英语课程设计英文
body英语课程设计
body英语课程设计一、课程目标知识目标：1. 学生能掌握与身体部位相关的英文词汇，如head、eye、ear、mouth、arm、leg等。
2. 学生能够运用所学词汇，正确描述身体部位的痛楚或功能。
3. 学生了解并掌握常用身体部位的英文表达方式，如“眼睛疼”表达为“My eyes hurt”。
技能目标：1. 学生能够运用所学的身体部位词汇，进行简单的自我介绍和身体部位的描述。
2. 学生通过小组合作，运用所学知识完成身体部位的配对游戏，提高口语表达和团队合作能力。
3. 学生能够运用所学知识，创作一段关于身体部位的英文小故事。
情感态度价值观目标：1. 培养学生对英语学习的兴趣，增强自信心，敢于开口表达。
2. 培养学生关爱身体健康的意识，了解身体各部位的重要性。
3. 培养学生互相帮助、团结合作的品质，体会集体学习的乐趣。
分析课程性质、学生特点和教学要求，本课程旨在帮助学生掌握与身体部位相关的英语知识，提高口语表达能力，培养学生关爱身体健康的意识。
通过丰富多样的教学活动，激发学生的学习兴趣，使他们能够在轻松愉快的氛围中学习英语。
课程目标分解为具体的学习成果，为后续的教学设计和评估提供依据。
二、教学内容本节课教学内容主要包括以下三个方面：1. 身体部位词汇学习：根据课程目标，选取教材中关于身体部位的词汇，如head、eye、ear、mouth、arm、leg等，让学生掌握这些基础词汇，并了解它们在不同句子中的用法。
2. 句型和语法：结合教材，教授如何用英文描述身体部位的痛楚或功能，如“My eyes hurt”表示“我的眼睛疼”。
同时，学习一般现在时态，用于描述身体部位的现状。
3. 实践活动：设计小组合作活动，让学生运用所学词汇和句型进行身体部位配对游戏，巩固知识点。
此外，学生还需创作一段关于身体部位的英文小故事，提高口语表达和写作能力。
教学内容安排和进度如下：第一课时：学习身体部位词汇，进行词汇练习，掌握词汇用法。
建立在需求分析基础上的英语课程设计_英文_
（School of Foreign Languages,Yan ’an University,Shaanxi ，716000）［Abstract ］Based on the analysis of the questionnaires administered to the first-year non-English majors,the au －thors propose that design of English course should conform to three principles.Firstly,major-related materials may cover 30%or so of the whole textbooks.Secondly,the textbooks should concentrate on training students ’learning skills and provide task-based stly,the textbooks should identify a language focus.［Key words ］needs ；design of English course ；principle ［中图分类号］H319.1［文献标识码］A［文章编号］1672-8610（2009）04-0122-03○SunJuanjuan ，Wang HuigangDesign of English Course Based on Needs Analysis［作者简介］孙娟娟，女，陕西省延安市延安大学外国语学院硕士研究生，研究方向：语篇分析和应用语言学；王会刚，男，陕西省延安市延安大学外国语学院硕士研究生，研究方向：英国小说。
Ⅰ.IntroductionNeeds analysis is generally regarded as a criterion to ESP and has been substantially studied by many scholars such as Berwick (1989),Brindley (1989)and Richterich (1983).How －ever,“needs ”is not that easy to define,just as Brindley puts,“It is difficult to find a usable definition of needs in the con －text of second language learning ”[1].Also in Richterich ’s words,“The very concept of language needs has never beenclearly defined and remains at best ambiguous ”[2].Although no one provides full,all-round explanation that satisfies all,com －bination and synthesis of opinions of various scholars will shed bright light on the understanding of the meaning and types of“needs ”.Well known is Berwick ’s (1989)terminology of needs.In his words,“needs ”is a gap or measurable discrepancy be －tween a current state of affairs and a desired future stage.Be －sides,“needs ”can be divided into “felt needs ”and “per －ceived needs ”.While the former are those which learners have and therefore are also termed “subjective needs ”,the latter are “judgments of certified experts about the educational gaps in other people ’s experience ”[3]and hence are named “objective needs ”.Berwick ’s idea is made clearer and more obvious by Hutchinson and Waters (2002)with the formal introduction of the three terms:necessities,lacks and wants.They comment that “necessities ”is “the type of need determined by the de －mands of the target situation,that is,what the learner has to know in order to function effectively in the target situation ”[4].This corresponds to Berwick ’s “desired future stage ”.Afterknowing what the learner needs to know,needs analysts also need to know what he already knows,equal to Berwick ’s“current state of affairs ”to figure out which of the necessities he lacks.What ’s more,Hutchinson and Waters also agree that learners themselves may have their own viewpoints about their needs,i.e.,wants,sometimes different from that of the experts or needs analysts.This is the equivalence of the concept of “felt needs ”.In all,needs analysis has been and is still being studied from various angles.Doing needs analysis needs to distinguish subjective needs from objective needs because it helps locate the source of needs and strike a philosophically satisfying bal －ance between learner-centered and teacher-centered inputs to the planning process.It also requires a combination of goal -oriented needs and process -oriented needs.In other words,while the target situation or destination calls to be predicted,the learning route from the present situation or starting point to that goal bears no negligence either.Only in this way can a thorough and effective investigation of needs be conducted and achieved.Of course,needs analysis is not an end of itself.The pur －pose and the resultant product is course design.This paper aims at designing proper courses for the non -English -major freshmen from a certain university in Shaanxi Province based on the analysis of their needs.It is hoped that the present study would shed some light for second language learning of these students.Ⅱ.MethodBefore design of the English course,some freshmen areTEACHING RESEARCH Sun Juanjuan ，Wang Huigang /Design of English Course Based on Needs Analysis1222009年第4期语文学刊·外语教育教学first chosen as the subjects and then questionnaires are admin－istered to them.2.1SubjectsThe subjects are non-English-major freshmen from a uni－versity in Shaanxi Province.For sake of convenience,students from three schools,that is,School of Mechanical Engineering, School of Humanities and School of Architecture are investi－gated and only two months away,they will finish their first-year study.Based on the strategy of random sampling,ques－tionnaires are then distributed to60students.20are males and40are females.2.2QuestionnaireQuestionnaire is designed and distributed to the subjects. In order to facilitate the process of reading and completing the questionnaires,all the questions are devised in Chinese.The questions can generally be divided into three aspects.Ques－tions2,3,4,5deal with the target needs;number6concerns the student’s evaluation of their present English learning level and the rest aim at students’learning needs,that is,what they need to do in order to learn well.Ⅲ.Data analysis and resultsAfter two day s,all the questionnaires are collected and then analyzed from three aspects:target needs,English profi－ciency and learning needs.3.1Target needsAccording to the data,40subjects predict that they will use English mainly in reading materials related to their majors and the rest20claim spoken English is important as they will mainly make face-to-face exchanges with their colleagues or partners in future jobs.Since34show interest in their majors and the rest choose“so-so”,the authors seek their opinions about the design of some major-related materials in English textbooks.While28(18are major-lovers)show great enthusi－asm,20hold“so-so”attitude and12veto this proposal con－sidering the same type of test given to different majors,such as CET4or CET6.What’s more,36(24are major-lovers)sug－gest a proportion of more than50%and24(16are so-so group members)comment that20-30%is enough,which is a little contradictory to the previous finding that12subjects ob－ject to introduction of major-related materials into English text－books.3.2English proficiencyAs for the present English proficiency,22(18are English-lovers)show their satisfaction and declare that there is not much difficulty except inadequate vocabulary during their self-study or previewing process.The other38comment that cer－tain complex structures bring difficulty to their English learn－ing.3.3Learning needsWhile the target needs are mainly perceived from the au－thors’point of view,the authors also consult the subjects’opinion or“wants”about learning English and conduct a deep investigation into their way of learning and ideology towards language,learning and teaching.According to the data,34stu－dents show that they learn English because they are interested in English culture and others predict English need in later ex－aminations.As regards the distribution of time on English listening, speaking,reading,writing and vocabulary and grammar,36 spend more,if not most of the time on vocabulary and gram－mar and34place speaking in the last two places(They are asked to arrange these five items based on the time distribution in a decreasing order).However,there are also24students(22 are English-lovers)who give almost most attention to speaking. Reading and listening are more or less in the middle,and writ－ing often appears in the last two places.When inquired about their concept of language,28agree that the process of learning English is the process of mastering skills;16emphasize the function of language;4consider the structure as the essence of language and only12acknowledge combination of the three as the most effective way of learning English.However,interestingly enough,46express later their wants of learning English in an all-round way.Besides,56ad－vocate a student-centered class teaching.Ⅳ.Course designBased on the analysis of students’needs,design of text－books should conform to the following three principles.Firstly,major-related materials may cover30%or so of the textbooks.In a long run,students will mainly use English in their major-related areas,especially for reading major-related materials in English.Introduction of major-related ma－terials may enhance their interest and arouse their enthusiasm in learning English.Secondly,the textbooks should concentrate on training stu－dents’learning skills and provide task-based exercises.In consideration of the fact that the subjects have ahead only one year of English study and four hours a week,the materials should be able to,in such a short time,train their abilities to cope with future work as well as present examinations.Task-based materials offer students opportunity to practice English in a quasi-authentic situation and add flavor and meaning to language teaching.Lastly,while the students advocate a skill-based syllabus and expect all-round development of the basic language skills, the textbooks should identify a language focus.It should give the learners the opportunity to take the language to pieces, study how it works and practice putting it back together again. After all,many students,according to the questionnaires,learn English mainly motivated by exams such as Band4and 6. What’s more,not a small proportion shows that unfamiliar structure or expressions bring difficulty to their learning. Courses with a language focus provide students with a solid foundation of learning English and conduce to their short-term needs.123Ⅴ.ConclusionThis paper aims at designing some proper English courses for students in School of Mechanical Engineering,School of Humanities and School of Architecture.Their needs,in both a short and long run,are analyzed.Of course,this paper investi －gates students form only three colleges and course design,ac －cordingly,has its limitation.For example,students in other schools or with different majors may not favor major interfer －ence in the textbooks.Further work will be done on a much larger scale to be a little widely applicable.If the paper can shed a ray of light for language teaching and learning,the au －thors will be very much honored.附录：关于英语需求分析的调查问卷学院＿＿＿专业＿＿＿性别＿＿＿这是一张关于英语需求分析的调查问卷。
英语问路与指路课程设计
英语问路与指路课程设计一、课程目标知识目标：1. 学生能够掌握问路和指路的基本英语词汇和句型，如：turn left/right, go straight, cross the road等；2. 学生能够理解并运用方位词描述地点和路线，如：north, south, east, west 等；3. 学生能够掌握使用英语询问和提供具体地点的信息，如：Where is the post office? How can I get to the library?技能目标：1. 学生能够运用所学英语进行问路和指路的实际情景对话；2. 学生能够通过观察地图，用英语描述和分析路线；3. 学生能够培养良好的听说能力和团队合作能力，以便在实际生活中灵活运用英语问路与指路。
情感态度价值观目标：1. 学生能够增强对英语学习的兴趣，提高学习积极性；2. 学生能够培养乐于助人的品质，关心他人，善于与人沟通；3. 学生能够尊重不同文化背景下的问路与指路方式，增强跨文化交际意识。
课程性质：本课程为英语口语交际课程，注重实践性和应用性。
学生特点：学生处于中学阶段，具有一定的英语基础，好奇心强，喜欢参与实践活动。
教学要求：教师应采用情景教学法，结合实际案例，引导学生积极参与课堂讨论和实践活动，提高学生的英语应用能力。
同时，注重培养学生的团队合作精神和跨文化交际意识。
通过本课程的学习，使学生能够在实际生活中熟练运用英语进行问路与指路。
二、教学内容本节课教学内容围绕英语问路与指路的主题，依据课程目标进行选择和组织。
具体内容包括：1. 词汇与短语：- 方位词：north, south, east, west, left, right, front, back- 问路句型：Where is ..., How can I get to ..., Can you tell me the way to ...- 指路短语：turn left/right, go straight, cross the road, take the second turning on the left2. 句子与对话：- 情景对话：模拟问路和指路的实际场景，进行角色扮演- 句子练习：用所学词汇和句型，编写关于问路和指路的句子3. 实践活动：- 小组合作：学生分组，根据给定的地图和任务，进行问路和指路的实践操作- 角色扮演：模拟实际生活中的问路场景，培养学生的口语交际能力4. 教材章节关联：- 词汇：与课本第3章“Location and Direction”相关内容关联- 对话：与课本第4章“Daily Communication”中的问路和指路情景对话关联教学进度安排：1. 第一课时：学习词汇和句型，进行简单的情景对话练习2. 第二课时：小组合作，进行问路和指路的实践操作，角色扮演3. 第三课时：巩固所学内容，进行拓展练习，提高学生的英语应用能力三、教学方法本节课将采用以下教学方法，旨在激发学生的学习兴趣，提高学生的主动性和英语应用能力：1. 讲授法：教师通过讲解和示范，向学生传授问路与指路的基本词汇和句型，为学生提供清晰的知识框架。
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。
小学英语微课程设计与应用
观看后：完成练习，自我检测；在实际生活中运用不同的方位介词描述物品之间的位置关系。
1、词图配对2、看图说话。
先仔细听例句，再根据视频的提示说一说图中标出的物品的位置。
预计时间9--10分钟微课程设计教学过程（请在此处以时间为序具体描述微课程的所有环节）（请在此处说明你择）导语： Today we’ll review the words: on,in,under,behind.（今天主要任务是复习巩固区分英语的四个方位词。
）开门见山，直奔习的氛围之中。
1.通过使用电子书包、课件、微课视频等方式已自学了四个等方位词、课文。
将不会读的单词和句子进行标注，不明白的地方找出来,运用chant歌谣激发学生兴趣。
微课视频的优势课⑴课件出示第一步in the box (拿in的卡片放box进行全班说的操练)T: First ,it says “It’s in the box”in in in in the box(把“in”的卡片放到盒子里、) 全班齐读操练。
⑵课件出示第二步on the box(分小组说)T：And then, it’s on the box, On on on It’s on the box. (分小组操练)。
⑶课件出示第三步 behind the box.behind 请个人读，正音（用ppt课件和动考察学生灵活运用的能T: Look here , It’s behind the box.拿出事先放在门后的 Minnie 手偶。
Hello, boys and girls. I’m Minnie.分别把Minnie 放在书本、课桌和盒子后面用开火车的方式进行单词操练。
2.用“in ,on , under”描述物品的位置。
辨别检测1、词图配对。
on under in从关注视觉性辨别入手，通过及时的反馈练习，检测学生对in on under behind 的掌握情况。
2、看图说话。
Please guess guess guess!(运用课件让学生玩猜一猜的游戏) 合理运用任务，开发学生的动手能力和合作能力。
英语课程设计
What can you do? 课程设计一.教学目标1.进一步掌握四会单词及词组：speak/hear/see/help/open/close/take photos/play the music2.初步熟悉句型：What can you do? I can speak/see/run/sing.语音语调正确，并能使用句型和别人作简单的交流。
3.培养学生良好的学习习惯和学英语的兴趣。
二.教学重难点重点：1.能熟练掌握四会单词及词组speak/hear/see/help/open/close/take photos/play the music，发音准确。
2.初步熟悉句型：What can you do? I can speak/see/run/sing.语音语调正确，并能使用句型和别人作简单的交流。
难点 :1.使用 What can you do? I can speak/see/run/sing.2.培养学生良好的学习习惯和学英语的兴趣。
三.教学准备：课件四.教学过程1. Greeting2. Warming-up Let’s sing a chant3. New lesson(1)Question: T: What do you do on Saturday? S: I often see a film.Lead--in the word "see"Teach the word, and students should read, write and spell it.(2)Show a picture (a man is speaking English.)T: I can speak English, can you speak English?S: Yes, I can .T: I can speak Chinese, can you speak Chinese?S: Yes, I can.T: What's meaning of "speak English"? S:说英语。
英语精品课程设计
What's more, there are regional phrases too; an expert can sometimes pick out a native of Wisconsin just by the way a person uses his or her eyebrows during conversations. Everything from your sex, racial background, social class, and communication style all influences your body language .
Usually, our body language acts to further emphasize our words. What the nonverbal gestures put across very often and very efficiently is the emotional side of the message. This is clear when a person feels liked or disliked, as he or she will often communicate emotion "not in what is said but in the way it is said."
Body Language in Daily Use
We all communicate with one another using both verbal and nonverbal language. Most of the time, however, we are not even aware that we’re doing it. We move around in our chairs, gesture with eyebrows or a hand, meet someone else’s eyes and look away. These are some of the many small and radonm things we do. But researchers have discovered in recent years that there is a system to these gestures.
关于课程设计的英语作文
关于课程设计的英语作文Title: The Essence of Course Design: Bridging Theory and Practice.In the realm of education, course design is a crucial aspect that shapes the learning experiences of students. It involves meticulous planning and consideration of various elements to create an engaging, effective, and impactful learning environment. This essay delves into theintricacies of course design, focusing on its essential components and the role it plays in fostering meaningful learning.Firstly, course design begins with a clear understanding of the learning outcomes. These outcomes define the knowledge, skills, and attitudes that students are expected to acquire upon completing the course. They provide a roadmap for instructors, guiding them inselecting appropriate content, methods, and assessments. By setting clear and achievable outcomes, courses are morelikely to be relevant, engaging, and effective.Secondly, effective course design incorporates active learning strategies. Traditional passive learning methods, such as lecture-based teaching, often fail to engage students and promote deep understanding. Active learning, on the other hand, involves students actively participating in the learning process through discussions, projects, case studies, and other interactive activities. This approach not only enhances student engagement but also helps them apply knowledge in real-world contexts, fostering critical thinking and problem-solving skills.Moreover, course design should emphasize theintegration of theory and practice. Theory provides the foundation for understanding concepts and principles, while practice helps students apply these concepts in real-world situations. By integrating theory and practice, courses become more relevant and meaningful, enabling students to make connections between what they learn in the classroom and what they encounter in their daily lives. This integration can be achieved through field trips,simulations, laboratory experiments, and other experiential learning opportunities.Furthermore, course design should be inclusive and adaptable. It should cater to the diverse needs, backgrounds, and learning styles of students. By incorporating differentiated instruction strategies, instructors can ensure that all students have equal opportunities to succeed. Additionally, courses should be flexible enough to accommodate changes in the field or industry, ensuring that the content remains relevant andup-to-date.Assessment is another crucial aspect of course design. Effective assessment not only evaluates student performance but also provides feedback that can be used to improve teaching and learning. Assessments should be aligned with the learning outcomes, focusing on assessing the knowledge, skills, and attitudes that the course aims to cultivate. They should also be diverse and inclusive, accounting for different learning styles and abilities.In conclusion, course design is a multifaceted process that requires careful consideration of various elements. It involves setting clear learning outcomes, incorporating active learning strategies, integrating theory and practice, being inclusive and adaptable, and using effective assessment techniques. By attending to these aspects, instructors can create engaging, effective, and impactful learning environments that foster meaningful learning and prepare students for success in their academic and professional careers.。
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(4)ask students whether they know some storys about the flower or some other information about the flower
(5)give them some other information about the flowers
step4:Presenting
(1)use PPT show the pictures and their flower language.
(2)Give them some exples:
a.GARDENIA - You\'re Lovely, Secret Love
Step3:drill
(1)teach students read the English name about the flowers you present
(2)let several studengts read the English name about the flowers you present
Step 1:lead in
Have a free talk about flowers and their flower language.Then discuss the questions below:
(1)which flower do you like best
(2)How many flower do you know,and do you know their English name
And so on
Step5:Summary
(1)Go through the important points and difficult point of this lesson with students once again.
(2)Come to the screen
a.to know about the English name of the flowers
《教学实践》课程教学教案
授课院(部）
外国语学院
授课教师
学生层次
大学本科课程名称来自The flower language
授课方式
理论课（RRT演示）
授课专业
英语
授课班级
大一
考核方式
总学时数
30分钟
周学时数
学时分配
5分钟导入
20分钟图片及花语展示
5分钟课堂总结及作业布置
教学基本单元设计
授课内容
The flower language
授课时间
2011年12月27日
教学目的
Let the students recognize and know some flowers and their flower language.
教学方法
及手段
PPT，teaching，talking，practicing
课堂教学设计
（内容及过程）与小结
Teaching steps:
b.review the flower language
重点
The English name of the flowers and the flower language
难点
Some of the flower language
参考资料
作业
(1) know The English name of the flowers and the flower language
b.HYACINTH (GENERAL) - Games and Sports, Richness, Dedicated to
c.Apollo
d.POPPY (GENERAL) - Eternal Sleep, Oblivion, Imagination
e.ROSE (BRIDAL) - Happy Love
(1)show the students pictures about some flowers
(2)present each flower’s English name:
Hyacinth . Violet.. Poppy. Tulip.Nelumbo nucifera.. Paeonia suffruticosa. Balloom Flower. Maiden Blush Rose and so on
(2) find some other flowers and know thier flower language
(3) send flowers to your families or your friend
(3)How many flower language do you know ,what are they.
(4)Have you ever send flowers to somedody,do you know the flower language about that flower.
Step 2:Presenting