英语教案十三篇。

老师每一堂上一般都需要一份教案课件，写好教案课件是每位老师必须具备的基本功。教案是知识传授过程的有效管理工具，老师应该从什么方面去写教案课件？这是88教案网小编为您特别准备的“英语教案”希望您品尝之后喜欢，读完本文您将会获得一些宝贵的经验！

英语教案 篇1

实习证明

兹有_________学校_________专业_________同学于_________年_________月 _________ 日至_________年_________月_________日在_________实习 该同学的实习职位是_________ 该学生实习期间工作认真,在工作中遇到不懂的地方,能够虚心向富有经验的前辈请教,善于思考,并能够举一反三.对于别人提出的工作建议,可以虚心听取.在时间紧迫的情况下,加班加点完成任务.能够将在学校所学的知识灵活应用到具体的工作中去,保质保量完成工作任务.同时,该学生严格遵守我公司的各项规章制度.实习时间,服从实习安排,完成实习任务.尊敬实习单位人员.并能与公司同事和睦相处,与其一同工作的员工都对该学生的表现予以肯定.

特此证明.

XXXX公司(实习单位盖章)

年 月 日

实习证明

XXX在实习期间能够认真遵守实习生守则，工作较为负责，在实习主、副班工作中取得了较好的效果。能够认真制订活动计划，主动向指导老师请教，认真制作各类教学具投放于区域活动中，尽力做好课前准备，认真地组织好们的一日活动，基本达到教学目标。实习副班工作时，能配合主班老师做好课前准备及课程活动的配合指导，做好同学们一日的工作，有较强的协作能力，与同学也能建立较为融洽的师生关系，希望今后能再接再厉，继续进步!

实习单位(公章)

年月日

优秀英语教师教案模板下载

初中英语优秀试讲教案模板

小学英语教师面试教案模板

教师资格证面试考试优秀试讲教案模板

优秀全英语教案模板

英语教案 篇2

教学内容：二年级Sparky1A 第4课word fun部分。

教学目标：

1、知识目标：掌握身体部位的名称，熟练掌握句型What’s this?It’s a mouth.

2、能力目标：能够熟练说出身体各部位名称，认识并说出动物的身体部位，运用所学句型问同学或老师身体部位。

3、情感目标：帮助他人，有爱心。

教学重点：ear nose mouth eye What’s this?It’s a mouth .

教学难点：It’s an eye/an ear的特殊用法

What’s this?It’s a mouth .

教学用具：录音磁带、单词卡片(身体)、自制身体部位卡片、课件。

教学方法：TPR、情境法、听说法

级别：一级(一年级)

教学过程：

Step 1、Warming Up

Greetings:Hello,kids!

Step 2、Present:

1)Practice

教师和学生通过指认复习学过的单词。

2)猜谜激趣学单词。

“左一孔，右一孔，是香是臭它最懂”。(学习单词nose)

教师用手指自己的嘴，耳朵的方法来学习单词mouth , ear

T:“日日开箱子，夜夜关箱子，箱子里有个小镜子，镜子里有个小影子。”

(学习单词eye)

Step 3、New Sentence

1)巧设困难激趣学句子。

T: 老师遇到了困难，想求大家帮个忙。有一些怪照片，大家能帮帮我指一指他们的五官都在哪吗?

(哈哈镜照、动物手影)

T:我们的卡通朋友遇到麻烦了，请你仔细观察，看看他们怎么了?只要你能说出丢失的五官单词，就能帮卡通朋友找回五官。

T: 想问大家What’s this?这是什么?

T: Great! It’s a mouth.

教师指着近处的东西领读句子：What’s this?

教师指自己的嘴问What’s this?

T:读的时候指一指It’s a/an mouth.ear nose eye

教师指自己各部分器官，都说完一遍再问学生：What’s this?在指眼睛和耳朵时，教师要强调应该说It’s an eye .It’s an ear.让学生到前面领读，加深学生的印象。)

Step 4、Practice

1)T:两人一组，练一练。

(让学生进入互动式学习环节。)

学生边指边问，反馈信息看孩子在下面的练习的效果怎么样。

2)Game：Team 1 ask，Team 2 answer

T: Now , let’s play a game . Guess Guess .

Team 1 ask“what’s this? What’s this? Team 2 answer“It’s a/an….”

3)认识动物的身体部位

T:刚才我们一起认识了人的身体各部位。在我们的自然界中，还有许多的动物，它们的身体部位又是什么样的呢?你们想知道吗?

T:我们一起去看看吧。What’s this?

S:It's a/an…

4)师生互动，多维操练

T:我有一张神奇的纸，在这张纸上你能看到真实的鼻子、眼睛、嘴、头、和手。

T: What’s this? T:谁愿意来表演?

5)小组活动

6)Sum up:

Sing a song:《Head and Shoulders》

Step 5 Homework

学唱歌曲《Head and Shoulders》

英语教案 篇3

教学目标

1. 谈论规则

2. 祈使语气

3. 表示允许

4. 能够用口头或书面描述规则

教学重难点

教学重点和难点：

重点掌握祈使语气的用法，包括表示允许的Can及其当情态动词用的 have to do;以及各种可以用在表述规章制度的动词和句型。难点在于情态动词的用法，以及祈使句与它的应答。

教学工具

课件

教学过程

Task One:

Talk about school rules to “feel” Imperatives

Goal：Get to know about the structure to express rules

Step 1: Talk about the school rules they know / remember

Step 2: Look at the picture and read the rules in Section A – 1a, telling the difference between yours

Step 3: Add more rules to your school, which you think necessary

Task Two:

Listen and find out what Ss can do and what they cannot

Goal: Try to understand the rules by listening

Step 1: Listen to conversations about the activities and find out what students can do and what they cannot do

Step 2: Listen to conversations about the activities and find out what Alex and Christina can do and what they cannot do→Section A (2a / b)

Step 3: Listen to conversations about the activities and find out what rules students break

→Section A (1b)

Step 4: Listen to the different rules that different people have to follow→Section B (2a / b)

Task Three:

Learn to read the signs for rules

Goal: Learn about the rules by reading the signs

Step 1: Learn about the rules by reading the pictures→Section B1

Step 2: Learn about the rules by reading the signs→Section B (3 b)

Step 3: Talk about the similarities or the differences about the signs between China and abroad

Task Four:

Write rules for libraries, labs, computer-rooms, and swimming pools etc.

Goal: Learn to take care of public things

Step 1:

Read the letter →Section B (3 a)

Find the rules in the letter

Write them down

Step 2:

Talk in pairs about the rules for public places, such as libraries, labs, computer-rooms, swimming pools, etc.

Discuss in groups about the rules for these public places

Write down what have been talked about / discussed

课后小结

学了这节课，你有什么收获?

课后习题

完成课后练习题。

板书

Unit 12 Don’t eat in class

英语教案 篇4

Unit 3 Language in use

课 型 Revision and application

教材分析 Unit 3 对“自我介绍和获取信息”的功能句式进行综合训练：谈论自己或朋友的情况(活动1);根据提示完成介绍图片中人物情况的句子;填表、匹配复习表示国家、民族及人物活动的词汇。Around the world了解中西人名的不同;Module task要求通过问答形式介绍自己和他人。

知识目标 Key structures:

1) What’s his/her name?

2) Where is he/she from?

3) What's his/her English name?

4) How old is he / she?

5) What class is he / she in?

能力目标 Enable students to talk about themselves and their friends.

情感态度 Learn to respect others when we talk with others.

Learn to introduce yourself to your friends in the right way.

教学方法 Formal and interactive practice

教 具 Tape recorder, PPT, handout

教学过程 Step 1: Revision

1. Ask some students to introduce themselves to the other students.

2. Ask them to talk about the pictures in the PPT.

step 2: Teaching grammar

动词Be的一般现在时：

1. 肯定句：主语+ be(am,is,are) +其它。

2. 否定句：主语+be+not+其它。

3. 一般疑问句：Be+主语+其它?

4. 特殊疑问句：疑问词+一般疑问句?

动词Be的常用句式：

1. be + 形容词

I am very happy. 我很幸福。

He is very kind. 他人非常好。

2. be + 名词

Mr Wang is our English teacher.

王先生是我们的英语老师。

They are our good friends.

他们是我们的好朋友。

3. be + 介词短语

she is at home. 我在家里。

Are you from America? 你来自美国吗?

The book is on the desk. 书在桌子上。

4. be + 副词 Class is over. 下课了。

step 3: Speaking

Ask the students to introduce the three people in act 1.

You can do it like this:

This is Sam.

He is twelve.

He's from England.

He's in Class 1.

step 4: Practise

Do act 2-4 by themselves and check the answers in groups.

Ask one group the report their answers.

step 5: Around the word

1. Tell students the difference between Chinese names and English names.

T: Most English people have three names: a first name, a middle name and the family name. The first name and the middle name are given names. Their family name comes last. For example, Jim Allan Green. Green is family name. Chinese names are different. Now read and find the difference in Around the world.

step 5: Module task

Look at the screen. Introduce yourself. Ask and answer with a partner. Then report their result in front of the whole class.

step 6: Do exercises

Do the exercises in the PPT. The teacher checks the answers.

step 7: Sum up

Ask the students to talk about “What have you learned in this lesson?”.

sum up the different ways of “Be” and report it.

step 8: Homework

板书设计 Module 1 Unit 3

What’s your name? My name is…

Where are you from? I’m from…

How old are you? I’m ….years old

作业布置 查找资料名人资料，向全班同学介绍你心目中最喜爱的英明星或最

尊敬的人。

教学反思 Speaking more is necessary for the students.

英语教案 篇5

【本课学习目标】

阅读课文“A short story of western painting”，帮助学生认识国画和西洋画的不同特征、代表性作品及画家。

【自学探究】

一、词汇扩充：

1realistic（adj）现实主义的；现实的---reality（n）现实---realize（v）---实现

2belief（n）信仰；信任---believe（v）相信---believein相信

3consequent（adj）作为结果的；随之发生的---consequently（adv）所以；因而

---consequence（n）结果

4value（n）价值（pl）价值观；社会准则---valuable（adj）有价值的---beofgreatvalue

5religion（n）宗教；宗教信仰---religious（adj）宗教的

6possession（n）所有；财产---possess（v）持有；拥有

7convince（v）使确信；使信服---convincesbofsth使某人相信某事

---beconvincedof相信

8impress（v）给…留下印象---impression（n）印象---makeastrongimpressiononsb

给某人留下深刻印象---impressive（adj）---impressionism（n）印象主义；印象派

---impressionist（adj）印象派的（n）印象派艺术家

9agreatdeal（adv）大量---agreatdealof（adj）大量的….

10predict（v）预言；预告；预测---prediction（n）

11scholar（n）学者---scholarship（n）奖学金

12flesh（n）肉；肌肉；_---fresh（adj）新鲜的---flash（v）闪现

13exhibition（n）展览；陈列；展览会---exhibit（n）展览品；陈列品（v）展出

二、长难句分析

1Artisinfluencedbythewayoflifeandbeliefsofthepeople，andChina，unlikeEurope，hasfollowedasimilarwayoflifeforaverylongtime.

艺术受到人民生活方式和信仰的影响，而中国和欧洲不同，他的生活方式在很长时期里都是相近的。

2Whenpeoplefirstsawhispaintingtheywereconvincedtheywerelookingthroughaholeinthewallatarealscene.

当人们第一次看到他的画时，还以为是透过墙上的小洞来观看真实的场景。

3AmongthepainterswhobrokeawayfromthetraditionalstyleofpaintingweretheimpressionistswholivedandworkedinParis.

在那些突破传统画法的画家中有生活和工作在法国巴黎的印象派画家。

　三、warmingup

ewordsmighthelpyouinyourreading.

①realistic①accurate，minute

②abstract②stateorfactofexisting

③detailed③beinginthoughtbuthavingaphysicalorpracticalexistence

④traditional④lifelike，truetolife

⑤religious⑤classical，ofoldbeliefs

⑥existence⑥Sinceretobelieveinagodorgods

四、Reading

Skimming

1Whatweretheartistsinterestedinfrom5thto15thcenturyAD？

Theywereinterestedincreating_______and____forGod.

2HowdidMasacciopainthispaintings？

Hedrewthingsin__________，whichmakespicturesvery_______.

idtheimpressionistshavetopaintquickly？

Becausethenaturallight_______quickly，theyhadto_____quickly.

Scanning

hofthefollowingstatementsistrue？

tingsinMiddleAgeswereveryrealistic.

ernarthaschangedalotsincethe5thcentury.

essionistpaintingswerepaintedmainlyindoors.

rnartbeganintheRenaissance.

rstmostpeoplehatedtheimpressionists’styleofpainting，because_____.

rpaintingswereveryabstract.

rpaintingswereveryrealistic.

brokeawayfromthetraditionalstyleofpainting.

rpaintingswereveryridiculous.

eRenaissance，painters___.

APaintedreligiousscenesinamorerealisticstyle.

sedmoreonreligionthanonhumans.

ntopaintoutdoors.

rnedtoclassicalRomanandGreekideasaboutart.

4.____discoveredhowtomakepaintingslookmorerealbyusingperspective.

todiBondone.

ccio.

deMonet.

oPicasso

doesthetextmainlytellus？

eligiouspaintingdeveloped.

ilpaintingdeveloped.

mpressionistpaintingdeveloped.

esternartdeveloped

DetailedReading：TrueorFalse

（）ernarthaschangedverylittleoverthelastseventeencenturies.

（）tersintheMiddleAgespaintedmainlyreligioussubjects.

（）tingsintheMiddleAgeswereveryrealistic.

（）issancepainterstriedtopaintthingsinarealisticway.

（）mportantdiscoveriesintheRenaissanceperiodwereoilpaintsanddrawinginperspective.

（）essionistspaintedtheirpicturesmainlyindoors.

（）rstpeopledidnotliketheimpressionists’paintings.

（）rnartbeganwiththeimpressionists

【达标检测】

fillinthechartaccordingtothetext

AgesTimeArtist

Feature

【文化园地】

ThecharacteristicsofChinesepaintingsandWesternpaintings：

Chinesepaintingisoftenaboutnature，suchasmountain，water，bird-and-flower，etc.

Ithasanairoflivinginnature，harmony（和谐）andpeace.

Westernpaintingisaboutreligion，human.

Itisabstract，richincolor，oil，lineandshape

kindsofpainting（matchtheEnglishwordsandChinesemeaning）

①oilpainting风景画

②watercolour油画

③landscape水彩

④cartoon人物

⑤figuredrawing素描

⑥sketch卡通

英语教案 篇6

常用写作句型

1现象解释型

模板一

⑴According to the chart/graph/ table/ picture, it is clear that 图表/画内容总概括.⑵The chart/graph/ table/picture shows .⑶Many reasons contribute to 现象概括.

⑷To begin with, 原因一.⑸进一步阐述原因一.⑹Moreover, 原因二.⑺In addition, 原因三.⑻As a result, 段落总结句.

⑼As to me, I think 我的观点/态度/建议.⑽ First of all, 理由一.⑾ Besides, 理由二.⑿To conclude, 模板二

Topic

⑴From the chart/graph/ table/picture, we learn that nowadays, 总述社会现象/事实现象, which has aroused the great /common concern.⑵what imprees me most is .⑶That are many reasons accounting for .

⑷First of all,原因一.⑸进一步阐述原因一.⑹ What is more, 原因二.⑺ For example, 举例说明原因二.⑻ In addition, 原因三.

⑼As far as I am concerned, 我的观点.⑽For one thing/On one hand 理由一.⑾ For another/ On the other hand, .⑿Thus/In brief/Taking above mentioned factors into consideration, I may reasonably conclude that….

常用句型

⑴As is described in the chart/graph/table/picture, in the past few decades, there have arisen sharp increase in…如图中所示， 在过去的几十年中， ……急剧增长。

⑵The chart/graph/table/picture describes that the figure declines/falls smoothly/markedly, it indicates that…

图表显示数字下降平缓/明显， 这表明……

⑶In the chart/graph/table/picture, we can seen that there was a slight/ marked reveals that…

在图表中，我们可以看到有细微/很明显的波动，这表明…

⑷Recently, the problems of …has become the focus of the public concern.

近来，…问题引起公众极大的关注。

⑸There may be a combination of factors which contribute to/ are responsible for/ explain… …可能是好几个因素造成的结果。

⑹There may be several poible reasons for which will be demonstrated below.可能有几个原因导致了我们下面所要阐述的问题。

⑺It’s no easy /simple task to offer the reasons for this phenomenon which involves more than one complicated factors.

要解释该现象产生的原因并不容易，因为其中涉及到很多复杂的因素。

⑻ Among all the important/convincing reasons for…,one should be emphasized… 在所有重要/有力的原因中， 我们应当重点关注…

2问题解决型

模板一

Topic

⑴It is well-known that 相关背景, but nowadays 总述不良现象或问题.⑵现象具体表现一.⑶现象的具体表现二.

⑷It should be paid attention to that 该现象 is causing great harm/该现象 is caused for many reasons.⑸On one hand, ⑹On the other hand, .⑺Therefore, it is high time that ⑻First of all, 解决方法一.⑼进一步阐述方法一.⑽Secondly/In addition, 解决方法二.⑾Thirdly/Besides/Morever.解决方法三.⑿Only in this way can we解决问题.

模板二

Topic

⑴There has been a discuion recently about 事实现象.⑵ It is obvious that 危害一/作用一.⑶ Additionally, 危害二/作用二.⑷So how to 解决问题is worth paying attention to.

⑸On one hand/ Firstly, 解决方法一.⑹进一步阐述方法二⑺On the other hand/Secondly,解决方法二.⑻For example,支持该方法的例子.⑼In addition/ Thirdly, 解决方法三.

⑽In fact, more than three ways can be adopted.⑾As for me, 我的思考或看法.⑿All in all, 总结全文.

常用句型

⑴It is important that effective actions should be taken to prevent the situation.

⑵There is little doubt that serious attention must be called to…

⑶There is no immediate solution to the problem of…,but …might be helpful/ but the general awarene of the neceity of…might be the first step.

⑷In order to make our world a better place in which we live, we should make great efforts to… ⑸To conclude, we can see the best way is…

⑹Following these methods may not guarantee the succe in solution to…, but the payoff will be worth the effort.

3对比选择型

模板一

Topic

⑴Different people have different views on看法/问题.⑵Somme prefer 一种看法观点.⑶Others tend to .⑷As for me, I agree to the first/ second opinion.

⑸Of course, 我不赞同的观点的合理性.⑹For example, 支持其合理性的例子.⑺But 我不赞同的观点的不足.⑻The following reason can account for your preference.

⑼The main reason is that 支持观点的理由一.⑽ A good example to illustrate is that 支持理由一的例子.⑾In addition/ What’s more,支持观点的理由二.⑿For the foregoing, 重申观点.模板二

Topic

⑴When it comes to事物/问题, different people will offer different opinions.⑵Some people take it for granted that 观点一.⑶In their opinion, 观点一的理由一.⑷Besides, 观点一的理由二.⑸However, others hold that观点二.⑹They maintain that 观点二的理由一.⑺And 观点二的理由二.

⑻Weighing up these two arguments, I am for 观点一/观点二.⑼ On one hand, 理由一.⑽ On the other hand, ⑾ For instance, 举例说明理由二.⑿ Therefore, as stated above, 常用句式

⑴ There is a general discuion nowadays on the problem of …Some argue that …,but others set forth a totally different argument about the iue.

⑵ In response to the problem, some people believe…,in their minds,…Other maintain that…, in their eyes,…

⑶ Personally, I side with the former/ latter opinion.

⑷ In conclusion, it is clear that

4观点论证型

模板一

⑴ It is true that 普遍的观点.⑵ However, 不同的观点/现象.⑶ I think,我的观点.⑷ 理由或其他论据 can be listed as follows.

⑸ Firstly，论据一.⑹ Secondly, 论据二.⑺ For example, 支持论据二的事例.⑻ Thirdly, 论据

三.⑼ A case in point is 支持论据三的事例.

⑽ There is no doubt that 重申观点.⑾ Therefore, 与该观点相符的做法.⑿ In a word, 总结全文.

模板二

Topic

⑴ Many people believe that 社会现象/事实.⑵The truth is deep and profound.⑶ As we all know,具体表现一.⑷ In addition, 具体表现二.

⑸ There are numerous examples supporting this argument.⑹ A case in point is 阐述第一个例子⑺ For another example, 引出并说明第二个例子.⑻ Moreover, 阐述第三个例子.

⑼All mentioned above that tells us that重申观点.⑽ But (One thing we have to notice is that ) 提出个人建议.⑾ In short,总结全文.

常用句式

⑴ It is well known that …plays an important part in…

⑵ It is believed that …

⑶ There are many reasons explaining …

⑷ From what has been mentioned above, we may safely come to the conclusion that …

5应用文

⑴建议信模板

Date

Dear ___________,

⑴ I am delighted to learn that _________.⑵ It____________.⑶ In my opinion, ________.⑷ On one hand,_________.⑸ On the other hand,_________.

⑹ As to ________, I suggest ___________.⑺ If__________.⑻ It is unneceary for you to _____________.⑼ In addition, ________________.⑽ I am sure _______________.

⑾ Please inform me _________________.

⑿ I amlooking forward to __________.

Sincerely yours,

Signature

常用句式

⑴ I would like to suggest that …/ I am writing with my suggestion that…

⑵ You have asked me for my advice with regard to …and I will try to make some conducive suggestions.

⑶ If I were you, I would…

⑷ As you may agree that...

⑸ I hope you will find these suggestions helpful/ practical/ useful.

⑹ I hope you will take my suggestions into consideration.

⑺ I would be happy to see improvements in this regard.

⑻ I would be ready to discu this matter to further details.

⑵倡议书模板

Date

Dear________,

⑴ I am writing this letter to call on ____________to ____________.⑵ As some of you may know,___________.⑶ In fact,___________.

⑷It is neceary for us to___________.⑸ On one hand,__________.⑹ On the other hand, ______________.⑺ However,___________________.⑻So it is high

Time_____________________.⑼ Firstly, ________________.⑽Secondly, _______________.

⑾ If you are willing to ____________, please ______________.⑿ Join us in the action and extend ________into a spirit that dares any poible difficulties.

Thank you.

⑶求职信模板

Date

Dear_______,

⑴ I am applying for the position of _________advertised in _________.⑵ I major in

_____.⑶ My training in ________definitely meet your qualifications.⑷ My complete resume is attached.

⑸ I will graduate on____________ from_________.⑹ In addition to the required courses of this program, I have_________.⑺ I also have some experience in ___________.⑻ I believe my training and experience _________________.⑼ You will find me to be ________________⑽ I hope that you will consider me for your position.⑾ May I have a personal interview at your convenience? ⑿ I can be reached by telephone __________.

Sincerely yours,

Signature

常用句式

⑴ I am writing to apply for the post of …advertised in …

⑵ In reply to your advertisement in…, I beg to apply for the post …in your company.⑶ I feel I have the qualifications and experiences needed for the position of …

⑷ I shall bring with me the full details of my testimonials as you request.

⑸ I hope I may be granted an interview when I can explain my qualification more fully.

⑹ It seems that my experience, together with my education, has given me ideal preparation to aume the role of…in your firm.

英语教案 篇7

1、知识目标

学生能够会说、认读本课对话并能够使用句型：What are you doing? I’m making a model me an egg，please,Give me two apples.

2、能力目标

引导学生积极运用所学英语进行表达与交流，学生的多元化只能在交际活动中得以以体现和发展

3、情感目标

把语言训练融入各种情景之中，学生通过体验，参与活动，学会与他人合作，共同完成学习任务，从而体验成功，培养对语言学习的兴趣。

4教学重难点

重点:1)理解并灵活运用句型What are you doing? I’m…

2)两个祈使句：Pass me an egg，please。

Give me two apples。

难点：knife、scissors、minute的发音。以及长句子：We‘ll go to the lake and try it on the water。

5、教具准备

课件、录音机和磁带，剪刀，小刀，一页纸，图片等

英语教案 篇8

英语教案封面设计

【篇1：小学英语学科教案封面设计】

pep english teaching plans for primary school

（2012—2013 the 1st period） grade :subject ：

teacher ： contents：

dayao jinlongmingde primary school pep english teaching plans for primary school

（2012—2013 the 1st period） grade :subject ：

teacher ： contents：

dayao jinlongmingde primary school pandeng english level 1 a teaching plan (unit 1---- 7 )

by: yang jiahua

dayao jinlongmingde pramary school pandeng english level 1 a teaching plan by: yang jiahua

dayao jinlongmingde pramary school 2012—2013学年度第一学期

车辋镇李村小学

英 语 教 案

备课教师：宋 高 松 班 级：六 年 级 备课日期：2012 .9

【篇2：英语教案封面参考】

2016--2017学年度

第一学期

英语

教学设计

学校：年级：教师：

【篇3：打印教案封皮以及格式】

“提升学习力 构建高效课堂”教学设计

课题 总课时本课时 授课时间

优秀教学设计标准

教育方针

坚持教育为社会主义现代化建设服务，为人民服务，与生产劳动和社会实践相结合，培养德、智、体、美全面发展的社会主义建设者和接班人。

理念梳理

?教师教学是一种态度，所谓“师者仁心”。

?变“师本设计”为“生本设计”，教师的教学设计利于学生的“学”，即：学什么，怎么学，学

到什么程度、什么方式学等。

?教学设计是用心用情的产物，是备课的重要组成部分，而备好课是上好课的前提，是为学生负

责的具体体现。

?教学设计是流动的思维，是预案，始于课前，终于课后。

?学习力包括：学习动力，学习能力，学习毅力，学习转化力，学习创造力等。

要点导航

?遵循实用性、实效性原则。 ?按课时设计，课案一致。 ?教材分析精准、透彻。

?教学流程高效，学生有兴趣参与，有梯度提升。 ?教师教学个性鲜明。 ?有效整合各类资源。

?教学生成源于师生智慧地碰撞。 ?教学反思言由心生。

我与大师的对话

英语教案 篇9

Part 1. The analysis of the teaching mateiral

（说教材）

Part 2. The teaching aims

（说目标）

Part 3. Something about the students

（说学生）

Part 4. The teaching important and difficult points

（说重点、难点）

Part 5. The teaching methods and aids

（说教法）

Part 6. The teaching procedures and the purposes as well

（说程序及设计意图）

说课的详细过程如下：

Part 1. The analysis of the teaching mateiral

（说教材）

泛读在教材中地位

泛读不仅在英语教学，乃至整个英语语言的学习过程中都占有非常重要的地位。从《普通高中英语课程标准》可以看出，它要求高中英语教学和初中相比，更具有时代性、基础性和选择性，更加注重对学生综合语言能力的培养。新《课标》立足于提高学生的综合英语语言水平，提高对高中学生阅读能力的要求，并提出大力开展英语泛读教学，选修课程等要求。通过一系列的泛读，对学生进行大量的语言输入，重点培养学生的阅读技能，进而提高学生综合运用语言的能力，也即语言输出的能力。

英语作为我们的一门外国语言，单词，语法，固然要背，但是，在我们的英语教学中，将现成的英语文章作为比较真实的语境，让学生先去听，去感受，去体会作者话语中词汇表达的功能、作者要表达的意图和态度则显得尤为重要。

教学内容及课时

本课源于高二英语选修7第4单元 sharing（分享）。根据《教学大纲》本单元的重点话题是帮助弱者、志愿服务、合作共享等，通过听、说、读、写等活动不仅学习有关的语言知识，还要培养学生的社会责任感。

本节阅读课文的标题就是“A Letter Home”，它是一封航空邮件。年轻的澳大利亚女教师Jo以志愿者身份在异国——巴布亚·新几内亚(Papua New Guinea)的一个贫困的山村学校支教。她给国内好友(Rosemary)的回件中，用9个自然段800多字的篇幅告诉了好友该山村学校的校舍、教学以及她到一学生家做客的所见所闻。根据教学内容及学生实际情况，本次泛读安排1.5个课时。

Part 2. The teaching aims

（说目标）

根据《普通高中英语课程标准》、《教学大纲》的分析，对本次泛读课特拟定以下三维教学目标：

Knowledge objects（语言知识目标：语音、词汇、话题）

1) To feel the language

在真实的语境中去感知、去体会本篇阅读所涉及到的重、难点词汇，比如：be dying to do sth, muddy, concept, relevant, remote 等等。

2) To understand the letter

要读懂这封回信的内容

Ability objects（语言技能目标：听、说、读、写）

To develop and improve the students’ reading

阅读课，首先是要提高学生的阅读能力，

3、 Emotional and moral objects（ 情感态度目标：兴趣、自信、合作、有爱心、社会责任感、国际视野的意识）

1) To let sts learn about respect, understanding,kindness and sharing.

通过这封信的学习，学生能了解到世界上一些落后国家贫困的生活现状，文化习俗及其宗教信仰，从而增进对别国人的理解和尊重。让学生懂得尊重，理解，懂得分享，拥有爱心。

2) 通过多样的阅读题型，丰富的网络资源，调动学生的积极性

加大课堂参与度，保持学生学习英语的愿望和兴趣。

Part 3. Something about the students

（说学生）

通过Warming up 的学习，学生不仅已经了解到本单元的话题是“分享”，而且也了解到在我们国家，有一些志愿者同胞和外籍支教教师将他们的知识与爱分享且传递给祖国大山深处的孩子们。

这些高二学生通过高一一年的学习，已经基本掌握了英语泛读的基本技巧，比如：预测、略读、跳读等。但学生的英语水平参差不齐。绝大部分学生课外没有主动去接触英语，没有阅读英文文章或看英文电影之类的习惯。但英语课堂的发言还是比较活跃的。

Part 4. The teaching important and difficult points

（说重点、难点）

根据以上3个方面的分析，重点和难点如下：

重点：1)在真实的语境中，感知、体会、发现语言的音、形、 意；

2)分别从整体和细节两个角度读懂这封回信。

2、 难点：如何让学生在紧张、活泼、向上的学习氛围中全面深入的理解这篇文章。从而更有效地完成教学目标。

Part 5. The teaching methods and aids

（说教法）

Situational Teaching 情景教学法

Task-based Language Teaching （任务型教学法）

CAI （电脑辅助教学）

Part 6. The teaching procedures and the purposes as well

（说程序及其设计意图）

I Pre-reading（导课） 用 3 个问题、图片及其相关资料导入阅读课

设计意图：1)必要的背景知识介绍； 2)激起学生学习本篇课文的兴趣。引出阅读课文“A Letter Home”

II Reading（任务型阅读）

Task1 (individua work) Scan and try to divide the passage into several parts and summarize the main idea of each part.

Part1:_____________________________

Part2: _____________________________

Part3: _____________________________

Part4: _____________________________

设计意图：1)训练学生从总体上把握一篇文章的结构及其段意；2)通过个别提问法要求英语水平中等偏下的能划分结构，基本能说出各段段意的关键词汇或找出主题句。要求英语基础相对较好的学生能用自己的语言较准确地表达出各段段意。从而提高不同类学生的英语语篇概况能力。同时，又不同程度地培养且提高学生的听、说与写的能力。

Task2.Task3 Task4

分别通过填空、判断和回答问题的题型让学生阅读

设计意图：1)分别通过个别回答和集体回答随时引起学生的注意，调动学生的积极性；2)培养和提高学生快速捕捉文章事实细节和推理判断的能力。

Task5 summarize the passage (Fill in the blanks below)

（给学生5分钟左右的时间准备，进行短文填空。提醒学生先在草稿纸上试填，然后在全班查对，最后全班集体朗读。）

High school

Jo’s school is a _____ school whose classrooms are made of _______ and roofs of _____. There is no _________ or ______, even no__________. Without __________, the students have no ______ of doing experiment. Most of the students will be going back to their villages after ________.

Local Village

Tombe comes from a ______village where people speak special language. People live in the hut which has no _________ and thedoorway was _______. The main food they eat are ________, ______ and _______. Villagers believe that ________attract evil spirit in the night.

设计意图：1)回顾本篇阅读的内容；2)使学生在默读的基础上，训练学生大声朗读的能力。3)进一步巩固学生对课文的理解

Task 6Discussion （小组讨论）

选用课后练习四中的两个话题进行小组讨论—展示—老师点评

设计意图：借助本篇课文，发挥学生的主观能动性，以英语语言为工具，1)帮助学生理解“志愿者活动、献爱心活动、合作共享”等的意义；2)培养学生在日常生活中帮助他人、扶贫救困的爱心。3)帮助学生树立正确的价值观。

III 。Homework（作业）

1、让学生找出文章中难以理解的句子加以翻译，

2、利用工具书查阅重点词汇和短语的用法，培养学生自主学习的能力。

英语教案 篇10

课前准备：

教师：录音机，所学物品的图片。

学生：英语点金教练及相关的学习用具

Teaching procedures(教学步骤) :

Step 1 Leading in(导入话题，激活背景知识) (导入)

1.Greetings and free talk .

2.Check their Homework(家庭作业) :Ask two or three Ss to speak out what they wrote down .(教师作出适当的评价)

Step 2 Pre-task(任务前活动)

1.Go over what we learnt yesterday .(复习昨天所学的知识)

2.通过三种时间的对比简略复习一般过去时与一般现在时。

Step 3 While-task(任务中活动)

SB Page 4 , 3a .

1.Point to the three picture and say :This is Sally .The first picture is Sally five years ago ,the second one is Sally now ,and the third one is Sally five years in the future .

2.Read the instructions .

plete filling in the blanks individually .

4.Check the answers .

5.Practise reading .Then ask some Ss read them out .

SB Page 4 , 3b .

1. Look at activity 3a .Make predictions about Sally .

2. Point to the example in the sample dialogue .Ask two Ss to read the dialogue to the class .

3. Practise reading .

4. Pairwork .Make their predictions about Sally .

Step 4 Post-task(任务后活动)

1. Write about yourself .

With the help of the sample of Sally .We can write sth about ourselves five years ago ,today and in five years .

2. Complete the work individually .

3. Review the task .Ask a few more Ss for answers .

Homework(家庭作业) :

Draw a picture of the city in 20 years .Describe it to the class .

教学后记:

英语教案 篇11

Unit 1 Will people have robots ?

单元教学目标：

1、Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .

否定句、疑问句及回答.

more , less , fewer 的`用法.

5、学习一般将来时态的相关知识，学会对未来进行预测.

单元重难点：

There be 句型的一般将来时态。

How to make predictions .

第一课时

课前准备：

教师：录音机、所学物品的图片。

学生：英语点金教练、练习本及相关的学习用具

教学步骤：

Step 1 Leading in(导入话题，激活背景知识)(导入话题，激活背景知识)

1.Greetings: Welcome to school .

What’s the date today ? Who’s on duty today ?

Do you enjoy your winter holiday ?(你喜欢你的寒假吗?)

Do you finish your Homework(家庭作业) ?(你完成你的假期作业了吗?)

Do you want to live on the moon ?(你想去月球吗?)

Can you guess what will happen in ten years ?(你能猜出十年后将会发生什么吗?)

Collect the Ss’ answers and say something about their predictions .

Step 2 Pre-task(任务前活动)

SB Page 2 ,1a .

1.Look at the picture :How will the world be different in the future ,100 years from now ?We’re going to talk about sth in 100 years .

2.Read each predictions to the class .Explain the new vocabulary .

3.Read the instructions .Make sure Ss know what they should do .

4.Do it by themselves .

5.Talk about the answers with the class .

Explain :一般将来时态

构成: will / be going to +动词原形=

Step 3 While-task(任务中活动)

SB Page 2 ,1b .

1.Practise reading the six predictions .

2.Read the instructions to Ss .Circle the things you hear on the recording .

3.Play the tape twice .(放录音，两次)

4.Play the tape a third time .At the same time ,check the answers .

SB Page 2 , 1c .

1、Pay attention to the dialogues .

2、Read the dialogues fluently .

3、Pairwork .Work in pairs to make predictions according to the sample .

4、Ask several pairs to share their conversations to the class .

SB Page 3 , 2a & 2b .

1、Read the predictions .

2、Read the instructions and point out the sample answer .

3、Play the tape twice .Ss circle the word they hear in each sentences: more , less , fewer .

4、Check the answers .

学生探究: less , fewer 的区别。

Step 4 Post-task(任务后活动)

1、Point to the example in the sample dialogue .Practice reading .

2、Look at activity 2b .Groupwork:Take turns to make conversations about the predictions .

Grammar Focus:

Review the grammar box .Ss say the statements and responses .

2、Make summaries about “will” ,“fewer” and “less” .

Homework(家庭作业)(家庭作业)：

1、Make predictions about yourself in 10 years .Write down 5 sentences .

2、Go over the new words .

教学后记:

英语教案 篇12

一、教材分析：

本次活动内容选自华中师大版大班英语教材《Expressions表情》一课。生活中，幼儿对于常见的表情（高兴）Happy、（哭）Cry、（生气）Angry都有了正确的认识，对于戏剧脸谱，尤其是川剧中的绝活“变脸”，更是兴趣浓厚，并自发地在角色游戏中玩起了“变脸”的游戏.。为此，我针对幼儿对《表情歌》非常喜爱的现状，通过“变脸”的游戏，使幼儿在学中玩，玩中做，让幼儿能将所学知识，活学活用起来，真正的运用到生活中去。

二、设计理念：

1、我班幼儿大多活泼、开朗，表现欲望强，许多幼儿经过两年来英语课的学习和培养，已基本熟悉了教师的课堂用语，对于作为我园园本课程的英语课，产生了浓厚的兴趣。

2、现代教学理论认为，教育就是引导。导出是“引”的过程，而非灌输。本次教学活动，通过让幼儿说一说、画一画、唱一唱、做一做等多种形式的展开，充分体现了新《纲要》所强调的：幼儿是学习的主体，教师则是幼儿学习活动的支持者、合作者和引导者的“以人为本”的先进理念，大大激发了幼儿学习英语的兴趣。

3、创设学习英语的宽松、愉悦的周边环境和学习英语的氛围，通过手、脑、口、眼在活动中并用的学习方式，加深幼儿对新知识的记忆，发挥幼儿的想象力和创造力、表现力。

三、教学目标：

1、通过活动，认识并会读单词：Happy高兴

>、Cry哭、Angry生气；发音清楚、准确。

2、通过活动，发展幼儿的表现力，培养幼儿的合作和创新精神。

3、通过游戏，使幼儿活学活用的掌握新知识，体验到英语学习的乐趣。

四、教学重、难点：

重点：学会单词Happy、Cry、Angry，发音清楚、准确，能正

确理解其意义。

难点：活学活用地掌握新知识，将单词Happy、Cry、Angry

灵活的使用在日常用语中。

五、教学准备：

幼儿：圆形卡片若干（比幼儿人数略多）、彩笔，

教师：春天的背景图，Happy、Cry、Angry的表情娃娃（贴绒）各一个；蝴蝶、蜻蜓的贴绒各一只、各色花朵、草丛若干，Happy、Cry、Angry的花姐姐脸谱各一个。

六、教学设计：

（一）导入活动：

1、拍手做律动，随音乐《表情歌》边跳边唱进入活动室，随意席地而坐。

2、相互问候：（师）Goodmorning,Boysandgirls。

(生)GoodmorningMissJiang。

（师）Howareyou

(生)Fine,Thankyou.Howareyou

（师）I’mfine,Thankyou.

(生)Youarewelcome.

3、(Warm_up)Listenasong:《Hello》,集中幼儿注意力.

(二)基本部分：

1、（出示春天的背景图）结合季节特征，讲故事《小猫钓鱼》，导入新课。师边讲故事，边出示贴绒。（蝴蝶、蜻蜓及生气、哭、

高兴的表情娃娃）

2、结合故事提问：猫弟弟没有钓到鱼，心情怎样？生气的表情是什么样的？

⑴自然引出单词：Angry；

⑵师范读，并结合肢体语言教读；

⑶幼儿集体、分组、个别等多种形式进行练习发音。

3、同样的提问，学习单词：Cry、Happy；

⑴提问：猫弟弟被妈妈责备了后，心情怎样？表情呢？引出单词Cry

猫弟弟钓到大鱼后，心情怎样？表情呢？引出单词：Happy

⑵师结合肢体语言教读单词：Cry、Happy；

⑶采用大声读、小声读、口型联系等多种形式进行发音练习；

4、游戏：

变脸（结合季节特征，将脸谱变成了花儿姐姐）

⑴师快速出示表情娃娃脸谱，复习所学单词Happy、Cry、Angry

⑵个别幼儿快速出示表情娃娃脸谱，巩固、复习所学单词

5、游戏：“看谁对又快”（师幼互动——贴小红珠）

⑴“英、汉互译”

师用英语说表情单词，幼儿则用中文说出相应的表情，并辅以肢体语言；反之，师说中文，幼儿则用英语说出该表情的单词；

⑵“我来说，你来做”

师说单词，个别幼儿做相应的表情；反之，幼儿做表情，师说单词；

⑶“我猜，我猜，我猜猜猜”

幼儿间相互做表情，对方说出相应的英语单词。

6、画一画，说一说

花姐姐送了礼物给小朋友，请小朋友将自己的表情用画笔画出来，并说一说，为什么自己的表情是Happy、Cry或Angry。

三、结束部分：

1、Listenasonganddancing:

唱《表情歌》（英语单词替换中文），并随音乐，边跳边唱，自然出场。

2、将自己的表情娃娃的表情用英语说给家长听，并说出为什么。

英语教案 篇13

1、能够听说读写单词 again , put on, take off

2、使用句型I like to____.表达个人喜好。

3、进一步复习掌握表示衣服名称的词和天气情况的单词。

运用实物、图片等让学生获得感知采用小组活动的方式，有合作、有竞争

让学生了解在不同的季节穿不同的衣服，培养学生的锻炼意识。促使学生在日常生活中使用英语交际。

教学重点：

本课的表示衣服名称的词和天气情况的单词重点单词again , put on, take off 及句型I like to____.。

教学难点：

运用所学知识描绘自己的行为及动作。

教具学具：

一些衣服实物、单词卡片、滑冰鞋、录音机、雪橇等。

教学过程：

1、Play “Simon Says”学习“put on, take off“及所学衣服的词汇，例如：指名到教室前面，教师发指令，Put on your scarf. Take off your mitts.

2、学生快速描述每位学生根据个人的实际情况说出自己所穿的衣服(可以用自己喜欢的方式) I am wearing ____. I like red .My sweater is red.

(a)How many seasons are there in a year?

(b)What’s your favorite season?

(c)What do you wear in winter/spring/summer/fall?

(d)What do you like to do in spring/summer/fall/winter?

a、skate, ski, learn, teach 教师拿出滑冰鞋，边做动作边说：“I like to skate on the ice. Can you skate? Do you want to learn? I can teach you.并用单词卡片学习“skate, learn, teach”

b.用同样的方法教学“ski, I like to ski on the snow.” 学生模仿并结合实际说句子。

C、This is winter. Where are Jenny and Li Ming? 学生听录音或放光盘，回答问题

a) What day is today?

b) What season is this?

c) What clothes does Jenny/Li Ming wear?

d) What do they see?

e) What does Danny say?

将学生分组，根据所回答的问题变成一段话，并指明复述，也可分组比赛。

No.2.Where is Danny? 听录音或放光盘，回答问题

a) What does Danny like to do in winter?

b) Does Li Ming swim? Why?

c) What do you like to do in winter?

回答后，分组讨论自己在不同的季节喜欢做的事情。

What’s your favorite season? Why? What do you like to do in the season? Talk about them and write down.

板书设计：

Lesson 14 Snow!

It’s Winter In winter I put on my ____.I take off___.

What a cold ,snowy day! I’m putting on my scarf. I’m going to take off

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