五步教学法英文教案
小学英语五步教学法教案精品PPT课件 图文
How to train Ss take part in the organization, we should pay attention to the following principles :
教师在组织学生进行操练的时候， 要注意把握以下操练的原则：
1) 针对性原则：
Specific principle: practice should base on the teaching contents and teaching specific targets;
4) 激励性原则：
Incentive principle : praise the Ss all the time and give them confidence; for backward students just ask easier questions, once they get correct answers, we must praise immediately. Encouraging and inspiring students should be remembered all the time.
3) 激发性原则：
Simulative principle: the question should face all Ss; first asking question, then looking for somebody to answer; 提问题的时候要面向全体，先提问,后找人 回答;
Tell the directions east，west，south， north correctly．
Point to the positions of cities correctly．
英语五步教学法
整理复习要点巩固每个单元的语言项目 完成练习册中的练习 写的练习布置家庭作业
总结：
教师在进行上述五个步骤的教学中， 自始至终观察全班学生的反应， 保证所教的内容大家都能理解。如 果相当一部分学生还没有弄懂， 那么教师就需要重教。因此，教师 要随时根据情况变换自己的角色， 起到不同的作用，以保证顺利完成 课堂的整体教学任务。
第五步 巩 固 （Consolidation）
在每节课结束前，要做归纳、总结性练习或检查性复习， 或抄写、拼写或听写以及做练习册中的练习。常常伴有 写的练习，以巩固当堂课所学的内容。每个单元结束前， 进行一次小测验。几个单元结束前，进行阶段性测验， 还有期中、期末复习测验等等，都是为着检验学生学习 的巩固程度，得到教学效果的反馈凭证。 巩固这一教学步骤主要体现在以下几个方面：
第一步 复 习 （Revision）
复习的作用
1“温故知新”，帮助学生回忆所学的语言项目， 强化记忆，并对所学的知识加深理解，总结规律， 发现问题及时加以解决。
2对于练习不够、理解不深透或是疏漏的方面， 及时加以弥补，以便使所学的知识和技能能 更加完善和熟练
第一步 复 习 （Revi、连锁操练等等
第二步 介绍新语言项目（Presentation）
利用黑板、实物、图片、简笔画、 手势动作、录音带或创造情景等等。 还可以用唱歌、朗诵等其它方法创 造情景，介绍新的语言项目
第三步 操 练 （drill）
操练主要是指各种机械形式 的言语训练活动
第四步 练 习 （Practice）
镇江高专教师教育系汤月华
步骤1 (Step 1): 复习 (Revision)
步骤2 (Step 2): 介绍 (Presentation) 步骤3 (Step 3): 操练 (Drill)
高中英语五步教学法
高中英语五步教学法一、教学任务及对象1、教学任务本教学设计围绕“高中英语五步教学法”展开，旨在通过五个步骤的教学活动，帮助学生提高英语综合运用能力，特别是在听、说、读、写四项基本技能上取得显著进步。
五步教学法分别为：开篇引入、温习旧知、灵活应用、深入探究、总结巩固。
此外，该教学法注重培养学生自主、合作、探究的学习方式，以提升其终身学习的能力。
2、教学对象本教学设计针对的教学对象为高中学生，他们已经具备一定的英语基础知识，但在实际应用中仍存在听、说、读、写方面的困难。
此外，高中生正处于青春期，具有强烈的好奇心和求知欲，但同时也可能存在注意力分散、学习动机不足等问题。
因此，五步教学法将针对这些特点，采用多样化的教学策略，激发学生的学习兴趣和积极性。
二、教学目标1、知识与技能（1）掌握并运用高中英语课程所要求的词汇、语法、句型等基础知识，提高英语语言表达能力。
（2）培养良好的听、说、读、写四项基本技能，能够熟练地运用英语进行日常交流，具备一定的跨文化交际能力。
（3）学会使用英语词典、参考书等工具，养成自主学习英语的良好习惯。
（4）掌握一定的英语阅读技巧，如快速阅读、精读、略读等，提高阅读理解能力。
（5）学会用英语进行写作，包括叙述、议论、说明等不同类型的文章。
2、过程与方法（1）通过小组合作、讨论、探究等方式，培养学生的团队合作意识和解决问题的能力。
（2）运用启发式、任务驱动等教学方法，引导学生主动参与教学活动，提高课堂学习效果。
（3）结合多媒体、网络等教学资源，拓展学生的学习渠道，丰富学习内容。
（4）鼓励学生进行课外阅读、参加英语角等活动，提高实际运用英语的能力。
（5）定期进行学习反馈和评价，帮助学生了解自己的学习进度，调整学习方法和策略。
3、情感，态度与价值观（1）激发学生对英语学习的兴趣和热情，树立自信心，形成积极的学习态度。
（2）培养学生的跨文化意识，尊重和理解不同文化背景下的价值观和行为方式。
英语上课流程五步教学法教案
英语上课流程五步教学法教案English Answer：Five-Step Lesson Plan for Teaching English Language Arts.Step 1: Review (5 minutes)。
Review key concepts from previous lessons.Assess students' understanding through quick questions or activities.Step 2: Engage (10 minutes)。
Introduce the new concept or skill through a captivating activity or story.Engage multiple senses and activate prior knowledge.Step 3: Explore (20 minutes)。
Provide students with opportunities to actively explore and interact with the new material.Use hands-on activities, experiments, or discussions to deepen understanding.Step 4: Explain (10 minutes)。
Present the concept or skill explicitly and clearly.Use visual aids, models, or examples to support understanding.Step 5: Elaborate (10 minutes)。
Provide students with opportunities to practice and apply the new skill in different contexts.Encourage students to share their ideas and connect the concept to real-life situations.Assessment.Monitor students' understanding throughout the lesson.Use formative assessments, such as thumbs up/down,exit tickets, or peer feedback, to provide immediate feedback.Conduct summative assessments, such as quizzes or projects, to evaluate overall learning.Differentiation.Provide scaffolded support for students who need additional assistance.Offer enrichment activities for advanced learners.Adjust the pace and difficulty of the lesson to meet the needs of all students.Materials.Visual aids (charts, diagrams, images)。
“五步”英语作文教学法
“五步”英语作文教学法【摘要】In conclusion, we will summarize the effectiveness of the "Five Steps" English Composition Teaching Method in helping students improve their writing abilities. This approach offers a comprehensive and structured way to support students in becoming proficient English writers.【关键词】引言、“五步”英语作文教学法、激发兴趣、写作背景知识、写作思路训练、写作技巧练习、评价、有效性1. 引言1.1 介绍“五步”英语作文教学法The "Five-Step" English Composition Teaching Method is a systematic approach to teaching students how to write effectively in English. This method breaks down the writing process into five distinct steps, each designed to build upon the previous one and help students develop their skills gradually.2. 正文2.1 第一步：激发学生写作兴趣的方法Another way to spark students' interest in writing is to incorporate multimedia elements into the writing process. For instance, teachers can show videos, pictures, or listen to music that relates to the writing topic. This can help students visualize and connect with the topic on a deeper level, making the writing experience more enjoyable and meaningful.2.2 第二步：引导学生进行写作背景知识的学习In the second step of the "Five Steps" English essay teaching method, it is crucial to guide students in learning background knowledge for writing. This step involves providing students with the necessary information and context related to the topic they are going to write about.2.3 第三步：组织学生进行写作思路的训练在“五步”英语作文教学法中，组织学生进行写作思路的训练是非常重要的一步。
五步教学法教案范文
五步教学法教案范文教学目标：1.能够正确理解和使用情态动词“can”和“could”表示能力和请求的用法。
2.能够正确运用情态动词“can”和“could”做出合适的回答。
教学准备：1.教学实例：教师准备一些例句和练习题。
2.黑板、彩色笔。
教学过程：一、导入（5分钟）1.教师出示一张图片，描述其中的人物在做件事。
2.引导学生用英语描述图片中人物正在做的事情。
二、讲解（10分钟）1.教师向学生解释情态动词“can”和“could”的用法。
2.教师通过例句和语法规则来说明“can”表示现在能力，“could”表示过去能力，“can”和“could”都可以用来表示请求。
三、示范（10分钟）1.教师通过示范向学生展示正确的运用情态动词“can”和“could”的方法。
2.教师利用实例句子和画面，模拟各种情境，引导学生运用“can”和“could”进行正确的表达。
四、练习（20分钟）1.教师在黑板上列出几个练习句子，要求学生填写恰当的情态动词。
2.教师让学生两两合作完成练习，然后展示答案并进行讲解。
3.教师提供更多的练习题，让学生在小组内完成。
五、总结（5分钟）1.教师进行总结和回顾，强调情态动词“can”和“could”的用法。
2.教师总结学生在练习中的表现，给予鼓励和认可。
板书设计：情态动词“can”和“could”的用法表示现在能力表示过去能力表示请求举例：I can swim. He could run. Can you pass me the pen?教学反思：五步教学法适用于初中英语教学中的各个语法项目，在本节课中也得到了很好的运用。
导入环节通过图片描述激发了学生的学习兴趣，让学生积极参与到课堂中来。
讲解环节通过语法规则和实例句子的解释，向学生清晰地传达了情态动词“can”和“could”的用法。
示范环节通过情景模拟的方式，让学生在学习中融入实际，更好地理解和运用所学知识。
练习环节则提供了丰富的练习机会，让学生进行实际操作和实践，巩固所学内容。
英语五步教学法
提问的方法，如：连珠炮似的提问、连锁操练等等
第二步 介绍新语言项目（Presentation）
利用黑板、实物、图片、简笔画、 手势动作、录音带或创造情景等等。 还可以用唱歌、朗诵等其它方法创 造情景，介绍新的语言项目
第三步 操 练 （drill）
操练主要是指各种机械形式 的言语训练活动
第四步 练 习 （Practice）
第一步 复 习 （Revision）
复习的作用
1“温故知新”，帮助学生回忆所学的语言项目， 强化记忆，并对所学的知识加深理解，总结规律， 发现问题及时加以解决。
2对于练习不够、理解不深透或是疏漏的方面， 及时加以弥补，以便使所学的知识和技能能 更加完善和熟练
第一步 复 习 （Revision）
复习的方式
整理复习要点巩固每个单元的语言项目 完成练习册中的练习 写的练习布置家庭作业
总结：
教师在进行上述五个步骤的教学中， 自始至终观察全班学生的反应， 保证所教的内容大家都能理解。如 果相当一部分学生还没有弄懂， 那么教师就需要重教。因此，教师 要随时根据情况变换自己的角色， 起到不同的作用，以保证顺利完成 课堂的整体教学任务。
淇滩镇初级中学 任小红
步骤1 (Step 1): 复习 (Revision)
步骤2 (Step 2): 介绍 (Presentation) 步骤3 (Step 3): 操练 (Drill)
步骤4 (Step 4): 练习 (Practice)
步骤5 (Step 5): 巩固 (Consolidadation）
在每节课结束前，要做归纳、总结性练习或检查性复习， 或抄写、拼写或听写以及做练习册中的练习。常常伴有 写的练习，以巩固当堂课所学的内容。每个单元结束前， 进行一次小测验。几个单元结束前，进行阶段性测验， 还有期中、期末复习测验等等，都是为着检验学生学习 的巩固程度，得到教学效果的反馈凭证。 巩固这一教学步骤主要体现在以下几个方面：
小学英语五步教学法
小学英语课堂教学“五步”教学法为推进小学英语课堂教学模式的改革，促使教师掌握课堂教学的基本程序与方法，我们总结了小学英语课堂教学的基本模式——“五步”教学法,即热身复习、新知呈现、趣味操练、巩固拓展、总结作业反馈。
此模式的探索实践旨在为广大小学英语教师的课堂教学指明方向，从而全面提高小学英语课堂教学的质量。
一、热身/复习（Warm - up/ Revision）本环节就是复习巩固已学过的知识，通过师生对话、TPR活动、值日生报告、自我介绍、自由会话等各种形式，复习与新知识有关的旧知识，使学生具备必要的认知前提，保证新知学习的顺利进行；同时也可培养学生的口头表达能力及大胆表现自我的能力。
建议教师要做到以下两点：1、热身活动，目的明确。
也就是说教师所设计的温习旧知识的内容要有目的性，要为本节课或本单元的目标服务。
形式要生动活泼，贴近生活，尤其要紧密结合教材的内容。
2、温故内容，铺垫扎实。
教师不要急于进行新知的学习，温故过程切不可如蜻蜓点水，随意问答几句，要扎实铺垫，为新知的学习奠定良好基础。
主要形式有：Sing songs、Say a poem or chant、TPR、Greetings、Free talk、Play some games(eg.memory test) 根据不同的教学内容，选择不同的热身活动，热身活动的时间长短，可根据学生的学情及教学内容而定。
二、新知呈现（Presentation）这是一节课的主干和重点部分，在这个环节中，教师要采用实物、图片、简笔画、肢体动作等直观教学手段来组织教学，使语言教学直观化、形象化、生动化、趣味化，让学生爱学、乐学、知学、善学。
在讲解新知时教师要注意以下几点：1、突出目标，组织教学。
要求教师在设计每一步教学环节时都要考虑目标，服务目标，力求在有限的时间内直达目标。
2、利用实物，充实教学。
教师要尽可能地体现直观性教学原则，尽可能多地利用实物进行教学。
如在PEP三年级下册教材中，当教到My Family 时，教师和学生都拿出自己的家庭照片当作教具，教师还特意把自家的全家福放大贴到黑板上进行教学，这就很真实、很生活化。
英语五步教学法案例
“五步教学法”示范案例城北中学英语备课组授课人：殷德梅备课组教师：殷德梅胡卫东李德才程旭明王晶梁春爱金爱辉廖仲桥孙琼枝邹德松张桃香赵新莲Unit 3 Project Writing a science fiction story一、教材分析本课是人教版九年级第三单元project部分，要求学生先学习本部分的阅读材料，然后完成书写一篇科幻故事的这个课题。
Project部分的设计是为了提高学生的综合英语素质和能力，以及培养与同学分工合作的能力。
阅读材料是由三本著名的科幻小说内容简介构成，通过对材料的学习，让学生知道科幻故事的基本框架是什么，激发学生的想象力，引导学生去动笔写科幻故事。
Project部分的特色在于它有一个从课内到课外的延伸和拓展，作品的完成在于课外充分准备以及小组成员的配合，它需要学生花时间花精力认认真真地去完成。
在搜集信息和与他人合作的过程中，学生能学到很多，不仅扩充了他们的知识面，也有益于提高他们的自身能力。
二、教学重点和难点本课阅读材料的学习是为了启发学生，然后完成课题。
因此，通过与同学分工合作写出一篇质量较高的科幻故事成为了本课的教学重点和难点。
三、教学目标与要求新英语课程标准中提到：要着重提高学生用英语获取信息、处理信息、分析和解决问题的能力，要使学生在英语学习的过程中，提高独立思考和判断的能力，发展与人沟通和合作的能力，同时帮助学生了解世界和中西方文化的差异，拓展视野，培养爱国主义精神，形成健康的人生观。
那么在本课中，我确立了三个教学目标：一是通过对阅读材料的学习，使学生抓住故事的基本框架，培养学生处理信息的能力；二是通过各种不同形式的讨论，使学生在独立作业的同时又与他人交流获取信息，激发想象力，为科幻故事的撰写提供素材；三是通过国内外科幻的对比，培养学生的爱国情操，积极支持中国科幻片和科幻小说的发展。
再来，把四川汶川大地震和科幻联系起来，通过想象力来提高学生的情商和人文素养。
初中英语课堂“五步教学法”
初中英语课堂“五步教学法”邯郸市第二十五中学英语组【模式流程】互动交流，热身导入——听力练习，初步感知——诵读课文，以读促知——能力提升，学以致用——情感升华，启迪心智【步骤1】互动交流，热身导入通过自由对话、角色表演、歌曲或游戏比赛等形式创设英语环境，以巩固以往教学单元或新近学过的英语话题为主（尽量与新课内容有内在的联系）。
以复习上一节课语言知识点为基础并进行拓展，同时渗透与新课相关的语言信息，并为新课的导入做好铺垫。
在这个过程中，大多数学生都会有机会回答问题、参与表演、游戏或竞赛，教师应以鼓励、表扬为主对学生的应答予以肯定和补充，并同时通过启发性的话语或肢体语言导入新课文中的重点单词和课文话题内容。
【步骤2】听力练习，初步感知通过听力练习帮助学生初步感知文本内容，并通过听力材料的示范，纠正学生的发音。
在听力训练之前，带领学生先有针对性地阅读题目，找出题目中的关键内容，先对听力的整体范围做出一个大致的了解，然后带着问题去听材料，并准备纸笔做好适当记录，从而达到以听促读，以读练听的目的。
【步骤3】诵读课文，以读促知通过“自主默读--感知文本大意；小组合读--互助规范纠正发音；全班齐读—把握文章细节”三种不同的形式，完成对文本内容由浅到深的理解过程。
在读的过程中完成任务型阅读、课文改编的填空练习和课文细节分析和知识能力提升等练习。
不同形式的练习逐步的提高练习的难度和对文章理解的深度，引导学生加深对文章细节的把握和文本意境的分析理解。
本环节学习形式多样，有组内讨论、组间的互问互答、小组展示、老师点拨答疑解惑等。
这些环节的设置遵循学习规律，引导学生逐步深入地掌握知识，实现教学任务。
【步骤4】能力提升，学以致用在学生对语篇有了深入理解之后，教师将教学目标整合并落实到一个或多个具体的活动任务中，借助任务对学生进行能力拓展训练。
可以根据课文内容组织表演、演讲或辩论等活动，让学生在语言实践中体验乐趣、感受成功。
小学英语五步教学法(定稿)
如何搞好五环节教学，打造小学英语高效课堂半壁山学区中心校研训室如何设计课堂教学中的各个环节，使我们的小学英语课堂教学更有效。
从我区小学英语教学的实践出发，教学过程的设计，通常可以从以下五个环节进行：1）课前准备(Warm up) 这一阶段包括课前准备、复习旧知识等。
2）呈现新知(Presentation)也就是导入阶段。
包括和学生互动和新语言的导入等。
3）语言练习(Practice) 包括新语呈现、详细讲解、操练等。
4）语言的实际运用(Production) 这一阶段是新语言的练习、巩固、延伸到运用。
5）小结（Summary）还可以把小学英语五步教学法描述如下几个环节：1、Warm up （热身运动）2、Revision （复习旧知识的过程）3、Presentation （新授过程）4、Practice （知识学会后的一个操练、运用过程）5、Consolidation （巩固、提高或者是更为实际的运用过程）描述的虽然略有不同，但是，核心部分基本是一致的，主要包括热身、呈现、操练和巩固运用提高四个部分。
只要我们能够把握好小学英语以活动为主的课型的实质，相信我区的小学英语课一定会取得较高的课堂效果。
一般说来，一篇课文会从以上几个方面进行思考和设计，但这五个方面又不是很清晰地分割开来的，而是相互联系的。
那么如何设计小学英语课堂教学中的各个环节呢？下面就第一种五环节的设计简单解读如下：一、热身环节(Warm up)：Warm up是一堂课的开端，良好的开端是成功的一半。
如何在上课前3至5分钟吸引学生的注意力，激发学生的求知欲？老师能否在短时间内吸引学生的注意力，调动学生的积极性，使学生的思维进入兴奋状态，迅速进入学习轨道，是一节新课成功与否的关键。
新课伊始，可用唱英语歌曲、朗朗诵韵律儿歌、日常问答等形式，努力创设快乐新颖的课堂气氛。
主要活动形式：听、说、玩、演、唱、画和TPR等活动。
教学活动：1）歌曲方式：小学生自控以能力不高，有意注意不够集中。
五步教学法英文教案
五步教学法英文教案：(Period 2 of Lesson 3 Book 2浏览次数：3515 来源：现代教学网加入时间：2005-10-14Teaching Plan (Period 3 of Lesson 3, Book 2)Teaching aims1. Learn the new words “tiger, lion, rabbit, deer”(understanding only).2. Learn the sentence patterns “Is it ...” “Yes, it is. / No, it isn’t.”3. Learn to sing the song “Old MacDonald has a farm”.Teaching aids1. A recorder2. Some pictures of animals3. Hanging charts of let’s talk.Teaching stepsStep 1. Revision1. Revise the names of animals learned before:Show pictures of animals(cat, dog, fox, pig, chick, duck, hen, bee, bird, fish, frog, bear, monkey, panda, elephant, giraffe), and ask Ss to say them.2. Revise the rhyme in Let’s chant: First listen to the recorder. Then ask Ss to repeat and recite the rhyme.3. Revise the dialogue in let’s talk: Put up hanging charts, or show stick drawings of let’s talk. Listen to the tape. Ask Ss to repeat the dialogue of let’s talk. Then ask some students to act it out.Step 2. Presentation1. Learn the new words “tiger, lion, deer, rabbit”:Ask the student to guess some riddles.Example: It’s an animal. It has red eyes and long ears. What is it?Ss may answer in Chinese. Some riddles can also be asked in Chinese.Example: 名字叫小花，喜欢摇尾巴，夜晚睡门口，小偷最怕它。
小学英语教案五步法模板
一、教学目标1. 知识目标：学生能够掌握本节课的单词、短语和句型。
2. 能力目标：学生能够运用所学知识进行简单的交流。
3. 情感目标：激发学生学习英语的兴趣，培养学生的自信心。
二、教学重难点1. 教学重点：单词、短语和句型的正确拼写和运用。
2. 教学难点：句型的灵活运用和实际情境中的交流。
三、教学过程1. 导入（5分钟）（1）利用多媒体展示与主题相关的图片或视频，激发学生的学习兴趣。
（2）通过提问或游戏，引导学生复习已学知识，为新课做好铺垫。
2. 新课讲解（20分钟）（1）教师展示单词卡片，引导学生拼读和拼写。
（2）讲解句型结构，示范句型运用。
（3）通过例句讲解，帮助学生理解句意。
（4）组织学生进行小组讨论，巩固所学知识。
3. 实践活动（15分钟）（1）组织学生进行角色扮演，运用所学句型进行对话。
（2）设置情景，让学生根据所学内容进行口头表达。
（3）进行小组竞赛，激发学生的学习积极性。
4. 课堂小结（5分钟）（1）教师总结本节课所学内容，强调重点和难点。
（2）鼓励学生课后复习，巩固所学知识。
5. 作业布置（5分钟）（1）布置课后练习题，巩固所学知识。
（2）要求学生准备相关话题的口语表达，为下次课做好准备。
四、教学反思1. 教师在导入环节，要注重激发学生的学习兴趣，使学生在轻松愉快的氛围中进入课堂。
2. 在新课讲解过程中，要注重讲解与练习相结合，让学生在实践中掌握知识。
3. 教师要关注学生的个体差异，针对不同层次的学生进行差异化教学。
4. 课后要关注学生的学习情况，及时进行辅导和答疑。
五、教学评价1. 学生对所学知识的掌握程度。
2. 学生在课堂上的参与度和积极性。
3. 学生在课后作业中的完成情况。
通过以上五步法模板，教师可以更好地组织课堂教学，提高学生的学习效果。
同时，教师要根据实际情况灵活调整教学方法，关注学生的个体差异，使每个学生都能在英语学习中取得进步。
英语五步教学法教案模板
英语五步教学法教案模板一、教学目标本课程的教学目标是帮助学生掌握并运用英语的基本语法和词汇，提高他们的听、说、读、写能力，并培养他们的英语思维和表达能力。
二、教学准备•教材：本课程使用教材《英语基础教程》，第一册。
•多媒体设备：投影仪、音响设备等。
•教学资源：PPT、录音文件等。
•学生学习材料：练习册、参考书等。
三、教学步骤1. 导入新知识（引导学生进入学习状态，激发学习兴趣）•使用图片、视频等方式引入本课的主题。
•创设情境，让学生通过观察、思考等方式猜测所学内容。
•提出问题或小测验，调动学生积极性。
2. 知识讲解与示范（向学生介绍新的知识点）•通过PPT等多媒体方式，向学生讲解本课的重点知识。
•逐步分解知识点，使用简单的语言解释，并给予示范。
3. 学生练习与合作（学生参与，互动合作）•分组活动：学生分小组进行口语练习，鼓励互相交流和讨论。
•轮流练习：教师与学生进行一对一的练习对话，提供反馈和指导。
4. 巩固与拓展（个别巩固，拓展学生思维）•练习册完成：学生独立完成课后练习册的相关练习题。
•拓展学习：根据学生的学习水平和兴趣，提供更多拓展学习资源或活动。
5. 总结与评价（梳理知识，评价学习效果）•总结复习：教师对本节课的重点知识进行总结和复习。
•提问互评：教师提出问题，学生互相评价回答的准确性和表达的流利程度。
四、教学评价本课程的教学评价包括以下几个方面：1.学生的参与度：学生是否积极参与教学活动，包括回答问题、参与小组活动等。
2.学生的表现：学生在口语和书面表达方面的表现，包括语法准确性、流利度等。
3.学生的成绩：通过阶段性测试等方式评价学生的学习效果和掌握程度。
4.教学效果：根据学生的学习情况和表现，评价教学方法的有效性和教学过程的顺利度。
五、教学反思根据学生的反馈和自我评估，对本节课的教学进行反思和总结，并进行教学优化和改进。
同时，针对学生的困惑和问题，提供进一步的辅导和指导。
以上就是英语五步教学法教案模板的内容。
高中英语 Unit2五步教学设计(1)新人教版必修5
英语必修5人教版新课标Unit 2五步教学设计案（1）（精品）必修五: Unit 2 the United Kingdom五步教学设计教学案Section Ⅰ Warming Up & Reading (Ⅰ)一、教学目标：让学生掌握本单元重点词汇和短语，了解英国的地理和历史。
教学重点：训练学生的阅读速度教学难点：学生阅读能力的提高二、预习导学（一）回答问题1. Which country will hold the 30th Olympiad in 2012?2. What is the full name of the UK?3. When you mention England, what or who will you think of?4. What do you know about the UK? Please do the quiz on page 9.（二）熟背常用短语1．consist 由……组成2．divide ... 把……分成3．break (from) 挣脱(束缚)；脱离4． one's credit 为……带来荣誉；值得赞扬；在……名下5．leave 省去；遗漏；不考虑6．refer 提及；参考三、问题引领，知识探究(一)Skim the text and choose the main idea of the passage.A．The history of the United Kingdom.B．The geography of the United Kingdom.C．The people of the United Kingdom.D．The politics of the United Kingdom.答案：B(二)Read the text and choose the best answer.1．When were England and Wales linked to Scotland?A．In the 13th century AD.B．When Great Britain was formed.C．When the southern Ireland formed its own government.D．When King James became King of England and Wales.2．Where do you have to go if you want to find more about British history and culture?A．Industrial cities.B．Older but smaller towns first built by the Romans.C．The Midlands of England.D．The North of England.3．The writer mentions London in the fifth paragraph mainly because ________.A．London is the capital of the United KingdomB．London can best reflect British history and cultureC．London is the home of art collectionsD．London has the oldest port made by the Romans4．From the passage, we know that ________.A．all the four countries share the same educational systemsB．the Romans came to England before the AngloSaxonsC．it was easy for Northern Ireland to join England, Scotland and WalesD．most of the industries are in the South of England答案：1～4 DBBB(三)Read the text carefully and fill in the chart with the information in the text.PUZZLES IN GEOGRAPHYthe ________ of the four countrieslinked to England in the ________________ joined England and ________ in the 17th centuryjoined with England, Wales and Scotland in the early ________ century________ the centre of ________ government and its administrationthe greatest ________ treasure — museums, artcollections, theatres, parks and buildingshistorical四、目标检测课文缩写填空If you study British history, you can easily ________ the problems about the names of the four countries.Wales was ________ to England in the 13th century AD, which was followed by Scotland in 1603.What made them ________ was to find them ________ peacefully ________ by war.And it was only after Northern Ireland joined with them that ________ finally came into being, which was shown in its new flag —________．England, the largest of the four, is ________ into three zones for ________；that is, the South, the Midlands, and the North.You'll find most population ________ in the south, and most industries were in Midlands and the North, though we couldn't find historical ________ there.As the greatest historical _______ of England, London owns famous museums, art ________， theatres, parks and famous buildings, all of which have been ________ greatly by the ________ of England.答案：clarify linked surprised united instead of the United Kingdom the Union Jack divided convenience settled attractions treasure collections influenced invaders五、分层配餐翻译下列句子1．To their credit the four countries do work together in some areas (eg, the currency and international relations), but they still have very different institutions.(P10)2．Although, nationwide, these cities are not as large as those in China, they have world-famous football teams and some of them even have two！(P10)3．It is a pity that the industrial cities built in the nineteenth century do not attract visitors.(P10)4．You must keep your eyes open if you are going to make your trip to the United Kingdom enjoyable and worthwhile.(P10)阅读理解The Union Jack is the national flag of the United Kingdom. It is so called because it combines the emblems (象征) of three countries — England, Scotland and Ireland (although since 1921 only Northern Ireland has been part of the United Kingdom)．The term “Uni on Jac k” possibly dates from Queen Anne's time, but its origin is uncertain. It may come from the “Jacket” of the English or Scottish soldiers; or from the name of James Ⅰ who originated the first union in 1603, in either its Latin or French form “Jacobus” or “Jacques”；or, as “jack” once meant small, the name may come from a royal proclamation(声明) issued by Charles Ⅱ that the flag should be flown only by ships of the Royal Navy as a jack, a small flag at the bowsprit(船首)．The Union Jack was originally a royal flag (when the present design was made official in 1801, it was ordered to be flown on all the King's forts and castles, but not elsewhere); it is today flown above Buckingham Palace and Windsor Castle when the Queen is not in residence. On news of a royal death, the Union Jack will be flown at halfmast (下半旗)．The flying of the Union Jack on public buildings is decided by the Department for Culture, Media and Sport at the Queen's command. The Union Jack is flown on government buildings on days marking the birthdays of members of the royal family, such as the Queen's official birthday, and on the days of the State Opening and prorogation of Parliament; it is also flown on St David's Day, St George's Day, St Andrew's Day, and St Patrick's Day.Although the Union Jack originated as a royal flag, it is now also flown by many people and organizations elsewhere in the United Kingdom. Its use as an emblem has extended beyond the form of a flag and the Union Jack is frequently shown on other objects.语篇解读：本文分析了英国国旗The Union Jack的起源和使用场合。
五步教学法
Is /are ...?
red round sweet blue sour orange yellow
Step 5: Homework
forgettable
1. Reinforce the use 2. Consolidate the memory 3. Deepen the impression
3. What did u learn in this class?
Practice Consolidation Homework
Organizer/Conductor Referee/Supervisor/Listener Helper, and later on, marker
二、The procedure of five-step teaching method in real class
I’m a cat. Meow meow meow. I’m a dog. Woof woof woof. I’m a bear. I’m a mouse. I’m a rabbit. Jump jump jump.
Optional 2 warm up
happy happy 嘻嘻嘻 sad sad 呜呜呜 angry angry 哼哼哼 shy shy 嗯嗯嗯
purpose
Eg: Uncontrolled or Free practice How’s the weather today?/ shopping/asking the way/what is it?
Attentions for consolidation:
Simple blackboard drawing
教学步骤五个环节英文
Teaching Steps: Five Phases of Instruction Teaching is a complex process that involves various stages and strategies to ensure effective learning outcomes. In this document, we will explore the five essential phases of instruction that promote optimal learning experiences.Phase 1: Preparing the ClassroomThe first phase of instruction involves setting up the classroom environment to create an atmosphere conducive to learning. This includes arranging desks, organizing visual aids, and ensuring all necessary materials are readily available. The teacher should also establish clear expectations and rules to foster a positive and orderly learning environment.Phase 2: Introduction and EngagementIn this phase, the teacher introduces the topic or lesson to capture the students’ attention and spark their interest. The teacher may use various strategies such as asking thought-provoking questions, sharing relevant anecdotes, or using multimedia presentations. The goal is to engage the students and provide a preview of the key concepts to be covered in the lesson.Phase 3: Presentation and ExplanationOnce the students are engaged, the teacher proceeds with presenting the main content of the lesson. This phase involves explaining complex ideas, providing examples, and delivering information in an organized and understandable manner. Visual aids, such as diagrams or charts, can be used to enhance the clarity of the presentation. Care should be taken to monitor student comprehension and address any misconceptions that may arise.Phase 4: Application and PracticeAfter the content has been presented, it is crucial to provide opportunities for students to apply their knowledge and practice the skills they have learned. This phase involves engaging the students in activities such as problem-solving exercises, group discussions, or hands-on experiments. The teacher should actively facilitate and guide the students’ learning during this stage, providing support and feedback as needed.Phase 5: Assessment and EvaluationThe final phase of instruction involves assessing student understanding and evaluating their progress. This can be done through various assessments, including quizzes, tests, projects, or class participation. The teacher should provideconstructive feedback to help students identify areas for improvement and reinforce their learning. Based on the assessment results, the teacher can then adapt future instruction to meet the individual needs of the students.ConclusionBy following these five phases of instruction – preparing the classroom, introduction and engagement, presentation and explanation, application and practice, and assessment and evaluation – teachers can create a comprehensive and effective learning experience for their students. These steps provide a structured framework that ensures students are actively involved in the learning process, leading to improved learning outcomes and academic success.。
高中英语 Unit2五步教学设计(2)新人教版必修5
英语必修5人教版新课标Unit 2五步教学设计案（2）（精品）必修五: Unit 2 the United Kingdom五步教学设计教学案Section Ⅱ Warming Up & Reading (Ⅱ)一、教学目标：让学生掌握本单元重点词汇和短语和句型教学重点：牢记并学会使用这些短语和句型。
教学难点：学生对重点词汇和短语的掌握和运用二、预习导学正确拼写单词(Ⅰ)根据所给词性和汉语意思写出单词1．credit n．信任；学分；赞扬；信贷2．currency n．货币；通货3．institution n．制度；机制；公共机构4．consist vi.组成；在于；一致5．clarify vt. 澄清；阐明6．accomplish vt.完成；达到；实现→accomplishment n．完成；实现7．unwilling adj.不愿意(的)；不乐意(的)→willing(反义词)8．rough adj.粗糙的；粗暴的→roughly adv.粗略地；粗糙地(Ⅱ)用所给词的适当形式填空9. The painting comes from his private collection_(collect)．10．The two countries are united (union) by the common interests.11．The Belgian language is closely related (relation) to French.12．I keep my reference books near my desk for convenience (convenient)．13．This festival attracts (attraction) thousands of visitors every year.14．I don't like the architecture (architect) of the eighteenth century.15．Our school is under construction (construct)．三、问题引领，知识探究高频词汇突破A week consists of seven days.一星期由七天组成。
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五步教学法英文教案：(Period 2 of Lesson 3 Book 2浏览次数：3515 来源：现代教学网加入时间：2005-10-14Teaching Plan (Period 3 of Lesson 3, Book 2)Teaching aims1. Learn the new words “tiger, lion, rabbit, deer”(understanding only).2. Learn the sentence patterns “Is it ...” “Yes, it is. / No, it isn’t.”3. Learn to sing the song “Old MacDonald has a farm”.Teaching aids1. A recorder2. Some pictures of animals3. Hanging charts of let’s talk.Teaching stepsStep 1. Revision1. Revise the names of animals learned before:Show pictures of animals(cat, dog, fox, pig, chick, duck, hen, bee, bird, fish, frog, bear, monkey, panda, elephant, giraffe), and ask Ss to say them.2. Revise the rhyme in Let’s chant: First listen to the recorder. Then ask Ss to repeat and recite the rhyme.3. Revise the dialogue in let’s talk: Put up hanging charts, or show stick drawings of let’s talk. Listen to the tape. Ask Ss to repeat the dialogue of let’s talk. Then ask some students to act it out.Step 2. Presentation1. Learn the new words “tiger, lion, deer, rabbit”:Ask the student to guess some riddles.Example: It’s an animal. It has red eyes and long ears. What is it?Ss may answer in Chinese. Some riddles can also be asked in Chinese.Example: 名字叫小花，喜欢摇尾巴，夜晚睡门口，小偷最怕它。
(Dog)After guessing, ask Ss to take out the handwork materials. Say “Draw a tiger (lion, deer, rabbit)." Get Ss to take out the relative picture and draw it.After drawing all four, say “tiger (lion...)”and get Ss to h old up the relative picture. If possible, show the pictures of tiger(lion...) and ask Ss to say the Chinese meanings.2. Learn the new sentence pattern:First show some pictures. Ask and answer “A cat?” “Yes, it is.”“A dog?” “No, it isn’t.” Then do it again. Ask and answer “Is it a cat?” “Yes, it is.” “Is it a dog?” “No, it isn’t.”Step 3. Drills1. Show pictures of tiger, lion, deer, rabbit and so on. Ask the class “Is ita ..."”Let the class answer “Yes, it is.” or “No, it isn’t”.2. Divide the class into two parts. Let them ask and answer.Example: Teacher show a picture of a tiger and says “deer”. Then let the left half ask “Is it a deer?”.and the right half answer “No, it isn’t.”3. Get the students to practise the dialogue in pairs, using the stick drawings they have drawn.Step 4. PracticePlay a game. Put up (or draw) some pictures of animals on the Bb. Ask Student A to come to the front, facing the class, Students B to come to the Bb. Student B points to one of the pict ures. Student A asks, “Is it a lion ..."” The whole class answer “Yes,it is.” or “No, it isn’t.”Step 5. Learning the songListen to the tape. Then sing after the tape sentence by sentence. After singing several times, sing the whole song.Step 6. ConsolidationRevise the new words and the sentence pattern learned in this period.五步教学法教案：(Period 2 of Lesson 3 Book 1)浏览次数：2228 来源：现代教学网加入时间：2005-10-14Teaching Plan (Period 2 of Lesson 3 Book 1)Teaching aims1. Learn the new words “my, name, is, goodbye, bye.”(understanding and saying them)2. Learn the sentence pattern “my name is ....”3. Learn Part 2 of Let’s talk.4. Learn to chant the rhyme in Let’s chant.Teaching aids1. Flashcards of letters A to G2. Pictures of animals3. Some head ornaments4. A recorderTeaching stepsStep 1. Revision1. Revise the names of the letters A to G:Ask Ss to take out their flashcards of the letters. Say the letters and get Ss to hold up the relative flashcards.Show flashcards of these letters. Get Ss to read them out.2. Revise the names of animals:Ask Ss to take out their pictures of animals. Say the names of animals and get Ss to hold up the relative pictures.Show pictures of animals and get Ss to say the names.3. Revise Part 1 of let’s talk:Go up to some Ss and talk to them like this:T: Hello! I’m ....(or Good morning. I’m....)S: Hello! I’m....T: Nice to meet you.S: Nice to meet you, too.Step 2. Presentation1. Learn the new wor d “name”:Write teacher’s name on the Bb. Point to it and say “my name”. Go up to a student, take up one of his/her books, point to the name on it and say “your name”. Do it several times, and then ask Ss to guess the meaning of “name”. They can answ er in Chinese.2. Learn the sentence pattern “my name is ...."Point to yourself and say “I’m ....” “my name is ....” Then draw stick pictureson the Bb and say, “Look, this is Qiqi and this is Tom.(瞧，这是奇奇，这是汤姆。
)” “They are talking. (他们在谈话) “Now let’s listen. (现在请听他们的谈话。
)”Then act both as Qiqi and as Tom(using finger puppets) and make the follow dialogue:Qiqi: Good morning.Tom: Good morning.Qiqi: I’m Qiqi. My name is Qiqi.Tom: I’m Tom. My name is Tom.Qiqi: Nice to meet you.Tom: Nice too meet you, too.Qiqi: Goodbye.Tom: Bye.Do it several times and then ask Ss to guess the meaning of “my name is ....”.”Goodbye”and “Bye”. They can answer in Chinese.Step 3. Learning Let’s chant1. Play the recorder. Let Ss listen to the rhyme several times.2. Get Ss to chant the rhyme after the recorder.Step 4. Drills1. Play the recorder. Let Ss listen to the dialogue of Part 2 of Let’s talk. Rewind the tape, play again and let Ss repeat it sentence after sentence.2. Divide the whole class into two parts. One half will be Tom, and the other half will be Qiqi. Get Ss to practise the dialogue several times. Then change roles and practise the dialogue again.3. Drill in rows or lines: Let Row 1(or line 1) be Tom, and Row 2 (or Line 2) be Qiqi. Get them to practise the dialogue.4. Drill in pairs: Get Ss to practise the dialogue with their partners. First use their own names. Then take out flashcards of animals and use the names of animals.5. Ask some pairs to stand up and practise the dialogue. They may use their own names, or use the names of animals.Step 5. PracticeAsk some students to come to the front and act out the dialogue. Encourage them to use other words, expressions and sentences they have l earned, such as “Hello” “Good morning? “I’m ...." It’s better to let them put on head ornaments while acting.Step 6. Consolidation1. Revise the names of the letters A to G.2. Learn the dialogue and the rhyme by heart.。