教英語的教案精選5篇

通過教案的寫作能夠讓自己的教育工作減輕負擔，我們只有保持認真的心態，才能寫好教案，本站小編今天就為您帶來了教英語的教案精選5篇，相信一定會對你有所幫助。

教英語的教案篇1

課題：unit 7 happy birthday

重點：happy birthday! 。

how old are you?及相應的回答 。

難點：i’m… 中 音的提示。

how old are you? 與how are you? 的區分

教具準備：

1 教師準備數字1—10的單詞卡片。

2 教師準備教學錄音帶。

3 教師準備let’s talk部分的課件。

4 教師準備過生日用的蠟燭、氣球、生日蛋糕圖片等。

5 學生準備骰子。

教學過程：

1 熱身、複習 (warm-up/revision)

（1）教師出示數字類單詞卡片，學生認讀卡片。

（2）複習a 部分的 let’s do 。

（3）遊戲：學生一個接一個的說數字1—10 ，教師隨時拍手說：stop 。說到哪個數字，如： seven 大家就一同重複此數字 seven 。

2 呈現新課 (presentation)

（1）教師播放let’s talk部分的情景課件。

（2）學生在課件中的熟悉的過生日的情境中學說happy birthday to you! ，瞭解詢問年齡的用語及回答how old are you? i’m… 。

（3）教師播放let’s talk部分的錄音，學生跟讀句子。

（4）教師為學生創設過生日的情景，告訴學生：今天要給在本月過生日的同學共同開生日聚會 birthday party 。老師已準備好蠟燭、氣球。

教師在黑板上貼上生日蛋糕的圖片，並畫一些花邊來點綴黑板。請過生日的學生做到講臺前。同時播放歌曲 happy birthday to you! 全體學生向過生日的同學表示祝賀 happy birthday to you! ，並詢問每個過生日同學的年齡 how old are you?

（5）教師在此時提示學生在西方不可以隨便問女士年齡，否則被視為不理貌的行為。

3 趣味操練 (practice)

（1）讓學生兩人一組，練習口語對話，要求用上how old are you? i’m… 。

（2）讓學生按小組分角色表演對話內容。

（3）遊戲：擲骰子，說年齡

教師讓學生兩至三人一組一起擲骰子，一人先問how old are you? ，對方回答i’m… 。方法同let’s play 部分的圖片。

4 課堂評價 (assessment)

做活動手冊本單元第1 部分的練習。

5 擴充套件性活動(add-activities)

教師把學生帶到室外，做擊球說年齡的遊戲。將學生分為3—4組，每組圍成一個圈，每圈的學生分一個氣球，學生做擊球活動，當教師大聲問道：how old are you? 手中拿到球的學生則回答問題 i’m… 。

板書設計：

unit six happy birthday

happy birthday to you! 生日蛋糕的圖片

how old are you? i’m…

教案點評：

本課時通過lets talk 和 lets play 兩部分內容，學生學說happy birthday to you! 學習詢問年齡及其回答的日常用語how old are you? im...。

教學過程中，教師通過為學生創設情景---- 分小組為學生們開生日聚會，使學生更真實的操練，體會交際的感受。最後通過學生表演對話、遊戲和活動，鞏固所學的知識。教師在為學生創造語言情景的同時，教學方式靈活多樣，注重發揮學生的主體地位，取得的效果較好。

教英語的教案篇2

一、活動目標

1、培養幼兒對於英語的興趣，讓幼兒樂意參與英語活動

2、在教師的帶領下，讓幼兒瞭解動物cat 和dog 的英語名稱

3、通過活動促進幼兒交往能力與初步的合作能力

二、活動內容

聽懂、會說單詞cat 和dog

三、活動準備

貓和狗的的卡片、貓與狗的頭飾、黑板、錄音機等。

四、活動過程

1、用英語問候師：hello!引導幼兒模仿說“hello”

師：ok， i’m jojo，when i say “hello” to you, you can say “hello, jojo!”

(對給回答得好的幼兒“give me five!”,運用誇張的肢體動作吸引幼兒的注意力和興趣)

2、熱身運動師：let’s warm up! listen to the music. let’s say “music”(做朝向錄音機的動作)師生共做表演 “follow me”

3、單詞呈現(1)cat師：今天我們班上來了一位新朋友，讓我們猜猜它是誰?將卡片藏在黑板後面，露出一點，直到猜出才顯示卡片單詞呈現方式：卡片(用不同的部位擊打卡片並說出單詞)，捉迷藏遊戲(小貓跟我們玩躲貓貓遊戲，幼兒眼睛閉起來，引導幼兒朝不同方向念單詞，叫cat出來)(2)dog引導幼兒猜測是不是在簾子後，教師進去看一下，發出“汪汪汪“的聲音，引出”dog”

單詞呈現：chant “dog dog 汪汪汪”;卡片

4、遊戲小貓哪去了，小貓告訴老師，只要和老師一起跳著喊，他就會出來了，鑽山洞：選出兩個小朋友做橋墩，鑽山洞的小朋友(第一個帶上頭飾)要邊念單詞邊鑽，引導還沒鑽的幼兒一起說，讓每一位幼兒練習說;鑽山洞人數不可以多。

5、結束活動：今天我們認識了cat 和dog，在音樂聲中和cat，dog說再見。

教英語的教案篇3

phrases for unit 1 module 1

unit 1 school life best way to do / of doing sth

the differences between…and eve high grades/ success

of / about sb/sth 37.a bit challenge

3.(be) at ease with first

happy with sb / sth d… (in) doing

(the ) average the end of this month

to do sth doing

used to doing sth well (as )

free by word

as the beginning of …

urage sb to do sth rding to…

oduce a to b t of all

sth on (to ) sb. like eating desserts

available for k of

14.(be) far ( away) from n about

sure that…. quickest way to get to the canteen

uate from straight on

doing late for…

the internet interested in

te sth to sb lop an interest in

et to do sth the chance to do sth

et doing sth ead of (doing) sth

rm sb of sth attention to

are for … as possible

preparations for sh doing

preparation for are …with

… for preparation et to do

responsible for et doing

made up of s sung by the students

ist of to do / doing

up with …out aloud

to do something done

doing

usual / as usual

nd assembly

unit 2 module 1

… in mind

up … tidied up

e sb to do sth n …up

unpleasant experience er…or

’t wait to do… …. at all

5. be supposed to do for sth

gong/ missing /lost the moment

with… se to do …

8. deal with st on doing

e sb in charge 45. be to do …

10. be in charge of present

like an adult ent doing

ct sth from sb 48. prevent … from doing

unpunished w sb to do…

out doing

sth done …with

… any more t at

rve to do crazy

hard on… y time

rude to … 55 forbid …from doing

different from… 56. search for

21. than ever (before ) e .. doing

sb do te sb to do…

if that…

out being punished like doing

25. should have done the form of…

ain to sb sth/ that… est doing

one’s holiday / vocation

e about sth with sb

29. a little bit expensive

30. be proud of

up

r all

…up with…

fact

doing

unit 3 module 1

doing …

sb doing…

e sb to do ….

from

weeks

e times a week

out

slim

ashamed of…

weight

doing

et doing

ow sb’s advice

amazed about

on diets

n from

secret

fit

effect

ke what jeff said

the way

22. join sb in sth

do …

surprised to do…

are sb for…

26. as a matter of fact

no time

g with

cross

the long term

out

dying for sth/ to do sth

unit 1 module 2

page 1 page 7.

1. a sunken ship 31. dream of

2,run into true

3. reason for building the pyramids 33 separate…from…

4. believe in off

page 2 page 11

up far

6. search for …done

missing page 18---19

to said to be hairy

use of after

out late average

up=turn up prints made by men

next day /next day e do

fact d have done

15. did return home me convinced

… doing/do one’s way to…

straight home the chance to …

on sentences’ structures:

rding to… foster was surprised that his son did not

ide the window tell anyone that he was staying out late.

page 3 2. however, police found that justin did in fact

moon return home on friday night .

22. strange looking creatures with large black eyes esses also say they saw justin walking towards his home at 10.45 p.m.

that/ so …that…

research on

out

into

up

charge of=be in charge of/ in the charge of

at…

up

unit 2 module 2

p 22 -23 an animal to sit on make a fire

be busy doing… lose one’s way

spend… (in) doing run out

be ready to do… a piece of equipment

on camels/ by camel when needed

be the size of … p 28 over a period of time

sleeping bags p 31 be disappointed at…

so that (conj) in total silence

on clear nights (prep) at dawn

in the dark (prep) p33 look out for …

in case (conj.) at the foot of…

in case of …(prep) p35 up to $ 2,000

in that case (prep) in total

turn upside down p 38

get turned join together

including cows’ blood reach to the sky

close to…. stay young

as …as possible be covered with…

worry about…. feed on…

refer to…. in harmony with

p 25 can’t wait to do… provide …with…

sound like…

look forward to doing…

be worth doing…

p 27 as well

1. i’ll bring a torch with me so that i’ll be able to see in the dark.

2. you have to wear special clothing just in case your raft gets turned upside down or sinks.

3. we’ll try to get as close as possible to the animals, even though they’re dangerous.

4. the weather report says that it will be raining when we arrive in london.

5. as you can see, my schedule for june is full and i cannot go to london for the festival.

6. lakes , surrounded by vast grasslands, look like jewels.

unit 3 module 2

p 41 within seven years

of all time have something/nothing to do with…

have an effect on… at the age of

p42 result in/ result from

during one’s lifetime in advance

teach sb to do … based on…/ base…on

be curious about p 45

at the age of … pay off/ back/for…

set sail (for….) make a great contribution to…

search for later on

be known as… p50

a city called luxor set foot on…

as well as /as well at full speed

by the 1920s pay (little/ much ) attention to…

right away p58

upon doing… in orbit

fall ill not only… also

lead …to / lead to win somebody something

p45 in control

fall ill with a fever be proud of

at the moment of… look up to …

hear of… manage to do...

the following day

die of…

shortly after….

sentences :

the time we left, it was empty.

upon entering the tomb, carter’s lucky pet bird was eaten by a snake.

p43 if breathed in, the viruses can result in illness or even death.

what is certain, though, is that the mystery of tutankhamun’s tomb has never been fully explained.

p58 born in 1965, yang liwei has wanted to fly since he was young boy.

the team spent the next five years being trained.

it was his high scores on the psychological tests that finally won him his position as china’s first astronaut.

unit 3 module 3

be known as

take over

continue to do…

turn to …

be covered with/by

a pair of binoculars

be off to …

by the time…

together with….

prevent …from….

be involved in…

brush away

prepare oneself to do…

in good condition

carry out

lead to…

on board

in memory of….

be in use

in return for….

once again

no more

in the following hundred years

arrange for…

go on a cultural expedition to….

run through

refer to….

pay attention to…

have the chance to do/ of doing….

throughout the world

focus on….

in history

unit 1 module 3

page 2-3 that far lose sight of…

glance at continue doing

in sight sweat with fear

set off all of a sudden

by the time ring out

feel a rough hand brush her face page 16---17 work out a plan

feel here heart beating with fear be used to do …

wish for according to…

hold her still a chair to sit on

reach out ( for …) fall asleep

stare (up) at look up (at …)

rest on … bang into

watch out (for…) in a beautiful dress

be off offer sb sth

a fog this bad page 18 mainly because

pay back the chance of being attacked by a shark

get across the road feed on..

except in a fog like this be known as

have … in common find out

page 5 follow one’s advice be fit to do…

weather that bad the latter type of attacks

be frozen with be likely to do…

believe in over a long distance

page 6 go hungry be attracted to sth

page 9 be related to… the following tips

be linked to… hit… on the nose

a question to be answered stick sb in the eye

page 11 have something/nothing to do with..

overall health as well sign language even if

make the most of at lunchtime sleep deeply manage to do..

rather than +v in the distance be grateful to…

make one’s way to… in the near future

can’t help doing/do 名詞性從句：主語從句 賓語從句

warm 表語從句 同位語從句

get close to

unit 2 module 3

p 22-23 throughout history due to…

so many confusing rules differ from

be made up of as a whole

a language called celtic turn into

mix…with… combine …and/with …

be different from

consist of…

pick up

lift up

contribute to…

take control of…

despite the fact

have an impact on…

result in..

by the latter half of the 14th century

mother tongue

because of…

continue doing…

p 24 take the place of…

p 25 depend on…

p26.a lauge number /amount of…

in addition

take my concerns into consideration

have a word with…

right away

sort out

p 28-29 dream of…

come tre

look up the word

a waste of…

what if.

keep changing

disagree about sth

agree with sb

care about…

keep their language pure

unit 1 module 4

page 1. be aware of, be tired of…

be similar to... be available to….

project hope on sale

page 2 encourage sb to do.. be popular with…

be used to +n/ving ( v) of high quality/ importance/help..

in a day p 8 the following day

do research on… the previous day

share sth with sb over and over (again)

believe in an idea p 13 consider doing

for free be attractive to sb

be intended to do… p 16 regret not having done…

protect ……. up to 6 hours

even if/ even though be bored with….

be proud of… page 18

connect ……. get sb to do…

fall for …. be concerned with

play tricks on … care about

the public get …across

be meant to do…. depend on…

lead better lives appeal to

knowledge changes life

deal with….

live healthy lives

smoking is committing suicide slowly

follow the advice

be smart about….

be supposed to do…

nst…

page 5 offer sb sth

be satisfied with…

trick……

take drugs

keep away from….

persuade sb into doing….

page 6 at low price

unit 2 module 4

save time for 詞彙拓展

in honour of honour n adj adv

from around the world delight n adj adv

come to one’s attention significance n adj

under the name of brief adj adv

recognize …as… athlete n adj adv

get sth doing marry v adj n

be designed to… compete v n adj

come up with peace n adj adv

look out for contribute v n

enter…into… absence n adj

be of great use excite v n adj

call an ambulance asia n adj

meet the requirements move v n

(keep …)under control glory n adj

make way for attract v n adj

hope for orgin n adj adv

take part in act v adj adv n

side by side require v n

break the record practise v n

make contributions to associate v n

play a role in support v n

be popular with… involve v adj n

at least

plenty of

no matter wh-…

be delighted to do

look forward to doing

hope for + n

every two years

compete for…

the opening ceremony

across the world

realize one’s dream

unit 3 module 4

come true end in failure

virtual reality make money

not only…but aslo p 49

pass on at the moment

thousands of last but not least

be connected to on display

give out throughout the week

put forward p 51

depend on set up

last but the not least concertrate on

set up be bored with

be accused of…. accuse …of be disappointed at /by

close down be impressed at/by/with

concentrate on be situated in/ on

in my opinion be surprised at/by

come across p 53

instead of at one time

p 42---43 in my opinion

pass on in worse condition

be connected to p 59

thousands of come across

give out tell of…

add to… recognize …as

upon doing… at a speed of…

not only …but also with the help of….

provide …with…

play the role of ….

put forward

in reality

bring…alive

p 45

take the risk of….

p 46

make a profit

教英語的教案篇4

教學目標：

（1）學生能夠熟練認讀這些單詞： happy, sad, tired, bored, hungry.並能根據情景運用這些單詞描述自己的感覺。

（2）在情景教學中，學生能夠理解句型how do you feel?能夠口頭運用i feel……描述自己的感覺。

（3）在讀詞過程中體會字母及字母組ts/ds/tr/dr/ch/j/dg的發音。

教育學生在學習過程中瞭解他人的情緒和感受，會用英語表達心情，在學習的過程中培養學生的學習興趣。

教學重點：

如何詢問別人的情緒，以及如何表達自己的情緒。

教學難點：

用英語表達情緒的原因。

教學用具：

多媒體輔助教學，單詞卡片，磁帶，錄音機。

教學方法：

採用任務型教學方法，讓學生親身體驗，大膽實踐，積極參與，共同合作交流。情境教學法，創設能引導學生主動參與的教學環境，激發學生的學習積極性，培養學生掌握和運用知識的態度和能力。

教學過程：

一、課前預習

1、小組交流臉譜知識，併合作簡單製作喜怒哀樂等臉譜；

2、交流自己平時遇事的表情。

3、試著讀一讀下列單詞，明確漢語意思

farm,tired,won,ruler,smell

二、自我檢測

?配套練習冊》

三、交流問題

討論最近發生的影響心情的事情。

四、教師指導

1、學生展示製作的臉譜並做簡單說明，如：i’m …

2、listen to the chant,and say:what is he feeling?

3、出示本課單詞讓學生試讀，檢查學生預習成果，同時展開練習。然後單詞訓練小遊戲，讓學生牢固的掌握單詞。

4、說明：每個人遇到不同的事情會有不同的心情，呈現問題：how do they feel now?let’s listen snd find.

5、分析不同心情的原因，學習win---won,help—helped,lose—lost,smell,hungry

6、listen and repeat,then practice.（個人或小組）

7、read and think:how do they feel?

①i lost my cap.i was very .

②my father bought a new kite for me.i feel .

③i have nothing to do.i feel .

④yesterday i didn’t do my teacher was .

8、finish exercise3 on page 54.

9、在讀詞過程中體會字母及字母組ts/ds/tr/dr/ch/j/dg的發音。

10、what have we learn today?（今天我們學到了什麼？）

讓學生大聲對著黑板說出本課學會了什麼。

五、針對性作業

1、read the passage for 3 times.

2、調查老師或同學今天的心情：are you…？或do you feel…？

板書設計：

module 9 unit 2

i feel happy. are you …？

tired. do you feel…？

hungry.

教英語的教案篇5

一、設計思路

1、指導思想

?國小英語新課程標準》倡導學生通過感知、體驗、實踐、參與和合作等方式，實現任務目標，感受成功。針對四年級學生年齡特徵，上課集中注意力時間短，並且好奇心、好勝心以及求知慾強的特點，教授新知時我採用多種教學方法，提高學生的積極性和主動性。讓學生對單詞和句子進行聽、說、認、讀，達到熟練認知的目的;並且根據提示，能寫出簡短的語句。

教育存在於生活當中的各個方面，所以在英語教學中我們要讓學生學會在真實的生活情境中熟練的運用所學語言。我們應該讓更多的學生在學習的過程中收穫知識、體驗快樂，真正做到在“以生為本”的教育理念的指引下，讓學生英語的語言能力、思維品質、文化品格、學習能力得到更好的培養。

2、教學目標

知識目標：能夠理解read and write部分的內容，能熟練地聽、說、認、讀有關服裝和生活用品的單詞以及用來修飾服飾和生活用品的形容詞和顏色詞。能聽、說、讀、寫重點句型：they’re very expensive. they’re too small.

能夠了解並熟練運用句型：they are all five yuan. they’re very cheap. we have many colours for you.

過程與方法：通過任務型教學法，交際法和視聽法等教學活動，抓住關鍵詞，掌握核心句型，並且嘗試複述課文和創編新短文，從而提高學生的語言和學習能力。

情感態度與價值觀：讓學生樹立正確的金錢觀，教育學生在平時生活中要節約用錢，不要亂花錢，要體諒父母掙錢的辛苦和不易。

3、教學重、難點：

教學重點：聽、說、認、讀有關服裝類單詞以及重點句型：they’re very

expensive. 和they're too small.

教學難點：名詞scarf的複數形式及其正確發音。

二、教學準備：

1、學生準備墨鏡、手套、雨傘、圍巾等東西。

2、教師準備本課課件、單詞圖片等東西。

三、教學過程

step 1：warming up and revision(熱身互動，自然匯入)

1、let's sing together.(how much is that doggie in the window?)what’s the meaning of “sale”? 板貼單詞sale並解釋。

(設計意圖：在本單元let’s sing的歌曲中開始本節課，可以調動起學生學習的興趣，並且在歌曲中有本課的生詞sale,在學生唱完後老師可以直接講解。)

2、today is sunday, my friend and i want to buy some new clothes, so we go y we will learn unit 6 shopping part b read and write. follow me, three times, ok?(揭示課題)

(設計意圖：在情景對話中很自然的匯入新課，讓學生可以很快的融入英語課堂的氛圍中，大大提高了學生的學習效率。)

3、now, look, this clothes shop, there is a big surprise for us, because all of the things are on sale(50% off), look, what are these? coats, sweaters, shirts, hats and so on. what colour are they? red, yellow, pink, blue and so on.

(設計意圖：用本冊書第五單元clothes shop的圖片，通過創設情境和提問，讓學生複習顏色和服裝類的單詞，為學習後面的內容做好鋪墊。)

step 2：presentation(呈現新知)

1、now, when we want to go to hainan to travel, what should i buy? sunglasses, we want to go to ha erbin to travel, what should i buy? scarves, gloves.

(設計意圖：在這裡我讓學生書空學寫單詞，並強調其複數形式，讓閱讀教學做到詞不離句，句不離詞，為後面的教學起到了很好的鋪墊作用。)

2、general reading: now，please open your book and turn to page 63, first read this passage by yourself and then circle which things are on sale.

(設計意圖：第一遍讓學生自己略讀，根據自己的理解，圈出特賣的商品名稱。通過問題引讀，讓生自己略讀文章，圈出關鍵詞，可以幫助學生快速瞭解文字大意，抓住關鍵資訊。)

3、detailed reading:

now, look, what’s the meaning of “too”? for example, i’m a student. he is a student, too.

and what’s the meaning of “more”? for example, my car is da zhong. my car is expensive. my friend--tom’s car is ao di. so tom’s car is more expensive.

what’s the meaning of “us”? we have learned “let’s go!”so let’s go!=let us go!

now let’s read after the video sentence by sentence three times, ok?

then i’ll ask ss “are the sunglasses cool? is this scarf red? is the umbrella nice?”等能用yes/no來回答的簡單問題。

(設計意圖：第二遍讓學生細讀，在讀之前，我把文中的生詞用圖片和例句的形式在課件上展示出來，讓學生可以直觀的感受到單詞的具體意思，為接下來的學習打好基礎。細讀可以幫助學生更細緻的理解語言知識，掌握新的詞彙。)

4、read and answer:

now let’s read it by yourself and answer the questions after the passage,“how much is the red scarf? how much are the sunglasses? is the yellow scarf expensive? are the umbrellas cheap?”等問題。

(設計意圖：有了前面的略讀，細讀，第三遍讓學生再讀一次，並且回答文章後面的問題，這時候就顯得容易多了。通過用問題引導學生回答，啟用學生思維，拓寬學生思路。)

5、can you retell the passage? let’s have a try together!(邊複述邊板書思維導圖)

(設計意圖：老師和學生一起嘗試著複述這篇短文，邊複述邊在黑板上畫出簡單的思維導圖。思維導圖的目的是讓學生根據提示，根據自己的理解，可以很快的複述出文章，甚至達到背誦的目的。)

step 3：practice(鞏固操練)

1、play in a role(角色表演)

labour day is coming, in the market many things are on sale. do you want to buy something? now, look, i’m assistant. who wants to be customer?

教師先當售貨員，讓學生當顧客，看看售貨員和顧客是如何交談的。

(設計意圖：創設五一商場打折的情景，讓學生扮演售貨員和顧客，學生的學習興趣大大的增加了，也讓他們把本節課的學習內容運用到了實際生活中，真正做到了學以致用的目的。)

2、now make a dialogue in your group.

把全班分成若干小組，首先讓小組長先當售貨員，其他學生當顧客，用他們自己帶來的東西來買賣，讓他們在小組中練習並彙報表演。

(設計意圖：古人云：“授人以魚，不如授之以漁”。讓學生在具體的情景中正確的運用今天的核心句型，教給學生正確的學習方法，培養學生的自學能力是創新教育的關鍵所在，並且讓生在小組中學會與他人合作的能力。)

step 4：production(拓展運用)

1、can you write a new passage for us? let’s have a try together. ok, now who wants to have a try.

(設計意圖：學生通過之前的反覆練習與複述，在文字框架的提示下，學生替換關鍵詞，就可以很快的編寫一篇新的短文。)

2、look, what are these? they are sunglasses. how much are these? they are 500 yuan. they are very expensive.

now, look this pair of small gloves, they are too small for my big hands.

教師用眼鏡和手套的圖片來引出本節課的核心句型並板書。

3、now, draw your shoes and write a sentence on your book.

(書寫時嚴格遵循“三要原則”：句子開頭首字母要大寫(capital letter) 單詞中間要有空格(space) 句末要有標點(punctuation, eg. comma or full stop)。)

step 5：summary and homework(總結和作業)

1、summary:

in our daily life, we should save our money, don’t waste money, because our father and mother work hard everyday.

(這節課通過情境教學法讓學生學會了如何表達想買什麼東西，讓學生在平時生活中注意培養正確的金錢觀。)

2、homework:

retell this passage to your parents.

try to write a new passage.

(設計意圖：這裡佈置了兩個不同層次的作業，基礎薄弱的學生可以只完成第一個作業;基礎好的學生可以只完成第二個作業。分層次佈置作業，可以更好的調動學生的學習積極性，可以更好的完成教學目標。)

四、板書設計

unit 6 shopping part b read and write

how much are the sunglasses?

they are 500 yuan.

they are very expensive.

五、教學評價

適時有效的教學評價，可以大大鼓勵孩子們學習英語的興趣，也提高了學生的學習效率。所以在本節課我採用了以下的評價內容和方法：

1、評價內容：評價學生單詞的發音：如scarves,umbrellas等。評價學生分角色表演的情景劇。

2、評價方法：教師用激勵的語言評價學生的表現：如good、perfect、excellent、good job等。教師也可用激勵性的手勢表揚學生與學生互動：如give me five、give me ten.學生用激勵性的手勢評價同學的表現：拍手加鼓掌並說good、good、very good.

六、教學反思

優點：本節課是我第一次嘗試閱讀教學，課前準備了很長時間，還算順利的把這

節課講了下來，學生上課聽講很認真，課堂紀律很好。

不足：由於我教授閱讀課經驗不足的關係，也可能由於這節課是本冊書的最後??

節新授課，儘管我課前給他們教了第五、六單元的單詞和句子，但是由於

學生知識生疏的原因，導致上課的氛圍不是很好，學生的學習積極性調動

不起來。

改進：如果我下次再教本課的話，我一定給學生把之前相關的知識紮紮實實的教

一遍，這樣就不會再出現這節課的這種情況了。