备课教案是在教师讲课之前准备的必要课件，根据要求，每一位教师都应该认真备好教案课件。教案不仅是教师与学生互动、合作的重要工具，也是教学过程中不可缺少的重要环节。留学群编辑推荐一篇关于“外研版英语课件”的文章，希望大家会喜欢。或许你会对它产生浓厚的兴趣，如果是这样的话，欢迎分享！
外研版英语课件 篇1
9. half in and half out of the water
10. It looked like…/ It looks as if …/ it sounds as if…
13. persuade sb to do sth/ persuade sb. into doing…
14. have a satisfied expression on his face
21. make one’s way down…
22. continue with…/to do…/doing…
25. grab a bite to eat ( have a quick meal)
27. warn sb that…/ warn sb not to do…/ warn sb of/against …
28. be determined to make one’s fortune
29. only to find…
31. establish the reputation as…
33. be /get/go close to sb.
1. have connection with sb/sth:与某人/某物有关
Connect sb with sb /sth 使某人与某人/物有关系
eg: 1) She is connected with a noble family. 她是某名门望族的亲戚。
2) We have connections with various international cooperations in Europe.
我们同欧洲的多家跨国公司有业务往来。
3) the problems in connection with agriculture
2. account: n /vt account for sth解释某事物的原因
eg:1) His illness accounts for his absence. 他因病缺席。
2) Please account for your lateness.
3) She could not account for her mistake. 解释
4) an exciting account of the match 报导
5) The accounts are perfectly in order.帐目
6) Please give me an account of your trip. 描述
3.The tall man is pointing a gun at the man on the floor.
eg: point one’s finger at sb /sth 用手指着某人/某物
point a telescope at the moon 用望远镜对准月亮
point sth out to sb 使某人注意某事物，向某人指出…
point out to sb the stupidity of his/ her behaviour. 向某人指出其行为愚蠢
4. pour: vi 1) (液体)不断流动 2) (指雨)倾盆而下
eg: Blood was pouring from the wound. 血从伤口中涌出
Sweat was pouring down his face. 他满头大汗。
Letters of complaint poured in (to head office)
投诉信件源源不断地寄到（总部）。
Shall I pour you some tea？我给你斟点茶好吗？
Pour the milk into the jug. 把牛奶灌进壶里。
5. board n.
Each student has to pay $100 a month for board and lodging.
每个学生每月需付一百美元的膳宿费。
Let's board the side door up.
让我们用板把边门钉上。
He boarded the bus.
She arranged to board some students from the university.
她供一些大学生膳宿。
6. panick: or panic v 使（人或动物）受惊 n 恐慌，惊惶
eg: 1) The gunfire panicked the horses. 枪声惊吓了马。
* panick sb into doing sth :使某人因惊慌仓促做蠢事
2) The crowd panicked at the sound of the guns.
3) The banks were panicked into selling dollars.
银行惊恐地抛售美元。
** be in a (state of ) panic (about sth) 对某事惊慌失措
eg: 1) I got into a panic when I found the door was locked.
我发觉门锁上了，十分惊慌。
2) The thought of flying fills me with panic. 我一想到飞行就吓得战战兢兢。
7. It … as if …
It seems as if the snow that has lasted two days will stop soon.
It smells as if something in the house is burned.
8. curious: adj 1） 富于好奇心的，有求知欲的，感兴趣的；
*be curious about sth / to do sth 对某事感兴趣
eg: 1) be curious about the origin of mankind 对人类的起源有兴趣
2) I’m curious to know what she said. 我真想知道她说了什么。
3) He is a curious boy who is always asking questions.
他是个有求知欲的孩子，老是问这问那。
4) She’s always so curious about my work. 她总爱打听我的工作。
5) Don’t be so curious! 别这么好奇！
6) She looks rather curious with green hair. 她头发是绿的，样子有点古怪。
7) It’s curious that he didn’t tell you .他没有告诉你，实在反常。
eg: terrified of spiders, heights, the dark 惧怕蜘蛛，登高，黑暗
I’m terrified at the prospect of being alone in the house.
我要是自己呆在一所房子里就很害怕。
terrified his children with ghost stories. 讲鬼故事吓坏了他的孩子
11. feel / be in the mood for sth / to do sth 有意/有心情做某事
be in no mood for (doing )sth / to do sth 没有做某事物的心思或兴致
eg； He is in no mood for (telling) jokes / to tell jokes. 他没心情讲笑话。
warn sb. about sth ; warn sb. of sth; warn sb not to do sth ;warn sb against sth/doing sth ; warn sb that…; warn sb off sth/doing sth
A （常与about ,of, against连用）警告；提醒；告诫
1) She warned me about the dangerous road, so I crossed it carefully.
她提醒我这条马路很危险，因此我过马路小心翼翼。
I warned you not to walk home alone.
Her financial adviser warned her against such a risky investment.
2) The whistle warned visitors that the ship was ready to sail.
汽笛通知旅客船即将启航。
3) They called and warned me that they might be delayed.
C . warn off 告诫（某人）离开，告诫（某人）不得靠近
4) I tried to warn her off going out with him.
2) His second film, 'Ideal Husband', established his fame as a film director.
他的第二部影片《理想的丈夫》确立了他当电影导演的声誉。
3) The company was established in 1860.
这家公司创办于一八六零年。
4) The club has established a new rule allowing women to join.
俱乐部制定了一条新规章,允许妇女入会。
He established his son in business.
to establish the truth of a story
His honesty is well established.
他的忠实已被认可。
These two hotels are both excellent establishments.
这两家旅馆都是出色的商业机构。
名誉好
have a reputation for sth. (=have the reputation of)
1. If you are___ about Australian cities, just read the book written by Dr Johnson.
A. interested B. anxious C. upset D. curious
2. Everybody in the village likes Jack because he is good at telling and _____ jokes.
A. turning up B. putting up C. making up D. showing up
选 C 本题考察动词词组词义辨析。
3. He hurried to the station only ____ that the train had left.
A. to find B. finding C. found D. to have found
第一节 听下面 5段对话。 每段对话后有一个小题，从题中所给的A,B,C 三个选项中选出最佳的选项，并标在试卷的相应位置。听完每段对话后，你都有十秒的时间来回答有关小题和阅读下以小题。每段对话仅读一遍。
1. What does the woman think of the chicken?
A. It’s bad B. It’s nice C. It’s not delicious
2. What does the man asked the woman to do?
A. to give him some presents B. To ask her for some help. C. To send his regards to her family
3. Where do you think the man is ?
A. at the Lost and Found B. at a football club C. in a collage
4. How many European countries had the woman been to ?
5. What colour is the man fond of ?
第二节 听下面对话或独白，每段对话和的独白后都有几个小题，从题中所给的A、B、C三个选项中选出最佳答案，并标在试卷的相应位置。听每段对话或独白前，你都有时间阅读各个小题，每个小题5秒钟；听完后，各小题将给出5秒钟的时间作答。每段对话或独白读两遍。
听第六段材料，回答6-8题。
6. According to the regular time schedule, when should the bus come to this bus-stop?
A. twenty minutes earlier from now
7. What’s the girl’s name?
8. What does the boy want to be when he leaves the university?
A. An engineer B. A professor C. A lawyer
听第七段材料，回答9-11题。
9. What were the man and the woman going to do tonight?
A. They were going to see an exhibition
B. They were going to attend a lecture
C. They were going to a concert together
10. What does the man have to do tonight ?
11. What does the woman think of the result?
A. understandable B. Awful C. unacceptable
听第八段材料，回答12-14题。
12. What is the man do you learn from the conversation?
A. a policeman B. a fireman C. a doctor
13. Why is the man in the hospital?
A. He has some difficulty in breathing
C. He wants to have a talk with the little girl
14. What’s the woman’s hope?
A. she hopes that her husband will take up a new job
B. she hopes to se the little girl her husband has saved
C. she hopes to have put out the fire herself
听第九段材料回答15-17题。
15. What’s the weather like in Greece?
A. pleasant B. terrible C. neither good nor bad
16. What’s the weather like in spring?
B. It’s often windy in March and always warm in April and May.
C. It’s always warm and never rains
17. What’s the relationship between the man and the woman?
A. husband and wife B. friends C. a Greek and a stranger
听第十段材料，回答底18-20题。
18. What kind of tax is the biggest tax for most Americans?
a. social security tax B. personal income tax C. sales tax
19. Why do almost one half all Americans have to pay experts?
A. because the experts will help the citizens to pay less.
B. Because paying experts for tax advice has become very popular.
C. Because they find their knowledge about taxes is too limited to write tax reports all by themselves
20. The best title for the passage is _____.
A. the income tax B. taxes in the US C. how to pay taxes
Answers:1-5 B C A C C 6-10 A A C A B 11-15 A B A A A 16-20 B C B C B
I. Choose the best answer.
1.----I’d like to go hunting with you, but I have a meeting _____. ------If you don’t go, ______.
A. to attend; so do I B. attending; so will I C. attend; neither will I
2. _____, so we had to stay at home.
A. Because the cold day B. It was a cold day C. Being a cold day
3. The soldiers went on____ the fields, after they helped the villagers get in the wheat.
A. to dig B. digging C. dig D. to digging
4. I remember____ to the zoo by my father when I was a little boy.
A. to take B. being taken C. to be taken D. taking
5. Please tell me the way you thought of ___ the garden.
A. take care of B. to take care of C. taking care of D. how to take care of
6.------ We are going to dig a deep well in our village.-----What_____?
7. In my opinion, Americans eat____ meat.
A. many B. too many C. too much D. much too
8. ---Tom works hard at English. ------_____, and ____.
A.So does he; so you do B.So you do; so is he C. So he will; so do you D.So he does; so do you
9.The visiting professor____ giving lectures to students____ invited to meetings at times.
A. preferred; to being B. preferred to; rather than C.preferred; than being D. prefered; to being
10. ---I’m afraid I must be off now. -----______.
A. No problem B. Never mind C. Step slowly D. See you
11. -----____in the workshop. Please stop it.------Sorry,I____.
A. Smoking is not allowed; don’t know B. Not smoking; am not sure
C. Don’t smoke;have no idea D. Smoking is not allowed ; didn’t know
12. After taking a short rest, the peasants ____ in the fields.
A. went on to work B. went on working C. kept on to work D. kept to work
13. We’ll go to Lushan for our holiday,_____ it won’t cost much money.,
A. unless B. for C. but D. otherwise
14. -------What made you so surprised? -----_____my house____ saying good-bye.
A. Jim’s leaving; without B.Jim leaving; without
C.Jim’s left; instead of D.Jim’s leaving; instead of
15.The baby is sleeping in the next room. Would you please____ the radio a little, Tom?
A. turn on B. turn off C. turn up D. turn down
16.Visitors are requested____ the exhibits because they are easily broken.
A. to feel B. to touch C. not to touch D. not to feel
17 ----Will you ____ this message to Mr White, please? ----Sorry, I can’t . He doesn’t work here any longer. A. give B.get C. have D. go
18. -----What have you _____ hydrogen(氧气), Mary? -----Balloons.
A. have filled with B. had filled of C. had filled with D. to have filled
19.The pineapple tastes____ and sells____.
A.good; good B. good; well C. well; good D. well; well
20. -----The young man spent as much time as he ______ experiments.
------No wonder he succeeded _____.
A. did; by the end B. could do; in the end C. could doing; at the end
Dickens was one of __21___ writers in Britain. He was a small man ___22___ thick glasses, but he had a strange way __23___ make his writing lively and interesting and moving. Almost all his __24___ are well ___25___ even now.
Dickens ___26___ animals very much. __27__ he had a cat. The cat liked him __28__ as Dickens liked the cat. __29__ Dickens went out, the cat would __30__ him out to the garden and jumped on the fence to see him _31__. Whenever Dickens came home, he always found the cat __32___ for him near the door. __33__ the sight of Dickens, the cat would jump on his shoulder, ___34___ very pleased. Dickens __35__ work very late __36_ the night. When he was working __37___ his novel, the cat always sat besides him on the desk. When the cat saw Dickens __38__ too late, it would __39___ Dickens to bed __40__ putting out the candle with his paw.
21 A most B the most C the best D great
24 A work B works C book D passages
25 A reading B know C remembering D remembered
26 A enjoyed B likes C fond of D hated
27 A Before B Once C Ago D At times
28 A same B while C much D as much
29 A However B Whatever C Wherever D Whenever
32 A to wait B is waiting C waiting D wait
34 A looking B look C looked D seemed
35 A was used to B used to C using to D use to
38 A working B to work C was working D work
III Reading Comprehension.
Our summer vacation begins on July 15th and lasts nearly two months. Considering my brain needs a rest after a period of hard work, I, together with my family, went to my country home, a very small farmhouse in which my grandparents used to live, to spend the summer. Obviously, life, in the country is very different from that in the city.
Early in the morning I took a walk along the field side. The air was fresh and pure. With a dog following, sometimes I ran a race in the meadows covered with tall grass. Sometimes I climbed up the hill to see the sun slowly yet steadily rise from the dreams, singing restlessly among the bushes. In order to enjoy the quietness of the country, I gave myself entirely to nature, with a light heart and a happy mind. Sometimes in the afternoon I, together with my cousins, took a rod and went to the river to fish. It made the family happy when they saw me returning with a basketful of large fresh fish. When night came, I would sit at the door and tell the most wonderful and interesting stories to my cousins, who listened to the tale of wonder with open eyes and mouth.
41.Why did the family live in their country home during the summer?
A. Because they didn’t like city life B. Because they could breathe fresh air
B. Because the boy needed to relax after a period of hard work
C. Because they had something to do there.
42.How did the author enjoy himself while he stayed in the country?
A. He sat in the open air all day long B. He listened to the songs sung by the birds
C.He got himself to the nature entirely D. He dreamed a lot for his future life
43.He once made the family members happy by -------.
A. singing popular songs B. telling stories
C.helping others with their housework D. returning with plenty of fish.
44.What’s the main idea of the passage?
A. How the boy spent his summer vacation.
B. Summer holidays are part of the year for children
C. Some children are lucky to live in the country.
D. Why this family came to the country.
45.What does the word “meadow” in the second paragraph probably mean?
A. playground B. sportsfield C. grassland D. grasscutter
Mr. and Mrs. Brown were going abroad for their holiday. They had a dog called Blackie which they were very fond of, but they could not take him abroad with them, so they looked for a good place to leave him in while they were away, and at last found a place which looked after dogs very well while their owners were away. They took Blackie there just before they left for their holiday, and sadly said good-bye to him.
At the end of their holiday, they got back to England very late at night, and as they thought that the place where Blackie was staying might be closed at that hour, they decided to wait until the next morning before going to get him back.
So the next morning Mr. Brown got into his car and drove off happily to collect Blackie.
When he reached home with the dog , he said to his wife, “Do you know, dear, I don’t think Blackie can have enjoyed his stay at that place very much. He barked(叫) all the way home in the car as if he wanted to tell me something.
Mrs. Brown looked at the dog carefully and then answered, “you are quite right, dear, he was certainly trying to tell you something. But he wasn’t trying to tell you that he hadn’t enjoyed his stay at that place. He was only complaining that you were bringing the wrong dog home. This is not Blackie!”
46.The Browns decided to leave their dog somewhere while they were away because ------
A. they were not fond of him any more B.they did not want to take him with them
C.the dog refused to go with them D. they were not allowed to take him abroad
47.They ------before they left for their holidays.
A. asked a friend to take care of the dog
B. took it to an old man who looked after dogs very well
D. found Blackie a good place where dogs were taken good care of
48.The day they got back to England, they------
A. went to the place right away to get Blackie B.did not go to the place at all
B. went to collect their dog, but that place was closed
C. waited there for the place to open
49.As the dog------, he barked all the way.
A. did not recognize Mr. Brown B. had something to tell his old master
C. had not enjoyed his stay at that place D. knew he was with their masters again
50.What do you think, “You are quite right, dear” means?
A. She fully agreed with her husband B. She was saying what he did was right
C. The dog did want to tell him something: He was bringing the wrong dog
D. There was something wrong with their old dog.
(C).
Snow fell on the mountain. It snowed and snowed. The snow did not melt. It became thick and heavy. The snow pressed together. It became ice.
The ice was very wide and thick. It began to move down the mountain. It was like a river of ice. It was glacier.
Sometimes the glacier moved only a few inches each day. As it moved it took stones and sand with it. It changed the land. In some places, it left hills, in some places, when the glacier melted, it made rivers and lakes.
A million years ago, there were many big glaciers. Glaciers covered most part of the side of a world. The glaciers changed the land.
Glaciers are still at work today. A glacier in the north of Canada is moving down the side of a mountain. This glacier will change the land, too.
51.The snow that fell on the mountain-------
A. became ice B. was wonderful C. turn to rain D. changed into water
52.From this story we know-------.
A. glaciers are found only in warm places B.glaciers do not change the land as they move over it
B. there are not as many glaciers as there were long, long ago
C. there is only one glacier in the north of Canada
53.The glacier moves because ----------.
A. it melts into water by the warm air around it B.it is very large and heavy
D. there are a lot of stones and sand under it D.it is like a river of ice
54.The underlined word “melt” means-----
A. become a river B. Become hard C. change into ice D. turn into water
55.The main idea of the passage is that--------.
A. snow is heavy B. the glacier changes the land
C. the land never changes the land D. the glacier is still moving
1. We don’t know much about chemistry. We ________ ________ about chemistry.
2. Their holidays were different from yours.
Their holidays weren’t ________ ________ ________ yours.
3. At last we won the match. . ______ we won the match.
4. Mr. Li didn’t give us a lesson. Mrs. Wang came to teach us instead.
Mrs Wang came to teach us _______ _______ Mr. Li.
5. The bottle was full of petrol. They ______ the bottle _______ petrol.
In our everyday’s life we see many moving 1. _____________
things. We see cars, bicycles, buses or trucks 2. _____________
moving along the roads. We see planes flying above 3. _____________
the sky and ships sail on the sea. 4. _____________
Do you know what causes things move? 5. _____________
The answer is force. A force can be a push 6. _____________
or a pull. If you use a force on cart（车）, it 7. _____________
will move and keeps moving for some time 8. _____________
before it stopped. It is the same when we 9. _____________
ride bicycle. The bicycle will stop moving after 10. _____________
some time if we don't keep on pedaling(蹬)
Answers:
1-5 D B A B B 6-10. C C D A D 11-15. D B B A D 16-20.C A C B D
26-30.A B D D C 31-35. D C A A B 36-40. D B A B B 41-45. C C D A C 46-50.D D B A C
IV. know little ; the same as ; Finally(Lastly ) ; instead of ; filled with
V. 1. Everyday 2 and 3 in 4 sailing 5 to 6.对 7 a 8 keep 9 stops 10 abicycles
外研版英语课件 篇2
一、说教材
1.教学内容分析：本课的教材选自外研版九年级英语上册Module3 Unit2.本单元阅读材料模拟体育年鉴的形式，从介绍刘翔获得奥运110米跨栏冠军后的.生活开始，一句"刘翔非一夜成名"将话题转到介绍他的成长和成名经历。这是一篇具有教育意义的文章，因此在教授语言的同时，还要培养学生健康向上的精神和顽强的意志力。
2.重点词组和短语：encourage, medal, record, represent, advertisement, sportsman, sportswoman, coach, ,regularly, skill, race, set up, now that,first of all, be compared with.
3.语法知识：一般过去时与一般将来时的被动语态。
4.重点和难点：本课的重点是
（1）培养学生归纳段落大意的能力和记笔记的学习策略（词汇的学习与运用安排在第二课时进行）；
（2）拓宽学生英语阅读面，培养学生的阅读兴趣，提高学生的阅读理解能力。本课的难点是培养学生篇章理解和提取信息的能力。
二、说教学方法与手段
英语阅读课是引导学生综合运用所学语法、词汇和功能等知识，认真阅读文章，达到帮助其学习语言、文化等方面的知识，形成良好的阅读策略、提高阅读理解能力、书面表达能力、拓宽知识面，达到文化渗透的课型，同时在该课型中体现了学以致用的原则、考试中阅读领先的精神、新课程改革的要求。
《外语阅读教学的心理分析》指出：阅读课上，教师的作用不仅在于向学生传授语言知识和阅读技巧，还要指导学生有步骤、有顺序地操练，帮助学生掌握正确的学习方法，帮助学生挖掘潜力，开启智力，培养兴趣，使学生能顺利地完成阅读学习任务，迅速提高阅读能力。阅读能力与阅读兴趣有关，学生阅读兴趣越高，动机愈强，越有利于广泛阅读，提高技能，培养和改善阅读习惯。因此，在本节阅读课的设计上我注意了形式和内容的适当变换或穿插其他活动，使阅读教学保持新鲜感，学生乐于接受。通过制定阅读任务，学生的阅读就有了很强的目的性，注意力也相对集中。
我运用了"先学后教，当堂训练"的教学模式，让学生课前预习了新词汇；在课文引入时的词汇训练，我既呈现了新词汇也检查了学生的自习情况。在课文导入中我努力激发学生内在的学习动力，激活学生的认知欲望，并使其产生阅读课文以了解信息的渴望，为下一步教学铺平了道路；在课文阅读中充分发挥学生的主观能动性、积极性，能深化课文、细化课文；学生掌握新知识之后，活用教材，真正做到"活学活用",使学生形成知识迁移，将所学知识灵活运用到实际生活中。
三、说教材处理与学法指导
我首先选择了张怡宁和刘翔两位著名的体育明星。学生既熟悉又感兴趣，一下子舒缓了学生的紧张情绪，都积极参与到课堂活动中来。为了体现阅读的连贯性，为了更好地衔接Unit 1的教学，我对教学内容和顺序做了适当的调整。我将Writing部分提前。因为这部分主要复习了一般过去时的主动句变被动句，是对Unit 1的一个复习和巩固。
我们学校参加了国家级重点子课题《基于母语环境的英语自主性阅读和表达能力培养途径探究》。一直以来，我们学校都围绕着《拓宽学生英语阅读的路子，探究表达能力的培养》这一课题，以Student Times 为载体，着力探究在大量阅读与表达实践活动中培养学生英语阅读与表达能力的有效途径，使我校的英语阅读教学从"简单的阅读—朗读—获取直接信息的阅读—归纳分析应用式的深层阅读"逐步发展。提高学生英语综合运用能力和素质，促进英语教育教学质量的提高。我们让学生设立了英语读书笔记本，学生每阅读完一篇文章要记录下这篇文章的大意、一些有用的表达、好词好句，和统计阅读量。
因此，本节课我也是以完成一个读书笔记的表格贯穿整个阅读过程。我设计让学生分三遍阅读文章。在每一次阅读前，我先对学生提出一些有针对性的、可控制的问题。让学生带着任务进行阅读，培养学生的略读能力。学生通过跳读、略读等阅读方式发现答案，做出推理、判断进而完成任务。然后通过细读让学生理解文章的细节，分析文章与段落组织结构，寻找主题句，理解段落大意及段落间的联系，加深对篇章的整体理解。在学法指导上，主要引导学生如何成为成功的语言学习，如何发展阅读技巧，形成良好的阅读习惯。
四、 说教学程序
Part I: Revision
Activity 1. Talk about the gold medals China won in 2008 Olympics , and Zhang Yining.
Activity 2. Put the active sentences into the passive version, then join the sentences about Zhang Yining’s training to a passage, using and, although and because.
（意图：舒缓学生的紧张状态；复习一般过去时被动语态；培养学生组织篇章结构的能力。）
Part II: Lead in
Activity 3. Look and say-- learn the new words, expressions and deal with the vocabulary problems in the following reading.
（意图：起到热身作用，同时激活学生思维；为下一步阅读课文解决理解上的语言障碍）
Part III: Pre-reading
Activity 4. Enjoy some photos ----- Liu Xiang was at the 2004 Athens Olympics Recall the 2008 Beijing Olympics by watching some photos of Liu Xiang and talk about his dropping out of the competition.
Discussion--Is he an overnight success?
How did Liu Xiang become a sporting hero?
（意图：多媒体创设了真实的情境，且导入的话题联系了实际生活，因而很快地激起了学生的表达欲望和学习热情，激活学生的想像力， 同时激发学生的阅读动机。）
PartIV: While-reading
Activity 5. Read and choose the main idea. Ask the Ss to make the English reading notes while reading.（意图：培养学生迅速浏览全文，抓住文章主题的阅读技能； 培养学生养成做阅读笔记的习惯）
Activity 6. Read and complete the time line. Then ask a student to retell the passage according to the time line.（意图：根据文章中的时间线索来梳理主要的事件，从而抓住文章的主要内容。）
Activity 7. Read the passage paragraph by paragraph. While reading, they will find out the topic sentences and answer some questions.（意图：分段阅读，根据问题理解文章；培养学生对阅读材料语义方面的理解。）
Activity 8. Show their English Reading Notes to share their favourite sentences.
Part V : Post-reading
Activity 9. Discussion-- Imagine you meet Liu Xiang one day, what will you say to him?
Activity 10. Read another passage chosen from Student Times, in order to let them get more familiar with the reading skills.
（意图：在回顾本课内容的同时进行了适当的拓展。）
Part VI: Homework
1. Finish off the English Reading Notes, find out the useful words and expressions, then retell the story according to them.
2. Make a poster to introduce your favourite sports star.
五、说评价
本节课采用形成性的评价手段：
1. 设立学生英语阅读记录表，作为学生英语学习过程记录档案；
2. 课堂上把全班分成四个组进行比赛，对积极参与课堂活动而且回答正确的同学给予金牌奖励，最后汇总各组金牌数，选出本节课的冠军队。通过这种评价方式，调动了学生学习的积极性，增强了他们学习英语的自信心，提高了学生学习的主动性和自主性，促使学生用英语进行交流和表达；同时发扬了团队合作精神。
外研版英语课件 篇3
外研版新标准英语一年级起始第一册 Mdule4 Unit1 说课稿
外研版新标准英语一年级起始第一册 Mdule4 Unit1 说课稿
Mdule4 Unit1 It’s red.
第四模块 第一单元 它是红色的。
本课选自《新标准英语》第一册。
1. 教学目标：我根据教材、大纲提倡素质教育的基本要求和一年级学生身心发展规律与兴趣特点，将本课时的教学目标定位于：
认知目标：通过图片展示、展示、说唱、小游戏等教学手段，使学生能够听、说、读出所学的颜色词汇。
能力目标：培养学生的英语口语交际能力，运用简单的语句对各种颜色进行问答。
2.教学重难点：本课的训练重点是让学生通过听、说、读、玩、做等各项教学活动，真正掌握红、黄、蓝、绿、黑、白六种颜色的英语词汇。难点在于各种颜色词汇的发音及分辨。避免学生读错音，颜色词汇间相互混淆的情况发生。
针对本课时的教学内容，我将采取以下教学方法：实物展示法、直观教学法、提问法、情景教学法。做到精讲多练，充分发挥学生的.主体作用，调动其主观能动性，引导学生在听、说中感悟英语；在活动中，通过小组合作学习、游戏法学习建立团队意识和集体荣誉感。
为了充分体现教师主导、学生主体的原则，我紧紧围绕教学目标和重难点，为学生提供展示自己的舞台，营造课堂气氛，培养学生的英语口语交际能力。
（1）师生问候：通过简单的问候，可以帮助学生适应英语语感，使学生很自然的进入英语学习状态。
教学热身是英语课堂教学方法的重要形式之一，我采用歌曲的形式来缓解学生的紧张情绪，建立轻松和民主的课堂氛围，为进一步的学习奠定了基础
根据一年级小学生形象思维占主体的思维特点，我先告诉学生我有一个朋友，它有许许多多漂亮的衣服，它每天都要换好几次，让学生猜猜它是谁，许多同学都能猜出它是变色龙。然后我介绍变色龙是一种可以不断变换肤色的动物，接着展示变色龙白、黑、红、蓝、绿、黄肤色的。（先是一只白色变色龙，通过逐次点击变化各种颜色，变颜色的同时出示句子及颜色单词。注意出示要有规律：5
外研版英语课件 篇4
教学难点：
1. There are ten pencils in the blue box.
2. There are enough pencils.
教学用具：
radio and pictures.
A. T播放磁带，学生听并思考以下问题。
1) How many people are there in this dialogue?
2) What is Sam doing?
3) Are there enough pencils?
B.听第二遍后学生小组讨论上述问题，并派选手参加每个问题的抢答。在抢答的同时，T把一些单词写在黑板上，领读学生掌握不好的词。T给获胜的小组加分。
示例：enough give every everyone them careful
1)学生独自完成此活动，后俩人一组练习描述图。
2) T准备一些图片或实物，学生练习描述。
There is too much water.
There are not enough cups.
许多页纸，俩个小袋子。
There is too much paper.
There are not enough bags.
3)必答，每组派3人比赛，对一句加一分。
放一遍磁带。然后对编号。第二步要求写句子，难度比较大。六人一组，每人负一幅图。最先完成每一幅的组，要以最快的速度把句子写在黑板上，并得到加分。教师要多在教室里走动，以防有的组为了速度而由同一个学生完成。
Copy the key words and sentences and recite them.
板书设计：
Unit 1 There are enough.
Sentences.
外研版英语课件 篇5
1、知识目标：
1)基本能够听懂,会说,会读词汇：July, August, September, October, November, December.
2)学会用“There are…birthdays in …”以及“There is one birthday in …”的语言结构。
3)复习词汇：flowers, festival, birds, snow, rain, warm, hot, cool, cold, sunny.
3情感目标：从小培养学生爱护环境的意识。通过学习月份的歌曲，培养学生的乐感和美感。
三、教学重点：词汇：July, August, September, October, November, December.
“There are…birthdays in …”以及“There is one birthday in …”的语言结构。
五、Teaching steps:
T: Hello, boys and girls. Ss: Hello, Miss Yi.
T: How are you today? Ss: I’m fine , thanks . And how are you?
T: I’m great. Thank you so much. Look! How is the weather today?
T: How do you feel now? Are you happy? Ss: Yes. We’re so happy.
T: Let’s sing a song , ok? Ss: OK!
T& Ss: Spring is warm, spring is warm.
Summer is hot, summer is hot.
Autumn is cool, autumn is cool.
Winter is cold, winter is cold.
2. 复习1-6月份的英文。
T: How many months are there in a year?
Ss: There are twelve months in the year.(引出课题)
板书：Unit 2 There are twelve months in the year.
T: Let’s pass the toy dog and say the words from January to December.
Ss: January, February, March, April, May, June….接着老师带着学生一起说： July, August, September, October, November and December. (在游戏的过程中引入新单词)
T: Today, we’re going to learn the months.
T: Boys and girls, let’s play a game, ok? Ss: OK!
T: I will speak these names of the months. And you can show me your fingers to show. Ss: Yes.
T: May. Ss: (show five fingers) May.
T: March. Ss: (show three fingers) March.
T: July. 提示学生show seven fingers. (July)
S1: Yes. I like July. We can go to the park in July.
T: When is your birthday?
T: Oh , your birthday is in August. Whose birthday is also in August?
S2: My birthday is in August, too.
T: How many birthdays are there in August?
T：Boys and girls, when is Teacher’s Day? Who can tell me?
T: You’re so clever. September,10 th . Do you like September?
S4: Yes. I like September .
S5: We can go to school.
T：You can guess so well. Do you know which month it is? “ It’s cool and it’s in Autumn. There are 31 days in it. And there is National Day ,too.”
T: I like November. What do you like?
T: Do you like November?
Ss: Yes, we like November.
T: Oh ,I’m a weather reporter now. In Beijing , it’s cold and there is snow in December . (播报天气预报)Can you hear which month it is?
T: December . Whose birthday is in December?
S9: My birthday is in December.
T: How many birthdays are there in December? Let’s count.
Ss: There are ….birthdays in December.
T: I heard Ms Smart are counting birthdays now. Please listen to the tape.
1. Listen and do.
T: Boys and girls , please listen and do.
T:1) Whose birthday is in July? Please Stand up.
2) Whose birthday is in August? Put your hands on your head, please!
3) Whose birthday is in September? Touch your ears, please!
4) Whose birthday is in October? Clap, please!
5) Whose birthday is in November? Point to the teacher, please !
6) Whose birthday is in December? Laugh, please!
完成课本活动3：先请几个学生朗读对话示例，然后把学生分成小组，让他们根据图中给的信息展开对话，发表自己对各个月份的看法。
e.g. S1: Do you like January?
S2: Yes, I like January .
S2: There are lots of festivals.
S3: Which month do you like?
S5: Which month is your favourite?
S6: My favourite month is June.
S6: It’s warm. I can ride a bike
2、询问父母，然后在课堂上互相介绍自己父母的情况。
外研版英语课件 篇6
新标准外研版小学三年级英语上册教案
Module 4
Unit 1 It’s red
准备导入：
1．准备五张彩纸，需要红色、黄色、绿色、黑色和蓝色。2．拿起不同颜色的纸说出它们的英文，让学生重复。
3．把不同颜色的纸放在教室不同的地方。告诉学生老师将说出颜色，他们要指出正确的纸片来。
举例：
老师：Yellow。
生： 指黄色的纸。
老师：Blue。
生： 指蓝色的纸。
4．多举几个例子。
活动1：听音指图
1．指着师书上不同颜色的花朵，教授每个颜色的单词。
2．指着花朵让学生说出不同的颜色。对每种颜色都做几次练习。
3．让学生两人一组练习，每朵花都讲了一遍以后让他们交换角色。
4．放录音，让学生边听边指出相应的图片。
5．指着Panpa说：“panda。”让学生重复一次，并让他们猜猜单词的中文意思。要使学生明白“panda”不是它的名字。
6．用同样的步骤练习单词chameleon。
活动2：听说
1．说明老师将会说出某种颜色，让学生指出故事里正确的物品来。
举例：
老师：It’s green.学生：（指绿色的花或绿色的变色龙）
2．多做几次练习。
3．让学生两人一组做练习，当其中一人提到所有的颜色后交换角色。
活动3：指图说颜色
1．说明老师将会指着书上不同颜色的油漆罐，要他们说出是什么颜色。
举例：
老师：（指向黄色的油漆罐）
学生：It’s yellow.2．多做几次。
3．让学生两人一组做练习，当其中一人提完所有的颜色后交换角色。
教学技巧：
告诉学生当他们做两人练习或小组练习的时候，如果听到老师说“Change”，就立刻交换角色。
补充活动：
1．老师说出一些颜色，学生要指出教室里有同样颜色的物品来。确认教室里这些物品的颜色学生部已经学过了。
2．让学生在桌上放一些有颜色的钢笔、铅笔、课本。他们会用到红色、黄色、蓝色、绿色和黑色的物品。现在说出某种颜色，然后，让学生拿起同样颜色的物品。
3．说出两种颜色，让学生拿起两样物品。
4．让学生两人一组做练习。
Unit 2 It’s black dog
准备导入：
1．复习颜色。告诉学生老师会拿起不同的东西再说出一个颜色，如果颜色是正确的，他们要说：Yes.如果不正确，他们则要说：“No.”
2．多做几次。
学习技巧：
1．如果学生有贴纸，让他们在征得家长的同意后，在其卧室里的不同物品上贴上贴纸，再把物品的颜色写在贴纸上。
2．如果条件允许，在贴纸或小卡片上写下一些颜色的单词，将卡片交给学生，让他们把卡片贴在教室里相应颜色的物品上。
活动1：听音指图
全班：（画了蓝色桌子的的同学起立并举起他们的画）
3．多做几次例子。
补充活动2：
1．拿几支彩色铅笔，放一支在桌上，说出它的颜色。如：“It’s blue.”拿起另外一支，再说：“Now, it’s(colour)．”
2．告诉学生老师会继续说句子，让他们把相应颜色的铅笔放在桌上。
举例：
老师：It’s green.学生：（在桌上放上绿色的铅笔）
老师：Now, it’s b1ue.学生：（拿走绿色的铅笔，放上蓝色的）课堂活动用书：
3．让学生两人一组继续练习。
外研版英语课件 篇7
本模块的话题是“节日”，本单元是活动课，它只要是介绍中国的传统节日，比较中西方节日灯差异，交流自己对节日的喜好等。学习一些相关的单词和句型。
1、六年级的学生因为有一定的英语基础，根据他们的年龄特点及基础知识水平，我们会介绍中国的.主要节日
知识目标：
1、词汇： Spring Festival, Lantern Festival, Dragon boat Festival, Mid-Autumn Festival
2、句型：-----What’s your favourite festival?
-----My favourite festival is lantern Festival.
能力目标：
1、能用英语进行介绍中国的主要节日，并比较中西方节日的差异让学生交流自己对节日的喜爱
2、培养学生的语言交际能力。
情感目标：
1、了解中国传统文化，热爱生活、热爱祖国。
2、激发学习英语的兴趣，培养合作和交流的能力。
重点：
1、词汇： Spring Festival, Lantern Festival, Dragon boat Festival, Mid-Autumn Festival
2、句型：-----What’s your favourite festival?
-----My favourite festival is lantern Festival
难点：
1、Spring Festival, Lantern Festival, Dragon boat Festival, Mid-Autumn Festival
外研版英语课件 篇8
1.能听、说、认读单词“favourite”和“food”。
2.继续谈论最喜欢的食物并给出原因。
3.能完成“Let's try”部分的听力任务。
1.能听、说、认读单词“favourite”和“food”。
教师请两三位学生上讲台，写出自己最喜欢的食物，其他学生猜一猜，如：
T：Guess! What's her / his favourite food?
Ss：Ice cream? T：No, guess again. Ss：Salad?
Xiong Da，What's your favourite food?
Lan Yangyang，What's your favourite food?
Grace, What's your favourite food?
Kimi，What's your favourite drink?
2.教师随机出示上节课学习的五个单词的词卡，全班学生表演相应的动作。
(1)教师在黑板上画出自己喜欢吃的几种食物，说：“Look! There is ice cream, hamburgers, bread and noodles on the blackboard. They are food. They are my favourite food.”，教师边说边在黑板上画几个笑脸，帮助学生理解“favourtite food”的意思。
(2)介绍对话情景。
T：Sarah and Zhang Peng are talking about today's menu. Let's go
and see what they would like to eat today.
(3)教师出示本部分的教学挂图，问：“What food and drink are in today's menu?”，学生根据情景图回答：“There are noodles, beef, fish, sandwich, tomato soup and milk in today's menu.”。
(4)第一次播放教学录音，全班学生跟着录音读，提醒学生在跟读的过程中注意模仿录音中的语音、语调。第二次播放教学录音，全班学生分男女生跟着录音读。第三次播放教学录音，学生听完录音后回答下面问题：
① What's Zhang Peng's favourite food?
② What's Sarah's favourite food?
③ What do they have today?
Answer：
① Noodles. He loves beef noodles.
② Fish.
③ They have beef noodles and tomato sandwiches today.
(5)学生拿出人物头饰，同桌合作练习表演对话，然后教师请几对学生上讲台表演，评选出“最佳表演者”，并给予小礼物作为奖励。
(6) Ask your friend about your favourite food and drink
①学生四人一组，调查组内同学最喜欢的食物和饮料，完成表格：
②教师请两三位小组代表上讲台汇报本组各位学生最喜欢的'食物和饮料。
T：Zhang Peng and Sarah are thirsty. What would they like to drink? I'll play the tape for you to listen. After listening, match each person with the right picture.
(2)第一次播放教学录音，学生根据录音内容连线。
小结本课的重要句型并对学生的饮食习惯进行必要的引导。
T：When you like something, you can say , Ss：I like , Because it's / they're,
T：When you want to know someone's favourite food, you may ask , Ss：What's his / her favourite food?
T：If you want to know my favourite food, you may ask ... Ss：What's your favourite food? T：I like tomatoes. They're healthy.
T：Boys and girls. We must have much vegetables and fruit. They're healthy for us.
2. (五)反馈检测仿照例子写句子：
示例：I like bananas. They're sweet.
① I like XXXXXXXXXXXX. They're XXXXXXXXXXXXXX.
② I like XXXXXXXXXXXX. They're XXXXXXXXXXXXXX.
③ I like XXXXXXXXXXXX. They're XXXXXXXXXXXXXX.
④ I like XXXXXXXXXXXX. It's XXXXXXXXXXXXXX.
⑤ I like XXXXXXXXXXXX. It's XXXXXXXXXXXXXX.
1.听录音，跟读B. Let's talk部分内容。
2.把本节课学习的生词在四线三格内抄写六遍。
Unit 3 What would you like? B. Let's try B. Let's talk
What's your favourite food? I love beef noodles. Well, let's see.
We have beef noodles and fish sandwiches today.
外研版英语课件 篇9
各位老师，大家好！今天我说课的内容为外研版初二英语上第七模块第一单元。我将从教材分析、学情分析、教学方法、教学目标、教学重点难点、教学步骤六个方面进行阐述。
教材分析：
1.本模块以感觉与印象为中心话题,内容分为两部分：对话——主要以表感觉和知觉的系动词的用法为主，表达对食物或事物的感觉评论；阅读课文——Sally一封信，对英国女孩Sally印象进行了描述。学会表达It/sth smells/tastes/feels/looks/sounds…并在此基础上学会一些描述人长相和性格的表达方式，包括句式和一些形容词。本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。这些内容都很符合这一年龄段的学生的兴趣。在学习活动中，学生通过交换对某些事物或某人的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。
2.本节课的教学内容是第七模块的第一节课。这本教材的第一课以培养学生的听说能力为主，兼顾读写，并包括词汇，语法，语音的学习活动。这是学生第一次接触到表感觉和知觉的系动词。在本课中要让学生初步感知系动词的用法，我就用孩子们身边的人或物让学生们通过看，听，尝，闻，感觉来切身的感知这些系动词，使学生能够运用系动词来表达自己的感受。教材安排了许多听，说，读，写的任务活动，我将灵活运用这些活动，将其中的一些活动进行变化或整合，如我将Activity1和Activity2顺序颠倒一下，先让学生看图或实物说句子，在做听力部分。
学情分析
1.初中学生的抽象思维能力较低，形象思维能力强，但注意力容易分散。本课拟以故事、实物、图片，猜谜语等形式展示，并配以丰富的色彩，从而增强学生的兴趣和注意力。根据教育心理学,如果学生对于一件事物有极大的兴趣,他们就会排除主观和客观的种种消极因素,尽量全身心地投入到知识的学习中去。
2.初二上学期的学生经过一年多的学习，有了一定的英语基础知识和听说能力，正逐渐向读、写过渡，同时，学生们对英语学习还保持着较浓厚的兴趣。经过一年的新课程理念的熏陶及实践，有了初步的自主、合作、探究、实验的能力。
3.本单元学情剖析：本单元的主题是谈论感觉与印象，可以采用活动教学法和Role playing的学习策略，学习新词汇，掌握重点句型，同时能比较好地运用到实践中，解决类似问题。做到既能巩固所学知识，又能提高解决问题的能力以及综合运用语言能力。
教学方法：
1，任务型语言教学法
在教师精心设计的各种“任务”中，学生能够不断地获得知识或得出结论，从注重语言本身转变为注重语言习得。从而获得语言运用的能力而不是仅仅掌握现成的语言知识点。随着“任务”的不断深化，整个语言学习的过程会越来越自动化和自主化。在本课的任务型语言教学中，我将依据课程的总体目标并结合教学内容，创造性地设计贴近学生生活实际的任务活动，吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。
2，情景交际法
课堂教学以情景交际教学法为主，尽量给学生以足够的听、说、读的机会，联系课文实际，创设情景，引入讨论主题，在交际中学英语。情景的设计注意衔接的自然性，主题的设计强调知识的渐进性和讨论的可行性，并注意情感体验和概括、推理思维的培养
3，多媒体辅助
将本课所需要的录音、图片、文字、和音乐制成课件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。
学法指导
1、学习方法的指导
培养学生观察力，想象力，记忆力以及思维能力。用生动的课件调动学生的感官进行听说读写的训练。
2、学习积极性的调动
我在教学过程中创造一种开放的，和谐的，积极互动的语言氛围，把课堂变成有声有色的舞台，让学生在乐中学。
3、学习能力的培养
通过连贯的听说读写，游戏，竞赛等，培养学生的交际能力，发展他们的思维能力。
4、学习策略的指导
本节课将在课堂活动中把学生分成四人小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。我让学生观察课件画面，回答问题，让学生学会使用认知策略；让学生表演对话，实现交际策略；引导学生交际，主动练习和实践，是调控策略的体现。充分利用多媒体，录音，卡片等是资源策略。
教学目标:
基于对教材的分析，同时为了更好地培养学生学习英语的兴趣，提高应用英语能力，推进探究、合作和自主学习，我将本节课的三维目标及重难点确定如下：
知识与能力：
1．听，读懂含有系动词的句子和对话。
2．能够正确朗读系表结构的句子。
3．会运用含有系动词的句子来表达自己的感觉。
过程与方法：
围绕话题进行听，说和讨论，并会和同伴交流
情感态度与价值观：通过阅读他人的自我描述，更好地理解别人，从而更好的懂得关心别人。
重点：学习表感觉和知觉的系动词，学会一些描述人长相和性格的表达方式。句式：sb/sth feels/smells/sounds/looks/tastes…
难点： link verb + adj, What’s she like?与 What does she look like?的区别
教学步骤
Stept1 Warming up 1. Listening to a song . Listen to an English song Jingle Bells, let the students do the action while they are listening. 歌曲欣赏，以学生喜闻乐见的形式导入新课，为学生创造轻松愉快的学习气氛, 激发学生的好奇心，为学习新课打下伏笔。
2Games：Play a game :touch your nose .Call one student to the front ,say “touch your nose /hand /eye/ear/mouth”.Then let the other students do。通过游戏的方式来调动学生的积极性，培养学生的兴趣，并巩固这些感觉器官的名称，为以下的感官系动词打下基础。全感官的参与使记忆更加顺畅。这样的活动能使学生在轻松活泼的气氛中学习和掌握知识。
Step2 presentation
1教师： Do you like this music? I like it very much .it sounds lively .And I feel very happy .Do your feel happy ?
学生： Yes ,I do .
It sounds lively.
同样方法用糖果、毛巾、醋、班中的学生来练习,It feels /tastes/smells…….The boy looks ……
由上一环节自然过渡到新课的学习，让学生根据实物和身边的人来亲自体验系动词的用法。学生在不知不觉中感知新知识；保持学习新知识的兴趣。
2Practicing look at some pictures of activity 1,Let Ss say some sentences.Then do activity 2,Match the sentences with the pictures.这样让学生根据上一环节进一步练习。
3 Listening. Play the tape of 1b twice for Ss to listen and follow. Then get them to number the pictures . 本环节是教材安排的任务型听力活动，目的是让学生在听音时抓住关键词，培养学生边听边做笔记的学习策略。
4巩固练习
Look at some pictures .and say A: The chocolate cookies taste delicious.
B: The sweater feels soft and comfortable .The jeans feel tight .
C The cheese doesn’t smell fresh.
D: They look strong. Zhang Baizhi looks pretty and smart .
利用课件中的图片，使抽象的语言变得直观，为学生运用英语进行交际创设情景。
Step3 listen and read
1 整体听一遍，回答问题。从整体上感知全文
2再听一遍，注意生词及含有系动词的句式
3语法展示link verb +adj 及Everyday English
4读课文
5 Group work :四人一小组，有感情的分角色朗读课文。然后找两组读对话，注意表情
6 Do activity
5 .Complete the sentences .小组内讨论的形式。
让学生在小组中交流、合作。易于激发学生的表达欲望，在活动中他们一定会努力表现自己，做到最好。把任务活动放在小组中进行，还可以解决“大班”难于操练的难题，学生在小组中有更多的时间来运用英语表达自己的思想。
Step4 pair work。 Ask Ss to make dialogues in pairs activity 4.
According to the sentence patterns in activity2. Get several pairs to act out their dialogues.在教学上以激发学生的学习兴趣为主，通过不同的活动让学生感知、操练语言，为下一步活动做好铺垫。
Step5 pronunciation and speaking
1Play the tape of activity7 twice for Ss to listen and follow. 让学生能够正确朗读系表结构的句子。
2Do activity6 ,丰富学生形容食物和人的词汇，以便在对话中运用自如。
Homework :
1.Do activity8 . Work in pairs ask and answer why you like or don’t like them.
2.Read the dialogue in groups .Then act out the dialogue .
由于教材中的环节较多，在一节课中要全部完成不大可能，因此我将最后一个环节作为作业，将课堂小组活动延伸的课外。
外研版英语课件 篇10
第四模块 第一单元 它是红色的。
本课选自《新标准英语》第一册。
1. 教学目标：我根据教材、大纲提倡素质教育的基本要求和一年级学生身心发展规律与兴趣特点，将本课时的教学目标定位于：
认知目标：通过图片展示、课件展示、说唱、小游戏等教学手段，使学生能够听、说、读出所学的颜色词汇。
能力目标：培养学生的英语口语交际能力，运用简单的语句对各种颜色进行问答。
2.教学重难点：本课的训练重点是让学生通过听、说、读、玩、做等各项教学活动，真正掌握红、黄、蓝、绿、黑、白六种颜色的英语词汇。难点在于各种颜色词汇的发音及分辨。避免学生读错音，颜色词汇间相互混淆的情况发生。
针对本课时的教学内容，我将采取以下教学方法：实物展示法、直观教学法、提问法、情景教学法。做到精讲多练，充分发挥学生的主体作用，调动其主观能动性，引导学生在听、说中感悟英语；在活动中，通过小组合作学习、游戏法学习建立团队意识和集体荣誉感。
为了充分体现教师主导、学生主体的原则，我紧紧围绕教学目标和重难点，为学生提供展示自己的舞台，营造课堂气氛，培养学生的英语口语交际能力。
（1）师生问候：通过简单的问候，可以帮助学生适应英语语感，使学生很自然的进入英语学习状态。
教学热身是英语课堂教学方法的重要形式之一，我采用歌曲的形式来缓解学生的紧张情绪，建立轻松和民主的课堂氛围，为进一步的学习奠定了基础
根据一年级小学生形象思维占主体的思维特点，我先告诉学生我有一个朋友，它有许许多多漂亮的衣服，它每天都要换好几次，让学生猜猜它是谁，许多同学都能猜出它是变色龙。然后我介绍变色龙是一种可以不断变换肤色的动物，接着展示变色龙白、黑、红、蓝、绿、黄肤色的课件。（先是一只白色变色龙，通过逐次点击变化各种颜色，变颜色的同时出示句子及颜色单词。注意出示要有规律：white and black, red and blue, green and yellow 目的是接下来环节编韵句）通过这一直观教学手段使学生产生浓厚的兴趣，使抽象化的词汇学习具体化，易化了词汇这一教学难点。接着，我还在这一过程之后设计了一组伴随肢体语言的说唱，把几种颜色以歌谣的形式展现出来，调动学生多种感官积极参与，从而帮助学生记忆。（ Red red blue， green green yellow，white white black ）
在这一部分中我设计了两个游戏环节，目的在于增强学生的语感，培养学生的交际能力。
（1）游戏：争做小老师，请一位同学上台来扮演老师的角色，让学生到台前亲自操作，通过点击变化不同颜色，并询问What colour?由小老师抽同学来回答各种颜色从而达到英语口语交际的目的。
（2）游戏：介绍我的好朋友，请一位同学把五彩星和七色花当作自己的好朋友，并向同学们介绍他们的颜色，其他同学两人一组，找对方书中颜色，看谁指的又快又准。
通过以上两个极富情趣的小游戏，活跃了课堂气氛，突出了教师的主体地位，同时学生的'主体地位可以得到最大限度的发挥。学生成了活动的主人，他们在轻松、愉悦的氛围中得到了知识的巩固，得到了英语语言交际能力的锻炼，提高了交际性能力，从而可以达到良好的教学反馈。
（1）活动： 教师发口令，穿相应颜色衣服的同学立即站起来，
看谁反应快。
（2）涂色练习：给学生提供涂色卡，让学生展示自己水彩笔，我发口令，同学们展示相应颜色的水彩笔后，进行听音涂色。
（3）指导学生做练习册上的习题。
这三个活动为每个同学都提供了参与活动的机会，也可以检验学生知识掌握的程度。
（1） 本课录音，并模仿。
（2）将颜色说给爸爸、妈妈听。
总之，本堂课的教学设计我针对学生的思维特点和教学大纲的具体要求，采用了教学热身——内容呈现——模拟训练——复习巩固——作业检测这一思维模式，强调了学生的主体地位。同时，采用图片、实物等直观教学手段，拓展了学生的视野，激发了学生的学习热情。我还利用歌谣等活泼有趣的形式，增加了课堂教学的感染力，并采取实物奖励的形式来增强学生的自信力和积极性，提高了教学效率。
外研版英语课件 篇11
阅读完第一模块教材文章后翻译下列六个句子：
1.我宁愿工作也不愿无所事事地（doing nothing）待在家中。(prefer to ……rather than……)
2.这台电脑与那台电脑不同的另外两个方面是存储（storage）和速度。(in which引导的定语从句)
3.对于汉语来说，四川省与贵州省之间的发音差异很有可能与他们省内的发音差异一样多。（as much ……within the two provinces as between……）
4.一位北京人在理解广东话方面有些困难。（have difficulty in doing something）
5.现在农村发生了巨大变化，以至于你轻轻按一下开关就有自来水（running water）。(so that 引导的结果状语从句)
6.专家说这种顾客对顾客的服务体系（customer to customer service system）使得人们买到更便宜东西成为可能。(make it possible for people to do something)
外研版英语课件 篇12
Good afternoon, my dear judges, I am ______, from ______, it is my great honor to have this opportunity to talk about my teaching ideas. My presentation consists of five parts.
Part 1 The analysis of the teaching material
This lesson is a reading passage, which focused on the topic of __________________, such a topic is related to our daily life, so it is easy to arouse the Ss’ learning interests.
My teaching objectives include the following parts.
First, the knowledge objective :By the end of this lesson, Ss can learn the new words and new phrases:______________________________________ 其他参考活动：Debate----当话题有矛盾双面
Understand the main idea of the article;
And master the usage of ___________________(某个语法点)
Second, the Ability objective:
skim for the main idea of the article and
scan for the specific information,
understand the whole article, and
enlarge the relative knowledge by reading more materials in library or from internet, write a report of the topic, etc. Third， the emotional objective:
to develop the spirit of cooperation through teamwork and pair-discussion;
arouse Ss’ interest in English learning
Fifth， the Important points:
to get an overall understanding of the whole text,
and develop their reading skills such as anticipating, skimming, scanning, summarizing language points…..… (具体课型用具体例子阐述)
the usage of the______________________( 语法或句型)
While the Difficult points:
Are enable the Ss to use the new words and phrases to express their ideas in daily life, and develop the ability of skimming and scanning.
master the usage of ____________________________( 语法或句型)
The Ss have learned English for some years. They understand some words and simple sentences. They are curious, active, and fond of game, competition, and various activities. They enjoy learning through cooperation in a relaxing atmosphere.
In this lesson, My teaching methods include
audio-visual teaching method, communicative teaching method, and task-based teaching methods. Besides, a computer, blackboard, a tape recorder, a projector are needed as the teaching aids.
There are five steps in my teaching procedures. But before teaching, I will divide the whole class into 4 groups to
do competitions while finish different tasks in this lesson.
Step 1 Warming-up and leading in (3mins)
Free talk; talk something related the topic of the article.
外研版英语课件 篇13
教学目标：
基于学生的实际学习水平，新课标的具体要求和本册教材的特点，我将教学目标设计如下。
1.知识目标：学生理解并掌握单词mine、yours、argue、matter、wear等。
2.能力目标：学生能够运用所学句型对自己或他人的所属物品进行描述。
3.情感目标：学生在活动中学会运用所学知识进行交流，并在交流中学会与他人合作，敢于开口说英语的能力。
教法学法：
1.从儿童的年龄特点、学习兴趣和好奇心求知欲考虑，根据小学生的心理特征。我借助“任务型”教学模式，以听说、游戏活动为主线组织教学，并通过小组合作，角色扮演等来加深对学习内容的理解，培养综合运用英语的能力。
2.学生通过游戏和小组活动，使他们在交际中理解和运用语言，促进学生听、说、读的练习，是学生在快乐的学习氛围中学到更多知识。
教学过程：
一、Warming-up 热身环节
在这一环节中我设计了一个chant，由学生共同拍手来完成。
I I I ，my my my
He He He, his his his
热身环节是英语教学过程的首要环节。采用节奏感很强的chant不仅能够凝聚学生的注意力，还能提高兴趣，将学生很快的带入到学习氛围中。同时复习了以前学过的主格代词和形容词性物主代词，引出了新知识名词性物主代词，为下面的学习做好了铺垫。
二、presentation 新知呈现
首先，我拿起自己的书，问学生Whose book is it? It’s my book.可用It’smine.来代替，然后带领学生多读几遍，练习这个句型。再拿起Mingming的铅笔盒，询问LingHang(学生)Whose pencil-box isit?引导学生回答：It’s Mingming’s pencil-box.告诉学生It’s Mingming’s pencil-box 可用It’sMingming’s 来代替，用同样的方式教授his、hers。
接下来是课文教学
首先，让学生听一遍录音，理解课文大意，并让学生初步感知语音、语调。让学生再次听录音，跟读课文，回答我提问的问题。
It’s Amy’s T-shirt? No,it isn’t.
What colour is Sam’s T-shirt? It’s red.
让学生听第三遍录音，并且跟读，录音播放完毕后，请2~3名学生分角色朗读课文。
本环节是新知识的呈现和练习，充分利用课堂中有限的资源，给学生创设了一种真实的教学环境，培养了他们的兴趣。这样，让学生在快乐的过程中不知不觉地掌握了本课的重点句型。反复的听读课文，加强了学生对课文的理解和记忆。
三、Practice 趣味操练、巩固新知
用多媒体课件呈现Prat 3 的四幅图片，图下面分别注明Ms Smart’s sweater Lingling’s skirt Amy’s skirtSam’s trousers分别显示。老师问学生答或者学生问学生答，来练习句型Is this Ms Smart’s sweater? Yes,it’shers./No,isn’t hers.
这一句型也是本课的重点，是一种否定表达方法。这样师生合作完成教学曾今了师生之间的感情达到了师生互动、生生互动的效果。本环节通过反复练习巩固并掌握了所学知识，小组合作联系培养了学生的.合作交流能力。
四、Consoludation 拓展延伸
把学生分成四个小组，各组学生把在家带来的书包、外套、裙子等物品放在一起，利用今天所学的句型进行对话，找出物品的主人。如果找对了物品的主人就给小组加分，进行奖励，还可以去别组给物品找主人。
拓展延伸对于学生更好地理解和御用所学知识具有重要作用，它有利于开发学生思维，提高英语的交际运用能力，培养了学生的学习兴趣。
五、Summary and Homework
带领学生一起回顾本节课所学的重点单词和句型。
让学生将各种熟悉的物品画在一张纸上，并且用英语标明这个物品是谁的。让学生自己动手画，培养了学生的动手能力，也进一步巩固了所学知识。
外研版英语课件 篇14
Module 3 Activities 学习目标： 1．知识学习：句型： 1)---What are you doing? ---I m … 2)---What is he\she doing? ---He\She is … 2．习惯养成：培养学生积极主动的学习态度，能大胆开口，积极参与各项学习活动，善于与同学交流。 3.能力培养：培养学生用英语进行交流，养成用英语思维的良好习惯，提高学生的创造力和实践能力。 4.品德培养：培养学生团结合作的精神，养成良好的文明习惯。 教学重点难点： 学习如何表述及问答正在发生的动作。 1 、词组： watching TV talking to … taking pictures reading a book writing a letter playing with listening to music 2 、句型： 1)---What are you doing? ---I m … 2)---What is he\she doing? ---He\She is … 教学方法： A 、TPR 法学习词组，学唱 P13 的歌曲来巩固。 B 、学习顺口溜：“我”用“ am ”，“你”用“ are ”，“ is ”跟着“他、她、它” , 两个以上都用“ are ”。 C 、直观演示帮助理解。 教具准备：录音机 磁带 第一课时Unit 1 Shes writing a letter. 1． Warm―up a. Greeting b. Ask and answer检查上节课学过的对话。 c.让学生根据以前学过的内容做动作。如：play table tennis ,swimming, cycling 2. Leading-up 准备阶段以后，教师问:Do you know other actions? 出示Lingling 正在写信的图片，学习单词write ， letter然后根据词组作出动作。或者教师做动作学生说句子。 同学之间练习。同样学习其他的单词、词组。 3.情景操练 单词的学习过程中，教师或者磁带领读，纠正发音。 小组练习。同桌练习等。 在练习正确发音之后，句型的练习，教师根据学生的掌握情况采取I do you say ,I say you do ,I do you draw等形式，巩固所学的词组。 4．课文学习出示课本,大家看一下Sam给大家带来了许多图片,我们来一起学一下他是怎么来向大家介绍的. （1）Listen and point.播放录音，主要培养学生的认读能力，至少听两遍。 （2）Listen and repeat.再次拨放录音，学生边指边读。 （3）Listen and answer What is lingling doing ? What is Daming doing ? What is Amy doing ? What is Tom doing ? 找同学回答。 (4)再次放录音,学生跟读. (5)看课本图片,从第一幅图片开始,找同学帮Sam介绍.直到最后一幅. (6)分组或男女生分别介绍一幅. 同桌或小组练习. 5．小结归纳 归纳总结本课内容,强调如何描述某人正在做某事. 巩固所学的动词词组. 第二课时Unit 2 What are you doing? 1． Warm―up a.Greeting b.Ask and Answer复习上节课学过的内容，出示挂图根据挂图的内容,说出句子,可找个人说,或小组代表,或集体说. 2. Leading-up a.找同学做动作,其他同学介绍他在做什么? b.同学做动作.老师问What are you doing?多说几遍,找同学回答,然后让学生试着说 What are you doing?可以师生问答,或生生问答. 掌握好之后变换人称What is he /she doing ?三人一小组进行练习. 学习新单词 listen to ,music, read ,掌握词组listen to music, read a book,根据卡片练习句子I’m listening to music /reading a book ./ watchingTV, 3.情景操练 根据上节课学过及新学的词组,句型同桌练习，或者小组练习.根据图片或者动作进行对话练习:如: What are you doing? I’m listening to music 4．课文学习大家看一下Sam的一家在忙什么, （1）Listen and point.播放录音，主要培养学生的认读能力，至少听两遍。 （2）Listen and repeat.再次拨放录音，学生边指边读。 (3)小组对话练习.分角色朗读. 练习2,point and sa 对话练习: What is sam doing? He ’s listening to music 同桌问答.找同学起来说. 练习3 .Act it out . What is he /she doing ?的问答. 找同学到讲台上每一个人做一个动作不动.其他同学进行问答. 练习5 仍旧是对正在进行的动作进行描述.巩固练习. 也可以采取you say I do ,you do I say ,you say I draw等形式. 5．小结归纳 归纳总结本节课的所学的内容. What are you doing? I’m listening to music What is he /she doing ? Module 4 In the Park 第一课时Unit 1 What are they doing ? 教学内容：Unit 1 What are they doing ? 教学目的： 1）学习询问他人正在做什么事情。 2）描述他人正在做的事情。 3）学生能够听、说、认boat chess row soybean milk drink hungry 。 4）通过创设和谐的氛围，让孩子们轻松愉快地学习英语，并形成良好的英语语感。 教学重点：1）学说问句What are they doing? 2）掌握句型They’re 动词+ing [+宾语] 教学难点：能清晰准确地发出本课所教的单词的音， 并自如地应用。 教学准备：卡片、象棋、豆奶 教学过程： 一、Warming up 师生齐唱M2 中的小诗，并配以动作。 二、Revision 1.教师快速向学生出示几组词，每组包含一个动词，请学生说出这个动词。师板书：read , write ,listen ，play , talk … 2.请学生说这些动词的.-ing形式。 3． 齐读黑板上的动词及其-ing形式。 三、Presentation （一）学习新句型 1.请一学生挑选黑板上所提供的任一动词，做出相应的动作。 2.教师通过提问：What is he/ she doing ?复习He’s/ She’s 动词+ing [+ 宾语]。 3.请该生所在组的成员模仿该生的动作，并做动作边说：I’m动词+ing [+宾语]。 4.教师故作不解状问：What are they doing ? 后又释然说：Oh. They’re 动词+ing [+宾语],并板书。 5.教师指着黑板上的句子，请学生跟说多遍。 6.再请一组学生挑选黑板上所提供的任一动词（不能重复），做出 相应的动作，教师请其他学生回答问题：What are they doing ? 然后教师把正确答案写在黑板上。 7.请学生一起认读黑板上的句子。 （二）学习新动词 1.告诉学生，教师将要模仿一个动作，他们要猜猜教师正在做什么。 2.教师模仿动作后提问：What am I doing? (我正做什么？)引入句子： I’m doing taijiquan.。 3.请全体学生一起边做动作，边说：I’m doing taijiquan.教师通过提 问：What are they doing ?引入句子：They’re doing taijiquan. 并板书。 4.用类似方法教They’re row a dragon boat.并板书。 5.教师拿出一副国际象棋问学生What’s this ? Do you want to play ? 并告诉他们老师将邀请他们一起玩，但玩之前必须先学会说 play chess, 并板书。 6.教说chess, play chess。 7.教师做饥饿状说：I’m hungry. I’m hungry.板书hungry（饿的）并 重复说多遍，再提问学生：What’s the matter with me?由此教单词hungry（饿的）。 8.教师从包中拿出一瓶豆奶说：I want to drink soybean milk. 边“喝 边说：drink drink , I’m drinking.让学生模仿跟着教师重复句子并模仿动作。 9.教师拿着豆奶走到学生中，到边“喝”边说：Soybean milk is very nice. Soybean milk is very nice.提问学生What am I drink? 由此教说soybean milk（豆奶）并板书。 10.请一些学生模仿喝豆奶的动作，比比谁表演的最好。其间老师可以适时用What is he/ she doing ? What are they doing ?提问其余学生。 四、Consolidation （一）快速反应 1.请几位学生到教室前，由教师说动词词组，学生模仿动作，比比谁的反应最灵敏。 2.让学生在小组内进行训练。 （二）表演 1.请学生打开课本P15，教师指着人们划船的图问 学生：What are they doing ? 学生应回答：They are rowing a boat. 2.四人小组中，请学生A 和B向学生C和D模仿一个动作，然后由C和D提问：A 和B在做什么？ 3.让小组内学生互换角色。 4.请几位学生到教室前模仿动作，教师提问：What are they doing ?然后让全班或个别学生回答。 （三）游戏 1.教师在黑板上贴上正面写有数字，反面写有： do taijiquan, row a boat, play chess等动词词组的卡片。 2.请自愿上台的学生背朝大家，选择其中的一个数字，教师翻开此卡片的反面示以台下的同学，台下学生根据卡片上的内容做出相应的动作。 3.台上的同学必须用英语They’re 动词+ing [+宾语]来猜测台下同学所做的动作。如果说对了，台下同学要说“Yes”，若连猜3次不中，可用What are they doing?请求他的朋友，帮忙回答。 五、Homework 1. 抄写单词：row , play, drink, boat, milk 2. 收集有关人物或动物正在进行某种动作行为的 照片、图片、图案，并用英语说说他们正在做什么？ 3. 预习M4 UI 课文。 第二课时Unit 1 What are they doing ? 教学内容：Unit 1 What are they doing ? 教学目的： 1) 学生能够听、说、认park lake thing interesting people men get on lots of let’s 2) 能听懂、会说本课对话。 3）能够运用所学英语句子，进行简单的扩展性交流。 4）通过描述人物行为，简要说明一处场景。 教学重点：1）继续掌握句型They’re 动词+ing [+宾语] 2）描述地点位置 教学难点：通过描述人物行为，简要说明一处场景。 教学准备：多媒体设备、电脑光盘、卡片、实物 教学过程： 一、Warming up 师生互相打招呼，问好。 二、Revision 1． 教师说动名词：swimming, singing, dancing, rowing…请学生作 出相应动作。 2． Free talk. 以小组为单位选派一名代表，用英语描述本组成员收 集的有关人物或动物正在进行的某种动作的照片、图片等。 三、Presentation （一）单词教学 1． 教师留下学生收集的资料，并指着它们说：Look, there are lots of pictures.用声调变化突出强调lots of，并板书lots of（许多）。 2． 教师可利用身边的物体，用lots of造句，使学生明白词组的意思。 3． 教说lots of 4． 请学生造句（告诉他们可
外研版英语课件 篇15
教学目标：
知识目标：本课的第一目标就是掌握现在进行时态的结构，以及现在分词构成的规律。
怎样完成这一目标呢?要通过下面另两个知识目标的学习，既学会本课的八个词汇和重要的句型。充分利用词汇对句型进行反复演练，达到学会这一新时态的目的。
能力目标：主要是锻炼学生用现在进行时态进行口语表达的能力。
而在情感目标方面则是让学生学会work together，即合作学习。
教学重点：
掌握本课的词汇、句型以及语法现在进行时态。
教学难点;
其一是现在分词的构成规律，尤其是以e 结尾的动词。其二，是现在进行时态的构成中，学生容易忽略be动词。在学习这一时态之初，让学生牢固掌握其结构，为以后的学习打下良好的基础。
教学方法：
依据本课学习内容的特点以及学生年龄段的特征，我采用了任务型教学模式，共设计了4个任务让学生完成。
为了让学生在宽松、民主、和谐的教学氛围中完成学习任务，我采用了情景教学法、交际法、任务教学法、合作学习法、小组竞赛法以及多媒体辅助教学法。
而学生则是通过同桌结对活动、小组合作演练等大量不同形式的语言实践来完成学习目标。
教学程序：
整个教学程序设计主要是依据循序渐进、由浅入深的原则，来完成设定的任务。
首先，让学生欣赏一首英文歌Are you sleeping?这是一首与现在进行时有关的歌曲，让学生在优美的歌声中，带着愉悦的心情，进入到轻松的学习氛围中。
然后，出示今天的学习目标，让学生清楚今天所要学习的内容，以及要达成的目标。
出示八幅图片，让学生观看图片，进而学习本课的生词，draw ,write, cry, laugh, make, talk, work。
同桌讨论每幅图片，教师先给出示范。What is she doing? She is drawing. 同时给学生简单讲一下现在进行时态的结构。
学生仿照例句进行结对练习。在这个环节中，学生巩固了生词的学习，同时对今天所要学习的语法有了一个初步的了解。
看图片进行问答。我将问答环节分成了三部分。
第一部分主要练习主语是第一人称和第二人称的现在进行时态。为了完成这个目标，在做完问答之后，我设计了一个三人小组游戏，一个人做动作，另两个人问：What are you doing? 答：I’m …。。;
然后，两个人一起做动作，一个人问：What are you doing? 答：We’re…。这样就对第一人称的单复数都进行了巩固练习。
第二部分主要练习主语是第三人称的现在进行时态。为了掌握好这一用法，我在学生做完问答之后也同样设计了一个游戏Act and Guess. ，以小组比赛的形式进行。每组派两名同学到讲台上表演，其中一人背对全体同学做动作，另一人问：What is she/he doing? 让其他同学猜测，最后选出表现出色的小组。
第三部分主要练习主语是第三人称复数they的现在进行时态。有了前面两个练习的基础，这部分练习学生应该做得很轻松，因此在这个环节没有设计游戏。只是对幻灯片上的图片进行了问答。
做完三个问答练习之后，用录音机播放课文录音，让学生不看课本听录音。训练了学生听的能力，也对本课课本上的内容有了系统的认识。
在以上几个环节中，学生们已经掌握了学习目标中的知识目标，即对词汇和句型的学习，也完成了能力目标，即锻炼学生用现在进行时态进行口语表达的能力。到此为止，本课的教学重点已经完成。
通过以上学习，让学生自己或者分组合作，总结出现在进行时态的结构。教师通过播放幻灯片，对学生的总结进行概括和补充。因为本课没有涉及到双写最后一个字母加ing的动词，因此归纳现在分词的构成时，只有本课涉及到的两种—直接加ing和去e加ing。
做幻灯片上的两个练习题。其中一个是写出下列动词的现在分词，另一个是完成句子。通过当堂练习对本课所学语法进一步巩固。
总结和反馈检测这两个环节，通过对现在时态和现在分词的归纳和练习，突破了本课设定的难点：即现在分词的构成规律，尤其是以e 结尾的动词和现在进行时态的构成中，学生容易忽略be动词这两个难点。
到此为止，学生在轻松和谐的学习氛围中，通过合作学习，师生互动、生生互动，完成了今天的学习任务。
最后是作业，完成同步练习册上的练习题。