下面是小编为大家整理的《shoes》英语教案（共含12篇），仅供参考，大家一起来看看吧。同时，但愿您也能像本文投稿人“春树暮云”一样，积极向本站投稿分享好文章。
英语教案－Unit 2 Where are my shoes?-Lesson 10
Lesson10教案示例【课题】Lesson 10
【重点】朗读并表演童话故事The rooster and the fox（1）。
【难点】介词短语in a tall tree，look up at，for you的理解与应用。
sitting、standing、looking的理解
【教具准备】
相关教学课件；
教学录音带；
公鸡和狐狸的头饰。
【过程】
Warm up：Simon says的.游戏。
1) Simon says：Stand up，please！
2） Sit down！
3） Simon says：Stand on your chair，please！（示范动作或给手势）
4） Come down.
5） Simon says：Come down，please.
4） Stand up！
（如果教师的口令中有Simon says，学生应按照口令做动作，如果口令中没有Simon says，学生什么都不做。）
引导学生认识Come down的意思。
导入 新知：
教师说：Now，you are sitting. I’m standing. 并用肢体语言强调出sitting和standing的意思； 同时板书：sitting standing
引导学生看Learn to say 部分的插图，教师提问：Who is sitting？ Who is standing？
带领学生学习单词: rooster fox
引导学生认识sit 和sitting， stand和standing的区别，告诉学生sitting和standing表示此时此刻的动作是坐和站立。
学生看图，教师提问： 引导学生回答：
Where is the fox? He’s under the tree.
Where is the rooster? He’s in a tree.
（向学生强调：在树上应用in a tree，不能用 on a tree。）
Learn to say：
教师播放录像，学生观看。
学生说说故事的内容。
教师引导学生理解难点内容，同时领读句子。
学生听录音重复句子，模仿录音中的语音语调。
三人一组表演通话故事：一个人叙述第一段，一人个表演狐狸，一个人表演公鸡。
引导学生给故事编个结局，教师应鼓励各种不同的思维方式。（可以是叙述的形式，也可以是表演的形式）。
Let’s practise：
教师提问：三幅图分别是什么内容？
两人一组任选一幅图的对话来表演。
教师提问：我们在什么情况下可以用That’s all right？ 引导学生说出：当别人向你说出道歉或感谢的语言时，你可以向对方说That’s all right.
引导学生在生活中要宽容对待他人。
两人一组编情景对话，用上That’s all right.
告诉学生不用谢还可以说You are welcome. 和With pleasure.
没关系也可以说Not at all.
Fun time：
学生分组找出句子The quick brown fox jumps over the lazy dog.中的26个字母，并按顺序给字目标号。比比看那组完成的快。
6、趣味操练：
Draw a picture
将全班分为若干个小组, 每组6人。
每组的第一个同学站到黑板前，按教师指令画图：Draw a big tree.
第一个学生画完后,第二个人过来,教师再下指令：Draw a rooster in the tree.
以此类推，后四个指令分别为：Draw some apples in the tree.
Draw a fox under the tree.
Draw a moon in the sky.
Draw some stars in the sky.
看看哪个小组在画的过程中没有出错，哪个组就可以成为优胜组。
【板书设计 】
Lesson Ten
Rooster：standing in the tree
(图) That’s all right.
fox： sitting under the tree
（图） looking up at the rooster
good news for rooster
wait a minute
Don’t hurry.
I can wait.
英语教案－Unit 2 Where are my shoes?-Lesson 10
英语教案－Unit 2 Where are my shoes?-Lesson 8
Lesson 8教案示例【课题】LESSON EIGHT
【重点】语言项目Where are my shoes? They’re…
词汇shoe time
【难点】发音But where’s the other one?
Let me help you.
理解Where’s the other one?
Don’t worry.
【过程】
一、热身/复习
1．师生互致问候
2．听第7课对话录音，复习课文，学生三人一组表演对话
3．看图问答 [图：Lesson 7 Let’s practise]
二、介绍新语言项目及教学方法
1．出示主题图，对图中内容进行叙述
教师依次出示三幅主题图，学生根据看到的画面进行一至两句话的叙述或问答。
小结：The boy and his mother are in the room. The boy can’t find his shoes. His mother helps him. Look! One shoes is behind the door. The other is under the chair.（解释the other one：I have two English books. One is on the desk. You can see it. The other one is in my office. You can’t see it now.）
提问：Who puts the shoe under the chair?
2．看课文录像
学生回答：The cat puts the shoes under the chair.
教师提问：How many questions about the shoes?
学生：Five questions.
Where are my shoes?
Are they under your bed?
Are they behind the door?
But where’s the other one?
Where is it?
3．播放课文跟读课件，学生重复句子（只跟读一遍）
重点重复：But where’s the other one?
It’s time to go to school.
Don’t worry.
Let me help you.
强调发音：other
the other one
time （教师指指自己的手表，重复time一词帮助学生理解）
Let me help you.
Don’t worry.
4．学生自读课文
5．学生表演对话。
三、新语言功能项目操练及操练方法
1．Let’s practise
（1）学说两个单词beds birds，渗透语音知识 [图片：Let’s practise]
教师提问：How many beds are there in the room?
What’s out of the window?
学生回答：Two beds.
Birds.
教师板书并带读beds birds
教师出示词卡bags hands pens legs eggs dogs 学生根据读过的.beds和birds，认读教师出示的新词
（2）听录音，重复问答句
Where are the birds? They’re in the sky.
（3）学生看图问答
参考：Where are the beds? They’re in the room.
Where are the shoes? They’re under the bed.
Where are the books? They’re on the desk.
Where are the balls? They’re under the chair.
Where are the cats? They’re under the desk.
Where are the pictures? They’re on the wall.
2．教师提供画面（老人戴着眼镜，却问孙子：Where are my glasses?）
学生看图想象画面以外的情景并表达出来。教师及时奖励表达不错的学生。
【板书设计 】
英语教案－Unit 2 Where are my shoes?-Lesson 8
英语教案－Unit 2 Where are my shoes?-Lesson 9
Lesson 9教案示例【课题】LESSON NINE
【重点】 语言项目Excuse me.
词汇their excuse me
理解This way, please.
【难点】 发音Their uniforms are so nice!
Go straight on and turn right.
【过程】
一、热身/复习（Warm-up / Revision）
1．师生互致问候
Hello, everyone.
How are you today?
2．学生表演第8课课文对话
找一至两组学生到教室前面表演课文对话
3．问答练习
教师出示第8课Let’s practise的图片，随机安排2个学生一组或由学生自己选择伙伴根据图片进行问答
4．师生一起唱一首英文歌曲: Who is wearing yellow today?
每唱到一种颜色，穿该种颜色衣服的学生就站起来
二、介绍新语言项目及教学方法 (Presentation)
1．介绍课文第一部分内容
（1） 教师拿出一件本校的校服，对全班学生说：Look! They are the uniforms of our school. Can you see something about the uniforms. 学生随意说出有关于校服的句子，教师鼓励学生说不同的句子。一两分钟后，教师打断学生的发言: Excuse me. What are these in English? 请会说uniform一词的学生大声说出答案。教师这时带读并板书uniform。教师问学生：Is the uniform nice? 学生一起回答就可以了。随意问一没有穿校服的学生：Excuse me. Where are your uniforms?
（2）教师转移学生的注意力：Our uniforms are nice. Look. They aren’t our uniforms. They are from Yucai School. And this is the cap of that school. What do you think about them? 学生发表自己的看法。教师发表自己的看法：They are nice. I like their colours. Do you like their colours? (全班学生一起回答) 板书词汇their，并对此稍加解释：They are my books. They are not my books. They are their books.（教师做动作帮助学生理解）带读两遍，强调口形和出舌音。补充：Their caps are nice, too.
2．接触新语言项目
（1）教师呈现第二幅主题图（将Fun time中的图片与主题图组合），学生就近组成学习小组，根据画面为人物设计对话，或对画面进行语言描述。如果有学生设计的对话与课本原文基本一致，随即让学生看配套课文对话第二部分的录像片。
（2）全班学生一起看录像片。熟悉对话内容。教师提出一个问题：Where does he want to go? 学生通过刚才看录像中的对话，说出答案：toilet.
（3）教师再提出问题：How to get to the toilet? 给学生放配套课文录音，学生听录音找答案。Go straight on and turn right. 教师多放几遍录音，附加动作帮助学生理解，还可以把turn left的概念给学生，和学生做几次go straight on, turn right, turn left, This way, please.的动作。
（4）听课文录音依次重复句子。在重复Excuse me. Where’s the toilet, please? 时，多请几组学生读，并找个别学生多读几遍。
3．认读课文
（1）学生打开课本，给两至三分钟时间自读课文。
（2）再听课文录音，解决发音上的困难。如学生还有问题，教师予以帮助。
（3）全班学生齐读课文一遍，教师带读学生不熟练或出错的句子。
三、新语言功能项目操练及操练方法(Practise and Act out)
1．小组对话表演
自由结合小组，将课文对话进行生活化的表演。
2．Let’s practise
（1）听示范录音一遍Excuse me. What are these in English? 学生跟着录音说句子。
（2）学生看图两人一组做问答练习。
（3）教师强调四个词汇oranges, faces, noses, horses的发音，示范与全体读相结合，突出每个词的最后一个音节。个别学生读，注意纠正发音。
（4）两人一组再做问答练习。
（5）教师对Excuse me.的用法加以解释：为了表示礼貌，打扰了人家，通常会在前面加上Excuse me.，否则别人可不一定要回答你这突如其来的.问题。板书：Excuse me.
3．设计新对话 [给学生两幅图画，学生可以选择其一]
第一幅图：在商场，柜台里的售货员正在忙碌着，一位顾客指着一件衣服正在说话…
第二幅图：在校园里，Joe的妈妈问正在操场上玩的Dick，在Joe’s mother上方画教师办公室，下一张Joe’s mother进到办公室，办公室里有三位老师正在办公，Joe’s mother上方画有Mr Zhang的画像…
四、练一练(Add-activities)
1．出示词卡their excuse me，分组读
2．做配套课堂练习册中的练习[配套录音]
五、作业 ：朗读并抄写本课课堂练习中的单词和句子
【板书设计 】
英语教案－Unit 2 Where are my shoes?-Lesson 9
英语教案－Unit 2 Where are my shoes?-Lesson 11
Lesson 11教案示例【课题】Lesson 11 The rooster and the fox（2）
【重点】准确、流利朗读课文对话，并理解其意。
在情景中应用道别用语。
【难点】对话中出现的较长的并列句、宾语从句的处理。
【教学准备】
单词卡片、相关课件、公鸡和狐狸的头饰。
【教学过程 】
Warm up：Listen and do
教师口令：Stand up.
Sit on your chair.
Stand on your chair.
Sit on your desk.
Stand on yourdesk.
Sit on your chair.
复习提问：（出示Lesson10的主体图）
Where is the rooster standing？
Where is the fox sitting？
Is the fox looking up at the rooster？
Did the rooster come down？
Can the fox wait？
呈现新知识：
教师说：Will the rooster come down？Let’s learn Part 2 of the story.
播放录像，学生仔细观看。教师提醒学生注意对话中的长句子。
教师围绕录像内容提问，引导学生看书回答，以检验学生的'理解情况。
Where is the fox？
Where is the rooster？
What did the fox ask the rooster to do？
What did the rooster see over there？
What did the fox do then？
Are all the animals good friends now？
教师播放对话跟读课件两遍。教师反复点击重点句子，学生模仿对话中的语音语调；引导学生理解语句的意思。
5) 学生两人一组进行对话练习，一个人扮演fox，一个人扮演rooster。然后为他们提供机会，让尽可能多的学生带头饰表演对话。
6）教师提问：通过学习童话故事The rooster and the fox你有什么感想呢？
教师总结：生活中不要轻信他人的话，遇事要多思考，学会随机应变。
4、Let’s practise：
让学生说说图中的内容；
告诉学生表示道别还有其他表达方法，如：a、See you later！
b、See you tomorrow！
c、See you again.
5、Learn to sing：
1) 听两遍录音，让学生对这首歌有个大概了解，可以一边听一边哼唱。
2) 教师提问：What can you hear？学生无论说出歌词中的任何单词或句子，教师都应及时鼓励。
3) 领读：little black birds、on a hill、fly away、come back，并告诉学生这些词组的中文意思
4) 放录音让学生跟着一起唱，鼓励他们做动作，如：唱到fly away做出飞的动作。
6、趣味操练：
内容：排列句子并配插图：
1）将学生分为3-4人一组；
2）每组学生发一套单词卡片和一张白纸；
rooster the tree standing in is the
fox the tree sitting under is the
dogs this way are coming the
fox rooster the the playing together are and
fox rooster the the looking at up is
3）学生分组排列句子，并画插图。
【板书设计 】
英语教案－Unit 2 Where are my shoes?-Lesson 11
英语教案－Unit 2 Where are my shoes?-Lesson 12
Lesson 12教案示例【课题】Unit 2 Where are my shoes? Lesson 12 (Revision)
【重点】复习巩固本单元的会话并能实际运用
【难点】了解元音字母e及字母组合ea, ee, 辅音字母c及字母组合ch, ck在单词中的读音规则。
【教学过程 】
一 热身/复习(Warm-up/Revision)
1、全班齐唱英文歌曲Two Little Black Birds．
2、教师播放Lesson6到Lesson11的视频演示，带领学生一起回顾本单元的会话内容。为学生理清本单元所学的主要内容。
3、复习本单元的单词：教师可借助图片、模型、玩具或简笔画问What is the English for this? 学生回答来复习所学单词。
4、Pair work: 学生两人一组用相互问答的形式或相互练习听写单词、句型的形式复习所学的句型、数词等
5、利用头饰，学生三人一组分角色表演第10课和第11课的会话The Rooster and the Fox．一人扮讲述者，一个扮演Fox，一个扮演Rooster。教师挑出几组学生到讲台前面表演。教师应适时纠正学生在语音语调中的错误, 并及时表扬或奖励表演好的小组。
二、复习巩固“复习要点2”(Checkpoint 2)
1．Question forms 疑问形式
用Am I/Are you…？Is he/she/it…？Is this/that/it…？Are these/those /they…？等疑问形式做问答练习，可以教师问学生答，也可以学生问学生答。问答练习参考如下：
Am I…？
Am I a teacher？ Am I a student？
Am I young？ Am I old?
Am I tall？ Am I short？
Are you…?
Are you a teacher？ Are you a student？
Are you ten？ Are you Number Twelve？
Are you in Row Two？ Are you a boy/girl？
Is he／She／it…？
Is he a teacher？Is she a student？
Is he twelve？Is she at home？
Is he in the classroom？Is he in the park？
Is ha map？Is it our flag？
Is it your pencilCbox？Is it new？
Are these／those／they…？
Are these your books？Are those Tom’s pencils？
Are they new？
Are these pigs？ Are these dogs？
2．Question words疑问词
用以下疑问词 what，how，where，Who提问。可以采用Group Work的形式，每4人为一小组，轮流提问，轮流回答，每人至少用不同的疑问词连续提问三个问题。
A：What’s that？
B：It’s a blackboard．
A：Where is it？
C：It’s on the wall．
A：Who’s that boy？
D：He’s（Zhang Lin）．
教师应启发学生充分利用学习用品和实物，练习带有疑问词的疑问句，达到熟练掌握的程度并能灵活运用。
3．Useful expressions有用的词语教师创造几个会话情景，让学生恰当地使用本单元所学的有用词语如：Excuse me．That’s all right．
Situation l
A．拿着一张图片，图片上有一只猴子。A问
B：猴子这个词用英语怎么说？B告诉了他。
A：Excuse me ．What’s tins in English？
（手指猴子）
B：Monkey．It’s a monkey．
A：Thank you very much．
B：That’s all right．
Situation 2
A不小心碰掉了B的书。A向B表示歉意：
A：Sorry！
B：That’s all right．
教师启发学生创造情景，练习本单元所学习的有用词语。
4．学习本课会话，方法同前。
三、语音练习(Sound training)
本课语音练习部分总结元音字母e在单词中的读音规则，即在开音节中读［i：］，在团音节内读［e］，字母组合ea在一些单词中读［i：］，在一些单词中读［e］，字母组合ee在单词中读［i：］以及辅音字母c，字母组合ch和ck在单词中的读音规则，语音练习方法以及步骤建议如下：
A．让学生先试读元音字母e一组的单词，教师印证或纠正学生的读音。然后分别试读ee，ea，和辅音字母c及ch和ck各组的单词。
B．帮助学生总结以上字母和字母组合的读音规则。教师还可以举出一些例子让学生根据读音规则试读，如：
C．听语音练习部分的录音，方法同前。
四、单词重音练习(Word stress)
英文单词中两个音节以上的单词有单词重音。有些单词的重音在第一个音节上，有些单词的重音在第二个音节上，也有些单词的重音在第三个音节上。教师对单词重音部分的练习应给予充分的重视，并引导学生认识单词重音符号即“′”。练习方法建议如下：
A．单个学生朗读单词重音练习部分的单词，教师加以印证或纠正。
B．教师带读。
C．全体学生齐读。
五、课堂练习及家庭作业 (Workbook and Homework)
1 听录音写出新单词
录音内容与答案：
1 may play say
2 bike kite hide
3 jeep sheep deep
4 teacher please meat
2 听录音选择正确问句
录音内容与答案：
1 My name is Bill． （b）
2 He’s at home．（a）
3 They’re under the bed．（c）
4 I’m fine．Thanks．（a）
3 仿照示例，用下面所给的单词组成词组
4 用下面所给的词造句
1, 2两题由教师带领全班在课堂上完成，3, 4两题可作为家庭作业 学生独立完成。
【板书设计 】
探究活动
画图说故事探究活动
活动内容：画图说故事
目的：巩固本课单词，让学生的想象力得以充分发挥，在激发兴趣的前提下，提高学生的语言表达能力。
形式：先用教师指定的内容画出一幅图，然后向同学描述你所画的`图。
内容：Draw a picture with a tall tree、a fox、a rooster、some apples and a house.
过程：
1）学生自己画图。
2）在组中描述自己的图。
3）在班上展示自己的图画故事。教师尽量引导学生说英语。
要求：表达清楚fox、rooster、apples的位置。
设计场景探究活动
探究内容：Excuse me
探究形式：小组合作
活动过程 ：
1．小组成员集思广益，设计出各种使用Excuse me的场景，将这些场景用简单的几句话概括。
2．教师将写有场景的纸条收上来交换，学生以最快的速度各组进行准备，最后看一看哪个小组能将所有场景表现出来。
3．不要求对话内容全面，突出主要语言功能句即可。
4．表演场景最多的小组为获胜组，给予一定的奖励。
寻宝探究活动
探究形式：寻“宝”大行动
活动道具：苹果、笔记本、铅笔、橡皮、尺子等等。
活动过程 ：
将学生带到操场上，将学生分成小队或小组。
寻找教师事先藏好的物品，先找到的小组或小队将有权或得该物品。
大家一起行动，看谁的动作最快。
找到后要能回答出教师或其他组员、队员的提问“Where are the...?”，如回答准确该物品就作为奖品将给找到的学生。
最后计算哪组获得的奖品最多。
英语教案－Unit 2 Where are my shoes?-Lesson 12
1. Do you like shopping for shoes?
Yes: Absolutely! Just like most girls do.Cuz to me, they are not just something you put on, but more of a fashion accessory (时尚配饰).
No: Actually, unlike some people, I’m not big on (be big on: be a fan of;be fond of) buying shoes. To me, it’s just a matter of (仅仅是…) finding the right ones. Nothingmore.
2. How often do you buy shoes?
Yes: From time to time (时常，常常), I think. I would buy acouple of new pairs of shoes almost every season to match with my outfit (搭配我的着装).
No: Probably once in a few months, onaverage (平均来说). Cuz my shoes tend to be quite durable (耐用的，耐穿的), and they usually last a long time before they are worn out (磨破，穿破).
3. What kinds of shoes do you usually buy?
I shop for a wide range of shoes, from highheels (高跟鞋), flats(平底鞋), boots (靴子), totraining shoes (运动鞋), you know, to serve different needs (满足不同的需求).
The shoes I shop for are mostly simple, plain-looking (ordinary-looking) and comfortable ones. Cuz that’s basically everything that I need!
4. Do you prefer comfortable shoes, or good-looking shoes?
That’s an easy one! When it comes to shoes,comfort is always the number one priority(something that is more important than anything else).But that doesn’t mean I don’t care for (be fond of) looks. I mean, nobody wants to wear shoes that lookhideous(super ugly), right?
5. Do you have a pair of shoes that you especially like?
I do, as a matter of fact (in fact; actually). They are a pair of limitededition (限量版) that I bought a few years ago. I kind of splurgedon (splurgeon sth: spend a lot of money on sth 挥霍) them, but they are totallyworth it (be worth it: 值得)!
6. Do you ever buy shoes online?
Yeah, sometimes. Cuz there are some specialsoffers and discounts (优惠、折扣) every once in a while, which could save me some money. So,why not?
No, never. I would buy other things online,but if I wanna shop for shoes, I’d rather go to a shoe store. Cuz theproblem with shopping online is that (The problem with sth is that…: 什么的问题是…) you won’t be able to trythem on (试穿) andmay end up(end up doing: 到头来) buying a pair of shoes that don’t fit.
7. Do you think men and women are equally interested in buying shoes?
I don’t think so. Generally, women seem tobe more into shoes compared with guys. They tend to own shoes of differentstyles for various occasions (场合). For men, on the other hand, they are prettymuch (to some degree) the same thing.
Well, to be honest, I’ve got to say it’s a pretty difficult topic for me, cause you might not know this, but most of the time, it’s my mom who does all the planning for me, especially when it is study related. So if I’ve got to choose a plan of mine and tell you a little bit about it, perhaps I can just bring up the one I did for my trip to Sri Lanka.
In fact, way before last year, I bought Lonely Planet Sri Lanka when it was on sale, you know, it’s a guide book. They do all sorts of destinations. And then there was this one day, I realized that edition I had been having was going out of date soon, cause I saw the new version was coming out soon. So I thought it was time to plan a trip soon. You might not know this but normally I would love to go somewhere totally on my own. By accident one of my friends heard about my idea and she said she wanted to join me. So I booked our tickets and the hotel for the first night. We didn’t choose to go with a guided tour group, so we had to do a lot of research online before hand. Luckily I found a good website called tripadvisor which gave me all sorts of information I was desperate to know.
This Chinese New Year, we finally made it to Colombo, which is the capital. Even now, I’m feeling so lucky that I came up with the idea of travelling cause I really had a blast on that beautiful island. What I liked the best was the trip was quite spontaneous. I didn’t make any specific route before hand, so we were just following our heart the whole time. Apart from that, thank god, I checked the weather and that and successfully avoided the north which was pissing down at the time. Where we went, which is along the southwest coast, was sunny throughout the whole journey. Still though, there was something I didn’t arrange too perfectly. I didn’t pre book the hotels so when we got to each new city, we had to look for one ourselves, and the prices were relatively high as well. If I didn’t spend that much money, I would have probably stayed a bit longer. At the same time, my friend who went along seemed to enjoy herself just as much. Anyway, I think I might crack on a new plan for the next journey hopefully really soon.
A plan in your life (that is not related to work or study)
You should say:
What it was about
When you made it
How it worked
And how you felt about the result
雅思口语思路：按照‘现在时-过去时-将来时’的结构去完成这个part 2 话题。
平时喜不喜欢做计划，都喜欢关于什么的呢。
这个具体的计划是什么，什么时候定的，为什么。
如果去做了，会有什么优点呢。(结果)
还有什么好处呢。
会有什么值得担心的呢。
别人有没有同样的想法。
以后要不要还要做别的计划。
误区：不确定时态的时候可以稍微去看一下you should say部分，给自己一些提示。比如这里一看大部分都是过去时态，那个整个的内容应该就是过去的计划。
语料：
most of the time 大部分时候
study related 与学习相关的
a plan of mine 我的计划
guide book 导游书
totally on my own 完全靠自己
book hotel rooms 订酒店
a guided tour group 旅行团
do a lot of research 做很多研究
all sorts of information 各种信息
be desperate to know 急切的想知道
have a blast 很开心
it is pissing down 下大雨
Describe a family member you want to spend time with
Describe a person who you respect
Describe a good neighbour
话题考频：
人物类的话题本来就是雅思口语第二部分中出现频率较高的类别，而人物类中有关于家人的话题也会变换不同的家庭成员进行考察，包括家庭中的小孩儿，家庭中有趣的成员以及本题中涉及的你知道的一个好家长等等。关于我知道的一个好家长，就会想到我一个朋友的妈妈，由于她特别宽容，也教育她的孩子宽容待人，尊重他人，在我眼里她是我知道的一个好家长。
话题解析：
1. 对于第二部分需要强调的是充分的准备，无论是在论点方面，还是在词汇方面，以便充分论述话题。在这道题中考生对人物相貌的描述可以参考使用oval faces 椭圆的脸型, fair skin 皮肤白皙以及 big charming eyes。另外，还有对于发型的描述 with long curly hair 长长的卷发或 straight hair直发等。考生还需要在描述人物的体型时避免使用fat一词， 因为毕竟直接这样形容一个人不太礼貌，如果要表达胖可以用 overweight。
2. 考生在审题的时候一定要仔细注意题目要求，论述的是一位好家长，而不是一对好父母。单复数的限定必须要注意到，在整个话题的论述中讲一位家长就好，可以是某人的爸爸、妈妈、爷爷或奶奶。在论述中还一定要注意在讲parent时不要加s,否则对于单复数的限定就没有把握好。
3. 在整个话题的论述当中，最好举例说明自己知道的这位好家长到底如何好。考生们可以讲述整个事件，也可以把讲故事或者发生的一件事作为举例的一种形式。但是需要注意在讲述事件的时候不要太纠结过于细致的细节描述。
4. 第二部分话题的论述中一定要注意时态。尤其在这个话题的论述中很明显事件是已经发生过的，所以对于事件描述要注意过去时的使用。
口语范例：
Well, speaking of a good parent I know, I’d like to talk about the mother of one friend of mine, Mrs Wong, who’s an excellent photographer. Regarding how I knew this person, well, I first met her many years ago, like a decade ago or something, you know, I went to the same primary school with her daughter, Lily. Because Lily and I had a lot of things in common, we hit it off and ended up seeing quite a lot of each other’s parents. As for what she looks like, well, interesting enough, she actually looks pretty similar to Lily. I mean, they both have oval faces, fair skin and big charming eyes. Of course, there’s something different. Mrs Wong is in her 40s, of medium height, but a little bit overweight, with long curly hair, whereas as a teenager, Lily is pretty short and slim with short straight hair. Ultimately, moving on to why I think she’s a good parent, what I’d like to say here is that there are quite a few reasons. And the main reason is that she sets a very good example for her daughter. Just to give you an example, she always teaches Lily to be a tolerant person and she is such a tolerant person herself. As far as I know, she has never been rude to anyone, even if she’s very angry. I still remember once Lily was hit by a stone thrown away by a boy by accident and her head was bleeding. When Mrs Wong arrived here, she didn’t get mad or blame that guilty boy. Instead, she comforted him and then took Lily to the hospital. Also, she told Lily to forgive that boy, because he didn’t really mean it. It’s fair to say almost every person speak highly of Mrs Wong. So, I guess Mrs Wong is not only a good parent for Lily, but a role model for me as well.
英语教案
初三英语：Lesson 23教学设计方案 Period: The third Period Content: Lesson 23 Properties: Recorder Teaching Objectives: Students should master the dialogues, useful expressions about the present perfect tense and the object clause. Language Focus: 1. How long have you lived in…? I ve live here since… 2. How long have you been doing sth.? I ve been doing sth. for… 3. What s the longest time you ve been down? I ve been down as long as… 4. … says (that)… Teaching Procedures: Ⅰ. Organizing the class Greetings and a duty report. Ⅱ. Revision To dictate the words last time. Check homework Ⅲ. Presentation Present the sentence: How long have you learned English? Ask some students to answer. Then go on: Do you like learning English? Have the students practice this dialogue in Pairs, in groups. At last, act out the dialogue Ⅳ. Read and say Play the tape for the students to listen and repeat Then ask: How long has Lin Yang lived in Honolulu? How long has Lin Yang been surfing? Have the students ask the questions, check with the whole class. Ⅴ. Practice Practice the dialogue in Pairs, then in groups. Then act out the dialogue. Ⅵ. Ask and answer Talk about the dialogue of Part 2 in Pairs. Finish the sentences in Pairs. Ⅶ. Practice Talk in groups of three. The first student says something, the second student may ask: What does he / she say? The third student repeats using the Object Clause: He / She says that… Ⅷ. Homework Finish off the exercises in the workbook. Ⅸ. Summary Exercise in class: Rewrite the following sentences with the Object clause. 1. Physics isn t easy to learn He says… 2. Who does live in the room? Do you know… 3. You have passed the exam. I m glad… 4. He ll be back in a month. I hear… 5. Whose dictionary is this? Tom asked… Answers: 1. He says (that) physics isn t easy to learn. 2. Do you know who lives in the room? 3. I m glad that you have passed the exam. 4. I hear he ll be back in a month. 5. Tom asked whose dictionary this was.
Good morning, teachers! My name is Hanchunhui, Iam 23 years old and Ill graduate from zhoukou normal university inthis June. Today my topic is Festivals andcelebrations. Festival is familiar to us, forexample: Spring Festival in ChIna. This text is mainly from four aspects to introducethe festivals around the world. First, Festivals of the Dead, such as Japanese festivalObon, the Western holiday Halloween. Second, Festivals to honourpeople, such as The Dragon Boat Festival in China, Columbus Day inthe USA. Third, Harvest Festivals,such as Thanksgiving Day inEuropean, Mid-autumn Day in China and Japan. Fourth,Spring Festivals, such as Spring Festival inChina, Easter in the Western, Japanese Cherry BlossomFestival. Festival is the worlds people to meet the needsof production and living together to create a folk culture, is animportant part of folk culture. Understand the origins of festivalsand the methods to celebrate help students better understand theworld culture and expand theirknowledge.Teachingaims :
1、Let the students learn the useful new words andexpressions in this part；
2、Let the students learn about history and basicknowledge of festivals both in and out ofChina;
3、Develop students’reading ability and let themlearn different reading skills
;Teaching importantpoints:
1、Let students learn moreabout history and knowledge offestivals.
2、Get students to learndifferent reading skills.
Teaching difficultpoints:
1、Develop students’ readingability.
2、Enable students to talkabout festivals and celebrations.Teachingaids:Multimedia,a recorder and other normal teaching tools willbe used.Teaching methods:
1、task―basedteaching.（任务教学）
2、cooperativelearning.（合作学习）
3、discussion.（讨论）
Ask them thefollowing questions:
1)Do you have a good time in your winterholiday?
2)Whendid you feel most happy andexcited?Why?
Step 2 : Warmingup
1)Letstudents brainstorm the other Chinese festivals.(LanternFestival,Pure Brightness Festival,Dragon Boat Festival,Mid-AutumnDay,New Year’s Day,Chung YeungFestival……)
2)Talkabout some foreign festivals with students.(Christmas,AprilFools’Day,Easter,Halloween,Valentine’s Day,ThanksgivingDay……)
词汇、语法课教案格式
School_____Junior or Senior Section______
Class ________ Grade ________
Size _________ Time________ Date ______
Materials ________Type of lesson______
Contents: 1. Vocabulary
2. Structure/grammar/phonetics
3. Dialogue/Reading/Writing
Objectives:
1. Instructional objectives (language knowledge and
language skills)
1)
2) …
2. Educational objectives (affect, learning strategy and
cultural awareness)
1)
2)…
3. Personal objectives
Focal points:
Difficult points:
Aids:…
Procedures and Time Allotment
1. Getting ready for learning
2. Revision ( … minutes)
3. Presentation (… minutes) 语法课和词汇课
4. Drills (… minutes)
Types of drill: There are several types of
drill you can use
1) Choral repetition ( whole class together )
2) Groups A and B ( dividing the class in half )
3) Rows or lines
4) Teams
5)Boys or girls
6)Ripple drill: A---A+B---A+B+C--- A+B+C+D
7) Back-chaining
8) Chain drills
5. Practice(… minutes)
6. Production/Consolidation (… minutes)
1) Oral work 2) Written work
7. Assigning homework
1) Conclusion2) Homework
Self- evaluation
对话课、阅读课、写作课教案格式
School_____Junior or Senior Section______
Class ________ Grade ________
Size _________ Time________ Date ______
Materials ________Type of lesson______
Contents: 1. Vocabulary
2. Structure/grammar/phonetics
3. Dialogue/Reading/Writing
Objectives:
1. Instructional objectives (language knowledge and
language skills)
1)
2) …
2. Educational objectives (affect, learning strategy and
cultural awareness)
1)
2)…
3. Personal objectives
Focal points:
Difficult points:
Aids:…
Procedures and Time Allotment
1. Getting students ready for learning( … mins)
1) Greetings
2) Routine task
2. Revision ( … mins)
3. Pre-reading (… mins)
此步骤包括词汇、语法教学等
4. While-reading
5. Post-reading (… mins)
1) Oral work 2) Written work
6. Assigning homework
1) Conclusion 2) Homework
Self-evaluation
供参考的范例
Module 1 Unit 2 Heroes Lesson 1 Modern Heroes
说课教案
（一） 教学内容
1． 本课是Unit 2 heroes Lesson 1 Modern Heroes 的第一课时。本单元分别介绍了National hero， History makers，Sports stars 和 Superhero。这几篇文章的主题都是hero，但涉及的领域不同，它们融会贯通，承上启下，融为一体。
2． 本课是介绍National Hero，是学生比较熟悉和感兴趣的话题，前部分需要介绍杨利伟和神州五号，让学生掌握有关词汇；后一部分是介绍杨利伟乘坐神州五号宇宙飞船遨游太空的情况。
3． 本课文出现了较多的定语从句，还有生词较多（有些单词表没有而初中又没有学过），在这样的困难前提下，我引导学生通过 culture and background knowledge，结合课本内容丰富自己的知识面，拓宽学生对航天知识的了解，让学生了解航天英雄的成功之路，激发他们的民族自豪感。
（二） 学生分析
1． 组成情况
职业高中高一学生年龄都在14－16岁之间，大多数学生由于初中的知识基础打得不扎实，而且缺乏主动学习的能动性，自学能力差，对学习没有持有探究性和方向性，也没有养成良好英语学习习惯，所以学习成绩不太理想。
2． 学生的知识与技能水平
职业高中招生的学生，基础知识比较薄弱，甚至连音标都不会读，词汇的掌握范围狭窄，影响了阅读，听力和作文。学生的表达能力还是停留在比较低级的水平，面对每幅图片或某个主题只能说出一两句话，而且在阅读上，未能掌握泛读和精读的技巧和方法，课后的预习和复习能力较差，缺乏总结归纳的能力。
3． 学生已掌握的学习策略
尽管学生的知识和技能水平一般，但经过了一定时间的训练后，他们还是掌握了pair work, group work, using the culture and background knowledge的阅读技巧。
（三） 教学目标
1． 通过快速阅读文章，学生能够对每段文章进行归纳总结，准确地把段落主题与所给的headings联系起来。
2． 通过仔细阅读，学生能够回答关于文章的.细节问题。
3． 通过进一步阅读，学生能够学生能用英语对采访自己心目中的民族英雄。并尝试复述课文。
（四） 教学策略
教学方法：使用交际法，充分调动学生的积极性，积极参与到课堂教学中，通过师生互动，小组表演的形式，完成各种任务，以达到完成教学任务的途径。
（五） 教学过程
第一步 导入
T: Good morning, Everyone! Do you like watching movies? Do you know Jet Lee (李连杰)？Do you know one of his famous movie called HERO? What does ?hero? mean? Who are the heroes in your heart? Do you know Yan Liwei, our national hero?
第二步介绍文章人物
T: Open your books, and turn to page 100 and 101. Let?s read two passages about Shenzhou V and Yang Liwei.
Shenzhou V is China?s first manned spaceship. It lifted off at 9 a.m. on Wednesday, October 15th, 2003 in Jiuquan, Gansu Province. It was carrying Yang Liwei. It was launched very successfully and landed in Inner Mongolia safely.
Yang Liwei is China?s first astronaut. He was a pilot in the army. He was chosen from 1,500 other army pilots and started training for his space flight in 1998. During the 21-hour space flight, he circled the earth 14 times. When the spaceship was doing its seventh circle, Yang Liwei showed the flags of China and the United Nations, expressing the wishes of the Chinese people to explore and use space peacefully. 介绍文章时，展示文章中的生词，让学生猜测词意，带读并加以巩固。
第三步阅读文章
（1） Fast Reading
呈现六个headings，让学生快速阅读，要求归纳每段的主题。
a. Astronaut lands safely
b. Welcome home
c. International good wished
d. An exciting lift-off
e. Introdution
f. During the flight
学生单个回答并集体讨论改正错误。
(2) Careful Reading
学生通过fast reading,完成了headings后，基本对课文有一定的了解，然后呈现出五道问题，要求学生再进行第二次阅读，对课文进行更深入的了解。
1. How did Yang Liwei feel duing the flight? How did he feel afterwards?
2. What did Yang Liwei do during the Shenzhou V?s seventh circle of the earth?
3. How many circles did the spaceship complete while Yang Liwei was sleeping?
4. What were helicopters doing as Yang Liwei returned to the earth?s atmosphere?
5. What did Yang Liwei do when he came out of the spaceship?
第四步 巩固练习
通过两次阅读让学生对课文熟悉，训练学生的阅读速度和解题技巧，最后通过ask and answer in pairs，培养学生的口语能力，并强迫他们记住文章的主要内容，为下一步语言运用打下基础。
第五步 语言运用
为提高学生对生活中的热点问题发表自己观点的能力，让学生运用自己学过的语言知识，对自己心目中的民族英雄进行模拟采访。把全班同学分成若干个小组，每个小组有一名同学扮演“杨利伟”，其他同学为全国各地新闻媒体记者，他们自由设计问题，对“杨利伟”进行采访。
教师巡视课堂，发现表现出色的小组，让他们到台前表演。
教师总结评价。
第六步 布置作业
让学生准备复述杨利伟的故事，要求说出自己的民族自豪感。
A Teaching Plan for Unit 3 Celebration Lesson 1 Festivals
HUANG SHUI PING
General objectives:
1.To read to learn the main Chinese seasonal festivals and their history origin and meanings.
2.To help them learn some phrasal verbs and functional items about the topic and try to use them. Language aim:
1.Phrases:
Be celebrated by, fall on , mark, be decorated with, tradition/traditional, serve, take part in, get together
2.important sentences:
The Mid-Autumn Festival is celebrated by Chinese people.
The Lantern Festival falls on the fifteenth day of the first lunar month.
It marks the beginning of the hottest season of the year.
Ability aim:
1).Improving the ability of getting the general information and specific information from reading a text.
2). Using own words to describe some important Chinese festivals.
Emotion aim:
To promote students? qualities of a patriotism(爱国主义精神，爱国心) by learning the main Chinese festivals and learn their history origin and their meanings。
Teaching important points and difficult points:
1).To get information from reading
2).To talk about festivals freely in English.
Teaching methods:
Brainstorming, task-based teaching method , heuristic teaching method , group work.
Teaching aids:
a recorder, a computer, and blackboard
Teaching procedures:
Step1. Greeting and reviewing.
Greet the class as usual.
Ask: what we can celebrate in our life? Get students to answer using the key words in warming up. eg, Graduation, a birthday, Christmas, passing an exam, winning a scholarship, a sporting victory, the Mid-Autumn Festival, the New Year, a wedding, Halloween, the Dragon Boat Festival
Step2. Leading-in.
Show students many pictures of different seasons on the screen , asking: What?s your favourite season? Why? Help students answer using the words that they have already learned. Then ask: What festivals happen during your favourite seasons? Show more pictures about different festivals on the screen to help them to answer.
Students can work together to answer this question. Eg,
T:What is your favorite season? What festivals happen during your favorite season? ( have a discussion) (S1: I liker summer. There are Children?s Day, Dragon-boat Festival and Mother?s Day.
S2: My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas Day. S3: ……
T：Well done. Thank you.
Explain the differences between Day and Festival.
Step3.While-reading
Activity1.Fast-reading
Get students to read the text quickly, match the pictures with the festivals.
Activity2. Guessing.
Show some describing sentences on the screen to let students read and guess the names of the three festivals .
Activity3. Careful-reading
★ 8年级英语教案
★ 英语教案反思
★ 小学英语教案
★ 初中英语教案
★ 初一英语教案
★ 幼儿英语教案
★ 高中英语教案
★ 八年级英语教案
