您当前的位置:首页 >  教育教学 >  英语学案 > 内容

2023版英语教案通用5篇

无忧文档网    时间: 2023-05-25 16:01:21     阅读:

在日常的教学活动中,教案起到十分重要的作用,凭借准备好教案,可以更好地根据实际状态对课堂进度有合理安排,无忧文档小编今天就为您带来了2023版英语教案通用5篇,相信一定会对你有所帮助。

2023版英语教案通用5篇

2023版英语教案篇1

活动目标:

1、聆听歌曲《greetings》,培养幼儿的语感

2、能够用肢体动作表达对歌词内容的理解。

活动准备:

教学魔法棒(点读机)、教学用书

活动过程:

一、复习

1、歌曲《hello》,让幼儿再次熟悉明白:hello是你好,goodbye是再见。在什么情况下说“hello”,在什么情况下说“goodbye”。

2、能够用“hello,i am……”做简单的自我介绍。

二、学习歌曲《greetings》的律动

1、教师用魔法棒点击书本,与幼儿一起欣赏二个两遍。让幼儿再次熟悉歌曲旋律,初步理解歌词大意。

2、教师播放动画教学vcd,让幼儿观看tpr动作。

第一遍:幼儿以欣赏为主。

第二遍:教师分解动作并让幼儿模仿。

第三编:幼儿跟随tv一起跳整首tpr律动。

3、儿歌接龙:幼儿和教师进行儿歌接龙:

c:hello,hello,

t:hello,how are you?

c:i’m fine,i’m fine.

t:i hope that you are too.(在游戏过程中教师可以用口型提示幼儿。)

4、小朋友之间互相问答式的律动。

5、活动延伸:让幼儿回到家,跟自己的父母亲戚一起玩,家长请孩子作为小教师,教家长唱儿歌,做律动,给孩子做小老师的机会,增加孩子的优越感,而且增强他们的表现欲。

效果分析:

这是一节律动课程。

2023版英语教案篇2

the use of “it”

teaching aims:

revise and sum up the use of “it”.

teaching important point:

master the use of “it”,especially the emphatic use and the use as a preparatory subject or a preparatory object.

teaching difficult point:

how to master the use of “it”correctly.

teaching methods:

1.having a little quiz to revise the common use of “it”.

2.inductive method to go through some important sentence patterns with “it”.

3.practice to consolidate the use of “it”.

teaching aids:

1.a projector and some slides

2.the blackboard

teaching procedures:

step Ⅰ greetings

greet the whole class as usual.

step Ⅱ test

t:in the last two periods,we revised the use of “it”.now let’s have a test.(teacher shows the following on the screen.)

tell what the word “it” refers to and its functions:

1.it’s difficult to remember all their names.

2.it’s very quiet in the cafe.

3.it rained for three days.

4.he made it clear that he didn’t want to speak to me.

5.it was nice seeing you.

6.it was on tuesday that mrs smith came.

7.it’s three miles to the nearest garage.

8.a tall man stood up and shook hands.it was captain lawie.

9.i hear you bought a new bike.can you show it to me?

10.it was five o’clock when we got back home yesterday.

t:now i’ll give you three minutes to write down your answers on a piece of paper.then let’s check the answers together.

(ss can exchange their papers for comment and correction.)

suggested answers:

1.a preparatory subject for an infinitive

2.refer to the present situation

3.refer to weather

4.a preparatory object

5.a preparatory subject for an “-ing” form

6.emphasize the adverbial of time

7.refer to distance

8.refer to a person when we are identifying somebody(saying who somebody is)

9.refer to the word “bike” mentioned earlier

10.refer to time

step Ⅲ revision and induction

t:well done.you are already familiar with the common use of “it”.next,let’s revise some important sentence patterns.now,let’s do an exercise.look at the screen.

complete the sentences,paying attention to the structures of them and the use of “it”.

1.______(据报道)that dozens of children died in the accident.

2.______(真遗憾)that he can’t swim at his age.

3.______(很可能)that they will beat us tonight.

4.______(看来)that he enjoys pop songs very much.

5.______(仍然是一个问题)when we shall have our sports meet.

6.______(还不确定)whether he can attend this conference or not.

7.______(不要紧/没关系)whether we go together or separately.

8.it’s up to you ______(决定是否接受这项工作)。

9.it is important ______(我们学英语).

10.it is kind ______(你们帮助我).

11.it took me five days ______(解决这个问题).

12.it’s no use ______(与她争论).

t:now please work in pairs to do it and you can write down the answers on a piece of paper.then i’ll check your answers.(if necessary,teacher may give some explanations.)

suggested answers:

1.it was reported…

[it be+p.p.(known,thought,told,believed,hoped…)+that-clause]

2.it is a pity…

[it be+n.(an honour,a good thing,a fact,a surprise…)+that-clause]

3.it is likely…

[it be+adj.(wonderful,true,important,surprising,clear…)+that-clause]

4.it seems…

[it seems/appears/happens+that-clause]

5.it is still a question…

[it be+n.+wh-/how-clause]

6.it is uncertain…

[it be+adj.(not decided,uncertain)+wh-/how-clause]

7.it doesn’t matter…

[it doesn’t matter(it’s no wonder;it doesn’t make too much difference…)+wh-/how-clause]

8.…to decide whether to take the job or not

[it’s up to sb.to do sth.]

9.…for us to learn english

[it be+adj.(difficult,easy,hard,important…)for sb.to do sth.]

10.…of you to help me

[it be+adj.(kind,nice,brave,clever,stupid…)of sb.to do sth.]

11.…to solve the problem.

[it takes(took)sb.…to do sth.]

12.…arguing with her

[it’s no use(no good,useless)doing sth.]

(teacher writes the structures on the bb one by one while checking the answers.)

t:look at the blackboard now.in all these structures,“it”is used as preparatory subjects.can you tell me the real subjects in them?

ss:yes.infinitives,-ing forms and clauses.

t:quite right.you should remember and often use these structures.besides,“it” can be used in some other structures to express “time”.let’s do another exercise on the screen.

complete the sentences

1.______(已经有三年了)since his father passed away.

2.______(不久)the police arrived.

3.______(已经八点了)when we got home.

4.______(该……的时候了)she wrote a letter to her boyfriend.

5.______(这是第一次)that these europeans have visited the great wall.

6.______(我们该)to go to school.

(ss prepare first.then teacher checks the answers and sums up the structures with the whole class.at the same time,teacher writes the structures on the blackboard.)

suggested answers:

1.it is/has been three years…

[it be+some time+since…]

2.it was not long before…

[it be(not)+long(days,weeks,months…)before…]

3.it was already eight o’clock…

[it be+definite time+when…]

4.it is(high)time(that)…

[it be(high)time+(that)…]

5.it is the first time…

[it be+the first(second,third…)time+that-clause]

6.it is time for us…

[it be time for sb.to do sth.]

t:well,we also know that “it”can be used as an preparatory object.let’s do an exercise.look at the screen.

rewrite the following sentences,using“it”as a preparatory object.

1.to make others laugh is difficult.(i found…)

2.to help him is my duty.(i consider…)

3.that we should keep calm is important.(i think…)

4.that he objected to the proposal is clear.(i made…)

t:now i want some of you to rewrite the sentences one by one.li hao,the first one.

s1:i found it difficult to make others laugh.

t:the second one,wang hua.

s2:i consider it my duty to help him.

t:…

s3:i think it important that we should keep calm.

s4:i made it clear that he objected to the proposal.

t:well done.from these sentences,we know that the commonest structure with “it” as a preparatory object is “subject+vt.+it+adj./n.+to do sth./that-clause.some verbs like “find,feel,think,consider,make”are often used in this structure.are you clear about it?

ss:yes.

(bb:subject+vt.+it+adj./n.+to do sth./that-clause)

t:well,besides the use as a preparatory subject or object,we all know “it” can be used to give special emphasis to almost any part of a sentence except the verb.can you tell me the emphatic structure?

ss:yes.it is “it be+the emphasized part+who/that…”.

(teacher writes the structure on the blackboard.)

t:quite right.now let’s look at the screen and do another exercise.(teacher shows the following on the screen.)

correct mistakes if there are any.

1.it is he that i want to see.

2.it is i who is leaving for london next week.

3.it was on tuesday when mrs smith came.

t:who’d like to do the first one?any volunteer?

s1:let me try,“him” should be used instead of “he”,because the emphasized part is an object.

t:quite right.the second one?

s2:“is” after “who” should be replaced by “am” to agree with “i” in person and number.

t:…

s3:“when” should be replaced by “that” to give special emphasis to the adverbial of time.

t:you are all right.you’ve mastered this sentence structure very well.now i will show you some other sentences.(teacher shows them on the screen.)

1.it is my turn.

2.let’s call it a day.

3.if the teacher sees you doing that,you will catch it.

4.go ahead,we’ll make it in the end.

5.-i will study hard in the future.

-that’s it.

6.take it easy.

t:now please look at the sentences on the screen.i’d like you to translate them into chinese.any volunteer?

s1:轮到我了。

s2:今天就到这里吧。

s3:如果老师看到你这么做,你就会挨批评。

s4:继续干吧,我们最终会成功的。

s5:-今后我会努力学习的。

-这就对了。

s6:别着急。

t:very good.we can see in these sentences,“it” has no special meaning.is that clear?

ss:yes.

t:well,now let’s do more exercises to further master the use of “it”.

step Ⅳ practice

(teacher shows the following on the screen.)

choose the best answers:

1.is______necessary to complete the design before national day?

a.this b.that c.it d.he

2.she heard a terrible noise,______brought her heart into her mouth.

a.it b.which c.this d.that

3.tom’s mother kept telling him that he should work harder,but ______didn’t help.

a.he b.which c.she d.it

4.______is a fact that english is being accepted as an international language.

a.there b.this c.that d.it

5.i hope there are enough glasses for each guest to have______?

a.it b.those c.one d.them

6.-why don’t you take a little break?

-didn’t we just have ______.

a.that b.this c.one d.it

7.i don’t think ______ possible to master a foreign language without much memory work.

a.this b.that c.its d.it

8.-he was nearly drowned once.

-when was ______?

-______was in when he was in middle school.

a.that;it b.this;this c.this;it d.that;this

9.the weather turned out to be very good,______was more than we had expected.

a.what b.which c.that d.it

10.was ______ that i saw last night at the concert?

a.it you b.not you c.you d.that yourself

(teacher gives the ss some minutes to prepare,then checks the answers with the whole class.)

suggested answers:

1~5 cbddc 6~10 cdaba

step Ⅴ summary and homework

t:in this class,we revised the use of “it” by doing some exercises,especially the use as a preparatory subject or object and the emphatic use of “it”.after class,you should practise more and try to use the sentence structures on the blackboard.are you clear about it?

ss:yes.

t:so much for today.bye.

ss:bye.

step Ⅵ the design of the writing on theblackboard

unit 20 archaeology

the fifth period

the use of “it”

Ⅰ.preparatory subject

1.it be+p.p./n./adj.+that-clause

2.it seems/appears/happens+that-clause

3.it be+n./adj.+wh-/how-clause

4.it doesn’t matter(it’s no wonder…)+wh-/how-clause

5.it’s up to sb.to do sth.

6.it be+adj.+for/of sb.to do sth.

7.it takes sb.…to do sth.

8.it’s no use doing…

Ⅱ.structures to express “time”

1.it be+…+since…

2.it be(not)+long(days,weeks…)+before…

3.it be+…when…

4.it be (high)time(that)…

5.it be the first(second…)time+that-clause

6.it be time for sb.to do sth.

Ⅲ.preparatory object

subject+vt.+it+adj.+to do sth./that-clause

Ⅳ.the emphatic use

it be+…+who/that…

step Ⅶ record after teaching

2023版英语教案篇3

unit 1 hello

第一课时

总1课时 教学目标:

1、听懂、会说 hello./'m...。

2、通过创设见面打招呼、自我介绍以及道别等情景,让学生学会见面打招呼、自我介绍及道别的日常用语

3、培养学生乐于开口,敢于开口讲英语的习惯,激发学生想学、乐学英语的兴趣和愿望。教学难点:自我介绍用语i'm …的发音不容易到位,学习起来较难,教师要适时纠正,切不可挫伤孩子的学习积极性。

教具准备: 教材相关人物的面具或头饰,教材相配套的录音带 教学过程:

1. 热身(warm-up)

由于学生是第一次正式接受英语课的学习,教师可在此基础上采取交谈的方式与学生讨论一下英语的作用以及学习英语的意义。2. 呈现新课(presentation)(1)在学生初步了解打招呼用语后,教师播放本课的歌曲 “hello”的录音,自然引出师生之间的打招呼。

t: hello, boys and : hello.(2)教师利用这个机会及时向学生介绍自己hello, i'm …/hi, i'm …

(3)教师还可带上mike,wu yifan, sarsh…的头饰介绍hello!i'm mike./hi!i'm ….(教师在示范时,应定要用手势语言辅助学生理解。对于初学者来讲,体态语言和手势语可帮助他们理解和记忆,因此教师要适时利用手势和动作甚至表情来配合教学。)

(4)给学生带上sarah, chen jie, mike, wu yifan的面具或头饰,扮演这些人物到讲台前说hello!i'm

(5)看vcr展示let's talk部分的教学内容 板书设计

unit 1 hello hello./'m...教学反思:

unit 1 hello

第二课时

总2课时

教学目标:

1、进一步巩固打招呼、自我介绍及道别用语,能在不同情景中准确运用。

2、能够听说、认读 crayon, pencil, pen, eraser, ruler,并能用英语i have a …介绍文具。

3、进一步培养开口能力,初步了解一些课堂用语。

教学难点:较准确读出各单词,尤其是crayon,eraser 两个单词的发音。教具准备:本课相应的文具(实物)和教师卡片和学生用卡片 教学设计:

热身、复习(warm-up/revision)1.师生共唱英语歌曲 “hello” 2.请几名学生带上sarah, wu yifan等人物的面具或头饰,表演见面打招呼或自我介绍用语:hello, sarah!hi, wu yifan!

呈现新知(presentation)

教学单词,并渗透 i have a …句型

教师拿出一个不透明的软袋子,故作神秘地让学生猜袋子里面放了什么:what’s in the bag? 猜测过程中教师可适当地呈现袋子内物品的形状或让学生隔着袋子摸一摸。

学生猜对一件,就出示一件,学习一件。先跟读,正音;再请学生认读单词卡片。教师按次序把单词卡片贴到黑板上,用 i have a… 活动巩固单词。让学生听录音,跟读 let's learn 部分的单词,并要求学生用手指着单词来认读,力求做到“眼、口、手、心、耳”的综合运用。

3.看vcr,chant.板书设计: unit 1 hello i have a

crayon, pencil, eraser, ruler, 教学反思:

unit 1 hello 第三课时

总3课时 教学目标:

学唱英文歌曲 “abc song”。教学重点:学唱英语歌曲 教学难点:某些字母的发音 教具准备:字母卡片 教学过程:

热身、复习(warm-up/revision)

复习i have a … chant 教师先发指令请全班共同练习,之后可请“小老师”带领同学们进行操练。注意此时教师应多给孩子些机会,让他们展示说词水平,教师要及时给予肯定。

呈现新课(presentation)

教师告诉学生,下面我们要听一首好听的英语歌,听完后请告诉老师这首歌的歌名。趣味操练(practice)1.问问学生在自己的书中图片上发现了那些字母,他们在哪里呢,你能找到他们并准确读出来吗?(利用卡片,学生找到一个,展示一个在黑板上,学生读对了在其下面打个勾,读错了在其下面打个叉)

2.刚才孩子们有的字母读对啦,有的字母读得不准确,让我们来跟着vcr读一读吧,特别注意打叉的字母,待会我看看那些小朋友能自己改正过来。3.全班大声朗读字母,并学唱字母歌。

4.请各小组自己练习字母歌,并表演唱。对做得好的一组可给与表扬或适当的奖励。板书设计

unit 1 hello letters 教学反思:

unit 1 hello 第四课时

总4课时 教学目标:

1、初步学习询问对方的姓名及回答的用语what's your name? my name is...,使学生能听、会说此交际用语。

2、学习表达道别的说法:goodbye!bye!教学重点: 询问对方的姓名及回答的用语 教学难点:

what's your name? my name is…中name 的发音。教学过程:

热身、复习(warm-up/revision)唱“hello”歌

呈现新课(presentation)1.老师指着自己的英文名卡说hello!i'm miss lu.然后用my name's….反复说三到四遍自己的名字,速度由慢到正常。教师对第一个应答学生应重点表扬,并发给奖章,以次鼓励学生认真听别人的问答,努力模仿教师说的新句型。

2.跟读、模仿what's your name? 注意学生对name一词中 a 的发音。

3.教道别语goodbye!bye!,展示b部分let's talk的内容。板书设计 unit 1 hello what's your name? my name is...教学反思:

unit 1 hello

第五课时

总5课时 教学目标:

1、学习相关学习用品的词汇:bag, book, pencil box, pen,通过听听做做的活动,让学生练习并运用所学的词汇。

2、了解一些简单的指示语,要求学生能听懂并按照指令做出相应的动作。教学难点:本课词汇的认读。

教具准备:教师自备与本课教学有关的文具(实物)和教师卡片。教学过程:

热身、复习(warm-up/revision)通过图片和单词卡片复习学过的单词crayon, ruler, eraser, pencil.呈现新课(presentation)'s learn 大家还记得小熊zoom吗?他现在在干什么呢?一起看看vcr原来他上课快迟到了,学习用品撒了一地,你看见有哪些学习用品了吗?我们跟着读一读吧。

新单词教学后,询问学生都知道哪些文具词,和旧单词相结合,可以通过做touch and say的游戏来进一步练习本课新单词和所学单词。让学生把图片或实物放在书桌上,教师:touch your book.,学生须快速指书并大声说:“book”,用此方法练习其它各词。

's do

教师发出指令,学生做动作:open your pencil me your your to to the vcr and do the actions with the music.板书设计:

unit 1 hello bag, book, pencil box, pen 教学反思:

unit 1 hello

第六课时

总6课时 教学目标:

1、本课时通过听力练习,检查学生对本课所学内容掌握的情况。

c中部分内容。教学难点:字母

教具准备:本课教学内容相关的词卡和图片。教学过程:

热身、复习(warm-up/revision)1.师生共唱英语歌曲“abc ”。

2.复习有关文具的单词,可通过实物和单词卡来显示。呈现新课(presentation) at the screen and ask them: 你能读出那些字母呢?请大家找找每排相同呢的字母有哪些呢?

2.秋天到了,落叶缤纷,这些纷飞的叶子是来自哪里的呢?我们来看树妈妈给他们取的名字吧,记得把相同的叶子数出来哦。let’s read and ’s and match vcr展示趣味故事

总结本单元学过的知识。板书设计 unit 1 hello

介绍自己:

怎么问别人的名字:

怎么回答:

文具用品: 教学反思:

2023版英语教案篇4

教学目标:

1.会说会用这些句子:

who is this ? who isthat? this/that is my dad. hisname is…

2.会说会用会写这些单词whouncleauntcousin。

3. 复习物主代词my his her 。

4. 学会认读sam smithnancy smith billy smith.

教学重、难点

1.会说会用这些句子:

who is this ? who isthat? this/that is my dad. hisname is…

2.会说会用会写这些单词whouncleauntcousin。

课前准备:

1.准备第10页挂图。

2.教师准备自家的全家福照片。

3.学生准备自家的全家福照片 。

4.教师准备whouncleauntcousin 单词卡片。

教学过程

1.热身(warming up)

展示第10页挂图 ,让学生看图,教师(a)同小女孩ann(b)进行对话引出话题 。

a:is this your dad?

b:yes.

a:what’s his name?

b:his name is bob smith.

a:who is that?

b:he is my uncle.

a:what’s his name?

b:his name is sam smith.

a:is that your mum?

b:no.

a:who is that?

b:she is my aunt(示图中的人—婶婶).

a:what’s her name?

b:her name is nancy smith.

a:who is the boy?

b:he is my cousin. (示图中的人—小男孩)his name is billy. billy smith.

2. 新课展示(new presentation)

句型词汇学习:

1) who is that?

“ who” is to ask something about a person. who 是个疑问代词,问人的身份,‘谁’。学习这个单词时,引导学生学习字母组合wh/ h/ 的读音。

我们询问某人的身份时会问:who is this? who is that?

who is he?who is she?

who is the girl? who is the boy?等。

the answer can be:

he is …

she is …

2)he is my uncle(指示主图中对应的人).

she is my aunt. (指示主图中对应的人) .

按音节拼读拼写单词:un-cle uncle 注意单词重音。

在英语中,叔叔,伯伯,舅舅等与父母同辈的男性 都是uncle如:

that is my uncle. he my dad’sbrother.爸爸的兄弟

this is my uncle,too. he is my mum’s brother妈妈的兄弟 .

hello, uncle liu.你好,刘叔叔。

老师指着主图中的叔叔问答:

--what’s his name? --his name is sam smith.他叫山姆。

板书:uncle--- sam smith.

老师指着主图中的婶婶问答:

who is that? she is my aunt.

师生一起拍着桌子大声读:aunt aunt aunt

出示词卡,拼读拼写单词:aunt

在英语中,婶婶,姨姨,姑姑等与父母同辈的女性都是aunt 。

如:mum’s sister is my aunt. dad’s sister is also my aunt.

再指着主图中的婶婶问答:

what’s her name?

her name isnancy smith.他叫南希。

板书: aunt---nancy smith.

3)who is the boy? he is my cousin.

向学生出示词卡,师生一起拼读拼写单词: cou-sincousin

cousin 是堂兄妹 ,children of my uncle and aunt.叔伯家的子女,男孩女孩都叫cousin 。

如: the boy is billy. billy is my cousin .

the girl is my cousin,too .her name is sue. 比利是我的堂兄 ,那女孩是我的堂妹,她叫苏。

3.播放listen and read部分录音.

听,并跟读这些句子。

4. 巩固活动:

1) ask and answer in pairs.可让学生看着第10页的挂图两人一组进行问答。

who is this?this is …

who is that?that is…

who ishe? he is …

who is she? she is …

who is the girl?

who is the boy?

2)游戏活动:

guess活动。把一个学生蒙上眼睛,班上另一个学生跟他打招呼 “hello!”,其他同学问:who is he/she? 让他听声音猜:is he /she… ? 猜对了,大家给予鼓励“yes.you are clever.”“you are right.” 猜错了,大家可以给他更多的信息,让他再猜两次 “no.he is tall . try again.” “sorry.hehas big eyes. try again.”一次猜对了给3 分,两次猜对了给2分,三次猜对了给1分。

5. 播放listen,look and match部分录音.

听并连线,看看哪个句子和那幅图意匹配。

6.let’s practice(ii)

2023版英语教案篇5

教学内容:

b. let’s learn let’s chant c. let’s sing

教学目标:

a.能听、说、读、写动词词组:wash the clothes, set the table, make the bed and do the dishes.

b.能听、说、认读词组“put away the clothes” and sentence “ can you do housework? yes, i can.”

c.能够说唱let’s chant, 巩固所学词组。

教学重点:

掌握有关家务劳动的五个动词词组。

教学难点:

掌握四个四会动词词组,pay attention the pronunciation and spelling about the word “ clothes”。

教学准备:

1、教师准备录音机,磁带和相应的图片,词卡,头饰。

2、教师准备一个转盘。多媒体课件。

教学过程:

step1: preparation

1. free talk:

t: are you helpful at home? s:…

t: what can you do at home? s:…

2.let’s chant.

chant in page 44

step2: presentation

1. 单词导呈。

a. chant结束时问,boys and girls, what can you do?

s1: i can …。.

t: can you wash the clothes? yes or no?

领读:clothes, wash the clothes. i can wash the clothes.

look at the picture, this is a little boy, let’s ask him together, “ can you wash the clothes?” 多媒体呈现课件读音:yes, i can. i can wash the clothes. 教师同时领读。

t: boys and girls, can you wash the clothes? ss: yes, i can . i can wash the clothes. talk in pairs.

b. look at the picture, what can he do? who can ask him? “what can you do?” “ do the dishes, i can do the dishes.”出示卡片、板书并领读。

c. t: i do, you say. do the action, ( set the table)

t: can you set the table? ask the students.

yes, i can , i can set the table. set the table( 边说边做动作)ask your best friend, can you set the table? ask me please! ss: can you set the table, miss zhao.

d. i only tell one student, “yes, i can. i can do the dishes, too.” (耳语) tell the sentences to you friend.

yes, i can do the dishes, too. can you do the dishes?

e. i can do many housework, i can wash the clothes, i can set the table, i can do the dishes, i can make the bed, too. who can make the bed? s1: …… s2…。.s3…。. i can make the bed.

now, let’s play a game, ok? listen and do?

i say, you do, for example. wash the clothes.

t: wash the clothes, wash the clothes and do the dishes, wash the clothes, do the dishes and set the table, wash the clothes, do the dishes, set the table and make the bed, wash the clothes, do the dishes, set the table, make the bed, and put away the clothes,(教师做动作)

put away the clothes.

all of these are housework, can you do housework?

yes, i can , i can wash the clothes…。. t: great! you’re helpful.

2. 听读正音。老师播放let’s learn 部分录音,学生看课本跟读,同时手指词组及句子。

3. 合作学习。同桌之间互相检查词组和句子的认读,互相帮助。

step3: practice

1. i can do some housework too, can you guess, what can i do?

(出示转盘)将学生分成四组,you can …。.

然后教师转动转盘,与转盘结果一致的组加分。

2.看表演,猜单词。让一位同学先看一下单词,然后表演,其他学生猜出单词。

3.记忆超人。老师给出几分钟时间,让学生快速记忆四会词组,进行拼读比赛。

5. let’s chant. 老师播放p7 let’s chant 录音,学生先听。在跟读。可分组拍手对答吟唱。

step4: production

教师提出要求,请用上can you…? 的句型采访本组的同学,并将结果记录在表格上。

注意:

1.采访过程中一定不能说出中文。

2.将采访结果进行归纳,带领大家一起完成表。

3.每组请一名同学进行汇报,统计一下哪件家务劳动会做的人最多?

step5: progress

做基础训练32页Ⅰ题。

homework

1. 听录音,读let’s learn 内容。

2.让学生每天在家中做适量的家务劳动,并用英语告诉你的家长。

《2023版英语教案通用5篇.doc》
将本文的Word文档下载到电脑,方便收藏和打印
推荐度:

文档为doc格式

相关热搜

《2023版英语教案通用5篇.doc》

VIP请直接点击按钮下载本文的Word文档下载到电脑,请使用最新版的WORD和WPS软件打开,如发现文档不全可以联系客服申请处理。

文档下载
VIP免费下载文档

浏览记录