英语口语教案英文

英语口语教案英文（共8篇）

英语口语教案英文 篇1

Teaching Plan

2011-5-11

school： Grade： Class： Teacher：content of courses

Topic11.My Pet Turtle

Teaching aims

Listen to say familiar three sentence patterns and their

answer form——What is your favorite …?My favorite … is…

Teaching difficult points

first-person converting and reconverting

teaching media

1.Teacher preparation teaching material matching tapes

2.Prepare relevant part of the courseware

3.Teachers learned patterns card ready

Teaching steps

1.Warming-up/Revision.（1）Daily conversation display.（2）play“Let us sing together” songs the recording, the teachers

and students singing and do the action

2.Presentation

（1）The tortoise knowledge introduction

T:Look and think.（2）Teachers fast.Pictures of animals show series:

daddy turtle,mommy turtle, brother turtle, baby turtle.Accordingto see pictures about students cultivate animal words observationand memory.(3)Listen to recording ,then practice in pairs.The next lead

“What is your favorite pet?”，First , take out to the whole , then askseveral students answer shows the correct answer form.“ My favorite pet is…”

3.Practice

（1）Let’s do a game!

I will ask two students to do it.one say “what’s your favorite pet?”,the other do a reply and express it with your body languag-e.(2)Exchange.4.Now read the text quickly and find out other sentence pa-erns ：when and where did you get it?how often do you feed it?why do you like it?Is it a turtle?And so forth.5.Assignment

You should know “what is hisher favorite ….?”and their answer form.Next class teacher will check it ,oh

英语口语教案英文 篇2

关键词：英文歌曲,优势,中学英语学习

I.Introduction

In middle schools, how to arouse the learners’interests to learn English has been a big problem for the teachers as well as for the students.In order to deal with this problem, teachers have to explore ways to arouse the learners’interest in English teaching.In recent years, many educators do lots of experimental study on English songs Wherever on developing learners’ability or psychology, they realize the importance of English songs.Compared with past teaching methods, we can understand the value of the English songs.Songs may take up the whole class period instead of old ways.English songs can be used not only for purposeful language practice, but also for motivating students interest and enhancing students’involvement in learning English.

II.The Advantage of Using English Songs in English Teaching

Arousing Students’Interest in Learning English

Einstein once said:“Interest is the best teacher”.The students wil not feel that learning is a burden if they are interested in studying, and they will put their hearts into learning actively.Arousing the interest of the students is the key to learn English well.English songs have the meaningful lyrics and beautiful tunes, which can arouse the interests of middle school students easily.It can promote the students to throw themselves into studying enthusiastically.It also can enrich the students knowledge, open the students’mind and make up for a weakness of intelligent development.

B.Improving Students’Ability in Pronunciation and Listening

Firstly, it is useful for pronunciation.There are syllables, word stress, intonation, sentence focus, linking, rhythm in English songs.On one hand, if we emphasize the correct syllable, it is easier for the students to understand the meaning of the song.For one instance, consonants such as I and R are difficult for some of the middle school students to distinguish and pronounce.However, if the stress is placed correctly, the students will probably understand the meaning from the songs even if the consonants are unclear.On the other hand, the word stress tells us, in some case, a word is a part of speech.There are many words which are nouns when the stress is on the first syllable and verbs when the stress is on the second syllable.For example, RE-cord is a noun, while re-CORD is a verb.In addition, intonation gives us important information about sentences.It tells us a lot about a speaker’s feeling or state of mind.In every sentence, most important syllables get the most emphasis.What’s more, it is necessary for English learners to find linking in the songs.When non-native speaks’English songs seems choppy, it is because they are not linking their words.Native speakers sometimes carry the sound at the end of a word over to the beginning of the next words.By element of English songs–syllables and words intonation sentence focus, and linking can better evaluate their own English pronunciation.

Secondly, English songs also can improve listening.Listening is one of the most challenging skills for our students to develop.Songs is the excellent way for training listening.Our aim is to cultivate students all-round ability to use English, with the special attention paid to listening ability.Listening is traditional practice.As well known, the cultivation of listening in English is a slow, long-process, and anyone who wants to deal with the English language through the textbooks al the time, people cannot really learn English.Every day there is another exciting emergence of the music album, which makes the choice.We have a huge space, different styles, different rhythm, different singers songs in English so that we can be in the“Instruction in listening”.

Broadening Students’Knowledge of English Culture

English songs are an important part of foreign culture, but also daily lives are more exposed to one of the English language corpus Songs is a description of the media and cultural knowledge.English songs are integral part of foreign cultural and an important embodiment If the teachers make songs described as a medium of cultura knowledge, it’s sure that students can be refreshed.And such a vivid way of learning is more close to life and easier to arouse the enthusiasm of students, but also more acceptable.

Increasing Students’Memory of English

Now, more and more scientists find that benefit of songs, which can increase human’s memory.In a song, there are many sentences which contain many words, and those words form into some of images with a specific sentence, which will make people have a good memory Then we will bring attention to the memory of the above sentences, you will find that you can write it down naturally.It is proved by the fac that most people can still remember the lines to their favorite primary school even after 20 or 30 years.Newham (1995-1996) suggests that the patterns produced through rhyme are known to aid memory and enhance language learning.He states that, “the primarily righ hemisphere-oriented process of music making can enhance the process of language acquisition and memory which place demands upon the lef hemisphere”.Thus songs presumably enhance and stimulate memory because dual coding leads to deeper processing and better memory.

Waking up the Students’Aesthetic Ability As a teaching style, which resulted in the crossing of two

subjects, its content is myriad.As a new teaching viewpoint, it prefers to unite subject and object harmoniously.Feelings are bound them together and unite them to form one.The subjects are teachers and students.The subject’s sense of participation is a key factor in class.Therefore, the class is carefully prepared for every student and full of resource.Language Teaching Humanities are responsible for training the students to awaken students’sense of respect to humanity and the people’s own sense of dignity.Such as:Hallelujah at the beginning of the piano is very shocking, singer Rufus Wainwright clear, and mellow voice, and its high-bass kind of comfortable with the transformation to the students to make sense of the soul to be promoted.“It’s not a cry you can hear at night.It’s not somebody who’s seen the light.It’s a cold and it’s a broken Hallelujah”.What a stirring lyrics!Thus, education is not the people have become trivial, but should respect people’s feeling of a sense of people’s souls become more noble.

Reviewing Knowledge

In learning in general in the future tense, the teacher can choose Boyz II Men to sing I Will Get There very rhythm of the song to enable students to appreciate at the same time review the tenses studied.Learning subjunctive mood, we can allow students to appreciate the song If I Never Knew You.In introducing some American slang, such as:What’cha=What have you, what do you, what are you gonna=going to, etc, can allow students to appreciate the song:I’m Gonna Get You Good.The lyrics are getcha=get you, wantcha=want you, betcha=bet you or you bet, wanna=want to slang and so on.Understanding these informal English language learners is not without a benefit.

ⅢConclusion

英语口语教案英文 篇3

关键词： 英文原声影视材料 英语口语 学习技巧

1.引言

根据《大学英语课程教学要求》的规定，大学英语的教学目标是培养学生的英语综合应用能力，特别是听说能力，以适应我国未来社会发展的需要。而在实际教学中，听说课是大学英语教学的薄弱环节，具体表现为学生语音、语调基本功不扎实；文化背景知识不全面，造成听力理解障碍；词汇积累有限，自信心不足；缺乏真实的语言环境，平时练习少，不能学以致用，不能进行有效交际。

随着我国对外开放的不断扩大，越来越多的国外影视剧引进国内，英文原声影视材料越来越多地运用在大学英语教学之中。英文原声影视把语音、图像、字幕等各种单独的信息传递介质融于一体，不仅能在语言层面上给英语学习者制造一个真实的语境，而且能为学习者提供一种了解英美文化生活的重要途径。与传统的英语学习方法相比，利用英文原声影视材料学习英语更能提高英语学习者的学习兴趣。

2.利用英文原声影视材料提高英语口语的理论依据

2.1双重编码理论

长时记忆的双重编码理论是由美国心理学家帕维奥提出的，他认为长时记忆可分为以表象代码存储信息的表象系统和以语义代码存储信息的语义系统。在他看来，同一信息如果同时以视觉和语言的形式呈现出来，更容易加强人对这一信息的回忆和识别。英文影视材料融融视、听于一体，学习者在学习过程中同时受到来自字幕、语音、图像的三种感官刺激，增强对语言知识学习、掌握和记忆的效果，让学生在有限的教学时间中增强英语学习效果。

2.2建构主义学习理论

建构主义学习理论提倡情境性教学，认为学习者只有在一定的情境下才能通过意义的建构获取知识。在语言教学设计中，创设有利于学习者建构意义的情境是最重要的环节。英文影视材料能通过图像、字幕和语言等介质为学习者构建真实的语言交际情境，让学习者实现知识的重构。

2.3情感过滤假说

情感过滤假说最初由Dulay和Burt于20世纪70年代提出，旨在解释情感因素如何影响学习的过程。他们认为，情感过滤是“一种内在的处理系统，它潜意识地通过情感因素来阻止学习者对语言的吸收”[1]。20世纪80年代初，著名语言学家克拉申提出了一套完整的第二语言习得模式，他把情感因素看做是可以调节的过滤器，这个过滤器可以起到促进或阻碍语言输入的作用。如果学习者学习目的明确、自信心强、焦虑感适度，“情感过滤”就弱，反之，“情感过滤”就强。在语言习得中，如果情感过滤太强，大脑中就会形成障碍，语言输入就会受到阻碍，无法产生语言习得。如果情感过滤降低，就能加速语言习得的进程。因此，只有降低情感过滤，消除学生的心理障碍，学生才能进行积极的学习。英文影视材料因其引人入胜的剧情提高了学习者的学习兴趣，激发了学习者的学习热情。

3.利用英文原声影视材料提高英语口语的技巧

3.1选择恰当的英文原声影视学习材料

传统的英语听说课采用教师—课本—录音机模式，即教师放录音，学生做练习或回答问题，重复放录音，对答案的惯用程序。随着条件的改善，多媒体教室开始投入使用，当今互联网的普及为英文影视剧在网络上的传播和流行提供了良好的发展基础。传统听说教材存在一定局限性和弊端，如取材过时、脱离生活、内容枯燥、技能滞后、操作性不强，而时新英文影视剧能为口语输出提供与生活密切相关的语言材料和文化信息，其主要特点在于长度适宜、主题集中、语言鲜活；具有输入量较大、内容更丰富、趣味性和关联性更强等优势，是非常理想的学习素材。教师通过充分合理运用电视作品的诸多优势，精选英文影视材料，进行必要的删减、提炼，有目的、成体系地进行课堂活动设计，使之成为学生接触日常生活用语和异域文化背景知识，进而培养提高学生跨文化交际综合技能的有效教学方法，而不仅仅局限于一种放松娱乐作用，实现教与学的最佳效果及语言学习与文化交流的双重价值。

在英文影视材料的选择上，对于基础相对薄弱的非英语专业学生而言，教师可以选择一些没有专业术语、比较生活化和口语化的、剧集之间情节相对独立的情景剧作为学习素材。比如，《老友记》（Friends）、《老爸老妈浪漫史》（How I met your mother）、丑女贝蒂（Ugly Betty）等。这些剧集一般一集播放的时间在二十分钟左右，便于学生反复观看和操练。

3.2模仿、背诵经典对白

英文影视材料给学习者创造了一个真实的语言和文化环境。影视材料中故事情节的设置及语言与图像的融合都为学生创造了一个真实的语言环境，可以让学习者接触到最地道的英语表达方式和语音语调。英文原声影视剧中的对白不同于规范严谨的书面语，体现更多的是贴近生活现实的语言和句式，不少新生词汇都能在英文影视剧集中得到及时的体现。此外，学习者在真实的语言场景中也更容易记住特定词汇和句子的适用语境，这对学习者的活学活用非常有用。因此，在课堂教学中，教师应该选取剧中的经典对白进行精讲，拓展关键词句的常用表达，要求学生模仿剧中人物的语音语调、背诵剧中的经典对白，以此提高学生的英语口语表达。

4.结语

英文影视剧作为最接近西方生活环境的剧集无疑对透视西方当代的社会、文化及生活是大有裨益的，更重要的是系统的模仿及扩展英语的常用表达，有助于培养英语学习者的语感，摆脱一种尴尬的中式英语，使英语学习者掌握更地道的口语表达。大学英语教师可以充分利用当前的英文影视资源，精选适合学生水平的影视材料作为大学英语课程的课后延伸材料，有效地提高学生的英语口语水平。

参考文献：

小学英语四年级的英文教案 篇4

1.Teaching aims

Let the students master the new words:

Nurse, farmer, doctor, driver.

2.Teaching aids

A tape recoder, a projector

3. Teaching steps

1) Greetings

Say “Hello” to all the students.

2)Revision

Ask several groups to come to the front to act out the text.

Ask several groups to come to the front to act the new story that

They’ve made up after class.

3) Read the words:

Nurse, farmer, doctor, driver.

Let the students to fill in the blanks on page 75.

Read the sentence and ask them to make up a new paragraph about themselves. Ask several students to say sth about himself.

4) Review the chant they’ve learned last class.Choose several students to come to the front to act.

5)Games

Choose 6 students to come to the front. Let them act as the Father, mother, sister, brother, uncle and aunt. Ask them to Introduce themselves first and then choose 3 students to introduce them .

Play a word game to review the words the students had learned.

6) Tell them sonething about the foreigners and the west countries.

7) Teach them a new song named “ She’ll be coming around the mountain”

4. Homework

Let the students master the new words and expressions. Ask them to make up a new dialogue after class.

英语口语教案英文 篇5

TeachingPlan

Date:3/17

Teacher:miaTextbookFUNwITHENGLISH4BUnit4TitleBuyingfruitPeriod1Aims1、makesuretolearntheeightwordsandenabletospell:apples,oranges,bananas,peaches,grapes,pineapples,watermelons,pears2、Enabletosaythedailycommunicateandasktheobjectsinthepluralformwiththepattern:whatarethese?whatarethose?3.makesureSscananswerthequestioninthepluralform:Thereare…

4.Stimulatestudents

’interestsinstudyingEnglish.mainpointsanddifficultpoints1.Enabletosaythedailycommunicateandasktheobjectsinthepluralformwiththepattern:whatarethese?whatarethose?2.makesurethatstudentscanusethepatterntomakedialogueandtoactit.3.Ensuretheycandistinguishtheusageofwhatarethese?whatarethose?4.makesurethepronunciationofthefruitwordsinthepluralform:/s//z//iz/Grapes,peaches,theotherwordspronounce/z/.AidsPicturesStep1:

FreetalkT:whoisshe?Pleaseintroducehertome.Ss:Thisis…T:Nicetomeetyou.T:Howareyoutoday?Ss:Fine,andyou?Step2

warmingupToday’sreport.Ssmakeasentenceinclude“today”.T:whatmouthisitnow?Ss:It

’sApril.T:whatdateisit?S:It’s…th.T:oh,LiuTao’sbirthdayiscomingsoon.Letsgotothemarketandbuysomethingforhisparty.ok

’？Ss:ok.T:Let’sbuysomefruit.T:what’sthis?S1:It’sanapple.T:Verygood.what

’

sthis?S2:It

’sanapple.Song:Anappleadaykeepsthedoctoraway.T:Anappleisnotenough.weneedsomeapples.T:A-p-p-l-e-s.Spronounces/z/Ssreadfollowme.T:They

’reapples.Ssreadfollowme.T:whatcolourarethey?Ss:They’rered.2)T:what

’

sthat?Ss:It

’’sanorange.T:weneedmoreoranges.T:oranges,theyreoranges.o-r-a-n-g-e-s.Spronounces/z/Ssreadfollowme.T:whatcolourarethey?Ss:They

’reoranges.3)Tshowsthepicture:whatarethese?tohelpothersanswerthequestion.Ss:Theyrepineapples.T:Herespronouncewhat?Ss:/z/Let

’’sspellittogether.P-I-n-e-a-p-p-l-e-s.T:Doyoulikepineapples?Ss:yes,Ido.4)whatarethese?Twritesdownthesentence.Ssreadfollowmeseveraltimes.5)T:pleaseguess,whatarethese?Ss:Theyrewatermelons.6)T:whatarethese?Ss:They

’’rebananas.herespronounce/z/T:great,herespronounce/z/Howmanybananasarethere?Ss:Five.Ttakesoneandask:what’sthis?Ss:It’sabanana.T:what’sthat?Ss:It’sabanana,too.7)T:Butwhatarethose?Twritesdownit.Ss:They’repears./z/8):whatarethose?Ss:They

“

es

’”repeaches.Herepronounce/iz/9)whatarethose?Ss:They’regrapes.Apronounce/ei/andspronounce/s/Step3:wordsconsolidation1)Readachant:Applessomeapples.Redandgreen.orangessomeoranges.orangeandgreen.Bananassomebananas.yellowandyellow.Pineapplessomepineapples.yellowandgreen.Pearssomepears.yellowandgreen.Peachessomepeaches.whiteandred.Grapessomegrapes.Purpleandgreen.watermelonssomewatermelons.Greenandred.2)Guessinggame:guessandspell.They

’

reround.They

’

rebig.They

’regreenandred.whatarethey?They’reround.They’resmall.SometimesThey’rered,andsometimesthey’regreen.Theyreyellow.Elephantlikesthemverymuch.They

’’repink.monkeylikesthemverymuch..They’reyellow.They’rebig.Thesurfaceofthemarehard.Useshouldusetheknifetocutthemoff.Step4:Sentenceconsolidation1)Touch,smellandguesswhatarethese?whatarethosebehindthedoor/inthedesk? They’re…2)practiceinpairs.A:what’rethese?B:They’re…s.A:Doyoulike…s?B:yes.No,Idon’t.A:whatdoyoulike?B:Ilike…s3)Dotheexercise.A:what___

____?

A:what_____

_____?B:_____are_____.B:They’re_____.A:what___

____?

A:_____is_____?B:It_______apple.B:It’s_________.Step5:conclusion

Evaluatestudents

’performanceandgivehomework.Step6:Homework1.Preparethedialogueandpresentationatnextclass.2.copywords“these,those,this,that”Unit4

Buyingfruit

what’sthis?

whatarethese?It’sa/an…

They’re….s

what’sthat?

whatarethose?ResourcesReferencebookPostscriptDate:3/21TextbookFUNwITHENGLISH4BUnit4TitleBuyingfruitPeriod2Aims1.Reviewthepatterndrills:whatarethese/those?They’re…I’

dlikesome

…

Howmanykilos?

…kilo,please.Hereyouare.Trytomakenewdialogueswiththesentencesabovecorrectlyandproperly2.Dailycommunicationsandexpressions:canIhelpyou?Theseorthose?…yuan,please.mainpointsanddifficultpoints1.Vocabulary:kilo2.Sentence:whatarethese/those?They’re…I’dlikesome

…

Howmanykilos?

…kilo,please.Hereyouare.Thestudentscanusethedialoguesinlife.AidsPictures,taperecorder,masksStep1.warming-upandrevisionsTodaysreport.Ssmakeasentenceinclude“today”.1.Dialypractice:Pointto….2.1)Saythechantwithactions.2)Asksomestudentstosaythechantswhicharewrittenbythemselves.Apples,apples,redandsweetBananas,bananas,greenandyellowLemons,lemons,yellowandsourGrapes,grapes,purpleandgreenwatermelons,watermelons

’,redandgreen3)checkthetablewhichshouldbefinishedafterlastclass.T:Excuseme,whatdoyourfatherandmotherlike?S1:Theylikewatermelons.T:Excuseme,whatdoyourgrandfatherandgrandmotherlike?S2:Theylikepeaches.T:oh,Isee.Ilikepeaches,too.Step2.PresentationT:withthetableinyourhand,Ithinkwecandosomeshoppingnow.wecanbuysomefruitsforourfatherandmother.Boysandgirls,whataretheseonthedesk?S1:Theyrebananas.S3:Theyrestrawberries.S5:They

’’

reapples.S2:Theyrepears.S4:They

’’’reoranges.Newstructureslearning1.重量单位和每重量单位单价的正确认读1公斤/千克=kilo3.5公斤/千克克磅:threepointfivekilos1

磅

=pound5

元

元

/

千/’:fiveyuanakilo3.5:threeyuanfivejiaoapound2.canIhelpyou?Idlikesome….Howmanykilos?…kilos,please.T:Now,I’mashopassistant.youcanbuyfruitsfromme.canIhelpyou?S:I

’dlikeapples.T:Howmanykilos?S:Twokilos,please.T:ok,hereyouare.S:Thankyou.Goodbye!T:Bye!T-ST:Ialsoliketobuysomefruitsformyfatherandmother.who

’dliketobetheshopassistant?S:Itry.T:ok.you,please.S1:canIhelpyou?T:I’dlikesomestrawberriesformymother.S1:Howmanykilos?T:onekilo,please.Howmucharethey?S1:Tenyuan.T:Hereyouare.AndI

’dlikesomesugarcanesformyfather,too.S1:Howmanykilos?T:Threekilos,please.Howmucharethey?S1:Tenyuan.T:No,eightyuan.S1:ok.T:Hereyouare.S1:Thankyou.Goodbye!T:Seeyou.S-TS-SStep4.PracticeT:NowI

’lldivideyouintofourgroups.youcandosomeshoppingintheclassroom.ThestudentsofgrouponearetheshopassistantsinLianhuasupermarket.GrouptwoaretheshopassistantsinRt-market.Groupthreeandfourarethecustomers.ok,youcangonow.S:T:ok,thestudentsofgrouponeandgrouptwoalsoliketobuysomefruits.Solet

’sexchangenow.ThestudentsofgroupthreearetheshopassistantsinLianhuasupermarket.GroupfouraretheshopassistantsinRt-market.Grouponeandtwoarethecustomers.S:Step5.consolidationT:Nowpleaseopenyourbooksandturntopage31.Let

’sreadafterthetape.Areyouready?S:yes.T:ok,herewego.S:TodaywehavelearnthowtobuyfruitsinEnglish.That

’sallfortoday.Step6:Homeworkoralwork:1)Readpage30-32afterthetape.2)PreparePartD,makeanewdialogue.Step7:Designofwriting:Unit4

Buyingfruitwhatarethese/those?They’re…I’dlikesome…

Howmanykilos?

…kilo,please.Hereyouare.ResourcesFunwithEnglishVcDPostscriptDate:3/23TextbookFUNwITHENGLISH4BUnit4TitleBuyingfruitPeriod3Aims1..HelpstudentstrytomakenewdialoguesaccordingPartA.2.Tousepatterndrillstomakeshortdialogues3.TocultivatetheirinterestoflearningEnglishandtheconsciousnessofcommunicatinginEnglish.mainpointsanddifficultpoints1.Sentence:whatarethese/those?They’re…I’dlikesome

…

Howmanykilos?

…kilo,please.Hereyouare.Thestudentscanmakethedialoguesfluently.AidsPictures,taperecorder,masksStep1.warming-upandrevisions1.Reviewthechant

Ilikefruit

Apples,apples

Redandsweet.Iliketoeat.Bananasandpears，Greenandyellow.Eatthemtomorrow.2.Reviewhowtosaythekilosandprice.T:Howmuchakilo?S:Fiveyuanakilo.T:Howmuchtwokilos?S:Tenyuantwokilos.T:Howmuchapound?S:Twoyuanfivejiaoapound.T:Howmuchfourpounds?S:Tenyuanfourpounds.T:Step2.PresentationT:Somestudentstoldmetheyhaventboughtfruitslastclass.Solet

’’sgivethemachancetocontinue.comehere,please.T:canIhelpyou？

S1:I

’dlikesomestrawberriesformygrandmother.T:ok.Howmanykilos?S1:onekilo,please.T:ok,hereyouare.S1:Howmucharethey?T:Eightyuanfivejiao.S1:ok,hereyouare.T:Thankyou.Goodbye!S1:Bye-bye!T-SS-SStep3.Newstructureslearning1.Howabout

…

?Here

’sthemoney.T:ok,allofushaveboughtthingsintheclassroomnow.I

’mveryhappy.oh,Iforgotoneimportantthing,Ihaven’tboughtthingsforyou,mystudents.Imustbuysomethingforyou.whocanbetheshopassistantnow?S:Itry.T:ok,youplease.S1:canIhelpyou?T:I

’dliketobuysomesugarcanesformystudents.Howmuchakilo?S1:Sixyuanakilo.T:En,howaboutfiveyuanakilo?S1:ok.Howmanykilos?T:Letmesee.Fivekilos,please.S1:Hereyouare.T:Howmucharethey?S1:Twenty-fiveyuan,please.T:Here’sthemoney.S1:Thankyou.Goodbye!T:Seeyou!T-S2.Theseorthose?The

…ones,please.T:Ihaveboughtsomesugarcanesformystudents,they

’resoheavy.Istillwanttobuysomepineapplesandstrawberriesformystudents.whocanbuythemforme?S:Itry.T:ok,youplease.T:canIhelpyou?S2:I

’dliketobuysomepineapplesformyteacher.T:Theseorthose?S2:Thebigones.Howmuchakilo?T:Thebigonesaretenyuanakilo.S2:Fivekilos,please.T:ok,hereyouare.Fiftyyuan,please.S2:Here

’sthemoney.T:Thankyou.Goodbye!S2:Bye!S-TStep4.PracticeT:Thankyou.you’vedoneagoodjob.Now,class,I

’veopenedacompany.Thecustomerscanbookallkindsoffruitsinit.Ihavetobuythefruitsforthemnow.oh,thetelephoneisringing.Ihavetoanswerthetelephone.whocanbuythefruitsonthecardsformenow?S:Itry.T:ok,thiscardisforyou.…card1:apples3

元/kg2kiloscard2:pears2.5

元

/kg1kilo

元…/kg4kiloscard3:Strawberries4S-SStep5.consolidationS:Handinthefruitstome.T:Thankyouverymuch.Thefruitsareforyou.That

’sallforthislesson.Step6.Homework1.oralwork:ReadandpracticeUnit42.writtenwork:copythenewwordsanddrills.3.TheSswhohasalreadywellgrasped2canchallengethefollowingwork:

makenewdialoguesbasedonPartDingroups.Step7:Designofwriting:Unit4

Buyingfruitwhatarethese/those?They’re…I’dlikesome…

Howmanykilos?

…kilo,please.Hereyouare.ResourcesReferencebookPostscriptDate:3/24TextbookFUNwITHENGLISH4BUnit4TitleBuyingfruitPeriod4Aims1.Reviewthepatterndrills:whatarethese/those?They’re…I’dlikesome…Howmanykilos?…kilo,please.Hereyouare.Trytomakenewdialogueswiththesentencesabovecorrectlyandproperly2.Dailycommunicationsandexpressions:canIhelpyou?Theseorthose?yuan,please.3.Payattentiontothedifferentpronunciationsof“th”mainpointsanddifficultpoints1.Thepronunciationof“th”2.whatarethese/those?They’re…I’dlikesome…Howmanykilos?

……kilo,please.Hereyouare.AidsPictures,taperecorderStep1warming-up1.Touchandguess:what

’sthis/that?whatarethese/those?Arethey…?2.makenewdialoguesaboutshoppingingroups.Givesomeperformances3.RhymeT:Doyoulikefruit?S:yes,Ido.T:whatdoyoulike?S:Ilike

…

Let

’slearnarhymeIlikefruit.Trytomakenewrhymeswiththewordswelearned.Apples,apples,redandsweetBananas,bananas,greenandyellowLemons,lemons,yellowandsourGrapes,grapes,purpleandgreenwatermelons,watermelons,redandgreenStep2EReadandact1.whocanyouseeinthepicture?Howmanywomencanyousee?2.Listentothetapeandanswerquestions.whatdoesthewomanwanttobuy?Doesshewantthegreenapples?Howmanykilos?Howmuch?Explainsomepoints:Theseorthose?Thisorthat?Ifpossible,givesomemorewordsaboutmoneylike:dollar,pound3.Readafterthetape.4.Actoutinpairs.Givesomeperformances.Step4FListenandrepeat1.Listentothetapeandpayattentiontothedifferentpronunciationsof“

th

”

全英文教案 篇6

4.Present the new word: tea.T: I’m thirsty.I want to drink something.I like water.Do you like water? Do you like tea? 5.Game: a.Bomb.T: Look, it’s a bomb.When there is a bomb near the word, don’t read it.b.Yes or No.T: There are some word cards in my hand.If I say correctly, you should say “ Yes”.If I’m wrong, you should say “No”.6.Chant.a.Read the chant together.b.Make a new chant.Work in pairs.c.Show themselves.7.Practice the sentences:

Does…like…? Yes, she/he does./

英语口语教案英文 篇7

一、英语电影在大学英语口语教学中的应用

在传统英语口语教学中, 许多教材内容都是缺乏真实性的, 里面的课文对话都是提前写好, 没有语境的, 所以学生就不知道该在什么样的场景中用到哪些句子, 比较缺乏实用性。所以, 教师可以从以下几个方面将英文电影运用到口语教学中:

1.学习英语电影中的语音和语调。观看英语电影有助于提高学生的标准语音和语调。语音是英语口语的基础, 在英语口语教学中占据着非常重要的地位, 它不只是单单包括单词的发音, 还包括单词、习语的连读、缩读、重音、爆破、弱化、浊化等。正确的单词发音很重要也是基础, 但是如果忽略了音变形式和语调节奏, 就会让人听起来觉得不是地道的英语发音, 现在很多大学生在读文章或者口语表达时, 能够正确的发出每一个单词的发音, 但是往往让人听起来不舒服, 不地道, 主要的原因就是没有注意音变形式。但是通过对英语电影的学习, 可以很容易的攻克这个问题。

英文原版电影一般都是标准的语音, 语速也是他们日常生活中正常的速度, 不像传统口语教材中的课文录音, 往往语速比较慢, 所以英文电影的学习可以让学生身临其境的感受标准的英语发音。英语的那些连读、爆破、缩读等音变形式都可以通过电影学习时慢慢的学习到模仿到。当然, 任何一部英语电影因为演员、剧情的需要, 不可能每个角色的发音都是标准的英式或者美式发音, 有时会掺杂各种语音和口音。例如, “December Boys”里面的男主角生活在澳洲, 所以演员丹尼尔·雷德克里夫为了能确保自己在影片中的澳洲口音足够标准, 提前在影片开拍前六个月, 开始训练自己讲带澳洲口音的英语;再如大家都比较熟悉的《阿甘正传》中的阿甘说着浓厚的阿拉巴马口音。但是, 这些带有浓厚口音的电影也值得我们学习, 因为当我们把英语口语运用到实际工作和生活中时, 我们不可能遇到的都是一些说着标准英美口音的外国人, 所以, 在学好标准发音的同时, 了解并适应各种口音, 可以更好的提高学生的口语交际能力。

2.学习英语电影中的词汇和句型, 引导学生学习地道的口语表达方式。在学生上口语课或者用英语表达交流的时候, 很多学生往往会把要表达的词汇用中文思维的方式表达出来, 也就是我们经常说的Chinese English, 连学生自己都会觉得很别扭, 长此以往会对自己的口语越来越不自信, 所以这也是为什么我国大部分学生口语差的原因之一。但是, 通过对电影的学习, 学生可以学到很多地道的口语表达方式, 可以很好的提高他们的口语水平。不过, 教师在选取影片的时候, 应该选择口语表达丰富和实用的影片, 并在学生观看中, 或者之后对其进行总结和讲解。比如下面的句子

1) She didn't know, how should I know?

她都不知道, 我怎么会知道?

2) You are trained for nothing.

你书都白念啦。

3) What’s with you?

你怎么啦?

4) You can't live off your parents your whole life.

你不能一辈子都靠父母。

在进行口语练习时, 老师应该让学生再仔细想想所要表达内容的真正含义, 尽量使用和自己想要表达意思相似的地道用法。另一方面, 可以引导学生用学到的口语表达方式改编情景对话, 启发他们运用所学的表达方式, 提高英语口语表达能力。此外, 教师还应引导学生充分利用课下的时间, 反复观看经典的电影或桥段, 使这些地道的表达方式烂熟于心, 这样就会游刃有余的运用到日常生活中。

3.引导学生根据电影内容进行角色扮演。电影欣赏完并充分理解电影内容和掌握主要句型后, 教师应该引导学生根据电影中的经典情节进行角色扮演。英语教学中的角色扮演, 能够很好的调动学生在课堂上的积极性、主动性和创造性, 是一种特别好的英语教学方法。然而, 由于学生的性格、语言表达和表演能力各不相同, 学生在进行角色扮演的效果会有很大的不同。再加上有的学生参与意识差, 上课不集中, 有时候会在表演的时候不用心, 这些都会使学到的知识没有办法充分运用和掌握。因此, 教师应多给学生时间, 让他们自行分组和练习, 让他们充分准备, 仔细分析剧本内容和人物性格和台词等。当然, 教师也应该给予学生适当的鼓励, 只有在教师的鼓励下, 学生们才能建立信心, 才能轻松的融入到课堂中。

二、利用电影进行口语教学应该注意的问题

原版英文电影是很好的英语口语的学习资料, 但是在进行电影口语教学中, 不能盲目地给学生放电影, 选择的影片要有助于英语口语教学。一般来说, 教师应注意以下两方面问题。

1.电影的选材。在口语教学中, 并不是所有的英文电影都适合, 教师电影选择上要多留心和多注意。用于口语教学的英文电影应满足以下的要求: (1) 语言含量大, 语言丰富, 因此不应该使用动作片、电影对白少的影片及俚语特别多的影片; (2) 内容贴近英美国家日常生活并含有丰富的口语表达方式;发音要清晰地道, 利于模仿。因此, 教师可以选用动画片、青春校园片或者美国电视剧, 如“The Lion King”, “High school musical”, “17 Again”等。动画片简单易懂, 又充满情节, 而校园青春片中的演员年龄与中国大学生相仿, 影片对白语速适当, 能够引起共鸣。在选择电影的主题时, 要与口语教学的单元主题相似, 这样能引导学生对话题进行更丰富、深入地讨论。 (3) 在片源上, 最好选择可以调整字幕形式的, 如, 英文字幕、中文和英文中文字幕。

2.先听后说。在观看电影片段的时候, 应遵循先听后说的顺序, 看第一遍时先不要字幕, 只利用画面和英文配音来了解电影内容, 然后再看两三遍英文字幕, 了解具体电影内容。最后不看字幕再重新看一遍, 检测一下效果。这样不仅有助于听力的提高, 也有助于口语水平的提高。

参考文献

[1]万蕾, 傅珏, 张新军.英语电影在大学英语教学中的应用[J].医学教育探索, 2006 (6) :105-107.

[2]张龙峰.运用英文电影进行大学英语教学问题初探[J].安徽警官职业学院学报, 2006 (6) :40-42.

链接英文电影，教学生动英语 篇8

【关键词】初中英语 英文电影 生动英语

【中图分类号】G633.41【文献标识码】A 【文章编号】2095-3089（2016）10-0111-02

英语课程标准中强调，活化教学资源，多给学生提供富有情境趣味的学习环境，让他们能在多种感官协调运用中主动接受英语，定利于提高课堂教学有效性。结合近几年的教学实践，运用英语原声电影活化教学，能在吸引学生眼球和注意力的基础上丰富课程教学资源，让学生在耳濡目染的过程中主动接受英语，形成敏锐语言感知和深化认知思维，帮助他们在观摩学习的过程中学习和使用英语。

一、创设情境，自觉表达

欣赏电影，需要一定的环境，需要给学生静谧、宽松的氛围，让他们带着好奇心情和新鲜感主动欣赏，从中挖掘值得学习运用之处。预设与电影内容相似的情境，让学生在身临其境的环境中筛选有价值信息，形成有意义学习感知。

创设情境，使得英语课堂更加生动有趣。如，在《牛津初中英语》（Fun with English）7B Unit 1“Dream Homes”的“Reading Homes around the World”教学中，结合“The different favorite home”，不妨建议学生欣赏电影《Wizards of Waverly Place少年魔法师》，在欣赏该电影之前，要求学生搜集该电影的有关海报，特别是影片中少年所变幻的各种美丽的房屋家园，让学生低着好奇主动欣赏电影。教师还可让学生从Alex，Justin，还有Max的魔法表演中就“What did you see from the movie？”和“How are you going to introduce their home？”等问题进行同桌交流，让他们在打开表达思维后可建议他们就“What is your dream home？”进行小组合作讨论，让他们结合阅读素材中内容予以对比和灵活运用，帮助他们深化识记。

通过这样的引导，能利于学生获得了更多的参学机会，让他们在主动与教材文本进行对话的过程中获得深刻感知。关注学生的认知需要，可引导他们就教材中发现问题主动结合电影场景进行对比，让他们在综合运用中产生表达冲动，自觉转化学习思维方法。

二、聆听对白，深化思维

电影中对白不仅是人物内心世界的告白，更是体现人物语言表达和作者独具匠心的艺术技巧。引导学生聆听对白，深入揣摩人物角色的语言表达运用思维，利于学生在深化理解识记中形成敏锐语言感知，转变学习方法。

聆听对白，让学生走出以本为本的英语学习模式，有更多自我实践运用机会。如，在7BUnit 3 Finding your way的“Reading A lucky escape”教学中，我带领学生观看了莱昂纳多·迪卡普里奥主演电影《荒野猎人》，利用影片中皮草猎人被熊所伤并被其他猎人抢走财物抛弃荒野，经历痛苦奇迹存活后开始复仇的有趣情节，让学生有更多的兴趣学习和欣赏猎人中经典对白，像As long as you can still grab a breath，you fight.You breathe... keep breathing.（只要一息尚存，就不得不战。深呼吸，不要间断，深呼吸）；You came all this way just for your revenge，huh？ Did you enjoy it，Glass？...'Cause there ain'tnothin' gon' bring your boy back.（你一路走来，只是为了复仇？格拉斯，你乐在其中么？因为想换回你兄弟，已是于事无补）等，让学生通过模拟人物角色进行对话，帮助他们在反复识记运用的过程中获得思维灵感。

聆听对白，能使得学生在认真领会的过程中有了更多揣摩学习的机会，能使得学生在反复实践操练的过程中增强运用的灵活性和地道性。多给学生模拟对白的机会，引导他们能够就相关的语言表达归纳总结，形成丰富语言理性认知，开阔视野思维。

三、欣赏文化，强化底蕴

任何一部影片都与其民族文化息息相关，都是体现一定民情风俗或者地理风貌特征，是各民族文明发展的综合体现。从英语原声电影中捕捉丰富的文化信息，不仅能有效弥补学生跨文化知识的贫瘠，更能够使得他们在不断积累中深化感知运用。

捕捉影片中文化元素，让学生在主动对比鉴析中获得相应思维灵感，能使得课堂教学更有浓浓的文化底蕴。如，在欣赏第88届奥斯卡获奖的《蛇之拥抱》的影片时，我从“寻找生态文明”文化的角度引导学生深入观察，围绕两个探险家于不同时期在亚马逊雨林中巫师的帮助下寻找失落文明，感受雨林中沉睡的记忆逐渐被唤醒，过往留下的疯狂与灾难亦如热带植物般滋长，蔓生成更扭曲的疮疤的特征，多给学生更多的思考余地：From the movie，what did you find让他们能够就其中的内容提出自己的认知，让他们从“与狼共舞，与蛇拥抱”的主题中获得“生态文明是人类语言文化发展进步的不可少的厚实基础”感触，给他们更多的自我实践和尝试探究机会。

找出影片中的文化元素，引导学生多以对比鉴赏、批判吸收理念，认真揣摩其中的内容，帮助学生获得不一样的深刻感知。重视学生的语言对比分析，让他们能够在深入探讨过程中转变认知思维方式，给他们更多的问题思考与互动交流。

如前所言，利用英语原声电影，让学生在接近真实的语言学习环境中获得深刻体验，让他们在眼观耳听脑思的过程中获得丰富感知。利用原声电影中有价值对白，通过精选片段和文化欣赏，让学生跳出教材文本资源和表达思维束缚，使得他们在主动实践运用中积淀深厚知识，提高语用技能。

参考文献：

[1]祁飞飞.英文电影在初中英语教学中的应用研究[J].中学生英语，2014（06）.