教案可以帮助教师更好地应对教学挑战，在编写教案时，教师应该充分考虑到学生的背景和文化差异，以下是多客范文网小编精心为您推荐的优秀英语教案6篇，供大家参考。
优秀英语教案篇1
?unit 3 life in the future》
本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，使学生通过观察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。
开展学生活动，发挥主体作用
新课程强调要充分发挥学生在教学过程中的主体作用。本课设计遵循以学生为主体，教师为主导这一教学原则，创设角色扮演情景、激烈讨论提出建议，让学生限度地参与教学过程，尊重学生的主体地位，充分发挥学生在学习过程中的主动性、积极性、创造性，使课堂充满活力。
实施情景教学，统合三维目标
本课设计从教学需要出发，创设情景，进行情景设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的人生观及价值观，较好地落实了三维目标。而三维目标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能力的培养、情感态度价值观的渗透交融在一起，实现了三维目标的和谐与统一。
转变学习方式，增强教学效果
新课程要求提倡自主、合作、探究的学习方式，发挥学生的主体性、能动性和独立性，本课设计通过自学课本，小组讨论，综合分析，角色扮演等活动， 为学生自主学习、合作学习、探究学习提供了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生知识的构建与运用，能力的培养和提高，情感体验和态度、价值观的形成，增强了教学效果。
运用问题教学，启发学生思维
本课设计按照诱思探究理论要求，遵循学生的认知规律，引导学生去发现问题、分析问题和解决问题，从而掌握知识，形成能力，培养品质。通过对文章分析的由浅入深，由易到难，循序渐进，引导学生结合历史现状和教材信息，发挥想象，活化语言，从而达到综合运用英语进行交际的目的。有利于培养学生的思维能力，激发学生的创新精神。
本教学设计贯穿了新的教学理念，体现了课程改革的鲜明特色，在教学内容的重新调整、教材的合理处理、教学思路的设计等方面作了尝试性的突破与创新，具有较强的实践性和操作性。
?教材分析】
本单元教学内容为人教版新课标module 5 unit 3 life in the future。本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，旨在培养学生预测未来的能力，通过对现实生活与未来生活的对比，唤醒学生把握现在，珍惜现在，爱护环境，保护自然的意识。
第一篇reading文章主要讲述主人公li qiang在时空旅行前、时空旅行中及时空旅行后的所见所想。第二篇则主要记叙了li qiang在太空站认识的两个非常特别的太空生物，并将两个生物的特征进行了对比。两篇阅读文章都是科幻型阅读，旨在唤起学生的想象力，培养学生对未来生活的预测。语法部分则延续了课文内容，通过作者对未来生活态度的讨论引出过去分词做状语及定语的用法，并以短文填空的形式来巩固文章生词的用法。听力部分则描绘了一个拥有高新科技的wonderland,表明了人类对美好生活的追求与幻想，并最终通过口语情景设置锻炼学生综合运用英语的能力与技巧，从而对未来生活进行更细致的预测。
考虑到各部分内容的内在联系，笔者结合教学实际将同一话题不同内容与形式的材料进行了重组，对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时，丰富了教学内容和语言活动形式。
?学情分析】
认知基础：高一学生基本上能用英语清晰地表达个人观点，准确地描绘
生活现象或表达个人情感，能用基本的词汇、句型对未来生活作出描绘与预测。
心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识
发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。
学习能力：学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。
?教学目标】
(1)知识与能力
学习与未来生活有关的词汇;能对本单元的生词猜测词义并能用英语释义基本单词;学习有关预测和猜测的表达方式以及过去分词作定语、状语的用法;能听懂关于对未来生活、环境的想象、猜测和思考的会话，想象未来生活可能存在的问题;能用英语简单地谈论未来生活，猜测未来的科技发展趋势;能阅读关于未来生活、未来世界以及外太空和外星人的英语文章;能够较好地发挥想象来描写未来生活和外星生物。
(2)过程与方法
通过网络或图书馆等途径查找搜集有关科学家对未来生活预测的资料，培养学生利用学习资源的策略;并且笔者结合教学实际对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时。第一课时为warming-up and reading, 第二课时为learning about language, 第三课时为using language, 第四课时为listening and speaking。着重培养学生学习运用词汇学习中的猜词策略，激发学生想象力，预测未来生活。
(3)情感态度与价值观
通过学习课文，使学生回顾历史，认识现在，展望未来，激发学生的想象力;提高环境保护，资源保护意识。通过讨论使学生了解中国和其他国家目前存在的社会问题以及科技发展方向，预测世界未来生活、环境的发展趋势。
?重点难点】
重点：
掌握有关描绘未来生活的词汇以及有关预测和猜测的表达方式。
通过对文章的学习，根据目前的现状预测未来的生活，提高环境保护、资源保护意识。
难点：
掌握过去分词作定语和状语的用法。
运用所学的词汇及句型写出具有一定想象力的短文。
?教学策略与手段】
采取多种教学方式，讲述法与讨论法相结合，启发式教学法与创设课堂思维情景相结合，接受式学习与探究式学习相结合。
以活动构建教学理论为指导，挖掘课程资源，利用图片、表格、多媒体等多种形式，师生互动，分组探究。
适时对学生的学习过程进行调控与激发，实现教学预设与动态生成的统一。
?教学准备】
教师整理课堂相关文字、图表、影音资料，制成多媒体课件。
课前组织学生搜集、阅读有关世界环境问题、当今科学技术发展及对未来生活预测的文章，积累一定的知识储备。
课前按教室座位情况将学生分成若干小组，每组6人，并选出组长一人，以小组为单位开展合作学习。
?教学过程】
period 1: warming-up & reading
teaching aims:
learn some new words and
improve the students’ reading
know the more advanced forms of transport in ad 3005 and the advantages and problems of life in the
teaching methods:
inductive method
pair work & group work
competition
illustration
deductive method
step 1 greetings and lead-in
teacher can start with daily greetings and try to lead in some words in this
q1: where do you come from? do you live in the downtown or in the countryside?
do you live in a comfortable surrounding?
is it a suitable location for people to live in?
what is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).
no matter where you live, i am wondering how do you usually go to school? (by bike, by car, by bus…)
bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called what other vehicles do you know?
carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …
let’s take a look at the screen to learn about the development of all the means of
sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft
what will the future means of transportation be like? (time travel)
well, today we are going to learn a text about time
?设计说明】
由日常问候开启话题，通过提问学生家乡情况导入城镇生活，引出不同的建筑材料及交通工具中的生词;然后总结交通工具的发展历史，预测未来的交通方式，引出跨时空旅行，从而进入阅读文章的处理与学习。(由于考虑到warming-up中的transport与houses, villages,towns, 以及location of settlement的联系不大，可单独提出，因此将transport的发展变化应用于课文的导入中，这样比较科学自然。)
step 2 skimming
teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting
q1：what will the future life be like?
students are given several minutes to read through the text and try to find out the changes mentioned in the
q2: which changes are mentioned in the text?
time travel – transport – air quality – religion – clothing – eating – houses – towns
teacher can ask the students to carry out a discussion about the
q3: which changes are good and which are bad?
?设计说明】
猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。(由于comprehending中关于未来生活变化好坏的讨论难度不大，考虑到整个设计的连贯性，将其提至快速阅读中，设置成小讨论，将学生说与读的能力更好地结合。)
step 3 reading for details
the journey
q1: how many people are mentioned in the text? who are they?
q2: when did the writer write this letter? and to which year did he travel?
q3: why did li qiang travel to the year ad 3005?
q4: what did li qiang suffer from?
q5: how did li qiang feel? what makes him feel better?
q6: where did they arrive?
?设计说明】
通过几个特殊疑问词，提出以下问题，处理文章第一段。因本篇课文是一篇叙事故事，而记叙文时一般都包括事件发生的人物、时间、地点、事件、原因等关键要素，因此让学生通过阅读寻找上述要素，不仅让学生的阅读具有目的性，而且降低了阅读的难度。
the journey
1) in the capsule:
climb through the round opening -- comfortable seats -- calming drink -- lay relaxed -- we rose slowly from the ground -- complete the journey -- 1000 years later -- ?
2) out of the capsule
confused by the new surrounding, i was hit by the lack of fresh air
q1: how did li qiang overcome the lack of fresh air?
hovering carriage: .
q2: how did the hovering carriage float?
q3: how can a person move swiftly?
“a large market”
q4: what were people doing there?
q5: what happened to li qiang?
a large building
q6: what is a “time lag” flashback?
?设计说明】
按事件发生的先后顺序及地点转换顺序，处理文章细节，培养学生抓住文章线索来处理课文的能力。然后根据地点转移，自然地将“太空仓内”转向“太空仓外”，按照作者在太空仓外所处的三个不同地点hovering carriage, a large market, a large building来处理文章第三段。
the journey
(arriving home, he showed me into a large bright, clean
description of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…
q1: how did the author feel after visiting the special house?
exhausted, i slid into bed and fell fast
?设计说明】
通过精读课文，了解文章细致内容，按照“时空旅行前，时空旅行中及时空旅行后”的时间线索来处理文章细节。“时空旅行中”又可按照“在太空仓内与在太空仓外”分析文章信息。在此过程中锻炼学生精读的阅读技巧，处理文章生词，并适当地引入几个过去分词做状语及定语的句子，为语法部分的讲解作个铺垫。
step 4 consolidation
the statements into correct ( c --- a --- d --- b )
we are transported into the future by a comfortable time
i arrived at wang ping’s home and everything in his house made me
i won a travel to the year ad
i have my first try to master a hovering
compare the houses, towns, location of settlement of different period of time and predict about the changes in the future
ad 1005: china ---- ad 20xx: modern world ---- ad______ : your idea
telephone interview with li qiang
ask the students to discuss in group of six and raise as many questions to li qiang as some questions about the problems in future life are
?设计说明】
首先通过对文章故事情节的正常排序回顾文章梗概;其次通过warming-up中过去、现在的房子、城镇及居住环境的比较来预测未来方的发展与变化;最后设置情景，进行角色扮演，模拟电话采访li qiang回顾整篇课文，引出本节课的作业与任务。全面地锻炼学生的总结概括能力以及团体协作的讨论能力。
step5 assignment
some pictures of various kinds of pollution to the students to arouse their awareness of environmental protection and then ask the students what have caused those environmental problems in
q1: what problems are we facing now?
q2: what have caused those problems?
some advanced and imaginative inventions to the students, and try to arouse their imagination to design specific objects for a better future life
object-designing
design an object which can help you change the world for a better future
?设计说明】
通过角色扮演以及情景设置中引出未来生活中将会存在的问题，以此导出现在生活中存在的问题，由此自然地引出阅读课的任务----发明设计，以此激发学生的发明创造能力，唤醒学生保护自然、爱护环境的意识，学习中渗透道德教育，一举两得。
period 2: learning about language
teaching aims:
learn past participle used as
master some important words: swiftly, unsettle, constant, remind, previous, bent, press,
teaching methods:
teach grammar in real
learn grammar through
step 1 revision and preparation
the students to talk about the writer’s attitude towards the future life, was he optimistic or pessimistic about the future? how do you know? can you find some sentences to support your opinion?
the students to find out some sentences which can support the opinion that the author is pessimistic about the future
1 .confused by the new surroundings, i was hit by the lack of fresh
worried about the journey, i was unsettled for the first few
exhausted, i slid into bed and fell fast
and then ask the students to finish the exercises in their
combine these two sentences using the past participate as the
i was frightened by the loud i went to see what was
frightened by the loud noise, i went to see what was
he was hit by the lack of fresh he got a bad
hit by the lack of fresh air, he got a bad
felt very tired after the long i still enjoyed meeting the aliens on the space
tired after the long journey, i still enjoyed meeting the aliens on the space
the museum was built in the museum is almost 100 years
built in 1910, the museum is almost 100 years
the little girl was frightened by the noise the little girl dared not sleep in her
frightened by the noise outside, the little girl dared not sleep in her
the student was given some advice by the famous the student was not worried about his scientific experiment any
given some advice by the famous scientist, the student was not worried about his scientific experiment any
the students to find out some sentences which can support the opinion that the author is optimistic about the future
his parents company named “future tours” transported me safely into the
a table and chairs rose from under the floor as if by
tomorrow you will be ready for some visits organized by the
and then ask the students to finish the exercises in their
combine these two sentences using the past participate as the
soon we lost sight of that famous he is called li
soon we lost sight of that famous astronomer called li
i am going to buy a it is copied from vincent van
i am going to buy a painting copied from vincent van
the castle is under it was built in 1432
the castle built in 1432 is under
i like that old private it is built of wood and
i like that old private house built of wood and
the vehicle is mentioned in the the vehicle is unknown to
the vehicle mentioned in the book is unknown to
the room is completely the room is connected to the rest of the house by a long
the room connected to the rest of the house by a long passage is completely
the queen was sitting in a royal the carriage was drawn b four
the queen was sitting in a royal carriage drawn by four
?设计说明】
通过设置讨论作者对未来生活持乐观还是悲观态度来复习并提升reading内容，巩固学生对reading全文线索的了解与掌握，并通过讨论找出含有过去分词用法的句子来支持各自的观点。(由于reading中comprehending部分中关于作者对未来生活所持有的态度的讨论跟语法部分联系紧密，故将其从reading中剪切，转至语法中作为回顾阅读课，导入新课)完成语法练习后，学生对过去分词作状语和定语的用法有了一定的了解，然后教师将过去分词作状语和作定语的用法系统归纳如下：
过去分词作状语可以表示时间、条件、原因、让步、方式或伴随，有时在其前还可以带上连词，以示明确。
作时间状语。 once discovered, the enemies were completely wiped
作原因状语 moved by his words, i accepted his
作条件状语 united we stand, divided we
作让步状语 although tired, they continued to
作方式或伴随状语 the teacher stood there, surrounded by many
注意：
1) 作状语的过去分词通常与句子的主语存在着被动关系，她所表示的动作通常和谓语动词属于同一时间范畴，也可表示先于谓语动词发生的动作。有时为了强调先发生的动作，也可用having been
having been told many times, he can’t still remember
2). 过去分词的逻辑主语要跟主句的主语一致,否则不能用过去分词作状语,应用状语从句。
(误)checked carefully, some spelling mistakes can be
(正)if the composition is checked carefully, some spelling mistakes can be
过去分词作定语或状语时，该分词及修饰成分相当一句定语或状语从句，变为定语从句或状语从句中，该从句应该具备两个特征：1)从句的主语和主句中的先行词一致;2)谓语动词为被动语态形式。
step2 consolidation
非谓语动词练习
b ___ and happy, tony stood up and accepted the (20xx全国)
surprising surprised being surprised to be surprising
a matter how frequently _______, the works of beethoven still attract people all over the (20xx广东)
performed performing to be performed being performed
c and i’ll get the work (20xx 重庆)
have one more hour one more hour
give one more hour if i have one more hour
the repairs cost a lot, but its money well (20xx 湖北)
to spend spent being spent spending
_____ with a difficult situation, arnold decided to ask his boss for (20xx江苏)
to face having faced faced facing
b her father, the girl burst into (20xx湖北)
asking of asked about being asked asked
d the man kept silent in the room unless . (20xx浙江)
spoken speaking to speak spoken to
d ________, the old man is living a happy (20xx天津)
taking good care taken good care
having taken good care taken good care of
d olympic games, in , did not include women players until (nmet20xx)
first playing to be first played
to be first playing first played
b from his clothes, he is not so (20xx上海)
judged judging to judge having judged
a football is played in 80 countries, it the most popular sport in the (nmet20xx)
making makes made to make
b secretary worked late into the night, a long speech for the (met20xx)
to prepare preparing prepared was preparing
c a reply, he decided to write (20xx北京)
not receiving receiving not
not having received having not received
b houses are for the old people and the construction work will start (20xx江苏)
built to be built to build being built
c ill, i’ll stay home a good (20xx辽宁)
to fall, taking fall; to taking
falling; taking falling; take
step 3 discussion: life at present life in the future
ask the students to carry out a discussion to compare the present life and life in the
do you want to work for space? what worker should be needed for the space?
ask the students whether they would like to work for space if possible, and then ask them to complete this advertisement choosing these words in their proper
(constant remind unsettle previous bend press swiftly link)
many people need to be________of the job opportunities on space stations, which _________ need space cooks, cleaners, teachers, and computer you can be _____ trained with one-year space course and then be ready to enjoy the benefits of working in people are _______ at first but soon feel better as families are encouraged to for health reasons, only one stay of three years is so any ______ experience working in space for this length of time means you cannot many people ______ to stay longer but the _____ between illness and length of stay on a space station is too it is sad but the rules cannot be ___ for 【设计说明】
通过小组讨论让学生展开想象的翅膀，憧憬未来生活的美好，随后通过跟目前生活的比较，教育学生要珍惜现在，展望未来。然后让学生根据自己的实际情况，讨论是否愿意为空间站工作。
step4 assignment
ask the students to write an application letter for working in
?设计说明】
让学生设计自己的空间站求职信，一方面锻炼学生的写作能力，一方面又与实际生活相联系，一举两得。
period 3: using language
teaching aims:
learn some new words and
encourage students to master the features of the two alien creatures, and try to compare the similarities and difference between
train the students’ reading skills and predict the future
teaching methods:
prediction
pair work & group work
comparison
step 1 lead-in
teacher shows a video clip from star war to the
teacher shows some pictures of those mentioned creatures from the video clip and ask some
q1: where do those creatures live? galaxy, planet
q2: how are they different from us humans?
q3: what do they eat and drink?
q4: which language do they speak?
?设计说明】
该部分阅读是上一课阅读材料的延续，主要谈及li qiang在太空中遇见的两类令人惊讶的生物。因内容与《星球大战》中形态怪异的太空生物有所类似，故笔者采取_《星球大战》片段导入，通过对太空生物的生理形态及生活的预测讨论引出课文内容。
step2 prediction and understanding of the title
the teacher asks the students to talk about their own understanding of the title, and try to predict what kinds of amazing creatures will li qiang come across in ad
?设计说明】
引出课文内容后，首先让学生就题目发表讨论，预测作者在跨时空旅行中将会遭遇哪些形态各异的生物。
step3 reading for details
the students to describe the space
q1: what does the space station look like?
q2: how about the inside of the space station?
q3: what can you see inside the station?
the students to read through the following two passages and finish the following questions:
q1: what two alien creatures are mentioned in the text?
q2: what are the features of these two amazing creatures?
the similarities and differences between these two alien creatures in various
name of creature mu-mu dimpods
size tall & thin small
appearance face/head/leg like a cat
colour black & white blue or purple
personality friendly interesting + lovely
number of arms six many
number of legs one leg / shell many
how it moves slowly skip around fast
voice whisper shout
food carrot + cocoa lemonade + herbs
?设计说明】
由于文章结构清晰，内容简单，主要介绍了li qiang在太空中遇见的两类生物以及它们之间的比较。故笔者直接处理课文细节，让学生通过阅读找出文中对两类生物的描述，比较它们的特征。
step4 discussion
the teacher asks the students to predict about the future humans by referring to the following
q1: when do the future humans live?
q2: where do they live?
q3: what do they eat?
q4: do their body parts have any other special functions?
q5: what are the features of the future humans?
q6: how do future humans work and live?
?设计说明】
文章原先安排的任务是猜测并绘出外星人的模样，并用文字描述将外星人的外形特征;由于考虑到这个任务的难度，笔者将任务改为对未来人类的预测，并提供问题提示，降低难度，将话题从漫无边际的想象转至日常生活，程度地调动学生想象的积极性。
step5 assignment
draw a picture of the future humans, then write a description based on your 【设计说明】
让学生参考文章结构与内容，用文字表述未来人类在生理、心理、生活、工作等方面的特点与变化，并将自己的设计做成powerpoint文件，在第四课时中上台展示。
period listening and speaking
teaching aims:
train the students’ listening
encourage the students to make up a dialogue about what life will be like in their hometowns in 1000 years’
teaching methods:
listen to catch the main ideas
individual work and group work
cooperative study
step1 display the design of the future humans
the teacher chooses several students to come to the front and display their design of future humans to the appropriate evaluation is
?设计说明】
抽取几位学生上台通过powerpoint文件展示并讲解自己在上节课对未来人类的设计与幻想，教师进行适当的点评，检验学生的设计成果，并进行总结：想象力是人类与生俱来的本能，也是人类进步的动力，人如果没有想象力，世界必然一片空白，人生将会无限的单调乏味，因为有想象才有事实，有想象才能成功。为了拓展我们的生活领域，提高我们的生活品质，使未来的生活美梦成真，让我们利用我们聪明的头脑和灵巧的双手去想象、去创造、去发明吧!
step2 lead-in
the teacher displays a picture of the solar system to the students, and asks the following questions:
q1: which planet would be the best residence for humans?
q2: what will life on mars be like?
?设计说明】
因听力材料描绘了想象中一个在火星上充满奇迹的wonderworld，在那个世界很多高新科技被应用于日常生活与工作中，故笔者从一张有关太阳系的图片导入，引出听力材料中的planet, oxygen, gravity, space creatures等生词，然后向学生提出问题，太阳系中哪个星球比较适合人类生存，让学生对火星生活作出预测，从而引出听力材料。
step3 listening for main ideas
□living on another planet □new discoveries in space □space creatures
□why a space station spins □how to get water on mars □comets
□houses in a town on mars □martian creatures □atmosphere and gravity
keys: living on another planet, atmosphere and gravity, how to get water on mars, houses in a town on mars
?设计说明】
要求学生在听录音的同时提取听力材料的主要内容，并在书中的练习一上打勾。培养学生听取重要信息的能力。
step4 listening for details
how can “wonderworld” make sure there is enough oxygen?
how can “wonderworld” make sure there is enough water?
what is the advantage of living in “wonderworld”?
do you think people will be healthy living in “wonderworld”? why?
keys: “wonderworld” will provide a covered area for people to live in with a special air
water from under the planet’s surface – cleaned and recycled – bacteria are
used to clean the dirty
may become rich and
will be healthy since they have a satisfactory climate, enough water and sufficient accommodation to live
?设计说明】
要求学生再听一遍录音，完成文中的细节问题。培养学生听取细节内容的能力。
step5 prediction & speaking
ask the students to work in pairs and list some questions about what life will be like in their hometown in 1000 years’ time by referring to the following sentence patterns:
suppose that… do you imagine that…?
i wonder if … is it possible that…?
is it likely/ unlikely that…? do you suppose that…?
?设计说明】
要求学生根据本单元的学习，运用掌握的词汇与句型，预测1000年后家乡发生的变化，学生运用课本中提供的句型编造对话，先两两讨论，然后跟其他小组成员讨论编对话，培养口语及集体协作能力。新课标第一网
step6 assignment
practise asking your classmates what will their hometowns be like in 1000 years’
?设计说明】
要求学生在课后跟自己的同学用英语交谈，讨论预测1000年以后家乡发生的变化，将英语学习融入日常生活，激发学生讲英语的_，在实践中锻炼学生的英语能力。
优秀英语教案篇2
period 7-8 grammar
grammar
一、动名词做主语的用法
动名词做主语往往表示经常性、习惯性的动作，在口语中也可以表示具体的动作。如：
seeing is believing. helping her is my duty. talking mends no holes.
空谈无济于事。
working with you is a pleasure.和你一起工作是一种乐趣。
动名词做主语和不定式做主语一样，也可以用it作形式主语。如：
it's rather tiring walking around in a city.
不定式做主语往往表示具体的特别是将来的动作。如：
it's no use crying over spilt milk.覆水难收。
he realized that to go on like this was wrong.
二、动名词作宾语的用法
1、有些动词或短语动词后常用动名词作宾语。如admit, appreciate, avoid,can't stand（不能忍受），consider,delay, devote … to, dislike enjoy,escape, excuse, feel like, finish, forgive, get down to, give up,
imagine. insist on, keep (on)， look forward to, mention, mind, miss（错过），pay attention to, practice, put off, stick to, suggest等等。
doing morning exercises is good for your health.做早操对你的健康有好处。
her shoes wants mending.她的鞋该修理了。
注意：当need, want, require, worth后面接doing也可以表示被动。
your hair wants cutting.你的头发该理了。
the floor requires washing.地板需要冲洗。
i have finished writing this book.我已经写完这本书了。
2、在allow, advise, forbid, permit后直接跟动名词作宾语，如果有名词或代词作宾语，则构成“allow/advise/forbid/permit +名词/代词+不定式（宾语补足语）”之形式。如：
we don't allow smoking here. we don't allow anybody to smoke here.
3、动词need, require, want意为“需要”时，后跟动名词的'主动式或不定式的被动式作宾语，意义没有区别。如：
the window needs/requires/wants cleaning/to be cleaned.
4、在begin, continue, love, like, hate, prefer, intend, start后用动名词和
用不定式作宾语均可，意义没有多大区别。
5、动词forget, go on, mean, regret, remember, stop, try, be used to, can't help后跟动名词和跟不定式区别较大，须注意。
forget, regret, remember后跟动名词，动名词表示已经发生的动作；后跟不定式表示将要发生的动作。
period9-10 writing and checking the answers of the exercises
以上就是差异网为大家带来的6篇《高一英语教案》，希望可以启发您的一些写作思路。
优秀英语教案篇3
教材分析
本课时是pep教材四年级上册unit3my friends第五课时，是有关询问朋友的名字与描述朋友的外貌特征与爱好，它综合了本单元的三类句型，以串成对话的形式出现，也是本单元的难点所在，因为它综合性强，人称代词与物主代词又容易混淆。
学情分析
本课时适合四年级阶段的小学生，他们从三年级开始已经开始接触了英语学习，他们好奇心强，爱动，好玩，好探究，在三年级学习的基础上已经形成了一定的语言学习习惯，也对学习有了一定的兴趣。但是，本单元从第一课时就开始学习人物外貌的描述，现在是第五课时，所以学到此课时难免让学生感到有点枯燥乏味。为了突破这一难点，我力求创设真实的情境，让学生在真实的环境中习得语言，充分激发他们的学习兴趣。
教学目标
1、知识目标：
（1）能听懂、会说：what’s her name? her name is … he/she likes…
（2）能听懂boy or girl?以及其它带有or的句子。
（3）能吟唱let’s chant的歌谣。
2、能力目标：
能够综合运用“he /she has (big eyes)。he’s /she’s quiet. he/she likes…等句型对人的外貌特点和爱好进行描述。
3、情感、文化、策略等有关目标：
（1）情感态度：使学生懂得朋友多、快乐多的道理。
（2）学习策略：积极运用所学英语进行表达、交流。
教学重点和难点
1、教学重点：
让学生能够综合运用“he /she has (big eyes)。he’s /she’s quiet. he/she likes…等句型对人的外貌特点和爱好进行描述。
2、教学难点：
让学生能够区分“what’s his /her name? who’s he/she?中he/ she/ his/ her这些人称代词和物主代词的用法。
优秀英语教案篇4
一、教学设计思路
将课文内容与多媒体紧密结合，激发学生兴趣，设计活动，鼓励学生表达，使学生在轻松的氛围中掌握词汇、句型和相关知识。
二、教学目标
(一)知识
1.掌握如何谈论自己的爱好和询问他人的爱好：want,and,but,like,doyouwantto…?yes,ido./no,idon't.whatkindofmoviesdoyoulike?ilike…
2.掌握相关的电影词汇：actionmovie,romance,thriller,comedy
3.掌握一些品质形容词并能用之表达喜爱或讨厌某一事物的理由：fun,great,scary,funny,exciting,sad,ithink…
(二)能力
能了解电影的基本知识。
(三)情感
培养、表达、交流自己的爱好。
三、教学重点
谈论自己的爱好和询问他人的爱好：want,and,but,like,doyouwantto…?yes,ido./no,idon't.whatkindofmoviesdoyoulike?ilike…
掌握一些品质形容词并能用之表达喜爱或讨厌某一事物的理由：fun,great,scary,funny,exciting,sad
四、教学难点
正确应用品质形容词：fun,great,scary,funny,exciting,sad
五、教学媒体
电脑，投影仪，课件(参考“优秀课件”)
六、教学过程
(一)巧妙导入
为学生放一段电影片断，导入话题。(参考“视频资源”)
(二)结合生活，互动练习
方法1:让学生观看电影片断，之后判断电影的类型，并表达对这类电影的好恶。(参考“视频资源”)
方法2:让学生观看一些电影的海报及图片，由学生说出电影的名字、种类及对电影的看法。比一比谁是电影方面的专家。
优秀英语教案篇5
教学目标
1、能听懂，会说并正确运用词汇：study, bathroom living room bedroom kitchen
2、初步运用拼读方法拼读和认读单词。
3、能听懂指令go to the living room. watch tv. 并作出反应。
4、能用英语this is my home. you can see a living room…正确地简单描述自己的家。
教学重难点
1. 能听懂指令go to the living room. watch tv. 并作出反应。能用英语this is my home. you can see a living room…正确地简单描述自己的家。
2. 难点是bedroom kitchen的发音。能用英语this is my home. you can see a living room…正确地简单描述自己的家。
教学工具
多媒体
教学过程
一、热身、复习(warm-up / revision)
a. learn these sentences
where is the doll? it is in the box.
where is the doll? it is on the box.
where is the doll? it is under the box.
where is the box? it is on the table.
b. ask and answer
where is the farmer? he is in the van.
where is the monkey? it is under the taxi.
where is the elephant? it is in the car.
where is the boy? he is on the train.
where is the nurse? she is on the bus.
where is the girl? she is in the truck.
where is the bird? it is on the bridge.
二、呈现新课(presentation)
1. 教师出示study的图片，手指着书房里的书问学生：what are they? 学生回答：they are books. 教师接着自问自答：where are the books? they are in the study. 教读单词 study, 并板书，让学生认读。教师用动作帮助学生理解词义：we read the books in the study.
2. 教师出示living room的图片，教师问学生：are there many books here? is it a study?
学生回答：no.教师肯定学生的回答：good. this isn’t a study. it’s a living room. we watch tv in a living room. 教读单词living room, 并板书，让学生认读。
3. 教师出示bedroom的图片，问学生：what’s in it? 当学生回答出bed时，教师说：yes, there is a bed in it. we sleep in a bedroom. (做动作帮助学生理解)this is a bedroom.教读bedroom, 并板书，让学生认读。
4. 教师出示bathroom的图片，问学生：is this a study? is this a living room? is this a bedroom? 学生会回答：no. 教师告诉学生：this is a bathroom. we take a shower in a bathroom.(用动作帮助学生理解)教读单词bathroom，并板书，让学生认读。
5. 教师出示kitchen的`图片，问学生：is this a bathroom? 教师可让学生用中文说出这是哪儿。然后教读单词kitchen, 并板书，学生认读单词。教师可请学生看图片说句子：this is a kitchen.
6. 教师把第46页let’s learn部分的挂图贴到黑板上说：this is my home. how many rooms can you see? what are they?
7. 让学生观看本部分教学课件。 [使用unit 4 let’s learn/a]
8. 教师提问：can you see a bedroom, a living room, a study, bathroom and kitchen? 学生回答：yes. 教师：oh, you can see a bedroom, a living room…并让学生重复这段话。
9. 让学生听录音，跟读课文。
10. 教师出示单词卡，让学生认读单词。
11. 教师用动作和语言表达句子，让学生说出相应的房间。
教师：we watch tv in the_______.
we read a book in the _________.
we have a snack in the _________.
we take a shower in the _________.
we have a sleep in the ___________.
12. let’s do:
1)教师播放录音，学生跟唱。
2)教师说前一部分的指令，让学生说后一部分的指令并做出相应的动作。
教师：go to the living room. 学生：watch tv.
go to the study. read a book.
go to the kitchen. have a snack.
go to the bathroom. take a shower.
go to the bedroom. have a sleep.
3) 学生小组表演let’s do部分的内容。
4) 教师奖励优秀小组。
三、趣味操练(practice)
1. 抢读单词
这是训练学生认读单词能力的游戏，教师将全班分成若干小组，然后逐个出示一些单词
卡片或图片，学生们举手抢答，教师让最先举手的学生读出该单词并说出其中的意思，或将图片上的单词读出来拼出来，读对说对拼对的给该组记10分，得分最多的组为优胜。
1.摸宝说英语
教师准备好本课的单词卡片(有的写中文，有的写英文)和图画。将卡片和图画放入一只
不透明的袋子里。游戏开始教师说，袋子里装的是许多宝物，让学生们上来轮流摸宝，如果摸到的是写有英文的卡片，则要英译汉;如果是中文，则要汉译英并拼读出来;如果是图片，则要看图说英语。
四、扩展性活动(add-activities)
let’s sing: 《my bedroom》
教材p55页
课后习题
连线
bedroom 起居室
livingroom 厨房
kitchen 卫生间
bathroom 书房
study 卧室
优秀英语教案篇6
section a 1a—2c
?学习目标】：1、熟悉掌握词汇name clock 等
2、学会介绍自己并询问他人姓名，能够利用所学知识进行打招呼。
3、能听懂听力对话并能对根据听力对话进行自由交际。
?学习重点】： 使学生学会打招呼和介绍自己，并询问他人姓名的句型。
nice to meet you . what's your name ? my name is ......
?学习过程】：
一、自主学习（教师寄语：knowledge is power.）
学习任务一： 熟悉掌握词汇name ,clock
1、 认真观察第一页的图画，小组讨论你所认识的物品的英语单词。
2,、试着写出含有的物品的英语单词。
3、小组竞赛，展示( 看谁总结的多， 写的准确)
学习任务二： 学会介绍自己并询问他人姓名，能够利用所学知识进行打招呼。
1、 教师自我介绍，引导学生介绍自己。
a: hello , i am gina , what's your name ?
b: my name is alan .
2、小组竞赛， 两人一组，询问他人姓名，介绍自己。
3,、分角色朗读1a对话。
学习任务三： 能听懂听力对话并能对根据听力对话进行自由交际。
1,、听录音， 给1b 的对话编号。
2、根据听力对话进行自由交际。
3、小组竞赛， 展示对话交际。
二、合作共建（教师寄语：many hands make light work. ）
小组讨论我们所学的英语名字和汉语名字的区别， 如何用英语拼写
你的名字？
三、系统总结（教师寄语：no man can do two things at once.）
1,、归纳你所学到的问候语。
2、自己编写一个打招呼并询问姓名的小对话。
四、诊断评价
（一） 单项选择。
1. _______your name ? my name is gina .
a. what b. what's c. who d. which
2. good morning , miss wang ! _____________!
a. hello b.hi c. nice to meet you d. good morning
3. i _______sally , what______ your name ?
a. am ,is b. is , am c. is , is d.am, am
4. ______name is li lei .
a. i b. i am c. my d. you
5.— _______, what's your name ?
— john green .
a. hi b. ok c. sorry d. excuse me
（二） 写出下列单词的完全形式， 并写出汉语意思。
i'm _________ __________ what's __________ ________
name 's ___________ __________
（三）写出下列单词。
时钟 _______ 我的 ________ 你的___________ 名字_______ 遇见_________
（四）尝试翻译下列句子。
1. 见到你很高兴。 _________________________________.
2.我叫王小雨。 ____________________________________.
3. 你叫什么名字？ ____________________________________
（五） 根据情景补全对话。
a: good afternoon !
b: ____________________!
a; i ______lucy . _________your name ?
b: my ______ is jim . nice to ______you !
a: _______________________________.
五、【课后反思】（教师寄语：never do things by halves）
任务熟练掌握基本掌握没掌握
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