英语教学法教案

英语教学法教案（共8篇）

1.英语教学法教案 篇一

Theme of the class: Earthquake Kills Hundreds

Time of the class: 45 minutes

Target of the class: senior high school students

Type of the class: English vocabulary

Teaching Goals:

1.To make sure that students know the Chinese meaning and English explanation of the new words.2.To introduce the different categories of the new words

3.To make sure that the students could know how to use these new words..Key Point of Teaching: new words in a short reading text.Teaching Methods: expository method, questioning method, discuss method.Teaching Procedures:

Step 1.Pre-vocabulary teaching(5 minutes)Warm up activity Asking the students to listen to the song Earth Song, and fill in the blanks.There are five words missing in the lyrics.The song will be played once or twice according to the students’ requirements.Then, the teacher will ask all the students to say their answers to the song together and give them the correct answers.Then the teacher will ask one of the students to tell us the main idea of the song.Therefore, the first step is a lead-in which helps to activate the atmosphere and enter into the next step coherently.Step 2.While-vocabulary teaching(35 minutes)Introducing the new words in the short reading context

After the lead-in part, the teacher will firstly ask the students to look at the ppt, and there are two lines in the ppt.There are ten new words in the left line and its Chinese meaning in the right line.The teacher will ask ten students to find the corresponding Chinese meaning for the ten new words in the left line.When the first part has been finished, there comes the second part.In the second part, the teacher will divide the students into several teams, and each team involves four to five students.Then the students will be asked to sort out these words according to different categories.There will be noun, ed-participle, and adjective.After three minutes, the teacher will ask three representatives from three groups to give us their answers.Then the teacher will analyze these words in detail.The ppt will present these words one by one.Then, the teacher will analyze these words from several points and analyze the sentences in the short reading passage with the ten words, and the teacher will ask the students to make a sentence with some of these words.magnitude Chinese meaning: 大小，震级，重要性

The quake, measuring 6.3 magnitude, came just minutes after a warning had been given by scientist.(from the reading text)仅仅在科学家们发出警告之后的几分钟，6.3级大地震就发生了。老师在学生的生活中非常重要。

Teachers are of great magnitude in students’ lives.The teacher will explain this sentence in the text.The magnitude in the sentence means 震级.Then the teacher will ask the students to translate the sentence.collapsed →collapse(original form)Chinese meaning: 倒塌，瓦解, 晕倒 There are collapsed buildings everywhere.到处都是倒塌的建筑物。

The teacher will tell the students its original form.Then explain the sentence in the text.And the teacher will tell the students the “collapsed” here is used as an adjective.buried→bury Chinese meaning: 掩埋，埋葬

Many people are believed to be buried under rubble.有人认为很多人都被埋在了碎石之下。Bury oneself in 全神贯注于… 我全神贯注于学习理财。

I bury myself in learning financial management.The teacher will concentrate on the phrase “bury oneself in”.rubble Chinese meaning : 碎石,碎砖

What are the differences among stone, rock and rubble? Stone: 主要是指经过岩石经过风化之后形成的颗粒较小的石头 Rock：主要是指岩石，大块的石头 Rubble：主要是指碎石和碎砖

The teacher will focus on the differences among the three words.massive

Chinese meaning: 大量的，巨大的 rescue

Chinese meaning : 营救，救援 survivor Chinese meaning: 幸存者，生还者

A massive rescue operation was being organized to find survivors.人们组织了一场大规模的救援行动来寻找幸存者。

rescue: it can be used as a noun as well as a verb, in our text , it is a noun.直升飞机救出了将近20人。

Helicopters rescued nearly 20 people.(It is a verb)Survivors→survive(Verb 幸免，生还)→survival（noun 幸存，残存）In this part, the teacher will focus on the part of speech of the word “rescue” and the different forms of “survivor”.evacuated→evacuate Chinese meaning: 疏散，撤退

As further quakes cannot be ruled out, cities in the area are going to be evacuated.由于不能排除余震的可能性，这个区域的城市将全部被疏散。

temporary Chinese meaning: 暂时的，临时的 supplies Chinese meaning: 供给，补给

Currently, there are thousands of people living in tents in temporary camps with no telephones, electricity or water supplies.现在，成千上万的人都住在临时的帐篷里面，不能通信，没有电，也没有水源。

What is the adverb of the temporary? temporarily Supply can be used as a noun as well as a verb, and in this text it is a noun.Supply sb.with sth= Supply sth.to sb.我给他提供了水。I supply him with water.I supply water to him.In this part, the teacher will focus on the forms of adverb and adjective of “temporary” and different part of speech of “supply”.Then, the teacher will ask one of the students to translate the whole passage.Step 3.After-vocabulary teaching(4 minutes)

In this part, the teacher will make a summary of the knowledge that has been learned in the class.And then, ask one of the students to talk about his idea of how to protect our environment.Step 4.Homework(1 minute)1.Ask the students to memorize these words.2.Ask the students to write a passage about how to protect our environment..

2.英语教学法教案 篇二

关键词：英语,课件,教案

一、引言

新课标背景下的教师应始终以新课改理念为指导, 师范生作为教师队伍的储备力量, 更应将自己作为一名真正的教师严格要求自己。观察33 名英语师范生选用普通高中人教版教材的任意一单元试讲中的表现, 发现由于师范生未能清晰定位课件在课堂中的角色, 以及在课堂应用时没有很好地将教案结合使用, 未能体现出多媒体在教学应用中的优势, 导致课堂教学效率不高。研究提出处理好课件和教案的关系可以有效提高课堂教学效率和师范生的教学能力, 对其今后成为一名专业的教师有极大的帮助。

二、教学观察中的应用误区

多媒体作为一种教学手段, 由于师范生运用课件辅助教学的经验不足且技术还不够成熟, 未能找准多媒体与教学内容的切入点, 课件喧宾夺主, 师范生却成为课件播放员。结合教学案例, 发现师范生在实际课堂教学中存在着共性问题。

(一) 教学指令屡现屏幕

案例1:A同学选择高中英语人教版必修3 的Unit 2 Healthy Eating的阅读教学。A同学在试讲过程中, 观察到许多教师口头指令用语在课件上展示念给学生听, 如:在阅读Scanning部分中Task 2 Now please read the passage“Come and Eat Here”carefully.Answer the following questions. 找到对应的教案设计发现与课件呈现内容相同, 只是将其照搬于课件中。讲解时课堂氛围较沉闷乏味, 主要原因是把本属于教师自然过渡提示的语言内容都制作成课件, 整个过程给人感觉就是在念课件, 学生只是观看或做练习。

(二) 教学重难点讲解不清

案例2:B同学选的是高中英语人教版必修1 的Unit 3 Travel Journal的阅读教学。观察B同学在讲解时, 课堂氛围较沉闷乏味, 课件展示的文本信息量过大, 知识点讲解一笔带过未能突出重难点;时间有限, 有时将答案直接呈现在屏幕上, 缺少师生间的互动交流。实训中C同学过分注重看图说话式的直观教学, 讲解占据了大部分课堂时间, 忽视了学生的主体地位。

以上案例中的同学在使用课件辅助教学时, 孤立教案设计, 借用课件向学生传达了大量的学习信息和知识, 未能考虑到师生、同学之间的互动和整个学习效果的反馈, 设有突出讲解重难点知识, 仅是一念而过。这些应用误区使学生把原本是辅助教学工具的课件和主导教学的教师二者角色相互颠倒, 本末倒置, 导致课堂效果不佳。大多数学生在课件制作时都采用顺序结构, 且在教学训练中过度依赖它, 影响了师生交流, 使自身成为课件的附属品。

三、多媒体教学中的课件与教案

(一) 教案与课件的定义

教案是教师为顺利而有效地开展教学活动, 根据教学大纲和教科书要求及学生的实际情况, 以课时课题为单位, 对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书。课件是根据教学大纲的要求, 经过教学目标确定, 教学内容和任务分析, 教学活动结构及界面设计等环节, 而加以制作的课程软件。

(二) 教案与课件相辅相成

教案与课件在多媒体教学中是相辅相成的。教案是教师课前准备实施有效教学活动的具体方案, 课件则是通过屏幕来传递和交换信息的媒介工具, 是教案和教学的辅助工具。教案是教师备课时用到的比较全面的提纲、讲稿, 而课件则是上课时要展示给学生的教学内容。课件是为教案服务的, 是教案中的一部分。二者不能相互代替, 要有机结合起来才能发挥相得益彰的效果。而且教案的编写有利于教师知晓教材去准确把握重难点知识, 选择科学有效的方法开展教学活动。而运用课件动态演示, 可把知识的形成过程直观生动地展示给学生, 帮助学生掌握其内在规律, 完成知识构建。

四、课件和教案要统筹兼顾

实训中不少师范生因在制作过程中缺乏正确的理论指导, 实际使用中无法与教学活动很好地结合, 从而影响了教学质量。

案例3:C同学与A同学都选择的是Unit 2 Healthy Eating阅读教学。观察C同学的实践表现, 发现他对本单元的内容已经熟悉掌握, 并且能够将重点内容提取出来展示在课件上进行详细讲解, 而且课件制作结构清晰明了, 有层次感, 易于学生把握整个内容框架和教学进度。

对比案例1 和案例3 发现, A同学未对教材深度处理, 分析其教案中三维目标设计不够具体, 而C同学的目标设置清晰明确, 对重难点讲解具体到位且整个教学步骤的任务和活动都是有针对性地为达到三维目标而设计。且C同学的课件设计提纲挈领, 内容清晰, 文章结构框架要比A同学的清晰明了, 有层次感, 便于学生把握整篇文章的脉络。针对本单元课题处理教材后, 整个教案设计实效性强, 在传授知识的同时又与生活实际相联系, 饶有趣味。

案例4:D同学与B同学选同一单元的阅读教学, 即Unit 3 Travel Journal。该同学借用一个列表将全文两个主人公对旅游态度的相同点和不同点进行对比讲解, 对文章重点内容进行深入讲解, 用表格将原本是文本形式的信息提取出来, 使学习内容更加清晰明了。

对比案例2 和4 发现, 在careful reading环节时授课内容相同, 教学效果却明显有所差距。原因是因为D同学在对教材进行处理后, 正确把握了教案与课件之间相辅相成的关系, 将课件的制作与教案相结合, 达到了相得益彰的效果。D同学所教内容更有深度, 在教学中又熟练运用课件来辅助教学, 才会有较好的教学效果。

在教学中做到教案与课件的统筹兼顾才能保证良好的教学质量。制作课件时不能生搬硬套, 要提纲挈领, 把握好整体内容的结构来设计课件, 达到脉络清晰, 依据教案将二者在内容和结构上加以整合充分利用于课堂教学, 显示出二者各自的优势并将其应用于教学中。

五、结论与建议

结合相关理论进行案例对比后, 我们发现要在多媒体教学中得到好的教学效果就必须正确处理好教案与课件的关系, 在实践教学中熟练又恰当地使用, 才能提高教学质量。为帮助师范生正确把握教案与课件的关系, 学校和教师可采取以下三种措施:首先, 开设公共课程或邀请专家开设讲座对教案和课件进行理论上的知识讲解, 帮助学生了解二者的特质、使用技巧及关系处理。其次, 在课堂中适时播放学长学姐或优秀教师的教学大赛获奖视频。在他人的教学实践中学习, 并用自己之前所学的相关理论知识来分析思考, 教师要适当点评帮助学生分析从哪些方面入手去观察教学, 这样能更好地有针对性地向他人学习。最后, 在课堂实践训练中, 给师范生实践教学的机会, 亲身体验教学并从中反思, 从自身学习中获取经验, 逐步提升自己的教学水平。通过理论与实践相结合的指导培训, 师范生定能够掌握课件与教案二者的关系, 并对其进行有机结合, 在教学实践中做到统筹兼顾。这对于提高师范生的教学能力和专业化发展有极大帮助。

参考文献

[1]高明鸣.PPT在初中英语教学中的应用研究[D].上海师范大学, 2014.

3.英语教学法教案 篇三

（一）主题

《课程标准》中倡导“任务型”的教学途径，培养学生综合语言运用能力 。以学生 “能做某事”的描述方式设定各级目标要求。教师应该避免单纯传授语言知识的教学方法，尽量采用“任务型”的教学途径。教师应依据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。

（二）背景

课堂教学是教学的基本途径，也是学生获取信息，锻炼提高多种能力和养成一定思想观念的主要渠道。它就像一面镜子，清楚地反映一名教师在落实《初中英语课程标准》，提高英语课堂教学实效，提升英语教学质量的情况，新课标要求改变课堂上以教师灌输为主，学生被动听课，教学效率低下的状况。如何通过一节节生动，活泼、有效的英语课使学生的英语知识和语言综合能力得到更好，更快的提高，我们泰州市海陵区在英语教学上创设语言情境 优化英语课堂教学的《牛津初中英语的五分钟活动有效教学》，这不仅是推进“素质教育”，提高课堂效率的需要，减轻学生学习负担的直接途径，也是广大教育工作者最基本的主观愿望和落实我们江苏省委的“五严”的要求。成为我们现代课堂教学的主旋律。激发学生的学习兴趣，保持有效的主动学习。本教学案例是牛津英语教材9A Unit1 Star signs Reading的内容中的一个五分钟的活动。

二、Five-minute activities教学案例描述

Five-minute activities教学名称：我的课堂我做主——Star sign show

Five-minute activities教学目的：

1、让学生熟悉星座和生日的关系；掌握和熟记星座与性格有关的形容词汇。

2、培养学生活动的组织能力和语言表达能力以及书面写作能力；

3、激发学生的兴趣，培养学生团结合作、相互帮助的情感。

Five-minute activities教学的课前准备：

将本班学生分组，要求好中差组合，要求每组学生熟悉本节课的生词，共同讨论：熟记有关星座与性格有关的形容词，掌握有关描述人物性格和品质的知识，共同讨论形成书面的有关各个星座的描述。同时三名主持人相互讨论写好组织本节活动的流程。

Five-minute activities教学过程：

Step 1：课前在黑板上画出下列表格。教师导入：Star signs are very interesting just for fun, our students must want to know more about them, next some of our students will bring us a wonderful star sign show. Let’s welcome them.三名學生主持本节活动。

Step 2：三名主持人相互交流引入课题，然后组织本节活动的流程。

Step 3：完成黑板上的表格。所分各组通过比拼的方式，来展示各个星座的优点，指出对方星座的缺点。同时每组派一名学生来完成黑板表格上自己星座的内容。

Step 4：大家一起来检测、讨论、订正表格的每一行的内容。

Step 5：熟记表格中有关星座与性格有关的形容词。

三、Five-minute activities教学设计的分析及其反思

（一）Five-minute activities教学设计的分析

（1）本Five-minute activities的教学设计是由学生自己组织，导演、完成课堂教学活动的过程。课堂上学生们通过相互交流活动，熟记有关星座与性格有关的形容词，掌握有关描述人物性格和品质的知识，共同讨论形成书面的有关各个星座的描述，最终完成表格，达到学习语言的目的。激发了学生学习英语的兴趣。

（2）同时，在活动过程中团结合作、相互帮助，增进了同学间的相互了解和与他人合作的意识。在活动中，学生有明确的目标指向和具体的操作要求，始终处于一种激活状态，他们获得的不仅是语言知识，还获得了运用语言的能力。由于任务活动贴贴近学生的生活，能引起学生的共鸣，并能激发学生的积极参与的欲望，使学生有话可说。通过初步尝试任务型教学，我认为它极大地调动了学生的积极性，发挥学生的自主的能力；学生在“学中用，用中学”，培养了学生的语言表达能力以及书面写作能力。

（二）Five-minute activities教学设计的反思

当然在活动过程中，也存在一些需要改进的地方：

第一，由于时间短，不能全部参与活动，可能冷落了基础相对弱的学生，要求平时要注重学生基础知识的夯实，减少分化。

第二，教学活动中，学生参与的热情很高，但个别学生的自控能力较差，很容易造成影响大部分学生的思考 。

第三，在合作活动中，容易冷落成绩相对较差的同学。由于这些同学缺乏对自己的信心，完成时还存在一定的困难。所以在设计教学任务时，我觉得很重要的一点是，既要发挥“以优带差”的长处，又要防止一些差生养成依赖心理。因此，必须采取分层递进的教学方法，对这部分同学相应地降低要求，只要他们肯参与、开口说，有勇气就给予一定的肯定和鼓励，使他们真正树立起学习英语的信心，调动他们的积极性。

4.英语教学教案 篇四

上海工商信息学校

张虹 Lesson 15

Liu Xiang: A Sports Star

（中等职业学校教材试用本英语第二册 华东师范大学出版社）

一、学情分析

08导游班是旅游专业二年级的学生，已有一学期中职英语的学习基础。大部分学生的学习态度比较端正，但学习主动性差，对英语学习的兴趣不浓。因此，激发学生的英语学习积极性，有机结合培养学生的职业能力是英语课程教学中应解决的主要问题。

二、教学内容分析

(一)课程情况分析

本单元以运动为中心话题，主要内容涉及奥运发展简史、运动场地的英语表达、2008北京奥运会的设计理念和运动明星，特别介绍了刘翔的运动生涯。本课是本单元第三课第二课时，——“阅读理解课”。文章的主题是刘翔的运动生涯。简单介绍了他在2002年到2006年期间的比赛及获奖情况。本课通过刘翔的经历以及获得这些成就的精神动力激励学生认识自我的潜力找到精神动力的源泉，实现梦想。

（二）教学重点难点

（1）重点：1．了解记叙文的文体特点并以此指导阅读；训练skimming, scanning, careful reading等阅读微技能；2．对文章深层次的理解及细节的欣赏，认识及分析刘翔的人物特征及人物性格。

（2）难点： 1.阅读技能的训练2.根据媒体图片讲述刘翔的经历。

(确立依据：阅读在整个英语教育体系和高考中都占有重要比例，阅读能力的提高不是一朝一夕事。再高明的老师也不可能把自己的阅读能力传授给学生。学生阅读能力的提高只能在老师的指导下通过实践训练获得。讲述刘翔的经历是检查学生对课文的理解程度，同时又是提高学生口语能力的重要方法)三、三维教学目标

（一）知识技能

①通过本课的学习使学生能够在理解的基础上复述课文

②在阅读中体会并初步掌握生词、词组和句型的用法

（二）情感态度

①了解作为运动明星应具备的品质

②鼓励学生打破“我不行”的心理，确立目标，实现自己的理想。

（三）学习策略（能力目标）1.认知策略：

①通过词汇的复习让学生掌握单词的用法

②通过三读法让学生掌握速读、跳读、精读的要领

2.调控策略：

通过阅读让学生了解到阅读过程中会有很多阅读障碍，不可求全责备，调整心态和注意力，通过读懂细节，推断隐含内容，要掌握大意。获取所需信息。

四、教法分析

教学方法 ：问答法,讨论法,任务教学法 教具教学手段：

多媒体辅助教学:根据本课特点以教材为本，传统教学手段和现代多媒体教学手段相结合，恰当合理呈现本课内容。

五、学法指导

阅读是一种积极主动地吸收、思考、理解、接受信息和反馈信息的过程，也是一种复杂的智力活动。培养学生的阅读理解能力可分三个层次：表层理解、深层理解和评价性理解。表层理解是培养学生对文章表面信息的把握；深层理解是引导学生通过联想、推理、归纳等思维活动对文章主题或某一章节进行进一步的理解；而评价性理解建立在从整体角度对课文深层理解的基础上，旨在引导学生联系社会实际或自身生活，对某一相关话题进行讨论，使学生进行发散性、创造性思维。教师引导学生结合语境，采用推测、查阅或询问等方法进行学习。

六、教学过程

1.Leading-in(discussion)

To show Ss pictures about some famous athletes to let the students know something in common about these people---Sports stars 本环节通过看图讨论激发学生的学习兴趣激活已有的背景知识，使学生能运用已有的知识和经验思考本单元的中心话题。能起到温故而知新的作用。2.Revision of the new words

To let the students match the words with the correct Chinese meaning

本环节帮助学生复习已学生词并巩固生词的含义。3.Skimming the passage First, let the students listen to the recording of the passage Second, have the students read the passage one paragraph by one paragraph quickly and then answer the question for each paragraph on the screen Question 1: When did Liu Xiang begin his athletic career? Question 2: Did Liu Xiang beat Johnson in 2004? Question 3: What was Liu Xiang’s best record? Third, let the students read the passage after the recorder 本环节是让学生用快速阅读的方式，找出每段主要内容，段落内容与屏幕上的问题相关。让学生对语篇整体学习，为此首先让学生快速把握文章结构要点让学生从整体明白课文。4.Scanning the passage Let the students read the passage again and fill in the form in pairs 让学生用合作学习的方式，通过再次仔细阅读课文并与同伴讨论完成屏幕上的表格,然后汇报讨论结果。

5.Retell the story according to the pictures

1)Show students the pictures which relate to the passage 2)let the students discuss in groups

3)Choose one student in each group to talk about the pictures

本环节运用图片让学生复述课文内容，降低一定的难度。同时借助图片让学生思考问题 这种方式有浅入深，由感性认识到理性思考，为下一环节做好充分的准备。图片是教师在课前根据课文内容精心编制的，为的是能激发学生的学习兴趣。6.Discussion: What do you learn from Liu Xiang?

Let the students discuss in group of four, then choose one student to express their ideas 7.Summary and homework : Write something about Liu Xiang(at least 70 words)

Read the passage fluently

七、课堂板书设计

将黑板划为左右两块，左边为多媒体，右边板书生词和短语。附助阅读，扫除障碍。

八．教学反思

1．让学生明白学习目标，站在学生角度，精心设计活动。精心设计可操作性强的任务化活动是成功组织任务型教学的首要条件。这样学生可以通过完成具体的任务来学习和巩固语言，积累学习经验和享受成功的喜悦。

2．本堂课使用多媒体教学，能够调动学生英语学习的积极性，为学生创设了良好的英语交际环境。

3．教师不仅是知识的传授者，还要成为学生学习的促进者、指导者、组织者、帮助者、参与者和合作者，除了传授学生必要的语言知识外，还重视学生的个性和兴趣。在这堂课中，教师通过多媒体技术，为学生创设各种语言学习环境，提供丰富的教学资源，拓宽了学生的学习渠道和学习方式。

4．以任务型为教学原则，本案例的每一个任务都是围绕学习者“学”的角度设计的。通过小组活动，培养合作探究能力。学生的每一个活动都具有明确的目的指向和具体的操作要求,实现了英语在真实情境中的应用。

5.英语教学教案 篇五

活动目标:

1. 学习单词 corn and peanut

2. 学习句型 I like·······

3. 通过玩游戏复习单词,培养幼儿说英语的兴趣。

活动准备:

大花生一个,里面装满了熟的小花生,玉米粒若干,魔箱一个,一串花生,一串玉米,大箱子做成的熊花生玉米的图片若干放在屋子里

活动过程:

1. 变魔术学习单词

(1).从魔箱里变出大花生what’s this?学习单词peanut.

(2).打开大花生发现里面有many peanut,说对了的小朋友奖励一个peanut

(3).从袖子里变出一串peanut

声音小的时候出来的慢,声音大的时候出来的快。

(4).学习句型I like peanut

Touch touch peanut and say I like peanut

2. 用同样的方法学习单词corn.

6.英语教学法教案 篇六

1. Talk about eating habits and health. Talk about seeing the doctor. Practise giving advice and making suggestions.

2. Use the modal verbs: had better, should and ought to.

3. Learn some useful cooking terms. Read and write recipes.

Ⅱ. Teaching Times: 5 periods

The First Period

§ Teaching Aims:

1. Learn and master the following words and phrases: sweet, mushroom, fried, junk food, fat, snack, stomach, fever, salad, peach, ripe, ought, examine, plenty, all the time, have a fever, be careful with, plenty of.

2. Sentence Patterns: (1) advise sb. (not) to do sth.

(2) There’s sth. wrong with…

3. Train the Ss’ listening ability.

4. Develop the Ss’ speaking ability by describing, talking and discussion.

§ Important Points & Difficult Points:

1. Trains the Ss’ listening ability.

2. Master the new phrases, sentence patterns and everyday English and make the Ss be free to talk about their favourite food and give reasons for their decisions.

3. How to finish the task of speaking.

§ Teaching Methods:

1. Listening-and-answering activity to help Ss go through with the listening material.

2. Individual, pair or group work to make every student work in class.

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Warming-up: Brainstorm (words about food)

* List the food we eat in the Spring Festival:

rice, porridge, noodle, dumpling, corn, big flatbread, steamed bun, fried twisted dough sticks, walnut, peanut, chestnut, bean cake, mushroom, fried chips, hamburger, ice cream, chocolate, apple, pear, banana, orange, grape, chicken, beef, fish, pork, cucumber, carrot, tomato, potato, cabbage.

* Fill in the table

Name Food Junk food / Healthy food

Breakfast

Lunch

Snack

Supper

* Talk: Are these food good for our health, or be harm to our health?

Model:

A: Do you like eating fried chips? B: Yes, I like it very much.

A: But I think it is junk food, because it has a lot of fat and sugar.

B: Really? So I’d better not eat too much.

Step 2. Speaking

T: There are so many food for us to eat, right? They are very delicious, but if you eat too much in a meal, or eat some raw food, you will be ill as Sharon. Turn to Page 3, read the dialogue and pay attention to the useful expressions.

* Useful Expression

I’ve got a pain here. This place hurts. I don’t feel well.

There’s sth. wrong with my back / my knee / my arm.

Lie down and let me examine you. Let me have a look.

* Make a short dialogue

Step 3. Listening

* First time, listen carefully and try to understand what does it talk about?

* Second time, answer the following questions

1. What’s wrong with Mike?

2. What did Mike have for breakfast?

3. Can you give Mike some advice? What should he eat less of?

* Third time, answer the next three questions

1. Which side of Mike’s stomach hurts?

2. Does Mike have a fever?

3. What does the doctor tell Mike to do?

Step 4. Homework

1. One reading exercise everyday

2. Ex1 & 2 on Page 72

3. Preview the reading part

§ The Design of the Writing on the Bb

Unit 13 Healthy eating (first period)

Brainstorm: Words & Phrases:

dumpling, all the time

corn, have a fever

noodle… be careful with…

The Second Period

§ Teaching Aims:

1. Learn and master the following words and phrases: soft, bar, fuel, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for

2. Improve the Ss’ reading ability.

3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text

§ Important Points & Difficult Points:

1. Improve the Ss’ reading ability.

2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.

3. How to make the Ss understand the reading material better and answer the questions on the passage.

§ Teaching Method:

1. Discussion before reading to make Ss interested in what they will learn

2. Discussion after reading to make Ss understand what they’ve learned better

3. Fast reading to get a general idea of each paragraph

4. Careful reading to get the detailed information in the text

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Review the words and phrases learnt last period

Step 2. Pre-reading

Q1. Which of the following gives you the most energy: a banana, a soft drink, a bar of chocolate? (a bar of chocolate)

Q2. How many meals do you eat every day? Which meal do you think is the most important? Why? (3, breakfast)

Q3. How much water do you drink every day?

Step 3. Reading

* Fast reading, what does the text mainly talk about?

* Details

Q1. What does the word “green” mean in the text above? What about the word “fuel”? Can you find any other words used in the same way?

A: unpolluted, unharmful and good for people’s health; other words used in the same way; fuel means all the things we eat for our bodies, it can help keep our body functioning and fighting disease.

Q2. The text gives examples of how people make choices about what they eat. List the examples and the reasons why people eat or don’t eat certain kinds of food.

A: Many people today make choices about their eating habits based on what they believe. Some people are vegetarians, because they believe it is healthier not to eat meat or because they do not think we should kill animals for food.

Q3. How have our eating habits changed? Why? Try to think of as many examples and reasons as possible.

A: People have experienced the processes from having no enough food to having enough food, and later from having enough food to having better food. Now people buy and eat sth. , we not only think about if the will give us the nutrients we need, but also if the food belongs to eco-foods.

Q4. Why do people go to fast food restaurants?

A: it is very convenient, and it can save time.

Q5. Why is it not good for you to eat too much sugar or fat?

A: If people eat too much sugar and fat, they put on weight very easily and some of them may have bad teeth.

Q6. Why are crash diets and supplements so popular?

A: Because people want to be smarter, healthier, in particular, young people want to be more beautiful. It goes with the need of the times.

Q7. What can we do to keep a balanced diet?

A: Buy and eat good, nutrient foods from all the food in the right amounts, and eat less sugar and take more exercise.

* More exercises: translate the sentences underlined on Page4 into Chinese

Step 4. Homework

1. Finish word study on Page5

2. Preview the integrating skill reading on Page74

3. One reading exercise every day

The Third Period

§ Teaching Aims:

1. Learn and master the following words and phrases: soft, bar, fuel, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for

2. Improve the Ss’ reading ability.

3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text

§ Important Points & Difficult Points:

1. Improve the Ss’ reading ability.

2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.

3. How to make the Ss understand the reading material better and answer the questions on the passage.

§ Teaching Method:

1. Discussion before reading to make Ss interested in what they will learn

2. Discussion after reading to make Ss understand what they’ve learned better

3. Fast reading to get a general idea of each paragraph

4. Careful reading to get the detailed information in the text

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Revision: What does the text mainly talk about?

Ask some Ss to try to say sth. about the text.

Step 2. Integrating Skills--Don’t be a Mouse Potato (on Page74)

* Fast Reading

Read the quickly in 5 minutes, and then answer the following questions.

Q1. What is a couch potato?

A: couch potatoes means people who spend too much time in front of the TV and eat too much junk food.

Q2. What is junk food according to this text?

A: It is food that has a lot of calories but few nutrients, vitamins and minerals.

Q3. Why are people becoming potatoes and what can people do to avoid it?

A: One reason is our modern way of life; we must make sure that our diet is varied and balanced.

* More reading exercises on extra materials from English Weekly.

Step 3. Important Points and Difficult Points

1. prepare (sth.) to do / for… 2. in the form of… 以…形式

prepare oneself for… 3. be short of 短缺…

be / get prepared for / to do… 4. go for 也如此，对…也适用，向…攻击

5. be based on / upon 以…为依据

6. exercise不可数，意为“运动” exercises可数，意为“练习，体操，演习”

7. not a bit一点儿也不 not a little非常

* Exercises

1. Bob is a diligent student and is ___ his coming examinations while his mother is ___ supper.

A. preparing for; preparing for B. preparing; preparing for

C. preparing for; preparing D. preparing; preparing

2. We should do more exercises, both __ for our health and __ for our knowledge.

A.exercise;exercise B. exercises;exercisesC.exercise;exercises D.exercises; exercise

3. ___ do you base your calculation?

A. On which B. On what C. About what D. For what

4. some stones weigh ___ fifteen tons.

A. as more as B. so more as C. as much as D. as many as

5. ---Are all the telephone numbers ___ in the directory? ---Yes, all __ Jane’s.

A. listed; included B. listing; includes C. listed; including D. being listed; includes

6. Before the election, the candidates(候选人) ___ each other in the newspaper.

A. went with B. went for C. went over D. went forth

7. The boy __ on the ground __ that he had seen a cock __ an egg.

A. laying; lay; lay B. lying; lie; lie C. lying; lied; lay D. lay; lying; lay

8. Jenny ___ have kept his word. I wonder why she changed her mind.

A. must B. should C. need D. would

9. We ___ last night, but we went to the concert instead.

A. must have studied B. might study C. should have studied D. would study

Answers: 1. C 2. C 3. B 4. C 5. C 6. B 7. C 8. B 9. C

Step 4. Homework

1. One reading exercise every day

2. Prepare a healthy diet and explain why it is healthy

3. Remember the first 15 words and prepare for the dictation.

The Forth Period

§ Teaching Aims:

1. Review the words learned in the last three periods.

2. Learn and master modal verbs: had better, should, ought to

§ Important Points & Difficult Points:

1. How to guess the missing word according to the given sentence.

2. Let the Ss learn how to give advice or opinion about sth. , especially master hoe to use “should, ought to, had better and their negative forms” to give advice.

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Revision---dictation about the first 15 words in this Unit

1. junk food 2. fat 3. stomach 4. salad 5. ought to 6. energy 7. peach 8. plenty of 9. examine 10. ripe 11. soft 12. fever 13. fuel 14. diet 15. keep up with

Step 2. Word Study

Give Ss 5 minutes to do the exercises on Page5, then ask some Ss to say the Chinese meaning of the sentences, and check the answers.

1. nutrient 2. diet 3. vitamin 4. mineral 5. fat 6. sugar 7. protein 8. calory

Step 3. Grammar

* Translate the following sentences into English

1. 外面很冷，你最好穿上你大衣。

It is cold outside, you’d better put on your coat.

2. 你最好别脱下你的衣服。

You had better not take off your clothes.

3. 我们应该尊敬老师和父母。

We should / ought to respect our teachers and parents.

4. 你不应该这么粗心。

You shouldn’t / ought not to be so careless.

* More exercises on Page5 and Page74

Step 4. Homework

1. One reading exercise every day

7.英语教学法教案 篇七

在《大学英语·口语》课程的实际教学中,教师必须依据课程内容准备教案,并根据教案准备的内容和教学步骤进行系统、有逻辑性的教学;同时,考虑学生的实际情况,有针对性地进行练习。因此,如何设计该课程教案就是摆在大学英语教师面前的重要课题。

教师在进行教案设计之前,必须全面了解课程内容,并进行相关信息和资料的补充,充实教学内容。之后,教师应根据授课内容,有条理、有针对性地设计教案。对于口语课程的教学来说,普遍采用的是交际法教学,而交际法英语教学理论的核心是关于交际能力的学说。按照范埃克对交际法教学大纲的阐释,交际法教学内容应包括以下几个方面:目标群体、语言活动、话题、场合、角色、语言功能、具体意念等方面。 本文就根据范埃克对交际法教学内容的阐释来探讨《大学英语·口语》的教案设计。

2.明确接受教学的目标群体

在设计口语教案之时,教师必须首先明确接受教学的目标群体。范埃克把目标群体分成了四类,其中之一便是“对象与讲外语者的接触,总的来说,是表面的,非专业性的”。 这一目标群体的描述与非英语专业的大学生比较吻合。因此,教师在进行课堂口语教学时必须根据这一群体的特点和对语言掌握的程度来进行授课,以此保证授课的效率和学生对语言的理解和接受。

3.根据课程内容安排语言活动

口语教学的主要活动就是运用语言进行交流和交际。范埃克对语言活动下了个定义:最重要的语言活动是对话,即说和听。说指的是能够表达话题内所列的内容;听是能够听懂别人就话题所作的回答,以及飞机场、火车站等的公共广告等。根据范埃克所述,在运用交际法进行口语课程的教学时,听和说的能力是同等重要的。要能听懂,才能进行交流。 因此,教师可采用对话教学的方式,根据教学内容,设置一组或者几组对话,让学生在两人一组的对话练习中或者多人对话中理解对方,并流利地进行交流。

4.确定交际法教学的话题

最为重要的内容便是确定交际法教学的话题。话题是学生进行交际的基础,也是教师教学的重点。范埃克把话题划分为十四种:个人情况、休闲娱乐、旅行、卫生保健、购物、问路、气候等方面。这些内容涉及到日常生活、工作的方方面面,有很强的实际操作性。因此,教师可根据授课的内容和需要,设置一个或者几个话题内容,供学生练习。

5.根据对话的内容安排角色

在设置了对话话题这个大框架之后,教师应根据对话的内容安排角色。教师可根据授课内容和对话需要,合理设置角色,并根据学生的特点合理安排角色,让学生在角色扮演中充分发挥主观能动性;通过角色的表演和塑造,让学生感受到英语学习的兴趣,提高学生的英语能力。

6.安排对话发生的场合

在设置了合理的角色之后,教师应安排对话发生的场合。由于是大学英语教学,因此,对话发生的场合一般是在教室内。教师可以让学生到讲台上进行对话表演;也可以把课堂内的桌椅移开,留出一块空地供学生表演。由于课堂教学场合的限制性,这里就不再展开阐述。

7.教师就语言功能和具体意念进行说明对话要求

在话题、角色、场合都设计完毕之后,教师应就语言功能和具体意念进行说明,以帮助学生流畅、高效地完成对话。范埃克将语言功能分为了六大类:传递和获取事实信息;表达和了解理智态度;表达和了解情感态度;表达和了解道德态度;社交。根据这六大分类和话题内容,教师必须让学生明白课堂对话内容所代表的语言功能是什么。

比如,如果交际教学的话题内容是问路,那么它所代表的语言功能便是传递和获取事实信息,是以询问来达到获取信息的目的。再比如休闲娱乐的话题,则是以表达和了解情感态度为主。掌握好语言的功能对交际法教学非常必要,它能够使教师和学生抓住交流的目的性,有效完成交际。而具体意念指的是与范埃克提出的十四个话题相关的词汇,并以句型方式提供上下文内容。所以,在进行对话练习之前,教师需根据对话内容列出此项对话所要使用到的相关词汇、短语和句型,给学生一个直观的印象和感受。这样做的目的是能够让学生熟悉相关短语和词汇,并进行操练,掌握用法,在实际的练习中高效率地掌握知识点。同时,教师还应当对学生的对话练习提出要求,尤其是对“说”提出具体要求。范埃克对“说”的要求是:以合理的速度、用足够的精确性和合理的正确性表达自己。

8.话题表演结束后,对学生的整体练习进行评价和总结

最后,在话题的表演进行完毕之后,教师需对学生的整体练习进行评价和总结。表扬学生在口语练习和对话操练过程中的优点,指出学生的不足,让学生在课堂口语训练中取得更大的进步。

9.结语

《大学英语》课程作为现如今非英语专业大学生的公共必修课,其重要性不言而喻。《大学英语》课程承担着对大学生进行英语的听、说、读、写、译等各方面的教学任务,担负着全面提高当代大学生英语水平的重要使命。既然语言是交流和沟通的工具,那么,提高大学生的英语口语表达能力就十分必要。

《大学英语·口语》教案的设计和撰写有多种方式,无论以何种方式设计教案,其主旨都不能背离“让学生勇敢地开口说英语、用英语表达自己”这一基本要求。因此,话题的内容、角色的分配、合理的课堂教学形式等都是《大学英语·口语》教案的主要内容。抓住主要内容,合理设计教案,让学生在实际的口语练习中逐渐提高英语表达能力,让说英语不再困难。

摘要：本文依据范埃克的教学理论,提出《大学英语·口语》教案的具体设计方式,以期能够对《大学英语·口语》课程的高效教学有所帮助。

关键词：教案,设计,高效

参考文献

8.北师大版五年级英语上册教案 篇八

本课设计遵循新《英语课程标准》中强调的“能在图片的帮助下听懂、读懂并讲述简单的故事。在学习中乐于参与、积极合作、主动请教。”的理念，注重在学习语言知识和内容的同时，培养学生口头表达的能力和观察、想象、记忆、思维的能力，以及解决实际问题的能力。在整个教学过程中体现以生为本的原则，根据学生的年龄特点和学习水平，进行各种活动，力求做到面向全体，促进全员参与。通过体验学习、小组合作学习等方式使不同层次的学生得到不同程度的发展。

二、教学设计

（一）教学目标：

1.技能目标：

（1）能够了解怎样询问生日、年龄和正确表达生日和年龄。

（2）能用本单元主要句描述过去发生的事情。

2.知识目标：

（1）基本掌握核心词汇When, birthday, autumn, spring, March, September, October,及短语happy birthday. 能说，能简单运用。

（2）句型

When is your birthday?It’s March 12th.

How old are you?I’m eight years old.

（二）教学重点：

1.怎样询问生日、年龄和正确表达自己的生日和年龄。

2.能用本单元主要句型描述过去发生的事情。

（三）教学准备：

课件，电子白板，习题

（四）教学过程：

Step1 Greetings and warm-up

Step2 Set the scene

（1）T: Today is my friend’s birthday. I have a gift for her.

(Ss review and read the word: gift.) Here is a birthday gift. 引入课题,板书课题: birthday.(Ss read and practice the pronunciations).

Let’s sing it!

Ss: Sing a birthday song together, and say “happy birthday” to the friend.

（2）整体感知

Watch the flash and think about the question: Whose birthday is it? (It’s Mocky’s birthday.)

（3）Read the story one sentence by one sentence.

Show the pictures of the four seasons and a calendar, learn spring, autumn, October, September, and October.

（4）Read the story again, and repeat: Today is Mocky’s birthday.

T: When is Mocky’s birthday? How old is Mocky?

Write down the dialogue and read.

（5）Then do the exercise: T or F.

Step3 Paper work:

（1）Show table 1 and fill Mocky’s birthday and age.

Then read the story again and complete the table 1 in groups.

Check the answers.

（2）Show a calendar again, and ask Ss to answer:

When is your birthday? How old are you?(Point at the right picture and talk about it.)

Ask 3 friends about their birthdays, and complete the table 2.

Ask 2-3 to show their table and read the sentences.

Step4 小结: 新单词和句型.

T：Today we learned five new words…

Ss: Spring, autumn, March, September, October.

T: And how to ask and answer your friends’ birthday and age?

Ss: How old are you? I’m … . When is your birthday? It’s … .

Step5 Say Goodbye.

（五）板书设计：

Unit 4 Mocky’s birthday

When is Ken’s birthday? How old is Ken?

It’s March 12th.

He’s 10 years old.

New words:

springMarch

autumnSeptember

October

（六）作业设计:

1.Read the story.

2.Tell your parents your birthday in English.

三、教学反思

“Mocky’s birthday”是小学英语北师大版第九册第四单元的内容。本单元的重点是关于询问及介绍生日，年龄的句型，以及十二个月份的学习。本堂课的教学选择了第一课时，关于课文教学。课文由Mocky看到桌上的礼物，猜测是谁过生日，由此引入关于询问和介绍自己生日和年龄的对话。

在教学中，我利用课件的展示把学生引入到课文的情境中去，由听力练习，到模仿对话，学习单词，再到自读课文，运用对话，由学习到模仿再到运用。

反思这堂课，在前半部分学习新知的环节上，先设计学生整体感知，再由整体到句，词，对新单词的学习采用了随文识字的方法，边听边读边学，分解了课文的难度。学生在学习时也就不会有太难而学不懂的感觉。

总之，课堂是教学的主阵地，是学生展示的舞台。教学要变学生被动学习为主动学习，让他们积极主动参与获取知识的全过程，让他们认识到英语的价值，生活中离不开英语，使他们喜欢英语，乐学英语。

作者简介：

曾丽娜（1981～），女,四川成都人，职称：小学一级教师，学历：本科，主要研究方向：英语。