Student Teaching Lesson Plan
第五册Teaching Plan for Lesson
第五册Teaching Plan for Lesson一、教学目标1、知识与技能目标学生能够熟练掌握本单元的重点词汇和短语，如_____、＿____、＿____等。
学生能够正确运用本单元的重点句型，如_____、＿____、＿____等进行交流和表达。
学生能够听懂、读懂与本单元主题相关的简单对话和文章，并能够提取关键信息。
2、过程与方法目标通过多种教学方法，如情景教学、小组合作学习等，培养学生的自主学习能力和合作精神。
引导学生通过观察、分析、归纳等方式，总结语言规律，提高语言学习的效率。
3、情感态度与价值观目标激发学生学习英语的兴趣，培养学生积极主动的学习态度。
培养学生的跨文化意识，让学生了解不同国家的文化差异。
二、教学重难点1、教学重点重点词汇和短语的理解与运用。
重点句型的结构和用法。
2、教学难点如何让学生在实际情境中灵活运用所学的词汇和句型。
培养学生的阅读理解和写作能力。
三、教学方法1、情景教学法通过创设生动的情景，让学生在真实的语境中学习和运用语言。
2、任务驱动法给学生布置明确的任务，让学生在完成任务的过程中提高语言能力。
3、小组合作学习法组织学生进行小组合作学习，培养学生的合作精神和交流能力。
四、教学过程1、导入（Warmingup）通过播放一段与本单元主题相关的英语视频或歌曲，引起学生的兴趣，导入新课。
与学生进行简单的交流，如询问学生对相关主题的了解和看法，激活学生的已有知识。
2、词汇学习（Vocabulary）展示本单元的重点词汇，通过图片、实物、动作等方式帮助学生理解词汇的含义。
让学生跟读词汇，纠正发音，然后进行词汇拼写和记忆练习。
3、句型学习（Sentence Patterns）讲解本单元的重点句型，分析句型的结构和用法，举例说明。
组织学生进行句型操练，可以通过模仿、替换、造句等方式，让学生熟练掌握句型。
4、课文学习（Text）让学生听课文录音，理解课文大意，回答一些简单的问题。
undergraduate teaching plan -回复
undergraduate teaching plan -回复如何制定本科教学计划。
导言：制定本科教学计划是一项重要任务，该计划将直接影响到学生的学习质量和未来发展。
本文将分步骤介绍如何制定一份有效的本科教学计划，包括需求分析、目标设定、课程设计和评估措施。
第一步：需求分析在制定本科教学计划之前，需要进行一次全面的需求分析。
这包括对学生群体的背景和能力进行了解，以及对当前行业和社会发展趋势的研究。
这些信息将帮助教师了解学生的学习需求和培养目标，为教学计划的制定提供指导。
1.1 学生群体分析了解学生的背景和能力是制定教学计划的第一步。
通过对学生的入学考试成绩、学术记录和个人背景资料的分析，可以获得关于学生学习水平、兴趣和特长的信息。
此外，可以进行问卷调查或小组讨论，以收集学生对课程内容和学习方法的意见。
这些信息将帮助制定教学计划时更加针对学生需求。
1.2 行业和社会需求分析对当前的行业和社会发展趋势进行分析，了解未来的就业前景和技能要求，有助于制定与社会需求相适应的教学计划。
此外，也可以参考相关行业和职业的人才需求报告，以了解所需的专业知识和技能。
第二步：目标设定在需求分析的基础上，制定本科教学计划需要设定明确的教学目标。
这些目标应既与学生需求相匹配，又与行业和社会需求相适应。
2.1 学术目标学术目标主要针对学生的学科知识和能力发展。
根据学生的学术水平和培养目标，确定需要教授的核心知识和技能。
同时，也要注意培养学生的创新思维、问题解决能力和团队合作精神。
2.2 职业发展目标职业发展目标主要关注学生的就业前景和职业能力的培养。
根据行业和社会需求的分析，确定学生需要掌握的专业技能和实践经验。
可以通过与企业和行业专家合作，开展实习或项目合作，以提供实际工作经验和职业规划指导。
第三步：课程设计根据学生需求和目标设定，制定本科教学计划需要设计合理的课程结构和内容。
这需要综合考虑核心课程、选修课程和实践教学的设置。
LessonPlan教案(一般过去时动词过去式)Lily
Lesson Plan教案Step1（2分钟）Warm-up: 唱学员熟知的歌曲<<Bingo>> （1分钟）由Bingo引导出小故事：Bingo was a dog. He was on thefarm.Yesterday he came to the town. He felt veryhappy.What did he do yesterday? Let’s guess! (1分钟) Step2 (10分钟)Presentation: 1）黑板中间的句型引出过去时：What did he do yesterday?黑板上方有表示过去现在将来的箭头,今天我们要学习的时态是:一般过去时Simple pass tense(表示过去某个时间里发生的动作或状态；过去习惯性、经常性的动作、行为；过去主语所具备的能力和性格都用一般过去时)结构：主语+ 动词过去式（did）+宾语+时间状语 (2分钟) 2）Now every student has different answer.Teacher’ll tell you the truth.老师准备了8句句子让学生翻译：a)Bingo play ed football yesterday.b)Bingo work ed late yesterday.c)Bingo bake d cakes yesterday.d)Bingo dance d yesterday.e)Bingo mop ped the floor yesterday.f)Bingo stop ped two times yesterday.g)Bingo carr ied many books yesterday.. .。
TeachingPlanforLesson38
TeachingPlanforLesson38 Teaching Plan for Lesson 38Unit 10 Book III一、Teaching aims:1. Master the Passive Voice in the Past Simple Tense2. Understand the text3. Learn how to use some useful expressions二、Language Focus:a visit to …,be interested in …a group of,on display,be covered with, in the 1920s’in the future三、Important points:1. How to use some useful expressions.2. Get the students to retell the story.四、Teaching methods:1.Let the students sum up “What do you know about dinosaurs?” by reading the flashcards prepared.2.Talking about the pictures.五、Teaching aids:A picture. A recorder. The flashcards六、Teaching procedures:Step 1 RevisionLet some students show their maps to the class, and tell something about their maps.Get the students to look at Exercises 2 in P145. Choose some pairs to make dialogues.Step 2 Leading inT: In Lesson 37, we’re known that Du Hui went to the biggest science museum. He saw many old inventions on show. They were all invented in hundreds of years ago. Do you think it is very interesting to go to the museum? Yes. Today we’ll visit the Museum of National History. We’ll learn something about dinosaurs.Step 3 Presentation1.T: Can you say something bout dinosaurs in Chinese or in English? Let the students discuss it first. Then open the workbook. Look at Exercises 1. Read through the questions first, let the students read the passage quickly and answer the questions orally. The teacher may give them correct instructions. Ask them to find the answer in the reading.2.Play the tape, get the students to listen and repeat after the tape sentence by sentence.3.Ask two or three students to read the passage for the class.4.Show language focus:Be on a visit to…He is on a visit to Beijing.Be interested in …I am interested in English.Try to somethingI’ll try my best to learn English well.Be covered withThe ground was covered with leaves.Step 4 Teaching GrammarT: The Passive Voice in the Past Simple Tense. Let the students find out these sentences.1.These eggs were laid by dinosaurs long long ago.2.It was discovered in Liaoning Province.3.Many dinosaurs were discovered by you.Let the students make up sentences with: was/were + VPPStep 5 PracticePlay the tape again. Get the students to listen andrepeat the dialogue of the passage. Then let them practice the dialogue in groups.Step 6 SummaryToday we’ve learned something about dinosaurs. They were found in 1920s, then disappeared 65 million years ago. But there was also a dinosaur on display in the museum. It was like a bird, so many scientists believed that dinosaurs haven’t disappeared.Ask: What will the world be like if dinosaurs are still living today?How will people’s life be changed if dinosaurs are still living?Let the students have a group discussion about two topics.Step 7 WorkbookDo Exercise 2. Write down the answers as quickly as they can.Exercise 3. Let them read the poem.Step 8 Exercises in classChange the active sentences into the passive sentences.1.They built a new shop last year.2.Did you buy a book from the market?3.When did you have a meeting?4.The workers made the machines.5.The farmers didn’t use the bottles. Step 9 HomeworkRead the passage again.Go on discussing the two topics.七、Blackboard designLesson 38A visit to the museum of natural historyWhat do you know about dinosaurs?They were found in 1920s.↓disappeared 65 million years ago.Be on a visit to …Be interested in …Try to somethingBe covered with …。
(初二英语教案)八年级教案Teaching Plan L 2 B 2_八年级英语教案
八班级教案Teaching Plan L 2 B 2_八班级英语教案/Teaching PlanLesson 2 Unit 1 Book 2Teacher: Shu HehuaSchool: No.3 Middle School ,DanyangTime: September 2,2021Teaching aims:1.Develop the students’abilities of listening,speaking and reading2. Learn the new words and some important drillsTeaching aids: a tape recorder,some slides for shows,exercises for Lesson 1,picturesTeaching Procedures:Step 1: RevisionGreet the class. Ask “What’s the date today〞Check the homeworkRevise some questions in pairsStep 2: PresentationTalk about one student from the class. Teach “full name〞Write an English name and a Chinese name on the Bb to help the students to see the difference between English and Chinese namesStep 3 : PracticeTell the students that Jim is giving a talk tomorrow.Ask “What is Jim thinking aboutPlay the tape for the ss to find the answerPractise the dialogue in pairsStep 4 : ReadingAsk “How many names do English people usually haveDiscuss Chinese names: What do Chinese people call each other for shortStep 5: Exercises in class依据句意及所给首字母完成以下句子1．The t _____ must stop when the lights are red．2．This afternoon\'s meeting is very i_____ ．Everyone must be at the meeting．3．Can you tell me the d_____ between Chinese and English names 4．He\'s going to give us a t_____ on how to learn English well．5．I think the s_____ lesson is very interesting．Step 6: Important words1.Call 1) call sb / give sb. a call2) call one’s name 3) call him Jim2. be short for… / for short3.give a talk /talk about [1][2]下一页。
teaching+plan+(pull+up+the+turnip)+(4)
Teaching Plan大沥镇黄岐中心小学梁焕娟一、Teaching contents: Read and write&Story time(teacher----T:students-----“Sts”: student----st)二、Teaching aims:(1)Ability aims：1．Be able to say,listen,read and write the letters:S,T,U,V and words ,teacher and student.2. Be able to recognize the words about “Read and Write”.(2)Knowledge aims:1. To improve their knowledge about “story time”.2. Enable the sts to use the sentence: Let me help you!(3)情感目标:1. To guide the sts to help each other when your friendsneed your help.2. Be able to know the importance about cooperation.三、Key points:1. The correct handwriting of the letters:S,T,U,V andwords ,teacher and student.2. To guide the sts to help each other when your friendsneed your help.四、Difficult points:1. The word “turnip” “Hooray” and the sentence “Ican’t pull it up.”2. The correct handwriting of “teacher”and “student”.五、Teaching methods:1. TPR ( 全身反应法)：使学生充满乐趣。
lesson plan 格式参考
silence and try to comprehend it and finish the following excise. If they come across any difficult word or sentence, circle it out and solve it in next section.
Lesson Plan
Name: Subject:
王亚星
Grade:
Grade 9
How do you study for a text?
Lesson type: Reading
and Teaching 40
Speaking
time:
minutes
Overall Design and Guiding Principles
the difficult points of English learning. (3) be active and cooperative in team work, enjoy the sense of
achievement in cooperation.
Aims of strategy: (1) master some methods of independent study. (2) be well versed in transforming input to output.
Teaching Aims
Aims of knowledge: (1) master and use some important words, such as: flashcard, take notes
(完整word版)lesson plan
Lesson PlanBackground informationStudents：Junior high school students, Grade 1Lesson duration: 40minsTeaching aims:1. Knowledge aims(1） Students can know some new words about transportation and learn some sentence patterns。
(2） Students can learn some sentence patterns。
2. Ability aims（1）To develop the students’ abilities of listening， speaking, reading and writing.(2) To train the students’ ability of working in pairs.(3) To develop the students' abilities of communication by learning the useful structures.3。
Emotion aims（1) Through different teaching methods to make students be interested in study. (2） Love to know more knowledge about transportation and dare to express their opinions in English。
（3) Encourage the students to be more creative and try to make contributions to making new inventions in the future。
教案英文怎么说
教案英文怎么说教案英文可以翻译为 Lesson Plan 或者 Teaching Plan。
下面是围绕这个标题的一份教案示例：Lesson Plan: Introducing Vocabulary WordsGrade Level: 5th gradeSubject: English Language ArtsObjective: Students will be able to accurately define and use new vocabulary words in context.Materials Needed:- Chart paper- Markers- Vocabulary word cards- Whiteboard or blackboard- Student notebooksProcedure:1. Warm-up (5 minutes):- Review previously learned vocabulary words with a quick game of word association.- Ask students to think of words that are related to the words they learned before.2. Introduction (10 minutes):- Write the new vocabulary words on the board: "utopia," "dystopia," "community," "government," and "citizen."- Elicit prior knowledge by asking students if they have heard any of these words before and what they think they mean.- Provide brief explanations and examples for each word to ensure understanding.3. Vocabulary Activities (20 minutes):- Divide the class into small groups and distribute the vocabulary word cards.- Instruct each group to discuss and write a definition for one of the words on their card.- Have each group share their definition with the rest of the class, and facilitate a class discussion to clarify any misconceptions.- Encourage students to ask questions and provide additional examples.4. Application (15 minutes):- Give each student a copy of a short reading passage that incorporates the new vocabulary words.- Instruct them to read the passage individually and underline or highlight the words they have learned.- Ask students to discuss with a partner the meaning of the highlighted words and how they are used in the passage.- Open up the discussion to the entire class, allowing students to share their interpretations and insights.5. Wrap-up (5 minutes):- Summarize the lesson by reviewing the new vocabulary words and their definitions.- Assign a vocabulary worksheet or an interactive online activity for homework to reinforce the learning.Assessment:- Monitor students' participation and understanding during class discussions and activities.- Collect and review the completed vocabulary worksheets to assess individual comprehension.- Consider creating a culminating project where students apply the vocabulary words in a written composition.Extension:- Encourage students to explore related vocabulary words independently and share their findings with the class.- Have students create flashcards or complete vocabulary exercises to continue practicing the newly learned words.By following this lesson plan, you will be able to introduce new vocabulary words effectively and engage students in meaningful learning activities to promote understanding and usage in context.。
英语教案的英文术语
英语教案的英文术语在英语教学中，有许多专业术语被广泛应用于教学过程中。
学会这些术语对于提高教学效果和与其他教育专业人士交流至关重要。
下面将介绍一些常见的英语教案中使用的英文术语：1. Lesson Plan （教案）Lesson Plan是指教师在教学前所制定的详细计划。
它包括了教学目标、所需教学资源、教学活动和评估方式等内容。
一个好的Lesson Plan能够帮助教师有效组织课堂教学。
2. Teaching Goals （教学目标）Teaching Goals是指教师在教学中想要达到的具体目标。
这些目标通常会根据学生的水平、课程标准和教学内容来确定，有助于指导教学过程。
3. Classroom Management （课堂管理）Classroom Management是指教师在课堂上对学生行为、注意力和秩序进行管理的过程。
良好的课堂管理能够创造一个有利于学习的环境。
4. Differentiated Instruction （分层教学）Differentiated Instruction是指根据学生的不同学习需要和能力，采取不同的教学策略和方法进行教学。
这有助于满足各种学生的学习需求。
5. Assessment （评估）Assessment是指对学生学习成果进行评价和反馈的过程。
评估可以帮助教师了解学生的学习情况，调整教学策略，以及指导学生的学习方向。
6. Engaging Activities （引人入胜的活动）Engaging Activities是指吸引学生注意力、激发学习兴趣的各种教学活动。
通过设计具有趣味性和挑战性的活动，能够增强学生的学习动机。
以上是英语教育中常见的几个英文术语，掌握这些术语将有助于教师更好地进行英语教学工作。
希望以上内容对您有所帮助。
LESSON PLAN教案
Lesson PlanTeaching contents:PEP Primary English Grade4 Unit 2 Part A Let’s spell Analysis on teaching material:本课为小学四年级的语音教学，重点是学习i在开音节里面的发音，考虑到PEP小学英语三年级下册已经学过i在闭音节里的发音，因此在教学中，利用Bill和Mike为主线人物，通过复习i在闭音节的发音来引出新知i在开音节的发音，并且结合five，kite，nine，like，rice等单词，通过拆和拼的方式进行语音教学，从中不断渗透拼读方法，并让学生不断对比和区别i在开闭音节的发音，使学生能够掌握拼读规律与技巧，以及在阅读情境语句中体会单词的音，形，意和语言的无穷魅力。
Teaching aims:1.能够感知并归纳i-e在单词中的发音规则。
2.能够读出符合i-e发音规则的单词。
3.能够根据单词的读音拼写出符合i-e发音规则的单词。
Teaching key points:1.掌握元音字母i在开音节的发音。
2.能够正确说出字母i在开音节中的发音，并且能够根据发音规律拼读学过的语音句子。
Teaching difficult point:能够正确说出字母i在开音节中的发音，并且能够根据发音规则，拼读出单词以及句子。
Teaching steps:(40mins)Step 1 Warming Up1. GreetingsT: Good morning, boys and girls! (Teacher is smiling!)Ss: Good morning, teacher!T: Now you will enjoy a song: Smart hand.Ss: sing song（To review the letter sound learnt before and make Ss focus on the sound of letters）1。
英语课堂实践教学计划(3篇)
第1篇I. IntroductionThe following English classroom teaching practice plan is designed to provide a comprehensive and structured approach to teaching English language skills to students of varying abilities and backgrounds. This plan aims to enhance students’ proficiency in listening, speaking, reading, and writing, while also fostering their cultural awareness and critical thinking skills. The plan is divided into several sections, each focusing on different aspects of the teaching process.II. Objectives1. To develop students’ listening, speaking, reading, and writingskills in English.2. To enhance students’ cultural awareness and appreciation of diverse cultures.3. To encourage students to think critically and independently.4. To create a supportive and interactive learning environment.5. To evaluate and adjust the teaching methods based on student feedback and progress.III. Teaching MethodologyThe teaching methodology will incorporate a variety of techniques, including:1. Communicative Language Teaching (CLT): This approach emphasizes communication and interaction, allowing students to practice their language skills in real-life contexts.2. Task-Based Language Teaching (TBLT): Students will engage in tasks that require them to use the language in practical situations.3. Technology Integration: Utilizing multimedia tools and online resources to enhance learning and engagement.4. Flipped Classroom: Students will be expected to complete some learning activities outside of class, allowing for more interactive and personalized instruction during class time.5. Differentiated Instruction: Tailoring instruction to meet the individual needs of students with varying abilities and learning styles.IV. Lesson PlanningA. Unit OverviewEach unit will focus on a specific theme or topic, such as family, travel, technology, or social issues. The following is an example of a unit plan:Unit Theme: Family and RelationshipsObjective: Students will be able to describe their family members and discuss family relationships.Skills to be Developed: Listening, speaking, reading, and writing.B. Lesson StructureEach lesson will follow a similar structure:1. Warm-Up (10 minutes): Engage students with a fun activity or discussion related to the unit theme.2. Listening (10 minutes): Introduce new vocabulary and phrases througha listening activity.3. Speaking (15 minutes): Practice speaking skills through pair or group work.4. Reading (15 minutes): Read a passage related to the unit theme and answer comprehension questions.5. Writing (10 minutes): Write a short paragraph or essay related to the unit theme.6. Homework (assigned at the end of each lesson): Extend learning outside of the classroom.C. Lesson Examples1. Lesson 1: Introducing Family Members- Warm-Up: Students introduce their family members to the class.- Listening: Students listen to a short dialogue about family members and answer questions.- Speaking: Students describe their own family members in pairs.- Reading: Students read a passage about family traditions and discuss their own traditions.- Writing: Students write a short paragraph about their favorite family member.2. Lesson 2: Discussing Family Relationships- Warm-Up: Students discuss their favorite family memory.- Listening: Students listen to a short story about a family conflict and discuss the issues involved.- Speaking: Students engage in a role-play activity to resolve a family conflict.- Reading: Students read an article about family dynamics and analyze the different perspectives.- Writing: Students write a letter to a family member expressingtheir feelings or concerns.V. Assessment1. Formative Assessment: Regular checks for understanding, such as quizzes, class discussions, and peer assessments.2. Summative Assessment: End-of-unit tests, projects, and presentations.3. Self-Assessment: Students reflect on their own learning and set goals for improvement.VI. Reflection and Feedback1. Teacher Reflection: At the end of each unit, the teacher will reflect on the effectiveness of the teaching methods and make adjustments as necessary.2. Student Feedback: Collecting student feedback through surveys and discussions to improve the learning experience.VII. ConclusionThis English classroom teaching practice plan aims to create a dynamic and engaging learning environment that promotes student success. By incorporating a variety of teaching methods and assessment strategies, students will develop their language skills and cultural awareness, preparing them for future academic and professional endeavors.第2篇Introduction:The purpose of this practical teaching plan is to outline a structured approach to teaching English in a classroom setting. The plan aims to incorporate various teaching methods, utilize technology, and engage students in active learning to enhance their language proficiency. This plan is designed for a semester-long course and is suitable for intermediate to advanced English learners.Course Overview:Course Title: English Communication SkillsCourse Duration: One semester (15 weeks)Target Audience: Intermediate to Advanced English learnersCourse Goals:1. Improve oral and written communication skills in English.2. Develop listening and speaking skills through interactiveactivities.3. Enhance reading and writing skills through a variety of texts and tasks.4. Promote cultural awareness and global understanding.Week-by-Week Teaching Plan:Week 1-2: Introduction and Warm-Up ActivitiesObjective: Build rapport with students and establish the course structure.Activities:1. Icebreaker activities to introduce students and build rapport.2. Course overview and expectations discussion.3. Introduction to classroom rules and procedures.4. Warm-up activities to practice basic communication skills.Week 3-4: Listening and Speaking SkillsObjective: Develop listening and speaking skills through interactive activities.Activities:1. Listening exercises with various types of audio materials (podcasts, videos, etc.).2. Role-playing scenarios to practice speaking in different contexts.3. Group discussions on current events and cultural topics.4. Oral presentations on assigned topics.Week 5-6: Reading and Writing SkillsObjective: Enhance reading and writing skills through a variety oftexts and tasks.Activities:1. Reading exercises with different genres (news articles, short stories, etc.).2. Analyzing and summarizing texts.3. Writing tasks including essays, reports, and creative writing.4. Peer review sessions to provide feedback and improve writing skills.Week 7-8: Grammar and VocabularyObjective: Focus on key grammar points and expand vocabulary.Activities:1. Grammar lessons on specific topics (tenses, sentence structure, etc.).2. Vocabulary building exercises (word games, word searches, etc.).3. Grammar quizzes and vocabulary tests.4. Case studies and role-playing exercises to practice grammar in context.Week 9-10: Cultural Awareness and Global UnderstandingObjective: Promote cultural awareness and global understanding.Activities:1. Cultural presentations by students on different countries and cultures.2. Discussion on cultural stereotypes and biases.3. Debates and group projects on global issues.4. Film screenings and analysis of cultural aspects in movies.Week 11-12: Review and AssessmentObjective: Prepare students for final assessments and review key concepts.Activities:1. Review sessions on all topics covered in the course.2. Practice tests for listening, speaking, reading, and writing.3. One-on-one consultations with students to discuss progress and address concerns.4. Final project or presentation to showcase learning outcomes.Assessment Methods:Formative Assessments:1. Class participation and group work.2. Quizzes and short writing tasks.3. Oral presentations and discussions.Summative Assessments:1. Final exam covering all course topics.2. Comprehensive project or presentation.3. Portfolio of written assignments.Conclusion:This practical teaching plan aims to provide a comprehensive and engaging learning experience for English learners. By incorporating a variety of teaching methods and activities, the course aims to enhance students' language proficiency and cultural awareness. Regular assessment and feedback will ensure that students are on track to achieve their learning goals by the end of the semester.第3篇Introduction:The purpose of this practical teaching plan is to outline a comprehensive approach to teaching English in a classroom setting. The plan focuses on creating an interactive and engaging learning environment that promotes language acquisition and critical thinking skills. This plan is designed to cater to students of different ages and proficiency levels, ensuring that each student can progress at their own pace.I. Objectives:1. To develop students' listening, speaking, reading, and writing skills in English.2. To enhance students' confidence and fluency in using English in real-life situations.3. To foster critical thinking and problem-solving skills through language learning.4. To promote cultural awareness and understanding among students.II. Teaching Strategies:1. Communicative Approach: This approach emphasizes interaction and communication between students and the teacher. Activities will be designed to encourage students to use English in meaningful contexts.2. Task-Based Learning: Students will engage in activities that require them to complete specific tasks, thereby developing their languageskills in a practical and relevant manner.3. Technology Integration: Utilize various technological tools and resources, such as interactive whiteboards, educational apps, and online platforms, to enhance the learning experience.4. Collaborative Learning: Group activities and projects will be implemented to encourage students to work together, share ideas, and learn from each other.5. Authentic Materials: Use real-life texts, videos, and audio materials to make the learning process more relevant and engaging.III. Lesson Structure:1. Warm-Up (5 minutes):- Quick review of previous lessons- Icebreaker activity to engage students and create a positive learning atmosphere2. Introduction (10 minutes):- Introduce the topic and objectives of the lesson- Provide a brief overview of the lesson structure3. Main Activities (25-30 minutes):- Listening: Listen to a short audio clip or watch a video related to the topic and answer comprehension questions- Speaking: Engage in pair or group discussions, role-playing activities, or presentations- Reading: Read a text or article and complete related comprehension tasks- Writing: Practice writing short essays, emails, or reports on the topic4. Consolidation (10 minutes):- Summarize the main points of the lesson- Provide additional examples or explanations if needed5. Homework Assignment (5 minutes):- Assign a relevant homework task that reinforces the lesson's objectivesIV. Assessment and Feedback:1. Formative Assessment: Continuous monitoring of students' progress through quizzes, class participation, and homework assignments.2. Summative Assessment: Periodic tests, projects, and presentations to evaluate students' overall language proficiency.3. Feedback: Provide constructive feedback on students' performance, highlighting their strengths and areas for improvement.V. Time Management:- Ensure that each lesson follows the outlined structure and is completed within the scheduled time frame.- Allow for flexibility to adapt the lesson plan based on students' needs and responses.VI. Resources and Materials:1. Textbooks and workbooks: Choose appropriate materials that align with the students' proficiency levels and the curriculum.2. Audio and video resources: Use authentic materials to enhance the learning experience.3. Educational apps and online platforms: Leverage technology to provide interactive and engaging learning activities.4. Whiteboard and markers: Utilize visual aids to facilitate understanding and engagement.Conclusion:This practical teaching plan aims to create an effective and engaging English classroom environment that promotes language acquisition and critical thinking skills. By incorporating various teaching strategies and resources, students will have the opportunity to develop their language proficiency and cultural awareness. Regular assessment and feedback will ensure continuous improvement and success in the learning process.。
Lesson plan 详细版【范本模板】
Lesson planUnit 5 Traveling AbroadPeriod 1 Warming-up and readingTime：45 minutesThe number of students：50The grade of students：grade two in high school1.The analysis of teaching materials:This unit forms a part of high school English teaching material, Student's Book 7. This unit can be divided into three parts：warming—up，reading，listening about language. Its main topic is traveling abroad and it contains two reading materials，studying in foreign country and traveling in foreign country. Today，we will learn the first part, studying in a foreign country。
In this unit，it tells students what problems they will meet in foreign countries and how to deal with these problems。
Also，it introduces the benefits and difficulties of studying abroad through the story of Xie lei。
2.The analysis of students:As high school students, they have learned English for several years and they have a basic command of English。
Lesson Plan英文版教案模板
Lesson PlanTeaching contents: Asking the colorDescription of students: Junior 1(40 students)Time and date: 14:00-14:40, Thursday, 22th September.2012Teaching aids: PPT, tape recorder, cards, school bagsTeaching objectives: 1. Students can introduce and describe the color of their things to others.2. Students can ask the color and things they don't knowMain structure: What is this? It is...What color is it? It is...Main vocabulary: color red yellow green blue black whiteLearning strategies: Listening to the color songGuessing gameGroup cooperation in the role playBuilding up confidence in presentationTeaching procedure:Step1: Warm up (3 min)Teacher says "Good morning boys and girls." students will say "Good morning Miss Zheng" Teacher asks "How is the weather today?" The answer of the students' will depend on the real weather that day. Next, teacher will ask "How about tomorrow? Do you remember?" The answer of the students' depends on the weather that day. Then teacher will ask the students" Do you remember the song we learned yesterday? ABC song, do you remember? Now let's sing it together "They sing the ABC song together. After that teacher will ask them "Do you like songs? Let's enjoy another song. Please listen carefully and think about one question, what is the song about?" So teacher will play the color song for them.Step 2: Teach (6 min)Teacher asks the students "What is this song about?" It is about color, right? Look at the blackboard and read after me color... "The students follow. Teacher says, "If we want to ask others the color we should say-what color is it, now read after me, what color is it..." the students follow. Teacher takes out some cards and asks "Now all eyes on me, what are they?" The students will answer "They are cards." Teacher says "Last class, we learned letters right? Now I'll ask you some questions about these letters, are you ready? The students will answer "Yes!" Next, teacher will take out these cards one by one and ask them "What is this?" After the students answered teacher will ask them "what color is it" and lead them to red these colors. The contents of these cards are "white u, red v, blue w, yellow x, green y, and black z"Step3: Guessing game (6 min)At first, the teacher will divide the whole class into 4 groups and let them choose one color as their group name, and tell them the rules. If they can be active inthese games they can get stars, and the group which get the most stars is the winner.Then Teacher will say "now let's play a guessing game. Look at the picture." Teacher will point the picture and show them "This is a piece of cloth, and behind the cloth there is something. I leave some parts of it out, so please base on these parts to guess what it is and what color it is, understand?...Let's begin..." Then the teacher will ask the whole class, or just one student, or let two students ask each other, or let the students ask the teacher. The questions are "what is this? What color is it?"The contents of these pictures are "red apple, yellow banana, green tree, blue sky, white clouds, and black Chinese ink". These students who asked or answered questions in the game can get stars for their team.Step4: Counting color game (2 min)Teacher will show the students a picture of Olympic rings, and let the students to count how many colors are there in the picture and read them out. If someone can count them out and say it out accurately he or she can get one star for his or her group. Step5: Make conversations (9 min)Teacher will let the students take out their school bags and introduce their things to their group members, they can ask any thing about the things, but they must ask the color (5 min). Then they should show their conversation to the whole class (4 min).Step6: Write a passage (13 min)The teacher will let the students to think about their bed room, and write a passage to describe their bed room and those things in their bedroom (9min).Then choose some students read their passage for the whole class (4 min). Step7: Homework (1 min)Draw a picture of the things you like and paint the color you like most on it. ReflectionStrong points:Smiles sweet, good pronunciation, natural transition, logical organization.Shortcomings:Teaching contents looks not so rich, those cards can be better, rewarding system can be more attractive and interesting.。
英语教学lessonplan
英语教学l e s s o np l a n-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANLesson PlanI. Teaching material and learning condition1. The analysis of teaching materialThe teaching material is from Go For It Book 8A Unit 10 section A. The topic of this unit is about future intentions. The passage is a dialogue between a boy and a girl about …... Besides, there are some useful expressions. So in this lesson, students are going to learn 6 new words and some key sentence patterns.2. The analysis of learning conditionThe students are from grade 2 in junior high school. As junior high school students, they have acquired some words about jobs. Even though the topic future intention is familiar to them, still some of the Ss can’t ask others about their future intentions accurately and fluently. With the limited vocabulary, the students may lack of rich words to show their dreams. However, the passage 1a and 1c offer nice models for students to imitate.II. Teaching aims1 Knowledge aims(1) By the end of the class, the students are able to understand the passage.(2) T he students are able to use the sentence patterns” What are you going to be…”“I’m going to be a/an…”“How are you going to do that?”“I’m going to…”(3) The students are able to master the new words: computer programmer, professional basketball player, pilot, engineer, teacher and actor.2 Ability aims(1) The students are able to read the passage clearly and fluently.(2) The students are able to use the key sentence patterns to make conversations.(3) The students are able to listen, speak, write and use the new words and understand other words about jobs mentioned in our class.3 Affect aimsStudents will know the features of jobs and have their own future plan. What’s more, they will aware of that only when they work hard, can they achieve their dreams.Language focuses and anticipated difficulties1 Language focusesThis is a listening and speaking period so the focus is to cultivate the students’ listening and speaking skills. The many activities are designed to help Ss to train their listening and speaking skills, such as pair work, ask and answer, listen to the tape and fill in the blanks.It is also important for the Ss to master the new words and target language.2 Anticipated difficultiesAs the Ss have a limited vocabulary, so they may have difficulty in using the new words naturally and fluently in real situations. Besides, they may have problems in using the key sentence patterns naturally and fluently in making conversations.3 SolutionsBased on the different circumstances, I’ll adopt different solutions. For example, if Ss can’t use target language to make dialogues naturally, I’ll let them practice more and speak more in the class.Teaching methodWell, how to achieve the teaching goals better, to stress the key points and break through the difficult pointsThe key is how to make use of the proper teaching methods.So in this lesson, I plan to use Communicative language teaching, Situational language teaching, Task-based language teaching, The Audio lingual language teaching and CAI.Teaching aidsTapes, blackboard, chalks, multimedia devices and PPT documents: In order to help Ss to fully understand the whole passage, I adopt multimedia devices and PPT documents to bring the real-life situation into the classroom. Teaching proceduresStep1 Warm-up (6min)Activity 1 Watch a video frequency about basketball player Activity 2 Free-talkingAfter watching the video frequency, teacher asks the Ss:” Do you know what are they”, “Do you like playing basketball”” Do you want to be a basketball player?” and so on. Ss answer the questions individually. Then teacher leads into the topic: future intentions.Purpose: In this step, teacher first shows a video frequency, and then leads in the topic by talking with the Ss freely. It will help to arouse the Ss' participation desire, and lead the Ss into a relaxing English studying atmosphere at the beginning of the class. Good beginning is half done. And the most important purpose is to show the main clue of the whole class.Step2 Presentation and practice (22min)Activity 1 Present key words with pictures one by oneBefore presenting the new words, teacher shows Ss pictures of jobs and ask them questions, “what is he/she?” after answering questions, teacher presents the new words in the same PPT and teach Ss the pronunciation and spelling.Activity 2 BrainstormingTeacher designs a game for Ss. T divides the whole class into 4 groups, each group chooses a representative. The 4 Ss come to the blackboard and write down the jobs they know. Which one writes the most, his group wins. This is a kind of brainstorm; it can help arouse students’ interest of study.Activity 3 Present key sentence structure and passageT displays key sentence structures:” What are you going to be…”“I’m going to be a/an…”“How are you going to do that?”“I’m going to…”Above all, all the language points have been shown. Then T will present the passage and let Ss read it together.-“What are you going to be when you grow up?”-“I’m going to be a computer programmer.”- “How are you going to do that?”- “I ’m going to study computer science.”Activity 3 Pair workT shows Ss pictures about several jobs, puts on some phrases on the PPT.Ss make dialogues according to the pictures and phrases.For example: What are you going to be when you grow up? A pilotHow are you going to do that Learn more about science exercise everydayActivity 4 what do you think of these jobsT let Ss do the exercise as follows:Do you think these jobs are interesting? Rank them from [1--6] (1 is mostinteresting, 6 is least interesting.)___ Computer programmer___ Baseball player___ Pilot___ Engineer___ Teacher ___ ActorActivity 5 Listen to the tape and fill in the blanksT let Ss listen to the tape and finish the exercise in the textbook. It can make the students concentrate on the listening materials.Step3 Consolidation (10min)It’s important for students to speak English as much as possible in class orafter class. So in this part, I show students a picture. Students are required towriterteacher pilotactor interesting difficult (hard)easy boring excitingpractice the conversation in the picture. Then they make conversations aboutthe other jobs.Model: A: What are you going to be when you grow up?B: I’m going to be a reporter.A: How are you going to do that?B: I’m going to write articles and send th em to magazines and newspapers.A: When are you going to start?B: I’m going to finish high school and college first.A: Where are you going to work?B: I’m not sure. Maybe Beijing or Shanghai.A: Good luck!B: Thank you!Step4 Extension (6min)It’s ne cessary for Ss to do some extensive exercise in class to strengthen the knowledge they learned. So in this step, I display some exercises to let themmaster the new words and target sentence structures better.Exercise A1. I like computer. I’m g oing to be a c________ ____________.2. The actor ___going to New York.3. How ____you going to do that4. The boys___ _____ ___ play soccer.5 .___there ______ to ____ a fashion showExercise BA: (1) ______________________B: I'm going to buy a present(礼物).A: (2) __________________________B: I'm going to give it to my English teacher.Exercise C1—Are you going to be _____ actor?—Yes. I’m taking _____ acting lessons.A. a; theB. an; 不填C. the; anD. 不填; the2. —_____ are you going to keep healthy?—I’m going to exercise every morning.A. HowB. WhereC. WhyD. When3. —where are you going to live?—_____. Maybe Beijing or Tianjin.A. Yes, pleaseB. I’m not sureC. Don’t worryD. Good idea4. —My New Year’s resolution is to learn to play an instrument.—_____A. Sounds great.B. Sorry to hear that.C. What about you?D. Sure, I’d love to.Step5 Homework (1min)In order to let the Ss to review the learned knowledge and speak English more after class, I assign the homework as follows:1. Copy the new words.2. Write a composition about your plans for the future.3. Read the passage in the textbook after the tape.Blackboard design08051129 华夏怡。
如何给老师讲课呢英语作文
As a high school student, the idea of teaching a lesson to a teacher might seem a bit daunting, but its an experience that can be incredibly rewarding and enlightening. Heres my story of how I managed to teach a lesson to my English teacher, and the valuable lessons I learned in the process.It all started when our English teacher, Mr. Smith, announced a unique assignment. He challenged us to prepare a lesson on a topic of our choice and deliver it in front of the class. The goal was to give us a taste of what its like to be an educator and to deepen our understanding of the subject matter. I decided to take on the challenge and chose the topic of The Evolution of English Slang.The first step was to plan my lesson. I knew I had to make it engaging and informative, so I started by researching the history of English slang, from its origins to its modern usage. I spent hours in the library and online, gathering a wealth of information. I wanted to ensure that my lesson was not only accurate but also presented in a way that would captivate my classmates and, of course, Mr. Smith.Next, I had to create a lesson plan. This involved outlining the main points I wanted to cover, deciding on the activities, and planning the time allocation for each segment. I made sure to include interactive elements, such as a quiz and a group discussion, to keep the class engaged and to encourage participation.The day before my lesson, I prepared my visual aids. I created PowerPointslides with images, quotes, and examples of slang from different eras. I also made handouts with additional examples and exercises for the class to work on.On the day of the lesson, I was nervous but excited. As I stood in front of the class, I took a deep breath and began. I started with an icebreaker activity, asking my classmates to share their favorite slang words and guess their meanings. This got everyone involved and set a lively tone for the lesson.I then proceeded to present the history of English slang, using my PowerPoint slides to illustrate the points. I explained how slang evolves with societal changes and how it reflects the culture of the time. I also highlighted the importance of understanding slang in literature and media, as it can provide insights into the characters and their social context.The quiz and group discussion activities were a hit. My classmates were engaged and enthusiastic, and it was clear that they were learning a lot. I felt a sense of accomplishment as I saw them actively participating and enjoying the lesson.After the lesson, Mr. Smith provided feedback. He commended me on my preparation and delivery, and he offered constructive suggestions for improvement. He also shared his own experiences as a teacher, giving me valuable insights into the challenges and rewards of teaching.This experience of teaching a lesson to my teacher taught me severalimportant lessons. Firstly, it deepened my understanding of the subject matter and made me appreciate the complexity of teaching. Secondly, it boosted my confidence in public speaking and presentation skills. Lastly, it gave me a glimpse into the world of education and sparked my interest in exploring a career in teaching.In conclusion, teaching a lesson to a teacher is a unique and enriching experience. It not only enhances ones knowledge and skills but also provides a deeper understanding of the teaching profession. Its a challenge that I would encourage all students to take on, as it can be both personally and academically rewarding.。
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Subject Topic
English
Grade
Seven
Lesson Biblioteka ypeNew lesson
Unit 9 How was your weekend? 1. Textbook This unit will focus on a new tense---the Simple Past Tense. As for its
By play such a interesting game, students will enjoy learning English and gain confidence.
B. Students’ report This activity can improve Let the students simply introduce their weekend life to the students’ reading and the whole class. Remind them to pay attention to the tense. writing skills. Step5 Summary and Homework
are similar in structure and reversed in meaning. By comparison, it will be easy for students to learn
the new tense.
Teaching procedure
Step 2.Presentation A. Let the students look at the lexical items listed in 1a This presentation is based o and read them after the teacher. Repeat the lexical items on two traditional teaching for 3 times. methods —grammar translation B. The teacher explain the meaning of the lexical items. and audiolingual method. The students are required to write down the meaning of Through reading the lexical those expressions. Items, they will practise their C. The teacher read the conversation in1a and explain pronunciation. Also, knowing the meaning of the sentences to the students. those expressions’ meaning is important for next activities. Step3. Practice 1. Pair work The first activity is aimed to a. Let the students look at the picture in 1a and then ask learn to use the correct and answer each other questions. structure to describe the past Ex: ---What did you do last week, Lucy? events. The second one is ---Well, on Saturday morning, I played tennis. based on CLT, and creates a b. Encourage the students to contact their own life, and real situation for students. ask and the same question again. Let the students learn to apply what they’ve learnt to real life. 2. Encourage the students to try to summarize the This can make the students structure of the new tense. brave to make reasonable guess. 3.Listening Listen to the Mp3 for the part of 1b. Through this activity, the Listen and write the day and “morning”, “afternoon” or students can improve their “night” below each pictures in 1a. listening skill. Step 4. Production A. Public group shows Divide the students into three-person groups. Student A is the actor. Students B and C is the speakers. Student A does actions. Students B and C ask and answer questions using:
The Simple Present Tense and The Simple Past Tense
Teaching procedure
T: What do you usually do on weekend? S: I usually watch TV. T: What does your sister do on weekend? S: She usually cleans our house.
Teaching focus
Teaching aids
Warm up (3 minutes) A song Long Time Ago (with the computer) Step 1.Review Review the Simple Present Tense
Theoretical support
2. Multi-media equipment Besides traditional teaching aids, we have a computer, which allows the teacher to present PPT and other materials. 3. The teacher and students The teacher organizes the whole class and offers the required information. Both the teacher and the students join in the class activities. There are 60 students in class. 2/3 of the students are from countryside, their English is relatively poor, and 1/3 of them are from the city, they have some basic knowledge of English. Therefore, the teaching content should be easier. Most of them are about 13 years old. They are energetic, but also naughty. Their abstract thinking is still kind of low, so they prefer to learn from their experiences. They like to talk to each other, which is good to organize some communicative activities.
Student analysis
After learning this lesson, the students will be able to Teaching objectives
1. read the lexical items listed in 1a aloud fluently and know the meaning of those expressions; 2. ask and answer questions about one’s last weekend; 3. have a general idea of the structure of the Simple Past Tense; 4. learn to take notes. The Simple Past Tense Parses: did my homework, played soccer, cleaned my room, went to the beach, played tennis, went to the movies Sentences ---What did you do last weekend? ---I/We played soccer. ---What did she/he do last weekend? ---She/he did her/his homework. Textbook, blackboard, pictures, and chalk Multi-media equipment
four types of sentences, we will pay more attention to the special questions sentence
Resource analysis