lesson plan format for Ob 2
八年级教案TeachingPlanL2B2
八年级教案TeachingPlanL2B2八年级教案T eaching Plan L 2 B 2Teaching PlanLesson 2 Unit 1 Book 2Teacher: Shu HehuaSchool: No.3 Middle School ,DanyangTime: September 2,2003Teaching 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 about?Play the tape for the ss to find the answerPractise the dialogue in pairsStep 4 : ReadingAsk “How many names do En glish people usually have?Discuss Chinese names: What do Chinese people call each other for short?Step 5: Exercises in class根据句意及所给首字母完成下列句子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) ca ll one’s name 3) call him Jim2. be short for… / for short3.give a talk /talk about4.be different from…/the difference between A and B5.mean (v.) meaning (n.)Blackboard DesignLesson Twothe second lessongive a talk think aboutfor example full namesgiven name be different frombe short for for shortthe difference between Chinese and English names八年级教案T eaching Plan L 2 B 2。
sample teaching plan for lesson 2, unit 8, J1B
Teaching plan for Lesson 2, Unit 8 Is there a post office near here? J1BBy Group ？Students Analysis:Textbook Analysis:Learning Objectives1. Words and expressions:(1)Review & practice the words of places: post office, restaurant, bank, supermarket, avenue,pay phone, park(2)Learn and practice the prepositions of location: next to, across from, around,between…and, in front of, behind.2. Sentence patterns and the communicative functions:(1) Review and practice the sentence patterns: Is there a post office near here? Yes, there is. It’son Bridge Street./ No, there isn’t. and use them to tell about the locations of buildings.(2) Learn and practice the sentence patterns:Excuse me, w here is the post office? It’s next tothe library. Is there a pay phone near/around here? Yes, it’s between the restaurant and the hospital and use them to ask and tell the way in street.3. Language skills and strategies(1) Listen and identify the locations of places.(2) Scan for the detailed information of the conversation (where and how to go)(3) Practice asking and answering about the locations of the buildings according to the streetmap.(4) Role play the real-life conversation of asking and telling the way in street.4. Significance of learning(1) Be aware of the English way of asking and telling the way politely.(2) Be aware that helping others in need is important and happy.Teaching ProcedureStage 1 (check and revision) Ask & answer about the buildings in 1a(5 minutes) Step 1: T gets Ss to say and write the words of the buildings in 1a.Step 2: T asks the questions about the locations of the buildings in 1a and Ss answer first in chorus, then individually. (T: Is there a hospital near here? Ss: Yes, there is./No, there isn’t. It’s on Bridge Street.)Stage 2 (presentation and oral practice) “Where is the pay phone?”(10 minutes) Step 1 Ss learn how to describe the specific locations of the pay phone in each picture (2a) with prepositions (next to, in front of , between, behind, across from) with T’s help. Step 2 Ss read the six statements and match the locations of the pay phone in the pictures.Step 3 Ss check the answers in pairs, then report the sequence to class.Step 4 Practice: one group asks “Where is the pay phone?”when the teacher points to one picture in 2a, the other groups answer the questions in turn: “The pay phone is…”Stage 3 (practice through listening) Where are the buildings?(10 minutes)Step 1 Ss get familiar with the given words and incomplete sentences 1-6 (2b) with blanks by reading out loud in chorus.Step 2 Ss listen to the conversations (2b) and match the blanks with the propositions in the box.Or Ss fill the right propositions in blanks while listening.Step 3 T & Ss do question & answer while listening to the conversations one by one: T: Where is he/she going?Ss: A police station”.T: How to ask the way?Ss: Excuse me. Is there a / Where is…?T: How to tell the way?Ss:It’s ….Step 4 Ss do pair work: asking and answering about the location of the buildings according to the street map in 1a (2c).A: Excuse me. Where’s the ...?B: It’s next to the ...Stage 4 (helping strangers find the way in the street) Role-play the conversation (10 minutes)Step 1 Task instruction: making a role-play conversation according to the street map of Haikou downtown in pairs (One is a stranger in the neighborhood, the other is a local resident):(1) the first pair is at the post office, and the stranger wants to go to a police station;(2) the second pair is at the pizza restaurant, and the stranger wants to go to a bank;(3) the third pair is at the hospital, the stranger wants to make a phone call;(4) the fourth pair is at the bank, and the stranger wants to eat lunch.Step 2 Groups decide on their favorite situation.Step 3 Ss read the conversation in 2d as suggested by T and get the useful expressions for asking the way and telling the way. T explains some key points in the conversation if necessary.Step 4 Ss practice reading the useful sentences after T.Step 5 Ss make up the role-play conversation in pairs.Step 6 Volunteer pairs perform their conversations in class, other Ss assess the conversations according to the criteria given by T:(1) tell the way correctly;(2) ask and tell the way politely.Stage 5 Summary and homework(5 minutes)Step 1 T guides Ss to summarize the polite way of asking and telling the way.Step 2 T guides Ss to summarize the prepositions used to describe the locations: “on C enter St reet and near/around here” for general location; specific locations “next to, in front of, between, behind, across from” .Step 3 Reinforced practice through translation: T says the sentences in Chinese (银行在医院和邮局中间；酒店在警察局对面等) and Ss say loudly in English.Step 4 Homework: Ss do 3a and 3b.Teaching AidsBlackboard Arrangement。
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 Plan2
Lesson Plan2Background Information:Students:40senior high school students ,Grade2Lesson Duration:50minutesTeaching objectives:By the end of the lesson, students should be able to:1. understand the main idea of this passage2. retell this story and know how this passage develops, and how to read the passages like this type in the future.3. Learn some new words and guess the word meaning by the rules of word form Teaching Contents:1.Help Ss be familiar with the new words related to music2. Develop Ss’ability to guess the meaning of word in concrete context.3. Equip Ss’with the ability to predict, skim, scan .4.Lead Ss to understand the qualities needed on the road of success.Teaching Aids:Blackboard, chalks,textbook.Types of the lesson:readingTeaching Procedures:Step1: lead-in（5min）1).who is your favorate singer or band?make some coments on students’s favorite bands or singers and list the key words on the blackboard and give proper explanation2).I’d like share my favorite singer with you. She is Jane Zhang. You must have known her for she is really famous now. But she once gave performance in small pubs and few people know her. And there are also a lot of singers or bands giving performance in clubs or at subway stations for passes-by. And people pay them in cash. They lead a hard life but they share a same dream with our idols. That dream is musicStep2:Pre-reading（3min）Now our context also introduced a band to us. Firstly, let’s have a look at the title “The band that wasn’t” can you guess what will be told in the context.( caltivate Ss’ ability to predict and arouse Ss’interest to read ) Step3 While-reading （15min）1) Read the context and check if your guess is right.After you have finishedreading you should give the main ideas of each paragraphPara. 1 many people are dreaming of being a famous musician or singerPara. 2 how musicians form bandsPara. 3 how The Monkees got their startPara. 4 how The Monkees became serious about the music business( caltivate Ss’ ability of Skimming )2) Question and answer. Students ask their classmates to help them sovleproblems and puzzles. And then complete the following passage with the words and phrases below in their proper forms.extra millionire pub humorous studio broadcastdream of familiar play a joke onSusan and I love jazz and we__ dream of __becoming musicians. We decided to form a band so that we could earn some___ extra __money by playing and singing in a pub . We wondered if they were playing a joke on us as they were often very___humourous__to each other. Howerer, to our great surprise, everything was organized and we made our record. Imagine our excitement when we heard it__ broadcast __on the radio for the first time. It was almost as exciting as later when we become__ millionire __. Now whenever we go to the pub, we play our songs and buy drinks for the regulars. Although we are famous, we still like to play in familiar places. (It is good to develop Ss’ ability to guess word in concrete contextteacher can offer help properly .)3) Join the correct parts of the sentences together.1. They produced a new record in 1996 A.but only one person was accepted2. Most musicians get together and B.but reunited in the mid-19803. They put an advertisement in theNewspapers looking for four rock musicians C.form a band because they like to write and play music.4. The first TV show D.to celebrate their time as a band5. However, the band broke up about 1970 E.was a big hit1.D2.C3.A4.E5.B ( caltiva te Ss’ ability of Scanning)Step4:Post-reading（20min）1) Role-play Activity: suppose you’re a crazy fans of the Monkees. A reporterfrom CCTV interviews you and ask you why do you love the Monkees. You can use the following words to make a dialoge with your paterner.popular lively attractive brave intelligent brightt funnycrazy classical humorous honest famous smart determined2) Suppose you are the manager of an entertainment company and youwant to form a successful band. Now you get a golden chance to advertise your employment ad by broadcasting. Disscussion with your group members and finish the emploment ad. On the ad you are mainly asked to write the qualities of your ideal band members, like they should be good at instruments…after discussion three groups will be asked to broadcast their employment ads.Make a conclusion of the qualities a band or its member should possess. Homewok:（2mins）Write a 120-word composition about your favourite band. You could firstly give a brief introduction about them, then show your reasons why do you like them and use examples to support your idea.Title:the band that wasn’tKey words: Humorous Instruments…Main structure ofthe context:para1:…The conclusion of the qualitiesof a band or its member:SmartDetermined…Reflection:it is the first time to present the new words and the simple explanations will help students to understand the meaning of the new words. And it is a good chance to activate students11级英语二班：叶敬涛学号：11030142023组员：叶敬涛杨兴齐卫娟李东陈金丹赵晓弟。
Lesson+Plan+for+Grade+2+English+Volume+2
Provide clear and accurate definitions of each word, including examples and syntax to help students understand the meaning
Word usage
Teach students how to use each word correctly in senses, including different tensions, forms, and means
Text structure
Analyze the structure of the text, including introduction, body, and conclusion, and teach students how to organize their ideas effectively
Paragraph writing
Provide a topic or prompt for students to write a paragraph, including introduction, body, and conclusion, to help them understand the structure of a
Classroom performance evaluation
01
Observation and assessment of students' participation in class: Monitor students' engagement in class activities, including speaking, listening, reading, and writing Assess their ability to actively participate and collaborate with peers
Lesson plan for unit 2 Making a Schedule
Lesson plan for unit 2 Making a ScheduleHow to make a schedule(Period1)Designed by Wei WuBackground information:Students: 34 high school students, Grade 2Lesson duration: 40 minutesType of the lesson: writing and speakingTeaching Aims / objectives:1.Knowledge aim:Learn about the functions of schedule and the processing procedure for making aschedule.2.Ability aim:① Learn how to make a schedule.②Im prove the students’ abilities of dealing with secretary’s work.3.Emotion / moral aim:Make students know the importance of the schedule when doing asecretary’s work,as well as in their study. And develop their self-awareness of studyinghard to preparefor the future job.Focal points:Learn about the functions of schedule and the processing procedure for making aschedule.Difficult points:Learn to make a schedule.Teaching methods: imitation, inductive method, discussionTeaching aids: pictures, blackboard, chalk, tape, PPT, etc.Period 1Teaching ProcedureStep 1 presentation(5 mins)1.I like going shopping. If I need to buy a lot of things, before I goshopping, I would like to make a detailed list to write down all those things, in case I forget to buy some of them.2.If you have a lot of homework to finish, do you also make a list towrite down the homework and the time when to hand them in? If you do, and then, tell me why?Step 2 warming up(10 mins)1.Case analysis:Tell students a story about a secretary who was busy in her daily work.She did the things in quick speed and was in tearing hurry. Every day when close time was around the corner, there were still a lot of things she could not finish.Ask Ss to discuss the following questions:① What are the main reasons why although the secretary did thethings in quick speed, she could not do her work well and therewere still a lot of things need to be finished in close time?② To a professional secretary, what’s the first thing she should dobefore staring out her work?Step 3 pre-reading(5 mins)Ask students to discuss the functions of schedule.Step 4 reading(15 mins)1.Learn the new wordstake control guideline specific considerresponsibility predict invitation2.Ask Ss to read the text, and underline all the sentences which teach ushow to make a schedule.3.Write down those sentence on the blackboard, and ask Ss to makethem in order, then explain the specific processing procedure formaking a schedule.Step 5 post reading (5 mins)Ask Ss to retell the how to make a schedule.Summary and Homework(5 mins)Do the exercise after the text in P22Blackboard design / Layout:1.Case analysis:Main reasons: the solutions:First,Second,Third,Forth…2.Learn the new words:control [] guideline [] specific [] consider [] responsibility [] predict [] invitation [] management [] schedule [] invariable []3.How to make a schedule?First, find a piece of paper or a form for recording your scheduleSecond, sit down and examine your dayThird, make a list of all the things you need to doForth to get done those things that don’t have special timeAfter lesson reflection:。
Lesson plan 2
Lesson plan 2Teaching PronunciationName: Elaine ChenStudent: Grade One, Senior, Tianmen High SchoolMaterials: teaching pronunciation /ai/Lesson type: a pronunciation teachingDuration: 45minDate: 16/03/2011Teaching IdeologyAs we all know, in the teaching of English as a foreign language, there is an argument about whether we should teach pronunciation in language teaching process. Though there is a division in the necessity of pronunciation teaching now, but most of people think that it is very important to teach pronunciation in language teaching. Pronunciation is the first step to learn a second language well, also the pre-condition to speak language.According to the phonetics and phonology, teaching pronunciation does not only refer to the study of individual pronunciation, but the pronunciation in sentence, context and talk. Because the phonetics rules regarding a letter and a cluster of letters to form words, sentences and context. In Phonetics, supra-segmental features include stress, tone and intonation; those are also called prosodic features or rhythm. Pronunciation teaching does not aim to just a learn a individual sound but the sound in a complete airflow of speech. So under the ideology of this theory, much attention will be paid to the feature of a sound in airflow of speech.Learner profilesThe class will consist of 50-60 students from grade one, senior. According to investigation of the students, the number of female and male students is almost the same. The average level of the students is a little higher than the other classes in the school, but the level of the class is different, great individual difference exists, so more attention should be paid to keep the balance of tasks designing.Teaching material and learning conditionThe analysis of teaching materialThe material of this lesson is the phonetic /ai/. And some materials of presentation and practice for this phonetic will be used in the class.Teaching objectiveBy the end of the lesson, students will be able to achieve the following objectives: 1)Have a knowledge of the sound /ai/, and master the correct pronunciation of thesound.2)Form a sensation that phonetic learning is not isolate to learn the individualsound, but the sound in a whole sentence, dialogue or context.Languages focuses and anticipated difficultiesLanguage focusesThe pronunciation of the sound /ai/ in words, sentence and context.Language difficultiesWhat is a feature of rhythm, super-segment and prosodic features? And how to pounce the sound correctly in such a condition.Teaching method / Teaching modelAs for pronunciation teaching, usually take PPP Model (presentation of a sound, practice of a sound and production of a sound)Teaching aidsWhite board, chalk, PPT, white cards, radio, tape or mp3 materials and so on.Teaching proceduresLead-in (3 min)1)Show the sound /ai/ with writing on the whiteboard.2)Show the sound again with the radio.Stage 1 Presentation of the sound (5 min)Activity 1The teacher explains the sound, such as how is the sound composed with two vowelsto form diphthongs.Activity 2After the detailed explanation of the sound by the teacher, let the students listen to the tape again and read after the tape again and again.Stage 2 Practice of the sound (30 min)Activity 1Learn the sound in a sense of words. List these words on the whiteboard with their phonetics.eye [ai] kind [kaind]tie [tai] ice [ais]die [dai] life [laif]buy [bai] wide [waid]why [wai] fly [flai]high [hai] try [trai]type [taip] mile [mail]ripe [raip] size [saiz]Then read these words after the tape for two times.Group workAnd then, divide the whole class into four groups; ask one group of the students to read them, and the other groups to listen, after listening to the students’ speaking, the group have to make some comments.Activity 2Practice the sound in the following sentences, pay attention to the bold words.1)Something has got into my eye.2)Strike while the iron is hot.3)Let by-gones be by-gones.After listening to the tape, first ask the students to read after the tape and then have the students for pairs, then one read the sentence, and the other listen to, then change the roles. Especially, pay attention to the intonation of the sentence.Activity 3Learn the sound in a context. This context is like a twist, the teacher firstly can tell something about the intonation of the text and let the students mark the rising and falling tone in their should-be places. Try to practice again and again. Then a whole-class activity is prepared for the twist.Fly, kite, high in the sky,Bright in the shining light;Then I’ll wind my string, and try to guide.You nicely down for the night.Stage 3 Production of the sound (7 min)Listen to a short and simple song, and then try to find out the words with a diphthongs /ai/. Time permitted, we can learn the song together.HomeworkTry to find a twist to practice the sound through the internet. The other day, it will be showed before class.Blackboard design。
英语人教版八年级下册Unit 2 Lesson plan.
I’ll help clean up the city parks. 教学设计和反思一、教材和学情分析《英语课程标准》中提出要激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力; 培养学生爱国主义精神，形成健康的人生观，为他们的终身学习和发展打下良好的基础.Go for it 是一套画面内容生动有趣, 学习内容贴近生活, 语言运用更为交际化的教材.教材突出语言使用能力的培养，通过听、说、读、写的全面训练，使学生获得英语基础知识和为交际初步运用英语的能力,旨在培养学生的综合语言应用能力.这就要求教师根据新教材形式活泼,图文并茂等特点创造性地运用教材，同时遵循新课程理念，从重视‘教法’转变到重视学法。
九年级Unit8 I’ll help clean up the city parks.第一课时运用动词词组围绕“volunteer”展开话题，前半部分围绕“ways of offering people”,后半部分围绕“ways of telling people about the Clean-Up Day ”。
在熟悉和操练各个动词词组的基础上通过各种各样活动的开展培养学生的综合语言应用能力。
对于九年级的学生可能已经不像七年级、八年级学生那样热衷于普通的课堂活动,所以设计怎样的课堂活动，采取怎样的评价方式来提高课堂气氛，从而使学生自然地融入整个教学环节显得尤为重要。
二、设计重点和难点根据教材的内容和学生的实际情况，发现Unit8第一课时的课文内容和Unit7有联系，同时题目是“Unit8 I’ll help clean up the city parks”既然是cityparks刚好跟我们宁波这个城市可以联系起来。
所以就围绕“我爱宁波，我要成为宁波志愿者的一员，我帮助宁波打扫城市公园，帮助宁波需要帮助的人”这一在中心思想来开展一系列教学活动。
lesson plan format
Here are many different approaches to teaching English. However, most of these plans tend to follow this standard lesson plan format.1. Warm-up?-?Use a warm up to get the brain thinking in the right direction.2. Presentation -?The presentation focus on?the learning objectives for the lesson.3. Controlled practice -?Controlled practice allows for close observation that the learning objectives are understood.4. Free practice -?Free practice allows students to "take control" of their own language learning.5. Feedback -?During the free practice section, take?note of common mistakes. Use feedback to help everyone, rather than focus on individual students.?This lesson plan format is popular for many reasons including:* Students have a number of chances to learn a concept through various means* Students have plenty of time to practice* Teachers can give detailed instruction, or students can deduce structures and learning points through practice* The standard?lesson plan?format provides structure* It provides for variation over the course of 60 - 90 minutes* This lesson plan format moves from teacher centered to student centered learning Variations on the Lesson Plan Format ThemeIn order to keep this standard lesson plan format from becoming boring, it is important to remember that there are a number of variations that can be applied within the various segments of the lesson plan format.Warm-upStudents might arrive late, tired, stressed or otherwise distracted to class. In order to get their attention, it's best to open with a warm-up activity. The warm-up can be as simple as telling ashort story?or asking students questions. The warm-up can also be a more thought-out activity such as?playing a song in the background, or drawing an elaborate picture on the board. While it's fine to start a lesson with a simple "How are you", it's much better to tie your warm-up into the theme of the lesson.PresentationThe presentation can take a variety of forms:?* Reading selection* Soliciting students' knowledge about a specific point* Teacher centered?explanation* Listening selection* Short video* Student presentationThe presentation should include the main "meat" of the lesson. For example: If you are working on?phrasal verbs, make the presentation by providing a short reading extract peppered with phrasal verbs.Controlled practiceThe controlled practice section of the lesson provides students direct feedback ontheir comprehension of the task at hand. Generally, controlled practice involves some type of exercise. Remember that an exercise doesn't necessarily mean dry,?rote exercises, although these can be used as well. Controlled practice should help the student focus on the main task and provide them with feedback - either by the teacher or other students.Free practiceFree practice integrates the focus structure / vocabulary / functional language into students' overall language use. Free practice exercises often encourage students to use the target language structures in:? Small group discussions* Written work (paragraphs and essays)* Longer listening comprehension practice* GamesThe most important aspect of free practice is that students should be encouraged to integrate language learned into larger structures. This requires more of a "stand-off" approach to teaching. It's often useful to circulate around the room and take notes on common mistakes. In other words, students should be allowed to make more mistakes during this part of the lesson.FeedbackFeedback allows students to check their understanding of the lesson's topic. Feedback can be done quickly at the end of class by asking students questions about the target structures. Another approach is to have students discuss the target structures in small groups, once again giving students the chance to improve their understanding on their own.Lesson Plan Format: A Final WordIn general, I think it is important to use this lesson plan format to facilitate students' English learning?on their own. The more opportunity for student centered learning, the more students acquire language skills for themselves.。
Lesson Plan Format How do you study for a test
1.Textbook
2.Blackboard
3.Multi-media such as Power Pointand short videos
Procedures
Timing
Interaction
Patterns
Purpose
1.Hook/Lead-in
1)Let students look at the pictures on page 2. These students are Mei, Pierre, Antonio. Let students talk about: What are they doing? Can you guess how do these students study English for a test?
Liu Chang:
Not successful ______________
OK _______________________
Successful __________________
3)Let students listen to the tape of thepassageand read after it. Pay attention to its pronunciation and intonation.
Teacher to students, students to students
Teacher to students, students to students
Teacher to students, students to teacher
Students to students
Students to teacher, students to students
七下英语名师课时计划第二单元第二课答案
七下英语名师课时计划第二单元第二课答案As an English teacher, I often find it helpful to plan my lessons thoroughly in order to ensure that my students are getting the most out of their learning experience. This includes creating a detailed lesson plan for each unit and lesson, which outlines the goals, objectives, and activities for that particular class. By having a clear plan in place, I can easily guide my students through the material and help them to achieve success in their language learning journey.作为英语老师，我经常发现彻底计划我的课程对确保学生充分利用他们的学习经验非常有帮助。
这包括为每个单元和课程创建详细的课程计划，概述该特定课程的目标、目的和活动。
通过制定明确的计划，我可以轻松地指导学生学习材料，并帮助他们在语言学习道路上取得成功。
When creating a lesson plan, it's important to consider the individual needs and learning styles of each student in the class. This helps me to tailor my teaching approach to accommodate different learning preferences and ensure that all students are able to engage with the material effectively. By recognizing and addressing the unique needs of each student, I can create a more inclusive and supportivelearning environment where everyone has the opportunity to succeed.在制定课程计划时，重要的是考虑班上每位学生的个别需求和学习风格。
教案英语作文万能模板
教案英语作文万能模板Lesson Plan Template: A Versatile Tool。
Introduction。
Lesson planning is a crucial aspect of effective teaching, providing educators with a structured framework to guide their instruction and facilitate students' learning. A well-crafted lesson plan serves as a roadmap, ensuring a cohesive and engaging learning experience. Among the various lesson plan templates available, this versatile template offers a comprehensive approach that can be tailored to diverse teaching contexts.Section 1: Learning Objectives。
The learning objectives section forms the foundation of the lesson plan. It explicitly states the specific knowledge, skills, or attitudes that students are expected to acquire by the end of the lesson. These objectivesshould be clear, measurable, and aligned with the curriculum standards.Section 2: Materials。
高二英语Teaching Plan for Lesson 2, Unit 2 (SEFC Book 2A)教案人教版
Teaching Plan for Lesson 2, Unit 2 (SEFC Book 2A)The Second Period, Reading: “Behind the Headlines”I. Teaching Objectives1. Language Objectives(1) Important words and phrasesheadline, editor, switch, interviewer, interviewee, reflect, tolerate, relate to, be addicted to, draw attention to, change one’s mind, on all sides, current affairs(2) Important sentence patternsa. Experienced editors and reporters make informed decision about what events to reportand how to report them.b. We shouldn’t ignore what happens even if it is difficult for people to accept somestories.2. Ability Objectives(1) Enable students to use what they have learned to express their opinions.(3) Learn about how the newspaper we read is made.3. Moral Objectives(1) Help students to learn that reporters have to do many preparations behind the headline.(2) It’s not easy to get success without hard work. It’s diligence that leads to one’s success.II. Important Points1. Have a good mastery of some key words and phrases.2. Train the students’ reading ability, especially the skills of summarizing and scanning.III. Difficult Points1. How to analyze the text and grasp the main idea of the text.2. Train students’ oral English skills.IV. Teaching Methods1. TBLT(Task-Based Language Teaching)2. Teaching Aids: newspaper, computer, multimedia, blackboardV. Teaching ProceduresStep I Lead-in (5min)T: Good morning, boys and girls!Ss: Good morning, Miss Feng!T: Last class I asked you to find some news. Have you done that?Ss: Yes. We have.T: What news have you got?S1: I found some sports news.S2: I found some entertainment news.S3: …T: That’s good. You get different news. But could you tell me where you get the news? S1: In the newspapers.S2: On TV.S3: From magazines.S4: Over the radio.S5: InternetT: Right. What do we call all of them?Ss: News mediaT: Now here is a copy of the newspaper “21st Century”. Please look at the paper and see what we can find in the paper? (T goes around the class and presents the newspaper to the Ss. and asks the Ss to find the components of the newspaper)S1: Photos.S2: Articles.S3: Advertisements.T: Good! Then what do we call this in English?S1: Masthead.S2: Headline.S3: Subheading.S4: Front Page.S5: …T: In the newspaper what we can find is mostly articles. Do you know who writes these articles?Ss: ReportersT: Do reporters only record or write the events? What else do they need to do? And how do they get news? So we still have many questions about it, right? Now today we have a good chance to learn something about newspapers and reporters. Maybe after studying the text, we will know more about them.Step II Reading (25 min)1.Skimming (3 min)T: Please turn to page 11. Look at the title “Behind the Headlines”. What informationcan you get from this title? We usually see this word “headline” in the newspaper,right? So we may guess this text is about newspaper. But what aspect will it refer?After our study, we’ll get it.Now I’d like you go through the passage and try to get its general idea. By readingthe first and the last paragraph, and skimming the first sentence of each paragraphcan help you reach the goal. Now please do it as quickly as possible.(Three minutes later)T: Now give us your summary of the general idea of this text. There’re some topicsin the pre-reading, you can have some choices.S1: It’s about how a reporter decides what to write.S2: It’s about how newspapers help us understand the world.T: That’s right. It’s mainly about how newspapers are made and its function.2.Scanning (3 min)T: We’ve got the topic of this passage. To have a better understanding, you guys goover the text once more. You’re expected to take these questions in your scanningand then answer them.T: My questions are:Q1: How many people are there in the passage? Who are they? What are they doing?Q2: Who are to be interviewed to tell us more about news and newspapers?Q3: Who does a reporter has to discuss with before he/she decides what to write?(Three minutes later)T: Now please give us your answers to these questions. The first one is…S1: There are three. One interviewer and two journalists. They are having an interview.T: Right. The second one is…Ss: Chen Ying and Zhu Lin.T: Then the third one…Ss: The editor.T: Good. You’ve g ot the answers. In this text, the famous reporters, Chen Ying andZhu Lin, are interviewed to give us some information about news. What is behind the headlines? Let’s study the text carefully, and then you can get it.3. Careful Reading (17 min)Section 1 (4 min)T: First, I’d like you to read through the first paragraph carefully and try to get more detailed information. Now just start.(Four minutes later)T: Finished yet? From the first paragraph we can get to know what do the editors and reporters make decisions about?S: About what events to report and how to report them.T: and they also make sure that readers can relate to the stories.T: Who are interviewed?S: Chen Ying and Zhu Lin.T: That’s right. The first paragraph serves as an introduction. We can get to know the two reporters are interviewed to tell us something about their work and news.What information will they tell us?Section 2 (4 min)T: Now. You read through paragraph 2 and 3and try to get more detailed information.(Four minutes later)T: Have you finished yet? Here I have questions for you.Q1: Who will give suggestions to a reporter?S: The editor.Q2: What is the editor’s job?S: The editor’s job is to keep the newspaper balanced and interesting to the readers.Q3: How does a reporter begin an interview?S: A reporter begins by contacting the people to be interviewed and then prepare questions.Q4: Why interviewing someone is difficult?S: A reporter must know how to ask questions and how to get people to talk about the topic.Q5: what should a reporter do after the interview?S: After the interview, the reporter must present the material in an organized way and make sure that the article reflects events and opinions truthfully.T: Great. In this part, we can know how a reporter decides what to write and what should be done before a reporter actually starts writing. It is not an easy job because much work should be taken into consideration. But what can the reporter get? Does he enjoy it?Section 3 (6 min)T: Now, please read over paragraph 4 to paragraph 7.(Six minutes later)T: What are the two journalists’ favorite articles that they have written? Why do they like them best? How about Chen Ying’s?S: Chen Ying’s favorite article is the one she wrote about the effects to bring stolen cultural relics back to China because it is both a piece of news and an interesting story.T: How about Zhu Lin’s?S: Zhu Lin’s favorite article is about an ordinary young woman who tried to adapt to her new life after having studied abroad. Because it was the first time that he had written with real passion and it made him realize that everyone’s life was different.T: Right. Among their articles, both of them have their favorite one respectively. Can you tell us why they choose this specific one?S: Because each carries a special meaning and experience to them.T: As readers, we’ve read lots of articles, what kind of article do you like best, and why?S1: …..S2: …..T: If there’s a chance to write any article, what does Zhu Lin want most to write about? Why?S: Zhu Lin would like to write about music, art, nature and the importance of spiritual fulfillment because he wants to explore the mysteries in life.T: How about Chen Ying?S: Chen Ying wants to write about people we seldom read about, for example, people who have AIDS or who are addicted to drugs.T: Suppose you were a reporter and have such a chance, what would you like to write about?S1: ….S2: ….T: That’s good. You have your own consideration. Here I have one more question.What is the basic task for a reporter?S: The basic task is to report an event truthfully.Section 4 (3 min)T: Right. Now we will deal with the last paragraph.(Three minutes later)T: From reading this paragraph, what information can we get?S: The function of news media.T: Then what’s the function?S1: The media can help solve problems and draw attention to situations where help is needed.S2: Help people become interested in important questions around the world.S3: Bring us a better understanding of the world on all sides.T: That’s right. Media can help us understand the people and culture in othercountries, and help us get to know what’s going on around us or around the world.Media is a good way to get information. It plays a significant role in our daily life.4.Post-reading (2 min)T: After the reading, we have a very clear clue of this passage. How many parts canyou divide it into according to our previous study?S: Three parts. The first part is the first paragraph. Paragraph 2 to paragraph 7 formsthe second part. The last part is the last paragraph.T: Do you think student 1’s understanding is reasonable? Why?S2: I think his division is reasonable because the first paragraph serves as theintroduction. The second part is about the two reporters’work and someexperiences and feelings. The last part is the media’s function.T: Great. You have a very good understanding of this passage. You division is alsovery good.Step III Discussion (12 min)T: Now we have a good understanding of news media after the reading, especiallythe reporters’careful preparations before the news come into being. They mustmake sure the news they report is true and authentic. However, in our daily life,we still find some news report is not true. What’s your attitude towards theuntruthful news? What attitude should we take towards the news media? You guysthink about it and have a discussion with your partners. You are allowed three tofive minutes. After the discussion, you are expected to present your ideas.(Four minutes later)T: Now after the discussion, please present your ideas towards the untruthful news.S1: I think the untrue news report should be forbidden before it is printed, because it is twisted by reporters and then loses its value. And also it’s not a good habit.S2: The untruthful news may lead to some unpleasant conflict, especially about politics.S3: I think the reporters who untruly report the news is reasonable because that is their job.T: How do you think it is reasonable?S3: For example, some rumors and gossips about superstar can attract more readers.This can increase their curriculum.S4: …T: Yes. You have your own ideas about the untrue news. And could you tell us whatattitude should we take towards the news media? Be critical or not?S1: We should be critical of what we read in news. As it’s a good habit to have doubt on things that you do not agree.S2: We should have our own opinions about news.S3: It is good to make objective and critical comments on news.S4: We should be able to tell the different between facts and opinions.S5: …T: Well done. You have showed your own thoughts. That’s true, we shouldn’t whollybelieve what the news media tell us but hold an objective and rational attitudetowards it.Step IV Summary (1 min)Good. You’ve done a good job. By reading the passage “Behind the Headlines”,we’ve learned more about reporters and newspapers. The reporters’ life and work isas important as what newspapers play in our daily life. They help us deal with theworld better.Step V Assignment (1 min)Now I have a task for you. As we know, news media play an important role in our daily life, how important the news media are? What role does the news media play?Have an interview based on this topic and write a report. That’s all. Class is over.Goodbye!VI. Blackboard Design。
Teaching Plan of lesson 2
Teaching Plan2012 first semester Teacher：Warming-up1. Ask the students to look at the word list and observe the teacher howto read them. Ask the students try to follow the teacher. Write down new words on the blackboard.2.Guide the students to tell the meaning of new words referring to shops, commercial staff and commercial equipments.3.Ask the students to read these new words loudly and try to memorizethese words as soon as possible.4.Check the achievements of the students through a game.For example:Divide the whole class into three groups. The teacher point to a word and the students should answer the right meaning and spelling. The form could be a group competition and the teacher will be the judge.5. Word bankA. SHOPS AND STORES IN OUR LIVESdepartment store, shopping mall, supermarket, newspaper stand hardware store, fruit and vegetable store, grocery storeB. GOODS THAT WE MAY OFTEN BUYwine, sauce, nails and hammers, fruit, fish and meat, magazines camera, food, clothesC. EQUIPMENT WE OFTEN SEE IN THE STORES AND SHOPS mannequin, light, escalator, elevator, window, rack, check out bar code, scanner, lockerD. PEOPLE WE USUALL Y MEET IN SHOPPINGshop owner, customer, janitor, shopping guide6. Activity(1) Complete three tasks on Page 7(2) Pair workAsk the students to make a shopping list and share the information with their partner.7.AssignmentTry to get familiar with the new words and make some preparations for the next class.Shopping list1. Warming upLead the students to read the instruction of Task 1 on Page 8 in order to know what they are required to do.2.Listening comprehension of Task 1(1)first time: just listen(2)second time: listen and try to make some notes(play the recording for the third time if it is necessary)。
TheTeachingPlanforUnit2
五下Unit 2 How do you come to school?story time(第一课时)Teaching Aims& Learning aims：1. Knowledge & skills objectives：(1) I can understand and read the story.(2) I can try to retell the story.(3) I can talk about where to live and how to come to some places.2. Process & method objectives：(1) Ss can try to make a new dialogue and talk about it in this way：…How do you come to…? I come to…by/on…. Where do you live? I live on/in….(2) Ss can get some information from reading the story and develop their reading skills and cooperative skills.3. Emotion, attitude & value objectives:Ss can care about others.Focus of the lesson and predicted area of difficulty：1. Ss can read fluently and get the meaning of the whole story.2. Ss can try to talk about like this: …How do you come to…? I come to…by/on…. Where do you live? I live on/in ….3. Ss can try to make a new dialogue.Preparation：PPT, pictures, exercise paper, headwearTeaching Procedures:Before class: Enjoy two songs about vehicles.Step 1 Warm-up1.I live on….present streetWhere do I live?present new words2.Where do you live?I live on/in….How do you come to school?I come to school by/on….3.Play a game: Look and sayT: If you see the words and sentences, please say it loudly and quickly.If you see the pictures ,please say its corresponding meanings loudly and quickly..Eg.: city, on foot, by bus, by taxi, by metro. How do you come to school?...Step 2 Presentation& Practice1.Watch and matchT: How about our friends? How do they come to school?2. Read and fillCheck the answers3. Read and underlineWhy do they choose the way to school?Learn : far from, Moon Street, City Library, Sunshine Town, Park Street.4. Listen and repeat5. Read the story in four.Choose the way they like.Read together.Read in roles.…6. Retell the storyDiscuss in pairs:Each one can say one sentence or say it together.S: Su Hai lives far from school. She lives on Moon Street, near City Library. She comes to school by bus. Yang Ling ...Mike (i)Tao…Step 3 Consolidation1. Make a new storySu Hai, Mike and Liu Tao come to Su Hai& Su Hai’s new home.Su Yang is at home too. What can they talk about? Talk in four.Learning aim 3: I can talk about where I live and how do I come to some places.Step 4 Homework1. Read the story fluently, try to retell the whole story.2. Write down the dialogue you made in class.3. Collect the names of public transport.。
British format of a lesson plan
1)Students willreviewthe mainly transportation waysthey have learned before such as underground, bus, taxi, bike and so on.
2)Students can be able to understand conversations about how to go to school,and talk about how to go to school in English.
4)Some underachievers yet can't use the basic "by+..." structureto express their ideas. And also, they forget some usages ofhow longandhow farsentence patterns.
5)Some underachievers even can't memoy the reletive difficult words such as underground and ship.
Main(35min)
Presentation(20min):
(1)How does he get to school? (The way)
2)Check if students can talk about the transportation. And ask each other how they get to school.
3)3b-4: In order toconsolidatethe three main sentence patterns and checkif students can usethemcorrectly.