全英文英语教案获奖
红楼梦人物简介-云南国税
全英文英语教案获奖
【篇一：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)
activity1. knowing something about (1min)
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.
【篇二：全英英语教案】
?
lessonplan
姓名： 班级： 学号：
?
lesson 6---no smoking, please!
period:the 1st period of lesson 6
aims:to
introduce new words and talk about
important points of it.
time: 45 mins
procedure:
(a)
(b)
(c)
to introduce news words of the
text and listen these new
words. (5’) let
students read them for 3 times. (5’) to talk about
important points of these words. (20’)
(1) mind （vt）介意
(i) mind +
subordinate clause (从句)
e.g.: i don’t
mind what you have said.(我不介意你所说的话)
（ii）mind + doing something
e.g.: i don’t
mind waiting for you here.
add
(vt)(vi)
(i)join one thing to
anther增加,积累
e.g.: there is no more time
left for adding new stories.
(ii) go on
to say 接着说，又说
e.g.: a little salt will
add to the taste.
(iii)add up 把~加起来
e.g.: the figures added up to exactly
5oo.
check
(i) examine 检查
e.g.: checking information is very
important.
(ii) check in = register in a
hotel 登记住旅馆
e.g.: what time did they
check in?
go ahead
(i) continue
to forward
e.g.: go straight ahead till
you see the entrance.
(ii) help
yourself
e.g.: ----i wonder if i
could use you’re your phone.
--- sure. go
ahead.
(5) chance
(i)
possibility
e.g.: the chances are ten to
one that we will win.
(ii) luck
accident
e.g.: let’s leave it to
chance.
(iii) opportunity
e.g.:
it’s the chance of a lifetime.
(6)
phrase of “sale”
e.g.: cry for sale (叫卖)
carry something for sale (兜
售) be on
sale (正在出售) for sale (待售) sales department (4)
(3) (2)
(销售部) sales tax（销售税）
(d) to listen the test and then let one or two
students read it (5’)
(e) to talk about
the problem o smoking and its harmfulness
on
it. (10’)
(f)
homework
(i)
(ii)
to
review the new words to prepare the text
? lesson 6---no smoking, please!
period:
the 2nd period of lesson 6
aims:to
analyze the 1st and 2nd paragraph of the text
time:45
mins
procedure:
(a)
to check up words and let 4 students write from
memory
on
the blackboard. (10’)
(b) to read the test and then answer some
relevant
questions.(10’)
(i) what is
main idea of this test?
(ii) is smoking a
bad habit? why ?
(iii) can you give your
reasons and offer some
advice on how to
stop it?
(c) to analyze the 1st and 2nd
paragraph of the text (25’)
(i)
to deal with the sentence structure and its main
idea
(ii)
(i) to translate
some difficult sentences first, money is spent
looking after people
with illness,
which has been caused by
smoking.
(第一，要花钱去照料那些由于
吸烟致病的人们)
the
chance is that one smoker in four will
die. (有这种可能，就是每四个抽烟者中
有一个要死于抽烟) (ii)
(iii) this is because each year millions
of
smokers die from the habit. （这是因为每
年都有几百万吸烟者死于这种抽烟的习
惯）
（iii）to teach some useful expressions and
grammar
(1) be used to doing(习惯于做某事)
used to do（过去常常做某
事）
e.g.: (i) i am
used to getting up at 8:00 in the
morning.
(ii) i used to live in the
countryside, but now i
live in the
city.
(2)set
(i) go down
表示（太阳等）下落
e.g.: it will be cooler when
the sun has set.
the sun was settinghad
set when we got there.
(ii) put or place
放置
e.g.: he set that vase on the
shelf.
(3) pick up
(i) take up
(拾起)
e.g.: he picked up his school-bag
and rushed out of door.
(ii) buy (买)
e.g.: where did you pick up this heavy old
bookshelf?
(iii) take by car , bus or
bike (顺便来接)
e.g.: let’s send a car to
pick her up.
(iv) get better (变好)
e.g.: wheat outpoint of this year has picked
up again.
(4) be (very) good at +doing
(擅长做某事)
(5) burn down burn up的区别
两者都表示“燃尽”。但前者的主语只能是物，而后者的主语可以是
人或者物。
（6）be on fire = catch fire 着火
e.g.: that
house is on fire. = that house catches fire.
(d)
homework
(i)to review
the 1st and 2nd paragraph of the text (ii) to
prepare the 3rd and 4th paragraph of the
text
? lesson 6---no smoking,
please!
period: the 3rd period of
lesson 6
【篇三：全英文英语教案】
teaching plan
姓名
学号
班级
科目:
指导老师
lesson 3 living
abroad
Ⅰ.background information:
1. student: 45 senior high school students,
grade 2
2. class duration: 45 mins
Ⅱ.teaching aims:
by the end of the
lesson, students will be able to
1. use
the new words and phrases to express
themselves;
2. know the functions of
present participle and make
sentences with the
grammar;
3. find some cultural
differences between chinese and
american.
Ⅲ.teaching contents:
1. vocabulary
and phrases that help to express cultural
differences, such as embarrassed, embarrassing,
exchange,
host, hospitable, appetite, modest,
stare at, have a difficult
time doing sth.
insist keep on doing sth. notice hear see
sb. doing sth.
2. functions of
present participle:
⑴ hear sb. doing sth.
(object complement)
⑵ an embarrassing
experience (attribute)
⑶ what he did is
amazing. (predicate)
⑷ i went back to the
room closing the door. (adverbial)
3. some cultural differences between chinese and
american in
three different situations.
Ⅳ.teaching aids: ppt, pictures, paper.
Ⅴ.teaching procedures:
step 1. lead-
in
t: good morning, everyone!
ss: good morning, teacher!
t: today we
will learn lesson 3 living abroad. first, let us
look at
two pictures. (present the pictures.)
the american mouse and
the chinese mouse reply
differently when they are praised, one
in a
confident way while the other in a modest way. so
we will
find some other cultural differences
between american and
chinese through the
lesson.
step 2. learn the new words and
phrases
t: before the text, let us learn
the new words. oh, the first two
words are
embarrassing. do not worry! now, we only need to
recognize them. “embarrassed” means feeling
shy and stupid,
and we say sb. feel
embarrassed. “embarrassing” refers to
making
sb. feel shy and stupid, and we say sth. is
embarrassing. the subject is different, and
you can compare
them with “interested” and
“interesting”. understand?
ss: yes!
t: ok! next, the word “change” means “交换”，
while
“exchange” refers to“交换或交流”. for
example, “cultural
exchange” means — (ask
students to translate it.)
ss: 文化交流.
t: yes! then, when foreign friends come to
china, we chinese,
as the host or hostess，
should be hospitable. (point at the ppt
and
say “friendly and generous”.) appetite---when the
host or
hostess is hospitable, the guest may
feel delighted and have a
good appetite (point
at the ppt and say “desire for food”.) now,
the last two words. (point at the ppt.) most
chinese are modest.
(point at the ppt and say
“talking little about one’s own ability
and
achievement) “stare at” means looking at for a
long time
without moving. read after me
—“embarrassed”.
ss: embarrassed.
(read after me: embarrassing, exchange, host,
hospitable,
appetite, modest, stare at)
t: do you know how to use the new
words in phrases? let us
learn them together.
(next ppt.) no strange words in the
phrases,
so we start directly. xxx, the meaning of the
first one,
please.
student a:
度过一段困难时期
t: yes, sit down please. this
phrase is similar to “have difficulty
doing
sth.” xxx, the second one, please.
student b: 有一次尴尬经历
t: right! sit down,
please. “look embarrassed” means “看起来
尴尬”. and
what about the fourth one?
ss:
胃口好，有食欲.
t: good! then, both “insist on”
and “keep on” mean “继续”. the
last one! “notice
hear see + sb. + doing sth.” means
“注意到
听到看到+某人+正在做某事”. (show the sentences.) xxx,
could
you translate the sentences into chinese
for us? student c: 我
听见她正在唱歌和我听到过她唱歌。 t: good!
quite clearly. thank
you!
step 3.
learn the new grammar
t: let us learn the
new grammar—present participle (show the
next
ppt.) firstly, “hear” is the verb; “sb.” is the
object; so
“doing sth.” is an object
complement. (point at the words “an”,
“experience”，“embarrassing”) article，noun，an
attributive
adjective！now, you tell me the
function. the third one, xxx,
please.
student d: “what he did” is the subject. “is” is
the verb .
“amazing” is predicate.
t:
well done! “amazing” shows the feature of the
subject. (run