《英语教学法 》全英文教案

4P导学的课堂 学生创新的天地

----英语4P课堂教学模式初探

文章摘要：

英语“四位一体” 课堂教学方法，也叫“4P”教学法（The English “Four-In –One Class Teaching Method. i.e. 4P’

s Teaching Method ），是包天任教授经过20多年潜心学习、

研究、实践、总结而创立的.是他在学习、借鉴国外“3P”的先进的教学理论和方法，同时又吸收、继承了我国很多教学思想和

教学流派的精华，经过几十年的沉淀、实验、总结、创新，形成的一个大的教学法.

该教学法以“循序渐进、阶段侧重、精讲精练、五技并举”为教学原则。

关键词：英语课堂教学 教学模式 教学法

preparation（准备）,

4P模式 presentation（教学）,

practice （练习）,

production（产出） 英语4P课堂教学模式简介

所谓英语4P课堂教学模式是全国英语“四位一体”教学法的重

要组成部分，是一个以学生为主体，以教师为主导，以活动为主线，以培养学生运用语言能力为目的的教学模式。每个P表示外

语教学的一个阶段，四个阶段互相衔接，可以加快其进程，但不

能跨越其中任何一个阶段。任何一种语言材料教学都必须经过这四个阶段，但这四个阶段并不一定在同一节课上完成，准备阶段

应在课前完成，一节课做不完，可以延伸到课外，这样又和第一阶段循环衔接在一起。

1．准备阶段（Preparation），掌握学习新语言必备的知识，初步了解新知识，为进入呈现阶段打基础。

2．呈现阶段（Presentation），包括复习、引导、示范和操练四个环节，其特点在于促进理解和记忆。

3．练习阶段（Practice），在解释新的语言项目之后进行的旨

在训练语言技能的活动，它包括听、说、读、写、译五项活动。

4．产出阶段（Production），它是学习的重点，是创造性运用

所学知识技能进行交流活动的阶段，它包括产出和接收两大活

第 1 页 共 12 页 大学英语教案模板全英文版（优秀10篇）

英语(英语：English)是一种西日耳曼语支，最早被中世纪的英国使用，并因其广阔的殖民地而成为世界使用面积最广的语言。下面是我辛苦为朋友们带来的10篇《大学英语教案模板全英文版》，希望可以启发、帮助到大朋友、小朋友们。

标准英语教案 篇五英语教案 篇八

一。教学资料

《新课程标准小学英语》book7 leon5 how do you usually go to

school？

二。学生分析

六年级的学生大胆且自立，好奇心重求知欲强，并且爱表现自我。在经过一段时光的师生磨合和配合之后，进入第五课学习时，学生们就基本熟悉了教师的课堂英语。爱玩是孩子的天性，六年级的学生不喜欢机械重复乏味的课堂，他们喜欢在游戏中学习，所以在教学过程中我采用了情景教学和游戏教学的模式，让学生们积极主动地参与到英语学习中。六年级的学生注意力能够集中的时光比较短，借助多媒体手段等激励方式，使学生集中注意力在学习上。六年级的学生喜欢自我表现，采用小组合作的方式完成情景教学，使学生体味团队协作取得成功的喜悦，增强他们学习英语的自信心。

三。教学目标

1、知识目标 第 2 页 共 12 页 a.使学生能熟记bus，car，train，on foot新词汇

b.使学生能熟记用句子how do you usually go to school？i usually go

to school by…？进行对话

2、本事目标

使学生能把学到的知识运用到实际生活中去

3、情感目标

培养学生的自我表达本事和团队合作精神

四。教学重点与难点

1、熟记所学新单词，做到发音准确，拼写正确

2、能过把新单词运用到句型i usually go to school by……？

五。教学方法

1 / 8 十万种考研考证电子书、题库视频学习平台 圣才电子书 第4章 教案设计与书写 TASK 1 Work in groups of 4. Brainstorm why language teachers benefit from proper lesson planning. When you finish, join another group and compare your ideas. Key: Firstly, a clear lesson plan makes the teacher aware of the aims and language contents of the lesson so that they can plan the activities and choose the techniques accordingly. Secondly, it helps teachers distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another. Thirdly, proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions. Fourthly, good planning gives teachers, especially novice teachers, confidence in class. They know what they are going to do next; therefore, they can pay more attention to students’ reaction and performance in class rather than themselves. Fifthly, when planning the lesson, the teacher also becomes aware of the 2 / 8 十万种考研考证电子书、题库视频学习平台 圣才电子书 teaching aids that are needed for the lesson. Last but not least, planning is a good practice and a sign of professionalism. TASK 2 Work in groups of four and discuss what should be included in a good lesson plan. Key: A language lesson plan usually has the following components: background information, teaching aims, language contents and skills, stages and procedures, teaching aids, assignments, and teacher’s after-lesson reflection. TASK 3 Work in pairs and compare the two sets of statements, and decide which set is more suitable for the aims of the lesson and which is not. Why? 3 / 8 十万种考研考证电子书、题库视频学习平台 圣才电子书 Key: The right set is more suitable because they are described in a more concrete and clear way so that teachers can know whether the aim has been achieved at the end of the class. TASK 4 Suppose you are going to teach the following lesson to a group of first-year junior level students. Study the contents carefully and write a few objectives for the lesson. 2. What’s your telephone number? 2.1 Read and complete the ID card. Mrs. Wang: Can I help you? Cathy: Yes, please. I need a student ID. Mrs. Wang: No problem. What’s your last name? Cathy: Brown. Mrs. Wang: What’s your first name? 4 / 8 十万种考研考证电子书、题库视频学习平台 圣才电子书 Cathy: Cathy, Mrs. Wang: What’s your address? Cathy: 45 Pine Road, Beijing. Mrs. Wang: And your phone number? Cathy: 63069816. Mrs. Wang: How old are you? Cathy: I’m thirteen. Here is my photo. Mrs. Wang: Thank you. Here you are, Cathy, Cathy: Thanks. Mrs. Wang. (Taken from Junior English, (2005) Book 11:5) Key: The following objectives may be considered as appropriate for this particular lesson. Different teachers may have different objectives of this activity. It can include some of the following: 1) Students can introduce themselves in English—telling other people about their names, telephone numbers, addresses, and where they are from, etc. 2) Students are able to find out information about other people in English. 3) Students are able to ask other people to clarify if they do not understand. 4) Students can talk confidently and politely with strangers. 5) Students can make an ID card for themselves in English. Among the above objectives, number 1, 2 and 5 are concerned with language skills and functions. Number 3 is concerned with the communicative strategy students need to develop. Number 4 is about developing students’ affective 5 / 8 十万种考研考证电子书、题库视频学习平台 圣才电子书 attitude. For developing the skills and functions, students need to learn the basic vocabulary and structure for expressing the intended meaning. Therefore, the language needed to be learned should be included in the next part of a lesson plan. TASK 5 Work in groups of 4. Study this sample lesson and discuss what language contents and skills are intended and what teaching aims should be achieved. Jefferson Magazine Continuing our series Hamilton: Past and Present, this week we interview Sam Jones, lifelong resident of Hamilton and school janitor at Jefferson Junior High for more than thirty years. JM: Mr. Jones, tell us about how Hamilton was many years ago. Jones: Well, when I was young, the city was quite small but now it is very large. JM: What about the downtown area? Jones: Well, there were the old buildings, of course—the church, the museum, and the town hall—that are still there today. But there weren’t any tall office buildings like now. JM: Were there many cars? Jones: Well, there were some but not like now. There weren’t any traffic problems in the past. JM: And no pollution? Jones: That’s right. There wasn’t any pollution. The city was clean and quiet.

英语教学教案模板英文版优秀5篇

篇一：英语教案 篇一

活动名称：

《H Hat》

活动目标：

1、通过利用各种游戏活动让幼儿反复听、说、读、练，在游戏活动中学习并掌握英语字母：“H”、英语单词：“Hat”的正确发音及译义，理解短语： “Be quiet!Listen。”的实际译义。

2、初步培养幼儿的英语对话能力。

活动准备：准备字母卡、图卡一张，录音机及《阳光幼儿英语》音乐磁带。

活动过程：

1、活动开始，师幼例行问候，引起幼儿英语活动的兴趣，并进行热身运动。

2、创设情景进行英语对话，复习所学过的会话内容，奖励复习出色及有进步的幼儿，并介绍本节课将要学习内容的重点。

3、教授新字母“H”及新单词“Hat”。 （1）教师出示字母娃娃H，让幼儿说出像什么，在拼贴字母的过程中学会字母“H”的正确发音。

（2）教师利用图卡引出“帽子”的英语单词，通过游戏“贴帽子”让幼儿反复练习强化，逐渐掌握单词“Hat”的正确发音及译义。

4、律动教学。教授幼儿短语 “Be quiet!Listen。”的实际译义及相应的动作。

5、教师小结，叮嘱幼儿：“回家要看VCD，回家要听录音机，回家要当Melody！”

篇二：高中英语教学设计 篇二

一、 课程类型：

高三复习课

二、 教学目标：

一) 认知目标

1、句型和语言点（见教学重点）。

2、用所学的知识与伙伴进行交流、沟通，学会改错、写作。

二)情感目标

利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。

三)智力目标 在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮 助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。

三、 教材分析：

这是高三复习阶段的一节写作课。这节书面表达课就从审题谋篇等方面入手来完成教学目的，侧重于引导学生在把握书面表达的写作前准备即谋篇审题能力，使学生在动手写作前迅速构思按照规范的模式来完成谋篇审题：在教学中不仅仅强调写，对于与写作紧密联系的听、说、读、改错都有兼顾。采用任务型教学法和小组合作探究学习法，从而激发学生的学习兴趣，同时也能扩大课堂的语料输入量及学生的语言输出量。