英语教学课件合集。
资料所覆盖的面比较广，可以指学习资料。在日常的学习工作中，我们都会用到各方面的资料。参考资料我们接下来的学习工作才会更加好！既然如此，你知道我们的资料有哪些内容啊？小编收集并整理了“英语教学课件合集”，仅供参考，欢迎阅读。
英语教学课件 篇1
Individual work,pair work and
group work. 情 感 态 度 价 值 观
让学生了解有声语言与“体态语” 的对应关系，了解语言意义与行 为意义(“体态语”)在交际中具 有同等重要的作用。
课型
reading
Act out the following meanings, please. 教学重点 Please guess what I mean. 及分析 Please show the actions, using body language. 教学难点 Enable the students to understand what a certain gesture of the body 及突破 language means in a given situation. 教学过程 教 学 环 节 Step I Lead-in The teacher shows some pictures on screen. These pictures are 老师指导与学生活动 设计意图
阅读详情：news/CFC33FDC67B2AD85.htmlfrom the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005.
T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua(邰丽华). She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.
Step II
Introduction
T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well. T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:
阅读详情：news/CFC33FDC67B2AD85.htmlGesture
Action A handshake
Meaning You welcome. are
A clap of Come on; be hand cheerful.
A V-shape May of the succeed! Or
you
fore-finger
and middle congratulations finger on success! A half-closed I am not in favor of your or I’ll your
hand with idea thumb down A wrinkling of the brow in thought or displeasure or a scowl
have to refuse you. She is worried.
阅读详情：news/CFC33FDC67B2AD85.htmlTears coming out of his eyes.
He is very sad.
All smiles She on her face happy.
is
very
Waving their hands
They waving goodbye
are
to
people around. A hand He is stopping a tank.
stretched out forward with strength People
They
are for
jump with cheering their hands stretched open in the air. Step Ⅲ Practice both the victory.
阅读详情：news/CFC33FDC67B2AD85.htmlT: Look at Page 25. What are these people communicating? Step Ⅳ Time for Fun Step V Role Play (Speaking task on P67) T: Now, there’s sti
ll a little time left. Let’s come to Speaking Task on Page 67.
作 业 课 后 反 思
English weekly
1--6
课时教学设计
课题
Unit 4 Body language
知识与 能力 Help the students learn how to express themselves in body language when needed. 备课时间 上课时间 aIndividual
三 维 教 学 目 标
教学方法 过程与 方法 参看教学过程
work, work
pair and
group work. 学法指导 为学生提供了来自不同国 度、不同语言文化背景的 “体态语”及其在交际中的 异同和影响的具体例证 Acting out by imitation
情感态度 价值观
课
型
阅读
阅读详情：news/CFC33FDC67B2AD85.html教学 重点 及分 析 教学 难点 及突 破 教学 环节
a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions. b. Teach the students how to use body language in the most appropriate occasions. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur. 教学过程 老师指导与学生活动 StepⅠ Revision 设计意图
Free talk about the topic: the Importance of Body Language. While the student on duty gives the presentation, the teacher can simultaneously approve his or her performance by using the body language learned or familiar to the students such as nodding the head, stretching out the hand with thumb up, shrugging the shoulders, etc. Step Ⅱ T: Our Pre-reading text is about a special means of
communication—Body Language. Now please look at the screen. And discuss these questions with your partner first. And then some of you will be asked to report your work. Are you clear? After a few minutes. T: Now who’d like to answer the first question? Volunteer! S1: Let me try. The purpose of language, of course, is to be used as a tool of communication. That is, to exchange with others ideas, feelings, information, and so on. T: Perfect! Body language is used anytime and anywhere to convey people’s ideas, feelings, information, and so on and so forth. Next question?
While-reading
1. Scanning
While reading, please try to divide the whole passage into several parts and find out the main idea. Summary of body language. Read the text carefully, then decide if the following statements are true (T) or false (F).
Step IV Post reading
1. Is the author of this passage male or female? How do you know ? 2.What were the two mistakes that the author noticed? 3. Who seemed to prefer to keep more physical distance from others? Who seemed to prefer closer physical distance ? 4. Did any students have similar greeting customs? ones? If so, which
作 业 课后 反思
Get ready to retell the text in your own words.
课题
Unit 4 Body language
知识与 能力 Enable the students to know more about body language. 备课时间 上课时间 task-based
三 维 教 学 目 标
教学方法 过程与 方法 参看教学过程 学法指导
method, role-play met
hod. Individual work, pair work and
group work. 情感态度 价值观 使学生进一步明确“体态 语”对人们在日常交际中了 解对方情感、思想、态度等 方面所起的作用
课
型
Reading
教学 重点 及分 析 教学 难点 及突 破
The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook. Let the students know that there is both positive body language and negative body language. 教学过程
教学 环节
1 Pre-reading
老师指导与学生活动
设 计 意 图
1. What is the function of body language? 2. How do you find body language in our daily life? 3. How can the same body language express different feelings or ideas
阅读详情：news/CFC33FDC67B2AD85.htmlin different cultures?
2 Fast reading
TURE OF FALSE 3 Further reading T: We have just read a passage entitled “Showing Our Feelings”, which tells us more about body language. Now let’s read another passage in the Workbook on P66. The title of the reading text is: The Open Hand - A Universal Sign. You will be given 3 minutes to read through the text as quickly as you can, trying to get as much information from the text as possible. T: Before we come to the end of this period, let’s take up the last item, doing the arrangement of the information under the passage on Page 67. S8: It can be dangerous to meet people you do not know. S9: Many Asian people do not usually physically touch strangers. S10: If we show an open hand, it means that we are not holding anything dangerous. S11: The right hand is usually used because it is almost the stronger. S12: People shake their hands when meeting to show that they can be trusted. S13: To show respect, people will touch their heart and mouth when greeting someone.
Homework 作 业 1. Read aloud all the reading texts in this unit. 2. Get ready to retell the two reading passages learnt in this period.
课时教学设计
课题
Unit 4 Body language
知识与 能力 备课时间 动词-ing 用法 上课时间 Individual 过程与 方法 教学方法 参看教学过程 work, work pair and
三 维 教 学 目 标
group work. 学法指导 学生在听、说、做(即表演 “体态语”的`动作)中能够增 情感态度 价值观 进对语言交际的感性认识， 为他们在阅读过程中上升 到对语言交际的理性认识 打下基础。 课 型 Grammar
教学 重点 及分 析 教学 难点 及突 破 教学 环节
V-ing 形式在句中作定语和状语是本单元的学习重点。
V-ing 形式在句中作定语和状语是本单元的学习重点。
教学过程 老师指导与学生活动 Structure Study
一: V-ing 形式由 “do+ing” 构成, 其否定形式是 “not doing”, V-ing
英语教学课件 篇2
0351045
英语教学法课件
Friends for Life
—Joyce Brothers
Even though “friend” is a term of endearment used to describe many people in our lives, we often have a hard time knowing what the term means. Psychologists identify friends as those who accept each other, confide in each other and feel responsible for each other.
In our transient cultures, we depend more on friends for things we once got from families-emotional support and often even financial help. With so many people living away from their families, and so many people single into their thirties, friends provide essential companionship.
Friends can occur any place-even (surprise!) in a marriage. This was the case with me. I met and fell in love with Milton Brothers at university. He became my husband soon after, and we were together 39 years-until he died at the age of 62.
He was my best friend, and I still miss him desperately. Since he died, my sister, with whom I fought fiercely when we were younger, has
become one of my best friends. And I’m also very close to my only daughter, Lisa
Friends ranks with marriage and kinship as one of the most important relationships in our lives, yet it can be the most neglected. Friendship outside familial ties or marriage plays such an important role in life because with a friend, we can be the person we want to be. Their acceptance affirms that self and lets us develop as individuals.
We make no vows to a best friend, yet we have unstated expectations: understanding, caring, concern. We expect a friendship to last.
Most of us have been making friends since childhood, so we tend to think the process is instinctual. Then we find that the heart of friendship-how to make the relationship blossom, grow and survive-requires more attention and skill than we thought. To Ralph Waldo Emerson, “the only way to have a friend is to be one.”
Becoming friends involves a process of sharing, a gradual relaxation of vigilance over what partners reveal to each other about themselves. Friends must learn to balance the inclination to be open with the need to be protective of each other’s feelings. A best-friendship gets out of balance when the intensity becomes too one-sided. Total disclosure isn’t what makes intimacy in a relationship; it’s the listening and sharing.
Increasing numbers of people are finding that gender doesn’t matter when it comes to friendship, as the sexes mingle more often today.
Making friends with someone of the opposite sex can be an eye-opening experience. Michael told me what he discovered: ”I was working on the assembly line with Marcia, just as I would with a guy. And she kept pointing out how patronizing I was, offering to do the work for her because I felt she was less capable.
Then Michael realized he was hearing the same complaint from his girlfriend. So he invited Marcia out for a beer and they talked. “I learned about today’s women from her. What I knew about women I’d learned from my father. I was a generation behind the times. Now I’m married to the girlfriend I had when I met Marcia, and I’m indebted to her for that. She and I are still good friends. Marcia and my wife are friends, too.”
Can you fix a broken friendship? If you feel a close friend has hurt you, it’s worthwhile to sit down and say, “If I didn’t care about you, I’d just shrug my shoulders and go my own way. But since I do care, I’d like to straighten this out.” Then calmly talk about what has happened. You might find it’s just a misunderstanding.
I can’t say I headed a broken friendship with my sister-our sibling rivalry was nothing unusual. But since Milton died, she and I found each other again, and it means a lot to me. The longer I live, the more important it is to feel connected. And that is what we do through friends.
Near the end of his battle with cancer, Milton sent me to see our new grand-daughter. I held her and kissed her for both of us. When I told
Milton I’d done this, he said, “I’ll always be with you, because part of me is in her, in each of our grandchildren.” He died a day or so later. I have four grandchildren now, and what Milton said is true. I take them, one by one, on adventures all over the world, and each time I find new friendships. And Milton, my best friend, is always with me.
endearment: n.表示爱慕的话语；亲热的表示
term: n.专业词语；术语；措辞
1. Psychologists identify friends as those who accept each other, confide in each other and feel responsible for each other.
Paraphrase: Psychologists regard friends as those who accept each other, trust each other and be responsible for each other.
心理学家将朋友定义为彼此接受对方，相信对方并对彼此负责的人。
Identify…as: to find out exactly what sth. is 把…确认为…
transient: adj.短暂的；片刻的；转瞬即逝的
companionship: n.伙伴关系; 友情,友谊
2. In our transient cultures, we depend more on friends for things we once got from families-emotional support and often even financial help. Paraphrase: In our cultures in which things change quickly, we get more things from friends, like emotional support and even financial support, which we got from families before.
在这个瞬息万变的时代，我们更加依赖朋友，从朋友处获得一些以前我们从家人那儿得到的东西，比如说，情感支持，甚至经济援助。
desperately: adv.极其; 绝望地; 不顾一切地,拼命地
rank: v.分等级; n军衔, 职衔; 地位; 社会阶层; 排; 横列; 行列
kinship: n.亲属关系; 亲切感
neglect: v.忽略; 不予重视
familial: v.家庭的,家族的
affirm: v.肯定(某事)属实; 申明; 断言
3. Friends ranks with marriage and kinship as one of the most important relationships in our lives, yet it can be the most neglected.
Paraphrase: Friendship, together with marriage and family relationship, is one of the most important relationships in our lives, but sometimes we overlook it and pay very little attention to it.
友谊, 同婚姻和亲情一样，是我们一生中最重要的关系之一。
vow: n.(尤指宗教的)誓言,誓言
tend to: 趋向,走向,倾向,趋于
instinctual: 本能的(而非习得)的
blossom: v.变得更加健康(或自信，成功)
4. Then we find that the heart of friendship-how to make the relationship blossom, grow and survive-requires more attention and skill
英语教学课件 篇3
设计意图：
在体育活动中，教师用简单的英语作为教学指导语，让幼儿初步感受到英语语言信息：如简单的体育指令、指导语、游戏规则等，同时借助教师的手势、身体动作，进行猜测、预测，提高幼儿的理解能力及思维能力。本节课我将尝试用英语体育这一新形式，旨在生动活泼，充满情趣的体育活动中，拓展幼儿感受英语、喜欢说英语的途径。
活动目标：
1、在听力游戏中，能和同伴、教师一起听听、说说、玩玩，提高英语听辨能力、体验游戏的快乐。
2、通过动作游戏，理解一些运动体育的指令，初步达到体育能力和英语能力的双向提高。
活动准备：
音乐，老狼头饰一个，动物头饰等。
活动过程：
一、开始部分
入场Follow me！Say “One two one……”
二、基本部分
1、Say:Who can walk/run/swim/fly?
2、Look and Say:出示图片，幼儿说英语单词，并做动作。
3、Listen，say and do！Are you ready?(Yes)
Walk: Walk walk walk, like a wolf, like a cat.
Run: Run run run ,like a dog.
Jump: Jump jump jump, like a ra it ,like a m&;#111nkey
Fly: Fly fly fly, like a bird.
游戏（Game）：Wolf ，wolf，What time is it？
玩法： 教师或一幼儿扮演老狼，其他幼儿扮演老狼出示的动物，游戏开始：“老狼”走在前面，其余幼儿扮演小动物并做相应的动作跟在后面，边做动作边问：“Wolf ，wolf，What time is it？”老狼出示“1”，动物说：“One o`clock。”，“小动物”紧接着问：“Wolf ，wolf，What time is it？”“老狼”再答，当听到老狼说：“I want to Have lunch”时，小动物们便用动物的动作回到家里面。小动物只要不被抓到或者不走出“家门”就不会被吃掉，游戏继续。被抓到的幼儿停止游戏一次。
规则：当听到“老狼”说“I want to have lunch”时，“小动物”才可以逃，“老狼”才可以抓。
三、 结束部分：
1. 放松：Let’s sing and dance.
2. Go home.
英语教学课件 篇4
一、活动目标
1、学习一些动物英语单词，准确认读单词rabbit（兔子）、monkey（猴子）、tiger（老虎）。
2、初步理解英语单词含义。
3、通过游戏“抢凳子”巩固所学单词，提高幼儿参与游戏的兴趣，激发对动物的喜爱之情，让幼儿在游戏中学懂知识。
二、活动准备：
单词卡，动物头饰、电子琴、篮子、桌椅等等。
三、活动过程：
（一）引入主题，讲解活动内容。
1、以小白兔敲门引入主题，通过小白兔的自我介绍引出单词rabbit（兔子），并引导幼儿认读。
2、小白兔请小猴子帮忙拔萝卜引出单词monkey（猴子），并教幼儿认读。
3、以老虎抢萝卜引出单词tiger（老虎）。
（二）通过游戏“抢凳子”复习巩固所学单词，加深幼儿印象。
用凳子围成一个圆圈，随着音乐的响起，幼儿跟着老师边模仿小动物边绕着圆圈转，音乐停止时所有人应立即坐到凳子上，谁坐的凳子上有单词卡，就要把单词读出来。
四、活动延伸
告诉幼儿今天都认识了哪些小动物，它们的英语单词分别是什么，谈谈会说英语的好处，激发幼儿学习英语的兴趣。
英语教学课件 篇5
二年级英语教学课件
教学内容
本课的'主要交际用语: Who’s he? Who’s she?
用HeShe is…介绍有关家庭成员：family, grandfather, grandmother, father, mother, brother, sister.。
教学目标：
认知目标
1.能用HeShe is…介绍有关家庭成员:family, grandfather, grandmother, father, mother, brother, sister.。
2.能在一定情景下使用本课交际用语: Who’s he?Who’s she?
情感目标
通过谈论自己快乐的家引起学生对家、对父母的热爱之情。
学习策略目标：
1.培养学生的注意力、观察力，激发学生积极思维。
2.通过小组活动，培养学生积极与他人合作，共同完成学习任务。
3.在任务中，引导学生积极运用所学英语进行表达与交流。
教学重点
句型：Who’s heshe?
教学难点
he she的区分
教学准备
教学挂图，教学录音磁带，单词卡片，学生的家庭照片等
教学步骤
step 1. warming up (热身活动)
Duty report
Chant
step 2. reviewing and leading in (复习并导入新课)
Match
贴教学卡片，让学生试图说出所对应的单词并拼写；
根据黑板上的单词贴图片（找学生）
Show and Guess
Show the picture students had drawn the day before, others guess.
step 3. learning(学习新课)
Listen to the tape and stand out when you hear your word (扮演谁，听到后站出来)
T: If you want to know the people in picture, how can you ask?
S: Who’s heshe?
Take some photos (单人或多人)and ask the student who has the photo.
T: who’s heshe?
S: He is…She is…
step 4. practicing (操练)
Group work ——show
T: Point the photo and ask your partner “who is heshe?”
Guessing
教师说出班内某学生的外貌特征，其他学生猜
T: who is he?
学生当老师，重复以上练习
Listen to the tape and repeat
Some students perform (read and act)
step 5. summary (小结)
今天学习了询问别人是谁的句型：Who’s heshe?
应该会用HeShe is…回答别人的提问。
step 6. homework (家庭作业)
Draw the picture on P3
Listen to the tape and repeat
Use the sentence “who’s heshe?” to ask your parents
课后反思
形式多样的游戏活动。我通过游戏listen and do 导入新课，有趣自然，游戏避免了机械单调的单词操练，小老师的参与提高了学生学习的热情，使单词教学落到了实处。
