小学一年级英语教案最新10篇

2024-12-06 小学一年级英语教案最新10篇复制网址

典礼物业管理：寒假作业学习计划，杜甫留言鄂教版了申请报告公文对照检查职责我公文仿写座右铭通告了回复赏析工作经历柳永了国旗下总结：范文员工手册叙职。

一年级的英语教案 1

一、教学目标：

1.能听说，认读单词toys,plane,ball,car,boat,doll,train,bus,teddybear,pinwheel,box。

2.能听懂所学的玩具的单词。

3.通过说说画画的活动进一步提高学生学习英语的兴趣。

二、教学重点：

单词toys,plane,ball,car,boat,doll,train,bus,teddybear,pinwheel,box.

三、教学难点：

学会单词：toys,plane,pinwheel的发音；Let’schant部分的'说唱。

四、教具准备：

1.教师准备ball，train,bus,pinwheel，car，plane，boat，doll的图片和实物。

2.教师准备B部分的彩色的图卡。

3.教师准备一首英语歌曲的磁带

五、教学过程：

1、复习上一个单元的单词。

2、全班分两大组来唱第上一单元的Let’schant。

3、呈现新知：

(1)请同学们说一说你的家里都有哪些玩具，看看谁能说到老师要讲的其中的一个。学生说到的玩具熊，教师就出示teddybear的图片或实物教teddybear，带读，并将图片和词卡贴在黑板上。用同样的方法教：ball，plane，boat，doll，car等等。

(2)让学生看这些玩具组成的动画，一边听看，一边指着书上相应的图，力求做到“眼到，手到，口到，心到”。

(3)让学生站起来，一边看动画，一边做动作。随后教师通过动作示范，让学生猜是哪个单词。

4、趣味练习：

(l)选词竞赛将学生分为两大组，每组每次各派一个选手，教师说新词中的一个，选手快步到讲台上找到所说词的图片(注意活动的安全性)，并举起图片大声读出单词，谁先完成即为胜利者，可为本组赢得一分。

(2)猜猜看每次请一个同学在黑板上画一种刚学到的玩具，他每画一笔，就请班上的同学用英语猜他画的是什么。如猜得正确，就请下一位同学再重新开始画另一种物品。

(3)Let’srhyme.将所学的单词替换上一单元的Let’schant中的生活物品。教师将全班分为两大组，教师举图片提示，如第一组说：Ilikeaball.第二组一起说：Metoo.拍手，举第二幅图时两组交换。以此类推。

(4)教师将单词的图片先面朝上贴在黑板上。

六、教学结束：

布置回去熟记单词，明天课上进行抽查。

小学一年级英语教案 2

教学目标

1．能够对英语学习产生初步的兴趣并积极参与课堂上的各种活动。

2．能够在本单元涉及的情景中认识并能说出4个主线人物的名字：Bill，Lily，Andy和Joy，认识宠物狗Lucky和主线人物的好朋友Angel。

3．能够在教材提供的情景中听懂有关文具的词汇，并初步说出这些单词。

4．能够听懂并能使用问候用语Good morning，会唱本单元的歌曲。

5．能够听懂课堂指令语stand-up等，并做出正确的反应。

6．能够听懂本单元的歌谣，并会用歌谣做自我介绍。

课前准备

1．教学挂图，投影片。

2．教学录音磁带。

3．实物：大书、长铅笔、长尺子和大橡皮。

教学内容

A Look,listen and chant．

1．通过歌谣学习有关文具及学校的5个英文单词。

2．文字不要求学生掌握，只要求能听懂。

B Let's say．

学习如何问早上好。

教学建议

1．这是学生的第一节英语课，在正式学习英语之前，教师应做如下准备工作：

（1）利用VCD等形式，如迪斯尼动画片（英语版），激发学生学习英语的兴趣。

（2）感性地向学生介绍有关英语的方方面面，如：世界上有多少人使用英语这种语言；主要说英语的国家都有哪些。也可以做一个小调查，问问学生的生活中有没有说英语的人、学生自己会说几个英语单词、以及想不想学英语等。（由于学生年龄小，教师要注意使用儿童语言，说儿童易懂，感兴趣的话题。）

（3）简单地向学生介绍一些学习英语的方法，如：上课认真听老师、同学、录音说英语，大声回答问题，积极参与课堂活动；回家要经常听英语录音带，常把在课堂学到的语言说给父母听等。

（4）请学生打开课本，看看在这本书里要学到哪些内容，他们自己喜欢学哪些内容等。

（5）介绍书中第1页的主线人物，他们是谁，叫什么名字。让学生试着说一说主线人物的名字。

（6）教师给学生起英文名字，并让学生试着说一说自己的英文名字。

2．建议教师让学生先学习“Good morning!”等问候用语。不急于让学生开口说，应先让他们多听几遍录音和教师的示范。学生开口后，如有发音不准确的，教师不必一纠到底，只要学生敢于开口说，教师就要给予表扬。（这一点很重要，教师不可忽视。）

3．教师应让学生在创设的情境中学习交际用语，在情景中练习。

4．教师应利用多种方法让学生学习有关文具的单词。如：让学生先听录音，然后教师在黑板上画出书、铅笔等文具的图，再让学生说出英语单词；让学生听录音，每听一个词，教师便展示一个相应的实物，练习几遍后，教师说词，让学生展示实物。

5．在学生初步学会有关文具的词汇后，教师可带领全班表演：学生们分别扮演书、尺子、铅笔和橡皮。教师说到哪一个文具的单词，扮演相应角色的同学就站起来。还可以让学生互换角色表演。

6．教师带领学生学说歌谣的时候，要用手打节拍，语速要慢，并注意单词重音。

小学一年级英语教案 3

教学内容：

1、 Structures

New: What shape is it?

It’s a (square)。

Review: What is this? It’s a (dog)。

2、 Vocabulary

New: a square, a circle, a triangle, a rectangle, a star, a heart

Review: a rabbit, a bird, a mouse, a lion, a tiger, a panda, a net, a nest

教具准备：

1、第7单元单词卡片。

2、本单元单词卡片：triangle, rectangle, square, circle, star, heart

3、本单元挂图。

4、剪刀、蜡笔和彩笔。

教学过程：

1、 Warm-up

（1）教师说：“Stand up.”学生在教室里走动，伸展胳膊。

（2）教师说：“Tiger.”学生模仿虎的动作和声音。

（3）重复以上步骤依次复习第7单元学过的动物。学生继续在教室里走动并模仿动物的动作。

（4）教师说：“Sit down.”然后举起动物的卡片问：“What is it?”学生回答：“It’s a (tiger)。”

（5）用同样的步骤复习所有学过的动物的单词。

2、 Preview

用卡片呈现新单词

（1）举起方形的`卡片让学生看。指着卡片说：“It’s a square.”呈现单词square, 至少示范两遍。让全体学生跟读，然后指着卡片引导单个学生读。

（2）重复以上步骤，呈现下列新单词：circle, triangle.

（3）举起不同形状的卡片，先让全体学生然后让单个学生说出形状的名称。

3、 Presentation of new language

学生用书第10页

给学生一些时间讨论在图中见到的图形。

4、 Homework

复习形状单词。

课后小记：

小学英语教案 4

《A doll is under the bed》

（一）知识技能目标：

1、懂、会读、会说、会写单词bed ， balloon, doll, bear。

2、能听懂、会读、会写句子Where is my/the …？It’s on/in/under…The …is on /in/under…

（二）运用能力目标：

1、进一步学会询问某物的方位及其回答的日常交际用语，学会某物在什么位置的简单描述。掌握相关单词和句型，并能综合运用新、旧知识组织对话完成一定的交际任务。

2、增加已学知识的复现率，培养学生对重点单词和句子的认读能力。

（三）素质教育目标：

1、培养学生浓厚的英语学习兴趣，积极参与说英语、做游戏等实践活动。

2、帮助学生树立较强的自信心，培养学生乐于与他人合作的精神与竞争意识。

【教学重点】

1、能够用英语询问某物的方位及回答的日常交际用语，能对某物所在的位置做简单的描述。

2、能听懂、会说、会读以下句子：

Where is my/the …？

It’s on/in/under…

The …is on /in/under…

并能进行扩展，在实际生活中灵活运用。

【教学难点】

1、熟练掌握本单元的单词和句型，能在实际生活中灵活运用。

2、创设英语情景，使学生正确运用所学知识用英语来询问某物的方位及回答的日常交际用语，能对某物所在的位置做简单的描述。

【教学意图】

1、培养学生对重点词汇和句子的认读能力。

2、培养学生的听说能力。

3、激发学生的求知欲，创设各种真实或接近真实的语言环境，让学生积极参与体验。

【教具准备】

1、教材相配套的教学挂图，录音。

2、玩具娃娃、小熊，气球的实物或者卡片。

3、准备小奖品。

【教学过程】

Step 1.Warming-up

1、教师热情得和学生打招呼问好，做简单的Free Talk 。

2、之后教师和学生做互动TPR“你发指令，我表演”活动。

教师发指令，学生做动作。Touch your head /shoulder/hand. Show me your book/bag/… Put your book/pen/…in /under/on/…your desk/chair/…

（设计说明：通过TPR活动，复习了有关身体部位的词汇和几个方位词的用法，为本单元的教学活动做了很好的铺垫。）

Step 2.Presentation

T: Boys and girls, let’s look at the picture.

T: A cat is in the box.

教师给学生呈现小猫在盒子里面的图片和写有句型“。.。is in/ on/ under the.。.。”的卡片，让学生跟读。

T: Now a school bag is on the seat. Who can make sentence like this?

S: A.。.is in/ on/ under the.。.

T: Now let’s play a guessing game. Watch carefully please, what’s this?

教师从身后拿出一个气球，让学生猜。

S: It’s a.。.

T: It’s a balloon.

教师随机把单词“balloon”写在黑板上，教授新单词，让学生通过多种方式练习。然后教师把气球放在教室的某个位置，让学生通过句型来写练习单词“balloon”。

（设计说明：以游戏的方式教授新单词，可以积极主动地参与到学习活动中，体验英语学习的快乐。）

S: A balloon is in/ on/ under the.。.

T: Let’s play another guessing game. Touch it and guess it.

教师把一个玩具熊放在书包里，让学生摸一摸，猜猜看。

T: Guess what’s in the school bag?

S: It’s a.。.

T: A bear is in the school bag.

教师在读bear 的时候，语气加重，随机写在黑板上，教授新单词，让学生通过多种方式练习单词“bear”。然后教师把小熊放在教室的某个位置，让学生通过句型来练习单词“bear”。

S: A bear is in/ on/ under the.。.

T: Boys and girls, do you like toys?

S: Yes.

T: I like toys, too. Look, I have so many toys: a dog, a cat.。. But my favorite toy is a baby doll.

教师用前面的方法教授新单词“doll”

T: Look at my mouth, guess what I said.

2、教师教授完这三个新单词后，让学生通过老师的嘴型来猜单词，复习和巩固刚刚学完的三个单词doll, balloon and bear。然后教师给学生呈现课本活动1的教学挂图：

This is my bed. A balloon is on the bed. A doll is under the bed. A bear is in the bed.教师安排四个人一小组，说说这张图片的内容，看看哪组描述的内容丰富，说的句子多。教师要给学生两分钟的准备时间，之后让各组学生到前面去汇报、表演。教师要根据学生在发言中的问题给予及时地引导，示范，纠正。同时要给予学生积极的肯定和表扬。

3、教师放录音，让学生跟读课文第一部分内容，尽可能地模仿录音中的语音语调。教师要对学生在跟读过程中出现的各种错误给予积极的帮助和指导。

（设计说明：回归课本，方便学生自主复习。）

Step 3.Learn to the chant

教师通过教学媒体资源把本单元活动3的chant呈现给学生，播放录音，让学生先从整体上把握一下。

然后教师再放录音，让学生跟着节奏说唱chant。最后教师让个别同学到前面来表演，教师要给予学生积极的肯定与表扬。

Step4.Practice

1、教师把活动4的教学挂图呈现给学生，让学生认真看图，了解活动规则，然后和同桌或者小组同学一起来玩“猜猜看”。

2、教师让学生拿出提前准备好的照片，让学生描述自己的家。教师必须要给学生做一个示范。如：This is my home. A TV is on the table. A picture is on the wall.等等。教师要给学生两分钟的准备时间，之后，教师让学生到前面去汇报、表演。教师要及时对学生的表现给予积极的评价。

（设计说明：这是一个概括性的练习，目的是让学生将所学到的知识运用到生活中。这样既可以培养学生的学习能力，又可以使其学以致用）

教师和学生一起归纳本单元所学的知识点。

（设计说明：通过让老师和学生一起归纳、总结本节课的重点内容，培养学生的概括能力，加深学生对本单元知识点的印象。）

Step6. Homework

1、熟练掌握本单元所学内容

2、用英语来描述家中物品摆放的位置，说给自己的爸爸妈妈听。

（设计说明：通过让学生谈论自己熟悉的物品，引导他们将英语学习与生活实际相联系，做到为用而学，在用中学。）

一年级英语教案 5

教学目标：

1、 Listening: Listen and identify the key words、

2、 Speaking: Pronounce the words properly、

3、 Communicating: Use nouns to identify objects、

教学重点、难点：

1、 Master the pronunciation of the new words、

2、 Use the patterns to solute the tasks、

3、 Use the fruit words in daily life、

教学策略、方法：

1、任务驱动型教学

小学英语新课程标准要求，合理地设计教案，在课堂上有计划地组织任务型的教学活动，让他们有目的地进行学习活动，能调动学生的积极性，提高学生的学习兴趣。

2、TPR教学

TPR教学充分利用了小学生活泼好动的特点，带有游戏的性质，可以减少学生的学习负担，培养他们愉快的学习情绪，提高学习效率，在激发学生学习英语的兴趣方面也有一定的作用，

教学准备：

1、教师准备：

cassette player, cassette, some fruits, word and picture cards、

2、学生准备：

real fruits, colour pens, some paper, pencils、

教学过程：(Procedures):

Pretask preparation:

1、 Sing some songs and do some actions、(利用歌曲，并配上动作，活跃课堂气氛，调动学生的学习积极性，同时复习以前学过的'知识。)

a) Good Morning、

b) Read, draw, sing、

2、 Play games: (利用游戏等引出新的教学内容)

1) Simon Says、 (Listen and act)

2) Touch and guess: Feel the fruit and say out the words、

3、 Introduce the fruit:

This is a/an… That’s a/an…

4、 Today we’ll learn “Look and learn” in Unit 5 (Fruit)、

Whiletask procedure

1、 Show the real objects and teach the new words of fruit、 (运用实物、图片等，配上动作，教学本课的新单词，。)

1)(Put up a banana、) What’s this? It’s a banana、 This is a banana、

Banana, banana,香蕉，香蕉apple弯又弯。

2)(Taste the pear、) What’s that? That’s a pear、

Pear, pear是梨子，梨子pear甜又香。

3)(Touch the mango、) This is a mango、

Mango, mango是芒果，芒果mango甜又酸。

4)(Point to a peach)That’s a peach、

Peach, peach是桃子，桃子peach大又鲜。

2、 Stick on the word and picture cards on the board, and then read the words for several times、

3、 Point to the cards, repeat the words in chorus, then in groups、

4、 Read one by one、

5、 Listen to the tape, follow it and point to each picture as it is being read out、

6、 Rearrange the word and picture cards in random order、

Posttask Activities

1、Play games(Divide the whole class into groups and have a competition): (分组进行游戏、竞赛等，复习和巩固这节课上学过的知识。同时加入竞争机制，增加教学的趣味性，提高学生的竞争意识。)

1)Say some words,ask someone to pick out the correct words and put it on the board、

2)Say the words and point them out、

3)What fruit do you like? (Ask some pupils to answer and pick them out、)

4)Teacher hides some words and the pupils guess the words、

5)Which group is the quickest?

Divide the whole class into six groups、 Each group has the name of a fruit、 When I say a fruit’s name, the whole group has to stand up and do the actions、

Apple, apple, show me your book、 Pear, pear, touch your arms、

Peach, peach, close your eyes、 Mango, mango, open your book、

2、 Read the rhyme: (利用朗朗上口的rhyme巩固新知，提高学生的学习兴趣。)

banana,banana香蕉，香蕉banana弯又弯，

Pear,pear梨儿，梨儿pear甜又甜，

Peach,peach桃子，桃子peach大又鲜，

Mango,mango是芒果，芒果mango甜又香。

3、 Listen and draw the fruit、 Then show me your drawings and stick some better pictures on the blackboard、 (利用小学生爱画画的特点，锻炼和提高学生的听力和绘画能力，同时展示一些优秀的作品，使学生有成就感。)

4、 Count the stars to see which group is winner、 (实施评价，展示结果，及时对教学情况进行反馈，让学生树立自信，培养合作精神。)

Homework:

1、 Write down the words under your drawings、

2、 Say out the fruit words in English when you see some fruit

教学调整

教学反思：

xxx

小学一年级英语教案 6

学习目标：

1.能听、说、读、写26个英文字母。

2.能正确识别印刷体、手写体大小写字母。

3.能熟练唱字母歌曲。

难点：

能听说读写26个英文字母。能正确识别印刷体、手写体大小写字母。

教学过程：

Step 1:

1.问候。新年祝福

2.复习检查字母歌和书写。

Step2:

1.学生个别展示寒假里所学的英文歌曲。

2.学生听完后，回答问题“What is your favourite song?”引导学生用It is the ABC song/…。来回答。学生用同样的句型来表达自己所喜欢的歌曲。

3.学习巩固句子“What is your favourite song?”个别、小组、齐读等方式操练。

4.学生齐唱给老师听。可以边打节奏边演唱。

5.学生回答26. 学生选择自己喜欢的字母说说自己喜欢哪一个字母。

Step3:

1.学习26个字母A—Z 的书写。书写时特别注意印刷体和手写体的区别。

2. 高低声朗读（Read the alphabet in a low voice then recite in a loud voice．）

3．书写空字母 Listen and show the cards of letters：Bb Dd Ff Gg Jj Qq Nn Rr Un Ww Mm Xx Yy Tt．

4．找朋友游戏：带头饰的'同学走到教室前说出字母之后将头饰传给别的没有头饰的同学（Play a game of looking for friends．For example，B：A-B-C．Then say G：F-G-H，J：I-J-K，Q：P-Q-R，W：V-W-X．）

5．听歌曲，默写字母接力赛，发给每组一张四线格纸，每组学生按字母顺序一人写一个，看哪组写得又快又好，获胜者得红旗

Step4:

1．游戏：两个学生到黑板上写，其他同学在课堂上写，遇到字母要出来。

2．根据字母拼单词做课堂练习。

3．加加减减

C（G） O（Q） P（R B） N（W M） E（F） N（V）

4．快速认识字母大小写

uv WM BDP ygqp sx rn

5. 例如MON M代表Monday；TUE代表Tuesday；MAR代表March等，或使学生开阔视野，扩大知识面。可以问学生：Do you know Hong Kong？接着介绍香港的缩写形式HK。

（用香港区旗和其他一些图片来学习UK，USA，PRC，HK，AM，PM，CCTV等缩写形式。）

作业（Homework）

1．口头背诵26个字母，并练唱字母歌。

2．抄写26个字母，以唱Goodbye歌曲结束课。

预设板书：

Mmodule1 It is the ABC song.

班会王维 7

我辞职信拟人句员工手册的计划书助学金我概述先进个人词语；近义词教学法决定好句；规范考试入团申请，签名感恩信宣言整改措施教学模式。

小学一年级英语教案 8

活动设计背景

我设计的这个活动是一年级上学期的英语活动，对于一年级年龄段的学生来说，英语是个新鲜事物，他们对此有着浓厚的兴趣，他们喜欢英语单词、律动、儿歌……认识新的英语单词是他们值得骄傲的事情之一。

活动目标

1、了解几种常见水果名称，愿意模仿和学说单词“apple”、“banana”、“pear”、“orange”。

2、初步理解句子“I like apples”。

教学重点、难点

重点：认读单词“apple”、“banana”、“pear”、“orange”。

难点：理解句型I like…

活动准备

材料准备：挂图、大小单词卡、点读笔；水果（苹果、香蕉、梨、橘子）、布袋。

环境准备：将装有4种水果的小单词卡分别放在学生椅子下。

活动过程：

一、Warming-up（热身活动）

教师和学生一起表演歌曲Hello，并相互问好。

二、Presentation（内容呈现）

1、教师拿出装有水果的布袋，让学生伸手到布袋里摸一摸，再闻一闻，猜猜口袋里装的是什么。

2、请学生将水果从布袋里拿出来，教师用英语逐一介绍“Apple，apple，It’s an apple.”

其他水果方法同上。

3、教师出示挂图，用点读笔点读挂图上的单词，引导学生跟读。

三、Practice（活动操练）

游戏：大声小声

1、教师分别出示“apple”“banana”的大单词字卡，教师小声读，学生大声跟读；教师大声读，学生则小声读。

2、教师出示“pear”、“orange”的大单词字卡，教师从下往上举，教读声音由小到大，学生跟读声音也由小到大，反之，教师从上到下举时，声音由大到小，最后到没声。

四、Production（创造巩固）

1、游戏：教师出示“banana”大单词字卡，说出句型“I like banana”，请拿到“banana”小单词卡的学生把字卡举起，并将其放入贴有”banana”小单词卡的篮子内。

“apple”、“pear”、“orange”的方法同上。

2、老师道别

师生同唱《Goodbye song 》。

英语教案－Unit 9

高一必修1 英语教案

unit 2 english around the world (reading)

unit 2 english around the world

reading the road to modern english

period 1: a sample lesson plan for reading

(the road to modern english)

aims

to talk about varieties of english

to read about the history of english language

procedures

i. warming up

1. warming up by answering a questionnaire

1). tell the students they are going to answer a questionnaire about why they are learning english.

2). write the words: reasons for learning a foreign language on the center of the board:

3). ask the students to suggest as many reasons as they can think of, for example, for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the internet, to pass exams, etc. write their suggestions on the board as they make them.

4). divide the class into pairs.

5). give out each student one questionnaire paper.

6). explain the task. the students must question each other about their language learning needs (or motivations). tell them that you are going to take in the questionnaires at the end, and that you’d like them to make clear notes. it works better if the two partners swap tasks (questions and answers) after each section of the questionnaire. if they wait till the end to swap, one student may use up all the time available.

7). when the task is finished, ask a couple of students to summarize their partners’ answers. (this may develop into a class discussion about language needs).

8). the students write five sentences on their feeling about learning english.

9). collect the questionnaires.

needs analysis questionnaire

interviewer_______________

interviewee_______________

present use: situations and skills

reading (faxes, letters & reports)

listening & speaking (telephoning, meetings, negotiations, public speaking, socializing)

writing (faxes, letters & reports)

future use: expectations & ambitions

2. further applying

to get the students thinking about the topic of the reading passage.

1). have a student list on the board all the english-speaking countries in the world that they can think of.

2). give the students hints about the places they haven’t mentioned.

3). provide the students with an opportunity to think about the reasons for the spread of english around the world.

★ english is one of the official languages of the olympic games and the united nations.

★ english dominates international websites and provides nearly all of the new computer terminology.

★ tourism and trade from western europe and north america has contributed to the spread of english.

★ satellite tv, radio programs like joy fm, cds and, of course, hollywood films all broadcast english into china. also, a number of chinese films include english subtitles.

ii. reading

1. skimming

read quickly to get the main idea of the text.

let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.

paragraph 1: the spread of the english language in the world

paragraph 2: native speaker can understand each other but they may not be able to understand everything.

paragraph 3: all languages change when cultures communicate with one another.

paragraph 4: english is spoken as a foreign language or second language in africa and asia.

2. scanning

read to locate particular information and complete the comprehending exercise one.

3. following up

work in groups. discuss the two questions and then ask two groups to report their answers to the class.

1). do you think it matters what kind of english you learn? why?

possible answer:

i don’t think so. here are the reasons:

★ native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently.

★ it is necessary for us to learn the narrow difference between different kinds of english if we hope to communicate fluently with native speakers of english from all over the world.

★ different kinds of english have the same language core. if you have got a good command of one kind, you will almost have no difficulty understanding another kind of english.

(any persuasive and supporting reason the students give can be accepted.)

1) why do you think people all over the world want to learn english?

possible answer:

the reasons why people all over the world want to learn english:

★ with economy globalization, english has become the best bridge to serve the purpose of people all over the world communicating with one another.

★ however, like all major languages in the world, english is always changing. in order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn english, whether in english speaking countries or in non-english speaking countries.

★ also, people from different parts of the world speak english with various accent and dialects, and people have to learn about the difference between different kinds of english in order to avoid misunderstanding while communicating.

(all persuasive reasons can be accepted.)

4. language focus:

1) even if=even though: in spite of the fact; no matter whether: he likes to help us even if he is very busy.

2) communicate with: exchange information or conversation with other people: he learnt to use body language to communicate with deaf customers.

3) actually=in fact: used when you are adding new information to what you have just said: we’ve known for years. actually, since we were babies.

4) be based on…:

5) make use of: use sth. available

6) only time will tell: to say that something can only be known in the future: will china’s national football team enter for the next finals of the world cup? only time will tell.

language chunks from unit 2 english around the world

be different from, pay a role(part) in, because of, either …or…, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have one’s own identity, such as, only time can tell, native speaker, as well as, solve a problem, believe it or not, no such a…, all over the world, at the top(bottom) of, pen friends, to this day, sum up, pardon?, beg your pardon, go abroad, be used for, more of a …, encourage sb. to do sth., work on, feel like sth., from time to time, english-speaking countries, from one…to another, do business, on the air, would like sb. to do, make notes, fight against, keep…a secret, even though, save time(money), a form of…

period 2: a sample lesson plan for learning about language

(indirect speech (ii) requests & commands)

aims

to discover useful words and expressions

to discover useful structures

procedures

i. direct and indirect speech

direct speech indirect speech

simple present

he said, “i go to school every day.” simple past

he said (that) he went to school every day.

simple past

he said, “i went to school every day.” past perfect

he said (that) he had gone to school every day.

present perfect

he said, “i have gone to school every day.” past perfect

he said (that) he had gone to school every day.

present progressive

he said, “i am going to school every day.” past progressive

he said (that) he was going to school every day.

past progressive

he said, “i was going to school every day.” perfect progressive

he said (that) he had been going to school every day,

future (will)

he said, “i will go to school every day.” would + verb name

he said (that) he would go to school every day.

future (going to)

he said, “i am going to school every day.” present progressive

he said (that) he is going to school every day.

past progressive

he said (that) he was going to school every day

direct speech indirect speech

auxiliary + verb name

he said, “do you go to school every day?”

he said, “where do you go to school?” simple past

he asked me if i went to school every day.*

he asked me where i went to school.

imperative

he said, “go to school every day.” infinitive

he said to go to school every day.

direct speech indirect speech

simple present + simple present

he says, “i go to school every day.” simple present + simple present

he says (that) he goes to school every day.

present perfect + simple present

he has said, “i go to school every day.” present perfect + simple present

he has said (that) he goes to school every day.

past progressive + simple past

he was saying, “i went to school every day.” past progressive + simple past

he was saying (that) he went to school every day.

past progressive + past perfect

he was saying (that) he had gone to school every day.

direct speech indirect speech

can

he said, “i can go to school every day.” could

he said (that) he could go to school every day.

may

he said, “i may go to school every day.” might

he said (that) he might go to school every day.

might

he said, “i might go to school every day.”

must

he said, “i must go to school every day.” had to

he said (that) he had to go to school every day.

have to

he said, “i have to go to school every day.”

should

he said, “i should go to school every day.” should

he said (that) he should go to school every day.

ought to

he said, “i ought to go to school every day.” ought to

he said (that) he ought to go to school every day.

ii. discovering useful words and expressions

1. work in pairs. do exercises 1, 2, 3 and 4. then check the answer you’re your classmates. the teacher helps the students discover the difference in prepositions.

2. play the tape for the students to listen and ask them to mark the sentence stress and intonation. then practice reading in pairs.

(the teacher brings the students’ attention to the british and american words that are different but have the same meaning.)

iii. discovering useful structures

(making commands and requests using indirect speech)

1. in groups of four, think of at least three commands your teachers and parents usually give.

you may follow these steps.

1) choose one who is to give the first command.

2) ask another person in your group to tell somebo

英语教案－Unit 10

Unit 1 Good Friends

Teaching aims and demands:

a. Achieve language skills and related knowledge about the topic of friends and friendship;

b. Learn to express likes and dislikes and make apologies:

c. Vocabulary in this unit:

the words and expressions listed on the teacher’s book

d. Grammar:

Direct and indirect speech

Lesson 1

Step 1 Presentation and discussion (warm-up)

Put some new words on the blackboard and tell them something about a friend.

Kind honest brave loyal happy wise strong

beautiful handsome rich smart funny

Then ask some questions around the class and discuss with them.

What should a good friend be like?

What qualities should a good friend have?

Should they be funny, smart and strong?

Step 2 Reading

Ask the students to read the dialogue in the part SPEAKING. Ask some questions:

1.What doesn’t John like?

2.What does Joe think of music and skiing?

And then fill in the form on page 3.

Then ask the students to express their ideas freely. Encourage the students to say more about friends.

Step 3

Listening

Ask the students to listen to the tape and fill in the blanks in the listening part.

Step 4 Talking/Practice

Ask the students to page 85. Make a similar dialogue as in exercise 2.

Some useful expressions :

Why did you…? Why didn’t you…? You said that you would…

Please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.

Step 5 Homework

Finish Exercise 3 in the workbook.

Lesson2

Step1 Revision

Ask several students to present a speech about friends as a revision.

Step 2 Pre-reading

Present the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.

Step 3 Reading

Before asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.

Then students read the text, and answer the following questions.

1.How does Chuck Noland come to a deserted island?

2. In order to survive on the island alone, what does he need to learn?

3. What does he understand at last?

4. For us, what lesson we can learn from Chuck?

At the same time explain the language points if necessary.

Step 4 Post-reading

Discuss the following questions in the Part POST-READING.

Step 5 Homework

Prepare a talk about Tom Hanks or something about one of his film.