【导语】“朴成训狗达人”通过精心收集，向本站投稿了13篇英语教案格式一：Apostcard from New York，下面是小编为大家整理后的英语教案格式一：Apostcard from New York，如果喜欢可以分享给身边的朋友喔!
- 目录
篇1：小学三年级英语教案(参考一)
小学三年级英语教案(参考一)
Unit 1 Hello ! 教学目标: 1. 用习惯用语与人打招呼: Hello ! Hi ! Good morning ! Good afternoon ! 2. 向别人介绍自己: Im Miss Han . Im peter . 3. 离开时的礼貌用语: Goodbye . Bye-bye . 教学准备: 1. 本课出现的人物名字卡片. 2. 教学磁带和录音机. 教学过程: 第一课时 一, Hello! Hi! 1.老师利用第一次上课,与新生们打招呼sayHello,引导学生们跟着回答Hello.然后反复用Hello和Hi跟同学们打招呼. 2.让学生同桌或前后练习用Hello和Hi互相打招呼. 二, Good morning/afternoon. Im… 1.教师拿出钟表,播出时间让学生区分出上午和下午的时间,学习,区分Good morning和Good afternoon教师根据上课的时间向同学们问好Good morning/afternoon,然后播出时间让学生练习,运用 Good morning/afternoon问好. 2.给学生们一定的时间让他们自由下位互相问好. 3.学习Im … 学生运用学过的 Hello! Hi! Good morning. Good afternoon自由会话之后,教师开始自我介绍:Im Miss Ni.(向学生出示写有自己名字的教师证,引导学生理解这句话.)引导学生用Im…来作自我介绍. 让学生们分组介绍,然后自愿在全班范围内自我介绍,并用礼貌用语与大家打招呼. 三, Goodbye , Bye-bye 教师就以上学过的内容与学生进行对话练习,对话后边做再见手势边跟学生说Goodbye,多数学生能听懂并会回答Bye-bye. 四, Practice 利用学生手中贴有照片的学生证来做D部分Make and write的练习.让学生举起学生证,与大家打招呼并介绍自己Im… 五, Listen to the recorder 播放A部分课文的磁带,学生模仿跟读.教师示范领读,然后给学生时间自由朗读.同桌进行对话练习. 六, Homework 回家把学过的对话读给家长听,并把这些礼貌用语教给爸爸妈妈,让大家都会说英语. 第二课时 一, Greeting 师生用上节课学过的礼貌用语互相问候.并给学生一定时间互相问候,以巩固所学问候语. 二, Revision 播放课文录音,学生领读课文之后,分组准备进行对话表演.请部分同学与搭档上台表演对话. 三, Sing a song 播放歌曲录音,并为学生范唱,学生听录音数遍后小声跟唱.老师领唱数遍,给学生时间进行小组练习.练习过后进行小组或男女分角色演唱. 四, Play a game 为同学们分发课本上出现的人物的姓名卡,每人记住自己的名字后,大家围坐成一个圆,玩捉迷藏的游戏.蒙住眼睛的同学站在中间,摸到哪个同学就猜他/她的名字,被摸到的同学就要回答Yes, Im…/No, Im….由此巩固Im…的掌握. 五, Homework 教家长或小朋友唱英文歌曲Good morning. 小学三年级英语教案：Unit 2 Im… 教学目标 1. 学习询问别人姓名,并对此做答: Whats your name Im… 2. 学习询问别人年龄,并对此做答: How old are you Im nine/ten. 3. 学习认读0至10的十一个数字. 教学准备 1. 标有数字的卡片. 2. 教学磁带和录音机.自制多媒体课件. 教学过程 第一课时 一, Greeting Teacher and students sing the song Good morning together. 二, Go over: 1. Teacher and students ask and answer together quickly. 2. Let some groups play Unit 1 三, Study the new knowledge: 1.学习数字:zero --ten 伸出手指,引导学生一起数数字0至10,然后让学生练习按顺序快速伸手指说数字,直至能教师说数字学生能准确的伸出手指.然后教师边数边板书,以便于学生能认读数字.最后教师指着板书领读数遍并拿出数字卡片让学生读出数字,然后私人一小组练习,组长检查.同桌随便指书上的数字,检查掌握情况. 2.学习Whats your name 教师指着自己的上岗证说:Im Miss Ni. 然后用疑问的表情对刘上说 Whats your name 刘上刚开始愣了一下,随即明白过来并回答 Im Liu Shang.再问到其他同学的时候,他们就能很轻松地回答Im…问到七,八个同学之后,教师马上说谁能帮老师提问 反应快的学生就会起来问Whats your name 然后给学生时间下位自由提问Whats your name 并回答 Im…练习并交很多的朋友. 四, Listen to the recorder 反复操练之后,带领学生听课文数字录音.然后四人一小组试着读课文. 五,Homework 1,回家自己边伸手指边练习数字Zero--ten 2,课后互相用英语询问对方的名字. 3,将同学或家人的电话号码填写在第8页的c部分,并练习用英语熟练的读出来. 第二课时 一, Greetings: T: Good morning students . S: Good morning Miss Ni. 二, Revision 1.学生伸手指练习数字0-10然后电脑中随机出现拟人的数字,学生挨个起来快速接龙数字. 2.全班同学快速走下座位练习Whats your name ―Im… 三, 学习How old are you ---Im ten/nine… 与上节课的Whats your name ―Im …教法类似. 四, 复习,巩固课文: 1小组试着读课文.2听课文录音.3教师领读课文.4找单个学生领读课文5小组齐读课文二分钟,然后同桌齐读,最后变成自己读. 五,Say a rhyme 播放诗歌录音,然后教师拍着节奏范读,学生听录音数遍后拍手小声跟读.老师领读数遍,给学生时间进行小组练习.练习过后进行小组或男女生比赛. 五, lay and say 请同学们观看课本第9页的图,然后帮助看懂得同学一起为大家讲解图画的内容和游戏的玩法.首先师生一起玩游戏,进行对话问答操练,数遍之后,小组进行游戏,一人扮演Miss Han,其他人分别扮演三名报名的同学,进行操练.然后进行班级表演赛,评出表演最好的小组. 七, Homework 1,学习学过的英语诗歌,并教给其他人. 2,用英语与同学们交换电话号码. 小学三年级英语教案：Unit 3 My schoolbag 教学目标: 1. 用what问句来询问物体多方面的情况,例如: Whats in your pencil-box 2. 用连词and添加信息,例如: one pencil-box and four books 3. 可数名词的复数形式,例如: pencils, four books, two erasers 4. 用have来表示所属关系,例如: I have one pen, two erasers and three pencils. 5.习惯用语的`用法,例如: Here you are. Thank you. 单词:schoolbag book pencil-box ruler eraser pen pencil 教学准备: 知识准备:英语中名词分可数与不可数名词,能用数目来计算的叫可数名词,有单,复数两种形式,复数形式多数是在词尾加s如:pens, books;不可数名词是无法用数目来计算的名词,如:milk, juice. 教具准备: 1. 教学所用的文具,如:pencil, pencil-box, ruler… 2. 分别写有文具单词和数字的单词卡片. 3. 本课配套单词卡片,录音机及教学磁带. 教学过程: 第一课时 1. 教师创设一个情景用学过的句子与学生进行问候,互相询问对方的姓名,年龄并道别.以此来复习回顾前面所学过的知识.然后同桌一起朗读一,二单元的对话内容. 2. 教师创设情景:踢球把书包弄丢了,到处找书包,在桌子边上发现了书包,高兴的喊到Oh, my schoolbag.板书并让学生猜出句子的意思.然后教师拿出一支铅笔,对学生说one pencil,(板书).用同样的方法依次介绍本课要学习的七种文具的单词.教师指着板书领读,学生跟读.领读数遍后,教师出示单词卡片和实物文具请学生快速说出英语单词.可进行单词抢答游戏. 3. 同桌进行练习:一人说单词,另一人快速拿出相应的文具.然后换过来进行练习.接着教师出示三支铅笔,并引导学生说出three pencils,教师板书时用彩色粉笔板书three和pencils中的s.然后教师出示六本书,引导学生说出six books,依次类推,师生一起练习其他数字及文具. 4. 做击鼓传花的小游戏.教师将写有数字和文具的单词卡片分别放成两组,教师停止拍手时拿着花的同学就要上讲台分别抽出一张文具及数字的卡片并用英语快速读出,如two pens, four books…能快速读对的同学可得星星一颗. 5. 教师走到一名学生桌前,问到:Whats in your pencil-box 教师尽量用形体动作让学生理解句子的意思.并帮助学生回答One pen and two pencils.教师板书,并引导学生来解释句子的意思.教师多次提问学生Whats in your pencil-box 学生回答不出时教师可帮助一起回答.然后同桌进行问答练习. 6. 教师出示自己的书包,请学生提问自己Whats in your schoolbag 教师出示书包中的文具并回答I have one pencil-box and four books.(板书)教师可重复出示手中的文具,说I have one ruler, two erasers and five pencils.在学生理解句子的意思后教师让学生出示自己的文具并快速做出句子. 7. 以小组为单位,互相提问对方的书包和铅笔盒中都有什么,并对此进行回答. 8. 课后作业:回家听录音,预习第三单元的对话,并模仿语音,语调进行跟读. 第二课时 1.巩固1―10的数字,七个学习用品,让学生打开自己的书包,练习说:I have …(我有…) 2. 教师创设情景:让一个学生扮演成丢书包的小学生到处找书包,找到后高兴的说Oh, my school bag.然后教师问到Whats in your schoolbag 学生拿出东西并回答One pencil-box and two books.教师继续问Whats in your pencil-box 学生回答I have one pencil, two erasers and two pens.教师随即将书包递给学生并说Here you are.如果学生不能马上理解Here you are.的意思,教师可走到学生面前递给他一样东西,并说Here you are.帮助学生理解这句话,并引导他们做出回答Thank you. 3.同桌互相练习Here you are.和Thank you.练习数遍后播放课文录音,学生边看书边模仿跟读.放录音两遍后,教师领读正音.然后找部分学生领读. 4.跟读数遍后,以小组为单位进行朗读练习.每个组员领读一遍,学生能够熟练朗读之后,同桌进行分角色朗读,两人分别扮演丢书包和捡书包的同学,进行对话练习. 5.进行对话练习后,以小组为单位用句型I have…互相介绍自己书包里和铅笔盒里的文具. 6.播放B部分的录音,学生边拍手边模仿跟读诗歌I have some books.跟读数遍后,教师示范正音,然后小组进行诗歌练习.能够熟练掌握诗歌后,学生可将诗歌中的单词换成其他文具的单词进行练习.最后每小组选出一名学生参加班级诗歌比赛,并评出最佳表演奖. 7.课后作业: ⑴ 将学过的B部分诗歌说给家长听. ⑵ 听录音,跟读课文中的对话. 小学三年级英语教案：Unit 4 My classroom 一, 教学目标与要求 1. 结构与功能 ①用所学动词来发出指令,例如: Open the windows, Sally. Close the door, Chen Feifei. Turn on the lights, Sally. Clean the black篇2：高一必修一英语教案
高一必修一英语教案
Step I.Revision
Check the homework with the whole class.
Step II. Warming up
Ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.
T: Today, before we begin our reading, I’d like to ask you a question, “What is the biggest sound you have heard in your life?”
S1: The sound of wind that blew in a winter night when I was very young. It sounded like a ghost who was howling. I was very frightened at that time.
S2: The biggest noise was the one that I heard when my neighbor was quarrelling with his wife. Perhaps, they broke their TV set.
T: That’s too terrible.
S3: The noise when planes take off.
S4: The sound of trains.
T: Good! I agree that all of them are big sound. But did you once heard the sound that the heaven falls and the earth cracks, in Chinese it is 天崩地裂?
Ss: No, we have no chance to hear that.
T: If there is a sound like this, what is it?
S5: When someone hears something unexpected and terrible. For example, when one of his loved families dies, he will feel this sound.
T: Terrific! You are using a literary way to express the sound.
S6: When an earthquake happens.
T: Great! I have waited for this answer for a long time. Today we’ll learn something about earthquakes. I think most of us have heard of earthquakes. Can you imagine how terrible it is ?
S7: The earth is shaking . All the buildings will fall down.
S8: Many people will die. And perhaps many children will lose their parents.
T: Yeah, earthquakes are disasters to everybody. Now look at the two pictures of Tangshan and San Francisco. Can you describe what you see in the pictures?
S1: Tangshan is a beautiful city. It has beautiful gardens, broad roads and some tall buildings.
S2: From the picture of San Francisco,I can see that it is a very big city. There are many tall buildings thickly standing on the earth. I think the population of the city is very large.
T: Good! What will happen if there has been a big earthquake in these two cities? Work in pairs and discuss it. Then I’ll ask so me of you to show your opinion.
Step III.Pre-reading
There are two questions in this part. Both are very interesting. The first one c
an more or less reveal the students’ values; while the second one can enlarge their imagination. No matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.
T: Now, let’s look at the pictures. What are the predictions of an earthquake?
S1: Before an earthquake animals will become nervous. Cows, pigs, horses and dogs will be upset. And people can see mice running about. If the earthquake happens during winter, people can even see snakes.
T: Terrific! Where did you get this knowledge?
S1: From geography. I like it.
T: good. Sit down please.
S2: Madam, I don’t know the meaning of the picture with two women.
T: It doesn’t matter. You will know it soon after reading our text. OK. Imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?
S3: I’ll take all my money. People can’t live without money.
S4: I will take as much water as possible. Because it is said that people can keep alive for nearly 7 days by drinking without any food
S5: In that case, I’d rather take some apples, so that besides drinking, I can also eat.
S6: I will carry my grandma. She is my most loved person in this world. She brought me up.
T: What a dutiful child you are! I’m very glad to hear that. Sit down please! It seems that all of you know what you should do during an earthquake. OK. Let’s read our text, and see what it tells us.
Step IV.Reading
In this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage. Ask them to pay attention to the first sentence of each paragraph. This can help them finish exercise3 in Comprehention. It is about the main idea of each paragraph. Then ask them to read the text again carefully to obtain some details. Before reading for the second time, show some questions on the screen, and let the students read the questions first. These questions can guide them to have a good understanding about the text. They can also make preparations for Exs1-2,which are about details.
Skimming
T: At first I’d like to read the text quickly to get the general idea of the article. While reading, you should pay attention to the sentence of each paragraph.
T: Have you got the general idea of the text?
Ss: Yes.
T: What is it?
S1: There is no quick answer to this question . Are you suggesting us that the general idea is the mixture of the first sentences of each paragraph?
T: Sure.
S1:OK. That’s easy. The main idea of the passage is some signs of the earthquake, and what would happen during the quake.
T: Good, sit down please. In fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (Teacher writes the word on the blackboard ) Do you understand the meaning of the word?
Ss: No.
T: Sequence means the order of the events. It can tell us which event happens first, and which happens later. Do you know the sequence that is used in our text?
S3: Yes. At first, the text tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things that happened after the earthquake.
T: Quite right! Now please look at the screen, these are the first sentences of each paragraph. Read them and think if they are the main idea of the text. If necessary, you may make some changes to make more exact.
Teacher shows the screen and gives a little time to think it over.
1.Strange things were happening in the countryside in the northeast Hebei.
2.The disaster happened and caused a lot of loss.
3. All hope was not lost.
Careful reading
T: Now, it’s time for us to read the text carefully. But before reading, you should read some questions first. These questions may help you get some information quickly and easily. Now look at the screen, and read the questions.
Show on the screen
1.What natural signs of a coming disaster were there?
2.Can you think of some reasons why these signs weren’t noticed?
3.What events probably made the disaster worse?
4.What situations probably made the disaster worse?
5.How were the survivors held?
Step V.Extension
Show the questions on the screen.
1.From whose point of view are events described? How do you know?
2.What is the mood of this passage? How is it created?
3.Why do you think the writer chooses to express his feelings about the quake rather than simply reporting what had happened?
4.Why is the title A NIGHT THE EARTH DIDN’T SLEEP?
5.What does the sentence “Slowly, the city began to breathe again.” mean?
Answers:
1. He uses third-person to describe the quake. His description is very objective. For example, the second sentence in the third paragraph. The writer says: “Everywhere they looked nearly everything was destroyed.” The writer uses they instead of we.
2.The mood is serious and a bit sad. It is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed.
3.Although the writer was not there, he felt sad for the people of Tangshan. He knows that some personal feelings will make the reading more interesting.
4.I think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. But that night everything changed. The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title to show how terrible and how unusual the night was.
5.Here we can see that the writer compared the city to a person who suffered a lot in the disaster. He felt her pain, and he worried about her. So when he said that people came to help her, we can feel his feelings to the city. The city will not die, she has hope and she can recover from the pain.
Step VI Comprehending
Answers to Exx1-3
1.1. C 2. E 3.B 4.D 5.A
2.1. The walls of the villages wells had cracks in them.
2 .Roads got huge cracks
3. Brick buildings were destroyed.
4. The army helped the survivors.
5. Shelters were put up for those with no homes.
3.1. Strange things were happening in the countryside in northeast Hebei..
1.The disaster happened and caused a lot of loss.
2.All hope was not lost.
Step VII Homework
课后反思：总体感觉上，本节课上得比较成功，心情愉快。基本上完成了教学任务。学生们不但对地震有了一定的了解，而且能用英语进行简单的描述。但是同学们在讨论、汇报、回答问题时词汇单一，句式多是中国方的英语。在今后的教学中要加强语句表达方面的训练。
篇3：新高一英语教案Unit 20
Unit 20 humour
Period 1
(一)明确目标
1. Practice saying some tongue twisters.
2. Listen and number the pictures. Then answer the questions according to what the students hear.
(二)整体感知
Step 1 Presentation
Everyone wants and needs, to learn how to speak well if we can talk fluently and humorously, we feel we have friendly conversation. Today we will learn to say some tongue twisters and talk about the pictures on the book.
(三)教学过程
Step 2
Go through the twisters on the book and ask students to follow.
Step3
Deal with the points and talk about the skills of speaking.
Step 4
Practice the tongue twisters in pairs and then act them out.
Ask the students to listen and member, and then talk about the pictures on the book.
(四)总结，扩展
Step 5
Do the exercises after the pictures and then practice them. Make up short dialogues according to the questions.
（五）随堂练习
1. 你在车上吸烟，售票员对你说：“Smoking isn' t allowed here”。你应该说_______.
A. Don’t worry. B. I didn’t know that.
C. Excuse me. D. Oh, sorry.
2. 在车站上，一位老人对你说 may I ask you to buy a ticket for me” 你应该说_______.
A. can I have a book at the watch B. You are welcome.
C. I'll be glad to do it. D.I don't think I can.
3. 你站在柜台前，售货员对你说：“may I help you?” 你说：_______:
A. Can I have a look at the watch? B. Yes, you may.
C. The watch, please. D. It’s kind of you to help me.
4. 你那者报纸，有人问你 “Anything interesting in the papers? 你应该说：_____
A. Nothing special. B. Very interesting.
C. I have no newspapers D: I' am interested
5. 今天是元旦,以为朋友对你说”happy new year“你应该怎么说：_______ .
A. The New- Year’s in. B. The same to you.
C. I wish you health. D. Many happy returns!
1. D 2.C 3.A 4.A 5.B
Period 2
(一)明确目标
1. Lean) to interview a person.
2. To train the abilities of talking in English.
3. To learn some useful expressions in the interviewing.
(二)整体感知
Step I Presentation
Today we are going to learn how to interview somebody. Give an example to the students by asking an excellent student to help.
(三) 教学过程
Get the students to read and practice the dialogue in the text.
Step 2 Work in pairs
Ask one student play the part of a journalist the other a circus down. Make up a dialogue referring to the questions and pictures.
Step 3 practice
Practice the useful expressions in pairs first, and then act out at class using dialogues or making sentences.
Step 4
Play the tape for the students to listen and follow.
Step 5
Do a little quiz by speaking.
1. ----John sends his best wishes.
----________.
A. That’s nice of him B. Oh, he is too police
C. It’s kind of him to say so D. You are really kind to me
2. ---- What do you think sally is like?
----She______
A. isn't in good health B. doesn’t’ like eating too much
C. likes to eat fish D. is very pretty
3. ---- Do you mind my taking this seat?
---- _______
A. Yes, sit down please B. No, of course not
C. Yes, take it please D. No, you can't take it
4. -----Leaving for Chicago?
------_______.
A. Soon B. Lately
C. Late D. Sooner
5. -------Excuse me, have you got a light?
______. I don’t smoke.
A. Don’t mention B. Never mind
C. I'm afraid not D. Thanks a lot
1. A 2.D 3.B 4.A 5.C
Period 3
（一）明确目标
1. Get the students to know about comedies and humor.
2. Get the students to know more about the funny plays.
（二）整体感知
Step 1 Presentation
Questions: Do you know some comedians?
Do you know some comedy plays?
Today we are going to read a text about language matter.
Step 2
Look at the photos and talk about them, then answer the questions on the book.
（三）教学过程
Step 3
Read the text more carefully and then do the post-reading exercises on the book.
Step4
Deal with the language points.
(The teacher lists them on the blackboard or on the screen. Ask the students to say the Chinese meanings and give some examples. )
Step 5
Play the tape for the students to listen and follow, and then ask the students to find out the main idea of each part of the text.
（四）总结、扩展
Step 6
Do exercises 3 choose the best verb to complete each sentence using the correct form. Referring to page 55.
（五）随堂练习
1. We send out the invitation cards quite early, but quite few people didn’t turn up at the party.
A B C D
2. Though he has been dead for many years, we still think that death is heavier than Mount Tai.
A B C D
3. The price of the fruit and vegetables were a little lower then we had expected.
A B C D
4. The harder you' 11 practice, the greater progress you will make.
A B C D
5. These shoes are the less expensive of all.
A B C D
参考答案
1. B 2.D 3.A 4.B 5.C
Period 4
(一)明确目标
1. Get the students to read some extra materials and discuss some questions.
2. Get the students to write a short story on a joke in English.
3. Revise the language points and grammar knowledge in this unit.
（二）整体感知
Step 1 Presentation
Can you know how to be polite? Can you know how to obey the traffic roles? Today we are going to read a text ”We've already met, haven’t we?“
Step 2
Read the text and finish the exercise after it.
（三）教学过程
Step 3
After finishing all the examines after the text, then ask the students write a short funny story or a joke in English at class.
Step 4
Revise the contents of the unit.
I .语言要点
l. look on...as 把…..看作
Do you look on him as an authority on the subject'? 你认为他是这问题的权威吗？
2.mosfiy 主要地，大部分，相当于 for most part, in most cases, almost all, chiefly 等意。
People who go to Antarctica are mostly scientists. 去南极的人多为科学工作者。
3.act the role 扮演角色；起某种作用
类似有：Play the role/part, take the role
He is fit to act tragic roles. 他适合扮演悲剧性人物。
4. make sb. do 使某人做
The teacher made us all laughs by saying the jokes. 老师说笑话逗我们笑。
5. date back to 起源于，相当于: date from,
The prosperity of the family dates from the war. 这家人的发迹始于大战时期。
6. The way of doing sth./the way to do sth.
The way that/in which/-clause. 做某事的方式
I like the way you speak and act. 我喜欢你的说话和行为方式。
Ⅱ.重要句型
1. It’s a song with a laugh in a tear.
2. I would like to reach a wide audience, though I mostly have adults in mind.
3. I was still so angry that I went up to tell him what I thought of him.
4. It is you that have told me the news.
Ⅲ 交际用语
1. What should I do now?
2. We’ve already met, haven’t we?
3. What do you think is the funniest part of the story?
Ⅳ 语法项目
学会掌握-ing形式充当定语和宾语补足语的知识。
Dustin Hoffman is famous for his role acting as a woman. At one moment in a show, you can see the audience laughing loudly.
篇4：新高一英语教案Unit 21
Period 1
（一）明确目标
1. Learn body language.
2. Study the language points connected with warming up. Listening and speaking.
(二) 整体感知
Step 1
1. Presentation.
Ask some students to the front and act out the correct emotions.
2. Ask students to make a dialogue in pairs using body language.
（三）教学过程
Step 2
Go through warming up and make sure the students understand it and can match each picture with the correct emotion and the correct sentence.
Step 3
Deal with the language points.
Step 4
Listening and speaking.
（四）总结、扩展
Step 5
Work in pairs. Act out the situations.
Step 6
Finish off the exercises in the workbook.
1. When we _____ with others we ourselves not just by words. (make, talk understand )
2. Nodding the head ____ agreement, while ____ it _____ disagreement. (mean, shake)
3. The gestures are _____ both by Chinese and English speakers as the same meaning. (have, accept)
4. Scientists _____ some research on ”Touch“ in different countries. They ____ Pairs of people who in college coffee-shops for at least an hour. They how many times the
People _____ each other. (touch, do, sit, watch, count)
5. In Arab countries, you using the fingers of your right hand and the left hand is not ____ at all. (use, eat)
6.In parts of Asia you must not with your feet at another person. ( sit, point)
Answer:
1. talk; make; understood
2. means; shaking; means
3. accepted; having
4. have done; watched; were sitting; counted; touched
5. eat; used
6. sit pointing
Period 2
(一)明确目标
1. Learn to communicate with body language.
2. Train the students' reading ability.
（二）整体感知
Step 1
Read the passage ”Body Talk“, and let the students know people from different parts of the world use different body language.
（二）教学过程
Step 2
Get the students to read the text and discuss pre-reading and post reading questions.
(1) How is body language different from spoken language? What do they have in common?
(2) Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples?
Step 3
Work in pairs. Complete the chart on page 60.
Step 4
Listen to the tape and read the passage.
Step 5
Deal with the language points. Ask the students to pick out the useful expressions, and then do some exercises to practise the language points.
（四）总结、扩展
Step 6
Do ”Word-study“
Step 7
Grammar The -ing Form (2)
Step 8
Do Exercise 2--3 on page 62.
（五）随堂练习
用适当的词填空:
Body language is used by people for sending messages to one another. It is very _____ because it can help you make ____ easily understood. When you are _______ with others, you are not just _____ words, but also using expressions _____ gestures. For example, waving one's hand _____ to say ”Goodbye“. Shaking hands ____ welcome, and clapping(拍 ) hands ____ congratulations. Nodding the head means ____, but shaking the head means____. The gestures are accepted both Chinese and foreigners as having same meanings.
Different countries _____ different body language. For ____, men in Russia, France ______Arab countries kiss each other _____they meet, but men in _____ or Australia shake hands instead _____ kissing. People in Puerto Rico ______ touching each other, but people in Britain do ____ touch each other. People in countries keep standing close to ____ another when they are talking, English people must keep a distance _____ when they are talking. When you use a foreign _____, it is very important to know the of gestures and movements in the foreign country. Following the ____ will help you communicate _____ people and make your stay there much more _____ and comfortable.
参考答案：
helpful/useful; yourself; talking; using; and; is; means; means; agreement; disagreement; by; the; have; example; and; when; China; of; like; not; Arab; one; but; away; language; meanings; customs; with; pleasant/easy
Period 3
（一） 明确目标
1. Get the students to know the importance of body language.
2. Train the students integrating skills.
（二）整体感知
Step 1
Show more gestures and let the students guess the meanings.
Step 2
Read the integrating skills.
(三) 教学过程
Step 3
Introduce Shuang huang.
Step 4
Work in pairs and make up a funny story.
Step 5
Practice Writing.
(四)总结扩展
Step 6
Compare the meanings of body language in China and the USA.
Meaning in China Body language Meaning in the USA
welcome a smile and a handshake welcome
Hello Goodbye ! waving one' s hand Hello! Hi! Goodbye!
disagreement shaking the head disagreement
agreement nodding the head agreement
May I ask a question? putting up a hand May I ask a question.'?
love kissing love
no such a gesture keeping one's fingers crassed hoping sth. good will happen
proud holding up one's head not afraid/proud
feeling sorry for having done hanging one's head feeling sorry for having done
feeling very happy waving one's arm feeling very happy
dislike, disagreement or pain making a face dislike, disagreement or pain
I'm full/ I' v eat stomachache touching one's stomach having a stomachache
（五）随堂练习
1. Choose the best answers according to the situations.
When you meet a foreign guest for the first time, you should say:
A. How do you do? B. How are you?
C. Hi! D. Hello! What can I do for you?
2. Yon are carrying some heavy boxes. Someone comes over to offer help. He may say ”Can I help you?“ If you need his help, you should say:
A. Of course, you can. B. That's a good idea.
C. Yes, go ahead. D. Thanks. That's very kind of you.
3. If you can carry the boxes yourself and don’t need his help, you should say to him:
A. No. I don’t need your help. B. It's none of your business.
C. No, thanks. I can manage it myself. D. Sorry, you can’t
4. When you see an old lady carrying a heavy bag and want to go over to help her, you should say:
A. Excuse me, madam. Would you like me to crazy it for you?
B. Hello! Let me carry the bag for you. It’s too heavy for an old lady like you.
C. Hi, Granny! Let me carry the heavy bag for you. You are old.
D. Excuse me. Is there anything else I can do for you?
2. Choose the right words for the blanks, using the right verb forms.
proud juice dining room realize were type comfortable.
(1) I hope you feel as __ as you are at home.
(2)The speaker ____ to the people in the hall before he left.
(3)You’d better make the apples into ____ for your baby; otherwise she can’t eat them.
(4) Before you send your article to the publisher, you’d better____ it out with a computer or a type-writer.
(5)The students needn't go home for lunch, because there is a _____ in the school.
(6)I didn't _____ they were a couple (夫妻) until the party was over.
(7) She looked so __ at the party that few people talked to her.
3. Make gestures and guess what they mean.
(1) Raise your hand. (5) Kiss your hand to someone.
(2)Put up your hands. (6)Thumbs (大拇指) up.
(3)Wave your hand. (7)Thumbs down.
(4) Cup your ear. (8) Bite your nails ( 指甲 ).
参考答案：
1. (1)A (2)D (3)C (4)A
2. (1)comfortable (2)waved (3)juice (4)type (5)dining-room (60realize (7)proud
3.
(1) To ask or answer a question. / To attract attention. / To say hello.
(2)To give up. / To surrender.
(3)To say goodbye.
(4)To say: ”I beg your pardon. / Sorry, I can’t hear you.“
(5)To say ”Goodbye“ to a dear friend or relative.
(6)To say ”Great! / Wonderful! / Well done! / Congratulations !“
(7)To say ”No good! / Terrible!“
(8)To mean ”thinking“ or “worrying”.
Period4 单元复习
Ⅰ．语言要点
1．keep my eyes open
使眼睛睁开着，这是keep跟带形容词的复合结构，例如：
①Good food keeps you healthy．
好的食品使你健康。
②Please keep the boy quiet．
请让这男孩安静。
另外keep还可以跟带分词、介词短语、副词的复合结构。
①She kept we waiting outside.
她让我在外面等着。
②He kept his eyes shut and stayed where he was．
他闭着眼睛待在原地。
③if your hands are cold，keep them in your pockets．
如果你手冷，把它们放在口袋里。
④The cold weather kept in doors．
寒冷的天气使我们待在家里。
2.be sure of／to do．
①He is sure of success = he is sure that he will succeed.
②He is sure to succeed= he will certainly succeed.
③I’m sure of the fact．
我确实相信这件事。
④.Be sure not to forget．
千万别忘记了。
3．disagree with=not agree
①Even friends some times disagree．
既使是朋友，有时意见也不相同。
②The reports from Rome disagree with those from Milan．
来自罗马的报导与来自米兰的报导不一致。
③The climate disagrees with me．
我不适应这气候。
4．vary from culture to culture
The weather varies from very cold to quite mild．
天气变化从很冷变得相当温和。
from．．．to．．．从……到……
①1wanttOknowaboutthisthingkombeginningtOend．
我想从头至尾了解这件事。
②They have always lived from hand to mouth．
他们一直过着勉强糊口的日子。
③She was trembling from head to foot．
她全身发抖。
5．There also differences as to how often…
As to：about concerning关于；至于
As to your brother，I’ll deal with him later．
至于你的兄弟，我以后对付他。
how可以和形容词和副词连用，用于询问句。
eg：how much，how many，how old，how tall，how high，how long，how soon，how far，how often等等。
①Howheavyi8yourschoolbag?
你的书包有多重?
②一How long does the flight take?
一At least three hours．
飞行时间需要多久?
至少三小时。
③一How often do you so there?
--Twice a month．
你多久去那儿一次?
一月两次。
④How far is it form your school to the post office?
从你学校到邮局有多远?
6．Rest on停放，依靠
①Her elbows rested on the table。
她的胳膊支在桌面上。
②Our hope rests on you．
我们的希望在你身上。
7．Be used to do被用来做
Be used to doing习惯于
Used to do过去常做
①The money was used to buy a dictionary．
钱被用来买了一本字典。
②I have been used to this sort of thing．
我一向习惯于这类事情。
③There used to be an old pine tree here
从前这儿有一棵松树。
8．If we are feeling down or lonely …
如果我们情绪低落或感到孤独…
down指情绪低落、沮丧。
①He is down in spirits。
他意志消沉。
② he was down after losing his seat in the election.
他在选举中失去席位后变得很消沉。
③We will not let you down．
我们不会让你失望。
Ⅱ．重要句型
1．I call’t keep my eyes open．
2．Would you like me to help you with it?
3．I can manage it myself．
4．There ale also differences as to how often we touch each other．
5．h can be used to express almost any emotion．
6．in many countries，shaking one’s head means“no”and nodding means“yes”。
7．We can learn a lot about what a person is thinking by watching his or her body language.
8。A good way of saying “I am hungry” is patting the stomach before a meal.
Ⅲ．交际英语
1．一Can／Shall l help you with that?
一No，thanks．I Can manage it myself．
2．一is there anything else i can do for you?
一No，thank you. thanks for all your help.
Ⅳ．语法重点
动名词作主语、宾语、表语的用法：
① Reading without thorough comprehension is no good．
一知半解的阅读是不好的。
② it's no use waiting here.
在这儿等着没用。
③ I enjoy working with you.
我喜欢和你一起工作。
④Do you think it any good trying again?
你觉得再试会有好处吗?
⑤Seeing is believing．
眼见为实。
篇5：新高一英语教案Unit 16
Period 1
(一) 明确目标
1. Learn to express the student’s everyday life, especially their life on science study.
2. Train the student’s listening ability.
3. Improving the students speaking ability by debating with each other and describing.
4. Study the language points connected with the dialogue.
(二) 整体感知
Step 1
1. Presentation
When you are talking about studying, almost all of you think that studying can only happen in the classroom, and it only means listening to the teachers’ explanation. But there can be many means to study. For example, studying in the lab, reading the books by yourself. Now turn to page 22. And try to describe the four pictures listed in your text book.
2. After describing the pictures, let the students answer the following question.
(1) What are the names of the school subjects in which you study sciences?
(2) Give an example of what you learn about for each field of science.
(3) What are the rules when you do the experiments in the lab?
(三) 教学过程
Step 2
Listen to the tape and try to answer the exercises.
Step 3
Tell the differences between the rules they have talked about and the one listed in the tape. Then get to know the important to keep safe in the lab.
Step 4
Talk about the effect of the science of technology. Let the students know the application of science and technology does good to our society , at the same time , it also harm to the human beings or the environment.
Step 5
Practice in pairs to talk about some advantage and disadvantage of the scientific discoveries and applications listed in the book.
Step 6
Ask some pairs of students to act their dialogue out before their classmates.
Step 7
Deal with the language points.
(四) 总结扩展
Step 8
Make a conclusion of their performance.
Step 9
Do the exercise in the workbook.
(五) 随堂练习
用适当的介词填空
1. _____ my opinion, we should do it at once.
2. _____ the future, there are fewer animals in the world.
3. It is a waste _____ time to talk to him.
4. We should make good use _____ every opportunity we have.
5. It is necessary ___ children to sleep 9 hours a day.
6. It is silly ____ you to ask such a question.
7. It wise ____ you to take his advice.
8. I’ll travel ____ Beijing ____ shanghai by air.
参考答案：
1. in 2. in 3. of 4. of 5. for 6. of 7. of 8. from ，to
Period 2
（一）明确目标
1. Language knowledge: conduct change prove tear control doubt much too
2. Language ability: Improving the student’s reading ability, especially their kimming and scanning ability.
2. Enable the students to know the serious attitude to science.
（二）整体感知
Step 1 pre-reading
We all know that it is the scientists’ great effort that makes the great achievement on science. Could you name some scientists’names? And what are they famous for? Try to fill in the blanks of the following form, if you。Can’t, ask your classmate to help you．
Form: in the 18th & 19th centuries scientists all over the world made many important discoveries．
Give some example． ／Physics／Medicine／Chemistry／Biology
Step 2：Presentation
As we all know ,Benjamin Franklin is a famous politician．But today, we will read a passage about him as a scientist. His serious attitude to science .Let’s see how Franklin made his famous electricity experiment by flying a kite．
(三)教学过程
Step 3
Get the students read the test and then decide if the following statements are true (T) or false (F).
1．In 1752 scientists already knew what electricity is. ( )
2．Franklin was helped by a friend to do the experiment. ( )
3．Franklin made the kite of silk because wet silk does not conduct electricity. 4．A condenser was used in the experiment to store electricity.
5．The key tied to the string was put into the door to stop he kite from flying away.
参考答案 1．T 2．F 3．F 4．T 5．F
Step 4 Read he passage and then find out the main idea．
Paragraph 1 Introduction of Franklin’s experiment．
Paragraph 2-3 The process Of出e experiment．
Paragraph 4-6 The tip of doing the experiment．
Step 5
Deal with the language points. Ask the students to pick out the useful expression from the text, give them more examples, and do some exercises to practice the language points.
Step 6
Play he tape for the students to listen and follow．
(四)总结、扩展
Step 7
Students make a conclusion of de process of Franklin’s experiment and retell the tips of doing the experiment．
Step 8
Do the exercises in the post-reading.
(五)随堂练习
单句改错
1．A great number of milk is produced in that factory every day．
2．Paper is made of a certain in kind of grass．
3．This cloth is felt smooth．
4．Use an umbrella to prevent you from the rain．
5．It is important of us to learn English.
参考答案 1．number改为deal 2．of改为from 3．Is felt改为feels 4．prevent改为protect 5．of改为for
Period 3
(一) 明确目标
1．Language knowledge: Know about some words that have different meanings．
2．Language ability: Learn one word formation-compounds．
3. Moral teaching work with perseverance.
(二) 整体感知
Step 1 Presentation
After having learnt many words, we find that some words have more than one part or speech or a meaning. For example, bank can lean not only the ground near a river, but also the establishment for keeping money . It is one factor of words and we may find that if some words are combined, a new word come into being. Today we’ll talk about these two phenomena.
(三) 教学过程
Step 2
Come to the word study, and finish the work.
Step 3
Let the students think more examples of words that have more than one meaning. Then make a conclusion to help them to decide word meaning in a specific situation.
Step 4
Come to grammar, and finish to exercise.
Step 5
Talk about the word formation, especially compounds. And the noun compounds and adjective compounds.
(四)总结，扩展
Step 6
Let the students talk about some compound words then conclude the conditions.
(五)随堂练习
辨别词义及词性
1．Ache
(1) He has an ache in his chest.
(2) I am aching all over.
2．Shock
(1) The shock of the blast shattered many windows.
(2) I was shocked at the news of her death.
(3) The result of the election came as a shock to us all.
3．Order
(1) Get your ideas into some kind of order before beginning to write.
(2) He gave his order to the waiter.
4. Lie
(1) Our school lies in Anqing.
(2) He tells a lie to his teacher.
5. Like
(1) I like the one on the left.
(2) They are not twins, but they’re very Michael Jackson.
参考答案：
1. (1) n continuous and dull pain 疼痛
(2) v suffer from a continuous dull pain 持续地隐隐作痛
2. (1) n violent blow or shake 强烈的冲击或震动
(2) v cause to feel surprised 震惊
(3) n. sudden violent disturbance of the mind and emotions 震惊
3. (1) n. condition in which everything is carefully and neatly arranged 整齐
(2) Request to make or supply 订购，订单
(3) command 命令
4. (1) exist, be 位于
（2）statement one knows to be untrue 谎言
篇6：新高一英语教案Unit 15
Period 1
（一）明确目标
1. Talk about drama and theatre.
2. Train the student’s listening and speaking abilities.
（二）教学过程
Step 1 warming up
Say to the Ss many of you must have heard of some good stories, including fairy tales. Can anyone tell us an interesting one?
(Let the Ss talk about some mysterious stories .look at the pictures and use them to make up a story.)
Today we are going to talk about some mysterious stories. Look at the pictures and use them to make up a story. (Let Ss discuss it first, and then ask them to tell the class and act out their stories.)
Step 2 listening
Listen to the short play to the tape. Ask the students to listen carefully and do the exercises of this part in their books.
After listening, let the students discuss the mystery.
Step 3 speaking
Divide the class into several groups after going though the 3 different situations given in the book. Help each group to choose one and discuss what will happen next.
After the discussion, one student of each group is asked to report their imagined story. Then the whole groups are required to act it out in class.
（三）总结扩展
Step 4
The aim of this class is to foster the abilities of listening and speaking, as well as imagination. If time permits, let one student gives a situation in each group, and the others create a good story accordingly.
Period 2
（一）明确目标
1. To learn something about the play.
2. To train the abilities of skimming and scanning the text.
（二）整体感知
Step 1 presentation
Today we are going to read a play about a necklace. The play is based on a French story written by a writer called Maupassant. There are 3 leading characters in the play: Mathilde Loisel, Pierre and Jeanne. We will come to 3 scenes given in the text.
（三）教学过程
Step 2 reading
1. Let’s the students read the first scene of the play as quickly as they can. Try to answer the following questions.
(1) what‘s the matter with Mathilde?
(2) Why didn’t Jeanne recognize her at first?
(3) Why has she been working so hard?
(4) Why did she need to borrow some jewellery?
2. The students are encouraged to find out more about the necklace in scene two. Now, the story goes back to ten years earlier. Some comprehension questions are also given.
(5) Why was Mathilde worried?
(6) What did Pierre suggest?
(7) What did they decide to do?
3. In scene 3, we’ll find out the ending of the story. Read it quickly and find what happened on the way home after the ball.(suggested answer: Mathilde saw the necklace was no longer around her neck.)
参考答案：
(1) She has been working hard for 10 years.
(2) She looks older than her age and she doesn’t look well.
(3) Because of the diamond necklace.
(4) She was invited to a ball at the palace so she needed to borrow some jewelley.
(5) She didn’t have an evening dress or any jewellery to wear.
(6) Pierre suggested borrowing some jewellery from a friend who might lend her some.
(7) Mathilde decided to go and borrow some jewellery from Jeanne.
Step 3
Listen to the tape of the 3 scenes one by one, and make sure the students understand it, dealing with some language points.
（四）总结扩展
Step 4 post-reading
1. Mathilde returns to the palace where the ball was held to ask about the necklace .ask the students to make a dialogue between Mathilde and another person in the palace.
2. Ask the students:” how do you think Mathilde felt when Jeanne told her the stone in the necklace were made of glass, not diamonds?”
Let the students continue the story and write a similar scene.
Period 3
（一） 明确目标
1. Consolidate the important new words and phrases in this unit.
2. Get students to know the use of the modal verbs: must, can /may /might
（二） 整体感知
Step 1 presentation
Today we are going to deal with the part “language study”. First, let’s come to “words study”, and then we’ll talk about the grammar.
（三）教学过程
Step 2 word study
1. Let the students do the two exercises in their books. Both of them can help to consolidate their learning of the new words and phrases. Allow them to discuss in pairs.
2. Grammar talks about possibilities
When you are very sure of something, you use “must” in positive sentences and “can not” or “can’t” in negative sentences.
When you think that something is very possible, you use “can”.
When you think that something is possible, but you are not very sure, you use “could”, “may” or “might”.
Go through the sentences in the book with the whole class.
（四）总结扩展
Step 3 practice
P19 exercise 1. Rewrite the sentences using modal verbs. Lets the students work in pairs. P20 exercise 2. Complete the dialogue.
1. When you are sure of something in the past, you use “must have done” or “can’t have done”.
2. When you think that something in the past is possible, you can see “may/might/could + have done”
篇7：新高一英语教案Unit 14
Period 1
（一）明确目标
1. Talk about the pictures and know something about festivals and customs.
2. Compare a Chinese festival with a festival from another country.
3. Deal with the language points: Dress up, go on trips, be allowed, and be celebrated
（二）整体感知
Step 1 presentation
Do you know what is called the Christmas of China? The Spring Festival. Yes. The oldest and most important festival in China is the Spring Festival. Each country and each nation has its own festivals. Today we are going to learn something about the different festivals.
（三）教学过程
Step 2
Get the students to look at the pictures and discuss the questions.
Step 3
Listen to the tape and finish the exercises.
Step 4
Deal with the language points.
Step 5
Work in groups of four and discuss why your holiday is the best one.
Four topics:
1. Peace Day 2. Happiness Day 3. Friendship Day 4. Nature Day
（四）总结、扩展
Step 6 Finish off the exercises in the workbook.
Period 2
（一）明确目标
1. Get the students to discuss something about the Spring Festival.
2. Answer the questions according to the reading material and help them to know
（二）整体感知
Step 1 Presentation
All Chinese know something about the Spring Festival. All Americans know something about Christmas. Both of them are important holiday in the world. Do you want to know about some other festivals, such as Kwanzaa? Today your curiosity will be met.
（三）教学过程
Step 2
Read the text fast and find out why and when Kwanzaa was born.
Get the students to read the text again and find the answers to the following questions.
1. When was Kwanzaa born?
2. Why did people celebrate Kwanzaa?
3. What was the largest language in Africa?
4. What are the seven principles of Kwanzaa?
5. When do people celebrate Kwanzaa?
参考答案：
1. In 1966
2. African-Americans wanted to celebrate their history and culture.
3. Swahili
4. Unity, Self-determination, living together, working together, purpose, creativity, Faith
5. From December 26 to January 1
Step 3
Do post-reading.
Step 4
Deal with the language points:
Hear about, give thanks for, as well as, do as much as sb. can, be lit by, each time, keep sth. alive, share hopes
Step 5
Play the tape and ask the students to listen and follow.
（四）总结、扩展
Step 6
Finish Wb. Exercises.
Period 3
（一）明确目标
1. Get the students to know about Modal Verbs(2)--must, have to, have got to.
2. Read the table in the integrating skills and know more about some festivals.
（二）整体感知
Step 1 Presentation
In the Spring Festival, something is not allowed. For example, floors may not be swept on the first day of New Year. Anyone who breaks a dish or a glass on this day must quickly say ”Peace for all time“ to avoid incurring misfortune. So if you want to say it is necessary for someone to do something, you use ”must“ or ”have to“. Today we'll learn Grammar-Modal Verbs: must, have to.
（三）教学过程
Step 2
Look at the table and decide which is necessary and which is not. Make sentences using ”must, have
Step 3
Read the text quickly and work in pairs and ask the questions according to the table.
One asks the question. The other answers. Try to form as many questions as possible.
Step 4
Deal with the language points:
Care about, the living and the dead, play tricks on, be taken in
Step 5
Play the tape for the students to listen.
（四）总结、扩展
Step 6
Create your own festival. Fill in the blank on Page 14.
篇8：新高一英语教案Unit 19
Period 1
(一)明确目标
1. To learn to read statistical graphs.
2. To train listening and speaking skills.
3. To grasp the necessary language points connected with the content.
（二）整体感知
Step 1 lead in /presentation
With the time passing by, people’s living standard is becoming higher and higher. As a result their eating habits have charged a lot. Today we are going to know some details about it by watching the graphs.
（三）教学过程
Step 2 warming up by brain storming
Topic: agricultural produce, people’s eating habits, favorite foods and so on.
Step 3
Go through the questions by discussing in small groups with the help of the graphs. Learn with language point at the same time
Step 4
Present the results form each groups.
Step 5
After brief conclusion come to listening task.
Step 6
Acting out a short play. “how to make use of the land.”
（四）随堂练习
用适当的词填空
1. ____ the years people’s ___ ____ are charging. That’s ____ _____ produce has charged ___ three years.
2. Girls are come ____ ____ flowers.
3. Last year the number of death increased try 2-3 ___ ____ the year before last.
4. They reason ___ he did not come is quite clear.
5. The desire that they wanted to make good money ___ ___ a disaster.
6. Do you think the medicine will have a food ___ ___ the boy？
7. The villagers didn’t take care about the ____ of nature. They cut down as many tresses as ____ in time; the area was ____ ____ a desert.
8. The young man is the only one ____ for the Jole.
9. Never ___ ____ nature or you can’t escape ___ punished.
10. If I ____ a bird ___ ___ to the moon ---doesn’t it sound _____?
1. over eating habits why agricultural 2. compared to 3. compared to /with 4. why 5. led to 6. effect on 7. protection possible charged into 8. possible 9. go against being 10. were would nice
Period 2
(一) 明确目标
1. To train the abilities of skimming and scanning the passage.
2. To learn the differences between traditional agriculture and modern one in china meanwhile any necessary common knowledge about fertilization and irrigation.
3. To encourage the students to learn more for the future of our country.
（二）整体感知
Step 1 Presentation
Let’s look at the pictures and reconstruct the text by comparing traditional and modern farming.
（三）教学过程
Step 2
Skimming the reading material as soon as possible and then finish the past reading, some more questions may be designed by teachers.
Step 3
Read the passage again and find out the main idea to each paragraph.
Step 4
Languages focus .ask the student to pick out the useful expressions from the text if possible and then explain briefly in their own words.
Step 5
Listen to the tape of the text. If time permit, have some students retell.
(四) 随堂练习
Fill in the blanks with proper words:
1. The biggest problem of Chinese farmers is the ___ of ___ land. Using the ___ technologies, Chinese scientists grow vegetables _____. The ____ of these vegetables are not planted in earth but ____ in water that ___all the nutrients they ___ to grow. In, a kind of tomato was ___ that was very different from any ___ before. It was developed ___ a technique known as GM.
参考答案
1. shortage arable latest greenhouse roots hang contains need
2. developed grown using
Period 3
（一） 明确目标
1. Word formation
2. Grammar focus: the use of “it” for emphasis
（二）教学重点及知识点
参看轻松学习
（三）教学过程
Step 1
Have a dictation of useful expressions and phrases. And then check them in class.
Step 2
Come to the practice shown in the student’s book.
（四）总结，扩展
Step 3
Ask the Ss translate the following sentences into English.
1. _____ （众所周知）that the Olympic game will the held in Beijing in five years.
2. ____ （就我所之）more advanced technical information ____ （没引进）from abroad in the 1980s.
3. The officer stared at the soldier and then left the room ____（一言不发）.
4. The servant ____（忠实于）his master and ____ his wishes.
5. ____ （为了）help the children in the poor areas, the government set up the fund.
6. ____ （最有效的方法）to protect the wild animals from dying out is to forbid hunting.
7. “GM”_____ （代表）genetically modified.
参考答案：
1. It is well know 2. As far as a know/was thought in 3. without any words 4. was devoted to, carried out 5. In order to 6. The most effective way 7. stands for
Period 4
(一) 明确目标
1. Get the students to realize the great contribution Chinese
2. Train the ability of writing
（二）整体感知
Step 1 presentation
TaskⅠ have you heard the name Jia SiXie before?
What was he famous for? What was the great (work) book he wrote? Do you know what it was about?
TaskⅠ encourage the students to find out any popular problems about the weather or farming they have know。
（三）教学过程
Step 2
After the team work, read the passage carefully to search more details about the topic.
Step 3 writing skill
TaskⅠwrite a brief introduction to Yia SiXie and his work.
TaskⅡ imagine you own a vegetable garden on something like that try to write a plan for it.
Step 4 check the writing
篇9：新高一英语教案Unit 13
Period 1
（一） 明确目标
1. Warming up to arouse the students' love in talking.
2. Do some listening to improve the students' listening ability.
3. Making simple dialogues to train the students' speaking ability.
(二) 整体感知
Step 1 Presentation
Every day I have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we're going to learn something about food.
（三）教学过程
Step 2
(1) Open your books on Page 1 and look at the eight pictures in it. Discuss in pairs what are junk foods or healthy foods.
(2) Ask your classmates what they like to eat. And fill the table.
Step 3
Now let's have some listening training.
Step 4
Everyone wants to be healthy and strong. But sometimes we are not feeling well. When we' re ill, we' d better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyday English used by doctors and patients. Here are three situations for you. Choose one of them and make up a dialogue with your partner according to the example given and then act out.
（四）总结扩展
Step 5
Today we've done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.
（五）随堂练习
用动词的适当形式填空：
1. Tomorrow (be) Friday.
2. The geography teacher told me tile earth (move) around the sun.
3. He thinks it (grow) taller next year.
4. He is always (think) of himself never thinking of others.
5. How you (get) along with your classmates?
6. Look! There (come) a bus.
参考答案：
1. is 2. moves 3. will grow 4. thinking 5. are getting 6. comes
Period 2
（一）明确目标
1. Learn and master the following words and expressions: make choices, pace, diet, nutrient, muscle, bean, keep up with, fibre, mineral, chemical balance, fit, be good for, function, and be harmful to.
2. Develop the students' reading ability.
（二）整体感知
Step 1 Presentation
Today we come to the Reading. It's about a healthy diet and tells file importance of keeping a hal- mined diet. Read the text quickly and answer the following questions.
Step 2
1. What do traditional diets often have?
A. too much water
B. too much protein
C. too much fat and too many calories
D. nutrients we need
2. What can help our body fight disease and give us energy?
A. vitamins, fibre and minerals.
B. pork and fish
C. water
D. calcium
3. What contains a lot of protein?
A. vegetables
B. fruits
C. vitamins
D. fish, meat and beans
4. Why do some people become vegetarians?
A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..
B. Because they think meat is not “eco-foods”.
C. Because they think meat will make them Fat.
D. Because riley think meat will make them thin.
5. From the passage we can conclude that it is probably better, if
A. we eat less meat
B. we have more fruit
C. we have “eco-foods”
D. we buy good food and keep a balanced diet.
参考答案：CADAD
Step 3
Read the text carefully again, and give the students some explanations.
Step 4
Play the tape for the students to listen and follow.
Step 5
l. Do post-Reading 1.2.
2. Discuss the questions below, first in pair, then with the rest of the class.
(1)Why do people go to fast food restaurant?
(2)Why is it not good for you to eat too much sugar and fat?
(3)Why are crash diets and supplements so popular?
(4)What can we do to keep a balanced diet?
（五）随堂练习
单句改错
l. They made some Chinese friends in Beijing so as to improve their Chinese better.
2. He advised my giving up smoking.
3. They try to keep a balancing diet.
4. Only in this way we will be ready for the challenges in life.
5. If our diet including foods from all the food groups, we do not have to buy any supplements.
参考答案：
1. 去掉better
2. my giving 改为 me to give
3. balancing 改为balanced
4. we will 改为 will we
5. including 改为 includes
Period 3
（一）明确目标
1. Review the text learnt in the last period including useful words and expression.
2. Learn how to use “had better”, “should” and “ought to” while giving advice.
（二）整体感知
Step 1 Presentation
In the class we’re going to review the words we learnt and also learn how to give advice using “had better, should, and ought to”.
（三）教学过程
Step 2
Please open your books on page 5. On the top of it there are some words and phrases in the form. Match them with the proper expressions.
Step 3
After finishing the word-matching, the teacher can tell the students when people use “had better or had better not”, “should or should not”, “ought to or ought not to”. Then have the students fill in the blanks in a right way.
（四）总结扩展
Step 4
We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using “had better (not)', ”ought (not) to or should (not)'.
（五）随堂练习
完成句子
1. The teacher advised him __ (不要在马路上玩)
2. _________ (培养健康的饮食习惯) is my important.
3. _________(选择吃什么) is no longer as easy as it once was.
4. Because they think we _____________(不该杀动物来做食物 ).
5. ________ (代替) eating expensive foods, they did more exercises.
参考答案：
1. not to play on the road
2. Developing/To develope healthy eating habits.
3. Choosing/To choose what to eat
4. should not kill animals for food.
5. Instead of
Period 4
（一）明确目标
1. Do some reading about Snacks.
2. Do some writing to develope the students' writing skill.
（二）整体感知
Step 1
Many students like having snacks. Is the habit good or bad? Let's read “Snacks“.
（三）教学过程
Step 2
After fast reading, do the following True-or-False exercises.
1. Our body doesn't need to refuel if we choose nutritious food for our main meals.
2. Good snacks should come from different food groups and should not have too much fat or sugar.
3. Fruits and vegetables don’t give us any vitamins.
4. Most fruits need cooking.
5. Fruits and vegetables are the only healthy snacks.
参考答案：
1. F 2.T 3.F 4.F 5F
Step 3
Give the students some explanations when necessary.
Step 4
Play the tape and have the students follow.
（四）总结扩展
Step 5
Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.
篇10：新高一英语教案Unit 13
高中英语学习网
新高一英语教案Unit 13
Period 1
（一） 明确目标
1. Warming up to arouse the students' love in talking.
2. Do some listening to improve the students' listening ability.
3. Making simple dialogues to train the students' speaking ability.
(二) 整体感知
Step 1 Presentation
Every day I have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we're going to learn something about food.
（三）教学过程
Step 2
(1) Open your books on Page 1 and look at the eight pictures in it. Discuss in pairs what are junk foods or healthy foods.
(2) Ask your classmates what they like to eat. And fill the table.
Step 3
Now let's have some listening training.
Step 4
Everyone wants to be healthy and strong. But sometimes we are not feeling well. When we' re ill, we' d better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyday English used by doctors and patients. Here are three situations for you. Choose one of them and make up a dialogue with your partner according to the example given and then act out.
（四）总结扩展
Step 5
Today we've done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.
（五）随堂练习
用动词的适当形式填空：
1. Tomorrow (be) Friday.
2. The geography teacher told me tile earth (move) around the sun.
3. He thinks it (grow) taller next year.
4. He is always (think) of himself never thinking of others.
5. How you (get) along with your classmates?
6. Look! There (come) a bus.
参考答案：
1. is 2. moves 3. will grow 4. thinking 5. are getting 6. comes
Period 2
（一）明确目标
1. Learn and master the following words and expressions: make choices, pace, diet, nutrient, muscle, bean, keep up with, fibre, mineral, chemical balance, fit, be good for, function, and be harmful to.
2. Develop the students' reading ability.
（二）整体感知
Step 1 Presentation
Today we come to the Reading. It's about a healthy diet and tells file importance of keeping a hal- mined diet. Read the text quickly and answer the following questions.
Step 2
1. What do traditional diets often have?
A. too much water
B. too much protein
C. too much fat and too many calories
D. nutrients we need
2. What can help our body fight disease and give us energy?
A. vitamins, fibre and minerals.
B. pork and fish
C. water
D. calcium
3. What contains a lot of protein?
A. vegetables
B. fruits
C. vitamins
D. fish, meat and beans
4. Why do some people become vegetarians?
A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..
B. Because they think meat is not ”eco-foods“.
C. Because they think meat will make them Fat.
D. Because riley think meat will make them thin.
5. From the passage we can conclude that it is probably better, if
A. we eat less meat
B. we have more fruit
C. we have ”eco-foods“
D. we buy good food and keep a balanced diet.
参考答案：CADAD
Step 3
Read the text carefully again, and give the students some explanations.
Step 4
Play the tape for the students to listen and follow.
Step 5
l. Do post-Reading 1.2.
2. Discuss the questions below, first in pair, then with the rest of the class.
(1)Why do people go to fast food restaurant?
(2)Why is it not good for you to eat too much sugar and fat?
(3)Why are crash diets and supplements so popular?
(4)What can we do to keep a balanced diet?
（五）随堂练习
单句改错
l. They made some Chinese friends in Beijing so as to improve their Chinese better.
2. He advised my giving up smoking.
3. They try to keep a balancing diet.
4. Only in this way we will be ready for the challenges in life.
5. If our diet including foods from all the food groups, we do not have to buy any supplements.
参考答案：
1. 去掉better
2. my giving 改为 me to give
3. balancing 改为balanced
4. we will 改为 will we
5. including 改为 includes
Period 3
（一）明确目标
1. Review the text learnt in the last period including useful words and expression.
2. Learn how to use ”had better“, ”should“ and ”ought to“ while giving advice.
（二）整体感知
Step 1 Presentation
In the class we’re going to review the words we learnt and also learn how to give advice using ”had better, should, and ought to“.
（三）教学过程
Step 2
Please open your books on page 5. On the top of it there are some words and phrases in the form. Match them with the proper expressions.
Step 3
After finishing the word-matching, the teacher can tell the students when people use ”had better or had better not“, ”should or should not“, ”ought to or ought not to“. Then have the students fill in the blanks in a right way.
（四）总结扩展
Step 4
We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using ”had better (not)', “ought (not) to or should (not)'.
（五）随堂练习
完成句子
1. The teacher advised him __ (不要在马路上玩)
2. _________ (培养健康的饮食习惯) is my important.
3. _________(选择吃什么) is no longer as easy as it once was.
4. Because they think we _____________(不该杀动物来做食物 ).
5. ________ (代替) eating expensive foods, they did more exercises.
参考答案：
1. not to play on the road
2. Developing/To develope healthy eating habits.
3. Choosing/To choose what to eat
4. should not kill animals for food.
5. Instead of
Period 4
（一）明确目标
1. Do some reading about Snacks.
2. Do some writing to develope the students' writing skill.
（二）整体感知
Step 1
Many students like having snacks. Is the habit good or bad? Let's read “Snacks”.
（三）教学过程
Step 2
After fast reading, do the following True-or-False exercises.
1. Our body doesn't need to refuel if we choose nutritious food for our main meals.
2. Good snacks should come from different food groups and should not have too much fat or sugar.
3. Fruits and vegetables don’t give us any vitamins.
4. Most fruits need cooking.
5. Fruits and vegetables are the only healthy snacks.
参考答案：
1. F 2.T 3.F 4.F 5F
Step 3
Give the students some explanations when necessary.
Step 4
Play the tape and have the students follow.
（四）总结扩展
Step 5
Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.
篇11：英语教案格式一：Apostcard from New York
教学目标：
1.Daming has got a Chinese kite and we fly it in the park.
2.Ive got some chopsticks, but they are difficult.
3. 通过不同国家的人们使用的物品进行文化对比，复习have got的用法。
教学过程：
一、Warmer
Take fine objects that belong to you and put them on the table.
The students must see clearly that they are your things.
Now pick up one of the things and introduce it using have got
E.g.: T: (pick up a book)Have got a book.
Repeat this activity with the rest of the objects.
Practice “I have got…。and Ive got…”
二、Listen, point and find have got。
Write on the board
Daming has got… Laura has got…。
Ask the students to close their students books. Before they listen, ask them to guess what objects Laura and Daming have got.
Then, play the recording and ask the students to listen and check if their guesses are correct.
三、Listen and say.
After practicing the phrases, encourage the students to ask each other question.
Do an example by asking a student. Examples T: Have you got a kite? S1: No, I havent. T: Have you got a pair of chopsticks? S2: Yes, I have.
Then, divide the class into pairs and ask them to ask each other question.
四、Make sentences from the boxes, using andor but。
Use the activities in the vocabulary Extension List from Module 5 to play a game. Write the words from the Vocabulary list on the board Swim dance play table tennis play football speak English speak Chinese cook sing songs play the guitar
Tell the students that they have to point at two activities, say the verbs and then make a sentence with andand but。
Ask the students to practice the dialogue in pairs.
五、Homework
read the dialogue.
英语教案格式范文二：《Meet my family》
教学目标：
新课程强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合，本着这样的认识，我制定如下教学目标。
认知目标
学生能听、说、读短语及单词：family，parents，aunt，uncle，babybrother能运用 how many......进行口语交际。
能力目标
能用英语交流在假日中的活动，部分同学能用英语流利介绍节日的有关情况。
情感目标
通过活动、游戏使学生产生学习英语的兴趣;让学生敢于、乐于开口，积极参与交流。并让学生在学习的过程中，培养他们的合作意识和竞争意识。
教学重点：
让学生掌握词组，能运用词组进行交流，初步锻炼学生运用词组描述节日的能力;
教学难点：
让学生认识时态的变化，及意识到词组的不同运用能造就语言的丰富性。
教学方法：
1. 教法设计 根据英语这门课本身的特点及四年级学生的兴趣，我通过设计具体形象的情景，以旧带新，不断滚动知识点，以此来分散教学难点，让学生直观地感知与理解。同时创设数个任务活动，从单词到短语到句子到对话到片断，使学生在师生、生生之间的多向交流中进行有意义的练习与实践，充分发挥他们的学习主体性，培养他们学习致用的能力。
2. 学法指导 引导学生通过比较、观察、猜测的方法逐渐感悟新语言项目的功能，让学生在多层次的练习中体会到学习英语时“运用”的必要性，鼓励学生积极思维，大胆尝试。
3. 教学手段 根据本课的教学内容、教学目标、学生的年龄特征和心理特征，为了更好地激发学生学习兴趣，从而能积极主动参与学习。教学中运用多媒体课件、图片等教学辅助手段，置抽象的句型于一个个生动的情景、游戏之中，不仅使学习过程自然轻松，更能较好地启智开思。
教学过程：
1.热身( Warm up)
一中外不同家庭全家福为背景，播放中文歌曲《让爱住我家》开头曲，让学生静静闭上眼睛感受家的氛围。
再此过程中有老师进行话语引导“同学们，家是温馨的港湾，每个人都有一个家，歌曲中唱到，我爱我的家弟弟爸爸妈妈，那么同学们知道这几个词语用英语怎样表达吗?”
2. 单词学习(word learning)
第一步，先由大屏幕学习本科单词，有老师详细解释;
第二步，反复领读与自我练习;
第三，拼写阶段，四线格练习;
第四，memory game的游戏。
[设计意图] 该部分有两处亮点，一是，依然重视四线格的书写，为我的学生打下一个良好的英语基础。
3. 单词游戏(memory game)
[设计意图] 既增添课堂气氛又争取让我的学生限度的当堂掌握新学的单词。记不过不要紧，目的不是必须当堂掌握，而是限度的提升课堂效率，并限度的挖掘学生潜能。
最后谁答对了还会有奖励，即道具“卡片鱼”，这样道具也不会被浪费。
4.课文学习(text learning)
以问题导入“我们知道Ammy 的家庭有六位成员，可Ammy却说有七位，这是为什么呢?” 接下来利用视频学习课文并找出答案。
[设计意图] 让学生带着问题学课文找答案，增强目的性。本环节有两处特色，第一是，所选视频是实景实人视频而不是动画，增强真实感，限度的再现英语环境。第二是，由老师进一步解释Ammy为什么把狗也看作是家庭成员，以此培养跨文化意识。
5.语法学习(grammer learning)
此环节学习方式：小组竞赛。以座位分成四个参赛小组，按每个同学的课堂表现为本组加星，课末评出WINNER。本节课所教授的句子是“How many people are there in your family?”
[设计意图] 学习方式的宣布让学生对本节课充满了兴趣，激起了他们的斗志和为本组争星的表现欲。提高他们的表达能力，反复练习语法知识，学以致用。
6. 知识拓展(Extra tips)
由老师补充搜集课本上没有的知识，如，本课中其实爸爸妈妈在英语国家还有其他的口语化叫法mammy dady等。
[设计意图]一是，让学生开眼界。二是，为我下一步的作业布置铺路子。
7.课后作业(Homework today)
(1) “说出你的爱”：回家后用英语称呼你的家人，如“Mom，I love you!“
(2) “我学我用”：准备下节课带自己的全家福一张，向你的同学介绍你的家庭成员。
[设计意图] 巩固所学，将课内的学习延伸到生活。
8. 结束(the ending)
最后以I love my family 歌舞表演结束本课。
[设计意图] 第一，号召同学们stand up and move your body! 让同学们站起来一起唱一起跳。因为这首歌曲是精心挑选的，并且会配以动作教学。第二，从另一个侧面向孩子们昭示，只要课堂上认真听课，四十五分钟过后必定会有轻松的一刻。第三，使本节课在一个轻松愉快的氛围中结束，让每个人被这首歌所感染，心中充满浓浓的爱意，体会到英语的魅力，使思想境界得到升华。
篇12：英语教案
英语教案
初三英语：Lesson 23教学设计方案 Period: The third Period Content: Lesson 23 Properties: Recorder Teaching Objectives: Students should master the dialogues, useful expressions about the present perfect tense and the object clause. Language Focus: 1. How long have you lived in…? I ve live here since… 2. How long have you been doing sth.? I ve been doing sth. for… 3. What s the longest time you ve been down? I ve been down as long as… 4. … says (that)… Teaching Procedures: Ⅰ. Organizing the class Greetings and a duty report. Ⅱ. Revision To dictate the words last time. Check homework Ⅲ. Presentation Present the sentence: How long have you learned English? Ask some students to answer. Then go on: Do you like learning English? Have the students practice this dialogue in Pairs, in groups. At last, act out the dialogue Ⅳ. Read and say Play the tape for the students to listen and repeat Then ask: How long has Lin Yang lived in Honolulu? How long has Lin Yang been surfing? Have the students ask the questions, check with the whole class. Ⅴ. Practice Practice the dialogue in Pairs, then in groups. Then act out the dialogue. Ⅵ. Ask and answer Talk about the dialogue of Part 2 in Pairs. Finish the sentences in Pairs. Ⅶ. Practice Talk in groups of three. The first student says something, the second student may ask: What does he / she say? The third student repeats using the Object Clause: He / She says that… Ⅷ. Homework Finish off the exercises in the workbook. Ⅸ. Summary Exercise in class: Rewrite the following sentences with the Object clause. 1. Physics isn t easy to learn He says… 2. Who does live in the room? Do you know… 3. You have passed the exam. I m glad… 4. He ll be back in a month. I hear… 5. Whose dictionary is this? Tom asked… Answers: 1. He says (that) physics isn t easy to learn. 2. Do you know who lives in the room? 3. I m glad that you have passed the exam. 4. I hear he ll be back in a month. 5. Tom asked whose dictionary this was.
篇13：英语教案
Good morning, teachers! My name is Hanchunhui, Iam 23 years old and Ill graduate from zhoukou normal university inthis June. Today my topic is Festivals andcelebrations. Festival is familiar to us, forexample: Spring Festival in ChIna. This text is mainly from four aspects to introducethe festivals around the world. First, Festivals of the Dead, such as Japanese festivalObon, the Western holiday Halloween. Second, Festivals to honourpeople, such as The Dragon Boat Festival in China, Columbus Day inthe USA. Third, Harvest Festivals,such as Thanksgiving Day inEuropean, Mid-autumn Day in China and Japan. Fourth,Spring Festivals, such as Spring Festival inChina, Easter in the Western, Japanese Cherry BlossomFestival. Festival is the worlds people to meet the needsof production and living together to create a folk culture, is animportant part of folk culture. Understand the origins of festivalsand the methods to celebrate help students better understand theworld culture and expand theirknowledge.Teachingaims :
1、Let the students learn the useful new words andexpressions in this part；
2、Let the students learn about history and basicknowledge of festivals both in and out ofChina;
3、Develop students’reading ability and let themlearn different reading skills
;Teaching importantpoints:
1、Let students learn moreabout history and knowledge offestivals.
2、Get students to learndifferent reading skills.
Teaching difficultpoints:
1、Develop students’ readingability.
2、Enable students to talkabout festivals and celebrations.Teachingaids:Multimedia,a recorder and other normal teaching tools willbe used.Teaching methods:
1、task―basedteaching.（任务教学）
2、cooperativelearning.（合作学习）
3、discussion.（讨论）
Ask them thefollowing questions:
1)Do you have a good time in your winterholiday?
2)Whendid you feel most happy andexcited?Why?
Step 2 : Warmingup
1)Letstudents brainstorm the other Chinese festivals.(LanternFestival,Pure Brightness Festival,Dragon Boat Festival,Mid-AutumnDay,New Year’s Day,Chung YeungFestival……)
2)Talkabout some foreign festivals with students.(Christmas,AprilFools’Day,Easter,Halloween,Valentine’s Day,ThanksgivingDay……)
★ 英语教案模板
★ 幼儿英语教案
★ 八年级英语教案
★ 英语教案反思
★ 初中英语教案
★ 高二英语教案
★ 初一英语教案
英语教案格式一：Apostcard from New York（锦集13篇）
