作為一位兢兢業(yè)業(yè)的人民教師，常常要寫(xiě)一份優(yōu)秀的教案，教案是保證教學(xué)取得成功、提高教學(xué)質(zhì)量的基本條件。怎樣寫(xiě)教案才更能起到其作用呢？教案應(yīng)該怎么制定呢？下面是小編整理的優(yōu)秀教案范文，歡迎閱讀分享，希望對(duì)大家有所幫助。
friendshipreading教案篇一
一。? 教學(xué)內(nèi)容：
module 2 friendship
二。 重點(diǎn)內(nèi)容：
語(yǔ)法知識(shí)：賓語(yǔ)從句；
語(yǔ)言知識(shí)：詞匯及詞語(yǔ)辨析
三。 具體內(nèi)容：
（一）語(yǔ)法指南
賓語(yǔ)從句
放在動(dòng)詞后面做賓語(yǔ)的句子，我們稱之為“賓語(yǔ)從句”。賓語(yǔ)從句根據(jù)其表達(dá)意義與疑問(wèn)的差別可以分作三類，一類由that引導(dǎo)，一類由whether/if引導(dǎo)，還有一類由疑問(wèn)詞引導(dǎo)。常用作賓語(yǔ)從句的連詞有：that, if whether, what, which, who, whom, where, how, why等。
1. 當(dāng)謂語(yǔ)動(dòng)詞表示肯定概念時(shí)，如“希望”、“相信”“知道”“說(shuō)”，其后面的句子一般用that引導(dǎo)。that沒(méi)有任何詞匯意義，只有語(yǔ)法功能，使讀者清楚后面的句子是前面動(dòng)詞的賓語(yǔ)。that在從句中不充當(dāng)任何句子成分，只起連接主句和從句的作用。that不用翻譯出來(lái)，在口語(yǔ)當(dāng)中常省略。除此以外，又語(yǔ)從句中有自己的主語(yǔ)，很容易與前面的主句分開(kāi)，因此多數(shù)情況下that可以省略。如：
betty thinks（that）trees improve the air.
貝蒂認(rèn)為樹(shù)可以改善空氣。
i hope（that）it will snow this winter.
我希望今年冬天能下雪。
i believe（that）we’ll become good friends.
我相信我們會(huì)成為好朋友。
有一點(diǎn)要注意，并非所有的動(dòng)詞后面都可接that引導(dǎo)的從句。接that引導(dǎo)的從句的謂語(yǔ)動(dòng)詞不可含有疑問(wèn)的含義，常見(jiàn)的多是表示觀點(diǎn)、看法、意念、要求等方面概念的詞，如：believe, feel, hear, hope, expect, explain, prefer, promise, report, say, see, tell, think, understand, wish, warn等。
2. whether/if 引導(dǎo)的賓語(yǔ)從句
如果我們要標(biāo)達(dá)一個(gè)不確定的概念，比如：“記不清”、“不知道”、“問(wèn)”、“想知道”等等，就要用whether/ if 表示，不能再用that。
he doesn’t know whether they will plant trees on saturday or not.
他不知道他們周六是否會(huì)去植樹(shù)。
i can’t remember whether/if i have seen him before.
我記不清以前是否見(jiàn)過(guò)他。
he asks whether/ if we will go fishing on sunday.
他問(wèn)周日我們是否去釣魚(yú)？
tom wants to know whether/ if he needs to come early tomorrow.
湯姆想知道明天他是否有必要早來(lái)。
注意：一般情況下if和whether可以通用。但如果從句后面還有一個(gè)選擇性詞語(yǔ)or not，則常用whether，構(gòu)成 whether…or not的結(jié)構(gòu)。
3. 疑問(wèn)詞引導(dǎo)的賓語(yǔ)從句
有的句子不是用that連接，也不是用whether或if連接，而是用when，where，how，
why等疑問(wèn)詞連接。這是從句意思表達(dá)的需要。比如“他問(wèn)什么時(shí)間出發(fā)”中的“什么時(shí)間出發(fā)”必須用一個(gè)疑問(wèn)詞才能表達(dá)；如果遇到什么時(shí)間，什么地點(diǎn)，什么方式，什么原因之類的疑問(wèn)時(shí)，我們就要是用相應(yīng)的疑問(wèn)詞來(lái)連接從句。但是同學(xué)們一定要注意，在疑問(wèn)詞引導(dǎo)的賓語(yǔ)從句中，一定要用陳述句語(yǔ)序。如：
he asks how we can help protect the environment.
他問(wèn)我們?cè)鯓硬拍転楸Ｗo(hù)環(huán)境出點(diǎn)力。
i can’t understand why they like computer games so much.
我不理解他們?yōu)槭裁慈绱讼矚g電腦游戲。
they haven’t decided where they should go for the holiday.
他們還沒(méi)有確定到什么地方去旅行。
do you know when we will hold the sports meeting?
你知道我們什么時(shí)候開(kāi)運(yùn)動(dòng)會(huì)嗎？
（二）語(yǔ)法專項(xiàng)訓(xùn)練
1. —do you know ______ i could pass the exam?
—sorry, i’ve no idea.
a. that??b. whether??c. what???d. which
2. —i’m waiting for the mail. do you know _______ it will arrive?
—usually it comes by 4:00.
a. how??b. where???c. when???d. what
3. i’d like to know _____ or not.
a. whether will he come?????b. whether has he come
c. whether he will come?????d. that he will come
4. they asked me ________ during the may day holidays.
a. where had i gone?????b. where i had gone
c. where had i been??????d. where i had gone
5. she did not tell us ________.
a. how old the patient is?????b. how old was the patient
c. how old the patient was????d. how old is the patient
6. —we don’t know _______ he is.
—they say he is much better these days.
a. what???b. who????c. how???d. where
7. could you tell me _____ yesterday?
a. what they do??????b. what they did
c. what do they do??????d. what did they do
8. i knew that the sun ________ in the east when i was a child.
a. will rise??b. rose???c. rise???d. rises
9. she said ______ she would leave the message on the headmaster’s desk.
a. that???b. where???c. which???d. what
10. the man asked me if i _______ him the way to the bus stop.
a. can tell??b. could tell???c. will tell??d. tell
（三）重點(diǎn)句子詳解
1. dig slowly, or you‘ll be too tired to finish.
慢慢挖，不然的話你會(huì)很累，干不完活的。
* 本句是“祈使句+or+并列分句”的句型，or連接連個(gè)分句，前面的分句相當(dāng)于if引導(dǎo)的否定性從句。如：
hurry up, or you’ll be late.
= if you don’t hurry up, you will be late.
你快一點(diǎn)，不然就遲到了。
take the chance, or you will regret.
=if you don’t take the chance, you will regret it.
抓住這個(gè)機(jī)會(huì)，否則你會(huì)后悔的。
stand still, or i’ll shoot.
=if you don’t stand still, i’ll shoot.
* 有時(shí)前一個(gè)句子只有一個(gè)名詞或名詞短語(yǔ)。
a word from you and he’ll change his mind.
=if you say a word, he’ll change his mind.
只要你說(shuō)一句話，他就會(huì)改變主意。
one more foul and he’ll be sent out of the court.
他再犯一次規(guī)，就要罰出場(chǎng)了。
*“祈使句+and+并列分句”的句型中，祈使句表示條件，相當(dāng)于一個(gè)條件狀語(yǔ)從句。如：
work hard and you’ll succeed.
= if you work hard, you’ll succeed.
努力學(xué)習(xí)，你就能成功。
stir，and you are a dead man.
=if you stir, you are a dead man.
動(dòng)一動(dòng)我就打死你。
* too…to意為“太……而不能……”，其句型結(jié)構(gòu)為“too+形容詞/副詞+to+動(dòng)詞原形”，該句型用于肯定句，但表達(dá)否定的意思。如：
he is too old to walk.
他太老了，以致走不動(dòng)了。
it’s too hard for him to learn english well.
學(xué)好英語(yǔ)對(duì)他來(lái)說(shuō)太難了。
the box is too heavy for me to carry.
那只箱子對(duì)我來(lái)說(shuō)太重了，搬不動(dòng)。
* 當(dāng)too…to do前面有only，but等詞時(shí)，或出現(xiàn)“never too…to do”或“too…not to do”的雙重否定時(shí)，該句型就不表達(dá)否定含義了。如：
it’s never too old to learn.
活到老，學(xué)到老。
you are never too old to enjoy the music.
你不會(huì)因?yàn)槟昙o(jì)大了而不喜歡這音樂(lè)。
2. we’re cutting down too many trees.
我們正在過(guò)量砍伐樹(shù)木。
* cut down 此處意為“砍倒”
a quarter of the forest reserves had been cut down by 1974.
到1974年，四分之一的森林保護(hù)區(qū)已被砍伐一空。
how much is it going to cost us to cut all these trees down?
把這些樹(shù)全部砍倒要花費(fèi)我們多少錢(qián)？
* cut down可意為“削減”“減少”，如：
save time for yourself by cutting your shopping down to twice a week.
拔去商店購(gòu)物減少到每星期兩次，以此為自己節(jié)省時(shí)間。
she cut down on smoking.
她抽煙有所減少。
* cut down可以表示“改短（衣服）”
if you cut down this t-shirt, it’ll fit your son.
如果你把t恤改短，就能適合你兒子穿。
* cut someone down to size 表示“使（某人）知道自己的分量”“使（某人）有自知之明”。
that should cut her down to size.
那該讓她有點(diǎn)自知之明了。
friendshipreading教案篇二
大家好！今天我說(shuō)課的內(nèi)容是高一英語(yǔ)新課程實(shí)驗(yàn)教科書(shū)必修1 unit one， the first period。下面我就從教材分析、教法分析、學(xué)法分析、教學(xué)過(guò)程、教學(xué)評(píng)價(jià)五個(gè)方面進(jìn)行說(shuō)明。
一、教材分析
(一)教材的地位和作用
本節(jié)課是本單元以及本教材的第一節(jié)課，本課談?wù)摰氖牵号笥咽遣皇莾H限于人類、朋友的真正含義、如何與人相處的問(wèn)題等關(guān)于朋友的話題。本課涉及的有陳述句和疑問(wèn)句的直接引語(yǔ)和間接引語(yǔ)的掌握和運(yùn)用等語(yǔ)法要點(diǎn)。學(xué)生從初中到高中，來(lái)到一個(gè)新的學(xué)校，同學(xué)彼此陌生，不免想起老同學(xué)，老朋友。這樣的話題正好能引起學(xué)生的興趣。而且本課的內(nèi)容和語(yǔ)法的啟發(fā)性和實(shí)用性都很強(qiáng)，能使學(xué)生在學(xué)中用，在用中學(xué)，對(duì)綜合提高學(xué)生的聽(tīng)說(shuō)讀寫(xiě)能力有較好的促進(jìn)作用。
(二)教學(xué)目標(biāo)
英語(yǔ)教學(xué)大綱規(guī)定，通過(guò)聽(tīng)說(shuō)讀寫(xiě)的訓(xùn)練，使學(xué)生獲得英語(yǔ)基礎(chǔ)知識(shí)和運(yùn)用英語(yǔ)的能力，激發(fā)學(xué)生的學(xué)習(xí)興趣，為進(jìn)一步學(xué)習(xí)打下良好的基礎(chǔ)。因此，我制定以下教學(xué)目標(biāo)：
知識(shí)目標(biāo)：1、掌握和使用陳述句和疑問(wèn)句的直接引語(yǔ)和間接引語(yǔ)。
2、討論朋友和友誼。
3、學(xué)習(xí)掌握本課的重點(diǎn)詞匯。
技能目標(biāo)：1、學(xué)會(huì)閱讀的技能——scanningand skimming 。
2、通過(guò)談?wù)撆笥押陀颜x，既鍛煉學(xué)生的語(yǔ)言運(yùn)用能力，又培養(yǎng)了學(xué)生發(fā)現(xiàn)問(wèn)題、思考問(wèn)題、解決問(wèn)題的能力。
3、理解閱讀文段，復(fù)述故事。
情感態(tài)度：1、患難之交才是真朋友。
2、知音難得。
3、海內(nèi)存知己，天涯若比鄰。
文化意識(shí)：認(rèn)識(shí)德國(guó)納粹黨。讓學(xué)生了解那段德國(guó)法西斯殘害猶太人的歷史，使學(xué)生在感受外國(guó)歷史文化的同時(shí)自然而然的習(xí)得語(yǔ)言。
(三)重點(diǎn)與難點(diǎn)
重點(diǎn)：1、訓(xùn)練scanningand skimming等閱讀技能。
2、認(rèn)識(shí)朋友的真正含義以及與人相處的問(wèn)題。
難點(diǎn)：1、閱讀技能的訓(xùn)練。
2、陳述句和疑問(wèn)句的直接引語(yǔ)和間接引語(yǔ)的互相轉(zhuǎn)換(人稱的變化、時(shí)態(tài)的變化、指示代詞、時(shí)間狀語(yǔ)、地點(diǎn)狀語(yǔ)和動(dòng)詞的變化)。
(四)教具
本課利用錄音機(jī)、投影儀等輔助設(shè)備，激發(fā)學(xué)生的學(xué)習(xí)興趣，調(diào)動(dòng)他們的積極性，為展開(kāi)話題提供豐富的材料，使教學(xué)收到事半功倍的效果。
二、教法分析
在新課程背景下，教師要成為學(xué)生學(xué)習(xí)的促進(jìn)者、組織者和合作者。本課采用討論法，主要采用小組合作討論的方式。在讀前階段我就提出問(wèn)題，讓學(xué)生思考討論是不是只有人與人之間才可以交朋友，然后在閱讀中通過(guò)安妮的日記向?qū)W生說(shuō)明我們也可以與動(dòng)物及無(wú)生命的日記交朋友。在深刻理解、充分訓(xùn)練的基礎(chǔ)上，我再引導(dǎo)學(xué)生深入討論幾個(gè)與本課有關(guān)的話題，展開(kāi)教師為主導(dǎo)、學(xué)生為主體的師生雙邊活動(dòng)。通過(guò)創(chuàng)設(shè)真實(shí)自然的語(yǔ)言環(huán)境，使學(xué)生在語(yǔ)言實(shí)踐中把語(yǔ)言知識(shí)和技能主動(dòng)轉(zhuǎn)化為交流能力，變苦學(xué)為樂(lè)學(xué)，從而培養(yǎng)學(xué)生大膽用英語(yǔ)進(jìn)行交際的能力。
三、學(xué)法分析
教務(wù)于學(xué)。傳統(tǒng)教育的弊端是教師“滿堂灌”，只重視怎么教而忽視怎樣學(xué)，結(jié)果高分低能的現(xiàn)象十分嚴(yán)重。為了改變教師牽著學(xué)生鼻子走的被動(dòng)狀態(tài)，我通過(guò)創(chuàng)設(shè)話題，寓教于樂(lè)，引導(dǎo)學(xué)生自學(xué)、自做、自助、自悟，讓學(xué)生學(xué)會(huì)自己動(dòng)手，收集信息、處理信息，用所學(xué)語(yǔ)言去實(shí)踐和解決問(wèn)題，使學(xué)生在運(yùn)用語(yǔ)言的過(guò)程中感悟體驗(yàn)所學(xué)語(yǔ)言的規(guī)律，培養(yǎng)語(yǔ)言意識(shí)，積累語(yǔ)言經(jīng)驗(yàn)，形成語(yǔ)言感覺(jué)，達(dá)到語(yǔ)言運(yùn)用的目的。從而使學(xué)生真正成為學(xué)習(xí)的主人。
四、教學(xué)過(guò)程
新課程改革的核心理念是“一切為了學(xué)生的發(fā)展”。學(xué)生的英語(yǔ)學(xué)習(xí)不僅僅是掌握幾個(gè)單詞和句型，更重要的是學(xué)會(huì)運(yùn)用語(yǔ)言來(lái)交流思想，辦實(shí)事。因此我精心設(shè)計(jì)了以下教學(xué)環(huán)節(jié)：
(一)激趣導(dǎo)入，務(wù)于新知
一節(jié)課的良好開(kāi)始，對(duì)于整節(jié)課教學(xué)的順利進(jìn)行起著至關(guān)重要的作用。在warming up 部分我分四步進(jìn)行：
1、用問(wèn)問(wèn)題的形式導(dǎo)入(屏幕顯示)。同時(shí)板書(shū)unit 1 friendship。
do you have any friends? are you good to your friends?
which kind of friend do you think is the best friend?
2、做調(diào)查：在warming up部分有5個(gè)問(wèn)題，我讓學(xué)生獨(dú)立完成。然后在屏幕上顯示下列表格。
3、調(diào)查結(jié)果：顯示各得分情況所對(duì)應(yīng)的調(diào)查結(jié)果，讓學(xué)生自行對(duì)照。
grade 1 (5分以下) 直截了當(dāng)，做事果斷，沒(méi)考慮不良后果。
grade 2 (10分以下) 能用更合理的方法處理問(wèn)題，又不傷朋友之間的感情，但自己的利益有時(shí)會(huì)受損。
grade 3 (10分以上) 不傷感情，又能保全自己利益。
通過(guò)調(diào)查問(wèn)卷的形式，引導(dǎo)學(xué)生了解日常生活中朋友之間發(fā)生的真實(shí)問(wèn)題以及解決這些問(wèn)題的方法，最后的問(wèn)卷調(diào)查結(jié)果讓學(xué)生興趣和熱情倍增，這樣能促使學(xué)生很快進(jìn)入語(yǔ)言學(xué)習(xí)和探究活動(dòng)中去，愉快的進(jìn)入學(xué)習(xí)狀態(tài)。
4、學(xué)習(xí)三句諺語(yǔ)，使學(xué)生明確對(duì)待朋友和友誼的態(tài)度。
a friend in need is a friend indeed. 患難之交才是真朋友。
real friends are few and far between. 知音難得。
long distance separates no bosom friends. 海內(nèi)存知己，天涯若比鄰。
(二)創(chuàng)設(shè)話題，教學(xué)新知
新課程指出，教師不再是居高臨下的管理者，而是學(xué)生學(xué)習(xí)的促進(jìn)者、組織者、合作者。
1、我布置pre-reading部分的幾個(gè)問(wèn)題啟發(fā)學(xué)生對(duì)“朋友”和“友誼”進(jìn)行思考，使學(xué)生明確不僅人與人之間可以做朋友，日記也可以成為人們的朋友。接著讓學(xué)生就問(wèn)題進(jìn)行小組討論。然后讓個(gè)別學(xué)生回答問(wèn)題。
接著屏幕顯示我補(bǔ)充的問(wèn)題：
why do you need friends?
what do you think a good friend should be like?
does a friend always have to be a person?
friendshipreading教案篇三
module 3? period i教學(xué)案
introduction(p29), vocabulary and reading(p36) and writing(p38)
learning aims:
1. understand the friendship and know the importance of friendship.
2. master the main words and expressions.
3. write a paragraph on the subject of friendship.
difficulties and focuses:
1. get to know and understand the importance of friendship.
2. master the words: alike, considerate, forgive, harvest, slide, stony, damp, tear, perfect.
3. master the expressions: be blessed with, be allergic to---, on good terms with----, be back in touch with ----, be ashamed of.
4. master the patterns: the first time-----, it is -----that----.
teaching aids:
multi-media.
teaching procedures:
step i: warm-up.
ask a question about friendship. let the students talk something about it.
step ii: lead-in.
you agree with the following statements?
1) most people have only one close friend, someone they know really well.
2) a good friend is someone you can discuss personal matters with, knowing that you can trust him/her.
3) your friendship is as important as your relationship with your family.
4) it takes time to really get to know someone and find out what they are like.
5) everyone feels shy and lonely at some time in their life.
6) to make friends easily, you need to be very kind.
7) to make friends easily, you need to be able to chat about unimportant things.
2. work in pairs or groups. discuss the statements and explain why you agree or disagree with them.
step iii: vocabulary and reading
1. read the passage and choose the best summary in activity 4.
2. according to the context, try to guess the meanings of these words: betray, considerate, forgive, scold, allergic.
3. read the passage again and answer the questions.
1) what do you think a happy childhood means for the writer?
2) how did the writer and his friend spend their time together?
3) what was the countryside around the writers home like?
4) why do you think the writer couldnt forgive danny for going to london?
5) how does the writer feel now?
6) how would you describe the character of the writer and his friend?
4. work in pairs and discuss your answers to the questions.
1) did you have a close friend when you were a young child? what sort of things did you do together?
2) are you still in touch with his this person? if so, have you remained in touch all the time? if not, when did you lose touch? did something special happen which changed your friendship?
3) what are the most important features of a good friendship? what are the dangers?
step iv: several points. try to use these sentence patterns to make sentences.
1 the first time -----
2 it is ----- that-----
step v: homework.
according to the reading passage, write a paragraph in the subject: how -----and i became good friends.
friendshipreading教案篇四
writing: comparison and contrast
language objective:
to learn expressions that help make comparison and contrast
skill and ability objectives:
to write a paragraph with sentences of comparison and contrast
to develop reading and communication skills
approaches:
task-based approach
aids:
multimedia
procedures:
i.?lead-in
learn the respective concept of “comparison” and “contrast”
ii.?input
find transitional words of comparison
paraphrase tasks
find transitional words of contrast
paraphrase tasks
practice: blank filling
iii.?practice
make sentences of comparison and contrast, using transitional words
iv.?further development
read two resumes and finish the form
write a short paragraph, using comparison and contrast
v.?homework
complete a report
mary brown
493 prince street,
boston, ma, usa
ph: 617-739-2111
education:
-: b. sc. (bachelor of science理學(xué)學(xué)士) in mathematics, harvard university
boston, ma, usa
work experience:
– edwards middle school, boston, ma, usa:
??mathematics teacher, teaching students from 13 to 15 years old;
??assistant of dean(教務(wù)主任助理), dealing with foreign exchange activities, including establishing sister relationships with middle schools in shanghai, china
computer skills:
java, word, excel, powerpoint
additional information:
??highly dedicated, with great interest in teaching
??good communication skills
tom brown
493 prince street,
boston, ma, usa
ph: 617-739-2111
education:
??-: m. sc. (master of science理學(xué)碩士) in mathematics, boston college
boston, ma, usa
??1999-: b. sc. (bachelor of science理學(xué)學(xué)士) in mathematics, boston college
boston, ma, usa
work experience:
?? – ? mathematics teacher of edison middle school, boston, ma, usa:
teaching students from 16 to 18 years old
computer skills:
autocad, photoshop, word, excel, powerpoint
additional information:
??highly dedicated to teaching
??good writing，oral and communication skills
april 2nd,
dear principal,
an american couple tom brown and mary brown happen to apply for the english teaching position in our school.
as far as education is concerned, both tom and mary are mathematics majors. however, unlike mary, who has a bachelor’s degree, tom is a master of science. tom graduated from boston college, while mary studied in harvard university.
in terms of work experience, _______________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
as for their computer skills and personality, ___________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
all in all, both of them are really competitive. please inform me when you decide who is to be recruited(錄用).
sincerely yours,
_______________
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