(完整版)全英文英语教案模板
全英文教案模板
优秀全英文教案模板第一章：课程介绍与目标1.1 课程背景本课程旨在提高学生的全英文听说读写能力，使他们能够在日常生活、工作和学习中熟练运用英语。
通过本课程的学习，学生将掌握基本的英语语法、词汇和句型，提高英语沟通技巧，增强自信心。
1.2 课程目标能熟练运用基本的英语语法和句型进行交流。
掌握一定的英语词汇量，能阅读和理解英文文章。
提高英语听说能力，能流利地进行日常对话。
第二章：课程内容与结构2.1 课程内容英语语法和句型：时态、语态、句型结构等。
英语词汇：日常生活、工作和学习中的常用词汇。
听说技巧：听力训练、口语表达、日常对话等。
阅读理解：英语文章、故事、广告等。
写作技巧：句子结构、段落组织、文章构思等。
2.2 课程结构每个部分时长约为15分钟，根据实际情况可适当调整。
第三章：教学方法与策略3.1 教学方法任务型教学法：通过完成各种实际任务，提高学生的英语应用能力。
情景教学法：创设真实的语境，让学生在实际情境中学习英语。
互动教学法：鼓励学生积极参与课堂活动，增强课堂活力。
3.2 教学策略多样化教学手段：运用图片、视频、音频等多媒体资源，提高学生的学习兴趣。
个性化教学：关注学生的个体差异，因材施教。
激励性评价：及时给予学生反馈，提高学生的自信心。
第四章：课程评价与反馈4.1 课程评价平时成绩：课堂表现、作业完成情况等。
考试成绩：期末考试、期中考试等。
综合评价：学生的英语听说读写能力综合评估。
4.2 反馈与调整定期收集学生反馈，了解教学效果。
根据学生反馈调整教学内容和方法，提高教学质量。
第五章：课程资源与拓展5.1 课程资源教材：选用权威、实用的英语教材。
辅助材料：英语杂志、报纸、网络资源等。
教学工具：多媒体设备、投影仪、音响等。
5.2 课程拓展组织英语角活动：让学生在轻松的氛围中练习英语。
英语竞赛：鼓励学生参加各类英语竞赛，提高英语水平。
英语俱乐部：成立英语俱乐部，为学生提供互助学习的平台。
第六章：教学计划与进度安排6.1 教学计划本课程共计32课时，每课时45分钟。
全英教案模板(共9篇)
全英教案模板（共9篇）PEP六年级英语 Unit 1 How do you go there? Period One Teaching contents: Part A let’s learn & let’s play Teaching aims: 1． To enable the students to master the four skills phrases: on foot，by bike，by bus，by train, by plane，by ship，by subway 2． To enable the students to ask about the ways of traffic with the follog sentence patterns: How do you go to school? Or How do you go to Canada…?‖And answer with―I go by…‖ Teaching focus: To master the four skills phrases: by train, by plane, by subway, by ship, by bike, on foot Teaching difficulty: To differ ―subway‖ from―train‖ Teaching methods: municative roach Teaching aids: 1.Word cards 2.Tape recorder and tape 3.Multi-media player Teaching procedure: 1.(Warm-up) Greeting: Good morning , cla ! Glad to meet you again.How are you? What day is it? What ‗s the date? What‘s the weather like today? 2.Presentation Show a picture of bus T: What‘s this? S: It‘s a bus.T: I go to school by bus.How do you go to school? (Show a picture of bike and help a student to answer with --I go to school by bike.‖) (In the same ways)Teach ―by subway‖ and ―by train‖ ―by ship‖ ―by plane‖ ―on foot‖）Subway: It"s an underground railway in a city．It travels very fast．We can see subway in Hong Kong, Beijing, Shanghai, Gongzhou…E_plain the differences between subway and train Pay attention to the pre.― by‖& ―on‖ 3.Play games Ask one S to the front and stick the word cards ne_t to the phrases written on the Bb when T read the new phrases quickly and the other Ss put up their cards.The one who reflect fastest and correctly is the ner.4.Listen to the tape of Part A Let‘s learn and follow it.Pay attention to the tone and pronunciation 5.Practice: Let‘s playT Offer many places (the USA.England Australia Hong Kong Shanghai Guangzhou the moon…) and traffic ways (by car/ ta_i/ bus… on foot) Ss practice with above places and ways in pairs: A: How do you go to school? B: I go to school on foot .Encourage the Ss to make up as many sentences as they can.6.Spelling petition Divide the cla into tow groups.Show the pictures of traffic tools and ask Ss to spell the phrases.The first one who puts up hand gets the chance to spell.The group spell out more phrases are the ners.Homework Copy the new words and phrases FinishPage1 of the AB Bb design: Unit One How do you go there? How do you goto school/ Canada? I go to school on foot/ by subway/ bus/ train/ ta_i…Teaching Plan for Unit 5 JEFC Book1What Would You Like? Aims a) Say the names of food in English.b) Write down the names.c) Master these sente nces: I’m hungry.What would you like? I’dlike some……d) Use these words (food’s names) correctly.Importance and Difficulties a) New words: hamburger, vegetable, hot dog…… b) Spelling and pronunciation of some words.C) Grammar and Structure: can I have some rice, please? Sure.Here you are.What wouldyou like for dinner? I’d like some ……Teaching method: “Task-based “Teaching, “Activity-based” Teaching,“municative-based” Teaching.Teaching aids: puter, medium, chalk, cards.Teaching ProceduresStep1: Review (10mins) a) Warming up: a song: (with medium)b) Let students imagine what kinds of food do they like and then draw something on the paper.c) Call students to show their ideas (like:oh, I like hamburger……) and present pictures.d) Teacher summarize (you are all good students full of imagination and all did a good job ……) then write the words (hamburger, vegetable, hot dog……) on theboard.Step2, Learn the new words and structures (15mins) a) Show the cards to introduce the new words.b) Students reading the new words follow me, and each word twice, then they read them loudly by themselves.C) Learn and analysis the sentence structures: can I have some rice, please? Sure.Here youare.What would you like for dinner? I’d like some ……Step3: more practice (10mins) a) Reading.Teacher show the cards and then all the students read it loudly.(What would you like? What is this?)b) Do a word game.Teacher show the pictures and then some volunteer read it as soon as poible.(the ner will get the prize) c) Use to show some pictures about food’s names to make students enjoy in it.d) Make a role play.Make a dialogue.Let 3 Ss take part in it (waiter C, dad B and daughter A ).It is in the restaurant.A: Dad, I’m hungry.What for dinner? B: Oh, baby, what would you like? A: I’d like hamburger, rice, fish, vegetables, please.B: Waiter! Waiter! C: What can I do for you, sir? A: We’d like some hamburger, rice, fish, vegetables, please.C: Ok.A: Thank you, Dad.e) Make sure students pronounce the words and use the sentences correctly.Homework: Pronounce and spell these words correctly.Write apaage about “what would you like?” I will check it ne_t cla.ments: Filled in as soon as poible after the leon.Module1 The Great Wall1、Teaching preparing:Students book：Module1Unit 1Activity1, 2, 32、Teaching task: A．basic object:Key words：thousand postcard more kilometerKey sentences: “These postcards are great!” “It‟s a picture of the Great Wall.” “Tell me more about the Great Wall.” “How long is it?B .To learn “thousandkilometermillion ” C．Review: The using way of the verb …be‟ 2．Talking about some famous places.3、Teaching point: words：thousandkilometermillion postcardmore4、Teaching difficulty:kilometerthousandmillion“Tell me more about the Great Wall.“It‟s a picture of the Great Wall.”5、Task design: words：postcardmorethousandkilometermillionSentences: “These postcards are great!” “It‟s a picture of the Great Wall.” “Tell me more about the Great Wall.” “How long is it?”“It‟s about si_ thousand seven h undred kilometers.”的句型。
教案模板全英文
教案模板全英文Title: Teaching Plan TemplateI. Lesson Information:Lesson Title:Grade Level:Subject:Duration:Date:II. Learning Objectives:By the end of this lesson, students will be able to:1. (Objective 1)2. (Objective 2)3. (Objective 3)III. Prior Knowledge:What prior knowledge or skills do students need to have before starting this lesson?IV. Materials:- List all materials required for the lesson, including textbooks, handouts, multimedia resources, etc.V. Teaching Procedure:A. Introduction:- Grab students' attention and provide an overview of the lesson.- Connect the lesson to prior knowledge or real-life examples.B. Instructional Input:- Present new information or concepts using various teaching methods (lecture, demonstration, multimedia, etc.).- Break down complex ideas into smaller, more manageable parts.- Use visuals, examples, and analogies to enhance understanding.C. Guided Practice:- Engage students in activities or exercises that reinforce the newly learned concepts.- Provide clear instructions and model the desired behavior or thinking process.- Monitor students' progress and provide timely feedback.D. Independent Practice:- Assign individual or group activities to allow students to apply their learning independently.- Provide necessary resources and clarify expectations.- Encourage critical thinking and problem-solving skills.E. Closure:- Summarize the key points of the lesson.- Allow students to ask questions or clarify any confusion.- Provide a preview of the next lesson or connect the current lesson to future learning.VI. Assessment:- Explain how student learning will be assessed (formative and/or summative assessments).- Describe the assessment methods and criteria used.- Indicate when and how feedback will be provided to students.VII. Differentiation:- Describe any modifications or accommodations for students with diverse learning needs.- Include strategies to support English language learners, gifted students, or students with special needs.VIII. Extension Activities:- Optional activities or resources for students who finish early or want to explore the topic further.IX. Reflection:- Reflect on the effectiveness of the lesson and make notes for future improvements.- Consider student engagement, understanding, and overall lesson objectives. Please note that this teaching plan template can be adapted and customized based on the specific requirements and educational stage.。
英语教案全英文模板范文
Subject: [Subject Name]Grade Level: [Grade Level]Duration: [Duration (e.g., 45 minutes, 1 hour)]Date: [Date]Objective(s):- To [specific objective, e.g., improve vocabulary, enhance reading comprehension, practice speaking skills].- To [second objective, e.g., reinforce grammatical concepts, develop critical thinking, engage in collaborative learning].Materials Needed:- Textbook/Reading Material- Whiteboard/Smartboard- Projector/Computer for multimedia presentations- Handouts/Worksheets- Flashcards- Writing materials (pens, pencils, paper)- Timer- Other relevant resources (e.g., maps, charts, videos)Preparation:- Familiarize yourself with the lesson content and objectives.- Prepare handouts and worksheets in advance.- Create a visual aid or presentation to support the lesson.- Prepare any necessary props or materials.- Set up the classroom environment to facilitate the lesson activities.Introduction (5 minutes):- Greet students and check for attendance.- Review the objectives of the lesson.- Engage students with a warm-up activity or question to activate prior knowledge.Teaching Activity (25 minutes):1. Vocabulary Development:- Introduce new vocabulary words related to the lesson topic.- Use flashcards or a presentation to display the words.- Have students form sentences using the new vocabulary.2. Reading Comprehension:- Present a reading passage or article related to the lesson topic.- Guide students through a reading activity, such as skimming, scanning, or close reading.- Ask comprehension questions to ensure understanding.3. Grammar Practice:- Review and practice specific grammatical structures or concepts.- Use examples and exercises to reinforce the grammar points.- Provide immediate feedback and corrections.4. Speaking and Listening:- Conduct group discussions or role-playing activities.- Encourage students to speak in complete sentences and use the target language.- Provide opportunities for students to ask questions and respond to their peers.5. Collaborative Learning:- Assign small group tasks or projects.- Monitor student progress and provide guidance as needed.- Facilitate peer-to-peer learning and feedback.Assessment:- Observe student participation and engagement.- Assess understanding through questioning and responses.- Evaluate student performance on worksheets, quizzes, or oral presentations.Conclusion (5 minutes):- Summarize the main points of the lesson.- Reinforce key vocabulary and grammar concepts.- Provide feedback and encourage students to reflect on their learning.Homework Assignment:- Assign relevant homework that reinforces the lesson objectives.- Provide clear instructions and due dates.Reflection:- Reflect on the effectiveness of the lesson.- Identify areas for improvement and consider modifications for future lessons.---Example Lesson Plan:Subject: English as a Second Language (ESL)Grade Level: BeginnerDuration: 1 hourDate: March 10, 2023Objective(s):- To introduce basic greetings and self-introduction phrases in English.- To practice listening and speaking skills through interactive activities.Materials Needed:- ESL textbook- Whiteboard- Projector- Handouts with pictures of common greetings- Writing materialsPreparation:- Prepare a PowerPoint presentation with images of people greeting each other.- Create a handout with sentences for students to practice.Introduction (5 minutes):- Greet students and check for attendance.- Introduce the lesson objective: to learn and practice basic greetings.- Engage students with a question: "How do you greet someone in your native language?"Teaching Activity (。
英语教学教案模板5篇
英语教学教案模板5篇作为一位杰出的教职工，在课前需要做好备课工作，制作教案，教案有助于学生理解并掌握系统的知识。
下面是小编为大家整理的英语教学教案模板，欢迎阅读，希望大家能够喜欢。
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。
英语教案模板全英文版
英语教案模板全英文版Lesson Plan Template in EnglishI. Objectives:A. Knowledge objectives:1. Students will be able to identify and use the present simple tense correctly.B. Skills objectives:1. Students will be able to engage in basic conversation using the present simple tense.2. Students will be able to write short sentences using the present simple tense.C. Attitude objectives:1. Students will develop an interest in learning English.2. Students will show respect and cooperation during group activities.II. Materials:A. TextbookB. Whiteboard and markersC. Handouts with irregular verbs listD. Flashcards with picturesIII. Procedures:A. Introduction (10 minutes)1. Greet students and ask how they are.2. Review the previous lesson and introduce the new topic: present simple tense.3. Explain the importance of using the present simpletense in everyday conversations.B. Presentation (15 minutes)1. Write the present simple tense form on the board (e.g., "I go to school every day").2. Explain the structure of the present simple tense (subject + verb in base form).4. Provide examples and nonexamples to clarify the concept.C. Practice (20 minutes)1. Divide students into pairs and give them flashcardswith pictures.2. Students ask and answer questions using the present simple tense (e.g., "What do you do every day?" "I go toschool every day.").3. Monitor students' progress and provide feedback.D. Production (15 minutes)1. Hand out a worksheet with short sentences using the present simple tense.3. Review answers together as a class.E. Group Activity (10 minutes)1. Divide students into groups of four.2. Each group writes a short dialogue using the present simple tense.3. Groups share their dialogues with the class.IV. Assessment:A. Observe students' participation and engagement during the lesson.B. Assess students' understanding of the present simple tense through their answers and participation in the group activity.V. Closure:A. Summarize the main points of the lesson.B. Encourage students to practice using the present simple tense outside of class.C. Assign homework: Write a short paragraph using the present simple tense about their daily routines.VI. Reflection:A. Reflect on the effectiveness of the lesson.B. Identify areas for improvement and make necessary adjustments for future lessons.。
全英文英语教案模板
全英文英语教案模板一、前言1. 目标：通过本课程的学习，让学生能够熟练运用英语进行日常交流，提高英语听、说、读、写综合能力。
2. 对象：本课程适用于初级英语学习者，学生需具备一定的英语基础。
3. 教材：本课程采用《新概念英语》第一册作为主要教材，辅助以其他教学资源。
二、教学内容1. 第一单元：介绍自己和他人学习目标：能够用英语进行自我介绍，介绍家人和朋友。
教学内容：姓名、年龄、职业、家庭、兴趣爱好等。
2. 第二单元：日常问候和礼貌用语学习目标：能够用英语进行日常问候，使用礼貌用语。
教学内容：问候语、告别语、感谢语、道歉语等。
3. 第三单元：描述物体和人物学习目标：能够用英语描述物体和人物的特征。
教学内容：外貌、颜色、大小、形状等。
4. 第四单元：询问时间和地点学习目标：能够用英语询问时间和地点。
教学内容：时间表达、地点表达、问路和指路等。
5. 第五单元：购物和餐饮学习目标：能够用英语进行购物和点餐。
教学内容：购物词汇、购物场景、点餐词汇、点餐场景等。
三、教学方法1. 任务型教学法：通过设定各种真实的任务，让学生在完成任务的过程中练习英语。
2. 情景教学法：创设各种生活场景，让学生在实际情境中学习英语。
3. 互动教学法：鼓励学生积极参与课堂活动，进行师生互动、生生互动。
四、教学评价1. 平时作业：检查学生课后作业完成情况，巩固所学知识。
2. 课堂表现：评价学生在课堂上的参与程度和表现。
3. 单元测试：每单元结束后进行测试，检验学生学习效果。
五、教学资源1. 教材：《新概念英语》第一册。
2. 辅助材料：多媒体课件、教学卡片、实物等。
3. 网络资源：英语学习网站、音频、视频等。
4. 口语练习：与外教进行在线口语交流，提高口语水平。
六、教学计划1. 第一周：介绍自己和他人周一：学习姓名、年龄、职业等基本信息周二：练习自我介绍和介绍家人周三：角色扮演，模拟介绍朋友周四：课堂讨论，分享彼此的兴趣爱好周五：课后作业，编写一篇关于自己的短文2. 第二周：日常问候和礼貌用语周一：学习日常问候语，如Good morning、Hello等周二：练习问候他人，使用礼貌用语周三：情景模拟，练习在不同的场合使用问候语周四：学习告别语，如Goode、See you等周五：课后作业，编写一篇关于问候和礼貌的短文3. 第三周：描述物体和人物周一：学习外貌、颜色、大小等描述词汇周二：练习描述物体，如书籍、手机等周三：练习描述人物，如老师、同学等周四：情景模拟，练习在实际场景中描述物体和人物周五：课后作业，编写一篇关于描述物体和人物的短文4. 第四周：询问时间和地点周一：学习时间表达词汇，如hour、minute等周二：练习询问时间，如What time is it?等周三：学习地点表达词汇，如street、building等周四：练习询问地点，如Where is the library?等周五：课后作业，编写一篇关于时间和地点的短文5. 第五周：购物和餐饮周一：学习购物词汇，如shirt、price等周二：练习购物场景，如买衣服、买水果等周三：学习点餐词汇，如menu、order等周四：练习点餐场景，如在餐厅点餐等周五：课后作业，编写一篇关于购物和餐饮的短文七、教学活动1. 小组讨论：学生分成小组，讨论各自的主题，促进互动交流。
全英文教案课程模板
优秀全英文教案课程模板第一章：课程概述1.1 课程背景介绍课程的背景和目的，强调全英文教学的重要性。
1.2 课程目标列出课程的主要学习目标，包括语言技能和知识内容的提升。
1.3 课程内容概述课程的主要内容和教学材料。
1.4 教学方法介绍教学方法，包括讲授、讨论、小组活动等。
第二章：学生评估与反馈2.1 学生评估解释评估标准和方法，包括考试、作业和课堂表现。
2.2 反馈方式介绍如何给予学生反馈，包括口头反馈和书面反馈。
2.3 学生自我评估指导学生进行自我评估，促进自我学习和反思。
2.4 进步记录鼓励学生记录自己的进步，并提供进步的记录方法。
第三章：课堂管理3.1 规则与期望制定课堂规则和期望，并确保学生理解。
3.2 座位安排介绍座位安排的策略，以促进积极的学习环境。
3.3 纪律管理提供纪律管理的策略，包括奖励和纠正措施。
3.4 学生参与鼓励学生积极参与课堂活动，提出问题和观点。
第四章：语言技能发展4.1 听力和口语介绍听力和口语技能的发展方法，包括听力练习和口语活动。
4.2 阅读和写作介绍阅读和写作技能的发展方法，包括阅读材料的选择和写作练习。
4.3 语法和词汇介绍语法和词汇的学习方法，包括语法练习和词汇卡片。
4.4 语言游戏和活动介绍语言游戏和活动，以提高学生的语言运用能力。
第五章：跨文化交际5.1 文化差异介绍不同文化的差异和特点，帮助学生理解和尊重不同的文化背景。
5.2 交际策略教授交际策略，包括有效的沟通技巧和礼貌的表达方式。
5.3 角色扮演和模拟通过角色扮演和模拟活动，培养学生的跨文化交际能力。
5.4 文化体验提供文化体验的机会，如观看外国电影或参加文化交流活动。
第六章：课程资源与材料6.1 教材选择介绍选择的教材和辅助材料，包括教科书、在线资源等。
6.2 资源获取指导学生如何获取和使用课程资源，如图书馆、互联网等。
6.3 材料准备列出课程所需的具体材料和准备工作，确保学生准备充分。
6.4 资源共享鼓励学生之间分享学习资源，促进合作学习。
一份完整的英语教案范例全英文
A Complete Example of English Lesson PlanObjective:The objective of this English lesson is to help students improve their reading and listening skills and to develop their vocabulary related to daily activities.Class Level:IntermediateClass Duration:45 minutesMaterials Needed:•Whiteboard and markers•Handouts with reading passage•Audio recording of the reading passageWarm-up Activity:•The teacher will start the lesson by asking the students about their daily activities.•The teacher will write some examples of daily activities on the whiteboard.Introduction (5 minutes):•The teacher will introduce the topic of daily activities and explain its importance in everyday life.•The teacher will discuss the importance of vocabulary related to daily activities.Presentation (10 minutes):•The teacher will distribute the handouts with the reading passage to the students.•The teacher will instruct the students to read the passage silently.•The teacher will read the passage aloud while the students follow along.•The teacher will explain any difficult vocabulary or expressions in the passage.Practice (15 minutes):•The teacher will divide the class into pairs.•The teacher will ask the pairs to discuss the questions related to the reading passage.•The teacher will monitor the pairs and provide assistance when needed.Listening Activity (10 minutes):•The teacher will play the audio recording of the reading passage.•The teacher will instruct the students to listen carefully and follow along with the text.•The teacher will ask comprehension questions after the listening activity.Vocabulary Building (10 minutes):•The teacher will write some vocabulary words related to daily activities on the whiteboard.•The teacher will explain the meaning and usage of each word.•The teacher will provide examples of sentences using the vocabulary words.Group Activity (10 minutes):•The teacher will divide the class into small groups.•Each group will be given a different daily activity to discuss.•The students will discuss the given activity, exchanging ideas and opinions.Recap and Conclusion (5 minutes):•The teacher will summarize the key points of the lesson.•The teacher will provide feedback and suggestions for improvement.•The teacher will encourage the students to practice daily activities and use the vocabulary words.Homework:•The students will be assigned to write a short paragraph about their favorite daily activity, using the vocabulary words learned in the class.In conclusion, this lesson plan provides a comprehensive approach to teaching English vocabulary related to daily activities. By incorporating reading, listening, speaking, and writing activities, students will have ample opportunities to practice and reinforce their language skills.。
小学英语教学目标全英教案模板（共3篇）
小学英语教学目标全英教案模板（共3篇）第1篇：小学英语全英教案小学英语全英教案范文【篇1：全英文英语教案模板】leon plannsefc module2 unit reading in teacher: period：period1 type：reading duration: 45minutes teaching ideologythe current theory view reading as a interactive proce which involves not only the printed page but also the reader’s old knowledge of the language in general, the world and the text types.in the reading proce, these factors interact with each other and compensate for each other.based on the understanding of reading as an interactive proce, teaching reading in the claroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies.the three stages are pre-reading, while-reading and post-reading.teaching material and learning condition the analysis of teaching material the teaching material is the reading part from nsefc module2 unit.the topic of this unit is.this paage mainly introduces the paage consists of paragraphs.the first paragraph is a general introduction of the.para.2 to para.4 introduces.the last paragraph tells about.the topic is not new to the.but there is some new words and phases in the paage.the analysis of learning condition the students are from grade1 in senior high school.as high school students, they have achieved certain english level and they have the ability to get the basic idea of the reading.since they are in grade1, they are easily activated and want to air their own opinions on the topic.they are familiar with the topic of andknow some.but they may not know before.moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.learning objectives nguage skills ? at the beginning of the cla, can predict the content of the paage based on the title.? can scan the paage and find out the specific information such as the person related withcan summarize the paage with the help of the clues of the nguage knowledgecan master the key words and phrases of the paage as follows,.? can learn , especially 3.affectswill realize that and they will concern themselves with the iue of4.cultural awarenewill broaden their minds by knowing something about 5.learning strategieswill cultivate their ability individual learning and cooperative learning by doing someactivities independently and some in groups.? will communicate with each other in english while doing the group nguage difficultiesfocuses and anticipated language focusesthis is a reading period so the focus is to cultivate the students’ reading skills.the many activities are designed to help to train their reading skills, such as predicting, skimming, scanning and summarizing.it is also important for the to master the new words and phrases.anticipated difficultiesas the have a limited vocabulary, so they may have some difficulties in understanding the paage.so the teacher will help them learn the new words and phrases.may did not heard before, so the teacher will tell them some background knowledge aboutit.teaching methodthree-stage model: based on the understanding of reading as an interactive proce, teaching reading in the claroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies.the three stages are pre-reading, while-reading and post-reading.teaching aids multimedia devices and ppt documents: in order to help to fully understand the whole paage, i adopt multimedia devices and ppt documents to bring the real-life situation into the claroom.teaching procedures step1.lead-in(6min)activity1.greetings and free-talking(2min)t leads into the topic by asking some they know.tell the name of the they know freely.t: hello boys and girls.(say hello to the teacher.)t: when we say , what appears in your minds?(tell the things appear in their minds freely.)t: what are the ?(tell some names of.) activity2.picture-talking(4min)t shows some pictures about the in china and abroad.after seeing the pictures, are expected to tell the similarities of them.t: just now, you talk about some in china.now, let’s see some pictures of some.(t shows the pictures and see them carefully.) t: what do the have in common？for example, they are very precious.what are your opinions?(t gives them some hints and tell the characteristics of)[aims] in this step, t first leads in the topic by talking with the freely about the whichis familiar to them and then see some pictures and tell the characteristics.these two activities aim to arouse the ’ interests in the topic and activate their old knowledge of.then will bementally prepared for the reading comprehension.what’s more，when they are talking about the charateristics of, they will realize that theare rare and precious and they will concern themselves with the iue of.step2.pre-reading(3min)activity1.knowing something about(1min)t gives a brief introduction of the.will know the t: today, we are going to learn.it is.do you know what is?(t shows some pictures ofand get to know the.)activity2.predicting(2min)t asks to read the title of the paage and then ask them some questions.will predict the content of the paage with the help of the title.t: please look at the ti tle “”, what does “” mean?(if the can not give the answer, then t explain it.)t: in search means that people are looking for it.why are people looking for it? can you gue? what will the paage talk about?(predict the content, but t will not give the answer here.)[aims] in this step, the first know some information of the;the background information will make it easier for the to understand the paage.then t asks to make predictions about the paage.it aims to help develop the reading skills of predicting.step3.while-reading(22min)activity1.skimming(4min)skim the whole paage and find out and check their predictions.t: why are people still ? here is a multiple choice for you.activity2.scanning(3min)t presents several true or false statements and asks the to scan the paage and judge the right from the wrong.(keys: Ｆ，Ｆ，Ｔ，Ｔ，Ｆ)activity3 close-reading(15min)t designs various kinds of activities and do the activities to fully understand the paage.para.1t: please read para.1 carefully and then take some note aboutthe.para.2-4please read para.2-4 carefully and then find out the removal of the room.please read para.2-4 carefully and then find out the person related with the amber room and the things them down with it.para.5 please read para.5 carefully and then find out the the rebuilding of the amber room.【篇2：pep小学英语全英教案模板】the english teaching plan of pep book 4enhe primary school teacher:___________ the curriculum schedule cla:____________ cla:____________ the teaching schedule the students’ result tablethe english curriculum standard英语课程标准一级目标总体目标：对英语有好奇心，喜欢听他人说英语；能根据教师的简单指令做游戏、做动作、做事情（如涂颜色、连线）；能做简单的角色扮演；能唱简单的英文歌曲，说简单的英语歌谣；能在图片的帮助下听懂和读懂简单的小故事；能交流简单的个人信息，表达简单的情感和感觉；能书写字母和单词；对英语学习中接触的外国文化习俗感兴趣。
完整版)优秀全英文教案模板
完整版)优秀全英文教案模板nal DesignName: Li XinyingSubject: Listening and SpeakingLesson type: Grade 8 - XXX Park?XXX:XXX and Guiding PrinciplesThe goal of this XXX is to help students XXX activities。
students will also have the XXX objectives。
I will primarily use Task-based Teaching Method。
Natural Approach。
XXX。
students will learn in a XXX approach will help them develop the habit of active learning and XXX.First of all。
the lesson will begin with a real-life n using the Natural Approach。
A video clip of an amusement park will be shown to arouse students' sity。
Following this。
I will display pictures of the new vocabulary words。
such as amusement park。
space museum。
aquarium。
and zoo。
to help students prepare for the XXX.In the third n。
I will use the Task-based Teaching Method to set three tasks for extensive listening。
(完整word版)英语教案全英模板
PEP六年级英语Unit 1 How do you go there？Period OneTeaching contents: Part A let's learn & let's playTeaching aims：1． To enable the students to master the four skills phrases： on foot，by bike，bybus，by train, by plane，by ship,by subway2． To enable the students to ask about the ways of traffic with the followi ngsentence patterns: How do you go to school? Or How do you go to Canad a…？‖And answer with―I go by…‖Teaching focus:To master the four skills phrases： by train， by plane， by subway， by ship, by bike，on footTeaching difficulty:To differ ―subway‖ from―train‖Teaching methods:Communicative ApproachTeaching aids：1. Word cards2. Tape recorder and tape 3。
Multi—media playerTeaching procedure：1。
（Warm—up)Greeting： Good morning , class ! Glad to meet you again. How are y ou？What day is it？ What ‗s the date？What‘s the weather like today?2. PresentationShow a picture of busT: What‘s this? S: It‘s a bus.T： I go to school by bus。
英语教案模板全英文
英语教案模板全英文English Lesson Plan TemplateI Teaching ObjectivesA Language Skills1、 Students will be able to master new vocabulary related to the topic2、 Students will be able to understand and use target grammar structures accurately3、 Students will be able to improve their listening, speaking, reading and writing skills through various activitiesB Knowledge Objectives1、 Students will gain knowledge about the cultural background related to the lesson2、 Students will understand the main idea and key points of the text or materials presentedC Emotional and Value Objectives1、 Students will develop an interest in learning English2、 Students will enhance their confidence in using EnglishII Teaching Key PointsA VocabularyIntroduce and explain new words and phrases that are essential for understanding the lessonB GrammarHighlight and explain the target grammar structure, and provide sufficient practiceC Text ComprehensionHelp students understand the main idea, details and logical structure of the textIII Teaching Difficult PointsA Complicated Grammar StructuresSolve students' confusion and difficulties in understanding and applying complex grammar rulesB Abstract ConceptsMake abstract or difficult concepts easier to understand through vivid examples and explanationsC Cultural DifferencesHelp students bridge the gap in understanding cultural differences to better comprehend the languageIV Teaching MethodsA Communicative ApproachEncourage students to communicate and interact in English to improve their language proficiencyB TaskBased LearningAssign various tasks to students to enhance their problemsolving skills and language application abilityC Multimedia TeachingUse pictures, videos, and audio materials to make the lesson more vivid and interestingV Teaching AidsA Textbooks and WorkbooksUse the prescribed textbooks and supplementary workbooks for systematic teaching and practiceB Multimedia ResourcesPrepare PPTs, videos, audio clips, and online materials to support teachingC Realia and ModelsUse real objects or models to help students understand and remember the knowledge betterVI Teaching ProcedureA Leadin1、 Start the class with a warmup activity such as a short video, a song, or a simple question to arouse students' interest and attention2、 Relate the warmup to the topic of the lesson and introduce the main learning objectivesB Presentation1、 Present new vocabulary and grammar through examples, pictures, or context2、 Explain the meaning and usage of the new language items clearly and simplyC Practice1、 Provide various exercises for students to practice the new vocabulary and grammar, such as fillintheblanks, sentencemaking, and translation2、 Organize pair or group work to allow students to practice communicating with each other using the new languageD Reading/Listening Comprehension1、 Present a reading or listening text related to the topic2、 Set comprehension questions to guide students to understand the main idea, details and key information of the textE Production1、 Ask students to apply the language they have learned to reallife situations, such as roleplay, debate, or composition writing2、 Provide feedback and correction to students' performanceF SummarySummarize the key points and language points learned in the lesson to reinforce students' memoryG HomeworkAssign appropriate homework to consolidate what has been learned in class, such as exercises, reading or writing tasksVII Blackboard DesignWrite the key vocabulary, grammar rules and important points on the blackboard during the lesson for students to refer toVIII Teaching ReflectionAfter the lesson, reflect on the teaching process and students' learning performance, summarize the strengths and weaknesses, and make improvements for future teachingThis is a basic template for an English lesson plan Depending on the specific content and teaching requirements, teachers can make appropriate adjustments and enrichments The key is to design a lesson that is interesting, effective and suitable for students' language level and learning needs。
英语教案万能模板全英
English Lesson Plan Universal TemplateI. IntroductionIn the English teaching field, a well-structured lesson plan is essential for effective teaching and learning. This universal template aims to provide a comprehensive guide for English educators in planning their lessons.II. Lesson Objectives1.To introduce new vocabulary related to a specific theme.2.To practice speaking and listening skills through interactive activities.3.To provide opportunities for students to improve reading and writingskills.III. Materials Needed•Whiteboard and markers•Handouts with exercises•Audio recordings for listening activities•Textbook or reading material related to the lesson theme IV. Warm-Up (10 minutes)•Engage students by asking open-ended questions related to the lesson topic.•Play a short video or audio clip to introduce the theme and generate interest.V. Presentation (15 minutes)•Introduce new vocabulary and language structures through visual aids.•Provide explanations and examples to ensure understanding.•Encourage student participation through interactive questioning.VI. Practice Activities (20 minutes)•Divide students into pairs or groups to practice the new language through role plays or discussions.•Conduct listening activities where students listen to recordings and answer comprehension questions.•Assign writing tasks to reinforce learning and language production.VII. Feedback and Correction (10 minutes)•Provide feedback on students’ performance during practice activities.•Correct errors and guide students on language use.•Encourage peer feedback and self-assessment.VIII. Wrap-Up (5 minutes)•Summarize key points covered in the lesson.•Give students an opportunity to ask questions or share their thoughts.•Assign homework or preview the next lesson topic.IX. Extension Activities (optional)•Provide additional practice exercises for students who finish early.•Use technology tools for further engagement, such as online quizzes or interactive learning platforms.X. ConclusionThis English lesson plan template offers a structured approach to designing engaging and effective lessons for students. By following this template, educators can create dynamic and interactive learning experiences that cater to diverse student needs and learning styles.Remember, adapt the template to suit the specific needs and proficiency levels of your students, and don’t be afraid to experiment with different activities and teaching methods to keep the lessons engaging and exciting.。
(完整版)全英文英语教案模板
Lesson planNSEFC Module2 Unit Reading InTeacher :Period ： Period1Type ： ReadingDuration:45minutesTeaching ideologyThe current theory view reading as a interactive process which involves not only the printed pagebut also the reader’s old knowledge of the language in general, the world and the text types. In the reading process, these factors interact with each other and compensate for each other. Based on the understanding of reading as an interactive process, teaching reading in the classroom is dividedinto three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies.The three stages are pre-reading, while-reading and post-reading.Teaching material and learning conditionThe analysis of teaching materialThe teaching material is the reading part from NSEFC Module2 Unit . The topic of this unit is. This passage mainly introduces. The passage consists of paragraphs. The first paragraph is a general introduction of the. Para.2 to Para.4 introduces. The last paragraph tells about. The topic is not new to the Ss. But there is some new words and phases in the passage.The analysis of learning conditionThe students are from grade1 in senior high school. As high school students, they have achieved certain English level and they have the ability to get the basic idea of the reading. Since they are in grade1, they are easily activated and want to air their own opinions on the topic. They are familiar with the topic of and know some . But they may not know before. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.Learning objectives1. Language skillsAt the beginning of the class, Ss can predict the content of the passage based on the title. Ss can scan the passage and find out the specific information such as the person related withSs can summarize the passage with the help of the clues of the passage.nguage knowledgeSs can master the key words and phrases of the passage as follows,.Ss can learn, especially3.AffectsSs will realize that and they will concern themselves with the issue of4. Cultural awarenessSs will broaden their minds by knowing something about5. Learning strategiesSs will cultivate their ability individual learning and cooperative learning by doing some activities independently and some in groups.Ss will communicate with each other in English while doing the group work. Language focuses and anticipated difficultiesLanguage focusesThis is a reading period so the focus is to cultivate the students ’reading skills. The many activities are designed to help Ss to train their reading skills, such as predicting, skimming, scanning and summarizing.It is also important for the Ss to master the new words and phrases.Anticipated difficultiesAs the Ss have a limited vocabulary, so they may have some difficulties in understanding the passage. So the teacher will help them learn the new words and phrases.Ss may did not heard before, so the teacher will tell them some background knowledge about it.Teaching methodThree-stage model : Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.Teaching aidsMultimedia devices and PPT documents: In order to help Ss to fully understand the whole passage, I adopt Multimedia devices and PPT documents to bring the real-life situation into the classroom.Teaching proceduresStep1. Lead-in (6min)Activity1. Greetings and Free-talking (2min)T Leads into the topic by asking Ss some they know. Ss tell the name of the they know freely.T: Hello boys and girls.(Ss say hello to the teacher.)T: When we say, what appears in your minds?(Ss tell the things appear in their minds freely.)T: What are the?(Ss tell some names of.)Activity2. Picture-talking (4min)T shows some pictures about the in China and abroad. After seeing the pictures, Ss are expected to tell the similarities of them.T: Just now, you talk about some in China. Now, let’s see some pictures of some. (T shows the pictures and Ss see them carefully.)T: What do the have in common ？ For example, they are very precious. What are your opinions?(T gives them some hints and Ss tell the characteristics of)[Aims]In this step, T first leads in the topic by talking with the Ss freely about the which is familiar to them and then Ss see some pictures and tell the characteristics. These two activities aim to arouse the Ss’interests in the topic and activate their old knowledge of. Then Ss will be mentally prepared for the reading comprehension. What’s more, when they are talking about the charateristics of, they will realize that the are rare and precious and they will concern themselves with the issue of.Step2. Pre-reading (3min)Activity1. Knowing something about(1min)T gives a brief introduction of the. Ss will know the.T: Today, we are going to learn. It is. Do you know what is?(T shows some pictures of and Ss get to know the.)Activity2. Predicting (2min)T asks Ss to read the title of the passage and then ask them some questions. Ss will predict the content of the passage with the help of the title.T: please look at the title “”, what does“动词”mean?(If the Ss can not give the answer, then T explain it.)T:In search means that people are looking for it. Why are people looking for it? Can you guess? What will the passage talk about?(Ss predict the content, but T will not give the answer here.)[Aims]In this step, the Ss first know some information of the; the background information will make it easier for the Ss to understand the passage. Then T asks Ss to make predictions about the passage. It aims to help Ss develop the reading skills of predicting.Step3. While-reading (22min)Activity1. Skimming (4min)Ss skim the whole passage and find out and check their predictions.T: Why are people still? Here is a multiple choice for you.People are searching for the amber room, because________________.A.It is still in Russia.B.It is missing.(keys: B)Fill in the blank.The text is organized of in the order of ________________.(Keys: time)Activity2.Scanning (3min)T presents several true or false statements and asks the Ss to scan the passage and judge the right from the wrong.T: please Ss to scan the passage and judge the right from the wrong.statements T F 1The design of the room was in the style which is popular nowadays.2In fact, the room was made to be a gift.3Frederick William I decided not to keep it.4Russians removed some objects from the room before the Nazis arrived.5The Russians have built a new amber Room at the summer palace.(Keys: Ｆ，Ｆ，Ｔ，Ｔ，Ｆ )Activity3 Close-reading (15min)T designs various kinds of activities and Ss do the activities to fully understand the passage.T: Please read Para.1 carefully and then take some note about the.Materials: ____________________________________Design: ______________________________________Style: _______________________________________Decorations:__________________________________The length of time taken to complete:______________Please read Para.2-4 carefully and then find out the removal of the room.?KonigsbergThe summer palaceThe winter palacePrussiaPlease read Para.2-4 carefully and then find out the person related with the Amber Room and the things them down with it.people WhatFrederick William IPeter GreatCatherine IINazi AmyPlease read Para.5 carefully and then find out the the rebuilding of the amber room.WhoWhenWhatA new Amber RoomWhereWhy[Aims]By doing some many activities, the Ss will develop their reading strategies and language efficiency. T help the Ss study the passage paragraph by paragraph.. Ss will learn some key words and phrases in the passage.Step4. Post-reading (12min)Activity1. Dissuasion (6min)Ss have learned the rebuilding of the passage and T asks the Ss to discuss whether people . T give the example of “ ”which is . Ss share their opinion on the issue and the reasons.We should rebuild it.We should not rebuild it.____________________________________________________________________________________________________________________________________________________________________________________________________________________________Activity2. Role-play (6 min)T creates a situation in which a student of the class has visited the Amber Room, so he/she come back to introduce the amber room.Ss work in pairs, one act as the one who has visited the palace. The other acts as one who is curious about the Amber Room, they should make a dialogue.The beginning of the conversation is given.A:the one who has visited the palaceB:the one who is curious about the Amber RoomA:Last week, I visited the new Amber Room, the journey is so pleasant.B:could you please tell me something about the Amber Room?A:.[Aims]These two activities are to develop the Ss’comprehensive language competence. The role play serves to be an output of the reading and an evaluation of their learning.Homework (1min)Ss write a summery ofSs review the words and phrase of the passage and make sentence with each.Blackboard designUnit1 In Search of the Amber RoomValuableRareAt warIn returnCultural relics amazingfancystylePrecious receptionremoveInterpretationGood morning, ladies and gentlemen. It’ s my great honor and pleasure to be here sharing my lesson with you.I have been ready to begin this representation with five parts. Analysis of the teaching material,the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.Part 1 Teaching MaterialThe content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.Part 2 Teaching AimsAccording to the new standard curriculum and the syllabus (新课程标准和教课纲领), and after studying the teaching material, the teaching aims are the followings:1.Knowledge objects ( 语言目标：语音，词汇，语法，功能，话题)(1)The Ss can master the usage of the important words and expressions.(2)The Ss can use the __________________ (grammar) in the proper situation.(3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about_______________________________.2.Ability objects ( 技术目标：听，说，读，写)(1)To develop the Ss’ abilities of listening, speaking, reading and writing(2)To guide Ss to set up effective studying strategies.(3)To improve the student ’ s reading ability, especially their skimming and scanningability.(4) To train the Ss ’ abilities of studying by themselves and cooperating .3.Emotion or moral objects ( 感情目标：兴趣，自信，合作，爱国，国际视线)(1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________.(2)Teach the Ss_________________________, put the moral education in the language study.Part 3 the Important and Difficult PointsBased on the requirement of the syllabus.The important points are__________________________ such as ______________. The difficult points are_________________________ for example_____________. Part 4 Teaching MethodsAs is known to us all, a good teaching method requires that the teacher should help Ssdevelop good sense of the English language. For achieving these teaching aims, 1(after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories( 现代社会社交教课理论 ) .municative Approach( 社交教课法 )2.Whole Language Teaching( 整体语言教课法 )3.Task-based Language Teaching (任务教课法 )4.Total Situational Action ( 情形教课 ) a “scene — activity ” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI(电脑协助教课 ) can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.Part 5 Teaching ProcedureStep 1. Lead-in. (_____min)___________________________________________________________________Purpose of my design: (1) to catch Ss ’ attention about the class/topic/passage.(2)To set up suspense/develop interest in _______________.Step 2. Pre-readingTask 1. (Individual work, pair work, group work, class work; _____min)Let Ss _____________________________________________________________ Task 2. (Individual work, pair work, group work, class work; _____min)___________________________________________________________________ Now, let ’s see what happened to the_______________/ let ’ s check whether it is right or not.Purpose of my design: (1) to get to know something about the _________________.(2)To have a better understanding about the importance of ___________________. Step 3. While-readingTask 1. (Individual work, pair work, group work, class work; _____min)Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.Para 1 ___________________Para 2 ___________________Para 3 ___________________Task 2. (Individual work, pair work, group work, class work; _____min)Scanning: Listen to the tape part by part to finish ___________________________.Task 3. (Individual work, pair work, group work, class work; _____min)Scanning: Guide Ss to read the material carefully and take some important notes, then answerthe following questions.Task 4. (Individual work, pair work, group work, class work; _____min)Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.第 2/3页Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning.“Task-based” teaching method is used here to develop the Ss ’ ability of communication and also their ability of co-operation will be well trained. Step 4. Post-readingTask 1. (Individual work, pair work, group work, class work; _____min)(接 task3)Ask Ss to close books and finish the summary according their notes. ( 接 task4)Retell the story /Sum up the passage in Ss’ own words according to the chart.Task 2. (Individual work, pair work, group work, class work; _____min)Discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.Step 5. Homework1.__________________________________________________2.__________________________________________________Purpose of my design: Homework is so important and necessary for to master the knowledgethey learned after class. It will check whether the Ss achieve the teaching aims.。
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。
一份完整的英语教案范例
一份完整的英语教案范例一份完整的英语教案范例篇1教学目的：1、知识与技能：本课要求学生能正确听、说、读、单词bathroom，bathtub，dishes，kichen，living room，refigerator，room，shower，sink，stove，toilet，clean，dirty，cook，dry，make，wash，mine，yours。
会口头运用句子：“ What time is it ? It’s ”。
情感态度价值观：1通过复习单词和对话，系统学生的知识体系，激发学生学习英语的爱好。
2 通过小组合作学习，强化合作意识。
3通过情景对话，培育学生学习英语的爱好和综合运用语言的能力。
教学重点、难点：本课重点句子，会正确使用句子。
教具准备：tapes，cards教学过程：Step 1Class opening and Review1) Greeting2) ReviewStep2:Read the wordsbathroom，bathtub，dishes，kichen，living room，refigerator，room，shower，sink，stove，toilet，clean，dirty，cook，dry，make，wash，mine，yoursStep 3Write them.Step4DrillWhat time is it ? It’s _________ ”。
1:45 one forty five2:10 two ten5:37 five thirty seven8:00 eight o’clock3)Extend knowledge :2:10 two ten or ten past two4:30 four thirty or half past three9:00 nine o’clock or nine 教学侧记Step 5An exam一.根据汉语意思写出正确的单词。
小学英语教案全英文版(优秀13篇)
小学英语教案全英文版（优秀13篇）小学英语全英文教案范文篇一Goood moring, Im glad to interpret my lesson here . The lesson plan I am going to talk about is Part A lets learn of unit1 PEP Primary English book7. I will explain how to teach and the reason for doing this from following aspects.Ⅰ analysis of the teaching content.Ⅰ ways of teaching and learning .Ⅰ teaching proceduresⅠ blackboard designV assessmentNow Let;s focus on the analysis of teaching content. It can be divided into 3 parts as followed: the status and the function, the teaching objectives , the main points and difficult points, I;ll talk about it one by one.This lesson is the first lesson of unit 1, book7 . It includes two parts: Let;s learn and let;s play. In section 1, it mainly deals with these key phrases: on foot, by bike, by bus, by train, by subway. And in section 2, it provides a game for the Ss to prastise the patterns: How do you go to? And the answer: I go by../ on foot.Our students have already known some vehicles in the daily life. It;s not difficult for them to understand and use these words . If students can learn it well, it will help students to learn the rest of this unit. So, I set the following aims:The first is language objectivesTo make sure that students can read, recognize and use these key phrases :on foot ,by bike,by bus,by train skillfully.The next is ability objectives(1) To develop Ss; abilities of listening and speaking.(2) To train the Ss; ability of working in groups.moral objectives(1)to help students know some vehicles and comprehend the traffic rules(2) To foster Ss; consciousness of good co-operation and proper competition.The main points and difficult points about this lesson is:(1) To make sure that Ss can use these key phrases correctly and skillfully.(2) To enable Ss to study in groups and co-operate skillfully.(3) To develop Ss; interest in English.Difficult pointsTo help the Ss ask and answer the question “How do you go to?part Ⅰways of teaching and learningAs we all know: the main instructional aims of learning English in primary school is to cultivate pupils; basic abilities of listening and speaking and their good sense of the English language. So in this lesson I;ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey”How do you go to school?” to help Ss to get a better understanding of the key phrases. I will arrange these activities: guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, will be needed.partⅠ teaching proceduresI;ll finish this lesson in five steps.step1 lead--in activitiesI will begin my class with drawing and guessing game, just like this : I show students some vehicles such as bike ,bus ,jeep which they learned before by Stick Figures and ask them guess what;s it.Purpose: It is important to form a better English learning surrounding for the Ss by guessing game. and at the same time it provides situations to review learned knowledge for the next step.step2 prestentationNow I;ll mainly talk about this step.1、first there is a Free talk between T and Ss. For example: I show many pictures of beautiful cities and ask students some questions, such as do you like this city?where do you want to go ?and help Ss to answer them with by train ,by plane,by ship.By the way, I show the picture of a school, and say“ I go to schiool by bus” ,Ss read this sentence. do the actions and ask how do you go to school?,show many pictures of tools such as ,on foot by bike ,by bus to help students answer my question one by one.To present the key structures one by one is much easier for the Ss to learn and grasp the meanings.2 With the help of the CAI I set a situation to help Ss understand the way of using these key phrases:A boy is coming, who is going to school. He says: I go to school byThen play the sounds of bus, bike ask students to listen carefully and tell “I go to school by according to the different sounds, by the way , I present another new phrases:by subwayPurpose:Make Ss use these new phrases with sentence structures, to help Ss use the language in a real situation.step3 practise3 I order to make every student read these new phrases correctly, I design a drill in this step,I show cards as soon as possible ,students should read the words quickly and spell them. Then I ask How do you go to school?students answer I go to ......also I will quicken the speed to ask .The purpose is to draw the whole studentsattention to the spelling of the words4 After this, I ask Ss to do Lets play in fours. They use places cards and vehicle cards, ask and answer:How do you go to ? I go to by”5, If Ss can ask and answer expertly, I will ask them to make a short dialogue.the purpose of this is to help students to learn those sentenses through a ture situation and make the dialogues in order to check if Ss can usse these key prases、sentences structures skillfullystep 4 consolidationlet students do a survey about how do you go to school?and the table like this :write down names and tools another Ss chooseTask-based teaching method is used here to develop Ss; ability of ; communication and also their ability of co-operation will be well trained.step 5 homeworkask students to collect other kinds of transport tools through the library ,computer.the purpose of this is to stimulate the interest of learning english and to wide the studentsknowledgestep6 blackboard designmy blackboard design like this :on the left Ishow the phrases:on foot,by bus.......on the right there are many sentences:how do you go to school?I go to ......step 7 assessmentdue to the studentsage ,I make every students work in class through many activities in order to stimulate the studentsinterest and provide they a wide thinking room. I make students learn this lesson very well through desiring scene statuesthats all,thank you for your listening !Unit 1 Lesson 篇二Part A Let;s say, Let;s chant Part C CultureTeaching Aims :1、Be able to listen, say, recognize the words: apple, ant, boy, bag, Coke, coffee.2、Be able to listen, say, read and write these three letters: A a; B b; C c3、Through the chant review the letters of ABC, train a sense of group identity.Focus Points amp; Difficult Points :Read the letters: Big letter C, small letter c; Write down them correctly and handsomely.Teaching Preparation:1、Letter cards ，some word pictures, word cards: apple boy eraser ant crayon body head cake Coke coffee bag ball2、A little blackboard with four-line format and a ball.Designing for the blackboard:panda beaver eagle kangaroo (pictures)China Canada America Australia (words)Teaching Steps:Step1. Warm ndash;up1、Sing a song.2、Free talkT: Hello. I;m Wendy. I;m from Hangzhou.S1: Hello! I;m 。
高中英语教案模板全英文(共7篇)
高中英语教案模板全英文（共7篇）第1篇：全英文英语教案全英文英语教案模板【篇1：大学英语教案经典模板】教案practical college english新认知大学实用英语综合教程教研室：公共课部教师姓名：freefishwang【篇2：英语教案模板】unit 5 text awhat are friends for? teaching objectives:by the end of the unit, students will be better able to1.understand the varied parts friendship plays in ones life and be better friends themselves;e about 30 new words and 10 new phrases and expreions in brief conversations, translation and preliminary writing tasks;e the subjunctive mood with implied condition in real life communication;4.read material of a similar topic and degree of difficulty;5.know how to write concisely by avoiding overstated, pompous words and redundant phrases. teaching methods:audio lingual method; presentation; discuion; question-answer.important/difficult points:new words and expreions: chat, turtle, modelpick up, happen to, cd player, out of touch, put in perspective, betrayed confidence on the planet, get rid of, in good/bad shapesome sentences in the text are difficult to understand, such as i was thinking about how everybody can’t be every thing to each other, but some people can be something to each other, but some people can be something to each other; wherever, whenever, there’s that spark of recognition; they have beautiful homes filled with special handmade things presented to them by villagers in the remote areas they have visited in their extensive travels. teaching procedure:step 1.warming up (30 mints)1) work in pairs or groups, and discu the following questions.? 1.do you have different kinds of friends? how do you claify them?? 2.what is so great about friends?? 3.under what circumstances can one lose a friend?? 4.is it poible to love and hate a friend at the same time? give examples.2) ask students to skim the text for the 8 kinds of friends mentioned in the text.buddies/ relative friends/ work friends/ former friends/ friends you love to hate/ hero friends/ new friends 3) introducing the main idea of the articleit is said that friends are the best gift god has given us.now that we have eight kinds of friends from the text, what kind of happine or benefit can each of them bring us? that’s exactly what the text is about.step 2.new words and the notes (20 mints) learn new words and expreions of text aexplain some important and difficult words and expreions. cement n.水泥，粘合剂v 巩固，粘牢nostalgic a.—nostalgia n.—nostalgically ad. subdivision n.—subdivide v.—divide v. inopportune a.—(opposite) opportune a. invisible a.—(opposite) visible a. look at the notes onpage 1161.marion wink: poet, eayist, and regular commentator on national public radio’s.the author made up the capitalized expreions in the text such as “faraway friend,” “relative friend,” which would make no sense at all out of context, with the latter in particular.2.you quit doing drugs, you’re not such good friends with your dealer anymore: this is not meant to be taken seriously.poeion or sale of illegal drugs can result in long prison terms.step 3.key points (60 minutes)? 1.cry on sb.’s shoulder: get sympathy from someone when you tell them your problems 向某人诉苦以寻求抚慰（或同情）e.g.at least she hadn’t cried on his shoulder again.if you ever need a shoulder to cry on, just call me.? 2.in return (for sth.): as payment or reward for something作为回报或回报e.g.he is always helping people without expecting anything in return.we offer an excellent all-round（全面的，多角度的）education to our students.in return, we expect students to work hard. ? 3.they hold out through innumerable crises before...: they are alwaysreliable（可靠的，可信信赖的）and nice when you are in difficult times even though they don’t like what you are doing... ? 4.while so many family relationships are tinged with guilt and obligation:while so many people may feel something of a sense of guilt orresponsibility in dealing with family relationships...? pany goip, once an infallible（绝对可靠的）source ofentertainment, soon awkwardly accentuates the distance between you: office chat used to be an effective way of amusement for you; however, it makes you feel uneasy since you do not work together anymore and therefore increases the feeling of distance between you.? 6.work friends share certain memories which acquire a nostalgic glowafter about a decade:memories of your work friends makes you happy after ten years, so yousomehow wish that you could return to those days.? 7.dead end: a street with no way out at one end or a situation from which nomore progre in poiblee.g.he realized that the job at which he had been aiming all these yearsseemed to him to be a dead end. he thinks they have reached an evolutionary（逐渐发展的，演变的）dead end.? 8.when you feel you’ve hit a dead end, come to a confusing fork in theroad, or gotten lost in some cracker-box subdivision of your life:whenever you feel helple, confused or at a lo（困惑的，手足无措的）in the complicated journey of your life...notice that “cracker-box division” is not a general expreion, but is rather made up by the author.cracker: 薄脆饼干；咸饼干sth.: formal owning or having obtained something from somewhere 占有（或拥有）某物e.g.she was found in poeion of stolen goods.how did the painting come into your poeion (=how did you get it) ? ? 10.to death: informal used to emphasize that a feeling or emotion is very strong? be bored / scared / frightened etc.to deathshe was scared to death of what might happen next.i’m absolutely sick to death of it (=very angry, bored, or unhappy about something) .? bore / scare / love etc.somebody to deathhe drove at a speed which frightened leonora to death.she used to worry me to death.? 11.make me/you sick: spoken a) make you feel very angrye.g.people like you make me sick!b) indicate a feeling of jealousy — used humorouslye.g.you make me sick with your “expenses paid” holidays!? 12.wherever, whenever, there’s that spark of recognition（认识）:when you meet a “new friend” for the first time you instantly feel a connection with each other. step 4.aignment (5 minutes)1.read the article repeatedly and try to remember the new words and expreions in text a2.finish the study and practice on page 118-130.the teaching plan of unit 5 what are friends for?(college english 2) english department sun xiaofang【篇3：全英文英语阅读课教案模板】阅读课教案school__ number3 middle school____junior or senior section _junior__ cla ____3____ grade _1_______size ______45__ time_40_______date __2009-12-28____ materials __go for it______type of leon _reading ____ contents: 1.vocabulary: some nouns about furniture and some daily use things: table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant. some prepositions of place: on, in, under2.structure: where is (where’s)…?it is (it’s) in/on/under…where are…?they are (they’re) in/on/under… where’s/where’re…?i don’t know.is it /are they on/in/under… ?no, it isn’t./they aren’t./ yes, it is./they are.3.1) dialogue: where’s the bag?i don’t know.is it on the dreer?no, it isn’t.where are my books?i don’t know.are they on the bed?no, they’re not.2)writing: ask, gue and write objectives:1.instructional objectives (language knowledge and language skills)1) to promote students’vocabulary development (table, bed, dreer,bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.…)2) to promote students’reading skills a) prediction b) skimming3) to promote students’oral english4) to develop students’writing skill cational objectives (affect, learning strategy and cultural awarene)1) to develop students’ability to communicate with others to get information2) to build students’confidence3) to make students learn to cooperate with others 3.personal objectives:1) to develop teacher’s ability of claroom management focal points: a: the nouns. b: prepositions of place c: where- question andd: answers to “is the… in/on/under the …?”；difficult points: a: use the prepositions to describe position of thingsb: use the where-question and is it-/are they -question to ask things’positionaids: ppt, blackboard, chalk … pr ocedures and time allotment1.getting students ready for learning( mins) 1) greetings: good morning everyone! 2) routine task: duty report2.revision: use some pictures to review the vocabulary ( table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in, under) and sentence structure:where is (where’s)…?it is (it’s) in/on/underwhere are…?they are (they’re) in/on/under… 3.pre-reading :step1: vocabulary and some phrases learningtask: look at the conversation between them and gue the meaning of the sentences in red.( using the conversation between liu qian and a xin to show those phrases to the students in order to learn them by the context; because the sentence structure in the conversation is those they have learnt) (… mins)此步骤包含词汇、语法教学等 4.while-reading 5.post-reading(… mins)1) oral work 2) written work 6.aigning homework1) conclusion: a: vocabularyb: sentence patterns: where is (where’s)…?it is (it’s) in/on/under…where are…?they are (they’re) in/on/under…where’s/where’re…?i don’t know.is it /are they on/in/under… ?no, it isn’t./they aren’t./ yes, it is./they are. 2) homework: ask, gue and writelet your partner to ask as well as gue where your things are in your room.write down your conversation by using the following sentence patterns:a: where’s/where’re your…? b: you can gue.a: i don’t know.is it /are they on/in/under… ?b: no, it isn’t./they aren’t.yes, it is./they are.…self-evaluation第2篇：全英文幼儿园英语教案全英文幼儿园英语教案【篇1：幼儿园英语教案】幼儿园英语教案-好吃的水果一、活动内容：《好吃的水果》二、活动目的：1、在游戏中学习英语单词，如：apple、banana、orange、pear、grape、peach等等。
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Lesson planNSEFC Module2 Unit Reading InTeacher:Period：Period1Type：ReadingDuration: 45minutesTeaching ideologyThe current theory view reading as a interactive process which involves not only the printed page but also the reader’s old knowledge of the language in general, the world and the text types. In the reading process, these factors interact with each other and compensate for each other. Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.Teaching material and learning condition The analysis of teaching materialThe teaching material is the reading part from NSEFC Module2 Unit. The topic of this unit is . This passage mainly introduces .The passage consists of paragraphs. The first paragraph is a general introduction of the . Para.2 to Para.4 introduces . The last paragraph tells about . The topic is not new to the Ss. But there is some new words and phases in the passage.The analysis of learning conditionThe students are from grade1 in senior high school. As high school students, they have achieved certain English level and they have the ability to get the basic idea of the reading. Since they are in grade1, they are easily activated and want to air their own opinions on the topic. They are familiar with the topic of and know some. But they may not know before. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.Learning objectives1. Language skills●At the beginning of the class, Ss can predict the content of the passage based on the title.●Ss can scan the passage and find out the specific information such as the person related with ●Ss can summarize the passage with the help of the clues of the passage.2. Language knowledge●Ss can master the key words and phrases of the passage as follows, .●Ss can learn , especially3. Affects●Ss will realize that and they will concern themselves with the issue of4. Cultural awareness●Ss will broaden their minds by knowing something about5. Learning strategies●Ss will cultivate their ability individual learning and cooperative learning by doing someactivities independently and some in groups.●Ss will communicate with each other in English while doing the group work. Language focuses and anticipated difficultiesLanguage focusesThis is a reading period so the focus is to cultivate the students’ reading skills. The many activities are designed to help Ss to train their reading skills, such as predicting, skimming, scanning and summarizing.It is also important for the Ss to master the new words and phrases.Anticipated difficultiesAs the Ss have a limited vocabulary, so they may have some difficulties in understanding the passage. So the teacher will help them learn the new words and phrases.Ss may did not heard before, so the teacher will tell them some background knowledge about it.Teaching methodThree-stage model: Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.Teaching aidsMultimedia devices and PPT documents: In order to help Ss to fully understand the whole passage, I adopt Multimedia devices and PPT documents to bring the real-life situation into the classroom.Teaching proceduresStep1. Lead-in (6min)Activity1. Greetings and Free-talking (2min)T Leads into the topic by asking Ss some they know. Ss tell the name of the they know freely.T: Hello boys and girls.(Ss say hello to the teacher.)T: When we say , what appears in your minds?(Ss tell the things appear in their minds freely.)T: What are the ?(Ss tell some names of .)Activity2. Picture-talking (4min)T shows some pictures about the in China and abroad. After seeing the pictures, Ss are expected to tell the similarities of them.T: Just now, you talk about some in China. Now, let’s see some pictures of some . (T shows the pictures and Ss see them carefully.)T: What do the have in common？For example, they are very precious. What are your opinions?(T gives them some hints and Ss tell the characteristics of )[Aims]In this step, T first leads in the topic by talking with the Ss freely about the which is familiar to them and then Ss see some pictures and tell the characteristics. These two activities aim to arouse the Ss’interests in the topic and activate their old knowledge of . Then Ss will be mentally prepared for the reading comprehension. What’s more, when they are talking about the charateristics of, they will realize that the are rare and precious and they will concern themselves with the issue of .Step2. Pre-reading (3min)Activity1. Knowing something about (1min)T gives a brief introduction of the. Ss will know the.T: Today, we are going to learn . It is . Do you know what is? (T shows some pictures of and Ss get to know the .)Activity2. Predicting (2min)T asks Ss to read the title of the passage and then ask them some questions. Ss will predict the content of the passage with the help of the title.T: please look at the title “”, what does “动词” mean?(If the Ss can not give the answer, then T explain it.)T: In search means that people are looking for it. Why are people looking for it? Can you guess? What will the passage talk about?(Ss predict the content, but T will not give the answer here.)[Aims]In this step, the Ss first know some information of the ; the background information will make it easier for the Ss to understand the passage. Then T asks Ss to make predictions about the passage. It aims to help Ss develop the reading skills of predicting.Step3. While-reading (22min)Activity1. Skimming (4min)Ss skim the whole passage and find out and check their predictions.T: Why are people still ? Here is a multiple choice for you.Activity2. Scanning (3min)T presents several true or false statements and asks the Ss to scan the passage and judge the right from the wrong.(Keys: Ｆ，Ｆ，Ｔ，Ｔ，Ｆ)Activity3 Close-reading (15min)T designs various kinds of activities and Ss do the activities to fully understand the passage. Para.1T: Please read Para.1 carefully and then take some note about the .Para.2-4Please read Para.2-4 carefully and then find out the removal of the room.Please read Para.2-4 carefully and then find out the person related with the Amber Room and the things them down with it.Para.5Please read Para.5 carefully and then find out the the rebuilding of the amber room.[Aims]By doing some many activities, the Ss will develop their reading strategies and language efficiency. T help the Ss study the passage paragraph by paragraph.. Ss will learn some key words and phrases in the passage.Step4. Post-reading (12min)Activity1. Dissuasion (6min)Ss have learned the rebuilding of the passage and T asks the Ss to discuss whether people . T give the example of “” which is . Ss share their opinion on the issue and the reasons.Activity2. Role-play (6 min)T creates a situation in which a student of the class has visited the Amber Room, so he/she come back to introduce the amber room.Ss work in pairs, one act as the one who has visited the palace. The other acts as one who is curious about the Amber Room, they should make a dialogue.The beginning of the conversation is given.A: the one who has visited the palaceB: the one who is curious about the Amber Room[Aims]These two activities are to develop the Ss’comprehensive language competence. The role play serves to be an output of the reading and an evaluation of their learning.Homework (1min)Ss write a summery ofSs review the words and phrase of the passage and make sentence with each. Blackboard designInterpretationGood morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.Part 1 Teaching MaterialThe content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.Part 2 Teaching AimsAccording to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings:1.Knowledge objects (语言目标：语音，词汇，语法，功能，话题)(1)The Ss can master the usage of the important words and expressions.(2)The Ss can use the __________________ (grammar) in the proper situation.(3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about_______________________________.2.Ability objects (技能目标：听，说，读，写)(1) To develop the Ss’abilities of listening, speaking, reading and writing(2) To guide Ss to set up effective studying strategies.(3) To improve the student’s reading ability, especially their skimming and scanningability.(4) To train the Ss’abilities of studying by themselves and cooperating .3.Emotion or moral objects (情感目标：兴趣，自信，合作，爱国，国际视野)(1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________.(2)Teach the Ss_________________________, put the moral education in the language study. Part 3 the Important and Difficult PointsBased on the requirement of the syllabus.The important points are__________________________ such as ______________. The difficult points are_________________________ for example_____________. Part 4 Teaching Methods As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims,1(after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论) .1. Communicative Approach(交际教学法)2. Whole Language Teaching(整体语言教学法)3. Task-based Language Teaching (任务教学法)4. Total Situational Action (情景教学) a “scene —activity”teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI (电脑辅助教学) can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.Part 5 Teaching ProcedureStep 1. Lead-in. (_____min)___________________________________________________________________ Purpose of my design: (1) to catch Ss’attention about the class/topic/passage.(2) To set up suspense/develop interest in _______________.Step 2. Pre-readingTask 1. (Individual work, pair work, group work, class work; _____min)Let Ss _____________________________________________________________ Task 2. (Individual work, pair work, group work, class work; _____min)___________________________________________________________________ Now, let’s see what happened to the_______________/ let’s check whether it is right or not.Purpose of my design: (1) to get to know something about the _________________.(2) To have a better understanding about the importance of ___________________. Step 3. While-readingTask 1. (Individual work, pair work, group work, class work; _____min)Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.Para 1 ___________________Para 2 ___________________Para 3 ___________________…Task 2. (Individual work, pair work, group work, class work; _____min)Scanning: Listen to the tape part by part to finish ___________________________.Task 3. (Individual work, pair work, group work, class work; _____min)Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.Task 4. (Individual work, pair work, group work, class work; _____min)Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.第2/3页Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’interest in English learning. “Task-based”teaching method is used here to develop the Ss’ability of communication and also their ability of co-operation will be well trained. Step 4. Post-readingTask 1. (Individual work, pair work, group work, class work; _____min)(接task3)Ask Ss to close books and finish the summary according their notes. (接task4)Retell the story /Sum up the passage in Ss’own words according to the chart.Task 2. (Individual work, pair work, group work, class work; _____min)Discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.Step 5. Homework1. __________________________________________________2. __________________________________________________Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.。