洪恩英语第一册教案

洪恩英语第一册教案（共6篇）

篇1：洪恩英语第一册教案

洪恩英语教案

课程名称：Book3 Unit8 Clothes 备课时间：2017年12月1日

授课安排：分三次课，共六课时进行 课程总目标：

1.学生掌握穿着类单词：coat sweater dress jacket glove。2.学生学会用句型“I’m wearing a …”进行表达。3.学生学会字母Cc以及发音[k]。课程准备：

报纸做的夹克、塑料袋做的马甲、编织袋做的裙子、衣服类卡片、小女孩图片、衣服图片、行李箱。

课程过程： 第一次课目标：

1.学生掌握穿着类单词：coat sweater dress。2.学生学会用句型“I’m wearing a …”进行表达。

1.Warm up：.Roll call&say hello 2.Review: review the contents of last lesson 3.Sing a song: 《Jingle Bells》 4.New lesson 单词学习：从行李箱内取出衣服实物及相对应卡片，新授单词 coat sweater dress

（1）Say the words and touch the card.（2）巩固单词：创设场景逛商店买衣服，做游戏“穿衣服”：请两名学生出列，站在衣服教具前。教师出示一种衣服的卡片，其余学生大声说出该单词，两名学生迅速拣起该卡片所代表的衣服，迅速跑到黑板前为小娃娃玩偶穿上衣服，说出该单词。

（3）请大家轮流当小老师，将单词卡举高举低，学生根据指示分别大小声读，巩固单词记忆。

（4）Have a break.句型学习：继续买衣服场景，出示各种自制衣服，教师一次取下不同的衣服在身上比量，同时教授句型“I’m wearing a …”。带动学生一同说句型。

（1）请说得好的小朋友当模特，教师给该学生穿衣服，其余学生说句型，巩固练习。穿好后，教师领着他们绕教室一周展示衣服。

（5）播放轻快音乐，老师为每位学生穿衣服，集体走模特边说句型边展示衣服。

（6）当所有学生都能够听懂“I’m wearing a …”后，教师任意点名并发问，如：Coco, what is you wearing?待每个学生正确回答后进行下一环节。

（7）句子传递：老师小声告诉第一个学生句子“I’m wearing a coat”后，要求其小声将该句子传递给下一名学生，依次传递到最后。同时老师走直线给学生比赛，看谁快且好。适当给予学生鼓励和奖励

（8）结对活动

按照以上活动示范，学生两人结对开展活动。教师适时帮助有困难的学生，并给出适当评价。

5、绘本学习

6、小手工

7、作业

第二次课目标：

1.学生掌握穿着类单词：coat sweater dress jacket glove。2.学生学会用句型“I’m wearing a …”进行表达。3.学生学会字母Cc以及发音[k]。课程过程：

1.Warm up：.Roll call&say hello 2.Review: review the contents of last lesson：coat sweater dress，和句型“I’m wearing a …”

3.Sing a song: 《Jingle Bells》 4.New lesson（1）播放多媒体课件该章节内容，并指导学生跟读以巩固加强。（2）抢拍单词：老师说单词jacket glove，学生快速反应并拍中单词卡片。

（3）PK比赛：两名同学一组轮流进行，听老师说出的单词，看谁又快又准找到PPT中呈现的服装图案，教师给予适当评价和奖励。

（4）请上面活动的优胜者当小老师，发出I’m wearing a …”（新学单词用图片代替，不发出声音），让其他学生三人一组，找出图片对应的单词，教师给予适当评价和奖励。

（5）Have a break.字母Cc以及发音[k]的学习

导入：带领学生观看多媒体课件，引导出字母Cc的学习。C,C,C

[k]，[k]，[k]（1）抢拍单词：老师说单词coat、cat、car、cake，学生快速反应并拍中单词卡片。，（2）passing words：和老师比赛看看谁读的更快，通过个别→小组的学习，使学生饶有兴趣地熟悉新授的单词。

2、Listen and chant 播放多媒体课件中的律动儿歌：Cat,Cat,wearing a coat.Eating a cake,in a car.教师配合相应的动作帮助学生记忆并理解儿歌内容。

活动1：学生在一起大声朗读儿歌，逐一请出单个学生用手指出导入图片中的相应并朗读。

活动2：两人结对表演并说唱儿歌。

3、Song 播放多媒体课件，并教学生唱here is a cat

5、绘本学习

6、小手工

7、作业

第三次课目标（复习课）：

1.学生掌握穿着类单词：coat sweater dress jacket glove。2.学生学会用句型“I’m wearing a …”进行表达。3.学生学会字母Cc以及发音[k]。

课程过程：

1.Warm up：.Roll call&say hello 2.Sing a song: 《Jingle Bells》 3.New lesson 4.Review: review the contents of last lesson：coat sweater dress jacket glove，和句型“I’m wearing a …”，以及字母Cc以及发音[k]。具体如下：

（1）教师给同学分发不同种类的衣服，分别为coat sweater dress jacket glove，一边发一边指导同学说出该款衣服对应的单词。（2）待学生套好分发的服装后，教师分别对每个学生发问：what is you wearing?待学生依次准确回答“I’m wearing a …”后，指导学生交换自己的服装道具，依次再进行一次发问环节。

（3）带领学生开始一场时装秀，每人展示玩自己的衣服后需要在舞台中央说“I’m wearing a …”，评选出最佳风采奖给予鼓励。（4）Have a break（5）观看Teddy bear教学光盘。带领学生跟读。

（6）带领学生表演儿歌here is a cat.学一学，唱一唱，跳一跳，加深记忆。

（7）复习字母Cc以及发音[k]，传授口型及舌头位置，并逐一进行指导，带领学生反复练习，体会其正确发音方法。

（8）和学生一起大声朗读coat、cat、car、cake，从中体会[k]，在不同单词中的发音。（9）绘本学习（10）小手工

手工设计：《穿新衣服的一家人》

图纸中出现一家四口：爸爸，妈妈，哥哥，妹妹。以及大人儿童服饰若干，要求学生给服饰图上自己喜欢的颜色，并将服饰图案剪下，给不同人物贴上。呈现出穿新衣服的一家人（11）作业

给字母Cc涂上颜色

给单词coat sweater dress jacket glove涂上颜色

篇2：洪恩英语第一册教案

Unit2 Chant: chase a mouse Mouse, dog, bear, cat, rabbit I am a bear.I am teddy Song: I am a cat.Unit3 Chant: bear on the chair Apples, pears, peaches, bananas.I like apples.Here is a banana.Song: apple I love you.Unit4 Chant: nod your head.Ear, eye, mouth, nose, head.Touch your ears.Song: touch your eyes

Letters: A for apple, b/c/d

Unit5 Chant: run

Magic box, walk, jump, stop, crawl, run, tiptoe I can walk Song: walking

Unit6 Chant: Jelly Honey, yummy, meat, ice cream, fish Meat is yummy Song:

Unit7 Chant: kiss Grandma, grandpa, daddy, mommy, brother, sister, family I love you Song: hello mommy

篇3：洪恩英语第一册教案

1 中国人文经典辅助教学的必要性

《大学英语教学课程要求》的更高层次要求大学生“能翻译反映中国国情或文化的文章”, 这就要求我国的英语教材文化应结合中国学生的生活和学习实际, 使之本土化, 从而使学生学会如何用英语流利、正确地表达自己的文化。

比较法 (Contrast Approach) , 我们通常提倡外语文化教学要强调母语文化和目的语文化的差异。Robbinson (1985, ;54) 指出, “how people perceive other people is infulenced by the degree of similarity perceived”。这要求我们培养“综合性语言人才”时, 注重学习中国人文经典与英语教学相结合, 保持学生人文精神塑造和英语知识的应用之间的平衡。

中国人文经典有助于帮助大学生提高跨文化交际能力。由于这些内容是学生熟悉的知识, 能够有效地提高学生学习的兴趣, 进一步改善学习效果。因此, 大学英语综合教程可以适当编排一些中国人文经典的英译文, 如《论语》等, 这些文章包涵了中国深厚的文化思想, 有助于帮助学生提高人文素养。

2 教学策略与实施

2.1 以《全新版大学英语综合教程2-Unit 2 Value》为例的教学总体设计

1) 教学目标的设置要恰当、实用。教学内容要结合真是的语境并且满足学生的学习需求, 其中文化内容也要符合新时代要求。在教学内容方面恰当引入中国人文经典知识, 既有助于丰富学生的英语技能又有助于更好地理解中国文化, 适应社会。在Unit 2这一单元中, 笔者主要以孟子的思想作为中国人文经典知识来辅助教学。

2) 克拉申的“输入假说”理论告诉我们, 输入要是“i+1可理解的语言输入”, 学习者听到或读到的可以理解的语言材料, 这些材料的难度应该稍微高于学习者目前已经掌握的语言知识。该单元话题为“价值观”, 用中国古典名言的英文翻译引出话题, 请学生阅读名言, 给出中文意思。如“Be the first to worry about the troubles across the land, the last to enjoy universal happiness. (先天下之忧而忧, 后天下之乐而乐。) ”由于名言都是学生耳濡目染的, 输入属于可理解的输入, 有助于理解自己的文化。

3) 课堂教学中应该注重采用比较法来帮助学生理解两种文化。课文主要内容是“a man who earns and owns little, but who does not care, as he finds fulfillment in creativity and helping others”, 《孟子》文章以辩论为特色, 是中国古代较典型的探讨人生哲理的名著, 所以, 笔者选取了孟子的文章来作文课堂比较的内容。在学习完整体理解课文之后, 引入《鱼我所欲也》这篇文章进行“主题, 观点、结论”等方面的比较, 分析两种文化观点的相同与不同。

4) 建构主义学习理论认为, 情景、协作、会话、意义建构是学习环境中的四大要素 (何克抗, 1998) 。学习者是认知的主体, 是信息加工的主体, 学习者在教师的帮助下组成学习群体, 通过一系列的交流、合作与讨论, 共同参与知识的建构, 主动开发思维品质, 促进各自知识的内化与整合。另外, 翻译的文化兼容也适合二语习得的翻译, 在学生对两种价值了解的基础上进行适当的翻译练习, 将极大的提高学生的翻译水平。因此, 在比较两篇文章之后, 教师给出学生一定时间来进行小组讨论, 共同翻译《鱼我所欲也》的部分内容。这同时也注重培养学生的自主学习能力, 成为学习的主体。最后, 教师跟大家分享学生翻译的文章, 并且介绍Charles Muller翻译的版本。

2.2 问卷调查与分析

本问卷 (学生调查问卷, 见附录) 实施的对象是笔者担任英语教师的独立学院13级大一学生。学生来自于四个平行班, 分别为汉语言文学 (36人) , 应用经济学 (41人) , 行政管理 (47人) , 税收学 (45人) , 共169人, 回收问卷161份, 有效问卷161份。问卷调查具体情况见表1。

1) Q1-3是关于学习英语的基本调查。77.02%的学生对学习英语持“喜欢、一般”的态度, 从整体上看, 学生对学习英语较为有兴趣。69.57%的学生认为学习英语“有助于找一个好工作”, 9.32%的学生认为学习英语“有助于了解世界”。44.99%的学生希望在课堂上学习有关“CET4&6”的知识, 24.84%的学生希望学习“英语基础知识”, 希望学习“英语文化”与“跨文化交际”知识的分别占到15.53%与18.63%。

2) Q4-7是关于中国人文经典知识方面的调查。49.07%的学生对“中国人文经典知识了解一些”, 32.92%的学生认为“不了解”。73.29%的学生认为主要在“高中”学习中国人文经典知识, 只有11.80%的学生人文在“大学”也学习过有关知识。67.70%的学生“希望在大学英语课堂上学习有关人文经典的知识”。70.81%的认为学习中国人文经典知识“非常、比较有用”。

3) Q8-10是针对这堂课的调查。44.72%的学生认为“小组学习对他们非常有帮助”, 31.68%的认为“比较有帮助”。43.43%的学生认为“翻译练习对他们学习非常有帮助”, 34.16%的学生认为“较为有用”。78.26%的学生认为该课程对“中美价值观”有进一步的了解。

3 总结

通过问卷调查, 笔者发现大学生对英语较为有兴趣, 只是目标不够明确, 任务不够清晰, 只是单纯的希望通过大学英语四六级考试, 没有较长远的学习计划。学生对于英语文化与跨文化交际的重要性认识不足。

学生的中国人文知识较为欠缺, 主要是从高中语文课上学习过, 大学时段很少关注中国人文经典知识, 这就导致学生文化底蕴不够, 思路较为狭窄封闭, 看问题角度片面单一, 分析问题不能全面具体。在教学设计的过程中, 笔者发现教学设计对教学效果影响甚大。教学设计需要有较强的目的性和高效性, 才能在有限的教学时间内达到教学的目的。在教学实施过程中, 小组合作对学生提高学习能力有较大帮助。每一次有明确目的的小组合作都能促进学生之间的交流互动, 帮助他们共同进步。

由于自身水平和客观条件等原因, 本设计尚存一定的不足之处, 笔者虽然教四个班级, 但是只是同一届学生, 因此设计中所出现的情况和效果缺乏普遍性。对中国人文经典知识各个方面的尝试和探索也还做得不够。今后如果还有条件, 本人会继续利用中国人文经典知识辅助大学英语教学。

摘要：该文依据比较法研究理念, 以大学英语综合课程为例, 阐述研究的出发点和立足点:教师利用中国人文经典进行英语教学设计, 在学习英语知识的同时, 培养学生必备的中国传统人文知识和人文素养, 并对大学英语教学改革提出建议。

关键词：中国人文经典,大学英语教学

参考文献

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篇4：洪恩英语第一册教案

1. honest / loyal

(1) She is an________girl and never tells a lie.

(2) I think everyone should be________ to his duty.

2. handsome / beautiful

(1) I know your daughter is very________.

(2) His brother is a very________young man.

3. argue / quarrel

(1) If we cant agree with each other in something, we will________about it.

(2) He doesnt get on well with his classmatesand often________with them.

4. movie / film

(1) Dont you often see a________in this cinema?

(2) Since we are free this evening, lets go to the________.

5. in order to / so as to

(1) The young man started very early catch the first train.

(2)________see the film, he had to walk far.

6. care about / care for

(1) The girl doesnt________clothes very much.

(2) As far as I know, the patients are well______in the hospital.

7. error / mistake

(1) A slight________in calculation will make a great difference.

(2) Everyone makes________in everyday

life.

keys:

1.(1) honest(2) loyal2.(1) beautiful(2) handsome

3.(1) argue(2) quarrels4.(1) film(2) movies

5.(1) in order to/so as to(2) In order to6.(1) care about(2) cared for

7.(1) error(2) mistakes

Unit 2

1. broad / wide

(1) As you can see, this is a very________river.

(2) Look, the young man has______shoulders.

2. equal / fair

(1) Women are________to men in everything.

(2) I dont think its________ for you to treat us differently.

3. except / except for

(1) This TV program is wonderful________a few dialogues.

(2) I know that nobody________you knows it.

4. exchange / change

(1) If it is possible, they will find time to_______their experience.

(2) They will________trains at Zhengzhou for Xian.

5. signal / sign

(1) A dark cloud is usually a________of rain.

(2) The________given, the bus started.

6. stay up / stay out

(1) You can play for a while, but dont________too long.

(2) If you cant finish your work during the day, you have to________.

7. come about / come across

(1) I dont know how the traffic accident_______.

(2) Yesterday afternoon, I________an old friend in the street.

8. expression / impression

(1) The________on her face suggested that she was angry.

(2) His kindness and honesty left me a deep______ .

9. bring in / bring up

(1) After her parents death, the little girl was________by her uncle.

(2) They managed to________some good equipment from foreign countries.

10. a great many / a great deal of

(1)________students in our class have passed the exam.

(2) Dont you know________time has been wasted by you?

keys:

1.(1) wide(2) broad2.(1) equal (2) fair

3.(1) except for (2) except

4.(1) exchange(2) change

5.(1) sign (2) signal

6.(1) stay out(2) stay up

7.(1) came about(2) came across

8.(1) expression (2) impression

9.(1) brought up(2) bring in

10.(1) A great many(2) a great deal of

Unit 3

1. protect…from… / prevent…from…

(1) The heavy snow________me getting here in time.

(2) As we all know, an umbrella can us________ rain.

2. normal / usual / common / ordinary / regular

(1) Ill get home as early as________this evening.

(2) Everything is________; dont be worried about it.

(3) I still remember this matter happened on an________day.

(4) The old woman lives a________life by getting up and going to bed early.

(5) Its very________for you to see wild animals on the mountain.

3. as well as / as long as / as soon as / as far as I study English________French in my spare time.

(2)________he got home, it began to rain.

(3)________I know, she has been there.

(4)________you go over all your lessons, you can pass this exam.

Keys：

1.(1) prevented, from (2) protect, from

2.(1) usual (2) normal (3) ordinary(4) regular (5) common

3.(1) as well as(2) As soon as (3) As far as (4) As long as

Unit 4

1. advance / develop

(1) We should make great efforts to education.

(2) Look, the soldiers are________towardthe front.

2. struggle / fight

(1) Suddenly, I saw a little girl________ in the water.

(2) The soldiers________a way out of the enemys encirclement.

3. strike / beat / hit / knock

(1) You should________ the iron while it is hot.

(2) I dont know who is at the door.

(3) Hearing this noise, he felt his heart______ very fast.

(4) The girl fell from the tree and______the ground heavily.

4. go through / get through

(1) I know that you have________a lot of hardships.

(2) I tried to phone you, but I couldnt_______ .

5. destroy / damage

(1) The terrible fire________many buildings, which left us feeling very sad.

(2) The storm has________a few houses and some people are trying to repair them.

keys:

1.(1) develop(2) advancing

2.(1) struggling(2) fought

3.(1) strike (2) knocking (3) beating (4) hit/struck

4.(1) gone through (2) get through

5.(1) destroyed(2) damaged

Unit 5

1. prize / price

(1) The________of the computer is very reasonable.

(2) I dont know who won the________for the best actor.

2. choice / chance

(1) I think you have no________but to study hard.

(2) You have missed a good________to study abroad.

3. take off / take away

(1)________your food; I dont want to eat it.

(2) Your career will________sooner or later. 4. owe / own

(1) I think we should________our success to our leaders.

(2) He is very rich and________ten large companies.

5. in all / at all

(1) I have five thousand dollars________.

(2) I dont understand what you said. 6. accept / receive

(1) Have you________my letter posted to you last week?

(2) She asked me to have dinner with her, but I didnt________her invitation.

7. stay away / stay with

(1) I went to see her to find her________.

(2) Can I________you for a few days?

8. on the air / in the air

(1) Look, a lot of birds are flying________. (2) I have heard that this wonderful match

will be________.

keys:

1.(1) price(2) prize2.(1) choice (2) chance

3.(1) Take away (2) take off

4.(1) owe(2) owns5.(1) in all (2) at all6.(1) received(2) accept

7.(1) stay away (2) stay with

8.(1) in the air (2) on the air

Unit 6

1. interrupt / disturb

(1) All the students were________by the news of their teachers illness.

(2) Im very sorry to have________your discussion.

2. fault / shortcoming

(1) I dont think this traffic accident is my________.

(2) Everyone has his strong points and_______ .

3. cloth / clothes / clothing

(1) As we all know,________is made fromcotton.

(2) I want to buy a suit of________this afternoon.

(3) This shop only sells womens________. 4. custom / habit

(1) The young man has formed the of smoking.

(2) We dont know anything about these social________.

5. raise / rise

(1) He________his voice to make himself understood.

(2) It is well-known that the sun________in the east.

6. advice / suggestion

(1) These________are very reasonable, and well accept them.

(2) Our English teacher gave us a piece of_______on how to learn English well.

keys:

1.(1) disturbed(2) interrupted2.(1) fault________ (2) shortcomings

3.(1) cloth(2) clothes (3) clothing

篇5：初中英语第一册第65课教案

1、四会掌握下列单词和词组: could, minute, Tuesday, February, listen to, careful ，etc.

2、理解和运用下列表达日期、请求帮助的交际用语:

Today is Tuesday, February 18th.

Could you help me, please?

3、通过师生的对话、表演等活动，激发学生学习英语的兴趣。

二、教学重点、难点：

教学目标所列内容1、2。

三、教学手段：录音机、投影仪、图片等。

四、教学步骤：

Step 1 Revision

1、师生相互问候、打招呼。

Hello, Li Ming!

Nice to see you again.

How are you ? etc.

2、利用教室情景，复习有关物品名称的单词和交际用语。

What’s this/that in English?

What colour is it ?

Is it yours ? Whose is it ?

3、利用下列时间表，复习时间表达法(投影)。

6：00 get up 4：30 play games

6：30 go to school 5：00 go home

7：15 read English 6：15 have supper

11：45 have lunch 8：40 go to bed

A: What’s the time ? (What time is it ?)

B: It’s … .

A: It’s time to/for….

Step 2 Presentation and drill

1、利用时钟，学习用minute表达时间的方法。

Look at the clock . It has three hands: an hour hand, a minute hand, a second hand. Ask:

What time is it now?

It’s fifteen minutes past eleven.

There are sixty minutes in an hour.

2、通过师生问答的形式，学习表示请求的交际用语。

Could you help me, please? Certainly/sure.

Who’s on duty today? I am.

Is everyone here today?

Where is he/she?

3、利用日历，学习日期表达法、星期名称等。

What day is it today? Today is Wednesday.

What date is it today? It’s February 18th.

4、听Part 1的录音，回答问题。

What day is it today ?

Step 3 Practice

1、听读训练。

Play the tape for the Ss to listen and repeat. Then get them read in pairs.

2、语言运用。

①模仿性练习。替换不同的日期、时间等，让学生分成小组练习。

②运用性练习。让学生根据实际情况自由编对话。

3、学生独立完成Ex 1、Ex 3, Wb Lesson 71.

Step 4 Presentation

1、学习表示身体部位的单词，利用two sticks教long、short。

2、猜谜游戏。

describe the riddle to the Ss. Use the words of one’s body.

3、通过Polly says游戏，巩固单词。

Show me your eyes/ears/hand(s)/face， etc.

Step 5 Consolidation

1、Fill in the blanks (投影).

1)It’s time (go) home. Let go (we).

2)Are these (bus)?

3)We have a cat. (it) name is Mimi.

4)There is (a) orange on the desk.

5)The (boxes) is very heavy.

2、Give the English for the following (投影).

1) A：请问现在几点钟? A：Excuse me. is it now?

B：八点半。 B: It’s seven.

A: 该是睡觉的时间了。 A: to bed.

2) A: 今天谁值日? A： today?

B: 是我。 B: .

3) A: 能帮助我一下吗? A： , please?

B：当然可以。 B: .

4) 请把这本书给Jim。 Please the book Jim.

Step 6. Homework:

1、完成一课一练。

2、Preview Lesson 66.

3、Finish Ex 2 in Wb.

设计思路：

第65课是本单元的第一课，也是新学期开学的第一节英语课，因此，本课首先安排了教师与学生的对话，组织学生对有关语言知识与交际用语的训练;第二，运用实物、图表、日历、师生动作等多种教学情景，学习日期、时间、请求帮助的交际用语;第三，借助教材中的对话，巩固所学语言知识，训练学生的听说能力;第四，让学生根据实际情况自由编对话，提高学生综合运用语言的能力;最后，组织当堂训练，检测教学目标达成情况。

评 析：

篇6：洪恩英语第一册教案

1.Students can introduce their memories of their first year at school

2.Students can find out the main structure of the email through reading and know how to reply it

4.Students can learn what their classmates memories are like.3.Students can use the right forms to write email Language focus: present tense and past tense Teaching aids: PPT

Teaching procedures: Step 1 Pre-writing(10 minutes): 1.Warm-up:

T: You guys have been senior high school students several days.How have been those days? Do you adjust yourself to it? Do you have new friends? Do you still contact with your old friends? Do you like your new teachers?

S: …

2.Teach 2 new words: teenager, disappear;distinguish forms of email and letter

T: You are senior high school students about 15-16 years old.You are teenagers now.Have you ever written an email before? How about letters? Do they have the same form?

S: …

T: Today we received an email from Martha.She wants to know your memories of your first year at school.Tell her before your memories disappear.Step 2 While-writing(30 minutes): 1.Free writing(1)Read the email and summarize the main idea of each paragraph(2)Review how to do a self-introduction and write a self-introduction.(3)Discuss Martha’s questions and write down your answers.(3)Discuss Martha’s answers(4)Work in group to make an interview(an interviewer, an interviewee)to know someone’s answers about Martha’s questions and pay attention to its tense.2.Outlining: T: Martha is your new friend, so your reply should include both your self-introduction and your answers.3.Draft: T: Now you can start to write your reply Step 3 Post-writing(5 minutes):

Self-editing

T: After finishing your draft, please check it for avoiding faults and correct them with your pen with red color.Step 4 Homework: