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樹英語教案優質7篇

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教案可以幫助教師在教學中注重培養學生的關鍵態度和價值觀，以達到教學的重點目標，教案是教師根據學生的學習進度，調整教學難度，以下是本站小編精心爲您推薦的樹英語教案優質7篇，供大家參考。

樹英語教案篇1

1、複習鞏固上節課學習的課堂用語以及句型和新單詞。

2、學習書中內容並填空。

教師讓學生翻開書本第一頁齊讀一遍，鼓勵學生進行角色扮演。

3、找學生出來表演，讓一個男學生(扮演ken)和一個女學生(扮演ann，可用自己的名字)在講臺前作自我介紹的表演。完成後繼續讓其他的同學出來表演。最後把learntosay填空。

4、課堂活動

通過學習句型，對學生進行禮貌教育，使新同學之間互相認識。

(1)把全班同學分成若干組，各組按順序到相鄰的下一組一對一對地自我介紹。

(2)開火車練習句型，看看哪一組最快最好地把句型背出來,

獎勵一支小紅旗。

5、同桌之間互相檢查對方是否已熟練掌握新句型(互相背誦)。

6、佈置作業：背誦hello和learntosay的內容。

樹英語教案篇2

unit1hello

教學目標與要求：

1、能聽懂，會說hello./bye./bye.i’m?what’syourname?myname’s?並能夠在實際情景中進行運用。

2、能夠聽說,認讀crayon,pencil,pen,eraser,ruler,pencilbox,book,bag.並能用英語介紹文具。

3、能聽懂所接觸的指示語，並能按照指令做出相應的動作。

a部分

第一課時

一、教學內容與分析

1、let’stalk

本部分主要是會話學習。通過見面打招呼，自我介紹等情景，讓學生在模仿、學習、表演的基礎上逐步達到自然交流與真實運用的目的。

2、let’splay

本部分讓學生在遊戲活動中熟練運用所學問候語及自我介紹用語。

3、let’ssing

本部分主要通過學生學唱abcsong，讓學生初步接觸字母的發音，激發他們對英語學習的興趣，從而逐步培養學生的語音，語調。

4、let’sfindout

通過找字母，讓學生了解字母。

二、課前準備

1、將教師用書後所附的本套教材主要人物的圖片複印或剪下，塗色後製成頭飾。

2、爲班上學生準備出男女生常用的英文名字。

3、爲let’splay中的遊戲準備相應的道具。

三、教學步驟

?一】熱身（warm-up）

不妨請學生說說他們在現實生活中已經瞭解的英語詞彙或日常用語。同時可利用我們生活中學生已經會說或較熟知的詞彙如tv，cd，vcd，dvd，ok！hi!yeah!bye!cool!wow!e-mail,cartoon等等來激發學生想學英語的.興趣和願望。

?二】新課展示（presentation）

新課展示一：

教師播放本課的歌曲“hello”的錄音，自然引出師生之間的打招呼。

（1）通過教師的自我介紹自然引出hello,i’m?/hi,i’m?

（2）教師可戴上sarah的頭飾介紹hello!i’msarah.並用同樣方式介紹其他人物。

（3）讓學生到講臺上來，戴上sarah,chenjie,mike的頭飾說：hello!i’m?

（4）教師戴上wuyifan的頭飾說hi!i’mwuyifan.並與戴sarah頭飾的學生相互問好，並有意在分手時說goodbye.

（5）聽錄音來展示let’stalk部分的教學內容。

?三】趣味操練（practice）

趣味操練一：

（1）請戴着wuyifan,chenjie,sarah,mike頭飾的學生站在講臺前，另選一同學用眼罩矇住眼睛，讓sarah等四位同學中的一個說hello,讓矇住眼睛的同學猜。如果猜中，要說yes,i’m?如果猜錯，要說no,

i’m?猜對得一分。

（2）表演a部分對話，教師應指導學生注意語音，語調，特別是i’m的發音，應爲/aim/不能讀成/em/.

（3）玩let’splay中的遊戲“擊鼓傳花”。

新課展示二：

教師播放let’ssing兩遍，學生邊聽邊跟唱，讓能力強的學生唱一遍，教師適當進行獎勵或表揚。

教師領唱，學生跟唱，全體同學一起唱。分小組唱，對於唱得好的小組進行表揚。

趣味操練二：

（1）請學生在限定時間內找出在小村莊裏出現的字母，對於找得又快又好的的學生要加以獎勵，有能力的學生讓他們讀出這些字母。

（2）教師和學生一起校對。

（3）讓學生跟隨錄音一起學唱歌曲abcsong.

?四】課堂評價（assessment）

要用hello!/hi!打招呼並作自我介紹。

?五】課外活動（add-activities）

（1）聽錄音，仿讀會話，並在實際情景中運用所學內容。

（2）遇到老師、同學和家長時要用hello!/hi!打招呼；分手時要用goodbye./bye-bye.道別。

第二課時

一、教學內容與分析

’slearn

本部分主要學習4個有關文具的詞彙：pencil,ruler,eraser和crayon.

’schant

本部分通過ihaveaan?的歌謠，練習並運用以上單詞。

二、課前準備

教師自備與本課相應的文具（實物）和單詞卡片。

三、教學步驟

1、熱身/複習（warm-up/revision）

（1）演唱歌曲abcsong。

（2）請幾個學生戴sarah,wuyifan等人物的頭飾，兩人一組打招呼問候：

sarah!hi,wuyifan!

（3）讓學生之間互相打招呼問候（用自己的英文名字或中文名字）。

（4）將學生分組進行自我介紹。

hello,

2、新課展示（presentation）

（1）給學生出示文具實物，教新單詞pencil,ruler,crayon,eraser.教師邊教邊作示範。如pencil一詞，教師可通過實物或圖片介紹新詞，帶讀並示範，讓學生在ihaveapencil.的指令下出示鉛筆。可用同樣的方法教本課時的其他文具。（教學中，教師要特別注意crayon及eraser兩個詞的發音。對於多音節詞，教師可採取“先部分，後整體”，分音節的方法進行教學。例如教eraser一詞，教師先示範整個單詞的讀音，然後分音節請學生跟讀e-ra-ser,最後再讓學生跟讀整個詞，此時教師要注意學生把重音放在第二個音節/rei/上。）

（2）讓學生聽錄音，跟讀let’slearn部分的詞彙，並要求學生用手指着詞彙來認讀，力求做到“眼到、手到、口到、心到”。

3、趣味操練（practice）

（1）遊戲活動

a、“尋寶藏”：讓一學生面向黑板，另一學生把教師準備好的寶藏（即本課時的學習用具）藏到其他同學的書桌裏，尋寶藏的同學開始尋寶，全班學生讀該單詞，當尋寶的學生離寶藏較遠時小聲地讀，當尋寶的學生離寶藏較近時大聲地讀。b、猜物品遊戲：將crayon等文具放在一個大盒子裏，請一們同學出來選一樣文具攥在手裏放在背後（2）讓學生聽錄音，邊說邊做let’sdo部分的活動。

4、課堂評價（assessment）

做活動手冊本單元第2部分練習

5、課外活動（add-activities）

聽說、認讀新單詞pencil,pen,ruler,eraser,crayon,並能用英語介紹文具。教學反思：

樹英語教案篇3

the first period

teaching aims:

n and master the following

(1) words and phrases:

merchant, duke, masterpiece, mercy, enemy, pay back, as well as, after all

(2) everyday english:

correct me if i’m wrong, but …

one of the most important facts is …

as far as i know,…

n the students’ listening and speaking abilities

teaching important points

1. improve the students’ listening ability

2. improve the students’ speaking ability and learn some useful phrases as well as everyday english.

teaching difficult points:

to help the students get the general idea of the listening material and find the answers to the listening exercises.

to get the students to finish the task of speaking.

teaching procedures:

step i greeting and lead-in

t: good morning, everyone.

ss: good morning, ms wei.

t: sit down, please. class begin. first, please tell me if you are interested in plays, especially some of the world-famous plays.

ss: yes. (may be no.)

t: there was a great british playwright and poet in the world’s history of literature. he wrote about 37 plays and a large number of poems in his life. here’s a picture of him. do you know who he is ? (teacher shows the picture)

ss: william shakespeare

t: quite right. he lived from 1564 to 1616. he is considered to be the greatest playwright and poet of the renaissance in europe. as a playwright, he wrote tragedies, comedies, historical plays. as a poet, he wrote narrative poems and sonnets. can you follow me?

ss: yes.

t: today, we are going to learn unit merchant of venice . in the first period of this unit, we’ll learn something more about his plays as well as the merchant of venice. first, let’s learn some new words and phrases.

(teacher shows the screen and deals with them as usual.)

merchant venice bassanio portia antonio shylock pay back ducat masterpiece mercy revenge enemy as far as after all

step ii warming-up

t: well. now please open your books at page 65. look at warming up . look at the pictures and read each quotation one by one. try to understand each one of them. then tell from which plays, of which the titles are below the pictures, they come. work in pairs to prepare for a few minutes.

(a few minutes later)

t: are you ready?

ss: yes.

t: who’d like to have a try? any volunteer?

first one and the third one are from hamlet; the second one from king henry iv; the fourth one romeo and juliet; the last one troilus and cressida.

t: you did a good job. sit down, please. then what do you think these famous words mean? can you explain them in english?

ss: yes. but not clearly and exactly.

t: so, let me explain them to you. listen carefully and tell which one i am referring to . do you see my point?

ss: a little.

t: no. 1: why must you be the son of my family’s greatest enemy? refuse your family for my love.

ss: “ romeo, romeo, why are you romeo? deny your father, and refuse your name…”

t: no. 2: that is a question whether to live on in this world or to die, that is, to take action or to do nothing.

ss: to be or not to be; that is a question.

t: no. 3: it is best not to lend (money) to others and not to borrow from others. when we lend something. we risk losing both the thing we lend and the friendship with that other person.

ss: neither a borrower nor a lender be.

t: no. 4: a person who has great responsibilities, such as a king, is constantly worried and therefore doesn’t sleep soundly.

ss: uneasy lies the lead that wears a crown.

t: no.5: empty words, not real thoughts or ideas from the heart.

ss: words, words, only words, no matter from heart.

t: great. however, i still want to suggest you find these plays, from which the quotations come from, to read or watch them if you haven’t before. do you think so?

ss: yes.

t: what other plays of shakespeare do you know?

ss: twelfth night; king lear; othello…

(teacher writes them as well as those talked about just now.)

t: can you explain what they are about ? choose one of them and have a try. any volunteer?

s2; i’d like to talk about othello. othello, a dark-faced moor, serves as a capable general in venice and wins the love of a beautiful , strong-minded girl desdemona, daughter of a senator. her father objects to her secret marriage with the moor, but othello is just then much needed as commander to lead troops to a war with the turks, and so the senator’s protest is overruled by the duke and othello goes to war on the island of cyprus, accompanied by his new bride. after their arrival there, the turks have already met with destruction in a sea storm and the war is over, but one of the officers under othello hates the general for placing another man above him and therefore tries to destroy the moor’s happiness by convincing him of desdemona’s illicit relations with the man above him. ….

t: anybody else?

step iii listening

t: well done. we’ve talked much about shakespeare and his plays. next, let’s listen to the introduction to the merchant of venice, the most outstanding romantic comedy. it will tell us how the story takes place and helps us learn about the main characters in it. can you follow me?

ss: yes.

t: ok. now, please look at the listening part at page 66. first, read through the questions in exercise 1. then listen to the tape to find the answers.

(teacher allows the students a few minutes to prepare, and then plays the tape. after that, teacher checks the answers.)

step iv speaking

t: up to now, we’ve learnt much about shakespeare and his plays. can you tell me what makes his play a masterpiece, xiao a?

a: sorry, i don’t know.

t: it doesn’t matter. the idea behind the play are about problems which are still important to people of different ages in modern times.

t: can you give some examples shown in the merchant of venice?

ss: mercy versus revenge and love versus money.

t: quite right. now, please read the two situations in speaking first. then find examples for each one in modern life and work in pairs to discuss whether it is right or wrong. are you clear about that? and behind the situation , there are some useful expressions. study them first, then use them in your dialogue if possible. do you remember?

(the students begin to work. teacher goes among them to see how they are going on with the work. a few minutes later, teacher asks some pairs to act out before class.)

step v. summary and homework

t: in this class, we’ve mainly talked about shakespeare and his plays. while we were doing each task, we’ve learnt some useful expressions, such as pay back, as far as, after all. after class, i hope you can practise using them again. besides, remember to preview the reading part in this unit. so much for today. goodbye.

the second period

teaching aims:

1. learn and master the following

(1) words: weakness, greatness, judgement, gentleman, troublesome, gentle, bless, surgeon, declare, court

(2) phrases: tear up, have mercy on, offer up, be seated

2. train the students’ reading ability

3. learn to recount detail in conversation

teaching important points:

1. useful words and phrases

2. 2. improve the students’ reading ability.

teaching difficult points:

help the students understand the play exactly, especially the following sentences.

1. you might as well go stand upon the beach and argue with the sea.

2. i offer you ten times the money that antonio has borrowed.

teaching procedures:

step i greetings

step ii revision and pre-reading

t: yesterday, we learned a lot about eilliam shakespeare and his plays. who’d like to tell the titles of his four great tragedies?

ss: hamlet, othello, king lear, macbeth.

t: and he also wrote some romantic comedies. which is the most outstanding one?

ss: the merchant of venice.

t: tell the names of the main characters in the play.

ss: shylock, antonio, bassanio, duke, portia.

t: well. now look at the screen and match the people in column a with the instructions in column b.

1. antonio a. the magnifico

2. shylock b. a merchant

anio c. antonio’s friend

4. portia d. a moneylender

e. bassanio’s wife

t: after portia knows that antonio has to give shylock a pound of his flesh, she thinks up a plan to save antonio. what do you think portia will do to save antonio?

s: i think she will give shylock much more money than what antonio borrowed from him.

t: will shylock accept her money?

s: maybe. he is greedy.

t: it sounds reasonable. is there anyone who has a different opinion?

s: i think she will try to persuade shylock to show mercy to antonio.

t: will she succeed? don’t forget he is cruel and he hated antonio. who has read this play？ tell us what portia does to save antonio?

s: she pretends to be a judge and arrives at the court of the duke.

t: thank you. sit down, please. today, we’re going to read this play, the merchant of venice. after reading it, we’ll know what happened in the court. first, let’s learn some new words and expressions. read the new words on page 176.

step iii reading

t: well. now please turn to page the play quickly and find out what she does when she arrives at the court. you can begin to read it now.

(after a few minutes, teacher checks the answer.)

t: ok. everyone, i think you must have found the answer. who’d like to tell me?

s: she tries to persuade shylock to show mercy to antonio and accept the money offered by bassanio.

t: does she succeed?

s: she has to allow shylock to take his pound of flesh from antonio’s breast.

t: thank you. sit down, please. do you agree with him her?

ss: yes.

t: well done. you’ve understood it well. now please read it carefully again and further understand it. at the same time, find out all the useful phrases. a few minutes later, i’ll collect them from you.

(after a few minutes, teacher collects and writes them on the blackboard. after that, teacher deals with some language problems.)

t: look at the blackboard, please. all these phrases are important and useful. you must remember them and try to use them. do you remember?

ss: yes.

t: besides, there are some other language points which are useful but difficult to understand . i’ll explain them to you. look at the screen.

(teacher shows the screen and explains to the students.)

1. may/might as well do sth.

eg. since nobody else wants the job, we might as well let him have it.

all the pubs are closing. we may as well go home.

2. if you offered me, …, i would still take ….

(note: if=even if)

she is poor, she’s honest at least.

if the sun were to rise in the west, i would not break my word.

3. be seated

eg. he then asked me to be seated.

she seated herself on the sofa.

she saw a few people seated on the bench at the back of the sofa.

4. …how can you hope for mercy yourself when you show none/

5. (note: when=if)

eg. i’ll come when i’m needed.

she’ll be able to give you help when necessary.

6. i offer ten times the money that antonio has borrow.

eg. the new building is four times the size of the old one.

the street is three times the length of that one.

the room is twice the size of that one.

(=the room is as twice large as that one.)

7. pay back

eg. have you paid (me) back the money you owe me yet?

i’ll pay him back for the trick he played on me.

rose doesn’t know how to pay him back for his help.

step iv. listening and reading aloud

t: ok. now i’ll play the tape of the text. first, listen and follow. then, listen and repeat. meanwhile, pay attention to your pronunciation and intonation. is everything clear?

ss: yes.

(teacher begins to play the tape. a few minutes later, teacher deals with the next part.)

step v post-reading

t: now, you must have understood the play more exactly. let’s have a discussion about it please turn to page 69. look at the questions in post-reading and work in groups of four to discuss them. after a while, i’ll ask some of you to report to the rest of the class. begin to work now.

suggested answers:

1. portia allows shylock to take exactly one pound of flesh from antonio, no more, no less. she also tells shylock that he must not let one drop of his blood fall. so shylock gives in.

2. she says that shylock must give half of his money to antonio and the other half to the city of venice according to the law.

3. antonio is saved. shylock gets punished. the story has a happy ending.

step iv. language points.

1. at the mercy of

2. go down on one’s knees

3. beg…for

step v writing

t: well, we’ve read the merchant of venice. it has a happy ending. can you tell me whether it is a tragedy or a comedy?

ss: comedy.

t: why do you think it is a comedy?

ss: because the good wins, and the bad loses.

t: you are right. now, please turn to page 72 and look at the tips of getting the main point of a play.

(teacher and the students read through the tips and writes some key words on the blackboard. after that, teacher says the following.)

t: today, another trial took place between two women. they are arguing about a baby. how did the story occur? and what would they do? please read the passage in writing at page 71 and find out who wins the trial, the good or the bad? you can begin now.

(after the students finish reading the passage. teacher checks the answer.)

t: ok. everyone, have you found out the answer? who wins?

ss: yes. the good wins.

t: quite right. now, please work in groups of four or five to write a short play based on this story. give names to the king, the two mothers and the children. there is also a character to play the role of the soldier. if you like, you can also have a few other characters who are friends of the two mothers. can you follow me?

ss: yes.

t: besides, find a good title for your play. do you remember?

ss: yes.

t: ok. begin to prepare now. five minutes later, i’ll ask one group to act out your play before the class.

a sample play:

clever king charles

characters:

sarah (sa): the woman whose baby is living

deborah (d): the woman whose baby is dead

charles(c): the king

emma (e): a friend of the two women

simon (s): a soldier of the king

(inside king charles’ palace)

c: what is your quarrel?

sa: o king! i have a baby. and deborah has a baby. one baby is dead. the dead baby looks like deborah’s baby. i think deborah took my baby when her baby died.

d: o king! sarah is angry because her baby is dead. she came to see my baby. when she saw my baby she wanted it because her baby is dead.

e: o king! i saw the two babies. i think the dead baby is deborah’s baby. i think deborah took sarah’s baby in the night, when sarah was asleep.

c: call the swordsman. tell him to bring his sword.

(a man comes in. he has a big sword in his hand.)

s: o king! here is the swordsman.

c: bring the baby here. (a servant takes deborah’s baby and brings it to the king.) i am a just king. i do not know whose baby this is, i do not know if this is deborah’s baby. but i must be just to each of you. i will take this baby and cut it into two halves. then sarah can have half of the baby, and deborah can have half.

d: yes, yes, the king is a good king. cut the baby in halves.

sa: but the baby will die!

c: yes, the baby will die. but you shall each have one half of the baby. so you will not quarrel any more.

sa: o king! save my baby. do not cut the baby. give the baby to deborah. let the baby live.

c: give the baby to sarah. sarah wants the baby to live. so i know that sarah is the mother. deborah is a bad woman. she took deborah away.

(two men took deborah away.)

e: the king is a just king. o good king charles! clever king charles!

step vi summary and homework

t: in this class, we read the second part of the merchant of venice and learned to write a play. by doing this, we’ve learned some useful words and phrases, and our skill in using language has be well developed. after class, practise more and revise what we’ve learnt in class. that’s all for today. see you next time.

ss: see you next time.

樹英語教案篇4

課堂教學側重教學目標、教學內容、教學過程、教學方法與教學手段、教學情感的五優化。

教學過程是一個系統，施教者必須對參與這個系統的各個要素進行優化的組合，以求得最佳的教學效果。教學過程最優化有兩個標準：一是效果最優，即在現有條件下，教學設計及實施效果達到實際可能達到的最高水平；二是時間耗費最優，即在課程計劃規定的時間內最佳地完成教學任務，收到“少投入，多產出”的效益。

實驗過程中結合教材的特點，強調教師要從整體上把握好教材的教學要求、把握好每一單元，區別對待和處理每一個課型，要求教師設計好教學內容，設法將教材內容轉換成生動活潑的語言交際情景，讓學生在真實的語言條件下，興致勃勃地參與真實的語言實踐，以保證教學工作的完整性和系統性，從而努力做到課堂教學的最優化。

做好教學情感的最優控制，採取“賞識教育”，形成學生有效學習的策略目標。在實驗過程中，我們依照教材以及學與教要達成的目標，逐步形成了系統的幫助學生有效學習的方法。

如：創設情景與激勵情意相結合；理解學生和培養學生相結合；統一要求和個別對待相結合；教法研究與學法指導相結合。教學過程中，要求教師設計好教學內容，設法將教材內容轉換成生動活潑的語言交際情景，讓學生興致勃勃地參與語言實踐。同時，我們還強調教師要重視教學過程中師生雙方情感上的交流與溝通，設法激勵學生的情意因素，以營造和諧的學習氛圍，激發學生內在的積極因素、學習熱情和創造意識。

精心設計活動課，充分體現師生互動、生生互動原則。

一節成功的活動課往往需要教師的周密思考，在課程設計中，教師要儘可能多地考慮師生的共同參與性與互動性，操練過程中的趣味性和交際性，充分體現學生學習的自主性和參與性。

學生活動的形式力求豐富多彩，定內容、定時間、定專題、定場地、定專人進行。試圖通過開展英語朗誦比賽、單詞比賽、詩歌劇表演賽、課本劇表演賽、手抄報比賽、演講比賽，在學校範圍內創設一種英語學習的氛圍，豐富學生的語言生活，培養學生學習語言的興趣，加強學習的自主性和目的性，從而實現學生學習方式的轉變。

正確認識考試評價的功能，讓學生學有長進，增添自信感和成功感。學習困難學生最害怕考試。爲了幫助他們克服害怕考試的心理，提高其學習的積極性，教師根據不同的教學目標和學生的實際程度，制定出不同的層次要求。實驗過程中，根據學生的個體差異，對學生的學習評價實行“同分不等值”，多角度、多方位、多層面、多形式進行分層評價，合作達標，促進每個學生在最適合自己的學習環境中求得最佳發展。主要嘗試了以下幾種方法：

(1) 實行無人監考制度，讓學生淡化“一考定終身”的觀念，形成自主學習。

嘗試無人監考時，仍需要拉開學生的座位間隔，講明無人監考的作用與目的，讓學生明確學習的目的。起初學生頗感新鮮和高興，一部分學生認爲是機會來了，另一部分學生則由平時考試時的埋頭苦幹變得東張西望，不知所措。

(2)根據學生學習的個體差異，巧妙地處理部分學生的分數，讓學生在學習中有自信心和成功感。

按照學生的學習程度與個體差異，考試製訂不同的層次要求。例如：單元測根據整體的測試情況，可以分別按a b c定出不同的分數等級爲達標，這樣，有助於層次教學的正常進行，更重要的是能調動學生學習的積極性，減少兩極分化，培養學習的自信心。

(3) 實行考試分層，合作達標，讓各個層次的學生均能找到適合自己發展的空間。

測試設置a、b兩卷，要求、難度有所不同；或進行一試兩卷：

Ⅰ卷爲基礎達標題，人人需做；

Ⅱ卷爲綜合測試，能力達標，鼓勵學生多做，中下生面較大的學校分數只做參考，不記入總分；中等偏上學生要求一定要做，以便於挖潛能、培養尖子生、發展能力。

樹英語教案篇5

?教學重點】認讀對話中出現的生詞和新語言; 熟練朗讀並表演課文內容

?教學難點】句型: “it looks like….” “it’s your turn now.”

【教具準備】

1． fashion show，t-shirt，vest，dress的圖片及t-shirt, vest, dress紙質實物

2．報紙，鞋盒，紙的實物及單詞卡片

【教學過程】

一、熱身 (warm-up/preview)

1 師生演唱第三單元的歌曲 “my clothes.”

2 教師播放資源庫中第四冊recycle 1的let’s sing “what time is it?”部分這首歌的旋律大家很熟，歌詞也很簡單，教師不必多浪費時間與解釋，讓學生聽、跟唱即可。在學生掌握旋律的基礎上，教師可利用鐘錶調整時間，可以是整點，也可是60分以內的非整點時間。

二、新課呈現（presentation）

1 教師可參照第四冊第二單元部分let’s learn的圖表，讓學生做問答練習，最後引出這節課的主題 a fashion show.

2 教師在黑板上寫出read and act 部分的主題: a fashion show, 然後出示教學掛圖或放vcd, 讓學生了解故事大意。

在聽，看之前，教師提出問題讓學生去聽。

(1) what show is it?

(2) what time does it begin?

(3) where?

3 教師放錄音或看投影片的同時，出示本部分的生詞和新句子的卡片。paper, newspaper, wonderful, fashion show, just wait and see, see you later. 句子：it’s a secret！it looks like a fish. it’s your turn now.

4 學生跟讀錄音，並分角色朗讀。

三、趣味練習（practise）

1．出示對話中的8幅圖，打亂順序地聽對話，請同學把對話與圖配對。

2．請同學把8幅圖按照順序排列好。（在排圖的過程中，可以展開競賽的方式，找到第一幅圖後，請本組的兩個同學把這個圖的內容說出來，依此類推）

樹英語教案篇6

一、教學目標：

1.情感目標：

（1）使學生懂得講衛生、合理飲食、作息規律的重要性，

從而培養學生養成良好的生活習慣。

（2）培養學生對身邊的現象進行正確分析的`能力和熱心幫助他人的良好品德。

2.知識目標：

（1）能夠聽說讀寫有關健康的單詞和詞組。

（2）能夠聽說讀寫有關健康的交際用語：

you should/you shouldn’t…

3.能力目標：

能夠在相應的情景下使用本單元所學的主句型，表達如何

確保身體健康成長並能夠對他人的一些錯誤做法提出合理改進建議。

二、教學重點：

（1）能夠聽說讀寫有關健康的單詞和詞組。

（2）能夠聽說讀寫有關健康的交際用語：

you should/you shouldn’t…

三、教學難點：

單詞exercise的發音。

四、教具準備：

卡片錄音機磁帶實物

五、教學過程:

師生問答

樹英語教案篇7

step sion

check the homework with the whole class.

step ii. warming up

ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.

t: today, before we begin our reading, i’d like to ask you a question, “what is the biggest sound you have heard in your life?”

s1: the sound of wind that blew in a winter night when i was very young. it sounded like a ghost who was howling. i was very frightened at that time.

s2: the biggest noise was the one that i heard when my neighbor was quarrelling with his wife. perhaps, they broke their tv set.

t: that’s too terrible.

s3: the noise when planes take off.

s4: the sound of trains.

t: good! i agree that all of them are big sound. but did you once heard the sound that the heaven falls and the earth cracks, in chinese it is 天崩地裂?

ss: no, we have no chance to hear that.

t: if there is a sound like this, what is it?

s5: when someone hears something unexpected and terrible. for example, when one of his loved families dies, he will feel this sound.

t: terrific! you are using a literary way to express the sound.

s6: when an earthquake happens.

t: great! i have waited for this answer for a long time. today we’ll learn something about earthquakes. i think most of us have heard of earthquakes. can you imagine how terrible it is ?

s7: the earth is shaking . all the buildings will fall down.

s8: many people will die. and perhaps many children will lose their parents.

t: yeah, earthquakes are disasters to everybody. now look at the two pictures of tangshan and san francisco. can you describe what you see in the pictures?

s1: tangshan is a beautiful city. it has beautiful gardens, broad roads and some tall buildings.

s2: from the picture of san francisco,i can see that it is a very big city. there are many tall buildings thickly standing on the earth. i think the population of the city is very large.

t: good! what will happen if there has been a big earthquake in these two cities? work in pairs and discuss it. then i’ll ask so me of you to show your opinion.

step -reading

there are two questions in this part. both are very interesting. the first one c

an more or less reveal the students’ values; while the second one can enlarge their imagination. no matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.

t: now, let’s look at the pictures. what are the predictions of an earthquake?

s1: before an earthquake animals will become nervous. cows, pigs, horses and dogs will be upset. and people can see mice running about. if the earthquake happens during winter, people can even see snakes.

t: terrific! where did you get this knowledge?

s1: from geography. i like it.

t: good. sit down please.

s2: madam, i don’t know the meaning of the picture with two women.

t: it doesn’t matter. you will know it soon after reading our text. ok. imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?

s3: i’ll take all my money. people can’t live without money.

s4: i will take as much water as possible. because it is said that people can keep alive for nearly 7 days by drinking without any food

s5: in that case, i’d rather take some apples, so that besides drinking, i can also eat.

s6: i will carry my grandma. she is my most loved person in this world. she brought me up.

t: what a dutiful child you are! i’m very glad to hear that. sit down please! it seems that all of you know what you should do during an earthquake. ok. let’s read our text, and see what it tells us.

step ing

in this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage. ask them to pay attention to the first sentence of each paragraph. this can help them finish exercise3 in comprehention. it is about the main idea of each paragraph. then ask them to read the text again carefully to obtain some details. before reading for the second time, show some questions on the screen, and let the students read the questions first. these questions can guide them to have a good understanding about the text. they can also make preparations for exs1-2,which are about details.

skimming

t: at first i’d like to read the text quickly to get the general idea of the article. while reading, you should pay attention to the sentence of each paragraph.

t: have you got the general idea of the text?

ss: yes.

t: what is it?

s1: there is no quick answer to this question . are you suggesting us that the general idea is the mixture of the first sentences of each paragraph?

t: sure.

s1:ok. that’s easy. the main idea of the passage is some signs of the earthquake, and what would happen during the quake.

t: good, sit down please. in fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (teacher writes the word on the blackboard ) do you understand the meaning of the word?

ss: no.

t: sequence means the order of the events. it can tell us which event happens first, and which happens later. do you know the sequence that is used in our text?

s3: yes. at first, the text tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things that happened after the earthquake.

t: quite right! now please look at the screen, these are the first sentences of each paragraph. read them and think if they are the main idea of the text. if necessary, you may make some changes to make more exact.

teacher shows the screen and gives a little time to think it over.

nge things were happening in the countryside in the northeast hebei.

disaster happened and caused a lot of loss.

3. all hope was not lost.

careful reading

t: now, it’s time for us to read the text carefully. but before reading, you should read some questions first. these questions may help you get some information quickly and easily. now look at the screen, and read the questions.

show on the screen

natural signs of a coming disaster were there?

you think of some reasons why these signs weren’t noticed?

events probably made the disaster worse?

situations probably made the disaster worse?

were the survivors held?

step v. extension

show the questions on the screen.

whose point of view are events described? how do you know?

is the mood of this passage? how is it created?

do you think the writer chooses to express his feelings about the quake rather than simply reporting what had happened?

is the title a night the earth didn’t sleep?

does the sentence “slowly, the city began to breathe again.” mean?

answers:

1. he uses third-person to describe the quake. his description is very objective. for example, the second sentence in the third paragraph. the writer says: “everywhere they looked nearly everything was destroyed.” the writer uses they instead of we.

mood is serious and a bit sad. it is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed.

ough the writer was not there, he felt sad for the people of tangshan. he knows that some personal feelings will make the reading more interesting.

4.i think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. but that night everything changed. the writer uses a night the earth didn’t sleep as a title to show how terrible and how unusual the night was.

we can see that the writer compared the city to a person who suffered a lot in the disaster. he felt her pain, and he worried about her. so when he said that people came to help her, we can feel his feelings to the city. the city will not die, she has hope and she can recover from the pain.

step vi comprehending

answers to e_1-3

1.1. c 2. e 3.b 4.d 5.a

2.1. the walls of the villages wells had cracks in them.

2 s got huge cracks

3. brick buildings were destroyed.

4. the army helped the survivors.

5. shelters were put up for those with no homes.

3.1. strange things were happening in the countryside in northeast hebei..

disaster happened and caused a lot of loss.

hope was not lost.

標籤：英語教案樹英語教案優質

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