全英文英语教案模板教学提纲
英语教案设计万能模板全英文
英语教案设计万能模板全英文I. Lesson Title•Lesson Topic: Introduction to Present Simple TenseII. Learning Objectives•Knowledge: Students will be able to define the Present Simple tense and identify its usage.•Skills: Students will be able to form sentences in the Present Simple tense correctly.•Understanding: Students will understand the difference between the Present Simple tense and other tenses.III. Materials Needed•Whiteboard and markers•Handouts with exercises•Flashcards with verbs•PowerPoint presentation (optional)IV. Warm-Up (10 minutes)•Engage students with a short video clip or an interesting discussion on daily routines.•Ask students to identify verbs used in the video or discussion.V. Presentation (15 minutes)•Introduce the concept of the Present Simple tense using examples.•Explain the structure of the tense and key words that indicate its usage.•Use flashcards to demonstrate how to form sentences in the Present Simple tense.VI. Practice (20 minutes)•Have students work individually or in pairs to complete exercises on forming sentences in the Present Simple tense.•Provide feedback and correct mistakes as necessary.•Encourage students to ask questions and clarify any doubts.VII. Application (15 minutes)•Ask students to create sentences about their own daily routines using the Present Simple tense.•Have students share their sentences with the class and provide peer feedback.VIII. Assessment (10 minutes)•Administer a short quiz to assess students’ understa nding of the Present Simple tense.•Review the quiz together as a class and address any common mistakes.IX. Closure (5 minutes)•Summarize the key points of the lesson on the Present Simple tense.•Encourage students to continue practicing the tense outside of class.X. Extension Activities (optional)•Assign homework exercises to reinforce the concept of the Present Simple tense.•Provide additional practice activities for students who want to further improve their skills in using the tense.This lesson plan template can be adapted and customized for teaching various topics in English. It provides a structured approach to designing effective English lessons that engage students and facilitate learning.。
英语教学教案模板英文版(10篇)
英语教学教案模板英文版（10篇）英语优秀教学设计篇一英语优秀教学设计篇二英语教案篇三标准英语教案篇十课前预备1、教学挂图。
2、教学投影片。
3、教学录音磁带。
4.6个地点场所的图片及单词卡片（师生各自预备）。
5、第25课交通工具及交通设施图片及单词卡片（师生各自预备）。
6、嬉戏用汽车站牌、交通工具头饰、售票员胸牌、乘车票等。
教学内容A Look, listen and talk.1、本局部利用图画引入单词。
2、学生通过看、听、说，学习5个地点场所的英文表达。
其中school 和zoo两个单词虽然在以前的学习中接触过，但是并未作为正式的单词消失过，此次正式列入生词表中，作为生词消失。
3、本局部单词的要求是：学生能将单词的音和相应的图形联系起来，并能看图用英文说出单词。
4、本局部学习内容的难点如下：(1)book store词组中失去爆破的读音；（2）地点及场所单词词义的识别。
5、初步练习用“Where are you going? Im going to.。
.。
”语句，询问某人要去哪儿和表达自己要去的地方。
6、初步练习询问某人乘坐什么交通工具并能答复。
7、本局部重点学习地点及场所单词的音、形、义/对语句的学习仅要求能初步感知，在B局部教学中应留意进展语句的稳固练习。
8、本局部能够涉及到的复习内容是：询问某物在哪儿的语句及表示方位的词。
此项复习内容为第27课学习指路和问路做了铺垫。
B Lets play and say.1、本局部的学习内容是学生通过嬉戏的方式进展模拟角色表演。
2、学生通过用语言做事情，娴熟把握所学地点场所的单词和询问某人要去哪儿的问答语。
3、本局部有一首关于开着车去某地方的。
歌曲，此歌曲协作学生模拟活动，不要求学生会唱，可以在今后的复习稳固中要求学生逐步学会此歌曲。
教学建议1、学生在学习新内容之前，教师应帮忙学生对第25课的学习内容进展复习。
2、教师出示教学挂图，请学生看图并听录音。
小学英语的全英文教案范文
小学英语全英文教案范文一、Lesson IntroductionObjective: To introduce oneself and ask questions about others. Materials: Flashcards of animalsProcedure:1. Greet the students and ask them to sit in a circle.2. Show the flashcards of animals one one and ask the students to repeat the name of the animal in English.3. Introduce yourself saying, "Hello, my name is [Your Name]. I am a teacher. What's your name?" Ask the students to introduce themselves.4. Practice asking and answering questions like, "How old are you?" and "Where are you from?"二、Lesson 2: Greetings and IntroductionsObjective: To learn how to greet and introduce oneself.Materials: Flashcards of greetings and introductionsProcedure:1. Start the class with a warm-up activity, such as singing a greeting song.2. Show the flashcards of greetings and introductions, such as "Hello," "Good morning," "Good afternoon," and "Goode." Ask the students to repeat after you.3. Practice asking and answering questions like, "How are you?" and "I'm fine, thank you."4. Introduce a new student to the class and ask the students to greet and introduce themselves.三、Lesson 3: ColorsObjective: To learn how to name and describe colors in English. Materials: Flashcards of colorsProcedure:1. Start the class showing a colorful picture or object and ask the students to name the colors.2. Show the flashcards of colors one one and ask the students to repeat the color name in English.3. Practice describing colors using phrases like, "It's blue," "It's a red car," and "The sky is blue."4. Draw a colorful picture with the students and ask them to name the colors as you draw.四、Lesson 4: Numbers 1-10Objective: To learn how to count from 1 to 10 in English.Materials: Number flashcards, objects to countProcedure:1. Start the class counting with the students, "One, two, three, four, five." Continue counting up to 10.2. Show the number flashcards one one and ask the students to repeat the number in English.3. Give the students a set of objects, such as counters or toys, and ask them to count the objects using English numbers.4. Play a number game, such as "Simon Says" or "Number Memory," to reinforce the counting skills.五、Lesson 5: AlphabetObjective: To learn the English alphabet and the sounds of each letter. Materials: Alphabet flashcards, letter sounds chartProcedure:1. Start the class singing the "Alphabet Song" to familiarize the students with the English alphabet.2. Show the alphabet flashcards one one and ask the students to repeat the letter name in English.3. Expln the sounds of each letter in the alphabet using a letter sounds chart.4. Practice tracing the letters of the alphabet on a large whiteboard or chart paper, and ask the students to follow along.六、Lesson 6: Family MembersObjective: To learn how to name family members in English. Materials: Flashcards of family membersProcedure:1. Start the class asking the students about their family members in their native language.2. Introduce the concept of family members in English showing the flashcards of family members, such as "mother," "father," "brother," "sister," and "grandparent."3. Practice asking and answering questions about family members, like "Who is your mother?" and "I have a sister."4. Ask the students to bring a picture of their family and describe their family members in English.七、Lesson 7: Dly RoutinesObjective: To learn how to describe dly routines in English. Materials: Flashcards of dly routinesProcedure:1. Start the class discussing the dly routines of the students in their native language.2. Introduce the concept of dly routines in English showing the flashcards of dly routines, such as "wake up," "eat breakfast," "go to school," and "play."3. Practice asking and answering questions about dly routines, like "What do you do in the morning?" and "What do you do after school?"4. Ask the students to role-play their dly routines using English words and phrases.八、Lesson 8: ClothingObjective: To learn how to name and describe different types of clothingin English.Materials: Flashcards of clothingProcedure:1. Start the class discussing the types of clothing worn in different seasons.2. Introduce the concept of clothing in English showing the flashcards of different types of clothing, such as "shirt," "pants," "dress," "sunglasses," and "hat."3. Practice asking and answering questions about clothing, like "What are you wearing today?" and "I am wearing a skirt."4. Ask the students to bring a picture of themselves in different types of clothing and describe their clothing in English.九、Lesson 9: Food and DrinksObjective: To learn how to name and describe different foods and drinks in English.Materials: Flashcards of food and drinksProcedure:1. Start the class discussing the types of food and drinks liked the students.2. Introduce the concept of food and drinks in English showing the flashcards of different food and drink items, such as "apple," "banana," "orange," "milk," and "water."3. Practice asking and answering questions about food and drinks, like "What is your favorite fruit?" and "Can I have some water, please?"4. Ask the students to bring a picture of their favorite food or drink and describe it in English.十、Lesson 10: Review and AssessmentObjective: To review the topics covered in the previous lessons and assess the students' understanding.Materials: Review worksheets, flashcardsProcedure:1. Start the class reviewing the topics covered in the previous lessons, such as greetings, introductions, colors, numbers, family members, dly routines, clothing, food and drinks.2. Conduct a mini-assessment to evaluate the students' understanding asking them to answer questions related to the topics.3. Use flashcards to test the students' vocabulary retention asking them to name the items in English.4. Provide review worksheets for the students to plete, which include exercises like fill in the blanks, match the words with their pictures, and write short sentences using the learned vocabulary.5. Give feedback to the students on their performance and encourage them to continue practicing their English skills.重点和难点解析一、Lesson Introduction重点关注环节：Students' ability to ask and answer questions about themselves.难点解析：This lesson introduces the concept of asking and answering questions about oneself, which is a fundamental skill in language learning. The students may find it challenging to express their personal information accurately and confidently in English.二、Lesson 2: Greetings and Introductions重点关注环节：Students' ability to use greetings and introduce themselves.难点解析：Using proper greetings and introductions is crucial in dly munication. The students might struggle with remembering and applying the correct phrases in different situations.三、Lesson 3: Colors重点关注环节：Students' ability to name and describe colors in English. 难点解析：Naming and describing colors can be challenging for students, especially those whose native language does not use the same color palette as English.四、Lesson 4: Numbers 1-10重点关注环节：Students' ability to count from 1 to 10 in English.难点解析：Counting is a foundational math skill that can be difficult for students to master when learning a new language, as it involvesunderstanding the numerical system and sequencing.五、Lesson 5: Alphabet重点关注环节：Students' ability to recognize and pronounce each letter of the English alphabet.难点解析：The English alphabet may have letters that are not present in the students' native language, making it challenging for them to recognize and pronounce them correctly.六、Lesson 6: Family Members重点关注环节：Students' ability to name family members in English and ask about others'.难点解析：Understanding and using family vocabulary can be emotional and personal for students. They may find it difficult to remember the English words for extended family members or to ask about others' families.七、Lesson 7: Dly Routines重点关注环节：Students' ability to describe their dly routines in English. 难点解析：Describing routines involves sequencing and using past tense verbs, which can be plex for beginners to grasp.八、Lesson 8: Clothing重点关注环节：Students' ability to name and describe different types of clothing in English.难点解析：Clothing terms can be abstract and may not have directtranslations in students' native languages. Additionally, students may be self-conscious about discussing their attire.九、Lesson 9: Food and Drinks重点关注环节：Students' ability to name and describe different foods and drinks in English.难点解析：Food and drink vocabulary can be extensive, and students may have difficulty remembering the names of specific items or describing preferences.十、Lesson 10: Review and Assessment重点关注环节：Students' ability to review and apply the knowledge gned from the previous lessons.难点解析：Assessment can be stressful for students, especially if they feel unprepared. Ensuring that the review is prehensive and allows for individualized learning is crucial.这些教案环节涵盖了从自我介绍到日常生活中的各种主题，每个环节都有其特定的重点和难点。
英语教学大纲(全英版)
英语教学大纲(全英版)目标和背景本教学大纲旨在为学生提供全面的英语研究经历，以培养他们的听说读写能力，并帮助学生在英语环境中自信地进行交流和表达。
这份大纲适用于英语教育的各个层次和年龄段的学生。
教学目标1. 开发学生的听力技能，包括理解各种英语口语表达和听懂日常会话。
2. 提高学生的口语表达能力，培养良好的发音、语调和流利度。
3. 培养学生的阅读能力，包括理解不同类型的英语文章和提取关键信息。
4. 培养学生的写作能力，包括撰写简单的句子、段落和简短的文章。
5. 强化学生的语法知识和词汇量，以便更好地应用于听说读写中。
教学内容1. 听力训练：通过听录音、参与对话和听取不同语速的材料来提高学生的听力技能。
2. 口语表达：通过角色扮演、小组讨论和口语练来提高学生的口语表达能力。
3. 阅读理解：通过阅读文章、解答问题和进行课堂讨论来培养学生的阅读理解能力。
4. 写作练：通过书面作业、写日记和撰写短文来培养学生的写作能力。
5. 语法和词汇：通过教授基本的语法规则和常用词汇来加强学生的语言知识。
教学方法1. 任务型教学：通过设置实际任务，激发学生的研究兴趣和动力。
2. 小组合作：鼓励学生进行小组合作活动，促进互相交流和研究。
3. 多媒体教学：利用多媒体资源和技术，使教学过程更生动、多样化。
4. 自主研究：鼓励学生主动参与研究，并提供自主研究的机会和资源。
评估方式1. 日常口语表现评估：通过听取学生的口语表达和参与度，评估学生的口语能力。
2. 笔试评估：通过阅读理解和写作作业，评估学生的阅读和写作能力。
3. 听力测验：通过听力理解测试，评估学生的听力技能。
4. 课堂参与评估：通过观察和记录学生在课堂中的参与度和表现，评估学生的整体表现。
这份英语教学大纲旨在帮助学生全面发展其英语语言能力。
通过多样化的教学方法和评估方式，我们将提供一个积极、鼓励和互动的学习环境，以促进学生在英语学习方面的持续进步和成功。
大学英语教案模板全英文
大学英语教案模板全英文大学英语教案模板全英文篇一：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大学英语教案模板全英文篇二：大学英语教案范本全新版《大学英语》教案课程名称：大学英语（一级）专业：本校05普通本科年级：2005学年：2005-2006学期：第一学期任课教师：全新版《大学英语》板块任课教师Course ScheduleAims:1. Developing Ss’ability of independent learning to be automatic learners.2. Enhancing Ss’ability in using English: improving Ss’five micro-skills—listening,speaking, reading, writing, translation —especially listening andspeaking so that they can communicate in spoken and written English.Required course materials:1. College English (Book 1)—Integrated Curse, Listening and Speaking Course, Reading CourseNote: Reading Course book is used as Ss’self-access material. 2. One Dictionary:Teaching and Learning:1. Keep in mind that it is YOU who have to study to improve your English. If you do not studyby yourself, there is no use in coming to class. In other words, just listening to the teacher and other students in class does not help you improve your English.2. Be well prepared when you come to class. It is of great importance for you to preview thecourse materials before class according to the course schedule. If not, you’ll find it very difficult to follow the class.3. Class participation is vital. You should actively join in pair work or group discussion and dooral presentation before class.4. It is important to turn in any assignments by the due date. Ifyou know that you have acircumstance which will makes it impossible for you to turn in your assignment by the due date, you can and should come to consult with me about your problem beforehand.5. Your essays should be done in a loose-leaf notebook so as to hand in your assignments by aloose paper.6. Since attendance/absence is part of evaluation, keep in mind that your absence will reduceyour evaluation.Useful English Learning Resources:Magazines: English Language Learning, College English, English Salon, English Weekly, The world of English, English Digest, Overseas EnglishNewspaper: 21st Century, China DailyWebsites: (英语比萨园地); (听力快车); (普特英语听力); (英文写作网); (旺旺英语); .cn (中国日报);(华盛顿邮报)Unit 1 Writing For Myself1. 教学目标及基本要求：Objectives:Students will be able to:1) grasp the main idea (the essence of writing is to write what one enjoys writing) and structure of the text (narration in chronological sequence);2) appreciate the narrative skills demonstrated in the text (selection of details, repetition and the use of synonyms.)3) master the key language points and grammatical structures in the text;4) conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.2. 教学内容及学时分配：Time allotment:1st period: pre-reading; text organizationnd2 period: while-reading3 period: post-reading activities4 period: reading practice5th period: speaking6 period: writing3. 教学重点及难点：Important language points in the text:4. 教学内容的深化及拓宽：ththrdStudents conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taughtin class.5. 教学方式及在教学中应注意的问题：A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study.6. 主要参考书目：季佩英，吴晓真，2001，《全新版大学英语综合教程1－教师用书》。
全英初中英语教案教学提纲
全英初中英语教案Be Careful with Numbers in ListeningClass: Class 12, Senior TwoDate: May 16,2007Teacher: Ni YazhenSchool: Zhi Yuan Senior High SchoolTeaching Material: P75 S2B Oxford English;Additional material(The new Star Wars movie, Be Careful with Numbers)Teaching Objectives: Knowledge objectives:To enable students to listen and complete some exercisesAbility Objectives:To encourage the students to have basic skills of listening.Emotion objectives:To cultivate the cooperation through peer interactionTeaching aids: Multi-mediaTeaching and learning method: Guiding for learningTeaching Procedures:I. PresentationToday we’ll have a class on listening practice “Be careful with numbers in listening”: First we’ll play a game. Then, we’ll practice.Lead-in A game on numberII. Performance:Quick and accurate response to numbers is very important in daily communication. Telephone numbers, addresses, prices, temperatures, time and dates all closely linked with the use of numbers .Besides, numbers also play a very important part in broadcast programmes such as reports Now let’s listen to some advice from experts.Task 1 Be Careful with Numbers (Play the recorder Twice)Individual work→pair work(check the answer with your partner)→Groupwork(Underline the important sentences. e.g.The differences between million and billion, “-teen’s” and “-ty’s” are …..“Seventeen point five million.”…)Whole class read the key sentences.Well-done!Numbers are all around us. Let us practice with numbers and learn to be good at numbers.(First read out the following numbers… Watch the screen)Task 2 Listen to some statements about the brief history of films and TV.First check the answers in groups. If you have different opinion , pleaseraise your hands.Judgement: (First students give themselves a judge. Then teacher does it)It seems no challenge. Now, We’ll do challenge exercise. So pay specialattention to thenumbers in the passage and select the correct answer from the choiceslisted below.First teach the students new words in listening material. Then ask studentsto read out the numbers in Star Wars.III. Promotion: Challenge exercise Star WarsListen to the tape twice →Check the answersIV. Conclusion: What we learned today is “Be careful with numbers in numbers.”Remember the following points when you are doing listening tasks:1. Take great care with the spelling of names and with addresses and phones numbers,2.prices, time and dates...3. To find the right answer, you may need to do simple calculations or combine two sets4.of data.5. Listen carefully for words and phrases such as these:6. half / twice as expensive as…it’s shorter / cheaper / quicker than…the lightest / heaviest / newest not aslong / cheap / good as…Some useful abbreviations and symbols for note taking( See PPt.)V. Assignment: 1.Review P6-7 –Filling in forms P43– Working with numbers2.Collect some information on listening skillsTeaching PlanBe Careful with Numbers in ListeningClass: Class 12, Senior TwoDate: May 16,2007Teacher: Ni YazhenSchool: Zhi Yuan Senior High SchoolTeaching Material: P75 S2B Oxford English;Additional material(The new Star Warsmovie, Be Careful with Numbers)Teaching Objectives: Knowledge objectives:To enable students to listen and complete some exercisesAbility Objectives:To encourage the students to have basic skills of listening.Emotion objectives:To cultivate the cooperation through peer interactionTeaching aids: Multi-mediaTeaching and learning method: Guiding for learningTeaching Procedures:I. PresentationToday we’ll have a class on listening practice “Be careful with numbers in listening”: First we’ll play a game. Then, we’ll practice.Lead-in A game on numberII. Performance:Quick and accurate response to numbers is very important in daily communication. Telephone numbers, addresses, prices, temperatures, time and dates all closely linked with the use of numbers .Besides, numbers also play a very important part in broadcast programmes such as reports Now let’s listen to some advice from experts.Task 1 Be Careful with Numbers (Play the recorder Twice)Individual work→pair work(check the answer with your partner)→Groupwork(Underline the important sentences. e.g.The differences between million and billion, “-teen’s” and “-ty’s” are …..“Seventeen point five million.”…)Whole class read the key sentences.Well-done!Numbers are all around us. Let us practice with numbers and learn to be good at numbers.(First read out the following numbers… Watch the screen)Task 2 Listen to some statements about the brief history of films and TV.First check the answers in groups. If you have different opinion , pleaseraise your hands.Judgement: (First students give themselves a judge. Then teacher does it)It seems no challenge. Now, We’ll do challenge exercise. So pay specialattention to thenumbers in the passage and select the correct answer from the choiceslisted below.First teach the students new words in listening material. Then ask studentsto read out the numbers in Star Wars.III. Promotion: Challenge exercise Star WarsListen to the tape twice →Check the answersIV. Conclusion: What we learned today is “Be careful with numbers in numbers.”Remember the following points when you are doing listening tasks:7. Take great care with the spelling of names and with addresses and phones numbers,8.prices, time and dates...9. To find the right answer, you may need to do simple calculations or combine two sets10.of data.11. Listen carefully for words and phrases such as these:12. half / twice as expensive as…it’s shorter / cheaper / quicker than…the lightest / heaviest / newest not aslong / cheap / good as…Some useful abbreviations and symbols for note taking( See PPt.)V. Assignment: 1.Review P6-7 –Filling in forms P43– Working with numbers3.Collect some information on listening skillsTeaching Plan----Yang XuefenContent: Unit 4 He said I was hardworking. <<Go For It>>, Grade 8(Ⅱ)Time: March 12th, the 1st period,Place: Class 6, Grade 8Teaching goals:13. Knowledge goal:4. Vocabulary: hard-working, be mad at, not---anymore5. Patterns: What did Marcia say? She said she was she was having a party for Lanna.22. Ability goal:Learn to report what someone said correctly33. Moral goal:To teach students not to report wrong message or they may cause trouble.To be an honest and good kid, report what someone said correctly.Teaching aids: multi-mediaTeaching procedures:Step 1: Leading in by free talking with the students: Ask several Ss what they are going to do after school .Write their sentences on the Bb. How are you? How is your mother?What are you doing? What is your mother doing?What do you do in the morning? What about your mother?What are you going to do after school? What is your mother going to do after work? I’m fine. My mother is fine.I’m having a class. My mother is working.I have lessons in the morning? My mother works in the morning.I am going to play sports after school My mother is going to cook after work.Step 2: Pre-taskT: Now I’m going to report what xx said to you: xx said he was fine. And he said his mother was fine, too. He said he was having a class and his mother was working. He said he had lessons in the morning and his mother worked in the morning. He said he was going to play sports after school. He said his mother was going to cook after work.Step 3: While-task14. Observe the sentences on the blackboard, find out what is different in myreport He/ She said--------.6. SBp26/1a: Write the words soap opera on the board. Point to the picture and ask students what they think a soap opera is. Point out the TV screens in the picture. Ask one student to read what the person says in the first picture .Then ask another student: What did she/he say? Help to answer: She/He said she/he was having a surprise party for Lana on Friday night.23. Repeat with the other pictures.SB Page 26 , 1b . Listen and Number the pictures.SB Page 27 , 2a & 2b .34. Ask some individuals to read thesesentences. 2. Play the recording .Ss circle theiranswer.3. Check the answers.Step 5: Grammar Focus1. Review the grammar box. Ask Ss to say the statements.2. Explain: In each case, the direct speech talks about present situations and the reported speech talks about past situations .Step 6: Practice:1. Pass on What MsYang said one to another, then the last one tell the whole class:I love my students. Ms Yang said she loved her students.I can speak English. Ms. Yang said she could speak English.I want to be a writer. Ms. Yang said she wanted to be a writer.I am playing games with my students. Ms. Yang said she was playing games with her students.2.What can you do? What are you going to be when you grow up? How are you going to do that?----------Report: xxx said he/she could---. He/She was going to be a/an----. She/ He was going to----Xxx said ------I hope -----Step 7: HomeworkGrammar FocusSection AStep1 Lead-in15. Ask students: What year is this year?16. Show students the picture of twelve animals in Chinese horoscope, and tell them17.different namesTell them this year is in the year of the Rat.18. Ask students:How old are you? When were you born? (What year were you born in?)What is your animal sign?What characters do you think it has?19. Ask students: What month were you born in? (review twelve months in a year)20. Tell students that everyone in western countries has his or her own star sign.21.(T: We know that animal signs are very popular in Chinese culture, we are familiar with22.them. But people in western countries have their own star signs according to the birth23.month. It can tell you something about your abilities, talents and special qualities.)24.Step 2 Welcome to the unit7. Show students the picture of star signs. “How much do you know about them?” Let8.students guess different star signs. (can be in Chinese)9. In the West, people use some creatures to represent the star signs. Can you tell me theirs? Teach students new words.11. Look at the pictures and read the new words after the teacher.12. Let students finish Part A on P7 and check the answers by reading the names.13. Some more exercises to see if students have known the star signs.14.(1) Show students 6 pictures and name the star signs.(2) Play a guessing game: fill in the blanks by using the names of the creatures.15. Tell students there are 6 more star signs and let them guess what they are represented16.by using the 6 pictures in Part B on P7.17. Check the answers to PartB. Step 3 Oral practice24. Ask students: When is your birthday? What is your star sign?25. Show students the twelve star signs and let them point out their own star sign in both26.English and Chinese. Ask the students to try to remember their own star sign.27. Pair work: Let students ask and answer in pairs.Step 4 Comic strips25. Are you interested in star signs? So are Eddie and Hobo. Listen to their conversation26.and repeat it after the tape.27. Ask students some questions to see if they have known the dialogue.28.(1) Who brings Eddie the newspaper?(2) What does Hobo ask Eddie to read? Why?(3) What do Eddie’s stars say?(4) What happens to Eddie’s breakfast at the end of the story?29. Let students read the dialogue by themselves (or practice in pairs)30. Do some more exercises after reading and check the answers together.31. What do you think Hobo’s and Eddie’s star signs are?32. Oral practice:Try to act out this dialogue in pairsAsk the students to make a new dialogue by adding their own ideas.Step 5 Homework18. Remember the star signs.19. Make up a new dialogue about star signs.20. Try to find out how many classmates are under the star sign as you.Step 1 Revision28. Finish some exercises.33. Review the star signs: look at the star signs and name them. Read together after the34.teacher.35. Guessing game: (Test who has the best memory) Teacher will say the Chinese name of36.the star sign; students try to find out the right picture and say the name in English.37.Step 2 Lead-in21. Free talk:(1) What is your star sign?(2) Can you tell me something about yourself? ( abilities, special qualities, characteristics)(3) How many students are under the same star sign as you? (Yesterday’s homework)(4) What are they like? (clever, kind, generous, hard-working, brave, patient, polite….)(5) Do you share similar characteristics?(Let students speak out as many adjectives about characters as possible.)22. Do you know these words? They are also used to describe people. (Teach the new23.words, and finish Exercise B on P10.)24. Read the new words after the teacher. Then let students read the sentences by25.themselves.26. Do some more exercises to see if students have known all the words’ meanings.27.Step 3 Reading29. T: It’s said that star signs can represent a person’s characteristics. Let’s check if it is30.true. Please listen to the tape and learn something about them.31. Reading task 1: After listening to the tape, do “T” or “F” questions.32. Reading task 2: Ask students some questions to check if they have known the main33.idea, with the books open.(1) Is Aries lazy?(2) Which star sign likes saving money?(3) Does Sagittarius like telling jokes?(4) Which star sign has the best imagination?(5) If your birthday is on 13th September, what is your star sign?34. Make students read the article passage by passage and try to find out the adjectives to35.describe people’s characteristics with the picture of each star sign. (Esp. their own star36.sign)T: Whose star sign is Aries?When is your birthday?What characteristics do you have/ do this star sign have?Aries: energetic, active, impatient, selfishTaurus: stubborn, hard-working, patientGemini: curious, clever, outgoingCancer: kindLeo: strong, confident, generousVirgo: modest, practical Libra:polite, fair, elegant Scorpio:powerful, silly Sagittarius:humorous, luckyCapricorn: successful, patientAquarius: kind, wise, strangePisces: generous, kind, gentle, easy-going, creative, imaginative38. Discussion:What is your star sign?Do you have the same characteristics as the star sign says?Do you think what the star signs say about people are facts?-- So we can have a conclusion: What the star signs say about people are not facts. We can just learn about star signs for fun.Step 4 Some More Exercises28. What are your characteristics?Write a short description of your own characteristics.29. Then show your description to your partner.30. Discuss with your partner whether or not you agree with each other.31.Step 5 Homework37. Read the passage three times.38. Remember all the adjectives which describe a person’s characteristics.Step 1 Revision35. Ask students some questions while showing Picture 1.36.(1) How many star signs are there in a year?(2) How do you know your star sign? What decides your star sign?(3) Do the people under the same star sign share similar characteristics?(4) What characteristics do the people under your star sign have?37. Explain the language points while answering the above questions.38.1) A year is divided into 12 different star signs.2) Your date of birth decides your star sign.3) People born under the same star sign share similar characteristics.39. Ask more questions about Reading1) Which star sign doesn’t give up easily?2) Which star sign loves peace and doesn’t like to argue with others?3) Which star sign is suggested to forgive others for their mistakes?4) Which star sign likes to dream about everything?40. Teach the language points by answering the above questions.41.(1) You are patient and do not give up easily.(2) You love peace and do not like to argue with others.(3) Sometimes it is silly of you not to forgive others for their mistakes.(4) You like to dream about everything.Step2 Group work32. Show students some pictures and passages about some famous people. Let students33.guess what star signs they are?34. Finish Part C2 on Page11, and then check the answers.35. Discussion:What kind of friend do you like to make? (Why?)What is his/her star sign?(Let students talk about his or her own characteristics and his or her friend’s.)36. What star signs are suitable for these jobs? Why?37.Step 4 ConclusionWhat star signs say about people are not facts.We should work hard to make our dream come true.Step 5 Homework39. Read the passage again and again. 2. Do some exercises.。
英语教学教案模板英文版优秀5篇
英语教学教案模板英文版优秀5篇篇一：英语教案篇一活动名称：《H Hat》活动目标：1、通过利用各种游戏活动让幼儿反复听、说、读、练，在游戏活动中学习并掌握英语字母：“H”、英语单词：“Hat”的正确发音及译义，理解短语：“Be quiet!Listen。
”的实际译义。
2、初步培养幼儿的英语对话能力。
活动准备：准备字母卡、图卡一张，录音机及《阳光幼儿英语》音乐磁带。
活动过程：1、活动开始，师幼例行问候，引起幼儿英语活动的兴趣，并进行热身运动。
2、创设情景进行英语对话，复习所学过的会话内容，奖励复习出色及有进步的幼儿，并介绍本节课将要学习内容的重点。
3、教授新字母“H”及新单词“Hat”。
（1）教师出示字母娃娃H，让幼儿说出像什么，在拼贴字母的过程中学会字母“H”的正确发音。
（2）教师利用图卡引出“帽子”的英语单词，通过游戏“贴帽子”让幼儿反复练习强化，逐渐掌握单词“Hat”的正确发音及译义。
4、律动教学。
教授幼儿短语“Be quiet!Listen。
”的实际译义及相应的动作。
5、教师小结，叮嘱幼儿：“回家要看VCD，回家要听录音机，回家要当Melody！”篇二：高中英语教学设计篇二一、课程类型：高三复习课二、教学目标：一) 认知目标1、句型和语言点（见教学重点）。
2、用所学的知识与伙伴进行交流、沟通，学会改错、写作。
二)情感目标利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。
三)智力目标在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。
三、教材分析：这是高三复习阶段的一节写作课。
这节书面表达课就从审题谋篇等方面入手来完成教学目的，侧重于引导学生在把握书面表达的写作前准备即谋篇审题能力，使学生在动手写作前迅速构思按照规范的模式来完成谋篇审题：在教学中不仅仅强调写，对于与写作紧密联系的听、说、读、改错都有兼顾。
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。
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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 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 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 personrelated 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 bydoing some activities independently and some in groups.●Ss will communicate with each other in English while doing the group work.●Ss will form a habit of question and thinkingLanguage 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 guessing，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 ingeneral 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.)把老师的话描述出来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 thecharacteristics. 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 thecharateristics 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 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.? Here is a multiple choice for you.T: Why are people stillActivity2. 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 roo m.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 issueand 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 w ork 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 design。