Teaching Plan from Lesson 5 to Lesson 8
专业英语翻译教案
浙江师范大学外国语学院课程大纲及教案专业名称：英语专业课程名称：《翻译》（1）主导教材：毛荣贵《新世纪大学英汉翻译教程》所属课程组：翻译组课程负责人：适用年级：英语专业本科2003级200 5 —200 6 学年第一学期翻译（1）（2）课程大纲一、课程概况课程名称：翻译课程类别：专业基础课课程编号：030903081，030903082学分：4 学时：68 开课学期：五、六二、课程教学目标和要求1、[教学目标]通过本课程的教学，帮助学生有效提高翻译实践能力和理论认识，达到高等学校英语专业英语教学大纲对其翻译能力的基本要求，即：能运用翻译理论与技巧，将英美报刊上的文章以及文学原著译成汉语，或将我国报刊、杂志上的文章和一般文学作品译成英语，译文忠实、流畅，译速每小时250-300个英文单词汉字，使之可以胜任未来的中学英语教学以及其他涉及翻译能力的工作。
2、[课程要求]本课程为系列专业基础课，由英译汉和汉译英组成，要求学生按顺序修读。
为达到课程教学的目的，采用讲练结合的方式，布置相当数量的课后作业要求学生按时按量完成，并积极参与课堂讨论。
三、教学内容与教学安排1、[教学内容要点]本课程教学以实践为主，理论为辅，重点是翻译技巧的介绍与练笔，翻译内容涉及各类文体、各个领域。
课程安排按照讲练结合的原则展开，帮助学生有步骤有针对性地训练翻译的基本技能。
通过大量的练习和讲评，强化学生对不同文本语体特点和翻译原则的认识，为其将来从事翻译工作或运用英语作为工作语言打下坚实的双语转换实践基础。
2、[教学安排]本课程教学依据教学大纲，安排在本科三年级上、下两学期进行，共计68学时，其中36学时为英译汉，32学时为汉译英，每周2学时。
教学计划允许授课教师在具体操作中有一定的灵活度，但至少应包含以下3部分的主题内容：1)翻译概述（含翻译的标准、原则、过程、中外翻译简史及翻译名家的主要观点等）；2)翻译技巧讲练（介绍主要的英汉互译技巧，结合学生的练笔进行讲评）；3)多视角的翻译实践与研究（不同领域的翻译实践及其操作原则与技巧，如外来词翻译、报刊标题及新闻翻译、旅游翻译、科技翻译、广告翻译、文化与翻译等；在实践的基础上开始涉猎翻译的前沿理论，提高学生对翻译的理性认识，目的在于训练其解决问题的探索能力，为其将来从事翻译实践或理论研究开辟一个窗口）。
Primary School English Micro Course Teaching Plan
02
Teaching content and methods
Key vocabulary and presence structures
Vocabulary
animal names (e.g., cat, dog, elephant), colors (e.g., red, blue, green), numbers (e.g., one, two, three)
Teaching objectives and requirements
Objectives
To develop students' listening, speaking, reading, and writing skills in English
Teaching objectives and requirements
Primary School English Micro Course Teaching Plan
目录
CONTENTS
• Course Introduction and Objectives
• Teaching content and methods
• Teaching process design • Student interaction and
leveraging online platforms and apps for external practice, interactive games, and videos
Classroom materials
utilizing physical Classroom materials such as toys, puppets, and props to create an immersive learning environment
Listening and Speaking 教案
1. How to enable studentsto talk about fine qualitiesof great peopleand give reasons
2. How to enable students tolearn to usetheattributive clause
Important points:
1.How to make students know the reasons whyEliasjoined the ANC Youth League from listening
2.How to motivate students to express their opinions and give reasons
Listen to the text one or two times and get the main idea
Firstly, listen to the first reason and fill in the blanks
Secondly, listen to the second and the third reason and find out the mistakes. Them correct them.
LanguageknowledgeGoals:
1.Students are expected tolearn how to usesome useful words and expressions in this unit.
2.Students are supposed to learn to use theattributive clause
Learning strategiesaims:
慧通职场英语教案
慧通职场英语教案Title: Huìtōng Workplace English Teaching PlanIntroduction:Welcome to the Huìtōng Workplace English Teaching Plan. In this teaching plan, we will focus on providing essential workplace English skills and knowledge to helpyou thrive in a professional environment. Whether you are a student preparing for your future career or a working professional looking to enhance your English communication skills, this teaching plan will provide valuable insights and practical exercises to help you succeed in the workplace.Lesson 1: Business CommunicationIn the first lesson, we will delve into the importanceof effective business communication. We will discuss the different forms of business communication, including emails,meetings, and presentations. Students will learn how to structure and write professional emails, participate in meetings, and deliver impactful presentations. Practical exercises will be provided to help students apply their knowledge and improve their communication skills.Lesson 2: Professional Vocabulary and PhrasesIn this lesson, we will focus on building a strong foundation of professional vocabulary and phrases. Students will learn essential business terms, idiomatic expressions, and commonly used phrases in the workplace. By expanding their vocabulary, students will be able to express themselves more confidently and accurately in professional settings.Lesson 3: Business EtiquetteUnderstanding and adhering to business etiquette is crucial in creating a positive professional image. In this lesson, we will cover topics such as professional dress code, punctuality, and workplace behavior. Students willlearn the dos and don'ts of business etiquette, and how to navigate social interactions in a professional environment.Lesson 4: Cross-cultural CommunicationIn today's globalized world, cross-cultural communication is an essential skill in the workplace. In this lesson, we will explore the challenges and opportunities of working in a multicultural environment. Students will learn how to navigate cultural differences, communicate effectively with colleagues from diverse backgrounds, and build strong working relationships across cultures.Lesson 5: Business WritingEffective business writing is a valuable skill that can set professionals apart. In this lesson, we will focus on honing students' writing skills for various business documents, such as reports, proposals, and memos. Students will learn how to structure and format business documents, convey information clearly and persuasively, and tailortheir writing to different audiences.Lesson 6: Negotiation and PersuasionNegotiation and persuasion are essential skills for professionals in various fields. In this lesson, we will explore the art of negotiation and persuasion in the workplace. Students will learn strategies for successful negotiation, how to build persuasive arguments, and how to influence others to achieve their goals.Lesson 7: Networking and Building RelationshipsBuilding a strong professional network is crucial for career advancement. In this lesson, we will discuss the importance of networking and provide students withpractical tips for building and maintaining professional relationships. Students will learn how to network effectively, make a positive impression, and leverage their connections for career growth.Conclusion:The Huìtōng Workplace English Teaching Plan aims to equip students with the essential English skills and knowledge needed to succeed in the professional world. By focusing on business communication, professional vocabulary, business etiquette, cross-cultural communication, business writing, negotiation and persuasion, and networking, students will be well-prepared to navigate the complexities of the workplace and achieve their career goals. We hopethat this teaching plan will empower students to communicate with confidence and professionalism in their future endeavors.。
A Teaching Plan一份教案设计
A Teaching PlanⅠ.T eaching Contents 教学内容这节课的教学内容是三年级上册的Lesson 17 的Just talk 和Just learn 部分Ⅱ. Teaching Demands 教学目标1.knowledge and skills 知识与技能会听，说,认读单词：leg knee foot会听和说句型：How are you? 你好吗？2.progress and methods 过程与方法我们可以通过听，说，读，角色扮演和游戏的方式来完成这一节课的教学内容。
3.emotions, attitude and values 情感，态度与价值观通过学习这一节课，我们要培养学生在日常生活的卫生保健意识，和注意人身安全Ⅲ.Important and Difficult Teaching Points 教学重难点这一节课的教学重难点是leg ，knee ，foot 这三个单词的读音Ⅳ. Teaching Aids 教学用具准备相关的教学图片和单词卡片Ⅴ. Teaching Procedures 教学过程StepⅠ.Warm-up热身1.Greeting 问候Good morning ，boys and girls .Good morning ，teacher . 2.大家一起唱Hello歌Hello，boys do oh do.Hello，girls do oh do.Hello，teacher do oh do.Hello, hello, hello .StepⅡ.Presentation 新课程现1..课件程现Let’s chant 的内容Leg, leg, how are you?How are you?Knee, knee, how are you ?How are you ?Foot , foot, how are you ?How are you ?I’m fine2.分组练习StepⅢ.Consolidation 巩固Let’s match腿脚膝盖foot leg kneeStepⅣ. Summary 小结本课我们学了几个关于身体部位的英语单词foot ，leg ，knee ，我们要把他们就记住了，会说他们。
译林版8年级英语上册教案课件-第5课-U5Grammar
Sentence 3: A sample sentence that combines key vocabulary and grammar points
Description of key sentencesSentence 1: This sentence uses the key vocabulary word in a natural and meaningful context, helping students understand its usage better.Sentence 2: This sentence contains the key grammar point and demonstrates its usage through examples, helping students understand the grammar rule better.Sentence 3: This sentence combines key vocabulary and grammar points, helping students integrate their knowledge and apply it in practical contexts.
Preparation
Greet the students and introduce the lesson topic, objectives, and the teaching process. Inform students of any changes to the regular lesson plan.
Feedback and correction
PART
04
Teaching methods and means
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.。
授课教案 (Teaching plan)
授课教案（Teaching plan）培养目标作为现代高等教育的发端，天津大学在一百一十多年的办学实践中，秉承“实事求是”校训和“严谨治学、严格教学要求”的双严方针，牢固树立学校以育人为本、育人以教育为先、质量是学校的生命线、教学工作在学校具有优先地位的理念。
强化教学管理，深化教学改革，逐步构建了具有天大特色的本科创新人才培养体系。
努力培养专业口径宽、理论基础厚、实践能力强、综合素质高，具有创新精神和国际视野的高层次人才，使之成为推动科技创新、经济发展、社会进步的栋梁。
本课程是高等学校化学工程及工艺专业（本科）的一门专业基础课，是学生在具备了物理化学、化工原理、化工热力学等技术基础知识后的一门专业主干课。
本课程主要讲授化工生产实际中复杂物系的分级、分离、浓缩、提纯等技术。
通过该课程的学习，使学生掌握各种常用分离过程的基本理论，操作特点，简捷和严格计算方法以及强化改进操作的途径，并对一些新型分离技术有一定的了解，能够根据具体的分离任务和分离要求，选择适宜的分离方法，设计合理的分离序贯。
围绕本课程的实验教学、仿真实习、工程案例教学环节使分离理论与实践有机结合，显著增强了课程的工程实践特色，符合工科创新性人才的培养目标。
重点难点（1）课程的重点、难点化工分离过程属于理论性较强的课程，综合运用化工原理、物理化学、化工热力学、传递过程等课程的理论知识，针对化工生产中经常遇到的多组分非理想性物系，从分离过程的共性出发，讨论各种分离方法的特征。
本课程着重基本概念的理解，为分离过程的选择、特性分析和计算奠定基础。
在以基础知识、基本理论为重点的基础上，强调将工程与工艺相结合的观点，以及设计和分析能力的训练；强调理论联系实际，以提高解决实际问题的能力。
另外，在讲授传统分离技术的同时，还不断引进新型分离技术的有关内容，并逐渐加强其重要性，以拓宽学生在分离工程领域的知识面，从而适应多种专业化方向的要求。
难点在于本课程中应用到很多化工热力学和传递过程理论，内容较为深奥和抽象。
小学英语第一册全册教案
Teaching Plan (Module 1)Uint 1 I am Dodo.一、教学内容Hi , I am Dodo/lingling/Sally.Goodbye. Bye!二、教学目标1．能对所学新句型有较快的反应；2．能听懂、会读、会说所学新句型。
三、教学手段运用实物、图片、情景教学。
四、教学准备句子卡片、磁带、录音机等。
五、教学步骤Step l GreetingsT：Good morning，boys and girls．5s：Good morning,teacher.T：Thank you,sit down please.T：Are you happy?SS：Yes．Step 2 Warn-up activities1)Listening an English song.2)Play a game．(全班同学分成男孩子队和女孩子队登山抢夺红旗。
哪一队先夺到红旗，就赢得了此次比赛。
然后老师开始问问题：Step 3 PresentationT: " Hi, I am Miss xiao"(with body language) ,Do you know the meaning.Ss: "no"T: Ok,this lesson we will learn how to introduce yourself briefly.T: Look at the Bb"Hi, I am Miss xiao",and read after me."Hi, I am Miss xiao""Hi, I am Miss xiao""Hi, I am Miss xiao"(作中文解释)。
Ss:"Hi, I am Miss xiao""Hi, I am Miss xiao""Hi, I am Miss xiao""Hi, I am Miss xiao".T: "Hello,I am 邱准"Ss:"Hello,I am 邱准"(This time,write the sentence on the Bb)T: Realy? Are you 邱准。
英语教学法教程
《英语教学法教程》教学大纲1.课程代号：3.适用专业：三年制师范教育专业4.开课时间：第五学期5.总学时：32学时6.修课方式：必修7.考核方式：考试8.教材：全国普通高等学校优秀教材一等奖，普通高等教育“九五”国家级重点教材，王蔷、程晓堂编《英语教学法教程》—高等教育出版社。
课程性质、任务和基本要求1.课程的性质和任务本课程是为英语教育专业学生开设，目的在于学生不但具备扎实的语言基本功，掌握必要的语言基本知识和基本技能，具有较强的语言交际水平，而且还要掌握一定的教育基本理论和教学技能，即能够根据实际需要选择并使用恰当的教学方法和技巧，具备课堂管理的水平与评价的水平，同时具有驾驭教材的水平。
本课程主要对象是三年制英语教育专业学生，全书共有14个单元，分别介绍了英语教学的基本概念、交际教学原则和活动、备课和写教案、课堂管理的方法、语言知识的教学方法、听说读写四项基本技能的教学、综合语言技能的教学、教学评价和教材评价与使用。
每单元均有大量练习。
2.课程的教学基本要求本课程力求表达以学生为主体的教学思想，从学生的学习经历和认知基础出发，通过反思、讨论、探究和实践，启发学生的思维，发挥学生的创造水平，协助他们构建新的理解和理念，培养他们分析问题和解决问题的水平。
教学力求提供一个思考和探索研究的园地，一个资源中心，为学生实行教学探索和教学方法与技巧的创新打基础。
3.教学方法和教学形式建议英语教学法课程理论性和实践性都非常强，教师应把教育学、心理学和英语语言学融会贯通，使学生具备应有的教育、教学理念，而且，教师要充分利用多媒体教学设备，采用微格教学等多种教学方法，使学生尽可能多地获得理性理解和感性理解。
而课堂时间非常有限，这就要求学生课上、课下相结合。
4.课程教学要求的层次A.要求学生掌握语言教学基本知识B.选择并使用恰当的教学方法和技巧C.学会课堂管理与教学评价学时分配学时分配：课程教学总学时数为32学时，其中理论 16学时，实践16学时。
Lesson+Plan+for+Grade+5+English+Volume+2
Teaching content
Lesson 3
"Festivals and Celebrations" - Students will learn about different festivals and cancellations around the world, including their origins, conditions, and symbols They will also practice writing about their own cultural cells
Lesson 4
"Animal Kingdom" - Students will learn about different animals and their habitats, including their behaviors, dies, and adaptations They will also practice writing about their favorite animals
Empathy and understanding
Students will develop an understanding of different cultures and ways of life and will be able to apply the values of others
More values
Writing
Students will improve their writing skills by writing essays, stories, and other compositions related to the topics covered in this volume
外研版新标准英语五年级上册全册教案(一年级起点)2
外研版新标准英语五年级上册全册教案（一年级起点）2teaching plan 9月21日titlense book 9 module2 revision aims1get students to review the new dialogue and the new words2through this lesson, get the students to grasp adj. and “they sell……。
there are…….”3 enable the students to use adj. to describe the supermarket.focus1let students grasp the 4-skill words: heavy, lift,sell,sometimes,restaurant 2help students grasp the key sentences：there are many fruits.this one is heavy.they sell different things. there are restaurants at the supermarket”3difficult point: to use adj.words to describe the goods in supermarket.aidscards tape activity-books teacher's activitystudents’activityre-preparation teaching processⅰ.warming up ⅱ. revision1sum up the 4-skill words.heavy, lift, sell, sometimes, restaurant2sum up the important drills in this lesson.. there are many fruits.this one is heavy.they sell different things. there are restaurants at the supermarket”3 sum up the grammar and useful phrases. ⅲ. exercisesⅳ.reading comprehensionsⅴ.homeworkreviewthis module.preview next module.sing a song or chant.1read and spell the words, then make sentences by the words.2read and spell the sentences.3practise it in oral way.ⅲ..finish the exercises.ⅳ.finish the reading materials.4family-familiescome frombe from3adj.big-smalldirty-cleanlight-heavynew-oldbad-goodbeautiful-uglyl ong-shortcolors1一般现在时，某物is(are)+形容词。
全新版大学英语第二册第5单元教案
Teaching plan of Unit 5, Book 2Unit 5 Overcoming ObstaclesText A True HeightTeaching Objectives:Students will be able to:1.understand the maid idea ( dreaming and hard work helped Michael Stone on his way tosuccess ) and structure of the text ( narration with flashback);2.appreciate certain narrative skills (using details to bring out character; a surprise ending; use ofpuns);3.grasp the key language points in Text A and learn how to use them in context;4.understand the cultural background related to the content;5.express themselves more freely on the theme of overcoming obstacles after doing a series oftheme-related reading, listening, speaking, and writing activities;6.write a personal description with the focus on characteristic featuresTime Allotment: 5-6 periodsTeaching Method: Interactive, communicativeTeaching Procedures:I.Warming up1.Watch a part of video about a disabled person, Nick Vujicic2.More stories about overcoming obstaclesRead the stories about some figures in history to see how they overcame their obstacles, and guess who they are. ( See PPT Warm-up Exercises )3. Discuss the following questions in groupsA. what have you learned from these disabled people whom you’ve just learned from the video and the stories;B. what are the obstacles that you have been faced with in your life.C. the ways in which you overcame such difficulties4. After discussion, T may give Ss some suggestions on Overcoming Obstacles1)Get started.Often, once you begin, you'll find the task is easier than you expect.2)Break your task into smaller tasks.Take one big task and break it into smaller tasks. For instance, do part of your assignment each time rather than the entire one.3) Work with the time you have.Don't wait until you have time to do the entire thing. Instead, even if you only have five minutes, get started.4) Set small deadlines.After meeting each deadline, give yourself a reward. For example, play video games when you finish an hour of studying.5)Set anti-deadlines.If you don't finish your homework by 8:00, you can't watch your favorite TV program.6)Eliminate distractions.Turn off the TV. Don't answer the phone.7) Ask for help.Sometimes, the reason you don't start is because you don't know what to do. If that's the case, ask for help.8) Begin now.What one thing can you do right now that will move you closer to your goal.* Background InformationOlympicsOrganized and governed by the International Olympic Committee (IOC), the Olympic Games are the most important international sports event in the world held every four years.1. Olympic symbol: five interlocking red, blue, yellow, black, and green circles on a whitefield—represents the continents of the world joined in friendship2. Olympic motto: swifter, Higher, Stronger.3. Olympic Offices: Lausanne, Switzerland.4. Main events in Olympic history:--776 B.C.~392 A.D. Ancient Olympic Games were held in Olympia.--1896~now Modern Games began.--1912 Women are allowed to compete in the Games.--1924 Winter sports has been added to the Games.--2008 Beijing hosted the 29th Olympic Games.II. Global ReadingQuestions about the text1. What does the text title “True Height” mean?It has more than one meaning. It may refer to:1) the new bar heights that Michael cleared one after another;2) the tremendous obstacles Michael had overcome in attaining his goal.2. As the text consists of the main story and a flashback, can you figure out the flashback?The flashback is from Para. 3~5* Part Division of the TextParts Paragraphs Main Ideas1 Paras.1-2 Michael faced the most challenging competition in hispole-vaulting career.2 Paras.3-5 Michael’s childhood was marked with dreams and toughtraining.3 Paras.6-12 Michael topped his personal best, won the championship and seta new world record.4 Paras.13 What was most unusual about Michael’s victory was that he wasblind.* Scanning practice:Scan the whole text to find out all the words and phrases that are related to sports or stadium. And think about their Chinese equivalents. (For more details, see ppt.)III. Detailed ReadingFurther UnderstandingFor Part 1Description : Use your own words to draw a picture of the stadium on that day, including the weather, Michael’s appearance and inner feeling, the audience’s response, etc.For Part 2Questions and Answers1.From the description of Michael’ parents, what can you learn about his parents?(Michael’s mother is romantic and passionate, while his father is a hard-core realist.)2．What personality traits are attributed to Michael’s success?(He is diligent, perseverant, optimistic, ambitious, etc.)For Part 3Compare Michael’s reaction before and after he cleared the bar at different height of the pole ( See PPT : Global Reading Chart Completion )For Part 4Discussion1.Why does the author keep the secret about Michael’s blindness until the last sentence?2.Who would you admire better, a Michael Stone with a sound body or a blind Michael Stone?*Key words:. sweat, fantasy, numerous, passion, coincide, alternate, vain, startle, in one’s mind’s eye* Writing SkillsAs the text consists of the main story and a flashback, the narration has to switch from the ongoing competition to earlier events and then return to the ongoing competition. How does the author manage to make these parts in the text flow smoothly?1.One way is to repeat a key word in the last sentence of a paragraph in the first sentence of thenext paragraph, e.g.It also has the element of flying, and the thought of flying as high as a two-story building is a mere fantasy to anyone watching such an event.As long as Michael could remember he had always dreamed of flying.2.Another way is to pick up a key idea from a previous paragraph and repeat it in the sentenceintroducing the next paragraph, e.g.All of Michael’s vaults today seemed to be the reward for his hard work.IV. After Reading* DictationDictate the following proverbs to students and translate them into Chinese1. Where there’s a will, there’s a way. 有志者事竟成。
英语教案Teaching Plan
Let the student, Read the passage carefully by themselves and find out the key point of this passage and the, Language points that they not familiar with,
3.T (true) or F (false).
3. Culture awareness
To know how many countries are using Englishastheir first language or second language, and the formation of American English.
4. Affection & attitudes
T: How are you?
Ss: …
Ss: …
To greet
Step2 (3mins)Lead in
Tell a story to the students
Listen the story
Let the students be active and ready for the class.
Step 3 (6mins)Pre-reading
Know the use of different words use in
2. Teaching difficult points
1)Understandthe passage.
2)Make clear of the same meaning some of
【范文】科普版六年级上册英语教案 Lesson 5 How do you go to school-
科普版六年级上册英语教案 Lesson 5 How do you go to school?科学普及出版社¬¬——TeachingplanLesson5Howdoyougotoschool?（六年级第一学期）Teschingcontentsanddemands词汇a能听懂、会说、会认读，并会拼写下列单词：far,lastwindow.b能听懂、会说、会认读：travel,train,worried,safe,agree,ant,atlast,bybike,b ybus,bytrain,Paris.2语言结构。
熟练掌握和运用一般现在时的句式（重点是how引导的特殊疑问句）。
①----Howdoyouusuallygotoschool?----Iusuallygotoschoolbybike.②----Howdoseheusuallygotoschool?----Heusuallywalkstoschool.3交际用语。
能听懂，会说，并能用来进行交际。
----Howdoyouusuallygotoschool?----Iusuallygotoschoolbybike.----Howdosesheusuallygotoschool?----Sheusuallygoestoschoolbybus.4阅读“Travellingbyplane”，能理解故事大意，能回答与课文有关的问题。
AnalyessofteachingcontentsTeachingdesign、课时安排：4课时2、教学具体步骤：第一课时：Let’stalk<1>复习检查A复习单词：复习集中识字中所学本课的9个单词，老师板书音标，学生试着写出单词和汉语意思。
然后，教师领读或听磁带，正音。
B复习结构：复习一般现在时，运用所学内容，进行简单对话。
----Doyouoftenhavelunchat12:00?----yes,Ido./No,Idon’t.SometimesIhavelunchat11:30.----wheredoyoulive?----IliveinNanyang.----whendoyougetup?----Ioftengetupat6:00.<2>导入新课观察图片，图片上两个小朋友分别是东东和露露。
teaching plan
Teaching Plan
Teaching Aims and Demands: 1.Knowledge: 1). vocabulary, phrases 2). drills, grammar 3). cultural knowledge 2.Ability: listening, speaking, reading and writing 3.Moral Lesson: Important Points: less or equal to knowledge aim. (少于或等于知识目标，最多不超三项） Difficult Points: one or two of important pointn：After reading the passage（C）， most （D） students （A） will be able to list in written form （B） ，places of interest in New Zealand .
Sample 2
Teaching Plan
Teaching Method: Situational Method 情境法 （Dialogue） Audio-lingual Method 听说法 （listening） Audio visual approach视听法 （listening） Task-based Language Teaching Approach 任务型教学法 （reading 、writing） Teaching Aids: cassette tapes / recorder ; television / video ; flashcards; wordcards ; wall map ; real object ; model ; slide ; OHP: overhead projector; multi-media ; language laboratory , etc.
冀教版六年级英语上册5课教学计划及反思
冀教版六年级英语上册5课教学计划及反思全文共3篇示例，供读者参考篇1Teaching Plan and Reflection on Lesson 5 of the Sixth Grade English Textbook in HebeiTeaching Objectives:1. Enable students to understand and use key vocabulary related to daily activities, such as get up, brush teeth, have breakfast, go to school, etc.2. Familiarize students with the present simple tense and its usage in talking about daily routines.3. Enhance students' ability to speak and listen in English through interactive classroom activities.4. Encourage students to work collaboratively in pairs or groups to complete tasks and practice English communication skills.Teaching Procedures:1. Warm-up (5 minutes)- Greet the students and ask them how they are feeling today.- Review the vocabulary from the previous lesson by playing a quick vocabulary game or matching activity.2. Presentation (15 minutes)- Introduce the new vocabulary words related to daily activities through flashcards or pictures.- Use realia or props to demonstrate the actions and have students repeat after you.- Model sentences using the present simple tense and encourage students to identify the verb forms.3. Practice (20 minutes)- Divide the class into pairs or small groups and give them a worksheet with questions about their daily routines.- Monitor their conversations and provide feedback on their use of vocabulary and grammar.- Have a few pairs share their routines with the class to promote speaking and listening skills.4. Production (15 minutes)- Ask students to create a daily routine poster or comic strip using the vocabulary and grammar structures learned in class.- Encourage creativity and teamwork as students work together to illustrate their routines.5. Review and Homework (5 minutes)- Recap the key points of the lesson and ask students to summarize what they have learned.- Assign homework, such as writing a diary entry about a typical day or practicing the present simple tense with exercises from the textbook.Reflection:Overall, the lesson went smoothly and achieved its objectives of introducing new vocabulary, practicing grammar structures, and promoting speaking skills. The students were engaged and enthusiastic about sharing their daily routines with their classmates. However, I noticed that some students struggled with pronunciation and verb forms, so I will include more pronunciation practice and drilling activities in future lessons. Additionally, I could provide more opportunities for students to speak individually or in small groups to build theirconfidence in using English. Overall, I am pleased with the progress the students have made and look forward to continuing to support their English learning journey.篇2Teaching Plan and Reflection on Lesson 5 of Grade 6 English Book in Hebei EditionPart One: Teaching PlanObjective:Students will be able to learn vocabulary related to weather, understand how to use the present continuous tense to talk about actions happening now, and practice speaking and writing sentences in English.Key Points:1. Vocabulary related to weather: sunny, windy, snowy, rainy, cloudy, cold, hot2. Present continuous tense: I am reading. He is playing basketball.3. Speaking and writing sentences in English.Teaching Procedures:1. Warm-up (5 minutes)- Greet the students and review the vocabulary from the previous lesson.- Show pictures of different weather conditions and ask students to identify them.2. Presentation (15 minutes)- Introduce new vocabulary related to weather (sunny, windy, snowy, rainy, cloudy, cold, hot) and practice pronunciation.- Explain the present continuous tense and provide examples.- Show pictures or videos of different weather conditions and have students describe them using the new vocabulary.3. Practice (20 minutes)- Have students work in pairs to ask and answer questions about the weather using the present continuous tense.- Play a weather forecasting game where students take turns being the weather reporter and describing the weather in different locations.4. Production (15 minutes)- Ask students to write sentences describing the weather in their city using the present continuous tense.- Have students present their sentences to the class.5. Review and Homework Assignment (5 minutes)- Review the key points of the lesson and ask students to practice writing sentences using the present continuous tense at home.Part Two: ReflectionOverall, the lesson went well and the students were engaged and actively participated in the activities. The use of visual aids such as pictures and videos helped students better understand the new vocabulary and the concept of the present continuous tense.One aspect that could be improved is to provide more opportunities for students to practice speaking in English. Although the pair work and weather forecasting game were effective, more speaking practice activities could help students become more confident in using English orally.In future lessons, I will also incorporate more interactive activities such as role plays and group discussions to further enhance students' language skills. Overall, I am satisfied with theprogress of the students and look forward to continuing to help them improve their English proficiency.篇3Teaching Plan and Reflection for Lesson 5 of the Sixth Grade English Textbook in Hebei ProvinceLesson Title: A Busy DayLesson Objectives:1. Students will be able to understand and use daily routine vocabulary.2. Students will be able to ask and answer questions about someone's daily routine.3. Students will be able to write short paragraphs describing their own daily routines.Materials Needed:- Textbook: A Busy Day- Flashcards with daily routine vocabulary- Whiteboard and markers- Worksheets for practice exercisesLesson Plan:1. Warm-up (10 minutes):- Greet the students and review the vocabulary from the previous lesson.- Introduce the topic of daily routines and ask students to share their own routines with the class.- Show flashcards of daily routine activities and have students identify the activities in English.2. Presentation (20 minutes):- Present the new vocabulary related to daily routines, such as "wake up", "brush teeth", "eat breakfast", etc.- Use gestures and pictures to help students understand the meanings of the new words.- Model sentences using the new vocabulary and have students repeat after you.3. Practice (15 minutes):- Divide the class into pairs and have them ask each other about their daily routines using the new vocabulary.- Circulate around the class to monitor students' progress and provide assistance when needed.- After the practice, ask a few pairs to share their conversations with the class.4. Production (20 minutes):- Distribute worksheets with prompts for students to write about their own daily routines.- Encourage students to use the new vocabulary they have learned in their writing.- Collect the worksheets at the end of the activity and provide feedback on students' writing.5. Conclusion (5 minutes):- Review the key points of the lesson and ask students if they have any questions.- Assign homework for the next lesson, such as writing a diary entry about a day in their life.Reflection:Overall, the lesson went well and most students were able to grasp the new vocabulary and use it in conversations and writtenexercises. However, some students struggled with spelling and grammar when writing about their daily routines, so in future lessons, I will focus more on these areas to help students improve their writing skills. Additionally, I will incorporate more interactive activities to engage all students and cater to different learning styles. It is important to create a supportive and inclusive learning environment where all students feel motivated and encouraged to participate. By reflecting on each lesson and making adjustments as needed, I can ensure that my students are making progress and developing their English language skills effectively.。
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Teaching Plan from Lesson 5 to Lesson 8by Nancy T angTeaching Unit 3Lesson 5Ⅰ. T eaching aims: important vocabulary and sentence patterns:1.V ocabularies: kick, ball, all right, look, sorry, etc.2.sentence patterns:Kick the ball. All right.Sorry. It’s all right.Is this your ball? No, it isn’t.Ⅱ. T eaching aids : video, tape-recorder, tape, football, pictures.Ⅲ. T eaching procedure.1.Greeting: Good morning, class.What’s this? It’s a book/schoolbag.What color is it? It’s green/brown.2.Revision: show some real objects(collected from the students) to practice the sentence patternwe have learnt.Whose is this cap? It’s Renault’s.Which is Renault’s cap? The red cap.Is this your cap, Renault? Y es, it is.3.Teach the new lesson:1)Look at the pictures and describe one by one and ask students: what can you see ?2)Listen and watch the video one or twice and ask: what can you hear?3)Listen to the tape, repeat and understand.ExplanationKick the ball: do the action.All right: OK. Ask some student to do sth. for me and help him answer: all right.Look: do the action look at someplaceSorry & It’s all right: drop a students’ book , say “sorry” to him and help him answer“it’s all right.”No, it isn’t: take out a hairclip and ask a boy “is this your hairclip?” No, it isn’t.4)Listen to the tape again wholly and ask them to repeat, then ask them to talk about thepictures in pairs or in groups.5)Recite this lesson.6)Act the scene.4.Homework: listen to the tape and recite this lessonSummary: 1.2.3.Class MissLesson 6ⅠT eaching aims:1. numbers1-122. the new words and sentence patterns:a) new words: bicycle, pencil-box, basket, desk, table, car, umbrella, etc.b) sentence patterns:Is the red bicycle Sandy’s? No, it isn’t..Whose is this bicycle?Which is Sandy’s bicycle?Ⅱ. T eaching aids: video, tape-recorder, toy car, pencil-box, umbrella, etc.Ⅲ. T eaching procedure:1.sing an English song “10 Indian boys” to revise 1 to 10,then teach them 11 and 12.2.recite Lesson 5 together and act again.3.teach the new lesson:1)look at the pictures and help them practice the sentence patterns:What’s this? What color is it?new words:pencil-box, desk, umbrella, toy car, chair: show them the real thingsbasket, table: show them some pictures.2) sentence patterns:a) Y/N question (short answer)Is the red bicycle Sandy’s? No, it isn’t Is the red bicycle Sue’s? Y es, it is.b) Whose is this blue bicycle? It’s Sandy’s.c) Which is Sandy’s bicycle? The blue bicycle.First teach them how to practice and then give them time to prepare for showing.4. ActivityA student is asked to leave the classroom. The teacher collects an object from a member ofthe class.(one of the followings: book, pen, pencil, rubber, schoolbag, cap, ruler, ball, basket, pencil-box). The student is recalled and is given 10 guesses to find out whom the object belongs to. --- Is the brown bag Fiat’s?--- No, it isn’t.--- Is the brown bag Ford’s?--- …5. Homework: Practise these sentence patterns in pairs.Summary:123Class MissTeaching Unit 4Lesson 7Ⅰ. T eaching aims: important vocabulary and sentence patterns:1.V ocabularies: who, that girl, boy, with, brother, look out, etc.2.sentence patterns:who’s that girl/boy? Which girl/boy?The girl /boy on the red bicycle/with the football.That’s… She’s/He’s…Ⅱ. T eaching aids : video, tape-recorder, tape, bicycle, football.Ⅲ. T eaching procedure.1.Greeting: Good morning, class.What’s this? It’s a bicycle/football.2.Revision: show some pictures to practice the sentence pattern we’ve learnt.Is the red bicycle Sandy’s? No, it isn’tIs the red bicycle Sue’s? Y es, it is.Whose is this red bicycle?Which is Sue’s bicycle?3.Teach the new lesson:1)Look at the pictures one by one and ask students: what can you see ?2)Listen and watch the video one or twice and ask: what can you hear?3)Listen to the tape ,repeat and understand.Explanation:Who: ask a student to go out and knock at the door “Who is it?”that girl: ask two girls to stand up, point at a girl a little far and say: that girlOn the red bicycle: ask a student to sit on the red bicycleSue Clark: give some examples: Lux Liu, Chloe ChengShe & he : Point at a girl and say “she…”, point at a boy and say “he …”With the football: do the action.Brother: Sandy’s Sue’s brother. Ask the students, “Do you have a brother?”Look out: use gestures to make them understand.4)Listen to the tape again wholly and ask them to repeat, then ask them to talk aboutthe pictures in pairs or in groups.5)Recite this lesson .6)Act the scene.4.Homework: listen to the tape and recite this lessonSummary. :1.2.3.Class: Miss:Lesson 8ⅠT eaching aims: important vocabulary and sentence patterns.1. important vocabulary: sister, man, woman, with the white umbrella, in the black car.2. Sentence patterns:1) who is that girl? Which girl?The girl on the red bicycle ……2) Y es or No question with short answers and long answersⅡ. T eaching aids: video, football, umbrellaⅢ. T eaching procedure:1.Greeting.2.revision: Recite Lesson 7 and act again.3.teach the new lesson:1)Look at the pictures and help them to practice the sentence patterns:Who’s that girl/boy/woman/man?Which girl/boy/woman/man?The girl/boy/woman/man …That’s … She’s/He’s…New words:Sister & brother: Sandy’s Sue’s brother. Sue’s Sandy’s sister. Ask the students, “Doyou have a sister/brother?”Woman & man: tell the students his/her mother is a woman, his/her father is a man.With the white umbrella: do the actionIn the black car: not on the car , show them a picture “in the car”2)Y/N questiona)short answersIs Sue’s bicycle blue? No, it isn’t.Is Sue’s bicycle red? Y es. It is.b)long answersIs Sue on the blue bicycle?She isn’t on the blue bicycle. She’s on the red bicycle.First, the teacher gives an example. Then ask them to practice in pairs to act.4. ActivityCollect objects from members of the class (any of the following: book, ruler, school bag etc.) Ask questions about them ( Y/N question ).5. Homework: Practise these sentence patterns in pairs.Summary:123Class: Miss。