英语优秀教案设计

教案的特征是教师教什么、学生就学什么,强调的是教师的主导地位,学生根据教师安排的教学内容学习、思考和模仿。教案撰写的水平和质量直接反映教师的教学基本功,而教学态度和敬业精神则关系到教学效果。以下是小编为您收集的《英语优秀教案设计》，仅供参考，大家一起来看看吧。

第一篇：英语优秀教案设计

高中英语教学设计（教案）

Teaching plan

Great Minds Objects: 1. Review the words and expressions. 2. Review the contents. 3. Guide students to study what a genius is in their opinions. 4. Arouse students‟ awareness of what leads to success. Teaching Aids: Multi-media

Teaching processes: 1. Lead-in ① If I have seen farther than others, it is because I was standing on the shoulders of giant. We should learn from past experience and others. The former generation had laid the foundation for us, and we should draw lessons from them. ② Genius is one percent inspiration, ninety-nine percent perspiration. The gift is not the main factor that makes us a genius. It‟s your efforts and constant hard working that makes person a genius. ③ If a equals success, the formula is: A=X + Y + Z. X is work, Y is play, Z is keep your mouth shut. Success is not easy to achieve, and we have to make efforts. We need time to rest and recover, and put all your dreams and plan into action, instead of talking and bragging. After all, action speaks louder than words. ④ Chance favors the prepared mind. Chance always belongs to people who are prepared. It will not fall on some one accidentally, and chances are the product of preparation. 2. Making sentences Make impressive and inspiring sentences with the given phrases：

① regard … as…

； attempt

② lead to ；let down

③ learn „by heart ；guide

④ in trouble ；offer 3. Retelling the story in different roles. Group A and B retell the story in the role of Einstein, you can begin your story with the sentence: “I „m always invited to the university to explain my theory…..” Do you worry about Hans when he was giving the lecture on the stage? Do you feel anxious when Hans was asked so complex a question? Group C and D retell the story in the role of Hans, you can begin your story with the sentence: “I have been Dr. Einstein‟s driver for many years….”

Do you feel nervous when you are asked such a complex question that you don‟t know how to answer it? How do you feel driving a genius like Einstein? 4. Ask and answer: further study of the real meaning of being a genius.

高中英语教学设计（教案）

① ② ③ ④

⑤ Why was Einstein called a genius? humorous, outstanding, clever, workings of the universe, creative What do you think a genius is? great mental ability, wisdom, creation, something significant Why did Einstein call Hans a genius? I am confused. clever, quick wit, ordinary, able Let‟s redefine “genius”. You don‟t have to be a scientist to be a genius. ordinary, clever, able Is there any possibility to become genius? Genius is one percent inspiration and 99 percent perspiration. ⑥ How can you be successful?

If a equals success, the formula is: A=X + Y + Z. X is work, Y is play, Z is keep your mouth shut. This is Einstein‟s formula of success, but I don‟t think it can apply to everyone. What would you add to this formula? Let‟s try to make your own formula of success. 5. Assignment: Read more about Einstein and make a formula of success for your own.

教后反思：

本堂课的设计是围绕着“问题有效性”进行的。教学的过程中，在问题的有效性上着力比较多。尽量希望达到问题循序渐进，从易到难，由浅入深。

在具体教学过程中，学生对于答案确定的问题，都能准确，快速地进行回答。对于半开放性问题，从课文内容中引申出的有一定深入的问题，学生的回答不尽如人意。我想这存在两个方面的原因；其一，在提问的方式，和指令上，学生有些困惑，并且在提问之前可能没有作出足够的铺垫。其二，学生的思考问题能力还有待提高，从教学过程来看，学生并不能循着给出的引导启发，做出有效回答。综上，在教学指令上，教师应该做到更清晰明了，做出更有效的铺垫，并且应该锻炼学生思考问题的能力。

另外，还有一类问题，那就是关于学生自身对于自己的反思和思考的问题。此类问题，学生也不能做出好的回答。原因同样有二，其一；学生并不习惯自身反思，没有“日三省吾身”的习惯，而不善自省的人是很难取得长足的进步的。其二，学生的英语语言能力跟不上学生的中文思维能力，英语作为第二语言，学生掌握的程度还是有限的。这是造成此类问题效果不佳的主要原因。因此，在日常教学中，应该更多地给学生情感教育和人文熏陶，同时要加强语言的积累和语言能力的提升。

在此次公开课中，作为任课老师，也学到了很多，是对自身教学能力的又一次锻炼和提升。

第二篇：九年级英语上册第一单元教案设计

内江市五初中 吴腊梅

Ⅰ、Teaching aims: Knowledge aim: Get the students to grasp the use of “by doing sth.”and some other phrases and patterns. Skill aim:Help the students to improve their reading ability. Emotion aim:Develop the students’ ability of dealing with different problems. Ⅱ、Key and difficult points:

1. Understanding of the passages. 2. Methods of expressing ways of studying different subjects. Ⅲ、Teaching tools: 1. A tape-recorder. 2. Several flashcards. Ⅳ、Teaching methods: Help the students to use dictionaries in reading to deal with the new words and try to understand them according to the context. Ⅴ、Teaching process:

Step 1: 1. Greeting. 2. Check up the new words. Step 2: Presentation Ask the students to talk in pairs about how they study English. Then get several of them to tell the class their ways. And I’ll ask the others to discuss if they are successful or unsuccessful ways. Step 3:Tasks Task 1

1. Here I have an interview in which three students told us how they studied English. Let’s listen to the tape and try to find whose ways are successful and whose are not. 2. Play the tape twice for the students. Then I’ll show them the following chart to complete. Ways of learning English Not successful OK Successful Lillian Li Wei Ming Liu Chang

I’ll ask several students to tell us their answers and the others will correct their possible mistakes. 3. Play the tape again for them to understand it better. 4. Have the students read the article in Section A, 3a and see if they have any difficulties in understanding the passage. Then I’ll explain to them some language points. ① frustrating/frustrated e.g. I find it frustrating that I can’t speak other languages. As a nurse she got very frustrated, but being an administrator seems to suit her.

Other words that have the same usage are “interested/interesting, excited/exciting” and “bored/boring”. ② not … at all e.g. I like milk very much. I don’t like coffee at all. ③ get excited about=be excited about e.g. Are you excited about going to Beijing? ④ end up doing sth.

e.g. We didn’t like it at first, but we ended up cheering. Task 2 1. I know that all of you want to learn English well, but it’s not easy for every one of you to do so. Next one student will tell us how he is successful in learning English, which will be very helpful to us. OK, let’s listen to the tape and try to find how he did it. 2. Play the tape for the students to listen and understand. 3. Ask the students to summarize the way that the student used to learn English in small groups. 4. The students look at Section B, 3a and listen to the tape once more to understand the article better and find out the difficulties in it. 5. Explain to the students the following. ① begin with

e.g. We began our lesson with a song. ② be afraid to e.g. She is afraid to go out at night. Task 3 1. Now, everybody, I know you all have your own successful ways of learning different subjects. Would you like to write them out and share with us? I’ll offer you several minutes to think about it and them try to form it an article. 2. I’ll give the students some necessary guides while they are writing. 3. “Who likes to tell us your ways? Now stand up and do it.” Next I’ll encourage them to offer their ways and exchange with each other. 4. Now, please read the article “How do we deal with our problems?” Try to use your dictionaries to help you as much as possible. When they are reading, I’ll provide them what they need. Step 4: Summary

This class we mainly learned how to study through reading several articles.

Step 5: Homework Write a short passage to sum up the ways of learning English that they have been using and analyze if they are successful or not and tell us how you will do later on.

Blackboard-writing design

Unit 1 How do you study for a test?

How do you study for a test? By using English.

memorizing words. reading.

Ways of learning English watching English-language TV

studying grammar taking grammar notes

九年级英语第一单元教学反思

本节重点以使用“by ”来阐述或表达做事的方法，在教学设计中我重点强调了如何用“by” 说、写，用“I study English bylistening to music” 导入，之后让学生discuss学习中的策略，对程度较差的学生要求能用by 说一句话，对程度较好的学生要求用“by ”表达学习方法并能表明理由。这样做就是最大限度的为听力、阅读文章作出铺垫，而在文章的教学上首先让学生找出显在的方法句(即由“by ”引导的)和隐性的方法句(即没有“by ”引导，但仍然呈现一种方法)，紧接着就是词汇的训练，将其体现在句子中，由词至句的操练，帮助学生明白意思并能掌握用法，而整个教学过程的检测体现于pair work和group work之中。本节着重从以下几点入手

1、了解个体差异，对不同程度的学生设计不同水平的问题，保证学生在原有基础上逐步提高;

2、 对难以启齿的学生采用鼓励的策略，尽管学生回答问题是被动的，但目的是解决又说的强压到释言的心理变更过程，使他们明白学习英语不能是心明，而更要脑清、嘴顺，善于表达个人意见;

3、词汇训练这一关，突破“死记”，在“活用”方面取得进展。

第三篇：读《小学英语优秀课堂教学设计》有感

教育家第斯多惠说过：“教育的艺术不在于传播的本领，而在于激励、唤醒和鼓励的一种教学艺术”。在初入教学领域的半年时间里，我就初步体会到其言之有理。每个教师都是艺术家，在不同领域塑造着不同特点的学生。我也深深陶醉在教育这一浓浓的艺术氛围中，成为幸福的探索者之一。

刚接触小学英语教学时，是在英语培训机构，大多是需要速成的模式，所以老师会通过各种渠道获取小学英语教师应该具备的素养和技能，也在课堂上反复训练和增强。可是，慢慢的会发现，教学好像进入了一个暂时瓶颈，无论教师如何使劲，学生的学习效果也只能一直处在一个水平，无法提高。后来悉心发现， 学生才应该始终是课堂教学的主角，是课堂中活力最充分的体现。要

使学生学得轻松愉快，教师就要想方设法组织好教学活动的全过程，激发起学生的学习兴趣。变“要我学”为“我要学”，调动学生积极探求、思考的欲望，从而达到教与学的最佳效果。

课堂活动在小学英语教学中起到了举足轻重的作用。而这种活动强调的是学生主体主动的情感热烈投入、思维积极参与的、观察与行动相统一的、能满足学生个方面发展需要的整体的、多样的活动。最近读了《小学英语优秀课堂教学设计》，下面谈谈读完后的几点看法：

一、 课堂教学活动的意义

长期以来，传统的教学观念是“英语就是死记硬背”、“满堂灌”，故而造成了“哑巴英语”“聋子英语”的不良恶果。小学基础教育必须摆脱应试教育，转变“教师为中心(teacher-centered)”为“以学生为中心(student- centered)”。要想在教学中充分发挥学生的主体作用。使学生主动参与课题教学，使他们带着个人发展的需要、带着强烈的求知欲、浓厚的兴趣、高昂的积极性、饱满的热情参与学习，教师就得设计一些新颖、有趣的教学活动，这样利于激发学生学习的兴趣，调动学生的积极性，启发学生的思维，使他们主动地获取知识、提高课堂教学效果。同时，课题教学活动利于学生个性的培养和发展。课堂活动就是学生主动参与课堂教学，学生在这一特殊的思维活动中主动思考，严格要求自己，并经历种种诸如困惑、焦虑、喜悦、激动等情感的变化，获取了知识和经验，提高了思维能力、发展了兴趣爱好，从而养成了良好的思考习惯，科学的态度，掌握了良好的学习方法。同时通过活动，不同层次的学生都能用已知的经验和知识去认识解决新的知识，从而增强了他们的学习自信心。

二、课堂教学活动的原则

渗透性原则。在教学活动中要注意剔除西方文化的糟粕，汲取其精华。随着教学内容而结合素质教育要求，培养学生的创新精神和实践能力为重点，设计真实的语言环境，发展学生用英语获得、处理、交流信息的能力。培养良好的英语学习心理素质，发展学生健全人格，培养合作精神和社会公德意识，培养学生的好奇心和探索创新意识，初步养成文明的行为习惯。

主体性原则。在教学活动中，充分发挥教师的指导作用和学会上的主体作用，营造宽松和谐的学习气氛，使学生敢于开口、勤于开口，对学生的成绩加以肯定，使他们获得成就感，对学生的口头错误不要面面俱到，不要有错必纠，尊重学生的个体差异，以学会是的实践活动为主，保证学生的活动时间达一课时的70%以上。

多样性原则。

教师要设计出多种多样的学习活动，每个学生都是一个新鲜的认知主体，学生与学生之间存在着个体差异。要想使活动适合每个个体学生，吸引其兴趣，就要使活动多样化。

灵活性原则。学生活动过程的顺利进行受多种因素的制约，如学生的认知水平，学习能力、学习材料、活动方案的设计、活动方法的选择等等。当学生在学习活动过程的进行中遇到困难，受到阻碍将直接影响活动效果时，教师要随即应变、果断放弃已有的设计，灵活采取更合理、方便、科学的活动方案和方法，以保证活动过程的顺利进行。教师要依据活动目标(包括认知、情感和动作技巧三个领域)、教材内容设计、教材内容特点、学生实际特征、活动环境等因素，灵活选择不同的活动方法。

新颖性原则。活动过程设计的新颖，体现在设计活动过程时或在活动过程中能突破常规和经验发禁锢，不断产生新的思路和做法。

实用性原则。课堂教学活动不仅在于使学生掌握、巩固所学知识，更是把语言从准焦交际向实际交际过渡的重要手段。课堂教学活动的设计中要为学生创设真实的语言环境，使学生能利用所学的语言进行实际交际。这是我们学习语言的最终目的。

三、课堂教学活动的控制

课堂教学活动固然重要，但教师不能对它很好地控制，也很难取得良好的效果。英语教学活动进程受学生的学习方法、学习习惯、现有知识、活动技能、学习心态、学习情绪、活动时间等诸多因素的影响。在以活动为本的课堂教学活动中，教师要对活动进程进行主动地控制，体现在以下四个方面：

灵活选择活动方式：合理有效的学习方法是把握活动进程的方向盘，更是对活动进程的驱动器。教师要在学习实践活动中，创造出许多适合自身特点和方法来，优化活动方法，从而推动活动进程畅通无阻的向前进行。

主动把握活动时间：学习活动是一个过程，需要一定的时间，但在活动过程中由于活动内容不同、活动目的不同、活动主体(即学生)不同，所需时间也就不同。为了达到活动目的，时间的分配必须灵活适度，要合理地控制、安排活动时间，有效地控制活动进程，以优化课堂结构，达到活动目的。

对学生学习情绪的控制：影响外语学习效率的学生心理因素以情绪最为突出，特别是焦虑、忧愁、挫折感、失败感、丧失信心等消极情绪的影响，外语教学要成就就要对学生的情绪予以科学地控制，即把情绪信息和情绪反馈，消极情绪的抑制和消退与积极情绪的产生和强化都纳入精心策划和设计的控制系统之中。

对学生学习习惯的矫正：正确、良好的学习习惯能培养学生的学习兴趣、良好的学习心态、有效地促进学习进程，真正发挥学生的主体作用。

对学生活动技能的指导：学习活动技能诸如如贴画、涂色、绘画、运动、会话、表演、音乐等能力。对这些活动技能的有效指导、能推动活动进程的顺利进行。

四、课堂教学活动的方法

发口令做动作：老师发指令，学生做动作来表现理解，教师再用多种新的常常是幽默的方式来重新组合指令，一旦学生能说的时候，反过来由他们对教师发指令或互相发指令，游戏、幽默短剧、语言的意义用动作来澄清。

传话：可利用学生在教室里的座位按横排或直行来进行比赛，也可以没两个横排或两个直行为一组。教师低声对每组的第一个学生来说一个单词或句子，要求依次低声传下去，由每组最后一个学生起立大声重复，传话又快由准的为优胜。在一个时期时，传话的内容可以逐渐增加，难度可以逐渐增大，以便锻炼学生的听说能力。

动作猜谜：一组中的一个学生做表意动作，模仿某一动物或动作，另一组学生必须用英语说出是何种动物或动作，表意动作也可以是表示大家熟悉的内容，要求对方用英语说出。如：在教“cat”一词时。模仿其叫声，或模仿抚摩猫的动作，再要求猜出，并大声说出“cat”。

表演：发动学生亲自制作道具，参加表演，表演课本剧、唱歌、跳舞、会话等，其情其景，十分融洽，受到了良好的效果。

找朋友：卡片、实物发给学生，两两对应，一问一答。竞赛：包括个人抢答竞赛(教师出要求，学生自由抢答)、分组竞赛(将学生按实际情况分成几个小组，组与组之间开展学习竞赛，可以培养学生的思维能力和学生团结互助的集体注意精神)、师生竞赛(在活动中，要真正做到师生间的“心心相容”，必须融洽师生关系，师生之间开展竞赛是融洽师生关系的主要方法之一，它充分体现了学会上的主体作用，有利于学会上更好地主动学习)。竞赛形式易调动学生的激情，吸引学生的注意力，培养学生思维的敏捷性和稳定的心理素质，把课堂气氛推向高潮。

实施小学英语有效课堂教学的技巧有很多。在教学中教师应注意：充分全面地了解学生， 面向全体学生，尽可能使教学活动符合学生的兴趣;让学生清楚地了解学习目标，并鼓励和指导学生确定自己的学习目标;教学中尽量使用容易理解的教学语言，不熟悉的教学语言则尽量使用体态语，必要时直接使用汉语;以教学目标为评价标准的依据，建立合理的、有层次的评价体系，使学生清楚了解评价目标，鼓励学生进行自我评价。

提高课堂教学效率，实施有效教学是完成小学英语教学目标，提高小学英语教学质量的重要途径。小学英语教师要通过有趣、有用、有效的教学活动达到教学目标，有效促进学生的发展

夹江外国语实验学校

夏雯

第四篇：2016海南教师资格面试高中英语语法课教案设计

Passive voice

I Teaching aims: Knowledge aim: Students can master the usage of grammar item “passive voice”. Ability aim: Through different kinds of teaching activities, students can use “passive voice” to express themselves appropriately. Emotional aim: After learning this class students will become interested in learning grammar. II Teaching key point and difficult point:

Key point: learn usage of the grammar item “passive voice”.

Difficult point: use these grammar item correctly and fluently in daily communication. III Teaching procedures: Step 1 warming-up: Greeting and show some pictures about different kinds of animals, and ask students “which one do you like best? Why?”

Step 2 presentation Task 1. Show pictures about the antelope in the story and ask students to guess what happened to him. After discussion, show the teacher material on PPT and ask students to find answer and if there is any principle in this expression. Task 2. Lead students to find the “passive voice” form that have been used for the story. Ask students if there is any law in them, especially the form. Task 3. After students having a discussion, the teacher presents the principle of the “passive voice.” on the blackboard.

Step 3 Practice Do some drills about “superlative degree”, like fill in blanks: How long _____ your uncle ______ (be) in the city? Last year a large number of three____________(cut) down. I had hoped to see her off at the station, but I_________ too busy. The play had already been on for quite some time when we______ at the New Theatre. Step 4 production Group work: Divide students into 6 groups and try to imagine what will happen going on. Students should try to express themselves by using passive voice as much as possible. Step 5 summary and homework Do a summary by asking questions and ask students to write an article about the story. IV Blackboard design passive voice We’re being killed for the wool beneath our stomachs. Our fur is being used to make sweaters for people like you. As a result, we are now an endangered species 以上就是教师资格面试高中英语语法课教案设计解。更多关于教师资格面试资料可查看海南教师考试网-教师资格面试频道。

第五篇：九年级英语全册Unit1Howdoyoustudyforatest？教案 教学设计 学案

一、 教学目标

1、语言目标 1)询问别人的学习方法

2)学习讨论各种学习方法和策略，学会评价各种学习方法的优劣

2、知识目标 1)How do you study for a test? I study by ving . 2) the way to do sth the way of doing sth have trouble doing sth 的用法

3、能力目标 1)通过讨论找到适合自己的学习方法，找出自己在英语学习中的困难 2)学会给出关于学习方法的建议

二、 重点知识

1、重点单词

flashcard vocabulary aloud pronunciation memorize grammar frustrating quickly spoken pronounce mistakes challenge solution realize matter afraid complete impress trouble soft deal unless regard influence friendship development face 基本要求：会读、会写、会用。

2、重点短语

make mistakes be afraid to do sth laugh at enjoy doing sth the way to do sth have trouble doing sth end up spoken English practice doing sth too much look up make vocabulary lists try one`s best to do sth 基本要求： 会读、会写、会用。

3、重点语法 1)How 引起的特殊疑问句及其回答 2)the way to do sth the way of doing sth have trouble doing sth 的用法 基本要求：理解其含义，学以致用。

三、导学案 Section A ● 例析导学

1、 They also have fun。

fun n. 乐趣 ，玩笑

【拓展】 1)have fun 意为“过的快活”相当于enjoy oneself have a good time 例如：You are sure to have fun at the party 。

1 2)have fun doing sth 意为“开开心心做谋事”

例如： The children are having fun playing this game . 类似的结构还有have trouble /problems experience doing sth

2、…and then end up speaking in Chinese . end up 结束,后接动词的v-ing形式 end up with 以……结束,以……而告终 例如: The game ended up with a song. 【拓展】 end 作名词

1.端，尖，末端，终点 例如： the end of the year 2.边缘;极点，极限 例如：the end of the road 3.结局，结果。 例如：the end of the story

3、……joining the English club at school was the best way to improve her English . the best way to do sth 做谋事的最好方法

【拓展】 1)way 方式 , 方法 有两种用法the way to do sth the way of doing sth 例如: This is the best way to solve the problem. 或 This is the best way of solving the problem. 2)way 道路 the way to sw eg. on one’s way to 其中to 是介词后面跟表示地点的名词做宾语 例如: He got lost and couldn’t find his way home.

4、Do you ever practice conversations with your friends ? 1) ever adv. 曾经

【拓展】 一般用于疑问句,否定句中,表示频率。类似的词还有always ，usually ，often ，sometimes ，hardly ，ever ，never，用在行为动词之前，助动词之后。 2)practice n。& v. 练习,实习,实践, practice doing sth. 练习干某事

例如:He practices running every morning .

5、I’ve learned a lot that way . a lot 很多,非常

【拓展】1)在句中做主语 例如:A lot has been done about it . 2) 在句中做宾语 例如: You have done a lot for him . 3) 在句中做状语 ,且可修饰比较级 例如: He feels a lot better today . 4)a lot of 或 lots of 可修饰不可数名词和可数名词复数

2 例如:There are lots of differences between them.

6、She added that having conversations with friends was not helpful at all . add v. 增加 ,补充说 , 继续说

【拓展】 1) add sth to sth. 添加 ,增加

例如: If you add five to nine ,you will get fourteen . 2)add up to 总计 例如: These numbers add up to 177 . ● 专项练习 选择填空

1. The boys are going to have fun ____the picture. A. draw B. to draw C drew D drawing 2.I am sorry I took your umbrella _____ . A. because mistake B.with mistake c.by mistake d.by mistakes 3.Can’t you see Tom and Jim _____football? A.playing B. play C.to play D. played 4. My English teacher was very angry ______Tom . A. at B.about c.with D.on 5.His mother is strict _____. A.with him B.with he C.in him D.in he 6. When we practice English speaking ,we shouldn’t end up ____in Chinese . A. speak B. speaking C. to speaking D. with speak 7. Let’s go swimming if it ____hot tomorrow.

A. will be B. would be C. is D. is going to be 8. Taiwan is ____the est of China and _____the west of Fujian province . A.in;to B.to ;to C. on; to D. in; to ●句析导学

1. How do you study for a test? I study by listening to tapes.你怎样学习,准备应考?通过听录音。

How是用来提问“怎么，怎样”的疑问词，引导一个特殊疑问句，经常用by加动词的Ving形式， 表示“通过……方式，方法”或“借助某种手段”

例如： How do you usually go to school ? I go to school by bus。 He makes a living by working on the farm。 2.What about listening to tapes? 听录音怎么样?

What about …?相当于How about…?后面可跟名词、代词或动词Ving形式。常用来提出建议，征求

3 意见或询问情况。相类似句子有Why not +v…? Let‘s +v . Shall we +v ? You’d better +v. What abou /How about going boating with us ? 3.It’s too hard to understand the voices .语音难以理解。

too +adj /adv +to do 表示”太……而不能……”,句中it是形式主语,真正主语是动词不定式。可与so…that 和enough…to do sth 改写. 例如: It’s too heavy for me to caryy the box. It isn’t light enough for me to carry the box. It’s so heavy that I can’t carry the box.

4、…he finds watching movies frustrating because the people speak too quickly . watching movies 动名词做宾语,frustrating 形容词做宾语补足语 find +宾语+形容词 发现…… 例如: He finds English interesting. 不定式做宾语时,用find it adj.for sb. to do sth He found it difficult to pass the exam. ● 专项练习

1. Let the students make conversations about their own way of learning English, and how long he or she used it ,how he or she learns from it. 2. Let the students ask and answer in pairs according to the learning way of 3a. Talk about their ways of learning English. ● 教学设计

本节课以英语学习为话题，重点是介绍英语学习的方法，Section A 就是紧紧围绕该话题，以听说方式展开学习运用的。

教学目标

知识目标：

1、会写，会读，会用本节课的重点单词短语。

2、熟练运用how 引起的特殊疑问句及by的用法。 能力目标

1、能够听懂有关学习方法的简短对话。

2、能运用how和 by来介绍学习方法进行对话练习。 教学重难点

1、熟记重点单词短语。

2、how对方式方法来提问及by的用法 课型：听说课 教学过程 预习词汇

4 布置学生预习Section A的词汇，能够根据音标读出单词并了解汉语意思，使学生养成自主学习的习惯。

课前朗读

朗读本课的新单词、短语等，先领读后齐读的方式，领读保证了发音的正确性，齐读进一步加强了训练，课前朗读可使学生快速进入学习状态，养成良好的学习习惯。

一、新课导入 1.检查词汇预习：

让学生朗读本课的重点单词和短语，注意发音。对个别单词的发音进行强调和纠正，并将发音归类。

2.展示新知识：新学期开始，让学生以如何学好英语来展开讨论，从而引出How引起的特殊疑问句，从而导入本课的话题。

3.专项练习

1)让学生根据Section A中的1a第一人称来练习How do you study for a test ? I study by…这个句式，让学生根据自己的实际情况来进行模仿性练习。

2)让学生进一步作对话练习，展开小组合作，并讨论一下，这个学习方法的好处和优点，对How 引起的特殊疑问句，the way和improve等词的用法进行综合操练。

二、听力训练 1.多层听

听(1)：通过听力，了解对话中人物不同的学习方法，此项活动可以更好的练习掌握本单元的词汇短语。

听(2)：通过听力，判断一下所听到的句子是那些。

听(3)对听力材料进行进一步的练习，找出你所听到问题的答案，提高了难度，也加深了对听力材料的理解。

以上活动有易到难，实现了材料的一材多用，使学生确实得到了更为扎实有效的听力训练。 2.听后说

因为听力材料有一定的难度，学生在回答问题，讲答案的同时就进行了一个说的过程。

三、对话处理 1.读前听

听(1)：让学生根据听力内容进行对话练习，练习How以引起的特殊疑问句。

听(2)：听后，选择答案，也就是完成2b。听力结束后，先让学生小组内交流答案，再以小组的形式向其他同学公布答案。然后让学生根据听力内容进行对话练习。

以上对同一听力内容进行了辆次练习，该设计主要是在灵活运用教材的基础上，使学生基本掌握

5 对话的主要内容进行听力训练和对话练习。

2.听后读

引导学生找出在对话中的语言点，分别是How ，by ，improve，too，practice，What about等词的用法，然后对这些语言点根据听力内容进行对话练习和造句，使他们更好的掌握这些语言点。

3.学后读

先让学生自己朗读课文，然后完成3a下面的表格，并找出课文中出现的重难点，然后小组讨论共同处理课文中出现的难点。对于比较难的问题，老师进行必要的讲解和指导。再让学生自己熟读课文，掌握要点。为以后说的练习打好基础。

四、说的训练

1.根据从课文中出现的要点，以小组为单位进行合作，开展人人参与的口头作文，说说文中人物的英语学习方法。

2.鼓励学生大胆介绍自己的学习方法，尽可能用上文中出现的短语词汇。

五、学以致用

1.设计一个针对本节课语言要点的综合性练习，来进一步练习掌握好这一部分的内容。 2.进行一个小结，总结本节课的学习内容，让学生对本节课的 学习内容有一个清晰的概念，也便于学生课下复习。 ● 词语辨析

1.sometimes ， sometime ， some time ，some times 1)sometimes 表示“有时”，相当于at times用于一般现在时，常用how often 提问。 2)sometime 表示“在某个时候”，常用when 来提问。

3)some time 表示“一些时间”，用于现在完成时，常用how long来提问。

4)some times 表示“许多次”“许多倍”用于现在完成时，常用how many times 来提问。 例如： I will visit my best friends sometime next week. They have been to Beijing some times . Sometimes we go to school on foot. He has stayed in Shanghai for some time. 2. learn study 1)learn 意为“学习，学会”，指通过学习，练习或从中获得某种知识技能，着重学习的成果。多用于学习的初级阶段或带有模仿性的操作技艺等。

2)study意为“学习，研究”，通常带有努力钻研的意味。 例如 It isn’t hard to learn to drive. We must study hard for our country .

6 3. attend ,join ,join in , take part in 参加

1)attend 到场出席,指出席或参加会议,聚会,讲座等.例如:attend the meeting 2)join 指加入到某一组织,团体或人群中去,并成为其中的一员.例如:join the party,join the army ,join the club 3)join in +ving 或活动,表示参加某项活动

4)take part in 指“参加”某一项活动，并在其中起积极的作用，的宾语是表示集体活动的名词。例如：take part in the contest 4.aloud ，loud ，loudly 都是副词

1)aloud出声地，指提高声音为了是他人能听见，不是心想，不是默读。例如：He cried aloud for help . 2)loud 大声地，主要指说话声和哭声等，常用于比较级。例如：Don’t talk so loudly .

3)loudly 大声地，吵闹地，指声音很大，很喧闹，不悦耳，令人感到讨厌。例如：She cried loudly. 4. memorize ,remember 1)memorize 指learn and remember on purpose ,即有意识地用心去记,则重于主观的动作过程。 2)remember 意为“记得，记起，想起”，指某件事或某个印象存留在记忆里事不需要有意识地追忆便可想起，

例如：He remembered every new word he learned . He tried to memorized every new word. ●专项练习 单项选择

1.He _____the league in 1998. A. joined B. has joined C.was D. took part in 2._____ you should join an English club. A. Maybe B. May be C. May D. Can 3.We should _____each other and _____each other . B. learn ,help B.learn ,help from C. learn from , help D. learn from , help from 4.I have been to the Great Wall _____ . A.sometime B.sometimes C. some time D. some times 5. Did you _____Mary’s birthday party ? A. join B. go C. take part in D. join in 6. He said he would come ______this afternoon . A. some time B. some times C. sometime D. sometimes

7 7.Your father works in an office ._____your mother ? A. How B How about C. How is D. What does 8. You had better _____off your coat .It’s cold . A. not to take B. don’t take C. not take D. take Section B ● 例析导学

1、I make mistakes in grammar . mistake n. 错误

【拓展】1)make mistakes 意为“犯错,出错”

例如He made few mistakes in his English exams，he has done a good job。2)by mistake 意为 “由于差错” 例如:He took my backpack by mistake. 3) mistake v. 意为“把……错认成……” 例如： We often mistake him for his brother .

2、Now I am enjoying learning English . enjoy v. 意为 “享受,享有”

【拓展】 1) enjoy sth 例如: He enjoys good health. enjoy oneself “过得愉快” 相当于 have a good time 2)enjoy doing 意为 “欣赏,喜爱”

例如:He enjoys listening to light music in his spare time .

3、My teacher is very impressed . impress v. 使感动,给……深刻的印象

【拓展】 impress sth on/upon sb. 使铭记, 使深刻地意识到 例如: His words impressed themselves on my memory .

4、I couldn’t always make complete sentences . complete adj. “完整的,完全的” 在句中做定语,表语

例如:The novel is not complete . This is a complete story . 【拓展】 complete v. 完成 例如: She has completed her studies .

5、forget a lot of new words. forget v. ( forgot forgotten ) 忘记,遗忘 【拓展】 1) forget to do sth 忘记去做谋事(未做) forget doing sth. 忘记曾做过谋事(以做过)

例如：Don’t forget to take the raincoat with you . He forgot locking the door when left home . 2)leave sth sw 表示把某物忘在某地

例如: This morning I left my English book at home . 6. challenge n.挑战

【拓展】 challenge v. 向……挑战

例如:Their school challenged ours to a football game . 7.solution 意为“(问题的)解决，是可数名词，后常接介词to。 【拓展】 常与trouble ，problems等搭配 。 例如：What is the solution to your trouble? What is the best solution to the problem ?

8.I don‘t have a partner to practice English with .

practice (practise是英国英语)v. 意为“练习”后接名词、动名词做宾语。 例如：My daughter practices playing the piano everyday . 【拓展】 practice 可做名词

例如: Have you had more practice in nursing the sick? 9. To begin with ,she speaks so quickly…

to begin with 意为“首先,第一“ ，常用来列举原因。

例如：We can’t possibly go .To begin with ,it’s too cold ,and besides ,we will talk about it later on . 10.My teacher is very impressed . impress v. 意为“使感动,给……深刻印象“，

例如：I impressed on him the importance of his work . He impressed me favourably . 11.He had trouble making complete sentences . have trouble(in) doing sth. 意为“做……有困难”还可以写成 have difficulty /trouble doing sth 注意

1)difficulty /trouble前可有修饰语some ，much ，little，no 2)difficulty /trouble 为不可数名词 3)句中介词in 可以省略 4)若宾语为名词，介词应用with

9 His son had trouble working out the problem. ● 专项练习 填空

1.They enjoyed ______( their )at the party . 2. You’d better _____( not take )the notebook with you . 3. He went to school without ______( have ) breakfast. 3. He often practices _____( run )on the playground. 4. We ______( be )to Jinan some times . 5.I often hear Jim ____( sing )in the next room . 6. He _____( take ) part in the sports meeting last week 7. She is much _____(thin) than before. 8. This is the best way _____( solve )the problem. ● 句析导学

1.Why don’t you join an English language club to practice spoken English ? Why don’t you +v 相当于Why not +v 用于向别人提出建议。 例如： Why don‘t you ask the teacher for help ?

2.First of all ，it wasn’t very easy for me to understand the teacher when she talked to the class . 1) first of all “首先，第一”常放在句首，用于强调事情的重要性。而at first是“起先，开始”的意思。

2)It is + adj.+ for sb. to do sth. 对某人来说干谋事 …… it 做形式主语,不定式是句子的真正主语. 例如: It isn’t very easy for her to study English well . 在以下结构中it做形式宾语,如, find/feel /think it +adj +for sb. to do sth I found it difficult to sing the song well. ● 专项练习

1. let the students make conversations about the challenges and the solutions the students face now .First let them talk about the problems in groups. Then, try to find their solution s to their problems .Last, let the students make conversations according to 2a and 2b. 2. Let the students finish the letter of 3a . ● 教学设计

预习词汇

10 布置学生预习Section B的词汇，能够根据音标读出单词并了解汉语意思，使学生养成自主学习的习惯。

课前朗读

朗读本课的新单词、短语等，先领读后齐读的方式，领读保证了发音的正确性，齐读进一步加强了训练，课前朗读可使学生快速进入学习状态，养成良好的学习习惯。

复习检测

(1)检查词汇预习：有布置有检查，采用多种形式检查学生对词汇的预习情况，可以采取学生结对、小组查等形式。

(2)采用多种形式对听说课学习内容进行复习。

2.课前导入 设计情景，激发学生的学习兴趣或简介文章内容导入阅读。 3.泛读训练

(1)根据阅读素材和阅读规律，深入挖掘素材，设计多层次的阅读任务，引导学生逐步掌握文章信息，并训练处理信息的能力。

(2)对较长的文章可采用总—分—总的形式。 4.精读足练

(1)学生先自主精读课文，找出疑难问题，然后结对或小组内进行交流，不能明确的问题，由教师点拨或指导。

(2)精讲知识点，辅以造句、对话等多种形式的充足练习，使学生掌握并能灵活运用。 5.写作训练

(1)写作训练遵循词组—短句—长句—短篇—长篇的循序渐进原则。

(2)写作形式可以先引导学生仿写、改写，再运用所学知识进行独立写作，以实现从语言的输入到输出，由学到用的目的。

(3)写作交流 学生将自己的作品在小组内或班内交流，交流的数量尽可能的多。 ● 词语辨析

1.a little a few little few 1) a little 表示肯定的意思，little 表示否定，意为“几乎没有”在句中修饰不可数名词。 2)a few 表示肯定，意为“有几个”， few 表示否定，意为“几乎没有”，在句中修饰可数名词。 3) a little 也可在句中作状语，修饰形容词、副词、介词短语或动词。 例如：There is a little /little water in the bottle . I have a few friends here. There are few apples in the basket. I’m feeling a little hungry now.

11 2. fast quickly 1) 两者意思相近,但侧重点不同,fast 表示强调速度快,quickly表示强调时间短 2) fast 还可以作形容词,表示“快的” 。

例如：He walked fast to get to school on time . He finished his task quickly. He is a fast runner. 3.either,too,also,as well的用法区别。 either,too,also和as well都有“也”的意思。

either作副词，常用在句末，用逗号与前面的句子隔开，连接两个否定句中。 例如: I don’t like math. She doesn’t like math, either. too作副词，用于肯定句中。

例如: His father is a worker ,his mother is a worker ,too. also 作副词，常用于句中。 例如: He also plays the piano . as well 是副词短语，一般放在句末。

例如: My brother sent me a letter and some money as well. 【拓展】(1)、either作代词，意为“(两者中)任意一个”。 例如: --- Would you like an apple or a banana? ---Either is OK. (2)、either 与or 连用，表示在两个可能性中任选其一。

例如: Either Lucy or I will go to Beijing. He’ll either take the train or the bus. 5. spoken speaking 用法区别

1) spoken 为 speak 的过去分词转化成的形容词,意为“口头的，口语的，口说的”。 2)speaking是 speak 转化的形容词，意为“讲话的，说(某种语言)的”

3)spoken 可直接修饰名词;但 speaking 常与某种表示语言的词一起组成一个形容词。例如：I am not good at spoken English . Australia is an English---speaking country. ● 专项练习 句型转换

1.I have finished the work ,too.( 改为否定句 ) ___________________________________________

2.Mary got few mistakes in the final exam .(改为反意疑问句) ____________________________________________ 3.Tom isn’t a Canadian . Dave isn’t a Canadian, either.

(合并为一个句子) ______________________________________________ 填空

1. It’s too hot. Would you mind _____( open )the door ? 2.Tom ,______( not be ) afraid of _____(speak)in public . 3.France is a _____( develop ) country . 4.We couldn’t stop ______( laugh )because Tom made faces in class . 5.I had some trouble _____( make ) complete sentences . 6.We should teach young people how _____(build )their lives on hard work ,not dreams . 答案 Section A 例析 1---8 D C A C A B C D 句析 答案略

词语辨析1----8 A A C D D C B C Section B 例析 1 themselves 2.not take 3. having 4. running 6. sing 6.took 7.thinner 8.to solve 句析 答案略 词语辨析 句型转换

1.I haven’t finished the work ,either.

2. Mary got few mistakes in the final exam, did she? 3. Neither tom nor Davy is a Canadian. 填空

1. opening 2. don’t be 3.developed 4 laughing 5.making 6.to build 13