lesson plan
lesson planning教案模板
Lesson Plan TemplateLesson Title: [Insert Lesson Title Here]Grade Level: [Insert Grade Level Here]Subject: [Insert Subject Here]Duration: [Insert Duration Here]Objectives:Cognitive: [Insert specific learning objectives related to knowledge and understanding]Affective: [Insert specific learning objectives related to attitudes and feelings]Psychomotor: [Insert specific learning objectives related to physical skills]Materials Needed:[List all materials and resources needed for the lesson]Standards Addressed:[Insert relevant educational standards or benchmarks]Vocabulary:[List key vocabulary words and definitions]Introduction (5-10 minutes):Hook/Attention Grabber: [Describe an engaging activity or question to capture students’ interest]Objective Sharing: [Explain the lesson objectives to the students]Prior Knowledge Activation: [Discuss what students already know about the topic]• • • • • • • • •Instruction (15-20 minutes):Direct Instruction: [Provide detailed steps for teaching the content,including explanations, examples, and demonstrations]Guided Practice: [Describe activities where students practice new skills with teacher support]Check for Understanding: [List questions or formative assessments to gauge student comprehension]Independent Practice (10-15 minutes):[Describe activities where students practice skills independently]Closure (5-10 minutes):Summary: [Recap the main points of the lesson]Student Reflection: [Ask students to reflect on what they learned]Preview of Next Lesson: [Briefly introduce what will be covered in the next lesson]Assessment:Formative: [Describe how you will assess student understanding during the lesson]Summative: [Describe any end-of-lesson assessments, such as quizzes or projects]Differentiation:For Advanced Learners: [Describe how you will challenge advanced students]For Struggling Learners: [Describe how you will support students who need extra help]Extensions:[List additional activities or projects for students who finish early or want to explore the topic further]Reflection:[Space for teacher to reflect on the lesson’s effectiveness and areas for improvement]• • • • • • • • • • • • •Example Lesson PlanLesson Title: Introduction to PhotosynthesisGrade Level: 5th GradeSubject: ScienceDuration: 45 minutesObjectives:Cognitive: Students will understand the basic process ofphotosynthesis.Affective: Students will appreciate the importance of plants in the ecosystem.Psychomotor: Students will create a diagram of the photosynthesis process.Materials Needed:Whiteboard and markersChart paper and markersPhotosynthesis worksheetPlant samplesVideo on photosynthesisStandards Addressed:NGSS 5-LS1-1: Support an argument that plants get the materials they need for growth chiefly from air and water .Vocabulary:PhotosynthesisChlorophyllCarbon dioxideOxygenGlucose• • • • • • • • • • • • • •Introduction (5-10 minutes):Hook/Attention Grabber: Show a short video clip of plants growing in fast motion.Objective Sharing: Explain that today we will learn how plants make their own food through photosynthesis.Prior Knowledge Activation: Ask students what they know about how plants grow.Instruction (15-20 minutes):Direct Instruction: Explain the process of photosynthesis using a diagram on the whiteboard. Highlight the role of sunlight, water , and carbon dioxide.Guided Practice: Work through a photosynthesis worksheet as a class,filling in the blanks and labeling parts of the process.Check for Understanding: Ask students to explain the process in their own words and answer questions about the diagram.Independent Practice (10-15 minutes):Students will draw their own diagram of the photosynthesis process and label each part.Closure (5-10 minutes):Summary: Recap the main points of photosynthesis.Student Reflection: Ask students to share one new thing they learned about plants.Preview of Next Lesson: Introduce the next topic: the role of plants in the food chain.Assessment:Formative: Monitor student participation during guided practice and check for understanding.Summative: Review the diagrams students create for accuracy and completeness.Differentiation:For Advanced Learners: Provide additional reading material on the chemical equations involved in photosynthesis.• • • • • • • • • • • • •For Struggling Learners: Pair students with a buddy for the independent practice activity.Extensions:Research project on different types of plants and their photosynthesis processes.Reflection:[Teacher’s notes on what worked well and what could be improved for next time]• • •。
Unit-4-Lesson-Planning教学内容
aims, objectives
How to achieve:
materials, activities, techniques, resources, etc.
Discussion
How do you judge whether your teacher is prepared or not?
4.2 Principles for Good Lesson
Planning
1. Aim: the realistic goals for the lesson; what students are able to do by the end of the lesson;
2. Variety: different types of activities; a wide selection of materials;
Before the lesson ????
After the lesson ????
Before the lesson
aims contents teaching aids activities techniques time potential problems
After the lesson
Unit-4-Lesson-Planning
4.1 Importance of Lesson Planning备课
Q: What is a lesson plan? (教案) What is planned for the lesson?
“A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.”(51)
LessonPlan教案
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
# 展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。
學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
#展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。
學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
香港進食失調康復會有限公司派員到校主講《瘦身文化面面觀》講座
全級進行
# 展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。
學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
#展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。
學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
#展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。
學習評估：。
Lesson Plan英语教案一般现在时教学设计
Lesson PlanTeaching the present simple tense is one of the first, and most important tasks when teaching beginners. It's a good idea to teach the present simple of the verb 'to be' to begin with, and introduce simple adjectives to help students expand their understanding of the verb 'to be'. After English learners are comfortable with the present and past forms of the verb 'to be', teaching the present simple and past simple will be much easier.5 Steps for Introducing the Present SimpleStart by Modeling the Present SimpleMost English learners are false beginners. In other words, they have already studied English at some point. Begin teaching the present simply by stating some of your routines:I get up at six-thirty in the morning.I teach at the Portland English School.I have lunch at one o'clock.Students will recognize most of these verbs. Model some questions for the students as well. At this point, it's a good idea to ask yourself a question and provide the answer.When do you have dinner? - I have dinner at six o'clock.When do you come to school? - I come to school at two o'clock.Where do you live? - I live in Portland.Continue by asking students the same questions. Students will be able to follow your lead and answer appropriately.Introduce the Third Person SingularOnce the students are comfortable speaking about their own basic daily activities, introduce the third person singular for 'he' and 'she' which willprove the most difficult for students. Again, model the present simple third person ending in 's' for the students.When does Mary have dinner? - She has dinner at six o'clock.When does John come to school? - He comes to school at twoo'clock.Where does she live? - He lives in Portland.Ask each student a question and ask another for a reply, creating a chain of questions and answers changing from 'you' to 'he' and 'she'. This will help students memorize this crucial difference.Where do you live? - (Student) I live in Portland.Where does he live? - (Student) He lives in Portland.Introduce the NegativeIntroduce the negative form of the present simple in the same manner as above. Remember to continually model the form to the students and immediately encourage a similar answer.Does Anne live in Seattle? - No, she doesn't live in Seattle. Shelives in Portland.Do you study French? - No, you don't study French. You studyEnglish.Introduce QuestionsUp to this point, students have been answering questions so they should be familiar with the form. Make sure to point out the difference between 'yes/no' questions and information questions. Start with 'yes/no' questions encouraging students to answer in the short form.Do you work every day? - Yes, I do./No, I don't.Do they live in Portland? - Yes, they do./No, they don't.Does she study English? - Yes, she does/No, she doesn't.Once students are comfortable with short 'yes/no' questions, move on to information questions. Make sure to vary the subjects up to help students become familiar with the tendency to drop the 's'.Where do you live? - I live in Seattle.When do you get up in the morning? - I get up at seven o'clock.Where does she go to school? - She goes to school at theUniversity of Washington.Discuss Important Time WordsOnce students become comfortable with the present simple, introduce important time words such as 'everyday' and adverbs of frequency (usually, sometimes, rarely, etc.). Contrast these with common time words used in the present continuous such as 'now', 'at the moment', etc.She usually takes the bus to work. Today, she is driving.My friend sometimes goes out for dinner. At the moment, he'scooking dinner at home.Jennifer rarely talks to strangers. Right now, she's talking to afriend.3 Strategies for Practicing the Present Simple Explaining the Present Simple on the BoardStudents will now recognize the present simple tense and be able to respond to simple questions. It's time to introduce the grammar. Use a present simple tense timeline on the board to stress the fact that this tense is used to express routines. I also like to use simple charts showing the underlying structure of this tense.Comprehension ActivitiesOnce you have introduced the tense and used the whiteboard to explain forms, continue teaching the present simple tense through activities which use the present simple in context.Continued Activity PracticeStudents have learned to recognize the present simple, as well as understand the form in comprehension activities. It's time to continue by having students use the present simple to describe their own lives inboth spoken and written form. This detailed lesson on daily routines will help you continue the practice.Expected ProblemsHere are the most common challenges for students when using the present simple:•Confusing with the present continuous for actions occurring at the moment of speaking.•Use of 's' in the third person.•Auxiliary verb usage in the question and negative form, but NOT in the positive form.•Placement of adverbs of frequency.。
培训讲师授课技巧-教案(Lesson plan)的制作方法
【教案(Lesson plan)的制作方法】一、将一个单元所要运用的教材与教法及有关资源作一具体的计划，然后根据此计划进行教学，以达成预订的教学目标。
1. 可使教学具有明确的教学目标。
2. 可使目标确实具体达成。
3. 可选取适当的教材以适应需要。
4. 可采取适当的教学方法。
5. 可安排合适的教学活动。
6. 可准备充分的教学资源。
7. 可适当的分配教学时间。
8. 可增加教师的信心。
9. 可避免教材的遗漏，可随时补注。
二、如何编写适才适用的教材?1．教材发展在诸多影响教学品质之因素中，如讲师之教学能力、课程、教学资源、教材、设备、学生……等，教材占举足轻重之地位，并以考量是否能配合社会的需求？是否能适合学员的需求，以及是否能配合教学情境的需要？为主要着眼点。
2．因此，在进行教学工作时，如何选择教材，并予以有系统的规划、组织、评鉴就成为一项重要的课题。
3．运用「系统方略」(system approach)概念于教材之发展，并于整体发展过程中，依课程目标、教学内外环境之需要，设计可行之教学法，期使所发展之教材得以发挥其功能，达成课程目标之要求。
4．规划教材内容4-1. 前言：界定学习者起点行为(学前经验) 、教学目标、教学时数、教学策略、各单元介绍、有关指引(如内容重要性、教学顺序等)4-2. 目录：单元标题；图表目次；参考书目及附录资料。
4-3. 内容：各单元之撰写格式含表头、字体大小、边限、图、表、批注等均须事先规定。
4-4. 单元摘要：可帮助学员统整教学重点。
5. 练习或问题：各单元后均应编练习或问题或教学后活动以帮助学习，同时也提供解答于附录。
6. 个案研究：在管理训练课程中，个案研究之练习宜考虑列入教材，使学者能应用所学，提升学习效果。
7. 参考书目。
8. 附录资料：索引数据、名词解释、表格数据、技术指引等。
(完整word版)lesson plan
Lesson PlanBackground informationStudents：Junior high school students, Grade 1Lesson duration: 40minsTeaching aims:1. Knowledge aims(1） Students can know some new words about transportation and learn some sentence patterns。
(2） Students can learn some sentence patterns。
2. Ability aims（1）To develop the students’ abilities of listening， speaking, reading and writing.(2) To train the students’ ability of working in pairs.(3) To develop the students' abilities of communication by learning the useful structures.3。
Emotion aims（1) Through different teaching methods to make students be interested in study. (2） Love to know more knowledge about transportation and dare to express their opinions in English。
（3) Encourage the students to be more creative and try to make contributions to making new inventions in the future。
英语教案的英文术语
英语教案的英文术语在英语教学中，有许多专业术语被广泛应用于教学过程中。
学会这些术语对于提高教学效果和与其他教育专业人士交流至关重要。
下面将介绍一些常见的英语教案中使用的英文术语：1. Lesson Plan （教案）Lesson Plan是指教师在教学前所制定的详细计划。
它包括了教学目标、所需教学资源、教学活动和评估方式等内容。
一个好的Lesson Plan能够帮助教师有效组织课堂教学。
2. Teaching Goals （教学目标）Teaching Goals是指教师在教学中想要达到的具体目标。
这些目标通常会根据学生的水平、课程标准和教学内容来确定，有助于指导教学过程。
3. Classroom Management （课堂管理）Classroom Management是指教师在课堂上对学生行为、注意力和秩序进行管理的过程。
良好的课堂管理能够创造一个有利于学习的环境。
4. Differentiated Instruction （分层教学）Differentiated Instruction是指根据学生的不同学习需要和能力，采取不同的教学策略和方法进行教学。
这有助于满足各种学生的学习需求。
5. Assessment （评估）Assessment是指对学生学习成果进行评价和反馈的过程。
评估可以帮助教师了解学生的学习情况，调整教学策略，以及指导学生的学习方向。
6. Engaging Activities （引人入胜的活动）Engaging Activities是指吸引学生注意力、激发学习兴趣的各种教学活动。
通过设计具有趣味性和挑战性的活动，能够增强学生的学习动机。
以上是英语教育中常见的几个英文术语，掌握这些术语将有助于教师更好地进行英语教学工作。
希望以上内容对您有所帮助。
lesson plan
A Lesson plan---One man in a boatClass Description:40 junior high grade one students, average level, and relatively high motivation; not very active: a bit weak in grammar.Teaching Focus:Topic: favorite interestsFunction:describing one‟s favorite hobby and one‟s feeling when doing itForm: Structure: ---V+ing is one‟s favorite…---less…than…V ocabulary: ---favorite; catch; boot; rubbishPhrase: ---be interested in doing sth---give up doing sthTeaching Objectives:1. Students will be able to use the focused structure …V+ing is one‟s favorite…‟todescribe sth they like very much..2. Students will be able to use the word …realize‟ to describe they understand sth.3. Students will be able to talk about their hobbies using the focused phrase---…beinterested in doing sth‟4. Students will be able to use the phrase …give up‟ to persuade someone to stop doingsth.5. Students will be able to use the phrase …instead of‟Teaching Material & Aids:Lesson 20 in New Concept EnglishTeaching Procedure:Ⅰlead-in (7’)1. Teacher asks Q1: what do you usually do at your spare time? According tostudents‟answer teacher mention the structures: …V+ing is one‟s favorite …‟…be interested in doing sth‟.eg: If students answered: I usually read books. Then teacher said: …so reading is your favorite interests, isn‟t it?‟ or …so, you are interested in reading‟, etc.2. In response toQ1 students will give a lot of answers, and then teacher givesQ2: what are your feelings when you are doing your favorite thing?3. Teacher assists students answering these questions, providing them words andexpressions when necessary.4. Teacher has a conclusion that everyone has its own interest. It makes everybodyhappy when doing it.ⅡPresentation (20’)5. After students discussing this question, teacher asksQ3: Do you think fishing is interesting? If the answer is ‘yes’ ,ask them to give their reasons as simple as possible.6. Goes on to ask Q4: What should you do when you are fishing? Teacher helpsstudents describe it by providing words and expressions when necessary.7. Then refers students to the text, gives students 2 minutes to read it, and asks themto answer following questions:Q5: what’s the man’s favorite sport?8. After students giving answers, teacher mentions the structure …V+ing is one‟sfavorite…‟too, and gives the necessary explanations about this structure. Teacher gives some examples:Watching TV is my favorite pastime.Playing football is my favorite sport.Then lead students to express own hobbies using this structure.10. Go on to ask Q6: What do some unlucky fishermen catch?Explain two newwords …boot‟ and …rubbish‟.9. After answering the first two questions, teacher assigns students to do the secondreading, and makes them ready to answer the following questions.11. Ask Q7: What did his friends say when he went home with an empty bag?Depending on students‟answer, teacher repeats the answer in this text ---…Y ou must give up fishing; it‟s a waste of time‟. Then give them several situations using the focused structure …give up doing sth‟ to make sentences.12. Teacher asks Q8: Why does the writer say he is even less lucky?In thisquestion teacher focus to the usage of the word “less…than…”. Teacher gives some examples, such as:Apple is less delicious than berry.Tom is less tall than me.13. Then go to ask the Q9: what is he really interested in? Students will find theanswer in the text that he is not really interested in fishing and he is only interested in sitting in a boat and doing noting at all. The same sentence structure …be interested in doing sth‟is repeated here. Teacher explains this structure by exemplification practice.14. After students going though the story teacher has a conclusion about the text thatthe man who in the boat fishing is not to ask for the result but for the process.Whether he catches fishes or not, he is just enjoying the process of fishing, notfishes.Ⅲ. Practice (13’)15. Students talk in groups (4 students a group) to retell the story using the words andphrases like …favorite‟, …less‟, …instead of‟, …give up‟.16. Students talk in groups telling their classmates their own hobbies using thepatterns …be interested in…‟Ⅳ.Conclusion (5’)17.Teacher evaluates students‟performance, making comments, correcting majormistakes; teacher also emphasizes the focused teaching items;18. Teacher assigns homework (for after class activation);(1) Students need to write a composition named …My favorite sport‟(2) Prepare a conversation with your classmates. Topic is …I‟m interested in doingsth‟, and student will have a performance in next class.Lesson Plan。
英文教案常用词汇有哪些
英文教案常用词汇有哪些在教学英语的过程中，教案是教师进行教学活动的重要工具之一。
一个优秀的教案不仅要设计恰当的教学步骤和内容，还需要运用各种专业术语和常用词汇来描述教学过程和教学目标。
下面将介绍一些英文教案中常用的词汇和术语。
1. Lesson Plan（课程计划）Lesson Plan是指一节课的详细计划，包括教学目标（Learning Objectives）、教学过程（Teaching Procedures）、活动安排（Activity Arrangement）等内容。
在Lesson Plan中，通常会明确教学目标、时间安排、教学资源以及评估方式等。
2. Warm-up（热身活动）Warm-up是指课程开始前，通过一些简单的活动帮助学生进入学习状态的过程。
这个环节可以包括复习上节课内容、引入新课程内容、或者进行一些轻松的互动活动来引起学生的兴趣。
3. Vocabulary（词汇）Vocabulary是指需要在本节课中教授的单词或词汇。
在教案中通常会列出要教授的词汇列表，并设计相关的教学活动帮助学生掌握这些词汇。
4. Grammar（语法）Grammar是指在这节课中需要教授的语法知识和规则。
教师可以通过讲解、练习和例句等方式帮助学生理解和掌握语法知识。
5. Speaking（口语）Speaking是指培养学生口语表达能力的环节。
在这部分教案中，通常会设计一些口语练习活动，帮助学生提高口语表达能力。
6. Listening（听力）Listening是指培养学生听力理解能力的部分。
在教案中，通常设计一些听力练习活动，让学生通过听力材料来提高听力水平。
7. Reading（阅读）Reading是指培养学生阅读理解能力的环节。
在教案中，通常会设计一些阅读练习，让学生通过阅读理解文章来提高阅读能力。
8. Writing（写作）Writing是指培养学生写作能力的部分。
在教案中，通常设计一些写作练习活动，帮助学生提高写作水平。
Lesson Plan（warm up+greeting）（教案）
LESSON PLANHello！一、背景信息1. 主题语境：人与社会——人际沟通2. 语篇类型：对话3. 授课学生和时长：幼升小学生40分钟4. 教学材料分析：本课教学内容是一首名为Hello的歌曲，其中涉及的目标句型有Hello！How are you?以及一些表示情绪和感觉的词汇，如good, great, wonderful, hungry, etc.二、教学目标本节课结束后，学生能够：1.听懂基本的课堂指令并且能够按指令做；2.听懂，会说基本的问候语（Hello，Hi，Goodbye，How are you？及其回答…）3.积极参与课堂活动，形成在课堂上尽量说英语的习惯四、教学资源：多媒体课件、视频、闪卡、黑板和粉笔。
五、教学过程步骤教学活动设计意图互动时间&模式Step 1 Warm up 1.T creates a situation for the students,shows the pictures of so me cartooncharacters and lets them recognize them,then puts T’s picture on the last flash tointroduces T to all the students.2.T says “hello, everyone” to all thestudents, then greets one after ano ther.10’CWIWStep 21st Listening T plays the video for the first time withoutintervals, after watching, asks what didth ey hear just now?3’CWStep 32nd Listening T plays the video for the 2nd time, whenthere is target language, stops for remindingthem and repeating.9’CWStep 5 Acting T plays the video for the 3rd time, then askssome students to act out.10’IW&CWStep 6 Summary Review what we have learned today andp lay goodbye song.8’CW备注：Ss: Students T: Teacher IW: Individual work GW: Group work CW: Class work 六、教学反思（课后立即补上）。
Lesson Plan(model)：(教案(模型))
Listening and speaking
Lesson duration
45 minutes
Teaching objectives
By the end of the lesson, students should be able to:
1. understand weather forecast and describe the future weather;
Visual pictures help ss learn effectively.
2(6minLeabharlann )Learn to describe temperature-5℃with teacher’s help;
Work in groups and practise to describe 5 groups of temperature.
cloudy, sunny, degree, temperature, minus, centigrade
Main structures
What will the weather be like?
It will be…/ It may be…/ It might be…
Learning strategies
Lesson plan (model)
Teaching contents
Module 11, Unit 1 It may be cold tomorrow (新标准《英语》，初二上)
Description of students
Junior 2 (42students), middle level of English proficiency
Practise to ask and answer the future weather in groups, then show in the class.
Lesson Plan英语教案一般将来时will和be going to的使用
Lesson PlanMaking the choice to use "will" or "going to" is difficult for many ESL students. This lesson focuses on providing context for students so that they can understand the basic difference between something that is planned for the future (use of "going to") and a spontaneous decision (use of "will").Students first study a short dialog and answer some questions. After this, students give answers to a number of questions which elicit either 'will' or 'going to'. Finally, students get together for some small talk to practice.ESL Lesson Plan•Aim: Developing a deeper understanding of the use of the future with 'will' and 'going to'•Activity: Dialog reading, follow-up questions, small talk•Level: lower-intermediate to intermediateOutline:•Start the lesson by asking some questions with 'will' and 'going to'.Be sure to mix the questions up. For example: What do you think will happen at school tomorrow?, What are you going to do after school today?, What will you do if you don't understand this lesson?, Where are you going to travel on your next vacation?•Ask students to reflect on the questions you asked. Which forms did you use? Can they explain why?•Pass out the dialog and ask the students to read through and answer the questions.•As a group, correct the questions and ask students to explain why certain questions used 'will' and others 'going to'. A further possibility is to ask students to highlight the sections of the dialog that used 'will' and those that used 'going to'. Ask them to explain why.•Have students write out answers to the question sheet. Go around the room to help individual students and check that students are answering using the correct form.•As a class, elicit answers from various students. When appropriate, ask students to elaborate on their answers in order to give them a further chance to use these forms.•Ask students to use the small talk questions with each other in pairs or in small groups.Optional homework: Ask students to prepare a short paragraph on their future plans for study, hobbies, marriage, etc. (Use of 'going to'). Ask them to write out a few predictions about the future of their lives, the country, the current political party, etc. (future with 'will')Dialogue Exercise 1: The Party•Martha: What horrible weather today. I'd love to go out, but I think it will just continue raining.•Jane: Oh, I don't know. Perhaps the sun will come out later this afternoon.•Martha: I hope you're right. Listen, I'm going to have a party this Saturday. Would you like to come?•Jane: Oh, I'd love to come. Thank you for inviting me. Who's going to come to the party?•Martha: Well, a number of people haven't told me yet. But, Peter and Mark are going to help out with the cooking!•Jane: Hey, I'll help, too!•Martha: Would you? That would be great!•Jane: I'll make lasagna!•Martha: That sounds delicious! I know my Italian cousins are going to be there. I'm sure they'll love it.•Jane: Italians? Maybe I'll bake a cake...•Martha: No, no. They're not like that. They'll love it.•Jane: Well, if you say so... Is there going be a theme for the party?•Martha: No, I don't think so. Just a chance to get together and have fun.•Jane: I'm sure it'll be lots of fun.•Martha: But I'm going to hire a clown!•Jane: A clown! You're kidding me.•Martha: No, no. As I child, I always wanted a clown. Now, I'm going to have a clown at my own party.•Jane: I'm sure everyone will have a good laugh.•Martha: That's the plan!Follow-Up Questions•What do they think about the weather?•What does Martha have to share?•What are Peter and Mark going to do?•What does Jane offer to do?•How does Jane react to the news about the Italian cousins?•What special plan is there?•Why does Martha want a clown?•Does Martha know exactly how many people are going to come? If yes, how many. If not, why not?•How does Jane think people will react to the clown?•Is there a theme for the party?Dialogue Exercise 2: Questions•Tell me about your future plans for work or study.•What important event do you think will happen soon?•Your friend needs some help with some homework. What do you say?•Tell me about your plans for this coming summer.•Complete this sentence: If I don't understand this exercise ...•What do you think future English lessons will be about?。
LESSON PLAN教案
Lesson PlanTeaching contents:PEP Primary English Grade4 Unit 2 Part A Let’s spell Analysis on teaching material:本课为小学四年级的语音教学，重点是学习i在开音节里面的发音，考虑到PEP小学英语三年级下册已经学过i在闭音节里的发音，因此在教学中，利用Bill和Mike为主线人物，通过复习i在闭音节的发音来引出新知i在开音节的发音，并且结合five，kite，nine，like，rice等单词，通过拆和拼的方式进行语音教学，从中不断渗透拼读方法，并让学生不断对比和区别i在开闭音节的发音，使学生能够掌握拼读规律与技巧，以及在阅读情境语句中体会单词的音，形，意和语言的无穷魅力。
Teaching aims:1.能够感知并归纳i-e在单词中的发音规则。
2.能够读出符合i-e发音规则的单词。
3.能够根据单词的读音拼写出符合i-e发音规则的单词。
Teaching key points:1.掌握元音字母i在开音节的发音。
2.能够正确说出字母i在开音节中的发音，并且能够根据发音规律拼读学过的语音句子。
Teaching difficult point:能够正确说出字母i在开音节中的发音，并且能够根据发音规则，拼读出单词以及句子。
Teaching steps:(40mins)Step 1 Warming Up1. GreetingsT: Good morning, boys and girls! (Teacher is smiling!)Ss: Good morning, teacher!T: Now you will enjoy a song: Smart hand.Ss: sing song（To review the letter sound learnt before and make Ss focus on the sound of letters）1。
教案英文怎么说
教案英文怎么说教案英文怎么说教案在教育领域是一个常见的词汇，它指的是教师为开展教学活动而制定的教学计划和教学设计。
那么，在英文中，我们应该如何准确地表达教案呢？首先，我们可以使用 "lesson plan" 这个词组来表示教案。
"Lesson" 意为 "课程"，"plan" 则表示 "计划"。
因此，"lesson plan" 可以理解为 "课程计划" 或者 "教学计划"。
这个词组在英语教学中非常常见，被广泛应用于各级各类学校。
除了 "lesson plan"，我们还可以使用 "teaching plan" 来表示教案。
"Teaching"意为 "教学"，"plan" 仍然表示 "计划"。
因此，"teaching plan" 可以理解为 "教学计划"。
这个词组在一些教育机构和教育研究领域中较为常见。
此外，我们还可以使用 "curriculum plan" 来表示教案。
"Curriculum" 意为 "课程"，"plan" 仍然表示 "计划"。
因此，"curriculum plan" 可以理解为 "课程计划" 或者 "教学计划"。
这个词组在一些教育机构和学校中也被广泛使用。
在实际教学中，教案的编写非常重要，它对于教学的顺利进行起着关键作用。
教案的编写应该包括以下几个方面：首先，教案应该明确教学目标。
教学目标是教案的核心，它指导着教学活动的开展。
教师备课：Unit30第118课LessonPlan分析教案
教师备课是教学中非常重要的一环，教师在备课时需要对教育教学理论、知识技能、教材课程等方面进行深入分析，设计出科学合理的课程教案，提高教学质量，实现教育教学目标。
本文将以教材Unit 30第118课Lesson Plan为例，深入剖析教案设计过程，并探究教育教学的精髓所在。
一、教案背景介绍本节课的教学内容是Unit 30第118课Lesson Plan，该教案属于外语教育教学范畴，主要针对初中生进行教学。
本节课的学习目标是帮助学生学会根据自己的兴趣爱好制定周末活动计划，并掌握表示未来计划的相关语言表达方式。
二、教案分析1.教学目标分析本节课的教学目标主要分为两个方面，一是明确学科知识目标，即学生需要学会如何制定周末活动计划，并掌握表达及交流的相关语言表达方式。
同时，其次是确定实践能力目标，即学生需要培养自己制定计划的能力，提高自主学习自主生活技能。
2.教学内容分析教师需要首先介绍本节课所要学习的单位，即制定计划的基本步骤。
在每个步骤中，教师需要让学生针对周末活动列举出足够的活动选择，分别涉及体育运动、文艺活动等不同类型的活动内容，让学生能够了解不同活动的特点，并根据自己的兴趣爱好进行选择。
同时，个人兴趣爱好的介绍和分析也是必不可少的一环。
3.教学模式分析本节课采用任务型教学模式，通过给学生一定的任务，让学生自主思考、自主探究，从而达到学习的目的。
通过在团队中交流、合作，学生不断地互相交流，互相分享信息，提高了学习效果和学习水平。
4.教学方法分析本节课采用了多种教学方法，包括思维导图法、自主探究法、合作学习法、情景模拟法等，这些教学方法多样化，能够更好地满足学生的学习需求，更好地开发学生学习潜力。
5.教学评价分析本节课的教学评价的主要内容包括小组讨论，课堂练习和作业评价。
通过小组讨论，学生能够充分表达自己的见解，通过课堂练习，学生能够更好地巩固所学知识。
同时，作业评价也对于学生的自主学习、自主思考起到很好的推动作用。
lessonplan包括哪三要素
lessonplan包括哪三要素一份完整的课程计划应该包括以下三个要素：1.教学目标：教学目标是课程计划的核心，它明确了教师要帮助学生实现的具体目标。
目标应该是明确的、可量化的，并具体描述了学生在课程结束时所应具备的知识、能力和技能。
教学目标应该与学生的需求和能力相匹配，并且能够激发学生的学习兴趣和动机。
在编写教学目标时，可以使用SMART 原则，即目标要具备可衡量的特征（Specific）、具备可达成性（Measurable）、与学生需求相关（Attainable）、具备现实性（Realistic）和有明确时间限制（Time-bound）。
例如，一个教学目标可以是“学生能够运用百分数计算概念解决日常生活中的实际问题”。
2.教学方法和活动：教学方法和活动是实现教学目标的具体手段。
教师应该根据学生的学习特点、教材内容和教学环境等因素，选择合适的教学方法，并设计相关的教学活动。
教学方法可以包括讲授、示范、讨论、合作学习、问题解决等，活动可以包括小组讨论、案例分析、角色扮演、实验等。
教师还可以利用多媒体和互联网等技术手段来增强教学效果。
在编写教学计划时，应该详细描述每个教学方法和活动的目的、步骤和预期效果，并保证教学方法和活动与教学目标相一致。
3.评估和反馈：评估和反馈是课程计划中的关键部分，它可以帮助教师了解学生的学习情况、评价教学效果，并为进一步的教学调整提供依据。
评估可以包括形成性评估和总结性评估。
形成性评估是在教学过程中进行的，旨在及时发现学生的学习困难和进步，并采取相应的措施进行指导和反馈。
常用的形成性评估方法包括课堂练习、小组讨论、作业等。
总结性评估是在课程结束时进行的，用于评价教学目标的实现程度。
常用的总结性评估方法包括期末考试、课程项目、报告等。
在编写教学计划时，应该明确评估的方式、标准和时间，并设计相应的评估工具。
总之，一份完整的课程计划应该明确教学目标、选择合适的教学方法和活动，并设计有效的评估和反馈机制，以实现高质量的教学。
lesson,plan,模板
竭诚为您提供优质文档/双击可除lesson,plan,模板篇一：lessonplan模板lessonplanunit2lesson1aperfectday(示例)本课是第xx单元第xx课。
本单元围绕xxx话题。
本课计划按两次课完成：第一次课关于warmingupandreadingcomprehension；第二次课xxxxx。
......（示例）period1:warmingupandreadingcomprehension（示例）（90min）objectives1.knowledgeobjectives:1)masterthenewwordsandexpressions2)tousetimelinkers,especiallyadverbsandconjunctions2.abilityobjectives:1)learnaboutthegeneralideaofthetextthroughfastreadi ng2)findoutthedetailedorspecificinformationthroughint ensivereading3)practicestudents’abilitytousethestrategyofpredicationandreference3.emotionobjectives:1)tolearntheheroicspiritofyangliwei2)togetandarrangetheinformationaboutspaceship3)todescribetheprocessoftheflightandthefeelingsofya ngbythewordsandexpressionslearnedinthislesson(此部分可根据实际情况删减)contents1.words:astronaut,flight,launch,rocket,atmosphere,helicopte r,parachute,gravity,manndspaceship,separate…from,becauseof,letout,millionsof......2.expressions:separatefrom与……分离,becauseof因为，由于,liftoff起飞，升空，发射......3.sentences:1)thespaceship,calledshenzhouⅤ,wascarryingchina’sfirstastronaut,yangliwei.2)whenthespaceshipwasdoingitsseventhcircle,yangliwe ishowedtheflagsofchinaandtheunitednations,expressin gthewishesofthechinesepeopletoexploreandusespacepea cefully.municativetasks:questionscanbebasedondetailsin thetext.whydopeoplethinkyangliweiisaherowhatcanwelearnfromyangliwei ……keypointsanddifficulties1.findoutthemainideaanddetailedinformationthroughex tensiveandintensivereading.2.todescribetheprocessoftheflightbythewordsandexpressionslearnedinthislesson.teachingapproachestask-basedteaching,scanning,intensivereading,rolepl ay,pair-worksdebutlaunch.长征七号运载火箭20xx年6月25日晚在海南文昌发射场首飞成功。
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2.
Teaching key points and difficulties
• Examples: 1.How to add "a" or "an" before the above five names of jobs. 2.Differences between "actor" and "actress".
Conclusion
1. Address the major components of the lesson plan, focusing on both the strengths, and areas of needed improvement. A good idea is to analyze the difference between what you wanted (the objective) and what was attained (the results of the assessment). Of course, there is an immense difference between being able to plan and actually being able to carry out the plan. However, if you have thought carefully about where you are going before you begin writing your plan, the chances of your success, as well as the success of your students, are much greater.
Blackboard design
Jobs ： Useful expressions: How many people are there in your famiy? There are . Who are they ? They are . What are they? My father is a ;my mother is a 2、new words and expressions ⑴be kind to …“对…和蔼可亲” be friendly to …“对…友好” ⑵enjoy doing …喜爱做… enjoy oneself 玩的高兴，过的愉快 ⑶live with 与…一起生活 ⑷ together with ⑸also adv. 也，同样 与too 的区别 还有 as well/either: 总结also 用于肯定句的句中 too/as well 用于肯定句句尾 either 用于否定句句末 ⑹ be popular with 受…的欢迎 ⑺ on the right/left of ⑻be full of
The Teaching Approaches
• - Don't let the students sit there bored while you "do" your lesson.
• Get your students engaged with hands-on activities that enhance your lesson's objective. Use whiteboards, small group discussion, or call randomly on students by pulling cards or sticks. Keep the students on their toes with their minds moving and you'll be many steps closer to meeting and exceeding your lesson's goal
Evaluation
How will you determine whether or not the student has met the learning objectives? Evaluations do not always have to be the formal, pencil and paper type. You may: observe whether the student has met the objectives, conference with the student, orally review as a group. There are many possibilities. Go here for a list of ways to evaluate learning.
The Objectives of the Lesson
• What is your objective or objectives for teaching ? Generally, you should write the objective in terms of learning outcomes. In other words, what do you want the student to learn as a result of the lesson or unit? It should be observable and measurable.
Lesson
nition The Basics of Lesson Plan Supplements Conclusion
Definition
• A lesson plan, like a travel plan, is a presentation of the aims and contents of a lesson. • A lesson plan guides, reminds or gives an at-a-glance check to teachers both before and during a class.
The Basics of Lesson Plan
The Objectives of the Lesson Classroom Aids The Teaching Approaches Procedure Teaching key points and difficulties Blackboard design Anticipated Problems Evaluation
• • For example: • -The student will be able to recite the letters of the alphabet. • -The student will be able to sing a song in three part harmony.
Classroom Aids
• • • • • • • • • • • • • • • • • • • • • • • • • • • • •
Unit 2 Family 1、Family tree Sister(brother-in-law) brother Son daughter(son-in-law) Nephew niece Father mother Aunt uncle Grandfather grandmother Great-grandfather Great-grandmother
; my brother is a
;……
Anticipated Problems
What will you do if you suddenly realize the students do not have the requisite background necessary for the lesson plan? What will you do if your overhead projector light burns out? What will you do if you plan on showing a video during a history lesson and a student informs you that she feels uncomfortable watching this particular video? Example, in a hands-on science lesson involving rubber bands and a group of eighth graders, when should you pass out the rubber bands? Hint: Not during the introduction.
Procedure
• State, step-by-step, how you are going to implement your plan. How are you going to introduce the lesson? How will you activate prior knowledge? If you are using handouts or manipulative, when and how will you hand them out? • The pre-stage • The while-stage • The post-stage
Supplement
• Follow-up Activities: Indicate how other activities/materials will be used to reinforce and extend this lesson. Include homework, assignments, and projects.
• This is extremely important to think through ahead of time. Will you need chart paper? A chalkboard? Overhead? Handouts? Art supplies? Power cords? Procure your materials ahead of time and have them ready before you begin your lesson. Much can happen in a classroom of rambunctious fourth graders while the teacher searches for the handouts she wanted to use