第三届全国英语教师教学设计大赛 (1)
初中英语教研组文化墙(3篇)
第1篇一、前言为了营造一个积极向上、充满活力的英语教研组氛围，激发教师们的教学热情，提升教研组的凝聚力，我们特设计了一面初中英语教研组文化墙。
文化墙以“团结、创新、求实、奋进”为宗旨，旨在展示教研组风采，传递教育理念，激发教学灵感。
二、文化墙布局1. 标题区标题区位于文化墙顶部，采用醒目的字体和图案，彰显教研组特色。
标题为：“初中英语教研组——筑梦教育，携手前行”。
2. 教研成果展示区成果展示区主要展示教研组近年来在教育教学、科研、培训等方面的成果。
分为以下几个板块：（1）优秀课例展示：展示教研组教师精心准备的优秀课例，包括教学设计、教学反思、课堂实录等。
（2）课题研究展示：展示教研组承担的各级各类课题研究项目，包括课题名称、研究目标、研究内容、研究成果等。
（3）论文发表展示：展示教研组教师发表的学术论文，包括论文题目、发表期刊、发表时间等。
（4）教学竞赛展示：展示教研组教师参加的教学竞赛获奖情况，包括竞赛名称、获奖等级、获奖时间等。
3. 教师风采展示区教师风采展示区主要展示教研组教师的个人风采，包括以下几个方面：（1）教师简介：介绍每位教师的姓名、职称、教育背景、教学经验等。
（2）教学感悟：展示教师对教育教学的理解和感悟，体现教师的教育情怀。
（3）荣誉证书：展示教师获得的各类荣誉证书，如优秀班主任、优秀教师、优秀教研员等。
4. 教育理念传播区教育理念传播区主要展示教研组的教育理念和教学特色，包括以下几个方面：（1）教研组宣言：阐述教研组的教育理念和目标。
（2）教学特色：介绍教研组的教学特色，如情景教学、任务型教学、合作学习等。
（3）教学理念：展示教研组教师共同认可的教学理念，如以学生为本、注重学生全面发展等。
5. 教学研讨区教学研讨区主要展示教研组的教学研讨活动，包括以下几个方面：（1）教研活动记录：记录教研组开展的教学研讨活动，如集体备课、听课评课、教学反思等。
（2）教学心得分享：展示教师们在教学过程中的心得体会和经验总结。
第三届全国英语教师教学设计大赛获奖作品——初中教案 毛筠
教学过程教学反思本节课我主要想探讨新课标下如何注重学生的学习过程并进行有效的句型教学。
根据新课标初中英语听说、阅读与写作教学的现状，为了进一步提高教学的针对性和效果，我在英语教学中开始摸索将听说、阅读与写作教学作为一个整体来考虑，将阅读与写作教学中行之有效的各种方法进行优化组合，形成听说、阅读与写作联动的教学方法。
《新概念英语》的作者认为：“不写没有读过的语言，不读没有说过的语言，不说没有听过的话。
”我所实验的联动教学法的核心内容是：以听说为基础，以阅读材料为指导，并将它们作为写作的基础。
同时，还能将写作教学的效果---学生习作，作为对学生学习效果的一种检验，从而达到听说教学、阅读教学与写作教学的联动，促进学生英语综合能力的提高。
本节课我以激发学生兴趣为前提,鼓励学生大胆地使用英语；创设各种情景，使学生在掌3、PPT和flash了学习效率，加大了课堂密度。
4二、存在的问题1取，积极参与课程改革，在课改中不断学习，不断探索，不断实践，不断反思，愿与新课程共同成长！2、新课标初中英语阅读与写作联动教学法，是作者在初中三年英语教学中逐步摸索、总结而成的。
虽然取得了较好的教学效果，也肯定存在一些需要改进和提高的地方。
特别是这种教学方法是在我全面接触、学习许多教育理论之前开始摸索的，因此教学方法在某些方面的系统性和理论性显得有些先天不足。
3、由于作为个体的教师无法进行更大规模的教改实验，因此无法组织不同班级的对比实验，使阅读与写作教学法使用效果的准确性评估有所降低。
三、需要进一步的探索与实践由于英语阅读与写作联动教学法的初步成功，所以我准备在此基础上，有目的探索，将听、说的内容有机地整合到现在的教学法中，并根据当前阅读与写作教学实施过程中评价机制的不足，对初中英语教学的听说读写进行全程评价方法的研究与实施，以达到完善新的教学方法的目的。
我想这些初步的尝试只是万里长征的第一步，而激励学生学习的潜能，引导学生走上自主学习之路，才是教学的目的。
PEP小学英语教学设计 (1)
PEP小学英语教学设计三年级上册Unit 5 Let’s Eat一、教学内容PEP小学英语三年级上册Unit 5 Part A中的Let's learn与Let's do局部。
二、教学目标1. 能听、说、认读六个相关食物的单词：cake，hamburger，hot dog，chicken，bread，French fries，并能用I like…来表达自己喜爱的食物。
2. 能听懂相关食物的几个指令。
例如：Show me your hamburger．Pass me the French fries．等，并能根据指令做出相对应的动作。
三、教学重点让学生听、说、认读六个相关食物的单词。
四、教学难点用I like...来介绍自己喜欢的食物。
五、教学准备1. 教师准备多媒体课件、录音机、相关的磁带和单词卡片。
2．学生准备所有食物的图片，各组准备每样食物若干份六、教学步骤Step1：Warming up1、师生互相问候。
2、Sing a song <<Head, shoulders, knees and toes>>学生跟随音乐边唱边做动作。
（开发学生的音乐智能，体验英语学习的快乐）。
3、A game ：Listen and do教师发出指令Touch your head/Touch your nose/ Touch your face, Touch your ear,/ Touch your eyes/ Touch your mouth…学生做出相对应的动作Step2：Presentation1．教师在发指令是到了“Touch your eyes”时就停下来，让学生保持这个动作，并对学生说：T：Oh , Close your eyes .I have something for you .Now open your eyes .Look! 课件出示一些可爱的玩具，让学生说，it’s nice ,I like it .最后出示一个漂亮的盒子，说Guess what’s in it ?点击课件整体表现本课要学习的六个单词。
全国优质课一等奖人教版初中英语七年级上册《Unit1 SectionA》单元教学设计(教案)
人教版初中英语七年级上册Unit 1 Section A（1a—Pronunciation）教学设计课题名How do we get to know each other?教学目标一、知识目标1.听辨并准确认读/i/、/i:/、/e/、/æ/这两组音标以及带有这些音素的单音节词汇，建立音素意识。
2.听辨并准确认读系动词be的常见缩略形式与非缩略形式。
3.理解含有系动词Be的一般现在时的表意功能，并能正确使用该结构谈论个人信息。
二、能力目标1. 灵活使用各种日常问候语，并能根据身份与亲疏关系自然得体地与同学、朋友、老师打招呼，简单地介绍自己或将同学、朋友、老师介绍给他人。
2. 能梳理和归纳一般现在时中系动词be与不同人称主语的匹配关系，初步建立英语主谓一致的意识。
三、情感目标1. 能根据口头交际的具体语境，初步运用得体的语言形式，表达自己的情感、态度和观点。
2. 能建立深层次的互相理解和支持，建立丰富多彩的人际关系网络。
教学重点掌握并运用重点句型：（1）Where are you from?你来自哪里？（2）What class are you in?你在哪个班？（3）—Ho w old are you? 你几岁？—I'm…years old. 我…岁。
（4）—What's your first/last name?你的名/姓是什么？—My first/last name is…我的名/姓是…。
教学难点Be动词在一般现在时的用法以及其常见缩略形式与非缩略形式教学方法讨论互动；直观教学法；任务型教学法；情景教学和小组合作法教学准备教师准备：PPT课件、视频、音频教学过程一、课前热身：学生观察主题图，在老师的指导下，知道本单元的主要内容是谈论如何结交朋友，通过回答三个问题学生了解主题图大致内容，为接下来的单元学习奠定基础。
二、新知呈现：教师先带领学生解读一下本单元的构成、内容以及主题“How do we get to know each other?”。
人教课标版必修一英语Unit3_Reading_名师教学设计(一)
Unit 3 Reading 名师教学设计（一）Book1Unit3 Travel journal 教案Reading: Journey down the MekongTeaching Aims:1. Know what should be included in a travel plan.2. Know the six elements of narration and can use them to find the key information in the reading passage.3. Be able to analyze the personalities of Wang Wei and Wang Kun based on the information in the passage.Teaching Important Points:1. What are the six elements in narration and how to use them to read a passage?2. How to use the information to judge what kind person he is.Teaching Difficult Points:1. How to help the students to use the six element of narration to understand the story.2. How to help the student to analyze the personalities of Wang Wei and Wang Kun3. How to give their speech by using their own words.Teaching steps:Step 1 Lead-in:T: Hi, boys and girls. As famous saying goes, Travel broadens the mind And Travel enhance romance and adventure. From them, we can draw the conclusion that travel is popular among people.Since travel is so important, then let’s talk about travel in this lesson.At first, let me introduce a young man to you. This guy has made a travel plan and cameraed it down.Now let’s enjoy the Video and find out the things mentioned in itT: Ok, what have you heard in the video?Ss: . …T: Are characters mentioned in it? Yes. What about destination? Yes. And transport? Yes. Bud get? Do you know what is budget? Budget is money that you are planning tospend on sth. And route? Yes. preparations? Of course it’s mentioned. What about weather? Have you heard anything about weather?No. what about date? Yes, it’s mentioned.You know what? The information here can always be found in the style of narration. And we can just conclude them by using some interrogatives what, when, where, why, how and who. And also we call them the six basic elements in narration.Step 2 Pre-reading:T: maybe you are a little tired at this moment. Now, let’s enjoy some pictures. Please figure out what you can see in these pictures.__________: in picture 1lcan see some icebergs. (what does it look like?)it looks like a frozen river. (yes, very good. We call it glacier)__________: Picture2: I can see some water in picture 2. (what’s it like?)it looks white. (when can water be white?)I think maybe it’s because the water flows very quickly. (yes, wonderful. And we call this kind of water rapid)_________: Picture 3: this picture is very beautiful. I think it’s a waterfall. I guess maybe when water flows down from a high altitude will form a waterfall._________: Picture 4: there is a river in this picture. And it flows like a snake. I will call this kind of river meander or wide bend._________: Picture 5: this is a large area of place, I think we can call it field and I see a lot of grains. (yes, we call it plain. ）_________: Picture 6: I see some rivers and the sea. I guess this is the place where the rivers and sea meet. (yes, it’s delta. )T: excellent. Have you found anything in common among these pictures?Ss: yes. They are all about water and river.T: yes. You have done a wonderful job.Do you know where these pictures are taken?Ss: no.T: You can just guess.Ss: the Yangtze River or yellow river?T: no,it’s taken along the Mekong River. There is a map of the Mekong please havequick look at it and find out what are the main places that the Mekong River flows through?Ss: they are Qinghai and Yunnan province in china, south western of Asia and the south china sea.Step 3: reading(Par. 3):1. Scanning:T: as we can see, the scenes along rivers are so beautiful that there must be a lot of people want to tour around it. I happened to hear that some people have made a travel plan. Please scan the passageand find out who are going to take the trip, where they are going and how they will travel.Ss: wang wei, wang kun and their cousin are going to take the trip. They are going to the Mekong River. And they will travel by bike.T: can you combine all the information in a single sentences?Ss: yes, let’s try. Wangwei, wangkun and their cousins are planning to travel along the Mekong by bike.T: yes,wonderful.2. Careful reading(Para 3):A. Just now, I knew that the Mekong River flows three main places, so I am eager to know what we can see along the Mekong river. I need you to read the passage and find out the answer and you can try to think about it byThe main places it flows throughThe things we can seeThe changes of the riverB. And you can try to understand the passage by finish the following table:_________: Place1: _________the river begins________(place)________ _________(the state of the river)________→(how it flows). ____________._________: Place: _________the river become________ passes through becomes __________enters_________ the Southwest Asia__________ its place ________makes _________through _________plains where _________grows.___________: Place 3: left China & high attitude the river becomes enters___________: Place4: the river_________ enters__________.C. Draw a route-map to put all of the information in it. Students can be teams to work together.D. Since there are five places mentioned in this part, five students from different group will be asked to present their finds.3. Careful Reading B(Par. 1):A. Till now, we have known the beautiful scenes along the Mekong River. It seems that the river is a bit long and travels through three main different parts. I’m wondering who will have the idea of traveling along so long a river, and how they come up with the idea. Please find them out in the passage. The following questions may help you.a. Who planned the trip?b. How do they come up with the idea? Where can you find it?c. What did they do to pursue their dream? Try to figure it out by pay attention to: when did who do what? When who what4. Careful Reading C(Para. 2):1. What are the personalities of Wang Wei and WangKun?Please read the passage and find it out. Here I’ve given you some adjectives as reference. You can choose them to describe WangWei and Wang Kun or you can use other words by yourselves.At first who’d like to share your ideas with us?I think Wangweis: and Wangkunis:2. Give your supporting details from the passage by using your own words. You can answer thesequestions like this:I think Wang Wei is because from paragraph I find the sentence(s)saying thatwhich proves that she is. It is to me, so I think she is.Everyone can just choose one aspect and discuss with the ones who has the same opinion with him/her. After that, one student in each group will give a short speech topresent your ideas for your group. Anyone who is against the others can present your own ideas but need to explain your reason.________: I think wang wei is imaginative because. . .________: I think wang wei is stubborn and persistent for I find in the passage that. . ________: I think wang wei is organized because. .________: I think wang wei is risk-taking because. .________: I think wang kun is enthusiastic. .________: I think wang kun is critical.________: I think wang kun is sensible. .Step 5: ReviewIn this lesson, we read a story about wang wei and wang kun made a travel plan to cycling along the Mekong River. in this passage we know how they pursue their dream and what kind of persons wang wei and wang kun are. Of course we also get a generally idea of what we can see along the Mekong River. But don’t forget the six basic elements in narration when you need to tell a single story or several related stories. What’s more, the things we should consider when making a travel plan.Step4: Homework:。
英语教学设计公开课(1)
小学英语课堂故事教学案例分析What's your favourite...？一、背景介绍如何以故事为载体，训练学生的阅读能力，培养学生创造性的思维能力，是每个小学英语教师在设计教案、组织教学中应该注意的问题。
然而,不少教师在对课文进行分析时,仅就文章细节和某些事实向学生提问,即根据文章内容提出一些直接的或命令式的问题,这对于培养学生的注意力、观察力和记忆力是必要的；但仅停留在这一层次上，无益于学生创造性思维能力的提高。
在英语课堂中，我们要以学生为中心，以培养交际能力为目的，以多媒体为辅助工具，发展学生的创造性思维。
使课堂成为师生间和学生间进行思想和情感交流的场所。
牛津英语教材的故事中蕴涵着丰富的具有创造性的思维和创造意识的素材，从中挖掘创造性思维的因素，可以有效地训练学生的思维能力。
本堂课的课题二、案例实录1、利用话题，引入教学，培养学生创造性思维能力教学一开始，我就问学生What'syourfavouritething?这个话题学生比较熟悉，贴近他们的生活，纷纷举手发言。
S1:Myfavouritethingisdoll.S2:Ilikefootballbest.随后，我让学生猜猜：What'smyfavouritething?学生非常感兴趣，一方面很想知道我的最爱是什么，另一方面也想表现出自己非常了解我，于是他们的思考热情和发言欲望得以初步激发。
以下是部分学生的回答：S1:Yourfavouritethingismoney.（你最喜欢钱。
）（学生和听课的老师都笑了）S2:Yourfavouritethingisus.（你最喜欢我们。
）（我点头说：Yes,Iloveyou.在说这句话的时候，我用真诚的眼光望着学生，与学生进行心理交流。
）这些书本上永远找不到的回答非常符合实际，表明学生的确了解我。
这一话题的引出，通过教师的问，学生的答、猜，既一下子抓住了学生的注意力，启发了他们的独立思考，又为师生间创造了一个情感交流的场所，拉近了师生间的距离。
高中英语教师基本功大赛一等奖教学设计(本人原创参赛作品)
(1) To develop the Ss’ abilities of listening, speaking, reading and writing
(2)ToimproveSs'reading abilities, especially their skimming and scanning abilities.
Q5: Is that training a long time?
Q6: Mostsuccessful people are perfectionists. Are you one of them?
Q7: Can the perfectionism in your mind lead you to success?
Students’Activities
Purpose
Step 1
Lead in (3 min)
Greeting. Talk about idols and successful people.
Arouse students' interest and lead in the topic for this lesson.
(3) To train the Ss’ abilitiesofstudying by themselves and through cooperating.
Emotion
Learn from JackieChan andunderstand the way to success is not smooth. Put the moral education inthe process of study.
3.…there was one difficult stunt which we did 1,600 times…
全国小学英语优质课竞赛一等奖教案
全国小学英语优质课竞赛一等奖教案全国首届小学英语优质课竞赛一等奖教案(一)Asking the Way（上海市虹口区贝贝英语学校祁承辉）I.Teaching ContentAsking the WayA: Excuse me, sir. Can you tell me the way to Bihai Hotel, please?B: Sure. You can go there by bus.A: Is it a long way from here?B: No, it'll take you fifteen minutes.A: Which bus can I take?B: You can take a No. 2 bus.A: Where is the bus stop?B: Just go straight. Look, the bus is coming.A: Thank you very much.B: You're welcome.II. Teaching proceduresStep 1. Warming-upT: Nice to meet you. My name is Bright. B-R-I-G-H-T.Shall we sing an English song named"Bingo", and try to change the' word "Bingo" with my name "Bright"?Step 2. PresentationT: I'm new here, when I arrived at the airport, I heard someone said "对不起"(注①)，"早晨好"(注②).I really want to know their meanings in English. Could you help me?S: "对不起" is "Excuse me" and "早晨好" is "Good morning".T: Thanks a lot. And now could you tell me something about your city? I want to travel in this city, but I don't know where I should go.S1: Bai Lian Dong Park.S2: Fisher Girl.S3: Jiuzhou Town.T: Good. But I want to find a hotel now.Please do me a favour. Can you tell me the names of some hotels in this city?S1: XX Hotel.S2: Yindu Hotel.S3: Bihai Hotel.(The teacher takes notes while the students arespeaking.)Step 3. New structures learningT: They all sound very nice. But how can I get there, by bus or by bike?S: By bus.T: And how long will it take me to get there? Maybe fifteen minutes is enough.(The teacher looks at the watch and gives the students a gesture.)1) Draw a stick-figure picture to help the students understand the meaning ofthe sentence:"It'll take someone some time to do something."2) Write the sentence "It'll take you fifteen minutes. " on the blackboard, andhave the students imitate the sentence.3) A guessing game:T: Please look at these pictures and guess "How long will it take me to ...?"T: How long will it take me to have a football match?S1: It'll take you ninety minutes.T: Yes.4) Get the students to listen to the recording of the dialogue, in order tointroduce the new sentence: "Just go straight."5) Use the multi-media to help the students understand the meaning of thesentence "Go straight."6) Write the sentence on the blackboard, and have the students imitate thesentence: "Just go straight."Step 4. Practice1) Ask the students to listen to the dialogue once more, then ask them to repeatafter the tape, first individually and then in pairs.2) Encourage the students to read their dialogue with their deskmates.Step 5. ConsolidationT: You know I'm from Shanghai. Maybe in the future you'll go to Shanghai, soI've prepared some photographs for you.1) Show the photographs of "Nanjing Road", "udong New Area" and "the Bund" to the students.2) Get the students to ask the teachers from Shanghai something they don'tknow, such as directions, transportations in Shanghai.3) Ask some students to introduce their tour plans to Shanghai.注①、注②：因竞赛在珠海举行，授课教师用广东话说“对不起”和“早晨好”。
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★重点：1让学生掌握本篇文章当中的单词，词组以及重要表达
Master the new words ,phrases and useful expressions in the text .
2.训练学生掌握理解文章细节的阅读能力
4、运用所学语言知识描述地震前兆，地震危害及震后援救，具有一定的逻辑性。
5、培养阅读微技能训练：查读，略读，跳读，寻读等功能
6、运用所学语言知识掌握演讲稿的格式及新闻报道的写作步骤和要点。
发展要求
学会运用网络资源搜索有关地震等相关自然灾害的信息，发展合作与交流策略，重视特定领域探究的能力培养。
二、学情分析（Learneranalysis）
1．新的教材，新的教学方法，呼唤着新的评价体系。那种陈旧的以终结性考试来排队，区分好、中、差学生的方法不能充分反映学生平时的学习效果，检查他们的学习方法是否得当；它同时也给教师平时的工作成打了折扣。对于我们成年人尚不能以一、二次的工作业绩去评判一个人的工作能力，何况对于正在成长、变化之中的学生们呢？在新教材，新教法，新理论深入人心的今天，大家都急切盼望一种新的合理的评价体系能够尽快出台，并对此畅所欲言，各抒己见。大家的设想也给我的想法注入了许多新的内容，使我有一种想去尝试一种新的评价方法的冲动。
情感、态度与价值观领域
文化意识
Culture awareness
了解地震等重大灾害的信息以及相应的措施，提高灾害预防和自我保护意识
（二）教学要求（Teaching demands英语新闻报道
2、初步掌握与地震等灾害和事故相关词汇
3、听懂一个关于灾难描述的事件;
Train the students’reading ability to understand the content of text in detail
3.帮助学生在体验中学会与人合作的能力
Train the students’ability to cooperate with others.
★难点:1.重要动词,如:shake , burst,rise ,destroy,shock ,fresh,injure
2．开学伊始，我就在任教的高一两个班学生先展开问卷调查，就一个简单的问题，了解他们对学习英语的态度。这就是：你对英语学习的看法①喜欢②不喜欢③不清楚。如果回答②请继续回答原因①内容枯燥，没兴趣②老师教法死板，没新意③成绩不理想，灰心丧气。
喜欢
不喜欢
不清楚
57%
①
②
③
5%
10%
3%
25%
经过调查之后得出的结论是本次调查问卷发放97份，实际收回97份有效问卷，其中喜欢英语的人57%，不清楚自己是否喜欢的5%，不喜欢的占38%。其中因为成绩不理想，丧失学习信心的占有25%的比率。
2.重要词组，如right away ,at an end , lie in ruins,be trapped under sth,to the north of sp,instead of, think little of sth.
3.重要句型①It seemed/seems that……
②The number of sb./sth reached/reaches……
③All hope was not lost(部分否定)
第三届全国英语教师教学设计大赛
新课程理念之教学探索篇
高一英语新教材人教版第四单元阅读课教学设计
Unit 4 : Earthquake
一、三维教学目标（3-Dimentional Teaching Demands）
根据《国家教育部新课程标准》（英语实验稿）关于三维目标的定位及其实现途径和目标具体描述，结合高一学生实际和教材内容，我把本节阅读课的教学目标定为：
The students in my class areofdifferentlevelssoI should adapt the lesson to each of them and try to solvedifferentkinds of problems which may appear in the lesson. There are73students in my class, which is large.So I often use some activities in the class to finish some tasks such as individual, pair or group workto let each of them have more chances topractiseEnglish and involve actively in the lesson, thus to make some improvement .
(一)课标内容（Curriculum demands）
英语课程标准
教学目标
三维目标领域
语言知识
Knowledge Cognition
理解、内化、运用课本31个生词、12个词组，更好地扫除
听读障碍，以及相关句型与语法：定语从句
知识与技能领域
语言技能
Language Competence
对《地震》这篇文章进行篇章阅读，积极思考，达到强化语
言意识，积累语言经验的目的，全面提升综合语言运用能力，
学习策略
Learning Strategy
自主学习策略；有效合作与交际策略；信息处理与探究策略；
资源策略运用
过程与方法领域
情感态度
Emotion &Value Cultivation
体会“以人为本”的精神实质，培养团结互助精神，学习唐山人民勇敢面对灾害，积极进行灾害重建的精神
我校属于浙江省一级重点中学，学生都是由各个地区中学经过中考选拔上来的，虽然喜欢英语并且有信心学好英语的学生占了57%，但由于英语水平参差不齐，学习压力大，学习策略与方法不合理，还是有38%的学生不喜欢英语。这个问题值得我们引起高度重视。由此可见旧的评价体系严重挫伤学生学习的信心和学习兴趣。仍然运用以往的以考试成绩来刺激学生学习的作法显然只能是适得其反了。