英語教案Welcome back參考

1、英語教案Welcome back參考教學(xué)目標(biāo)復(fù)習(xí)現(xiàn)在進(jìn)行時(shí)；講授新詞匯及習(xí)語；Useful expressionsWelcome back to school. It doesnt matter. On time Best wishes!Happy Teachers Day! Why dont you?Thats a good idea.Were going to What are you going to do? welcome , so , term ,call , a piece of paper , next time , this term , welcome (back ) to序

2、數(shù)詞的講授與歸納。本單元的重難點(diǎn)是中國人名與英國人名順序的區(qū)別以及與稱呼的搭配使用。教材分析整體教學(xué)內(nèi)容分析本單元主要的教學(xué)內(nèi)容是“介紹英美人的姓名”。除了要復(fù)習(xí)鞏固初一學(xué)過的一般現(xiàn)在時(shí)和現(xiàn)在進(jìn)行時(shí)外，還要學(xué)習(xí)一些新的詞匯和日常用語。由the difference between Chinese and English names 引出be short for和call sb. / sth. for short兩個(gè)短語，學(xué)習(xí)了英國人名的順序以及與稱呼的搭配使用、簡稱的由來。本單元突出了聽說領(lǐng)先的特點(diǎn)，加深理解了both與all、wish 與hope、excuse與sorry的用法區(qū)別。Less

3、on4主要學(xué)習(xí)元音音素 a:au，逐漸能按照26個(gè)字母及有關(guān)字母組合的拼讀規(guī)則來朗讀、拼寫和記憶單詞。教學(xué)要點(diǎn)分析1熟練運(yùn)用本單元的日常交際用語，掌握不定代詞的修飾語的正確位置。 2中國人名與英國人名順序的區(qū)別，英國人名簡稱形式的由來。 3學(xué)習(xí)序數(shù)詞first , second, third 和fourth. 注意它們的書寫和用法，特別是要理解它們?cè)诰渥又兴鞯恼Z言成分。 4進(jìn)一步復(fù)習(xí)鞏固現(xiàn)在進(jìn)行時(shí)態(tài)，理解其與一般現(xiàn)在時(shí)的區(qū)別。注意助動(dòng)詞be與單復(fù)數(shù)人稱的相應(yīng)變化，系統(tǒng)總結(jié)動(dòng)詞形式（v. -ing）的變化。 5歸納r音節(jié)的拼讀規(guī)則 進(jìn)一步明確單詞的發(fā)音特點(diǎn)：一個(gè)字母特別是元音字母不只一個(gè)讀音，

4、一個(gè)音素（即音標(biāo)）也不只由一個(gè)字母或一個(gè)字母組合構(gòu)成。關(guān)于英國人名字的教學(xué)分析本單元主要的教學(xué)內(nèi)容是“介紹英美人的姓名”。教師在教學(xué)中要注意讓學(xué)生清楚地了解英國人的三個(gè)名字各自的意義，它們之間的關(guān)系，并且要掌握如何要稱呼一個(gè)英國人以及了解中國人和英國人名字之間的區(qū)別。本單元教學(xué)要求學(xué)生對(duì)英語姓名有些初步的了解，知道姓和名的位置、全名、男女名、尊稱、呢稱等即可，不必講得過細(xì)。在教第2課時(shí)，需強(qiáng)調(diào)用Mr./Miss./Mrs.稱呼人時(shí)，后面要用姓 (Mr. Brown)不可用名 (Mr. Robert)，因?yàn)檫@是中國人通常犯的錯(cuò)誤。英語和漢語人名表示方法的區(qū)別在于姓和名的順序。教法建議關(guān)于交際語言

5、運(yùn)用教學(xué)學(xué)生們經(jīng)過一個(gè)假期休息，無論從體力還是腦力都得到充分放松，精力十分充沛。教師應(yīng)抓住學(xué)生這一良好狀態(tài)，結(jié)合本單元知識(shí)點(diǎn)少，交際性強(qiáng)的特點(diǎn)努力為學(xué)生創(chuàng)設(shè)語境，激發(fā)學(xué)生學(xué)習(xí)語言的興趣，使學(xué)生對(duì)語言的學(xué)習(xí)產(chǎn)生新鮮感，成就感，從而提高學(xué)習(xí)效率。針對(duì)本單元交際性強(qiáng)的特點(diǎn)，創(chuàng)設(shè)適合于每課的語言環(huán)境，使學(xué)生置身于此環(huán)境，并擔(dān)當(dāng)某一角色，從而讓學(xué)生真正感悟到語言的真諦。關(guān)于詞匯和短語的教學(xué)記憶單詞和習(xí)語是學(xué)生比較頭痛的。為了減輕學(xué)生思想負(fù)擔(dān)，通過師生之間對(duì)話，將生詞及習(xí)語逐一呈現(xiàn)。在特定情景中，通過使用熟悉詞語進(jìn)行會(huì)話表演等交流方式，學(xué)會(huì)生疏單詞。有些特殊詞還可用圖片、幻燈，示范動(dòng)作呈現(xiàn)給學(xué)生，讓學(xué)生感

6、到學(xué)有所用，英語并不是難不可攀。關(guān)于現(xiàn)在進(jìn)行時(shí)的教學(xué)1動(dòng)作表演游戲教師做個(gè)動(dòng)作讓學(xué)生來表達(dá)：He/She is doing ，學(xué)生之間互相交換一個(gè)做動(dòng)作，另一個(gè)用英語表達(dá)他/她正在進(jìn)行的動(dòng)作?；蜃屢粋€(gè)學(xué)生先做個(gè)動(dòng)作，其他的學(xué)生來表達(dá)。如一個(gè)學(xué)生做個(gè)看書的動(dòng)作，另一個(gè)學(xué)生用英語問：Whats he/she doing?，其他的學(xué)生搶著說：He/She is reading (a book)，看誰說的又快又準(zhǔn)確。也可以換成一個(gè)學(xué)生用英語表達(dá)一個(gè)動(dòng)作，讓別的學(xué)生來做這個(gè)動(dòng)作，看動(dòng)作是否表演得準(zhǔn)確。 采取對(duì)抗賽的形式：1-6小組，1、3、5組組員分批表演啞劇動(dòng)作，2、4、6組組員分批使用英語描繪證明這

7、些動(dòng)作。表演動(dòng)作明確易懂的，得分。使用英語描繪該動(dòng)作，無誤的.，得分。2描繪圖畫。師生之間，或同學(xué)之間互相指圖問答。如下圖，教師指著圖中站在窗戶旁的男孩用一個(gè)學(xué)生：Whats he doing? ，學(xué)生回答：He is cleaning the window。接著這個(gè)學(xué)生指著圖中的某個(gè)人，問別的學(xué)生：Whats he/she doing?，循環(huán)下去，盡量讓更多的學(xué)生參與。也可采用比賽形式，教師指著圖中的人問：Whats he/she doing?，讓學(xué)生進(jìn)行搶答，看誰答得又快又準(zhǔn)確。3創(chuàng)設(shè)情景，首先請(qǐng)一位同學(xué)讀課文，唱英文歌等易表演的動(dòng)作。在他做此動(dòng)作過程中，教師可提出問題：What is h

8、e doing? 請(qǐng)學(xué)生回答：He is reading. He is singing an English song.然后組織學(xué)生兩人一組，模仿剛才師生問答做表演。條件好的可看課文教學(xué)錄像，加深對(duì)現(xiàn)在進(jìn)行時(shí)的理解。關(guān)于課文Whats in a name? 的教學(xué)1首先問一個(gè)學(xué)生：Whats your name? 然后教師說His/Her full name is ，并且把名字板書出來。然后給出一個(gè)已學(xué)過的英文名字：Jim，告訴學(xué)生Jims full name is James Allan Green，借此解釋full name和given name的意思。2以圖解的形式講解English n

9、ames: a first name, a middle name and a family name的意義?；蛲ㄟ^播放動(dòng)畫講解：The meanings of the three names, How to call a person, the difference between English names and Chinese names（見媒體素材中動(dòng)畫類：names）。3學(xué)生熟悉課文后，讓學(xué)生仿照課文內(nèi)容give a talk about names: English names and Chinese names?？梢詤⒖家曨l文件：Whats in a name?（見媒體素材中視

10、頻類：talk about names）4讓學(xué)生就自己的名字進(jìn)行對(duì)話練習(xí)，參照練習(xí)冊(cè)Ex 2的5個(gè)問題進(jìn)行一對(duì)一對(duì)的練習(xí)，或讓學(xué)生就這5個(gè)問題對(duì)某人進(jìn)行采訪，記錄下采訪的過程。關(guān)于現(xiàn)在進(jìn)行時(shí)的講解(1)表示講話時(shí)或現(xiàn)階段正在進(jìn)行的動(dòng)作He is singing in the room.They are listening to their teacher.(2) 有時(shí)表示計(jì)劃安排中的將來動(dòng)作（限于come, go leave, stay 等少量動(dòng)詞）Hes coming tonight.Im leaving tomorrow.(3) 表示目前反復(fù)發(fā)生的動(dòng)作，有時(shí)含有感情色彩。Hes alway

11、s talking in class.關(guān)于Happy teachers Day的講解Happy teachers Day, Mr. Wu. 祝您教師節(jié)愉快，吳老師?。?）happy意為“快樂的；幸福的；樂意的”。?？煞啪涫讟?gòu)成表示祝福的句子。如：Happy Birthday! 生日快樂！Happy New Year! 新年快樂?。?）Teachers Day意為“教師節(jié)”，是由普通名詞構(gòu)成的專有名詞，每個(gè)單詞的第一個(gè)字母都要大寫。在表示節(jié)日的專有名詞前一般不需要冠詞the.如：Womens Day 婦女節(jié) Childrens Day 兒童節(jié) Mothers Day 母親節(jié) April Fool

12、s day 愚人節(jié)（3）表示祝福時(shí)除些表達(dá)方式外，還有兩種形式：Best wishes to sb. (for ); wish sb. +賓語補(bǔ)足語。如：Best wishes to you for Teachers Day.I wish you a happy New Year.關(guān)于matter的講解It doesnt matter this time.這次沒有關(guān)系。matter 在這里作動(dòng)詞，意為“要緊”。如：It matters very little.不要緊，絲毫沒關(guān)系。It doesnt matter who will do it.誰干這事都無關(guān)緊要。matter 同時(shí)也可作名詞，意

13、為“事情，問題”。如：I cant carry the heavy box. 我搬不動(dòng)這個(gè)重箱子。No matter. Let me help you. 沒關(guān)系。我?guī)湍恪hats the matter with you? 你怎么了？關(guān)于Why dont 表建議的用法講解Why dont you talk about names? 你為什么不談?wù)撘幌旅帜?？這是一個(gè)否定的特殊疑問句，表示勸說或建議，這個(gè)句子也可用“Why not + 動(dòng)詞原詞？”來表達(dá)同樣的意思。如本句可改為：Why not talk about names?What /How about ? 這一句型也表示建議可與上述句型轉(zhuǎn)

14、換。不過后面若跟動(dòng)詞時(shí)，必須用-ing形式。如：Why dont you go to ask the teacher? =What about going to ask the teacher?教學(xué)設(shè)計(jì)方案Lesson 1Teaching Objectives: Students should master the dialogues and useful expressionsLanguage FOCUS: Welcome (back) to, on duty, have fun (doing sth) , best wishes, this term, the first lesson,

15、call ones name, because clause traffic (a), on time.Properties: Tape recorder, some pictures, a calendarTeaching Procedures:I. organizing the classTeacher: Good morning, class.Students: Good morning, sir.T: Welcome to school.S: (They may have different answers, never mind)II. Warming upAfter a long

16、vacation, students may feel hard to speak English, so give them a few minutes to talk about their holidays in groups.III. Leading inGo round the classroom and greet them individually “Good morning, welcome back to school” then get them to greet other students in the same way.IV. PresentationTake out

17、 some pictures with People doing things happily and show them to the students to learn and practice “have fun doing sth. eg. The children are having fun playing football”, “The farmers have fun working on the farm.” etc.Call students names and help them answer “Im here.” or “Here.” Then explain the

18、phrase “call one s names” .Draw a crowded street (many cars, people, buses and bikes, etc) and teach the phrase “bad traffic”, draw and teach “traffic limits” “traffic signs” to help students to grasp the meaning of “traffic”.First write the phrase “on time” on the blackboard, then give them some ex

19、ample sentences, let them understand the meaning eg. “He lives far from school, but he gets up very early, so he gets to school on time,” etc.V. PractisePlay the tape for the students to listen and read three times, then get them to read out by themselves. Play the tape two more times for them to re

20、peat and practise . At last get them to act out the dialogue in front of the class.VI. PresentationShow students the calendar, and teach “Teachers Day” with a sign on Sept.10th, “Womens Day” when point to March 8th, “Childrens Day” pointing to June lst.Get someone to clean the blackboard and say “Th

21、ank you for cleaning the blackboard for me.” Get some more students to do things and teach “Thank you for doing sth.”Play the tape once for them to find any problem, then play it again for them to read and practise in pairs.Act it outVII. Exercises in classFill in the blanks1. Welcome back _School.2

22、. The boys always have fun _ basketball (play).3. The students say “here”_ the teacher call their names.4. Mary always gets to school _ time.5. I m not _ duty today.6. I made a card _ my friend Tom.7. Thank you _ your coming to see me.Answers: 1.to, 2.playing, 3.when, 4.on, 5.on, 6.for, 7.for.VIII.

23、Homework1. To make a card for your teacher, parents or friends.2. To make sentences with: have fun (doing sth) on time, welcome toIX. SummaryLesson 2Teaching Objectives: Students should master the dialogue, some useful expressions and the background knowledge in the article about English namesLangua

24、ge Focus:. Useful expressions: think about/of, talk about, the difference betweenand, give a talkII. English names:“Mr. / Mrs. / Miss / Ms” before a last nameProperties: Tape recorder, overhead projectorTeaching Procedures:I. Organizing the classGreeting and a duty report (to say something about Chi

25、nese names). RevisionAct out a short role play: A teacher is having a class, (the first class) someone is late. Leading - inTeach the phrase “think about” by gestures and some sentences. eg. Teacher frowns and thinks as well as saying “Im thinking about the homework for today.”Call two students to t

26、he front and say, “Toms coat is black. Teds coat is blue. The colours are different. The difference is that Teds coat is blue and Toms coat is black.” Write the words “different” and “difference” on the blackboard and give them more examples, eg. “Do you know the difference between Mary and her sist

27、er? Mary is thin, but her sister is fat.”IV. PracticeStudents look at the picture and listen to the dialogue, then read after the tape, act it out in pairs.V. Leading - inFrom the first dialogue, we know Jim is going to talk about English names and the difference between Chinese and English names. B

28、efore we listen to his talk, lets work together to see how much we know about that. ( Anything is permitted and they are encouraged to speak a lot).Now lets see what Jim says about names.VI. Reading ComprehensionStudents read the text by themselves and answer the questions:1. How many names are ther

29、e in a full name? What are they?2. Whats the order of these names?3. Which name is not often used?4. What are the titles used together with names? How to use them?Students listen to the tape and read after it for several times.VII. Exercises in classLet them do the culture comparing exercise.English

30、 name: James Allan GreenChinese name: Zhang ChengIn the English name, family name is 1 , it s also called 2 or 3 name. The given names are 4 5 . The name not very much used is 6 . its also called 7 name.In the Chinese name family name is 8 , it s also called 9 or 10name. The given name is 11 . Its a

31、lso called 12 name.The answers: 1.Green 2.last 3.surname 4.James 5.Allan 6.Allan 7.middle 8.zhang 9.first 10.surname 11.cheng 12.lastVIII. Homework1. To read the text fluently2. To make sentences with: talk about think about/of be different the difference between and IX. Summary教學(xué)設(shè)計(jì)方案Lesson 3Teachin

32、g Objectives: Students should be able to tell boys names from Girls names and use the present continuous tense correctly.Language FOCUS: I. a lot (of) , many, much II .present progressive tense III. namesProperties: Tape recorder, cards with namesTeaching Procedures: I. Organizing the class Greeting

33、 and a duty report (a short story in present continuous tense) II. Review Show the cards with names for students to tell which is family name, given name III. Practise Students talk about the names in pairs after a model. Teacher: Do you know if Mary is a girls name? Student: Yes, it is a girls name

34、/I m not sure, etc. Teacher sticks more names on the blackboard for them to discuss, and go round the classroom to help with any problem. Then do the discussion together. IV. Leading - in Teacher: Whats your name, please? Students: My name is Zhang Da Min. T: Can I call you Da Min? S: Yes. (Sure) S:

35、 What s your name, please? T: My name is Elizabeth, you may call me liz, thats short for Elizabeth. Play the tape for students to listen, read and practise. Then students act out the dialogue in pairs, they may use their own names or make - up names) V . Ask and answer Students look at the picture a

36、nd ask and answer What is the boy doing? Which boy? The boy standing by the window. Oh, he s cleaning the window. VI. More Practice of “be doing?” Call individual student to the front, and mime an action for the students to guess. Are you dancing? Yes, I am./No, I am not .(Im not) VII. Exercises in

37、class 1. Write out the present participle. Walk skate ski knit wash pass have. celebrate play clap 2. Write out the questionsThe boys are having a football lesson on the playground. Who ? What ? Where ? Answers: 1. walking skating skiing knitting washing passing having celebrating playing clapping 2

38、. Who is having a football lesson on the playground? What are the boys doing on the playground? Where are the boys having a football lesson? VIII. Homework To choose one picture in the book? and describe it in present progressive tense.IX. summary教學(xué)設(shè)計(jì)方案Lesson 4Teaching Objectives: Students should gr

39、asp the pronunciation of some letter clusters and understand the article.Language Focus:I. Pronunciation: : er, ur, ir, or, ear a:ar, a(ss),al u:ou, owII. Useful expressions : make sb sth, - make sth for sb try to do sth friendly, unfriendly notany more ask sb, to do sth help sb, (to) do sth a waste

40、 of timeProperties: Tape recorder, Overhead projector, cardsTeaching Procedures:I. Organizing the classGreeting and a duty reportII. Review1. Give some names for them to say which is the family name and which is the given name. And how to use the titles Mr./ Mrs./ Miss/ Ms. Remind them that the titl

41、es can only be used with a family name.2. Show a picture for the students to describe in present continuous tense “be doing sth”.III. Pronunciation1. Students follow the tape2. More words to read (on cards)IV. Listening:Students listen to the tape and do the exerciseV. Leading - inTeacher: What are

42、you going to do on Saturday?Student: Im going toT: Can you make a card?S: Yes, I can.T: Will you please show us your card?S: Sure! (They have done that as homework some days before.)T: Oh, its really a nice card. Now lets see what Tom is going to do before Teachers Day (with the questions) What does

43、 Toms mum want him to do? Can he do it? why? or why not ? What is the idea Mum thinking out for Tom? Do you think its a good idea?After answering the questions, students follow the tape and act it out in pairs.VI Reading practiceStudents read the text by themselves and answer the questions: Whos in

44、the story?Say something about him, eg, name, nationality, likes, etc. Whats the mistake the students often make? What does he want now? Who helps him? Does he get what he wants? Can you help him?Then play the tape for them to follow.Students try to retell the story with the questions as clues.VI Lan

45、guage PracticeLets learn seven useful expressions of this lesson make sb sth _ make sth for sb. try to do sth. friendly opposite unfriendly (adj) not any more ask sb. to do Sth. help sb. (to) do Sth. a waste of timeListen to my sentences and try to understand themeg Ill make you a new paper boatIll make a new paper boat for you.The boy is trying to climb the tree.The people are friendly to me.Youre not a child any more.My Dad asks me to buy him some newspapers.Will y