作為一位兢兢業(yè)業(yè)的人民教師，常常要寫一份優(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，希望對大家有所幫助。
friendshipreading教案篇一
一。? 教學(xué)內(nèi)容：
module 2 friendship
二。 重點內(nèi)容：
語法知識：賓語從句；
語言知識：詞匯及詞語辨析
三。 具體內(nèi)容：
（一）語法指南
賓語從句
放在動詞后面做賓語的句子，我們稱之為“賓語從句”。賓語從句根據(jù)其表達意義與疑問的差別可以分作三類，一類由that引導(dǎo)，一類由whether/if引導(dǎo)，還有一類由疑問詞引導(dǎo)。常用作賓語從句的連詞有：that, if whether, what, which, who, whom, where, how, why等。
1. 當謂語動詞表示肯定概念時，如“希望”、“相信”“知道”“說”，其后面的句子一般用that引導(dǎo)。that沒有任何詞匯意義，只有語法功能，使讀者清楚后面的句子是前面動詞的賓語。that在從句中不充當任何句子成分，只起連接主句和從句的作用。that不用翻譯出來，在口語當中常省略。除此以外，又語從句中有自己的主語，很容易與前面的主句分開，因此多數(shù)情況下that可以省略。如：
betty thinks（that）trees improve the air.
貝蒂認為樹可以改善空氣。
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.
我相信我們會成為好朋友。
有一點要注意，并非所有的動詞后面都可接that引導(dǎo)的從句。接that引導(dǎo)的從句的謂語動詞不可含有疑問的含義，常見的多是表示觀點、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)的賓語從句
如果我們要標達一個不確定的概念，比如：“記不清”、“不知道”、“問”、“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去植樹。
i can’t remember whether/if i have seen him before.
我記不清以前是否見過他。
he asks whether/ if we will go fishing on sunday.
他問周日我們是否去釣魚？
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。
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選擇性詞語or not，則常用whether，構(gòu)成 whether…or not的結(jié)構(gòu)。
3. 疑問詞引導(dǎo)的賓語從句
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等疑問詞連接。這是從句意思表達的需要。比如“他問什么時間出發(fā)”中的“什么時間出發(fā)”必須用一個疑問詞才能表達；如果遇到什么時間，什么地點，什么方式，什么原因之類的疑問時，我們就要是用相應(yīng)的疑問詞來連接從句。但是同學(xué)們一定要注意，在疑問詞引導(dǎo)的賓語從句中，一定要用陳述句語序。如：
he asks how we can help protect the environment.
他問我們怎樣才能為保護環(huán)境出點力。
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?
你知道我們什么時候開運動會嗎？
（二）語法專項訓(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）重點句子詳解
1. dig slowly, or you‘ll be too tired to finish.
慢慢挖，不然的話你會很累，干不完活的。
* 本句是“祈使句+or+并列分句”的句型，or連接連個分句，前面的分句相當于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，不然就遲到了。
take the chance, or you will regret.
=if you don’t take the chance, you will regret it.
抓住這個機會，否則你會后悔的。
stand still, or i’ll shoot.
=if you don’t stand still, i’ll shoot.
* 有時前一個句子只有一個名詞或名詞短語。
a word from you and he’ll change his mind.
=if you say a word, he’ll change his mind.
只要你說一句話，他就會改變主意。
one more foul and he’ll be sent out of the court.
他再犯一次規(guī)，就要罰出場了。
*“祈使句+and+并列分句”的句型中，祈使句表示條件，相當于一個條件狀語從句。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.
動一動我就打死你。
* too…to意為“太……而不能……”，其句型結(jié)構(gòu)為“too+形容詞/副詞+to+動詞原形”，該句型用于肯定句，但表達否定的意思。如：
he is too old to walk.
他太老了，以致走不動了。
it’s too hard for him to learn english well.
學(xué)好英語對他來說太難了。
the box is too heavy for me to carry.
那只箱子對我來說太重了，搬不動。
* 當too…to do前面有only，but等詞時，或出現(xiàn)“never too…to do”或“too…not to do”的雙重否定時，該句型就不表達否定含義了。如：
it’s never too old to learn.
活到老，學(xué)到老。
you are never too old to enjoy the music.
你不會因為年紀大了而不喜歡這音樂。
2. we’re cutting down too many trees.
我們正在過量砍伐樹木。
* 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?
把這些樹全部砍倒要花費我們多少錢？
* cut down可意為“削減”“減少”，如：
save time for yourself by cutting your shopping down to twice a week.
拔去商店購物減少到每星期兩次，以此為自己節(jié)省時間。
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.
那該讓她有點自知之明了。
friendshipreading教案篇二
大家好！今天我說課的內(nèi)容是高一英語新課程實驗教科書必修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)過程、教學(xué)評價五個方面進行說明。
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、如何與人相處的問題等關(guān)于朋友的話題。本課涉及的有陳述句和疑問句的直接引語和間接引語的掌握和運用等語法要點。學(xué)生從初中到高中，來到一個新的學(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)容和語法的啟發(fā)性和實用性都很強，能使學(xué)生在學(xué)中用，在用中學(xué)，對綜合提高學(xué)生的聽說讀寫能力有較好的促進作用。
(二)教學(xué)目標
英語教學(xué)大綱規(guī)定，通過聽說讀寫的訓(xùn)練，使學(xué)生獲得英語基礎(chǔ)知識和運用英語的能力，激發(fā)學(xué)生的學(xué)習(xí)興趣，為進一步學(xué)習(xí)打下良好的基礎(chǔ)。因此，我制定以下教學(xué)目標：
知識目標：1、掌握和使用陳述句和疑問句的直接引語和間接引語。
2、討論朋友和友誼。
3、學(xué)習(xí)掌握本課的重點詞匯。
技能目標：1、學(xué)會閱讀的技能——scanningand skimming 。
2、通過談?wù)撆笥押陀颜x，既鍛煉學(xué)生的語言運用能力，又培養(yǎng)了學(xué)生發(fā)現(xiàn)問題、思考問題、解決問題的能力。
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：認識德國納粹黨。讓學(xué)生了解那段德國法西斯殘害猶太人的歷史，使學(xué)生在感受外國歷史文化的同時自然而然的習(xí)得語言。
(三)重點與難點
重點：1、訓(xùn)練scanningand skimming等閱讀技能。
2、認識朋友的真正含義以及與人相處的問題。
難點：1、閱讀技能的訓(xùn)練。
2、陳述句和疑問句的直接引語和間接引語的互相轉(zhuǎn)換(人稱的變化、時態(tài)的變化、指示代詞、時間狀語、地點狀語和動詞的變化)。
(四)教具
本課利用錄音機、投影儀等輔助設(shè)備，激發(fā)學(xué)生的學(xué)習(xí)興趣，調(diào)動他們的積極性，為展開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，然后在閱讀中通過安妮的日記向?qū)W生說明我們也可以與動物及無生命的日記交朋友。在深刻理解、充分訓(xùn)練的基礎(chǔ)上，我再引導(dǎo)學(xué)生深入討論幾個與本課有關(guān)的話題，展開教師為主導(dǎo)、學(xué)生為主體的師生雙邊活動。通過創(chuàng)設(shè)真實自然的語言環(huán)境，使學(xué)生在語言實踐中把語言知識和技能主動轉(zhuǎn)化為交流能力，變苦學(xué)為樂學(xué)，從而培養(yǎng)學(xué)生大膽用英語進行交際的能力。
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)象十分嚴重。為了改變教師牽著學(xué)生鼻子走的被動狀態(tài)，我通過創(chuàng)設(shè)話題，寓教于樂，引導(dǎo)學(xué)生自學(xué)、自做、自助、自悟，讓學(xué)生學(xué)會自己動手，收集信息、處理信息，用所學(xué)語言去實踐和解決問題，使學(xué)生在運用語言的過程中感悟體驗所學(xué)語言的規(guī)律，培養(yǎng)語言意識，積累語言經(jīng)驗，形成語言感覺，達到語言運用的目的。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)生的英語學(xué)習(xí)不僅僅是掌握幾個單詞和句型，更重要的是學(xué)會運用語言來交流思想，辦實事。因此我精心設(shè)計了以下教學(xué)環(huán)節(jié)：
(一)激趣導(dǎo)入，務(wù)于新知
一節(jié)課的良好開始，對于整節(jié)課教學(xué)的順利進行起著至關(guān)重要的作用。在warming up 部分我分四步進行：
1、用問問題的形式導(dǎo)入(屏幕顯示)。同時板書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個問題，我讓學(xué)生獨立完成。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應(yīng)的調(diào)查結(jié)果，讓學(xué)生自行對照。
grade 1 (5分以下) 直截了當，做事果斷，沒考慮不良后果。
grade 2 (10分以下) 能用更合理的方法處理問題，又不傷朋友之間的感情，但自己的利益有時會受損。
grade 3 (10分以上) 不傷感情，又能保全自己利益。
通過調(diào)查問卷的形式，引導(dǎo)學(xué)生了解日常生活中朋友之間發(fā)生的真實問題以及解決這些問題的方法，最后的問卷調(diào)查結(jié)果讓學(xué)生興趣和熱情倍增，這樣能促使學(xué)生很快進入語言學(xué)習(xí)和探究活動中去，愉快的進入學(xué)習(xí)狀態(tài)。
4、學(xué)習(xí)三句諺語，使學(xué)生明確對待朋友和友誼的態(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)的促進者、組織者、合作者。
1、我布置pre-reading部分的幾個問題啟發(fā)學(xué)生對“朋友”和“友誼”進行思考，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)生就問題進行小組討論。然后讓個別學(xué)生回答問題。
接著屏幕顯示我補充的問題：
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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