仁爱版英语教案

第第页仁爱版英语教案教案是教师根据课程教学大纲或实践教学大纲和教材内容,针对不同层次,不同专业学生,就每一个知识点或知识群,结合学生实际而进行思考设计,周密地组织,指导学生学习活动而编写的具体教学方案.那么具体应该如何写呢?下面是给大家整理的仁爱版英语教案范文5篇，希望对大家能有所帮助!

仁爱版英语教案范文1

Unit1TheDevelopingWorldTopic1Ourcountryhasdevelopedrapidly.SectionAThemainactivitiesare1aand2.本课重点活动是1a和2。

Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandusefulexpressions:cruel,proper,bytheway,bell,chairwoman,yet,grandson2.Learnthepresentperfecttense:Youhavejustcomebackfromyourhometown.Wherehaveyoubeen,Jane?IhavebeentoMountHuangwithmyparents.Bytheway,where’sMaria?ShehasgonetoCubatobeavolunteer…3.Learnsomefunctionalsentences:Ifeltsorryforthem.Theregoesthebell.Ⅱ.Teachingaids教具录音机/童工图片/小黑板/多媒体图片或幻灯片/学生的旅游纪念照Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:12分钟)(通过教师询问暑期活动，导入话题，呈现现在完成时和部分生词。)T:Listen!Thebellisringing.Let’sbeginourclass!(老师解释Thebellisringing等于Theregoesthebell，板书bell，要求学生掌握)bellNicetoseeyouagain.Didyouenjoyyoursummerholidays?Ss:Yes.T:(问其中一学生)Hi,LiXueqing,wheredidyougoduringyoursummerholiday?S1:Iwenttomygrandparents’home.T:Whatdidyoudothere?S1:Iwentfishing,swimmingandsoon.T:WangXue,wheredidyougo?S2:IwenttoWestLakewithmyfather.T:Wow!WestLakeisabeautifulplace.Whatdidyoudothere?S2:Ienjoyedthebeautifulscenery,tookphotosandboughtmanybeautifulcards.T:LiYang,whataboutyou?S3:Ihadtostayathometohelpmymotherwiththehousework.T:Oh.Ifeelgladforwhatyoudid,andIthinkyou’reagoodgirl.You’rehelpful.S4,didyougotosummerclasses?S4:Yes.Idid.IwenttoanEnglishtrainingschooltoimprovemyEnglish.IthinktheEnglishtrainingschoolisaniceplaceformetoimprovemyEnglish.T:TheEnglishtrainingschoolisaproperplacetoimproveyourEnglish.(板书生词，请学生猜汉语意思并领读，要求掌握。)properStep2Presentation第二步呈现(时间:12分钟)1.(创设对话情境。Mr.Smith组织Class2去野营。在校门口集合时发现Jim没来。对话呈现have/hasgoneto…，完成2。)Smith:Hello!Everyone.Areweallhere?Ss:No,Jimisn’there.Smith:Doyouknowwhereheis?(教师帮助学生用hasgoneto和volunteer回答。)Ss:Yes.HehasgonetoBeijingtobeavolunteerfortheOlympics.(板书volunteer，让学生猜出意思。然后板书have/hasgoneto，解释并稍加操练。)volunteerhave/hasgoneto…(星期一Jim返回学校，Mr.Smith和Jim展开对话，呈现have/hasbeento…)Jim:Goodmorning,Mr.Smith.Smith:Goodmorning,Jim.YouhavejustcomebackfromBeijing.Howwasyourtrip?Jim:Cool!AndIhavebeentomanyplacesofinterest.(教师可用简笔画呈现have/hasbeento和have/hasgoneto，并讲解它们的区别。)Hehasbeentoschool.Hehasgonetoschool.2.T:Mr.Smithandhisclasshadagoodtime.Bytheway,doyouknowwhatRita,JaneandKangkangdidduringtheholiday?(板书bytheway，要求学生掌握)bythewayT:Now,listento1a.Kangkangandhisfriendsaretalkingabouttheirdifferentexperiencesduringtheirholidays.Payattentiontowhattheyhavedone.(播放1a录音，注意文中主人公在暑假中的活动。)T:From1a,weknowsomeonehasjustcomebackfromIndia.Whoisshe,SallyorRita?(教师加重语气读hasjustcomeback。)S1:Rita.(学生若有疑问或答错，可再播放一遍录音。)T:Yes.Youhavetherightanswer.RitahasbeentoherhometowninIndiainhersummerholiday.ButnowsheisinChina.WecansayshehasbeentoIndia.WherehasJanebeen?S2:MountHuang.(教师引导学生用现在完成时表达。)T:Yes.ShehasbeentoMountHuang.WherehasKangkangbeen?S3:HehasbeentoanEnglishtrainingschool.3.(重放课文1a录音，核对答案，板书并领读生词cruel，要求学生掌握。)T:Listentothetapeagain.Andthentalkaboutwhattheyhavedone.(多媒体展示康康、简、丽塔和玛丽亚的图像和hasbeento。让学生再听一遍对话，教师引导学生用现在完成时说出四人分别在暑假中的活动。)S4:Kangkanghasbeento…Ritahasbeento…Janehasbeento……(教师展示印度童工图画。)T:Theyareasoldasyou.Whatweretheydoing?S4:Theywereworking.Theylookedsotiredandthin.T:RitasawthemworkingforacruelbossinherhometowninIndia.Theycouldn’tgotoschool.Theylivedapoorlife.Ifeltsorryforthem.(板书cruel，要求学生掌握)cruelStep3Consolidation第三步巩固(时间:10分钟)1.T:Now,openyourbooks.Pleaseread1a.Andthenfillinthechartin1b,accordingto1a.(学生读对话，也可以三人小组分角色读对话，教师巡视纠正学生发音。)(学生独立完成1b的表格。教师检查学生所填内容，然后学生口头汇报，巩固现在完成时have/hasbeento这一基本句型。)2.T:KangkanghasbeentoanEnglishtrainingschooltoimprovehisEnglish.RitahasbeentoIndia.Whataboutyou?Wherehaveyoubeen?Andwhatdidyoudo?Pleaseworkingroupstotalkaboutyoursummerholidays.(学生三人一组进行问答。)T:Whowilltrytoactitoutinfrontofclass?(挑几组学生进行表演，并对学生进行适时指导和鼓励。)Forexample:S1:IhavebeentoWestLake.S2:(指S1问S3)Wherehashe/shebeen?S3:He/ShehasbeentoWestLake.S2:(问S1)Whatdidyoudothere?S1:Iwentboatingonthelake.S2:(指S1问S3)Whatdidhe/shedothere?S3:He/Shewentboatingthere.(教师引导学生区别一般过去时与现在完成时。)Step4Practice第四步练习(时间:6分钟)1.(教师让学生两人一组，每人拿出提前准备好的照片或图片，操练现在完成时，并注意区别一般过去时和现在完成时，完成1c。)A:Hi,B.Wherehaveyoubeen?B:IhavebeentoShanghai.A:Whendidyougothere?B:Iwenttherethissummerholiday.…C:Hi,D.WherehasLucygone?D:ShehasgonetoMountTai.C:Whydidshegothere?D:Becauseshewantedtoseethesunrisethere.…2.(根据呈现的have/hasbeento…和have/hasgoneto…，完成2。小组完成后可讨论答案，然后教师核对。在处理2时，讲解并要学生掌握chairwoman,yet和grandson，板书并领读。)3.(缤纷小赛场。出示幻灯片或小黑板。)(1)Myteachergaveusthepanswer.(首字母填空)(2)Ialsowanttobeavforthe2008Olympics.(首字母填空)(3)These(chairwoman)can’tagreewitheachother.(适当形式填空)(4)—Hi,Michael.Howwasyourholiday?—Wonderful!BecauseItomanyfamousmountains.(单项选择)A.wentB.havebeenC.havegoneD.hasgone(5)—Where’sJane,Maria?—Sheherhometowntoseehergrandparents.(单项选择)A.returntoB.hasgonetoC.hasbeentoD.havegonetoStep5Project第五步综合探究活动(时间:5分钟)1.(教师制作关于暑假活动的表格，让学生相互调查完成表格。)NameWherehashe/shebeen?Whatdidhe/shedo?……2.Homework:Writeasurveyreport.(课后根据本课内容，用过去式和现在完成时写一份暑假调查报告。内容包括：1.去了什么地方?2.做了什么事?)板书设计：Ourcountryhasdevelopedrapidly.SectionAproperbythewayHowwasyourtrip?volunteersee…doing—Wherehaveyoubeen,Jane?Theregoesthebell.—Ihavebeento…—Where’sJane?—Shehasgoneto…SectionBThemainactivitiesare1a,1band2a.本课重点活动是1a,1b和2a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandexpressions:social,learn…from…,shut,dig,granny,describe,indetail,education,develop,development2.Learnthepresentperfecttenseandusefulsentences:Haveyoueverfedthedisabledchildren?Yes,Ihave./No,Ihaven’t.HasAnnever…?Yes,shehas./No,shehasn’t.ThoughIhadnotimetotravel,…Isthatso?3.LearnaboutthedifferencesbetweentheChineseteenagers’livesinthepastandatpresent.Ⅱ.Teachingaids教具录音机/幻灯片/残疾儿童的照片/小黑板/《三毛流浪记》和《家有儿女》影片片断Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:8分钟)1.(通过师生问答复习现在完成时。)T:Hi,Class.Let’splaythegame“QuickResponse”.T:Wherehaveyoubeen,S1?S1:IhavebeentoHongKong,andIhaveboughtmanythings....T:WherehasS2gone?S3:He/ShehasgonetoMr.Lee’soffice.2.(教师出示一张吉姆的旅游照片，介绍他的假期经历，导入并教授生词。)T:DoyouwanttoknowwhereJimhasbeenduringhissummerholiday?Ss:Yes.T:It’saphotoofhim.Letmedescribeitforyou.(板书)describeT:HehasbeentoBeijingwithhisparents,grannyandlittlesister.(板书)grannyT:Hislittlesisterwentthereforfurthereducation.Herdreamistostudyabroad.Ihopeherdreamwillcometrue.Ithinksomeofyouwanttostudyabroad.AmIright?(板书)educationSs:Yes,you’reright.T:Soyoumuststudyhard.Withthedevelopmentofourcountry,mostofyouwillhaveachancetostudyabroad.(板书，学生跟读熟悉单词，快速记忆。)development,developJimalsodidsomesocialactivities.(学习social，引入disabledchildren’shome。)Step2Presentation第二步呈现(时间:10分钟)1.(老师拿出一张残疾儿童之家的图片，导入现在完成时的一般疑问句。)T:What’sthis?Ss:It’sadisabledchildren’shome.(理解单词disabled，板书并领读)disabledT:Haveyoueverbeenthere?Ss:Yes,wehave./No,wehaven’t.(引导学生去回答)T:Mariahasbeentoadisabledchildren’shome.DoyouwanttoknowwhatMariahasdonethere?Ss:Certainly.T:OK.Let’slistentothetapeandanswerthefollowingquestion.Whatdidshedotohelpthem?(听1a录音回答问题，老师核对答案。)T:DidMariahaveanytimetotravel?Ss:No,shedidn’t.Butshestillfelthappy.T:Yes.Thoughshehasnotimetotravel,shelearnedalotfromherholidayexperiences.(老师解释though引导让步状语从句，不与but连用，然后继续询问。)T:Sally,whatdidyoudotospendyourleisuretimeduringtheholiday?(板书leisure,learn…from…并要求理解)leisureSally:Iwatchedmanyfilms.T:Oh.Doyouwanttowatchfilmsnow,boysandgirls?Ss:Great.(用多媒体播放《三毛流浪记》和《家有儿女》影片片断，对比影片所反映的生活。播放2a录音前，把班级分为A和B两大组，分别记录过去和现在生活，完成2b。)

FoodClothesEducation…InthepastNowadaysT:Todayweallhaveahappylife,butinthepast,people’sliveswereveryhard.Listentothetape,andanswerthefollowingquestions.(播放2a录音，并回答下列问题。用幻灯片出示问题，让学生读问题，并放录音。)1.Didkangkang’sgrannyhaveahardlifeinthepast?2.Howdidmostchildrenspendtheirchildhoodinthepast?(板书，理解childhood)childhood2.(学生打开课本，再听2a，跟读并找出疑难点。)3.(鼓励学生说出疑难点和含有现在完成时态的句子，引导学生解释疑难点，并板书要点，理解生词support,rapidly，掌握短语indetail。)have/liveahardlifeIsthatso?indetailcan’t/couldn’taffordsth.Ourcountryhasdevelopedrapidly.givesupporttosb./givesb.supportStep3Consolidation第三步巩固(时间:12分钟)1.(分角色朗读2a，选择四组进行比赛，激发学生朗读兴趣。)2.(听录音2c填空。提高学生听力技能，进一步了解过去与现在的生活变化。)T:Listentothetapeandfillintheblanks.(播放录音2c两遍，并核对答案。若有不明白之处，再放一遍。)3.(学生两人一组，谈论过去的孩子和现在的孩子不同的生活。)T:Workinpairstotalkaboutchildren’sdifferentlivesinthepastandnowadays.Forexample:S1:Inthepast,manyfamilieswerebigandpoor.S2:Yes.Theparentscouldn’taffordtheirchildren’seducation.S1:Thechildrenhadnochancetogotoschool.S2:Someofthechildrenhadtobechildlaborers.S1:Ifeelsorryforthem.Wearesohappynowadays.S2:Nowadays,ourcountryhasdevelopedrapidly.Mostchildrencangetagoodeducation.T:Justnow,youcomparedChineseteenagers’livesinthepastwiththosenowadays.Youcanwriteanarticleaboutitafterclass.Step4Practice第四步练习(时间:10分钟)1.(出示残疾儿童的图片，指令学生运用现在完成时，针对图片进行问答练习。)(1)—Haveyouevertoldstoriestothekids?—Yes,Ihave.(2)—Haveyoueverfedthedisabledchildren?—No,Ihaven’t.(3)Ihavecleanedtheirrooms.2.(引导学生总结现在完成时的句子，结构为：have/has+动词的过去分词。然后板书几组过去分词的构成，同时告诉学生动词的不规则变化可参考书后附表，完成1b过去分词的填空部分。)cleancleanedshutshutdigdugdodid(板书并掌握生词shut和dig)shut,dig3.(用现在完成时的一般疑问句操练1b，完成1b。要注意第三人称单数的练习。例如：)A:Chatonline.B:Haveyouchattedonline/Hashechattedonline?C:Yes,Ihave./No,hehasn’t.Step5Project第五步综合探究活动(时间:5分钟)1.(让学生在课后调查自己的父母亲或爷爷奶奶童年时的生活，写一份调查报告。)T:Weknowalotaboutthedifferencesbetweenteenagers’livesinthepastandnowadays.Whatareyouropinions?Doyoucareaboutyourparents’childhood?Doyoucareaboutyourgrandparents’livesintheirchildhood?Ifso,youcanaskyourparentsoryourgrandparentssomequestions.Makeasimplesurveyreportatlast.(调查可以是关于娱乐、运动、学习、饮食、住房、穿着、健康、工作等方面的。)(板书生词teenager和nowadays，并要求理解)teenager,nowadays2.Homework:Accordingtoyoursurvey,pleasewriteanarticleaboutteenagersnowadays.(此综合探究活动既完成了课本2a部分，又综合了学生对本课内容的理解，让学生感受到世界变得越来越美好，体现了教学目标中对学生的情感教育。)(为出色完成此项作业也可鼓励学生利用多种方式获得信息。)T:It’spossibletoreadthetextofSectionBtofinishyourarticleandyourparentscanalsohelpyou.Whatelsecanyoudotogetinformation?Ss:WecansearchtheInternet.T:Excellent!Haveabreak!Ss:Thankyou.Seeyou!板书设计:Ourcountryhasdevelopedrapidly.SectionBsocial—Haveyoueverfedthedisabledchildren?describe—Yes,Ihave./No,Ihaven’t.development—HasAnnever…?ThoughIhadnotimetotravel,…—Yes,shehas./No,shehasn’t.Isthatso?WiththedevelopmentofChina,…SectionCThemainactivityis1a.本课重点活动是1a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandusefulexpressions:communication,quick,keepintouchwith,faraway,sort,rapid,progress,makeprogress,already,succeed2.Goonlearningthepresentperfecttense:(1)MygrannyhaslivedinBeijingformorethanfortyyears.(2)Beijinghasmaderapidprogress.3.Comparethelivingconditionsinthepastwiththoseatpresent.LearnthegreatchangesinChina.4.TellthestudentstocherishthelifeatpresentandstudyhardtomakeChinastronger.Ⅱ.Teachingaids教具录音机/投影仪/旧北京城的图片/新北京城的图片/自己家乡新旧变化的图片Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:10分钟)1.(检查作业。让学生在小组中交流自己的报告，然后小组推荐出一名学生向全体同学报告。师生互动，谈论父母或爷爷奶奶的童年生活。)Forexample:T:Whatdoyouthinkofyourlifeatpresent?Ss:Weliveahappylife.T:Whocantelluswhatyourgrandparents’lifewaslikeinthepast?S1:Letmetry.Mygrannyhadahardlifeduringherchildhood.Herfamilywasverybigandpoor.Herparentscouldn’taffordhereducation.S2:Mygrandpausedtobeachildlaborer…S3:…T:Verygood.Soyoushouldenjoytoday’slifeandstudyhard.2.(开展全班讨论活动，主题为“我和爷爷奶奶比童年”，复习新社会的幸福生活，感受社会进步。并逐一汇报。)S1:Wehaveabalanceddiet.S2:Wecanweardifferentkindsofclothes.S3:Wecanalsogetagoodeducation.Forexample,wehavechancestodrawpictures,playmusicalinstrumentsandreceivesomeothertraining.…Step2Presentation第二步呈现(时间:12分钟)1.(用多媒体或图片展出旧北京城和现代北京城的照片并做比较，从而引出生词。)T:Let’slookattheplacewhichKangkang’sgrannylivedin.ItwasoldBeijing.WhatwereBeijing’sroadslike?Lookattoday’sBeijing.WhatareBeijing’sroadslikenow?S1:InthepastBeijing’sroadswerenarrow.S2:ButBeijing’sroadsarewidenow.T:You’reright.Doyouknowhowtokeepintouchwithourfriendsfaraway?(板书narrow，要求理解。)narrow(板书，讲解且要求掌握。)faraway,keepintouchwithS1:WecankeepintouchwithourfriendsontheInternet.S3:Wecanalsousefaxmachines.S4:Wecanusecellphonetokeepintouchwithourfriends.T:Great.Butdoyouknowhowpeoplekeptintouchwiththeirfriendsinthepast?S1:Theyusedtowriteletters.T:Yes,good.Atthattimeifwewantedtokeepintouchwithothers,wecouldalsosendtelegrams.OK,weknow,inthepastwecouldwriteletters,andsendtelegramstokeepintouchwithourfriends.Butnowadayswecanusemanysortsofcommunicationsmethods,suchastelephones,cellphones,faxmachines,theInternetandsoon.(板书telegram,fax，要求理解。板书sort和communication，要求掌握。)fax,telegram,sort,communicationT:Inthepastthecommunicationswereslow,buttoday’scommunicationsareveryquick.Sowecansay,Chinahasmaderapidprogress.(板书，掌握生词quick,rapid,progress)quick,rapid,progress2.(学生打开书，快速阅读1a，完成1b，找出每段的中心句。)T:Openyourbooks,read1aquicklyandfindoutthemainideasoffourparagraphs.(1)Kangkang’sgrannyhasseenthechangesinBeijingherself.(2)Inthe1960s,thelivingconditionsinthecitywerepoor.(3)Chinahasdevelopedrapidlysince1978.(4)Itisimportanttorememberthepast,liveinthepresentanddreamaboutthefuture.3.(仔细阅读1a,并回答下列问题,提高阅读理解能力,用幻灯片出示问题。)(1)HowaboutBeijing’sroadsinthepast?(2)Couldmostfamiliesgetenoughfoodinthepast?(3)Whydidn’tthechildrenhaveachancetogotoschool?(4)Whataboutpeople’slivesnowadaysinBeijing?(教师核对答案,并加以纠正。)4.(学生跟读课文录音,找出文中的疑难点,并分组讨论。对大部分学生不能理解的难点，教师给以板书并讲解。)see…oneselfnarrow(要求理解)so…that…relativefarawaynotonly…butalso…alreadyChinahasdevelopedrapidlysince1978.Step3Consolidation第三步巩固(时间:12分钟)(让学生再次阅读。两人一组填表格,加深对北京今昔变化的了解。)(用投影仪出示表格。)InthepastNowadaysRoadsHousesCommunicationsLivingconditionsStep4Practice第四步练习(时间:8分钟)1.(再次呈现新旧北京城的图片,参照上一步的表格，师生互动,完成1c。)T:WhatwereBeijing’sroadslikeinthepast?S:Beijing’sroadswerenarrow.T:WhathashappenedtoBeijing’sroadsnowadays?S:Beijing’sroadshavechanged.Theyarewiderthanbefore.Therearemoreringroads.T:WhatwillBeijing’sroadsbelikeinthefuture?S:IthinkBeijing’sroadswillbethewidestintheworldinthefuture.2.(分组活动以采访的形式二人一组,其中一个扮演记者，另一个扮演居住在北京多年的老人，对北京的变化做一个采访，从而提高同学们的口语表达能力，培养热爱生活热爱社会的情感。R=Reporter，M=Man)R:Hello!Howdoyoudo?M:Howdoyoudo?R:MayIaskyousomequestions?M:Ofcourse.Goahead.R:HowlonghaveyoulivedinBeijing?M:Ihavelivedhereformorethanthirtyyears.R:Oh.Canyoudescribetheroads,housesandlivingconditionsofBeijinginthepast?M:OK.IwasborninoldBeijing.Atthattime,Beijing’sroadswerenarrowandcrowded.Myhousewassmallanddarkandthelivingconditionswerehard.Insummer,itwasveryhotandinwinteritwasverycold.Howhardthelifewas!ButnowyoucanseeBeijing’sroadsarewiderandwider.Iliveinatallandbrightbuildingandmylivingconditionsarecomfortable.Howhappythelifeis!R:Thankyou.(找尽可能多的学生做采访，比一比哪个组更好。)Step5Project第五步综合探究活动(时间:3分钟)(让学生们搜集关于所住的城镇的旧照片，并与现在的城镇作比较，写一篇调查报告。教育学生热爱自己的家乡，为家乡拥有更美好的未来而努力。完成2。)Homework:Writeapassageon“Changesinmyhometown”.Eightywordsatleast.板书设计：Ourcountryhasdevelopedrapidly.SectionCsee…oneselfkeepintouchwithfarawayChinahasdevelopedrapidlysince1978.happentosb./sth.SectionDThemainactivitiesare1and4.本课重点活动是1和4。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandusefulexpressions:rope,war,note,composition,consider,drawup,tool,thanksto2.Reviewthepresentperfecttense.3.FeelandwritedownthechangesofChina.Ⅱ.Teachingaids教具2中的图片/录音机/小黑板/几张新旧环境对照图Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:12分钟)1.(检查上节课综合探究活动成果——描述你家乡的变化，要求学生交换描述，并选几名学生在全班同学面前进行描述。)T:Wehaveknownthechangesaroundus.Let’stalkaboutthemtogether.(教师引导学生一起讲述一些中国生活条件的变化。)(1)Theroadsinthepastwerenarrowanddirty.Nowtherearemanycleanandwideringroadsinthecities.(2)Wehavebighousestolivein.Theyareverycomfortable.(3)Wehavedifferentkindsoffoodtoeatandfashionableclothestowear.(4)Wecanusecomputers,telephones,andfaxmachinestomakeourcommunicationsfasterandeasier.(教师可用提示性的单词如road,house,food等让学生一起来讲述。)2.(教师拿出课本2中的图片，复习现在完成时一般疑问句，学习部分生词，完成2。)T:Thankstothegovernment’sefforts,people’slivingconditionshavechangedalot,especiallytheleisureactivities.Canyousaysomeleisureactivitieswhichtheyoftenhadinthepast?Ss:Watchingamovieintheopenair/Jumpingrope/Playingtugofwar/Playinghideandseek.(板书生词，要求掌握rope,war。)thanksto,rope,playingtugofwar,hideandseekT:Haveyoueverplayedanyofthem?Ss:Yes,wehave.T:Haveyoueverwatchedamovieintheopenair?Ss:No,wehaven’t.…Step2Presentation第二步呈现(时间:8分钟)1.(老师继续利用2中图片对话，引出1听力内容。)T:Ithinktheseleisureactivitiesmakeyourlivesinteresting.Whatelsehaveyoudoneexcepttheseleisureactivities?Ss:WehavejoinedanorganizationtohelptheoldintheCommunityServices.(板书单词organization，要求理解。)organizationT:Youaresohelpful.Ourmaincharacterin1alsojoinedthesameorganization.Let’slistentothetape.2.(播放1录音。班级学生分为四人一组，推选一人代表本组参加抢写赛。听完录音3分钟内首先把答案写在黑板上的组为听力组，奖幸运星一枚。)T:Beforewelistentothetape,listentotherulescarefully.Eachgroupmakeonestudentwriteyouranswersontheblackboard.Thefastestoneisthewinner,andyourgroupwillwinaluckystar.Clear?Ss:Yes.☆Group1Group2Group3…T:Group2isthewinner.Congratulations!Ss:(Claps…)Step3Consolidation第三步巩固(时间:7分钟)1.(再次播放1录音，重复所听的句子。特别注意要填入的重要信息。)T:Listenagainandpayattentiontotheimpo

仁爱版英语教案范文2

教材分析

1.本节内容就是为了进一步巩固主句为一般过去时的宾语从句，是对上一节课的巩固，并为以后的学习做了铺垫。这节课学的知识是本册书的重点之一。

学情分析

1，通过练习发现学生宾语从句并不是很懂，做起题来很蹩脚。

2，由于宾语从句是新学的语法项目，学生在日常学习中也接触，但由于在语文中并不涉及，这为英语中宾语从句的学习设置了障碍。所以学生学起来有一定的难度。

教学目标

知识与能力目标：

1，学习新单词和主句为一般过去时的宾语从句;2，继续谈论时装表演，了解各民族服装;3，通过本课学习，使学生对中国服装文化能有更深刻的了解。

过程与方法：

让学生在反复练习的基础上，能够很自然的掌握宾语从句。

情感态度和价值观：

通过対本课的学习，让学生了解民族服装文化，加强对民族服装文化的了解，增进民族感情。

教学重点和难点

主句为一般过去时的宾语从句

教学过程(本文来自优秀教育资源网斐.斐.课.件.园)

Step1.Reviewtheobjectclausesofwhichthemainclausesareinthepastsimpletense..

Step2.Leadinthenewlessonandlearnnewwords.

Step3.Presention:

1.Listentothetapeandpayattentiontothepronunciation.Read1aindifferentwaystolearnit

2.Letthestudentsanswersomequesti___.Andthenfillinblanksaccordingto1a.

Step4.Practice

LeadintoPart2andpracticetheobjectclausesofwhichthemainclausesareinthepastsimpletense.

Step5.C___olidation:

Step6.Homework:

教学环节

一，复习

二，导入三，呈现

四，练习五，巩固六，作业

复习宾语从句，然后利用宾语从句引入新课，并展示图片，学习生词，进而学习少数民族服装，处理第三部分。引入1a后，让学生反复练习宾语从句，在深入感知1a后，完成1b。导入第二部分后，进一步巩固宾语从句。

宾语从句的练习会阻力重重，对于少数民族服装的了解不是很多。

利用多媒体进行教学让学生很直观的认识民族服装，增加英语学习兴趣。

板书设计(需要一直留在黑板上主板书)

Unit8Topic3Let’sgoandwatchthefashionshow

SetionB

生词:catwalkcheongsamtraditionalminoritybackstagesignature

短语:inthecenterof;intheworldof;traditionaldress;

highfashion;minoritycostume;anotherthreemodels;asfor

句型：Iguessit’satraditionalRussiancostume.

ShesaidJaneknewalotaboutfashion.

WhatdidJaneaskthemodel?

Sheasked…

Whatdidthemodelsay?

Shesaid…

学生学习活动评价设计

在学习的过程中，只要学生积极参与，教师和学生都应给予积极的学生以积极的评价，增加学生学习英语的兴趣。

仁爱版英语教案范文3

Unit4Whydon’tyoutalktoyourparents?

SectionA1(1a-2d)

一、教学目标：

1.语言知识目标：

1)能掌握以下单词：allow,wrong,guess,deal,workout

能掌握以下句型：

①—What’swrong?

—I’mreallytriedbecauseIstudieduntilmidnightlastnight.

②Youcouldgivehimatickettoaballgame.

③Ithinkyoushouldaskyourparentsforsomemoney.

④Whydon’tyoutalktohimaboutit?

2)能了解以下语法：

(1)能够运用所学知识谈论问题和困难、提出建议并做出选择;

(2)能根据对方所提出的问题，给出一些合理的建议。

2.情感态度价值观目标：

培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。正确认识生活中的一些困难，能采用正确的方式解决生活中的问题。

二、教学重难点

1.教学重点：

1)Talkabouttheproblems.

2)Learnthenewlanguagepoints.

2.教学难点：

能根据对方所提出的问题，给出一些合理的建议。

学会表达建议的一些方式。

三、教学过程

Step1Warmingup

1.导入学生们平时在学校和生活中存在的问题。

T:What’sthematter/What’swrong?

S:Hehastoomuchhomeworktodo.

T:Doheliketodoit?

S1：No,hedoesn’t.Becausehedoesn’thaveanyfreetimetodothingshelikes.

…

Step2Talking

1.Lookattheseproblems.Doyouthinktheyareseriousornot?Ssdiscusswiththeirpartnersandgivesomeadvice.

①IhavetostudytoomuchsoIdon’tgetenoughsleep.

②IhavetoomuchhomeworksoIdon’thaveanyfreetimetodothingsIlike.

③Myparentsdon’tallowmetohangoutwithmyfriends.

④Ihavetoomanyafter-schoolclasses.

⑤Igotintoafightwithmybestfriend.

Step3Listening

1.T:TellSstoreadthesentencesin1aagain.Makesuretheyknowthemeaningofthesentences.

2.PlaytherecordingfortheSstolistenandcircletheproblemsyouhearin1a.

3.Playtherecordingagain.ChecktheanswerswiththeSs.

Step4Pairwork

1.LetSsreadtheconversationinthebox.

2.Usetheinformationin1atomakeotherconversations.

3.Letsomepairsactouttheirconversations.

e.g.A:What’swrong?

B:I’mreallytiedbecauseIstudieduntilmidnightlastnight.

A:Whydon’tyougotosleepearlierthisevening?

4.Languagepoints

1)allowv.允许;准许

allowsb.(not)todosth.(不)允许某人做某事

e.g.Myparentsdon’tallowmet