要想制定一份合理有效的教案，我們需要認(rèn)真回顧以往的教學(xué)，想要寫(xiě)出全面的教案，我們一定要認(rèn)真分析自己的教學(xué)目標(biāo)，以下是范文社小編精心為您推薦的英語(yǔ)單詞的教案6篇，供大家參考。
英語(yǔ)單詞的教案篇1
錯(cuò)詞的情況最為復(fù)雜，大致可分為虛詞選擇錯(cuò)誤、實(shí)詞詞形錯(cuò)誤、同(近)義、形似詞選擇錯(cuò)誤等。
虛詞選擇錯(cuò)誤
① 介詞或副詞選擇錯(cuò)誤：這種情況極為復(fù)雜，各種情況都有可能。這里只提供幾組作為參考：before / ago, among / between, after / in, below / under, on / above / over, across / through, except / besides, with / in(用), to / for (對(duì)于), like / as 等。
② 連詞選擇錯(cuò)誤或連詞與介詞混淆。如：because / for(since, as), if / whether, if / unless, so as / so that, hardly … when / no sooner… than, while / when, till / until等。
③ 感嘆句用詞選擇錯(cuò)誤：how / what。
④ 冠詞選擇錯(cuò)誤：a / an, a (an) / the。
實(shí)詞詞形錯(cuò)誤
① 名詞詞形錯(cuò)誤：名詞的單復(fù)數(shù)形式，特別注意不規(guī)則名詞的復(fù)數(shù)形式;名詞的所有格，特別注意不規(guī)則復(fù)數(shù)名詞的所有格，如：the children’s;名詞所有格的絕對(duì)形式。如：my son is older than my elder brother’s.
② 動(dòng)詞詞形錯(cuò)誤：不規(guī)則動(dòng)詞的過(guò)去式、過(guò)去分詞形式錯(cuò)誤，特別注意幾組易于混淆的詞，如：lie(躺) / lie(說(shuō)謊) / lay;hang(掛) / hang(絞死);find / found(建立);fall / fell(砍倒);bear(忍受) / bear(生育)等的過(guò)去式與過(guò)去分詞。非謂語(yǔ)動(dòng)詞用法的選擇，特別是充當(dāng)狀語(yǔ)、表語(yǔ)、定語(yǔ)或賓語(yǔ)補(bǔ)足語(yǔ)時(shí)是用過(guò)去分詞還是現(xiàn)在分詞(取決于主語(yǔ)、名詞中心詞與賓語(yǔ)的關(guān)系);在 to 后是用不定式還是動(dòng)名詞(取決于to是介詞還是小品詞);以及在并列結(jié)構(gòu)中后面動(dòng)詞的形式，必須與第 1 個(gè)動(dòng)詞保持一致。謂語(yǔ)動(dòng)詞時(shí)態(tài)形式的選擇，是現(xiàn)在時(shí)還是過(guò)去時(shí)還是其他時(shí)態(tài);情態(tài)動(dòng)詞和 will(would), shall (should) 等助動(dòng)詞后面的動(dòng)詞形式的選擇(只能用原形)。
③ 形容詞與副詞詞形錯(cuò)誤：是用原級(jí)、比較級(jí)還是級(jí)，是加 more, most 還是加 -er, -est 構(gòu)成比較級(jí)和級(jí)。
④ 詞性選擇錯(cuò)誤：不同的詞性充當(dāng)不同的句子成分，要注意實(shí)詞的詞性是否適合其功能，不符合則應(yīng)換用適當(dāng)?shù)呐缮~。其中特別要注意：連系動(dòng)詞后常用形容詞充當(dāng)表語(yǔ)，而不用副詞。如：he feels cold. 作狀語(yǔ)用副詞，而不用形容詞。如：he works well.
同義詞、近義詞、形似詞選擇錯(cuò)誤
這里舉一些常見(jiàn)的例子：
accept / receive, alive, living / lively, allow / let, alone / lonely, aloud / loudly, already / yet / still, also / too / either, number / amount / quantity, answer / reply, asleep / sleepy / sleeping, bring / take / fetch / carry, clothes / clothing, deep / deeply, cost / spend / take / pay, hard / hardly, high / highly, job / work, late / lately, lend / borrow, raise / rise, say / speak / tell / talk, sit / seat, sound / noise / voice
英語(yǔ)單詞的教案篇2
teaching aims(活動(dòng)目標(biāo))：
1、tolearn：milk
2、review：cake
3、激發(fā)寶寶參與英語(yǔ)活動(dòng)的興趣。
teaching aids(活動(dòng)準(zhǔn)備)：
1、cake、milk的圖片
2、一盒milk的實(shí)物模型
3、音樂(lè)磁帶
teaching ste(活動(dòng)過(guò)程)：
1、warmup：
(1)律動(dòng)歌曲：《butterfly》
(2)dailytalk：
t：what's your name?
s：i’m__.
t：how do you do!
s：how do you do!
2、topic：
(1)t：look at me!教師出示milk的實(shí)物模型問(wèn)：“what's this?”
教授“milk”讀音。
game：品嘗milk
玩法：教師請(qǐng)幼兒上來(lái)品嘗milk，然后說(shuō)出品嘗的東西的名稱。同時(shí)糾正幼兒的錯(cuò)誤發(fā)音。
(2)game：run and touch
玩法：教師手上分別拿cake、milk的圖片，請(qǐng)兩名幼兒上來(lái)比賽，教師說(shuō)到哪個(gè)單詞，幼兒就去拍哪張卡片，反應(yīng)快且拍對(duì)的幼兒可以得到獎(jiǎng)勵(lì)。
英語(yǔ)單詞的教案篇3
活動(dòng)目標(biāo)：
1、認(rèn)識(shí)字母a和其代表單詞apple，準(zhǔn)確掌握字母a的發(fā)音。
2、學(xué)唱字母a的念謠。
活動(dòng)準(zhǔn)備：
單詞圖片、三根火柴棒
活動(dòng)過(guò)程：
step1 warm-up(熱身活動(dòng))
1,、與幼兒熱情問(wèn)候
2、復(fù)習(xí)前一堂的內(nèi)容(hello ，goodbye how are you)
step2 show the apple(出示蘋(píng)果)
t：hello ,children!(小朋友們好)
c：hello，miss zhang!
教師把已裝有蘋(píng)果的盒子或袋子神秘的拿到幼兒面前，讓幼兒有探索的欲 望。
t: look! what's this?
c：盒子
t:yes. a bo_
step3教師與幼兒一起邊唱邊做動(dòng)作，以活躍課堂氛圍.
what's in the bo_? what's in the bo_? do you know ,do you know who want to try ,let me try。 ding ding dong (敲盒子)，let me try
t：ok, do you want to know?(引導(dǎo)幼兒說(shuō)出yes或no)
t:who want to try(作舉手狀，并引導(dǎo)幼兒說(shuō)出let me try，當(dāng)幼兒拿出蘋(píng)果之后說(shuō) what's this?
c：蘋(píng)果
t:yes, it an apple
c：apple
t：apple apple是蘋(píng)果
c：apple apple是蘋(píng)果(拿出卡片反復(fù)練習(xí))
教師馬上轉(zhuǎn)動(dòng)字母卡片，馬上變成“a”引導(dǎo)幼兒讀出字母“a”
t：a 這是一個(gè)字母
c：a
讓幼兒模仿準(zhǔn)確的發(fā)音并反復(fù)跟讀。
step4品嘗水果：
教師可先做示范：拿出小塊蘋(píng)果放入口中：hmm!sweet!
t： do you want to eat(繼續(xù)引導(dǎo)二說(shuō)出 yes)
c：yes
t：ok, follow me! i lik an apples
接著教師發(fā)水果讓幼兒品嘗。(拿到幼兒面前時(shí)一定要鼓勵(lì)幼兒大聲說(shuō)出“i like apples,
step5結(jié)束。
教師再出示一次卡片讓幼兒復(fù)習(xí)一遍
t： ok! we are so tired. let's have a rest . let's say good bye to the apple
c：bye-bye, apple
t：say good bye to the a.
c：bye-bye, a.
英語(yǔ)單詞的教案篇4
活動(dòng)目標(biāo)
在游戲活動(dòng)中，復(fù)習(xí)學(xué)過(guò)的單詞head hair
讓幼兒在游戲中學(xué)習(xí)單詞，培養(yǎng)他們對(duì)英語(yǔ)的興趣 。
材料準(zhǔn)備
單詞卡，圖
活動(dòng)過(guò)程
一、問(wèn)候
hello,babies
hello,teacher
二、律動(dòng)《up down》
三、新知講授
1、今天貢老師給小朋友帶來(lái)一個(gè)神秘的朋友，你們想認(rèn)識(shí)它嗎?
magic magic 變變變
出示一個(gè)圖片娃娃
2、小朋友跟她打招呼!hello!
3、教師在黑板上范畫(huà)，讓幼兒找出缺少的部分(教師故意忘記畫(huà)娃娃的頭)引出單詞head
4、讓幼兒摸自己和同桌的頭說(shuō)head
5、說(shuō)歌謠：head head搖一搖(邊說(shuō)邊做動(dòng)作)
6、摸自己的頭發(fā)，讓幼兒回憶hair
7、說(shuō)歌謠：hair hair梳一梳
8、摸貢老師的頭發(fā)說(shuō)hair
9、游戲粘頭發(fā)(給一個(gè)沒(méi)有頭發(fā)的娃娃粘頭發(fā)，邊粘邊說(shuō)hair)
10、拍卡片說(shuō)hair和head
四、舞蹈《walking walking》結(jié)束
活動(dòng)延伸
說(shuō)歌謠head head 搖一搖
hair hair 梳一梳
英語(yǔ)單詞的教案篇5
一.教學(xué)內(nèi)容分析
本單元的中心話題是good manners，這是一個(gè)亙古及今且永恒的話題。但在我們這一單元中，good manners 都有些什么內(nèi)容呢?中外文化中對(duì)good manners 的理解、體現(xiàn)有什么異同?我們?cè)撛趺醋觥⒆鍪裁床拍艹蔀橐粋€(gè)受人歡迎、具有g(shù)ood manners 的人呢?單元中十一個(gè)板塊的相關(guān)話題的設(shè)計(jì)及語(yǔ)言材料的選編無(wú)不緊緊扣著這個(gè)中心。從日常生活中看似雖小但能觸及心靈的情景及行為，如道歉、書(shū)面致謝;東西方餐桌禮儀;域外風(fēng)俗禮節(jié)等，都作了詳盡的詮釋?zhuān)羞@些為我們提供的不僅是充實(shí)的英語(yǔ)語(yǔ)言知識(shí)和綜合語(yǔ)言運(yùn)用技能訓(xùn)練的內(nèi)容，更重要的是學(xué)生學(xué)習(xí)這一單元的整個(gè)過(guò)程也是他們陶冶情操、規(guī)范行為、發(fā)展心智的過(guò)程，這對(duì)他們身心的發(fā)展會(huì)產(chǎn)生較強(qiáng)的感染作用，有助于他們?nèi)宋乃仞B(yǎng)的整體提高和跨文化意識(shí)的加強(qiáng)。
“熱身”(warming up)部分設(shè)計(jì)了學(xué)生學(xué)習(xí)生活中及日常生活中經(jīng)常發(fā)生的四幅畫(huà)面：上課遲到、打斷別人說(shuō)話、排隊(duì)買(mǎi)飯時(shí)不小心雨傘戳著別人、商店里排隊(duì)付款一男士推開(kāi)兩顧客從他們中間穿過(guò)，顧客生氣質(zhì)問(wèn)男士。讓學(xué)生學(xué)會(huì)道歉，學(xué)會(huì)講禮貌。這部分的目的是，引出中心話題good manners，幫助學(xué)生明白講禮貌會(huì)使我們?nèi)穗H之間關(guān)系和諧融洽，甚至?xí)筛隇橛癫?同時(shí)復(fù)習(xí)或?qū)W習(xí)一些致歉語(yǔ)和必要的答語(yǔ)。
“聽(tīng)力”(listening)部分提供了一段兩朋友間的對(duì)話，一朋友不打招呼騎走了另一朋友的自行車(chē)，并且把它弄丟了。怎么辦?當(dāng)然是道歉。這個(gè)聽(tīng)力練習(xí)要求學(xué)生通過(guò)聽(tīng)學(xué)會(huì)對(duì)發(fā)生了這種事情后的道歉表達(dá)和更高姿態(tài)的回響，使道歉者釋然。以此了解英語(yǔ)國(guó)家人士語(yǔ)言的得體性、思維的方式與習(xí)慣表達(dá)方法，培養(yǎng)學(xué)生跨文化交際的意識(shí)。如 “i guess it wasn’t really your fault, was it?” , “ that’s ok. forget it. it was an old bike anyway.”
“口語(yǔ)”(speaking)部分提供的是三組文字情景，要求學(xué)生在前面“熱身”和“聽(tīng)力”的基礎(chǔ)上，以雙人對(duì)話的活動(dòng)形式體現(xiàn)情景，訓(xùn)練學(xué)生在比較真實(shí)的情景中口頭表達(dá)能力和豐富他們有關(guān)道歉的語(yǔ)匯，包括詞和句型。充分展示具備good manners者解決問(wèn)題、處理尷尬場(chǎng)面的風(fēng)采。
“讀前”(pre-reading)部分設(shè)計(jì)了四個(gè)情景：1)at a dinner party, 2)greeting your teacher, 3)receiving your birthday present, 4)paying a visit to a friend’s house, 以小組活動(dòng)的形式討論并寫(xiě)下在中國(guó)文化中以上情景有禮有節(jié)的一些規(guī)矩，這一活動(dòng)的目的是不僅要調(diào)用學(xué)生已有的直接和間接的體現(xiàn)good manners 的生活經(jīng)驗(yàn)，加深對(duì)我們中國(guó)是文明禮儀之邦的認(rèn)識(shí)，而且激活學(xué)生的思維，自然過(guò)度到下一步的 “reading”--- 西方文化、餐飲禮儀。
“閱讀”(reading)部分是一篇說(shuō)明文。主要介紹了西方的餐桌禮儀，并在字里行間滲透著和中國(guó)餐飲文化進(jìn)行比較。東西方文化交織在一起，充滿了跨文化交際的信息，體現(xiàn)了教材的國(guó)際性和民族性。
“讀后”(post-reading)部分的前三項(xiàng)任務(wù)是要求學(xué)生針對(duì)課文的理解完成的，可作為評(píng)價(jià)學(xué)生對(duì)文章理解的程度。如第一項(xiàng)：列出中西方餐桌上餐具及其擺放的位置;第二項(xiàng)：標(biāo)出西方正式宴會(huì)上主要食物上桌的順序;第三項(xiàng)：判斷西方正式宴會(huì)上哪些就餐行為文明有禮，哪些行為顯得無(wú)禮粗俗。第四項(xiàng)是回答問(wèn)題，是一道聯(lián)系中國(guó)實(shí)際的、開(kāi)放性的一道問(wèn)題：中國(guó)的餐桌禮儀也在變化嗎?舉例說(shuō)說(shuō)。可以小組討論的形式進(jìn)行，目的在于讓學(xué)生對(duì)中西方餐桌禮儀的認(rèn)同，以及培養(yǎng)學(xué)生的思辯能力。
“語(yǔ)言學(xué)習(xí)”(language study)分詞匯和語(yǔ)法兩部分。詞匯部分有構(gòu)詞法知識(shí)，前綴in-, im-, un-, non- 和練習(xí)部分詞匯的一篇與課文主題相關(guān)的短文。引導(dǎo)學(xué)生通過(guò)短文提供的生動(dòng)語(yǔ)境培養(yǎng)自己理解和記憶單詞的能力。語(yǔ)法項(xiàng)目是定語(yǔ)從句，這是繼前面兩單元后第三次出現(xiàn)，不屬新的語(yǔ)法知識(shí)。非限制性定語(yǔ)從句第一次介入。語(yǔ)法第一部分提供的限制性定語(yǔ)從句和非限制性定語(yǔ)從句的例句比較和說(shuō)明，可供學(xué)生自主學(xué)習(xí)，讓學(xué)生探究發(fā)現(xiàn)兩種定語(yǔ)從句的不同形式和含義。第二部分著重檢驗(yàn)學(xué)生運(yùn)用兩種定語(yǔ)從句拓展句子的能力。
“綜合技能”(integrating skills)設(shè)計(jì)了一個(gè)很實(shí)用的寫(xiě)作任務(wù)：寫(xiě)感謝信。這個(gè)設(shè)計(jì)包括讀和寫(xiě)。閱讀部分的內(nèi)容是一封感謝信的范例;寫(xiě)作部分的任務(wù)是：對(duì)老師的幫助、父母的關(guān)心支持、朋友的真誠(chéng)、收到生日禮物等寫(xiě)一封感謝信。通過(guò)這一活動(dòng)，讓學(xué)生明白對(duì)他人的幫助心存感激，無(wú)疑是一種美德，一種素養(yǎng)。
“學(xué)習(xí)建議”(tips)部分提供了一些行為規(guī)范的名言警句，告戒學(xué)生隨時(shí)隨地講文明、懂禮貌，從自身做起，從小事做起。
“復(fù)習(xí)要點(diǎn)”(checkpoint)部分簡(jiǎn)要地總結(jié)了本單元的語(yǔ)法重點(diǎn)----限制性定語(yǔ)從句和非限制性定語(yǔ)從句，并且設(shè)計(jì)了一些最基本的語(yǔ)言練習(xí)，幫助學(xué)生自評(píng)。同時(shí)通過(guò)兩個(gè)問(wèn)題引導(dǎo)學(xué)生對(duì)本單元所學(xué)的詞匯作一次小結(jié)。
二.課時(shí)安排：6 課時(shí)。
the first period: warming up and listening
the second period: speaking
the third period and fourth periods: pre-reading, reading and post-reading
the fifth period: language study
the sixth period：integrating skills
三.分課時(shí)教學(xué)計(jì)劃
the first period
goals:
to focus on talking about good manners as warming up and listening practice.
to learn to express apologies and responses to apologies.
to arouse students’ interest in learning good manners through various activities in class.
teaching procedures:
i. warming up
設(shè)計(jì)問(wèn)題、語(yǔ)境，誘發(fā)學(xué)生打開(kāi)話匣子，不作限制，更不當(dāng)練習(xí)來(lái)完成。
1.以舊帶新，先入為主，根據(jù)學(xué)生自己的體驗(yàn)和理解，列舉good manners 的事例。
2.知錯(cuò)并向人道歉是good manners 的行為之一。引入道歉用語(yǔ)，借書(shū)中情景和額外補(bǔ)充的各種情景反復(fù)演練，使學(xué)生能將這些禮貌用語(yǔ)嫻熟地運(yùn)用于生活之中。
(這些情景的提供，也為最后讓學(xué)生自己描述道歉場(chǎng)面作準(zhǔn)備)
3.作為一個(gè)有禮貌的人，對(duì)他人的誠(chéng)懇道歉怎么反映?說(shuō)些什么讓道歉者心里釋然?(為下一步的聽(tīng)力做個(gè)鋪墊)
4.你上次向人道歉的情景還記得嗎?對(duì)方是否是個(gè)講禮貌的人。請(qǐng)描述一下。
1. t: we like people with good manners. we don’t like people with bad manners.
well, what are good manners in your opinions? for example,
is it good manners to take your classmate’s bicycle without telling him?
of course it’s ( not) good manners to do…./ that….
group work: make a list of at least four things which are good manners in our daily life.
2. what should we do at least to be good manners if we do something wrong?
making an apology? and how to express your apologies? what expressions do you use to apologize?
(excuse me/ i’m sorry./ i am terribly sorry/ please forgive me...)
3. look at the four pictures in the text. complete the dialogues with proper words according to the situations given.
4. here are some more similar situations. please make similar dialogues in pairs to drill the expressions of apologies.
situation one: you go to the teachers’ office to hand in your homework, but your teacher is talking with one of her colleague. you interrupt them.
situation tw you are late for the school gathering and all your classmates are waiting for you at the bus station. you explain that you had a flat tyre. your classmates forgive you and tell you not to worry.
situation three: when you are walking in the streets, you step onto someone’s toes and this person is a bit angry. he reminds you to be careful next time.
situation four: you are playing basketball and suddenly the ball hit someone passing by. the person is very angry with you.
5. in fact, if you can apologize probably after you do something wrong, others will still have a good impression of you. on the other hand, your proper response to an apology also shows you are a person with good manners.
well, what’s your response to the following apologies?
1) i’m sorry, sam. i stepped on your pen and broke it. i didn’t see it on the floor.
______________________________. ( it’s ok. i have another pen.)
2) i’m sorry, mr. tan, i didn’t complete my homework. i was not feeling well last night.
__________________________________________________________________.
(are you feeling better now? you may hand in your homework tomorrow.)
6. do you think it good manners to make an apology to people in time if you have done something wrong? please describe the situation last time when you made an apology to others.
what did you say to express your apologies? what was the other’s response?
did he / she accept your apology? do you think him a person with good manners?
why (not)?
ii. listening
1. listening in sb.
遵循step by step 的原則，分聽(tīng)前(pre-listening)、聽(tīng)時(shí)(while-listening)和聽(tīng)后(post-listening) 三步走，并設(shè)計(jì)各個(gè)步驟的任務(wù)型活動(dòng)，使整個(gè)聽(tīng)力目標(biāo)明確，中心話題更為突出。
pre-listening: go over the six questions or sentences and guess in pairs if the persons in the listening have good manners or not. why do you think so?
while-listening: answer the questions and complete the six sentences.
post-listening questions:
has anything similar happened to you? what was the situation? how did you deal with it?
do you think you’re a person with good manners? in what ways?
2. listening in wb. p.115
listen to the tape and finish the exercises in it.
the second period
goals:
to focus on oral practice --- speaking.
the students are to use the expressions of apologies and possible answers freely through some situations.
they are enabled to solve some simulating problems about good manners and bad manners.
teaching procedures:
i. elicit the expressions of apologies and possible answers through the situations which might happen to the teacher himself / herself.
the teacher is a bitl late for the class.
the teacher carelessly knocks down a student’s booksl on the table.
the teacher blames some student wrongly for not …l
1. t: i’m sorry. i didn’t mean to …. now i apologize for my …
s: oh, that’s all right.
創(chuàng)設(shè)真實(shí)情景與學(xué)生交流，既是以身示范，又自如、貼切地呈現(xiàn)教材中提供的常用道歉用語(yǔ)和回答方式。
2. t: what do you think of me since i made an apology for what i did?
what if i didn’t apologize to you for what i did?
就老師的行為讓學(xué)生評(píng)說(shuō)會(huì)更加激發(fā)學(xué)生說(shuō)的興趣，還會(huì)使學(xué)生具備一定的good manners 的尺度標(biāo)準(zhǔn)。同時(shí)，為后面學(xué)生自己如何表現(xiàn)出文明禮貌、“問(wèn)題”如何解決作準(zhǔn)備。
3. t: what would you do in the following situations, so as to show you have good manners?
p.37l
ii. role-play: problem solving
鄰里之間的關(guān)系同樣體現(xiàn)出文明禮貌的程度。有矛盾、有問(wèn)題，原因是什么?居委會(huì)怎么解決?這項(xiàng)模擬活動(dòng)跳出了課文，拓展了訓(xùn)練內(nèi)容。要求學(xué)生將學(xué)過(guò)的表達(dá)方法與新的表達(dá)方法結(jié)合使用，對(duì)信息做各種合理的處理與加工，進(jìn)行創(chuàng)造性的語(yǔ)言活動(dòng)。充分體現(xiàn)口語(yǔ)教學(xué)突出話題和功能的雙重要求。
survey and interview about relationship between neighbors.
in your group of four, one acts as a journalist, interviewing separately the other three who are neighbors about their relationship in between. each neighbor talks about their good or bad relationship between each other and tells the reasons for it. one or two of the neighbors have some problems, and they can’t get on well with each other. the journalist reports it to the neighborhood committee and they try to solve it.
我們中國(guó)人用自己的good manners的尺度標(biāo)準(zhǔn)，處理好鄰里之間的關(guān)系。世界其他各國(guó)對(duì)good manners 的尺度標(biāo)準(zhǔn)是否都一樣?
iii. discussion p.116
iv. conclusion:
different countries have different standards of good manners. but people all over the world will appreciate those who are kind and helpful to others and the things that are beautiful and true.
the third and fourth periods
goals:
to get to know the western table manners.
to learn some useful expressions about table manners.
to compare chinese table manners with western table manners.
teaching procedures:
i. pre-reading tasks:
其目的是激活學(xué)生已有的相關(guān)背景知識(shí)，啟發(fā)學(xué)生思維和想象，活躍課堂氣氛，使學(xué)生很快融入課堂教學(xué)內(nèi)容。如借助圖片或powerpoint, 以小組競(jìng)賽的形式復(fù)習(xí)有關(guān)中外餐桌上食物、餐具的一些單詞;以小組討論的形式重溫文明禮儀之邦的中國(guó)在待人接物、餐桌禮儀方面的獨(dú)特習(xí)俗;最后聚焦于西方的餐桌禮儀。三項(xiàng)任務(wù)一步一步地扣上下一步的閱讀內(nèi)容。
英語(yǔ)單詞的教案篇6
一.教材解讀(material interpretation) 通常人們忌諱“只見(jiàn)樹(shù)木，不見(jiàn)森林”，然而這里我們姑且就一個(gè)單元這只林片木來(lái)想象一下那片充滿神奇的森林。從某種意義上說(shuō)，這或許正是這套教材的編寫(xiě)者們的用意所在。高一英語(yǔ)新教材的編寫(xiě)依然以單元為單位，但每個(gè)單元打破了呆板的塊狀設(shè)計(jì)，換之于流暢的線型流程，為課堂教學(xué)的靈活組織留下了更大的空間。
整個(gè)教材體現(xiàn)了communicative curriculum的指導(dǎo)思想。每個(gè)單元以功能為主題，話題為支撐，結(jié)構(gòu)為平臺(tái)，任務(wù)為載體，意義交流為目的，充分體現(xiàn)了語(yǔ)言運(yùn)用的基本思路，為任務(wù)型課堂教學(xué)構(gòu)建了框架，注重提高學(xué)生用英語(yǔ)獲取信息、處理信息、分析和解決問(wèn)題的能力，發(fā)展學(xué)生與人溝通和合作的能力。
本單元的主題是technology，中心話題為hi-tech,話題本身具有強(qiáng)烈的時(shí)代氣息，貼近學(xué)生的實(shí)際生活，符合學(xué)生的認(rèn)知水平，在學(xué)生中有較強(qiáng)的認(rèn)同感。這一單元的交際功能項(xiàng)目(functional item)有兩個(gè)：
1. describing things
2. expressing agreement & disagreement。
結(jié)構(gòu)項(xiàng)目(structure)為the present continuous passive voice;主要能力項(xiàng)目為reading 和writing，其中一個(gè)閱讀正篇，兩個(gè)language input, 要求學(xué)生學(xué)會(huì)閱讀并在閱讀中培養(yǎng)根據(jù)上下文或構(gòu)詞法理判斷詞義的能力，同時(shí)學(xué)會(huì)寫(xiě)信并在信中闡述問(wèn)題的癥結(jié)，發(fā)表自己的觀點(diǎn)。拓展項(xiàng)目為如何運(yùn)用高科技獲取更多英語(yǔ)信息，提升英語(yǔ)學(xué)習(xí)，并探究科技為人類(lèi)帶來(lái)便利的同時(shí)可能存在的負(fù)面影響以及消除這些影響的解決辦法。
二 教學(xué)目標(biāo)(instructional objectives) 通過(guò)教學(xué)，學(xué)生能描繪一些日常用品(如第一課時(shí)的a guessing game 和describing and drawing)，發(fā)現(xiàn)一些問(wèn)題，發(fā)表個(gè)人觀點(diǎn)，努力解決問(wèn)題(如第二課時(shí)的problems and solutions，role play和a tv chitchat program: help is on the way);能學(xué)會(huì)與他人交流和合作(如第三課時(shí)中的designing and advertising a new model of cell phone for chinese high school students);能學(xué)會(huì)尋找適當(dāng)渠道解決實(shí)際問(wèn)題(如第四課時(shí)中的a letter of complaint to the headmaster);能自己學(xué)會(huì)學(xué)習(xí)，在學(xué)習(xí)中建立輸入假設(shè)，在實(shí)踐中驗(yàn)證假設(shè)，并最后修正假設(shè)(如第四課時(shí)的對(duì)the present continuous passive voice的學(xué)習(xí));能懂得基本的一些學(xué)習(xí)策略，并運(yùn)用這些策略提高在一定的context 中對(duì)一些較難詞義的推斷能力(如第五課時(shí)中的word and strategy);能運(yùn)用高科技獲取更多英語(yǔ)信息，提升自己的英語(yǔ)學(xué)習(xí)(如第三課時(shí)中的story sharing和第六課時(shí)的essay writing);能探究高科技為人類(lèi)帶來(lái)文明和便利的同時(shí)可能存在的負(fù)面影響以及消除這些影響的解決辦法(如第五課時(shí)中的talk about the advantages and disadvantages of cellphones, robots, computers etc.);能在研究性的學(xué)習(xí)中進(jìn)行自我反思，培養(yǎng)公民意識(shí)、社會(huì)責(zé)任感和全球觀念(如第五課時(shí)中的a probe into the cause of teenagers’ addiction to cyber café和第六課時(shí)中的to be a technology-driven human or not to be);能在不斷的反思中領(lǐng)悟并懂得人類(lèi)追求高科技的根本目的，倡導(dǎo)人與人之間的友愛(ài)和真情(如第六課時(shí)中的寫(xiě)給未來(lái)控制了人類(lèi)的巨能電腦q12 的題為love is the everlasting topic of the world的信)。
unit 9 (sefc 1a) notion technology topic hi-tech functional items 1. describe things 2. expressing agreement & disagreement structure the passive voice (3) the present continuous passive voice tasks 1.a guessing game describing things and how they work 2. describing and drawing topic touch 2. role play solving problems by giving opinions 3. a tv chitchat program help is on the way 4. a project designing and advertising a new model of cell phone for chinese high school students 5. an investigation teaching and living facilities of the school 6. a discussion damage that is being done to the earth 7. an interview voice of students 8. a letter of complaint 9. a hi-tech show 10. a survey a probe into the cause of teenagers’ addiction to cyber café 11. a debate to be a technology-driven human or not to be 12. a letter to q12 love is the everlasting topic of the world 13. an essay big thing moral goals 1. creative thinking 2. communication and cooperation 3. love and caring 4. environmental protection 5. social awareness 6. global sense 三.教學(xué)設(shè)想(teaching assumptions) 在整個(gè)單元的教學(xué)中我們突出以話題為綱，交際功能為主線，兼顧結(jié)構(gòu)，適當(dāng)拓展。在教學(xué)方法上堅(jiān)持以communicative approach為主，輔以其他多種有效教學(xué)方法。充分運(yùn)用任務(wù)型教學(xué)途徑，精心設(shè)計(jì)各種任務(wù)，以任務(wù)為載體，搭建意義交流舞臺(tái)，創(chuàng)設(shè)各種情景途徑，創(chuàng)建各種情感體驗(yàn)機(jī)會(huì)。通過(guò)教學(xué)，進(jìn)一步發(fā)展學(xué)生基本語(yǔ)言運(yùn)用能力，激活學(xué)生的英語(yǔ)思維，保持英語(yǔ)的學(xué)習(xí)熱情,使精心設(shè)定的moral goal 的完成能水到渠成。例如，提高用英語(yǔ)獲取信息、處理信息、分析和解決問(wèn)題的能力，發(fā)展學(xué)生與人溝通和合作的能力;激發(fā)學(xué)生對(duì)事物深入了解的探究心理，逐步養(yǎng)成研究性學(xué)習(xí)意識(shí); 通過(guò)自主學(xué)習(xí)和社會(huì)調(diào)查，和與發(fā)展國(guó)家在科技方面的比較，了解社會(huì)，增強(qiáng)社會(huì)責(zé)任感((social responsibility)，強(qiáng)化祖國(guó)意識(shí)(national awareness)，培養(yǎng)全球觀念(global sense)。 1.話題拓展 (extended topics) 以technology為主題，由中心話題衍生出六個(gè)sub topics, 分別是new uses of things, problems and solutions, life in a technological era, teaching & living facilities of the school, controversy about technology 和attitude towards technology。
