教案是每个教师在教学期间都经常接触的，一份有创意的教案才能在教学中起到作用，下面是28好文网小编为您分享的英语3教案8篇，感谢您的参阅。
英语3教案篇1
活动目标
理解并能听懂tiger老虎、lion狮子、bear熊、pig猪。
活动准备
教学卡片。
活动过程
一、问候
t:good morning,children.
s:good morning,teacher.
二、热身
表演儿歌《rabbit》
三、词汇导入
教师先把四张卡片藏在教室的四个角落，在热身环节后，带领小朋友找卡片，在找的过程中不断说单词的读音。如:tiger,tiger,tiger……找到老虎的卡片时，小朋友自然就知道老虎单词的读音了。
bear,lion,pig同上。
四、游戏操练
1、拍卡片
把tiger,bear,lion,pig四张卡片固定在黑板上，叫小朋友上来用小手拍，教师念到哪一张，小朋友就拍哪一张。全部拍对的小朋友奖励一朵小红花。
2、卡片蹲
四个小朋友分别拿着四张卡片，教师念到哪一个单词，拿到哪一个单词的小朋友就蹲一下。最后赢的小朋友得奖励。
五、律动
小朋友跟老师一起表演律动《who says》。
六、复习本课所学单词
tiger,bear,lion,pig
t:class is over,goodbye!
s:goodbye!
英语3教案篇2
课堂教学侧重教学目标、教学内容、教学过程、教学方法与教学手段、教学情感的五优化 。
教学过程是一个系统，施教者必须对参与这个系统的各个要素进行优化的组合，以求得最 佳的教学效果。教学过程最优化有两个标准：一是效果最优，即在现有条件下，教学设计及 实施效果达到实际可能达到的最高水平；二是时间耗费最优，即在课程计划规定的时间内最 佳地完成教学任务，收到“少投入，多产出”的效益。
实验过程中结合教材的特点，强调教师要从整体上把握好教材的教学要求、把握好每一单元 ，区别对待和处理每一个课型，要求教师设计好教学内容，设法将教材内容转换成生动活泼 的语言交际情景，让学生在真实的语言条件下，兴致勃勃地参与真实的语言实践，以保证教 学工作的完整性和系统性，从而努力做到课堂教学的最优化。
做好教学情感的最优控制，采取“赏识教育”，形成学生有效学习的策略目标。在实验过程中，我们依照教材以及学与教要达成的目标，逐步 形成了系统的帮助学生有效学习的方法。
如：创设情景与激励情意相结合；理解学生和培养学生相结合；统一要求和个别对待相 结合；教法研究与学法指导相结合。 教学过程中，要求教师设计好教学内容，设法将教材内容转换成 生动活泼的语言交际情景，让学生兴致勃勃地参与语言实践。 同时，我们还强调教师要重视教学过程中师生双方情感上的交流与沟通，设法激励学生 的情意因素，以营造和谐的学习氛围，激发学生内在的积极因素、学习热情和创造意识。
精心设计活动课，充分体现师生互动、生生互动原则。
一节成功的活动课往往需要教师的周密思考，在课程设计中，教师要尽可能多地考虑师生的 共同参与性与互动性，操练过程中的趣味性和交际性，充分体现学生学习的自主性和参与性。
学生活动的形式力求丰富多彩，定内容、定时间、定专题、定场地、定专人进行。试图通 过开展英语朗诵 比赛、单词比赛、诗歌剧表演赛、课本剧表演赛、手抄报比赛、演讲比赛，在学校范围内创设一种英语学习的氛围，丰 富学生的语言生活， 培养学生学习语言的兴趣，加强学习的自主性和目的性，从而实现学生学习方式的转变。
正确认识考试评价的功能，让学生学有长进，增添自信感和成功感。学习困难学生最害怕考试。为了帮助他们克服害怕考试的心理，提高其学习的积极性，教师 根据不同的教学目标和学生的实际程度，制定出不同的层次要求。 实验过程中，根据学生的个体差异，对学生的学习评价实行“同分不等值”，多角度、 多方位、多层面、多形式进行分层评价，合作达标，促进每个学生在最适合自己的学习环 境中求得最佳发展。 主要尝试了以下几种方法：
(1) 实行无人监考制度，让学生淡化“一考定终身”的观念，形成自主学习。
尝试无人监考时，仍需要拉开学生的座位间隔，讲明无人监考的作用与目的，让学生明确学 习的目的。起初学生颇感新鲜和高兴，一部分学生认为是机会来了，另一部分学生则由平时 考试时的埋头苦干变得东张西望，不知所措。
(2)根据学生学习的个体差异，巧妙地处理部分学生的分数，让学 生在学习中有自信心和成功感。
按照学生的学习程度与个体差异，考试制订不同的层次要求。例如：单元测根据整 体的测试情况，可以分别按a b c定出不同的分数等级为达标，这样，有助于层次教学的正 常进行，更重要的是能调动学生学习的积极性，减少两极分化，培养学习的自信心。
(3) 实行考试分层，合作达标，让各个层次的学生均能找到适合自己发展的空间。
测试设置a、b两卷，要求、难度有所不同；或进行一试两卷：
Ⅰ卷为基础达标题，人人需做 ；
Ⅱ卷为综合测试，能力达标，鼓励学生多做，中下生面较大的学校分数只做参考，不记入 总分；中等偏上学生要求一定要做，以便于挖潜能、培养尖子生、发展能力。
英语3教案篇3
（一）活动目标：
学习正确读准、认识单词daddy、mommy、grandpa、grandma，并了解其含义。
（二）活动准备：
flash card：daddy、mommy。
（三）活动过程：
1. say hello(打招呼)：
师：今天我们班上来了好多客人，小朋友们应该和客人说什么呀？（教师做hello动作提醒幼儿）师：我们一起唱一首好听的英文歌送给大家好吗？
师幼共唱《hello song》。
2. warm up(热身运动)：
肢体动作：stand up, sit down, run, jump, turn around……3. teaching(教学)：
①师：do you want to know what's behind me?你想知道谁在我后面吗？（想）可是啊，它要求小朋友数到3才肯出来呢！我们一起来好吗？show me your hands. one, two, three.咦，它还是不肯出来，we try to again.我们再来一次。（师互动幼儿举出手指数one, two, three）②（出示flash card：daddy）who is he?他是谁呢？（幼儿说说）he is my daddy!他是我的爸爸。（幼儿学念：daddy）（出示flash card：mommy）who is she?她是谁呢？（幼儿说说）she is my mommy.她是我的'妈妈。（幼儿学念：mommy）我们来和daddy, mommy打个招呼吧。say: hello, daddy! hello mommy!
③ ki ing game：依次请幼儿说：hello daddy/mommy.
4. jumping game：
①以唱歌《where's my daddy/mommy?》的形式请两位幼儿分别扮作daddy和mommy。
②教师说明游戏规则。
③教师指挥游戏：教师随机喊daddy或mommy，两名幼儿尝试游戏。
④教师互动其他幼儿喊daddy或mommy，参与游戏幼儿进行jumping game. 5. say good bye（说再见）。
英语3教案篇4
教学目标：
让小朋友学会字母a 及代表单词（a a le .b bear），并能在早上用“good morning.”“good morning, teacher.”向家人、朋友及老师打招呼。
教学准备：
单词卡人手一份，教师范画，幼儿用书， vcd,磁带。
教学过程：
1． 让幼儿先听音乐做一个热身运动（good morning）。
2． 教师向幼儿问好：good morning everyboday
教师向幼儿介绍我是美乐迪老师
（i am melody）
教幼儿齐声向老师问好
（good morning melody）
小朋友们也可以用good morning向爸爸、妈妈、爷爷、奶奶、叔叔、阿姨问好，做个有礼貌的好孩子。老师相信你们是最棒的。ok
3 . 今天老师教小朋友们认识以a 和b 开头的单词 。先听磁带
请看，这是字母a,请跟我读。以字母a开头的单词----（出示卡片a le）， le on to me.请跟我读a le.出示字母b,以字母b开头的单词-----（出示卡片bear）。le on to me. 请跟我读bear.小朋友们都认识这两个单词了，下面老师和小朋友们做个游戏，
when i say a le
you say a le
when i say bear
you say bear ok
（当我说苹果的时候，你就跟着说苹果。）
（当我说熊的时候 ，你就跟着说熊）。
游戏做得很好，让小朋友们自己表扬一下自己。
very very good.
游戏继续进行：
when i say a le,
you say a le.
when i say bear,
you stop. ok
（当我说苹果的时候，你们就跟着说苹果。）
（当我说熊的时候，你们就闭上嘴。）
游戏做得很好，小朋友们自己表扬一下自己，
very very good,
very very wonderful,
very very cool.
活动延伸：
今天小朋友们表现得都很好，下面我们看着碟子、听着音乐，一起来做运动。
律动《good morning》。
英语3教案篇5
welcome to the unit
teaching aims and demands:
new words：ability , superdog , fly , careful , collect elderly
teaching methods: task-based approach
teaching task: 1 to revise vocabulary about helping people in the community
2 to generate ideas about ways to care for and help others
teaching aids: tape recorder
teaching procedures:
一. warm-up
talk to students about superman . guide students to understand the meanings of “can” and “can’t” .
二 main task
1 ask for suggestions of some typical ways students help you , the school , the community and others . write the words ‘ everyday hero’ on the board and then brainstorm situations in which students can be helpful .
2 ask students to look at the pictures on page73 . explain the context . check understanding of the words “ planting , clean up , elderly “ . then ask students to read descriptions a-f and de the task .
3 check answers with the class .
4 ask students to look at the pictures and statements and consider how often they engage in the activities . ask them to respond using the words “ regularly / sometimes / never “ .
5 do a class survey . then fill in the following form .
activities always usually often sometimes never
helping old men
planting trees
三 exercises :
练习一welcome to the unit
一、词汇
1 thank you for （bring） me presents and cards .
2 he is a (细心的)boy .
3 i saw a lot of smoke (come) from next door .
4 i poured some water over my jacket . that’s what i did for my (safe).
5 fire can be very (danger) .
6 it is important to be (care) with fire .
7 children should not play with (match) .
二、翻译句子
1 我们可以为希望工程捐款。
we can for .
2 她是一位细心的学生，课堂上她总能认真听讲。
she is a student . she always to the teachers .
3 少先队员们为老人们一周两次打扫房间。
the young pioneers the rooms for twice a week .
4 七年级一班的学生将去河边植树。
the students of class1grade 7 near the river .
5 李平经常帮助老人。
li ping often .
6 他经常在车上让座。
he often someone on the bus .
7 他正在为希望工程筹集东西。
he is project hope .
8 你们这星期五去老年公寓吗？
are you this friday ?
7b牛津英语unit5教案 reading a brave girl
reading a brave girl
teaching aims and demands:
new words： brave , fire , alone , smoke , hurt , pour , rush , save , blanket , burn , arm , danger , careless , by oneself , safety ,
teaching methods: task-based approach
teaching task: 1 to introduce and expand vocabulary to describe dangerous situations
2 to guess general meaning from picture , key words and context
3 to identify names of specific places and actions
4 to skim the text for overall meaning and scan for detail
teaching aids: tape recorder
teaching procedures:
一. warm-up
talk about danger and potential hazards at home . ask if any students have ever had an accident at home . talk about what to do in case of emergency .
二 main task
parta
1 review vocabulary which is relevant for this context .eg. “ smoke , rush , danger “ .
2 encourage students to draw on their own knowledge about such incidents . have they heard about similar incidents ? what happened ? ask :
1 who had the accident ?
2 who helped in the emergency ?
3 how did it end ?
3 listening the text and repeat after the tape , then tell the you the name of the hero in the text .
4 ask six students to read one paragraph each . then ask at least “yes /no” about the article to check understanding
1 did wang fang go out on 10th may ?
2 was there a fire in the kitchen ?
3 was there a lot of smoke ?
4 did wang fang run out of the building ?
5 did the fire burn wang fang ?
6 did she stay in hospital for two months ?
5 read the text carefully again then answer the following questions :
1 what happened on 10th may ?
2 who saved mr sun ?
3 why could mr sun not get out of the kitchen ?
4 how did wang fang put out the fire ?
5 why was wang fang in hospital ?
6 explain the useful expressions in the the text
① help her neighbour out of a fire / danger
eg yesterday jim helped a little girl out of danger .
② alone = by oneself
my parents were out just now. i am alone / by myself now .
peter can do his homework alone / by himself .
③ hear someone shouting
see / watch / find / hear sb do sth ( doing sth )
eg i often see them play football on the playground .
the teacher found them talking happily when she came into the classroom .
④ 79-year-old
eg. mr sun is a 79-year-old man . = mr sun is 79 years old .
⑤ be in hospital
my friend was ill yesterday , so she is in hospital now .
⑥ it’s important / good / + 形容词 for sb to do sth .
eg. it’s good to give someone a seat on a bus .
partb
1 ask the students to identify the words in the text first and then use the information in the sentence to help them guess the meanings .
2 according to the text , use the correct words in the box to complete the conversation between wang fang and the interviewer .
3 ask students to read the conversation in pairs . then invite two or three pairs to present it to the class .
partc&d
1 read the text for this task and make sure that students understand it .
2 ask students to check the conversation individually for any words they do not so that they can work out the wrong information in the conversation easily .
3 ask them to underline the mistakes then replace the wrong words with the correct ones and read the conversation .
4 read the instructions to the class and ask students to find the correct picture on their own . check answers as a class .
5 ask them to think of any other safety advice .
eg . don’t play on the street .
cross the street at the zebra crossing .
三 exercise
一、词汇
1 that man （quick） ran away .
2 don’t (抽烟) here , please .
3 jack fell (跌倒) off the ladder and (hurt) himself .
4 we should (study) hard .
5 it’s important (learn) english well .
6 we went to visit uncle wang and (bring) some flowers to him .
7 the fire (burn) the house .
8 he can (swim) very well .
9 suddenly i heard someone (shout) to the next room .
10 the firemen rushed into the house (救) that little baby .
二、用适当的单词填空
1 that old man was ill hospital .
2 it’s important to be careful fire .
3 mr li put the fire a blanket .
4 don’t pour water her jacket .
5 i heard a strange noise next door .
6 mr fang lives next to my room . he’s my good .
7 we often cook meals in the .
8 we should be when we cross the road .
9 how the girl is ! she saved an old man from the water .
10 that girl is to go out at night . so she often stays at home and watches tv .
三、根据课文完成短文
mr sun is wang fang’s . he is years old . he
lives . one day , wang fang him “ fire , fire !” so she
out and mr sun’s house was on . mr sun his leg , he
can’t get out . what can she do ?
quickly , she back , water over her jacket , then into
the fire . she was . she helped mr sun out .
after this , wang fang often says :”fire can be very . it’s to
be with fire . “
五、翻译句子
1 玩火是危险的。
it’s fire .
2 她有一个8 岁的女儿。
she has daughter .
3 今晚我一个人在家。
i at home tonight .
4 在五月十日， 那男人从或里救出一个小女孩。
, that man a girl a fire .
5 我们应该互相帮助。
we .
6 那场火烧毁了屋子里的一切。
the fire in the house .
7 他迅速跑回公寓去取钥匙。
he quickly his flat the key .
（b）
8 他正在写一篇1500字的故事。
he is .
9 我哥哥今天不能来上学因为他的腿受伤了。
my brother because .
10 这只老鼠用牙齿咬断了绳子帮助狮子脱离了危险。
the mouse cut the rope and helped the lion .
11 孙太太住院多长时间了？
was mrs sun ?
12 我们应该互相学习， 互相帮助。
we should .
13 学好英语是非常有用的。
it’s to .
7b牛津英语unit5教案 vocabulary
vocabulary
teaching aims and demands:
new words：grateful , quick , slow , rude , recommend , award , super , sportswoman
teaching methods: task-based approach
teaching task: 1 to develop an understanding of the use of adjectives in different context
2 to use suitable adjectives to describe people’s behavior and character
teaching aids: tape recorder
teaching procedures:
1 make sure that students understand the concept of opposites , give some similar examples . eg . hot /cold , fast / slow , big / small
2 explain the concept of prefixes and suffixes .tell students that when we add the prefix un- in front of some adjectives , it usually means ‘ not’. give some examples eg. friendly / unfriendly , healthy / unhealthy , lucky / unlucky , usual / unusual . when we add the suffix –ful to the end of some adjectives , it means ‘ full of ……’ i.e. the person or thing has that quality . when we add the suffix –less to the end of some adjectives , it means ‘ without’ or’ lacking’ .
3 ask students to look at the words in the left column of part a and do the task on their own .
4 have one student read out a word from the left column and another student give the opposite word from the right column. write the correct answers on the board .
5 explain the context of part b . you may want to remind students about prizes that can be won at your school and activate students’ knowledge about recommendation letters .
6 ask students to read two reports on their own first . ask them to try to make sense of what is being said in the reports .
7 then students read the first report again and use the mixed-up letters to help them make a suitable adjective .
8 follow the same procedure for the second report . ask students to read out the report one sentence at a time . write the missing words on the board .
9 ask students to write a report about one of the classmates using one of the reports in part b on page 77 as a model . encourage them to use as many adjectives as possible .
7b牛津英语unit5教案 grammar
grammar
teaching aims and demands:
teaching methods: task-based approach
teaching task: 1 to recognize and understand how to use “can” and “could” to express ability in the present and past .
2 to recognize and understand how to use “can” and “could” to talk about possibility in the present and past .
3 to recognize degrees of possibilities when u8sing “may and “might”
teaching aids: tape recorder
teaching procedures:
1 revise the key vocabulary about leisure activities and introduce “row a boat / ride a bike / fly a kite “ talk to students about summer camps in general and the type of activities offered /. elicit as much real information from students as possible .
2 students have already learned the use of “can” and “may” in making requests(book7a , unit2) therefore , you need to introduce the idea that here , the word “can” is used to express ability .
3 ask students to identify activities that they can do well . write students’ statements on the board . first write “ i can “ on the board .
4 ask students to say the things they can do , and sort them into categories : sports/ leisure/school subjects
5 go through the tables at the top of page 78 and explain the use of “can/could” and their negative forms . we use “can” to say that we are able to do something . we use “could” to say that we were able to do something in the past .
6 ask students to work out the rule on their own . then they check with a partner and confirm that their answer is correct with the whole class .
7 ask students to check the information table in part1 about the beijing sunshine secondary school students’ abilities . reinforce the use of “could/ could not” for the past and “can / can not” for the present . then they complete the sentences on their own .
8 check students’ understanding of the grammar tables on page79 . then explain the negative and question forms using “can /could” in part2 .ask them to work out the correct information by referring back to the table on page78 .
9 students do part a2 first on their own and then check their completed sentences with a partner , then ask students to read the conversation in pairs .
10 check answers as a class, remind them to write the pattern into their grammar pattern books together with their own examples.
part b
1 tell students that they are now able to talk about their present and past abilities using “can/could” . introduce the idea that we also use “can/could” to express possibilities .
2 ask students to study the tables at the top of the page to clarify the use of “can/could” and their negative forms .
3 explain to students the concept of possibility . we use “can” to say that something is possible . we use “could” to something was possible . however, we are not talking about the chances that something will happen . provide examples using students’ own experience :
school finishes at 4 p.m. the bus leaves at 4:10p.m. we can take the bus home .
it will be warm tomorrow so we can wear short sleeves .
4 ask them to do partb1 in pairs , for less able students , allow them refer to the table on the top of page 80 .
5 check the answer as a class . pay special attention to any common mistakes and clarify them . choose five students to read aloud .
part c
1 introduce the idea that we also use “may” and “might” to express possibilities . students probably know how to use “may” for making polite requests but possibly will not know the meaning of “might” . tell them that “might” is the past tense form of “may” .however , we also use “might” to talk about possibility .
2 explain the context by talking to students about the class 1 grade 7 students’ summer camp and what the students may / may not or might / might not de there .talk students through some examples using questions about everyday events at your school .
3 ask students to study the tables at the top of the page , and explain to them the difference between the uses of “may” and “might” .
4 have more able students provide other sentences to illustrate “may” and “might” .encourage them to think of their own examples to express degrees of possibilities .
5 explain the context of part c . ask students to read what each person is saying and underline the keywords in each speech bubble . i.e. ”maybe” , “only a small chance” , “ i’m sure” and “highly possible” . these words will determine the use of specific modal verbs .
6 then ask students to complete sentences 1-4 at the bottom of the page . check the answer as a class activity . clarify any possible problems .
英语3教案篇6
活动目标：
1、学习表示小虫子的单词：mosquito ladybug
2、学习表达“你是否喜欢……”的方法：do you like …？；am yes，i do / no，i don’t .
3、感受并学习基本的疑问语气。
活动准备：
1、本课所需磁带。
2、本课所需图片。
活动过程：
一、复习旧知
good morning boys and girls . welcome to our lucky english！
first，let’s see these two pictures .（出示蚂蚁、蜘蛛的图片请幼儿认读）
二、谜语导入
1、身体半球形，背着七颗星，庄稼喜欢它，捕虫最著名。（七星瓢虫）
2、小虫水里生，天生爱飞行，最爱吸人血，嗡嗡吵不停。（蚊子）
（老师提示小朋友们每种小虫的特点，请小朋友们猜一猜是什么动物，猜出后拿出图片展示。）
today we will learn these two i ects.
三、多元感官学习活动
1、学习新单词：ladybug mosquito
a、视觉学习图片学习
教师出示图片，带领幼儿朗读单词，及时纠正发音，以便重点巩固。
b、动觉学习游戏“单词领地”
请幼儿根据老师的提示到单词领地里找单词。
2、学习新句型：do you like …？；am yes，i do ./ no，i don’t .
a、视听学习磁带播放
播放磁带，然后暂停，请小朋友们注意听，小熊问了小兔子什么？小兔子喜欢吗？
小猴子问小猪什么？小猪喜欢吗？
然后老师再次播放磁带，请幼儿尝试跟读。
老师带领幼儿读句子，读出疑问的语气。
b、表达学习情景表达
do you like ant？（ider ladybug mosquito）
yes，i do . / no，i don’t.
c、音乐学习let’s chant
教师播放let’s chant，请小朋友们听录音，跟随录音的节奏一起朗读这首新歌谣。
英语3教案篇7
第五课时
教学重点：
1.能够听懂、会说句子：what’s the date? it’s october 1st. who has a birthday in october? me.
2.能用所学句型调查同学的生日。
3.掌握字母组合eer, ear, ch, sh在单词中的发音。
教学难点：
能灵活运用所学句型。
课前准备：
1.教师准备教学过程中所需要的图片、声音和课件。
2.教师准备录音机及录音带。
教学过程：
warm—up（热身）
活动一： let’s try
教学参考时间：4分钟
① 请学生看图先说一说每幅图的日期：it’s october 1st. it’s june 2nd. it’s august 1st.
it’s january 8th.
② 教师播放录音，学生完成听音选图的练习。
活动二：唱一唱
教学参考时间：4分钟
① 教师放节日歌曲，如“jingle bell”，“happy new year”等，学生听歌猜节日。如，“it’s new year’s day”。
② 师生之间进行问答练习，如：“what day is it? it’s …. what’s the date? it’s ….”。
presentation（新课呈现）
活动三：说一说
教学参考时间：7分钟
① 教师询问学生“what day is today?”，学生说出“today is …”。而后又问学生：“what’s the date?”，帮助学生说出今天的具体日期：“it’s …”。
② 让学生拿出课前准备的年历（最好是学生自己制作的），教师随意指着某天询问学生：“what’s the date?”，而后请学生拿着年历相互用“what’s the date? it’s ….”进行问答练习。
③ 教师拿着年历从一月开始问学生：“who has a birthday in january? please stand up.”，而后教师问起立的学生：“what’s the date?”，让一月份生日的学生答出具体日期。
④ 请若干名学生代替老师进行提问，从二月到十二月。
活动四：let’s talk
教学参考时间：8分钟
① 教师播放对话录音两遍，而后提问：“when is sarah’s birthday? when is zhang’s birthday?”，学生根据对话内容回答出：“sarah’s birthday is in october 1st. zhang’s birthday’s is in march 12th.”。
② 学生跟读对话，两人一组做对话练习。
③ 学生根据同学的生日组织一个新的对话，教师请若干组展示他们的对话。
let’s play（趣味操练）
活动五：group work
教学参考时间：5分钟
① 教师展示课文中的调查表，而后与一组学生进行示范，问：“when is your birthday?”，将具体日期记下来。再问另一名学生“what about you? is your birthday in …, too?”。
② 学生以小组为单位，模仿教师进行调查并记录结果，完成调查表。
活动六：读一读
教学参考时间：5分钟
① 教师请学生阅读27页的主题图，说一说图中人物的生日。
② 请学生朗读对话，并说一说对话内容，特别是为什么zoom希望它的生日是4月8号。
③ 学生两人一组，选择一个对话进行问答练习。
consolidation and extension（巩固与扩展）
活动七：pronunciation
教学参考时间：5分钟
① 教师出示单词：ear, hear, deer, beer，学生朗读单词。
② 请学生说一说字母组合eer, ear在单词中的发音——[ ]。
③ 教师给出绕口令中的单词“hear, ear, deer, clearly, near，学生运用所学的语音规律朗读单词。
④ 出示完整的绕口令，学生四人一组朗读。
⑤ 以同样的方式学习音标ch[ ], sh[ ]。
活动八：做一做
教学参考时间：2分钟
教师带领学生完成活动手册b部分中的第3题和第4题。
板书
unit3 my birthday
a: what’s the date?
b: it’s ….
eer
ear
sh
ch
教学反思：
本课时的学习我抓住了20个虚数词的特点来教授，强调特点，教授完前面的几个词后让学生自己把后面的词写出来，通过自己来总结和归纳的方法来巩固学习知识。
英语3教案篇8
本学期开学以来，为进一步规范教师教学行为，优化教学过程监管，提高教学质量，教导处对教学常规工作进行了第一阶段的检查。现将检查情况反馈如下：
一、检查内容：
本次检查重点是：教师开学初制定的教学计划、进度、备课、上课、作业批改与学困生辅导情况；教研组集体备课安排及活动记录。
二、教师工作检查情况：
1、计划、进度检查
开学初，全体教师都能按照学校要求按时上交计划、进度。老师们在制定学期教学计划时，都是认真的，仔细的，不仅对班级里的学情进行科学细致的分析，而且在教学内容、教学重点、教学难点，也进行了深入细致的分析。特别是教学目标的确定老师更是慎重，基本上比较全面地对一学期来的教学目标进行了有机梳理，在教学措施的列举上，老师们也是煞费苦心，千方百计地想办法，产生了许多富于实效、富于创造的金点子。有两个老师教学计划没有按时上交，请补好上交。三个教研组的教研计划都已制定上交。
2、备课（教案检查）：
在教案的检查过程中，我们惊喜的发现老师们备课认真，体现在认真研究教材、钻研教法、分析学生，合理制定好教学目标。对于教材中重点、难点问题把握比较准确。在电子备课资源共享过程中，能正确处理好独立备课与集体备课的关系。基本上能提前准备好一到三个课时。但是还有个别教师的教案执行进度和教后反思不够及时，有人缺板书设计。经过与出错教师的沟通，已经及时整改。
3、上课：
开学后，领导小组就开始了随堂听课，通过检查发现，教师能够按照备课、上课，可课堂学生小组合作的能力还有待提高。课后，针对听课情况及时进行了反馈。
4、作业批改：
作业检查中，我们重点检查了学生的作业量，学生的书写、错误订正以及老师批改情况。本次作业检查中发现：大部分教师能做到把学生的作业全批全改，并评出等级。学生缺少良好的学习习惯。有的学生字迹较差、作业书写不够规范，没有很好地指导；有的作业本不整洁。
三、具体措施及改进方法
1、活动检查，都有记录，发现问题及时当面反馈。并要求教师能够限期及时整改，教导处及时复查，并在下次随机抽查中重点检查出现问题部分。
2、及时召开教学工作例会，反馈检查中出现的共性问题提出要求和整改建议。
3、加强随机检查力度。经常随机抽查，督处教师做好常规教学管理工作。
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