teaching plan
教学设计 Unit11 teaching plan
Unit 11: Could you please tell me where therestrooms are?Part 1: Teaching Design第一部分:教学设计Period 1: Matching, Listening and Speaking (Page 86)(Could you tell me where I can buy some stamps?) Objectives●To learn to understand and use indirect questions●To listen and speak about how to ask for information politelyProcedures■Warming up by studying the title “Could you please tell me where the restrooms are?”Hello everyone. I am a strange here in this city. Could you tell me how to get to the supermarket? All right, I am telling a lie to you. I am not new here. I said so just to help you learn to use the indirect questions.Now turn to page 87 first and look at the three sentences in the Grammar Focus.Have you noticed the word “where” and “how” used in the sentences. The questions introduced by them are called the indirect questions.Now in pairs make similar sentences with “where” and “how”.1a Looking and matchingOn page 86 is a picture of a city. A visitor is asking someone questions about things to do at certain places. Now look at the picture and match each thing with a place.1b Listening and completingIt is difficult to get around in a new place. Now listen to the recording and complete the dialogue in the picture on page 86. Write your words here in the speech bubbles.Now go to page 134 to read the tapescript.While reading try to find all the sentences used to ask for information politely, cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underlineall the expressions. That’s grammar study, indeed.Now try to make a conversation like the one you read just now.1c Pairing and speakingIn 1a there are many phrases describing activities. Now use them to make up conversations to talk about your own city. (The Indirect questions are darkened.)Period 2: Listening and Speaking (Page 87) (Can you tell me where I can buy some shampoo?) Objectives●To learn to understand and use indirect questions●To listen and speak about how to ask for information politelyProcedures■Warming up by studying the “Target Language”Hello, class. Go to page V first. Read after me the sentences in Target Language.—Excuse me. Do you know where I can exchange money?—Sure. There’s bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore.2a Listening and numberingDo you like shopping? If you do，come and listen to the directions for going shopping around a new city.While listening please number the directions in the order that you hear them.Now go to page 134 and read the tapescript. While reading try to find all the indirect questions, cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s grammar study, too.2b Listening and drawingDo you like drawing？Now listen to the recording again to draw a line on the picture on page 87 to show how the boy walks to the drugstore.2c Pairing and speakingWhat else do you like to buy? Then make conversations in pairs using the other places in the picture on page 87.Period 3: Reading, Speaking and Writing (Page 88)(They’re all at the mall.)Objectives●To learn to understand and use indirect questions●To read, speak and write asking for information politelyProcedures■Warming up by learning to use “mall” to make sentencesHello, class. Do you know what a mall is?It is a business center, usually including restaurants and a convenient parking area. It is a modern version of the traditional marketplace.Now let’s make sentences with “mall”.3a Reading and listingOn page 88 is an article about going to a mall. Now read it to list the advantages and disadvantages of going to a mall. While reading try to cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s grammar study, in deed.Copy all the expressions in your notebook.3b Grouping and speakingWhere do you usually hang out with friends? What are the advantages and disadvantages of hanging out at your house, at a mall or at your school? Now in groups talk about them.4. Thinking and writingNow we are going to challenge one another. Write directions from your school to three certain places. Read the directions to each other and guess the places.Unit 11 Could you please tell me where the restrooms ar e？Section BObjectives●T o describle some places with adjectives●tolearn to understand and use indirect questions●To write, listen and speak asking for information politelyProcedures■Warming up by looking at some pictures1a Reading and orderinginteresting fascinating inexpensive delicious uncrowdedbig beautiful safe clean convenientFirs t：Look at the words and make sentencesSecon d：Make new conversationsOn page 89 is a list of words and a box with places. Now go over them and put in words beside the place, the most important quality words first.1b Pairing and speakingYou are familiar with the words in 1a. Now use them to talk about your city.2a Listening and writingSome tourists are going around your city. They are asking about things. Now listen to them talking and write what they ask about.Do you know what the tourists are asking about?2b Listening and writingNow you are to listen to the conversations for the second time. Listen for where the man saysthe tourists should go.EXERCISE S：To look at the screen and do them SUMMAR Y：To learn to understand and use indirect question To speak asking for information politely HOMEWOR K：To make new conversations like 2c on page 89教学设计三河中学马云霞Period 5: Reading, Writing and Speaking (Page 90) (Eat, have fun and learn in Watertown!)3b Reading and completingOn page 90 is an unfinished tour guide to Sunville. Now turn back to 2a and 2b for information to finish it.3c Write a guide to your city or townMY HOMETOWN: TAIYUANTaiyuan, the capital city of Shanxi Province, lies in the north part of Middle Jin and crosses the River Fen. The city area has three parts, one smaller city and five counties. The history of the city can go back to over 2,400 years ago. It was set up in 497 BC, the end of the Spring and AutumnPeriod and was named Jinyang, the northern bank of the Jin River. In Chinese, the northern bank of waters is called yang. In 982, Song Taizong, Zhao Kuangyi, the second emperor of the Song Dynasty burned and flooded Jinyuan City. After that, he ordered one of the officials, Pan Mei to build Taiyuan City in Tangming Town, north of Jinyuan City. Thus, came the present Taiyuan City. Taiyuan, in Chinese, means the greatest plain. In fact, around it there are many high mountains and hilly areas. Only one-fifth of the whole area is plains. Taiyuan has coal and iron, so it has the name, "the home of coal and iron." Taiyuan is nice in climate. It is not dry and cold in winter, not hot and rainy in summer, not dusty and windy in spring. But it is cool and comfortable in autumn.4 Grouping and speakingOne of the group members is to role play the information booth worker, and the others are the tourists. The tourists are asking about your city.。
Module1 Teaching Plan
潍坊渤海实验学校九年级英语导学案班级________ 姓名_________MODULE 1 Nice to meet youTeaching Design教学设计Unit 1 The first English lesson■Warming upHello, boys and girls. Nice to meet you. This is the first English lesson, Unit 1.I am your teacher of English. My name is Li Lan. You are my student. He is my student. She is my student. It is my English book.We are friends now.You are my friends.They are my friends.I’m a Chinese and my father is a Chinese.But my mother is American. So Chinese and English are my languages. My English is good. Your English is good, too. My lessons are interesting. You will be fond of my lessons.Now boys and girls, turn to page 2. We shall have fun learning our English.■Listening and vocabulary1 Listen and check（√）how many people speak.First, I am going to play a tape for you. Some people are speaking to each other. They are talking about something. Now listen and decide how many people are speaking. One, two, or three?2 Look at the picture. Which words can you use to describe it?Now turn to page 2. On this page there is a picture. Whatdo you see in the picture? Yes, we see Miss Li, the Englishteacher, and the students. They are having an Englishclass.On the right side of this page there is a box. In the boxthere are eight words. Now read after me the eight words.Tell me what words we can use to describe the picture.Wang Sheng, have a try? You say you can use all of theeight words? All right we shall try to make sentences usingNow we are going to listen and read.Miss Li is having her first English class. She tells the class about herself. Lingling, Daming and Wang Hui, also tell the class about themselves. Listen carefully.Now let’s go on to read the conversation. While rea ding try to cut(断句)/ the sentences into parts, blacken（涂黑）the predicates, shade（加影）the connectives and underline（划线）the expressions.4 Listen and check（√）the true sentences.’t English. They’re Chinese. They’re from Beijing. Wang Hui isn’t twelve years old. She’s thirteen years old.■Speaking5 Work in pairs. Ask and answer.6 Listen and repeat.On page 3 there are four sounds and fours lines of words. You are going to listen and repeat. /// s/// bOn page 3 there are nine pictures and nine words. Look at the pictures and words. Match allUnit 2 I’m from China and I’m Chinese.■Warming upGood morning class. I’m your teacher. I’m from China and I’m Chinese. You are my students. Some of you are from China. Some of you are Chinese. Some of you are not fromChina. Some of you are not Chinese.■Speaking and reading1 Work in pairs. Ask and answer.This is Unit 2. This is the second period. We are new to each other. I’d like to know aboutOn page 4 are three pictures and three short paragraphs. Read the paragraphs. While reading try to cut(断句)/ the sentences into parts, blacken（涂黑）the predicates, shade（加影）the connectives and underline（划线）the expressions.Daming isn’t in Class Two. He’s in Class One. Daming is from Beijing. He’s Chinese. Lingling and Daming are good friends.We are to write short similar short paragraphs.3 Read and fill in the table．On page 5 at the top there is a table. It is uncompleted. Now read the table and fill in the4 Write sentences.On page 5 in the middle you see Tom and Jiang Li. The sentences for Tom are there. Nowwrite sentences for Jiang Li.5 Write sentences for you.Two sentences can be joined together by a “and”. Now we shall look at the example and try to join the sentences in Activity 5 with and.Unit 3 Language in use■Warming upHi, class. Language is something for use, for communication. And language can be learned in use, in communication.Today we shall learn about the English language in use. We shall learn about English Grammar and English V ocabulary.First study the grammar in the box above. Pay attention to the blackened parts.In the middle of page 6 you see three pictures and five uncompleted sentences. Now Look at3 Complete the table with these words.There are three words in the box. They are America, Chinese and English. Now complete theOn page 7 at the top there are four expressions or phrases. Now match them with the fourLet’s go Around the world on page 7. We shall get around the world. This time we are going to learn about family name and given name.Read Around the world. While reading try to cut(断句)/ the sentences into parts, blacken（涂黑）the predicates, shade（加影）the connectives and underline （划线）the expressions.We are going to do the task for this module. We shall learn to introduce ourselves to our new friends.5 Work in pairs. Ask and answer about the people in the pictures.On page 7 you see three pictures. Now in pairs ask and answer about the people in the pictures with the information under each of the picture.A: He's David Beckham.B: Where is he from?A: He's from England.B: How old is he?A: He's twenty-nine years old.。
大班英语优质课教案《TeachingPlan》
大班英语优质课教案《TeachingPlan》一、教学目标1.学生能够听懂、说出并认读26个英文字母及其对应的音素；2.学生能够运用所学知识自如地进行字母拼读、单词拼写；3.学生能够初步理解并使用简单的英语日常用语。
二、教学内容1.字母认读：•同学们认识26个英文字母，能够用正确的发音读出字母的名称，例如：A, B, C…Z；•同学们能够通过所学的字母表快速找到想要的字母并说出它的名称。
2.字母拼读：•同学们学会了如何通过字母的发音拼出一个单词，例如：cat, dog, bat；•同学们能够听到老师念出一个单词后快速拼读它，并说出单词的意思。
3.日常用语：•同学们学会了如何使用简单的日常用语，例如：hello, goodbye,thank you；•同学们能够听懂老师使用这些日常用语，并能够正确地使用它们进行交流。
三、教学方法1.情景模拟法：•因为同学们还没有到英语言的基本功夫阶段，因此在让同学们进行字母学习的时候，我们采用自然拼音法进行，同时将字母进行归类，像ABCD发音一样归类。
•在学习日常用语的时候，老师会与同学们进行互动，通过情境模拟来让同学们能够更好地理解并使用这些日常用语。
2.游戏教育法：•在学习字母拼读的时候，我们采用游戏的方式来进行教学，比如Bingo小游戏，配合声音和图片，帮助同学们快速地记忆和拼读单词。
3.归纳法：•在学习字母和日常用语的时候，我们采用归纳法，即将学习内容进行分类，将字母和日常用语分别进行汇总，方便同学们进行对照和记忆。
四、教学步骤1. 字母认读1.听老师读出26个英文字母的名称，同学们跟读；2.分组比赛，根据老师所说的字母名称，第一个跟读出来的小组获胜；3.学生自由读出由老师即兴出现的随意字母。
2. 字母拼读1.老师播放音频，让学生们听声音，说出音频中的每个单词中的字母；2.BINGO小游戏，根据音频快速拼读单词并标记；3.学生自己编写单词进行拼读及说出意思。
teaching plan u2
Teaching Plan of unit 2 What’s the matter?一. 本周教学内容：Unit 2 What’s the matter?二. 单元目标：1. 能够辨认身体部位。
（好一些的学生应该有所延伸，除了课本上的基本词汇，还应该掌握内脏器官等扩充词汇。
）2. 能够谈论健康状况3. 能够救别人的健康情况提供建议，并能活用提供建议的句型。
4 能够掌握更多更实用的生活常识极其英文表达。
让英文真正成为生活中的一种工具。
三. 重点单词：（这些词汇要求所有的学生都能掌握，在并把教受这些词汇的工作溶解在教学过程中，通过朗读，游戏来完成。
）1. nose n. 鼻子2. eye n. 眼睛3. ear n. 耳朵4. mouth n. 嘴巴5. tooth n. 牙齿6. neck n. 脖子7. stomach n. 胃8. back n. 后背、背脊9. leg n. 腿10. arm n. 手臂11. head n. 头12. foot n. 脚13. cold n. 伤风，感冒14. headache n. 头痛15. backache n. 背痛16. toothache n. 牙痛17. stomachache n. 胃痛18. sore throat 咽喉痛19. dentist n. 牙医20. fever n. 发烧21. tired adj. 累的22. hungry adj. 饥饿的23. thirsty adj. 渴的24. stressed out 紧张的、有压力的25. matter n. 事情、问题26. idea n. 主意、想法四. 重点短语1. see a doctor / dentist 看医生/牙医2. get / have a cold 感冒3. have a toothache 患牙痛4. have a headache 患头痛5. have a fever 发烧6. lie down and rest 躺下休息7. drink lots of water 喝大量水8. drink hot tea with honey 喝热蜂蜜茶9. be stressed out 有压力10. get tired 累了11. stay healthy 保持健康12. on the other hand 在另一方面五. 重点句子：1. I have a headache.我患有头痛。
二年级英语Time (teaching plan) 教学教案
二年级英语Time (teaching plan) 教学教案第一章：课程背景1.1 课程定位：本课程旨在通过有趣的教学活动，帮助二年级学生掌握时间相关的英语词汇和表达方式，提高他们的英语听说能力。
1.2 教学目标：（1）让学生能够听懂并正确使用时间相关的英语词汇，如：morning, afternoon, evening, night, clock, minute, second等。
（2）让学生能够用英语简单描述一天的时间安排，如：I get up at 7 o'clock in the morning. I go to school at 8 o'clock in the morning. I have lunch at 12 o'clock in the afternoon. I go home at 4 o'clock in the afternoon.（3）培养学生对英语学习的兴趣和积极性。
第二章：教学内容2.1 时间词汇的学习：（1）教授时间词汇：morning, afternoon, evening, night, clock, minute, second等。
（2）通过图片和实物，帮助学生理解和记忆时间词汇。
2.2 时间表达的学习：（1）教授表达方式：I get up at, I go to school at, I have lunch at, I go home at等。
（2）通过小组讨论和角色扮演，让学生练习使用时间表达。
第三章：教学方法3.1 游戏教学法：通过趣味游戏，让学生在轻松愉快的氛围中学习时间词汇和表达。
3.2 情境教学法：创设真实的生活情境，让学生在实际语境中练习使用时间表达。
3.3 小组合作学习：引导学生分组讨论和角色扮演，提高学生的参与度和合作意识。
第四章：教学步骤4.1 热身活动（5分钟）：通过播放英文歌曲《Hello, Hello, Hello!》，让学生活跃气氛，进入学习状态。
高中英语教案(英文模板)Teachingplan
高中英语优秀教案(英文模板)Teachingplan一、教学目标：1. 知识目标：学生能够掌握并运用本课核心词汇和短语。
学生能够理解并运用本课所学的语法知识。
2. 能力目标：学生能够提高听力理解能力，能听懂并准确回答问题。
学生能够提高口语表达能力，能够流畅地用英语进行对话。
3. 情感目标：学生能够激发对英语学习的兴趣，培养积极的学习态度。
二、教学内容：1. 词汇和短语：学生需要掌握本课中的核心词汇和短语，并能运用到实际情境中。
2. 语法知识：学生需要理解并掌握本课所学的语法知识，能够正确运用到句子中。
三、教学过程：1. 导入：通过与学生的生活相关的场景引入本课主题，激发学生的兴趣和好奇心。
2. 词汇和短语教学：通过例句、游戏等方式教授本课核心词汇和短语，让学生在实际情境中进行运用。
3. 语法知识教学：通过例句、练习等方式教授本课所学的语法知识，让学生能够正确运用到句子中。
四、作业布置：1. 词汇和短语练习：让学生完成相关的词汇和短语练习题，巩固所学知识。
2. 口语作业：让学生与同学进行对话练习，提高口语表达能力。
五、教学评价：1. 课堂参与度：观察学生在课堂上的积极参与程度和表现。
2. 作业完成情况：检查学生完成作业的情况，巩固所学知识。
3. 口语表达能力的提高：通过对话练习，评估学生的口语表达能力是否有提高。
六、教学策略：1. 任务型教学法：通过设计各种真实的任务，让学生在完成任务的过程中运用所学知识，提高语言运用能力。
2. 交际式教学法：鼓励学生积极参与课堂对话，培养学生的交际能力和团队合作精神。
3. 情境教学法：创设各种真实的学习情境，让学生在实际情境中感知和运用语言。
七、教学资源：1. 教材：使用符合课程标准的高中英语教材，为学生提供丰富的学习内容。
2. 多媒体设备：利用多媒体课件、视频等资源，丰富教学手段，提高学生的学习兴趣。
3. 网络资源：利用网络资源，为学生提供更多的学习资料和实践平台。
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.。
二年级英语Time (teaching plan) 教学教案
二年级英语Time (teaching plan) 教学教案一、教学目标：1. 学生能够理解并运用单词"time" 以及相关词汇表达时间。
2. 学生能够理解简单的句子，并能够用英语询问和回答时间。
3. 学生能够通过听力、口语、阅读和写作等多种方式运用所学知识。
二、教学内容：1. 单词：time, hour, minute, second, morning, afternoon, evening, night2. 句子：What time is it? It's 1 o'clock. What time do you get up? I get up at 7 o'clock.三、教学资源：1. 教学课件：包括数字时钟、时间相关图片等。
2. 时间卡片：用于学生练习。
3. 录音机或音响设备：用于播放听力材料。
四、教学步骤：1. 引入：向学生展示数字时钟，引导学生关注时间。
2. 讲解：讲解单词和句子的用法，让学生跟随老师一起模仿发音。
3. 练习：学生分组，用时间卡片进行问答练习。
4. 听力：播放听力材料，学生跟随录音一起练习。
5. 写作：学生用所学知识编写简单的句子，描述自己的一天。
五、作业布置：1. 学生回家后，用英语询问家长时间，并回答。
2. 学生回家后，尝试用英语描述自己的一天。
六、教学评估：1. 课堂参与度：观察学生在课堂活动中的参与情况，是否积极回答问题、参与小组讨论等。
2. 问答练习：评估学生在时间卡片问答练习中的表现，是否能够正确使用单词和句子表达时间。
3. 听力理解：通过听力练习，评估学生对时间相关句子的理解程度。
4. 写作作业：评估学生回家后完成的写作作业，是否能够用所学知识描述自己的一天。
七、差异化教学策略：1. 对于学习困难的学生，可以通过重复练习、个别辅导等方式帮助他们巩固知识点。
2. 对于学习进步的学生，可以提供更多的挑战性任务，如制作时间相关的思维导图、编写小故事等。
三水区龙坡中学Teaching plan
外研版初中英语八年级（下）教案Module 2 FriendshipThe Object Clause教学内容分析：本模块以友谊为话题，结合友谊，通过听力、对话和阅读材料的学习介绍宾语从句的用法。
本模块的语法练习活动重点在于对宾语从句结构和意义的理解和应用。
宾语从句是初中阶段较难掌握的，这需要老师很好地设计课堂教学活动, 以下教学设计将采用发现式语法学习法: 呈现---提问---发现---总结, 培养学生自主学习和综合应用的能力，并通过口头和笔头的练习给学生提供充足的体验运用知识的机会。
课型：Grammar Lesson教学目标：1. To master the basic use of the object clause with who, what, how, where, when and whether.2. To use the sentences of the object clause to listen, talk, read and write.Blackboard design:Module 2 FriendshipThe object clause宾语从句1. 定义：由一个主句和一个或一个以上的从句构成的主从复合句。
2. 语序: “主句＋连词＋宾语从句（主语＋谓语＋……）”3. 时态: 主句 (谓语动词) 从句 (谓语动词)一般现在时 ---------- 任何时态过去时 ---------- 过去时态(一般过去时、过去时、过去将来时或过去完成时)客观真理/自然现象 -------- 一般现在时* 4.特殊例子：1) I don’t know what’s wrong with her.2) Could you tell me what’s the matter?3) Do you know what has happened to him?4) I want to know what is in the box.5) I don’t know who is waiting for you. (我不知道谁在等你)区别：I don’t know who you are waiting for. (我不知道你在等谁)（附录1）Join these sentences with the right order:1) I can’t remember. What is her name?---I can’t remember ______________________.2) Can you tell me? Why are you often late for school?---Can you tell me _________________________?3) I don’t know. When will my father come back?---I don’t know___________________________.4) I want to know. How can I get to the library?---I want to know______________________________.(附录2）Choose the correct words to complete the sentences.1. ---Please tell me if / why you want to come to my party.---I’d love to come. Thanks!2. ---I don’t know how / why he did it.---I’ll show you.3. ---I’m not sure when / whethe r Tony will come or not.---No, he isn’t.4. --- I want to know how long / old he is.5. ---Do you know if / where the orchestra will play?---Y es, in the concert hall in town.6. ---Can you tell me that / who sings this song?---Y es, it’s Robbie Williams.7. ---Can I ask you if / why you like living here?---Because everyone is so friendly.8. ---Do you know w hen / what the next English club is?----Y es, it’s on Thursday, at five o’clock.9. ---Can you tell me how / when Sally is playing?---Y es. At ten o’c lock, I think.10. ----I’ve heard that / who our team won the match. Is it true?-----Y es, it is. Isn’t it wonderful!(附录3）Find out the sentences of the object clause in the text of Module 2 Unit1-2:1. Do you know if Sally Maxwell has arrived?2. I asked your secretary whether she could come or not.3. Can you tell me where you are from?4. But I don’t know who will come.5. Can I ask you if you miss the UK, or your relations?6. As a result, no one knew who I was.7. I didn’t know who he was.8. One day, I asked him why he smiled.（附录4）Fill in the blanks with the correct form of the words:1.He wants to know who he_________. (be)2.I asked him what he_________. (want)3.I’m interested in what she _____________.(say)4.I will tell you what we _________. (do)5. The teacher said that the moon _________ around the sun. (move)6. The radio says it ___________ cloudy tomorrow. (be)7. He asked what they ____________at eight last night. (do)8. The teacher told his class that light ______faster than sound. (travel)9. I think you _______about the relay race now. (talk)10. Can you tell me what they _____yesterday? (do)（附录5）Game 1: Have a competition, see who can do fastest and best:1. What will you speak at the meeting? Could you tell me?2. “Is he doing his homework?” Jim asked.3. “When will he come back?” Tom asked.4. “How can I get to the station?” I don’t know.5. “Why is the train late?” Would you tell me?6. “Where is Tom?” They ask.7. Are they waiting for their teacher? He asks.8. “Where he would live” He didn’t know.9. The teacher said that the earth goes round the sun.10. “What’s wrong with you ?” Father asked me.（附录6）Correct the mistakes, see who has the sharpest eyes:1. I want to know if he goes to the park with us.2. He asked when I like to go shopping with him.3. I don’t know if it is going to rain or not4. Do you know where did he buy the pen?5. -----Could you tell me she was looking for who? -----Her cousin, Susan.（附录7）Ask the questions on the paper cards: (Here is an example)A:Hello! Liming, are you free？Could I do an interview with you? What is your father’s job?When did your mother go to work yesterday? How can we go to your home?B: ... He asks what my father’s job is / He asked what my father’s job was....（附录8）Have a short test:一、Multiple Choice:(10 scores, 1 score for each)( ) 1. Can you see________?A. what he’s readingB. what is he readingC. what does he read ( ) 2. He didn’t know__________A. what’s the matterB. what the matter isC. what was the matter ( ) 3. He asked me ______________at this time in the USA.A. how was the weatherB. what the weather was likeC. how is the weather ( ) 4. Can you tell me ________________?A. where she livesB. where does she liveC. where she live( ) 5. The man asked her _______________.A, why did she do it B. why she did it C. why does she do it ( ) 6. Nobody knows ________________.A, when will she come back B. when she come back C. when she will come back ( ) 7. I asked her _______________ or not.A. if he had been to AustraliaB. whether he has been to AustraliaC. whether he had been to Australia( ) 8. The little boy asked me ______________.A. if light travels faster than soundB. if light traveled faster than sound.C. that light travels faster than sound( ) 9. Do you know ____________ he will get here at 8:00 tomorrow morning?A. whenB. whereC. how( ) 10. Did he tell you _____________at the school gate?A. who he waited forB. who he was waitingC. who did he wait for二、Finish the sentences: (10 scores, 2 scores for each)1. He wanted to know ___________________________ ?(她正在和谁谈话)2. Could you tell me _____________________________. （我该怎么去车站）3. You must remember _____________________. （你妈妈说的话）4. Do you know______________________________? (昨天发生了什么事)5. Tom told us ______________________________. (月亮绕着地球转)(附录9)Try to use the object clause with who, what, how, where, when and whether to w rite a passage about your friend. It can be a friendship you have now, or a friend who you had in the past. (Activity 8, Module2 Unit3)1.Describe your friend. How did your friendship start?2.What made your friend so special?3.What did you do together to have fun?4.How did your friendship end? Or, if you are still friends, do you think yourfriendship will be the same in future? What could change things?Homework:1. Go over the notes of grammar contents about the object clause.2. Every student uses a card to write six sentences of the object clause with who, what, where, when, whether and how. Then change with their partners and make sentences.。
Teaching Plan教案
Teaching Plan (黄老师建议把design改为plan)Unit 1 Cultural RelicsWarming up and Reading (I)--------- Class type and period:Reading, Period 1Teaching objectives:1. Knowledge aim:Students can understand the history of Amber Room and get more knowledge about cultural relics. (梁老师建议词汇先不作为本节课的知识目标，因为教学步骤没有提到)2. Ability aims1) S tudents’ reading skills of skimming and scanning can be trained.2) Students’ ability of getting information can be improved.3. Emotion aimStudents have the sense of protecting cultural relics.Teaching important / difficult points1) understand the history of Amber Room2) improve the reading comprehending abilityTeaching methods and ways :TBLT （任务型教学法）（梁老师建议删掉学习方式）Teaching aids : BlackboardTeaching proceduresStep I Warming up (1min)Ask the students the following questions: Do you know what a cultural relic is? Can you give me an example?(Purpose: to draw the students’ attention in class and let them try their best to think of the cultural relics that they know)Step II Pre-reading (7mins)1.Ask the students to turn to page 2 of workbook and then name out the famous places in the pictures.2. Discuss what they are and whether they are cultural relics or not. And then think about the question2 and question3 on page1.3. Show them the definition of cultural relic.(Purpose: to raise students' awareness that there are some well-known cultural relics both at home and abroad. With the questions that they have thought about, students will have a clear idea of what a cultural relic is)Step III While-reading (25mins)(1)Fast readingAsk the students to read the text quickly and grasp the main idea of each paragraph. And then finish Exercise 2 on page 2. Match the questions with the paragraphs. (Purpose: to train students’ reading skill of skimming and make the students get the general idea of the text)(2)Careful reading1.Read the text carefully, try to get more detail information about the text, and finish Exercise 1, join the correct parts of the sentences together.(Purpose: to improve students’reading ability and make the students have a better understanding of the history of Amber Room)2. Read the text carefully again and answer the questions of Exercise 2 on page 2. (Purpose: to make the students read the text patiently and grasp the details of the text so as to deepen the understanding of this text.) (经思考觉得让学生回答练习2的五个问题比介绍琥珀屋这个填空题更有意义)Step IV Post-reading : Discussion (3mins)Ask the students to discuss the following questions with their partners.Do you think the Amber Room is a cultural relic? What is the value of the cultural relic?(Purpose: to make the students think actively and know the value of the cultural relicso as to have the awareness of protecting cultural relics.Step V Summary (2mins)Ask the students to retell what we have learned in this lesson.(Purpose:To make students have a clear memory of what they have learned)StepⅥHomework (1min)Read the text again and finish exercise 1of Discovering useful words and expressions. (Purpose: to make the students review the text and have a good preparation for next class)Blackboard design(经思考觉得不用板书词汇，右边留空写练习答案)Teaching reflection：。
teaching plan 口语课 英文
teaching plan 口语课英文全文共四篇示例，供读者参考第一篇示例：Teaching Plan - Spoken English ClassIntroduction:- Class Level: Intermediate- Class Duration: 2 hours- Class Size: 10-15 students- Class Frequency: Once a weekObjectives:By the end of the class, students should be able to:1. Hold simple conversations in English on various topics2. Pronounce English words accurately and fluently3. Understand and respond to common English phrases and expressions4. Improve their listening skills and comprehensionMaterials Needed:Teaching Plan:第二篇示例：Teaching Plan for Spoken English ClassIntroduction:Goals:1. To improve students' ability to speak confidently and fluently in English.2. To expand students' vocabulary and improve their pronunciation.3. To enhance students' listening skills and ability to understand spoken English.4. To provide students with opportunities to practice speaking in various real-life situations.Course Outline:Week 3-4: Vocabulary BuildingWeek 5-6: Pronunciation PracticeAssessment:第三篇示例：Teaching Plan for Spoken English ClassIntroduction:Speaking is an essential part of language learning, as it allows students to communicate effectively in real-life situations. This teaching plan is designed to help students improve their spoken English skills through a variety of activities and exercises.Course Content:第四篇示例：Teaching Plan for Spoken English CourseCourse Objectives:1. Improve students’ ability to express themselves clearly and confidently in English.2. Enhance students’ listening comprehension skills.3. Bu ild students’ vocabulary and improve their pronunciation.4. Develop students’ ability to engage in conversations ona variety of topics.5. Increase students’ confidence in using English in practical situations.Module 3: Conversational SkillsWeeks 7-9- Discussing and expressing opinions on various topics. - Practicing turn-taking and active listening.- Group discussions and debates.。
Teaching Plan(模板)精选全文
可编辑修改精选全文完整版Teaching PlanTeaching Content:Go for it, (students’ book of grade 9)Unit 1 How do you study for a test? (Section B, 3a, 3b, 3c.)Teaching Time: One class hour (40 minutes)Teaching Aims:1. Learn and master new words, phrases and sentence patterns.2. Enable the students to talk in English about how to study English very well.3. Develop the students reading and writing ability.Important Points:1. Master some phrases and the objective clause.2. Improve the students’ reading and writing ability on English learning skills.3. Learn to co-operate in the study with classmateTeaching Difficult Points:1. Phrases and Sentence Patterns:first of all, later on, laugh at, take notesSb. realize that – clause2.Improv e the students’ reading skills---skimming and scanning, locating the specificinformation.Teaching Methods:1. Task-based language teaching method.2. Question-and-answer activities to help the students to go through the whole passage.3. Individual, pair and group work to make every student work in class.Teaching Aids:The blackboardTeaching Procedures:Step 1 Greeting(1 min)Teacher uses different greeting expression to say “hello” with the students Step 2 Revision and lead-in(3 min)The teacher review the language points by asking the following questions:1.Can you speak English?2.How long have learned English?3.Are you enjoying learning English?4.Do you have good ways to study English well?Step 3 Presentation for reading(4 min)Students are asked to discuss with partner in 2 minutes and answer the question: Would you like to learn English well?Step 4 While-reading (25min)1. Fast reading(5 min)The students are given 2 minutes to read passage quickly. And then answer a question:How does she learn English well?The right answer will be repeated and written on the blackboard.2. Careful reading(10 min)After the teacher explain the main phrases “first of all, later on, laugh at, take notes”,and sentence patterns “ Sb. realize that – clause”, the students are given 4 minutes toread passage carefully again and do the exercises in pairs 3a, 3b,.The answer will be shared by the students in the group. And one representative willshare their group’s answer with the whole class.3. Practice(10 min)1) The teacher summarizes the good ways to learn English mentioned in the text..2) Divide students to groups to discuss how to become a better language learner.Then write a complete letter with about 50 words.Step 5 Post-reading(6 min)Make a competition: Invite the leader to read the complete letter.Step 6 Homework(1min)e the vocabulary learned in the class to write a short report on your own learning experience.2.Do a research on the good or helpful lessons on English learning.The Blackboard Design:Reflection:(It will be written just after class)。
Teaching-Plan-英语教案
4 minutes
Now let’s see the home work please turn to page 5 do the excise 1,2 next class I will check your answers
Design of Blackboard
Unit 1 Festivals Around the Would
New Senior English ForChinaStudent’s Book 3
45 minutes
Teaching Plan
Unit 1 Festivals Around the Would
Teaching Goals:1.tagert language(1).重点词汇和短语take place，festivals，Christmas，dress up（2）交际用语Express one’s opinion: In my opinion….. I believe ... I think that ...
Sept 6
4 minutes
Now with you partner use these phrases to make sentences, ask students give their answers
Step7 give the summary
6 minutes
Now let’s give a summary what’s we are learnt today?
Expressions used in the sentences:
Festivals
Would you like…?
Mid-Autumn Day
CouldIhave….?
教案英文怎么说
教案英文怎么说教案英文怎么说教案在教育领域是一个常见的词汇，它指的是教师为开展教学活动而制定的教学计划和教学设计。
那么，在英文中，我们应该如何准确地表达教案呢？首先，我们可以使用 "lesson plan" 这个词组来表示教案。
"Lesson" 意为 "课程"，"plan" 则表示 "计划"。
因此，"lesson plan" 可以理解为 "课程计划" 或者 "教学计划"。
这个词组在英语教学中非常常见，被广泛应用于各级各类学校。
除了 "lesson plan"，我们还可以使用 "teaching plan" 来表示教案。
"Teaching"意为 "教学"，"plan" 仍然表示 "计划"。
因此，"teaching plan" 可以理解为 "教学计划"。
这个词组在一些教育机构和教育研究领域中较为常见。
此外，我们还可以使用 "curriculum plan" 来表示教案。
"Curriculum" 意为 "课程"，"plan" 仍然表示 "计划"。
因此，"curriculum plan" 可以理解为 "课程计划" 或者 "教学计划"。
这个词组在一些教育机构和学校中也被广泛使用。
在实际教学中，教案的编写非常重要，它对于教学的顺利进行起着关键作用。
教案的编写应该包括以下几个方面：首先，教案应该明确教学目标。
教学目标是教案的核心，它指导着教学活动的开展。
大班英语优质课教案《Teaching Plan》
大班英语优质课教案《TeachingPlan》一、教学目标1.让学生掌握本节课的单词和句型。
2.培养学生的听说能力和团队合作意识。
3.激发学生学习英语的兴趣，提高他们的自信心。
二、教学内容1.单词：family,mother,father,brother,sister,me2.句型：Whois?He/Sheis三、教学重点与难点1.教学重点：单词和句型的掌握，以及听说能力的培养。
2.教学难点：学生对句型的运用和发音。
四、教学过程Step1:热身活动1.老师与学生进行简单的英语交流，如：Hello,howareyou?What'syourname?2.学生自由交流，练习口语。
Step2:导入新课1.老师展示一张家庭照片，引导学生说出家庭成员的英文表达。
2.学生跟读单词：family,mother,father,brother,sister,meStep3:学习单词和句型1.老师逐个教授单词，让学生模仿发音，并组内练习。
2.老师展示句型：Whois?He/Sheis，让学生模仿并练习。
3.学生两人一组，互相提问并回答。
Step4:小组活动1.老师将学生分成若干小组，每组选出一个组长。
2.每组根据所学单词和句型，编写一段对话。
3.各组进行展示，其他组认真倾听并给予评价。
Step5:游戏环节1.老师设计一个“猜猜看”游戏，让学生根据提示猜出家庭成员。
2.学生积极参与游戏，巩固所学知识。
1.老师邀请几名学生分享他们在本节课中的收获。
2.老师对学生的表现进行评价，给予鼓励和指导。
Step7:课后作业1.学生回家后，与家人一起用所学单词和句型进行交流。
2.家长监督并签字，确保孩子完成作业。
五、教学反思1.本节课通过多种形式的活动，让学生在轻松愉快的氛围中学习英语。
2.学生在小组活动中积极参与，提高了他们的团队合作意识和口语能力。
3.游戏环节让学生在游戏中巩固所学知识，提高了他们的学习兴趣。
4.课后作业的布置，有助于学生将所学知识运用到实际生活中。
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。
英语活动教案《Sunny English》Teaching Plan
英语活动教案《Sunny English》Teaching Plan
《Sunny English》Teaching Plan
教学内容：学习英语日常口语
教学目标：
1.了解英语的基本语法和句型结构。
2.培养学生英语口语交流的能力。
3.提高学生对英语学习的兴趣和积极性。
教学准备：
PPT、录音机、卡片、英语教材、课件等教学资料
教学过程：
Step 1: Warm-up
1. 通过播放一段英文歌曲或唱英文歌曲，让学生进入英语的氛围。
2. 安排一些小游戏或互动，备课活动，为下一步教学做好准备。
Step 2: Introduction
1. 使用PPT或录音机，让学生听一些英语日常用语，并通过示意图或卡片等方式让学生理解这些单词的意思。
2. 介绍英语的基本语法，如主语、谓语、宾语等。
Step 3: Practice
1. 通过示范和练习，让学生学会描述和提出问题。
2. 课堂口语练习，让学生在销毁中使用英语进行对话。
Step 4: Homework
布置阅读和写作作业，如编写英语日记或阅读英语文章。
教学反思：
在教学过程中，我发现学生对于英语学习的兴趣和积极性得到了提高。
在课堂上，学生踊跃参与口语练习，充分发挥了英语口语交流的能力。
在下一节课前，我会继续加强学术成果的转化，增强学生的学习兴趣和主动性。
同时，我也会加强学生的口语练习，促进语言交流技巧的提升。
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Teaching Plan for Unit 3 Computers
(Learning about language)
Teaching aims:
1. To discover useful words and expressions in this unit.
2. To get the ss to learn to use the useful words and expressions in this unit.
3. To enable the ss to use the outline to create a story of their own. Teaching important and difficult points:
1. To l earn to use the useful words and expressions in this unit.
revolution, network, simplify, calculate,mobile, solve, explore, totally, anyhow, finance, artifical, technology, intelligent, applications web, reality, logically
2. To enable the ss to use the outline to create a story of their own. Teaching Procedures:
Step 1 Lead- in by revising the text (Who Am I ?)
1. Showing pictures about the development of the computer.
2. Revising the text according to the timeline.
1642: ___________________________________________ 1822: The analytical machine was made by Charles Babbage.
____: ___________________________________________
1940s : __________________________________________
_____:The first family of computers was connected to each other. 1970s: __________________________________________
Now : __________________________________________
Step 2 Words and expressions
1. Present the words during the revision.
2. Get the ss to read after me.
3. Match the words or expressions with the meanings
4. Teach more words and expressions. artificial, web, applications, reality,logically, intelligent, technology and explore
5. Complete the passage with the words mentioned.(page20)
6. Fill in the blanks using the words and expressions we have learned.
Step 3 The story
1. I tell my story,
2. Ask the ss to find out the time in my story.
3. Have a discussion (group work)
4. Ask the ss to present their stories.
Step 4 Homework
Revise the words and expressions we have learned in this class.
1.calculate
2. explore
3. revolution
4. mobile
5. totally
6. finance
7. solve
8. network
9. simplify 10.anyhow
complete change in ways of thinking, working,
etc
connected computer system to make things easier to find the answer using numbers
can be moved easily from place to place to work out the answer to a problem to travel around an area to find out about it
completely anyway activity of managing money。