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 plan

nsefc module2 unit reading in teacher:

period：period1 type：reading

duration: 45minutes

teaching ideology

the 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 material

the 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 condition

the 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 objectives

1. 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 , especially

3. affects

? ss will realize that and they will concern themselves with the issue of

4. cultural awareness

? ss will broaden their minds by knowing something about

5. learning strategies

? ss will cultivate their ability individual learning and cooperative learning by doing some

activities independently and some in groups.

? ss will communicate with each other in english while doing the group work.

language difficulties

focuses and anticipated

language focuses

this 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 difficulties

as 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 method

three-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 aids

multimedia 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 procedures

step1. 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.)

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 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.1

t: please read para.1 carefully and then take some note about the .

para.2-4

please 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.5

please 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：english

2.topic：what’s the highest mountain in the world? 3.class：grade 8

4.the teacher：zhang junli 5. type of lesson：new lesson 6. theaching hour：one class hour 7.teaching aid：multi-media

[teaching objectives]

1. knowledge objective

new words : qomolangma,the nile, the caspian sea, the sahara ,square, kilometer ,desert ,population

phrases: 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 objective

let the students can understand and talk about the topic of geography and natural. master the usage of the comparative and superlative. 3. emotion objective

to cultivate the students love the nature, make them have the consciousness of protecting the environment.

[teaching main and difficult points]

1. teaching main points

use comparative and superlative forms of adjective and adverbs 2. teaching difficult points

1

talk 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-in

1. watch the photos and talk about them “how big/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……)。

英语表示“有多长（宽，高……）”时，一般将数词和数量单位放在表示长宽高的形容词前作状语。 e.g. the wall is 1.7 metres wide. step 4 listening 1. 1b listen and complete the sentences.

1) qomolangma is ______ than any other mountain in the world. 2) the sahara is ____________ desert in the world.

2

3) the caspian sea is ____________ of all the salt lakes. 4) the nile is _________ river in the world.

2. 2a listen and number the facts(1- 4) in the order you hear them.

6,300 5,0005,464 300

the yangtze river is about ____ kilometers long and the yellow river is ___ kilometers long.

china has the biggest population in the world. it’s a lot bigger than the population of the us.

china is over ___ years old. it has a much longer history than the us. the us is not even ___ years old.

china is almost as big as the us, but it is the biggest country in asia. step 5 the usage of the comparative and superlative

1．一般单音节词和少数以-er，-ow结尾的双音节词，比较级在后面加-er，最高级在后面加-est；（1）单音节词

e.g. small→smaller→smallest short→shorter→shortesttall→taller→tallest great→greater→greatest（2）双音节词

e.g. clever→cleverer→cleverest narrow→narrower→narrowest

2．以不发音e结尾的单音节词，比较在原级后加-r，最高级在原级后加-st；e.g. large→larger→largest nice→nicer→nicest able→abler→ablest

3．在重读闭音节（即：辅音＋元音＋辅音）中，先双写末尾的辅音字母，比较级加-er，最高级加-est；

e.g. big→bigger→biggest hot→hotter→hottest fat→fatter→fattest

4．以“辅音字母＋y”结尾的双音节词， 把y改为i，比较级加-er，最高级加-est；

e.g. easy→easier→easiest heavy→heavier→heaviestbusy→busier→busiest happy→happier→happiest

5．其他双音节词和多音节词，比较级在前面加more，最高级在前面加most； e.g. beautiful→more beautiful→most beautiful step 6 practice

1c make conversations in pairs.

3

examples

a: did you know that china if one of the oldest countries in the world? b: yes, i did. it’s much older than my country. step 7 summary

go through the important points and difficult points of this lesson with the students once again.

emphasis the phrases and sentence patterns.

retell the the usage of the comparative and superlative. step 8 homework

1.to memorize the important phrases and sentences.

2.to make some dialogues about asking the size of objects.

3. find some information about qomolangma on the internet

add :[the blackboard design]

what’s the highest mountain in the world?

1.new words : qomolangma,the nile, the caspian sea, the sahara ,square, kilometer ,desert ,population

2.phrases: in size,in the word, meters deep/long/high,as...as, the biggest population. 3.sentence: what’s the highest mountain in the world?

how long is qomolangma?

t’s 8,844.43 meters high. it’s higher than any other mountain. did you know that china is one of the oldest countries in the world?

4. the usage of the comparative and superlative

1．一般单音节词和少数以-er，-ow结尾的双音节词，比较级在后面加-er，最高级在后面加-est；（1）单音节词

e.g. small→smaller→smallest short→shorter→shortesttall→taller→tallest great→greater→greatest（2）双音节词

e.g. clever→cleverer→cleverest narrow→narrower→narrowest

2．以不发音e结尾的单音节词，比较在原级后加-r，最高级在原级后加-st；

4

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