导学生展开想象，可以增加新人物，比如小蚂蚁、小兔子等。

2.教师让学生上台表演故事，每小组表演之后，教师带领学生作简单点评并打分。

3.综合学生的表演，评选出最佳表演奖和最佳改编奖。

5、consolidationandextension（扩展活动）

活动十：练一练

教学参考时间：3-4分钟

做本单元alet’sread部分的活动手册配套练习。

1.教师让学生自读readandsay.部分的阅读短文，理解大意。

2.教师带领学生理解短文，回答问题。howcanyougetvapour?discusswithyourpartner.

3.教师带领学生做活动手册本单元的附加题部分：pronunciation，readandmatch.读单词，并把单词和音标连线。

活动十一：小结

教学参考时间：1分钟

1.认读音标：/э:/，/э/，/ts/，/dz/，/tr/，/dr/。

外语教案范文篇3

i.teachingmaterial

atelephonecalla:mayispeaktojim,please?

b:sorry.he''''snotathome.

a:whereishenow?

b:hewenttothebookshop.

a:wouldyoupleasetakeamessage?

b:sure.

a:tomorrowisteachers''''day.we''''llhave

apartyatschool.

b:whattimeistheparty?

a:atthreethirtyintheafternoon.

b:ok,i''''lltellhimwhenhe''''sback.

a:thankyou.

ii.teachingaims

1)enablethestudentstomaketelephonecallsinenglishandgetthemtoknowhowtobehavethemselvesonthetelephone.

2)raisethestudents''''interesttolearnenglish.

3)encouragethestudentstohavegoodcooperationwithoneanother.

iii.teachingcontents

1)patterns:

mayispeakto...?

wouldyoupleasetakeamessage?

2)vocabulary:message,party,takeamessage

iv.teachingaids

fourtoytelephones,acd-rom,atoysantaclaus.

v.teachingprocedures

step1.warming-upexercise

singthesong"greetings".

step2.presentationandpractice

1)askthestudentstolookatthescreenandlistentothetalkbetweentheteacherandthepersoninthescreen.

2)afterthetalk,theteachertellsthestudentshowtomakeatelephonecallinenglish.writethepattern"mayispeakto...?"ontheblackboardandteachthemhowtouseitonthephone.

3)usingthefourtoytelephones,askthestudentstomaketelephonecallsinpairswiththefollowingpatterns:

----mayispeakto...?

----speaking.

thosestudentswhodonothavetoytelephonescanusetheirpencil-boxesinstead,ortheycanputtheirfingerstotheirearsasasigntomakephonecalls.

4)askonestudenthis/hernameandhis/herhometelephonenumber,usingthefollowingsentences:

wouldyouplease''''tellmeyourname?

wouldyoupleasetellmeyourhometelephonenumber?

5)makeatelephonecalltoastudentandgetthestudentstolearnthefollowingshortdialogue:

t:hello.isthat8614761?

s:yes.

t:mayispeaktoxiaolong?

s:sorry,heisnotintheoffice.

t:wouldyoupleasetakeamessageandaskhimtocometoschoolthisafternoon?

s:sure.

t:thankyou.

6)askthestudentstomakecallsingroups.

thenasksomepairstoactouttoseeiftheyknowhowtousethepatternsbelow:

mayispeakto..,?

wouldyoupleasetakeamessage?

7)askthestudentstolookatthescreenandlistentothedialogue"atelephonecall"with

thefollowingquestionsinmind:

whatisthemessageabout?

whattimeistheparty?

thenaskthestudentssomequestionsiftheyhaveunderstoodthedialogue.

8)askthestudentstolookatthedialogueonthescreenandlistentoitagain.

9)theteachertellsthestudentsthemeaningoftheword"tomorrow"withthehelpofa

calendarandthefollowingsentences:

we''''llhaveapartyatschool.

i''''lltellhimwhenhe''''sback.

10)askthestudentstoreadthenewwordandthesentencesontheblackboard.

11)askthestudentstoretellthedialogueintheirownwordsinpairs.

12)playthegame"throwingsantaclaus"toseeifthestudentscansaythesentenceswell.

theteacherthrowsthetoysantaclaustoastudent.whenthestudentcatchesthesanta

claus,heorshemustsayoneofthesentencesontheblackboard,andthenthrowsthesanta

claustoanotherstudent.

13)askthestudentstoactoutthedialogue

inroles.

step3.

1)showthestudentsthreepicturesonthescreen.askthemtomaketelephonecallsingroups

basedonthepicturetheyhavechosen.

pictureone:youwanttoinvitetomtoplayfootbauwithyou,buttomhasn''''tgotatelephoneat

home.youaskrosetotakeamessagetotom.

picturetwo:misswuisill.youwanttopayavisittoherwithjack.butjackisnotatme.hissisterpicksupthephone.

picturethree:youwillholdabirthdaypartyonsunday.youphonetolilytoinvitehertoyourparty,butsheisn''''tathome.howdoyouspeaktohermother,whoisathomeatthattime?

2)asksomepairstoactouttheirtelephonecalls.

3)askthestudentstomakephonecallstotheteacherswhoaresittingaroundthedassroom.

theteachertellsthestudents:"therewillbeapartyonnewyear''''sday.wewillinvitesometeacherstocometoourparty.writethenamesandthetelephonenumbersofsometeachersand

maketelephonecallstothem".

step4.summary

tellthestudentsthewayofmakingaphonecallintheirdailylife.

step5.homework

askthestudentstomakephonecallstotheirfriendsandtellthemtheirschoollifeafter

class.

外语教案范文篇4

lesson103教学设计示例

period:thethirdperiod

properties:overheadprojector,somepictures

teachingobjectives:studentsshouldknowdifferenttypesofsentencesandgraspsomewords.

teachingaims:

1.knowledgeaims

(1)differenttypesofsentences

①simplesentences

②compoundsentence:itconsistsoftwomoresimplesentences.

③complexsentence:itconsistsofaprincipalclauseandoneormoresubordinateclauses.

(2)usefulexpressions

bytheway,few,afew,little,alittle,either,neither

(3)continuetolearnthepassageabouttitanic.

2.abilityaim

studentscansaysomethingabouttitanic.

teachingprocedures:

a)organizingtheclass

greetingsandadutyreport.

b)revision

dictatesomewords:trip,pleasant,iceberg,hole,sink,lifeboat,shout,married,thankful,join

c)leading-in

t:yesterdaywetalkedaboutthefilmtitanic.manyofusagreedthatitwasaverygoodfilm.whatotherfilmsdoyoulike?

studentsareencouragedtogivetheiranswers.

d)practise

studentsreadthedialoguealoudinpairs,thentheymakeuptheirowndialogues.theymaylookupnewwordsinthedictionary.

e)learn

studentsreadthegrammarnoteonpage157bythemselvesandseewhattypesofsentencestheseare:

1.therewasaverybigholeintheshipandwaterbegantocomeinside.

2.oneafternooninapril1912,anewshipsetofffromenglandtoamericaonitsfirsttrip.

3.it’shardtosaybecauseilikemanyfilms.

4.doyouknowhowmanypeoplelosttheirlives?

teachercheckstheanswerswiththewholeclass.then,teachergivesthesentencetype,studentsgiveexamplesentences.

f)homework

外语教案范文篇5

句型：whatarethe…sdoing?theyare…

教学难点：

单词climbing,swinging,和drinking的读音。

四会掌握五个动词(短语)的ing形式。

课前准备：

教学过程中所需的图片(let’sstart,let’slearn)、录音(let’slearn,let’ssing)。

2、a部分的五张单词卡片和本课时的五张单词(短语)卡片。

教学流程图：

教学过程：

warmup(热身)

活动一：复习单词

教学参考时间：3分钟

(1)教师出示let’slearn/a中的五张单词卡片，让学生认读单词并做出相应的动作。

(2)听写这五个单词。

活动二：唱一唱

教学参考时间：2分钟

(1)教师播放let’ssing部分的歌曲，学生听录音进行表演唱。

(2)教师出示单词卡climbing和swinging，让学生认读单词并用动作表示其含义。

2、presentation(新课呈现)

活动三：学一学

教学参考时间：10分钟

(1)教师出示let’sstart/a部分的图片(建议把let’slearn/b部分的图片融合到此图中。)让学生回答：whatisthemonkeydoing?

(2)教师指着考拉问：whatisthekoaladoing?学生答出sleeping后，教师出示单词卡，教读单词。

(3)教师指着let’slearn部分两只考拉的图问：whatarethekoalasdoing?引导学生说出：they’resleeping.

(4)教师出示两只熊猫和两只猴子的图问：whatarethepandas/monkeysdoing?

(5)教师出示两只狮子打架的图片，鼓励学生通过提问whatarethelionsdoing?来学习新单词fighting。

(6)教师让学生看图(let’sstart)做对话：whatarethebirds/kangaroos/elephantsdoing?当学生说出drinkingwater时，教师出示单词卡让学生认读。

活动四：读一读

教学参考时间：3分钟

(1)让学生看书听录音并跟读单词和句子。

(2)教师出示单词卡，让学生认读并拼读单词。

活动五：讲故事

教学参考时间：6分钟

(1)教师让学生看storytime部分的图片，让学生回答问题：wherearezipandzoom?whatdoeszipsee?whataretheydoing?引导学生作答。

(2)让学生听录音跟读故事。

(3)让学生分角色朗读故事。

3、let’splay(趣味操练)

活动六：心有灵犀

教学参考时间：5分钟

(1)一名学生上台。教师向其中的一名学生出示一张纸条，纸条上是一个有关动物的现在进行时的句子。

(2)该学生根据纸条的内容表演动作，其他学生猜：the…is/are。

(3)这个游戏可以采取男女生对抗赛的形式，看哪一队在规定时间内猜出的句子最多。

活动七：猜一猜

教学参考时间：5分钟

(1)教师将五张词卡放在讲台上。

(2)请一名学生上来随意抽取一张卡片，教师带领其他学生问：whatarethey?，持卡片的学生根据卡片上动物名称回答：theyare…。

(3)然后教师再问：whatthe…sdoing?,引导台下学生用theyare…猜。

4、consolidationandextension(巩固与扩展)

活动八：练一练

教学参考时间：5分钟

(1)活动手册listen,writeandsay.让学生先听录音在相应的空格里填上表示动作的词。当表格完成后，让学生做问答练习。

(2)活动手册let’sfindout.让学生仔细看图回答问题。

活动九：小结

外语教案范文篇6

第一课时

一、教学重点：

动词短语及其ing形式：drawingpictures,doingthedishes,cookingdinner,readingabook,answeringthephone。

句型“whatareyoudoing?”及其回答“i’mdoingthedishes/….”。

二、教学难点：

动词短语ing形式的读音，教师要多做示范，逐步引导学生流畅地连读。

三、课前准备：

教师准备各种动词短语卡片、图片。

教师准备本课时let’schant,let’slearn,let’ssing的录音带。

教师准备锅、铲、电话、碗碟等小道具。

教师准备本课时所需课件。

四、教学过程：

1、warmup（热身）

活动一：口语练习

教学参考时间：2—3分钟

教师就学生所学过的内容或当时情景进行日常交际，目的在于运用语言。可以是学生自我介绍，也可以是学生间对话练习。

如：myname’s….i’m10/11yearsold.ilikepinkandblue.iliketoeatfishandhamburgers.icanswimandicanspeakenglish.

2、review（复习）

活动二：师生交流

教学参考时间：2—3分钟

师生就所学知识进行交流，主要使用表示能力的句型，目的在于复习动词短语。

教师拿出动词短语的图片，说：lookatthesepictures.。随后，拿出其中一张图片与学生交流，如：icandraw.并做画画的动作。最后问：canyoudraw?引导学生说：yes,ican.或me,too.

在此基础上，初步渗透动词短语。教师继续说：icandraw.icandrawafish.引导学生说icandrawabook/akite/….最后，教师引出wecandrawpictures.强调并带读drawpictures。

教师继续鼓励学生表述能力的句子，鼓励学生说出所学的动词及动词短语。问：whatcanyoudo?学生回答：icandanceandcook.等。

3、presentation（呈现新知）

活动三：词汇学习

教学参考时间：5—6分钟

教师指着动词卡片说：icandrawafish.now,iamdrawingafish.边说边在黑板上画鱼，并强调iamdrawingafishnow.用彩色粉笔强调ing。鼓励学生做画画的动作，边做边说iamdrawingafish/acat/anapple/….

教师播放课件。

内容为本课时动词图片和短语拼写，每次出一幅图和其相配的短语的英文拼写及短语的发音。具体顺序如下：

doingthedishes,drawingpictures,cookingdinner,readingabook,answeringthephone

教师出示洗碗的动作卡片，学生听发音后，教师说：iamdoingthedishes.此时可作为扩展知识，告诉学生洗碗有两种表达方法，即iamdoingthedishes.或iamwashingdishes.

继续播放课件。用相同的方法让学生理解、认读：drawingpictures,cookingdinner,readingabook,answeringthephone。教师注意学生动词ing形式的读音，必要时多练习几遍，并纠正学生的发音。

教师回放课件内容，学生再次跟读。同时教师询问：whatareyoudoing?鼓励学生说完整句，如：iamdoingthedishes.iamreadingabook.iamcookingdinner.…此环节中，教师板书句型whatareyoudoing?iamdoingthedishes.iamreadingabook.iamcookingdinner.…

教师播放let’slearn部分的录音，学生边听边指边读，力争做到“眼到、手到、口到、心到”。

活动四：快速反应

教学参考时间：3—4分钟

教师带领学生做快速反应的游戏。教师说本部分的动词短语，如：dothedishes,让学生说出它的ing形式：doingthedishes。

教师把本部分的五张动作的卡片面朝上贴在黑板、窗户、门、墙等地方，然后说一张卡片上的短语，如：answeringthephone，学生迅速地指向该图片，指得又快又准确的学生为胜者。教师还可以用卡片的字母一面进行游戏。

两个游戏中，教师注意适时纠正学生的发音，巩固动词短语的同时纠正发音。

活动五：接力问答

教学参考时间：2—3分钟

教师出示本部分的动词短语卡片的ing形式，教师提问“whatareyoudoing?”一个学生a看教师的卡片、做动作并回答“iam….”随后让这个学生a接着问另一个伙伴b“whatareyoudoing?”，b根据教师手中的卡片来回答问题，回答问题后b接着问c，依次快速看卡片，做动作，回答提问。（a,b,c代表学生）

4、let’splay（趣味操练）

活动六：说说唱唱

教学参考时间：3—4分钟

教师播放let’schant部分的录音，学生认真倾听。

再次播放，鼓励学生跟读。

学生看书自己认读。

分小组练习说唱。

展示说唱歌谣情况。

活动七：生活再现

教学参考时间：4—5分钟

教师给学生提供调色盘，电话，碗碟等小道具，教师问：whatareyoudoing?引导学生边做动作边回答：iamdrawingpictures/doingthedishes/cookingdinner/answeringthephone/readingabook.

5、consolidationandextension（扩展活动）

活动八：传盒子

教学参考时间：2—3分钟

做“听音乐传盒子”的游戏，教师把drawingpictures,doingthedishes,cookingdinner,answeringthephone,readingabook等词条折叠后放进一个盒子里。音乐开始，学生按顺序传递盒子。音乐一停，拿到盒子的学生在盒子中抽取一张词条，教师引导其他学生提问：whatareyoudoing?抽到词条的学生根据词条上的短语边做动作边回答：iam….教师播放的音乐可以是本课时歌曲whatareyoudoing?也可以是其它歌曲。

活动九：练一练

教学参考时间：4—5分钟

做本单元alet’slearn部分的活动手册p33配套练习。

教师指导学生理解题目要求，指导操作方法.。listenandmatch是按所听内容连线，listenandwrite是按录音内容填写空缺单词。

教师播放活动手册第33页的录音，学生完成listenandmatch部分的练习。

再次播放活动手册第33页的录音，学生完成listenandwrite部分的练习。此环节，教师注意辅导学生规范书写。

五、板书设计

unit4whatareyoudoing?

whatareyoudoing?iamdoingthedishes.

iamcookingdinner.

外语教案范文篇7

ⅰ.四会单词和词组：

pain,in(the)future,berichin,contain,fat(n.),softdrink,score,scoresof,discuss,discussion,attheend(of)

三会单词和词组：examine,ripe,advise,patient,energy,weight,putonweight,westerner,cause,unhealthy,loseweight,suggestion

ⅱ.交际英语：

人人都希望自己身体健康，工作顺利，生活愉快。人体就像一部机器，机器需要经常保养才能不停地正常运转，不出故障;人也需要营养合理的饮食、充足的睡眠、必不可少的休息与娱乐。倘若你为了省钱省时间而终日凑合着吃东西;倘若你为了挤出更多的时间对付艰苦的学习而挤掉了睡眠时间;倘若你为了多打工赚钱，几乎舍弃了所有的休息与娱乐;那么，生病就在所难免。万一人生了病就需要去医院诊断出故障的原因，这时就需要和医生打交道，下面是常用到的语句。

医生用语：

1.whatcanidoforyou?/whatwasthematter?/whatsthetrouble?

2.doesithurthere?/itsnothingserious./letmeexamineyou./takethismedicinethreetimesaday./andiadviseyounottodo…

3.drinkplentyofwaterandhaveagoodrest./youdbetterhaveagoodrest./youllbewellsoon.

4.showmeyourtongue./stickoutyourtongue./didyoucoughmuch?/fortunately,youonlyhavetheflu(流感)./youllhavetobehospitalized(住院).

5.howlonghaveyoubeenlikethis?/well,letssee.openyourmouthandsay"ah"./keepwarmanddontcatchcold.

病人用语：

1.ivegotapain(cough,headache,toothache)./idontfeelwell./theressomethingwrongwith…./thisplacehurts./ifeelagreatpainhere./ifeeldizzy(头晕)./itooksomemedicinelastnight,buttheydidnthelp./doctor,pleasegivemeanexamination.

2.ivehadmytemperaturetaken.iindeedhaveafever./iwashotandcoldbyturns.

3.idontfeelwell,doctor./ihopeitwontlastlong./idontfeellikeeatinganything.

4.ihaveasorethroat(喉咙痛)andmychesthurts./itstartedbotheringmeyesterdayafternoon./ifeelhotandfeverish./imachingallover.

5.ivebeenlosingsleep./mywholebodyfeelsweak./ivelostmyvoice./myearsareringing,andmycheeksburning./ifeelapaininmyleftleg.

ⅲ.语法重点：进一步学习提出建议和忠告的句型。

1.iadviseyou(not)todo…/youdbetter(not)do…/isuggestthatyou(should)do…/whynotdo…/whydontyoudo…

2.itsbettertobeabsolutelysure,evenifitdoestakeabitmoretimeandtrouble.

3.well,ifiwereyou,iwouldspendaboutfourdayssightseeinginbeijingandtwoorthreedaysinshanghaiforshopping.

4.letmegiveyouabitofadvice,ifyoudontmind.stopsmokingoratleastcutdownonit.watchyourdietand…

5.how/whataboutdoingsomeshoppinghere?

6.ithinkwedbettersendforadoctor.

7.well,ifyougoonthewayyouhave,youreonlygoingtomakethingsharderforyourself.

8.yes,isupposeso./yes,icertainlywill./thatsagoodidea./yes,butdontyouthink…?

(二)单元重点词汇点拨

1.contain作及物动词是"包含;包括;能容纳，能装入"

seawatercontainssalt.

thisauditoriumwillcontain3,000people.

点拨

(1)contain和include虽然都有"包含"的意思，但contain可用于表示包含所含之物的全部或部分，而include则只是包含一部分。试对比：

theparcelcontainedadictionary.那包裹里装的是一本字典。

theparcelincludedadictionary.那包裹里也包括了一本字典。

thetourincludesavisittoparis.这次旅行包括游览巴黎。

thebasketcontainsavarietyoffruits.这篮子装有各种水果。

(2)including可以作介词连接介词短语。试比较：

manywomenwerewaitingtobuythatkindofcloth,includingmymother.

manywomenwerewaitingtobuythatkindofcloth,mymotherincluded.

可以这样说，include着重"被包含者只是整体中的一部分"。contain着重"内有"。

2.advise作及物动词是"忠告、劝告、建议"

thedoctoradvisedasoftdiet.医生建议进软食。点拨

(1)advise doing

headvisedgettingplentyofsleepandeatinggoodmeals.

(2)advisesbtodo建议某人干……。advisesbnottodosth=advisesbagainstdoing建议某人不要干

theteacheradvisedusnottoreadcarelessly.=theteacheradvisedusagainstcarelessreading.

对比：theteacheradvisedourreadingcarefully.(动名词复合结构)

(3)advisethat 主语 (should)do

sheadvisedthathespendhisholidaysinheinan.

对比：(误)sharonsugg

estedmetoaskdryangforhelp.

(对)sharonadvisedmetoaskdryangforhelp.

(对)sharonsuggested/advisedthatishouldaskdryangforhelp.

(对)sharonsuggested/advisedmyaskingdryangforhelp.

(对)iwasadvisedtoaskdryangforhelpbysharon.

(4)advice是不可数名词，表达"一条建议"用：apiece/bit/wordofadvice。

3.score(比赛的)得分;(单复数相同)二十

thescoreattheendofthegamewas5to4againstthevisitingteam.比赛结果为5比4，客队败北。

whatsthescorenow?现在比分是多少?

点拨

(1)scoresof许多，大批

theexhibitionhasscoresofvisitorseveryday.

(2)score前有数词时，score用单数，其后的of常省略。但在代词或者起定语作用的指示代词及物主掉次前的of不能省略。

threescoreofthemareleaguemembers.

threescoreofthoseeggsarehis.

shehastwoscore(of)eggs.(这种情况下最好不用of)

4.discuss作及物动词是"讨论，议论"。名词形式是discussion。

ivesomethingofgreatimportancetodiscusswithyou.

aftercarefuldiscussionthetwopartiesreachedanagreementonthismatter.

点拨

(1)discuss后直接接名词、疑问词 todo，不接about/on。但discussion后可以接about。

(错)wehavediscussedabouttheproblem.

(对)wehavediscussedtheproblem.

(对)wehavehadadiscussionabouttheproblem.

(2)discusssthwithsb和某人讨论……

wewilldiscussthechangesofourschoolwiththemlater.

(3)discussfreely自由讨论，discussfully/thoroughly充分讨论，discusskeenly激烈讨论，underdiscussion在讨论中，havealongdiscussionabout/onsth对……进行长时间的讨论，aheated/hotdiscussion热烈的讨论。

5.suggestion建议

yoursuggestionisveryhelpful.

点拨

(1)含有suggestion的主语从句、表语从句、同位语从句、定语从句中主句谓语用should型虚拟式。

weagreetohissuggestionthatthebook(should)bepublishedoncemore.

(2)suggestion的搭配有：makeahelpful/timelysuggestion作出有益(适时)的建议。acton/atonessuggestion=acton/atthesuggestionofsb按照某人的建议做。

(3)suggestion,advice和opinion

advice多指根据自己的学识和经验提出来的供人参考的意见。suggestion指为改进工作、解决问题而提出的建议，比advice委婉。opinion是日常用语，指对某事的观点、想法。另外，advice是不可数名词。

adviceisseldomwelcome.(谚语)忠言逆耳。

inouropinion,thesetreesmustbecutdownatonce.

wehavedecidedtopaymoreattentiontotheirsuggestions.

(三)单元词组思维运用

1.atthedoctors在诊所

外语教案范文篇8

单元分析

设计思想(designingconcepts)

本单元是学生升入初中(七年级)以来所要学习的第一个单元，学生一定对英语充满着新奇和向往。在学生有英语学习基础的前提下，进行过度时期的学习是非常关键的。这既关系到学生的学习兴趣，又直接影响到学生的学习效果，所以教师在设计和教授第一单元的时候应充分研究教材，分析授课班级学生的认知水平和性格特征，确定有效的教学方法和适当的教学内容，从而达到教学目的。

1．注重交际和会话。在课堂教学中为学生提供大量的用英语进行交谈的机会（学生与学生、学生与小组、学生与教师及学生与全班等），使学生能自编对话并进行角色表演。例如，本单元的介绍和问候，就可以由学生自己创设情景进行练习。

2．讲究知识的系统性。在起始年级，既强调听与说，又兼顾读和写，从而达到各项语言技能之间的平衡。尤其是第一单元，知识性的内容不多，主要是给学生大量的用英语进行会话的机会。在情景之中，探索、构建思维空间，充分发挥、运用各自的想象力。

3．强调学生的主动性。在教学活动中，以学生为中心，频繁地让学生参与小组活动，进行英语会话，并提供大量的游戏、歌曲，供学生用英语交流，激发学生用英语做出个人评论性反应活动。本单元课文中有三首歌曲，同时在课堂中还可以进行诸如：memoryname,simonsays,clap,gofish,raceanddo等游戏。

4．注重培养学生的英语思维。思维是交际的重要组成部分，在教学中教师应注重培养学生形成自己的学习思维，思考如何与他人交流，如何运用语言来想象并形成新的观点。如第一单元就可以运用课堂知识，在情景会话中运用英语介绍自己的家人和朋友。

单元知识(unitknowledge)

语言知识

词汇

掌握词汇

boygirlfriendbookclassroommarkerpenpencilschoolteachercatiyouheshethisthatamislooksitonetwothreefourfivehowmanygood-byeaa~~nn

认识词汇

blackboardcanadachinaeraserkeyletterlibraryapplems.numberpencil-caseborrowletdohavemaymeetpleasepracticethanktryheretheretoowheresureathehelloandit

句型

what’syourname?mynameis____.

he/sheisa_____.he/sheismyfriend.

what’sthis?thisis____.what’sthat?thatis_______.

howmany____doyouhave?

ilivein____.

功能意念

问候：hello/hi!howareyou?i’mfine,thanks./nicetomeetyou.

介绍自己和别人：mynameis___.thisis____.

表示感谢：thanks!you’rewelcome.

告别：good-bye./bye./seeyoulater.

请求许可：mayihave/borrow___,please?sure.

谈论位置：whereis____?there./hereitis.

语法

be动词am,is,are的用法

语言技能

听

1．运用对话练习，掌握如何用英文介绍自己和别人及问候他人。

2．在对话中，听懂对方的信息。

3．听懂对方简单的指令用语，并做出反应。

4．能辨认歌谣中的韵律。

说

1．学习使用正确的语音、语调。

2．能模仿听到的录音。

3．能用英语说出数字1~5。

4．能提供有关个人情况的信息。

读

1．能连贯、流畅地朗读课文。

2．能理解简单的书面指令，并根据要求进行学习活动。

写

1．能写出简单的词、词组和句子。

2．能正确书写字母aa~~nn。

学习策略

1．制定简单的英语学习计划。

2．在学习中集中注意力。

3．积极运用所学的英语知识进行表达和交流。

情感态度

1．在学习中，逐步培养学习英语的兴趣。

2．树立学好英语的信心和勇气。

3．在学习中，敢于用英语交流。

文化知识

1．了解日常生活中如何用英语打招呼、问候和告别。

2．如何用英语客气地请求许可以及答复。

背景知识(backgroundknowledge)

问候（greetings）：“打招呼”是人们日常生活中最常用的一种交流方式。熟人、朋友、同学和老师，见面时都会互致问候。常见的问候语：“hi.”、“hello.”、“goodmorning.”等等。

“hello”常用于熟人、朋友之间，也可以用于陌生人；可以单独使用，也可以加称呼语，意为“你好”。在打电话或打招呼时，相当于中文的“喂”。

用“hi”打招呼更随和。“nicetomeetyou./nicetoseeyou.”也用于打招呼。类似的说法还有：“goodtoseeyou./gladtoseeyou.”等。类似的说法还有：“howareyou?”意为“你,好吗？”，用来询问身体健康状况。其答语为：“i’mfine,thankyou./verywell,thanks./i’mfine.”等等。

“goodmorning./goodafternoon./goodevening.”分别为上午、下午、晚上的问候用语。而“goodnight.”意为“晚安”，是晚上临睡前的告别用语。“howdoyoudo?”意为“你好！”，是经过他人介绍后，向被介绍者表示问候的正式用语。回答仍用“howdoyoudo?”。“hi,howareyoudoing?”相当于汉语的“你一切都好吗？”。类似的表达方式还有“howarethingswithyou?”和“what’sgoingon?”，还可以这样说：“hi,man,what’sup?”。如果有一段时间没见面还可以说：“haveyoubeenwell?”，这些都表示“近来怎么样，近况如何？”。若是最近身体、生活、学习还不错，可以说“notbad.(allright./ok./i’mcool.)thankyou.”。若感觉好的不得了，就可以说“ifeelgreat!/i’montopoftheworld!”。若觉得过的“马马虎虎”，就说，“justso-so.”。感觉很不好，可以说“stillalive,thanks.”意为“还算活着。”

unit1schoolandnumbers

lesson1hello

teachingcontents:

1.greetings:hello!/hi.

2.self-introduction:mynameis…

3.askingforothers’names.what’syour/his/hername?

teachinggoals:

1.understandthetext.

2.rememberthewords:hello,name,my,your,his,her,i,is,what

3.makesurethestudentscanintroduceeachotherinenglish.

keypoints:

what’syour/his/hername?

my/his/hernameis…

difficultpoints:what’shis/hername?

preparation:amapofchinaandamapofcanada;somepicturesofcharacterssuch

assunwukong,lanmaoandsoon.

teachingaids:tape-recorder,pictures,cards

typeofthelesson:listeningandspeaking.

teachingprocedures:

step1.warmingup

discussthefollowingquestionswiththestudentsinchinese.

1.whydowelearnenglish?

2.doyouknowanyenglishwords?

3.isenglishinteresting?

4.doyouoftencomeacrossenglishwords?

step2.leadin

discussthesequestions.

1.whatdoyousaywhenyoumeetsomeone?

2.doyouknowwhatcanadianssaywhentheymeet?

3.howdoyouintroduceyourselforsomeoneelseinchinese?

4.doyouknowhowtointroducesomeoneinenglish?

step3.newlessons

hello/hi,mynameis…

1.presentation

pretendtomeetsomeone.say“hello.”or“hi.”,mynameis…

makesurethestudentscanunderstandit.encouragethemtorepeat.

2.practice

workinpairs.encouragethestudentstogreeteachotherandintroducethemselves.thenasksomepairstoactitout.

what’syour/his/hername?

1.presentation

say“mynameis…what’syourname?”.translateifnecessary.thenrepeatafewtimes.encouragethestudentstofollowuntiltheycansayitcorrectly.

2.practice

workinchainlikethis:

a:mynameis___.what’syourname?

b:mynameis___.what’syourname?

c:…

thenasksomestudentstoactitout.

3.presentationandpractice

what’shis/hername?

showapictureoflanmaoandsay,“what’shisname?hisnameislanmao”.askthequestionandhelpthestudentstoanswer.thenrepeat.workinpairstopracticethedialogueandasksomepairstoactitout.

4.introducethecharactersonthetextbook

liming,jenny,danny

teachthewords(chinaandcanada),usingmapsofthem.thenexplainthesentence“ilivein…”.

5.listenandfollow

6.playthetapeforthestudentstofollow

7.summary

sumupthelessonbrieflybypractisingallthedialoguesinthetext.

8.homework

readthetextandpractisethedialogue.

lessons2howareyou?

teachingcontents:

1.greeting:nicetomeetyou.

2.teachthesong“howareyou?”.

teachinggoals:

1.understandthetext.

2.rememberthemasteryvocabulary.

3.understandandsingthesong“howareyou?”.

keypoints:greetsomeonewiththephrase“howareyou?”.

difficultpoints:greetandresponseinthetext.

preparation:

1.preparesomepicturesandputthemontheblackboard.

2.writethenewwordsontheblackboard.

teachingaids:audiotape,somepictures

typeofthelesson:listening,speaking,singing

teachingprocedures:

step1.warmingup

greetingandreviewing.aftergreeting(hello!/hi.),reviewthedialogueinthelastlessonbriefly.

step2.leadin

askthestudentstoanswerthequestionsinchinese.

1.whatdochinesesaywhentheymeeteachother?

2.canadiansdon’taskthequestionssuchas“haveyouhadyourmeal?”or“whereareyougoing?”.doyouknowwhattheysayexpect“hi.”or“hello!”?

step3.newlessons

1.presentation.explainthatcanadiansgreeteachotherbysaying“howareyou?”and“nicetomeetyou”.explainthemeaningoftheexpressions.encouragethestudentstorepeatafewtimes.

2.listenandsay.playthetapeforthestudentstofollow.

3.practice.workinpairs.encouragethestudentstopractisethedialogueinpairs.demonstratethedialoguewithoneortwostudents,andthenasksomepairstoactitoutfortherestoftheclass.

step4.demonstrateandpractisethedialogue

a:hello!mynameis­­­___.what’syourname?

b:mynameis____.nicetomeetyou.

a:nicetomeetyou,too.

step5.teachthesong“howareyou?”

1.gooverthewordsofthesongandpractisethem.

2.explainthelastline.

3.playthesongforthestudentstofollow.

step6.summary

sumupthegreetingandresponse,combiningwiththeusefulexpressionsinthislesson.

step7.homework

1.readandpractisethedialogue.

2.singthesong“howareyou?”.

lesson3boy,girlandteacher

teachingcontents:

1.thestatement“thisisateacher/boy/girl.

2.numberone—five.

teachinggoals:

1.understandthetext.

2.rememberthemasteryvocabulary:boy,girl,teacher,chair,book,desk,one—five

keypoints:

thisis…

numberonetofive.

difficultpoints:thepluralformofnoun

preparation:

1.preparesomepicturesandputthemontheblackboard.

2.writethenewwordsontheblackboard.

3.bringtenbooksontheteacher’sdesk.

typeofthelesson:listening,speaking,reading

teachingresources:audiotape,pictures,books,chairsanddesksintheclassroom

teachingprocedures:

designforactivities.

activities

purpose

singthesong.

reviewthegreeting.

introducenewitemsofthelesson.

makethessunderstandthetext.

workinpairs:askandanswer.

practisetheitems.

actoutthedialogue;countthenumbers.

consolidatetheitems.

step1.warmingup

say“hello,howareyou?”,makethessrespondcorrectly.thensingthesong“howareyou?”.

step2.teachthenewwords

teachboy,girlandteacherbypointingagirl/boy/yourselforpictures.explainthesentence“thisisa…”.

step3.letthestudentstopractise“thisisa…”bypointingsomeone

step4.usethepicturestoteachthenewwords

teachchairandbook.demonstrate“what’sthis?it’sa…”.thenpractisethemwiththestudents.

step5.teachthenumbersone—five,usingyourfingerstoshowthemeaning.thenusethebooksonthedesktodemonstrate.payattentiontothepluralformoftheword“book”.

step6.encouragethestudentstopractisethenumberbypointingboys,girls,desks,chairs,andbooks.thenasksomestudentstodothisinfrontofclass.

step7.sumuptheitemsbriefly

step8.homework

readthetext.trytousetheitemsintheclassroom.

lesson4where

teachingcontents:

1.whereis…?

2.newwords:classroom,library

3.singthesong.

teachingaims:

1.understandthetext.

2.rememberthewords:where,school,classroom,library.

3.singthesong.

4.usetheusefulknowledgetoasktheplacethathe/shedoesn’tknow.

keypoints:whereis…?

difficultpoints:thewordsofthesong

preparation:

1.somepicturesofschool,classroomandlibrary.

2.writethenewwordsontheblackboard.

3.bring5picturesaboutthesong.

typeofthelesson:listening,speaking,responseandsinging

teachingaids:audiotape,pictures

teachingprocedures:

step1.warmingup

1.greeting.greetthestudentswiththeexpressionsinl1andl2.

2.singthesong“howareyou?”

3.reviewtheitem“thisisa…”and“what’sthis?”bypointingsomething.

4.countthenumbers.

step2.leadingin

1.usepicturestoteachthewords“classroom,school,andlibrary”.pretendtolookforyourbookeverywhere,saying“whereismybook?”.

2.thenpointtothebookandsay“thereitis.”.writethesentenceontheblackboard.

step3.practice<,/p>

1.encouragethestudentstopractiseinpairs,usingbooks,chairs,desks,etc.

2.playthetapeforthestudentstofollow.thenasksomeonetodemonstratefortherestoftheclass.

step4.presentation

gooverthewordsofthesong.

1.doactionstodemonstratejump,look,point,reach,sitandstand,addingupanddown.e.g.lookup/down.

2.tpractivities.demonstrate“orderandresponse”withonestudent.say“standup,lookup.”andsoon,andthenencouragethestudentstorespond.thendothesamewiththerestofclass.

3.practice.workinpairs.onegivestheordersandtheothersdotheactions.

4.gooverthewordsofthesong.makesurethestudentsunderstandthem.

5.chantandsing.

(1)playthetapeforthestudentstofollow.

(2)practiseinpairs

(3)doittogether.

step5.sumupthetextbrieflytoconsolidatetheitems

play“hide–and–search”gametoreview“whereis…?”.

step6.homework

1.readthetext.

2.singthesong.

lesson5what’sthis?

teachingcontents:

1.newwords:pen,pencil,pencilcase,marker,blackboard.

2.what’sthis?it’sa…

3.howmany…doyouhave?

teachingaims:

1.understandthetext.

2.rememberthenewwords.

3.askandanswerabout“howmany…?”.

keypoints:

1.what’sthis?

2.howmany…?

difficultpoints:thequestion“howmany…?”andtheanswers.

preparation:

1.preparesomepicturesofschool,classroomandlibrary.

2.bringsomerealthings,suchaspen,pencil,pencilcaseandmarker.

teachingaids:audiotape,somepictures,books,pens,pencilsandmarkers.

typeofthelesson:listenandspeak.

teachingprocedures:

step1.warmingup

greetthestudentsandreviewthelastlesson.asksomepairstoactoutthedialoguelikethis:

a:what’sthis?

b:it’sa…

step2.leadingin

userealthingsorpicturestoteachthenewwords.writethemontheblackboard.playthetapeforthestudentstofollow.

step3.practice

encouragethestudentstopractice“what’sthis?it’sa…”,usingnewwords.thenasksomepairstoactitout,usingrealthingsorpictures.

step4.presentation

holdupthreepensandsay“howmany?”afewtimes.makesurethestudentsunderstandit.introduceinthisway:howmany?→howmanypencils?→howmanypencilsdoyouhave?

step5.practice

letthestudentsworkinpairs.leadthemtopractiselikethis:

a:doyouhaveany…?

b:yes,ido./no,idon’t.

a:howmany…doyouhave?

b:…

playthetapeforthestudentstofollow.asksomepairstoactitout.

step6.summary

reviewthenewwordsandthedrill.sumupthembriefly.

step7.homework

1.readthetextandpractisethedialogue.

2.finishtheactivitybook.

lesson6myfriend

teachingcontent:

1.lettersa—g.

2.theabcsong.

3.introduceothers:thisis…he/sheis…

teachingaims:

1.understandthetext.

2.mastertheletters:abcdefg

3.singthesong.

4.masterthedrills.

keypoints:

1.thelettersa—g.

2.thisis…sheis…

difficultpoints:wordsofthesong

preparation:

1.make26englishlettercards.

2.bringsomerealthings,suchasabook,aneraser,apen,apencil,apencilcase,amarkeretc.

3.somepicturesoffish,door,girl,boy,teacher.

teachingaids:audiotape,lettercards,pictures

typeofthelesson:listening,speakingandsinging

teachingprocedures:

step1.warmingup

greetthestudentsbysaying“goodmorning!/afternoon!howareyoutoday?”.encouragethestudentstoreply.

step2.reviewthedrill

“what’sthis?,it’sa…”and“howmany…?”

step3.presentation

tellthestudentsthatenglishwordsaremadeupoflettersandthatenglishalphabethas26letters.eachletterhastwosizes.generallyspeaking,everylettermakesasound.e.g.theletterbmakesa[b]soundinthewordbook.demonstratea→apple,usingpicturesofanapple.thenpresenttherestlettersinthesameway.playthetapeforthestudentstofollow.

step4.practice

1.usethecardstopractisethelettersandwordsinthislesson.writethelettersontheblackboard.thelettershavearrowsthatshowhowandwhatsequencestomakethestrokes.ontheblackboard,showthestudentshowtofollowhearrowstowriteeachletter.thenletthestudentspractisewritingthem.

2.workinpairslikethis:

a:what’sthis?

b:it’sa/b/anapple.

asksomepairstoactitout.

step5.the“abcsong”

1.gooverthewordsofthesong.

2.playthetapeforthestudentstofollow.

step6.presentation

1.teachthemeaningofthewordfriendandhe/she.

2.pointtoaboy/girlandsay,“thisis…(name).he/sheismyfriend.repeatitafewtimes.explainthemeaningifnecessary.

step7.practice

1.playthetapeforthestudentstofollow.

2.workinpairsorgroups.practisethedialogue.thenasksomepairsorgroupstoactitout.

step8.summary

1.sumupthelettersandwordsbyshowingcardsandpictures.

2.sumupthewayofintroducingsomeone.

step9.homework

1.readthetext.

2.practisewritingtheletters.

3.singthesong.

4.actoutthedialogue.

say“goodbye!/seeyoulater.”whenclosingtheclass.

lesson7mayi_______?

teachingcontents:

1.thelettersh—n.

2.usetheexpressions“mayihave/borrow____?”toaskforsomething.

3.requestororders:openthe___,andclosethe____.

teachinggoals:

1.understandthemeaningofthetext.

2.masterthelettersh—n.

3.askforsomethinginenglish.

4.usethephrase“open/closethe____.”

keypoints:

1.letters.

2.askforsomething.

difficultpoints:borrowthings.

preparation:

1.makelettercardsforthislesson.

2.bringrealthings,suchasbooks,pens,markersandsoon.

teachingaids:audiotape,cards,somebooksandpens

typeofthelesson:listeningandspeaking.

teachingprocedures:

step1.warmingup

1.greetingandreview.reviewthelettersandwordsofthelastlessonbyusingcards.

2.singtheabcsong.

3.asksomepairstoactoutthedialogueofthelastlesson.

step2.introducethenewlettersinthesamewayshowninthelastteachingdesign,usingpictures.showthestudentshowtowritetheletters

step3.practiceandproduction

1.playthetapeforthestudentstofollow.

2.practiseinpairs.encouragethestudentstoaskforrealthings,likebooks,pens,marker,erasersetc.

3.asksomepairstoactitout.

step4.l7n3

teach“mayiborrow_____,please?”,workingfromoldphrasestonewonesandaddingthereplies“sure!hereyouare.”and“you’rewelcome.”useactionstomakeyourmeaningclear.translatewhennecessary.

step5.summary

sumupthetextbriefly.

step6.homework

1.readthetext.

2.practisewritingtheletters.

3.practisemakingthedialogue.

lesson8whatdoyouknow?

teachingcontents:

1.reviewthewordsandexpressionsinthisunit.

2.grammar:theverbsam,is,are.

3.exercisesinthelesson.

teachinggoals:

1.masterthedrillsinthisunit.

2.masterthelettersa—n.

keypoints:expressionsandgrammar.

difficultpoints:grammar.

preparation:

1.bringthelettercards.

2.bringrealthingstoreviewthewords.

3.preparesomepicturestoreviewthedrills.

teachingaids:lettercardsandsomepictures.

typeofthelesson:review.

teachingprocedures:

step1.reviewthelettersandsingtheabcsong.finishn1aandc

step2.listentothesong“tenlittleindians”andreviewthenumbers1-10

step3.reviewthegreeting“howareyou?”andsingthesongaboutit

step4.userealthingsandcardstoreviewtheexpressionsinthisunit

e.g.

what’sthis?

it’sa,____.

<,pclass=msonormalstyle="margin-left:17.95pt;margin-right:19.2pt;text-align:left;mso-para-margin-left:1.71gd;mso-para-margin-right:1.83gd;mso-pagination:widow-orphan;mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"align=left>howmany____doyouhave?

ihave____.

whereisthe____?

binethedialoguesinthisunitandencouragethestudentstopractise

a:hello!

b:hi!mynameis____.what’syourname?

a:mynameis____.nicetomeetyou!

b:nicetomeetyoutoo.

a:howareyou?

b:fine,thankyou.andyou?

a:i’mfine,thanks.

a:whereis____?

b:there!

a:mayihave/borrow_____?

b:sure.hereyouare.

a:thanks.

b:you’rewelcome.

orplaythechaingametopractisethem.thenfinishn4ofthislesson.

step6.grammar

theverb“be”.

1.introduction.

letthestudentstellyousomesentencesthatinclude“is”and“are”.encouragethemtosumuptheusageofthetwowords.thensumup.

pletetheconversationinl8n2toprasticeusingthem.iftimeisenough,haveashorttest.

外语教案范文篇9

lesson14

languagefocus:

morethantwoyears,practisespeakingenglish,thegreens,noneofthethem,keepdoingsomething,fallfastasleep/awake,wakeup,lastlong

properties:recorder;overheadprojector;pictures.

teachingprocedures:

i.showingaims

havethestudentsknowwhattheywilllearninthislessonandwhattheywilldointhisclass:

1.mastersomeusefulexpressions.

2.readthepassage“jim’strainride”carefullytoimprovetheirreadingability.

3.knowsomethingaboutmountemeiandsomeothermountsinchina.

ii.revision

1.checkhomework.

2.revisetheobjectclause.playgames“katesays…”havethestudentsdoingroupsofthree.

k:nancyisnothereyet.

t:shewillbeheresoon.

y:nancyisnothereyet.ihopethatshewillbeheresoon.

k:theweatheriscloudy.

t:itwillclearupsoon.

y:theweatheriscloudy.ihopethatitwillclearupsoon.

k:thereisalotoffood.

t:youcaneatmore.

y:thereisalotoffood.ihopethatyoucaneatmore.

k:theparkiscrowded.

t:thereareenoughtablesandbenches.

y:theparkiscrowded.ihopethatthereareenoughtablesandbenches.

iii.pre-read

part1.insmallgroupshavethestudentsanswerthequestions.thendiscussthequestionsinclass.

putupamapofchinaontheblackboardandgetthestudentstoshowmountemeiandothermountssuchasmounthuaetc,andtalkaboutsomemountsiftheyknowthem.

iv.presentation

havethestudentsdiscussingroups.ask:“whatwilltheydoiftheywillgotravelling?”afewminutesforthemtodiscuss,thenasksomeofthemtogivetheirreportstosharewiththeclass.

v.reading

part2.speechcassette.letthestudentsreadthroughthepassagetofindtheanswertothequestion:howdidjimfeelonhistriptomountemei?helpthestudentsusethesewords:happy,exciting,…seeifthestudentscanguessthemeaningofthenewwords.

playthetape.askthestudentstolistencarefully.theteachermaystopthetapewhilethestudentsarelistening,andaskthestudentstogoonreading.itcantestthestudents''''abilitytofollowthepassageasitisreadonthetape.

usingexerciseiintheworkbookoflesson14,checkthestudents''''reading.thestudentsaskandanswerinpairs.

vi.acting

dividethestudentsintosmallgroups.changethispassageintoaplay,askthemtoactoutthisplay.oneofthemplaysthepartofanarrator,theothersplaymrgreen,mrsgreen,jim,theconductor,andfruitshopassistant.

vii.workbook

doexercise3inclass.havethestudentsreadthesentencesandtranslatethemintochinese,checkwiththewholeclass.

forexercise2,itcanbeworkedashomework.

answersforexercise2:by,enjoyable,by,took,bus,lively,comfortable,watching,scenery,offer,magazines,nearby,practised,trip/journey,tired.

viii.summary

exercisesinclass

rewritethefollowingsentences

1.shewillhaveatrainridetohangzhou.(shesays…)

2.classfivewillhaveafootballmatchwithclasssix.(theteachersays…)

3.thestationisverycrowded.(hesaid…)

4.ayoungmanisspeakinginenglish.(jimsaid…)

5.thetrainisquitecomfortable.(jimthought…)

6.therearen’ttoomanypeopleintheirsleepingcar.(jimtoldme…)

ix.homework

外语教案范文篇10

1.单词和词组

asthough好像handin上交

humannature人性inform通知relationship关系sex性别

suit适合suit...to使适合prevent防止feeling感觉;感情

chairman主席socialist社会主义的

2.日常交际用语：

areyou/willyoubefreeonmonday/tomorrow?

howabouttomorrowmorning/afternoon?

shallwemeetat4:30at...?

allright.seeyouthen.

yes,i’m/i’llbefreethen.

yes,that’sallright.

no,iwon’tbefreethen,buti’llbefreeat....

3.语法：

复习十九至二十三单元的语法项目。

重点难点讲解

1.manyyoungpeopleendupinajobtowhichtheyarenotsuited.

许多年轻人最后还是干了一件不适合他们的工作。

(1)endup最后(做某事)，终于(成为……)这个短语通常含有“最终结局不好”的意思。例：

heendedup(as)theofficerofthatcompany.他最终成为那家公司的职员。

theenemyendedupindefeat.敌人最终失败了。

(2)besuitedto n.(-ing形式)适合，适宜于。

hisspeechissuitedtoaudience.他演讲的内容合符合听众的口味。

heissuitedto(for)teaching.他适合教书。

2.first,itisimportanttorecognizewhatkindofpersonyouareandwhichspecialqualitiesmakeyoudifferentfromeveryoneelse.

首先，重要的是你得认识自己是什么样的人，你具备怎样的特殊品质，使你不同于其他任何人。

(1)whatkindof是对表示性质、特征的人或事提问的句式。

—whatkindofpersonareyou?

—i’mcleverone(不能回答i’mclever.).

—whatareyoulike?

—i’mclever.(不能回答i’macleverperson.)

whatkindof结构中其名词通常不用冠词，也不用复数。

(2)else做为代词，只能用作后置定语，常用来修饰不定代词、疑问代词或疑问副词。

whoelseaskedformethismorning?今天上午还有谁找过我?

nobodyelseinourclassisclevererthanhe.在我们班上没有其他人比他聪明。

whereelsehaveyoueverbeento?你还去过什么地方?

3.thinkoftimewhenyouwerehappiest.whatwereyoudoing?

想一想你过去什么时候最快活。当时你在干什么?

该句中做表语的happiest前面没有冠词the。

通常形容词最高级前要加定冠词。但当最高级是主语自身比较(而没有与其他的人或物相比较)，最高级前通常不用冠词。例：

i’mbusiestinthemorning.我早上最忙。

thestarsarebrightestwhenthereisnomoon.当没有月光时星星最亮。

4.notethatitisnotenoughtosaytoyourself,“ienjoyworkingwithpeople.”

注意：如果你回答“我喜欢同工人们一起工作”，这是不够的。

note在此是动词，意思是“注意，注目，留意到”。

notethat…作为句型是“注意……”。

pleasenotethatthebookmustbereturnedwithinaweek.请注意这本书必须在一周内归还。

notehowheswims.注意看他如何游泳。

5.itsoundsasthoughyouhaveplentyofbothofthesealready.

……从来信看这两方面(兴趣和能力)你似乎都已具备了。

itsoundsasthough/if…“听起来似乎……”。

asthough引导的是表语从句。常用于类似结构的还有：seem/look/feel asif(though)。

注意：appear通常不能接asif从句。

itseemsasifhehaspassedthetest.他看起来好象通过了这次测试。

hefeelsasifheistired.他觉得好象累了。

6.youcanpointoutthatflorencenightingaleopenedupnursingandthatmadamecurieopenedupsciencetowomen.

你可以指出，弗洛伦斯.南丁格尔开创了护理工作，居里夫人为妇女学理科开辟了道路。

(1)该句pointout之后接了两个宾语从句，由and连接，要特别指出第二个that绝不能省掉，省掉后逻辑关系不清。

(2)openup意思是“开辟”，“开拓”，如：

thisnewmeanshasopeneduptheforbiddenzoneofthisfield.这新方法打开了这个领域的禁区。

afewpeasantsdecidedtoopenupthewasteland.几个农民决定开发这块荒地。

单元检测

一、单项填空

1.iwasveryfrightenedwhenisawher____closebysomepolice.

a.followingb.followedc.wasfollowedd.wasfollowing

2.---victorcertainlytalksalot.

---yes.she’sneverinterestedinwhat____says.

a.someoneelseb.anyoneelsec.somebodyd.anybody

3.---whendidyougettoknowaboutit?

---ihadnoideaaboutit____hetoldme.

a.untilb.unlessc.whend.ifnot

4.---doyourememberthetimewe____witheachotherlastyear?

---sure.atthattimeyou____inashop.

a.meet,hadworkedb.met,wereworking

c.meet,haveworkedd.weremeeting,worked

5.---whathappenedtojane?

---shehadherdress____onanail.

a.caughtb.seizedc.fittedd.fixed

6.---let’sgoout____tohavea

---agoodidea.

a.nowhereb.somewherec.everywhered.where

7.____hewent,hewouldtakehisumbrellawithhim.

a.whereverb.wherec.howeverd.how

8.ithoughtherhonestanddependable____imether.

a.forthefirsttimeb.everytimewhen

c.bythefirsttimed.thefirsttime

9.theclockstopped.nomatterhowharditriedicouldn’tgetit____again.

a.wentb.gonec.god.going

10.hedoesn’thaveanyenemies____doeshewishtohave.

a.andb.orc.nord.but

11.youwon’tbeworried____youmakeacorrectdecision.

a.sinceb.thoughc.solongasd.evenif

12.therearesomanypapershere.ifyou____afireyou’ll____thehouseonfire.

a.make,giveb.make,setc.set,maked.give,set

13.theslaveownertreatedtheblackpeoplesobadlythatsomeofthemtriedto____.

a.getawayb.gooutc.turndownd.putoff

14.itlooksasiftherainwillcontinueforsometime,butitmay____beforedark.

a.clearawayb.clearupc.turnupd.turnaway

15.neitherthemanagernortheassistants____thiskindofproblembefore.

a.havemetb.hasmetc.aremeetingd.ismeeting

二、完形填空：

theycalledhimthefool.hisnamewassuchinsky,apeasantonthepolish-ukrainianborder.

in1941,whenhitler''''sarmyoverrunthevillage,hedugacavewithhishands1hisfarmhouseand2afamilytherefortwoyears.theywerenamedzeiger.oncewhensuchinskylearnedthenazisweregoingtosearchthefarmwithdogs3tofindpeople,hestayedallnight4wastefromouthousestothrowoffthescent.thegermanscame,buttheyneverfoundthezeigers.

aftertheywere5in1944,thezeigerswenttoamerica.overtheyearsthey6sentpackageoffoodandclothingtosuchinsky.ashecouldneitherreadnorwritehe7forthegiftswithaflowerdrawntothezeigers.butinthelate1950''''sthethanksstopped.whenzeigersasked,theofficialstoldthemtherewasnosuchinsky.81987didoneofthesons,shelleyzeiger,nowasuccessfulnewjerseybusinessman,learnedthe9.suchinskyhadbecomeseriously10,andwasmovedtoanearbytown,whereacousinnursedhimbackto11.

theninoctober1987,whilezeigerwas12abusinesstripinmoscow,hesentanotetosuchinsky,who13throughfriendswithaone-line14:"youhavenoideaofthe15ihavetoseeyou."

thezeigersreturnedtothevillageforthe16timeinforty-fouryears.thepeopleofthevillage17thestreetscarryingflowers.

"youcouldseeintheirfaces,"zeigercalledup,"thatnowsuchinsky,thefool,wasahero,theoneamongthemwhohaddonewhatwas18.whatmattersmostisthatwhenyoudogood,19willcomebacktoyou.whenyoudogoodyouwillnotbeforgotten.wecannever20himfully."

1.a.besideb.beyondc.underd.above

2.a.placedb.hidc.setoutd.kepton

3.a.trainedb.watchedc.plannedd.invited

4.a.throwingb.sweepingc.spreadingd.laying

5.a.setb.shutc.lastedd.liberated

6.a.regularlyb.politelyc.certainlyd.secretly

7.a.lookedb.answeredc.thankedd.cared

8.a.eveninb.onlyafterc.neverind.asfor

9.a.excuseb.ideac.reasond.discovery

10.a.illb.deafc.busyd.nervous

11.a.healthb.deathc.strengthd.wealth

12.a.forb.inc.ond.around

13.a.sentb.answeredc.askedd.proved

14.a.informationb.messagec.articled.news

15.a.pressureb.thoughtc.longingd.suffering

16.a.firstb.secondc.lastd.final

17.a.stoodb.surroundedc.linedd.rowed

18.a.famousb.bravec.strictd.right

19.a.godb.goodc.badd.danger

20.a.praiseb.thankc.repayd.respect

三、阅读理解：

beforejohannguttenburgdevelopedtheprintingpressin1437,newstraveledby

wordofmouth.thismeantthatinformationwasslowtoreachthepublicandthatdetailschangedasnewsspreadfromonepersontothenext.printedmatter,suchasnewspapers,madeitpossibleforinformationtobegatheredinacentralofficeandfornewstobewrittenmoreaccurately(准确).in1844samuelmorsemadeasystemofsendingcodedmessagesthroughelectricwiresperfect,foundinganearlyformoflong-distancecommunication.theworkofcommunicationswasdevelopedin1858throughtheworkofjuliusvonreuter,whomadenewspapersreachdifferentcountriesbytelegraphing.witheachofthesedevelopments,thepublicwonderedattheclevernessofthecommunicationspioneersandasked,“whatwilltheythinkofnext?”

“they”thoughtofplenty.alexandergrahambellhadtheideaofpassingspeechbyelectricalimpulsesandinventedthefirsttelephonein1876.theinventionofthe“wireless”byguglielmomarconiin1895madethewayformodern-dayradiotransmission.v.k.zworykinworkedononeofthefirsttelevisionsin1928.

communicationsreachednewheightswhentelevisionsweremassproducedinthe1950s.in1962thefirstcommunicationsatellite,madepeopleseelivebroadcastfromanywhereintheworld.undergroundandunderwatercablesalsosendonprogramsfromoneareatoanother.telecommunicationsandcomputernetworkingareofbigadvancesofourtimesandmeanevengreaterdevelopmentstocome.

1.themainideaofthepassageis____.

a.itisnoteasytousemodernwaysofcommunication

b.somanypeoplemadeachievementsindevelopingthemeansofcommunication

c.themeansofcommunicationhavegonethroughmanystagesbeforetheyareperfected

d.thedevelopmentofhistoryhaslastedsuchalongtime

2.inthe1950s____.

a.wirelesstelephonesbegantobeused

b.televisoncameintobeing

c.televisionswereproducedinlargenumbers

d.moderncommunicationreachedthehighestpoint

3.whichofthefollowingistrueaccordingtothepassage?

a.thefirstword“they”inthesecondparagraphreferstoscientists.

b.alexandergrahambellgavethefirstspeechin1876.

c.theprintingpresswasperfectedinthefourteenthcentury.

d.sincemanymeansofcommunicationhavebeendeveloped,agreatnumberofpeopleneedn’treadnewspaper

4.thebeginningofthelong-distancecommunicationwas____.

a.sendingmessagesbywordofmouth

b.whenpeopleseeprogrammesatthetimeofperformances

c.intheninteenthcentury

d.whenthe“wireless”wasinvented

5.telecommunicationsandcomputernetworking____.

a.meantherewillbegreaterdevelopement

b.showthe20thcentury’smeansarethemostperfect

c.meanmodernsocietyhasdevelopedfromoneareatoanother

d.showpeople’slifecanbebetterandbetter

四、短文改错

thebooksforstudentsatalllevels,from1.______

beginnerstotheadvanced.eachbookhave15to2.______

20light-heartedstorieswithexercisesfollowed3.______

eachstory.thesebooksareaimedatmeetthe4.______

needsofchinastudents.thevocabularylevelsare5.______

controlledbecausestudentscanprogresseasily6.______

throughthebooks.besides,eachstoryhasnew7.______

wordsaremarkedinthebodyofthetextand8.______

thenpresentedinabox.eachonenewwordin9.______

theboxhasthepronunciation,aswellachinese10.______

translation.

答案

一、1-5bbaba6-10baddc11-15cbaba

二、1-5cbacd6-10accca11-15acbbc16-20acdbc

三、1-5ccaca

四、

t

hebooksforstudentsatalllevels,from1.are

beginnerstotheadvanced.eachbookhave15to2.has

20light-heartedstorieswithexercisesfollowed3.following

eachstory.thesebooksareaimedatmeetthe4.meeting

needsofchinastudents.thevocabularylevelsare5.chinese

controlledbecausestudentscanprogresseasily6.so

throughthebooks.besides,eachstoryhasnew7.对

wordsaremarkedinthebodyofthetextand8.that/which

thenpresentedinabox.eachonenewwordin9.去掉one

theboxhasthepronunciation,aswellachinese10.as

translation.

解析

单项填空

2.voctor自己侃侃而谈，从不关心别人说什么，要表示别人就一定要加else，因为anybody是包括她自己在内的;别人并不是指某一特定的人，所以someoneelse也不对。

3.否定句加until，表示“直到…才”。

5.catchonanail的意思是“被钉子挂住了”。

7.本句句意是“无论他到哪儿…”，只有wherever可以表达这个意思。

8.本句有两个分句，两句之间需要连词连接，a、c是介词词组，不能连接句子;everytime后面不用加when;thefirsttime在此相当于连词。

10.后面的句子是倒装句，选项中只有nor能引导倒装句。

15.用neither...nor连接主语，谓语动词要与最近的主语---assistants一致。

完型填空

3.狗经过训练可以用来找人，trained过去分词作形容词用，来修饰dogs。

4.当我们要掩盖气味时，只有撒一些东西--spread;而不是“扔”或“放”。

8.此句是倒装句，a、d不能引导倒装句，它们的意义也不对;b、c可以引导倒装句，但c的意义正好相反，只有b的意义合适。

15.ihave是定语从句，修饰这个名词，他当然一直盼望见到thezeigers，longing在此是“盼望”的意思。