英語(yǔ)教學(xué)課件（通用11篇）
作為一名人民教師，常常要根據教學(xué)需要編寫(xiě)課件，有趣的課件，使得課堂不再枯燥無(wú)味。雖然在課堂教學(xué)中起主導作用的是教師，課件起輔助教學(xué)的作用，那么優(yōu)秀的課件是什么樣的呢？下面是小編整理的英語(yǔ)教學(xué)課件，供大家參考借鑒，希望可以幫助到有需要的朋友。
英語(yǔ)教學(xué)課件 1
一、教學(xué)目標
掌握四會(huì )詞匯：holiday bring give song tomorrow
二、教學(xué)重難點(diǎn)：
教學(xué)重點(diǎn)：四會(huì )掌握holiday bring give song tomorrow Christmas tree, Christmas lights, Santa 等詞組和單詞
教學(xué)難點(diǎn)：了解有關(guān)圣誕節的等詞及在文中的用法。
三、教具：圣誕樹(shù)、彩燈、圣誕老人、圣誕節課件。
四、教學(xué)過(guò)程：
Step 1: Free talk.
Step 2: New lesson .
1.What’s Christmas? It’s a Western holiday. Christmas, say it, please. On a holiday, people don’t work. Children don’t go to school. Talk about the holidays.
2. Christmas is special. Why? Because we have some special things. Look, this is a special tree. It’s a Christmas tree. Point to the Christmas tree in the front of the blackboard. On Christmas, we can see a special man, too. Look, here is he. (Show Santa.) Do you know his name? His name is Santa. Please discuss it in groups and answer.
Step 3: Practise in groups. Answer some questions: What holiday is it? What do you see?
Step 4: The text on Page 56.
1.Show the words on the blackboard with actions: invite, bring, give, sing, carol (a special song at Christmas). The students learn to say it.
2. Please look at the pictures and listen what do they do on Christmas? Then the students answer.
3.What will you do on this Christmas ? Please talk about it in groups. Then you can come to the front and make a role-play.
4.Read after the audiotape.
Step 5: Students read the text and match the answers.Then let them have a discussion.
五、板書(shū)設計
Lesson 19 Christmas is coming!
Christmas tree Santa Christmas lights
When is Christmas? It’s December 25th.
holiday bring give song tomorrow
英語(yǔ)教學(xué)課件 2
教學(xué)目標：
1、 聽(tīng)懂、理解并會(huì )說(shuō)出單詞“bird”、“frog”、“monkey”。
2、 學(xué)會(huì )使用句型“I can see……”進(jìn)行表達。
語(yǔ)言點(diǎn)： bird、frog、 monkey、 I can see…教具準備：PPT課件、單詞卡片、一棵大樹(shù)、自制動(dòng)物各一個(gè)、望遠鏡3至4個(gè)。
教學(xué)過(guò)程：
（一） 熱身活動(dòng)：
1、 韻律歌曲《walking jumping running》邊唱邊跳進(jìn)場(chǎng)。
2、 GreetingT: Hello,what’s your name?
S: I’m XX.
T: Hello, XX.
S: Hello,Miss Liu.
簡(jiǎn)單的對話(huà)操練幾遍。
（二）單詞學(xué)習1、播放PPT，讓小朋友猜一猜是什么東西在叫。（鳥(niǎo)叫聲）。PPT出示鳥(niǎo)的圖片teach“bird”
教師領(lǐng)讀，小朋友跟讀，（采用游戲的方式進(jìn)行練習，讓小朋友一邊說(shuō)單詞，一邊用頭頂單詞卡片）3、 用相同的方法教授另外兩個(gè)單詞：frog和monkey(三)游戲：《說(shuō)一說(shuō)，做一做》
規定好鳥(niǎo)、青蛙、猴子的動(dòng)作，老師說(shuō)一個(gè)動(dòng)物單詞，小朋友需要迅速做出該動(dòng)物的動(dòng)作，同時(shí)重復英語(yǔ)發(fā)音，看誰(shuí)做得又快有準。
（四）句型學(xué)習1、出示一棵大樹(shù)，在樹(shù)上貼好自制的`鳥(niǎo)。
教師出示望遠鏡，并說(shuō)：I can see a bird. （小朋友跟讀）。
用準備好的望遠鏡給小朋友上來(lái)表演，并準確說(shuō)出句型“I can see a bird”
3、 在樹(shù)上貼好猴子，在樹(shù)下貼上青蛙。
讓小朋友自己來(lái)說(shuō)一說(shuō)，操練句型“I can see..”說(shuō)出：“I can see a monkey.”“I can see a frog.”
（五）游戲《What’s missing》
1、播放PPT，出示三個(gè)動(dòng)物，讓小朋友分別說(shuō)出三個(gè)單詞。
2、播放PPT，消失一個(gè)動(dòng)物，讓小朋友說(shuō)出那個(gè)動(dòng)物單詞，并用句型說(shuō)出“I can see…”
3、相同的方法操練。
（六）chant用三個(gè)動(dòng)物的動(dòng)作，叫聲以及相應的單詞編一首chant，讓小朋友跟著(zhù)做，邊做邊退場(chǎng)，結束課程。
附：chantBird bird bird 啾啾啾 （飛的動(dòng)作）Frog frog frog 呱呱呱（跳的動(dòng)作）Monkey monkey monkey 嘰嘰嘰（猴子抓頭撓耳）
英語(yǔ)教學(xué)課件 3
hallux
大腳趾
It stems from Latin and began to be commonly used in the mid-19th century. On the opposite side (of the foot), the little toe is called the minimus.
起源于拉丁語(yǔ)，19世紀中葉開(kāi)始普遍運用。與之相對應的是，小趾頭被稱(chēng)為minimus。
purlicue
“虎口”距(食指與拇指間的空隙)
Although a rare word, purlicue is a term for the space between the forefinger and thumb, originally used in the North of England. It’s thought to derive from the Scots term pirlie, meaning ‘curly’ or ‘twisted’, and is also used as a synonym for curlicue: a term in calligraphy to describe curls in a person’s writing.
盡管是個(gè)冷僻詞，purlicue這一術(shù)語(yǔ)用來(lái)表示食指與拇指間的空間，起源于英格蘭北部，來(lái)源于蘇格蘭術(shù)語(yǔ)pirlie，意為"卷曲的"或"彎曲的";現在用作"花體"的近義詞，書(shū)法術(shù)語(yǔ)，用以形容書(shū)寫(xiě)中筆跡的卷曲。
fraenum
系帶
A fraenum is a small ligament that restricts movement between body parts. The most obvious example is the fraenum which attaches the tongue to the bottom of the mouth, or the lip to the gum. It comes from the Latin fraenum which meant ‘bridle’ – that same idea ofrestrained movement. . It is also spelled frenum, and the more common term is frenulum.
系帶是一小小的韌帶，限制身體部位的運動(dòng)。最為顯著(zhù)的例子即連接舌頭和口底、唇和牙齦的舌系帶。系帶一詞來(lái)源于拉丁語(yǔ)fraenum，意為"韁繩"，和限制行動(dòng)同義，亦拼作"frenum"，更為常用的術(shù)語(yǔ)是frenulum。
uvula
小舌
The uvula is the fleshy extension that hangs at the back of the mouth above the opening of the throat. This is a body part that we share with some other primates; for instance, baboons have small, underdeveloped uvulae. The uvula helps to close the nasopharynx during swallowing, so that no food can enter the nasal passage. It also causes the initiation of the gag reflex if stimulated, and is also used to articulate a range of sounds in speech, such as the guttural R used in French.
小舌是嘴巴后部、緊貼喉嚨口上方懸垂的部分。這一身體部位其他靈長(cháng)目動(dòng)物也有，比如狒狒有小型但發(fā)育并不完全的小舌。小舌有助吞咽時(shí)閉合鼻咽，避免食物進(jìn)入鼻道。若受到刺激，小舌會(huì )引發(fā)咽反射;小舌還能用以清晰地發(fā)出一系列音，如法語(yǔ)里喉音r。
philtrum
人中
This term refers to the vertical groove between the bottom of the nose and the upper lip. Interestingly, it comes from the Latin word philtrum which initially meant ‘love-potion’ or ‘love-charm’ and only started being used in English for the body part in the 17th century.
這一術(shù)語(yǔ)指的是鼻子底部和上唇間豎直的凹陷部分。有趣的是，這個(gè)詞來(lái)源于拉丁語(yǔ)philtrum ，最初意為“愛(ài)情”或“愛(ài)情魔咒”，直到17世紀才開(kāi)始用于英語(yǔ)表示身體部位。
gowpen
碗狀(兩手靠攏形成)
This is the hollow that is formed when the two hands are placed together to create a bowl shape. It originates from the Old Norse gaupn.
這個(gè)詞指的`是雙手靠攏形成的碗狀時(shí)雙手凹陷的部分，來(lái)源于古挪威語(yǔ)gaupn.
gynaecomastia
男性乳房
The technical medical term for what some might refer to in everyday conversation as ‘man boobs’ or ‘moobs’ – or, rather, the condition that causes the swelling of a man’s breast tissue, usually caused by hormone therapy or imbalance.
這一專(zhuān)業(yè)術(shù)語(yǔ)即有些人日常對話(huà)中所說(shuō)的“男性乳房”，更確切地說(shuō)，是引發(fā)男性胸部組織腫脹、隆起的條件，通常由激素療法或內分泌失調所致。
canthus
眼角
Stemming from Latin, and from the Greek word kanthos, this word refers to the point in the inner or outer corner of the eye where the upper and lower eyelids meet. It was first used in the mid-17th century.
源自拉丁語(yǔ)和希臘語(yǔ) kanthos一詞，用以指內外眼角上下眼瞼交匯處。最初用于17世紀中葉。
gnathion
頷下點(diǎn)
This is the lowest point of the jawbone, so the most outward pointing part of the chin. It comes from the Greek word for ‘jaw’ with the –ion suffix added to it, and only came into usage in the late 19th century.
下頜骨的最低點(diǎn)，是下巴最為向外突出的點(diǎn)，來(lái)源于希臘語(yǔ)jaw一詞，加上-ion后綴，直到19世紀末期人們才開(kāi)始使用這個(gè)詞。
glabella
印堂
The glabella is the smooth part of the forehead, between and directly above the eyebrows. The term comes from the Latin glaber, meaning ‘without hair, smooth, bald’. It is used medically to test for dehydration, as the skin becomes wrinkled and shrivelled when dehydrated.
額頭眉間稍高處平整光滑的部分。這個(gè)術(shù)語(yǔ)來(lái)源于拉丁語(yǔ)glaber, 意為“沒(méi)有毛發(fā)、平整、光禿”。醫學(xué)上用以測試是否脫水，因為脫水時(shí)皮膚會(huì )收縮、形成褶皺。
英語(yǔ)教學(xué)課件 4
一、 學(xué)生分析 ：
對于小學(xué)六年級的學(xué)生來(lái)講，應該說(shuō)具有一定的英語(yǔ)基礎，同時(shí)也具備一些運用的語(yǔ)言知識的能力。在此基礎上，學(xué)生們一來(lái)學(xué)習這樣一個(gè)關(guān)系到他們個(gè)人的未來(lái)職業(yè)愛(ài)好的內容應會(huì )引起他們更大的興趣。而教師更應抓住這一有利時(shí)機，對其進(jìn)行正確引導并幫助他們樹(shù)立起遠大的理想與目標，并鼓勵他們每個(gè)人只要腳跳實(shí)地，刻苦努力，就一定能實(shí)現他們的理想。
二、教學(xué)目標：
本課的教學(xué)目標按知識目標、能力目標和情感目標進(jìn)行分析，詳細情況如下：
1. 知識目標：
①能聽(tīng)、說(shuō)、讀、寫(xiě)本課的單詞：singer, writer, actor,
TV reporter, actress, artist
②能理解、認讀句子：What does your father/mother do? He’s/She’s a/an…
2. 能力目標：
①能夠簡(jiǎn)單介紹人物的職業(yè)，如：She’s a singer.
②能運用句型：“What does your father/mother do?”進(jìn)行詢(xún)問(wèn)，并給出相應回答。
③能按要求完成Group work的活動(dòng)
3.情感目標：
①通過(guò)本節課，讓學(xué)生了解和尊重別人的職業(yè)。
②能從小樹(shù)立自己的理想職業(yè)
三、教學(xué)重、難點(diǎn)分析：
1.重點(diǎn)：掌握以上五種職業(yè)的英文表達，并能簡(jiǎn)單問(wèn)答、介紹自己的理想。
2.難點(diǎn)：①正確區分運用冠詞an, a 例如：an actor, a singer ②actor, actress, artist這三個(gè)單詞比較容易混淆，注意區分。
四、課前準備：
①相關(guān)職業(yè)的頭飾與圖片 ②相關(guān)的錄相帶 ③多媒體課件
五、教學(xué)過(guò)程：
1.熱身(Warm-up)
播放56頁(yè)Let’s chant一遍，然后師生一起跟錄音唱一遍。可以根據歌謠的內容，邊唱邊做動(dòng)作。
2.復習(Review)
通過(guò)聽(tīng)力練習，復習以前四年級學(xué)習的幾個(gè)關(guān)于職業(yè)的單詞：doctor, nurse, driver, farmer, baseball player.具體的聽(tīng)力練習如下：
① My father works on the farm, he is a _________.
② My mother works in a hospital, she’s a _________.
③ My sister works in a school, she’s a ________.
④ I study here, I am a _________.
3.新課呈現(Presentation)
①導入：
利用游戲，復習舊單詞，從而引出本課的新單詞，具體操作如下：
教師把doctor, nurse, driver, farmer, baseball player等單詞卡片朝下放在桌上。一名學(xué)生抽一張卡片，用動(dòng)作扮演卡片上的職業(yè)，讓其他學(xué)生猜職業(yè)名稱(chēng)。
教師先來(lái)一句開(kāi)場(chǎng)白：“同學(xué)們，你們有沒(méi)有夢(mèng)想過(guò)長(cháng)大以后要成為一個(gè)怎么樣的人?今日我們很榮幸請來(lái)了各行各業(yè)的精英代表: There’re doctor, nurse, driver, farmer, baseball player…Welcome our guests! (拍手掌歡迎) Now the first one is…“
然后請一位同學(xué)上臺做上面那個(gè)游戲，扮演其中一個(gè)職業(yè)，讓其他同學(xué)猜。哪個(gè)同學(xué)猜中了，就請他扮演下一個(gè)職業(yè)。
以上五個(gè)職業(yè)的單詞扮演完后，接著(zhù)教師再說(shuō)：“You’re wonderful!
不過(guò)，除了以上五位嘉賓以外，今日老師還請了幾位特別嘉賓!Who are they, do you know? OK! Let’s see!”
然后利用多媒體課件，出示一張“張學(xué)友”的相片。
教師：“Who is he?”
學(xué)生一起回答:“He’s ZhangXueYou!”
教師：“Yes, he is ZhangXueYou. But, What does he do?”
②教學(xué)新知識
引出新句型：What does he do? 并板書(shū)在黑板上，用此句重復問(wèn)兩次。
然后教師說(shuō)：“He can sing songs. He’s a …”
這樣就可以慢慢地引導學(xué)生說(shuō)：“He’s a singer!”
教師：“Yes, he’s a singer.” 教師把singer的圖片貼在黑板上，并帶讀。
再板書(shū)新句型：He’s a singer. 帶讀新句型。
利用同樣的方法教學(xué)其它職業(yè)：writer, TV reporter, artist. 利用課件先出示一張學(xué)生熟悉的男演員的相片,再出示一張女演員的相片,然后分別提問(wèn): What does he do? What does she do? 引導學(xué)生區分好actor與actress之間的'不同。有部分學(xué)生可能會(huì )回答：“He’s a actor./ She’s a actress.”這時(shí)教師應該引導學(xué)生發(fā)現并糾正錯誤: “He’s an actor./ She’s an actress.”幫助學(xué)生解決難點(diǎn)。
先聽(tīng)一次錄音，再跟錄音讀單詞。
③利用分組讀，分男女讀，開(kāi)火車(chē)讀，自由讀等形式鞏固新單詞。
在讀的過(guò)程中教師注意即時(shí)反饋，特別是actor, actress, artist這三個(gè)單詞是比較容易混淆的，應該多讀，幫助學(xué)生區分好。
④“快看快拼”活動(dòng)
教師快速出示一張本部分的單詞卡片，學(xué)生爭取最快拼出此單詞。最快的拼出來(lái)的那一組加一分。
⑤“快看快說(shuō)”活動(dòng)
教師利用多媒體課件，快速的出示一張關(guān)于職業(yè)的相片但馬上會(huì )消失掉，畫(huà)面上會(huì )出現一個(gè)問(wèn)題：What does she/he do? 全班學(xué)生一起讀這個(gè)問(wèn)題，然后教師請其中一個(gè)學(xué)生根據剛才相片的內容回答：He’s/She’s a/an…回答正確的該組加一分，最后總結那一組勝利。
六、鞏固和延伸：(Consolidation and extension)
①教師利用課件，把學(xué)過(guò)的職業(yè)從頭到尾演示一遍，說(shuō)：“同學(xué)們，今日我們邀請的嘉賓都已經(jīng)到齊了，老師介紹他們給大家認識，目的是讓大家能以他們?yōu)榘駱樱瑥男?shù)立自己的遠大理想。那么你們長(cháng)大以后想成為一個(gè)什么樣的人呢?”從而引出句型：What are you going to be? 并引導學(xué)生用：I’m going to be a/an… 來(lái)回答。
英語(yǔ)教學(xué)課件 5
活動(dòng)目標:
1、學(xué)習單詞:panda、elephant、tiger、zebra、monkey,復習單詞car、blue、taxi、yellow、green、bus。
2、樂(lè )意參加英語(yǔ)活動(dòng),對英語(yǔ)活動(dòng)感興趣。喜歡在老師的引導下嘗試表演。
活動(dòng)準備:
布置動(dòng)物園場(chǎng)景、多媒體VCD、動(dòng)物圖片、磁帶、墊板、汽車(chē)圖片等
活動(dòng)過(guò)程:
一、熱身運動(dòng)
T: Hello, boys and girls. Let’s do some actions, ok?
Walking,walking,walking,(climbingflyingswimming---),running, running, running, running, running, running, now let’s stop, now let’s stop!
二、談話(huà)
T: Boys and girls, do you like animals?(yes)
T: Which animal do you like best? Please tell us loudly.
三、觀(guān)看錄像,學(xué)習新單詞
1、T: Gogo and his friends will go to the zoo. Please watch carefully!
2、教師播放錄像
3、T: Ok! In this program, there are five animals, what are they?
4、教師出示圖片學(xué)習新單詞:panda、elephant、tiger、zebra、monkey
四、參觀(guān)動(dòng)物園
1、T:Do you want to go to the zoo?
2、游戲:What do you see on the road?(把墊板鋪成路,逐漸出示不同汽車(chē)卡片,讓幼兒回答。播放歌曲“Don’t play in the street.”
T: What do you see on the road?
C: I see a car on the road?
T: What color is the car?
C: It’s blue.
(yellow taxi/ green bus/)
3、學(xué)習 At the zoo
T: What do you see?
C: I see a panda.
T: Let’s say hello to panda. Hello! Panda. Let’s take a picture of the panda.(以此類(lèi)推,學(xué)習其他動(dòng)物)
4、游戲,體驗快樂(lè )。幼兒選擇喜歡的頭飾,聽(tīng)音樂(lè ),做相應動(dòng)作。
英語(yǔ)教學(xué)課件 6
【教學(xué)內容】
Unit 4 Part4
【設計理念】
新課程倡導“在情境中感知，在活動(dòng)中體驗，在創(chuàng )新中發(fā)展”。學(xué)生在參與各項學(xué)習活動(dòng)和完成任務(wù)的過(guò)程中，通過(guò)體驗、交流、討論、合作、探究等學(xué)習方式，發(fā)展聽(tīng)、說(shuō)、讀、寫(xiě)等綜合語(yǔ)言技能。在這節課中，為了幫助學(xué)生理解新單詞和句型，我通過(guò)情境創(chuàng )設，巧妙鋪墊，分化難點(diǎn)，層層推進(jìn)，讓學(xué)生在真實(shí)的語(yǔ)言情境中感知和理解所學(xué)的`單詞和句型，并讓學(xué)生在形式多樣的語(yǔ)言實(shí)踐活動(dòng)中體驗、感悟、使用語(yǔ)言，最終達到學(xué)以致用。我把這節課的教學(xué)活動(dòng)分成三個(gè)環(huán)節。第一環(huán)節：chant激趣，巧妙鋪墊；第二環(huán)節：巧設情境，學(xué)習新詞；第三環(huán)節:合作學(xué)習，操練句型。
【教學(xué)目標】
1、語(yǔ)言知識目標：
學(xué)會(huì )運用 He/She collects ...... and ......
He/She doesnt collect ...... or ......
2、語(yǔ)言技能目標：能在課堂中用簡(jiǎn)單的英語(yǔ)進(jìn)行交流；
3、情感目標：培養學(xué)生善于觀(guān)察、勤于思考的良好學(xué)習習慣。
【教學(xué)重點(diǎn)】
學(xué)生學(xué)會(huì )運用句型。
【教學(xué)難點(diǎn)】
學(xué)生能熟練運用三單句型及其否定句。
【教具準備】
CAI、
【教學(xué)過(guò)程】
Step one：Warming up
1.Greetings.
2.Review the words.
Let’s read.
Let’s spell.
3.Say a chant.
What do you collect ?What do you collect ?
Stamps,stamps,I collect stamps.
…
3.Free talk.
T:Do you like stickers? Do you collect stickers?
Step two：Presentation and practice.
1.Learn He/She collects ...... and ......
T: what do you collect?
S1: I collect…
(xxx collects…)
Practise the sentences.
2.Learn He/She doesnt collect ...... or ......
Practice the sentences in pair.
3.Ask and answer.
T:What does ...... collect and what doesnt he/she collect?
S:He/She collects ...... and ......
He/She doesnt collect ...... or ......
Step three:Consolidation
Task 1:
1.Listen and fill in the children’s name. And then check the answers in class.
2. Listen and read.
3. Practice in pairs.
Task 2:
1.Let’s say.
2. Listen again. Then fill in the words.
Task 3: Look and judge.
Step four: Homework
Interview two good friends, then write them down.
英語(yǔ)教學(xué)課件 7
一、教學(xué)內容：
Unit4 How do you get to school?
二、教學(xué)目標：
1、知識目標：?jiǎn)卧~：subway take the subway train ride a bike walk 等。
2、語(yǔ)言目標：how引導的特殊問(wèn)句;肯定句與否定句。聽(tīng)：能聽(tīng)懂談話(huà)出行的方式。說(shuō)：能表達自己想到達目的的出行方式。讀：能正確朗讀本單元的對話(huà)和句型。寫(xiě)：能寫(xiě)本單元的單詞和句型。
3、學(xué)習策略：注意通過(guò)語(yǔ)言語(yǔ)調的表達來(lái)推測詞義，也可借手勢動(dòng)作和表情來(lái)完成。(主動(dòng)參與學(xué)習，善于和他人合作交流)。
4、情感目標：學(xué)會(huì )在交流活動(dòng)中尊重和理解別人，學(xué)會(huì )交換不同的看法，了解他人的`生活習慣，增進(jìn)情誼。
5、德育目標：在歌曲和游戲中習他人積極、樂(lè )觀(guān)、努力進(jìn)取的團隊合作精神。
6、多元智能：人際交往 邏輯表達 個(gè)性呈現
7、文化意識：了解英、美國家中小學(xué)生上學(xué)的方式，培養世界意識。了解中西文化的差異。
三、教學(xué)重點(diǎn)、難點(diǎn)：
1. how /how far /how long 引導的特殊疑問(wèn)句.
2. 乘坐交通工具的表示方法.
3. It takes /will take/took sb. some time to do sth.
四、課前準備：
cards and a tape-recorder .
五、教學(xué)運用：
情景交際法、游戲法等。
六、教學(xué)手段：
多媒體演示、flash動(dòng)畫(huà)、ppt演示、歌曲游戲及肢體語(yǔ)言的應用。
七、教學(xué)過(guò)程：
Step 1.Warming up.
Great the class as usual.
Talk about the weather .
T: How’s the weather today?
T：How was the weather like yesterday? point student A say
“ Hello! Listen to me ok ?.I will sing a song to you .But you
must ”.(用手指作安靜動(dòng)作)
Listening to a song
歌曲欣賞，創(chuàng )造輕松愉快的學(xué)習氣氛, 激發(fā)學(xué)生的好奇心，為學(xué)習新課打下伏筆。 Step 2 、Games
用肢體語(yǔ)言表達讓學(xué)生猜測意思，完成交通工具詞匯的預知。
Step 3、Play
多媒體技術(shù)呈現以上預知的詞匯導入新句型how do you get to .?的學(xué)習。Ask students to try to read these words :bike train subway car boat .and correct the wrong pronunciation of these words .Then do a words game .(比記憶力)。
Step 4、Listening .
過(guò)渡到Section A 1a 1b的學(xué)習，并逐步完成課文1b的填空。
Using the picture on the screen. Ask students some questions about the picture.
T: What can you see in the picture?
T: How many people are there in the picture?
T: What are they doing?
After this, play the recording for two times, ask students to finish Activity 1b and write down the phrases of the transports.
takes the train, takes the subway, takes the bus
Then ask students to repeat the conversation and check the answers together.
The teacher give the correct answers on the screen.
(通過(guò)聽(tīng)說(shuō)使學(xué)生領(lǐng)悟如何表達使用交通工具)。
Step 5、Structures(操練詞匯及句型 )
a、Show the pictures to students and read these phrases , ask students to repeat.
b、show the pictures to them and ask them to say each phrase one by one. c、Then show the pictures to students and ask students to answer the question “How do you go to school?” one by one.
d、Then do another exercise.
The first student say “I go to school by or I taketo school.”. Then the second student say “He/She goes to school byor He/She takesto school.”
(完成第三人稱(chēng)的轉換，目的是從“句子接龍”中讓學(xué)生達到聽(tīng)與說(shuō)的結合。) Step 6、Pairwork
Ask two students to read the dialogue about 1a.
Then ask students to work in pairs. Ask and answer how students get to school in the picture.
As they work, move around the room, offering language or pronunciation support as needed.
Finally ask some pairs of students to present their conversations to the class.
(通過(guò)情景對話(huà)讓學(xué)生更好的掌握所學(xué)的句型。)
Step 7： Exercises
1. ( ) do you get to school?
I take the bus.
A. Why B. How C. When D. Where
2. How ( ) Dave ( ) to school yester day?
A. does; get B. did; got C. does; got D. did; get
3. She goes to the library ( ).
A. walk B. on foot C. by foot D. in foot
4. How ( ) Tom and Marry ( ) home?
A. do; get to B. does; get to C. do; get D. does; get
(通過(guò)練習鞏固所學(xué)內容，特別是練習3強調了步行用“on foot”練習4強調了地點(diǎn)副詞“home”前不用介詞“to”)
Step 8 ：Homework:
Write down your own conversations in pairwork.
Interview ten students how they get to someplace, make a list.
八、板書(shū)設計：
Unit4 How do you go to school?
How do you go to school?
takes the train takes the bus
takes the subway walk
I go to school by.
九、教學(xué)反思：
1) 基本按照新課標的要求讓學(xué)生成為課堂的主體，遵循學(xué)習認知規律，通過(guò)設疑、提問(wèn)、啟發(fā)、誘導、游戲、多媒體動(dòng)畫(huà)等方法，調動(dòng)學(xué)生積極性，使整個(gè)教學(xué)呈現輕松的發(fā)展過(guò)程。
2) 多媒體教學(xué)使課堂生動(dòng)活潑，增加了教學(xué)容量，使老師更好的利用和節省時(shí)間。
3) 隨堂的幾道習題幫助學(xué)生更好的掌握了所學(xué)。
4)多設計一些合適的活動(dòng)吸取他人經(jīng)驗改進(jìn)自己的教學(xué)方法，這節課一定會(huì )取得更好的效果。
英語(yǔ)教學(xué)課件 8
一、教學(xué)目標：
1. 語(yǔ)言知識目標：
1) 能掌握以下單詞： rain, windy, cloudy, sunny, snow, weather, cook, bad, park,
message, take a message, could, back, problem
能掌握以下句型：
① —Hows the weather in Beijing?
—Its sunny.
② —Can I take a message for him?
—Yes. Could you just tell him to call me back?
—Sure, no problem.
2) 能用所學(xué)的知識描述天氣情況。
3)描述正在發(fā)生的動(dòng)作。
2. 情感態(tài)度價(jià)值觀(guān)目標：
教育學(xué)生善于觀(guān)察天氣，善于調整自己的情緒;了解世界各地的`天氣情況，增加世界觀(guān)念。知道大自然的力量是神奇而偉大的，我們應當好好學(xué)習，立志學(xué)好科學(xué)知識，為長(cháng)大后探索神奇的大自然，打好基礎。
二、教學(xué)重難點(diǎn)
1. 教學(xué)重點(diǎn)：
1) The vocabulary and useful expressions.
2) —How’s the weather?
—Its raining/ windy.
3) —What are you doing?
—Im playing basketball.
2. 教學(xué)難點(diǎn)：
運用目標語(yǔ)言來(lái)對天氣進(jìn)行問(wèn)答，并且會(huì )問(wèn)答其他人正在進(jìn)行的活動(dòng)。
三、教學(xué)過(guò)程
Ⅰ. Warming-up and Lead in
1. Greet the Ss and check the homework.
2. Watch a video program about the weather.
Ⅱ. Presentation
1. (Show some pictures of the weather)
Let Ss look at the pictures and ask them how the weather is.
Ss learn the new words and expressions with the help of the pictures.
2. Look at the pictures in 1a. Then read the new words on the right. Ask the Ss to match the words with pictures.
3. Check the answers.
Ⅲ. Game (Hows the weather?)
1. (Showing some pictures on the big screen.) Ask Ss "Hows the weather?"
2. Ss guess and answer the question.
Ⅳ. Listening
1. Now lets look at the city names in the box in 1b. Please read after me.
Ss read the cities after the teacher.
2. Now, We’ll hear four conversations. Listen carefully, point out each city in the picture as it comes upon the tape. Play the recording a second time. Ask Ss to write the name of the city in the picture of its weather.
3. Check the answers.
Ⅴ. Pair work
1. Tell the Ss: If you are in one of the places in the picture above. Talk about the weather
with your friends in another city on the phone.
2. Make a model with a student like this:
T: Hi! Hows the weather in Beijing?
S1: Its sunny.
3. Ss work in pairs. Ask and answer about the weather in the cities.
Ⅵ. Listening
1. Work on 2a.
Lets see what Joes families are doing. Point to the 4 pictures.
2. Ask Ss tell each person is doing in each picture. More attentions should be paid
to the correct use of the Present Progressive Tense.
3. Play the recording for the Ss to listen and number the pictures [1-4].
4. Play the tape for Ss to check the answers.
5. With the whole picture, get some Ss to tell the story of it.
6. Brainstorming
Play the tape for another time. Then do a memory test.
Ask Ss: Whats Uncle Joe/Jeff/Mary/Aunt Sarah doing?
Whatre Scott and Lucy doing?
Is Jeff watching TV? etc.
7. Let Ss match the names with the activities in 2b.
Play the recording for the Ss to check the answers.
Ⅶ. Pair work
1. Look at the pictures and talk about the people in 2a with a partner.
2. Ask a student the questions as a model:
T: Whats Uncle Joe doing?
S1: Hes playing basketball.
3. Ss work in pairs. Ask and answer about the pictures.
Ⅷ. Role-play
1. Ask Ss to read the conversation and answer the questions:
① Whats Steve doing?
② Whats Ricks brother doing?
Ss read the conversations and answer the questions. Then check the answers together.
2. Let Ss role-play the conversation in pairs.
IX. Language points.
X. Exercises
Homework:
一、總結有關(guān)天氣的詞匯。
二、編寫(xiě)三個(gè)有關(guān)天氣問(wèn)答的對話(huà)。
英語(yǔ)教學(xué)課件 9
教學(xué)目標：
1、能聽(tīng)懂會(huì )說(shuō)有關(guān)顏色的單詞。要求發(fā)音準確，理解詞義，語(yǔ)調自然。
2、激發(fā)興趣，培養幼兒大聲講話(huà)的習慣及自信。
教學(xué)內容：
1、單詞: red紅——blue藍——yellow黃——green綠——white白——black黑——orange橙。
教具：一個(gè)七彩魔術(shù)盒，彩色繩，花瓣似的色片。
Step1：師生互致問(wèn)候。
Step2：引入課題。
1）問(wèn)小朋友喜歡什么顏色。
2）了解是否有小朋友知道各種顏色用英語(yǔ)怎么說(shuō)。
Step3: 學(xué)習新單詞
1）學(xué)習單詞：red紅——blue藍——yellow黃——green綠——white白——black黑——orange橙。
依次出示彩色花片（組成一朵花）學(xué)習單詞。分全班—男孩—女孩—小組讀。
2）教師指色片，幼兒讀單詞。
3）教師讀單詞，幼兒指出色片。
Step4: 復習單詞。
1）出示彩盒。
2）請幼兒猜顏色說(shuō)對單詞，即拉出同色的.繩子。
猜對了就歡呼“Yes”，猜錯了，就說(shuō)“No, sorry”。
3）將繩子系在椅子兩邊，走鋼絲。
教師示范，走到什么顏色上，幼兒齊讀單詞。
請一名幼兒來(lái)走，剩下的幼兒讀。
英語(yǔ)教學(xué)課件 10
一、 說(shuō)教材
教材的地位及作用
本課是第5單元第2話(huà)題的A部分
本單元主要是有關(guān)學(xué)校生活的話(huà)題：Our School Life. 在Topic 1中通過(guò)一般現在時(shí)態(tài)學(xué)習了各種不同的上學(xué)方式，而本話(huà)題在Topic 1的基礎上，學(xué)習學(xué)校生活中的各種活動(dòng)，從而學(xué)習現在進(jìn)行時(shí)態(tài)的用法。其中，Section A讓學(xué)生初步了解現在進(jìn)行時(shí)態(tài)的用法、含義。
教學(xué)目標
根據《英語(yǔ)課程標準》以及本單元的話(huà)題，我將本課的教學(xué)目標分為：知識目標、能力目標和情感目標3個(gè)方面。
（1） 知識目標：
① 學(xué)習有關(guān)學(xué)校各種建筑物的生詞和一些其他生詞：
playground,gym,dormitory,lab,computer room,dining hall, classroom building, swimming pool, make, card, soon, dance, sleep, clean, run②學(xué)習現在進(jìn)行時(shí)態(tài)的含義和用法：
結構：be+v-ing
含義：本課中是表示說(shuō)話(huà)時(shí)正在進(jìn)行的動(dòng)作或發(fā)生的事情。（但我們教師必須心中有數該時(shí)態(tài)還有另外兩種含義：a表示當前一段時(shí)間內的活動(dòng)或現階段正進(jìn)行的動(dòng)作；b表示將來(lái)）
（2） 能力目標
①提高學(xué)生聽(tīng)說(shuō)讀寫(xiě)的能力
②培養學(xué)生主動(dòng)參與學(xué)習活動(dòng)、善于和他人合作的能力。
③培養學(xué)生學(xué)以致用的能力
（3） 情感目標：培養學(xué)生熱愛(ài)學(xué)習、熱愛(ài)勞動(dòng)、熱愛(ài)運動(dòng)的意識。
教學(xué)重點(diǎn)、難點(diǎn)：
（1） 教學(xué)重點(diǎn)：理解現在進(jìn)行時(shí)態(tài)的含義、用法，學(xué)習本課生詞，培養學(xué)生合作學(xué)習的意識；（2） 教學(xué)難點(diǎn)：現在進(jìn)行時(shí)態(tài)的結構（be+v-ing），靈活運用現在進(jìn)行時(shí)態(tài)，19個(gè)之多生詞。
理論依據：（1）根據教學(xué)目標，確定本課19個(gè)生詞和靈活運用現在進(jìn)行時(shí)態(tài)為本課的重點(diǎn)難點(diǎn)。現在進(jìn)行時(shí)態(tài)是課程標準要求學(xué)生掌握的重要時(shí)態(tài)之一，在其結構中，學(xué)生往往只注重v-ing而忽視be的使用，有時(shí)甚至遺漏。因此要注意對學(xué)生進(jìn)行正確的、反復的語(yǔ)言輸入。（2）《英語(yǔ)課程標準》中指出我們"要倡導體驗、實(shí)踐、參與、合作與交流的學(xué)習方式和任務(wù)型的教學(xué)途徑，發(fā)展學(xué)生的綜合語(yǔ)言運用能力"
二、說(shuō)教法
1. 直觀(guān)教學(xué)法。
根據校情，我在本課中盡量使用語(yǔ)言直觀(guān)（包括肢體語(yǔ)言）、教具直觀(guān)進(jìn)行教學(xué)。課前安排2位善于繪畫(huà)的學(xué)生把本課的1a、2a、3、4的圖片畫(huà)成4張大型的教學(xué)掛圖。使用直觀(guān)教學(xué)法是符合七年級學(xué)生的年齡特征（認識事物從感性認識上升到理性認識）。
2. 任務(wù)型語(yǔ)言教學(xué)法
任務(wù)型教學(xué)活動(dòng)是讓學(xué)生通過(guò)運用語(yǔ)言來(lái)完成各種各樣的交際活動(dòng)，學(xué)生通過(guò)交際的形式來(lái)學(xué)習和掌握語(yǔ)言。在教師安排的一個(gè)個(gè)"任務(wù)"中，學(xué)生能夠不斷地獲得知識或得出結論，從注重語(yǔ)言本身轉變?yōu)樽⒅卣Z(yǔ)言習得。在本課中，根據《課標》中"倡導任務(wù)型的教學(xué)途徑",我為學(xué)生精心設計循序漸進(jìn)的任務(wù)，在具體的語(yǔ)境中體會(huì )語(yǔ)言、運用語(yǔ)言。
三、說(shuō)學(xué)法
我所采用的教法有助于學(xué)生掌握如下學(xué)法：
1.養成聽(tīng)的習慣。
2.學(xué)中用，用中學(xué)。
3.積極操練，重在口頭。
四、說(shuō)學(xué)情
本屆學(xué)生來(lái)自"五湖四海",英語(yǔ)基礎兩極分化嚴重，但他們有共性：形象思維能力強而抽象思維能力差。在教學(xué)中多采用肢體語(yǔ)言和直觀(guān)教具，有利于學(xué)生學(xué)習語(yǔ)言。還有，學(xué)生的.好奇心強和進(jìn)取心強，教學(xué)中應該充分利用這兩點(diǎn)，激發(fā)學(xué)生的學(xué)習興趣，引導每一位學(xué)生參與教學(xué)活動(dòng)，對表現好的學(xué)生給予及時(shí)的表?yè)P。
五、說(shuō)教學(xué)程序
Step 1 Review（復習）
Ask : How do you usually come to school? Do you often play basketball in the afternoon.?etc. On the Bb,write down:
I usually ride a bike to school.
I often play basketball in the afternoon.
I swim twice a week.
目的：復習舊知識，既復習一般現在時(shí)態(tài)的含義和用法，同時(shí)又為下兩步驟作好了鋪墊。
Step 2 Presentation （呈現）
Repeat the questions in step 1,and ask: Where do you often play basketball? And where do you usually swim? Help the Ss answer and write down: on the playground, in the swimming pool. Present the other new words in 3 of Page 10 in the same way. Then show a big picture about 3 on the Bb, ask" What’s this?/what is it? "to finish 3.
依據：《課標》中有"教師要善于結合實(shí)際教學(xué)需要，對教材進(jìn)行適當的調整。"這里首先處理3,是因為Step 1中的活動(dòng)都是離不開(kāi)活動(dòng)場(chǎng)所的，在談?wù)撨@些活動(dòng)時(shí)順勢呈現出活動(dòng)場(chǎng)所，既承上又啟下，為后幾步教學(xué)"埋下了伏筆".
Step 3 Presentation （呈現）
Repeat Sentence 2 in Step 1 "I often play basketball in the afternoon." in the same time present and write down the following with gestures: "Now I am playing basketball." （write "am" "ing"with red chalk） Present "I am riding a bike. I am swimming."in the same way. And then ask an excellent student to explain the use of "be + v-ing". At last, present:
—what are you doing?—I am playing basketball/riding a bike/swimming.
—Are you riding a bike? —Yes, I am./No, I’m not. I’m…目的：利用語(yǔ)言直觀(guān)生動(dòng)地呈現出現在進(jìn)行時(shí)態(tài)，同時(shí)充分利用集體教育資源，利用個(gè)別學(xué)生去影響集體，這往往比教師直接解釋傳授效果要更好。
Step 4 Drill（操練）
Work in pairs. A: What are you doing? B: I’m riding a bike/playing basketball/swimming. A: Are you swimming? B: Yes, I am./No, I’m not. I’m… （while doing actions）目的：讓學(xué)生樂(lè )中學(xué)，學(xué)中樂(lè )。訓練學(xué)生對現在進(jìn)行時(shí)態(tài)的感性認識，培養學(xué)生的初步語(yǔ)感，培養學(xué)生積極參與、合作的能力。
Step 5 Listening and practice（聽(tīng)與練）
Page 9 1a Show a picture and play the tape for the Ss to find the answer Qs: What is the girl doing? What is the boy doing? Then practise the conversation in pairs. Ask several pairs to act it out.
目的：學(xué)以致用，使學(xué)生在具體的語(yǔ)境中使用主語(yǔ)是I 和you的現在進(jìn)行時(shí)態(tài)。
Step 6 Presentation （呈現）
A student do an action, ask him/her: What are you doing? Then ask the others: What is he/she doing? Ask two Ss or more do the same action, ask: What are A and B doing?（ present : dance, sleep, clean, ）目的：進(jìn)一步認識現在進(jìn)行時(shí)態(tài)，尤其是讓學(xué)生自己感悟主語(yǔ)是復數和三單時(shí)be的變化，以及學(xué)習一些行為動(dòng)詞生詞。
Step 7 Listening and practice（聽(tīng)與練）
Page 9 2a Books closed! Show a picture and play the tape for the Ss to find the answer Qs: What is Maria/Kangkang doing? What are Wang Lin and Li Mei/Wang Wei and Lin Tao doing? Then books open, practise the conversation in pairs. And finish 2b alone.
目的：學(xué)以致用，使學(xué)生在具體的語(yǔ)境中使用主語(yǔ)是復數和三單的現在進(jìn)行時(shí)態(tài)。
Step 8 Consolidation（鞏固）
Page 10 4 Books closed! Show a picture, point to the girl and ask: Where is she? Is she singing? What is she doing? All the Ss answer and write down the conversation. Then the Ss work in pairs to make similar conversations about the other persons. Then write down their conversations.
目的：學(xué)以致用，使學(xué)生在具體的各種不同情況下中使用現在進(jìn)行時(shí)態(tài)，培養學(xué)生綜合運用語(yǔ)言的能力，同時(shí)也鞏固了學(xué)校各種建筑物和設施的名稱(chēng)。
Step 9 Summary（小結）
Ask: What do we learn in this class?
現在進(jìn)行時(shí)態(tài)： be+v-ing
含義：表示說(shuō)話(huà)時(shí)正在進(jìn)行的動(dòng)作或發(fā)生的事情。
Pay attention to the form of v-ing
目的：幫助學(xué)生梳理當堂課所學(xué)知識內容。
Step10 Homework（作業(yè)）
Ask the Ss to write down the conversations in 4 in their exercisebooks.
目的：課外鞏固現在進(jìn)行時(shí)態(tài)的用法。
六、說(shuō)板書(shū)
略
英語(yǔ)教學(xué)課件 11
活動(dòng)目標：
1 了解一些常見(jiàn)蔬菜的名稱(chēng)和特征。(西紅柿Tomato、黃瓜cucumber、玉米Maize, 胡蘿卜Carrot)
2 引導幼兒運用多種感官感知蔬菜的`特征。
活動(dòng)過(guò)程：
一、復習水果Fruit T：Yesterday，we have gone to fruit’s home. We has known the apple , banana , Orange and pear, do you also remember them? S：yes! T：ok!Now let me test you !(教師出示圖片，問(wèn)) Please take a picture. What is this? Is this a fruit? Let the vegetables gone here to line up. All these are fruit, all these are vegetables.
二、認識蔬菜
1、認識蔬菜、了解特征
T：This is ……. 1)What color is it?(在黑板上畫(huà)出顏色) 2)What sample is it?(在黑板上畫(huà)出樣子)
T：This is a tomato / Cucumber / Maize / Carrot. It is red / green / yellow / Orange. It is Round / long、Curved彎 / small、One for one一粒一粒 / long、Thick粗. Color： Sample： T：Now let us know these vegetables again. Please read after me.
2、游戲：摸摸是誰(shuí) T
oday, we’ll go to vegetables’s home. Look, it’s a pocket. Many vegetables in it. What vegetables inside this pocket? If you want to know ,please touch one. Who can try? 幼兒上前摸，提醒他們摸一個(gè)Touch one， Please tell us, What have you touched to? what is this?
2、游戲：我說(shuō)你選擇
T：Now we will going to do a game“I say You Take”. I will tell the color and sample of the vegetables , Please lift the picture of the vegetables. Other people do judgement ，If they are right please clap your hands, if they are wrong please stamp your foot . Do you understand? Ok!Who can try? 畫(huà)好后提問(wèn)：Please tell us ，what vegetables have you drawn?
3、游戲：誰(shuí)的眼睛亮
T：Next，I want to test your eyes. I will show a kind of vegetables very fast , please tell me what vegetables this is. Ok? See clearly.
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