最新英语教案模板3篇

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英语教学设计模板（通用9篇）

英语教学设计模板（通用9篇）英语教学设计模板（通用9篇）在教学工作者实际的教学活动中，就不得不需要编写教学设计，教学设计是一个系统设计并实现学习目标的过程，它遵循学习效果最优的原则吗，是课件开发质量高低的关键所在。

你知道什么样的教学设计才能切实有效地帮助到我们吗？下面是小编帮大家整理的英语教学设计模板，欢迎阅读，希望大家能够喜欢。

英语教学设计篇1一、教学目标知识目标：使学生掌握新词first floor, second floor, teachers’ office, library, playground。

使学生了解指令，并作相应的活动，如Go to the library、和Read a book、技能目标：小学四年级学生，通过上册第一单元My classroom学习，他们已经掌握了一些简单与学校设施相关的词汇如：classroom, computer,teacher’s desk等，能够用所学的知识对学校熟悉的事物进行简单描述，为新课学习奠定了基础。

他们学习英语兴趣浓厚，模仿力强，好奇心强，善于表现自己，因而教师注重以学生为主体，激发学生的学习兴趣，引导学生积极参与，注重学生的感知能力培养。

所以，在这节课，教师主要是创设情景，采取小组合作学习的方式，来巩固运用学生已经学习和即将要学习的句型和单词。

情感目标：培养学生学会合作学习和热爱自己学校的良好品质。

二、教学重难点教学重点：掌握有关楼层和学校设施的四个单词和词组，并了解它们的功能。

教学难点：单词library中辅音连缀的发音。

三、教学策略尽管是四年级的孩子，但是也不可能始终保持注意力和学习情趣，所以在这节课中，为了保持孩子们学习兴趣和尽可能地提高学习效率，教师精心准备了一份课件、一份学生校园的图片。

四、教学过程教学环节教学活动设计意图Step 1:热身/复习Warm-up/Revision1、师生共同拍手唱Our school。

Our school这首歌曲尽管是新歌，但是旋律优美，且为孩子们喜闻乐见的音律，所以，听一遍，孩子们即会拍手唱，在上课伊始就让孩子们在很短的时间内进入学习英语学习的氛围之中。

英语教学教案模板英文版(10篇)

英语教学教案模板英文版（10篇）英语优秀教学设计篇一英语优秀教学设计篇二英语教案篇三标准英语教案篇十课前预备1、教学挂图。

2、教学投影片。

3、教学录音磁带。

4.6个地点场所的图片及单词卡片（师生各自预备）。

5、第25课交通工具及交通设施图片及单词卡片（师生各自预备）。

6、嬉戏用汽车站牌、交通工具头饰、售票员胸牌、乘车票等。

教学内容A Look, listen and talk.1、本局部利用图画引入单词。

2、学生通过看、听、说，学习5个地点场所的英文表达。

其中school 和zoo两个单词虽然在以前的学习中接触过，但是并未作为正式的单词消失过，此次正式列入生词表中，作为生词消失。

3、本局部单词的要求是：学生能将单词的音和相应的图形联系起来，并能看图用英文说出单词。

4、本局部学习内容的难点如下：(1)book store词组中失去爆破的读音；（2）地点及场所单词词义的识别。

5、初步练习用“Where are you going? Im going to.。

.。

”语句，询问某人要去哪儿和表达自己要去的地方。

6、初步练习询问某人乘坐什么交通工具并能答复。

7、本局部重点学习地点及场所单词的音、形、义/对语句的学习仅要求能初步感知，在B局部教学中应留意进展语句的稳固练习。

8、本局部能够涉及到的复习内容是：询问某物在哪儿的语句及表示方位的词。

此项复习内容为第27课学习指路和问路做了铺垫。

B Lets play and say.1、本局部的学习内容是学生通过嬉戏的方式进展模拟角色表演。

2、学生通过用语言做事情，娴熟把握所学地点场所的单词和询问某人要去哪儿的问答语。

3、本局部有一首关于开着车去某地方的。

歌曲，此歌曲协作学生模拟活动，不要求学生会唱，可以在今后的复习稳固中要求学生逐步学会此歌曲。

教学建议1、学生在学习新内容之前，教师应帮忙学生对第25课的学习内容进展复习。

2、教师出示教学挂图，请学生看图并听录音。

小学英语教案模板(5篇)

小学英语教案模板(5篇)最新小学英语教案模板(5篇)初步了解表示接触的指示用语，能听懂，并按指令做出相应的动作。

你会写教案吗？下面是小编为大家整理的最新小学英语教案模板，希望能够帮助到大家!最新小学英语教案模板篇1教学目标：知识与能力：1、能听懂、会说“How tall are you I’m 1.65meters. I’m taller than this one. Howtall is it”并能在情景中正确运用。

2、能够知道meter的意思能够独立完成let’s try的练习过程与方法：学生能在合作交流中使用新语言进行沟通情感与价值观：培养学生良好的英语学习习惯。

了解基本的计量单位的运用教学重点：掌握句型：How tall are you I’m 1.65meters. I’m taller than this one. How tallis it”教学难点：能在情景中正确运用所学句型并能完成调查表。

教具学具课件准备录音机及磁带、图片、学生自备一张调查表第几课时：2探索流程个性添加(教学反思)1. preparation(预习)1.日常口语练习。

2.复习单词：taller、 longer、 older、 younger 、shorter2. presentation(新课呈现)(1)Let’s try教师播放录音，学生独立完成练习并核对答案(2)Let’s talka.生阅读对话，并解释大意b.教师范读，学生跟读c.分组读，个别读回答问题d.播放录音，学到再次跟读3.practice(练习)(1).T: How tall are you I’m 1.65metres.引导学生回答，并多加练习。

(2).做完后教师出示图片问How tall are you请学生轮流回答。

(3).把图片出示给学生，让他们加强练习。

同桌或小组之间互相练习。

(4).学生两人分角色朗读课文对话。

4.homework(家庭拓展)(1).做本单元A Let’s talk部分的活动手册配套练习。

关于英语教案模板范文8篇

关于英语教案模板范文8篇英语教案模板范文篇1一、教学内容：1. 教学单词和词组：wave drive prridgewae up ae the bed I late.2.教学课文A部分：aties Da二、教学目标：1. 能听懂、会说、会写新单词和词组;2. 能感知，理解A 部分的语言材料;三、教学准备：单词卡片录音带四、教学步骤：Step 1 GreetingsStep 2 Waring up1.跟录音唱英语歌“Shell be cing rund the untain.”2.指名学生上台分别进行下列情境表演：起床，洗脸，吃饭，复习词组：gets up washes her face have breafast have lunc have dinnerStep 3 Practise1.教师要求学生先互相讨论自己的一天怎样度过，然后用简单的句子描述。

例如：I alwas get up earl ever da.I g t schl at seven clc.I g he at 4:50 p.I usuall watch TV at six lc.2.放课文录音，学生感知语言材料。

3.教学单词：wave drive prridge4.学生做拼读练习。

5.教学词组：wae up ae the bed I late.6.放课文录音，学生跟读课文。

Step 4 Cnslidatin学生自由读句子，熟悉课文。

Step 5 Hewr1.熟记本课单词和词组。

2.读熟课文。

英语教案模板范文篇2活动目标：学习单词bear(小熊) mountain(山) river(河流) 学唱儿歌The bear want over the mountain活动准备：单词卡片一个玩偶小熊活动过程：一、热身活动T: One, two, three.S: Be quite.T: Hello.S: Hello.T: Good morning, boys and girls.S: good morning, teacher.T: How are you?S: I’m fine. Thank you!T: Let’s sing, OK? the sing is“pussycat”二、学习新的儿歌1、出示小熊，并和孩子打招呼T: Hello, I’m bear.S: Hello, bear2、学习单词和儿歌，出示单词T: mountain, read after meS: mountainGame1把单词并排平铺在地上，边放边让幼儿读，请1个幼儿，人多了可以让幼儿分别站在单词两边，单词前放一组圈, 老师说:“Jump to …”(某个单词)，幼儿可以“Jump to …”幼儿跳到单词后，可以问幼儿“What’s this?”。

英语教案模板范文8篇

英语教案模板范文8篇该语言与弗里斯兰语和下撒克森语亲密相关，其词汇受到其他日耳曼语系语言的影响，尤其是北欧语(北日耳曼语)，并在很大程度上由拉丁文和法文撰写。

下面是我给大家整理的英语教案模板范文，仅供参考盼望能够关心到大家。

英语教案模板范文篇1活动名称：《H Hat》活动目标：1、通过利用各种嬉戏活动让幼儿反复听、说、读、练，在嬉戏活动中学习并把握英语字母：“H”、英语单词：“Hat”的正确发音及译义，理解短语：“Be quiet!Listen。

”的实际译义。

2、初步培育幼儿的英语对话力量。

活动预备：预备字母卡、图卡一张，录音机及《阳光幼儿英语》音乐磁带。

活动过程：1、活动开头，师幼例行问候，引起幼儿英语活动的爱好，并进行热身运动。

2、创设情景进行英语对话，复习所学过的会话内容，嘉奖复习精彩及有进步的幼儿，并介绍本节课将要学习内容的重点。

3、教授新字母“H”及新单词“Hat”。

(1)老师出示字母娃娃H，让幼儿说出像什么，在拼贴字母的过程中学会字母“H”的正确发音。

(2)老师利用图卡引出“帽子”的英语单词，通过嬉戏“贴帽子”让幼儿反复练习强化，渐渐把握单词“Hat”的正确发音及译义。

4、律动教学。

教授幼儿短语“Be quiet!Listen。

”的实际译义及相应的动作。

5、老师小结，嘱咐幼儿：“回家要看VCD，回家要听录音机，回家要当Melody!”英语教案模板范文篇2教学目标：1.能听、说、读、写本课的核心词汇：air, everywhere , alive, smoke,factory, smoke, dirty,clean, plant2.能娴熟把握核心句型：It keeps them high in the sky.3.读懂描述空气污染的对话。

重点难点：1.能在语境中正确使用本单元的核心词汇。

2.能用句型It keeps them high in the sky.描述空气的作用。

教学用具：录音机、自制课件、照片等教学过程：StepⅠWarm up and revision(热身与复习)1. Greetings.2. Guessing game.Step ⅡPresentation and practice (自主探究)1.生词关T: Please write the meanings on your paperair______ smoke ______ factory ________ dirty________ clean ______alive _________ everywhere_______ important ______2. Learn the new words.T: Let’s listen and say the new words.Ss: read these words after teacher.3. Work in groups to read the new words. Recite the new words, and thenrecite in groups。

英语教学案例范文(3篇)

第1篇I. IntroductionIn this English teaching case, the focus is on a unit titled "A Journey Through Time." The aim of this unit is to introduce students to the concept of time travel, its possibilities, and its implications. The target audience is a group of 15-year-old students in a secondary school in China. The lesson duration is 45 minutes, and the teaching methods include a mix of lectures, group discussions, and a creative writing activity.II. Lesson Objectives1. Knowledge Objectives:- Students will understand the basic concepts of time travel.- Students will be able to identify different theories and mechanisms of time travel.- Students will learn new vocabulary related to time, space, and science fiction.2. Skill Objectives:- Students will improve their listening skills through audio clips on time travel.- Students will enhance their speaking skills through group discussions and presentations.- Students will practice their writing skills by composing a short story about their own time travel adventure.3. Emotional and Ethical Objectives:- Students will reflect on the ethical implications of time travel.- Students will develop critical thinking skills by analyzing different perspectives on time travel.- Students will learn to appreciate the importance of history and the present.III. Lesson Materials- PowerPoint presentation on time travel.- Audio clips on time travel theories and experiences.- Handouts with vocabulary related to time travel.- Writing prompts for creative writing activity.IV. Teaching Procedure1. Warm-up (5 minutes):- Begin with a brief introduction to the concept of time travel, asking students if they have ever heard of it or read any stories about it.- Use a simple word association game to elicit words related to time and travel.2. Lecture and Discussion (15 minutes):- Present a PowerPoint presentation that covers the basics of time travel, including:- Theories of time travel (e.g., wormholes, time machines, parallel universes).- Famous stories and movies about time travel.- The ethical implications of time travel.- After each section of the presentation, pause to ask questions and encourage students to share their thoughts and opinions.3. Listening Activity (10 minutes):- Play a short audio clip discussing a specific time travel theory or experience.- After listening, ask students to summarize the main points of the clip and discuss any questions or thoughts they may have.4. Group Discussion (10 minutes):- Divide the class into small groups and assign each group a different aspect of time travel to research (e.g., wormholes, time machines, parallel universes).- Each group will prepare a brief presentation on their topic, which they will share with the class.5. Creative Writing Activity (5 minutes):- Distribute writing prompts that ask students to imagine they have traveled through time and describe their experience.- Give students a few minutes to brainstorm ideas and then ask them to write a short paragraph or two about their time travel adventure.V. Assessment1. Listening and Speaking:- Assess students' listening skills through their participation in the listening activity.- Evaluate their speaking skills based on their group presentations and participation in discussions.2. Writing:- Grade the creative writing activity based on the creativity, coherence, and accuracy of the writing.3. Participation:- Monitor students' participation in all activities throughout the lesson.VI. ReflectionThis lesson effectively introduced students to the concept of time travel, stimulating their interest in science fiction and encouraging critical thinking. The mix of lectures, discussions, and creativewriting activities allowed students to engage with the material in different ways. One potential area for improvement is to provide more resources for students to explore time travel further outside of the classroom. Additionally, incorporating more interactive elements, suchas virtual reality experiences or interactive timelines, could enhance student engagement and deepen their understanding of the topic.第2篇IntroductionThis teaching case focuses on a project-based learning (PBL) approach to enhance student engagement in an English language classroom. The case is set in a secondary school in China, where the target language is English. The students are in their second year of learning English, and the unit of study is "Global Warming and Environmental Protection." The aim ofthis case is to demonstrate how PBL can be effectively integrated into English language teaching to foster critical thinking, collaboration,and real-world application of language skills.BackgroundThe English curriculum in China often focuses on grammar and vocabulary, with limited opportunities for students to apply their language skillsin authentic contexts. This often leads to low engagement and a lack of motivation among students. To address this, the teacher decided to implement a PBL approach for the "Global Warming and Environmental Protection" unit.Objectives1. To encourage students to use English in real-life contexts.2. To promote critical thinking and problem-solving skills.3. To enhance student collaboration and communication skills.4. To raise awareness about environmental issues and the role of individuals in addressing them.Teaching Strategies1. Introduction to PBL: The teacher began by explaining the concept of PBL and its benefits. Students were introduced to the project-based learning cycle, which includes inquiry, planning, execution, and reflection.2. Project Design: The teacher designed a project that required students to research, plan, and present a solution to a real-world problemrelated to global warming and environmental protection. The project was divided into several stages:a. Research: Students were given a list of resources to explore, including articles, videos, and websites. They were encouraged to work in groups to gather information.b. Planning: Each group was required to develop a plan for their project, including the methodology, timeline, and expected outcomes.c. Execution: Students worked on their projects, applying their research findings and creative ideas to develop a presentation.d. Reflection: After completing the project, students reflected on their learning experience, discussing what they had learned and how they had applied their language skills.3. Assessment: The teacher used a variety of assessment methods to evaluate student progress:a. Group work participation: The teacher observed students during group discussions and activities to assess their contribution and collaboration.b. Project presentation: Students were evaluated based on the clarity, coherence, and creativity of their presentations.c. Reflection: Students submitted a written reflection on their learning experience, which was evaluated for depth and insight.Implementation1. Inquiry Stage: The teacher introduced the project by discussing the issue of global warming and its impact on the environment. Students were encouraged to ask questions and express their opinions.2. Planning Stage: Students worked in groups to research different aspects of the project, such as the causes of global warming, itseffects on ecosystems, and possible solutions. They created a timeline and divided tasks among group members.3. Execution Stage: Students presented their findings and proposed solutions in the form of a presentation. They used a variety of multimedia tools, such as PowerPoint, videos, and images, to enhance their presentation.4. Reflection Stage: After the presentations, students engaged in a class discussion, sharing their thoughts and feedback. They also wrote a reflection on their learning experience, highlighting the challenges they faced and the skills they developed.OutcomesThe PBL approach proved to be highly effective in enhancing student engagement and learning outcomes. The following were observed:1. Increased Engagement: Students were highly motivated to participate in the project, showing enthusiasm and curiosity throughout the process.2. Improved Language Skills: Students demonstrated significant improvement in their speaking, listening, reading, and writing skills, as they had to apply their language knowledge in real-life contexts.3. Critical Thinking and Problem-Solving: The project required students to think critically and develop creative solutions to the problem of global warming. They learned to analyze information, evaluate different perspectives, and make informed decisions.4. Collaboration and Communication: Students worked effectively in groups, sharing ideas, and supporting each other. They learned tocommunicate effectively, listen actively, and express their thoughts clearly.5. Environmental Awareness: The project raised awareness about environmental issues, encouraging students to take action in their daily lives to reduce their carbon footprint.ConclusionThis teaching case demonstrates the effectiveness of project-based learning in an English language classroom. By integrating real-world issues into the curriculum and encouraging student-centered activities, teachers can foster a love for learning and develop well-rounded individuals who are prepared to face the challenges of the future.第3篇IntroductionThe communicative approach to language teaching has gained significant popularity in recent years due to its focus on developing students' communicative competence rather than just their linguistic knowledge. This case study examines the implementation of a communicative approach in an English language classroom, focusing on the design and execution of a lesson plan aimed at enhancing students' speaking and listening skills.ContextThe lesson took place in a secondary school in China, where the students were in their second year of studying English. The class consisted of 30 students, aged 14-15, with varying levels of English proficiency. The students were divided into small groups for the duration of the lesson, and the teacher was a native English speaker with three years of experience in teaching English as a foreign language.ObjectivesThe primary objectives of the lesson were as follows:1. To develop students' speaking skills by encouraging them to participate in group discussions and role-plays.2. To improve students' listening skills by exposing them to different accents and intonation patterns.3. To foster a positive and interactive learning environment where students feel comfortable practicing English.MaterialsThe following materials were used during the lesson:1. Handouts with pictures and short texts related to the theme of the lesson.2. A video clip featuring a conversation between two native speakers.3. A set of role-play cards with different scenarios.4. A whiteboard and markers for writing key vocabulary and phrases.Lesson PlanWarm-up (10 minutes)- The teacher greeted the students and briefly reviewed the previous lesson's vocabulary and grammar points.- Students were asked to share their experiences related to the theme of the lesson through a quick discussion in pairs.Presentation (15 minutes)- The teacher introduced the new vocabulary and phrases related to the theme using pictures and short texts on handouts.- The teacher demonstrated the pronunciation and intonation patterns of the new vocabulary, and students were encouraged to repeat after her.Practice (30 minutes)- Group Discussion (10 minutes): Students were divided into groups and given a topic for discussion. They were instructed to use the new vocabulary and phrases they had learned. The teacher circulated around the classroom, listening to the discussions and offering help when necessary.- Listening Activity (10 minutes): The teacher played a video clip featuring a conversation between two native speakers. After the video, students were asked to summarize the main points of the conversation and discuss their opinions on the topic.- Role-Play (10 minutes): Students were given role-play cards with different scenarios. They were paired up and asked to perform the role-plays, using the new vocabulary and phrases they had learned. The teacher observed the role-plays and provided feedback on pronunciation, fluency, and content.Feedback and Evaluation (10 minutes)- The teacher conducted a brief reflection session with the students, asking them to share their experiences and feelings about the lesson.- The teacher provided individual feedback on the students' speaking and listening skills, highlighting their strengths and areas for improvement.- The teacher distributed a short quiz to assess the students' understanding of the new vocabulary and phrases.ConclusionThe communicative approach to language teaching was successfully implemented in this lesson, as evidenced by the students' active participation and improvement in their speaking and listening skills. The use of varied activities and materials helped to create a dynamic and engaging learning environment, making the lesson both fun and effective. The teacher's role in facilitating the learning process was crucial in ensuring that all students had the opportunity to practice and improve their language skills.ReflectionThis case study highlights the importance of adopting a communicative approach in English language teaching. By focusing on communicationrather than just linguistic form, students are more likely to develop their language skills in a meaningful and practical way. The teacher's role in creating a supportive and interactive learning environment is also crucial in encouraging students to take risks and practice their language skills.In the future, the teacher could consider the following strategies to further enhance the effectiveness of the communicative approach:- Incorporating more authentic materials, such as songs, podcasts, and real-life videos, into the lesson plan.- Providing opportunities for students to engage in extended speaking activities, such as debates, presentations, and interviews.- Using technology, such as interactive whiteboards and online platforms, to create more engaging and interactive lessons.By continuously adapting and refining the teaching approach, the teacher can help students achieve their language learning goals and become confident and competent communicators in English.。

英语教案模板5篇

英语教案模板5篇英语教案模板篇1教学目标：1、听懂会说动物名称单词cat，rabbit，kangaroo，monkey，cow，bear，tiger。

能根据拼读的规律，读出这些单词的正确发音。

2、能根据图片和声音的提示用英语读出这些动物名称单词，能模仿本课所学动物的特征性动作，并能根据教师的指令做出相应的动作。

3、能应用所学的这些动物单词来进行简单的对话，并能听懂简单的小对话。

4、能看着图片写出这些动物的名称单词。

并能掌握这些动物名称的单复数。

5、在活动中熟悉单词，了解动物，热爱自然。

设计说明：教师首先能够用一首有关动物的英语儿歌导入课堂，引起学生的兴趣，调动学习的欲望。

之后，教师能够用多媒体课件(课件中有可爱生动的动物图片、各种动物的声音、视频等)帮忙学生学习cat 。

rabbit，kangaroo，monkey，cow，bear，tiger这些单词，在会说这些单词的情景下引导学生进行简单的对话。

其中kangaroo和cow的发音稍微困难，在教学过程中要留意学生发音是否准确，cat和cow这两组单词的拼写容易混淆，在教学中应提醒学生记清楚。

lets do部分教师要首先把walk，jump，climb，sleep，eat这几个动词用形体语言解释清楚，然后才让同学分小组听指令模仿。

最终教师能够做一个课堂的延伸及让同学了解这些动物名称的单复数，并能基本掌握。

教学重点：学会说和写新的动物单词cat 。

rabbit，kangaroo，monkey，cow，bear，tiger。

能根据教师的指令做出相应的动作。

教学难点：单词kangaroo，cow的正确发音。

以及这些动物名称的单复数。

教具准备：制作辅助性的教学课件。

制作小动物的单词卡片。

制作小动物的头饰。

教学过程：一、warm—uprevision教师：good morning!boy and girls。

学生：good morning!mi yang。

2024最新-英语教案模板 2023英语教案模板(优秀9篇)

英语教案模板2023英语教案模板（优秀9篇）要做英语老师，教案一定要会写不会写也要学。

本页是细心的小编为大家整理的9篇英语教案模板的相关文章，仅供参考，希望可以帮助到有需要的朋友。

英语教案篇一材料解说我说的内容是九年义务教育小学英语六年级Book 4 Unit 4 Lesson 19本课主要围绕询问对方正在干什么以及如何回答的英语表达法。

依据小学生英语新课程标准所提出的总目标，根据教材的特点我确定以下教学目标和教学重难点。

模板1、知识目标学生能够会说、认读本课对话并能够使用句型：What are you doing? I’m making a model ship.Pass me an egg，please,Give me two apples.2、能力目标引导学生积极运用所学英语进行表达与交流，学生的多元化只能在交际活动中得以以体现和发展3、情感目标把语言训练融入各种情景之中，学生通过体验，参与活动，学会与他人合作，共同完成学习任务，从而体验成功，培养对语言学习的兴趣。

4教学重难点重点：1)理解并灵活运用句型What are you doing? I’m…2)两个祈使句：Pass me an egg，please。

Give me two apples。

难点：knife、scissors、minute的发音。

以及长句子：We‘ll go to the lake and try it on the water。

5、教具准备课件、录音机和磁带，剪刀，小刀，一页纸，图片等设计方法基于本课的特点和六年级学生好动，好奇，模仿力强，表现欲旺盛等心理特点，我在教法设想和学法指导上坚持以情景话题为核心，以功能、结构为主线，以任务型活动贯穿教学始终，运用直观教学法，情景教学法，全身反应法等教学方法，帮助学生在视听说读唱玩演等饶有趣味活动中，相互合作，体验参与，自主的、愉快的学习英语，发展能力，维持兴趣。

力求做到：“开课能激趣，讲课蕴情趣，练习有兴趣，结束藏意趣”流程1、Warm up(1) Greetings师生相互问候，帮助学生自然进入英语学习状态(2) Sing a song and dance: Front,back,right ,left师生共同唱歌跳舞，既活跃课堂氛围，拉进师生间距离。

英语教学教案模板英文版优秀5篇

英语教学教案模板英文版优秀5篇篇一：英语教案篇一活动名称：《H Hat》活动目标：1、通过利用各种游戏活动让幼儿反复听、说、读、练，在游戏活动中学习并掌握英语字母：“H”、英语单词：“Hat”的正确发音及译义，理解短语：“Be quiet!Listen。

”的实际译义。

2、初步培养幼儿的英语对话能力。

活动准备：准备字母卡、图卡一张，录音机及《阳光幼儿英语》音乐磁带。

活动过程：1、活动开始，师幼例行问候，引起幼儿英语活动的兴趣，并进行热身运动。

2、创设情景进行英语对话，复习所学过的会话内容，奖励复习出色及有进步的幼儿，并介绍本节课将要学习内容的重点。

3、教授新字母“H”及新单词“Hat”。

（1）教师出示字母娃娃H，让幼儿说出像什么，在拼贴字母的过程中学会字母“H”的正确发音。

（2）教师利用图卡引出“帽子”的英语单词，通过游戏“贴帽子”让幼儿反复练习强化，逐渐掌握单词“Hat”的正确发音及译义。

4、律动教学。

教授幼儿短语“Be quiet!Listen。

”的实际译义及相应的动作。

5、教师小结，叮嘱幼儿：“回家要看VCD，回家要听录音机，回家要当Melody！”篇二：高中英语教学设计篇二一、课程类型：高三复习课二、教学目标：一) 认知目标1、句型和语言点（见教学重点）。

2、用所学的知识与伙伴进行交流、沟通，学会改错、写作。

二)情感目标利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。

三)智力目标在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。

三、教材分析：这是高三复习阶段的一节写作课。

这节书面表达课就从审题谋篇等方面入手来完成教学目的，侧重于引导学生在把握书面表达的写作前准备即谋篇审题能力，使学生在动手写作前迅速构思按照规范的模式来完成谋篇审题：在教学中不仅仅强调写，对于与写作紧密联系的听、说、读、改错都有兼顾。

英语教学设计模板优秀8篇

英语教学设计模板优秀8篇英语优秀教学设计篇一教学目标知识与技能目标1、Get students to learn some useful new words and expressions in this part.2、Get students to read the letter.3、Let students learn the prohibition, warning and permission.过程与方法目标1、Develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.2、Enable student s to understand how to give advice.情感态度与价值观目标1、Stimulate students’ interests of learning English by reading and acting this play.2、Develop students’ sense of group cooperation and teamwork.教学重点1.state the main idea of each paragraph in own words2.ways to bee addicted to cigarettes3.the harmful effects of smoking4、suggestions to quit smoking教学难点1、sorting out major idea and minor idea2、master key words in key sentence教学过程→Step 1 Warming upShow some proverbs on health1.An apple a day keeps the doctor away.2.Early to bed and early to rise, makes a man healthy, wealthy and wise.→Step 2 Skimming1How many parts does the reading text consist of?2、Who wrote the letter to whom?3、How many ways can a man bee addicted to smoking?→Step 3 Scanning1、The first sentence of the letter shows James granddad______ 。

2024年英语全英语教案模板8篇

2024年英语全英语教案模板8篇英语全英语教案模板篇1一、教学目标1、语言知识did you …?yes,i did./no,i didn’t.2、语言技能能运用did you …?句型询问对方是否做过某事，对方根据具体情况作出应答yes,i did./no,i didn’t.培养学生在具体情景中正确运用该语言的交际能力。

3、情感态度培养学生团队协作能力和与他人合作的精神以及用英语做事情的基本技能，激发学生竞争意识。

4、学习策略培养学生积极与他人合作，主动学习，积极运用英语进行表达和交流，与同学共同完成学习任务的能力。

二、教学重难点能熟练运用did you …?句型对过去发生的事情进行推测。

Ⅰ.warm-up1.came: ①教师快速出示动词或动词词组，让学生快速做出该动作。

②让学生从另一组动词过去式中找出与图片配对的单词，学习和巩固不规则动词过去式。

如：go-went, meet-met, run-ran, buy-bought, eat-ate, see-saw.2.free talk用“旅游日记”或“假期影集”与组员谈论假日生活。

如：where did you go on vacation?what did you do?did you……?when did you come back?Ⅱ.pre-task1、教师出示提前收集的名胜风景区明信片，提问：“did you go to ……?” did you see……? did you buy……?2、教师出示英国伦敦的名胜风景区明信片，提问：“where did lingling go?”学生回答：“london”.教师问：“where did she go?what did she see/meet/buy?”学生回答后，教师引出课文活动5的歌曲：“listen to a song from amy”，学唱歌曲。

3、[任务呈现]——寄一张风景明信片给你的朋友教师展示伦敦明信片，并介绍：“this is from amy to daming.what did she say? let’s go and see.then please write about your yesterday to amy or your friends.”让我们一起瞧一瞧怎样写明信片呢?Ⅲ.while-task1、播放课文录音，并让学生回答课文活动的问题。

中学英语教案模板英文3篇

中学英语教案模板英文3篇中学英语教案模板英文1Unit 16 Lesson 63Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC(2). It is made up of four parts.Part 1 My understanding of this lessonThe analysis of the teaching material:This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to prehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.Teaching aims:1. Knowledge aim: Understand the main idea of the text.2. Ability aim: Retell the text in their own words.3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted.Key points / Teaching important points:How to understand the text better.Teaching difficult points:1. Use your own words to retell the text.2. Discuss the pollution of the sea and how to save the sea.Something about the Ss:1. The Ss have known something about the sea and sea life through the Internet and other ways.2. They are lack of vocabulary.3. They don’t often us e English to express themselves and municate with others.4. Some Ss are not active in the class because they are afraid of making mistakes.Part 2 My teaching theories, methods and aidsBefore dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receivesome moral education while they are learning the English language.Teaching method:Double activities teaching methodQuestion-and-answer activity teaching methodWatch-and-listen activityFree discussion methodPair work or individual work methodTeaching aids:1. a projector2. a tape recorder3. multimedia4. the blackboardPart 3. Teaching steps / proceduresI have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.The entire steps are:Greetings, Revision, Lead-in and preparation for reading, Fast reading(scanning), Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework Step 1 GreetingsGreet the whole class as usual.Step 2. Revision1. Ask students some questions to revise the last lesson(show them on the screen).a. How much salt do the oceans contain per thousand parts of water?(35 parts of salt. 3.5% by weight)B. What is coral? Why are corals not found in deep water?c. Why is the Dead Sea called the Dead Sea?2. Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from other people). Through this part we can consolidate what they studied yesterday, municate with others about their survery results and prepare for the new lesson.Step 3. Lead-in and preparation for readingShow them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.Purpose: Arouse the students’ interest of study.Bring in new subject: Life in the oceans.Step 4. Fast readingRead the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph:1. Why can living things live in such oceans around the Antarctica?2. What does the whale feed on?3. What is the difference between the sperm whale and other whales?Method: Read the text individually, use question—and—answer activity.Purpose: Improve the students’ reading ability.Understand the general idea of each paragraph.Step 5. Listening(book closed)2. True or false exercise.(on the screen)Train the Ss’ listening ability and prepare for later exercises.Step 6. Intensive readingRead the passage carefully again and answer some detailed questions on the screen.1. How much does a whale eat at a time?2. Do all the whales feed on small fish?3. How deep can a sperm whale dive?It is also called depth reading or study reading. It meansreading for detailed information.Purpose: Further understand the text (Train further reading ability) to find out some different sentences and details of the text.Step 7. Preparation for details of the text on the screen1. .its heart slows to half its normal speed.Slow-v. to e / make slower.2. ing sound wavePresent participle used as adverbial.3. provide sth. for sb.Provide sb. with sth.4. at a time: each time5. grow to a length of...Purpose: Train the Ss’ ability of understanding and using laguage.Step 8. Consolidation1. Find out the topic sentences.2. Retell the passage according to the topic sentences.Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down thetopic sentences on the blackboard according to what the students find, so they can retell it easily.Step 9. DiscussionShow them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do?Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger!I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.Step 10. HomeworkWrite an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.Part 4. Blackboard designUnit 16 Lesson 63Topic Sentences:1. Some living things can live in Antarctica.(what)2. The whale feeds on small fish.(what)3. The sperm whale feeds on squid.(difference)Discussion:1. The whales are in danger. What’s your opinion about it?2. The sea is being polluted. What should we do?In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.I want to make the design inductive, instructive and artistic.中学英语教案模板英文中学英语教案模板英文2__G __RESI、Warming-upStep one:Let’s the student listen to the tape.And review some adj. about weather.Eg:warm,cool,hot,cold.Let the students do actions while listening.Step two:Do an exercise.The teacher will ask some questions about the listen test.It's about part B read and write in grade five.Eg:What's your favourite 。

中小学英语教案模板【优秀6篇】

中小学英语教案模板【优秀6篇】英语教案模板篇一一、教学重点本课时的教学重点是Let’s learn部分的单词：old，short thin，tall，strong, young, funny, kind等。

要求学生能听懂句型，并结合这些句子表达的情境，学会恰当地替换句中的单词。

逐步学会听、说、读、写单词：old，short，thin，tall，strong。

二、教学难点本课时的教学难点是如何利用所提供的对话和情景，以旧引新，让学生进入学习状态。

Let’s start部分在学生用书当中首次出现，教师应正确理解此部分的辅垫作用，可根据实际教学需要进行使用，并帮助学生熟悉教材内容的变化。

三、课前准备1．教师准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡。

2．准备一些教师的照片或图片。

3．教师准备录音机及录音带。

四、教学过程1．Warm－up（热身）（l）教师播放Let’s start下面歌谣的录音，让学生听歌谣猜单元话题，激发学生对新学期第一单元英语学习的兴趣。

还可以使用四年级上册第三单元学过的句型：“I have a new friend. He’s tall. He’s strong, too.”并结合相关人物的图片，引导学生复习strong，tall，short，thin等词，为本课时听、说、读、写这些单词做好准备。

（2）日常口语练习，内容可参考如下：T：Hello, everyone！Welcome back to school! Nice to see you!Ss: Nice to meet you!（3）问学生几个问题，引出本课重点内容。

具体会话可参考如下：T：Hi，everyone！Nice to see you again．What grade are you in now？Ss：We’re in Grade 5．T：Do you like your new English books(new classroom, new teacher)？Ss：Yes！T：What are we going to talk about in Unit 1？Guess！What’s the topic of Unit 1？2．Presentation（新课呈现）（l）教师出示Let’s start部分图片，介绍说：Rabbit has many new teachers in her school. Do you have new teachers? 引导学生根据情景图的提示描述新教师。

英语教案万能模板8篇

英语教案万能模板8篇优秀的教案是一定要明确好自己的教学目标写出的，为了活跃课堂，我们需要学会制定一份全面有效的教案，作者今天就为您带来了英语教案万能模板8篇，相信一定会对你有所帮助。

英语教案万能模板篇1一、教学内容今天我说课的内容是上海版牛津英语module 2 unit3 drinks i like的第一课时，通过信息技术的运用，学习单词thirsty, milk, juice和句型“what drink do you like? i like …”本节课是在学生学习“i like …”之后进行教学的。

通过学习thirsty，感知句形“what drink do you like? i like …”本课时的难度是句型的运用，以及对饮料的简单描述，但容量不是很大，并受到学生的喜爱。

二、教学目标英语课程标准》指出：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，发展学生自主学习的能力和合作精神是小学英语教学的基本任务。

在认真分析教材的基础上，我针对学生实际，结合信息技术，将本课时的教学目标及重，难点确定如下：1、知识目标( 1 )学会用thirsty, milk, juice等表述单词。

( 2 )理解和初步运用“what drink do you like? i like …”2、能力目标( 1 )能用“what drink do you like?”来询问他人所喜爱的饮料。

( 2 )会用“i like ….”句型回答他人的询问。

( 3 )能简单描述自己所喜欢的饮料。

3、情感目标( 1 )懂得健康饮食，均衡饮食。

( 2 )学会感恩，学会感谢帮助自己的人。

三、教学重难点1、教学重点：理解和运用新授单词，理解和初步运用新授句型。

2、教学难点：能正确表达自己喜欢的饮料，并且进行描述。

四、教学准备教师准备单词卡片、图片、实物、媒体。

五、教学过程整堂课我利用现代教学媒体，充分向学生展示适当的语境，准确呈现语言信息，并且利用多媒体创设的情境进行合作互助学习，学习自由发挥运用英语的能力。

英语优秀教案模板（通用14篇）

英语优秀教案模板（通用14篇）英语优秀模板篇1（一）教学目标1、知识与技能（1）能听、说、认读______等单词，并能在日常生活中使用。

（2）能听懂、会说______等句子，并在实际情景中运用。

（3）了解西方______（如，节日、风俗等）的有关知识。

2、过程与方法（1）能经过图画动作的提示，听懂读懂简单的短句小故事。

（2）经过主角表演小组活动，增强表达和交流本事。

（3）能初步使用简单的英汉词典，辅助学习。

3、情感态度与价值观（1）培养学生听英语、说英语的兴趣，增强学生学习英语的信心。

（2）使学生意识到学习英语的重要意义。

（3）培养学生的______情感习惯。

（与课题相关，如爱护环境）（二）教学重难点1、教学重点______单词的听、说、认读。

2、教学难点（1）单词_____等的发音。

（2）句型______在实际情景中的运用。

（3）语法______的掌握。

（三）教学过程1、热身准备经过歌曲视频游戏的方式，导入新课。

2、呈现新知，合作互动（1）教师以卡片形式逐一呈现单词：______，听录音，模仿单词的升降调发音。

（2）挑选个别学生展示单词的发音，及时纠正发音，表扬和鼓励学生，培养学生大胆说的习惯。

（3）以教师领读，学生跟读，小组展示等多种形式展开学习。

（4）教师读句子，让学生在语境中感受单词______的意思及用法。

（5）播放班班通，让学生整体感受课文的资料。

（6）教师讲解、领读课文资料，让学生根据教师设计的问题做出相应的回答。

并在情景中感受短语单词______的意思。

（7）整体齐读，结合小组展示等多种形式，加强学生朗读的本事的培养。

3、巩固新知，拓展练习（1）结合生活情境，设计游戏______，用所学的单词或短语进行简单的交际。

（2）模仿范例写句子。

4、课堂延伸（1）听录音，读、背单词、句子。

（2）在生活中使用所学单词、句子。

（四）板书设计课题：______单词：______重要句子：______英语优秀教案模板篇2【教学重点】日常用语Where's ...?及其It's in/on/under ....【教学难点】句子: Where is my car? In the toy box?的理解【教具准备】1.教师准备Let's talk部分的教学。

英语教学教案模板5篇

英语教学教案模板5篇英语教学教案模板篇1一、教学资料：module 9 happy brithday unit 1 can i some soup sweets？二、教学目标认知目标1、巩固掌握食物类词汇。

2、掌握句型“can i have some soupsweetsbread？”本事目标能运用“can i have some？”询问他人自我是否能够得到某种食物，并掌握回答：yes，you cansorry，you can′t情感目标让学生经过对课文资料的表演，增强学习的信心，调动学生的学习兴趣。

三、教学重难点重点能用句型“can i have some？””询问他人自我是否能够得到某种食物，并掌握回答：yes，you cansorry，you can′t。

难点句型运用中，与can you？句型混淆。

四、教学设计step1 warming（热身活动）1、师生互相问好，教师询问是否有人当天过生日或是最近过生日2。

播放录音，全班跟着齐唱英文歌曲’happy birthday to you【设计意图】利用歌曲激发学生的学习兴趣，活跃课堂气氛，同时也拉近了师生的距离，促进了师生的交流。

step2 revision and presentation（新课呈现）1、教师告诉学生amy生日快到了，大家友什么计划为她开一个生日party，事先要准备party上的食物，请同学们帮忙准备一下，在事先准备好的白纸上画出认为party所需准备的食物。

2、教师请学生说出画的是什么食物，多学生语音进行纠正。

3、教师告诉学生：ms smart要为amy准备的食物没有那么多，只需要soup（汤），sweets（糖果），bread（面包），biscuit（饼干），cake （面包），fruit（水果），请画有其中之一种食物的学生举手示意。

4、教师逐一出示soup，sweets，bread，biscuit，cake，fruit六幅图片并教学生读。

英语教案模板3篇

英语教案模板3篇英语教案模板一教学目标：1、技能与知识目标(1)能听懂并会说、会读Good afternoon. 和Whats your name? Im x x.的句型。

(2)能听懂并会说、会读词汇 your, name, afternoon.2、运用能力目标能在不同时间段，正确地向他人问好。

(上午：Good morning! 下午：Good afternoon!)能用Whats your name?来询问他人姓名。

通过歌曲的学习培养孩子的乐感与美感，增强学科间的融合。

教学重点：能听懂并会说会读Good afternoon! Whats your name? Im 及词汇your ,name, afternoon.教学难点：name 中的 /m/ 与 afternoon中 /n/的发音。

教学过程：一、Warm up1、运用所学问候语进行师生间，生生间对话练习。

“Good morning! Im ” “How are you? Im fine. And how are you? Im fine ,too. Thank you.”2、同学们今天表现不错，那我们一起来做个游戏吧。

活动帮助学生分清“boys与girls”的用法。

速度由慢到快，指令可交替进行。

二、Lead inOK!boys and girls ,youve done a good job. Look!老师左右手各持一手偶，通过变换音调来演一段对话，引出本课重点：Whats your name ? 手偶1：Hi, ImMr.Li . Whats your name? 手偶2: Hello, Im Sam.三、Text teaching1、同学们现在我是Mr.Li不是Ms.Liu,老师说话的声音变粗。

老师将Mr. Li的头饰带在头上与学生对话： Mr. Li: Hello! Good morning. Ss: Good morning. Mr. Li: whats your name? Ss: Im x x.2、播放一遍录音，要求学生听录音指图片。

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最新英语教案模板3篇教案是教师为顺利而有效地开展教学活动，根据课程标准，教学大纲和教科书要求及学生的实际情况，以课时或课题为单位，对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书.下面是小编为大家收集的，希望你们能喜欢英语教案模板一教学□标：1、技能与知识目标(1)能听懂并会说、会读Good afternoon.和What s your name? I m x x.的句型.(2)能听懂并会说、会读词汇your, name, afternoon.2、运用能力H标能在不同时间段，正确地向他人问好.(上午：Good morning!下午：Goodafternoon!)能用What s your name?来询问他人姓名.通过歌曲的学习培养孩子的乐感与美感，增强学科间的融合.教学重点：能听懂并会说会读Good afternoon! What s your name? I m 及词汇your , name, afternoon.教学难点：name中的/m/与afternoon中/n/的发音.教学过程：—、Warm up1、运用所学问候语进行师生间，生生间对话练习.Good morning! I m How are you?I m fine. And how are you? I m fine , too. Thank you.2、同学们今天表现不错，那我们一起来做个游戏吧.活动帮助学生分清boys与girls的用法.速度曲慢到快，指令可交替进行.二、Lead inOK!boys and girls , you ve done a good job. Look!老师左右手各持一手偶, 通过变换音调来演一段对话，引出本课重点:What s your name ?手偶l：Hi, I mMr. Li . What s your name?手偶2： Hello, I m Sam.三、Text teaching1、同学们现在我是Mr. Li不是Ms.Liu,老师说话的声音变粗.老师将Mr. Li的头饰带在头上与学生对话：Mr. Li : Hello! Good morning. Ss: Good morning. Mr. Li: what s your name? Ss： I m x x.2、播放一遍录音，要求学生听录音指图片.再次播放对话,要求学生跟读2 3遍; 老师纠正学生的发音.3、让学生以小组为单位开始朗读对话内容，并对个体学生进行抽查.4、传话游戏大家在班里男女生之间要用礼貌的语言互相问候，这个游戏就是看男生与女生谁的礼貌用语说的.举例：老师:Girls whisper.女孩：（耳语）Good morning, boys.老师:Boys low.男孩：（低声说）Good morning, girls.用Good afternoon做同样的游戏.5、歌曲Good morning, Sam .同学们今天我们要学习一首好听的英文歌曲，学完后四人小组把歌词进行改可将Good morning!改为Good afternoon . ill四人小组向大家表演改编后的歌曲，评出优秀小组.四、Sum upwWe ve learned a very sweet new song and done some interesting exercise.五、HomeworkSing the new song to your parents and listen to the tape twice.英语教案模板二一、教学目的1、激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们初步建立学习英语的自信心；2、培养学生具有一定的语感和良好的语音、语调书写基础，以及良好的学习习惯；3、使他们初步具备用英语进行简单日常交流的能力.4、同时培养学生的观察、记忆、思维、想象和创造能力.5、适当介绍中西方文化，培养学生的爱国主义精神，增强世界意志，为学生的进一步学习奠定良好的基础.二、教材分析本册教材具有以下儿个特点：1、注重学生语言运用能力的培养,突出语言的实践性和交际性，同时也突出语言的真实性和实用性.2、注重学生自学能力和学习策略的培养，为学生的进一步学习或终身学习奠定基础.3、注重中外文化的双向交流，使学生通过学习，培养未来跨文化交际所需要的能力.4、注重学生学习兴趣的培养，以不同方式限度的激发学生的学习动机.5、注重融合学科内容，加强学科之间的整合和渗透,让学生通过英语学习来获得其他学科的知识.6、注重教材的灵活性和可操作性，以满足不同层次的学生的需求.7、注重教学资料的配套，为学生提供良好的英语学习环境，帮助学生拓展自我发展的空间.8、注重中小学各阶段的衔接，以保证各学段的顺利过渡，全面提高中小学英语教学的整体质量.三、教学措施1、认真备课，钻研教材,抓紧课堂教学，做到当堂内容当堂掌握.2、运用各种不同的肢体语言来辅助教学.3、在课堂上多开展一些有趣的活动、游戏让学生在活动中学习英语，在生活中学习英语.4、多为学生营造一些学习氛围，如:创设英语角等等.5、要求学生在课余时间尽量的运用已经学习的英语进行对话.6、多看英语画报，多读英语故事，多看英语书籍.7、多与学生交流，进行口语交际训练.四、主要教学LI标：1、能听懂、会说12组会话，并能进行简单的交流.2、能听、说、认读60个单词和词组并能听、说、读、写61个单词和24个句子（包括学校、时间、衣服、天气、购物、农场动物、数字、颜色等儿个话题），并简单运用.五、班级情况分析四年级从上个学期的情况来看在英语学习上掌握较好，主要表现为学习成绩层次上很均匀，英语学习兴趣很高，口语朗读上较为扎实.在教学上我最多的是在个别辅导之余引导他们分组相互学习，师徒结队，共同进步.英语教案模板三说课教案（-）教学内容1.本课是Unit 2 heroes Lesson 1 Modern Heroes的第一课时.本单元分别介绍了Xational hero, History makers, Sports stars 和Superhero.这儿篇文章的主题都是her。

,但涉及的领域不同,它们融会贯通，承上启下，融为一体.2.本课是介绍National Hero,是学生比较熟悉和感兴趣的话题，前部分需要介绍杨利伟和神州五号，让学生掌握有关词汇；后一部分是介绍杨利伟乘坐神州五号宇宙飞船遨游太空的情况.3.本课文出现了较多的定语从句，还有生词较多（有些单词表没有而初中乂没有学过），在这样的困难前提下，我引导学生通过culture and background knowledge,结合课本内容丰富自己的知识面，拓宽学生对航天知识的了解，让学生了解航天英雄的成功之路，激发他们的民族自豪感.（二）学生分析1.组成情况职业高中高一学生年龄都在14-16岁之间，大多数学生曲于初中的知识基础打得不扎实，而且缺乏主动学习的能动性，自学能力差，对学习没有持有探究性和方向性，也没有养成良好英语学习习惯，所以学习成绩不太理想.2.学生的知识与技能水平职业高中招生的学生，基础知识比较薄弱，其至连音标都不会读,词汇的掌握范用狭窄，影响了阅读，听力和作文.学生的表达能力还是停留在比较低级的水平，面对每幅图片或某个主题只能说出一两句话，而且在阅读上，未能掌握泛读和精读的技巧和方法，课后的预习和复习能力较差，缺乏总结归纳的能力.3.学生已掌握的学习策略尽管学生的知识和技能水平一般，但经过了一定时间的训练后，他们还是掌握了pair work, group work, using the culture and background knowledge 的阅读技巧.（三）教学目标1.通过快速阅读文章，学生能够对每段文章进行归纳总结，准确地把段落主题与所给的headings联系起来.2.通过仔细阅读，学生能够回答关于文章的细节问题.3.通过进一步阅读，学生能够学生能用英语对釆访自己心目中的民族英雄.并尝试复述课文.（四）教学策略教学方法:使用交际法，充分调动学生的积极性，积极参与到课堂教学中，通过师生互动，小组表演的形式，完成各种任务，以达到完成教学任务的途径.（五）教学过程第一步导入T: Good morning, Everyone! Do you like watching movies? Do you know Jet Lee （李连杰）？Do you know one of his famous movie called HERO? What does hero mean? Who are the heroes in your heart? Do you know Van Liwei, our national hero? 第二步介绍文章人物T: Open your books, and turn to page 100 and 101. Let s read two passages about Shenzhou V and Yang Liwei・ Shenzhou V is China s first manned spaceship・ It lifted off at 9 a. m. on Wednesday, October 15th, 2003 in Jiuquan, Gansu Province ・ It was carrying Yang Liwei・ It was launched very successfully and landed in Inner Mongolia safely.Yang Liwei is China s first astronaut・He was a pilot in the army. He was chosen from 1, 500 other army pil ots and star ted training for his space flight in 1998・ During the 21-hour space flight, he circled the earth 14 times ・ When the spaceship was doing its seven th circle, Yang Liwei showed the flags of China and the United Nations, expressing the wishes of the Chinese people to explore and use space peacefully.介绍文章时，展示文章中的生词，让学生猜测词意，带读并加以巩固.第三步阅读文章(1)Fast Reading呈现六个headings,让学生快速阅读，要求归纳每段的主题.a. Astronaut lands safelyb. Welcome homec. International good wishedd. Anexciting lift-offe. Introdutionf. During the flight 学生单个回答并集体讨论改正错误.(2)Careful Reading 学生通过fast reading,完成T headings 后，基本对课文有一定的了解，然后呈现出五道问题，要求学生再进行第二次阅读,对课文进行更深入的了解.1.How did Yang Liwei feel duing the flight? How did he feel afterwards?2.What did Yang Liwei do during the Shenzhou V s seventh circle of the earth?3.How many circles did the spaceship complete while Yang Liwei was sleeping?4.What were helicopters doing as Yang Liwei returned to the earth s atmosphere?5.What did Yang Liwei do when he came out of the spaceship?第四步巩固练习通过两次阅读让学生对课文熟悉，训练学生的阅读速度和解题技巧，最后通过ask and answer in pairs,培养学生的口语能力，并强迫他们记住文章的主要内容，为下一步语言运用打下基础.第五步语言运用为提高学生对生活中的热点问题发表自己观点的能力，让学生运用自己学过的语言知识，对自己心訂中的民族英雄进行模拟采访•把全班同学分成若干个小组，每个小组有一名同学扮演杨利伟，其他同学为全国各地新闻媒体记者，他们自由设汁问题，对杨利伟进行采访.教师巡视课堂，发现表现出色的小组，让他们到台前表演•教师总结评价.第六步布置作业让学生准备复述杨利伟的故事，要求说出自己的民族自豪感.A Teaching Plan for Unit 3 Celebration Lesson 1 FestivalsHUANG SHUT PING General objectives:1.To read to learn the main Chinese seasonal festivals and their history origin and meanings・2.To help them learn some phrasal verbs and functional items about the topicand try to use them・Language aim：1.Phrases：Be celebrated by, fall on , mark, be decorated with,tradition/traditiona1, serve, take part in, get together2.important sentences:The Mid-Autumn Festival is celebrated by Chinese people・The Lantern Festival falls on the fifteenth day of the first lunar month・It marks the beginning of the hottest season of the year・Ability aim：1). Improving the ability of getting the general information and specific information from reading a text・2). Using own words to describe some important Chinese festivals・Emotion aim:To promote students qualities of a patriotism(爱国主义精神，爱国心)by learning the main Chinese festivals and learn their history origin and their meanings・Teaching important points and difficult points:1)・To get information from reading2)・To talk about festivals freely in English・。