英语教学设计投稿模板

---Title: [Lesson Title]Subject: English Language ArtsGrade Level: [Grade Level]Duration: [Duration (e.g., 45 minutes, 1 hour)]Teaching Objectives:- Knowledge and Skills:- Students will be able to understand and use [specific grammar structures or vocabulary].- Students will be able to listen to and interpret [specific types of texts or audio materials].- Students will be able to read and analyze [specific literary works or texts].- Students will be able to write [specific types of compositions or reports].- Attitudes and Values:- Students will develop an appreciation for [specific cultural or historical context].- Students will understand the importance of [specific social or ethical issues].- Students will practice respect for diversity and different perspectives.- Process and Product:- Students will engage in collaborative learning and problem-solving activities.- Students will develop critical thinking and analytical skills.- Students will demonstrate their learning through [specific assessments or projects].Materials:- Textbooks or handouts- Whiteboard or projector- Audio/visual materials (videos, podcasts, etc.)- Computers or tablets- Handouts or worksheets- Writing materials (pens, paper, etc.)Preparation:- Ensure all materials are ready and organized.- Familiarize yourself with the lesson content and any technical aspects.- Prepare any additional resources or activities that may be needed.- Set up the classroom environment to facilitate the learning process.Introduction (5 minutes):- Begin with a brief review of previous lesson material to activateprior knowledge.- Introduce the new lesson topic with a relevant hook (e.g., a question, a short video clip, or a real-life scenario).- Explain the objectives and structure of the lesson clearly to the students.Main Activity (20-25 minutes):- Engage Students:- Use a variety of activities to engage students in the learning process (e.g., group discussions, pair work, role-plays).- Incorporate interactive elements such as games or technology-based tasks.- Demonstrate Skills:- Provide explicit instruction on the target language features or skills.- Use examples and models to illustrate the correct usage.- Practice and Application:- Have students practice the new skills in controlled activities.- Provide opportunities for students to apply their knowledge in real or simulated contexts.- Assessment:- Monitor student progress during activities and provide immediate feedback.- Use formative assessments to check understanding and adjust instruction as needed.Conclusion (5-10 minutes):- Summarize the key points of the lesson.- Encourage students to reflect on what they have learned and how it relates to their own lives.- Provide any additional resources or homework assignments for further practice.Assessment:- Formative Assessment:- Observe student participation and engagement.- Use informal checks-for-understanding (e.g., exit tickets, short quizzes).- Provide individual or group feedback during and after activities.- Summative Assessment:- Assign a written or oral assignment that reflects the learning objectives.- Use quizzes, tests, presentations, or projects to assess students' overall understanding.Reflection:- After the lesson, reflect on what worked well and what could be improved.- Consider how the lesson objectives were met and whether the students were able to achieve the desired learning outcomes.- Make notes for future lessons or modifications to the current lesson plan.---This template is designed to be flexible and adaptable to various teaching contexts and objectives. It ensures that the lesson is well-structured, student-centered, and focused on achieving the intended learning outcomes.。

英语教学教案模板英文版（10篇）英语优秀教学设计篇一英语优秀教学设计篇二英语教案篇三标准英语教案篇十课前预备1、教学挂图。

2、教学投影片。

3、教学录音磁带。

4.6个地点场所的图片及单词卡片（师生各自预备）。

5、第25课交通工具及交通设施图片及单词卡片（师生各自预备）。

6、嬉戏用汽车站牌、交通工具头饰、售票员胸牌、乘车票等。

教学内容A Look, listen and talk.1、本局部利用图画引入单词。

2、学生通过看、听、说，学习5个地点场所的英文表达。

其中school 和zoo两个单词虽然在以前的学习中接触过，但是并未作为正式的单词消失过，此次正式列入生词表中，作为生词消失。

3、本局部单词的要求是：学生能将单词的音和相应的图形联系起来，并能看图用英文说出单词。

4、本局部学习内容的难点如下：(1)book store词组中失去爆破的读音；（2）地点及场所单词词义的识别。

5、初步练习用“Where are you going? Im going to.。

.。

”语句，询问某人要去哪儿和表达自己要去的地方。

6、初步练习询问某人乘坐什么交通工具并能答复。

7、本局部重点学习地点及场所单词的音、形、义/对语句的学习仅要求能初步感知，在B局部教学中应留意进展语句的稳固练习。

8、本局部能够涉及到的复习内容是：询问某物在哪儿的语句及表示方位的词。

此项复习内容为第27课学习指路和问路做了铺垫。

B Lets play and say.1、本局部的学习内容是学生通过嬉戏的方式进展模拟角色表演。

2、学生通过用语言做事情，娴熟把握所学地点场所的单词和询问某人要去哪儿的问答语。

3、本局部有一首关于开着车去某地方的。

歌曲，此歌曲协作学生模拟活动，不要求学生会唱，可以在今后的复习稳固中要求学生逐步学会此歌曲。

教学建议1、学生在学习新内容之前，教师应帮忙学生对第25课的学习内容进展复习。

2、教师出示教学挂图，请学生看图并听录音。

英语教案模板（一）：一、教学资料：module 9 happy brithday unit 1 can i some soup sweets？二、教学目标认知目标1、巩固掌握食物类词汇。

2、掌握句型“can i have some soupsweetsbread?”本事目标能运用“can i have some??。

？”询问他人自我是否能够得到某种食物，并掌握回答：yes， you cansorry， you can′t情感目标让学生经过对课文资料的表演，增强学习的信心，调动学生的学习兴趣。

三、教学重难点重点能用句型“can i have some??。

？””询问他人自我是否能够得到某种食物，并掌握回答：yes， you cansorry， you can′t。

难点句型运用中，与can you??？句型混淆。

第一课时四、教学设计 step1 warming(热身活动)1。

师生互相问好，教师询问是否有人当天过生日或是最近过生日 2。

播放录音，全班跟着齐唱英文歌曲’happy birthday to you【设计意图】利用歌曲激发学生的学习兴趣，活跃课堂气氛，同时也拉近了师生的距离，促进了师生的交流。

step2 revision and presentation（新课呈现）1。

教师告诉学生amy 生日快到了，大家友什么计划为她开一个生日party，事先要准备party上的食物，请同学们帮忙准备一下，在事先准备好的白纸上画出认为party所需准备的食物。

2。

教师请学生说出画的是什么食物，多学生语音进行纠正。

3。

教师告诉学生：ms smart要为amy准备的食物没有那么多，只需要soup(汤)， sweets （糖果），bread（面包），biscuit(饼干)，cake(面包)，fruit （水果），请画有其中之一种食物的学生举手示意。

4。

教师逐一出示soup， sweets， bread， biscuit，cake， fruit 六幅图片并教学生读。

英文教学设计模板及案例Template for English Teaching Design:Title: [Title of the Lesson]Level: [Level of the students]Time: [Duration of the lesson]Objective: [Objective of the lesson]1. Warm-up activity- Start the class with a short warm-up activity to engage students and review previous learning. For example, a quick vocabulary game or a discussion about a relevant topic.2. Introduction- Introduce the topic or language point of the day through a short video, picture, or real-life example. Set the context and make it relatable to the students.3. Presentation- Present the new language point or topic to the students using various techniques such as flashcards, gestures, or role-play. Provide clear explanations, models, and examples to ensure understanding.4. Practice- Engage students in practice activities to reinforce the new language or topic. These could include individual, pair, or group activities such as fill-in-the-blanks, completing sentences, or creating dialogues.5. Production- Provide opportunities for students to produce the language or demonstrate their understanding. This could be through discussions, debates, writing tasks, or presentations.6. Feedback and correction- Provide constructive feedback and correction throughout the lesson and at the end of activities. Encourage students to self-correct and peer-correct to foster independent learning.7. Wrap-up activity- End the lesson with a fun and interactive activity to reinforce the learning and bring closure to the topic. This could be a game, a quiz, or a short reflection activity.8. Homework- Assign relevant homework tasks that consolidate the learning from the lesson. This could include worksheet exercises, reading assignments, or online practice.Sample Lesson:Title: Describing PeopleLevel: IntermediateTime: 60 minutesObjective: By the end of the lesson, students will be able to accurately describe physical appearance and personality.1. Warm-up activity- Play a short video clip or show pictures of different celebrities and ask students to describe their physical appearance and speculate on their personality.2. Introduction- Introduce the topic of describing people by showing pictures of a famous person and asking students to describe their appearance and personality based on the picture.3. Presentation- Present adjectives to describe physical appearance and personality through flashcards or pictures. Provide clear explanations, drill pronunciation, and give examples of usage.4. Practice- Pair up students and provide them with a set of pictures of different people. Students take turns describing the physical appearance and personality of the person in the picture to their partner.5. Production- Divide the class into small groups and assign each group a celebrity or a person from a picture. Students in each group discuss and create a detailed description of the person, including physical appearance and personality, and present it to the class.6. Feedback and correction- Provide feedback and correction on students' descriptions during the production activity. Encourage self-correction and peer-correction.7. Wrap-up activity- Play a game such as "Guess Who?" where students have to guess aperson based on the description given by their classmates.8. Homework- Assign students to write a short paragraph describing a friend or a family member, focusing on physical appearance and personality.。

初中英语教学设计的标准格式范文Title: Standard Format of Designing Junior High School English TeachingIntroduction:In the realm of education, designing effective English teaching strategies for junior high school students is crucial. A well-thought-out plan not only ensures effective learning outcomes but also engages students in meaningful ways. In this article, we will discuss the standard format for designing junior high school English teaching.I. Objectives of English Teaching:1. To develop students' language skills, including listening, speaking, reading, and writing.2. To improve students' vocabulary and grammar.3. To cultivate students' critical thinking skills.4. To enhance students' cross-cultural understanding.II. Curriculum Design:1. Identify the curriculum content based on the national educational standards.2. Break down the curriculum content into manageable units, such as themes or topics.3. Plan lesson sequences to ensure a coherent and progressive learning experience.4. Incorporate diverse teaching materials, including textbooks, audiovisual aids, and online resources.III. Lesson Planning:1. Include clear learning objectives for each lesson.2. Plan engaging activities to facilitate students' participation.3. Integrate various teaching methods, such as group work, pair work, and discussions.4. Allocate time for formative assessments to monitor students' progress.IV. Assessment:1. Design assessments that align with the learning objectives.2. Include a mix of formative and summative assessments.3. Provide timely feedback to students to support their learning.4. Use assessment data to inform teaching practices and adjust the curriculum as needed.V. Classroom Management:1. Create a positive and inclusive learning environment.2. Establish clear expectations for student behavior.3. Utilize effective classroom management strategies to address disruptions.4. Foster a sense of community and collaboration among students.Conclusion:Designing effective English teaching for junior high school students requires careful planning and implementation. By following the standard format outlined in this article, educators can create engaging and meaningful learning experiences for their students. Ultimately, the goal is to equip students with the language skills and critical thinking abilities they need to succeed in an increasingly globalized world.。

英语小学教学设计模板范文English: In this English primary school teaching design, I will focus on the theme of "My Family". I will start by introducing the vocabulary related to family members such as parents, siblings, grandparents, and so on. I will then use various activities and games to help students remember and understand the new words. For example, I will ask students to bring in a family photo and take turns introducing their family members in English. I will also incorporate interactive group activities where students can ask each other questions about their families using the newly learned vocabulary. I will then move on to teaching simple sentences and conversation patterns related to talking about one's family, and I will encourage students to practice speaking with their peers. To wrap up the lesson, I will assign a fun and creative homework assignment where students create a family tree and write a short description of each family member in English.中文翻译: 在这个英语小学教学设计中，我将聚焦于“我的家庭”的主题。

英语教案范文模板5篇Title: English Lesson Plan Template 1: Reading Comprehension。

Objective:Students will be able to demonstrate their understanding of a text through various reading comprehension strategies.Materials:Text for reading comprehension。

Comprehension questions。

Whiteboard and markers。

Warm-up:Begin the lesson by asking students to brainstorm different reading comprehension strategies they have used in the past. Write their responses on the whiteboard.Introduction:Introduce the text that students will be reading for comprehension. Provide background information if necessary and explain the purpose of the reading.Reading:Have students read the text individually or in pairs. Encourage them to use the reading comprehension strategies they brainstormed during the warm-up.Comprehension Questions:After reading, distribute comprehension questions related to the text. Encourage students to answer the questions using evidence from the text.Discussion:Lead a class discussion about the text and the comprehension questions. Encourage students to share their answers and explain their reasoning.Extension Activity:For an extension activity, have students write a short summary of the text or create a visual representation (such as a poster or a drawing) to demonstrate their understanding.Assessment:Assess students' understanding based on their responses to the comprehension questions, their participation in the discussion, and their extension activity.Closure:Conclude the lesson by reviewing the reading comprehension strategies that students used and discussing how they can apply these strategies to other texts.Title: English Lesson Plan Template 2: Vocabulary Building。

英语教学设计模板（汇总8篇）英语教学设计模板第1篇教学目标1.能力目标能听、说、认读一些常见的动物单词cat，dog, monkey, duck, panda, rabbit,并能用英语介绍这些小动物。

能听懂一些简单的指示语，并能按照指令模仿动物做出相应的动作。

2.情感目标培养学生爱护动物、保护动物的意识。

教学重难点能听、说、认读一些常见的动物单词cat，dog, monkey, duck, panda, rabbit,并能用英语介绍这些小动物。

能听懂一些简单的指示语，并能按照指令模仿动物做出相应的动作。

教学工具ppt课件教学过程1.Warm-up(1)Free talk(1分钟)a. ---- Good afternoon, Fangfang.---- Good afternoon, Lanlan.b. ---- Hello, Xiaoling. How are you?---- Hi, I'm fine, thank you. And you?---- Very well, thank you.(2)播放歌曲Teddy Bear(要求学生边拍手边吟唱，营造一个欢乐活泼的英语气氛。

)(1分钟)(3)大小声游戏：rabbit, monkey, panda, zoo(1分钟)教师轻声说一个单词，学生则需大声朗读。

教师大声说，学生则轻声说。

(设计思路：活跃气氛，融洽师生情感，激发学生参与课堂活动的热情，使学生迅速进入英语学习的状态，并帮助学生巩固了上节课的单词。

)2.Presentation教师课前在黑板上用彩色粉笔画一个动物园的图案。

(1)教学ducka.教师画一个duck的简笔画，微笑着问学生：Hello, boys and girls. What's this? Do you know?你们认识它吗?它的叫声是怎样的呢?b.课件出现duck的画面及叫声T: Look at my mouth. d-u-c-k, d-u-c-k (注意元音字母u的发音)然后把图片鸭子贴在黑板上。

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 plannsefc module2 unit reading in teacher:period：period1 type：readingduration: 45minutesteaching ideologythe 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 conditionthe analysis of teaching materialthe 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 conditionthe 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 objectives1. 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 , especially3. affects? ss will realize that and they will concern themselves with the issue of4. cultural awareness? ss will broaden their minds by knowing something about5. learning strategies? ss will cultivate their ability individual learning and cooperative learning by doing someactivities independently and some in groups.? ss will communicate with each other in english while doing the group work.language difficultiesfocuses and anticipatedlanguage focusesthis 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 difficultiesas 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 methodthree-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 aidsmultimedia 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 proceduresstep1. 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. no w, 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 whichis 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.1t: please read para.1 carefully and then take some note about the .para.2-4please 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.5please 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：english2.topic：what’s the highest mountain in the world?3.class：grade 84.the teacher：zhang junli5. type of lesson：new lesson6. theaching hour：one class hour7.teaching aid：multi-media[teaching objectives]1. knowledge objectivenew words : qomolangma,the nile, the caspian sea, the sahara ,square, kilometer ,desert ,populationphrases: 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 objectivelet the students can understand and talk about the topic of geography and natural. master the usage of the comparative and superlative. 3. emotion objectiveto cultivate the students love the nature, make them have the consciousness of protecting the environment.[teaching main and difficult points]1. teaching main pointsuse comparative and superlative forms of adjective and adverbs 2. teaching difficult points1talk 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-in1. watch the photos and talk about them “howbig/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……)。