实用英语教教案样例【4篇】

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英语优秀教学设计【第一篇】

一、教学目标与要求:

1、能够简单地描述制作某个东西的过程和步骤。

2、培养学生团结协作和动手能力

二、教学向导:

1、语言目标

How do you make a banana milk shake?

Peel three bananas.

Cut up the bananas.

Put the bananas and ice cream in the blender.

Pour the milk into the blender.

Turn on the blender.

Drink the milk shake.

2、学习策略与思维技巧

通过对话练习和对上下文进行逻辑排序巩固所学知识。

通过合作学习，培养学生的动手能力与合作精神。

3、重点词汇

first ， next ， then ， finally ，shake ， milk shake ， blender ， turn on ， cut ， cut up ，peel ， pour ， into ， pour into

4、语言结构

a.巩固祈使句的用法 b. 描述做某件事过程的词: first ， then ， next ， finally

5、语言功能 描述制作食物的过程。

6、跨学科学习 社会实践:制作食物

三、教学方法：

采用多媒体教学， 小组讨论法 ， 实物 操作法

四。Teaching procedures：

Step one. Lead in Unit7 How do you make a banana milk shake? Using “ Did you ever eat dumplings? Did you drink ever fruit juice?” Who makes them for you? Now you should learn to make them by yourself.　Today we are learning to make a milk shake。 It’s a banana milk shake. Let’s learn Unit Seven How do you make a banana milk shake? Section A 1a-1c can teach you how to make a banana milk shake.

Step two. First, we are learning new words. Work in groups to pronounce new words. After students learn to pronounce new words of Section A 1a-1c. The teacher asks a few students to read these words. The teacher teaches students to read them.

Step three. Next, what ingredients do we need? Please look at the MicrosoftPowerPoint4,5,6and7. Read them three times.

Step four. Now we know what we need. Then how to use them. Let’s learn 1a, work in groups to finish the teaching of 1a. Look at the Microsoft PowerPoint10 and check the answers.

Step five 。 Let’s learn 1b to know the correct instructions of how to make a banana milk shake. There are six instructions in making a banana milk shake. Listen to the tape and put the instructions in the correct order. Students look at Picture 3 on Microsoft PowerPoint and check their own answers.

Step six Let’s go over how to make a banana milk shake.

Look at Microsoft PowerPoint10 ，11,12,13,14and15 and read them three times.

Step seven 。 Ask two students make a banana milk shake by themselves, other students look at the pictures16,17,18,19,20and21 to give the instructions and watch the process 。 After the two students make a banana milk shake, ask a few students to taste it and ask “How do you like a banana milk shake? or What do you think of a banana milk shake?”

Step eight Sum up the process of making a banana milk shake.

1、 first ， next ， then ， finally

2、 ingredients: bananas milk ice cream blender

3、 important words: peel cut up put…in/into pour… into turn on drink

4、 总结祈使句

Step nine. Work in groups to write down the process of how to make a banana milk shake on a paper and report their results, finish the teaching of 1c.

Step ten. Homework:

Our parents are busy working hard every day, they are too tired every day. Make a banana milk shake for your parents this weekend, and write down the process in your exercise book.

高中英语教学设计【第二篇】

教学重难点

教学目标（这部分谢3点，按照USE的目标写）

（1）学习建议信的结构、语言。

（2）讨论学校建筑物设计中行走不便的学生的需求。

（3）给校长写一封建议信。

（4）继续培养对残疾人的尊重和关爱意识。

教学过程

Step 1Warming-up and lead-in (5 mins)

（1）导入

用本单元的阅读文Marty’s story来导入，引出残疾人的话题。

T: Hello, class. Inthe last lesson, we learnt Marty’s story. What’s the problem with Marty?

（He has a raremuscle disease.）

Yes, he’sdisabled.

But is Martyleading a miserable life due to his disability?

（No.）

He is leading afulfilling life due to his own efforts. The disabled can live as good andcomfortable a life as we do. But it calls for more efforts.

（2）揭题

教师通过展示我们学校的图片以及通过采访班上一位曾经有行走困难的学生，点出学校有些地方可能对行走困难学生带来不便。然后说明教学目标：阅读一封建议信，讨论学校设施中可以改进的地方，以及写一封给校长的建议信。

T: We are lucky tobe able-bodied and study in such a beautiful school.

But every now andthen, I find such students in our school. What are their problems?

（They havedifficulty walking and they have to move around with walking sticks orwheelchairs.）

T: This is SongYaoguang, our classmate. Yaoguang, what happened to you?

Do you find itdifficult to walk around in our school with a walking stick?

Do you think itnecessary to have our school reconstructed for the students with walkingdifficulty?

（Yes.）

T：If you have some suggestions, you can write asuggestion letter to our headmaster. Have you ever written such a letterbefore?

So in today’slesson, we are going to

1、 read asuggestion letter

2、 discussproblems with the school facilities

3、 write a suggestionletter to the headmaster

2 Reading (15 min)

本课是读写结合的综合语言实践课，遵循USE的模式，即Understanding（理解）→Sharing（分享）→Expressing（表达）的模式。没有优质的输入就没有优质的输出，因此通过阅读建议信来理解建议信的结构、目的和写作手法，是本节课的重要环节，是USE种的第一步U(Understanding)。

（1）学习建议信结构。

建议信是正式信件，学生以前在课堂上没有接触过，因此要点出建议信的结构。

T: This is aletter to an architect. What information can we get in this part?

（receiver’s nameand address.）

What’s this partabout?

(sender’s name /signature)

From these twoparts, we learn that this is a formal letter. So a suggestion letter is aformal letter.

It is the mostimportant part in a suggestion letter, which is called the body.

（2）通过阅读了解主旨大意。

T：The main body can be divided into three parts. What are they?

T: Whats thepurpose of the 1st paragraph?

（To give thearchitect the purpose of writing the letter.）

Whats the purposeof the last paragraph?

（To persuade thearchitect to adopt her suggestions.）

（3）通过阅读学习写建议信策略

建议信的目的是让人接受所给的建议，一要让读者对你的建议一目了然，二要让读者觉得你的建议有道理，乐于接受你给出的建议。因此，通过阅读学习写作策略是非常重要的。

a)数字和斜体的运用

T: Now, let’s cometo the concrete suggestions that Alice has made. How many suggestions doesAlice make?

Why do you thinkthe writer numbered her suggestions and used italics?

（Highlight the key points so as to make iteasier for the readers to remember and understand her suggestions.）

So when you writea suggestion letter, you should number the suggestions and use italics.

b)具体写建议时要结合问题和解决办法

T: We are going tolearn some more writing strategies of writing suggestions.

How should wewrite suggestions? Let’s take a look at the first suggestion, what are theproblems for those who use wheelchair?

（the lifts are atthe back of the cinema in cold, unattractive places. As disabled people have touse the lifts, this makes them feel they are not as important as othercustomers.）

And what is thesuggested solution?

（It would be handyto have lifts to all parts of the cinema. The buttons in the lifts should beeasy for a person in a wheelchair to reach, and the doors be wide enough toenter. ）

From this part, wecan see that a suggestion should consist of two parts, the problem and thesolution.

Let’s see two moreexamples. Find out the problems and suggested solutions in these two parts.

When you writesuggestions yourselves, don’t forget to write both problems and solutions.

c)运用礼貌用语

T: The thirdwriting strategy is about the the language. Suppose you were the architect,which one of these two statements do you prefer?

(Screen) I hopeyou will not mind me writing to ask if you have thought about the needs ofdisabled customers.

You must thinkabout the needs of disabled customers.

Why? （It soundsmore polite and more acceptable.）

Exactly. When youwrite suggestions, you should use some polite forms to encourage the reader totake the ideas seriously and make your suggestions more acceptable.

Now let’s findsome more examples in the text.

(Screen)

It would be handyto have lifts to all parts of the cinema.

It would help tofit sets of earphones to all seats.。.

So I’d like tosuggest that the seats at the back be placed higher than those at the front …

For disabledcustomers it would be more convenient to place the toilets near…

And if the doorscould be opened outwards, disabled customers would be very happy.

I hope mysuggestions will meet with your approval.

Step 3Discussion(8 min)

小组讨论是USE中的第二部S(Sharing)，分享。各学习小组合作学习，讨论学校中哪些地方可能对行走困难学生带来不便，积累写作素材，为下一步的写作做准备。

T: Now let’s comeback to our topic today. Some parts of our school are not suitable for thosewith walking difficulty. Let’s discuss:

1、 What parts ofour school may cause problems for those with walking difficulty?

2、 What are yoursolutions?

Step 4 Writing(15 min)

写作是USE中的第三部E(Expressing)，表达。经过前面的阅读输入，学生们已经基本掌握了建议信的写作手法；通过分享，学生们积累了写作素材；因此，写作部分由学生完成一封给校长的建议信，指出学校设计中的不足。这也是本堂课的最终目标，实现学生从输入到输出的转化。老师在写作后进行必要的指导，指出学生写作中的优点和不足。

Now that we havediscussed the problems and solutions with some school facilities, we can writea suggestion letter to our headmaster. Take out your handouts. The first partand last part are already given to you. What you have to do is write 2-3suggestions on the reconstruction of our school. When writing, do remember towrite both problems and solutions, and use polite forms.

Step 4 Emotionalattitude and values(2 min)

通过本单元Reading和UsingLanguage部分的学习，学生们有了理解、尊重、关心、帮助残疾人的意识，因此在本节课的最后，做一个总结，也是培养学生情感态度价值观的一个环节。

In this unit, wehave learned the difficulty of the disabled and how they face and conquer thedifficulty. But as able-bodies people, just making some suggestions or donatingmoney is far from enough. What else should we do?

( Care aboutdetails in their life.

Don’t look down upon them or laugh at them. )

Accept them as one of us,and invite them to join us in avariety of activities.)

英语教案【第三篇】

活动准备：

1、木偶一个。

2、红苹果、绿橘子、黄香蕉、蓝气球各一个。

3、红、绿、黄、蓝颜色颜料、可乐瓶子两个

活动过程：

一、复习颜色单词，引出活动。

以木偶和幼儿打招呼，复习上次活动单词，并引出新单词。

师：1、“Hello Hello”是谁在和小朋友打招呼啊？（Mary）

2、出示红苹果What’s this?（这是什么？）苹果是什么颜色的呢？用英语怎么说？

3、出示绿橘子What’s this?那这个又是什么颜色的呢？用英语说。

4、小朋友真棒，表扬表扬自己。（Very Very Good）

二、学习新单词。

1、yellow

Mary拿出黄香蕉，What’s this? 它是什么颜色的？黄色的英语叫“yellow”，全体幼儿看着香蕉跟着老师说“yellow”，走一圈请幼儿边摸香蕉边说“yellow”并采用变换高低请幼儿用不同音量读单词。

2、blue

Mary出示蓝气球，What’s this? 它的颜色是什么？蓝色叫“blue”，全体幼儿看着气球跟着老师说“blue”，教师利用吹气球的方式请幼儿根据气球大小用不同音量来读单词，然后再放气慢慢变小来读，可请配班老师帮着吹气球，老师带着幼儿读，注意停顿，并读清楚。

3、分组读单词……

一、活动内容：字母Y，短语Good night

二、活动目标：

1、通过多种游戏形式学习字母Y，知道Y，Y，拉链Y；

Y for yellow,学习短语：Good night.复习Good morning.

2、引导幼儿读准字母单词的发音，培养对英语活动的热情和兴趣。

三、活动准备：

字母Y卡片、带有拉链的衣服、饮料瓶三个（瓶盖涂上黄色颜料）、小扇子（正反面各有太阳和月亮）

四、活动过程：

1、问好：

（1） 师生问好。

（2） 引导幼儿向家长老师们问好。

2、热身：Hands up ， hands down.

3、正课：

（1） 学习字母Y：

让幼儿Close your eyes, 出示字母卡片Y，说明Y很象拉链，引出YY拉链Y，并通过游戏“修拉链”训练幼儿的发音。接着出示黄色饮料，说明Y的好朋友是yellow,通过游戏“变魔术”训练Y for yellow.

（2） 学习短语Good night。

A、 手指游戏：手指变魔术很累了，要睡觉了，跟它们说：“Good night.” 天亮了，要起床了，说：“Good morning.”

英语教案【第四篇】

材料解说

我说的内容是九年义务教育小学英语六年级Book 4 Unit 4 Lesson 19

本课主要围绕询问对方正在干什么以及如何回答的英语表达法。依据小学生英语新课程标准所提出的总目标，根据教材的特点我确定以下教学目标和教学重难点。

模板

1、知识目标

学生能够会说、认读本课对话并能够使用句型：What are you doing? I’m making a model me an egg，please,Give me two apples.

2、能力目标

引导学生积极运用所学英语进行表达与交流，学生的多元化只能在交际活动中得以以体现和发展

3、情感目标

把语言训练融入各种情景之中，学生通过体验，参与活动，学会与他人合作，共同完成学习任务，从而体验成功，培养对语言学习的兴趣。

4教学重难点

重点:1)理解并灵活运用句型What are you doing? I’m…

2)两个祈使句：Pass me an egg，please。

Give me two apples。

难点：knife、scissors、minute的发音。以及长句子：We‘ll go to the lake and try it on the water。

5、教具准备

课件、录音机和磁带，剪刀，小刀，一页纸，图片等

设计方法

基于本课的特点和六年级学生好动，好奇，模仿力强，表现欲旺盛等心理特点，我在教法设想和学法指导上坚持以情景话题为核心，以功能、结构为主线，以任务型活动贯穿教学始终，运用直观教学法，情景教学法，全身反应法等教学方法，帮助学生在视听说读唱玩演等饶有趣味活动中，相互合作，体验参与，自主的、愉快的学习英语，发展能力，维持兴趣。力求做到：“开课能激趣，讲课蕴情趣，练习有兴趣，结束藏意趣”

流程

1、 Warm up

（1） Greetings师生相互问候，帮助学生自然进入英语学习状态

（2） Sing a song and dance: Front,back,right ，left

师生共同唱歌跳舞，既活跃课堂氛围，拉进师生间距离。

2、 Revision

让学生两人一组复习第18课的会话，为下一步学习作了铺垫。

3、 Presentation and drill

1)通过用纸叠船创设情景引出引出句型What am I doing? I’m making a model ship.然后板书，进行操练，通过CAI教学What are you doing? I’m…四幅情景图分别配上I’m watching TV. I’m listening to the radio. I’m talking to a friend. I’m playing with my doll.让学生边看边听边感知，老师在示范并辅以肢体语言，然后让发音准确的学生小老师教读。

继续进行纸叠船创设情景，师说：Who can help me? Pass me the knife，please。板书新单词pass 、knife。Give me two apples。板书新单词give、scissors。然后板书，进行操练，通过CAI教学展示Let‘s practise中的六幅图，让学生造句，加深学生对这两个祈使句的印象。

2)第二步让学生叠纸船。通过学生用纸叠船创设情景引出句子：Can I help you? Can it go on the water?看到学生有叠完船的，老师引出：Wait a minute 。After class。We‘ll go to the lake and try it on the ‘ll show you 。通过学生用纸叠船创设情景这样做也激发了学生的学习兴趣，使学生对本科教学任务有清晰地感知，并产生丰富的想象，带着浓厚的兴趣参与本课的教学中。

4、听音，指图，跟读对话

充分利用教学资源，培养学生听和模仿的能力。以课本为载体，落实教学内容

5、Practice

1)Pair work

同桌操练新授内容并展示，鼓励学生在真实生活情境中使用所学语言进行交流，培养运用英语的能力。

2)Sing a song

把What are you doing? I’m …变成歌曲（曲调同“两只老虎”）

老师先示范唱一遍，然后师生一起唱。以学生耳熟能详的歌曲，调动学生的积极性，能有效的巩固教学内容。

6、Consolidation。

1)、Do workbook。进一步巩固所学知识。

2)、Fun time。学习Look out!告诉学生注意交通安全。

3)、抄写板书四会内容，检查学生的书写以及书写姿势。

1) Listen and repeat。通过回家听录音，复习巩固所学内容。

2)小组合作组织一个新对话。