每个人都曾试图在平淡的学习、工作和生活中写一篇文章。写作是培养人的观察、联想、想象、思维和记忆的重要手段。范文怎么写才能发挥它最大的作用呢？下面我给大家整理了一些优秀范文，希望能够帮助到大家，我们一起来看一看吧。
全英文试讲稿 英语试讲教学设计篇一
【篇1：大学英语教案经典模板】
教 案
practical college english
新认知大学实用英语综合教程
教研室：公共课部 教师姓名：freefishwang
【篇2：英语教案模板】
unit 5 text a
what are friends for? teaching objectives:
by the end of the unit, students will be better able to
tand the varied parts friendship plays in ones life and be better friends themselves;
about 30 new words and 10 new phrases and expreions in brief conversations, translation and preliminary writing tasks;
the subjunctive mood with implied condition in real life communication;
material of a similar topic and degree of difficulty; how to write concisely by avoiding overstated, pompous words and redundant ng methods:
audio lingual method;presentation;discuion;ant/difficult points:
new words and expreions: chat, turtle, model
pick up, happen to, cd player, out of touch, put in perspective, betrayed confidence on the planet, get rid of, in good/bad shape
some sentences in the text are difficult to understand, such as i was thinking about how everybody can’t be every thing to each other, but some people can be something to each other, but some people can be something to each other;wherever, whenever, there’s that spark of recognition;they have beautiful homes filled with special handmade things presented to them by villagers in the remote areas they have visited in their extensive ng procedure:
step g up(30 mints)
1)work in pairs or groups, and discu the following questions.? you have different kinds of friends? how do you claify them?
? is so great about friends?
? what circumstances can one lose a friend?
? it poible to love and hate a friend at the same time? give examples.2)ask students to skim the text for the 8 kinds of friends mentioned in the s/ relative friends/ work friends/ former friends/ friends you love to hate/ hero friends/ new friends 3)introducing the main idea of the article
it is said that friends are the best gift god has given that we have eight kinds of friends from the text, what kind of happine or benefit can each of them bring us? that’s exactly what the text is words and the notes(20 mints)learn new words and expreions of text a
explain some important and difficult words and n.水泥，粘合剂 v 巩固，粘牢
nostalgic a.—nostalgia n.—nostalgically ision n.—subdivide v.—divide rtune a.—(opposite)opportune ble a.—(opposite)visible at the notes on page 116
wink: poet, eayist, and regular commentator on national public radio’ author made up the capitalized expreions in the text such as “faraway friend,” “relative friend,” which would make no sense at all out of context, with the latter in quit doing drugs, you’re not such good friends with your dealer anymore: this is not meant to be taken or sale of illegal drugs can result in long prison points(60 minutes)
? on sb.’ s shoulder: get sympathy from someone when you tell them your problems 向某人诉苦以寻求安慰（或同情）
least she hadn’t cried on his shoulder you ever need a shoulder to cry on, just call me.? return(for sth.): as payment or reward for something作为报答或回报
is always helping people without expecting anything in offer an excellent all-round（全面的，多方面的）education to our return, we expect students to work hard.? hold out through innumerable crises before…: they are always
reliable（可靠的，可信信赖的）and nice when you are in difficult times even though they don’t like what you are doing…? so many family relationships are tinged with guilt and
obligation:
while so many people may feel something of a sense of guilt or
responsibility in dealing with family relationships…? y goip, once an infallible（绝对可靠的）source of
entertainment, soon awkwardly accentuates the distance between you: office chat used to be an effective way of amusement for you;however, it makes you feel uneasy since you do not work together anymore and therefore increases the feeling of distance between you.? friends share certain memories which acquire a nostalgic glow
after about a decade:
memories of your work friends makes you happy after ten years, so you
somehow wish that you could return to those days.? end: a street with no way out at one end or a situation from which no
more progre in poible
realized that the job at which he had been aiming all these years
seemed to him to be a dead thinks they have reached an evolutionary（逐渐发展的，演变的）dead end.? you feel you’ve hit a dead end, come to a confusing fork in the
road, or gotten lost in some cracker-box subdivision of your life:
whenever you feel helple, confused or at a lo（困惑的，不知所措的）in the complicated journey of your life…notice that “cracker-box division” is not a general expreion, but is rather made up by the r: 薄脆饼干；咸饼干 sth.: formal owning or having obtained something from somewhere 占有（或拥有）某物
was found in poeion of stolen did the painting come into your poeion(=how did you get it)? ? death: informal used to emphasize that a feeling or emotion is very strong
? be bored / scared / frightened death
she was scared to death of what might happen next.i’ m absolutely sick to death of it(=very angry, bored, or unhappy about something).? bore / scare / love dy to death
he drove at a speed which frightened leonora to used to worry me to death.? me/you sick: spoken a)make you feel very angry
like you make me sick!
b)indicate a feeling of jealousy—used humorously
make me sick with your “expenses paid” holidays!
? er, whenever, there’s that spark of recognition（认识）:
when you meet a “new friend” for the first time you instantly feel a connection with each nt(5 minutes)
the article repeatedly and try to remember the new words and expreions in text a
the study and practice on page teaching plan of unit 5 what are friends for?(college english 2)english department sun xiaofang
【篇3：全英文英语阅读课教案模板】
阅读课教案
school__ number3 middle school____junior or senior section _junior__ cla ____3____ grade _1_______
size ______45__ time_40_______date __2009-12-28____ materials __go for it______type of leon _reading ____ contents: lary: some nouns about furniture and some daily use things: table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, prepositions of place: on, in, under
ure: where is(where’s)…?
it is(it’s)in/on/under…
where are…?
they are(they’re)in/on/under… where’s/where’re…?
i don’t it /are they on/in/under… ?
no, it isn’t./they aren’t./ yes, it is./they are.3.1)dialogue: where’s the bag?
i don’t it on the dreer?
no, it isn’ are my books?
i don’t they on the bed?
no, they’re not.2)writing: ask, gue and write objectives:
ctional objectives(language knowledge and language skills)
1)to promote students’ vocabulary development(table, bed, dreer，bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.…)
2)to promote students’ reading skills a)prediction b)skimming
3)to promote students’ oral english
4)to develop students’ writing skill ional objectives(affect, learning strategy and cultural awarene)
1)to develop students’ ability to communicate with others to get information
2)to build students’ confidence
3)to make students learn to cooperate with others al objectives:
1)to develop teacher’s ability of claroom management focal points: a: the nouns.b: prepositions of place c: where-question and
d: answers to “is the… in/on/under the …?”；
difficult points: a: use the prepositions to describe position of things
b: use the where-question and is it-/are they-question to ask things’ position
aids: ppt, blackboard, chalk … procedures and time allotment
g students ready for learning(mins)1)greetings: good morning everyone!2)routine task: duty report
on: use some pictures to review the vocabulary(table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in, under)and sentence structure:
where is(where’s)…?
it is(it’s)in/on/under
where are…?
they are(they’re)in/on/under… -reading :
step1: vocabulary and some phrases learning
task: look at the conversation between them and gue the meaning of the sentences in red.(using the conversation between liu qian and a xin to show those phrases to the students in order to learn them by the context;because the sentence structure in the conversation is those they have learnt)
(… mins)
此步骤包括词汇、语法教学等 -reading -reading
(… mins)
1)oral work 2)written work g homework
1)conclusion: a: vocabulary
b: sentence patterns: where is(where’s)…?
it is(it’s)in/on/under…
where are…?
they are(they’re)in/on/under…
where’s/where’re…?
i don’t it /are they on/in/under… ?
no, it isn’t./they aren’t./ yes, it is./they are.2)homework: ask, gue and write
let your partner to ask as well as gue where your things are in your down your conversation by using the following sentence patterns:
a: where’s/where’re your…? b: you can gue.a: i don’t it /are they on/in/under… ?
b: no, it isn’t./they aren’, it is./they are.…
self-evaluation
全英文试讲稿 英语试讲教学设计篇二
小学英语全英文试讲 小学英语说课万能模板
导读：就爱阅读网友为您分享以下“小学英语说课万能模板”资讯，希望对您有所帮助，感谢您对的支持!小学英语说课稿
尊敬的各位评委老师 大家上午好：
我是英语组号，我今天说课的题目是——（板书：课题）如：unit 1 i like football.下面我将从以下四个方面进行说课：说教材、说教学目标、说教学重难点、说教法和学法、说教学程序（板书黑板）。（可适当加手势、眼神、动作）五个方面来对本课作具体的阐述。结合教材的重难点以及学科的特点，利用多种教学方法，在愉快轻松的气氛中进行教学，从视、听、说等方面使学生得到了语言的训练，提高了学生学习英语的兴趣。
我从下面先说一下第一方面： 一、说教材 1.教材的地位及作用
《 》是科普版小学四年级下册第单元的第篇课文，本课重点围绕学生对几种体育运动是否喜爱这个题材开展多种教学活动，通过学习句型 i like „i don’t like „，让学生能够用英语表达出自己的思想和感受。它是整个模块的重点，占有很重要的地位，它为后两个单元的学习奠定了基础。2.教学目标
知识目标：学习掌握单词 g exercise，学习运用句型 i like „i don’t like „。能力目标：培养学生运用英语的能力。
德育目标：教育学生热爱体育运动，勤于体育锻炼。确立教学目标的依据：根据《英语新课程标准》的要求，小学阶段的英语课主要是激发学生学习英语的兴趣；培养学生对英语学习的积极态度，使他们建立学习英语的自信心；培养学生一定的语感和良好的语音、语调，为英语的进一步学习打下基础。3.教学的重点与难点
教学重点：能听说单词 g exercise，运用句型 i
like „i don’t like „。教学难点：灵活运用句型 i
like „i don’t like „。确立教学重难点的依据：根据《英语新课程标准》的要求以及本课在教材中所处的地位和作用。4.教材处理
根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况，首先给学生创设学习英语的氛围，使学生感到身临其境；其次激发学生学习英语的兴趣，使学生在一系列的活动中，掌握知识；最后通过做游戏对学生所学的知识进行训练，从而达到巩固知识的目的。
二、说教法
为了顺利完成教学目标，更好地突出重点，突破难点，按照学生的认识规律，我采用全身发应法、情景假设法、直观演示法、交际法、游戏法相结合的方法。兴趣是学生最好的老师，小学低年级英语更注重趣味教学，在课堂上适当运用全身发应法、游戏法，激发学生学习英语的兴趣，进而促使学生由兴趣发展到产生要学好它的志趣。教师通过创设情景，把学生带到了体育课堂，鼓励学生多开口，用英语表达自己的思想和感受。儿童的心理特点是活泼、好奇，同时又很好动，所以我把重点单词和句型编成韵律诗，它节奏感强，朗朗上口，很适合低年级学生的“口味”。在调动学生积极性和主动性方面，我采用了游戏法，让全班 参与其中，形成师生互动，提高教学效果。
三、说学法
苏霍姆林斯基说过：“人的内心有一种根深蒂固的需要——总感到自己是一个发现者、研究者、探询者。在儿童的精神世界中，这种需要特别强烈。”在课堂中运用多种方法促使学生多听、多读、多说，形成自主、探究性学习，学生在互动、交流的活动中建立起自信，享受到学习的快乐，得到相关的知识，培养学生对英语运用的实践能力，让他们成为学习的主人。
四、说程序（很重要）
合理安排教学程序是教学成功的关键，针对学生的认识状况及本课教材的特点，我安排了以下几个教学环节： 第一环节：热身运动
热身是课堂教学重要的形式之一。首先，我以一首“stand up”热身，轻松的歌曲可以缓减学生课前的紧张情绪，再次do the action:;
;.有节奏地吟诵，加上相应的动作和表情，为接下来的课堂营造了浓烈氛围。第二环节：师生问候
师生间亲切的问候，建立了和谐、民主的课堂气氛，因此我采用唱歌的形式： t：hello, hello, how are you? s：i’m fine ,i’m fine ,and hello to you.第三环节：启发诱导，教学新知 1.新课导入
根据本课教学内容的特点，我特地穿上运动装，引出运动主题；接着课件展示李铁、姚明、王楠、熊猫盼盼，引出本课重点词汇。同时，渗透情感教育：热爱体育运动，加强体育锻炼。2.教授新知 首先 词汇教学
我运用实物、图片、表情、动作模仿等直观法教学单词。教读时，配上相应的动作或表情，采用全身反应法，让学生动起来，融入动脑、动口、动手的英语学习中。之后，我还设计了找卡片、变脸两个游戏，用于巩固单词。游戏教学即能使学生乐于参与其中，在玩中学，在学中玩，又能巩固知识，使学生学得愉快，老师教得轻松。其次 句型教学
我根据本课单词的特点和所准备的实物和图片，采用了情景假设法：我们正在上体育课，有四种运动 g exercise，让你选出自己喜欢的一种，同时，也告诉大家相比之下你不喜欢的那种。用i like „i don’t like „句型说出，可以出示相应的实物或图片，也可以配上动作，再加上丰富的表情。之后，我设计了滚雪球游戏来操练句型，比如：football，like football，i like football.3.巩固新知
根据小学生认知的规律及活泼好动的天性，我自编了一首韵律诗用于巩固重点词汇和句型： football，football，i like football;basketbal, basketbal, i like basketbal;table tennis, table tennis, i don’t like table tennis;morning exercise，morning exercise，go,go,go!吟诵时，采用全身反应法，即调动了学生积极性，活跃了课堂气氛，又提高了教学效率。4.小结
提出问题：这节课同学们学到了什么？让学生分小组讨论，派代表发言。我采用的这个质疑法，不仅充分 体现了学生的自主能动性，还培养了他们的归纳小结能力和团结协作精神。
第四环节：板书设计（写到黑板上）
我采用归纳法，将重点词汇和句型都展示出来，加上简洁明了的简笔画，使学生一目了然。football i like
i don’t like basketball table tennis morning exercise 百度搜索“就爱阅读”,专业资料,生活学习,尽在就爱阅读网,您的在线图书馆
全英文试讲稿 英语试讲教学设计篇三
instructional design ound information content: section a, unit 5, jefc teacher: chen jie description of students: 40 students in junior/primary/senior 1, 15 boys and 25 girls leon duration: 40 minutes time & date: 8:20—9:00am, tuesday, 29th april, 2014 ng contents:
topic: asking the words: face, hand, ….new patterns: could you tell me how to get to the post office? 按照听、读、说、写的内容分开写，然后要功能与话题。
ng key points and difficulties:
teaching key points:
teaching difficulties: ng objectives: dge objectives by the end of the leon, students should be able to: …… y objectives by the end of the leon, students should be able to ……
s/morality/attitude….students learn to be good listeners while the others are ng aids:
tapes, ohp, chalk, ng model /method • ppp • three stages • five-step teaching method • audio-lingual method, etc.• 语法课见第七单元
• 每节课选用一个
style of the leon: • reading
• reading and writing • reading and talking • listening and talking • listening and speaking • grammar • exercises vng procedure(s):要分配时间到每一步，总共四十分钟
step -in/warm-up/revision step tation step ce/pair work, etc step tion step idation/feedback step y step rk 以上每步不超过八分钟，呈现新内容不超过五分钟，而且中间可以灵活增加。
每一步都要说明设计意图，原因，师生双方的活动内容。
tion:
（to be done after cla.）oard design’
全英文试讲稿 英语试讲教学设计篇四
全英文幼儿园英语教案【篇1：幼儿园英语教案】
幼儿园英语教案-好吃的水果
一、活动内容：《好吃的水果》
二、活动目的：
1、在游戏中学习英语单词，如：apple、banana、orange、pear、grape、peach等等。
2、初步运用 “i love you的句型。
三、活动准备：
准备各种水果（实物）、水果小粘贴、水果卡片、多媒体。
四、活动过程：
（一）：导入
1.热身活动：播放歌曲《apple i love you 》
2讨论a讨论今天（或最近）大家都吃些了什么？ b讨论各自最喜欢吃的食物，水果等
3．老师拿出装有水果的袋子让小朋友们猜“老师今天给大家带来了什么？”来激发幼儿对英语活动的兴趣。打一两个水果谜语，提示小朋友老师今天带来的是水果。例如：弯弯的月牙小小的船，小小船儿两头尖。（香蕉）藤挂珍珠一串串，酸甜红紫惹人馋（葡萄）
今天我给大家带来了很多好吃的水果，表现好的小朋友可以分到哦！让我们大家一起学英语，吃水果好吗？
（二）：呈现
1 出示ppt，学习水果单词。
例如t： what’s this ？ s：it’s an apple。
t；very good！appleapple i love you。
（三）练习
小朋友和老师一起念顺口溜，复习刚才学过的英语水果单词好吗
（1）例如韵律：apple apple 红苹果 peach peach甜桃子pear pear
大黄梨orange orange 甜桔子 banana banana黄香蕉grape grape 酸葡萄(哎呦酸死我了)
（四）玩游戏 通过游戏让幼儿加强巩固对新水果的认识。1游戏一快速说单词
“现在我们来玩个游戏，让我们看看大屏幕上闪出的是什么水果，用英语大声说出来，比赛听听谁说得既准确有好听。”
（小朋友可真厉害，说得又快又好的可以得到小粘贴）2游戏二 找朋友
准备：闪卡 玩法：教师将闪卡贴在幼儿身体任何部位，幼儿根据教师说的单词将闪卡碰在一起。例如教师说apple,两名幼儿则移动身体将apple,.这2张卡片面对面贴在一起。注意
事项：将卡片贴于手、脚、屁股部位，可增加游戏的趣味性。
（贴对了的小朋友，可以得到小粘贴）3游戏三 水果蹲
准备：单词闪卡 玩法：按照单词数选出同样数目的幼儿到台前来，教师发给他们一人一张闪卡，然后教师先任意选一张开始游戏，如教师说：“apple”,拿apple闪卡的幼儿就要“apple down, apple down , apple down then banana down”并做蹲的动作，接下来由banana做同样的动作并制定下一个蹲的幼儿。
（做对了的小朋友得到小粘贴）4 游戏四摸水果、闻水果、吃水果
要求：在吃水果之前必须上前来。老师用红领巾蒙住小朋友的眼，小朋友摸一摸，闻一闻，说出这种水果的名称之后才可以带回座位，过会儿和同组小朋友分享。
（五）结束
1 sing a song 跟着视频唱歌并做动作（详见视频）2在歌曲中，在吃水果中结束活动。
【篇2：幼儿英语教案模板】
教学案例：
课程内容：what’s this? it’s a pencil-case/ a pencil/ a pen/ an eraser/ a ruler.班级：中班
教学目标：
语言目标：能熟练运用句型what’s this? 提问，并用it’s …… 回答。
情感态度目标：能主动、快乐地学习，并积极地参加游戏，使are you sleeping 和longdon
bridge成为课堂热身与练习巩固的指令和通用形式。
行为养成目标：在游戏中懂得团队合作的重要性。
教学准备：一个魔法袋，5样文具，若干个竹圈。教学重点：认识5个文具单词 pencil-case/ pencil/ pen/ eraser/ ruler。
会用what’s this? 提问，并用it’s …… 回答。
教学难点：能根据方位的改变，在游戏中理解what’s this? 的意思，并用it’s …… 回
答，拓展所学知识。
教学过程：
step 1 warm-up
game1: are you sleeping?
teacher(站在门口)：please, sleep.(头侧向左边，双手左侧合十，闭上眼睛).close your
you ready? ok, sing a song with me.歌曲：are you sleeping?
当集体唱到 morning bells are -dong-ding时，老师敲三下桌子，学生睁
开眼睛，当集体再次唱到morning bells are -dong-ding时，学
生端坐好。
step 2 presentation 介绍 game 2: a magic bag
老师：i have a magic , gue, ’s in it?(走到一名学生面前)look, touch it and ’s this?
(若学生回答正确，就把文具暂时奖励给他)yes, great!here you are.(直到所有的玩具
都奖励完为止)
step 3 practice练习
game 3: listen and find
老师：now, let’s listen and find who is speaking?
请一名学生背对着大家，拿文具的五个小朋友在原地一次说：i’m a pencil-case/ a pencil/ a pen/ an eraser/ a ruler.背对着大家的学生再到教室里把五个文具和他们的主人找到。
依次请学生来这样找文具。
step 4 production生产制作产品 game 4: london bridge 集体复习儿歌 london bridge 之后，老师将5种文具带在身边，和一名小朋友手拉手举过头顶当小桥，再请其他小朋友排成长队从小桥下经过。
老师：are you ready? let’s bridge is falling down…… 音乐随时停下来，当音乐停下来时，小桥落下。
老师：ok, answer my question.（举起一样文具）what’s this? 被拦住的小朋友回答，如果没有回答正确，则替换老师下来当小桥，继续游戏。
step 5: extension扩展 game5: ring-to
摆好文具，画好投掷的起点线。小朋友的圈圈住了文具，并正确回答老师提出的问题，就可以领走该文具作为奖品。
小朋友投中后，老师（指着远处）问：what’s that?
小朋友回答正确后，老师（指着近处）问：what’s this?
小朋友回答正确后，老师发奖品予以表扬。
【篇3：幼儿英语公开课教案模板】
★ 幼儿公开课模版 ★公开课前教师要提前20—30分钟到教室，和学生做一下简单的沟通。教师可以问：你叫什么呀？在哪上学？以前有没有学过英语？喜欢干什么啊？是嘛，太棒了***老师也喜欢这个??提前混个脸熟.消除陌生感。part1-cla routine：greetings
课堂内容：t：it’s timefor our , baby!stand up!attention!one two!when i say attention!you should say one two!ok? ok!t: attention!:one two!
(我们运用全英教学，让孩子们养成用英文思维的习惯，注意老师在说这些话时要用眼神和动作来引导孩子！老师说attention , 引导孩子说onetwo.注意：这一环节要操练两到三次,让孩子养成惯性。第一遍老师要带小朋友读 one two!)
t:great!you are super stars, right? when i say super star!you should say ”go go go”.t:super star!:go go go!
(让小朋友说go go go的时候跳起来!)
t: yes, wonderful!praise: wonderful, yeah!yeah!yeaht: sit downplease!
t：hello, baby!i am ***.follow me.(老师领读自己的名字，注意及时奖励．这一环节老师要用眼神和动作引导孩子们说hello **.)：** t: ok!one more time.t: good!**，**，**，i’m **.i’m ? : **.t: hello, baby!: hello, **!
t: ** will sing a song for lala(13531).look at me, chua chua chua.t: hello, baby.i’m a little ’s sing little pigs
t: little pigs oink oink oink?(老师每次在唱歌之前都要唱(13531)老师说look at me,引导孩子们说 chua chua chua.习惯的养成.教师出示小猪手偶,要求生动有趣诙谐.然后领唱《little pigs》老师在展示时一定要注意与孩子眼神的交流,并且要富有童趣,动作一定要可爱)
t: now,stand up please,show me your hands follow me.(在教孩子做时动作要慢一些)
s: learn to sing.(老师带着小朋友作分解动作连起来作两遍,第一遍速度要慢,第二遍正常速度.老师要带着小朋友一起快速的)t: praise: wonderful,yeah!yeah!yeah!
t: now stand upand face to ’s sing it again!
t: wonderful!let’s sing it quickly!part2-fresh english
t: do you still remember how to sayhello to *** hello baby!: hello,***！
now, show me your hands!（挥手）let’s see who is the best one!“hello baby!” “hello！” ??
(老师一定要先和小朋友打招呼，老师可以跳起来和小朋友打招呼,比比谁跳的高,来活跃气氛。)
:(do gestures)hello, ***!
t: so good, a sticker for , baby!注意及时奖励 :(do gestures)
t sings: jeie will sing a song for baby hello baby hello hello jeie hello jeie hellohello hello.(注意老师唱歌是与孩子眼神的交流)
t:ok now show me your hands and let’s sing it together.: hello, ****!
t: pretty ’s sing it again.:(sing it.)
t: well , look！(show the card or the picture of a family to the student)
(关于家庭的照片老师可以从网上下载爸爸妈妈宝宝的照片,也可以下载比较有象征意义的卡通片。)
t points the baby and say: look!a baby!and this is ? : mummy.t: yes, !follow me do it like this.t: mummy,mummy,mummy.[game: i say u do] : mummy,mummy,mummy(do the action)t: and that is ?(daddy)
t: daddy, daddy, daddy.[game: i say u do] : daddy, daddy, daddy.(do the action)t: ok, i do you say.t: praise: wonderful!yeah!yeah!yeah!t: ***will sing a song for you(13531)t: [带妈妈的头饰] hello baby!: hello mummy!
t: [让一个小男孩带头饰和胡子] say hello baby!: hello daddy!
t shows the pictures of daddy or mummy, let practice hello daddy andmummy!
t: wonderful!yeah!yeah!yeah!part3-fairy tale
t: one two three : four!孩子们课堂常规的养成 t: look at me!chua chua chua!
老师放蛋糕,苹果,香蕉等食物在讲台上，并将老鼠和猫的手偶准备好！
老师演示：一只老鼠鬼鬼祟祟的出来找食物，然后发现了那块蛋糕，马上上去吃，发出吵闹的声音。这时猫发现了，大叫一声。cat：meow！mouse: cat!run！run!run!
利用手偶进行funny phonics t: meow meow cat(fellow me)
t: 带老鼠的头饰mouse s: 带上猫的头饰 cat cat: meow!mouse: run!run!run!
: cat －meow！mouse: run!run!run!(请不同的小朋友扮演猫,输入run run run)run funny phonics game：wood man game：role play
1s: cat ‘meow!’
t : mice “cat!run!run!run!”
: mouse “cat!run!run!run!”
t: look, i have a big hammer, you are cat cat.老师那气锤把小朋友从中间分开,cat 1:cat cat cat.t:you are mouse mouse.2:mouse mouse !
2: cat run run run.操练两到三遍
t: praise!wonderful wonderful yeah yeah yeah.t: now are cat!cat cat cat.2: cat cat cat.t: you are mouse!mouse mouse mouse.1: mouse mouse mouse.1: meow!
2: cat!run run run!
t: greet!clap your hands.t: now who wants to be the cat/ mouse?
s1: meow!s2: cat, run run run!(老师请两到三组小朋友自己上讲台拿着手偶表演)
ending：t: wonderful！yeah!yeah!yeah!
let’s sing a song“walking walking walkingwalking run run run,run run run!meow meow meow ?? run run run!” attention!
: one two!part4-closuret: ok, well done.
全英文试讲稿 英语试讲教学设计篇五
中学英语教案模板全英文范文
unit 16 leon 63
hello, i’m very pleased to have an opportunity to talk about some of my teaching topic is life in the oceans taken from leon 63 of unit 16 in sefc（2）.it is made up of four 1 my understanding of this leon
the analysis of the teaching material：
this leon is a reading plays a very important part in the english teaching of this 62 and leon 63 are a whole studying leon 63, ss can improve their reading ability, learn more about the sea and the life in the the same time, we should get the students to understand some difficult sentences to comprehend the paage ss should do some listening, speaking and writing, course, the ss should receive some moral the ss understand the sea better, love the sea and save the sea and the life of the ng aims：
dge aim： understand the main idea of the y aim： retell the text in their own nal aim： make the ss love the life of the sea and do something to stop it being points / teaching important points：
how to understand the text ng difficult points：
your own words to retell the the pollution of the sea and how to save the ing about the ss：
ss have known something about the sea and sea life through the internet and other ways.y are lack of don’t often use english to expre themselves and communicate with ss are not active in the cla because they are afraid of making 2 my teaching theories, methods and aids
before dealing with this leon, i’ll do my best to carry out the following theories： make the ss the real masters in cla while the teacher himself acts as director； combine the language structures with the language functions;let the students receive some moral education while they are learning the english ng method：
double activities teaching method
question-and-answer activity teaching method
watch-and-listen activity
free discuion method
pair work or individual work method
teaching aids：
1.a projector
2.a tape recorder
edia
blackboard
part ng steps / procedures
i have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading entire steps are：
greetings, revision, lead-in and preparation for reading, fast reading（scanning）, listening, intensive reading, preparation for details of the text, consolidation, discuion, homework
step 1 greetings
greet the whole cla as on
students some questions to revise the last leon（show them on the screen）. much salt do the oceans contain per thousand parts of water?（35 parts of salt.3.5% by weight）
is coral? why are corals not found in deep water?
is the dead sea called the dead sea?
the homework（made a survey about the sea or sea life by surfing the internet or asking for help from other people）.through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new -in and preparation for reading
show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, antarctica, huge whale, sperm whale, squid and so e： arouse the students’ interest of in new subject： life in the reading
read the paage as quickly as they can.i show the questions on the screen and let them get the main idea of each paragraph：
can living things live in such oceans around the antarctica?
does the whale feed on?
is the difference between the sperm whale and other whales?
method： read the text individually, use question—and—answer e： improve the students’ reading tand the general idea of each ing（book closed）
to the tape then do an exercise（wb page 90, part 1）
or false exercise.（on the screen）
train the ss’ listening ability and prepare for later ive reading
read the paage carefully again and answer some detailed questions on the much does a whale eat at a time?
all the whales feed on small fish?
deep can a sperm whale dive?
it is also called depth reading or study means reading for detailed e： further understand the text（train further reading ability）to find out some different sentences and details of the ation for details of the text on the screen
1….its heart slows to half its normal become / make slower.2….using sound wave
present participle used as e e a time： each time
to a length of…purpose： train the ss’ ability of understanding and using idation
out the topic the paage according to the topic e： i want to know if my students understand the whole text really and if they master what i mean to tell them in this ’s more, i want to let them have the ability of introducing and analyzing the same time, i will write down the topic sentences on the blackboard according to what the students find, so they can retell it on
show them some pictures about the polluted sea and many living things which are in danger and ask them： what are their opinions about it? in order to let them have free choice, i give them another topic： the sea is being should they do?
purpose： i mean to give them emotional education.i give them multi-media pictures to arouse their interest of study and their love for life.i mean to make them realize： the sea is in danger!
i teach them to do their best to help it and do something from now ne should do something to love and protect our rk
write an article saving the sea.i want to improve the ability of their the same time, train the ability of do-it-yourself and looking up the information by oard design
unit 16 leon 63
topic sentences：
living things can live in antarctica.（what）
whale feeds on small fish.（what）
sperm whale feeds on squid.（difference）
discuion：
whales are in ’s your opinion about it?
sea is being should we do?
in my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text this text, the design is not easy to write.i write the topic sentences on the blackboard in order to tell the students that this is of the importance in this discuion is of the difficulty.i want to make the design inductive, instructive and artistic.
全英文试讲稿 英语试讲教学设计篇六
模板：
teaching aims（教学目标）
1 knowledge objects: make students read the important words and sentences
2 ability objects: make students master the grammar in the text________
3 moral objects:improve the interests in studying english and_________ teaching important points（教学重点）
words：___________ ___________ ___________
sentences：_______________________________________
________________________________________ teaching difficult points（教学难点）master the grammar use the words in their lives ____________________ teaching aids（教具）
cards、projectors _________ __________ ________ teaching procedure：（教学过程）step1 leading-in step 2 __________……..step n homework blackboard design（板书设计）
(一)形式
教案是教学设计的文字体现，有相对的格式与要求。教案的格式主要包括文字叙述式、表格式两种。
1.文字叙述式
这是一种基本上全部以文字形式呈现出来的教案形式，在日常教学的应用最为广泛。
2.表格式
这是一种经常出现的教案形式，一般有学校发给教师。
(二)主要内容
上课的重要依据，通常包括：班级、学科、课题、上课时间、课的类型、教学方法、教学目的、教学内容、课的进程和时间分配等。有的还列有教具和现 代化教学手段(如电影、投影、录像、录音等)的使用、作业题、板书设计和课后自我反思与评价等项目。由于学科和教材的性质﹑教学目的和课的类型不同，教学 设计不必具有固定的形式。
1.基本内容
(1)课题(说明本课名称)。
(2)教学目标(或称教学要求，说明本课所要完成的教学任务)。
(3)课型(说明属新授课，还是复习课)。
(4)课时(说明属第几课时)。
(5)教学重点(说明本课所必须解决的关键性问题)。
(6)教学难点(说明本课学习时易产生困难和障碍的知识点)。
(7)教具(或称教具准备，说明辅助教学手段使用的工具)
(8)教学过程(或称课堂结构，说明教学进行的内容、方法步骤)。
(9)作业处理(说明如何布置书面或口头作业)。
(10)板书设计(说明上课时准备写在黑板上的内容)。
2.教学过程的步骤
书写过程中，教学过程是关键，它包括以下几个步骤。
(1)导入新课
①设计新颖活泼，精当概括。
②怎样进行，复习哪些内容?
③提问哪些学生，需用多少时间等。
(2)讲授新课
①针对不同教学内容，选择不同的教学方法。
②怎样提出问题，如何逐步启发、诱导?
③教师该怎么教、学生该怎么学?详细步骤安排，需用时间。
(3)巩固练习
练习设计精巧，有层次、有坡度、有密度。
(4)归纳小结
怎样进行，是教师还是学生归纳?
(5)作业安排
①布置哪些内容?要考虑知识拓展性、能力性。
②需不需要提示或解释。
(三)主要作用：
1.教学活动的依据
教学过程是由教师的教和学生的学所组成的双边活动过程。如果不认真做教学设计,教学过程中必然目标模糊,心中无数,要求不当,随心所欲，而最终无法取得好的教学效果。
2.有利于教学水平的提高
在这个过程中,教师不仅要研究教材的知识体系、学生学习教材的状况(接受水平、心理特点和思维规律),而且要按照课程标准的精神,分析教材的编 写意图和教材特点,分析教材的知识结构、体系和深广度,特别是要以整体为背景,分析各部分教材的特点,明确教材的要求,教材的重点难点,分析知识的价值功 能,酝酿设计教学过程,确定教学方法。教学水平的提高,在很大程度上取决于对教材的钻研。
1.一般现在时 the present tense
2.一般过去时 the past tense
3.一般将来时 the future tense
4.一般过去将来时 the past future tense
5.现在进行时 the present continuous tense
6.过去进行时 the past continuous tense
7.将来进行时 the future continuous tense
8.过去将来进行时 the past future continuous tense
9.现在完成时 the present perfect tense
10.过去完成时 the past perfect tense
11.将来完成时 the future perfect tense
12.过去将来完成时 the past future perfect tense
13.现在完成进行时 the present perfect continuous tense
14.过去完成进行时 the past perfect continuous tense
15.将来完成进行时 the future perfect continuous tense
16.过去将来完成进行时 the past future perfect continuous tense -up ins!goodmorning,boysandgirls!sitdown,please!dgirl,areyouhappytoday?imhappy,anenglishsongtogether,ok?whatsyourfavouriteseason?clapyourhands,!wonderful!tation letslearn sandgirls,asonisitnow?yes,?ne,!thispicture!whatseasonisit?why?ne,od!er,er,inter,icanskate,me,ikesummer,ikewinter,pring,ng,anttrees,er,ican….inwinter,ican..,icanalso….inspring,ican…,andicanalso….great!ed?llright?allofyouhavedoneagoodjob!groupwork asonisitnow?yes,pring,outyou?whatwouldyouliketodo?idliketo….uldyouliketodo?pleaseworkingroups,ready?whowantstobethereporter?you,ful!idation dgirls,areyouhappythiscla?letsplayagueinggame,ok?iwantoneofyoutocomehereandactthephrases,theotheraythephrasewithican…oridliketo…forexample,….areyouclear?letbegin!,continuethisgameaftercla,ok? e,everyone!thankyouforlistening
全英文试讲稿 英语试讲教学设计篇七
高一英语写作课教案
一、课题（topic）:看图书面表达（writing a story）
二、学科（subject）：英语
三、课时（academic hour）：1课时
四、任课教师（teacher）：欧阳纯
五、时间（date）：2011年7月16日
六、教学目标（teaching aim）：
1、教会学生如何用英语描写一个过去的故事。
2、让同学们了解书面表达的写作方法和注意事项。
3、教会同学篇章结构、句子构成、短语的使用和单词拼写等多方面内容。
七、教学重点（key points）:
1、看图书面表达的特点。（the characteristics of written expreion.）
2、引导学生仔细观察所给图片，掌握故事的中心意思。确定出描述图画所需的中心词，并由词成句，由句成文。并将联想到的单词、例句等展现给学生。对文章结构、段落、格式等进行修改，实现用词准确，行文流畅。（observe the picture→central idea→important words and sentences→structure, paragraphs, formats）
3、看图书面表达的写作方法和注意事项。（writing methods and precautions）
4、给出一些看图书面表达的经典开头语、衔接语和结束语。（claic opening words , interface language and conclusions.）
八、教学方法（teaching methods）：讨论法、提问法
九、教学步骤（teaching procedure）：
1、指出看图书面表达的特点（point out the characteristics of written expreion）：
①
观察要有顺序，从整体到局部，或从上到下，从外到里，从左到右。（sequential observation）
②
方位词很重要。（the position of the word）③
特点描写。（characteristics described）④
寄情于物。（focus on the material）
⑤
适合运用多种修辞手法。（use rhetorical devices ,such as metaphor and personification.）
2、给出具体的图片，对图片进行分析，经过讨论指出故事的中心思想。（give a specific picture and analysis the out the central idea of the story by discuion.）
① the picture: are fleeing sand because they cut down all people from dunes ② the right picture: people have planted many trees and
the sand has retreated.③ central idea: trees play an important part in water and
soil should realize the important relation between human and nature.3、给出联想到的单词和例句，并将其一一展现给学生。并指出文章应该要注意的结构、段落和格式。（give the words and sentences that aociated with, and unfold them to es should pay attention to structure, paragraphs and）
①
中心词：沙丘（sand dune）；进（advance）；退（retreat）；
水土保持（water and soil conservation）；生态平衡（the balance of nature）②
例句：
is shown in the pictures，trees play an important part in water and soil never too late to sly, it is high time that we took some measures to solve the ingly, i recommend that some measures be taken.③
文章结构可采取分——总式结构，先叙述图画的内容，再
总结图画所要表达的中心思想。段落格式可采用三段式，先描写图画内容，人们滥伐森林，造成水土流失，导致沙 丘、沙尘暴的产生，人们重新植树，有效抵制沙丘的进攻； 再议论图画所暗示的深刻含义，呼吁人们重视生态平衡。
4、指出看图书面表达的写作方法和注意事项。（point out the writing methods and precautions of plug-in written expreion.）
① 认真审题，确定时态人称
时态：故事性文章一般用过去时，其中表达感受时可用现在时。
说明性或议论性文章一般用现在时，举例时可用过去时。
根据题目要求也会出现时态的交错使用，如过去和现在的对比等。
如果句中出现了时间状语，时态则要遵循时间状语。
如ago，last…——过去时；next，in…——将来时等。
人称：注意在句子中人称的统一。
例如：thanks to the teachers, we have improved our english.其中we和our就是人称的统一。
② 找全信息点，紧扣主题，突出重点
切忌只看图片中的信息点，一定要挖掘深层次的信息点。根据 题目，可适当增加合理内容。特别注意文章要有开头和结尾。③ 成文时表述正确，文字流畅
切忌与汉语提示的一一对应，使用所学表达方法将语义表达出 来即可。首先考虑句子结构(如主谓宾，主系表等)。同时注意 短语的正确使用和单词的拼写，最好使用课本上学过的短语和 句式。④ 文章结构清晰，重点句型出彩，可使文章在得分上提高一个档
次。考虑文章的篇章结构，使用适当的连接短语，使文章结构 紧凑。
常用连接词：
a.表文章结构顺序：first of all，firstly/first，secondly/second…and then，finally，in the end，at last b.表并列补充关系的：what’s more，besides，moreover，furthermore，inaddition c.表转折对比关系的：however，on the contrary，but although+clause(从句)，in spite of+n/doing
on the one hand…on the other hand…
some…，while others…
d.表因果关系的：because，as,so，thus，therefore，as a result e.表换一种方式表达：in other words
f.表进行举例说明：for example，句子;for instance，句子;such as+n/doing g.表陈述事实：in fact h.表达自己观点：as far as i know，in my opinion i.表总结：in short，in a word，in conclusion，in summary ⑤ 认真检查，检查信息点是否全面，时态、人称是否一致，句子
结构是否清晰，短语使用、单词拼写是否准确等。检查后，将 草稿誊写在纸上，请注意按结构分段，书写清晰。下面列举一些在检查中可发现的错误： live more and more comfortable.改正：comfortably(副词修饰动词) can get many informations by reading newspapers.改正：much information(不可数名词由much修饰) has many programs in tv.改正：there are many programs on tv.(there be句型和介词短语)d.i think ride a bike can keep our health.改正：i think riding a bike can keep us healthy.(动名词作主语)
5、给出一些经典开头语、衔接语和结束语。（give some claic opening words, interface language and conclusions.）
①
开头语（opening words）：
day / the other day / a couple of days ago / while he was…,he.. the picture，we can see …. is shown / indicated in the picture, …
is a funny and instructive the picture, a young man …
can learn from the picture that … picture shows that… ② 衔接语（interface language）： we all know,… is known to all,… is well know that… my opinion,…
far as i am concerned,…
sight reminds me of something in my daily life….②
结束语（conclusions）：
picture sets me thinking deeply…
seeing the picture ,i was greatly shocked by … is really an unforgettable day … conclusion/brief/short/a word,… the whole…
lly speaking,… has been stated…
十、巩固（consolidation）: 总结写此类看图书面表达的思路：掌握全文中心——确定 图画的中心词——由词成句——由句成文——修改篇章结 构。
十一、范文（model eay）: as is shown in the pictures，trees play an important part in water and soil the left picture，people are fleeing from sand dunes because they cut down all the right picture，people have planted many trees and the sand has should realize the important relation between human and we continue to destroy forests，destroy the balance of nature，the real victims will be us never too late to suffering from sand storms，people have now realized the importance of trees in water and soil are planting more and more trees to fight against the greedy desert.十
二、作业（homework）:
根据给出的这幅图画，写一篇不少于120字的作文。