英语手写备课格式(英语)
英语字母的标准写法四线三格(以此为准)【可编辑范本】
英语字母的标准写法四线三格(以此为准)特别提示:有很多所谓的标准写法存在明显错误!注意下面的书写要点!小学生一入学开始就涉及到英语字母、拼音、汉字的书写,这个时候一定不要放松标准的书写格式和方法训练，否则一旦形成了错误的书写习惯，今后还需要花时间来纠正，而且纠正比初学会难度大得多。
这就需要家长注意：一是家长要认真阅读学生教材,理解教材内容，引导学生正确的按照标准格式和要求书写。
二是通过归纳总结让学生掌握标准的书写格式和方法．这里就是把英语字母的标准书写格式和方法进行了搜集整理和总结,为家长们做一个参考。
2６个大写字母的顺序与汉语拼音表的顺序是一致的.背诵不是难题，主要在于书写和发音.下面是26个字母的标准写法、书写规则等相关内容：1、基本内容1) 英语大写字母共26个,每个字母都有大、小写两种形式；２) 书写形式有:印刷体和书写体;２、帮助记忆的顺口溜：字母书写有规则,倾斜1５度正适合，大写总在上两格,高低一致不会错。
小写字母也不难，请你记住这几点有头就用上两格,ｂ d ｈ i k l 和ｔ有尾就占下两格,g p ｑｙ要记着：无头无尾写中格,多练几遍就不错,剩下j ｆ不一般,三个格子全部占。
3、２6个字母的书写格式写法和格式要求（要点说明)(1)斜度:每个字母都要稍向右斜约1５°左右，斜度要一致. (2)大写字母的书写规格是:上不顶天下立地。
即笔画的上端稍离第一线,笔画的下端必须紧贴第三线,不许离线也不许出格．（3）占中间格的小写字母笔画的上端必须紧贴第二线,下端必须紧贴第三线，不许离线也不许出格。
(４)占一格、二格的小写字母笔画的上端必须顶第一线,下端必须顶第三线，不许离线也不许出格。
（５）小写字母i和t也占一格、二格。
但t的上端在第一格中间,短横重合第二线;ｉ的小圆点在第一格中间稍偏下处。
(6)占二格、三格的小写字母画的顶端要紧贴第二线，下端要紧贴第四线,不可离线也不可出格（7)占一,二,三格的小写字母。
小学英语教案模板英语书写
小学英语教案模板英语书写第1篇：小学英语字母书写教案小学英语字母书写教案X X X一．教学目标：1.能正确书写26个英文字母的大小写。
2.能区分字母与拼音的写法，区分字母手写体与印刷体。
3.能正确的在四线格内书写英文字母，主要字母占格。
二．教学内容：1.26个英文字母大小写的正确书写2.区分字母书写的易混淆部分三．教学手段：美观字体展示及反复练习四：教学过程：1.呈现：对于第一次出现的事物学生总是比较关注的，我们要十分重视字母的第一次呈现。
在教学中可以借助多媒体动画，比如：字母A，可以由一座大山逐渐变化而成。
字母h可以由一把椅子逐渐变成等等，学生的视觉受到强烈的刺激，大脑皮层十分兴奋，此时的记忆效果最好。
我们还可以编一些儿歌，如：大写M像高山，两座高山肩并肩；大写N三兄弟，手牵手不分离。
2.操练：字母操练一般以机械操练为主，为了使操练不枯燥，我们可以采用游戏的形式。
[案例1] “What’s miing?”游戏学了几个字母以后，把字母卡片放在一起让学生认读，然后抽去其中的一张，让学生寻找：“What’s miing?”此时，学生注意力高度集中，急于表现自己，识记的效果就会更好。
[案例2] “左邻右舍”游戏学生准备好已经学过的字母卡片，教师出示一个字母，让学生找出它的左邻右舍，请找到的几个学生快速把字母拿到讲台上站在相应的位置上，其余的学生一起认读这几个字母。
[案例3] “分家”游戏在讲台前先画好两个大圆，一个代表capital letters, 一个代表small letters。
小组的每一个成员都拿着一张大写或小写的字母卡片，教师一声令下，学生忙着找自己的家，其余学生作评委，正确的就齐声朗读，错误的就说声“Sorry”。
还可以把字母按笔画的多少来分类，一笔的、二笔的、三笔的，分别有不同的家。
在字母的书写阶段，教师可以采用不同的方式指导学生书写，如：用手指书空，写在课桌上，文具上，窗户上等等；可以用不同的身体部位写：下巴写，用脚在地板上写；可以同桌两人在手心手背上写，闭上眼睛猜猜写的是什么字母。
英语字母手写体格式
05
Practice suggestions
Basic exercises
Letter recognition
Identify each letter of the English alphabet and its corresponding sound
Forming letters
Practice writing each letter of the English alphabet in its correct form
affect the efficiency of writing
Practice
to improve speed control, practice is essential Frequent writing practice can help improve the ability to control writing speed, making the letters more legal
02
Letter form
Capital letters
A-Z
The capital letters in the English alphabet are A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, and Z
Typical usage
Lowercase letters are used for most words in a sentence
Special Letters
1-9
These are not part of the English alphabet but are used for numbers
如何书写规范的英语教案
如何书写规范的英语教案第一篇：如何书写规范的英语教案如何书写规范的英语教案教案也就是我们英语老师口中常说的Lesson Plan，指的是教师备课时写的教学方案包括教学目的，教学重难点，教学工具，教学过程等多项内容。
作为一名新教师，这正是我要努力学习的一方面。
下面来谈谈我在校时学到一些关于如何书写教案的知识。
教案的具体内容包括十个方面一．课题（是指课文的标题）二．教学目的（也就是我们的知识目标，说明本课所要完成的教学任务）三．课型（是指属新授课，还是复习课）四．课时（是指属第几课时）五．教学重点（是指本课所必须解决的关键性问题）六．教学难点（是指本课的学习时易产生困难和障碍的知识点）七．教具（是指教具准备，辅助教学手段使用的工具）八．教学过程（是指教学进行的内容、方法步骤）九．作业处理（是指如何布置书面或口头作业）十．板书设计（是指上课时准备写在黑板上的内容）这里我主要想谈的是教学过程，这一部分是写的最多的一部分，也是最难得一部分，在学教学过程前经过一番深思熟虑才敢动笔。
教学过程的书写没有特定的模式，这需要根据课文的内容来定的。
下面是我学到的三种方法.1(一)第一个是一般是用于话题课StepⅠ Greeting and Warm up(或者是 Lead in)上课前师生之间一般都会先问候一下。
然后就是老师将会提出一个能够激发学生兴趣的话题，这一步一般是用在上新课前的热身。
但如果是已经是第二课时了，那么就有必要在这一步中加入Revision这一步，复习上一课时学过的内容。
StepⅡ Presentation 这一步一般就是学生学习新内容前的准备，一般就是学生学习新单词，或者是为接下来的话题做准备，然后把新的知识呈现出来。
StepⅢ Drill 这一步是接着上一步，学生学完新的语法，新的句型后要进行不断的重复说，往往就是依据相似的话要不断重复的说。
Step Ⅳ Practice 这一步是练习，不像上一步那样的单一，在这一步中能有一些games，或者一些是activities，也可以有个task来让学生灵活应用他们这一刻所学的知识.StepⅤ Consolidation 这一步主要是巩固这一刻所学的知识，有时可以把task放到这一步实行。
英语教案格式模板范文
英语教案格式模板范文英语教案格式模板范文【篇一：全英文英语教案模板】lesson plannsefc module2 unit reading in teacher:period：period1 type：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 conditionthe 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 skills? at 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 person related 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 by doing someactivities independently and some in groups.? ss will communicate with each other in english while doing the group work.language difficultiesfocuses and anticipatedlanguage 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 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 in general 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. no w, let’s see some pictures of some . (t shows the pictures and ss see them carefully.)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 whichis familiar to them and then ss see some pictures and tell the characteristics. 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 the charateristics of, they will realize that theare rare and precious and they will concern themselves with the issue of .step2. pre-reading (3min)activity1. knowing something about (1min)t gives a brief introduction of the. ss will know the t: today, we are going to learn . it is . do you know what is? (t shows some pictures ofand 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 “” 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. t: why are people still ? here is a multiple choice for you.activity2. 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 room.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.【篇二：初中英语教学设计模板】初中英语教学设计模板【篇三：初中英语教案(格式规范版)】云南省教师资格认定考试教育教学能力测试教学方案姓名：张俊利资格种类：初中教师资格任教科目：英语《what’s the highest mountain in the world?》teaching plan[the basic information]1.subject：english2.topic：what’s the highest mountain in the world?3.class：grade 84.the teacher：zhang junli5. type of lesson：new lesson6. theaching hour：one class hour7.teaching aid：multi-media[teaching objectives]1. knowledge objectivenew words : qomolangma,the nile, the caspian sea, the sahara ,square, kilometer ,desert ,populationphrases: in size,in the word, meters deep/long/high,as...as, the biggest population. sentence: what’s the highest mountain in the world?how long is qomolangma?it’s 8,844.43 meters high. it’s higher than any other mountain. which is the deepest salt lake in the world? the caspian sea is the deepest of all the salt lake.did you know that china is one of the oldest countries in the world? yes, i did. it’s much older than the us.2. ability objectivelet the students can understand and talk about the topic of geography and natural. master the usage of the comparative and superlative. 3. emotion objectiveto cultivate the students love the nature, make them have the consciousness of protecting the environment.[teaching main and difficult points]1. teaching main pointsuse comparative and superlative forms of adjective and adverbs 2. teaching difficult points1talk about the geography and nature using comparative and superlative forms of adjective and adverbs.the contrast between the object.[teaching methods][teaching procedures]step1.leading-in1. watch the photos and talk about them “howbig/high/long/big is …?’ and help the students to answer:it’s …meters/kilometers/cm big/high/long/big. 2. look these photos and practice the dialogue: e.g. a: how high is qomolangma?b: it’s 8,844 meters high.step 2. match the facts you know. practice in pairs using the information in 1a.step 3 explaination…8,844 meters high.8,844米高… meters high (long,wide…) ……米高（长,宽……)。
正规英语书写格式范文
英文书写格式26个英文字母的书写规范：笔顺+音标+技巧1、26个英文字母顺序表（印刷体）。
2、26个英文字母顺序表（手写体）。
3、26个英文字母顺序表（笔顺）。
4、26个英文字母的读音（音标）。
5、字母书写规范（技巧）。
①应按照字母在四线三格中占的位置和笔顺书写，但是应注意不要顶第一线。
②每个字母都应稍微向右倾斜，角度大约为5度，且每个字母的斜度要保持一致。
③大写字母高度应保持一致，占上面两格，但不要顶着第一线。
④小写字母a,c,e,m,n,o,r,s,u,v,w,x,z 写在中格，应注意上下抵线，但不出格。
⑤小写字母 b,d,h,k,l 的上端顶第一线，占上面两格。
⑥小写字母 i 和 j 的点、 f 和 t 的上端都在第一格中间， f 和 t 的第二笔紧贴在第二线下。
⑦小写字母 f , g , j , p , q , y 的下端抵第四线。
⑧小写字母 a , d , h , i , k , l , m , n , t 和 u ，它们的提笔是一个上挑的小圆钩，不要写成锐角。
⑨在书写单词时，字母间的间隔要均匀、适当；书写句子时，单词之间必须要有适当的距离，一般以空出一个小写字母a的宽度为宜。
⑩注意标点符的位置。
6、归纳：①能一笔完成的字母：大写：C G J L O S V W Z 小写：a b c d e g h k l m n o q r s u vw y z ②能两笔完成的字母：大写：B D K M P Q R T U X Y 小写：f i j p t x ③能三笔完成的字母：大写：A E F H I N 小写：无每个人都有自己的书写风格，不必刻意去模仿他人的书写笔迹，要注意养成自己的风格。
简洁、美观、大方就可以了。
只要掌握了基本的书写规则，认真练习，都能写出一手好字。
正规的英语书写格式是哪几种？姓名方面外国人习惯是名（Firstname）在前，姓（Lastname）在后。
若碰到让您一起填的，最好要注意一下顺序，不过你要是填反了，也没关系。
考研英语字母手写规范
考研英语字母书写(感谢某某老师提供!)1书写的规格（1）应按照字母的笔顺和字母在三格中应占的位置书写。
（2）每个字母都应稍向右倾斜，约为5°，斜度要一致。
（3）大写字母都应一样高，占上面两格，但不顶第一线。
（4）小写字母a，c，e，m，n，o，r，s，u，v，w，x，z写在中间的一格里，上下抵线，但都不出格。
（5）小写字母b，d，h，k，l的上端顶第一线，占上面两格。
（6）小写字母i和j的点、f和t的上端都在第一格中间，f和t的第二笔紧贴在第二线下。
（7）小写字母f g j p q y的下端抵第四线。
（8）小写字母a，d，h，i，k，l，m，n，t和u，它们的提笔是一个上挑的小圆钩，不能写成锐角。
（9）书写单词时，字母与字母之间的间隔要均匀、适当，不要凑得过紧，也不要离（10）书写句子时，单词之间必须有适当的距离，一般以空出一个小写字母a的宽度为宜。
（11）标点符号要写在一定的位置上。
2字母的笔顺字母要按一定的笔划顺序书写，其书写笔顺如下。
（请注意书写的格式和大小写的区别。
）通过上表，我们可以看出，有的字母是一笔完成，而有的是两笔或三笔完成的。
现归纳如下：（1）一笔完成的字母：大写：C G J L O S V W Z小写：a b c d e g h k l m n o q r s u v w y z（2）两笔完成的字母：大写：B D K M P Q R T U X Y小写：f i j p t x（3）三笔完成的字母：大写：A E F H I N3字母的连写1）直接斜连写：字母a c d e h i k l m n s u可跟e i j m n p r s t u v w x y直接斜连写，前一个字母的落笔由重到轻，后一个字母由轻到重，过渡要自然。
2）相靠斜连写：字母a c d e h i k l m n s u可跟a c d g o q相靠斜连写。
3）直接横连写：字母f o t v w可跟f i j m n o p r t u v w x y直接横连写。
英文规范书写教法
书写速度
板书在教学中经常与口头讲解同时完成。因此，粉 笔书写速度对于师范生很重要。应在确保字形清晰、 规范的前提下，在熟巧中尽量提高书写速度
技能训练
1 轮流在有格 线的黑板上 练习板书 “The quick brown fox jumps over a lazy dog.” 由老师和同 学们一起评 价讨论。 2 在无线格的 黑板上听写 一些常用单 词或常用句 子 3 板书一篇短 文，在限定 的时间内写 完 4 充分利用课 间、课外时 间坚持练习， 最终达到熟 巧
横连写：
• o, v, w可以与在主体线 上起笔的字母连写。注 意o, v, w与后面的字母 连写时，需在收笔处加 一个很短的横线与后面 的字母相连。如： • f和t用本身的短横线与后面的字母连写：
• f和t双写以及f和t连写时，两字母的横线可以在 最后用一笔写成。如：
不连写
• 大写字母之间不连写，也不与后面的小写字母连 写。如：
连写的原则
• • • • • 连写笔顺规范 连写方法正确 连写均匀流畅 字母间疏密适度 练习由慢到快，循序渐进
连写的形式和方法
斜连写：
• a, c, d, e, h, i, k, l, m, n, t, u的收笔上挑，正好与e, i, j, m, n, p, r, u, v, w, x, y的起笔相连，可以斜连写。 例如：
教学形式、 步骤和方法
让学生拿起笔，在一线格上临摹，教师 再作一次笔顺和书写规格的示范 让学生反复临摹，教师走下讲台巡回督 促和检查，纠正错误书写姿势、笔顺和 规格 在一线格本上抄写单词、句子和课文
技能训练
写出2个字 母和一个连 写教学的教 案 以小组为单 位进行教学， 放录像进行 讨论和评议 摄像