英语教学法教案的范例[修改版]

第一篇：英语教学法教案的范例

Unit 6 Teaching Pronunciation

Objectives:

By the end of this unit, Ss will Get to know:

1. What role does pronunciation play in language learning?

2. What is the goal of teaching pronunciation?

3. What aspects of pronunciation do we need to teach?

4. How can teachers help the students to practice pronunciation? Important points How can teachers help the students to practice pronunciation? Difficult points What aspects of pronunciation do we need to teach? Teaching methods Reflective Cooperative

Autonomous-learning Model, Lecture, Discussion

Teaching Procedures Step 1 Lead-in 1. Ss do the reading report. 2.Ss discuss the goal of teaching pronunciation. Step 2 Presentation 1.The role of pronunciation Two points of views on teaching pronunciation:

Students do not need to learn pronunciation, because pronunciation will take care of itself as the students develop overall language ability. Failure in pronunciation is a great hindrance in language learning. Therefore the teacher should spend some time in teaching pronunciation. Whether pronunciation needs special attention of focus depends on many factors, especially learner factors. for example: Learners whose native language has similar sounds to English vs. those whose native language has very different sounds from English; Learners who have more exposure to English vs. those who only learn English in the class; Adult learners vs. young ones.

We should pay attention to the distinction between pronunciation and phonetics. The teaching of pronunciation should focus on the students’ability to identify and produce English sounds themselves. Students should NOT be led to focus on reading and writing phonetic transcripts of words, especially young students, because phonetic transcripts are more abstract and less meaningful. Introduction to phonetic rules should be avoided at the beginning stage. Stress and intonation should be taught from the very beginning.e.g. A: Would you please turn down the radio a little bit? B: Sorry.↘(with a sharp falling: No, I don’t want to.) Or: B: Sorry.↗(with a rising: What did you say?) 2. The goal of teaching pronunciation 1)Learner age The Critical Period Hypothesis: (pp. 92-93) The hypothesis claims that if humans do not learn a foreign language before a certain age (perhaps around puberty青春期), then it becomes impossible to learn the foreign language like a native speaker because of changes such as maturation of the brain. The hypothesis is still controversial/debated, because both positive and negative answers have been given by researchers. Most people agree, however, that those who learn a foreign language after puberty will have an accent. 2)Amount of exposure At the present time, most Chinese learners of English do not have enough exposure to English to acquire native-like pronunciation. 3) Differences of individual ability Students have different phonetic abilities due to biological and physiological differences. Some are more sensitive to sounds and are better at imitating sounds than others.

The realistic goals (p. 93) Consistency: Be smooth and natural. (连贯性)（fluency）Intelligibility: Be understandable.(可辨认性，可理解性) Communicative efficiency: Convey the meaning that is intended.（交际的有效性）

《窈窕淑女》（MY FAIR LADY）

故事背景是20世纪的英国，两个语言学家打赌：一个乡下女人经过6个月的语言训练是否可进入上流会会。于是,希金斯教授（哈里森饰)找到一个满口土语的卖花姑娘丽莎(奥德丽.赫本饰),对她进行语言训练,最后大获成功，并且两人相互吸引,坠入爱河. 当她换上华丽的服饰优雅地踱入宫廷，她那流利高贵的英国皇室口音令当场所有的达官显贵纷纷倾倒，大家争相猜测她一定出身显赫，如果不是某个邻国的公主，至少也是皇室名媛。3. Aspects of pronunciation Pronunciation covers more than just phonetic symbols and rules. It also includes stress, intonation, and rhythm, and all these are not isolated from each other. Stress and intonation are often neglected by many learners. Sometimes stress and intonation matter more than the individual sounds do. As far as pronunciation is concerned, students benefit from both mechanical practice and meaningful practice. 4. Practising sounds Pronunciation is difficult to teach without drills on sounds. However, drilling an individual sound for more than a few minutes a time may be boring and demotivating. It is important to combine drilling pronunciation exercise with more meaningful exercises. (e.g. A polliwog looks for his mom.) Sometimes we need to focus on some individual sounds, e.g th [] in theme, th [] in them Perception practice and Production practice Ways of perception practice: (pp. 95-96) Aim: to develop the ability to identify and distinguish between different sounds. Using minimal pairs. e.g. “Which word is read?”

will, well; till, tell; fill, fell

Which order?. e.g. You hear: “…”and you read: bit bet pet

Same or different? e.g. You hear: met, meet; well, well; well, will

Odd man out. e.g. You hear: bit, bit, bit, pit

Completion. e.g. You hear: gate, late, fate, date, hate, rate, Kate and you write: ate, ate, ate, ate, ate, …

Production practice (pp. 97 –98) Aim: to develop the ability to produce sounds Ways of production practice: Listen and repeat. Fill in the blanks. Make up sentences. (last, fast, calm,dark…Use meaningful context. Use pictures. Use tongue twisters. A tongue twister A big black bug bit the back of a big black bear. The big black bear bit the back of a big black pig. When the big black bug bit the back of the big black bear, The big black pig bit back the big black bear. 5. Practising stress and intonation Practising stress: Use gestures. (by clapping hands or using arm movements.) Use the voice. (by raising the voice) Use the blackboard. (by underlining or colouring)

Practising intonation : Use hand or arm movement. Use arrows (↘for falling, ↗for rising) Draw lines under/above the words: Summary: some essentials of teaching pronunciation Create a pleasant, relaxed, and dynamic classroom. Use gestures. Build-up Students’confidence.

Bring variety to the classroom, e.g. Br. & Am. Use demo rather than explanation. Use visual aids.

Homework 1. What is the goal of teaching pronunciation? 2. What aspects of pronunciation do we need to teach?

第二篇：英语教学法教案

Teaching Plan

Name：Pinyin(中文)

Class：

Student No.：

Unit One What is your favourite food?

（First Period）

I. Teaching aims /objectives:

1)learn to use key words and sentences 2)improve listening ability through practice …

II. Language points and difficulties: 1) the use of "There be…＂sentence pattern 2) how to ask other people to do sth politely 3) The use of key words... fewer, less, etc. …

III. Teaching methods and aids: 1)pairwork to practise speaking and then make a role play within the pairs 2)play games to consolidate new words and expressions 3)multimedia classroom, slides, recorder, tape, etc. …

IV. Teaching procedures: Step 1 Lead-in

Step 2:pre-

Step 3 While-

Step 4 Post-

Step 5 Summary …

Step X Homework …

(Reflections, if there are):

This lesson aims at drilling students' ability to use the key words…, and sentence pattern….Students at this stage may have difficulties in learning them, so they have to do more practice to consolidate. To avoid dullness, students are required to take part in well-designed games, which may stimulate their interests to learn…

Design of the backboard writing

第三篇：英语教学法教案[1]

…

II. Language points and difficulties: 1) the use of "There be…＂sentence pattern 2) how to ask other people to do sth politely 3) The use of key words... fewer, less, etc. …

III. Teaching methods and aids: 1)pairwork to practise speaking and then make a role play within the pairs 2)play games to consolidate new words and expressions 3)multimedia classroom, slides, recorder, tape, etc. …

IV. Teaching procedures: Step 1 Lead-in

Step 2:pre-

Step 3 While-

Step 4 Post-

Step 5 Summary …

Step X Homework …

(Reflections, if there are):

This lesson aims at drilling students' ability to use the key words…, and sentence pattern….Students at this stage may have difficulties in learning them, so they have to do more practice to consolidate. To avoid dullness, students are required to take part in well-designed games, which may stimulate their interests to learn…

Design of the backboard writing

第四篇：中学英语教学法教案（精选）

Background Information Student:48 senior high school students,grade 1 Age:about 16 Genders:23 boys and 25 girls Time and date:10:00a.m. to 10:25 a.m.(45 mins), Monday ,May 28,2014 Textbook:NSEFCM M5U2

Title of the lesson:A NIGHT THE EARTH DIDN’T SLEEP Teaching Aims I. Language knowledge: (1) can understand the meaning of an attributive clause

(2) can master the expression of “Workers built shelters for survivors whose

homes

had been destroyed.”of an attributive clause

(3)can master the new words:well, rose,smelly,pond,burst,canal,dirt,bricks,dam,rescue,

disaster...

II. Language skills: (1) listening: can understand the meaning of the above new expressions & words

(2) speaking: can use the above new expressions & words in daily life. III. Emotion & Attitude: (1) Ss can develop cooperative spirit.

(2) Can increase Ss interest in English learning. Important Points: (1). the meaning of an attributive clause (2). the expression of “Workers built shelters for survivors whose homes had been

destroyed.”of an attributive clause

(3). new words: well, rose,smelly,pond,burst,canal,dirt,bricks,dam,rescue, disaster...

Difficult Point: the usage of the an attributive clause Teaching Procedures:

I.

Warm-up:show:Look at two pictures of Tangshan, imagine there has an earthquake. Describe

II.

to your partner what might happen to the objects in the pictures. Then have a

class discussion.

Pre-reading:(1). Imagine your home begins to shake and you must leave right now. You have

time to take only one thing. What will you take? Why

(2). What do you think will happen before an earthquake? III.

While-reading

Skimming: (1). Ask Ss to sum up the main idea of the whole passage.

(2). Ask Ss to find out the an attributive clause’s sentence of the passage

Scanning: Ask Ss to find out the answers of following questions:

(1). What strange things happen in the in the countryside in northeast Hebei?

(2). How many people died or were injured during the earthquake?

(3). Who trapped under the ruins in anther big quake?

IV.

Post-reading(1).Discussion:what the writer means by the title“A night the earth didn’t sleep”

(2). Give another title for the text.

(3). Choose a paragraph and act out an interview between a reporter and a survivor

from the Tangshan earthquake.

Example:

Paragraph 1

Reporter: Did you notice anything strange before the earthquake?

Survivor: There are some strange things... Teaching Aids: computer, projector, tape recorder, pictures, blackboard Assignment: write a composition, imagine your a survivor from the Tangshan earthquake,try to use some the structure of an attributive clause That, Which,Who or Whose to talk about your life and your hometown after the earthquake.

第五篇：幼儿英语教学法教案下载

第一章绪论

教学目标：了解我国幼儿英语教学的历史和现状，知道幼儿英语教学是可行的；明白幼儿英语教学与幼儿英语教学法的关系；了解我国幼儿英语教学的目标。

教学重点：阐明幼儿英语教学的可行性；清楚介绍我国幼儿英语教学的目标。教学方法：课堂讲授法、讨论法、范例引导法、示范法

教学内容：

第一节幼儿英语教学与幼儿英语教学法

一、我国幼儿英语教育教学的发展历史

中国的幼儿英语教育早在鸦片战争后就已经开始了。从那时起至今经历了四个时期：

（一）文化奴役时期（鸦片战争到20世纪20年代初）

这个时期有三大特点:

1．洋人办园。2．教会主导性。3．富贵特权性。

（二）中洋混杂时期（1922 年到1949 年）

这个时期有五大特点:

1．中、洋、官、民办园鱼龙混杂。2．教会主导地位有所退让。3．略有规范。4.资产阶级化。5．向民族化转变。

（三）英语空乏时期（1949 至1979 年改革开放前）

这个时期,中国处在历史的特殊时期。一方面,帝国主义对中国进行封锁和破坏,另一方面,中国的政治、经济、教育等以苏联模式为自己的模式,英语教育受到极大的政治局限，幼儿英语教育几乎没有开展。

（四）逐渐规范化时期（20 世纪

七、八十年代之交的改革开放至今）

主要特点有：

1．理论上百家争鸣。2．幼儿英语教材的编写争芳斗艳。3．英语师资队伍初步形成雏形。4．幼儿英语教育模式呈现五彩斑斓的景象。5．教学方法绚丽多姿。6．幼儿英语教育教学手段日趋现代化、电子科技化。7．幼儿英语教育机构的性质呈现多样化态势。

在幼儿英语教育层面上,国家虽然尚未做出明确规定要求开设英语,但是,社会需要的发展和近20 年幼儿英语教育的发展,已使幼儿园英语教育的必要性和可行性成为广大学者、社会、教师的广泛共识。

二、幼儿英语教学的必要性和可行性

（一）外语学习对幼儿语言、认知和社会性发展具有促进作用

外语学习对幼儿语言方面发展的促进作用,具体表现在:

1.促进幼儿语言能力的提高。

2.外语学习对幼儿认识方面的发展表现在:一是促进对事物的概括化、概念化能力的发展。二是提高发散性思维水平。

3.是从生理学的角度观察,掌握双语的儿童大脑两半球对于言语刺激均产生诱发电位,促进大脑两半球之间的协调,加强了神经细胞之间的联系,从而加速了儿童的智力向深层次发展。

（二）幼儿期是外语学习的最佳期

幼儿具有学习外语的生理优势。美国康乃尔大学的研究机构在1996年第1期《自然》杂志上发表的一篇论文证明了这一点。其次，幼儿具有对第二语言语音语调学习的敏感性，6岁前是儿童学习第二语言语音与语调的敏感期。

（三）幼儿具有学习外语的心理优势

（四）幼儿学习外语不会干扰母语的掌握，反而会促进

（五）幼儿学习英语是社会和时代发展的需要

三、幼儿英语教学与幼儿英语教学法

幼儿英语教学法是研究幼儿英语教学规律的科学，它的研究对象包括：幼儿英语教学的原理原则、方式方法、手段、课内外教学工作的组织和安排以及作为幼儿园主导活动的游戏的组织与指导等。幼儿英语教学法是从幼儿英语教学实践中产生出来，也是在幼儿英语教学实践里不断发展和提高的，因此它和幼儿英语教学的关系密切相关。

作业：

1.阅读教材第一节。

2.思考与调查：我国目前的幼儿英语师资现状。

3.谈一谈你对幼儿英语教学的理解。

第二节幼儿英语教学的目标

教学目标是指教学活动实施的方向和预期达成的结果。它是一切教学活动的出发点和最终归宿。

一、确定教学目标的依据

（一）《幼儿园教育指导纲要》。

（二）教材。

（三）幼儿心理、生理特点和已有的知识、能力。

二、幼儿英语教学的目标

幼儿英语教学的总目标：使幼儿具有强烈的学习兴趣，能掌握日常基本词汇和简单的交际用语，养成良好的听说习惯，具有运用英语进行简单的日常交流的能力。建立初步语感，感受语言美。开发潜能，培养观察、记忆、注意、想象、表达和创造能力。开阔视野，对英语学习中接触的外国文化习俗感兴趣。在学习中乐于参与,积极合作,主动请教。初步形成多元、开放的思维态度，为幼儿的可持续发展打下良好基础。

具体来讲，幼儿英语教学的目标有：

（一）掌握少量的最基本的语言知识

1.语音。

（1）知道错误的发音会影响交际；（2）了解26个字母名称的读音；（3）知道语音要清楚，语调要自然。

2.词汇。

（1）掌握300个左右的听说两会单词和50个左右的习惯用语；

eg. bus/car/spoon/hi/morning

（2）了解单词是由字母构成的。

eg. c-a-r-car.a-p-p-L-e-apple.

3.语法。

（1）掌握部分常见可数及不可数名词；（2）知道主要人称代词、指示代词的区别（3）知道动词在不同情况下会有形式上的变化；

（4）了解方位介词；（5）掌握20以内的基数词和序数词。（6）了解英语简单句的基本形式和表意功能。

4.功能。

了解问候、告别、感谢、致歉、介绍、请求等交际功能的基本表达形式。

5.话题。

能理解和表达有关下列话题的简单信息：数字、颜色、时间、天气、食品、服装、玩具、动植物、身体、个人情况、家庭、学校、朋友、文体活动、节日等.Colors:

blue; dark blue; light blue; green ; gray; brown; black; orange; purple; pink; red; white; yellow; silver; golden Vegetables:

Corn; onion; red pepper; Chinese cabbage; cabbage; cauliflower; broccoli; cucumber; tomato; potato; lettuce; eggplant; celery ;peas; leek; turnip; carrot ; mushroom; pumpkin; sea weeds; ginger; garlic; spinach

(二)发展听说语言技能

1.听

（1）听出是英语而非其他语言，能认识与感受英语的语音与语调；（2）能辨认单词、片语及句子的重音与语调；

（3）听懂并实施简单的教室指示语，如stand up, sit down, go to…, touch, put down, etc;能根据指令做事情；

（4）听懂日常生活简单社交用语，如问候、致歉、道谢等，并按别人指示做出相应的反应；

（5）听懂询问个人情况的问题，如年龄、姓名、地址等；

（6）听懂对普通物品的简单描述，如课堂里的事物、周围的东西，并能用非语言的方式表示出来，如画画；

（7）听懂字母、数字、时间、星期等；（8）借助上下文、图画，听懂简单描述。

2.说

（1）能说出一定数量、类别的词、词组和句型，引导幼儿做到语音准确，语调正确，吐词清晰，表达流畅，基本上不出现语法错误，并尽可能做到用词恰当，逻辑性较好；

（3）能说出一定数量的日常用语，自然得体地进行简单的英语会话和交际；

（4）能陈述个人和他人的基本情况；能简短地描述普通事物、询问事物；能够使用简单的英语较好地表达自己的思想；

（5）能学会一定量的英语歌曲和游戏。

(三)激励情意

1.激发幼儿听说英语的兴趣。

2.使幼儿乐于模仿,敢于开口,积极参与。

（四）学习策略

幼儿学习英语需要掌握以下策略：

1.注意。

2.模仿。

3.积极与他人合作,共同完成学习任务。

4.在词语与相应事物之间建立联想。

5.积极运用所学英语进行表达和交流。

6.注意观察生活或媒体中使用的简单英语。

（五）文化意识

1.知道英语中最简单的称谓语、问候语和告别语；

2.对一般的赞扬、请求等做出适当的反应；

3.知道国际上最重要的文娱和体育活动；

4.知道英语国家中最常见的饮料和食品的名称；

5.知道主要英语国家的首都和国旗；

6.了解世界上主要国家的重要标志物,如:英国的大本钟等

7.了解英语国家中重要的节假日。

作业：

1.具体来讲,幼儿英语教学目标有哪几部分?

2.在幼儿英语教学目标当中,掌握少量的语言知识包括那几部分?

3.什么叫语言技能? 在幼儿阶段, 培养幼儿哪几种语言技能?

4.幼儿学习英语需要掌握哪些学习策略?