Teaching Plan
教学设计 Unit11 teaching plan
Unit 11: Could you please tell me where therestrooms are?Part 1: Teaching Design第一部分:教学设计Period 1: Matching, Listening and Speaking (Page 86)(Could you tell me where I can buy some stamps?) Objectives●To learn to understand and use indirect questions●To listen and speak about how to ask for information politelyProcedures■Warming up by studying the title “Could you please tell me where the restrooms are?”Hello everyone. I am a strange here in this city. Could you tell me how to get to the supermarket? All right, I am telling a lie to you. I am not new here. I said so just to help you learn to use the indirect questions.Now turn to page 87 first and look at the three sentences in the Grammar Focus.Have you noticed the word “where” and “how” used in the sentences. The questions introduced by them are called the indirect questions.Now in pairs make similar sentences with “where” and “how”.1a Looking and matchingOn page 86 is a picture of a city. A visitor is asking someone questions about things to do at certain places. Now look at the picture and match each thing with a place.1b Listening and completingIt is difficult to get around in a new place. Now listen to the recording and complete the dialogue in the picture on page 86. Write your words here in the speech bubbles.Now go to page 134 to read the tapescript.While reading try to find all the sentences used to ask for information politely, cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underlineall the expressions. That’s grammar study, indeed.Now try to make a conversation like the one you read just now.1c Pairing and speakingIn 1a there are many phrases describing activities. Now use them to make up conversations to talk about your own city. (The Indirect questions are darkened.)Period 2: Listening and Speaking (Page 87) (Can you tell me where I can buy some shampoo?) Objectives●To learn to understand and use indirect questions●To listen and speak about how to ask for information politelyProcedures■Warming up by studying the “Target Language”Hello, class. Go to page V first. Read after me the sentences in Target Language.—Excuse me. Do you know where I can exchange money?—Sure. There’s bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore.2a Listening and numberingDo you like shopping? If you do，come and listen to the directions for going shopping around a new city.While listening please number the directions in the order that you hear them.Now go to page 134 and read the tapescript. While reading try to find all the indirect questions, cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s grammar study, too.2b Listening and drawingDo you like drawing？Now listen to the recording again to draw a line on the picture on page 87 to show how the boy walks to the drugstore.2c Pairing and speakingWhat else do you like to buy? Then make conversations in pairs using the other places in the picture on page 87.Period 3: Reading, Speaking and Writing (Page 88)(They’re all at the mall.)Objectives●To learn to understand and use indirect questions●To read, speak and write asking for information politelyProcedures■Warming up by learning to use “mall” to make sentencesHello, class. Do you know what a mall is?It is a business center, usually including restaurants and a convenient parking area. It is a modern version of the traditional marketplace.Now let’s make sentences with “mall”.3a Reading and listingOn page 88 is an article about going to a mall. Now read it to list the advantages and disadvantages of going to a mall. While reading try to cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s grammar study, in deed.Copy all the expressions in your notebook.3b Grouping and speakingWhere do you usually hang out with friends? What are the advantages and disadvantages of hanging out at your house, at a mall or at your school? Now in groups talk about them.4. Thinking and writingNow we are going to challenge one another. Write directions from your school to three certain places. Read the directions to each other and guess the places.Unit 11 Could you please tell me where the restrooms ar e？Section BObjectives●T o describle some places with adjectives●tolearn to understand and use indirect questions●To write, listen and speak asking for information politelyProcedures■Warming up by looking at some pictures1a Reading and orderinginteresting fascinating inexpensive delicious uncrowdedbig beautiful safe clean convenientFirs t：Look at the words and make sentencesSecon d：Make new conversationsOn page 89 is a list of words and a box with places. Now go over them and put in words beside the place, the most important quality words first.1b Pairing and speakingYou are familiar with the words in 1a. Now use them to talk about your city.2a Listening and writingSome tourists are going around your city. They are asking about things. Now listen to them talking and write what they ask about.Do you know what the tourists are asking about?2b Listening and writingNow you are to listen to the conversations for the second time. Listen for where the man saysthe tourists should go.EXERCISE S：To look at the screen and do them SUMMAR Y：To learn to understand and use indirect question To speak asking for information politely HOMEWOR K：To make new conversations like 2c on page 89教学设计三河中学马云霞Period 5: Reading, Writing and Speaking (Page 90) (Eat, have fun and learn in Watertown!)3b Reading and completingOn page 90 is an unfinished tour guide to Sunville. Now turn back to 2a and 2b for information to finish it.3c Write a guide to your city or townMY HOMETOWN: TAIYUANTaiyuan, the capital city of Shanxi Province, lies in the north part of Middle Jin and crosses the River Fen. The city area has three parts, one smaller city and five counties. The history of the city can go back to over 2,400 years ago. It was set up in 497 BC, the end of the Spring and AutumnPeriod and was named Jinyang, the northern bank of the Jin River. In Chinese, the northern bank of waters is called yang. In 982, Song Taizong, Zhao Kuangyi, the second emperor of the Song Dynasty burned and flooded Jinyuan City. After that, he ordered one of the officials, Pan Mei to build Taiyuan City in Tangming Town, north of Jinyuan City. Thus, came the present Taiyuan City. Taiyuan, in Chinese, means the greatest plain. In fact, around it there are many high mountains and hilly areas. Only one-fifth of the whole area is plains. Taiyuan has coal and iron, so it has the name, "the home of coal and iron." Taiyuan is nice in climate. It is not dry and cold in winter, not hot and rainy in summer, not dusty and windy in spring. But it is cool and comfortable in autumn.4 Grouping and speakingOne of the group members is to role play the information booth worker, and the others are the tourists. The tourists are asking about your city.。
Teaching_Plan(英语说课稿)
Teaching_Plan(英语说课稿)1000字IntroductionGood morning/afternoon everyone. My name is [Teacher’s Name] and today I am here to present my teaching plan foran English class. The subject I will be teaching is [Topic]. The target students for this class are [Age/Grade level].ObjectivesBy the end of this class, the students will be able to:1. Discuss [Topic] in English fluently;2. Use basic English vocabulary related to [Topic];3. Accurately construct sentences in English;4. Practice listening and speaking skills through conversation.MaterialsFor this class, we will be using the following materials:1. A whiteboard and markers;2. A worksheet related to the topic;3. A handout with basic vocabulary related to the topic;4. Listening materials.Classroom Set-upThe classroom should be set up with students seated in groups of four to facilitate group work and conversation. The teacher’s desk and whiteboard should be positioned in the front of the classroom. The classroom should also bewell-lit and quiet to minimize distractions.Procedure1. Warm-up Activity (10 minutes)The teacher will start the class with a warm-up activity to get the student’s minds focused and engaged. This activity will include asking the students to introduce themselves and talk about their hobby in English. Through this activity, students can introduce themselves to their peers, and start practicing their speaking skills. This activity will also help in establishing rapport within the class.2. Introduction of Vocabulary (20 minutes)The teacher will then move on to introducing basic vocabulary related to the topic of [Topic]. The vocabulary will be presented through a handout and the teacher will ask the students to match the words with their corresponding meanings. This activity will help familiarize the students with the terminology related to [Topic].3. Individual Work (20 minutes)After the introduction of vocabulary, students will be given a worksheet related to [Topic]. Students will be asked to answer questions related to [Topic] based on the information they have learned from the handout. Thisactivity will help students practice their reading and comprehension skills while also reinforcing their understanding of the vocabulary.4. Group Work (25 minutes)In this activity, students will be divided into groups of four. Each group will be given a set of pictures related to [Topic]. Students will then be asked to describe what they see in the picture in English. Through this activity, the students will be able to practice their speaking and listening skills while also practicing constructing sentences in English.5. Conclusion and Feedback (10 minutes)To end the lesson, the teacher will summarize the keypoints of the lesson and ask for feedback from the students regarding the class. The teacher will also address any questions or concerns from the students. This activity will help ensure the students have understood the lesson andgive them the opportunity to provide feedback about the class.ConclusionIn conclusion, this teaching plan is designed to help students practice their English language skills while also learning about [Topic]. Through this plan, students will engage in activities that develop their listening, speaking, reading and writing skills. It is hoped that by the end of the class, the students will leave with a deeper understanding of [Topic] and improved English language proficiency. Thank you for listening.。
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。
二年级英语Time (teaching plan) 教学教案
二年级英语Time (teaching plan) 教学教案第一章：课程简介教学目标：1. 让学生掌握时间相关的词汇，如：morning, afternoon, evening, night, hour, minute等。
2. 培养学生用英语询问和表达时间的能力。
3. 引导学生通过观察和思考，发现时间的变化和规律。
教学内容：1. 时间词汇的学习和运用。
2. 时间表达句型的学习和实践。
3. 通过观察和实验，探索时间的规律。
教学方法：1. 采用直观教学法，利用图片、教具等辅助教学。
2. 采用情境教学法，创设生活情境，让学生在实际情境中学习和运用英语。
3. 采用分组讨论法，引导学生相互交流、合作学习。
第二章：教学重点与难点教学重点：1. 时间词汇的掌握。
2. 时间表达句型的运用。
教学难点：1. 时间的精确表达，如：几点几分。
2. 理解并运用时间相关的疑问词，如：What time is it? How old are you?第三章：教学步骤1. 热身活动：引导学生用中文谈论自己的一天，如：早上、下午、晚上等。
2. 引入新课：展示时间相关的图片，引导学生用中文表达，过渡到英文。
3. 学习时间词汇：教授morning, afternoon, evening, night, hour, minute 等词汇，让学生跟读、模仿。
4. 学习时间表达句型：教授What time is it? How old are you?等句型，让学生进行角色扮演，实际运用。
5. 实践环节：分组讨论，让学生用英语询问和表达时间，教师巡回指导。
第四章：作业布置1. 抄写时间词汇，加强记忆。
2. 运用时间词汇，编写小故事。
3. 观察生活中时间的变化，记录下来并与同学分享。
第五章：教学反思本节课通过图片、教具等直观教学手段，让学生掌握了时间词汇，并能够在实际情境中运用时间表达句型。
在实践环节，学生分组讨论，积极参与，提高了英语口语表达能力。
二年级英语Time (teaching plan) 教学教案
二年级英语Time (teaching plan) 教学教案一、教学背景学生年龄：7-8岁学生英语水平：初步接触英语，能进行简单的日常交流教学目标：通过本节课的学习，让学生能够理解并运用英语表达时间概念二、教学内容教学主题：时间（Time）核心词汇：morning, afternoon, evening, night, 1-12的数字核心句型：What time is it? It's time to三、教学方法交际式教学法：通过互动交流，让学生在实际情境中学习和运用英语情境教学法：创设生活情境，让学生在具体场景中理解时间概念游戏教学法：通过趣味游戏，激发学生的学习兴趣，巩固所学知识四、教学步骤1. 热身活动（5分钟）教师与学生用中文进行简单的日常交流，如问候、询问时间等逐渐引入英文，让学生适应英语环境2. 引入新课（10分钟）教师展示一幅日常生活场景图，引导学生观察并说出时间词（morning, afternoon, evening, night）教师出示数字1-12，引导学生认识并朗读数字3. 新课学习（15分钟）教师通过展示图片和实物，教授核心句型"What time is it? It's time to"学生跟随教师一起朗读并模仿，确保掌握句型结构4. 实践活动（10分钟）教师创设一个模拟家庭生活的情境，让学生扮演家庭成员，用英语询问和回答时间学生分组进行角色扮演，巩固所学知识5. 总结与作业（5分钟）教师带领学生回顾本节课所学内容，强调重点词汇和句型布置作业：让学生用英语绘制一幅时间轴，标出一天中的重要时间点五、教学评价课堂参与度：观察学生在课堂活动中的积极参与程度和表现语言运用能力：评估学生在角色扮演等环节中运用英语的能力作业完成情况：检查学生作业的完成质量，评估学生对课堂所学知识的掌握程度六、教学资源实物教具：钟表模型、数字卡片图片素材：日常生活场景图、家庭成员角色图片教学PPT：包含核心词汇、句型及相关教学内容作业模板：时间轴绘制模板七、教学注意事项确保学生能够清晰地看到教学PPT和实物教具在角色扮演环节，鼓励学生大胆开口说英语，增强自信心对于学习有困难的学生，教师应给予个别辅导和鼓励关注学生的语音准确性，及时纠正发音错误八、教学拓展活动组织学生进行时间接力赛，每组学生依次用英语回答时间问题，最快完成的组获胜让学生分组创作一篇关于家庭成员一天活动的短文，用英语描述家庭成员在不间做的事情邀请家长参与课堂，共同参与时间主题的游戏和活动，增进亲子关系九、教学反思教师在课后应认真反思本节课的教学效果，思考如何改进教学方法，提高教学效果关注学生的学习反馈，了解学生的学习需求，调整教学内容和教学方式结合学生的作业完成情况，评估学生对时间主题的英语词汇和句型的掌握程度，为后续教学提供参考十、课后作业作业一：让学生用英语绘制一幅时间轴，标出一天中的重要时间点，并配以简短的文字描述作业二：家庭成员一天活动短文创作，用英语描述家庭成员在不间做的事情作业三：复习本节课所学时间词汇和句型，录制一段英语口语练习视频，展示自己的英语口语表达能力十一、教学评估课后通过学生的作业和课堂表现进行评估，了解学生对时间主题英语词汇和句型的掌握情况通过与学生的交流和家长的反馈，了解学生的学习兴趣和学习需求，为后续教学提供参考结合教学反思，调整教学策略和方法，提高教学效果十二、教学延伸组织学生进行时间主题的英语角活动，让学生在实际交流中运用所学知识开展时间主题的英语手抄报比赛，激发学生的学习兴趣和创作能力邀请英语老师进行课堂教学交流，分享教学经验和方法十三、教学改进根据学生的学习反馈和作业完成情况，及时调整教学内容和教学方式，确保学生能够扎实掌握时间主题的英语知识在教学中注重学生的语音训练，提高学生的英语口语表达能力鼓励学生积极参与课堂活动，增强学生的英语学习自信心十四、家长沟通定期与家长进行沟通，了解学生在家的学习情况和家长对教学的意见和建议向家长介绍学生在课堂上的表现和进步，共同关注学生的英语学习成长鼓励家长参与课后辅导和家庭英语学习活动，共同促进学生的英语学习十五、课程总结对本节课的教学内容和教学活动进行总结，回顾教学目标的实现情况反思教学过程中的优点和不足，为后续教学提供经验和教训总结学生的学习成果和进步，鼓励学生继续努力，提高英语水平重点和难点解析重点：学生能够理解并运用英语表达时间概念，掌握核心词汇和句型。
Teaching Plan初一下
教学计划初一英语2011，02，25教学计划内容概说：学法方面。
经过初中一年级上学期英语学习，大部分学生的英语听说读写能力已经得到了一定程度的提高。
但是，部分学生的学习方式方法还需要进一步改正和规范。
比如，单词记忆还机械地罗列字母顺序，不能从发音，字母组合，形似词，同义词，反义词以及单词应用等方面来多角度识记。
因此，进一步学习科学的英语学习方法仍然本学期的一项重要内容。
语音方面。
本学期语音学习的要求也有了一些变化，开始从上学期的单个音向语句音转变，所以，朗读训练还要进一步坚持。
语法方面。
本学期的语法内容比较多，一共有四项，现在进行时，一般将来时，一般过去时以及形容词和副词比较级。
因此，语法学习是本学期的重点，也是难点。
能力方面。
听力训练还要落到实处，争取每节课都有专门的听力训练时间。
同时，由于学生在词汇和语法方面有了一定的提高，本学期可以适当进行一些阅读训练。
Part 1 指导思想：1．挤时间。
备课时，精选要点，精选例句。
力争使课堂更加紧凑。
在进行新知识点的同时，注重旧知识点的浮现率，最好利用知识的正迁移来学习新的知识点。
2．降难度。
备课时，认真筛选，去除不必要的拓展，使知识点更贴近中考。
教研组内要集思广益，群策群力，同时必须注重各个班级的客观实际因材施教。
3．自主学。
备课时，为学生准备下节课的纲要，并使之成为家庭作业的一部分，这样，学生课前预习能够有的放矢。
而且，在课堂上，教师要按时检查，以督促学生按时完成。
Part 2 实施措施：1．语法方面，以教材为基础，通过例句-精讲-操练-归纳这一过程进行训练。
例句要立足于生活，讲解要力求多角度，操练要达到全员参与，归纳要实现由学生到老师。
2．词汇方面，课前教师必须正音，强调单词记忆的科学顺序：发音-拼写-释义。
而且，重点词在认识记忆的同时，应该适当加以应用，使单词掌握与句子应用结合起来。
3．阅读方面，充分利用教材，阅读时，应该及时揭示和强调阅读技巧的重要性。
大班英语优质课教案《TeachingPlan》
大班英语优质课教案《TeachingPlan》一、教学目标1.学生能够听懂、说出并认读26个英文字母及其对应的音素；2.学生能够运用所学知识自如地进行字母拼读、单词拼写；3.学生能够初步理解并使用简单的英语日常用语。
二、教学内容1.字母认读：•同学们认识26个英文字母，能够用正确的发音读出字母的名称，例如：A, B, C…Z；•同学们能够通过所学的字母表快速找到想要的字母并说出它的名称。
2.字母拼读：•同学们学会了如何通过字母的发音拼出一个单词，例如：cat, dog, bat；•同学们能够听到老师念出一个单词后快速拼读它，并说出单词的意思。
3.日常用语：•同学们学会了如何使用简单的日常用语，例如：hello, goodbye,thank you；•同学们能够听懂老师使用这些日常用语，并能够正确地使用它们进行交流。
三、教学方法1.情景模拟法：•因为同学们还没有到英语言的基本功夫阶段，因此在让同学们进行字母学习的时候，我们采用自然拼音法进行，同时将字母进行归类，像ABCD发音一样归类。
•在学习日常用语的时候，老师会与同学们进行互动，通过情境模拟来让同学们能够更好地理解并使用这些日常用语。
2.游戏教育法：•在学习字母拼读的时候，我们采用游戏的方式来进行教学，比如Bingo小游戏，配合声音和图片，帮助同学们快速地记忆和拼读单词。
3.归纳法：•在学习字母和日常用语的时候，我们采用归纳法，即将学习内容进行分类，将字母和日常用语分别进行汇总，方便同学们进行对照和记忆。
四、教学步骤1. 字母认读1.听老师读出26个英文字母的名称，同学们跟读；2.分组比赛，根据老师所说的字母名称，第一个跟读出来的小组获胜；3.学生自由读出由老师即兴出现的随意字母。
2. 字母拼读1.老师播放音频，让学生们听声音，说出音频中的每个单词中的字母；2.BINGO小游戏，根据音频快速拼读单词并标记；3.学生自己编写单词进行拼读及说出意思。
二年级英语Time (teaching plan) 教学教案
二年级英语Time (teaching plan) 教学教案第一章：课程背景1.1 课程定位：本课程旨在通过英语学习，让学生掌握时间的基本表达方式，培养他们的时间观念，提高他们的英语听说能力。
1.2 课程目标：通过本章学习，学生能够理解并运用英语表达时间，如：o'clock, half past, quarter past等。
第二章：教学内容2.1 教学词汇：hour, minute, o'clock, half past, quarter past, quarter to等时间相关的词汇。
2.2 教学句型：What time is it?It's o'clock.It's half pastIt's quarter pastIt's quarter to第三章：教学过程3.1 热身活动（5分钟）：教师与学生用中文进行简单的问答，如：“现在几点了？”、“我要去学校了，几点钟出发合适？”等。
学生自由讨论，分享他们平时是如何安排时间的。
3.2 引入新知识（10分钟）：教师出示各种时间相关的图片，如钟表、闹钟等，引导学生用中文说出时间。
教师引导学生用英语描述时间，如：“It's two o'clock.”、“It's half past three.”等。
3.3 讲解与练习（15分钟）：教师讲解时间表达方式的正确与否，如：“It's three quarters to four.”是错误的。
学生跟读，模仿教师的时间表达方式。
教师设置情境，让学生进行角色扮演，运用所学的时间表达方式。
3.4 巩固练习（10分钟）：学生分组，互相提问并回答时间，如：“What time is it?”、“It's o'clock.”等。
教师选取几组学生的练习进行展示，并给予评价。
第四章：作业布置4.1 学生用英语制作一张时间表格，包括早上、中午、下午和晚上各个时间点。
二年级英语Time (teaching plan) 教学教案
二年级英语Time (teaching plan) 教学教案第一章：课程背景1.1 课程定位：本课程旨在通过有趣的教学活动，帮助二年级学生掌握时间相关的英语词汇和表达方式，提高他们的英语听说能力。
1.2 教学目标：（1）让学生能够听懂并正确使用时间相关的英语词汇，如：morning, afternoon, evening, night, clock, minute, second等。
（2）让学生能够用英语简单描述一天的时间安排，如：I get up at 7 o'clock in the morning. I go to school at 8 o'clock in the morning. I have lunch at 12 o'clock in the afternoon. I go home at 4 o'clock in the afternoon.（3）培养学生对英语学习的兴趣和积极性。
第二章：教学内容2.1 时间词汇的学习：（1）教授时间词汇：morning, afternoon, evening, night, clock, minute, second等。
（2）通过图片和实物，帮助学生理解和记忆时间词汇。
2.2 时间表达的学习：（1）教授表达方式：I get up at, I go to school at, I have lunch at, I go home at等。
（2）通过小组讨论和角色扮演，让学生练习使用时间表达。
第三章：教学方法3.1 游戏教学法：通过趣味游戏，让学生在轻松愉快的氛围中学习时间词汇和表达。
3.2 情境教学法：创设真实的生活情境，让学生在实际语境中练习使用时间表达。
3.3 小组合作学习：引导学生分组讨论和角色扮演，提高学生的参与度和合作意识。
第四章：教学步骤4.1 热身活动（5分钟）：通过播放英文歌曲《Hello, Hello, Hello!》，让学生活跃气氛，进入学习状态。
高中英语教案(英文模板)Teachingplan
高中英语优秀教案(英文模板)Teachingplan一、教学目标：1. 知识目标：学生能够掌握并运用本课核心词汇和短语。
学生能够理解并运用本课所学的语法知识。
2. 能力目标：学生能够提高听力理解能力，能听懂并准确回答问题。
学生能够提高口语表达能力，能够流畅地用英语进行对话。
3. 情感目标：学生能够激发对英语学习的兴趣，培养积极的学习态度。
二、教学内容：1. 词汇和短语：学生需要掌握本课中的核心词汇和短语，并能运用到实际情境中。
2. 语法知识：学生需要理解并掌握本课所学的语法知识，能够正确运用到句子中。
三、教学过程：1. 导入：通过与学生的生活相关的场景引入本课主题，激发学生的兴趣和好奇心。
2. 词汇和短语教学：通过例句、游戏等方式教授本课核心词汇和短语，让学生在实际情境中进行运用。
3. 语法知识教学：通过例句、练习等方式教授本课所学的语法知识，让学生能够正确运用到句子中。
四、作业布置：1. 词汇和短语练习：让学生完成相关的词汇和短语练习题，巩固所学知识。
2. 口语作业：让学生与同学进行对话练习，提高口语表达能力。
五、教学评价：1. 课堂参与度：观察学生在课堂上的积极参与程度和表现。
2. 作业完成情况：检查学生完成作业的情况，巩固所学知识。
3. 口语表达能力的提高：通过对话练习，评估学生的口语表达能力是否有提高。
六、教学策略：1. 任务型教学法：通过设计各种真实的任务，让学生在完成任务的过程中运用所学知识，提高语言运用能力。
2. 交际式教学法：鼓励学生积极参与课堂对话，培养学生的交际能力和团队合作精神。
3. 情境教学法：创设各种真实的学习情境，让学生在实际情境中感知和运用语言。
七、教学资源：1. 教材：使用符合课程标准的高中英语教材，为学生提供丰富的学习内容。
2. 多媒体设备：利用多媒体课件、视频等资源，丰富教学手段，提高学生的学习兴趣。
3. 网络资源：利用网络资源，为学生提供更多的学习资料和实践平台。
二年级英语Time (teaching plan) 教学教案
二年级英语Time (teaching plan) 教学教案一、教学目标：1. 学生能够理解并运用单词"time" 以及相关词汇表达时间。
2. 学生能够理解简单的句子，并能够用英语询问和回答时间。
3. 学生能够通过听力、口语、阅读和写作等多种方式运用所学知识。
二、教学内容：1. 单词：time, hour, minute, second, morning, afternoon, evening, night2. 句子：What time is it? It's 1 o'clock. What time do you get up? I get up at 7 o'clock.三、教学资源：1. 教学课件：包括数字时钟、时间相关图片等。
2. 时间卡片：用于学生练习。
3. 录音机或音响设备：用于播放听力材料。
四、教学步骤：1. 引入：向学生展示数字时钟，引导学生关注时间。
2. 讲解：讲解单词和句子的用法，让学生跟随老师一起模仿发音。
3. 练习：学生分组，用时间卡片进行问答练习。
4. 听力：播放听力材料，学生跟随录音一起练习。
5. 写作：学生用所学知识编写简单的句子，描述自己的一天。
五、作业布置：1. 学生回家后，用英语询问家长时间，并回答。
2. 学生回家后，尝试用英语描述自己的一天。
六、教学评估：1. 课堂参与度：观察学生在课堂活动中的参与情况，是否积极回答问题、参与小组讨论等。
2. 问答练习：评估学生在时间卡片问答练习中的表现，是否能够正确使用单词和句子表达时间。
3. 听力理解：通过听力练习，评估学生对时间相关句子的理解程度。
4. 写作作业：评估学生回家后完成的写作作业，是否能够用所学知识描述自己的一天。
七、差异化教学策略：1. 对于学习困难的学生，可以通过重复练习、个别辅导等方式帮助他们巩固知识点。
2. 对于学习进步的学生，可以提供更多的挑战性任务，如制作时间相关的思维导图、编写小故事等。
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。
Teaching Plan教案
Teaching Plan (黄老师建议把design改为plan)Unit 1 Cultural RelicsWarming up and Reading (I)--------- Class type and period:Reading, Period 1Teaching objectives:1. Knowledge aim:Students can understand the history of Amber Room and get more knowledge about cultural relics. (梁老师建议词汇先不作为本节课的知识目标，因为教学步骤没有提到)2. Ability aims1) S tudents’ reading skills of skimming and scanning can be trained.2) Students’ ability of getting information can be improved.3. Emotion aimStudents have the sense of protecting cultural relics.Teaching important / difficult points1) understand the history of Amber Room2) improve the reading comprehending abilityTeaching methods and ways :TBLT （任务型教学法）（梁老师建议删掉学习方式）Teaching aids : BlackboardTeaching proceduresStep I Warming up (1min)Ask the students the following questions: Do you know what a cultural relic is? Can you give me an example?(Purpose: to draw the students’ attention in class and let them try their best to think of the cultural relics that they know)Step II Pre-reading (7mins)1.Ask the students to turn to page 2 of workbook and then name out the famous places in the pictures.2. Discuss what they are and whether they are cultural relics or not. And then think about the question2 and question3 on page1.3. Show them the definition of cultural relic.(Purpose: to raise students' awareness that there are some well-known cultural relics both at home and abroad. With the questions that they have thought about, students will have a clear idea of what a cultural relic is)Step III While-reading (25mins)(1)Fast readingAsk the students to read the text quickly and grasp the main idea of each paragraph. And then finish Exercise 2 on page 2. Match the questions with the paragraphs. (Purpose: to train students’ reading skill of skimming and make the students get the general idea of the text)(2)Careful reading1.Read the text carefully, try to get more detail information about the text, and finish Exercise 1, join the correct parts of the sentences together.(Purpose: to improve students’reading ability and make the students have a better understanding of the history of Amber Room)2. Read the text carefully again and answer the questions of Exercise 2 on page 2. (Purpose: to make the students read the text patiently and grasp the details of the text so as to deepen the understanding of this text.) (经思考觉得让学生回答练习2的五个问题比介绍琥珀屋这个填空题更有意义)Step IV Post-reading : Discussion (3mins)Ask the students to discuss the following questions with their partners.Do you think the Amber Room is a cultural relic? What is the value of the cultural relic?(Purpose: to make the students think actively and know the value of the cultural relicso as to have the awareness of protecting cultural relics.Step V Summary (2mins)Ask the students to retell what we have learned in this lesson.(Purpose:To make students have a clear memory of what they have learned)StepⅥHomework (1min)Read the text again and finish exercise 1of Discovering useful words and expressions. (Purpose: to make the students review the text and have a good preparation for next class)Blackboard design(经思考觉得不用板书词汇，右边留空写练习答案)Teaching reflection：。
teaching plan 口语课 英文
teaching plan 口语课英文全文共四篇示例，供读者参考第一篇示例：Teaching Plan - Spoken English ClassIntroduction:- Class Level: Intermediate- Class Duration: 2 hours- Class Size: 10-15 students- Class Frequency: Once a weekObjectives:By the end of the class, students should be able to:1. Hold simple conversations in English on various topics2. Pronounce English words accurately and fluently3. Understand and respond to common English phrases and expressions4. Improve their listening skills and comprehensionMaterials Needed:Teaching Plan:第二篇示例：Teaching Plan for Spoken English ClassIntroduction:Goals:1. To improve students' ability to speak confidently and fluently in English.2. To expand students' vocabulary and improve their pronunciation.3. To enhance students' listening skills and ability to understand spoken English.4. To provide students with opportunities to practice speaking in various real-life situations.Course Outline:Week 3-4: Vocabulary BuildingWeek 5-6: Pronunciation PracticeAssessment:第三篇示例：Teaching Plan for Spoken English ClassIntroduction:Speaking is an essential part of language learning, as it allows students to communicate effectively in real-life situations. This teaching plan is designed to help students improve their spoken English skills through a variety of activities and exercises.Course Content:第四篇示例：Teaching Plan for Spoken English CourseCourse Objectives:1. Improve students’ ability to express themselves clearly and confidently in English.2. Enhance students’ listening comprehension skills.3. Bu ild students’ vocabulary and improve their pronunciation.4. Develop students’ ability to engage in conversations ona variety of topics.5. Increase students’ confidence in using English in practical situations.Module 3: Conversational SkillsWeeks 7-9- Discussing and expressing opinions on various topics. - Practicing turn-taking and active listening.- Group discussions and debates.。
Teaching Plan(模板)精选全文
可编辑修改精选全文完整版Teaching PlanTeaching Content:Go for it, (students’ book of grade 9)Unit 1 How do you study for a test? (Section B, 3a, 3b, 3c.)Teaching Time: One class hour (40 minutes)Teaching Aims:1. Learn and master new words, phrases and sentence patterns.2. Enable the students to talk in English about how to study English very well.3. Develop the students reading and writing ability.Important Points:1. Master some phrases and the objective clause.2. Improve the students’ reading and writing ability on English learning skills.3. Learn to co-operate in the study with classmateTeaching Difficult Points:1. Phrases and Sentence Patterns:first of all, later on, laugh at, take notesSb. realize that – clause2.Improv e the students’ reading skills---skimming and scanning, locating the specificinformation.Teaching Methods:1. Task-based language teaching method.2. Question-and-answer activities to help the students to go through the whole passage.3. Individual, pair and group work to make every student work in class.Teaching Aids:The blackboardTeaching Procedures:Step 1 Greeting(1 min)Teacher uses different greeting expression to say “hello” with the students Step 2 Revision and lead-in(3 min)The teacher review the language points by asking the following questions:1.Can you speak English?2.How long have learned English?3.Are you enjoying learning English?4.Do you have good ways to study English well?Step 3 Presentation for reading(4 min)Students are asked to discuss with partner in 2 minutes and answer the question: Would you like to learn English well?Step 4 While-reading (25min)1. Fast reading(5 min)The students are given 2 minutes to read passage quickly. And then answer a question:How does she learn English well?The right answer will be repeated and written on the blackboard.2. Careful reading(10 min)After the teacher explain the main phrases “first of all, later on, laugh at, take notes”,and sentence patterns “ Sb. realize that – clause”, the students are given 4 minutes toread passage carefully again and do the exercises in pairs 3a, 3b,.The answer will be shared by the students in the group. And one representative willshare their group’s answer with the whole class.3. Practice(10 min)1) The teacher summarizes the good ways to learn English mentioned in the text..2) Divide students to groups to discuss how to become a better language learner.Then write a complete letter with about 50 words.Step 5 Post-reading(6 min)Make a competition: Invite the leader to read the complete letter.Step 6 Homework(1min)e the vocabulary learned in the class to write a short report on your own learning experience.2.Do a research on the good or helpful lessons on English learning.The Blackboard Design:Reflection:(It will be written just after class)。
大班英语优质课教案《Teaching Plan》
大班英语优质课教案《TeachingPlan》一、教学目标1.让学生掌握本节课的单词和句型。
2.培养学生的听说能力和团队合作意识。
3.激发学生学习英语的兴趣，提高他们的自信心。
二、教学内容1.单词：family,mother,father,brother,sister,me2.句型：Whois?He/Sheis三、教学重点与难点1.教学重点：单词和句型的掌握，以及听说能力的培养。
2.教学难点：学生对句型的运用和发音。
四、教学过程Step1:热身活动1.老师与学生进行简单的英语交流，如：Hello,howareyou?What'syourname?2.学生自由交流，练习口语。
Step2:导入新课1.老师展示一张家庭照片，引导学生说出家庭成员的英文表达。
2.学生跟读单词：family,mother,father,brother,sister,meStep3:学习单词和句型1.老师逐个教授单词，让学生模仿发音，并组内练习。
2.老师展示句型：Whois?He/Sheis，让学生模仿并练习。
3.学生两人一组，互相提问并回答。
Step4:小组活动1.老师将学生分成若干小组，每组选出一个组长。
2.每组根据所学单词和句型，编写一段对话。
3.各组进行展示，其他组认真倾听并给予评价。
Step5:游戏环节1.老师设计一个“猜猜看”游戏，让学生根据提示猜出家庭成员。
2.学生积极参与游戏，巩固所学知识。
1.老师邀请几名学生分享他们在本节课中的收获。
2.老师对学生的表现进行评价，给予鼓励和指导。
Step7:课后作业1.学生回家后，与家人一起用所学单词和句型进行交流。
2.家长监督并签字，确保孩子完成作业。
五、教学反思1.本节课通过多种形式的活动，让学生在轻松愉快的氛围中学习英语。
2.学生在小组活动中积极参与，提高了他们的团队合作意识和口语能力。
3.游戏环节让学生在游戏中巩固所学知识，提高了他们的学习兴趣。
4.课后作业的布置，有助于学生将所学知识运用到实际生活中。
英语活动教案《Sunny English》Teaching Plan
英语活动教案《Sunny English》Teaching Plan
《Sunny English》Teaching Plan
教学内容：学习英语日常口语
教学目标：
1.了解英语的基本语法和句型结构。
2.培养学生英语口语交流的能力。
3.提高学生对英语学习的兴趣和积极性。
教学准备：
PPT、录音机、卡片、英语教材、课件等教学资料
教学过程：
Step 1: Warm-up
1. 通过播放一段英文歌曲或唱英文歌曲，让学生进入英语的氛围。
2. 安排一些小游戏或互动，备课活动，为下一步教学做好准备。
Step 2: Introduction
1. 使用PPT或录音机，让学生听一些英语日常用语，并通过示意图或卡片等方式让学生理解这些单词的意思。
2. 介绍英语的基本语法，如主语、谓语、宾语等。
Step 3: Practice
1. 通过示范和练习，让学生学会描述和提出问题。
2. 课堂口语练习，让学生在销毁中使用英语进行对话。
Step 4: Homework
布置阅读和写作作业，如编写英语日记或阅读英语文章。
教学反思：
在教学过程中，我发现学生对于英语学习的兴趣和积极性得到了提高。
在课堂上，学生踊跃参与口语练习，充分发挥了英语口语交流的能力。
在下一节课前，我会继续加强学术成果的转化，增强学生的学习兴趣和主动性。
同时，我也会加强学生的口语练习，促进语言交流技巧的提升。
TeachingPlan(教案)(严燕玲)
Teaching PlanTalk Time----The studying of 8A important communicative expressions 听说课------ 广州版牛津8A课本重点交际用语的应用和学习初中部英语科严燕玲Analysis of Teaching Material （教学内容分析）:Each unit has a part named Talk Time which requires students to learn and use the communicative expressions. Oxford English for 8 Grades (A) has five important Talk Time topic including (1)Giving opinions, agreeing and disagreeing;(2)Showing your concern; making accepting and refusing a suggestion; (3) Complaining and responding to complaints;(4) Making apologies and excuses; (5) Preferences and reasonsAnalysis of Students （学生分析）:Students are in Grade 8. They are active.Teaching Objectives (教学目标)About knowledge: (知识目标)Students will be able to learn and review sentence patterns of 8A communicative expressions About ability: (能力目标)1. Students in groups are able to create a situation to apply the sentence patterns to practice.2. Students are able to use the language to do something.3. Students will be able to make assessments on others’performances according to the instructions.About attitude: (情感目标)1. Students are able to know the culture of western countries.2. Students can be more cooperative in groups.3. Students are able to appreciate others’ performances.Teaching Focus & Difficulties(教学重点与难点)1.While Students are watching the performances, they are doing the listening exercises.2.The summary of sentence patterns3. Peer -assessments.前置作业：8A 课本每一单元在speaking 里都有Talk Time 环节，其中从第三单元-第七单元，共五个单元都是英语交际用语的使用。
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Teaching PlanTeaching contents：The past perfect passiveTeaching important points：Know the basic forms of passive voiceTeaching difficult points：How to use the past perfect passive correctlyTeaching methods：explaining and practicingTeaching procedures：Step 1 Self-study: Finish the exercises of grammar on page 32 of 世纪金榜Step 2 Presentation: page 241 what can you see from the following sentences?1 By the time the tornado ended, more than 700 people had been killed.2 Coghlan traveled back to Canada after he had been buried in Texas.3 My computer had been all right till last week.动作在过去某一时刻之前已经完成，且谓语动词与发出这一动作的主语存在被动关系。
句中常用by, before, until, when等词引导时间状语。
2 Finish the exercise at Activity 2, Page 24.Answers: 1 saw, had disappeared 2 returned, found, had been buried3 arrived, had taken4 left, and had finished 5. tried, passed当从句由after, before, when或as soon as引导时，主句和从句都可以用一般过去时。
Step 2 Finish the exercise at Activity 3, Page 24.Answers: 1 had been killed / had died 2 had been destroyed / had fallen down3 had been flooded / destroyed4 had been destroyed5 had died / had been killedStep 3 ExercisesPage 79 activity 1 and 2Step 4 一. 何时使用被动语态1. 不知道谁是动作的执行者或没有必要如：Paper is made from wood.The house is quite old. It was built in 1950.He was wounded in the fight.2. 需要强调动作的承受者时如：Collator can't be used in the maths exam.Books and newspapers in the reading room mustn't be taken away.He was awarded first prize in that contest.3为了使语气婉转，避免提及自己或对方而使用被动语态，或由于修饰的需要，使用被动语态，使句子得以更好的安排。
如：The construction of the new lab must be completed by the end of next month. Electricity is used to run machines.二. 被动语态的构成1. be+done 可以是被动语态，也可以是系表结构形式。
被动语态中，done可以带by短语，而系表结构中done相当于adj. 不带by短语。
如：The question is settled. (系表结构)Such questions are settled by us. (被动语态)The composition is well written. (系表结构)The composition is written with great care. (被动语态)The job was well done. (系表结构)The job was well done by a skilled worker. (被动语态)2. 许多verbs(broken, interested, shut, worried), 既可以用做adj.也可以在被动语态结构中做过去分词。
句中如果有by，通常是被动语态。
如：I was worried about you all night. (表状态)I was worried by mosquitoes all night. (表动作)The glass was broken by Jack. (表动作)The glass is broken. (表状态)I was frightened by his ghost story.She was frightened at the sight of a snake.三. 不同形式的被动语态1. 含有直宾和间宾的主动结构，变为被动时，可将其中一个宾语变为主语，另一个不动一般是主语结构的间接宾语变为被动的主语。
如：He showed me his pictures.I was shown his pictures by him.His pictures were shown to me by him.Aunt made me a new dress.I was made a new dress by aunt.A new dress was made for me by aunt.He sent me a birthday present.I was sent a birthday present by him.A birthday present was sent to me by him.2含有复合宾语的主动句，宾补不变。
（1）将宾语变为主语，宾补不变。
如：They call her XiaoLi. She is called XiaoLi.He left the door open. The door war left open by him.（2）make, let, have, hear, watch, see, feel, notice. help既动词后变做宾补的不定式一般不加to，变为被动，必须加to .如：My brother often made me do this and that when I was young.I was often made to do this and that by my brother when I young.I heard her move about in her room upstairs last night.She was heard to move about in her room upstairs last night.Did you see Jack take away the magazine?Was Jack seen to take away the magazine?3. 情态动词的被动语态。
是由情态V+be+p.p.构成4. 短语V的被动语态一般来讲，只有及物V才有被动语态，因为只有vt才能有动作的承受者; 但有许多由不及物动词+介词及其他词类构成的短语动词，相当与及物动词，可以有宾语。
因而可以有被动语态，但应注意短语V是一个不可分割的整体。
变被动时，不可丢掉构成短语的prep或adv.这样的短语有：look after, listen to, look at, pay attention to, take care of, look forward to, make use of, etc.如：They had put out the fire before the fire--brigade arrived.The fire had been put out before the fire-brigade arrived.They will set up a new public school here.A new public school will be set up here.5. 有些动词用主动形式表被动含义。
.如：The goods sells well. The door can't open.6.有些词如want, need, require和be worth后面，v-ing形式为主动，意义为被动。
如：The room needs/wants/requires cleaning.The book is worth reading.7.主动语态中的宾语是从句，变成被动时使用形式替代词it.如：We know that Britain is an island country.It's known that Britain is an island country.The teacher said that this book has been translated into several languagesIt's said that this book has been translated into several languages8. 宾语为反身代词，相互代词及虚词it时，不用被动，只用主动。
如：I will do it myself. The man introduced himself as Mr. Wang.9. 谓语动词是以下时，无被动。
happen, belong to, suit, fit(适合), have, let, join, fall, last（延长）,cost（花费）break out（爆发）appear, burst out(迸发)，hold(容纳)，lack（缺乏），agree with （同意）.10. 据说类动词：say, consider, think, report, know, believe, suggest, understand, hope, etc.如：It is said that… There is said to be… Sth./Sb. is said to…11.主动形式表被动①感官动词：sound,taste,smell,fell,look,seem等主语是物时；②一些vi主动形式表被动含义open, close, shut, read, write, translate, wash, clean, lock, sell, wear, cut, cook, eat, weigh, drink, pay, draw, etc.③不定式to blame, to let（出租）作表语时，主动形式表被动含义④表（sth）需要的need ,want, require等后的动名词用主动形式表被动含义⑤be worth后的动名词主动形式表被动含义。