英语教案设计简短合集

发布时间:2023-02-04 英语教案设计

幼儿教师教育网栏目精选：“英语教案设计”，欢迎阅读。

英语教案设计简短合集

一名爱岗敬业的教师要充分考虑学生的理解性，在授课前，一份好的教案可以让教学更有效率。在教材上写教案是有利于教学的行为，服务于老师更好、更快捷地完成课堂教学任务。以下内容是栏目小编特地整理的“英语教案设计简短”，供大家参考，希望能帮助到有需要的朋友！

英语教案设计简短(篇1)

教学目标：

1、能够理解并会朗读Let＇s read部分，能够完成选词填空练习。

2、能够完成Task time的任务。

3、能写简单的路线说明并了解写信的基本格式。

教学重点难点：

重点和难点：能够听、说、认读句子：Start from the bus stop……Look for me near the door.

　教学准备：

录音机和录音带，本课时的教学挂图。【FaNWeN.Hao86.COm 好工具范文网】

教学过程：

一、热身

师生共唱歌曲“Ten Little Candles Dance”。

　二、预习

师生进行日常会话。

三、新课导入

Let＇s read。

（1）教师课前安排一名学生站在教室外面充当邮递员，引出句子：This letter is from Sarah。

（2）教师出示教学挂图说：Look！It＇s Sarah＇s old is she？Where is her home？How can we get to her home？Let＇s read again.让学生带着问题阅读对话，提出不懂的单词或句子，教师答疑。

（3）教师指导学生完成选择填空。

（4）指导学生朗读。

（5）拿出事先准备好的指示路径的六个句子，随意打乱顺序。让学生来排序。

四、巩固和延伸

完成作业本中的作业。

英语教案设计简短(篇2)

一、教学目标：

1、语言知识目标

基本词汇：restroom， stamp， bookstore， postcard， pardon， washroom， bathroom， normal， rush， suggest， staff， grape， central， mail， east， fascinating， convenient， mall， clerk， corner， polite， politely， speaker， request， direction， correct， direct， whom， address， underground

基本句型：Excuse me， do you know where I can buy some medicine？

Sure. There’s a supermarket down the street.

Could you please tell me how to get to the post office？

Sorry， I’m not sure how to get there.

I wonder where we should go next.

Could you tell us when the band starts playing this evening？

You should try that new ride over there.

2、技能目标：

（1）能用宾语从句礼貌的寻求帮助。

（2）能用正确的方法指路。

3、情感目标：

培养学生尊重他人，对人有礼貌，热爱生活。

二、教学重难点：

1、教学重点：

（1）礼貌的向他人寻求帮助。

（2）正确使用宾语从句。

2、教学难点：

运用宾语从句礼貌的寻求帮助。

三、教学步骤：

Section A 1 （1a-2d）

Step 1 Warming –up

Greeting

Step 2 Presentation

（1）Guessing game

Show pictures to the whole class， one student explains the places in English and another one who doesn’t look at the blackboard guesses what place it is. For example， one student say： We can save money or exchange money in this place， another one guess it is a bank. Get students to guess the places like bank， post office， bookstore， museum， bathroom， washroom， mall and so on.

（2）Show some stamps to students and present the new sentences：

Could you tell me where I can buy some stamps？

Could you please tell me where I can get a dictionary？

Do you know where I can get some magazines？

　Step 3 Practice

1） Match each thing with a place in the picture in 1a.

2） Read the phrases.

___ get some money

___ get some magazines

___ have dinner

___ get a dictionary

___ get some information about the town

___ buy a newspaper

___ buy some stamps

___ get a pair of shoes

　Step 4 Listening

Listen and complete the conversations in the picture in 1a. Then check the answers with the whole class.

　Step 5 Practice

Make conversations using the information in 1a. Then talk about your own city. For example：

A： Excuse me， could you please tell me how to get to the bookstore？

B： Sure， just go along Main Street until you pass Center Street. The bookstore is on your right， beside the bank.

A： Thanks. Do you know when the bookstore closes today？

B： It closes at 7：00 p.m. today.

A： Thank you！

B： You’re welcome.

Step 6 Listening

1. Listen and number the directions in the order that you hear them.

2a You will hear some of the directions below. Number the directions in the order you hear them.

___ Go to the bird floor.

___ Turn left.

___ Go to the second floor.

___ Turn right.

___ The supermarket is between the flower store and the bookstore.

___ Go past the bookstore.

2. Listen again. Show how the boy walks to the supermarket. Draw a line in the picture in 2a. Then get one student draw the line on the blackboard.

3. Listen the third time and answer the questions.

1） Excuse me， can you tell me where I can buy some medicine？

2） Do you know how to go there？

3） OK， great. Oh， and one more thing. Do you know when this shopping center closes tonight？

4） OK， thanks a lot.

Step 7 Pairwork

Make conversations about the other places in the picture in 2a.

A： Excuse me. Can you tell me where I can buy some stamps？

B： Yes， there’s a post office in this shopping center.

A： Do you know how to go there？

B： Yes. Go to the third floor and turn right. Then go past the bank. The post office is between museum and library. You should be able to get stamps.

A： OK， great. Oh， and one more thing. Do you know …

B： I’m not sure， but you …

A： OK， thanks a lot.

B： You’re welcome.

Step 8 Reading

1. Read the conversation in 2d and answer the questions.

2. Role – play the conversation.

3. Explain the language pints in 2d.

（1） Go along Main Street until you pass Center Street.

1） until和 till同义为“直到……” ，till多用于口语，until可以放在句首，till则不能放在句首。

2） l“直到……才”，表示直到某一时间，某一行为才发生，之前该行为并没有发生。

e.g. I did not study English until 9 o＇clock last night.

（2） Pardon？ Restroom？ You already want to rest？ But we haven’t even started yet！

1） pardon用作动词，后面既可以跟宾语，也可以跟双宾语；pardon sb. for doing sth.意为“原谅/宽恕某人做某事”

e.g. Can you pardon me for not passing the exam， Mom？

2）在没有听懂对方的话，请对方重复一下时也可说 pardon。

e.g. Pardon？ I’m sorry I can’t follow you.

（3） I’m excited to try the rides！

excited和 exciting的区别：

1） excited意为“激动的；兴奋的”，作表语时，主语通常是人；作定语时，常用来修饰人，说明激动的表情。

e.g. All of us were excited when we heard the good news.

The excited child opened his present quickly.

2） exciting意为“激动人心的”，作表语时，主语通常是物；作定语时，常用来修饰物。

e.g. The movie is very exciting.

My father told me an exciting story.

（4） I mean … you know， a washroom or bathroom.

mean作动词有以下含义：

1）有……的意思，指（多作及物动词），其后可跟名词或代词，也可跟从句。

e.g. What does this word mean？

2）意味（着）（及物动词），常跟名词，有时可跟动词-ing形式或从句。

e.g. Carl really could not do that — it would mean the end of his career.

3）有……意图，打算，想，常跟名词、代词或动词不定式。跟带不定式

的复合结构时，还可用于被动语态。

e.g. I never meant to hurt you.

四、总结

（略）

英语教案设计简短(篇3)

课前准备

教师：准备游戏时所用的图片(食物、蔬菜、动物）。

学生：准备表演时所需道具(服装、假发）。

教学设计

Step One :Present the sentence patterns.

1. Play a game “How many words do you know?”(利用小游戏调动学生的积极性，同时通过对冠军的介绍引出本课。）

Teacher: After the study of the first three starters，I think most of the students must have known a lot of words. How many words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.

(Divide all the students into several groups and show a picture(图片略）to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.）

(Group 2 is the champion group. They can write 11 words.）

2. Introduce the champion group to the class.(引课方式贴近生活，学生易于接受）

Teacher: Congratulations，now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourselves to us?

S1& S2:Yes.

S1:Hello.My name is Li Lei. Nice to meet you.

Ss: Hello，Li Lei. Nice to meet you，too.

Ss: Hello! What’s your name?

S2:I’m Sun Ping. How do you do?

Ss: How do you do ?

Step Two: Drills.

1. Make introductions.(通过句型的操练使学生更加熟练掌握所学的句式。）

Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”，please introduce yourself in your group.

Example:

Sa: Hello! I’m Li Lei. What’s your name?

Sb: My name’s Zhang Feng. Nice to meet you.

Sa: Nice to meet you，too. And what’s your name，please?

Sc: Lin Li. How do you do?

Sa：How do you do?

2. Listen and number the conversations.

Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A.

(Students listen to the tape and give the right answers.）

Step Three: Make friends.

1. Make new friends.(用谈话的方式完成任务，生动活泼，同时更容易向学生进行美德教育。）

Teacher: Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others，OK?

Ss: OK.

Example:

Sa: This is my new friend. His name is Sun Nan.

Sb: Hello，Sun Nan. Nice to meet you.

Sc: Nice to meet you，too. Look! This is my new friend. Her name is He Lu.

Ss: How do you do?

Sd: How do you do?

(Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.）

2. The New comers.(以表演的形式完成，使课堂气氛达到高潮。）

Teacher: Just now I said three new students from other countries would come to our class. Now，look! They are here. Let’s give them a warm welcome.

(Three “foreign”students come in and all the students clap warmly.）

Teacher: It’s their first time to come to China. Would you like to listen to their introductions?

Ss: Yes.

(Three students can make introductions and act out the dialogue vividly.）

Step Three: Sum up.

Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life.

Homework

“How do you meet new visitors at home?

英语教案设计简短(篇4)

幼儿园大班英语教案

活动设计背景

1、现在英语在全球不断的升温，英语教育不断的低龄化，甚至是在一些幼儿园老师就已经开始教英语了，所以，为了适应教育的发展和扩大幼儿的学习兴趣，对大班的孩子普及一些简单的英语知识。

2、孩子已经学会了二十六个英文字母和一些基本的打招呼英语。比如，hello, good morning等等。

活动目标

1、让孩子们懂得用英语数1到5，并且基本认得字母的形状。

2、在需要的时候，能够有意或无意的开口就用英语数数。

教学重点、难点

教会孩子用英语读1到5，让他们既能顺着数也能倒着数。难点就是教会孩子们认识1到5的英文单词或者是它们的形状。

活动准备

五张硬卡片，正面用英文写1到5的单词，反面用阿拉伯数字写1到5；五个苹果；五颗糖果。

活动过程

开始：先用英文跟小孩子打招呼，然后在黑板上写阿拉伯数字1,2,3,4,5。然后引入话题，问他们知道用英文怎么说，想不想知道，然后在阿拉伯数字1到5对应的下方写上英文单词；

第一步：先教孩子们读五遍，一次读阿拉伯数字，一次英文；

第二步：简单的跟孩子们解释英文的意思；

第三步：拿出卡片，再教孩子们读两遍，读一遍就反过来让他们看一下阿拉伯数字；

第四步：叫五位小孩子出来，让他们每人拿一张卡片，然后按顺序读，这五位小孩子读完以后，再换下五位，直到所有的小孩子都拿过卡片；

第五步：拿出苹果，利用苹果的数量来叫孩子们数，先拿出一个，再两个，再三个

第六步：拿出糖果，做法与苹果一样；

第七步：把苹果和糖果分到孩子的手上，让苹果的孩子先数，接着糖果的孩子再数。

结束：把道具收好，再教孩子们读两遍英文1到5，然后说当老师用英文数到5的时候就可以下课了。

教学反思

在准备教孩子们用英语数数前，我特意选着了苹果和糖果这两种多孩子们吸引力比较大的东西，还有卡片也会用不同的颜色还写，因为我觉得孩子对不同的色彩会更加有兴趣。在活动的过程中，我注重与孩子们的交流与互动，尽量让所有的孩子都能够参与到活动中来。并且在活动中，我让他们自己组合，自己选着是拿苹果还是糖果。在一些孩子不能及时或者不能数出数来的时候，我会在旁边小声的提醒他。这是我这一活动的反思，我希望孩子们能够从小就能培养学习英语的兴趣，不要把英语当初负担，不要害怕英语。

英语教案设计简短(篇5)

中班英语Slowly and Fast教案

　【活动目标】

1、通过观察和自身的动作体验，初步感受slowly、fast的不同含义，在游戏中鼓励幼儿跟说slowly、fast。

2、引导幼儿积极参与游戏活动。

【活动准备】

1、布袋一只内装玩具狗、兔、鸭子，磁带、录音机。

2、胸饰狗、兔、鸭子若干。

3、幼儿已学过动词run、jump、swim

【活动过程】

一、Sing a song “Clap Your Hands”

二、通过身体动作初步感知slowly、fast

1、T：Great！sit down at me（教师先慢后快拍手）Look again （边拍边说）slowly slowly slowly ， fast fast fast stop！follow me.

2、T：Now，look at my hands. Touch shoulders（边说边做）slowly slowly slowly ， fast fast fast stop！follow me.（师生共同做）

3、T：Look at my hands（绕手臂）Can you？Lets do it together. xx， very here， se do it for us.（在孩子做的同时教师在旁说） slowly slowly slowly，wonderful！ Look at me， fast fast fast（快速绕手臂）follow me. fast fast fast slowly slowly slowly，very good！

三、通过模仿各种动物动作，进一步感知slowly、fast，鼓励幼儿跟说slowly、fast。

1、学习run slowly 、run fast

T：Now，close your eyes slowly（拿出布袋）open your eyes fast. Look ， I have a s， whats in it？（让幼儿充分猜）Let me touch it，（把手伸入布袋中）touch touch （拿出dog ）whats this？

C：Dog.

T：It’s a dog run run run d up，please . follow me run run down at me，run slowly slowly slowly fast fast fast d up follow it after me .（鼓励幼儿跟说）

2、通过玩具兔学习jump slowly 、jump fast （方法同上增加个别幼儿练习的机会）

3、通过玩具鸭子学习swim slowly、swim fast （方法同上增加教师说幼儿做的练习）

【结束活动】

T：Today you all did very Lets go out and play with dog rabbit and d up please follow me.（把玩具给个别幼儿抱好，师生共同听音乐离开活动室）

英语教案设计简短(篇6)

幼儿园大班英语教案

活动目标

让幼儿在轻松、愉快的游戏中掌握句子Lets go to school.，并在适当的场合熟练运用。

尝试让幼儿将自己的想法在自然的语境中用英语的形式表达出来。

鼓励幼儿积极地参与英语游戏活动。让幼儿在情境活动中，体验英语活动的乐趣。

材料准备

幻灯片、英语教科书、磁带、录音机。

活动重点

掌握并熟练运用句子Lets go to school.

活动流程

1、warm up

T: Good morning, boys and girls!

S: Good morning, Miss Wu!

T: How are you?

S: Fine, thank you! How are you?

T: Im fine, thank you!

2、revision

英文小律动。（Follow me）

复习学过的知识。（pencil 、pen、 ruler 、eraser、bag、 desk、 chair、）

3、导入

观看幻灯片。教师提问：看这些小朋友背着书包要去做什么啊？引导幼儿说出小朋友背着书包要去上学。

4、板书

写出我们一起去上学。Lets go to school.先教去上学的英语go to school教师发音，幼儿模仿跟读，再逐一加单词，说出整个句子。提问幼儿，纠正个别幼儿发音。

5、游戏教学

把幼儿分成三组A\B\C。哪一组说的好及时给予奖励，在黑板上画苹果。

6、听录音

教师放录音，幼儿听音，模仿跟读。

7、看英语教科书

幼儿翻开教科书，教师做解释、然后跟读三遍，再一起读。

A: Good morning, Bob.

B: Morning.

A: Lets go to school.

B: All right.

8、英文歌曲（Bingo 、Do Re Mi）

活动延伸

在每天来幼儿园的路上见到其他小朋友时，要适时使用这句话，熟练运用到实践中。

yjs21.cOm更多幼儿园教案编辑推荐

初中教案设计简短1500字合集

居安思危，思则有备，有备无患。身为一位人民教师，我们都希望孩子们能学到知识，为了将学生的效率提上来，老师会准备一份教案，教案可以让同学们很容易的听懂所讲的内容。我们要如何写好一份值得称赞的幼儿园教案呢？经过收集，小编整理了初中教案设计简短1500字合集，建议你收藏并分享给其他需要的朋友！

初中教案设计简短篇1

　一、教学目标

（一）知识教学点

1.使学生能利用公式解决简单的实际问题。

2.使学生理解公式与代数式的关系。

（二）能力训练点

1.利用数学公式解决实际问题的能力。

2.利用已知的公式推导新公式的能力。

（三）德育渗透点

数学来源于生产实践，又反过来服务于生产实践。

（四）美育渗透点

数学公式是用简洁的数学形式来阐明自然规定，解决实际问题，形成了色彩斑斓的多种数学方法，从而使学生感受到数学公式的简洁美。

二、学法引导

1.数学方法：引导发现法，以复习提问小学里学过的公式为基础、突破难点。

2.学生学法：观察→分析→推导→计算

三、重点、难点、疑点及解决办法

1.重点：利用旧公式推导出新的图形的计算公式。

2.难点：同重点。

3.疑点：把要求的图形如何分解成已经熟悉的图形的和或差。

　四、课时安排

一课时。

五、教具学具准备

投影仪，自制胶片。

六、师生互动活动设计

教者投影显示推导梯形面积计算公式的图形，学生思考，师生共同完成例1解答；教者启发学生求图形的面积，师生总结求图形面积的公式。

初中教案设计简短篇2

教学目标：

1、由宏观到微观的方法观察叶片的结构，培养学生探究能力。

2、通过查找相关的资料，培养学生收集资料的能力。

3、认同绿色植物通过蒸腾作用促进生物圈中水循环的意义，初步形成节约用水，保护森林的意识。

教学重点难点：

1、叶片的结构、气孔的开闭与蒸腾作用的关系，以及植物体是怎样参与生物圈水循环

的内容是本节教学的重点。

2、徒手切片的制作是本节教学的难点。

课前准备：

1、学生准备：收集资料。

2、教师准备：课件，实验准备收集资料。

教学设计:

学生活动教学内容教师活动

尝试回答观察水循环课件演示，启发

动手实验叶片结构指到实验

探究气孔结构气孔结构引导实验分析

观察尝试回答气孔开闭机制课件演示

联系实际蒸腾作用与水循环范例法

教学过程设计：

教学

环节教学过程学生活动教师活动

导入

出现绿色植物及课题的画面，播放音乐观看，进入情境引言导入，引起学生注意

植物在生物圈中生存，维持正常生命活动应具备哪些外界因素？

这些非生物因素在不同地区分别起着不同的作用，请认真观察图片并思考沙漠中什么地方会有植物生长？

思考回答

观察思考

回答

引导，建立联系

展示图片

适时提示

初中教案设计简短篇3

教学目标：

1、知识与技能目标：

(1)知道温度表示物体的冷热程度，知道摄氏温度的规定。

(2)了解液体温度计的工作原理，会使用温度计测量温度。

(3)培养学生的动手能力和自学能力。

2、过程与方法目标：

(1)培养学生的观察分析、提出问题的能力。

(2)初步培养学生的创造性思维和创造能力。

3、情感态度和价值观目标：

(1)培养学生严谨的科学态度及相互协作、友好相处的健康心态。(2)培养学生爱护环境的意识。

(说明：教学目标的设置充分体现了《物理课程标准》的概念。在本节教学中，不仅要让学生了解温度计的原理和构造，掌握温度计的正确使用等基本知识和技能，更为重要的是这节课以以上知识为载体来培养学生乐于探索、勇于创新的科学态度及相互协作、友好相处的健康心理，培养学生学习物理的兴趣。)

教学重点：

1、以自制演示温度计为器材，通过学生观察、分析、创造，自己得出液体温度计的原理和构造。

2、通过学生自己动手实验，阅读教材，相互讨论，总结出如何正确使用温度计。

教学难点：

教学过程中如何逐步培养起后进生自主性学习的意识。

(说明：教学重点、难点的确立重在培养学生动手、自学、观察、分析、创造的能力，及在学习中相互协作、主动参与学习的意识。)

教学方法：观察实验，自学讨论，探究学习。

教学过程：

一、引入

1、出示幻灯片，学生观察图片

学生观察后说说感受，引入课题《温度》

二、新授

第一节温度

2、学生实验一

学生用手触摸热水杯和冷水杯，并说出自己的感觉。引导学生总结出温度的概念：物理学中把物体的冷热程度叫做温度。(冷的物体温度低、热的物体温度高)

再让少数同学触摸两杯水。

老师：凭感觉判断温度准确吗?要想准确的知道物体的温度应该怎么办?

(一)：温度计原理及构造

老师：你们知道的有哪些温度计?它的构造是什么?

(说明：培养学生观察、思考、提出问题的能力。)

学生分组讨论，提出问题。

(说明：老师板书学生提出的本节课重点解决的问题;对积极提出问题的学生给予表扬，某些学生可能提出与本节内容不太相符的问题，老师不要置之不理，要给予合理的解释，不要挫伤学生爱思考、爱发言的积极性

1、老师演示自制温度计。

老师：当把这个装置放进盛有热水的烧杯里，同学们猜想一下，可能会发生什么现象?

学生讨论、回答。老师把装置放到盛有热水的烧杯里，学生观察。

老师：现在把此装置从热水中取出，放进盛有冷水的烧杯中，又会发生什么现象?学生猜想后回答。

老师把装置从热水中取出，放入盛有冷水的烧杯中。学生观察现象。

老师：这种现象叫做什么?学生：热胀冷缩。

老师：根据液体的热胀冷缩原理能否制作一个测温装置?这个装置叫做什么?

学生：温度计

老师：现在谁能说出液体温度计的测量原理?

老师手举自制温度计。

老师：能否用此装置测量液体的温度?你认为它有哪些缺陷?

(说明：此问题的设计主要是通过学生观察，把学生的情感因素，激发了学生的学习热情。)

老师拿出演示温度计

老师：这支温度计经过改造，已经很完美。现在大家看看这只温度计，你们满意吗?

老师：谁能描述一下这支温度计的构造?

(二)、摄氏温度

1、摄氏温度的规定

学生阅读课本P69并讨论：摄氏度、100摄氏度、1摄氏度是如何规定的。

2、摄氏温度的读写：出示天气预报稿，请学生扮演播音员播报天气预报，谁愿意?

宁夏2012年1月26日天气预报

观众朋友们，大家好! 宁夏地区今天夜间到明天白天晴转多云，北风34级，气温—15℃到2℃、明天夜间到后天白天多云。近期气温较低，请观众朋友们注意防寒保暖。

(学生阅读，及时鼓励，纠正其中的误读，培养学生的自信心)

3、认识温度计计的构造，介绍温度计上的量程和分度值。

(三)、温度计的使用

老师：使用温度计之前应该做到哪些事项?

学生阅读课本P49“温度计的使用”，并作反馈。

老师：使用温度计常出现哪些错误?如何正确使用温度计?学生阅读P49使用温度计的几个要点，并测量水的温度，小组展示

(说明：学生通过亲自动手实践、自学、讨论，展示，总结出如何正确使用温度计，印象深刻，同时提高了自学能力和分析问题的能力。)

教师简单小结如何正确使用温度计：

(四)、体温计

1、老师出示体温计，学生观察，认识体温计的构造，特别是缩口的作用，量程老师：同学们在哪里见过体温计，医生在使用之前是怎么做的?学生：在医院见过，医生使用之前要甩几下

老师：生病正常，同学们要加强锻炼，尽量少去医院。

(说明：提醒学生加强锻炼，培养学生爱护自己身体的意识)

学生阅读P69“体温计”知识小结：学生自结。

(五)、小结

初中教案设计简短篇4

1、教学目标

1)知识与技能

理解功率的概念及计算公式,知道功率的单位。

2)过程与方法

通过观察和联系生活实际了解功率的物理意义。

3)情感、态度与价值观

培养学生对生活中的物理知识的学习兴趣,形成对科学的求知欲，乐于探索自然现象和日常生活中的物理学道理，有将科学技术应用于日常生活、社会实践的意识。

2、学习者的分析

学生来自小城镇和农村(大部分)，有丰富的生活知识和生活经验，接触许多与功和功率有关的事物和现象，为这节课的教学过程奠定基础,同时学习过速度和电功率的概念,对于理解功率有很大帮助。

3、教具与学具

电化教具：多媒体课件

4、教学过程分析和设计

教学流程图

设计内容设计意图活动层面

教材处理师生活动

创设情境

引入新课

一、播放多媒体素材(视频)或画面)如用挖掘机挖土和一个工人单独挖土比较哪一种方法更快?图中的情景说明了什么问题?

类似的事例还有吗?(启发思考) 教师通过所设计的情景，将学生引入学习怎样比较做功快慢的学习主题，让学生发表自己的看法，初步知道物体做功是有快慢之分的。

由情景引入吸引学生的注意，启发学生思考，并直接切入学习主题。

认知层面

想想议议学物理

二、功率的概念及计算公式

1、引导回顾速度的知识。速度是表示物体运动快慢的物理量。

2、向学生提供一组数据,让学生想一想,议一议谁做功最快?说出比较的依据。

物体所做的功所用时间

A 1000J 5S

B 1000J 10S

C 4000J 1min

D 6000J 1min

3、联系教材，利用工地上的搬运问题加深对功率知识的认识。

4、想想议议：

投影演示插图孙女与爷爷上楼，让学生分析比较谁的功率大。

5、提问：用什么方法可以方便准确的表示物体做功的快慢呢?

6、介绍功率的概念及计算公式

并以适当的事例加以巩固。

例：过去我们学习电功率，说说某电风扇的功率为60W，表示什么意思?

引导学生参看课本小数据图表中的资料，说出各物体功率所表示的意义。

7、巩固提高：

提问：用1牛的力在2秒内将物理课本从地上提高1米，你能算出这个力做功的功率吗?

教师启发：以前学习过要比较两物体运动的快慢，可以先确定路程再比较时间，也可以先确定时间再比较路程。同理，要比较物体做功的快慢可采用什么方法?

学生在小组讨论的基础上进行回答，由他人(同组同学或其他组同学)适当补充，

再通过教师的引导使学生领悟比较物体做功快慢的方法：①做功相同，比较做功的时间，时间短的做功快;②时间相同，比较做功的多少，做功多的做功快。

利用机械或人工将同一大堆砖从地上搬到五楼，你会选用什么方法?

学生讨论过程。

教师点拔：在图中不知爷孙俩的体重和他们爬楼的时间，能否确定他们的功率的大小。

教师引导：用一个包含有功和做功所用的时间的概念(电功率)来表示物体做功的快慢是否可行?

学生在教师的引导下，理解功率的概念，功率表示的物理意义，认识功率的相关单位及计算公式。

学生回答问题，教师作适当的讲评，加深学生对功率概念的理解。

教师先引导学生求出所做的功，再求功率，这对学生巩固前后知识均有所帮助。

温故而知新，对后面的学习将起到重要的启发作用。

用类比法

学生通过讨论，知道物体做功有快有慢之分，进一步知道比较做功快慢的方法，在此基础上对物体做功的快慢有进一步的认识。

学生的答案可能两方面都具有，如果教师在学生的讨论中逐步启发，加选先进的起重机，学生就会在前面讨论的基础上深刻领悟物体做功确有快慢之分。

学生的讨论也会出现分歧，教师就在学生的分歧中导入功率的概念，循序渐进，恰到好处。

设疑，引出功率是表示物体做功快慢的物理量(要比较两物体做功的快慢，可用功率直接比较)。

通过实例讲授，让学生自然知道功率的概念。

加深学生对功率的物理意义的理解，使学生对人和一些事物的功率数值有个具体的概念，懂得功率大或小的意思是什么。

让学生更好地理解和掌握功率的相关知识，包括公式的运用。

知识的运用与迁移

三、通过例题训练，加深对功率概念的理解和加强知识的运用能力。

1、想想议议：

物理学或者生活中，还有那些场合需要表示一个物理量变化快慢的?

2、例题：体重为900N的爷爷与体重为300N的小孙子举行登楼活动，楼高三层共10米。若：

(1)爷、孙两人同时从一楼起步，半分钟后同时到达三楼;

(2)爷爷年纪大、身体较重，孙子登楼用了半分钟，爷爷所用的时间是孙子的2倍;

(3)孙子登楼用了半分钟，爷爷所用的时间是孙子的3倍。

以上三种情况下，谁做功多?谁做功少?谁用的时间多?谁用的时间少?谁做功快?谁做功慢?

3、学生自己阅读课本例题，动手做一做。

教师适当的引导，让学生说出经济增长率、人口增长率、频率(振动)，拓展知识。

引导学生回到前面所举的例子，通过讨论及训练，培养学生运用所学知识解决实际问题的能力。

学生边边思考，边动手进行计算解答。教师把学生的答案进行投影，可进行全班讨论，加深理解。

学生自己进行阅读、解答，教师在课室巡视，给有学习困难的学适当的帮助。学生解答完后，教师再用解题示范，强调解题的方法和习惯。

对各种变化率，增长率的认识，让学生拓展知识

使学生加深对做功快慢的理解及加强学生对功率知识的应用能力

练习功和功率公式的应用，使学生加深认识功──力和在力的方向上移动的距离的乘积，功率──单位时间内所做的功。

小结

四、小结

请同学们总结一下，本节课你学到了哪些知识，有哪些收获?

学生先自己总结归纳，教师引导个别代表回答并作适当的讲解。

给学生充分表现自我的机会，同时教师也能借此机会发现学生学习的问题，并获得教学效果的即时反馈。

点评

功率的教学一个难点,以往的教学过程按教科书的思路进行授课,课堂显得枯燥,学生学习热情不高。本教学设计按照新课标的要求和理念，为学生创设了一个熟悉的生活情境，引起学生的注意和思考，再以想想议议学生小组讨论的方式逐步引导学生认识和功率的知识，最后让学生用所学生解决实际问题，学生体现到学致用的乐趣。本人教学实践证明，这节课取得不错的教学效果。

初中教案设计简短篇5

　一、教学目标

（一）认知目标：

1.了解二元一次方程组的概念。

2.理解二元一次方程组的解的概念。

3.会用列表尝试的方法找二元一次方程组的解。

（二）能力目标：

1.渗透把实际问题抽象成数学模型的思想。

2.通过尝试求解，培养学生的探索能力。

（三）情感目标：

1.培养学生细致，认真的学习习惯。

2.在积极的教学评价中，促进师生的情感交流。

二、教学

1.二元一次方程组及其解的概念。

2.用列表尝试的方法求出方程组的解。

三、教学过程

（一）创设情景，引入课题：

1.本班共有40人，请问能确定男女各几人吗？为什么？

（1）如果设本班男生x人，女生y人，用方程如何表示？（x+y=40）

（2）这是什么方程？根据什么？

2.男生比女生多了2人。设男生x人，女生y人，方程如何表示？x，y的值是多少？

3.本班男生比女生多2人且男生共40人，设该班男生x人，女生y人。方程如何表示？

两个方程中的x表示什么？类似的两个方程中的y都表示？

像这样，同一个未知数表示相同的量，我们就应用大括号把它们连起来组成一个方程组。

4.点明课题：二元一次方程组。

（二）探究新知，练习巩固：

1.二元一次方程组的概念

（1）请同学们看课本，了解二元一次方程组的的概念，并找出关键词由教师板书。

（2）练习：判断下列是不是二元一次方程组：

x+y=3，x+y=200，

2x-3=7，3x+4y=3，

y+z=5，x=y+10，

2y+1=5，4x-y2=2。

学生作出判断并要说明理由。

2.二元一次方程组的解的概念

（1）由学生给出引例的答案，教师指出这就是此方程组的解。

（2）练习：把下列各组数的题序填入图中适当的位置：

x=1；x=-2；x=；-x=？

y=0；y=2；y=1；y=？

方程x+y=0的解，方程2x+3y=2的解，方程组x+y=0的解。

2x+3y=2。

（3）既满足第一个方程也满足第二个方程的解叫作二元一次方程组的解。

（4）练习：已知x=0是方程组x-b=y的解，求a，b的值。

y=0.55x+2a=2y。

（三）合作探索，尝试求解：

现在我们一起来探索如何寻找方程组的解呢？

1.已知两个整数x，y，试找出方程组3x+y=8的解。

2x+3y=10。

学生两人一小组合作探索。并让已经找出方程组解的学生利用实物投影，讲明自己的解题思路。

提炼方法：列表尝试法。

一般思路：由一个方程取适当的xy的值，代到另一个方程尝试.

2.据了解，某商店出售两种不同星号的“红双喜”牌乒乓球。其中“红双喜”二星乒乓球每盒6只，三星乒乓球每盒3只。某同学一共买了4盒，刚好有15个球。

（1）设该同学“红双喜”二星乒乓球买了x盒，三星乒乓球买了y盒，请根据问题中的条件列出关于x、y的方程组。（2）用列表尝试的方法解出这个方程组的解。

由学生独立完成，并分析讲解。

（四）课堂小结，布置作业：

1.这节课学哪些知识和方法？（二元一次方程组及解概念，列表尝试法）

2.你还有什么问题或想法需要和大家交流？

3.作业本。

教学设计说明：1.本课设计主线有两条。其一是知识线，内容从二元一次方程组的概念到二元一次方程组解的概念再到列表尝试法，环环相扣，层层递进；第二是能力培养线，学生从看书理解二元一次方程组的概念到学会归纳解的概念，再到自主探索，用列表尝试法解题，循序渐进，逐步提高。

2.“让学生成为课堂的真正主体”是本课设计的主要理念。由学生给出数据，得出结果，再让他们在积极尝试后进行讲解，实现生生互评。把课堂的一切交给学生，相信他们能在已有的知识上进一步学习提高，教师只是点播和引导者。

3.本课在设计时对教材也进行了适当改动。例题方面考虑到数*时代，学生对胶卷已渐失兴趣，所以改为学生比较熟悉的乒乓球为体裁。另一方面，充分挖掘练习的作用，为知识的落实打下轧实的基础，为学生今后的进一步学习做好铺垫。

高二英语设计教案汇集

我们听了一场关于“高二英语设计教案”的演讲让我们思考了很多。老师会对课本中的主要教学内容整理到教案课件中，所以老师写教案可不能随便对待。教案是评估学生学习效果的有效依据。经过阅读本页你的认识会更加全面！

高二英语设计教案(篇1)

Teaching Aims:

1.Review some new words appearing in the last period.

2.Review the use of “It”.

Teaching Important Points:

1.Review the words used as a noun or a verb appearing in the reading passage and learn to complete sentences with their correct form…

2.Master the use of “It”.

Teaching Difficult Point:

The usage of “it” used in the subject position to stand for an infinitive or a clause,especially in the following sentence structure:

It is said/believed/reported/thought/known…that…

Teaching Methods:

1.Revision to help the students consolidate the words learnt in the last period.

2.Practise to help the students review the use of “It”.

3.Pair work or individual work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T:In the last period,we read a passage about the King of Stonehenge.Have you remembered anything about it?Who can retell the text briefly?

S1:Let me try.On May 3,,archaeologists found a grave of a man in England.Buried with him were some tools…

T:Very good.Thank you for your performance.

Step Ⅲ Word Study

T:In the reading passage we’ve learnt,there are some words which mean the same as the definitions I’ll give you.Now,listen to me carefully and then find the words and read them out.One student,one word.Is that clear?

Ss:Yes.

T:OK.Let’s begin.No 1:the ruler of an empire,higher than a king.

S2:Emperor.

T:Yes.No 2:the clothes that people wear.

S3:Clothing.

T:Good.No 3:a long stick with a sharp point,used as a weapon.

S4:Arrow.

T:No.Think it over.

S5:Knife.

T:Yes.Let’s go on.It means a deep round bowl used for cooking.Which word is it?

S6:I think the word is “pot”,isn’t it?

T:Yes.No 5:a thin weapon that you shoot with a bow.

S7:Arrow.

T:Right.The last one:the amount of space between two places.

S8:The word should be “distance”.

T:Very good.Now,please look at the screen.These words can be used as a noun or a verb.Can you say their meanings in Chinese?(Teacher shows the screen and let the students speak together.Meanwhile,give answers on the screen.)

T：Now,let’s do an exercise.Open your books at Page 77.Look at Ex.2 in Word plete the sentences with their correct form and change them into Chinese.I’ll give you a few minutes to prepare.After that,I’ll ask some students to do them.

T:OK.Time is up.Have you finished?

Ss:Yes.

T:Well.The first one.Any volunteer?

S9:The first blank should be filled in “date” used as a noun,while the second should be filled in “dates” used as a verb.Its Chinese meaning is:日期是5月3日，考古学家在英格兰发现了一个男人的坟墓，此墓的历史可追溯到公元前大约23。

T：Very good.The second one?

S:…

Suggested answers:

1.dress;dressed

她喜欢黑颜色的裙子。她总是穿着黑色的衣服。

3.found;find

去年，考古学家发现了一个男人的坟墓，最令人感到惊奇的发现物就是两只金耳环。

4.transported;transport

没有人知道这些巨大的石头是怎样经过这样的一段距离被运输过来的，有人说可能是外星人帮助了他们。

5.trade;traded

中西方国家之间的贸易有着悠久的历史。他们用珠宝和医药换取中国的茶叶和丝绸。

6.pins;pin

我正在寻找一些钉子。我想把这幅漂亮的画钉在墙上。

Step Ⅳ Grammar

(Teacher shows some sentences on the screen.)

T:Do the sentences A and B in each pair have the same meaning?

Ss:Yes.Both of the two sentences in each pair have the same meaning.

T:Are there any differences?Who’d like to try the first pair?

S10:The subject of Sentence A is an infinitive phrase,while that of Sentence B is “It”.In Sentence B,“It” is used in the subject position to stand for the infinitive phrase.The reason why the sentence is written like that is that we want to keep the balance of the sentence.Am I right?

T:Yes.you’re right.Sentence B is more usual in everyday English.The second pair,Li Ping,try please.

S11:In Sentence A,the subject is a that-clause,while the subject of Sentence B is “It”,which is used in the subject position to stand for a clause.

T:Very good.The sentence structure “It is+adj.+an infinitive/a clause”is very useful in learning English.(Teacher writes the sentence structure on the blackboard.)Can you make a sentence with the sentence structure?

S12:Let me try.It is dangerous to go out alone at night.

T: Wei,make a sentence with the structure.

S13：It is natural that a child should love its mother.

(Teacher writes the two sentences the students made on the blackboard.)

T:Well done.Now.let’s do an exercise.Turn to Page 78 and look at Ex.1 in Grammar.Rewrite the following sentences using “it”.Five minutes later,I’ll check your answers.

Suggested answers:

1.It is a great honour for me to be able to join in the archaeological research project.

2.Thanks to modern technology,it is possible to find out more facts about the man buried in the grave.

3.It is still unknown whether the man organised the construction of Stonehenge.

4.It is a mystery how early men constructed Stonehenge without the use of modern technology.

T:You all did very well.Now,please look at the screen.

(Teacher shows the following on the screen.)

In this pair,Sentence A and Sentence B have the same meaning.Sentence A includes a very useful sentence structure.Do you know what it is?

Ss:Yes.It is:It be+p.p.+that-clause.

(Teacher writes it on the blackboard.)

T:Look at the blackboard,please.Here “It”is also used in the subject position to stand for a clause,but it is different from what we reviewed just now.Is that so?

Ss:Yes.

T:The sentence pattern “It be+p.p.+that-clause”can often be changed into the sentence structure “People+vt.+that-clause”.The past participles used like that in the sentence structure are: reported, believed, thought, proven, known, hoped, suggested, etc.

(Teacher writes them on the blackboard.)

T:Are you clear about that?

Ss:Yes.

T:OK.Let’s do Ex.2 at Page 78.First do them by yourself,then check your answers with your partner.After a while,I’ll ask some of you to read out your sentences.

Suggested answers:

1.It was said that it was an important archaeological discovery.

2.It was reported that this man had been called the King of Stonehenge.

3.It is believed that the two gold earrings found on the man are the oldest gold ever found in Britain.

4.It is thought that European culture and techniques were brought to Britain through trade instead of war.

5.It has been proven that the copper knives came from Spain and Western France.

6.It is unknown to us how these huge stones were transported over a distance of 380 kilometres.

Step Ⅴ Consolidation

T:Now,please look at the screen.Translate the sentences into English using “it”.

1.据报道，数十名儿童在事故中死亡。

2.电脑有可能取代人的位置吗？

3.核对这些实验的结果是重要的。

4.处理这样的问题，对你来说是困难的。

5.独自一人去海里游泳是危险的。

6.众所周知，中国是一个文明古国。

Suggested answers:

1.It was reported that dozens of children died in the accident.

2.Is it possible that computers can take the place of human beings?

3.It is important that the experiment result should be checked.

4.It is difficult for you to deal with such a problem.

5.It is dangerous to go to swim in the sea alone.

6.It is well known that China is a country with an ancient civilization.

Step Ⅵ Summary and Homework

T:In this class,we’ve reviewed some new words appearing in the last period,especially some words used as noun or verb.We’ve also reviewed the use of “it”,which is used in the subject position to stand for an infinitive or a clause.After class,you need to do more exercises to consolidate what we’ve reviewed about the use of “it”.Besides,prepare for the next period.That’s all.See you tomorrow!

Ss:See you tomorrow!

Step Ⅶ The Design of the Writing on theBlackboard

Unit 20 Archaeology

The Third Period

Grammar:The use of “It”

Ⅰ.It is+adj.+an infinitive/a clause.

e.g.It is dangerous to go out alone at night.

It is natural that a child should love its mother.

Ⅱ.It be+玴.p.(said,reported,believed,thought,proved,known,hoped,suggested,etc.)+that-clause.

(=People say/report/believe/think…that-clause.)

Step Ⅷ Record after Teaching

高二英语设计教案(篇2)

The cube of 5 is 125. 5的立方是125。 The cube root of 27 is 3

Cubic adj.立方体的, 立方的 a cubic meter 立方米引申：square n.正方形平方

2. benefit n.利益, 好处vt.有益于, 有助于vi.受益a public benefit公益disability benefits残废抚恤金(pl)救济金

be of benefit to the people对人民有好处

This dictionary will be of great benefit to me.这部字典将对我有很大裨益。

Exercise benefits our health.运动有益于我们的健康。

We benefit by daily exercises.每天做操对我们有益。

It is said Yoga is of great benefit to human health.据说瑜咖功对人体健康有极大好处。

The plants benefited from the rain. 植物得益于这场雨。

range from… to…从……到……不等 vary from to

Tempertures here range from 10℃to 30℃ Prices ranged from 5 to 10 dollars.

a range of mountains一列山脉 a range of pictures 一系列画片

the annual range of temperature每年的温度变化范围 a wide range of knowledge广博的知识

4. all the way adv.从远道, 自始至终, 一路上all the time adv.始终

Jack climbed all the way to the top of the tree.他一直爬上了树顶。

5. property n.财产, 所有物, 所有权, 性质, 特性

This car is my property. 这车是我的财产。

Many plants have medicinal properties. 许多植物具有药性。

6. break down 分解; 出故障，失败，垮掉，破坏，把。。。分类，

引申： break a way (from sb/sth) 突然挣脱，逃脱；脱离；背叛

break in 强行进入，打断，搅扰 break into sth 强行闯入，break off 断开，折断；突然终止

break out 爆发；break through 冲破，突破；break up 粉碎，破碎，结束；解散；拆开，绝交

7. whatever(=anything that)作为连接代词引导名词性从句，“无论什么，任何东西，一切事物” ，语气比what强烈。

Whatever is left over is yours. You must do whatever is best for you.

Whatever book you want to read will be sent to your office. She is against whatever I am fond of.

8. Water is a liquid at room temperature and has a relatively high freezing point. 注意此句子的冠词。

9. pure adj.纯的, 纯粹的, 纯净的, 无垢的, 纯洁的, 完美的, 抽象的

pure gold 纯金 The water in mountain rivers is usually pure. 在山间河流中的水通常是纯净的。

pure English 纯正英语a pure mind 心地纯洁 It was a pure accident.这全然是一次意外事故。 by pure chance 全凭运气 pure science 纯科学

10. dense adj.密集的, 浓厚的 density n.密度

Before the rain, the sky was a mass of clouds. 下雨前，天空有一团云。

I've masses of work to do.我有大量工作要去做。

Troops are massing on the frontier.军队在边境集结。

Dark clouds massed, and we expected rain.乌云密集, 我们企盼下雨。

a mass-circulation magazine大量发行的杂志

This job absorbs all of my time. 这件工作占有了我的全部时间。

to absorb the full meaning of a remark 理解一句话的全部意义take in

He is absorbed in study.他专心读书。

be absorbed in全神贯注在..., 一心从事, 热衷于put heart into

Boiled water gives off steam. The flowers gave off a pleasant smell

引申：give sb/sth away 赠送，捐赠，泄露，暴露；give sb/sth back 还，归还； give in (to sb /sth) 屈服； give off 放出，发出（气味，热，光等）；give out 用光，耗尽，分发，散发； give up 放弃；

1. sensitive 感觉敏锐的，神经过敏的，敏感的（~ (to sth)）

She is very sensitive to other people’s feelings. 她很能体谅他人的感情。

He’s very sensitive about his weight. 他很忌讳别人说他胖。

She’s very sensitive to criticism. 她一听批评就急。

Health care is a politically sensitive issue. 医疗卫生是政界的一个敏感问题。

My teeth are very sensitive to cold food. 我的牙齿对冷食过敏。

an actor’s sensitive reading of the poem 演员对诗歌富有表现力的朗诵。

There is a wide variety of patterns to choose from. 有种类繁多的图案可供选择。

He resigned for a variety of reasons. 他由于种种原因辞职了。

3. contribute （sth） to 捐献，捐赠；增加，添进（到某物）；为。。。撰写稿件

contribute to 是。。。的原因；

We contributed 5 000 to the earthquake fund. 我们给地震基金捐赠了5000美金。

Medical negligence was said to have contributed to her death. 据说医务人员的玩忽职守是她死亡的原因之一。

Immigrants have contributed to British culture in many ways. 移民在许多方面都对英国文化有所贡献。

She contributed a number of articles to the magazine. 她给这家报纸撰写了一些稿件。

The cube of 5 is 125. The cube root of 27 is 3

Cubic adj.________ a cubic meter _______ 引申：square n.__________

2. benefit n. ______ vt. ______ vi.受益a public benefit_____disability benefit_____

be of benefit to the people This dictionary will be of great benefit to me.

Exercise benefits our health We benefit by daily exercises

It is said Yoga is of great benefit to human health. The plants benefited from the rain.

3. range n. _________ vt_________ vi.平行, 延伸

range from… to…_________ vary from to

Tempertures here range from 10℃to 30℃ Prices ranged from 5 to 10 dollars.

a range of mountains a range of pictures the annual range of temperature

4. all the way adv. __________, 一路上

Jack climbed all the way to the top of the tree. all the time adv.

5. property n._________, 所有权, __________

This car is my property. Many plants have medicinal properties.

6. break down 分解; 出故障，失败，垮掉，破坏，把。。。分类，

引申： break a way (from sb/sth) _____________break in _____________

break into sth_____________，break off _____________ break out_____________；break through _____________break up _____________

7. whatever(=anything that)作为连接代词引导名词性从句，“无论什么，任何东西，一切事物” ，语气比what强烈。

Whatever is left over is yours.You must do whatever is best for you.

Whatever book you want to read will be sent to your office.She is against whatever I am fond of.

8. Water is a liquid at room temperature and has a relatively high freezing point. 注意此句子的冠词。

9. pure adj. _____________, 无垢的, 纯洁的, 完美的, 抽象的

pure gold The water in mountain rivers is usually pure.

pure English a pure mind It was a pure accident. by pure chance pure science

10. dense adj. _____________ 浓厚的 density n.密度 Densely populated _____________

11. mass n. _____________, 群众, 大量

adj. _____________, 集中的vt.使集合vi.聚集Before the rain, the sky was a mass of clouds.

a mass of hot air I've masses of work to do. the masses

Troops are massing on the frontier. Dark clouds massed, and we expected rain.

mass production a mass-circulation magazine

This job absorbs all of my time. to absorb the full meaning of a remark take in

He is absorbed in study. be absorbed in absorb sb.'s attention

Boiled water gives off steam. The flowers gave off a pleasant smell

引申：give sb/sth away ______；give sb/sth back _______； give in (to sb /sth) ______； give off ____________；give out ____ give up __________；

1. sensitive ___________ （~ (to sth)）

She is very sensitive to other people’s feelings. He’s very sensitive about his weight.

She’s very sensitive to criticism. Health care is a politically sensitive issue.

My teeth are very sensitive to cold food. an actor’s sensitive reading of the poem

There is a wide variety of patterns to choose from. He resigned for a variety of reasons.

3. contribute （sth） to ________________

contribute to ______________；

We contributed 5 000 to the earthquake fund.

Medical negligence was said to have contributed to her death.

Immigrants have contributed to British culture in many ways.

She contributed a number of articles to the magazine.

情态动词是高考考查的重点语法项目之一，全国17套高考试题对此都有考查。下面就近几年来高考试题中出现的情态动词的考点进行归纳分析，以便同学们复习掌握。

1. 肯定的推测一般用must, should, may（might）或could（不用can），其中，must的语气最强，译为“肯定”、“准是”、“想必是”；should的语气次之，译为“很可能”、“应该”，指按常理推测；may（might），could的语气最弱，译为“也许”、“可能”。

①Helen _______ go on the trip with us but she isn’t quite sure yet. （20安徽卷）

②-I’ve taken someone else’s green sweater by mistake.

-It ___ Harry’s. He always wears green. （年广东卷）

A. has to be B. will be C. mustn’t be D. could be

③I have lost one of my gloves. I _______ it somewhere.（2005年北京春季卷）

A. must drop B. must have dropped C. must be dropping D. must have been dropped

④If I ____ plan to do anything I wanted to ,I’d like to go to Tibet and travel through as much of it as possible. （2005年湖北卷）

A. would B. could C. had to D. ought to （Key: C D B B）

2. 否定推测分为两种情况：

1）语气不很肯定时，常用may not, might not或could not，译为“可能不”、“也许不”。

You might just as well tell the manufacturer that male customers ______ not like the design of the furniture. （上海春季卷）

A. must B. shall C. may D. need Key： C

2）否定语气较强时，则用can’t，译为“根本不可能”、“想必不会”，表示惊异、怀疑的感情色彩。

①-Do you know where David is? I couldn’t find him anywhere.

-Well. He ______ have gone far--his coat’s still here.（2005年湖北卷）

A. shouldn’t B. mustn’t C. can’t D. wouldn’t

②- Isn’t that Ann’s husband over there?

- No, it _______ be him I’m sure he doesn’t wear glasses. （20全国卷Ⅰ）

A. can’t B. must not C. won’t D. may not ey: C A

3. 疑问句中的推测，往往用can或could。

Mr. Bush is on time for everything. How ______ it be that he was late for the opening ceremony？（上海春季卷）

A. can B. should C. may D. must Key：A

4. 对已发生事情的肯定推测常用“must, may, might等+完成式”；否定推测常用“can, could, may, might等+完成式”。

①I was on the highway when this car went past followed by a police car. They _______ at least 150 kilometers an hour.（2005年重庆卷）

A. should have been doing B. must have been doing C. could have done D. would have done

②He _______ have completed his work; otherwise, he wouldn’t be enjoying himself by seaside. （2005年北京卷） A. should B. must C. wouldn’t D. can’t

③-Tom is never late for work. Why is be absent today? -Something ________ to him. （2005年江西卷）

A. must happen B. should have happened C. could have happened D. must have happened

④ My sister met him at the Grand Theatre yesterday afternoon, so he_____your lecture.（上海卷）

A. couldn’t have attended B. needn’t have atterded

C. mustn’t have attended D. shouldn’t have attended Key: B B D A

二、“情态动词+完成式”

1. “should（ought to）+完成式”表示本应该做某事而实际上没有做。其否定式表示某种行为不该发生但却发生了。

①-I’ll tell Mary about her new job tomorrow. - You________ her last week.（年福建）

A． ought to tell B． would have told C． must tell D． should have told

②Oh, I’m not feeling well in the stomach, I _____ so much fried chicken just now. （上海春季卷）

A. shouldn’t eat B. mustn’t have eaten C. shouldn’t have eaten D. mustn’t eat Key: D C

2. “could+完成式”表示本来能够做成某事的但结果没能做成，含有遗憾的意味。

He paid for a seat, when he ______ have entered free. （2005年山东卷）

A. could B. would C. must D. need Key：A

3. “needn’t+不定式的完成式”表示本来不必做某事而实际上做了某事。例如：

You needn’t have watered the flowers, for it is going to rain.你本不需要浇花的，因为天就要下雨了。

- Catherine, I have cleaned the room for you.

- Thanks. You ______ it. I could manage it myself. （2005年福建卷）

A. needn’t do B. needn’t have done C. mustn’t do D. shouldn’t have done Key: B

三、常见的情态动词

1. shall用于一、三人称疑问句表示征求对方意见；用于二、三人称陈述句表示说话人给对方的命令、警告、允诺或威胁等。

①“The interest be divided into five parts, according to the agreement made by both sides，” declared the judge. （2004年重庆卷）

A. may B. should C. must D. shall

②-Excuse me, but I want to use your computer to type a report.

- You ______ have my computer if you don’t take care of it. （2004年湖南卷）

A. shan’t B. might not C. needn’t D. shouldn’t

③ - The room is so dirty. ______ we clean it?

A. Will B. Shall C. Would D. Do Key: D A B

2. must用于疑问句，表示责备、抱怨的感情色彩，意思为“偏偏，偏要”；mustn’t表示禁止，是说话人强有力的劝告。

①John, look at the time. _______ you play the piano at such a late hour？（2005年全国卷Ⅲ）

②Tom, you leave all your clothes on the floor like this！（2005年全国卷Ⅰ）

A. wouldn’t B. mustn’t C. needn’t D. may not Key: A B

3. needn’t表示“没有必要”。

- Lucy doesn’t mind lending you her dictionary.

- She ______. I’ve already borrowed one. （2005年湖南卷）

A. can’t B. mustn’t C. needn’t D. shouldn’t Key: C

4. would表示过去反复发生的动作或某种倾向。

When he was there, he ___ go to that coffee shop at the corner after work every day.（上海卷）

A. would B. should C. had better D. might Key: A

5. 表示经过努力而成功的某一次动作，只能用was/were able to，而不能用could。

The fire spread through the hotel very quickly but everyone _____ get out. （全国卷）

A. had to B. would C. was able to D. could Key：C

①-Write to me when you get home. - _______. （20北京春季卷）

A. I must B. I should C. I will D. I can

② - Could I call you by your first name？ -Yes, you ______. （上海卷）

A. will B. could C. may D. might Key：C C

高二英语设计教案(篇3)

attend a meeting 出席会议

attend a wedding 参加婚礼

attend school 上学

I will attend you to the classroom.我将陪你到教室去。

May good luck attend you!祝你幸运!

vi.出席,参加 attend (at) a wedding 出席婚礼

照料,处理

I'll attend to the matter.我来处理此事。

护理;侍候

注意,倾听;致力(于)

She didn't attend to what I was saying.她并不注意听我所说的话

attend to 倾听, 注意, 留心；关心, 照顾, 护理; 办理

2 content a.满足的,满意的;甘愿的

She seems content to live with him.她似乎很满意与他生活在一起。

He was content with his work.他对自己的工作很满意。

vt.使满足

Her answer seemed to content him.她的回答好像令他满意。

to one's heart's content 心满意足，尽情地 I ate to my heart’s content. 我尽情地吃。

content oneself with 满足于，对...感到满足

3 access 接近,进入;接近的机会,进入的权利;使用

向公众开放的节目播送(电台、电视台开放给少数民族或利益团体传递讯息或做宣传的节目播送)

Only a few people have access to the full facts of the case.只有少数几个人能看到有关该案全部事实的材料。

Citizens may have free accessto the library. 市民可以自由使用图书馆。

通道,入口,门路

The only access to their house is along that narrow road.只有沿着那条狭窄的路走才能到达他们的房子。

be easy of access 容易接近

have access to 得接近; 得会见; 得进入; 得使用

n.压力;紧张;压迫

Susan was completely weighed down by the stress of examinations.苏珊被考试的压力压垮了。

under the stress of poverty 在贫困的压力下

着重;重要性

She lay great stress on proper behavior.她很强调行为端正。

【语】重音;重读

In the word ”mother“ the stress is on the first syllable.在”mother“这一字里,重音在第一个音节上。

The English teacher stressed the importance of reading aloud.

英语老师强调了朗读的重要性。

I must stress that we haven't much time. 我必须强调我们没有多少时间了。

用重音读Stress the second syllable.重读第二个音节。

The weight of snow stressed the roof to the point of collapsing.

in the stress of the moment 一时紧张

lay stress on 把重点放在...上; 在...上用力

under the stress of 为...所迫; 为...所驱使; 处境紧张

be relieved of one's responsibility (被)解除职责

bear responsibility for 对...负有责任

decline all responsibility for 声明对...不负任何责任

on one's own responsibility 自作主张地, 自负全责地

take full responsibility for 对... 负完全责任

take the responsibility upon oneself 自己承担起责任来

undertake fresh responsibility 担负起新的职责

6 alternative n. 二中择一, 可供选择的办法, 事物抉择；选择余地

If you don't like the school lunch, you have the alternative of bringing your own.

要是你不喜欢学校准备的午餐,你可以自己带饭。

What alternatives are there?还有什么可选择的?

选择的自由(或余地)

They had no alternative in the matter.在这件事上,他们没有选择的余地

We have no alternative but to go on. 除了继续下去,我们没有选择的余地。

There was no other alternative but to fight till the victory.

have no alternative but 除...外别无选择; 只有; 只好

vt. 影响, 对...起作用; 使...感光; 改变; 损害

The amount of rain affects the growth of crops.雨量影响作物的生长。

感动 ; He was deeply affected by my words. 他听了我的话很受感动。

(病)侵袭;罹患患(病), 中(暑) be affected by heat 中暑

Her kidneys had become affected.她的肾脏受到了感染。

affect effect influence 作为动词, 都含“影响”的意思。

affect 指“产生的影响之大足以引起反应”,着重“影响”的动作, 有时含有“对...产生不利影响”的意思, 如:

This article will affect my thinking. 这篇文章将会影响我的思想。

effect 指“实现”、“达成”,着重“造成”一种特殊的效果, 如:

This book effected a change in my opinion. 这本书使我的看法起了变化。

The reform was effected. 改革实现了。

influence 指“通过说服、举例等对行动、思想、性格等产生不易觉察到的,潜移默化的影响”, 如: Influenced by a high-school biology teacher, he took up the study of medicine.

在一位中学生物教师的影响下, 他从事医学研究。

8 wipe out 扫除；清除掉 ;勾销（债务） ;消灭；毁灭 ;洗雪(耻辱)

The post office issued the stamps last week.上星期邮局发行了这些邮票。

They issued the soldiers with guns. 他们把枪发给士兵。

vi.(1). 出来(2). 流出

Lava issued from the volcano.熔岩从火山口流出来。

(3). 由...得出,由...产生

His difficulties in his work issue from his lack of experience.

他工作中的困难是由于缺乏经验而引起的。

A new coinage issued.一种新硬币发行了。

n.(1). 问题;争论;争议

They have published a lot of new books on international issues.

他们已经出版了很多论述国际问题的新书。

(2). 发行(物);一次发行量;(报刊)期号

There's an article about Jamaica in this issue.

issue sth.to sb. 把某物发给某人 = issue sb. with sth.

issue from 从...流出

join issue (=take issue) with sb on sth争论, 进行辨论

make an issue of sth. 使某事成为有争论的问题

10 advise：可用作动词（vt.＆vi.）。主要义项有：忠告，劝告，建议，通知，商量。

Eg. I advise waiting until tomorrow.我建议等到明天。

（2）+sb. to do sth. Eg. I advise you to start at once. 我劝你立刻出发。

（3）+宾语从句Eg. Can you advise me whether I should go abroad?

你能不能指点我该不该出国？

（4）sb. against doing sth.

Eg. I strongly advise you against going abroad.我力劝你不要出国。

（5）sb. on sth.

Eg. He advises us on economic affairs.他给我们提供有关经济事务的建议。

Eg. He could not advise me what to do next.他无法教我接下来该做什么。

（7）sb. of sth.Eg. Please advise us of the date. 请将日期通知我们。

注意：advise作“通知”讲后跟宾语从句时，用陈述语气；作“建议”讲后跟宾语从句时，用虚拟语气。

Eg. We were advised that they could not accept our offer.

我们获得通知，说他们不能接受我们的提议。

I advised him that he (should) go at once.我劝他应该马上去。

be frightened of 害怕, 对...感到恐惧

frighten sb. into doing sth. 用恐吓手段迫使某人做某事

frighten sb. out of doing sth. 用恐吓手段迫使某人做某事

He was frightened of the fierce dog. 他让这只凶猛的狗吓怕了。

He was frightened at the thought of his huge debts.

他一想到他背负的巨额债务便胆战心惊。

They urged us to go at once.他们催促我们马上去。

极力主张;强烈要求

urge sth. on sb. 向某人极力陈述某事

My friends urged that I (should) apply for the job.朋友们力劝我申请那份工作。

The people in that country urged independence.那个国家的人民要求独立。

推进;驱策[ on 推进; 驱策

We urged the school team on with loud cheers.我们大声助威,激励校队拼搏。

The citizens urged for the construction of a new hospital.市民们强烈要求建造一个新医院。

The vacation is coming and I have an urge to travel.假期快到了,我很想外出旅行。

urge... into doing ...做

n. 木板;板,牌子;布告牌;黑板;(棋)盘

He sawed the board in half.他将木板锯成两块。

膳食;伙食We will provide room and board for them.我们将提供他们的食宿。

He has recently joined the board of the company.最近加入了该公司的董事会。

舞台;演员的职业He quit the boards years ago.数年前他就离开了舞台。

vt.. 用木板覆盖(或封闭)

He boarded up the windows.他用木板将窗钉上。

The passengers boarded the plane at 9 a.m.旅客们上午九时登上飞机。

All on board! 请大家上车!

A wage rise of 10 pounds a week across the board. 全体成员每人每周加薪10镑

Our team swept the board in the sports games. 我们代表队在运动会中大获全胜。

Eg. They lived through the Second World War.他们经历过第二次世界大战。

相关归纳：（1）get through 做/办/看完；通过/让通过；接通电话

Eg. I will be with you as soon as I get through this work.我一做好这项工作就到你这儿来。

I got through the book in one evening.我一个晚上就看完了这本书。

（2）go through 审阅；检查；讨论；查看；看一遍；经历（困难、痛苦等），经过（阶段等）Eg. I’d like to have you go through the book.我想让你审阅一下这本书。

Most families went through a lot during the war.大多数家庭在战争期间经历了很多的苦。

Eg. He stood the box on end.他把箱子竖立起来。

It snowed for three days on end. 一连下了三天雪。

Eg. She was at the end of the patience. 她已忍无可忍。

Eg. He tired again and again and succeeded in the end.他一试再试，终于成功了。

Eg. Let’s put an end to this quarrel. 我们结束这场争吵吧。

Eg. The meeting came to an end early. 会议很早结束。

Eg. I always keep the handbook at hand.我总是把那本手册放在手边。

Final examinations are at hand. 期末考试快到了。

She did all the sewing by hand.她用手工做了所有的缝纫工作。

I have only in hand.我手头只有50美元。

Let’s finish the work in hand. 我们把手头的工作完成吧。

They have some new goods on hand.他们有一些新货。

He advised me to be on hand.他劝我出席。

A change may be on hand.一项改变可能已经迫近。

注意：以上由hand构成的词组hand前不用冠词。

高二英语设计教案(篇4)

1 cover a glass of water with…

cover…with…

The furniture was covered with dust. 家具上落满了灰尘

The city covers 25 square miles. 这个城市占地25平方公里

The book covers the period from 1840 to 1914. 这本书涉及了从1840至1919这个时期的历史

I only bought this book because of its cover. 我是为了这本书的封面才买了它

2 upside down

You’ve got that picture upside down. 你把那图片弄倒了

The office is being decorated, so everything is upside down.

办公室正在装修,因此所有东西都乱七八糟的

3 fill one glass with…

fill…with… be full of…

4 protect

We must protect children. 我们必须保护儿童

protect…from… 保护…不受/免受…

Protect the plants from the cold. 保护植物使不受冻

In summer, people like to wear glasses to protect themselves from the sunshine.

夏天,人们喜欢戴眼镜保护眼睛

prevent…from stop…from keep…from

5 mariner 水手

marine 海产的,海的; 船只或舰队

Seals and whales are marine animals. 海豹和鲸是海中的动物。

Her husband is a US marine. 她丈夫是一名美国海军陆战队士兵。

6 sailor 船员；水手；水兵

The sailors landed on Dalian. 船员在大连上岸。

I am a bad sailor. 我是个爱晕船的人。

7 cube 方块，立方体；立方，三次幂

The cube of 2 is 8. 2的立方/三次幂是8。

Ice cube 冰块 cube root 立方根

8…whether you can come up with…

come up with… 想出，提出（计划、答复等）

The airline has come up with a solution to the problem. 航空公司想出办法来解决这个问题。

9 Who benefits from…

benefit v. 获益，对……有利 n.利益，益处

Exercise benefits our health. 运动有益于我们的健康。

Your advice benefited me a great deal. 你的建议对我很有好处。

benefit 作不及物动词，“获益；得益于”接介词from/by

We benefit from daily exercises. 每天做操对我们有益。

be of benefit to sb. 对……有好处Your advice was of great benefit to me.

for the benefit of 为了……的利益

10 property 财产；占有物；所有权；特性

This small house is my only property. 这所小房子是我唯一的财产。

One property of steel is its hardness. 坚固是钢的特性之一。

11 percent n. 百分比

How much percent…? What percentage of …?

The sales have increased by 20 percent this month. 这个月的销售量增长了20%。

12 range

vt.排列；归类；常与on, in, along等介词连用，表示方向或趋势。

I ranged the books on the shelf according to size. 我把书依大小顺序排在书架上。

vi.在……范围内变动；

The road ranges westward from the road. 这条湖由湖边向西延伸。

n.范围（认知、知识、经验或能力方面）不可数名词

be out of one’s range 某人所不能及的

变化（范围） What is the range of this telescope? 这架望远镜的有效距离是多大？

山脉；延展的一组或一系列

The library has ranges of books in perfect order. 这个图书馆的书一排一排放得井井有条。

13 all the way 一直，始终

Jack climbed all the way to the top of the tree. JACK一直爬到了树顶。

14 up to He came up to me. 他向我走来 It’s up to me to teach them English. 由我负责教他们英语

What is he up ? 他在做什么？ up to now 直到现在

15 What makes the ocean such a great place to live?

To live 不定式做后置定语 such 的用法

16 the way the water molecule is formed gives water…

in the way 以这种方式 in a way 在某种程度上 in one’s way 挡路的 out of way 不挡路，避开

17 affect v.影响 Smoking affects health. n. effect take effect

18 take advantage of

19 Heat capacity is the amount of energy it takes to raise the temperature of a substance by …分析句子结构

区分ability, capacity& capability

20 give off

21 add to, add…to… add up, add up to

22 Isn’t it amazing that a single substance can be so important to our planet and even the whole universe?

情态动词（1 ）

问句 - 答语

Can you wait a few days for the money?

Yes, I can.

No, I can’t.

May I watch TV after supper?

Yes, you may.

No, you mayn’t.

,you mustn’t.

,you’d better not.

Must I be home before 8:00?

Yes, you must.

No, you needn’t.

you don’t have to

情态动词的基本用法：

1．无人称数的变化

2．后接动词原形构成谓语，不能单独做谓语，省略句除外

3否定式否定词紧跟在情态动词的后面

4疑问式情态动词前移到主语

Can could

1. 能力 He can drive a bus. (各种句式) He said he could use a computer two years ago.

2．许可 You can go now. He said I could borrow his bike

Can I go now?

3．可能性（否问） It can’t be Mr. Zhang. He couldn’t be M.

Can it be M? Could it be M

（无时态区别，只表示可能性的大小）

4．could比 can语气更委婉客气，无时间的区别，主要用于问句，不用于肯定句，答语用 can

Could I come here again tomorrow?

Yes, you can. No, I’m afraid not.

Can be able to

表示现在将来过去互用区别

1. 指过去某一具体事情，在肯定句用be able to表示主语不仅用能力而且实际上已经做到了 He was a good swimmer, so when the boat was broken, he __ swim to the bank. (*was able to can could were able to) He could pass the exam. ( Could表示主语有能力，而不表明实际去做)

3. He worked hard but couldn’t / wasn’t able to pass… (could的否定式和was able to 的否定式可互用)

4. can时态少于be able to: haven’t be able to , is able to , will be able to

May might

1. 允诺

May I watch TV now? Might I go with you ?

You may go now

2. 可能性（肯定句否定句）

He may be busy these days.

The story may not be true.

3. 祝愿

May you enjoy yourself!

May you succeed.

Must

1. 必须应当

Must I do it at once? We must obey all the rules. You mustn’t smoke here.

2. 必然的规律

All men must die.

3. 推测 (肯定)

It must be M.

Must 主观 You mustn’t go.（禁止不允许）You don’t have to go.（不必）两者不能换用

have to客观 The bridge is broken, so I have to go to the other bank across the river.

Need dare

行为动词：情态动词：

有人称数的变化主要用于否定句疑问句

后接不等式 I dare say 是固定用法

否定式要用don’t doesn’t didn’t…

疑问式用Do does did…

Dare 的否定式疑问式后的to可以省略

He doesn’t need to answer this question.

Does he dare to…

判断：

need

1. *He need to do… 2. * needs do 3. needs to

4. doesn’t need to 5 *doesn’t need do 6 *needn’t to

7 needn’t do 8 *Does he need do…? 9 Do you need to do

10 Need you to do 11 Need he do 12 *He need do

13 *Needs he do 14 *Needs he do 15 *We need to do

dare

1.I dare say you are wrong.

2.I don’t dare to ask her.

3.I don’t dare ask her.

4.*He dare do it

4. * dares do

5. dares to do

6. doesn’t dare to do

7. dare not to do

8. * dare not do

9. Does he dare to do

10. Dare you go How dared they do such a thing?

11. I won’t allow you to swim across the river, even if you dare do it.

12. We must dare to ask

13. I have never dared to tell him about it

14. The party called on us to dare to think, to speak and to act.

15. She stopped at the door , not daring to enter.

16. *Dare you to go

shall

1．一三人称问句，请求指示，征询意见

Shall we start now?

When shall he be able to leave the hospital?

Shall he come in?

2．二三命令警告威胁强制，允诺

You shall do as I say.

You shall fail if you don’t work harder. (warning)

He shall have the book when I finish reading.

Should

1.=ought to 劝告建议常指表示自己的主观看法,问句中通常代替ought to

ought to 语气较重，含有“按道理应当” 常指反映客观情况，或涉及法律义务规定；

You should go to class right away.

Should I open the window?

14 第一人称表示说话人的谦逊客气委婉

I should think it would be better to try it again.

You are mistaken, I should say.

This is sth I should have liked to ask you.

15 在条件句中，“万一”，主句仍用正常句子，不一定用虚拟

Ask her ring me up if you should see her.

If you should change your mind, please let us know.

Should I,I will come.

16 Why/how + should 表示不能理解，感到意外，惊异 “竟会”

Why should you be so late today?

---Where is B living?

---How I should know?

I don’t know why you should think that I did it.

Will would

1．意愿

I will never do that again. He said he wouldn’t do that again.

2．问句询问对方意愿

Will you go there with me ... Would you like to …

3．习惯性动作或某种倾向

Fish will die out of water. He would play the violin on Sundays

She will talk for hours if you give him the chance. She would sit that for hours.

4.will be will have done 二三人称，对现在或已完成的推测

This will be the book you want.

He will have arrived by now.

可能性

can不表示实际的可能性，而是“理论上的可能性”，或暂时性的可能性

要表示实际可能性用could may might

Accidents can happen on such rainy days.

We can go climbing this summer.(error, 不表示未来的可能性)

We may go…

情态动词 + 完成时

1． Can /could + have done 问句否定句

对过去事情的推测

过去没有实现的可能 “本来可以本来可能”

could可以用于肯定句

You could have done better, but you didn’t try your best.

I saw M just now. He couldn’t have gone to B.

2． May /might + have done 肯定句否定句

对过去事情的推测

“ 本来可能” 但没有实现“本来可以” 但没做，有责备之意

He may /might have gone home.

He ……………not have finished the work

You should not have climbed that hill. You might have been killed yourself.

You might have given him more help, though you were busy.

3．Must + have done 肯定句

对过去事情的推测，否定句用can’t / couldn’t have done

It must have rained last night, for the road was quite muddy.

He can’t have been to B, for he knows too little about it.

4. 反意问句

It must have rained last night,____? didn’t it

5. Need + have done 否定句疑问句

本来没必要做，但做了

You needn’t have told her the news ,for I had told her earlier.

本来没必要做，结果也没做，用didn’t need to

You didn’t need to clean the windows. My sister did it

6. Should / ought to + have done

You should have come to the meeting earlier.

He ought not to have broken the window.

7. Had better + have done 当时最好

You had better have started earlier.

8. would rather +have done 当时宁愿做了或没做

I would rather have refuse his offer.

I raised objections at the meeting, but now I would rather not have done that.

情态动词对当前的推测

情态动词 + be +n. /adj. /doing 注意句式

You can’t be serious .

I hear water running. He must be having a bath.

情态动词专项练习

1. Jean have kept his promise. I wonder why he changed his idea.

A. must B. should C. need D. would

解析：选B. “should have +过去分词” 表示“过去本来应该(但没能)做某事”；

keep one’s promise 意为“信守诺言”。

2. Jane have come to the party, but she not find the exact time.

A. could; could B. might; could C. should; could D. should; would

解析：选A.“ could have+过去分词表示过去本来应该(但没能)做某事”。

3. So many mistakes in your homework! You more careful.

A. may be B. had to C. would be D. should have been

解析：选D. “You should have been more careful”. 意为：你本来应该更细心的。

4．Her brother be at home now, because he was seen playing basketball in the stadium just now.

A. mustn’t B. needn’t C. can’t D. shouldn't

解析：选C. can’t be at home 意为：不可能在家。

5．---I can’t understand why our boss is late.---He the early bus.

A. could miss B. may have missed C. can have missed D. might miss

解析：选B. “may have+过去分词”表示对过去动作的判断，意为：可能做了某事。注意：can表示可能时，只能用于疑问句和反问句。

6. She didn't answer the phone, she ______ asleep.

A. may be B. must be C. should have been D. must have been

解析：选D. 表示：对过去发生的事情的肯定推测。

7．The little girl’s eyes were red. She ______.

A. may cry B. must cry C. must be cried D. must have been crying

解析：选D. 意为：她刚才肯定一直在哭。对过去某事正发生的推测。

8．He______ his supper now, for the dining hall is still closed.

A. can’t be having B. needn’t be having C. mustn’t be having D. shouldn't be having

解析：选A. 对现在正在发生的事情的否定推测。

9．I parked my bike behind the building, but now it is gone. It ________ .

A. may be stolen B. must be stolen C. must have been stolen D. must have stolen

解析：选C. 对过去发生的事情的肯定推测的被动式。

10. ______ Mr. Black_______go to work by ferry before the bridge was built?

A. Did; used to B. Use; to C. Did; use to D. Does; use to

解析：选C. used to do的疑问式，可以是Used+主语+to do ?或Did +主语+use to do?

11. The hotel is only a stone’s throw away, you ______ take a bus.

A. need not to B. not need to C. don't need D. need not

解析：选D. 说话人认为不必要乘车, need 为情态动词。

12. I am busy now, _______ my brother do it for you ?

A. Will B. Shall C. Must D. May

解析：选B. 在疑问句中shall 用于第三人称，也表示征求意见。

13. ---You needn’t do it right now, need you? ---Yes I am afraid I ______ .

A. need B. needn’t C. must D. mustn’t

解析：选C. Yes的意思是：不。意为：恐怕我必须现在就做。

14.My English-Chinese dictionary has disappeared . Who _____ have taken it?

A. should B. must C. could D. would

解析：选C. could/can have done 用于否定推测和疑问推测。

15. ---The room is so dirty._______ we clean it? ----Of course.

A． Will B. Shall C. Would D. Do

解析：选B. shall 用在疑问句中，常用于第一，三人称，表示征求意见或请求指示。

16. If you have something important to do, you ______ waste any time.

A. needn’t B. mustn’t C. may not D. won’t

解析：选B. 根据句意用mustn’t

17. If you want to borrow a football after school, your student card______ here.

A. has to leave B. must leave C. has to be left D. must be left

解析：选C. have to 表示客观需要，must表示主观需要。学生证必须放在此是客观需要。

18. “ Did you scold him for his carelessness?” “Yes, but _____ it”

A. I’d rather not do B. I’d rather not have done C. I shouldn’t do D. I’d better not do

解析：选B. would rather 加完成时表示对完成了的或过去了的事情的态度。意为：当时是不情愿做的。

19. “ Don’t get near to it . It is too dangerous!” “_______” .

A. Yes, I won’t B. No, I don’t C. No, I can’t D. No, I won’t

解析：选D. A为错误的表达方式；B和C没有直接回答对方的问候。

20. He must be in the classroom, _______ he?

A. mustn’t B. can’t C. isn’t D.can

解析：选C. 对表否定的must进行反意疑问时，要用句子的实义动词

21. He________ be in the garden. He must be in the room.

A. can’t B. mustn’t C. will not D. may not

解析：选A. 否定推测用can’t不用mustn’t

22. “Do you have to leave now?” “I am very sorry, but I really______.”

A. can’t B. have C. should D. must

解析：选D. 回答have to 的疑问句用must作肯定回答。

23. “Let’s go to the library, shall we?” “_________?”

A. No, I can’t B. Yes, I will C. Yes , thank you D. No, we’d better not

解析：选D. A,B,C都不能回答shall we, 此处D的语气比较婉转客气。

24. “Can I take it away?” “ You ______ better not.”

A. should B. could C. would D. had

解析：选D. had better 与不带to 的不定式构成谓语，可以变成疑问句：Hadn’t you better----

25. You _______ have brought your camera. They all had theirs with them.

A. couldn’t B. needn’t C. wouldn’t D. mustn’t

解析：选B. 本来不必要做某事.

26. See who is there!______it be May?

A. May B. Must C. Can D. Will

解析：选C. 表推测时A，B都用作疑问句。

27. John______ be a basketball player. He is much too short.

A. may B. mustn’t C. can’t D. should

解析：选C. 断然的不定推测用can’t

28. The Chinese teacher looks so pale. She ______ be ill.

A. must B. mustn’t C. can D. need

解析：选A. 表示有把握的肯定推测用must

29. Something______to save our earth. Do you think so?

A. can do B. must do C. has to do D. must be done

解析：选D. “something must be done” 意为：必须采取措施。

30. Look at what you have done! You ______ be more careful.

A. ought B. can C. would D. should

解析：选D. ought 后应用to

高二英语设计教案(篇5)

1. cube 1)立方形, 立方体, 方块;

Please bring me an ice cube (一块冰块)out of the fridge.

The cube of 2 is 8. 2的3次幂是8.

The cube root of 27 is 3. 27的立方根是3.

2. benefit 1) vt. “对…有利”, 后面接名词&代词, 但不接反身代词

Exercise benefit our health.

Your advice benefited me a great deal..

The fresh air will benefit you.

We benefit by/ from daily exercises.

The plants benefited from the rain.

I told them all the benefits of fresh air and exercise.

He got a lot of benefit from the holiday.

假期让他受益匪浅！

Your advice was of great benefit to me.

1) 财产; 不动产; 所有权(不可数); (某处特定的)地产(可数)

This small house is my only property （唯一的财产）

With the city developing rapidly, property in the center is becoming more expensive.

He has a large property in the county.

One property of steel is its hardness.

He is studying the medicinal properties of wild plants. 他正在研究野生植物的药物特性。

Many plants have medicinal properties.

1)vt.“排列, 归类”, 其宾语为排列对象,后接介词on/ in/ along表示方向或趋势

The teacher ranged the pupils along the curb.

教师叫学生沿着路边排队。

I ranged the books on the shelf by/ according to size. 我把书依照大小顺序排在书架上。

The cards are ranged in alphabetical order

2) vi. 在…范围内变动 & (山脉等)绵亘, 伸展, 排列, 延及

The temperature ranges between 30 and 40 degrees centigrade.

The road ranges westward from the lake.

3)(不可数)“范围”, 指认知, 知识, 经验或能力方面的范围

beyond the range of human understanding

The houses are sold out within this price range.

在这个价位范围之内的房子已售完。

5.pure 1)纯粹的；干净的；无有害物质的;纯洁的；清白的；无邪的

Is this cup made of pure gold?

The water in mountain rivers is usually pure.

What you are saying is pure nonsense.

It is a pure accident.

6. mass n. & vi.

1) “质量”,不可数；“团、块、堆、片、群”，可数，常指聚成一体的没有具体形状的物质；“人民、群众”，常用作复数形式.

A great mass of snow has fallen off the roof.

There are masses of dark clouds in the sky.

I wonder if they are truly concerned with the interests of the masses.

1) vi.“漂浮”，强调的是“保持悬在流体的表层内或表面上的状态而不沉下去”；“漂移，游荡”尤指随意地从一处移动到另一处，多作不及物动词用，后面可以加介词on.

Wood floats on water.

The empty boat was floating on the sea.

A balloon is floating in the sky.

There was enough water to float the ship.

Cotton gloves absorb sweat.

So many good ideas! It is too much for me to absorb all at once.

He was utterly absorbed in the book.

absorb one’s attention =attract one’s attention

9. sensitive 1)adj. 敏感的(to)；灵敏的；容易生气的(about)

She is sensitive to the smell of smoking.

The child is sensitive to eggs.

那个孩子对鸡蛋过敏。

He is sensitive about his failure.

人家一提到他的失败，他就生气。

㈡主课文讲解:

1。 life 生物(活的有机物的总称)无复数形式不加冠词，谓语用单数

There is no life on the moon.

Marine life swims in water.

2。 range from … to… 从…分布到，在某一特定的范围内变化或变动

There are 200 boys ranging from 7 to 14 in age.

This plant ranges from Canada to Mexico.

Prices ranged from 5 dollars to 10 dollars.

All the way back, they talked about the persons and things that they could remember at school.

It is very kind of you to come all the way to see me.

4。 whatever(=anything that)作为连接代词引导名词性从句，“无论什么，任何东西，一切事物” ，语气比what强烈。

Whatever is left over is yours.

You must do whatever is best for you.

Whatever book you want to read will be sent to your office.

She is against whatever I am fond of.

5。 available adj. 可用的，可获得的，有效的，适宜的

sth.(受体)+ be + available + to + sb.

The information is available to anybody.

The ticket is available to you for 3 days.

sb.(主体) + be + available + for + sth.

He is not available for the job.

Are you available for a meeting tomorrow?

6. take advantage of 利用，很好地利用；投机取巧

Peter took advantage of his visit to Paris to improve his French.

I should like to take advantage of this opportunity to express my thanks for your help.

7。动词不定式短语也可作结果状语，但只能表示消极的结果，通常用only来加强不愉快结果的语义：

They lifted a rock only to drop it on their own feet.

高二英语设计教案(篇6)

了解克隆，正确地利用克隆技术来为人类服务。

教学重难点

初步理解、掌握课文中关于克隆的词汇，学习分析课文中的长难句子。

教学过程

Step 1 Daily report

One student comes to the front and gives a report about advantages and disadvantages of science and technology.

Step 2 leading-in

The teacher shows some pictures and starts a discussion about cloning.

Step 3 Skimming

Task 1: What’s the main idea of the passage?

Task 2: Match the main idea with each paragraph

Para 1: A. People’s attitude towards cloning.

Para 2: B. The problems of Dolly.

Para 3: C. The impact of Dolly.

Para 4: D. Two major uses and the procedure of cloning.

Para 5: E. The definition(定义)of cloning.

Step 4 Scanning

Task 1. Look through Para 2 and answer the following questions.

(1) What are the two major uses of cloning?

(2) Which one is easier, to make plant clones or animal clones?

Task 2. Look through Para 3 and fill in the chart.

Task 3. Do the following translation and word guessing.

(1). Translation:

On the other hand, Dolly’s appearance raised a storm of objections and had a great impact on the media and public imagination.

(2). The word “controversial” in paragraph 4 probably means_________.

A. complicated B. arguable

C. important D. valuable

Task4. Do the following Tor F questions based on Paragraph 5.

1. People feared some evil leaders might use cloning to reach their goal.

2. All the research into cloning will be forbidden.

3. Religious leaders are in favor of human cloning.

Step 5 Enjoy beautiful sentences

1. Cloning plants is straightforward while cloning animals is very complicated.

2. At last the determination and patience of the scientists paid off.

3. The fact that she seemed to develop normally was very encouraging.

Step 6 Question and answer

This part is for students to find if they still have questions. If there is any, they can ask their classmates to help them.

Step 7 Quiz

Note: This part is very challenging. In the picture there are five numbers. Students can choose their lucky number and answer questions. Most of the questions are based on what they have learned in class.

Step 8. Test yourself

Fill in the blank with proper words.

Cloning is a way of _______ (make) an exact copy of another animal or plant. It has two major uses. One is _______ gardeners use it to produce plants. The ______ is that it is valuable for medical research on animals. ________, the process of cloning is difficult ___________ (undertake).

The first successful clone, Dolly the sheep, made the whole _________ (science) world follow its progress, though it had ________ problems than the normal sheep. On the other hand, Dolly’s appearance _______ (raise) a storm of objections and had a great impact ______ the media and public imagination. Different people have different opinions on it. However, scientists still wonder ______ cloning will help or harm us and where it is leading us.

Step 9 Debate

Topic: Are you for or against cloning?

课后小结

Homework

Write a passage entitled My view on cloning.

课后习题

评测练习主要有两个。

一是quiz环节：

主要有5个问题：

1. Listen to a part of an English song and try to learn from it.

2. Please use “pay off” to make a sentence.

3.Give us some detailed information about Dolly.

4. Translate the following sentence into English.

另一方面，多利羊的出现引起了一阵强烈的反对，对媒体和公众的想象力也产生了极大的影响。

5. What is your attitude towards cloning? Give your reason.

二是test yourself环节：

Fill in the blank with proper words.

从同学们的答题效果来看，学生们回答问题的积极性很高，准确率在98%以上。

高二英语设计教案(篇7)

Teaching objectives:

1. help Ss improve their reading ability.

2. 2.learn some useful words and expressions

Teaching aids: computer and blackboard

Teaching procedures:

1. show students two pictures 1) ask “do you know who are thy?”

2)by filling in the blanks ,review the word “poet”

2 .ask students another question : ”Can you recite any of their poems?”

窗前明月光，疑是地上霜。举头望明月，低头思故乡。

2) Ask Ss” Can you translate this poem into English?”, then show them the equivalent translation

Before my bed a pool of light,Can it be hoarfrost on the ground?

Looking up, I find the moon bright; Bowing, in homesickness I’m drowned.

3)raise one more question, and leave it for later discussion ”Is it still the same poem?”

3.“can you name any English poems or poets ?” today let’s learn something about English poetry

Read the passage quickly and try to find the answers to the following three questions.

1. What are the differences between poetry and other forms of literature?

2. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?

3.Make a list of all the English poets mentioned in the text .

高二英语设计教案(篇8)

I．Brief Statements Based on the Unit

This unit mainly talks about deadly diseases and attitudes towards AIDS，cancers，

etc．A11 the activities，including Warming up，Listening，speaking，reading and writing，center on this topic．Through this topic，the students not only get more information about diseases，but also learn how to keep a right and positive attitude towards diseases and people with diseases．

In addition，the students can 1earn some useful language points through the materials provided in each part，especially a lot of words and phrases，which are very helpful for the students to build up vocabulary about diseases．The Grammar--the Subjunctive Mood is also important．The given materials and exercises give the students an opportunity to learn grammar by using it．It helps the students learn to talk about things t}lat are not certain to happen as well as imaginary or unreal events and situations．

All of the activities are helpful for the students to improve their knowledge about 1anguage and their skills to use language．

Ⅱ．Teaching Goals

1.Talk about deadly diseases and attitudes towards AIDS，cancers，etc．

2.Practise talking about imaginary situations．

3.Practise supporting and challenging an opinion．

4.Learn to use the Subjunctive M00d(1)：lf 1 were you，…I Wish I could…

5.Write a personal narrative．

Ⅲ．Teaching Time：Four periods

Ⅳ．Background Information

1．Health Officials Struggle to Understand SARS Sever acute respiratory syndrome (SARS) has terrified the world．The question on everybody’s mind is whether SARS will become a global epidemic．

Researchers worldwide have galvanized to combat SARS．The challenge for public

health is to determine the nature and potential of any viral threat and to frame a battle plan．

“We are in an evolutionary stage of this epidemic，”said Anthony Fauci, director of the National Institute of Allergy and Infectious Diseases in Bethesda，Maryland. “It could plateau，go up and down，disappear of explode．This virus is highly virulent，potentially lethal and highly transmissible--it has the potential to cause a really bad epidemic．”

A Deadly Combination

SARS is a so-called hybrid virus-the kind that always triggers a red alert．Traditionally a virus affects a single species．But sometimes two viruses combine their genetic material and form a new virus that“ jumps” to another species altogether．

Hybrids are dangerous because the body has never encountered them before，and the immune system is unprepared．

“From studying the sequence we see that the SARS virus is derived from a mouse coronavirus and an avian coronavirus，”said Michael Lai，a pioneer in coronavirus genetics at the University of Southern California in Los Angeles．

If the virus exists in a wild widespread host--like the West Nile virus carried by mosquitoes-then SARS could be a perennia11y recurring problem, according to Lai．

If the host is a domestic animal一like the chicken responsible for the Avian F1u virus of --then the source of the virus could be eliminated．The Avian Flu effectively stopped after the Hong Kong government ordered the slaughter of chickens in the area．

Lai suspects that the SARS virus lurks in a wild animals. “It probably doesn’t bother domestic animals or we would have come across it before，”he said．

1f people are the only carriers of SARS，“honest reporting of SARS cases and stringent quarantines could stop the virus in its tracks ,”Lai said．

Knowing a Virus，Predicting an Epidemic

“Making a vaccine could be quite straightforward，if it is needed。”Lai said．

Vaccines already exist for swine and chicken coronaviruses. But it isn’t easy to gauge whether SARS，or any virus．can trigger an epidemic．

“We’ve been working with influenza for over 50 years and it can sti1l evade our best attempts．”

“In many cases of the influenza virus we don’t understand the molecular properties that cause high mortality，”said Nancy Cox， chief of the influenza branch at the CDC．

“Outbreaks are like wildfires，”Morse said．“Some fires smolder and are easily extinguished．Others rage out of control，destroying everything in their path．The WHO and the CDC are like the fire department and they need to investigate all outbreaks because you never know which way they could go．”

Morse points out our long history with influenza．SARS is only a few months old．

Tracking and containing viruses，and predicting what they will do，Morse said，“It is as much an evolving science as an evolving art．”

2．Fight Continues Against HIV／AIDS

A picture，a calendar or even a balloon may be the best way for millions of people living in China’s vast country areas to learn about AIDS，one of the biggest threats to public health in the world today．

China has decided to use user-friendly methods including exhibitions, VCDs and TV programmes to spread knowledge of the disease across the nation to try to keep it in check．

Educating people nationwide about AIDS is the top priority(优先权)to prevent

the disease from getting out of hand．The farmers wil1 be given knowledge in the easiest way that they can understand．

A recent survey from the commission(调查团)of more than 7 OOO people in China

showed that nearly 20 percent of them had never heard of AIDS before．Just over 71 percent said they knew AIDS was highly infectious(传染的),but most of them had no clear idea of how the disease could be spread．Just over 62 percent said they knew they could do things in advance to prevent them catching AIDS but they didn’t know what these measures were．

The month-long survey，carried out last December，talked to people in seven counties and cities across China including both developed coastal areas and the less-developed in-land areas．The interviewees changed from 15 to 49 years old，and country residents were about 63％ of the total surveyed．

Chinese residents，especially those in the country，have very little knowledge about what AIDS is all about，not to mention prevention and treatment．By the end of last year, there were 22 517 known HIV／AIDS cases in China．However，more than 6000000 people in China have been infected．

Since 1985，China has discovered 880 patients with AIDS一466 of them have died．

Sharing needles，prostitution(卖淫)and contaminated blood transfusions are major ways for HIV to spread．A lack of education has been the biggest difficulty against nationwide efforts to prevent AIDS，especially in the countryside．

The First Period

Teaching Aims：

1．Learn and master the following：

(1)Words：virus，via，mosquito，prevention, persuade

(2)Everyday English：

a．Supporting an opinion

I think that…，because…

First．…

One reason is that…

For example，…

If we／they were to…．we／they could…

b．Challenging an opinion

Perhaps．but what if／about…?

Have you thought about…?

What makes you think that…?

could you please explain…?

If 1 were you, 1 would…

2．Train the students’ skill to use language．

Teaching Important P0ints：

1．Master the use of the following words and phrases：via，persuade，try to persuade

2．Train the students’ listening and speaking abilities．

Teaching Difficult P0ints：

1．How to help the students understand the listening material exactly．

2．How to help the students finish the task of speaking．

Teaching Methods：

1．A quiz to check the students’ knowledge about AIDS．

2．Listening-and-answering activity to check the students’ understanding of the listening material.

3．Oral practice to train the students’ speaking ability．

4．Individual，pair or group work to make every student work in class．

Teaching Aids：

1．a tape recorder

2．a projector

3．the blackboard

Teaching Procedures：

Step I Greetings and Lead-in

T：Good morning／afternoon, everyone.

Ss：Good morning／afternoon, teacher,

T：Sit down，please．We often see programmes on TV and read stories in newspapers and magazines about persons who fight against diseases．What do you think of them?

Ss：They are unlucky but great．

T：Who do you think so? Li Ying，give us your opinion．

S：They are unlucky because the life is hard for them with diseases．and they may die earlier if they get some serious or even deadly disease．They are great because they have courage to fight against the diseases and sti11 try to make their life meaningfu1．

T：Very good speech．Sit down，please. How many kinds of deadly diseases do you know?

Ss：AIDS，cancers…

T：Yes．AIDS and cancers are two kinds of serious diseases．Today，we are going to 1earn Unit 7 Living with disease．

(Bb：Unit 7 Living with disease)This unit will help us know more about diseases and people living with disease．First，let’s learn some new words in the first period．Look at the screen．

(Teacher shows the screen and then deals with the new words．)

△deadly／′dedlI ／ adj．

△infect／In′fekt／vt．

△transmit/traenz′mIt/ vt．

△route／ru:t／n.

△donation／d u′neI n／n.

prevention／prI′ven n／n.

△cocaine／k u′keIn／n.

△imaginary／I′maed3In遰I／adj.

virus／′vaI r s／n.

via／′vaI ／prep．

mosquito／m s′ki：t u／n．

△stacy／′steIsI /

persuade／p ′sweId／ vt.

△heroin／her uIn／n.

(Bb：via，persuade／try to persuade)

Step II Warming up

T：As we a11 know，AIDS is a kind of deadly disease．The government has paid special attention to its prevention and treatment．And some ways to spread the knowledge about AIDS have been used across the country．How much do you know about AIDS? Now，open your books on Page 49. Here is an AIDS Quiz for you to check your knowledge about AIDS．First finish it individually。Then I’ll provide the right answers for you．You can begin now．

(A few minutes later，teacher shows the following on the screen and checks

the answers with the whole class．)

AIDS QUIZ

Decide which of these statements are true and which are false．Tick the

correct box．

True False

1.Only bad people get AIDS. □ □√

2.I can become infected with HIV by swimming in a pool，sitting in a bath， holding hands or kissing someone with HIV □ □√

3.In ，there were 42 million people living with AIDS in the world．□ □√

4.People who have not infected drugs do not need to get tested for HIV．

□ □√

5.1f I had HIV，I would know because I would feel sick． □ □√

6.HIV / AIDS is incurable． □√ □

7.People who have H1V look different from everyone else. □ □√

8.It is safe to be friends with people who are living with A1DS．□ □√

T：Wel1，now look at the pictures below the AIDS QUIZ．What information do they tell us about AIDS? Liu Yang, you try，please．

S：The pictures tell US that the AIDS can- not be transmitted via the following

routes；cups，glasses，toilet seat，swimming poo1s, mosquitoes or blood donation．

T：How do you know about that?

S：That has been shown by medical studies．

T：Well done．Thank you．Sit down, please．

Step Ⅲ Listening

T：Next，1et’s come to the listening part．The listening material will tell us

about a disease detective at the Centre for Disease control and Prevention．Now，please turn to Page 50．Let’s 1ook at the instruction and the questions in Part 1 first．Then I'll play the tape．At the end，I’ll ask some of you to answer the questions and we’ll check them together．Are you clear about that?

Ss：Yes．

(Teacher goes through the instruction and questions first．Then play the tape．Finally check the answers．After that, teacher asks the students to do

Part 2．)

T：Well，now please listen to the tape once again and take some notes of what you hear．Then use your notes to tell your partner about how stacy works，how she feels about her job，and what advice she gives. Are you clear about that ?

Ss：Yes。

T：And if you were a disease detective. What would you do to learn more about a new disease ? Talk about it with your partner at the end．Do you remember?

Ss：Yes．

T：OK．Now, please listen carefully．Remember to take notes．

(The students listen and make notes first. Then talk about the questions with their partners．At the end，teacher may asks some students to report for the rest of the class．)

(Bb：a disease detective．the Centre for Disease control and Prevention．)

Step Ⅳ Speaking

T：At the beginning of the class，we talked about some deadly diseases, and we also had a quiz on AIDS．We know AIDS is not only one of the deadly diseases but also a most serious social problem today．Could you please explain why? Guo Li，you try, please．

S：One reason is that it is incurable，another is that people know little about health care, prevention and education．

T：Well done．Besides AIDS there are some other most serious social problems such as drugs，smoking and drinking．Which do you think is the most serious one? Now let’s come to the speaking part．Choose one of the problems listed below or think of an- other serious problem．Prepare a role card on which you write down reasons why you think your problem is the most serious．Use the role card in the group discussion and try to persuade the other group members that your problem is the most serious one．Are you clear?

Ss：Yes．

T：And I'll show you some useful expressions on the screen to help you with your discussion．

(Teacher shows the screen．)

Supporting an opinion

I think that…，because…

First…

One reason is that…

For example，…

If we／they were to…, we／they could…

Challenging an opinion

Perhaps，but what if／about…?

Have you thought about…?

What makes you think that…?

Could you please explain…?

If I were you, I would…

(Teacher and the students go through the expressions together. Then the students begin to discuss in groups．At last．Teacher may ask some students to report for the rest of the class．)

Step V Summary and Homework

T：You all did very well in this class．Now let’s look at what we’ve done in this period．First，we’ve had a quiz to check your knowledge about AIDS，which helps us know more about AIDS．Second，we’ve listened to the tape about a disease detective at the Center for Disease Control and Prevention，which helps us get some knowledge about disease detectives and their work. Third，we’ve discussed what is the most serious problem today．This not only makes us care more about social problems，but also train our speaking ability．What’s more，we’ve learnt some useful words and phrases．After class, please practise more and prepare for the next period．So much for today. Class is over．See you tomorrow．

Ss：See you tomorrow．

Step Ⅵ The Design of the Writing on the Blackboard

Unit 7 Living with disease The First Period

1. via

e. g. We can send him a note via the internal mail system．

2．persuade sb．to do sth．；try to persuade sb．to do sth．

e．g. The salesman persuaded us to buy his product．

He tried to persuade him to change his mind．

Step Ⅶ Record after Teaching

小学英语三年级教案设计(合集六篇)

作为一名教学工作者，时常要开展教案准备工作，编写教案助于积累教学经验，不断提高教学质量。那么优秀的教案是什么样的呢？以下是小编收集整理的小学三年级英语教案，希望能够帮助到大家。

小学英语三年级教案设计篇1

Unit 4 We Love Animals

第一课时教学设计

教学内容：人教版三年级上册英语第四单元第一课时Let’s talk, Let’s l e a r n

一、教学目标：

1.能理解对话，并能用正确的语音语调朗读对话; 2.根据对话的情景进行对话角色表演;

3.能在语境中初步运用What's this? It's a ...来交流动物信息。

二、教学重点：

1.理解对话意义，并能用正确的语音语调朗读对话;

2.初步运用新句型What's this? It's a ...来交流相关动物信息。

三、课前准备：

教师准备装有文具的袋子，动物图片，单词卡片。

四、教学过程：

1、复习

(1)让两个学生上台从装有文具的袋子中拿出其中的一样，并用英语说出他们所拿到的文具。

(2)全班齐读被拿到的文具单词。

2、呈现新课

(1)导入课题：Today we will go to Unit 4 We love animals.带读并学习animal一词。并讨论：What animals do you know?学生说一说自己知道的动物单词，增加学习的自豪感。

(2)继续调动学生学习兴趣，玩游戏猜谜。教师将所学的动物dog, cat单词的图片只露动物的尾巴，让学生猜猜看What is it?，导入单词的学习。学生根据动物的尾巴猜谜，并七嘴八舌的讨论。在教学单词的同时自然导入新句：What is this? It’s a …的学习并将词句结合交流。

(3)教师请学生读单词。让学生相互说说、评评，让学生间相互纠正单词的发音。

(4)教师出示动物图片，请学生将图片用单词读出后将图片贴在黑板上，并要求贴在相对应的单词底下。使单词的音、形、译三者相结合。

(5)教师请六名"小老师"到讲台前带读单词，既是对能力强学生的表彰也是多方面调动学习兴趣的体现。让每名"小老师"带读一个单词。

(6)全班齐读所学的单词，读单词时注意语音语调。

3、趣味操练游戏：

小组对抗赛(1)按六个小组pig, bear, dog, duck, cat，tiger开展对抗比赛，各小组挑选一名组员上讲台前抽取单词卡片，大声认读，本组的其他组员快速做出此种动物的动作或模仿声音。以此类推，直到六个小组都轮流过一次。(2)各小组间自由挑选组员，按自己的意愿说本课单词，但只张嘴不出声音，要求对方猜出单词是什么。例：cat小组挑选dog小组的一名组员并不出声音的说单词bear，dog小组的组员要按照口形猜出单词。以此类推，各组间自由考察，相互提问。

4、小结

师提问题：What is this?学生集体回答It’s a …巩固本节所学重点句型。 5、课堂练习(1)连线。

duck狗dog鸭子bear猫cat老虎pig熊tiger猪(2)选出与所给单词同类的一项。

( )①duck A.look B.dog ( ) ②bear A.pear B.pig ( ) ③cat A.tiger B.this五、板书设计

Unit 4 We love animals

What is this?

It’s a pig bear cat duck

dog tiger

小学英语三年级教案设计篇2

Unit 4 Where is my car

概述：

小学人教版三年级下册Unit4Where is my car?本单元共需六个课时，本课是第一课时，本课主要教学内容是学习单词desk, in, under, Where is ...It’s in\ under ...并在具体的语境中使用句型,在课堂教学中，教师要使教学内容生活化，结合学生的实际情境，使学生口语练习生活化，交际化，从而达到学以致用的目的。

设计理念:

在跨越式为指导下，以语言运交际为中心，借助现代信息技术，努力为学生创设理想的英语学习环境，提供丰富的网络资源，倡导体验、实践、参与、交流与合作的学习方式。倡导任务型教学，把语言综合运用能力的培养落实在教学过程中。面向全体学生，突出“以人为本”的素质教育理想，使语言教学的过程同时成为提高人文素养、增强实践能力、培养创新精神的过程。

教学目标:

知识目标：

能听、说、认读单词desk, in, under,句型：Where is ...It’s in\ under ...

能力目标：

能在具体的语境中使用句型, Where is ...It’s in\ under ...并且用已经学过的学习用具来练习Let’s play的内容。

3.情感目标：

结合实际生活，创设真实情境，激发学生学习兴趣和热情，提高学习的积极性和主动性，增长课外知识，激发学习热情。

学情分析:

由于学生是三年级学生参加跨越式教学已经有一学期了，他们已经适应了跨越式课堂模式，听说能力都比较强。乐于感知，模仿习得英语。所以本节课采用多种方式来教学，让学生从不同的.教学活动中获取知识。

教学重点：

能听、说、认读单词desk, in, under,句型：Where is ...It’s in\ under ...教学难点：where的读音，能理解方位介词in, under的含义。

教学策略:

由于三年级学生已学习英语一学期了，读与说的能力相对较好，因此在教学过程中采用语言交际的教学策略，通过角色扮演、情景创设、教室内真实的辅助性教学资源提供等,多种方式，激发学生学习积极性，帮助学生领会教具准备:

小学英语三年级教案设计篇3

教学内容:《牛津小学英语》3A Unit 5 Plus and minus Part A

教学目标与重难点:

1、能听懂、会说数词13—20,重点掌握数次13、15、20的正确读音。

2、能熟练掌握What’s…plus/minus…?及其回答It’s…并能用That’s right. /Sorry, you are wrong. /Oh, no.作出评价。

3、训练学生的英语思维能力。

教具准备:

1、录音机、磁带、卡片和课件。

2、学生准备数字卡片。

Step 1 Warming- up

1、Greeting

T: Hi, boys and girls.

Ss: Hi, Miss Li

T: How are you today?

Ss: Fine, thank you. And you?

T: I’m fine, too.

2、Sing a song

T: Let’s sing a song. Please follow me.

(评析:师生轻松的对话、共唱优美的歌曲,营造英语学习氛围)

3、Revision

课件出示:球星姚明、王治郅、纳什、安东尼的照片。

T: Who’s he?

S: He’s Yao Ming

T: Can you guess which number on his vest?

S1: It’s twelve, I thank.

T: Sorry you are wrong.(教师摇头表示否定,并通过手势up down提示学生)

S2: Thirteen

T: That’s right.(让猜对的学生作小老师,带领大家读这个数字。)

(评析:让学生猜一猜自己喜欢的体育明星的球衣号码,极大的激发了学生的兴趣,避免了枯燥的数字训练,同时渗透句型Sorry,you are wrong. That’s right.)

Step 2 Presentation and practice

1、Learn word “plus”

T: Boys and girls, please show me you number cards.

T: Hello,what’s your number?

S1:It’s eleven.

T:Hello,eleven. Who is he?

S1:He is ‘twelve’.

T: Is he you friend?

S1:Yes he is.

T:Who’s you friend? Can you tell me?

S2 S3 S4..: eight, sixteen,twenty…is my friend.

教师将加号的卡片戴到头上。

T: My name is “plus”.(板书:plus并用红笔在单词下面写一个加号)

T: Hello, “one”.

S: Hello, “plus”

T: Hello, ‘thirteen’.

S: Hello ‘plus’. (教师依次和其他的学生打招呼。)

(评析:将抽象的单词拟人化、形象化,拉近了学生与单词之间的距离,消除了陌生感。)

2、Learn sentences “What’s …plus …. ? It’ s ….”、 “That’s right./Sorry, you are wrong.”

T: I’m “plus”. But I have no friends. Who want to be my friends?

(教师请两位学生到台前做朋友)

T: Look, I have two friends. They are five and ten.(板书:five plus ten)

教师带领学生读,指名学生读。(教师在黑板上写上5+10=)

T: What’s five plus ten? It’s…(示意学生回答)

S: It’s fifteen.

T: That’s right.(用红色的粉笔板书)

(评析:由于What’s five plus ten?较长,先通过为plus找朋友的游戏,让学生先学会句子的后半部分five plus ten,接着再学习全句,从而降低了难度,易于学生理解。)

教师出示题目:

(1)、Read talk and mach.

What’s six plus eight ? It’s seventeen.

What’s four plus three? It’s twenty.

What’s five plus twelve? It’s fourteen.

What’s sixteen plus four? It’s seven.

(2)、Listen and answer.

让两位学生比赛看谁反应快.先由教师说学生答,对答对的学生说That;s right.对答错的学生说Sorry, you wrong.(并用蓝色的粉笔板书,教师领读。)

四个人一小组进行问答。

(3)、Say a rhyme

Plus, plus, plus/ five plus ten / what’s five plus ten?/Fifteen, fifteen, it’s fifteen./Right, right, that’s right.

Plus, plus, plus/Eight plus six/What’s eight plus six?/ Thirteen, thirteen, it’s thirteen./Wrong, wrong, sorry you are wrong.

(评析:1、低年级学生模仿能力强,富有节奏感,用儿歌来巩固所学的单词和句子,效果极佳。2、由于儿歌的内容是对本科所学单词、句型的概括,是本课所学的重点,因此它可以省去老师结束新课时死板的总结。)

3、Learn word ‘minus’

T:Boys and girls, listen carefully. Let’s play s game. If I say ‘big’, you say ‘small’.(教师拿一个大的`盒子和一个小的盒子示意学生)

Andstan, class?

Ss: Yes.

T: long

Ss: short

T: white

Ss: black

…….

T: plus

Ss: ….

教师既是出示单词卡片,领读并板书:minus 在单词的下面用蓝色的粉笔‘-’。

(评析:通过说反义词引出新的单词,学生觉得很新奇,把枯燥的单词变得生动有趣。)

4、Learn “What’s …minus…? It’s…”

T:Show me your number cards, please.

Ss: All right.

T: ‘Twenty’ and ‘seventeen’ stand up, please.(分别指两名学生站起来)

T: What’s twenty minus seventeen?

Ss: It’s three.

T: Where’s ‘three’? Stand up and show us your number ,please.

(拿数字3的学生站起来,齐说:It’s three.然后老师和其他学生一起说:That’s right.)

(评析:让学生充分利用自制的卡片进行问答交流,培养学生的交际能力,用英语思维的能力。通过交流,学生自制的卡片的到展示,学生有成就感和满足感。)

Step 3:Consolidation

1、Listen and repeat

T: It’s time to listen to the tape. First, just listen.(学生看课文,教师先放一边录音。)

T: Now, listen and reapet.(播放课文录音,学生跟读。)

2、Play a game.(学生考老师)

教师用耳塞将耳朵堵起来,让学生给老师出题目,老师只能通过看学生的口型进行回答,如果老师回答对了学生就说:That’s right.错了就说:Sorry, you are wrong

(评析:学生已学习了较长一段时间,已经有些疲倦。此时游戏是做好的放松方法。学生听到要和老师进行比赛,马上又以饱满的热情投入到教学活动中去,将教学活动推向高潮阶段。)

Step 4: Homework

1、Listen to the tape. (Part A)

2、Ask your father or mother:

What’s…plus…?/What’s…minus…?

That’s right./ Sorry, you are wrong.

(评析:把学到的知识向家人展示,让学生体会获得知识的成就感,从而达到学以致用的目的。)

小学英语三年级教案设计篇4

教材分析

本教案设计的内容是小学三年级起点的《新标准英语》第三册Module 6 Unit1 Can you run fast?的内容，主要是掌握单词can的.运用和学会听、说、读、单词：run、 jump、ride、fast、high、far及能运用句型 Can you…？Yes，I can/No，I can’t.询问他人进行日常的交际。

学情分析

这个班级活泼好动，课堂教学以听说为主，并且应该注重创设真实情景，采用形象、生动的教学方式，调动学生学习的积极性，提高他们的学习兴趣。

教学目标

1、知识目标。

（1）掌握单词can的运用。

（2）学会听、说、读单词： run、 jump、ride、fast、high、far。

（3）语言技能目标：能运用句型 Can you…？Yes，I can/No，I can’t.询问他人进行日常的交际。

2、能力目标。

通过学习句型 Can you+动词+副词？使学生能够询问他人的情况，并运用句型 Yes，I can/No，I can’t.进行回答。

3、情感目标。

采用多种活动途径，培养学生学习英语的兴趣，培养学生积极地参与和主动学习的能力。

教学重点和难点

1、基本能听懂、会读、会说、会抄写单词： can 、 can’t 、 run、 jump、ride、fast、high、far。

2、基本能听懂、会读、会说句型：“Can you+动词+副词？”及其回答“

Yes，I can/No，I can’t.”。

3、You/Sam/ can/can’t.+动词+副词”句型的用法。

小学英语三年级教案设计篇5

教学目标与要求：

1、能听懂，会说Hello./Hi.Goodbye./Bye.I’m?What’syourname?Myname’s?并能够在实际情景中进行运用。

2、能够听说,认读crayon,pencil,pen,eraser,ruler,pencilbox,book,bag.并能用英语介绍文具。

3、能听懂所接触的指示语，并能按照指令做出相应的动作。

A部分

第一课时

一、教学内容与分析

1、Let’stalk

本部分主要是会话学习。通过见面打招呼，自我介绍等情景，让学生在模仿、学习、表演的基础上逐步达到自然交流与真实运用的目的。

2、Let’splay

本部分让学生在游戏活动中熟练运用所学问候语及自我介绍用语。

3、Let’ssing

本部分主要通过学生学唱ABCsong，让学生初步接触字母的发音，激发他们对英语学习的兴趣，从而逐步培养学生的语音，语调。

4、Let’sfindout

通过找字母，让学生了解字母。

二、课前准备

1、将教师用书后所附的本套教材主要人物的图片复印或剪下，涂色后制成头饰。

2、为班上学生准备出男女生常用的英文名字。

3、为Let’splay中的游戏准备相应的道具。

三、教学步骤

【一】热身（Warm-up）

不妨请学生说说他们在现实生活中已经了解的英语词汇或日常用语。同时可利用我们生活中学生已经会说或较熟知的词汇如TV，CD，VCD，DVD，OK！Hi!Yeah!Bye!Cool!Wow!E-mail,cartoon等等来激发学生想学英语的兴趣和愿望。

【二】新课展示（Presentation）

新课展示一：

教师播放本课的歌曲“Hello”的录音，自然引出师生之间的打招呼。

（1）通过教师的自我介绍自然引出Hello,I’m?/Hi,I’m?

（2）教师可戴上Sarah的头饰介绍Hello!I’mSarah.并用同样方式介绍其他人物。

（3）让学生到讲台上来，戴上Sarah,ChenJie,Mike的头饰说：Hello!I’m?

（4）教师戴上WuYifan的头饰说Hi!I’mWuYifan.并与戴Sarah头饰的学生相互问好，并有意在分手时说Goodbye.

（5）听录音来展示Let’stalk部分的教学内容。

【三】趣味操练（Practice）

趣味操练一：

（1）请戴着WuYifan,ChenJie,Sarah,Mike头饰的学生站在讲台前，另选一同学用眼罩蒙住眼睛，让Sarah等四位同学中的一个说Hello,让蒙住眼睛的同学猜。如果猜中，要说Yes,I’m?如果猜错，要说No,

I’m?猜对得一分。

（2）表演A部分对话，教师应指导学生注意语音，语调，特别是I’m的发音，应为/aim/不能读成/em/.

（3）玩Let’splay中的游戏“击鼓传花”。

新课展示二：

教师播放Let’ssing两遍，学生边听边跟唱，让能力强的学生唱一遍，教师适当进行奖励或表扬。

教师领唱，学生跟唱，全体同学一起唱。分小组唱，对于唱得好的小组进行表扬。

趣味操练二：

（1）请学生在限定时间内找出在小村庄里出现的字母，对于找得又快又好的的学生要加以奖励，有能力的学生让他们读出这些字母。

（2）教师和学生一起校对。

（3）让学生跟随录音一起学唱歌曲ABCsong.

【四】课堂评价（Assessment）

要用Hello!/Hi!打招呼并作自我介绍。

【五】课外活动（Add-activities）

（1）听录音，仿读会话，并在实际情景中运用所学内容。

（2）遇到老师、同学和家长时要用Hello!/Hi!打招呼；分手时要用Goodbye./Bye-bye.道别。

第二课时

一、教学内容与分析

1.Let’slearn

本部分主要学习4个有关文具的词汇：pencil,ruler,eraser和crayon.

2.Let’schant

本部分通过Ihaveaan?的歌谣，练习并运用以上单词。

二、课前准备

教师自备与本课相应的文具（实物）和单词卡片。

三、教学步骤

1、热身/复习（Warm-up/Revision）

（1）演唱歌曲ABCsong。

（2）请几个学生戴Sarah,WuYifan等人物的头饰，两人一组打招呼问候：

Sarah!Hi,WuYifan!

（3）让学生之间互相打招呼问候（用自己的英文名字或中文名字）。

（4）将学生分组进行自我介绍。

Hello,

2、新课展示（Presentation）

（1）给学生出示文具实物，教新单词pencil,ruler,crayon,eraser.教师边教边作示范。如pencil一词，教师可通过实物或图片介绍新词，带读并示范，让学生在Ihaveapencil.的`指令下出示铅笔。可用同样的方法教本课时的其他文具。（教学中，教师要特别注意crayon及eraser两个词的发音。对于多音节词，教师可采取“先部分，后整体”，分音节的方法进行教学。例如教eraser一词，教师先示范整个单词的读音，然后分音节请学生跟读e-ra-ser,最后再让学生跟读整个词，此时教师要注意学生把重音放在第二个音节/rei/上。）

（2）让学生听录音，跟读Let’slearn部分的词汇，并要求学生用手指着词汇来认读，力求做到“眼到、手到、口到、心到”。

3、趣味操练（Practice）

（1）游戏活动

A、“寻宝藏”：让一学生面向黑板，另一学生把教师准备好的宝藏（即本课时的学习用具）藏到其他同学的书桌里，寻宝藏的同学开始寻宝，全班学生读该单词，当寻宝的学生离宝藏较远时小声地读，当寻宝的学生离宝藏较近时大声地读。

B、猜物品游戏：将crayon等文具放在一个大盒子里，请一们同学出来选一样文具攥在手里放在背后

（2）让学生听录音，边说边做Let’sdo部分的活动。

4、课堂评价（Assessment）

做活动手册本单元第2部分练习

5、课外活动（Add-activities）

听说、认读新单词pencil,pen,ruler,eraser,crayon,并能用英语介绍文具。

小学英语三年级教案设计篇6

准备导入:

I.在几张大的纸上写出1到5几个数字,把它们摆放到教室四周。告诉学生师将说出数字,他们必须指向正确的数字。

举例:

老师: Five。

学生:(指向5)

2.让一个学生到教室前,面向黑板站着。用手指在他/她的背上写一个数字,让他/她说出这个数字。

举例:

老师:(在学生背上写一个2)

学生:Three。

老师:No。

老师:(在学生背上写一个5)

学生:Five。

老师:Yes.

3.让学生两人一组做练习。三轮过后,交换角色。

活动I:听音指图

I.在黑板上,写出6一10五个数字。指着这五个数字,读单词并让学生跟读。

2.让学生拿出一大张纸并在上面写下6一10当中的一个数字。告诉学生师将说出数字,如果师说的数字和学生手中的数字相符,学生必须站起来并举起手中的数字。

举例:

老师:ten

学生:(手中拿着“I0”的学生站起来并举起数字)

老师: Six。

学生:(手中拿着“I0”的学生坐下,手中拿着“6”的学生站起来并举起数字)

3.多做一些示范。

教学技巧:

I.学生必须先认知新单词,之后才能读出来。例如:在“听音指图”这一活动中,学生只需听懂并举起数字,不必读出来。

2.让学生读故事。用汉语对故事内容进行提问。例如:这件事发生在哪里?图2中为何Ms Smart那么吃惊?图4中为何Ms Smart笑了?

3.放录音,每句之后暂停并让学生跟读。

4.再放一遍录音,让学生指出相应的图片。

活动2:从一数到十

I.在纸上分别写出一到十这十个数字。给学生看一个数字并读出来,告诉学生他们必须读出师所指示。

2.在黑板上写出一到十这十个数字。指着不同的数字并让金班读出来。

3.让学生看师的书,把书举起,指着不同的数字并让学生读出来。

4.让学生两人一组继续练习。如果师想让学生交换角色,就说: “Change。”

5.告诉学生,师将指向一个学生,他/她必须说“One。”指向第二个学生,他/她说:“Tw0,”这样进行到十,然后重新开始。

补充活动:

I.把学生按两人分组并要求他们准备好十张写有1到I0十个数字的小纸片,每张纸上写一个数字。

2.学生A说出一个数字,学生日拿起有这个数字的纸。等到学生日拿起了所有的纸片,游戏结束,然后学生们交换角色。

课堂活动用书:

I.听音指图

让学生看书,问他们看到了什么。(数字I一I0)告诉学生他们将两人一组进行活动,一个学生说出一个数字,另一个学生指出这个数字。

让学生两人一组活动,五轮之后,交换角色。

2.听录音并举起手指

让学生看这两幅图,用汉语描绘图中内容。(学生们在做游戏,老师在告诉学生举起几个手指,学生们在跟着老师的指示做。)

让学生朗读例文。告诉学生他们将听录音,录音中将提示他们应举起几个手指头。放录音。再放一遍录音,并让学生听从指令。再放一遍录音,以便学生检查答案。让学生两人一组继续做游戏,轮流说出让对方举起几个手指。

幼儿园教案设计带反思简短合集

三尺讲台伴终生，一支粉笔传知识，在正式上课前，教师一般都会准备好课程教案。教学过程是整个教案的核心和主体，所以你在写教案时要注意些什么呢？下面的内容是幼儿教师教育网小编为大家整理的幼儿园教案设计带反思简短，在此提醒你收藏本页，以方便阅读！

幼儿园教案设计带反思简短(篇1)

活动目标

1、引导幼儿理解诗歌内容，学习掌握相关的象声词。感受散文的意境美、韵律美。

2、启发幼儿结合生活经验大胆想象、大胆仿编。

3、激发幼儿热爱大自然情感。

4、引导幼儿细致观察画面，激发幼儿的想象力。

5、通过阅读，理解故事情节。

重点难点

引导幼儿理解诗歌的内容，学习掌握相关的象声词。

活动准备

1.散文内容相匹配的课件。

2.头式：牵牛花、房子、窗玻璃、小树头饰各一个。

活动过程

一、课前谈话

1、让幼儿谈谈下雨天的感受，说出喜欢或不喜欢下雨的理由。

师：小朋友你喜欢下雨吗?为什么?

2、幼儿讨论雨天里避雨的方法

穿上雨鞋、雨衣、打上雨伞，教师进行观察和指导。

3、回忆雨天玩耍的情景

教师给予适当的引导。例如：小雨落在哪里?落到屋顶上会发出什么声音?落到树叶上会发出什么声音……等等。

二、想象导入课题讲述

1、教师带幼儿做小蝴蝶飞的动作入场“孩子们下小雨了不能老是在外面玩呀，时间久了会感冒的，我们还是呆在家里吧!”(课件已经打出，音乐较轻)

幼儿说：“不能出去玩，多没意思呀!”

教师说：“那我们就听听小雨是怎样唱歌的?”

幼儿说：“妈妈，小雨怎么也会唱歌呢?”

教师说：“听小雨正在唱歌呢!”

2、音乐响起，幼儿听音乐想象小雨是怎样唱歌的。

三、欣赏散文诗《顽皮的雨滴》

1、提问：春雨是怎样唱歌的?它会落到哪里?

2、幼儿发散性思考，自由回答

3、教师分段朗诵部分散文诗并一边念一边出示课件：

4、提问：发出了什么声音?小雨落在了哪里?象在做什么?

(1)沙，沙，沙，那是小雨跟森林的树叶儿在玩耍。

(2)丁，丁，丁，那是小雨在小熊的铁皮屋上翻跟头。

(3)吱，吱，吱，那是小雨钻进粉色荷花的花蕊里。

(4)嗒，嗒，嗒，那是小雨在敲自家的窗玻璃。

5、演示课件引导幼儿完整朗诵

(玻璃瓶打碎的声音)教师说：“听什么声音呀?(幼儿自由回答)哦原来是--(朗诵散文诗)”【一边念一边出示课件】

四、仿遍散文诗

1、引导幼儿想象象声词：

倾听到小雨是什么声音?

小朋友小雨除了落在牵牛花里、屋顶上、小树上、窗玻璃上还会落在哪里呢?做什么事情呢?

2、幼儿自由回答，教师给回答好的幼儿进行鼓励。

幼儿：我听到小雨哗、哗、哗的声音。

我听到小雨咚、咚、咚的声音。

师：你们听到了这么多小雨的声音，想想看他们会在哪里做什么事情呢?

幼儿：哗、哗、哗，那是小雨给小草在洗澡。

咚、咚、咚，那是小雨给大树在捶背。

师：你们说得可真好听。

3、出示课件让幼儿看画面

师：看看这次小雨又落在了哪里?发出什么声音?在干什么?

4、幼儿根据画面回答。

幼儿：吱溜、吱溜、吱溜，小雨在游乐场玩滑滑梯。

咚、咚、咚，小雨穿着高跟鞋在走路。

五、游戏：《我和小雨一起玩》

1、请幼儿当小花、房顶、小树、窗玻璃。

2、教师与幼儿一起上台做游戏。

六、带幼儿出活动室。

附：

散文诗欣赏：顽皮的雨滴

下雨了，小花蝴蝶不能出去玩，他舞着美丽的翅膀在屋子里飞来飞去，嘴里嘟囔着：“没办法出去玩了，真没意思。”

蝴蝶妈妈慈爱的看着鲜花蝴蝶，然后带他到窗前：“孩子，你来听，小雨正在唱歌呢。”

“妈妈你说什么呀，小雨怎么会唱歌?”

妈妈向他点点头：“闭上眼睛，仔细听。”小花蝴蝶闭上眼睛，侧着耳朵，静静的听。

啊，啊，啊，听见了，听见了--

沙，沙，沙，那是小雨跟森林的树叶儿在玩耍。

丁，丁，丁，那是小雨在小熊的铁皮屋上翻跟头。

吱，吱，吱，那是小雨钻进粉色荷花的花蕊里。

嗒，嗒，嗒，那是小雨在敲自家的窗玻璃。

小花蝴蝶高兴地说：“沙沙沙，叮叮叮，吱吱吱，嗒嗒嗒—小雨在唱一支多么有趣，多么好听的歌呀。”

窗外，小雨还在轻轻的唱。屋里，小花蝴蝶在静静的听。

活动总结

在以往遇到雨天，作为教师一般组织一些室内活动，只想到雨天带来的不便，而忽视了它的教育作用，甚至幼儿被雨所吸引，分散注意力，想去和雨玩耍时，还去阻止他们。本活动充分利用了我们身边常见的自然现象，抓住孩子们的兴趣点，满足孩子们的好奇心，通过“听”与“想”，让孩子们在愉快的玩和自我探索中进一步了解“雨”的特性。

这是一首非常优美的散文诗，利用抓住了散文诗中“声”、“景”的完美交融。其中象声词“沙，沙，沙、丁，丁，丁、吱，吱，吱、嗒，嗒，嗒”和动词“玩耍、翻跟头、钻进、敲”的结合给幼儿的创编活动做了一个很好的铺垫，使幼儿感到了散文诗中语言、文字所表现的韵味，从而极大地提高了幼儿的学习积极性、主动性、创造性。

在整个活动中，可以充分调动幼儿视、听、说、演等多种感观的统一，使幼儿进一步提高了对词汇、句子的运用能力及表达能力。这个活动贴近幼儿的生活，教师注重启发引导，通过让幼儿在主动探索、操作和游戏等过程中欣赏散文诗，淡化了教与学的界线。在学中玩，在玩中学，成为真正的学习主人。同时也让幼儿在玩玩想想中，感受散文诗的意境美、韵律美，激发幼儿热爱大自然情感。

幼儿园教案设计带反思简短(篇2)

【活动目标】

1、巩固对6以内数量的认识。

2、能用多种方法统计6以内的数。

3、有与同伴合作的愿望，体验合作的乐趣。

【活动准备】

1、教具：1-6的数卡若干套，6-8张桌子。

2、学具：彩笔或者油画棒每组一盒，记录单每人一张，花片若干，盘子人手一个。

【活动过程】

1、幼儿尝试自己选择好朋友确立组。

（1）师：小朋友今天高兴吗？老师还要告诉你们一件高兴的事，今天是好朋友的节日，所有的好朋友可以坐在一组，可以2个人坐一组，可以3个人坐一组等等但是每一组最多只能做6个人。

（2）教师引导幼儿讨论分组规则：今天一组最多坐6人，如果人数太多，超过6人怎么办呢？引导幼儿讨论。结合幼儿讨论的结果让幼儿知道若一组超过6个人，多余的幼儿要到另一个好朋友组去。

2、确立小组名称，并用数字表示比较每组人数的多少。

（1）师：今天好朋友都让小朋友找去了，老师一个也没有找到，不过没有关系老师下一次一定能找到好朋友，那么老师今天就自己一组吧！老师想给自己的小组起个名字，就叫做大苹果组吧！老师这一组有几个人？可以用几个圆圈表示？还可以用数字宝宝几来表示？

教师引导幼儿设计图案，如水果，动物等。请各组讨论自己组的标记，最后每一个人画出自己组的标记，并用自己的方法记录自己组人数是多少。

（2）每组选一名幼儿或组长上来介绍小组名称，展示小组成员设计的标记，并说一说自己小组里又几个小朋友。

（3）教师引导幼儿用数字表示分出了几组。请每个组小朋友自己数一数本班共分了多少个好朋友组，并记录。

（4）教师带领幼儿一起去看看每一组设计的图案名称，并且用大屏幕帮他们展示，并验证每一组的人数是多少。

（5）师：哪一组的人数最多？是几个？哪一组的人数最少？是几个？你是怎么知道的？

（6）教师引导幼儿将记录单的数字与相应组的人数做验证。

（7）引导幼儿从记录中比较发现：比6少的数有哪些？

3、游戏：给盘子装花片，比较花片数目的多少

（1）教师介绍游戏规则：好朋友组要进行一项比赛给盘子装花片。每个盘子里装的花片不能超过6个，看看哪一小组装的方法多。

（2）幼儿操作，教师观察每个盘子里装的是不是比6少的花片。

（3）每组请一个幼儿说说有几种不同的装法，每个盘子里有几个花片，数目是不是比6少。

4、活动：按物取数，按数取物

（1）找相匹配的数字。教师出示不同数量的糖果或其它物品，幼儿找合适的数字来表示。

（2）取花片，按数取物。幻灯片依次展示可爱的数字4、5、6。

5、活动延伸：

区角活动时，教师引导幼儿完成幼儿用书第10页的《过生日》。

师：今天是个快乐的日子，许多小动物都过生日。小朋友仔细看看，有哪些小动物过生日？我们看看蛋糕上插几只蜡烛，他们就过几岁生日。请小朋友从不粘贴材料选出合适的数字贴在相应的蛋糕下面，然后再按照年龄从小到大的顺序把动物图标贴在方框里。使幼儿了解1-5的数序且了解数字和数序的关系。

活动反思：

活动中幼儿兴趣很高，参与的欲望较强。幼儿通过观察去寻找规律，用动手操作去发现规律，用动作去体现规律，用各种感官去变现规律。幼儿在看、说、动、做中思维十分活跃。

幼儿园教案设计带反思简短(篇3)

活动目标

1.学习跟别人打招呼，会使用礼貌用语“你早”“再见”。

2.引导幼儿在故事和游戏中学习，感悟生活。

3.鼓励幼儿大胆的猜猜、讲讲、动动。

4.能在集体面前大胆发言，积极想象，提高语言表达能力。

5.培养幼儿乐观开朗的性格。

重点难点重点:

学习跟别人打招呼，会使用礼貌用语“你早”“再见”。

难点:引导幼儿在故事和游戏中学习，感悟生活。

活动准备

1.教师用大图书一本，幼儿用小图书每人一本。

2.玩偶：小猴、小狗、小猫。

活动过程

一、运用玩偶情境表演吸引幼儿的注意。

1.教师操作玩偶小猴进行表演，引导幼儿与小猴互相问好。

(1)小猴愉快地出场，和幼儿打招呼：“嗨，你好!我是快乐的小猴。”

(2)引导幼儿和小猴打招呼：“小猴，你好!”

(3)教师问小猴：“你今天为什么这么高兴呀?”小猴高兴地说：“今天我上幼儿园了!”

2.以同样的方式表演小狗、小猫高高兴兴上幼儿园的情景。

二、引导幼儿集体阅读，学习翻阅图书的方法

1.出示大图书，引出故事。

师(出示图书封面)：三只可爱的小猪也来了，它们也要去上幼儿园。它们的表现怎么样呢?我们来猜一猜。

2.师幼一起阅读故事。

教师引导幼儿跟随教师的讲述，学习一页一页有序地阅读小图书。注意根据幼儿翻阅相应图页的情况适当调整讲述速度，并进行个别指导。

三、引导幼儿讨论问题，了解故事情节。

师：三只小猪在家是怎么样的?

师：他们刚上幼儿园的时候是怎么样的?

师：其他小猪是怎么帮助他们的?

师：三只小猪在幼儿园喜欢干什么?

师：他们后来愿意上幼儿园了吗?为什么?

四、引导幼儿自由阅读图书，巩固对故事内容的感受、理解。

1.幼儿自主阅读图书，教师指导。

辅助提问：

●你认识这三只小猪了吗?他们各穿什么样的衣服?

●你能从他们的动作和表情中猜出他们的心情吗?

2.交流、分享。

师：三只小猪在幼儿园的动作和表情有什么变化?

师：他们为什么会有这样的变化呢?

3.学习三只小猪来园和离园时的礼貌用语。

师：三只小猪都很有礼貌，他们去幼儿园是怎么和老师打招呼的?

师：他们离开幼儿园的时候和老师是怎么打招呼的?

五、引导幼儿联系自身实际进行讨论。体验上幼儿园的快乐。

师：你喜欢上幼儿园吗?

师：你喜欢在幼儿园做什么?师：幼儿园里有什么好玩的地方和快乐的事情?

师：如果你是小猪会怎样上幼儿园?

延伸活动：

1.在班内布置幼儿情绪表现栏，让幼儿用笑娃娃和哭娃娃的脸谱卡来表达自己的感受，引导幼儿认识自己的情绪。

2.利用来园、离园活动巩固幼儿对礼貌用语的学习。

活动总结

本活动结合了辅助教具课件深深的吸引孩子的注意力，在整个过程中幼儿的兴趣被激发了。幼儿能大胆的说，想象力得到很好的发挥。动静搭配合理，幼儿得到综合性的发展。本活动提高了幼儿的动手动脑能力。但是在活动过程中我发现有些幼儿的语言表达能力较弱，连贯性不够，还需要进一步加强。

幼儿园教案设计带反思简短(篇4)

设计思路：

一眨眼的功夫，小朋友在幼儿园已经度过了两年的美好时光，今天是第三年的开始，小朋友们长大了，是小班和中班的哥哥姐姐了。通过让幼儿学习这首诗歌，让幼儿明白自己已经长大了，不再是以前的那个自己了，现在的自己不能什么事情都依赖别人，而应该做些力所能及的事情，比如：自己穿衣服、自己系鞋带、自己叠被子等等。

活动目标：

1、能掌握诗歌的内容，并初步学会用不同的语气较有感情地朗诵诗歌。

2、培养幼儿看图说话的能力，发挥幼儿的想象力。

3、进一步激发做大班小朋友的自豪感。

4、理解诗歌所用的比喻手法，学会有感情地朗诵诗歌。

5、学会有感情地朗诵诗歌，大胆参与讨论。

准备：

1、幼儿画册。

2、多媒体。

活动过程：

1、导入。

师：今天老师带来了很多好看的图片，你们瞧!

(教师出示课件)

二、看图说话。

1、出示第一幅图片，提问：

(1)在这张图上面你都看到了什么呢?

(2)哦!原来这是一所幼儿园，开学了，有一个大班的小朋友高高兴兴地来到幼儿园，他要上大班了，你们猜一猜，他会说些什么话呢?

2、出示第二幅图片，提问：

这张图上都有谁呢?他们在做什么呢?

3、出示第三幅图片。

(1)图上出示的是什么呢?(一件衣服)

(2)你们自己会不会穿衣服呢?

(3)有一个小妹妹她自己不怎么会穿衣服，作为大班的小朋友会怎么做呢?

4、出示第四幅图片。

(1)小朋友，你们看，这是什么呀?(纸球)

(2)这是这个大班的小朋友自己折的玩具纸球，他棒不棒呀?

(3)那你会自己做玩具吗?你曾经做过哪些玩具呢?

5、出示第五幅图片。

(1)这个小朋友真懂事，真能干，老师会怎样呢?

(2)那这个小朋友会说些什么呢?

三、欣赏并熟悉诗歌内容。

1、师：老师把这些图片编成了一首好听的诗歌，我们一起来听一听。

2、教师有感情地朗诵诗歌《我是大班小朋友》。

提问：

(1)这首诗歌叫什么名字?

(2)听了这首诗歌，你们心里有什么样的感觉?

3、请幼儿带着问题再欣赏一遍。

师：我们再一次欣赏这首诗歌，在欣赏之前，老师布置给你们一个任务：诗歌里的小朋友帮助别人做了哪些事情?你们最喜欢哪一句?

4、看课件，引导幼儿理解诗歌内容。

提问：

(1)诗歌里大班小朋友帮助弟弟妹妹做什么?在幼儿园做了什么?

(2)你们喜欢诗歌里的小朋友吗?为什么?

四、看《幼儿画册》，引导幼儿在教师的暗示下练习念诗歌，激发幼儿产生做大班小朋友的自豪感。

(1)提问：你们是怎样朗诵这首诗歌的呢?(启发幼儿带着自豪感朗诵诗歌)

(2)你们现在也是大班的小朋友了，你会做些什么呢?

五、欣赏歌曲《我是大班小朋友》。

(1)师：现在你们长大了，是大班的小朋友了，你们应该更加懂事了，也应为自己而感到自豪和光荣。

歌曲响起。

(2)师：我们一起庆祝一下吧!(师幼一起跳舞)。

教学反思：

1、利用多媒体创设情境。

本次活动采用了课件，在制作课件的过程中我尽量做到符合本班幼儿的实际情况。课件在创设情境的同时大大节约了制作教具的时间。图片优美、生动，而且我在课件中穿插了优美的音乐，还有我自己制作的录音—我是大班小朋友。让幼儿在优美的意境中学到知识。在最后一个环节播放歌曲——我是大班的小朋友，与主题吻合，激发幼儿做大班小朋友的自豪感。

2、给幼儿插上想像的翅膀。

老师是孩子的引导者，而非包办者。在活动中，我采取的看图进行说话这种方式，让幼儿动脑，给予幼儿更多、更大的空间，让幼儿有机会去说。在幼儿遇到困难的时候，我则会适当地引导他们。通过这种一问一答的方式，激发幼儿说的欲望并给幼儿插上想像的翅膀。

幼儿园教案设计带反思简短(篇5)

活动目标

1.激发幼儿对祖国灿烂文化的自豪感和热爱之情。

2.了解纸的用途，造纸过程及造纸原料。

3.能自觉节约用纸，锻炼手眼协调能力。

4.发展幼儿的观察力、想象力。

5.对造纸有浓厚的兴趣，热爱生活乐于探索。

重点难点

重点：了解纸的用途戢造纸原料难点：造纸过程

活动准备

1.物质材料准备：蔡伦造纸视频，甲骨文、竹简、布帛图片及实物，各种纸制玩具，报纸，4-5个网纱，4-5个水盆，玩具纸币，自制的表演票

2.知识经验准备：知道纸的基本用途

活动过程

一、情境导入，了解纸的用途。

1.情景表演《魔术表演》

师：小朋友们，你们好!今天胡老师要带你们去看场魔术表演，不过你们要用自己手上的钱去买票，并对号入座哟!(小朋友坐好后，魔术师表演，变出一个个纸做的有趣的玩具，送给每个孩子。)

师：你们手里都是什么玩具?是什么材料做成的呢?(幼儿回答)哦，全都是纸做的啊，是用各种颜色，各种厚薄不一的纸做的。那在我们生活当中还有哪些地方要用到纸呢?(幼儿根据自己经验回答，如：上厕所，吃完饭后)

2.教师总结：原来纸的作用这么大，我们是不能离开它的。二、谈话表演，了解纸的一些简单演变过程。

魔术师：小朋友们，你们知道吗?现在我们有了纸，特别的方便，可是在古代是没有纸的，那他们是怎么生活的呢?现在就请小朋友们闭上小眼睛，让我们一起穿越到过去瞧一瞧吧!我数到3时才可以睁开眼睛哦!

1.第一站:殷商时代，介绍甲骨文(出示图片)。我们的祖先为了记事，就把字刻在动物的骨头或者龟壳上，这就叫甲骨文。但是，你们看这样方便吗?为什么?(感受不清晰，很费事)

2.第二站：战国时代，介绍竹简(情景表演)。后来古代的人想办法，把字写在竹片上，然后用绳子把竹片一片片连接起来，变成一本书。(出示图片，感受制作，运输的不方便)

3.第三站：秦国时代，介绍布帛。(出示图片)古代人又动脑筋，把字写在了布上，可是布太贵了，只能皇帝，达官贵人和有钱人用得起，穷人的孩子只能在地上学习写字啦!古代人很勤劳聪明，想出的办法一个比一个好，可是还是不能让所有的人都能有可以写字的东西。

三、介绍蔡伦及造纸术。(播放蔡伦造纸小视频)

这时候出现了一个人，叫蔡伦，他是古代的一位科学家，我们来看看他想了一个什么好办法?(观看视频)他就是纸的发明者。所以，中国是最早发明造纸术的国家。蔡伦经过长期的实验，发明出了一种更好地制造纸张的方法.

四、小小造纸师。

1.师：小朋友们，现在我们就和蔡伦一起来造纸吧!

2.幼儿分组自由探索，教师指导幼儿操作。

制作造纸过程：将纱网套在纱网架上，把撕碎的报纸放入盛有水的盆子里浸湿，用筷子将报纸搅碎，使其变成纸浆，把搅好的纸浆倒入水盆内，水盆里装少量的水，用做好的纱网架从盆壁慢慢下滑，把纸浆捞上来。放置在平整的地方晒干。

五、作品展评，教师小结:原来每一张纸都是来之不易的，是用一棵棵树制成的，我们以后可一定要节约用纸哟!

延伸活动:回家后跟爸爸妈妈一起讨论，在日常生活中还可以用哪些物品来造纸?试一试!

活动总结

我们的祖国是一个地大物博，历史悠久的文明古国，古代就有四大发明驰名海外，其中造纸术就是其中一个。纸是幼儿在生活中频繁接触的物品，在我们生活中有着很大的作用，可是幼儿却并不知道纸是怎么来的?为了让幼儿感受一张纸从原料到成品是何等不容易，让其养成珍惜纸张的好习惯，知道环保的重要性，故此节活动就以纸为出发点。

此节活动通过一系列教师的讲解及情景表演激发了幼儿对祖国灿烂文化的自豪感和热爱之情，从而了解纸的用途，造纸过程及造纸原料，并能自觉节约用纸，锻炼手眼协调能力。

首先我以带幼儿去看魔术表演导入，幼儿拿着我准备的纸币去买魔术表演的入场券，然后让幼儿观看魔术表演，魔术表演中出现了很多纸做的玩具，从而引出问题：在我们的生活中还有哪些地方会用到纸?幼儿都能根据自己的生活经验说出纸的不同用途，让他们感受到了纸的重要性。

接着运用PPT展示和情景表演，来让幼儿了解纸的一些简单演变过程。此环节中存在着很多的不足之处：对于甲骨文的介绍不够详细，没有点明甲骨文这个名称，最主要是没有实物呈现，没有让幼儿全方位，多角度的观察，

感受。其次在带着幼儿了解各个写字工具时，缺乏动静结合，幼儿并不能深刻体会，应该让幼儿跟着教师一起走一走，动一动，再坐下来听老师讲解，这样效果会更好。

然后通过《蔡伦造纸》的视频，让幼儿初步了解造纸术，感受一张纸的来之不易，这个环节中视频有些偏长，应该剪切些，只留下重要的部分。看完视频后，我带着幼儿一起操作造纸术，在这个环节中，幼儿兴趣极其浓厚，都能积极动手操作，只是操作后，由于怕报纸纸浆含铅，所以让幼儿立刻去洗手，因而导致此时活动有些不连贯，应该在每张桌子上准备一条毛巾，让幼儿直接擦手后，回到座位，等老师小结后再去洗手的。

总的来说，整个活动流程还是比较顺畅的，活动目标也基本达到，活动延伸还需再拓展，材料准备方面还需更齐全，在细节过程中，也有些不足之处，后期会根据小班幼儿年龄特点进行调整的，如:情景化。

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