仔细编写的教案可以帮助老师更好地引导学生进行自我评价和反思，教案的设计应该充分考虑学生的创业意识和就业能力，下面是吾发总结网小编为您分享的猫的英语教案参考5篇，感谢您的参阅。
猫的英语教案篇1
step i.revision
check the homework with the whole class.
step ii. warming up
ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.
t: today, before we begin our reading, i’d like to ask you a question, “what is the biggest sound you have heard in your life?”
s1: the sound of wind that blew in a winter night when i was very young. it sounded like a ghost who was howling. i was very frightened at that time.
s2: the biggest noise was the one that i heard when my neighbor was quarrelling with his wife. perhaps, they broke their tv set.
t: that’s too terrible.
s3: the noise when planes take off.
s4: the sound of trains.
t: good! i agree that all of them are big sound. but did you once heard the sound that the heaven falls and the earth cracks, in chinese it is 天崩地裂?
ss: no, we have no chance to hear that.
t: if there is a sound like this, what is it?
s5: when someone hears something unexpected and terrible. for example, when one of his loved families dies, he will feel this sound.
t: terrific! you are using a literary way to express the sound.
s6: when an earthquake happens.
t: great! i have waited for this answer for a long time. today we’ll learn something about earthquakes. i think most of us have heard of earthquakes. can you imagine how terrible it is ?
s7: the earth is shaking . all the buildings will fall down.
s8: many people will die. and perhaps many children will lose their parents.
t: yeah, earthquakes are disasters to everybody. now look at the two pictures of tangshan and san francisco. can you describe what you see in the pictures?
s1: tangshan is a beautiful city. it has beautiful gardens, broad roads and some tall buildings.
s2: from the picture of san francisco,i can see that it is a very big city. there are many tall buildings thickly standing on the earth. i think the population of the city is very large.
t: good! what will happen if there has been a big earthquake in these two cities? work in pairs and discuss it. then i’ll ask so me of you to show your opinion.
step iii.pre-reading
there are two questions in this part. both are very interesting. the first one c
an more or less reveal the students’ values; while the second one can enlarge their imagination. no matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.
t: now, let’s look at the pictures. what are the predictions of an earthquake?
s1: before an earthquake animals will become nervous. cows, pigs, horses and dogs will be upset. and people can see mice running about. if the earthquake happens during winter, people can even see snakes.
t: terrific! where did you get this knowledge?
s1: from geography. i like it.
t: good. sit down please.
s2: madam, i don’t know the meaning of the picture with two women.
t: it doesn’t matter. you will know it soon after reading our text. ok. imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?
s3: i’ll take all my money. people can’t live without money.
s4: i will take as much water as possible. because it is said that people can keep alive for nearly 7 days by drinking without any food
s5: in that case, i’d rather take some apples, so that besides drinking, i can also eat.
s6: i will carry my grandma. she is my most loved person in this world. she brought me up.
t: what a dutiful child you are! i’m very glad to hear that. sit down please! it seems that all of you know what you should do during an earthquake. ok. let’s read our text, and see what it tells us.
step iv.reading
in this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage. ask them to pay attention to the first sentence of each paragraph. this can help them finish exercise3 in comprehention. it is about the main idea of each paragraph. then ask them to read the text again carefully to obtain some details. before reading for the second time, show some questions on the screen, and let the students read the questions first. these questions can guide them to have a good understanding about the text. they can also make preparations for exs1-2,which are about details.
skimming
t: at first i’d like to read the text quickly to get the general idea of the article. while reading, you should pay attention to the sentence of each paragraph.
t: have you got the general idea of the text?
ss: yes.
t: what is it?
s1: there is no quick answer to this question . are you suggesting us that the general idea is the mixture of the first sentences of each paragraph?
t: sure.
s1:ok. that’s easy. the main idea of the passage is some signs of the earthquake, and what would happen during the quake.
t: good, sit down please. in fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (teacher writes the word on the blackboard ) do you understand the meaning of the word?
ss: no.
t: sequence means the order of the events. it can tell us which event happens first, and which happens later. do you know the sequence that is used in our text?
s3: yes. at first, the text tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things that happened after the earthquake.
t: quite right! now please look at the screen, these are the first sentences of each paragraph. read them and think if they are the main idea of the text. if necessary, you may make some changes to make more exact.
teacher shows the screen and gives a little time to think it over.
1.strange things were happening in the countryside in the northeast hebei.
2.the disaster happened and caused a lot of loss.
3. all hope was not lost.
careful reading
t: now, it’s time for us to read the text carefully. but before reading, you should read some questions first. these questions may help you get some information quickly and easily. now look at the screen, and read the questions.
show on the screen
1.what natural signs of a coming disaster were there?
2.can you think of some reasons why these signs weren’t noticed?
3.what events probably made the disaster worse?
4.what situations probably made the disaster worse?
5.how were the survivors held?
step v. extension
show the questions on the screen.
1.from whose point of view are events described? how do you know?
2.what is the mood of this passage? how is it created?
3.why do you think the writer chooses to express his feelings about the quake rather than simply reporting what had happened?
4.why is the title a night the earth didn’t sleep?
5.what does the sentence “slowly, the city began to breathe again.” mean?
answers:
1. he uses third-person to describe the quake. his description is very objective. for example, the second sentence in the third paragraph. the writer says: “everywhere they looked nearly everything was destroyed.” the writer uses they instead of we.
2.the mood is serious and a bit sad. it is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed.
3.although the writer was not there, he felt sad for the people of tangshan. he knows that some personal feelings will make the reading more interesting.
4.i think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. but that night everything changed. the writer uses a night the earth didn’t sleep as a title to show how terrible and how unusual the night was.
5.here we can see that the writer compared the city to a person who suffered a lot in the disaster. he felt her pain, and he worried about her. so when he said that people came to help her, we can feel his feelings to the city. the city will not die, she has hope and she can recover from the pain.
step vi comprehending
answers to e_1-3
1.1. c 2. e 3.b 4.d 5.a
2.1. the walls of the villages wells had cracks in them.
2 .roads got huge cracks
3. brick buildings were destroyed.
4. the army helped the survivors.
5. shelters were put up for those with no homes.
3.1. strange things were happening in the countryside in northeast hebei..
1.the disaster happened and caused a lot of loss.
2.all hope was not lost.
猫的英语教案篇2
课前准备
1.教学挂图。
2.教学投影片。
3.教学录音磁带。
4.学生画图用白纸(教师准备)。
教学内容
a listen and find.
1.本部分提供了一幅迷宫游戏图。
2.学生根据图和录音材料，找出图中人物要去的地方，并划线表示出来。
3.本部分通过听和找的活动，检测学生对本单元学习内容的听和认的情况。
4.为了降低听力材料的难度，每一项听力材料都是由两句话组成，先说某人去哪儿，再说乘什么交通工具。
5.图中的路线可以重复画。
b let's make a mural and talk.
1.本部分是一项学生自主活动。学生以小组为单位，画一幅街道的图画(mural意为：壁画;天花板的装饰画)。
2.本部分提供了一幅学生画习作，供学生小组活动时参考。
3.学生绘画结束后，应对本组的作品集体进行描述，以此来检测自己对本单元学习内容的说的情况。
教学建议
1.教师出示本课教学挂图，要求学生用“i can see....”语句对图画进行简单描述。
2.教师请学生猜一猜画面上人物要去哪儿，引导学生说出在本单元学到的交际用语(注意：说本单元交际用语时需要换人称，教师可以帮助学生说，如：教师说前半句andy is，学生接后半句going to the supermarket.)。
3.学生听录音并画线。该练习做完后要有反馈，教师要帮助学生核对答案。核对答案时学生可以互相交换课本，以逐步学会互相检查。
4.教师将学生分成4至5人一组，每组发一张白纸，要求学生以组为单位，画出想象中的街道。教师也可以给出街道示意图(如下图)，请学生添加画面。
这项练习的另外一个做法是：课前布置任务，学生同样以组为单位，收集有关街道建筑、设施、车辆的图片，并将图片剪下来带到课堂。课堂活动时，大家有选择的将自己收集到的图片贴在一起，组成街道拼贴画。为防止大家都找同一类型的图片，布置任务时教师可以指导学生进行分工。
5.图画作品完成后，让学生先在组内用英语对图画进行描述。
6.然后让学生以小组为单位，在全班展示图画。展示时，要求每位学生用英语说一说自己画的或收集的部分。以此种方法为每一位学生提供说话的机会。
7.录音材料：
a项：monologue
teacher: andy is going to the school.he is going by bus.
lily and yaoyao are going to the park.they are going by taxi.
bill and his dad are going to the zoo.they are going by bicycle.
ted is going to the book store.he is going by van.
binbin is going to the hospital.he is going by car.
joy is going to the supermarket.she is going by subway.
b项：monologue
teacher: i can see a taxi, a bus, a van, a bicycle in the streets.i can see a school, a park, a book store in the streets.there is a zoo next to the traffic lights.there is a supermarket next to the bus stop.the bus is red.the car is white.i'm going to the zoo by bus
猫的英语教案篇3
教材分析
本课是新标准英语三年级起点第四册第五模块的第一单元，本单元真实地通过同学之间的比较，让同学很好地理解比较级的句型用法。要求学生掌握than，old，young，strong 等词，并能运用heshe is +比较级+than……句型进行教学活动。通过使用图片、多媒体课件及创设真实情景的方法，有效地操练句型。
学情分析
学生能用简单的英语互致问候，交换有关个人、家人和朋友的简单信息，有一定的英语语言运用能力，在课堂上采用情景式教学，引发学生的兴趣以达到教学目标。
教学目标
一、情感态度与价值观
1.运用图片和实物,通过视听法和交际法等教学方法，创设情景对话，引导学生在感知、体验和参与中学习英语,激发兴趣。
2.培养学生关爱弱势同学，同学之间互助友爱的精神。
二、过程与方法
1.学习新单词old、young、strong、than
2.初步认识形容词比较级taller、shorter、older、younger、stronger.
三、知识与技能
1.学会运用形容词比较级的句型：…-erthan
2.培养学生自主探究学习的能力。结合生活实际及学生感兴趣的事物进行比较。
教学重点和难点
1.单词than 及其它形容词的运用。
2.功能句：amy is taller than lingling.
3. 能够灵活运用形容词来描述比较两者之间的差异
猫的英语教案篇4
?活动目标】
1、学会新单词：chocolate;icecream;salad;学会新句子“i like eating……”
2、能用心新学会的英文单词表达自己喜欢的食物。
3、能自信、愉快的使用英文。
?活动准备】
1、巧克力、冰淇淋和水果沙拉的图片。
2、巧克力一枚、冰淇淋一支。
?活动过程】
1、教师引入话题：“孩子们，夏天到了，你们最喜欢，最经常吃的零食是什么呀?”引导孩子将话题带到今天所学的新单词中。
2、教师继续引入：“那我们那么爱吃冰淇淋，那我们要用英文怎么表达呢?今天让我们学习一下新的英文单词吧。”
3、教师出示冰淇淋图片，师范发音：icecream;请小朋友跟读。教师多师范几次，注意观察孩子发音的饱满型和嘴型，尽早发现孩子的错误以在接下来的游戏中有针对性的练习。
4、教师拿出巧克力，请孩子嗅一嗅巧克力的香气，加深单词与实物之间的联系。接着师范巧克力发音。
5、拿出沙拉图片，介绍沙拉是西方国家的一种食物，简单介绍一下，让孩子建立起联系和兴趣，知道沙拉的来历和背景。接着示范发音。
6、教师接着让孩子猜想：那我们学习了这些食物的单词，但是“我爱吃冰淇淋，我爱吃巧克力”，这用英文怎么说呢?接着教师可在孩子的猜测中让孩子学习“i like eating”句型。
7、将孩子分成几组，例如喜欢巧克力的一组，然后请每组比赛谁的英文念得最大声，最标准。
猫的英语教案篇5
对于五年级学生我是很熟悉不过的，因为我初学他们从英语一直带到现在，但是对于五年级的教学工作 我是丝毫不敢怠慢，认真学习，深入研究教法，虚心向有经验者学习。经过一个学期的努力，获得了很多宝贵的教学经验。以下是我在本学期的教学总结：教学就是教与学，两都是相互联系，不可分割的整体。有教者必然有学者。学生是被教的主体。因此，了解和分析学生情况，有针对地教。对教学成功与否至关重要。最初接解教学的时候，我还不懂得了解学生对教学的重要性，只是专心研究书本，教材想方设法令课堂活跃生动，学生易接受。使学生在学中乐，乐学中产生更浓厚兴趣。
教学中，备课是一个必不可少，十分重要的环节，备学生，又要备教法。备课不充分或者备得不好，会严重影响课堂气氛和积极性，曾有一位老教师对我说：“备课备不好，倒不如不上课，否则就是白费心机。”我明白了备课的重要性，因此，每天我都花费大量的时间在备课之上，认认真真钻研教材和教法，不满意就不收工。虽然辛苦，但事实证明是值得的。
备课充分，能调动学生的积极性，上课效果就好。但同时又要有驾驭课堂的能力，因为学生在课堂上的一举一动都会直接影响课堂教学。因此上课一定要设法令学生投入，不让其分心这就很讲究方法了。上课内容丰富、现实。教态自然、讲课生动，难易适中照顾全部就自然能够吸引住学生。所以，老师每天都要有充足的精神，让学生感到一种自然气氛。这样，授课就事半功倍。回看自己的授课，我感到有点愧疚。因为有时我并不能很好地做到这点。当学生在课堂上无心自学，违反纪律时，我的情绪就受到影响，并且把这带到教学中，让原本正常的讲课受到冲击，发挥不到应有的水平，以致影响教学效果。我以后必须努力克服，研究方法，采取有效方法解决当中困难。
因为英语的特殊情况，学生在不断学习中，会出现优差分化现象，后进生面扩大，会严重影响班内的学习风气。因此，绝对不能忽视。为此，我制定了具体的计划和目标。对这部分同学进行有计划的辅导。
英语作为语言。因此除了课堂效果之外，还需要让学生多读、多讲、多练。为此，在早读时我坚持下班了解情况，发现问题及时纠正。课后发现作业问题也及时解决，及时讲清楚，让学生及时消化。另外，对部分不自觉的同学还采取积极鼓励背诵等方式，提高他们的能力。
经过一个学期的努力，期末考试就是一种考验。无论成绩高低，都体现了我在这学期的教学成果。我明白这并不是最重要的，重要的是本学期后如何自我提高，如何共同提高两个班的英语水平。因此，无论怎样辛苦，我会继多问、多想、多向有经验者学习，争取进步。
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