英語教案Welcome back課程設(shè)置

時間：2023-05-06 13:35:52 英語教案我要投稿

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　　教學(xué)目標(biāo)

英語教案Welcome back課程設(shè)置

　　復(fù)習(xí)現(xiàn)在進行時；講授新詞匯及習(xí)語；

　　Useful expressions

　　Welcome 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…

　　序數(shù)詞的講授與歸納。本單元的重難點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)在時和現(xiàn)在進行時外，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，加深理解了both與all、wish 與hope、excuse與sorry的用法區(qū)別。Lesson4主要學(xué)習(xí)元音音素，逐漸能按照26個字母及有關(guān)字母組合的拼讀規(guī)則來朗讀、拼寫和記憶單詞。

　　教學(xué)要點分析

　　1．熟練運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，特別是要理解它們在句子中所作的語言成分。

　　4．進一步復(fù)習(xí)鞏固現(xiàn)在進行時態(tài)，理解其與一般現(xiàn)在時的區(qū)別。注意助動詞be與單復(fù)數(shù)人稱的相應(yīng)變化，系統(tǒng)總結(jié)動詞形式（v. -ing）的變化。

　　5．歸納r音節(jié)的拼讀規(guī)則進一步明確單詞的發(fā)音特點：一個字母特別是元音字母不只一個讀音，一個音素（即音標(biāo)）也不只由一個字母或一個字母組合構(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。在教第2課時，需強調(diào)用Mr./Miss./Mrs.稱呼人時，后面要用姓 (Mr. Brown)不可用名 (Mr. Robert)，因為這是中國人通常犯的錯誤。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)于交際語言運用教學(xué)

　　學(xué)生們經(jīng)過一個假期休息，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)合本單元知識點少，交際性強的特點努力為學(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。針對本單元交際性強的特點，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)生思想負擔(dān)，通過師生之間對話，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行會話表演等交流方式，學(xué)會生疏單詞。

　　有些特殊詞還可用圖片、幻燈，示范動作呈現(xiàn)給學(xué)生，讓學(xué)生感到學(xué)有所用，

　　英語并不是難不可攀。

　　關(guān)于現(xiàn)在進行時的教學(xué)

　　1．動作表演游戲

　　教師做個動作讓學(xué)生來表達：He/She is doing …，學(xué)生之間互相交換一個做動作，另一個用英語表達他/她正在進行的動作�；蜃屢粋€學(xué)生先做個動作，其他的學(xué)生來表達。如一個學(xué)生做個看書的動作，另一個學(xué)生用英語問：What’s he/she doing?，其他的學(xué)生搶著說：He/She is reading (a book)，看誰說的又快又準確。也可以換成一個學(xué)生用英語表達一個動作，讓別的學(xué)生來做這個動作，看動作是否表演得準確。

　　采取對抗賽的形式：1-6小組，1、3、5組組員分批表演啞劇動作，2、4、6組組員分批使用英語描繪證明這些動作。表演動作明確易懂的，得分。使用英語描繪該動作，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學(xué)生：What’s he doing? ，學(xué)生回答：He is cleaning the window。接著這個學(xué)生指著圖中的某個人，問別的學(xué)生：What’s 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：What’s he/she doing?，讓學(xué)生進行搶答，看誰答得又快又準確。

　　3．創(chuàng)設(shè)情景，首先請一位同學(xué)讀課文，唱英文歌等易表演的動作。在他做此動作過程中，教師可提出問題：What is he doing? 請學(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，加深對現(xiàn)在進行時的理解。

　　關(guān)于課文What’s in a name? 的教學(xué)

　　1．首先問一個學(xué)生：What’s your name? 然后教師說His/Her full name is …，并且把名字板書出來。然后給出一個已學(xué)過的英文名字：Jim，告訴學(xué)生Jim’s 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 names: a first name, a middle name and a family name的意義。

　　或通過播放動畫講解：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：What’s in a name?（見媒體素材中視頻類：talk about names）

　　4．讓學(xué)生就自己的名字進行對話練習(xí)，參照練習(xí)冊Ex 2的5個問題進行一對一對的練習(xí)，或讓學(xué)生就這5個問題對某人進行采訪，記錄下采訪的過程。

　　關(guān)于現(xiàn)在進行時的講解

　　(1)表示講話時或現(xiàn)階段正在進行的動作

　　He is singing in the room.

　　They are listening to their teacher.

　　(2) 有時表示計劃安排中的將來動作（限于come, go leave, stay 等少量動詞）

　　Hes coming tonight.

　　Im leaving tomorrow.

　　(3) 表示目前反復(fù)發(fā)生的動作，有時含有感情色彩。

　　Hes always talking in class.

　　關(guān)于Happy teacher’s Day的講解

　　Happy teachers Day, Mr. Wu. 祝您教師節(jié)愉快，吳老師！

　�。�1）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！

　�。�2）Teachers Day意為“教師節(jié)”，是由普通名詞構(gòu)成的專有名詞，每個單詞的第一個字母都要大寫。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 Fools day 愚人節(jié)

　�。�3）表示祝福時除些表達方式外，還有兩種形式：

　　Best wishes to sb. (for …); wish sb. +賓語補足語。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 同時也可作名詞，意為“事情，問題”。如：

　　―I cant carry the heavy box. ――我搬不動這個重箱子。

　　―No matter. Let me help you. ――沒關(guān)系。我?guī)湍恪?/p>

　　Whats the matter with you? 你怎么了？

　　關(guān)于Why don’t 表建議的用法講解

　　Why dont you talk about names? 你為什么不談?wù)撘幌旅帜兀?/p>

　　這是一個否定的特殊疑問句，表示勸說或建議，這個句子也可用“Why not + 動詞原詞？”

　　來表達同樣的意思。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)換。不過后面若跟動詞時，

　　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)計方案

　　Lesson 1

　　Teaching Objectives: Students should master the dialogues and useful expressions

　　Language FOCUS: Welcome (back) to…, on duty, have fun (doing sth) , best wishes, this term, the first lesson, call one’s name, because clause traffic (a), on time.

　　Properties: Tape recorder, some pictures, a calendar

　　Teaching Procedures:

　　I. organizing the class

　　Teacher: Good morning, class.

　　Students: Good morning, sir.

　　T: Welcome to school.

　　S: (They may have different answers, never mind)

　　II. Warming up

　　After a long vacation, students may feel hard to speak English, so give them a few minutes to talk about their holidays in groups.

　　III. Leading in

　　Go 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. Presentation

　　Take out 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 “I’m here.” or “Here.” Then explain the 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 example 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. Practise

　　Play 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 repeat and practise . At last get them to act out the dialogue in front of the class.

　　VI. Presentation

　　Show students the calendar, and teach “Teachers’ Day” with a sign on Sept.

　　10th, “Women’s Day” when point to March 8th, “Children’s Day” pointing to June lst.

　　Get someone to clean the blackboard and say “Thank 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 out

　　VII. Exercises in class

　　Fill in the blanks

　　1. Welcome back ________School.

　　2. 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. Homework

　　1. To make a card for your teacher, parents or friends.

　　2. To make sentences with: have fun (doing sth) on time, welcome …to

　　IX. Summary

　　Lesson 2

　　Teaching Objectives: Students should master the dialogue, some useful expressions and the background knowledge in the article about English names

　　Language Focus:

　�、�. Useful expressions: think about/of, talk about, the difference between…and…, give a talk

　　II. English names:

　　“Mr. / Mrs. / Miss / Ms” before a last name

　　Properties: Tape recorder, overhead projector

　　Teaching Procedures:

　　I. Organizing the class

　　Greeting and a duty report (to say something about Chinese names)

　�、�. Revision

　　Act out a short role play: A teacher is having a class, (the first class) someone is late.

　�、�. Leading - in

　　Teach the phrase “think about” by gestures and some sentences. eg. Teacher frowns and thinks as well as saying “I’m thinking about the homework for today.”

　　Call two students to the front and say, “Tom’s coat is black. Ted’s coat is blue. The colours are different. The difference is that Ted’s coat is blue and Tom’s 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 sister? Mary is thin, but her sister is fat.”

　　IV. Practice

　　Students look at the picture and listen to the dialogue, then read after the tape, act it out in pairs.

　　V. Leading - in

　　From the first dialogue, we know Jim is going to talk about English names and the difference between Chinese and English names. Before we listen to his talk, let’s work together to see how much we know about that.

　　… ( Anything is permitted and they are encouraged to speak a lot).

　　Now let’s see what Jim says about names.

　　VI. Reading Comprehension

　　Students read the text by themselves and answer the questions:

　　1. How many names are there in a full name? What are they?

　　2. What’s 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 class

　　Let them do the culture comparing exercise.

　　English name: James Allan Green

　　Chinese name: Zhang Cheng

　　In 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 . it’s also called 7 name.

　　In the Chinese name family name is 8 , it s also called 9 or 10

　　name. The given name is 11 . Its also 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.last

　　VIII. Homework

　　1. To read the text fluently

　　2. To make sentences with: ① talk about ②think about/of ③be different ④the difference between… and …

　　IX. Summary

　　教學(xué)設(shè)計方案

　　Lesson 3

　　Teaching 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. names

　　Properties: Tape recorder, cards with names

　　Teaching Procedures:

　　I. Organizing the class

　　Greeting 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 girl’s name?

　　Student: Yes, it is a girl’s name/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: What’s your name, please?

　　Students: My name is Zhang Da Min.

　　T: Can I call you Da Min?

　　S: Yes. (Sure)

　　S: What s your name, please?

　　T: My name is Elizabeth, you may call me liz, that’s 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 and 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 class

　　1. Write out the present participle.

　�、� Walk ② skate ③ ski ④ knit ⑤ wash ⑥ pass ⑦have. ⑧celebrate ⑨play ⑩ clap

　　2. Write out the questions

　　The boys are having a football lesson on the playground.

　�、� Who — ?

　　② What — ?

　�、� Where — ?

　　Answers: 1. ① walking ② skating ③ skiing ④ knitting ⑤ washing ⑥ passing ⑦ having ⑧ celebrating ⑨ playing ⑩ clapping

　　2. ① 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)計方案

　　Lesson 4

　　Teaching Objectives: Students should grasp the pronunciation of some letter clusters and understand the article.

　　Language Focus:

　　I. Pronunciation:

　　er, ur, ir, or, ear ar, a(ss),al ou, ow

　　II. Useful expressions :

　�、� make sb sth, - make sth for sb ② try to do sth ③ friendly, unfriendly ④ not…any more ⑤ ask sb, to do sth ⑥ help sb, (to) do sth ⑦ a waste of time

　　Properties: Tape recorder, Overhead projector, cards

　　Teaching Procedures:

　　I. Organizing the class

　　Greeting and a duty report

　　II. Review

　　1. 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 titles 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. Pronunciation

　　1. Students follow the tape

　　2. More words to read (on cards)

　　IV. Listening:

　　Students listen to the tape and do the exercise

　　V. Leading - in

　　Teacher: What are you going to do on Saturday?

　　Student: I’m going to…

　　T: 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, it’s really a nice card. Now let’s see what Tom is going to do before Teachers’ Day (with the questions)

　�、� What does Tom’s mum want him to do?

　�、� Can he do it? why? or why not ?

　　③ What is the idea Mum thinking out for Tom?

　�、� Do you think it’s a good idea?

　　After answering the questions, students follow the tape and act it out in pairs.

　　VI Reading practice

　　Students read the text by themselves and answer the questions:

　�、� Who’s in the story?

　　Say something about him, eg, name, nationality, likes, etc.

　�、� What’s 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 Language Practice

　　Let’s 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.

　　⑦ a waste of time

　　Listen to my sentences and try to understand them

　　eg ①I’ll make you a new paper boat→

　　I’ll make a new paper boat for you.

　�、赥he boy is trying to climb the tree.

　�、跿he people are friendly to me.

　�、躖ou’re not a child any more.

　�、軲y Dad asks me to buy him some newspapers.

　�、轜ill you please help me do the cleaning?

　�、逫t’s a waste of time to listen to him.

　　Then ask the students to make their own sentences with the phrases given above.

　　VIII. Exercises! in class

　　1. Write out the phonetic symbols.

　�、� bird ② part ③ grass ④how ⑤ trousers ⑥world ⑦ learning ⑧ clerk ⑨ birthday ⑩ blouse

　　2. To introduce Phillip in 40 words.

　　Answers: ① ② ③ ④ ⑤ ⑥ ⑦ ⑧ ⑨ ⑩

　　3. Omit

　　IX. Homework

　　1. Lesson 4, exercise 4, to make up a dialogue in pairs and be ready to act (write out script)

　　2. If they don’t like their English name, they may change it to a new one and make a name card to be placed on the desk.

　　3. Finish off the workbook

　　4. Go through the checkpoint, answer any question.

　　X. Summary

　　探究活動

　　英語姓名游戲

　　教師可以通過游戲讓學(xué)生熟悉和掌握英語姓名的意思。

　　1．每個學(xué)生為若干同學(xué)準備英語姓名，口述或筆頭（上黑板）寫出，不得有重復(fù)的。

　　2．給每個學(xué)生取一個英文名字，讓學(xué)生互相之間以英文名字稱呼。取名字時，教師可查閱英漢詞典有關(guān)索引。英語姓名應(yīng)盡可能與該同學(xué)的漢語姓名讀音相近，或者與其特征相近。

　　如：個子高的男生可用Tom Longfellow. 矮的可叫Jack Short. 姓金的女生可叫Mary King, 姓馬的男生可稱為Edward Martin .姓張的中國人最多，可姓Smith 如：William Smith.

　　Give a talk about names

　　Ask every student to prepare a talk about names, including the number of names, the meanings of them, the difference between Chinese and English names. Organize a lecture contest after class.

　　教師可以讓學(xué)生參照媒體素材中的視頻文件：關(guān)于英國人名字的演講中Jim所作的演講進行。

　　中國姓氏調(diào)查報告

　　讓學(xué)生去調(diào)查中國的十大姓氏，每個姓氏在全國所占人口的比例，然后制作調(diào)查表。

　　姓

　　Zhang

　　所占人口比例

　　40 percent

　　可參考擴展資料中的素材：Chinese surnames。

　　Make a card

　　1. Ask every student to make a card for Teachers’Day, and write their best wishes on it.

　　2．上課時，要求每個學(xué)生三分鐘內(nèi)制作一張英語賀卡送給其他同學(xué)。事先教師通知學(xué)生準備好筆、紙、剪刀、膠水、顏料等用品。

　　做好后，當(dāng)場由各小組、全班和老師分三級評出最佳賀卡，進行獎勵。