教材的地位及作用本模块以爱好为话题，层层展开，内容主要谈论个人兴趣和爱好及其原因，表达喜欢和不喜欢，对各类爱好的选择和评价。所选用的对话和短文都是学生的感兴趣的内容，贴近学生的生活实际，易于激发学生的兴趣，拓展视野。我们教师可以根据学生的不同爱好，组织开展各种活动，也可以组织学生开展有关爱好的问卷调查，引导学生理性认识所见各种爱好并做必要的取舍，开展活动性学习，自主性学习，反思性学习。让学生懂得处理好爱好与学习关系。通过学习，学生能够掌握readinga的短语和用法。在学习及操练过程中，锻炼学生的合作能力和参与意识，鼓励他们积极的参与、大胆的表达，培养学生学习英语的良好习惯，提高学习英语的兴趣。

理论依据: 阅读是组成英语课程资源的基本要素, 把握本课阅读的定位和作用, 并以此为依据分析和设计教学步骤, 体现教学大纲的意图, 从而使教师成功驾御教学过程, 取得教学效果。

2.学生情况分析

基于职业中学学生的情况，本单元的教学内容的安排呈现出有利的一面：大部分学生对爱好话题比较熟悉。从他们熟悉且感兴趣的话题入手，以兴趣为导向,展开教学。对学生的现状有着准确的把握和分析, 是教学得以顺利进行的基础, 是完成预期教学目标的前提条件。然而也有不利的一面：一部分学生英语基础较差，没有较好的学习方法，甚至有少部分学生对英语学习产生了厌倦。

二. 教学目标(知识目标,能力目标,德育目标)

1.知识目标

1)正确使用以下单词: hobby, importance, relax, relaxation, develop, personality, encourage, include, private, provide, club, paint, collect

2)理解下列词组：be thought to to be… be good for , provide sth for sb,

3)通过课文学习，对文章有所了解，提高阅读水平。

2.技能目标:

通过学习，学生能够自由运用所学词组，谈论关于爱好的话题。同时对听、说、读、写等方面的能力也有所提高。

3、能力目标：

1)通过快速阅读和精读读懂课文的文章大意和细节。

2)掌握自主学习的方法，提高阅读的能力，进而获得综合运用语言的能力。

4、德育目标：

1)通过谈论爱好培养对他人不同爱好的尊重，维持良好的人际关系。

2)通过阅读了解不同人的不同爱好，从而让学生处理好孩子的兴趣爱好与学习的关系。

确立教学目标的依据: 根据英语教学大纲规定及本课在教材中的地位和作用,通过听, 说, 读, 写的训练, 使学生掌握英语交际会话, 激发学生学习兴趣打下基础.此外, 我国现阶段英语教学的素质教育包括思想素质教育, 目标语素质教育, 潜在外语能力的培养, 非智力因素四个方面的培养。对职业高中学生来说, 更强调知识的实用性与社会的接轨。在教学目标的设定中,还要考虑学生学习的可操作性及其精神的陶冶。

三、教学重难点

1. 教学重点通过谈论爱好训练学生的听、说、读、写能力，表达兴趣爱好以及对兴趣爱好的评析。

master the four skilled words and phrases: importance, relax, develop, encourage, include, private, provide, collect …be thought to to be…, be good for , provide sth for sb. finish reading a paragraph 1.

2.教学难点

1) 能够用英语口头描述自己的爱好及他人的爱好，并且用英语写出来。

2)教育过程中注意德育因素的渗透,让技能训练和德育培养共同实施。

确立教学重点和难点的依据: 首先必须要在学生掌握基本词汇及语法的基础上, 才能达到全面的教学目标的实现。根据现阶段英语素质教育的要求, 及本单元对话在教材中所处的地位和作用。同时根据中职学生的特点, 强调知识的实践性, 社会的实用性, 让学生能够学以致用。

四. 教学策略选择与设计及学法指导

1、采用任务型教学，创设真实的情境：对教材进行整和，以贴近学生生活的情境贯穿课堂每一个教学环节。

2.教学过程中创设真实的任务：面向全体学生，为学生提供展示自己的机会。使学生成为整个过程的中心。

3、根据学生的兴趣爱好设计活动，让学生在用英语解决问题的同时锻炼自己的口语交际能力。

4、注重形成性评价，为学生“可持续学习”奠定基础，让学生拥有成就感。

四、教学与活动策略：

本课在教学策略上主要采用交际法，情境教学法和任务型教学法等几种教学手段。在活动策略上主要采用自主学习策略和小组活动策略两种方法。关键是让学生如何有效的跟随真实的语言情境一步一步的完成各个环节的教学任务。

1.说教法: 根据职高生以及职高英语教学的特点，采用逐步降低难度，由易到难，循序渐进的方式，展开以学生为主体，教师为导向的教学双边活动。

在整个教学中,结合教材内容，我使用了任务型教学教学方法，让学生在教师的指导下,通过感知、体验、自编和展示等活动方式，感受成功，总结所学。根据教学内容和课堂教学形象化、艺术化和交际化的理念，巩固词汇与句型，并用形象化的语言和动作充分体现语言的表演艺术，激发学生学习的兴趣，引导学生表演、竞争、总结所学语言。在重难点环节中，运用视听法,情景交际法，使难点知识有声有色;在操练运用环节中为学生提供真实的语境，使学生的交流更真实、更形象化、具体化、活动化，使所学语言知识得到升华，运用语言的能力的到提高。在最后的作业环节中布置写爱好的信，以此总结巩固本节课所学。同时，在教学过程中，多角度的对学生评价，从而使学生在快乐中运用英语，在快乐中体悟语言，在竞争与合作中体验集体的凝聚力。

2.说学法:

首先，让学生在融洽的气氛中，用热情和爱心感染他们，激励他们，用丰富的评价方式鼓励他们。在这种学习氛围中，学生创造性的学习，变被动学习为主动学习。

其次，学生在竞赛、表演等师生互动中能合作学习，充分体现了同学们自主学习的能力。在小组活动环节中优生能带动学困生进行合作交流。通过感知、体验，实践、参与和合作的方式，让学生在愉快的氛围中学习。在合作交流有目的的学习过程中，“不求人人成功，但求人人参与”。

最后，优美的、丰富的评价语言与有效地竞赛，给学生美的感受、也激发了学习兴趣与语言实践的热情。学生在最后的活动中能正确、自如运用所学语言进行交流。在此活动中每个学生都展示了自我、发现了自我，找到了自信!

五.. 教学手段

主要体现现代化教学手段, 以多媒体辅助教学, 增强了课堂的直观性和趣味性, 加大了课堂的容量,也提高了教学的效果。

六. 教学程序

总教学思路:创设问题情景----教学展示目标-----教学目标导学-----语言交流实践-----纠正反馈-----课堂总结

英语阅读题教案篇2

一、教学课型：阅读课

二、教材分析：

本节课课型是阅读课，内容是一名学生在网页上找到一篇关于圣经中的英语文章。通过这节课的学习，给学生提供一个了解英语中习语的机会，从而使学生更好的了解不同的信念，宗教以及中西方的文化差异。

三、学情分析：

该年级段的学生有一定的英语基础，对根据具体语境猜测习语意思有浓厚的兴趣，因此教师要给学生表现的机会，指导他们积极主动地阅读。

四、教学目标：

1、知识目标

(1)、重点词汇：in other words ,among other things ,by and by ,have a vague or loose connection to/with ,kill the fatted calf, develop a high level of competence in communication skills……

(2)、重点句子：it comes from a story in the bible, where a son returned to his family after …, …among other things, and unless you recognize when an idiom is being used，you can easily misunderstand……

2、能力目标：培养学生的阅读能力和知识运用能力。

3、情感目标：通过本文的学习，帮助学生更好地提高阅读理解能力，了解这些习语能培养学生更高水平的交流技巧。

五、教学重难点：

1、培养学生的阅读能力，如略读、精读等能力。

2、提升学生综合运用语言的能力，如交际能力等。

六、教学过程：

step1: lead in

ask the students to read the following sentence and guess what the idiom means: i took my mother’s car without asking for permission. she is angry at me. i ’m in hot water now! (in trouble )

?设计说明】以有据可依的语境导入，活跃了课堂气氛又恰当的引入了本节课的主题“biblical idioms in english ”

step2: fast reading

read the article quickly and answer the following questions:

1、what is an idiom?

2、which language was the bible first written in?

3、which idiom is often used to describe children?

?设计说明】简要的问题使学生对文章内容有大概的了解，为下一步的careful reading 奠定基础。

step3: careful reading

part1: answer questions

1 why does the bible have a lot of idioms?

2 what did ‘by and by’ originally mean in the bible?

3 what does ‘by and by’ mean today?

4 how many years ago was the bible translated into english?

5 what does “feet of clay” mean?

6 which animals are featured in the idioms in the article?

7 which foods are included in the idioms in the article?

8 how is studying idioms useful in language learning?

?设计说明】这是对文章的细节理解，同时也使学生学习了这部分的知识点。

part2: choose the best idiom from the text to fill in the blanks

1 sarah’s grandmother adores her; sarah is_________________________________.

2 wilson was disappointed when he learnt that the coach had ____________________.

3 she knew it might take a long time for her teammates to change their minds, but she believed that the new plan would work_________________________________.

4 the people in my village are very honest and hard-working; they are______________________.

5 when my brother came back home from his trip to europe, we _________________for him.

6 she would not say who told her about the surprise party. she just said ___________________.

?设计说明】换一种语境让学生更好体会文中出现的习语的用法。

step3: careful reading

read a short passage about idioms from the bible and full in the blanks with the words blow.

hidden underline weaknesses translated idioms group greek

soon concept bird

an idiom is a _______of words that has a special meaning which is not usually apparent. if you already have a good understanding of english and want to polish up and sharpen your language skills, studying_______ can be a good way to do so.

many of the idioms used in english are from the bible was ________ from hebrew into _______ and later into english. take ‘by and by’ as an example. it originally meant ‘immediately’, but now it means ‘________’.

idioms can be used to ______ the moral of a story. one idiom about ‘feet of clay’ stresses the ________ that things or people that seem perfect, like a person we admire or respect, can have hidden _________. another idiom, ‘a little________ told me’, is used to say that you know something but you do not want to tell others how you know it. some bible idioms use things related to food such as salt or apples to make a point more clear.

from now on, whenever i read an idiom, i will remember that there could be a ________ meaning in it.

?设计说明】这个环节可以从另一个侧面检验学生对文章线索的掌握。既是对文章内容的延伸，又是对文章的综合概括，并可以借此提高学生的词汇运用能力。

step4: appreciation: enjoy some idioms

1 a little learning is a dangerous thing.

2 life is made up of little things.

3 a high building, a low foundation.

4 many a little makes a miracle.

5 many hands make light work..

6 actions speak louder than words.

7 better to arrive late in this world than early in the next.

8 when in rome, do as the romans do.

……

step5: homework

(1) shorten the passage using your own words.

(2) try to collect some idioms.

(3) find useful and .difficult language points from the passage.

英语阅读题教案篇3

一. 教材内容分析

本单元的中心话题是“电影”，本课是第三课时，是一篇传记体的短文，介绍当前好莱坞最有影响的导演艺术家—史蒂芬斯皮尔伯格的创作生涯和一些作品。同一般传记一样，本文也是按照人物的生平时间展开：前两段记述了史蒂芬斯皮尔伯格的早期创作尝试和生平，之后几大段介绍了他的事业和美满的家庭。学生从中可以进一步了解导演，也能体验一些影评的模式。

二.教学重点难点

(1).关系副词引导的定语从句和介词+关系代词引导的定语从句

(2)掌握相关的词汇和短语

(3)文章段落结构的分析并概括各段的段落大意.

(4)如何提高学生的阅读能力。

(5)对影视界名人及电影的评价(comments)如何写影评(review)。

三.教学目标

(一)知识技能

1. 掌握一些课文中涉及的词汇和短语：

如：academy, adult, industry, cruelty, marry, research, creature, owe…to…, take off, scene, blockbuster, director, script, studio, follow-ups等

2. 学习掌握一些重点句子：

如：this was a film in which … real actors… p31

instead of …

this was the moment when …took off. p31

when asked about the secret about …he owes…to…p32

after that it still took …before… p32

3. 学习、掌握关系副词when，where.，why 引导的定语从句及介词+关系代词引导的定语从句。

4. 通过本课训练使学生能够提高他们的阅读理解能力，通过一些重点词汇及短语掌握文章大意。

(二)情感态度

1. 通过学习课文，培养学生了解、尊重异国文化，体现国际合作精神。

2. 通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。

(三)文化意识

1. 通过学习，了解国际导演史蒂芬斯皮尔伯格。

2. 通过学习，了解世界影视文化，培养世界意识。

3. 通过中外影视文化对比，加深对中国影视文化的理解。

四.教具准备：

录音机，电脑，屏幕及图片。

五. 教学方法：

1.任务型教学法

学生学习本文时，我设计了一些任务，通过感知，体验，参与合作等方式，使学生的主动地位得到充分体现。如：要求学生阅读文章，回答问题，填写表格等。2.多媒体教学法

这一单元以影视为主题,利用多媒体展示影片相关图片，帮助学生用自己的话概括主要内容,提高课堂教学效率,增强学生学习兴趣.

六、教学步骤

step one:revision

1. check the words and expressions.

2. ask the students to explain the following words in english.

graduate work as play a role in

step two: pre-reading

此部分的关键在于让学生了解如何制作电影，尤其是通过了解电影的制作而突出导演的重要作用。task: to experience being a director (write one scene of the film and act it out).

活动形式

1.师生互动：教师提问if you want to make a film, who do you need to invite?通过此问题引出电影制作过程中所需的各种角色，如photographer, actor/actress, editor, director等等

2.小组活动：

1)教师可设置这样的讨论题：what part would you like to play in making a film?根据选择分组，让他们讨论选择各角色的理由。同时讨论各角色在电影制作中所做的不同工作。通过讨论，学生不难发现，在电影的制作过程中，导演起了非常关键的作用。

2)根据所选的各种角色交叉分组，发挥各自的作用。

a. what would the scene be like and what happens in it?

b. who are the main actors in that scene and what do they do?

c. write a short dialogue and act it out

step three: while--reading

本篇阅读材料是人物传记，介绍了导演steven spielberg 的成长经历以及他的主要成就和作品。通过文章的学习，旨在了解西方的电影文化背景以及学习名导steven spielberg的那种对自己的事业坚持不懈、孜孜以求的精神。

活动形式：

1.小组活动(lead-in)

分别给出和斯皮尔伯格所执导的电影的几幅图片，引起学生的兴趣，让学生分组讨论，预测文章的主题.

t: now, please discuss the pictures in groups then guess what is the text about?

a few minutes later, the teacher ask several students to report their answers.

2.个人活动(listening)

让学生听录音一遍，然后找出课文中所提及的五部影片的名字。

t: who knows the names of the five films?

s:the five films are: jaws, et , jurassic park ,schindler’s list, and saving privateryan.

t: you are correct.

3.个人活动(skimming)

a.快速阅读课文，按时间主线制作一个steven spielberg 的要事记

the teacher shows the years on the screen.

1946, 1968, 1959, 1975, 1982, 1993

t : let’s check the answer. i would like this group to answer these questions.

sa: in 1946 steven spielberg was born in america.

sb: in 1968 steven spielberg made his first real film.

sc: in 1959 steven spielberg won a prize for a short film.

sd: in 1975 steven spielberg he made one of his first films jaws

se: in 1982 steven spielberg made the film et which was about creatures that come to the earth.

sf: in 1993 he made the film jurassic park

b.快速阅读课文的para3—5 , 查找出有关这5部电影内容和主题的信息，并核对与自己猜想是否相符。

films

information of the film

jaws(1975)

about a big shark that attacks and eat swimmers

et (1982)

about a little creature comes from outer space

jurassic (1993)

about an island where a very rich man keeps dinosaurs.

schindler’s list(1993)

about the cruelty of war/a german who saves jewish people from being killed in the war.

saving private ryan(1998)

about the cruelty of war/an american leads his team to search for a soldier named ryan.

3.个人活动( scanning)

阅读并查找有关spielberg的信息：

when and where was he born?

when did he start making films?

what did he use to make films at first? and later?

what was his dream?

what did he study?

when and with what did his career take off?

what does spielberg owe his success to?

step four: post-reading

该部分可分成两块，其中第二块内容可以提前到阅读中去完成，也可在读后总结，当学生读完影片内容时，可以根据自己的理解写出五部影片的内容是什么(写尝试应用定语从句，体验定语从句的结构)。第一块(questions)中第1，3，5三个问题比较难，从文中直接找不到答案，也是学生理解上需要升华的部分。可以通过分组，让学生讨论来理解这几个问题。让学生领会以下几点：1)、英语作为工具的重要性 2)、不懈努力、持之以恒 3)、成功需要家人的支持，合作、互助精神。

t: let’s turn to page 32, part 1.work in pairs and answer the five questions:

1. why did spielberg study english instead of the film?

2. why were the people who saw the film jaws were afraid to swim in the sea?

3. how important is his family to spielberg’s career?

4. what was spielberg’s dream?

5. what have you learn from reading about?

step four: homework

1.preview the reading not one less on page34

2. make sentences with the following words:

(1)career (2)role (3) owe (4) award (5)accept

七、教学评价

根据《国家英语新课程标准》对外语教学评价的原则，对学生的评价应坚持形成性评价和终结性评价并重的原则，既关注结果(教学过程中忘记考试)，更关注过程。在英语教学过程中更多地关注学生英语学习的过程、关注形成性评价，应重视形成性评价对学生英语学习的交流，对学生的书面作业、口头回答、演讲、朗诵等课外学习行为和学生的学习能力、学习态度、参与程度、合作精神等做出评价。形成性评价包括学生相互评价和学生自我评价等方式，应对学生的认知、情感、技能等方面给予综合评价，以帮助学生树立自信心、培养学生的学习能力和帮助学生确定合理的学习目标和使用恰当的学习策略。

形成性评价应采取多种评价方式，包括口头的、书面的、表格形式的，还可以建立学生个人学习档案。

英语阅读题教案篇4

module 1 unit 2

she didn’t have a television.

教学目标：

能听说读写单词：lady fire radio field telephone hope

1. 能熟练运用这类句子”she didn’t…she worked…谈论人们过去的生活。

2. 学会归纳动词的过去式，并能灵活运用。

3. 教学重点：

学会归纳动词的过去式，并能灵活运用。

教学过程：

一. 预习检测

英汉互译并连线。

有关中国的节目 many years ago

许多年以前 programme about china

谈论 last night

在田野里 on a fire

昨天晚上 in the fields

在火上 talk about

二.合作探究，学习课文。

1.听课文录音，圈出文中出现的动词过去式。

2.同桌学习课文。

3.师讲解“or”的用法.

三.巩固练习

完成课本第二部分。

练习检测

英语阅读题教案篇5

一、教材分析

主题公园作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可深度挖掘的教学主题。本单元以主题公园为背景，围绕a world of fun 这一主题开展听、说、读、写多种教学活动。单元语言素材涉及过山车、蹦极运动、自由落体车、赛车等娱乐方式及各类主题公园的不同特色，具有很强的时代气息，贴近学生生活，有利于学生了解生活、运动与休闲，了解中外文化，增强世界意识，有利于培养积极的生活态度。

本单元的warming up部分以图片形式引入本单元的话题之一：amusement parks;并通过师生或生生自由问答，让学生了解并交流个体各类活动方面的体验、喜好及理由，从而引出话题amusement parks 和theme parks,为听力部分和阅读部分作必要的铺垫。

listening提供一个会议事例：在我市建一个主题公园的招标大会上，fun fun productions and merry rides limited两个不同特色公司的代表人发表演说表达各自优势以争取承建权。在听音之前需要作恰当的导入，听时做课文1、2部分，听后再作小组讨论：选择哪一家公司作为承建商及给出相应的理由。这一话题具有社会性，时代性特点，在课堂上可以激发学生模拟真实语境进行创造性对话活动。

speaking紧紧围绕“问路与指路”话题：课内提供一张公园平面图，学生根据出发点和目的地的联系进行有意义的对话实践。post-speaking内容扩展至生活实际情况。

reading是一篇介绍主题公园的说明文。它包括主题公园的定义、特点，同时介绍了the world park of china, the ocean park of hong kong, disneyland in california三个不同的主题公园，引导学生了解和比较主题公园的不同主题，激发学生联想主题公园的未来发展。post-reading部分鼓励学生自行设计主题公园活动，鼓励学生积极想象、培养创新能力。

文章结构思路如下：

1)what is a theme park? →

2)know about 3 great theme parks:

the world park ---people can have fun and experience sth different.

the ocean park in hong kong ---people come for thrills and entertainment and know more about the idea behind the park.

disneyland in california ---the theme is the world of walt disney and his characters. →

3)new theme parks are being built.

篇章结构图示：

what is a theme park?

examples:

three parks what do people

themes, attractions experience and learn?

theme parks in the future

课文线索内容复述如下：

when you come to a wonderful theme park, you are sure to enjoy yourself. you can find a collection of rides, exhibitions and other attractions. they are based on a common theme. on one hand , people can have fun, thrills and entertainment. on the other, theme parks are designed to teach people something. those who come for thrills will also know more about a certain subject, such as life in the ocean, the discovery of the ancient world, and life in the future. what’s more, you may imagine much new things if you think you cannot get enough of scary rides and exciting adventures. then there will be new designs, and new theme parks will be coming.

德育渗透：

- all work and no play makes jack a dull boy.

工作而无娱乐使人愚钝。

- never should a man stay in a closed-door room. you should explore the universe to see how men are coping with the events of changing.

任何人都不应闭关自守，而应面向世界，以探索人们怎样对付日新月异的事态发展。

- never go to the forest if you are afraid of the wolf. (lenin)

大胆的探索和体验源自你的勇气。(列宁)

language study要求学生掌握和运用相应的词汇;了解分词的意义，学习掌握现在分词作状语的用法，区别运用分词的进行式作状语与完成式作状语结构。

integrating skills阅读部分在主题公园的基础上以rides为主题内容，介绍了几种不同的rides, 要求读后以课文为基础，鼓励学生创造、想象，以小组活动形式设计并描述the scarest and most exciting ride in the word。

学生在本单元的学习过程中，除了增长语言知识、提高语言技能外，更要拓展文化视野，发展跨文化交际的意识和能力;并且结合个人经验充分体验他人在个别主题活动方面的感受，加强合作意识、陶冶情操，提高自身素养。

二、教学目标

知识技能：掌握并会运用有关词汇、句型和现在分词短语作状语的用法。

情感态度：结合个人经验充分体验他人在个别主题活动方面的感受，倡导创新意识的培养、加强合作意识、陶冶情操。增强世界意识，培养积极的生活态度

学习策略：通过小组活动等，指导学生积极与人合作、相互学习、相互帮助，培养合作能力、团队精神。利用图书馆、网络等辅助学习，在学习、讨论、反思和探索实践中逐步形成策略。

文化意识：拓展文化视野，发展跨文化交际的意识和能力。

三、教学重点、难点

1. 重点：

话题: talking about amusement parks.

功能: ways of giving directions.

designing new things.

词汇: theme create attract attractions lead to have sth. in common

thrills and entertainment be based on more advanced step into experience sth. risk injury give sb. a thrill scream one’s way… race against imagination design live to ride

表达用语: excuse me. am i going in the right direction?

excuse me. does this road lead to …?

got it. thank you.

句型: there is the fun fun park, where we will have rides and entertainment.

what reason does he give for choosing his park?

entering one of the attractions at universal studios is like steeping into the world of your favourite film.

it seemed like people just cannot get enough of scary rides and exciting adventures.

you can feel what it is like to live in space…

语法: the –ing form used as an adverbial.

eg. many people come to the theme parks looking for thrills and entertainment.

visitors leave knowing more about the idea behind the park.

having enjoyed the rides at the headland, visitors can take the shuttle to the lowland.

2. 难点：

a.动词-ing结构作状语的运用。

b.针对事物特点描述的写作。

写作技巧(如何描写事物?tips p70)

关键：抓住事物特征

ask ourselves questions as follows:

what is it?

what is the use of it?

what does it look like?

how large is it?

what does it sound / feel / smell / taste like?

how does it work?

what do people do to it?

what do people think of it?

why do some people love it?

what is your opinion towards it?

四、课时安排

period 1 warming up and listening

period 2 reading

period 3 speaking

period 4 integrating skills

period 5 language study

五、教学计划

period 1 warming-up & listening

goals:

1. talk about amusement parks and our experiences.

2. learn to express likes and dislikes about the amusing activities.

3. be able to listen for information and understanding.

teaching procedures:

step 1 warming-up

task 1 talk about the topic and the word fun

students talk about fun things use adjs to describe fun things

question 1. what is fun? (snowing, sailing, hiking, rafting---)

2.what do fun things have in common?

cooking is fun because it is challenging ( interesting, relaxing---).

3. where can we have fun? ( cinemas, amusement parks, theme parks---

fun is everywhere if we can enjoy it.)

task 2 talk about our own experiences

questions: 1. have you ever been to an amusement park? what did you see?

2. have you ever tried sitting in a roller coaster?

3. how did you feel?

4. do you like it? why?

task 3 watch pictures and talk about likes and dislikes

1. look at the pictures and name the activites

question: do you like these activities? why / why not?

2. do an interview to find others’ ideas (make up a dialogue).

the dialogue can be like this:

student a: hello, .... have you ever been to an amusement park?

student b: oh, yes. i have tried…

student a: do you like it?

student b: sure. i like it because it’s really exciting and …

step2 listening

pre-listening talk about the theme of the theme parks

a theme park must have a special theme.

questions: if you are to build a theme park, what theme will you have? why?

while-listening: listen and finish the exercises 1 and 2

post-listening: 1. fill in the following form.

which of the parks do you think is better?

name theme your reason and ideas

英语阅读题教案篇6

unit 8 fruit

the leon i am going to talk about is from the teaching material book one ,unit 8 .the third part that is used by the kids in grade one .

一、analysis of the teaching material this is a dialogue that happens in the fruit shop .several sentences surround selling and buying the fruit will be learned .during the first and the second part in this unit ,the kids have understood simple instructions and act accordingly ,and they can say simple words ,phrases or sentences by looking at objects and the pictures’; 二 teaching aims 1.knowledge and skill aims 2.review the names of the ten different kinds of fruit and recognize the numbers from one to ten .2.equip them with the emotion ,attitude and value goals : 3 cultivate the spirit of cooperation s in the group work..三 teaching importance : 1.make sentences using the fruit and the numbers .“six oranges ,please .’

2.distinguish the difference between the single form and the plural forms of the nouns .“one apple / two apples „”

3.the sentences used when selling and buying the fruit in a fruit shop.四 teaching difficulties : 1.distinguish the difference between the single and the plural forms of the nouns .2.train their ability of communicating with others in english .五 teaching aids multimedia , flash cards ,fresh fruit and arrangements and decorations of the fruit shop .六 teaching methods : task objective teaching method .tpr method , performance and games methods .七 analysis of the teaching procedures . 1.warm up all the cla sing english song “ten little indian boys ” to arouse their interests and help them to step into english learning circumstance happily. 2.review the fruit and the numbers those we learned in the first and the second part in this unit . a.watch a funny video .and answer the questions .(learn more fruit and practice more sentence patterns e g: strawberry / watermelon/ pineapple /cherry) ask some questions . what’s this ? what color is it ? how many bananas are there ? do you like eating bananas ? what is your favorite fruit ? encourage them to open their mouth and speak english as much as they can .b.play gueing game .to review the spelling of the words using the basic pronunciation knowledge .c.play a game named “up and down ”.emphasis on distinguishing the single and plural forms of the nouns .3.guide the pupils to the main teaching points .(引入新课)to comprehensive use the numbers and the fruit that is a needed in a fruit shop .ask two volunteers to come to the front and choose the right number cards and stick it beside the right fruit according to the other pupils’ instructions .the quicker one will be the winner . eg: six oranges ,please .4.time to practice for all the cla .5.the pupils choose the right cards they have prepared and put them up above their heads when they hear the teacher’s instructions and give them to the teaching answering loudly: “here you are .’

6.watch a video ,understand what’s happening in the story ,(this part is important, reasonable and effective)and guide them to protect and make friends with the animals . present the situation of a fruit shop .the teacher will act a shopkeeper and invite a better pupil to be the customer and finish all the buying steps . shopkeeper : good morning . customer : good morning . shopkeeper : can i help you ? customer : yes ,six oranges ,please . shopkeeper : here you are . customer : thank you very much . shopkeeper : you are welcome .6.consolidation and practice group work : divide the cla into eight groups and every group will be decorated into a fruit shop, ask one pupil to be the shopkeeper and the other members in this group will be the customers .encourage them to buy and sell the fruit with what they learned in this part ,i design a real situation that is common in our daily life and the kids will not feel uncomfortable or unfamiliar with it, the teacher will go around the cla and supply the help to the unable ones .in such a peace and pleasant situation they like to speak the dialogue they learned to expre themselves .they can feel the succe and become confident in speaking english .7.conclusion the teacher would lead the cla to read the sentences on the board and ask some more difficult questions .maybe the pupils can not understand them clearly ,but it doesn’t matter .we just give the pupils more information about the language and give them the better language circumstances that can help them in the future learning .8.homework : encourage the pupils to design a little fruit shop at home and teach their family the dialogue in the fruit shop .when they practice this , they should take photos and show the other pupils the next day .in this leon , what i design (not only the presentation of the main teaching points ,but also the activities) attract the pupils interests .they learn and practice while playing .i think it’s really a good leon of high quality.9 black design

英语阅读题教案篇7

1.语言知识目标：

1) 能掌握以下单词： newspaper, use, soup, wash, movie, just

能掌握以下句型：

① -what are you doing? -i'm watching tv.

② -what's he doing? -he's using the computer.

③ -what are they doing? -they're listening to a cd.

④ -this is jenny.-it's laura here.

2) 能掌握语法：现在进行时态的用法。

3) 能运用所学的知识，描述人们正在干的事情。

2.情感态度价值观目标：

通过对本单元的学习活动，能培养培养学生学习英语的强烈兴趣，善于发现生活中正在发生的事情，积极思考，乐于助人，乐于参加各种活动的积极情感，培养学生团结合作的精神。