2021年學(xué)校二班級(jí)英語教案設(shè)計(jì)模板

1、2021年學(xué)校二班級(jí)英語教案設(shè)計(jì)模板 英語課程的訓(xùn)練理念中指出“要面對全體同學(xué)、關(guān)注同學(xué)的情感，營造寬松民主和諧的教學(xué)氛圍，提倡任務(wù)型的教學(xué)途徑。以下是我整理的學(xué)校二班級(jí)英語教案，盼望可以供應(yīng)給大家進(jìn)行參考和借鑒。 學(xué)校二班級(jí)英語教案_一：MainlyRevision Lesson 45 PART 1 Analysis of the Teaching Material (I)STATUS AND FUNCTION 1.This unit is a revison unit, so it covers all communicative language knowledge learned fr

2、om Unit 7 to Unit 11. 2.This lesson is the first one of Unit 12. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit. 3.This lesson is a dialogue about keeping fish. Such topic is related to daily life, so it is helpful to raise learning

3、 interests of students and it will be also helpful to improve their spoken English. (II)TEACHING AIMS AND DEMANDS Knowledge objects 1. To make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this lesson. 2. To give a reinforced practice in the use of the Modal Ver

4、bs and some useful expressions for making suggestions. Ability objects 3. To improve students listening and speaking ability by reading and practising the dialogue. 4. To develop students communicative ability by learning the useful expressions for making suggestions and replying. Moral objects 5. T

5、o enable the students to love life and animals, protect the nature and environment. (III)TEACHING KEY POINTS: 1.To make the Ss grasp and understand the way of making suggestions and reply in daily life. 2.To enable the students to use useful expressions for making suggestion and replying in their ow

6、n dialogues related to the daily life. (IV)TEACHING DIFFICULTIES: 1. The usage of the Modal Verbs ,especially usage for making suggestions. 2. Using the learned phrases and sentence patterns to make suggestions and replying. (V)TEACHING AIDS: Multi-media computer; OHP(overhead projector); tape recor

7、der; software: Powerpoint or Authorware PART 2 Teaching Methods 1Five Steps Approach. 2Communicative Approach. PART 3 Studying Ways 1. Teach the students how to be successful language learners. 2. Teach the students how to master dialogues and how to communicate with others. PART 4 Teaching Procedur

8、e Step 1 Revision Get the students to give some animals names they know by asking the students the following question: Can you give us some names of different animals you know? This step is employed to revise the words related the animals. At the same time draw the students attention to the topic ab

9、out animals. Step 2 Lead-in Sign to the students to be quiet and close their books. Then start a free talk with the students. Use computer to show some pictures of different pets, such as dogs, cats etc. Ask the students several questions about raising pets. These questions are employed to warm up t

10、he students and raise the interests of the students to speak English in class on the topics they like and familiar with. 1.Do you like animals? 2. Do you keep any animals at home? What is it or What are they? 3. Can you explain how you care for them? 4. How do you feed them? Step 3 Dialogue Presenta

11、tion 1. The first listening After the teachers brief introduction to the dialogue about keeping fish. Then ask the students to listen to the tape of the dialogue with their books closed. After listening to the dialogue, ask the students to answer two simple questions focusing on the general idea of

12、the dialogue. This step is employed to make the student get the general idea of the dialogue as a whole one. At the same time let the students have a chance to practise their listening ability. Questions : 1.Where will such dialogue happen in your opinion? 2.What are they mainly talking about? 2.Sec

13、ond listening This time ask the students to listen to the tape carefully with their books open. After listening, ask the students some questions focusing on the details of the dialogue. In the meanwhile, deal with some language points raised by the students or appearing in the questions. Questions:

14、(Show the questions and answers on the screen using computer) 1. What does Kate want to do ? 2. Where would Kate keep them at first? 3. What does LiQun advise her to do? 4. What size tank should she get? 5. What should Kate put in the tank? 6. Why should Kate put a few large rocks in the tanks? 7. W

15、hy should Kate put some underwater plans in the tank? Language points: (Show them on the screen using computer) a. the other day = a few days ago b They dont get enough air: With a bowl, only a small surface area of the water is in contact with the air. So the water does not receive enough oxygen. c

16、 30 cm by 30 cm by 50 cm. We describe two-dimensional and three-dimensional measurements using the word by. So the length of the tank is 50 cm, and the width and height both 30 cm. e underwater plants: These plants oxygenate the water and keep it clean. d For one thing = one reason (for putting plan

17、ts in the tank) Step 4 . Dialogue Drill 1.In this step the students are required to practise the dialogue in pairs by reading the dialogue aloud. This step is employed to make the students grasp the useful phrases and sentences pattern for making suggestions and replying on the base of reading the d

18、ialogue fluently. 2.Let the students find out the expressions and sentence patterns for making suggestions and replying in this dialogue , in the meanwhile show these expressions and sentence patterns on the screen by computer one by one. This step is employed to give the students a deep understandi

19、ng of those expressions. Step 5 . Practice (part 2) In fact, this step is intend to deal with the second part of the lesson(part 2). First show the words and phrases given on the screen, using a multi-media computer, then ask the students to make short dialogues with their partners to practise makin

20、g suggestions and replying, using the phrases given in the table of Part2 .Give the students 5 minutes to prepare it. Ask the students to pay particular attention to sentence stress and intonation. At last ask some pairs to act their dialogue out in front of the whole class. This step is employed to

21、 make the students get a further understanding of these expressions. Step 6. Consolidation( Dialogue Production) This step gives the students 5-8minutes to make a similar dialogue using the phrases and sentences patterns learned in this dialogue and everyday life experience according to the given si

22、tuation (show it on the screen using a multi-media computer). After 5-8minutes,ask several pairs to act their dialogue out in front of the other students. At last the teacher give some advice on making such dialogues, in the meanwhile deal with the moral lessons which the students should learn from

23、the dialogue (mainly told the students to love life and animals, protect the nature and environment) . This step is employed to create a language environment for students communication in the class; and to give the students a chance to practise their spoken English under a quasi-communicative situat

24、ion. If the students can finish this task well, they will benefit a lot in their spoken English. Situation:(show it on the screen using computer) One of your classmates wants to keep birds, he/she wants to buy some birds and builds a bird cage as big as 4m by 2m by 2m. he/she would like to ask for y

25、our advice. Now youd like to advise him/her what to do? Step 7. Workbook Finish E_ 1 and 3 orally, left Ex 2 as written work. Ex. 1 revises the Object Clause. When transforming the structures, the students are required to pay attention to the change of t he verb tenses, personal pronouns and word or

26、der. After doing the exercises orally in class. Ex. 2 is a revision of the Modal Verbs and some useful expressions. Let the Ss work in pairs and then check the answers with the whole class. Write down the sentences on the Bb for the Ss to see. Ex. 3 lists pairs of words with somewhat similar pronunc

27、iation but different meaning. Get the Ss to read aloud the words and say what each of them means. Step 8 Homework !.Do Ex 2 in the exercise books. This is used to make the students have a further understand of the modal verbs. 2.Write a short passage about the dialogue learned. This is used to pract

28、ise writing ability of the students. 學(xué)校二班級(jí)英語教案_二：Itsraining 教學(xué)模式 任務(wù)型教學(xué)模式 (Task-based Approach ) 二班級(jí) Grade 2 教學(xué)用具 電腦、錄音機(jī)、卡片 教學(xué)用時(shí) 一課時(shí) 設(shè)計(jì)模式 老師：創(chuàng)設(shè)情景激發(fā)愛好組織活動(dòng)指定目標(biāo) 同學(xué)：溝通探究合作活動(dòng)熬煉力量升華習(xí)慣 教材分析 同學(xué)已學(xué)完了全部字母，一些簡潔的單詞和日常用語，為同學(xué)供應(yīng)“字母-單詞”的復(fù)習(xí)嬉戲素材，鞏固已學(xué)到的學(xué)問從而引出新課.Its raining是新標(biāo)準(zhǔn)英語第一模塊其次單元的內(nèi)容，本單元是圍繞天氣狀況為題材綻開的。在日常生活中，“天氣”與我

29、們親密相關(guān)，如何問答天氣便是本單元所要學(xué)習(xí)的交際用語，是教學(xué)大綱要求把握的重要語言功能項(xiàng)目之一。 同學(xué)分析 本節(jié)課授課的對象是學(xué)校二班級(jí)的同學(xué)，初學(xué)英語的孩子對語言運(yùn)用意識(shí)不強(qiáng)，設(shè)計(jì)一些簡潔的句子進(jìn)行提問，激發(fā)同學(xué)對英語學(xué)習(xí)的愛好。同時(shí)同學(xué)的認(rèn)知水平比較好，能讀出所學(xué)詞語，具有較強(qiáng)的可塑性。 設(shè)計(jì)理念 英語課程的訓(xùn)練理念中指出“要面對全體同學(xué)、關(guān)注同學(xué)的情感，營造寬松民主和諧的教學(xué)氛圍，提倡任務(wù)型的教學(xué)途徑。本節(jié)課就是依據(jù)這些理念進(jìn)行設(shè)計(jì)的，以培育愛好為前提，讓同學(xué)把所學(xué)的學(xué)問運(yùn)用到實(shí)踐當(dāng)中，讓同學(xué)通過感知、體驗(yàn)、實(shí)踐以及合作探究來實(shí)現(xiàn)學(xué)習(xí)目標(biāo)。 教學(xué)目標(biāo) (一)學(xué)問目標(biāo)： 1. 以嬉戲的方式

30、檢驗(yàn)同學(xué)對26個(gè)字母的把握狀況，要求能聽懂及正確識(shí)別。 2. 詞匯: hot, cold, raining, snowing, windy, sunny以及如何問答天氣的交際用語 3. 爭做小小天氣預(yù)報(bào)員。 4. 學(xué)唱英文歌曲 (二)力量目標(biāo)：本節(jié)課通過課堂活動(dòng)，完成了聽、說、讀、寫、唱的技能訓(xùn)練，使同學(xué)通過感知、實(shí)踐、合作 完成任務(wù)，感受勝利，提高語言實(shí)踐運(yùn)用力量。 (三)德育目標(biāo)：通過這節(jié)課讓同學(xué)懂得要愛惜我們四周的環(huán)境，愛惜樹木，從自我做起，愛護(hù)地球漂亮的家園。 (四)情感目標(biāo)：在學(xué)習(xí)中，我留意用法鼓舞性的語言，關(guān)心同學(xué)克服緊急的心理，提高自信念。 教學(xué)重點(diǎn) 詞匯: hot, cold,

31、 raining, snowing, windy, sunny以及如何問答天氣的交際用語 教學(xué)難點(diǎn) 對Whats the weather like?的答語，Its raining. Its snowing也可說成Its rainy. Its snowy. 教學(xué)流程 一.談話引入 1. 鋪墊，學(xué)問回憶 想一想，到現(xiàn)在你學(xué)會(huì)了哪些英語學(xué)問?說說看，比一比誰學(xué)到的多? 2. 激趣，字母嬉戲：創(chuàng)設(shè)情境，發(fā)覺問題 大家學(xué)會(huì)的可真不少!今日，我們就應(yīng)用所學(xué)會(huì)的一些字母做一個(gè)嬉戲，你們喜愛嗎? 老師給每個(gè)同學(xué)發(fā)一張卡片，上面有一些字母，下面同學(xué)們認(rèn)真聽，把老師讀到的字母劃掉，看看你發(fā)覺了什么?每個(gè)小組第一桌

32、的同學(xué)到前邊來做，看哪組分高。 師讀：C、D、I、J、K、M、N、Q、S、U、V、X、Y Now, tell me please. What do you find? 生：單詞flag, go, zoo, bag, pen. 師：OK! You are very clever. 完成的同學(xué)得一朵小紅花。 師：這里有一個(gè)單詞同學(xué)們沒有找到，那就是我們今日學(xué)習(xí)的weather. ( 嬉戲能為學(xué)校生的英語學(xué)習(xí)帶來歡樂，使枯燥、機(jī)械的句型操練變得生動(dòng)，活潑，因此，在教學(xué)過程中，應(yīng)恰當(dāng)?shù)陌焰覒蛞胝n堂，寓教于樂。) 二.利用多媒體學(xué)習(xí)新單詞 1. 練習(xí)生詞的讀音 課前讓同學(xué)查找與天氣有關(guān)的單詞，同學(xué)通過

33、搜索資料提高搜索信息的力量，培育同學(xué)探究力量，然后進(jìn)行六個(gè)單詞的重點(diǎn)學(xué)習(xí),在聽完磁帶后，找同學(xué)讀單詞，訂正他們的發(fā)音。 ( 利用電教多媒體能使課堂更加生動(dòng)，直觀，圖文并茂，使同學(xué)能夠在輕松快樂的氣氛中學(xué)習(xí)。) 2. 交際英語 運(yùn)用What the weather like? 就圖片上的天氣進(jìn)行提問。 ( 英語要作為交際工具來教，也要作為交際工具來學(xué)，做到學(xué)用統(tǒng)一。) 3. 圖片與句子相連接，同學(xué)走到微機(jī)前進(jìn)行連接。 三.爭做小小天氣預(yù)報(bào)員 就各地區(qū)的天氣進(jìn)行預(yù)報(bào)。 ( 愛好是的老師，而愛好來自奇怪，來自體驗(yàn)，供應(yīng)實(shí)踐機(jī)會(huì)，讓他們參加表演，這既符合兒童好動(dòng)、表現(xiàn)欲強(qiáng)的年齡特點(diǎn)，同時(shí)也會(huì)進(jìn)一步加強(qiáng)

34、對所學(xué)學(xué)問的把握。) 四.學(xué)唱歌曲 1. 運(yùn)用肢體語言教同學(xué)詞snoring, bumps his head,確信同學(xué)理解歌曲的意思。 ( 肢體語言，可使同學(xué)在語言和動(dòng)作、表情間建立挺直的聯(lián)系，從而獲得形象的感知，能收到良好的效果。) 2. 建立超連接，運(yùn)用新標(biāo)準(zhǔn)動(dòng)畫光盤教唱歌曲，在演唱中配以相應(yīng)的動(dòng)作，然后小組間綻開競賽，看哪個(gè)小組唱得，為唱得的同學(xué)發(fā)小紅花，并鼓舞他們把新學(xué)的歌曲唱給爸爸媽媽聽。) ( 學(xué)校生性格天真活潑，格外喜愛唱歌，在演唱中配以相應(yīng)的動(dòng)作會(huì)更引起他們的參加和投入，在英語歌曲中學(xué)新詞，既減輕了同學(xué)的心理負(fù)擔(dān)，又能在輕松快樂的氣氛中學(xué)到新學(xué)問。) 五.總結(jié)升華 以沙塵暴為例

35、對同學(xué)進(jìn)行愛惜四周環(huán)境的思想訓(xùn)練，讓我們的天空更藍(lán)。 六.課堂小結(jié) 在活動(dòng)中復(fù)習(xí)鞏固了所學(xué)學(xué)問，把握了如何問答天氣，以及在快樂的氣氛中學(xué)會(huì)了一首英文歌曲，增加了學(xué)英語的自信。 七.課后作業(yè) 1. 觀看本周天氣狀況，進(jìn)行預(yù)報(bào)。 2. 假如你想了解天氣的更多學(xué)問，請同學(xué)們登陸 ,老師信任你肯定會(huì)成為一名杰出的天氣預(yù)報(bào)員。 八.課后反思 本節(jié)課在教學(xué)模式中采納任務(wù)型教學(xué)法，在授課過程中應(yīng)用了嬉戲法，分組合作法、啟發(fā)誘導(dǎo)法，演唱教學(xué)法。教學(xué)設(shè)計(jì)根據(jù)老師：創(chuàng)設(shè)情景激發(fā)愛好組織活動(dòng)指定目標(biāo)同學(xué)：溝通探究合作活動(dòng)熬煉力量升華習(xí)慣，使全體同學(xué)在充分的活動(dòng)中學(xué)到了新的學(xué)問，取得了較好的教學(xué)效果。 九. 板書設(shè)計(jì)

36、 It is raining. Word list: Hot、cold、raining、snowing、windy、sunny Sentences： What is the weather like? It is raining. (snowing、rainy、snowy) 學(xué)校二班級(jí)英語教案_三：Unit6AtaFarm 一、 說教學(xué)內(nèi)容 今日我說課的內(nèi)容是人民訓(xùn)練出版社出版的PEP Primary English Book IV Unit 6 At a Farm.的第一課時(shí),主要學(xué)習(xí)sheep, lamb, goat, cow, horse, hen六個(gè)新詞. 二、 說教材 本節(jié)課是單詞教

37、學(xué)。它是在同學(xué)初步學(xué)習(xí)了句型“How manydo you have?之后進(jìn)行教學(xué)的。通過學(xué)習(xí)新詞，感知句子What are they? They are.How many.為下節(jié)課的教學(xué)打下基礎(chǔ)。本課時(shí)容量大,但難度不大,并受到同學(xué)的寵愛. 三、 說教學(xué)目標(biāo) 英語課程標(biāo)準(zhǔn)指出：激發(fā)和培育同學(xué)學(xué)習(xí)英語的愛好，使同學(xué)樹立自信念，養(yǎng)成良 好的學(xué)習(xí)習(xí)慣和形成有效的學(xué)習(xí)策略，進(jìn)展同學(xué)自主學(xué)習(xí)的力量和合作精神是學(xué)校英語教學(xué)的基本任務(wù)。在仔細(xì)分析教材的基礎(chǔ)上,我針對同學(xué)實(shí)際，將本課時(shí)的教學(xué)目標(biāo)及重,難點(diǎn)確定如下: 1、學(xué)問目標(biāo) (1) 使同學(xué)能聽、說、認(rèn)、讀sheep, lamb, goat, cow,

38、horse, hen等單詞。 (2) 初步感知：“What are they? They are. How many.How many”等句子,同學(xué)能聽懂并理解其意思.。 2、力量目標(biāo)： (1) 能聽懂Lets do中的指令并做出相應(yīng)動(dòng)作.,如Shear a sheep. (2) 能區(qū)分農(nóng)場的動(dòng)物, 培育同學(xué)敏捷運(yùn)用所學(xué)學(xué)問進(jìn)行溝通的力量. 3、情感目標(biāo) (1) 培育同學(xué)留意觀看、仔細(xì)仿照的良好習(xí)慣和主動(dòng)競爭的竟識(shí)。 (2) 激發(fā)同學(xué)學(xué)習(xí)英語的愛好，使同學(xué)樹立學(xué)習(xí)英語的自信念。 (3) 培育同學(xué)的合作溝通力量。 四、 說教學(xué)重點(diǎn) 學(xué)習(xí)新詞sheep, lamb, goat, cow, hors

39、e, hen, 能正確認(rèn)讀.。 五、 說教學(xué)難點(diǎn) 1. 培育同學(xué)合作學(xué)習(xí)的力量.，同時(shí)留意培育同學(xué)學(xué)習(xí)英語的愛好， 樹立自信念。 六、 說教學(xué)預(yù)備 老師預(yù)備新舊單詞卡片、錄音機(jī)、磁帶、流淌小紅旗、寫句子的紙條、掛圖。 七、 說教法、學(xué)法 為了突破這堂課的重、難點(diǎn)，依據(jù)學(xué)校生奇怪、好勝、好動(dòng)、仿照力強(qiáng)、表現(xiàn)欲旺盛等 生理和心理特點(diǎn)，我主要實(shí)行了以任務(wù)型教學(xué)模式為主，以活動(dòng)，合作為主線，讓同學(xué)在老師的指導(dǎo)下，通過感知、體驗(yàn)、實(shí)踐、參加和合作、嬉戲感悟等多法并用的方式組織教學(xué)。徹底轉(zhuǎn)變傳統(tǒng)的“授受”的教學(xué)模式，促進(jìn)語言實(shí)際運(yùn)用力量的提高。八、 說教學(xué)過程 (一)歌曲導(dǎo)入，激發(fā)同學(xué)學(xué)習(xí)的愛好 訓(xùn)練家托爾斯泰說過：“勝利的教學(xué)所必需的不是強(qiáng)制，而是激發(fā)同學(xué)的愛好，愛好是 推動(dòng)同學(xué)學(xué)習(xí)的強(qiáng)大動(dòng)力，是同學(xué)參加教學(xué)活動(dòng)的基礎(chǔ)。激發(fā)同學(xué)參加學(xué)習(xí)的愛好，是新課導(dǎo)入的關(guān)鍵。Well begun, half done. 精彩的課堂開頭，往往給同學(xué)帶來新意、親切的感覺，不僅能使同學(xué)快速地興奮起來，而且還會(huì)使同學(xué)把學(xué)習(xí)當(dāng)成一種自我需要，自然地進(jìn)入學(xué)習(xí)新知的情景。 因此，在熱身的時(shí)候，首先讓同學(xué)分角色演唱歌曲：“Old MacDonald had a farm”，這樣的導(dǎo)入能很快吸引住同學(xué)，同時(shí)還渲染了同學(xué)學(xué)習(xí)英語的良好氣氛。 (二)自由會(huì)話，促進(jìn)語言