英语教案范文全英文版通用7篇
下面是范文网小编收集的英语教案范文全英文版，供大家赏析。
Goood moring, I'm glad to interpret my lesson here . The lesson plan I am going to talk about is Part A let's learn of unit1 PEP Primary English book7. I will explain how to teach and the reason for doing this from following aspects.
Ⅰ analysis of the teaching content.
Ⅱ ways of teaching and learning .
Ⅲ teaching procedures
Ⅳ blackboard design
V assessment
Now Let’s focus on the analysis of teaching content. It can be divided into 3 parts as followed: the status and the function, the teaching objectives , the main points and difficult points, I’ll talk about it one by one.
This lesson is the first lesson of unit 1, book7 . It includes two parts: Let’s learn and let’s play. In section 1, it mainly deals with these key phrases: on foot, by bike, by bus, by train, by subway. And in section 2, it provides a game for the Ss to prastise the patterns: How do you go to…? And the answer: I go… by../ on foot.
Our students have already known some vehicles in the daily life. It’s not difficult for them to understand and use these words . If students can learn it well, it will help students to learn the rest of this unit. So, I set the following aims:
The first is language objectives
To make sure that students can read, recognize and use these key phrases :on foot ,by bike,by bus,by train skillfully.
The next is ability objectives
(1) To develop Ss’ abilities of listening and speaking.
(2) To train the Ss’ ability of working in groups.
moral objectives
(1)to help students know some vehicles and comprehend the traffic rules
(2) To foster Ss’ consciousness of good co-operation and proper competition.
The main points and difficult points about this lesson is:
(1) To make sure that Ss can use these key phrases correctly and skillfully.
(2) To enable Ss to study in groups and co-operate skillfully.
(3) To develop Ss’ interest in English.
Difficult points
To help the Ss ask and answer the question “How do you go to…?
part Ⅱways of teaching and learning
As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey”How do you go to school?” to help Ss to get a better understanding of the key phrases. I will arrange these activities: guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, will be needed.
partⅢ teaching procedures
I’ll finish this lesson in five steps.
step1 lead--in activities
I will begin my class with "drawing and guessing" game, just like this : I show students some vehicles such as bike ,bus ,jeep which they learned before by "Stick Figures" and ask them guess what’s it.
Purpose: It is important to form a better English learning surrounding for the Ss by guessing game. and at the same time it provides situations to review learned knowledge for the next step.
step2 prestentation
Now I’ll mainly talk about this step.
1、first there is a Free talk between T and Ss. For example: I show many pictures of beautiful cities and ask students some questions, such as "do you like this city?where do you want to go ?"and help Ss to answer them with "by train ,by plane,by ship".
By the way, I show the picture of a school, and say“ I go to schiool by bus” ,Ss read this sentence. do the actions and ask "how do you go to school?",show many pictures of tools such as ,on foot by bike ,by bus to help students answer my question one by one.
To present the key structures one by one is much easier for the Ss to learn and grasp the meanings.
2 With the help of the CAI I set a situation to help Ss understand the way of using these key phrases:
A boy is coming, who is going to school. He says: I go to school by…Then play the sounds of bus, bike ask students to listen carefully and tell “I go to school by…" according to the different sounds, by the way , I present another new phrases:by subway
Purpose:Make Ss use these new phrases with sentence structures, to help Ss use the language in a real situation.
step3 practise
3 I order to make every student read these new phrases correctly, I design a "drill "in this step, I show cards as soon as possible ,students should read the words quickly and spell them. Then I ask 'How do you go to school?'students answer "I go to ......"also I will quicken the speed to ask .
The purpose is to draw the whole students'attention to the spelling of the words
4 After this, I ask Ss to do "Let's play " in fours. They use places cards and vehicle cards, ask and answer:How do you go to …? I go to … by…”
5, If Ss can ask and answer expertly, I will ask them to make a short dialogue.
the purpose of this is to help students to learn those sentenses through a ture situation and make the dialogues in order to check if Ss can usse these key prases、sentences structures skillfully
step 4 consolidation
let students do a survey about "how do you go to school?"and the table like this :write down names and tools another Ss choose
Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.
step 5 homework
ask students to collect other kinds of transport tools through the library ,computer.
the purpose of this is to stimulate the interest of learning english and to wide the students'knowledge
step6 blackboard design
my blackboard design like this :on the left Ishow the phrases:on foot,by bus.......on the right there are many sentences:how do you go to school?I go to ......"
step 7 assessment
due to the students'age ,I make every students work in class through many activities in order to stimulate the students'interest and provide they a wide thinking room. I make students learn this lesson very well through desiring scene statues
that's all,thank you for your listening !
Recycle 2
Recycle 2 教案（英文版）
Teaching aims and demands:
1.复习第4-6单元所学的会话，要求学生能在实际情景中运用。
2.能听懂，会说本单元涉及的水果，玩具等方面的单词及一些常见的形容词，并能用英语进行简单描述，能按指令做游戏。
3.熟练掌握26个字母的发音及拼写。
The first period Teaching topic: Let’s act.
Teaching aims: pupils can read the new sentences. pupils can read the dialogue.
The key points: The pupils can read the dialogue.
The difficult points: The pupils can use the sentences correctly. Teaching tools: pictures, cards, headgears and tapes. Teaching times: one period Teaching steps:
/Revision
the songs.“An Apple a Day” and “They Are in the zoo.” the cards to revise the fruit and animal words. to the the contents of the dialogue. the words: get, carry, count, eat, strong.
the dialogue and answer the can get the apples? What can the elephant get? How many pears are there in the picture? How many peaches are there in the picture? Who has a peach?
to the tape and read the dialogue. the dialogue in groups / by themselves. the fruit words.
and write the numbers.(on page 41 of activity book) activities
to the tape and read the dialogue. a dialogue in fact.
The second period Teaching topic: Let’s play. Find and draw. Listen, colour and say.
Teaching aims: pupils can find and draw the words. pupils can listen and colour the say the chant. The key points: The pupils can find and draw the words. The difficult points: The pupils can listen and colour the say the chant. Teaching tools: pictures, cards, and tapes. Teaching times: one period Teaching steps:
/Revision
the songs.“An Apple a Day” and “They Are in the zoo.” the chant in Unit6.
: the fruit and animal words. the colour the colours.
and and say like this: The elephant likes bananas in the blank. , colour and to the tape and ask and answer: What can you find/ see in the picture? What are they? Then colour the picture.
and stick the say like this: The elephant likes bananas.
and answer: What colour is it? It’s the boat purple/ pink? Yes, it , it isn’t.
the sentences: Where is it? It’s in/ on/ under --- , match and draw.(on page42 of activity book.) Step5 Add activities Play the game after cla.
The third period
Teaching topic: Let’s ’s sing.
Teaching aims: pupils can make a keyboard. pupils can sing the song.“A B C Song” The key points: The pupils can make a keyboard.
The difficult points: The pupils can sing the song.“A B C Song” Teaching tools: pictures, cards, and tapes. Teaching times: one period Teaching steps:
/Revision
the songs.“An Apple a Day” and “They Are in the zoo.” the chant in Unit6.
: the fruit and animal words. the colour the colours. the letters from A to Z.
’s sing the song.“ A B C Song.”
’s : , what’s this? Do you know? It’s a read after me , a keyboard.
’s make a keyboard together.
’s make a keyboard. the keyboard game.
’s sing the song.“ A B C Song.” the 26 letters.
, connect the dots and say.( on page43 of the activity book.) the 26 letters. activities
Play the keyboard game after cla.
Unit 1 Lesson 3
Part A Let’s say, Let’s chant Part C Culture
Teaching Aims :
1. Be able to listen, say, recognize the words: apple, ant, boy, bag, Coke, coffee.
2. Be able to listen, say, read and write these three letters: A a; B b; C c
3. Through the chant review the letters of ABC, train a sense of group identity.
Focus Points & Difficult Points :
Read the letters: Big letter C, small letter c; Write down them correctly and handsomely.
Teaching Preparation:
1. Letter cards ,some word pictures, word cards: apple boy eraser ant crayon body head cake Coke coffee bag ball
2. A little blackboard with four-line format and a ball.
Designing for the blackboard:
panda beaver eagle kangaroo (pictures)
China Canada America Australia (words)
Teaching Steps:
Step1. Warm –up
1. Sing a song.
2. Free talk
T: Hello. I’m Wendy. I’m from Hangzhou.
S1: Hello! I’m ... I’m from Hangzhou,too.
T: Nice to meet you.
S: Nice to meet you, too.
T: Let’s play. Ok?
S: Great!
T: Watch out! (T throws the ball.)
S: Oh, no.
Make a similar dialogue with your partner.
1. 1)T : Today, we will learn letters. Do you know letters? Just as A,B,C…… They are letters. What’s the meaning of letters?
S: 字母。
T: Great! A is the first letter. ( T shows letter A.)
T: A a↗↘ S: A a↗↘
T: This is big letter A. 大写字母A。
T: Big letter A. S: Big letter A.
T: Let’s make a big letter A. (With the hands)
Run two trains: Big letter A. (With the hands)
T: This is small letter a.
T: Small letter A S: Small letter A.
T: Look at this girl’s head. It’s a small letter a.
小a, 小a, 小翘辫。
Run two trains: Big letter A, small letter a.
2). T draws an apple: What’s this?
S: It’s an apple.
T draws an ant beside the apple: What’s this?
S: It’s an ant.
T: A for ant, / /,/ /, / /.
A for apple, / /, / /, / /.
2. Teach B b, C c like above.
Pay attention to the pronunciation of c.
Use right hand to make a c.
B for boy, /b/,/b/,/b/.
B for bag, /b/,/b/,/b/.
C for Coke, /k/,/k/,/k/.
C for coffee, /k/,/k/,/k/.
Step 3. Practise.
1. Game: Find out the letters we’ve just learned.
apple boy eraser ant crayon body head cake Coke coffee bag
ball
Read as: apple, small letter a.
) T: You’re so smart. You can read them. Now, let’s write them down.
Look at the blackboard.
T: First, let’s write down big letter A. One, two, three. Now, Let’s try together. Show me your finger.
S: My finger.
T& Ss: One, two, three.
T teaches the writing of small letter a.
2) T: Everyone has his home. Where is A’s home?
Here it is. (T points at the four-line format.)
T: This is letter’s home. This is the first floor. Then the second floor and the third floor. Big letters A lives in the second and third floor.
Let’s write down it. Show me your finger.
S: My finger.
T & Ss: One, two, three.
T teaches the writing of small letter a in the four-line format.
Write them on your exercise book.
Teach the writing of Bb, Cc.
3. Lets chant.
1) Read after T.
2) Say with the tape.
3) Say by yourself.
4. Culture.
T writes down:
T: March 8th is Women’s Day.
Yeah，妇女节。
T: On that day, you should say “Happy Women’s Day” to your mother.
You also can pour a cup of tea, then say “ Have some tea, mom.”
T&S act like mother and son/ daughter.
S: Ding dong.
T: Come in, please.
S: Happy Women’s Day!
T: Thank you.
S: Mom, sit down , please.
Have some tea.
T: Thank you. My dear daughter.
Step4. Assessment.
1).Complete the writing of letters and exercise on the activity book.
2) Make letter cards of A\B\C.
Think it over:
Period One
Teaching contents: Part A let’s learn & let’s play
Teaching aims:
1. To enable the students to master the four skills phrases: on foot，by bike，by
bus，by train, by plane，by ship，by subway
2. To enable the students to ask about the ways of traffic with the following
sentence patterns: How do you go to school? Or How do you go to
Canada…?‖And answer with―I go by…‖
Teaching focus:
To master the four skills phrases: by train, by plane, by subway, by ship, by bike,
on foot
Teaching difficulty:
To differ ―subway‖ from―train‖
Teaching methods:
Communicative Approach
Teaching aids:
1. Word cards
2. Tape recorder and tape
3. Multi-media player
Teaching procedure:
1. (Warm-up)
Greeting: Good morning , class !
Glad to meet you again. How are you?
What day is it? What ‗s the date?
What‘s the weather like today?
2. Presentation
Show a picture of bus
T: What‘s this? S: It‘s a bus. T: I go to school by bus. How do you go to school? (Show a picture of bike and help a student to answer with ―I go to school by bike.‖)
(In the same ways)Teach ―by subway‖ and ―by train‖ ―by ship‖ ―by plane‖ ―on foot‖.
Subway: It's an underground railway in a travels very can see subway in Hong Kong, Beijing, Shanghai, Gongzhou…
Explain the differences between subway and train
Pay attention to the pre. ― by‖& ―on‖
3. Play games
Ask one S to the front and stick the word cards next to the phrases written on the Bb when T read the new phrases quickly and the other Ss put up their cards. The one who reflect fastest and correctly is the winner.
4. Listen to the tape of Part A Let‘s learn and follow it.
Pay attention to the tone and pronunciation
5. Practice: Let‘s play
T Offer many places (the USA. England Australia Hong Kong Shanghai Guangzhou the moon…) and traffic ways (by car/ taxi/ bus… on foot) Ss practice with above places and ways in pairs:
A: How do you go to school?
B: I go to school on foot .
Encourage the Ss to make up as many sentences as they can.
6. Spelling competition
Divide the class into tow groups. Show the pictures of traffic tools and ask Ss to spell the phrases. The first one who puts up hand gets the chance to spell. The group spell out more phrases are the winners.
Homework
Copy the new words and phrases
Finish Page1 of the AB
初中英语教案设计
Unit 1 Have you ever eneterd a competition? 教学内容：1.让学生学习和掌握现在完成时的用法 2.教学生学习新词汇，句型和语法
3.解释并举例说明现在完成进行时主要形式【have/has V-ed】 教学目标
1.词
汇
和
短
语experience,ever,competition,airport,capta-in ,country,take off,come true,more than 关键句: Has she visited China before? -No,she hasn’ I sent her a DVD and she’s watchd you ever entered a competition? -No,I haven’ do you reakon? It sounds brilliant! 3.学习和掌握语法;The present perfect tense 教学重点
:cabin, stewad, reckon, brillnt :on ,in , 教学难点
The present prefect tense[Have/has done] Has he visited China before?---No,he hasn’t.教学目标
learn new words listening and speaking sentence 教学策划
Listening,reading explaining and practicing 教学流程
英语教案范文全英文版【篇1：英文教案格式范例】
教案
科目：unit eight ：slavery gave me nothing to lose
教学目的：this paage looks into racial problems from a different the black like to attack the discrimination against them, but the author from her personal experience comes to a different conclusion in a positive way.教学重点：study the language points and the western racial culture.
教学方法： communicative teaching, free discuion and interaction.
教学过程：
1， warm-up activities(15 minutes)
the text (30 minutes)
studies of the text (50 minutes) and exercises (25 minutes)
作业：how to bring facts to life？ and after-cla reading..
辅助手段：multimedia software
教学内容：
activities introductory remarks:
step 1: show some pictures and watch a video, discu in groups.
step 2: group discuion:
1).what have you heard about the black in the states.
2).have you ever experienced discrimination on a personal level?
3).what are some things people can do to eliminate discrimination and prejudice?
4).is there something we can do to protect human rights? the text
the structure of the paage.
the three main parts: childhood experience, consciousne of her skin color, reflection of being a black. the social iues of the us; how to achieve succe out of unfavorable situation 3 detailed studies of the text
词组知识概要：
be again peer at
get pleasure out of
give of sth. suffer a huge change
one’s elbow
company with
1 be bent under the weight of
部分内容详述：
to/till/until () until 直到…
up to now, mr scott has sent a great many requests for spare parts and other urgent meages from one garage to the other.
到目前为止,斯科特先生从一个汽车修理部向另一个汽车修理部发送了大量索取备件的信件和其他紧急函件。
everyone works, from the lift boy up to the president.
从电梯工人到总经理人人都工作。
occupied with, especially devising or scheming 忙于 what are you up to?
你在忙什么?
()
excluding or tending to exclude排他的
the hotel charges $20 a day, exclusive of meals.
饭店每天收费二十美元,不包括用餐。
this is an exclusive white residential area.
这是一个纯粹的白人居住区。
the reporter had an exclusive interview with the nobel prize winner.
那位记者独家采访了那位诺贝尔奖得主。 clud, clus: close conclusive exclusion
exclusionary exclusive inclusive recluse reclusive seclusion include exclude occlude preclude
paing (1)
by the way; casually; as a matter of second importance顺便提起
he mentioned in paing that he had been there once.
他顺便提到他曾经到过那里一次。 off (7)
stop suddenly, as in speaking 说话时突然打住 discontinue (a relationship) 断绝（关系）
we had to break off our discuion, because it was getting late.
时间晚了，我们被迫中断讨论。
in my view, you should break off with jim.
依我看，你因该终端和他的交往。
常用词组：
break down失败;故障 break in训练, 闯入, 打断 break into 破门而入, 侵占
break up 打碎, 破碎, 分裂, 结束 break out 突发, 爆发, 叫嚷 break through 突围, 突破 of (3)
give money, time, a way that seems generous; to devote or contribute: (慷慨)给予; 奉献，贡献,
we’re very grateful to all the people who have given of their time.
我们对所有付出时间的人深表敬意。 she really gave of her time to give of themselves to improve the quality of education.她确实抽出时间来帮忙。为了提高教育质量，他们奉献了自己。
give off: to send forth; emit 发出，释放出 the food gave off a bad smell.
食物已经发臭了。 (8)
a predisposition to think, act, behave, or proceed in a particular way 脾性：思想、行为、举止的一种倾向
his tendency to utter acrimonious remarks alienated his roommates.
他老是说话尖刻,使同寝室的人和他疏远了。 he has a tendency towards peimism.他有悲观的倾向。
tend v..倾向;易于[(+to/towards)][+to-v] he tends towards selfishne.
他有自私自利的倾向。
she tends to get angry when others disagree with her.
别人不同意她的看法时,她很容易生气。
one’s elbow ()
nearby, close by在(某人)手边
she stayed up all night writing the paper with a pot of coffee at her elbow.
她熬了一整夜写论文,身边放着一壶咖啡。 up to the/ones elbows 非常忙;深深卷入
she was up to her elbows in preparing dinner when the doorbell rang.
门铃响时她正在为准备晚饭忙得不可开交。 for ()
偿还, 赔偿
hell have to pay for what he has done.
他将为自己所做的一切付出代价。
i think it is right to pay good for evil.
do you know how much he paid for the spectacles?
those urban planners who are blind to this point will pay a heavy price, which they cannot afford it.
那些城市的规划者们如果忽视这一点，将会付出他们无法承受的代价。 the main ()
in general; on the whole大体上；基本上
the letters, in the main, were from his father.
这些信大部分是他父亲写来的。
in the main, the money raised goes to children’s charities.
多数情况下，募集的资金送到了儿童慈善机构。 company with () together with 一起
in the army, he found comradeship, excitement and adventure in company with men of similar taste.
在军队里，他和志趣相投的人一同感受了友情、刺激和冒险。 she came in company with a group of girls.
她同一群女孩子一起来。
固定表达：
for company 陪伴
in company 在(客)人面前
keep company with 与...在一起 part company (with) 分离
twos company, threes none.两人结伴,三人不欢。 ()
become different; make 变更，更改
the design of the electric circuits of the digit-controlled lathe must be altered to meet the new requirement.
这台数控机床的电路设计必须改动,以适应新的要求。
the city has altered almost out of recognition since i left there five years ago.
自从五年前我离开以后,那座城市已变得几乎认不出了。 or le ()
to some extent or degree; somewhat或多或少,有点儿
we hope our explanation will prove more or le helpful.
希望我们的说明或多或少有些帮助。
he more or le thought it was his duty to tell me.
他或多或少认为告诉我是他的责任。 3, sentence structure analysis:.
1).not only did i enjoy the show, but i didn’t mind the actors knowing that i liked it.(0) 我喜欢在那儿看人们来来往往，也不在乎让那些人知道我喜欢看。 not only...but also...
not merely/not only...but (also)...
她不但朗诵了一首长诗,而且唱了一曲动听的歌。
环境学家指出：持续增加的污染不仅会导致像全球变暖这样严重的问题，而且还将威胁到人类在这个星球的生存。
environmental experts point out that increasing pollution not only causes serious problems such as global warming but also could threaten to end human life on our planet.
通过做一份和专业相关的工作，学生不仅能够提高他们的专业能力，而且能获得从课本上得不到的经验。
by taking a major-related part-job, students can not only improve their academic studies, but gain much experience, experience they will never be able to get from the textbooks. 2).it seemed that i had suffered a huge change.()
我似乎已发生了巨大的变化。
it seems/appears/ looks, chances, happens (to sb.) that... it seems that the world is getting smaller and smaller.
似乎世界越变越小。
it appears to me that you are all mistaken.
依我看,你们似乎都错了。
3).pour out the contents, and there is discovered a pile of small things both valuable and worthle.()
倒出袋中物，可以发现一堆有用或无用的小杂物。
动词,and+主语+动词
本句型为上述句型的一种，表示如果...,那么就...,相当于if+主语+动词,and+主语+动
【篇2：英语教学设计(模板及范例)】
1 2 3
【篇3：英语教案模板】
unit 5 text a
what are friends for? teaching objectives:
by the end of the unit, students will be better able to the varied parts friendship plays in ones life and be better friends themselves;
about 30 new words and 10 new phrases and expreions in brief conversations, translation and preliminary writing tasks;
the subjunctive mood with implied condition in real life communication;
material of a similar topic and degree of difficulty; how to write concisely by avoiding overstated, pompous words and redundant phrases. teaching methods:
audio lingual method; presentation; discuion; question-answer.
important/difficult points:
new words and expreions: chat, turtle, model
pick up, happen to, cd player, out of touch, put in perspective, betrayed confidence on the planet, get rid of, in good/bad shape
some sentences in the text are difficult to understand, such as i was thinking about how everybody can’t be every thing to each other, but some people can be something to each other, but some people can be something to each other; wherever, whenever, there’s that spark of recognition; they have beautiful homes filled with special handmade things presented to them by villagers in the remote areas they have visited in their extensive travels. teaching procedure:
step up (30 mints)
1) work in pairs or groups, and discu the following questions.
? you have different kinds of friends? how do you claify them?
? is so great about friends?
? what circumstances can one lose a friend?
? it poible to love and hate a friend at the same time? give examples.
2) ask students to skim the text for the 8 kinds of friends mentioned in the text.
buddies/ relative friends/ work friends/ former friends/ friends you love to hate/ hero friends/ new friends 3) introducing the main idea of the article
it is said that friends are the best gift god has given that we have eight kinds of friends from the text, what kind of happine or benefit can each of them bring us? that’s exactly what the text is about.
step words and the notes (20 mints) learn new words and expreions of text a
explain some important and difficult words and expreions. cement n.水泥，粘合剂 v 巩固，粘牢
nostalgic a.—nostalgia n.—nostalgically ad. subdivision n.—subdivide v.—divide v. inopportune a.—(opposite) opportune a. invisible a.—(opposite) visible a. look at the notes on page 116
wink: poet, eayist, and regular commentator on national public radio’ author made up the capitalized expreions in the text such as “faraway friend,” “relative friend,” which would make no sense at all out of context, with the latter in particular.
quit doing drugs, you’re not such good friends with your dealer anymore: this is not meant to be taken or sale of illegal drugs can result in long prison terms.
step points (60 minutes)
? on sb.’ s shoulder: get sympathy from someone when you tell them
your problems 向某人诉苦以寻求安慰（或同情）
least she hadn’t cried on his shoulder you ever need a shoulder to cry on, just call me.
? return (for sth.): as payment or reward for something作为报答或回报
is always helping people without expecting anything in return.
we offer an excellent all-round（全面的，多方面的） education to our return, we expect students to work hard. ? hold out through innumerable crises before...: they are always
reliable（可靠的，可信信赖的） and nice when you are in difficult times even though they don’t like what you are doing... ? so many family relationships are tinged with guilt and
obligation:
while so many people may feel something of a sense of guilt or
responsibility in dealing with family relationships...
? goip, once an infallible（绝对可靠的） source of
entertainment, soon awkwardly accentuates the distance between you: office chat used to be an effective way of amusement for you; however, it makes you feel uneasy since you do not work together anymore and therefore increases the feeling of distance between you.
? friends share certain memories which acquire a nostalgic glow
after about a decade:
memories of your work friends makes you happy after ten years, so you
somehow wish that you could return to those days.
? end: a street with no way out at one end or a situation from which no
more progre in poible
realized that the job at which he had been aiming all these years
seemed to him to be a dead end.
he thinks they have reached an evolutionary（逐渐发展的，演变的） dead end.
? you feel you’ve hit a dead end, come to a confusing fork in the
road, or gotten lost in some cracker-box subdivision of your life:
whenever you feel helple, confused or at a lo（困惑的，不知所措的） in the complicated journey of your life...
notice that “cracker-box division” is not a general expreion, but is rather made up by the : 薄脆饼干；咸饼干 ? poeion of sth.: formal owning or having obtained something from
somewhere 占有（或拥有）某物
was found in poeion of stolen goods. how did the painting come into your poeion (=how did you get it) ? ? death: informal used to emphasize that a feeling or emotion is very strong
? be bored / scared / frightened death
she was scared to death of what might happen next.
i’ m absolutely sick to death of it (=very angry, bored, or unhappy about something) .
? bore / scare / love to death
he drove at a speed which frightened leonora to used to worry me to death.
? me/you sick: spoken a) make you feel very angry
like you make me sick!
b) indicate a feeling of jealousy — used humorously
make me sick with your “expenses paid” holidays!
? , whenever, there’s that spark of recognition（认识）:
when you meet a “new friend” for the first time you instantly feel a connection with each other. step (5 minutes)
the article repeatedly and try to remember the new words and expreions in text a
the study and practice on page 118-130.
the teaching plan of unit 5 what are friends for?(college english 2)
english department sun xiaofang
Ⅰ.教学准备
1.教师：录音机和录音磁带、多媒体课件、图片和物品实物。
2.学生：学习用品实物。
Ⅱ.教学目标
1.调动学生学英语和说英语的积极性。
2.使学生了解并掌握一些学习用品的英语表达。
3.学习本课的知识点。
(1)词汇：pencil，book， eraser，box，pencil box，schoolbag，dictionary，his，mine，hers
(2)句型：—Is this your pencil?Yes，it 's mine./No，it isn''s his.
—Are these your books?Yes，they are./No，they aren''re hers.
4.训练学生在听录音时听懂简单英语词汇的能力。
Ⅲ.教学重点
(1)词汇：penci l，b ook，eraser，box，pencil box，schoolbag，dictionary，his，hers，mine
(2)句型：—Is this your pencil?—Yes，it 's mine./No，it isn''s his.
—Are these your books?—Yes，they are./No，they aren''re hers.
Ⅳ.教学难点
让学生运用所学语言项目“Is this your pencil?Yes，it 's mine./No，i t isn''s his.”等内容对物品的所属进行提问和回答，能辨认物品的所有者。
Ⅴ.教学步骤
Step 1：Greetings an d talking
1.教师向学生表示友好的问候，并复习之前所学到的问候语。
2.建议教师采用多种自由交际方式，创设浓厚的英语学习氛围与学生进行自由交际，给学生以语言实践的机会。
建议1：师生问答：教师向学生询问一些已经学过的物品的信息。
For example：
T：What's this in English?
S1：It's a pen .
T：Spell it，please.
S1：P-E-N.
T：What color is it?
S1 ：It's blue.
T：What's that in English?
S2：...
建议2：教师结合实物图片，读出课件上的一段英语短文，提出问题让学生回答。
For example：
T：This is my 's is my sister's is are my brother's are those are my father's are white.
Now answer the following questions：
color is my sister's ruler?
the red ruler mine?
the yellow keys my father's?
Step 2：Lead-in
建议1：Warm -up
Learn the chant：my是我的，your是你的，男他的是his，女她的是her;
名词前面常站岗，限定所属有功劳。
从而导入本课时要学习的语言项目“Is this your pencil?”。
建议2：利用实物导入：出示学生的学习用品，教师根据出示的物品对学生进行提问，导入本课时要学习的语言项目“Is this your pencil?”。
For example：
T：What's this in Eng lish?
S1：It's a pen.
T：Is this your pen?
S1：Yes，it 's my pen.(The teacher helps S1 say：It's mine.)
T：Is that her pen?
S2：Yes，it 's her pen.(The teacher helps S2 say：It's hers.)
...
Step 3：Present the new words
建议1：教师把学生分成几组，每组选出一个代表，到黑板上用英语写出学习用品的名称，一分钟，看谁写的最多。写出最多者获胜。
建议2：教师通过多媒体展示一些学习用品的图片，让学生以小组为单位进行活动，用英语说出物品的名称。
For example：
T：Look at the 's play a can say them in English as quickly as possible?If you can，you will be the 's begin.
S1：Pen，book，eraser..
Step 4：Practice the new words
1.训练学生拼读单词。
具体操作建议：先让全体学生齐读，再分组齐读，最后单个学生读。通过这种从整体到部分再到个体的机械操练，让学生熟练掌握本课所学单词。
2.教师让学生看课本P13图片，将单词与图中物品配对。
T：P lease look at the pictures in your you match the words with the things in the picture?Write the letters next to the words.
Give the students 2 minutes to finish 1a.
Then ch eck the answers in class.
Step 5：Task
1.教师说这儿有一些学习用品，他们分别是谁的呢?下面有三个对话，请给对话编号。让学生听1b的录音，为对话编号。
2.让学生跟读1b的听力材料，然后让学生分角色操练1b部分的对话。
Step 6：Present the new sentences
建议1：利用Guessing game呈现本单元核心语言项目“Is this your pencil?”。
教师收集一些学生的学习用品，放在讲桌上，让学生来询问同学，找出物品的主人。可以反复做这个游戏，来训练本课时所学的句型“Is this your pencil?”，同时也激发学生的学习兴趣。
For example：
T：Let's play a guessing are some things on the can find the owners of them?Please come here and ask your friends.
S1：Is this your schoolbag?
S2：Yes，it 's mine.
S1：Are these your books?
S3：No，they aren''re hers.
...
建议2：把学生分成若干小组，小组内同学利用自己的学习物品，进行本单元语言项目“Is this your pencil?”的操练。让学生注意my，your，his，her，mine，his，hers的用法。
For example：
T：Please practice the sentence “Is this your...?” in your groups with your own school attention to the use of “my，your，his，her，mine，his，hers”.
S1：Is this your dictionary?
S2：No，it isn''s that her eraser?
S3：Yes，it 's these your rulers?
S4：No，they aren' are those your pens?
S1：Yes，they 're mine.
Step 7：Practice the new sentences
1.让学生根据1c的要求，先练习1b 的对话。
建议教师先让全班齐读，然后把班级分成两部分，一问一答进行练习，最后让学生两人一组进行对话练习。这样由集体到部分，再到个人的操练，可以鼓励学生人人开口，增强他们的信心，培养他们的兴趣，更为下一步的操练做好准备。
2.教师让学生运用自己的学习物品来操练对话，并让学生向其他学生展示他们的对话。
Step 8：Task
在练习完1c部分的对话后，教师要给学生安排新任务，进一步操练和巩固所学句型。
建议1：展示一个表格，让学生根据表格信息来完成对话。
物品 pencil dictionary eraser books
物品主人 mine hers his mine
For example：
S1：Is this your pencil?
S2：Yes，it 's that your eraser?
S1：No，it isn''s these her books?
S2：No，they aren''re mine....
S1：...
建议2：Have a contest
把几个学生的学习用品混在一起，然后请他们分别挑出自己和同伴的物品，用的时间少者为获胜者。挑选物品的同时，要求学生用英语说出：This is my...The...is is her/hi s.. .The...is hers/his.
T：I'll put your things and your friends' things want to see if you can identify which is yours and which is hers or student who uses the shortest time will be the winner.
(Put the same number of the things together，and first ask them to pick out their own things and their partners' ask them to give a report，using the key words and target language.)
Step 9：Summary
本课我们主要学习了pencil，book，eraser，box，pencil box，schoolbag，dictionary，his，hers，mine等单词，重点学习了“—Is this your pencil?—Yes，it 's mine./No，it isn''s his.”这个句型。在下节课的学习中，我们会继续使用这个句型进行语言交际。
Step 10：Homework
the new words and the target language presented in this class .
to your friends and their school things，write a report about the owners of the school things.
板书设计
Unit 3 Is this your pencil?
Section A 1a-1c
Words Sentences
pencil
book
eraser
box
pencil box
schoolbag
dictionary
his
mine
hers —Is this your pencil?
—Yes，it 's mine.
—Are these your books?
—No，they aren''re hers.
备课资料
知识讲解
—Is this your pencil?这是你的铅笔吗?
—Yes，it 's mine.是的，它是。它是我的铅笔。
(1)此问句为一般疑问句。含有be动词的一般现在时的疑问句是把be 动词提到句首，句末加问号，肯定回答用yes，否定回答用no，be 动词的形式要由后面的名词来决定。
例如：这是你的橡皮吗?Is this your eraser?
这些是他的书吗?Are these his books?
(2)句中的your 为形容词性物主代词，翻译为“你的”，后面需要跟名词，句中的mine 为名词性物主代词，翻译为“我的……”，相当于形容词性物主代词加上名词，其后不需要再加名词。
例如：这是我的字典。This is my dictionary.
这本字典是我的。This dictionary is mine.