优秀全英文教案模板
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。
英语教案模板3篇
英语教案模板3篇英语教案模板一说课教案(一) 教学内容1. 本课是Unit 2 heroes Lesson 1 Modern Heroes 的第一课时。
本单元分别介绍了National hero， History makers，Sports stars 和 Superhero。
这几篇*的主题都是hero，但涉及的领域不同，它们融会贯通，承上启下，融为一体。
2. 本课是介绍National Hero，是学生比较熟悉和感兴趣的话题，前部分需要介绍杨利伟和神州五号，让学生掌握有关词汇;后一部分是介绍杨利伟乘坐神州五号宇宙飞船遨游太空的情况。
3. 本课文出现了较多的定语从句，还有生词较多(有些单词表没有而初中又没有学过)，在这样的困难前提下，我引导学生通过 culture and background knowledge，结合课本内容丰富自己的知识面，拓宽学生对航天知识的了解，让学生了解航天英雄的成功之路，激发他们的民族自豪感。
(二) 学生分析1. 组成情况职业高中高一学生年龄都在14-16岁之间，大多数学生由于初中的知识基础打得不扎实，而且缺乏主动学习的能动性，自学能力差，对学习没有持有探究性和方向性，也没有养成良好英语学习习惯，所以学习成绩不太理想。
2. 学生的知识与技能水平职业高中招生的学生，基础知识比较薄弱，甚至连音标都不会读，词汇的掌握范围狭窄，影响了阅读，听力和作文。
学生的表达能力还是停留在比较低级的水平，面对每幅图片或某个主题只能说出一两句话，而且在阅读上，未能掌握泛读和精读的技巧和方法，课后的预习和复习能力较差，缺乏总结归纳的能力。
3. 学生已掌握的学习策略尽管学生的知识和技能水平一般，但经过了一定时间的训练后，他们还是掌握了pair work, group work, using the culture and background knowledge的阅读技巧。
(三) 教学目标1. 通过快速阅读*，学生能够对每段*进行归纳总结，准确地把段落主题与所给的headings联系起来。
英语教学教案模板5篇
英语教学教案模板5篇作为一位杰出的教职工，在课前需要做好备课工作，制作教案，教案有助于学生理解并掌握系统的知识。
下面是小编为大家整理的英语教学教案模板，欢迎阅读，希望大家能够喜欢。
英语教学教案模板篇1一、教学资料：module 9 happy brithday unit 1 can i some soup sweets？二、教学目标认知目标1、巩固掌握食物类词汇。
2、掌握句型“can i have some soupsweetsbread？”本事目标能运用“can i have some？”询问他人自我是否能够得到某种食物，并掌握回答：yes，you cansorry，you can′t情感目标让学生经过对课文资料的表演，增强学习的信心，调动学生的学习兴趣。
三、教学重难点重点能用句型“can i have some？””询问他人自我是否能够得到某种食物，并掌握回答：yes，you cansorry，you can′t。
难点句型运用中，与can you？句型混淆。
四、教学设计 step1 warming（热身活动）1、师生互相问好，教师询问是否有人当天过生日或是最近过生日2。
播放录音，全班跟着齐唱英文歌曲’happy birthday to you【设计意图】利用歌曲激发学生的学习兴趣，活跃课堂气氛，同时也拉近了师生的距离，促进了师生的交流。
step2 revision and presentation（新课呈现）1、教师告诉学生amy生日快到了，大家友什么计划为她开一个生日party，事先要准备party上的食物，请同学们帮忙准备一下，在事先准备好的白纸上画出认为party所需准备的食物。
2、教师请学生说出画的是什么食物，多学生语音进行纠正。
3、教师告诉学生：ms smart要为amy准备的食物没有那么多，只需要soup（汤），sweets（糖果），bread（面包），biscuit（饼干），cake（面包），fruit（水果），请画有其中之一种食物的学生举手示意。
关于英语教案模板范文8篇
关于英语教案模板范文8篇英语教案模板范文篇1一、教学内容：1. 教学单词和词组：wave drive prridgewae up ae the bed I late.2.教学课文A部分：aties Da二、教学目标：1. 能听懂、会说、会写新单词和词组;2. 能感知，理解A 部分的语言材料;三、教学准备：单词卡片录音带四、教学步骤：Step 1 GreetingsStep 2 Waring up1.跟录音唱英语歌“Shell be cing rund the untain.”2.指名学生上台分别进行下列情境表演：起床，洗脸，吃饭，复习词组：gets up washes her face have breafast have lunc have dinnerStep 3 Practise1.教师要求学生先互相讨论自己的一天怎样度过，然后用简单的句子描述。
例如：I alwas get up earl ever da.I g t schl at seven clc.I g he at 4:50 p.I usuall watch TV at six lc.2.放课文录音，学生感知语言材料。
3.教学单词：wave drive prridge4.学生做拼读练习。
5.教学词组：wae up ae the bed I late.6.放课文录音，学生跟读课文。
Step 4 Cnslidatin学生自由读句子，熟悉课文。
Step 5 Hewr1.熟记本课单词和词组。
2.读熟课文。
英语教案模板范文篇2活动目标：学习单词bear(小熊) mountain(山) river(河流) 学唱儿歌The bear want over the mountain活动准备：单词卡片一个玩偶小熊活动过程：一、热身活动T: One, two, three.S: Be quite.T: Hello.S: Hello.T: Good morning, boys and girls.S: good morning, teacher.T: How are you?S: I’m fine. Thank you!T: Let’s sing, OK? the sing is“pussycat”二、学习新的儿歌1、出示小熊，并和孩子打招呼T: Hello, I’m bear.S: Hello, bear2、学习单词和儿歌，出示单词T: mountain, read after meS: mountainGame1把单词并排平铺在地上，边放边让幼儿读，请1个幼儿，人多了可以让幼儿分别站在单词两边，单词前放一组圈, 老师说:“Jump to …”(某个单词)，幼儿可以“Jump to …”幼儿跳到单词后，可以问幼儿“What’s this?”。
英语教学设计模板（通用9篇）
英语教学设计英语教学设计模板（通用9篇）在教学工作者实际的教学活动中，就不得不需要编写教学设计，教学设计是一个系统设计并实现学习目标的过程，它遵循学习效果最优的原则吗，是课件开发质量高低的关键所在。
你知道什么样的教学设计才能切实有效地帮助到我们吗？下面是小编帮大家整理的英语教学设计模板，欢迎阅读，希望大家能够喜欢。
英语教学设计篇1一、教学目标知识目标：使学生掌握新词first floor, second floor, teachers’ office, library, playground。
使学生了解指令，并作相应的活动，如Go to the library、和Read a book、技能目标：小学四年级学生，通过上册第一单元My classroom学习，他们已经掌握了一些简单与学校设施相关的词汇如：classroom, computer,teacher’s desk等，能够用所学的知识对学校熟悉的事物进行简单描述，为新课学习奠定了基础。
他们学习英语兴趣浓厚，模仿力强，好奇心强，善于表现自己，因而教师注重以学生为主体，激发学生的学习兴趣，引导学生积极参与，注重学生的感知能力培养。
所以，在这节课，教师主要是创设情景，采取小组合作学习的方式，来巩固运用学生已经学习和即将要学习的句型和单词。
情感目标：培养学生学会合作学习和热爱自己学校的良好品质。
二、教学重难点教学重点：掌握有关楼层和学校设施的四个单词和词组，并了解它们的功能。
教学难点：单词library中辅音连缀的发音。
三、教学策略尽管是四年级的孩子，但是也不可能始终保持注意力和学习情趣，所以在这节课中，为了保持孩子们学习兴趣和尽可能地提高学习效率，教师精心准备了一份课件、一份学生校园的图片。
四、教学过程教学环节教学活动设计意图Step 1:热身/复习Warm-up/Revision1、师生共同拍手唱Our school。
Our school这首歌曲尽管是新歌，但是旋律优美，且为孩子们喜闻乐见的音律，所以，听一遍，孩子们即会拍手唱，在上课伊始就让孩子们在很短的时间内进入学习英语学习的氛围之中。
英语课教案万能模板(共6篇)
英语课教案万能模板〔共6篇〕第1篇：少儿英语教案模板少儿英语教案模板一、Teaching Demands and Aims(教学目的〕二、Teaching important and difficult point (教学重点〕1、words2、sentences3、grammars三、Teaching Aids (教具)四、Teaching procedures(教学过程〕 Greeting(问候〕warm up(热身〕 Review(复习〕 New Leon(新课〕 Step One: Step Two: Step Three: Follow up(叮咛〕五、Homework(作业布置〕作业的布置一、书面作业1、每节课后老师可适中选择课后习题(书本或课外参考书〕及字母作业。
2、低年纪的孩子合适听磁带读课文、画图、连线、写字母等简单作业；每学期两次测试：半期考和期末考试。
3、高年纪的孩子要求抄单词、背单词、背课文等书面作业；每节课前可做适当的听写练习；每个月可做适当的单元测试；期间两次大考：半期考和期末考。
二、磁带作业1、适时布置(条件允答应每周一次〕：将本周学习的内容录进磁带，下周上交。
2、录制要求：首先让学生和老师打招呼，接着报朗读单元，然后录作业内容，最后与老师说再见。
(如：Hello! Amanda.I am Go go.This is Unit 11……… Goodbye! Amanda!)3、听音修正：(1)书面记录：边听边把学生的错音登记在学生手册上。
(2)修正过程：A：打招呼，先表扬肯定，后提出错误，注意错音的跟读B：说悄悄话，增进师生感情交流 C：提出问题。
D：完毕Say:“ Good bye! ”三、教学1、时间安排：每月两次的教学，每生教学时间不超过8分钟。
2、教学内容：(1)本周学习单词及课文的朗读。
(2)词句的翻译。
(3)疑难解答。
(4)家长的经历交流。
第2篇：英语课教案英语课教案范文【篇1：高中英语教案范例】新年第一节英语课〔高一教案〕step i greetings and lead in〔问候以及导入〕1.happy new year!t: well, i am so happy to see you again after the long vacation.i wish everyone of you had a happy holiday.so how about your holiday? had you done some travel? 2.learn some expreions about “dragon”〔学习一些关于中国龙的习语、成语〕 t: this year is the year of dragon, so we will play a gueing game.i will show the english expreions and you try to gue the chinese expreions, long included. step ii revision〔复习〕1.dear, how many words can you still remember after a months winter holiday?2.2.how many phrases can you still remember?3.3.do you still remember the grammar very closely?there is no shortcut in the science road ,only be deligent.在科学上没有平坦的大道,只有不畏劳苦沿着陡峭山路攀登的人,才有希望到达光芒的顶点。
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》。
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Analysis of teaching material:
This is alistening and speaking lesson.The erience, aiming at letting students grasp the present perfect tense structure”have been to ……”.The topic of this unit is closelyrelated tostudents’real life, and in accord with studentscognitivelevel, thus can make students learn meaningfully andbuildstudents a confidence of English learning.
This lessonmainlyconsists ofwarming up,listening andspeaking parts. The firstwarming-uppart mainly is intended to teach new words with the help of video clip and vivid pictures so as to build in students’mind a structure of new knowledge.Then the second listening sectionaimsat providing students with initial input of the language structure”have been to ……”by way of listening and the linguistic expressions to talk about past experience subconsciously.Finally, the third speaking sessionmainly consists of memory game, role play andreportingtaskstargets atimproving students’ability of language output, and thus realizing the goal ofcommunicative teaching.
Aims of ability:
(1) be able to get correct information from listening material.
(2) master some relevant listening skills including extensive listening, intensive listening as well as focused listening .
Analysis of students:
Theobjects of this lesson arestudents in Grade 8.Students in this phase hasalreadylearned some tenses such as simple past tense, present progressive tense, thus they must have mastered some skills of tense-learning and fully prepared to learn the lesson cognitively.
(3) be capable of talking about past experience
(4) be able to ask about others’past experience
Aims of emotion:
(1)taste thehappinessof communicating in English.
(2)build confidence towards listening, whichisgenerallyconsidered as thedifficultpoints of English learning.
(3)be active and cooperativein team work, enjoy the sense of achievement in cooperation.
Therefore, the three sections of this unit, abiding by the“output after input”sequentialprinciple in teaching,progressstep by step, andproceedfrom experience to exploration and finally to language application. All these can effectively realise the objectives of improving students’comprehensivelanguagecompetence.
Aimsof strategy:
(1)master some methods of independent study.
This is alistening and speaking lessonwhich aims to develop students’ability in talking about past experience.Meanwhile, students’linguistic and cultural knowledge is expected to be enriched through listening and speaking activities.In this lesson I mainly employedTask-based Teaching Method,Natural Approach as well as theCommunicative Language Teaching Methodto create certain scene and ask students to complete relevant tasks, assist them to learn in a relaxedatmosphereand build a confidence towards listening, thus forming the habit of active learning and improving theircomprehensivelanguage competence.
However, junior students lack the ability of systematic autonomous language learning and some students have on confidence of English learning.Therefore, it requires teachers to set up the tasks from easy to the advanced to guide them.
Teaching Aims
Aimsofknowledge:
(1) master and use someimportantwords, such as:amusement park, space museum, aquarium, zoo and so on.
(2) be able to use the present perfect tense structure”have been to ……”.
First of all, drawing on theNatural Approach, the lesson willstarta real-life conversation to lead in the topic and showing avideoclip of amusement park to arouse students’curiosity.Then I will show some pictures featuring the new words (amusement park, space museum, aquarium, zoo) to impress students the key words so as to make preparation for the following listening session.In the third section, I mainly useTask-based Teaching Method by setting three tasks of extensive listening, intensive listening, as well as focused listening to assist students to fully understand the listening materials and grasp the method of talking aboutpast experience subconsciously.With the former three sections, students will receive a large amount of input of the present perfect tense structure”have been to ……”,thenin the next section I designed a memory game to train students’ability of transforming input into output through speaking.Finally, I will ask students to role play and report. This section is an evaluation of students’command of present perfect tense structure”have been to ……”and their ability of talking about past experience. Therefore, this section is employed asa reinforcement of students’comprehensive language competence.