大文斗范文网会员为你整理了“范文英语”16篇范文，希望对你有参考作用。
篇1：英语
[实用英语] “酒后驾车”：driving while intoxicated
先提个醒儿，在美国，酒后驾车的处罚可比国内严重的多！弄不好，有酒后驾车嫌疑的司机就会被警方指控dui而被捕。dui是driving under influence (of alcohol or other drugs)的缩写，意思是“在酒精和药物影响下驾驶”。看下面这则相关新闻报道——奥斯卡最佳导演梅尔·吉布森因酒后驾车被加州警方逮捕。
mel gibson was arrested by the los angeles county sheriff's department in malibu, calif. for suspicion of dui. bail was set at $5,000.
a spokesman for the los angeles country sheriff's department told tmz, “mel gibson was arrested for suspicion of driving under the influence. ”
在阅读英文报刊时，遇到陌生的单词千万不要惊慌，很多时候，我们自能在文中找到该词的精确解释。拿这篇报道为例，在随后段落里，“警方发言人”很快帮读者解答了何为“dui”——driving under the influence（酒劲儿还在起作用时开车）。
另外，“酒后驾车”比较常见的英文表达还有drunk driving和“dwi”——driving while intoxicated（酒醉时开车）。
篇2：英语
(一)活动目标:1.复习水果名称(苹果,橘子,梨,西瓜)
2.帮助幼儿适应英语语言氛围,培养幼儿理解能力.
3.在游戏中让幼儿完全掌握单词.
(二)活动准备:1.水果卡片超市挂图
2.方
盒一个
(三)活动过程:t:good morning girls!
s:good morning teacher!
t:yestarday we have leanrt some fruits'name .now let's have a review!look at the picture!(出示硕果卡片,并一个接一个的读)
t:ok.i'll go to a fruit shop,do you want to go with me?
s:yes.
t:this is a fruit shop.there're a lot of fruits in it.who can tell me what can you see in the shop?
s:i can see....
t:ok.which fruits do you like best?
s:apple...
t:let's read together!
(四)活动游戏:1.将卡片放在盒子里,让幼儿随着音乐传递盒子.
2.当音乐停止时,盒子传到哪个幼儿手中,请该幼儿任意从盒子中抽出一张卡片并用英语说出卡片上的水果名称.
3.教师指着卡片上的水果名称问:“do you like it?” 幼儿回答:“yes,i like.”(let's clap for her.)
(五)活动结束:t:girls ,are you happy?
s:yes.
t:ok.class is over,bye.
s:bye!
篇3：英语
英语中及物动词有两种语态，即主动语态和被动语态。主动语态表示主语是动作的执行者被动语态表示主语是动作的承受者。被动语态由“助动词be+及物动词的过去分词”构成。助动词be有人称、时态和数的变化。
一、被动语态的用法：
1.一般现在时的被动语态构成：is / am / are + 及物动词的.过去分词
Our classroom is cleaned everyday.
I am asked to study hard.
Knives are used for cutting things.
2.一般过去时的被动语态构成：was / were + 及物动词的过去分词
A new shop was built last year.
Dinosaur eggs were laid long long ago.
3.现在完成时的被动语态构成：has / have + been + 及物动词的过去分词
This book has been translated into many languages.
Many man-made satellites have been sent up into space by many countries.
4.一般将来时的被动语态构成：will+ be + 及物动词的过去分词
A new hospital will be built in our city.
Many more trees will be planted next year.
5.含有情态动词的被动语态构成：情态动词+ be + 及物动词的过去分词
Young trees must be watered often.
Your mistakes should be corrected right now.
The door may be locked inside.
Your homework can be handed in tomorrow.
6.现在进行时的被动语态构成：am / is / are + being + 及物动词的过去分词
Uncle Wang is mending my bike now.→
My bike is being repaired by Tom now.
They are planting trees over there. →
Trees are being planted over there by them.
7.不定式的被动语态：to + be + 及物动词的过去分词
There are two books to be read. →
There are twenty more trees to be planted.
二、怎样把主动语态改成被动语态?
把主动语态改为被动语态非常简单，可以遵循以下几个步骤：
1.先找出谓语动词；
2.再找出谓语动词后的宾语；
3.把宾语用作被动语态中的主语；
4.注意人称、时态和数的变化。
例：1. Bruce writes a letter every week. →A letter is written by Bruce every week.
2. Li Lei mended the broken bike this morning.→The broken bike was mended by Li Lei this morning.
3.He has written two novels so far.→Two novels have been written by him so far.
4.They will plant ten trees tomorrow.→Ten trees will be planted by them tomorrow.
5.Lucy is writing a letter now.→A letter is being written by Lucy now.
6.You must lock the door when you leave.→the door must be locked when you leave.
三、使用被动语态应注意的几个问题：
1.不及物动词无被动语态。
What will happen in 100 years.
The dinosaurs disappeared about 65 million years ago.
2.有些动词用主动形式表示被动意义。
This pen writes well.
This new book sells well.
3.感官动词或使役动词使用省略to的动词不定式，主动语态中不带to ，但变为被动语态时，须加上to 。
例：make somebody do something→somebody+ be +made to do something
see somebody do something→somebody +be +seen to do something
A girl saw my wallet drop when she passed by.→My wallet was seen to drop by a girl when she passed by.
The boss made the little boy do heavy work.→The little boy was made to do heavy work by the boss.
4.如果是接双宾语的动词改为被动语态时，直接宾语(物)作主语，那么动词后要用介词，这个介词是由与其搭配的动词决定。
He gave me a book.→A book was given to me by him.
He showed me a ticket.→A ticket was shown to me by him.
My father bought me a new bike. →A new bike was bought for me by my father.
5.一些动词短语用于被动语态时，动词短语应当看作一个整体，而不能丢掉其中的介词或副词。
We can’t laugh him. →He can’t be laugh by us.
He listens to the radio every day. →The radio is listened to by him every day.
The nurse is taking care of the sick man. →The sick man is being taken care of by the nurse.
只要你掌握了以上一些方法，被动语态并不难学。
篇4：英语
英语 - Let’s learn Let’s chant and Culture （P18、P21）
一 教学目标 :1．知识目标
（1） 听、说、认读单词sister, brother.
（2） 听懂、会说感叹句What a big fish！
（3） 会用感叹词Wow!
（4） 理解C Culture部分的内容
2．能力目标
（1）能用所学单词、句型进行教学游戏，提高运用能力。
（2）在活动中提高听说、运用能力，并培养学生的合作意识和想象能力。
（3） 了解中西方文化差异，中国人进餐时使用筷子，而西方人用刀和叉。
3．情感目标
（1）培养学生关心家庭、热爱生活的感情 。
（2）进一步提高学生学习英语的兴趣。
（3） 使学生在活动中体验成功的快乐。
本课时的'教学重点: 掌握单词sister brother，和句型：Wow, what a big…!
本课时的教学难点 ： 本课时的重点即难点：What a big…! 尤其是big的发音学生容易读错，教师应特别强调,并要求学生读出感叹的语气来。
课前准备：
1．教师准备： family的挂图及一张家庭合影，
录音机及相关的磁带。
2．学生准备： 家庭照。
Step
Teacher’s activities
Students’ activities Warm-up
1.Let’s sing
Father and Mother
2.Guess who he is
Take out a photo, let the students guess who heshe is
Sing the song together.
Guess: He’sShe’s your…?
Presentation
一、.Presentation of the new words
1.T(point at the photo): Oh, look, he’s my brother
Use the same method to teach “sister”
2.Ask: Now who can tell me who’s this girl?
To correct: She’s your sister
Tell the students the difference between “my” and “your” (with body language)
Ask: Now who can tell me who’s this boy?
3.chant : brother�J, brother�K,my brother.
sister�J,sister�K,your sister.
4.Game(1)(2)
二、Presentation of the new sentence
1.T ( take out a picture ):It’s a nice day. So, my family go to the lake. My brother and my sister like fishing very much .look! what a big fish!
“big”
(draw a small fish beside) “small”
T: Look, the fish is so big.
T: You can say: Wow, What a big fish! (with emotion)
2.show some pictures :
A big apple, a big bag, a big hamburger, …
T: Can you say some sentences about these things? ( give an example first)
T(give some words “nice ,happy, small …”):Can you say sentences with these words ?(give an example)
三、Play the recording：Part B let’s learn
四、Culture
“My friend Tom is from USA, he uses a fork and knife.
My family are all from China, we all use chopsticks.
T: And we like China very much! What a happy life I have!
Play the recording：Part B let’s learn
Read the word : brother
Read the word : sister
S: She’s my sister.
S: He’s your brother.
chant
Read the word: big
Read the word:small
Follow and practise the sentence
S: Wow, what a big apple!
Wow, what a big bag!
…
S: Wow, what a nice bag!
Wow, what a happy boy!
…
Listen to the recording
Follow the recording
Listen and chant
Practice
Game(1) :Look and read
Put the wall-chart of the family tree on the wall. [让学生在游戏中复习、巩固所学单词，加强对家庭成员的认识，并培养他们的合作意识和竞争意识]
Game(2)
T show a picture to a student , let him act, and others guess :who is heshe? [让学生在表演和猜中，加强对所学的巩固和理解，并提高表演能力]
Let’s chant
Read the word in the family tree one group by one group and have a match: which group read the most
Play the game
Listen to the recording
Follow the recording
Chant together
Consolidation and extension
1. do the exercise in the activity book.
2. Chant to your parents
.
板书：
big small
英语 - Let’s learn Let’s chant and Culture （P18、P21）
篇5：英语
教学内容：Unit4 Where is it?
教学目标 ：
知识目标： 1)运用in/on/under/behind/in front of描述物体所在的位置。
2）熟悉操练句型Where is it?It’s …学习句型Where are the…?及其答语They are…
能力目标：1)能够熟练运用in/on/under/behind/in front of 等介词及词组描述物体位置，能用Where is it?It’s …句型询问物体的位置，并做出正确回答。
2）学习句型Where are the…?及其答语They are…，能区分并准确运用Where is the …?Where are the…?两个句子及其回答。
情感态度：1）激发学生学习英语的兴趣，渗透方位意识。
2）培养学生良好的倾听习惯和书写习惯。
教学重点：能用Where is it?It’s …/Where are the …?They are…句型询问物体的位置，并做出正确回答。
教学难点 ：能区分并准确运用Where is the …?Where are the…?两个句子及其回答。
教学准备：课件、图片、两份学生练习的'材料（附页1、2）录音机
实践活动：小组活动、口语交际调查
板书设计 ：
篇6：英语
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以下为简介
【教学实录】
上学期，我在四年级上了一节关于记者对中国乒乓球队的一个采访片段的课文。在课堂上巧用体育明星的照片及剪报设计教学任务。下面是有关这方面的教学实录。
１、教学课题导入 这一环节中。我对学生说：“Now let’s look at the pictures and the tips.”接着课件出示２００４年中国乒乓球队在世界锦标赛的资料（附图）
2004年3月7日，中国乒乓球男队队员在领奖台上。在第47届世界乒乓球锦标赛男子团体赛决赛中，中国队以 3比0击败德国队，捧得斯韦思林杯。
2004年3月7日，中国乒乓球女队队员在领奖台上。在第47届世界乒乓球锦标赛女子团体赛决赛中，中国队以3比0击败中国香港队，捧得考比伦杯。
图文并茂，学生很感兴趣。我抓住这个机会导入 课题：“Our Chinese table tennis team have got a great success in the competition.(竖起大姆指) Do you like them?” 学生齐说：“Yes, we do.”我接着说：“Today we are going to learn the new Unit, Unit 8 Sports Stars.(Show the title) Now, a reporter and those Chinese Table Tennis Sports Stars are in the TV station. Let’s listen to the interview.”学生自然地进入了新课的学习。
２、在巩固新句型这个环节时，我利用精美的图片设计了以下一个练习。（附图）
Exercise:
1.Here are some famous sports people.Can you match them with their names by drawing line? Which sports are they good at? Please do the following exercise.
课件出示练习后，说：“DO you know these sports stars? Do you know which sport are they good at? Now talk about the pictures in groups. I give you three minutes.”全班同学马上组成四人小组，热烈地讨论起来。两分钟后，同学们便跃跃欲试地举起手，并大声齐呼“Let me try!”
３、在发展性练习这个环节中，让学生利用课前预先收集好的体育明星照片或剪报进行一个“采访”形式的活动。我说：“Show me your pictures of the sports stars. Do you want to be an excellent reporter? ( Yes.) Now , let’s make a survey in English and fill in the table . ”学生听到指令后，立即进入角色表演。
这节课上得十分轻松、愉快，教学效果很好。
【教学反思】
这节课充分利用了图片的鲜明、直观形象的特点，充分调动了学生的学习兴趣和积极性，同时提高了课堂教学效果，很受学生的欢迎。
课后，我想起三句话：
Tell me, and I will forget.
Show me, and I will remember.
Involve me, and I will understand.
《英语课程标准》倡导要教学过程 中运用任务型的教学模式，让学生在教师教学的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功，以形成积极的学习态度，促进语言实际运用能力的提高。能力的培养有多种有效途径。这节课充分利用了“知识―活动―能力”这一途径，即知识通过学生的活动转化为能力。一开始，我利用图片导入 新课，使学生对中国乒乓球运动员有一定的了解，并产生了立志要为自己的祖国争光的自豪感，达到了爱国主义教育的目的。然后，利用图片进行巩固新知识，使学生的'视野由乒乓球体育明星拓展到其他体育明星，并操练了恰当的词汇和句型。语言表达能力有一定提高。最后，再利用学生准备好的照片、剪报让学生们相互之间进行采访，能够达到综合运用本节课词汇、句型的作用。
纵观整节课的互动教学，我恰到好处地运用教学资源，能调动学生的学习积极性，激活学生的思维，并且快速反馈，及时帮助学生将知识转化为能力，大大地提高了教学效果。
篇7：英语
Where is the cat? Where are the birds?
It’s on… They are …
In…
Under…
Behind…
In front of…
教学过程 ：
Step1 Greeting 1’
Step2 Let’s sing .2’
Step3 practice the words and sentences of this Unit.10’
*T:who can read?(where is it?板书在黑板上的句子)
*T:Let’s complete the sentences ,take out your paper.
Positions Master
1.The ball is ( )the box.
2.The ball is ( )the box.
… …(见附页1)
*Ask and answer.
(1)Teacher and a student make a model.
T:where is the ball?
S:The ball is in(on /under /behind /in front of/next to ) the box.
(2)Group work.
(3)Report.
Step 4 Touch, ask, and answer. (page 45)（课件呈现）18’
*T：Look at picture1, what can you see in the picture?(学生回答)
*T: who can ask, who can answer?(问答birds ，引出where are the…? )
*Teacher write down the sentence:Where are the…?have students read the sentence and known.
*practice the new sentence.(用铅笔、书本等学生身边的东西练习这个句型，并随时纠正错误。)
*Look at the picture2, read the sentences, and the ask and answer.(这幅图画里基本是练习where are the …?They are …)
*Report.
*Make a survey, and the write the sentences in your paper.
(A)The tiger is behind the tree. (B)The shirt is on the desk.
Where is the tiger? Where is the shirt?
… … (见附页2)
Step 5 Read the story. (课件)7’
T: Look at the screen. Let’s read the story.
*Look and listen.
*Listen and repeat.
*Listen and repeat again.(重点模仿课文中的语音语调。)
*Read the story all together.
Step6 Setting homework.1’
Use the sentences and words to describe your home.
Step7 Let’s sing .（page41）1’
篇8：英语
Let’s learn
Language focus:
Using verbs to identify actions
e.g. play,run,sleep,swim
Language skills
Speaking
Pronounce words properly
Materials
Student’s book 2A page 14
Cassette 2A and a cassette player
Pictures, word cards and sentence cards
Teaching procedure
Step1 Greetings
Step2 Warm up exercises
T gives the orders and Ss do the actions.
T: Stand up,please./ Sit down, please.
Touch your…
Clean the …,please.
Step3 Revision
1.T describes a thing and Ss try to guess what it is.
T: look, the floor is very dirty. We pick up the rubbish and put it to the …
S1: Bin.
…
2.Free talk
(1)T: What’s your name?
How old are you?
Do you like…?
Where do you live?
(2) Show a puppet and let Ss imitate what it says
Puppet: Hello, I’m rabbit. I’m nine years old. I live in Wujiang. I love Wujiang.
Ss introduce themselves.
Step4 Presentation
1.Show a puppet
Puppet: I like to eat.Yammy,yammy.
What do you like to do?
S1: I like to dance./ sing/ draw/ …
T: Can you guess what Miss feng likes to do?
( play football with a student)
Ss ( guess)
T presents “ play”
2.The same way to present “run, swim, sleep”
3.Drill
Games: Match the words and pictures.
4.Puppet: What do you like to do ?
S1: I like to ..
Present “ what do you like to do?”
5.Practice
Let Ss do a survey to see which is the most popular activity.
Step5 Consolidation
1.Play the tape and let Ss read after the tape.
2.Game
S1: I like to …
Come and … with me.
Step6 Do workbook.
篇9：英语
英语 - Unit 6 At a farm, A let’s learn―PEP Grade 4
Part 1 Analysis of the studentsThe students of Grade 4 have already learned some animals on the farm. They are familiar with these animals and interested in them. For they are still children they are very active and competitive.
Part 2 Analysis of the teaching material
1. In this lesson some animals are learned before, so the students are familiar with them. In this lesson teacher should pay attention to the pronunciation of the plurals of the animals.
2. The key points of this lesson is the plurals and how to use them correctly. Teacher needn’t explain them in details but enable the students to use them in correct way.
3. The part of Let’s do is not the important point. Teacher only let students know the actions and do them with the help of the tape.
Part 3 Teaching aids
CAI a recorder clothes of a farmer
Part 4 Teaching procedures and my purpose
All the procedures are divided in three big parts: Presentation, consolidation and practise
Procedures:
Step 1 Greeting and Warming-up
a. sing a song: Old Macdonald
b. TPR: act like a fish, a bird, a monkey, etc
[Purpose: To produce a warm and relaxing teaching atmosphere and review some animals to reserve the next step. ]
Step 2 Guessing
a.teacher presents a farm and lets students guess “What’s at the farm?”
dog cat horse sheep
If students guess right teacher gives him/her a star.
b.teacher shows these animals one by one and lets students guess “ How many ______s are there?”
dog------three dogs
cat-------five cats
horse------six horses
sheep------two sheep
[Purpose: In this step from the guessing game teacher can arouse the students’ interests easily. Because as students of Grade 4 they are active and have wide imagination. Further more in b. from letting students guess the number teacher can teacher the pronunciation of plurals naturally.]
Step 3 Finding
a.teacher let students look for the other animals and present the key structure “What are they?” “They are goats.”
b.Teacher lets students make dialogue and pays more attention of the usage of the plurals.
------What are they?
------They are goats./ cows/ hens/lambs.
c.have a competition: teacher presents a big farm with many animals are there and lets students make more dialogues. Then see which group finishes it quickly.
[Purpose: in this step the communicative approach is used here. From the finding games and competitive games teacher can arouse the students’ interest in the high. At the same time let students practice the key structure one by one and also in the different ways can provide more time and space for students to master the key structure.]
Step 4 Consolidation
Make a employment
Teacher acts as an old farming who is working hard and difficultly. So he needs an assistant to help him. Then imagine you are an employee and you go to the farm. The old farmer will ask you some questions:
1.Can you feed the hens?
2.Can you ride a horse?
3.Can you milk a cow?
4.Can you shear a sheep?
5.Can you hold a lamb?
(from Let’s do. Teacher asks and acts, let students understand them. At last listen to the tape and chant.)
[Purpose: From the task-based learning approach teacher design a task “ Employment” and let students understand the contest from Let’s do. This is a real language surrounding students can master them well.]
英语 - Unit 6 At a farm, A let’s learn―PEP Grade 4
篇10：英语
教学目标 ：
1．语音：
2．自测（Test Yourself）
重难点：
1．元音字母组合 ee/ea [i:]
辅音字母 Kk[k]
Gg [g]
区别长短音[i:] [i]
教学过程 ：
Oral English
How much is your pen / ruler / jacket?
It's…yuan.
dollars. (美元)
pounds.(英镑)
Act out the text.
语音
Revision
字母组合：ai / ay [ei] al [o:] ee [i:]
单个元音字母： Ee [i:] [e]
辅音字母： Pp[p] Bb[b] Tt [t] Dd[d]
读以下单词：
day wait ball walk bee
meet he she bed egg
学习以下语音：
see seep seek keep beef feet
sea seat seam beat tea meat
特殊词：
breakfast
Kk[k] 词首：词中，词尾都读此音。
Kate kid kill bike lake dock
Gg[g] 词音，词尾读此音
Gate gift gill big lag dog
区分：seat / this seat / please sit on this seat.
Practice: Read the following:
Sit → site → seat.
Bid → bite → beat.
Test Yourself
答案：C it's thirteen.
B that fish is eight yuan.
答案：seat sail ship sea
Look and write:
A: How much is that pencil-box?
B: Ten yuan.
A: Too dear.
B: What about this one?
A: How much is it?
B: it's five yuan.
A: Ok, I'll buy it.
作业 ：
认真复习单词句型，语音，下节考查。
带听写本
篇11：英语
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教材分析:
本课是小学英语PEP第一册第四单元第二课时，主要内容是：Let’s learn, let’s do.
根据这一主要内容，我确定了本课的目标如下所示，重点为单词：monkey, duck, panda, cat, rabbit, dog 和句子：Act like a monkey….依据内容我采用了听、说、学和做的四步
教学方法，利用先进的教学设备(电脑、录音机、投影仪)等增强教学的趣味性和新颖性，通过在玩中学，学中玩愉快教学思路，将快乐贯穿于课堂教学中。
教案：
I: Content内容: Let’s learn, let’s do. （幻灯片2）
II: Purpose目标: （幻灯片3）
1.Knowledge知识: can grasp the new words掌握新单词. “Monkey, duck, panda, cat, rabbit”
2.Ability能力: can learn to act like some animals学会表演
3.Feeling情感: can love the animals and protect the animals.爱动物、保护动物的情感
III: Focus:重点
1.Words单词: monkey, duck, panda, cat, rabbit, dog
2.Sentence句子: Act like a monkey….
IV: Method and preparation.方法与准备
1.picture of animals图片 2. Photo of animals头饰,
3. Radio录音机,电脑、投影仪 4 listen, say ,learn and do听、.说、学、做
V: Teaching:教学过程
1.Warm-up (热身)Organize teaching组织教学. Sing a song. （幻灯片4）
T: Nice to meet you.
Ss: Nice to meet you ,too.
T: Today we’ll study the new lesson. At first, we’ll sing a song together, ok?
Ss: Ok.
T: Let’s sing.
设计意图：课前唱一首歌，可以活跃课堂气氛，同时让学生有良好的情绪准备进入新课的学习之中。
2.Into new lesson导入 新课:The teacher asks: what animals can you act like? 你会表演什么动物？投影出示各种小动物，Ask the students to act like the animal that they like. Now have the students act like the animals.
设计意图：让学生自己说自己喜欢的动物，并用自己的方式表演展示给大家看，通过学生的说、学、演，为学生营造一个宽松、民主、和谐的学习氛围。
3.Presentation新课展现 :There is a sport in the forest. it will be start. And now some animals are coming, such as monkey… －（Draw some animals on the blackboard.）
设计意图：通过简笔画，为学生创设一个森林中动物开运动会的前景，一个个小动物纷纷向运动场奔过来的情景，把学生带入一个生动的画面中，激发学生的学习兴趣，为let’s learn中单词的学习和动画的出现做了铺垫。
4．Let’s learn.学
1)Show out the animals: 用图片出示小动物
Ask the students to look at the picture and tell the teacher: what can you see on the picturer? The students should know the meaning of the animal.
设计意图：用图片出示小动物，一方面吸引学生的注意力，另一方面让学生在观看中明白汉语意思，省去了教师用汉语解释单词意思的程序，为下面学习英语单词做好了准备工作。
2)Learn to say new words by computer and tape .通过电脑和录音机来学说单词（幻灯片5到幻灯片10）
Have the students look at the word on the computer. Look and listen carefully, and learn to say. Play the tape once and let the students listen carefully. Play it a second time, pause it after each utterance and get the students to say out.
设计意图：挖掘学生听力的潜能，培养学生仔细听英语的习惯，为提高英语听力水平做出日积月累的效用，听后模仿出所听到的.英文单词，训练学生的听力，让学生自己在听录音的过程中自觉主动地学习英语，目的就是要授之以法。
3)Act like some animals.表演各种动物（幻灯片5到幻灯片10）
Have the students look at the computer, repeat the sentences and act out the animals.
设计意图：通过演示文稿，展现移动的小动物，激发学生的求知欲，产生主动学习的自主性。让学生在观看中学习模仿动物名称的英语单词，跟着学、说、做，特别是对Act like duck等句子的表演及跟读，充分掌握单词、句子并加深了对单词、句子的理解。
4)Act as teacher.当教师展现自我
Have the students as teacher in their turns. Make them feel the succeed and the happiness .
设计意图：让学生上讲台当老师，展现在学习过程中的所得，让他们在课堂中体验学习的乐趣，增强收获成就感，充分树立学习英语的自信心。
5)Check: connect with word and picture. 识字检测
Show out the picture and the word, ask the students to find the good friend. Lets do with together.
设计意图：用电脑出示小动物，让学生说出英文单词、并做出Act like duck等的动作，检测学生在本节课中对单词、句子的掌握程度，还存在的问题，做到及时反馈信息，为进一步搞好教学，提高教学质量收集第一线的资料。
6)Play a game. 做小游戏活动
Have a rest, play a game. Show out the four-six pictures of the animals, have the students watch carefully, and then close the eyes. At this time, the teacher take one away, and make the students open the eyes, then guess: what’s missing?
设计意图：爱玩是孩子们的天性，设计小游戏。此游戏为what’s missing?游戏，出示4－6个动物图片，让学生注意观察，然后闭上眼睛，教师去掉一个，睁开眼睛再猜什么丢了？学生在猜的过程中可以把直观的图片与抽象的单词结合起来，做到在教学中，不用实物也能说出所学的英文单词。
5. Let’s do.做
7)Understand the meaning of Act like a monkey by computer通过电脑理解句意（幻灯片11到幻灯片16）
Act out the animals, so as act like monkey…It ‘s so easy to understand the meaning of the sentence for the students. Also, its makes difficult sentence become easily. Of cause , the class will be full of the lovely.
设计意图：学生把自己课前自己制作的头饰戴上，做出动物的特性表演，像act like monkey等，不用教师解释句子的意思，学生就可以在表演中理解句意，边表演边说，难的句子也就成了有趣的话语，做到了化难为易的效用。
8)Listen and do by computer.在课件的辅助下学习表演（幻灯片17）
Have the students listen to the tape twice , and then ,ask students to do.
设计意图：播放录音，让学生戴着头饰跟录音机又说又做，在欢乐中学习，在实践体会英文句子的表达方法，学会用英文表达自己喜怒哀乐与说学动唱，充分体现学生在学习中的主体地位，让学生的主动学习的欲望在欢乐中成长。
9)Let’s act. (teacher and students do together)师生互动
The teacher joins to the activity of the action, shares the happiness with students, it’s better to study English for the students. we’d better make the students feel the happiness in the class.
设计意图：教师也戴上头饰加入到学生的表演之中，体会他们学习的乐趣和存在的问题，在大家玩的氛围中协调、引导学生掌握难点，把握教师的主导作用，充分做到让学生在课堂中体验学习的欢乐，有玩的机会和动的时间，最终做到让欢乐充满课堂、充满孩子心灵。
6. Consolidation and extension.延伸拓展
1)Draw some animals 画动物(机动)
Give a piece of paper to students, and ask
the students draw some animals which they like
on the paper.
设计意图：让孩子们在白纸上自由自在
地画出自己喜欢的小动物，可以是本课
所的动物，也可以是课本外的动物，用
这种绘画的方式，拓展延伸知识的无限,
激发学生想学其他英语单词的欲望，为
进一步学习动物铺垫。
2) Say something each other after class.
Have the students continue the activity in pairs or with their parents. Tell the students to find a friend or their parents to practice the English, bring the gain to class the following day.
设计意图：让课中学习到的东西在课后得到充分的巩固，因为课后学生有很多的时间，可以用来练习英语，让学英语的浓厚兴趣进一步得到发展和加强，教师在上下一节课时可以作为检测的基础。
VI: writing on the broad.板书
We love animals
Cat duck rabbit
设计意图：使学生明白英文单词的书写规范，配以合适的图画，做到图文并茂，吸引学生的注意力，在课堂中主要通过教师的简笔画来展现课文的内容。(备注：在实践课程中，板书中的图画都是教师用简笔画给出的)
VII: Thinking over after class.课后反思
a)Get some effect.效果.
Students like playing a game in the class ,also they like watching computer/TV in the class, in a word, they are interested in new idea, new view, new things. Because of their thought ,they all like playing all kinds of game.
设计意图：抓住学生对新事物的新鲜感、好奇心，又对新的观念、新的思想有探究的欲望，引导学生进入主动学习的境界，达到课前预期的效果。
b)Add new content .增加的新内容
Beside the animals in the text, the teacher can help the students to find the other animals ,and they can play with them in or out class. It’s better to make the students interest in the other knowledge. Also give a chance to the students that they can have a chance to play with each other in or out of the class.
设计意图：依据新课程的主旨思想，为学生创造一个玩的机会，让他们的天性得到最大的发展，在欢乐的玩耍中体会学习的乐趣及知识的无限性，培养他们的探究能力和勇往直前的精神。
c)The others.其他.
Give a place of free talking to the students, it maybe takes one class or two classes, even too much time to wide the students’ eyesight. We need much time to do it better and better .
设计意图：根据学生自己的喜好、愿望、及想做的事、想说的话，创设一个说话的空间，此空间的延展性要好，不仅可放在课中、课后，而且可放在任何想说话的时候，不期望它们一次完成，只期望一步步做好。
篇12：英语
一、教学目的及要求：
1. 能听懂会说本课会话：What's that in English ?
2. 能较好地掌握本课句型What's that ? It's a desk .并能用Let's practise .的词做替换练习。
3. 能听说读写单词desk ,chair和句子What's that in English ?
4. 学唱英文歌曲What's that ? What's this?
二、教具准备：卡片,投影,录音机,磁带,头饰.
三、教学重点：熟练运用句型What's this （in English）? What's that（in English）?及答语It's a /an ----.
四、教学难点 ：this，that和It's的发音，及this 和 that的不同的指代用法。
五、教学过程 ：
I. 问候
1. 师生问候 T: Glad to meet you , again . / How are you ?
2. 介绍客人老师，并问候。 T: Please say “Glad to meet you” to the teachers .
3. 师生自由对话：How are you ? /What's your name ?
(出示头饰机器猫让学生这样回答 ：My name is Mr / Miss Cat .)
II. 复习
1. 复习句型 ：Is that a ---? What's that ? 及有关交通工具的单词 boat , ship , bike , bus ,car, jeep , plane (以上是四会单词) , taxi , yacht (只要求听说) 。
T: Look , Mr / Miss Cat .What's that ? S1 :It's a ship.
T: Can you spell the word “ship” ? S1: Yes .S-H-I-P, ship.
T: Is that a ship , too ? S1: No , it isn't . It's a boat.
T: Oh! It's a boat . Can you spell it please? S1 :Yes. B-O-A-T, boat.
(让部分学生扮演机器猫，操练plane ,bike , bus , car, jeep )
T: Is that a jeep , too ? Ss: No, it isn't . It's a taxi.
T: Now , let's chant . “What's that ? What's that ?” one , two start.
绕口令：What's that ? What's that ?What is that ? It's a taxi . It's a taxi . It's a red taxi .
(此时将What's that？卡片粘贴在黑板上)
T: What's that ? Ss: It's a yacht .
T: Now , let's chant . “What's that ? What's that ?” one , two start.
绕口令：What's that ? What's that ?What is that ? It's a yacht. It's a yacht . It's a white yacht.
III. 新授
1. 呈现句型What's that in English ?
T: And what's this in English ? Ss: It's a desk .
跟读单词desk： T: Desk , desk , desk. D-E-S-K, desk.. （二遍并将卡片粘在黑板上）
T: And what's this in English ? Ss: It's a chair.
跟读单词chair: T: Chair ,chair , chair. C-H-A-I-R, chair.（二遍并将卡片粘在黑板上）
(此时将What's this in English ？卡片粘贴在黑板上)
T: Look, what's that in English ? Ss: It's a door / clock .（实物）
T: And what's that in English ? Ss: It's a picture . （投影片）
2. 巩固操练句型What's that in English ?
1) T: Let's look at the picture . (放幻灯) What's that in English ? Ss: It's a ---. T: Now , please talk like this . (让学生根据幻灯上的内容直接进行操练。)
2) T: Let's play a game . You please come here .(指示他面朝黑板) What's that in English ? (让另一位学生举起手中的卡片,其他的.学生真真假假地回答。如S: It's a ship / bus. 等，最后让第一位学生猜猜到底是什么。)
3. 听音, 跟读 (将有书, 钟 的两张卡片反贴在黑板上)
T: What's that ? Ss: Is that a ---?
T: And what's this ? Ss: Is this a ---?
T: Sorry , I don't know. Please listen to the tape . (放录音)
(第一遍回答上面问题,第二遍跟读)
4. 学说英语
T: Please read in roles .(男女对读; A,B分角色朗读.)
IV. 巩固操练
1. 编说类似课文内容的对话
T：Now you talk together like this .(让最后一组学生用zoo编说对话。)
2. 情景对话
T: Great ! Let's go to the zoo . Ss: All right .
T: What's this in English ? Ss: It's a panda.(头饰，让部分学生扮演各种动物)
T: What's that in English ? Ss: It's a deer .
T: Now please make similar dialogues. (让学生准备二分钟后，进行表演，最后一组以It's a door . 结尾。)
3. 拼写游戏 (用来巩固第4单元的四会单词：orange , bus , ship , desk , chair 及第二册所有的四会要求单词.)
T: Look ! What's that on the door ? Ss: It's a banana.
T: Can you spell it please ? Ss: Yes .B-A-N-A-N-A, banana.
T: You please find the right key ,and then open the door to get a star .（教师自己示范一遍，然后学生操练，最后以chair ,desk结尾。）
4. 学唱歌曲
T: Now let's sing a song . First let's read the words .
Listen and follow . Sing in roles ,with other objects.
V. 小结
VI. 作业 Workbook
六、板书设计 ：
篇13：英语
I. Teaching aims and demands
1.Enable the Ss to master the new words and expressions:
summer, camp, Summer Camp, China, USA, UK,
Canada, France, Japan, outer, space, cool;
2.Enable the Ss to mater the sentence patterns:
Where are you from?
I’m from…
II. Key points
1.The new words;
2.The sentence patterns.
III. Teaching aids
1.Word cards;
2.Tape and cassette;
3.CAI;
4.Some objects;
5.A map of world.
IV. Teaching Steps
Lesson 1
Step 1 Warming up
1.Make greetings.
1)How are you?
2)Nice to meet you.
3)What’s this?
4)What color is it?
5)Where is it?
2.Revision
1)Welcome to McDonald’s.
2)Welcome to Hunan.
3)Welcome to Zhuzhou.
4)Welcome to Meitian School.
Step 2 Presentation(CAI)
1.Part 2 Listen and say.
1)Look at the pictures and watch the CAI carefully.
2)Learn the new words.
①China 中国 ② USA 美国 ③UK 英国
④Canada 加拿大 ⑤France 法国 ⑥Japan 日本
3)Read and spell them.
4)Ask some Ss to teach them.
5)Read them together.
2.Part 1 Watch, listen and say.
1)Look at the picture and say what you know from it;
2)Listen to the tape;
3)Listen again and learn some sentences:
① Welcome to the Summer Camp. 欢迎来到夏令营。
② Where are you from? 你来自哪里？
③ I’m from China. 我来自中国。(=I come from China.)
4)Listen again and read after it aloud.
5)Ask some Ss to teach to read it.
6)Read it together.
Step 3 Drilling and practice
1.Activity 1 Listen and number.
1)Listen and write the correct number.
2)Check the answer.
2.Activity 2 Ask and answer.
1)Read the model;
Model: Where are you from?
I’m from China.
2)Practice freely;
3)Make performance.
4)Make some sentences.
Model: Where are you from?
I’m from China.
5)Make a form and fill it.
Name Age Nationality
Jim 10 USA
… … …
Step 4 Consolidation
1.Read the dialogue together.
2.Read and write the sentences:
Model: Where are you from?
I’m from China.
Step 5 Homework
1.Read the dialogue and try to recite it.
2.Read, write and remember the new words(10 times).
3.Finish the exercises on EB.
4.Revise lesson 1.
5.Preview lesson 2.
Lesson 2
Step 1 Warming up
1. Make greetings.
1) How do you do?
2) Glad to meet you.
3) How are you?
4) Welcome back to school.
2. Revision
1) Where are you from?.
2) I’m from China.
3) Nice to meet you.
4) Nice to meet you, too.
Step 2 Presentation
1. Part 1 Listen, learn and act.
1) Look at the pictures carefully.
2) Listen to the tape.
3) Learn the sentences.
① This is my new friend. 这是我的新朋友.
② Let me help you. 让我来帮你吧.
③ Who’s that? 那是谁?
④ I’m from out space. 我来自宇宙.
⑤ Cool! 好啊! 酷啊! (=Great!/ Good!/ OK!)
4) Read the dialogue after the tape.
5) Read it together.
2. Activity 3 Play cards.
1)Show the cards and revise them;
UK, USA, China, Canada, Australia, France, Japan, …
2)Look at the model;
Model: Where are you from?
I’m from China.
3) Make some dialogues:
Step 3 Drilling and practice
1. Activity 3 Play cards.
1) Practice in groups freely;
2) Make performances.
Model: Where are you from?
I’m from China.
2. EB.
1)Finish the exercises;
2)Check the answer.
Step 4 Consolidation
1.Read the dialogue together.
2.Read and write the sentences:
Model: Where are you from?
I’m from China.
Step 5 Homework
1.Read the dialogue and try to recite it.
2.Revise lesson 2.
3.Preview lesson 3.
Lesson 3
Step 1 Warming up
1. Make greetings.
1) How do you do?
2) Glad to meet you.
3) How are you?
2. Revision
1) Where are you from?.
2) I’m from China.
Step 2 Presentation
1. Part 1 Read and write.
1) Look at the pictures carefully.
2) Fill in the blankets.
3) Check the answer.
① China ② UK ③ USA
4) Read the passage after T.
My name is Wang Ming. I’m ten. I’m from China. Jack and Ted are my friends. Jack is from the UK. Ted is from the USA.
5) Read it together.
2. Part 2 Read and spell.
1)Look at the pictures carefully;
2)Read and spell the words;
F football, fish, France.
3)Ask some Ss to teach them;
4)Find more words beginning with “F”:
Friend, food, fool, fox, …
Step 3 Drilling and practice
1. Activity 4 Listen and chant.
1) Listen to the tape;
2) Read the sentences;
Where are you from?
Where are you from?
I’m from the UK.
Where is it?
It’s far away.
Where are you from?
I’m from the USA.
Where is it?
It’s far away.
2. EB.
1)Finish the exercises;
2)Check the answer.
Step 4 Consolidation
1.Read the passage together.
2.Read and write the words;
football, fish, France.
Step 5 Homework
1.Read the dialogue and try to recite it.
2.Find 10 words beginning with “F”.
3.Revise unit 7.
4.Preview unit 8.
篇14：英语
Name in Full: Chen Ai fei
Date of Birth: Feb16, 1978
Permanent Address: No.2 XiXia Road, Song Qiao
Telephone: 63770077
Hobbies and Interests: Travel Reading History Science Music Painting Architecture
Education:
July, 1991 Graduated from Song Qiao Primary School
July, 1994 Graduated from Song Qiao Primary School
July, 1997 Graduated from No.3 Junior High School of PingYang
September, 1997 Entered WenZhou Teachers College
Work Experience:
Since September 2000 Employed as an English teacher by No.2 Primary School of Kun Yang
Awards and Punishment :
Awards: Won scholarships every year in college.
Passed the TEP Band 4
Punishment: None
I affirm that the above statements are true and correct in every respect .
December 17, 2001.
篇15：英语
We shall always save a place for ourselves, only for ourselves Andthen begin to love Have no idea of what it is, who he is, how to loveor how long it will be Just wait for one love Maybe no one will comeout, but this kind of waiting is the love itself 在自己面前，应该一直留有一个地方，独自留在那里。然后去爱。不知道是什么，不知道是谁，不知道如何去爱，也不知道可以爱多久。只是等待一次爱情，也许永远都没有人。可是，这种等待，就是爱情本身。
篇16：英语
I made experiments to practise and apply what I had learnt from the books Sometimes, I was so deeply indulged in my research that I forgot my meals and time Now I have made great progress Several of my research papers have been published The methods proposed in my papers have been proven to be valuable for the solution of some problems I am very happyThe ladder of becoming a scientist is still far ahead, but I have climbed the first rung anyway
