英语全英教案
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英语全英教案
【篇一：三年级上册全英教案】
pep 英语三年级上册教学计划
pep英语三年级上册教学进度表
introduction
say open your books.
point to the page“welcome to english”. what’s
your known?
unit 1hello!
teaching aims of unit 1:
1. grasp the new
words: pencil-box eraser pencil bookruler
bag crayon pen sharpener2. grasp the main
sentences: hello!
i’m…. hi! i’m….
what’s your name? my name is…. goodbye. bye. see
you.
and get the students to use these
sentences to communicate
with each other.3.
grasp the tpr activities in the part of “let’s
do”.
4. learn to sing two songs:
hello! happy teachers’ day!
5. learn to
the part of “let’s chant”. understand the meaning
of
the chant .6. try making a name card.
7. enable the students to understand the
story in the part of
“story time”. tryteaching
arrangement:
lesson 1: a: let’s talk
let’s play lesson 2: a: let’s learnlet’s do
lesson 3: a: let’s makec: culturelet’s sing
lesson 4: b: let’s
talk let’s play
lesson 5: b: let’s learnlet’s do let’s sing
lesson 6: b: let’s
check let’s chantc: story
time
lesson 1
teaching aims:
to make a self-introduction with the pattern
“ i’m…”.
to use hello, hi, goodbye and
bye to communicate with
others. to sing a
song: hello preparation: recorder and
tape.
steps:
(1). warm-up
listen to
the song: hello. (2). presentation
a.
teacher shows and introduces a new friend: a bear.
“hello.
i’m teddy. you can call me teddy bear.
” goes to the pupils seat
and greets to them,
shake the hands.
b. ask pupils to
practice this dialogue and later ask some pairs
come to the front to act. (3).
presentation
a. listen to the song:
hello and pass a toy. if a child get the toy
when the
song is stopping, he(she)
say: hello(hi)! i’m?
b. some children who
haven’t got the toy stand up and
introduce
himself(herself): hello(hi)! i’m? (4).
practice
teacher change the voice and
make up like wear a pair of
glasses. then
teacher goes with teddy bear into the classroom,
greets to one pupil with the dialogue above,
and at last adds
up a sentence: goodbye!
practice and act the conversation in
groups.
then asks some groups to act it.
(5).
add-activities
a. listen and read after
the tape, imitate the tape. b. find a
group
of friends to make the conversation.
lesson 2
teaching aims:
1. grasp
the new words: pencil, crayon, eraser, ruler, pen
and
phrases: a
pencil, a crayon, an
eraser, a ruler, a pen.
2. respond the
tpr activities “show me your…”quickly and
correctly. try
to use this
phrase.
*3. learn to say“i have aan…”
substitute the pattern with five
new words.
preparation: a. a teddy bear b. tape and
recorder
c. a pencil-box with a pen, a
pencil, a ruler, an eraser, a crayon.
steps:
(1). warm-upreview
a.
listen to the song: hello.
b. greets to
pupils with: hellohi. and hug them or shake
hands.c. make a conversation like last
lesson.(2). presentation
a. show a
pencil-box. let children guess : what is it in the
pencil-box?
(in chinese) then
introduces to everybody like: yes! pencil. i
have a pencil.
b. use this form, let
pupils guess and learn the words: pencil,
pen,
ruler, eraser, crayon.(3). practice a. game:
say what is it in your pencil-box. -- i have
a pen.
b. teddy bear asks: what’s
this in english? pupils say: eraser.
do as
this. (4). let’s do
a. listen to the
tape and teacher do it first t show the means.
b. asks pupils to follow teacher to do it and
say if they can. c.
do it after tape
like:
-- show me your pencil. -- my
pencil.
(5). assessment
play a
bingo game with those words: crayon, pencil,
eraser, …
lesson 3
teaching
aims:
to make a name card.
2.
enable the students to know some knowledge about
teachers’ day and encourage them to say happy
teachers’ day
to other teachers. 3. learn to
sing a song: happy teachers’ day
*4. make
a teacher’s card and present the teacher you
ation:
a. tape and recorderb. a name
cardsteps:
(1). warm-upreview
a.
listen to the song: happy teachers’ day b. do it:
show me
your?
【篇二：中英对照初中英语教案模板(2015版,含全英内
容)】
【篇三：全英文英语教案模板】
lesson plan
nsefc module2 unit reading in teacher:
period：period1 type：reading
duration: 45minutes
teaching ideology
the current theory view reading as a
interactive process which
involves not only
the printed page but also the reader’s old
knowledge of the language in general, the
world and the text
types. in the reading
process, these factors interact with each
other and compensate for each other. based on
the
understanding of reading as an interactive
process, teaching
reading in the classroom is
divided into three stages in which
the top-
down and bottom-up techniques integrated to
develop
the students language efficiency in
general and reading
strategies. the
three stages are pre-reading, while-reading and
post-reading.
teaching material and
learning condition
the analysis of
teaching material
the teaching material
is the reading part from nsefc module2
unit.
the topic of this unit is . this passage mainly
introduces
the passage consists of
paragraphs. the first paragraph is a
general
introduction of the . para.2 to para.4 introduces
. the
last paragraph tells about . the topic
is not new to the ss. but
there is some new
words and phases in the passage.
the
analysis of learning condition
the
students are from grade1 in senior high school. as
high
school students, they have achieved
certain english level and
they have the
ability to get the basic idea of the reading.
since
they are in grade1, they are easily
activated and want to air
their own opinions
on the topic. they are familiar with the topic
of and know some. but they may not know
before. moreover,
their vocabulary is limited
so they may have difficulties in
understanding
some sentences.
learning objectives
1. language skills
? at the
beginning of the class, ss can predict the content
of
the passage based on the title. ? ss can
scan the passage and
find out the specific
information such as the person related
with
? ss can summarize the passage
with the help of the clues of
the passage.
2. language knowledge
? ss can master
the key words and phrases of the passage as
follows, . ? ss can learn , especially
3. affects
? ss will realize that
and they will concern themselves with the
issue of
4. cultural awareness
? ss will broaden their minds by knowing
something about
5. learning
strategies
? ss will cultivate their
ability individual learning and
cooperative
learning by doing some
activities
independently and some in groups.
? ss will communicate with each other in english
while doing
the group work.
language
difficulties
focuses and anticipated
language focuses
this is a reading
period so the focus is to cultivate the
students’ reading skills. the many activities
are designed to
help ss to train their reading
skills, such as predicting,
skimming, scanning
and summarizing.
it is also important for
the ss to master the new words and
phrases.
anticipated difficulties
as the ss have a limited vocabulary, so they
may have some
difficulties in understanding
the passage. so the teacher will
help them
learn the new words and phrases.
ss may
did not heard before, so the teacher will tell
them
some background knowledge about it.
teaching method
three-stage model:
based on the understanding of reading as
an
interactive process, teaching reading in the
classroom is
divided into three stages in
which the top-down and bottom-up
techniques
integrated to develop the students language
efficiency in general and reading strategies.
the three stages
are pre-reading, while-
reading and post-reading.
teaching
aids
multimedia devices and ppt
documents: in order to help ss to
fully
understand the whole passage, i adopt multimedia
devices and ppt documents to bring the real-
life situation into
the classroom.
teaching procedures
step1. lead-in
(6min)
activity1. greetings and free-
talking (2min)
t leads into the topic by
asking ss some they know. ss tell the
name of
the they know freely.
t: hello boys and
girls. (ss say hello to the teacher.)
t:
when we say , what appears in your minds? (ss tell
the
things appear in their minds freely.) t:
what are the ? (ss tell
some names of
.)
activity2. picture-talking (4min)
t shows some pictures about the in
china and abroad. after
seeing the pictures,
ss are expected to tell the similarities of
them.
t: just now, you talk about
some in china. now, let’s see some
pictures
of some . (t shows the pictures and ss see them
carefully.)
t: what do the have in
common？for example, they are very
precious.
what are your opinions?
(t gives them
some hints and ss tell the characteristics of
)
[aims]
? in this step, t first
leads in the topic by talking with the ss
freely about the which
is familiar
to them and then ss see some pictures and tell the
characteristics. these two activities aim to
arouse the ss’
interests in the topic and
activate their old knowledge of . then
ss will
be mentally prepared for the reading
comprehension.
what’s more,
when they
are talking about the charateristics of, they will
realize that theare rare and precious and they
will concern
themselves with the issue of
.
step2. pre-reading (3min)
t
gives a brief introduction of the. ss will know
the t: today, we
are going to learn . it is .
do you know what is? (t shows some
pictures
ofand ss get to know the .)
activity2.
predicting (2min)
t asks ss to read the
title of the passage and then ask them
some
questions. ss will predict the content of the
passage with
the help of the title.
t: please look at the title “”, what does “”
mean?
(if the ss can not give the answer,
then t explain it.)
t: in search means
that people are looking for it. why are
people
looking for it? can you guess? what will the
passage
talk about?
(ss predict the
content, but t will not give the answer here.)
[aims]
in this step, the ss first
know some information of the the
background
information will make it easier for the ss to
understand the passage. then t asks ss to make
predictions
about the passage. it aims to help
ss develop the reading skills
of
predicting.
step3. while-reading
(22min)
activity1. skimming (4min)
ss skim the whole passage and find out and
check their
predictions. t: why are people
still ? here is a multiple choice
for you.
activity2. scanning (3min)
t
presents several true or false statements and asks
the ss to
scan the passage and judge the right
from the wrong.
(keys: Ｆ，Ｆ，Ｔ，Ｔ，Ｆ)
activity3 close-reading (15min)
t
designs various kinds of activities and ss do the
activities to
fully understand the passage.
para.1
t: please read para.1 carefully
and then take some note about
the .
para.2-4
please read para.2-4 carefully
and then find out the removal of
the room.
please read para.2-4 carefully and then find
out the person
related with the amber room and
the things them down with it.
para.5
please read para.5 carefully and then find
out the the
rebuilding of the amber room.