Sample Lesson Plan 教学课程设计

Sample Lesson PlanTeaching Plan for Lesson 1, Unit 3 in Go for it (1A)My name’s Gina.Learning Objectives1. Review 26 English letters & related sounds through ABC Song and spelling English names;2. Learn the English names:Gina, Mary, Jim Alan, Jenny from picture cards, and learn to introduce people (e.g., what’s your / his / her name? My / His / Her name is … / I am …) and greet each other (e.g., Nice to see you. How do y ou do?).3. Practice listening and identifying English names by listening to Conversation (P: 1: 1b & 2a);4. Practice the conversations (1b & 2a) with correct pronunciation & intonation.Teaching ProcedureStage 1 Warm-up & introduction (3 minutes)Step 1 Students sing ABC Song (P. 17: pre-learning part) in chorus (before class).Step 2 T. introduces a new friend “Gina” with a picture and get Ss to say: “Hello! I’m Gina. G-I-N-A, Gina.”/ “What’s your name? I’m Gina.” The new unit is introduced.Stage 2 (Task 1) English names (5 minutes)Step 1 Students listen to the tape (books closed) with picture flash cards and say English names in chorus: “Mary, Jim，Alan, Jenny, Gina” (1 minute);Step 2 Students listen again to write down the names and revise them in groups (2 minutes); Step 3 Groups report & spell names and talk about the things in the picture (1a) (2 minutes). Stage3 (Task 2) Spell your name, please! (8 minutes)Step 1 Students listen to (1b: Conversation 1-3) and number them one by one.Step 2 Students listen once more with books open and say after the tape in chorus to practice pronunciation & intonation with the sentence stress (2 minutes);Step 3 Students do role-play dialogue(1b) in pairs, then exchange the role with their real names, then, talk with another pair in groups of 4 (2 minutes);Step 4 2 pairs from 2 big teams demonstrate how to greet, introduce and spell the English names in front of class, then the class vote for the best pair (2 minutes).Stage 4 (Task 4) Spell your English name, please! (14 minutes)Step 1 Teacher gives 10 learned English names orally:Tony, Jack, Tom, Bob, Eric, Lucy, Helen, Alice, Mary, and Cindy.Students choose the numbered name while listening(each group choose a name for boys & a name for girls) and quickly remember how topronounce their group names (1 minute);Step 2 Students dictate the name they have chosen and revise it if they make errors in groups(3 minutes) then, group representatives (Numbered Head) write their names on Bb; Step 3 Students listen to (2a:Conversation 1-4) and number the conversations and then do role-play dialogue with the new English names. (10 minutes).Stage 5 Summary & Drilling (8 minutes)Step 1 Teacher&students summarize how to introduce & greet in English: (2 minutes).●To introduce oneself (My name is.../ I’m …etc.);●To greet each other (Hi!/ Hello!/ Good morning/ Good afternoon ...etc);●To ask about the name (What’s your/ his/ her name? Excuse me. Are you ...?);Volunteer students give the answers in chorus, and the teacher writes the answers up on the Bb (3 minutes);Step 2 Students say the sentences on Bb in chorus, and pay attention to the pronunciation & intonation with the teachers’ instruction s (2 minutes).Step 4 Teacher deletes the items on the Bb one by one and students speak out the sentences from memory with right pronunciation & intonation. (2 minutes).Step 5 Homework: Complete writing of a dialogue with the new English name students learnt in this lesson:Gina, Mary, Jim Alan, and Jenny and the sentences: “What’s your name?Hello! I’m Mary?”etc. Choose the right name for the boy or girl and be ready to report the name next lesson. (1 minute).Teaching Aids:●The blackboard;●Set of flashcards with 26 letters and picture of the 5 boys & girls;● A picture in 1b;●The recording of conversations and tape playerTeaching Assessment:●Teacher’s English language proficiency, esp. the accuracy/ fluency of languageand the acceptable pronunciation/ intonation;●The design of the tasks for Ss to practice pronunciation & intonation byimitation, repetition, and identification in the speech flow;●Pronunciation practice through English songs or chants;●Numbered heads in group work;●The use of board including board planning the handwriting on Bb.●Title & Topic：My name is Gina (making new friends)●Language goal：Introduce yourself; greet people …；●New words：English names：Gina, Mary, Jim Alan, Jenny, first name, last name,numbers 1-9; phone number, 等共59个，其中人名19个，数词10个，重点词15个(name, nice, meet, my, your, his, her, question, answer, look, first, last, boy, girl clock, ), 复习词(hi, good, morning, I, am, you, are, it, is, what, spell,) 11个。

Sample Lesson Plan: Teaching Writing SEFC Book1BUnit16 Nature Endangered animalsLearning Objectives•Knowledge•Skills•Learning strategies•Affect•Cultural awarenessTeaching methods and Teaching aids:Task-based language Teaching; Process approach to writingMultimedia devicesvideo tapesCAI coursewareTeaching procedureStep 1:Pre-writingActivity 1: Lead-in activityFree talkQuestions:Do you like animals?What animal do you like best?What do you think of…? Why?Do you worry about some animals?Which kind of animals do you worry most? Why are you worried about them? Activity 2: speakingTask 1: List endangered animals. (G1)G1 give a presentation on several species of endangered animals and their characters and living habits using PPT (Giant Pandas, North China Tiger, African Elephant, Dolphin and Gorillas).•self introduction•Dialogue•role play•The students in other groups will add some other endangered animals. The teacher will give the summary and assessment.Teacher’s summaryIt’s true that many kinds of animals are in danger. But why are these animals in danger? Now let’s welcome group two to tell us the reasons for their distinction. Task 2: Tell why some animals are endangered? (G2)•G2 give the presentation on the reasons why some animals are in danger.•Speech•role play•The teacher prepares a clip of video “ICE AGE” in order to guide the students to discuss on the r easons of people’s killing animals.Teacher’s summarySometimes people are really rather cruel. We are killing animals for fur, teeth, meat or skin; for money, even for fun. We kill them to enjoy ourselves, or to show our power.We are not only killing them but also robbing them of their habitats and destroying their homes. Poor animals! Boys and girls, can we do something to help them? Now let’s welcome group 3 to tell us how to prevent them from extinction.Task 3: Ways of helping the endangered animals (G3)S1: Have you ever thought of helping any animals? How can we help them?S2: I think first we must stop killing them. They are lovely and helpless. They have their feelings, just like us, human beings. So please stop killing them.S3: Anybody who kills animals should be punished. So we must ask our government to pass laws. If the laws are carried out well, fewer people will kill animals.S4: We should also stop buying those things made of animal furs, animal teeth or animal skins. Just as I believe: If the buying stops, so will the killings.S5: Maybe we should also take part in the Animal Protection Activities. Just as what we learned from the dialogue in Unit16. Sun Huiling, Peter, Gray and Lynne tried to collect some money for the milu deer in China. Why can’t we?S6: So we can build some nature parks for them.Teacher’s summaryIt’s because of people that the animals are in danger. But also it’s only people who can do something to help them from disappearing.Step 3: WritingWhat’s the polar bear d oing?What’s the dolphin doing?Do you want to help them?Let’s help her write the letter to the Wildlife Fund to call on more people to love them and help them.T: Imagine that you are the dolphin / polar bear, you are writing a letter to the Wildlife Fund to call on more people to love you and help you. In your letter, you must include the following parts:A letter to wildlife fundIntroduce yourselfExplain your problemsWhat’s your hope and worry about human beings.What is the result of losing youBegin like this:Dear Sir, I am a gorilla(猩猩)… hippo..ModelDear Sir,First I want to introduce myself. I am a gorilla(猩猩) a gorilla that enjoyed my life very much in the past. However my happiness was gone when people came to me. One day, I was playing with my sisters and brothers as usual. Suddenly some people came to us. We felt happy because we thought men are our best friends. But to our surprise, they just took out their guns, shot us. Lots of my brothers and sisters were shot dead before we knew what on earth had happened.I was really lucky to escape. After that, I followed them home. Oh, my god. You will never believe it! They were laughing, and shouting with great joy while my sisters and brothers were on the fire, being cooked just for food and fun. We, gorillas, are now coming to disappearing from the world. We are homeless and helpless.I wonder if you, human beings, can do something. Why don’t you build some special places like Nature Parks for us to live in? Why not adopt(认养) the homeless of my brothers and sisters? Why not make people know more about us and understand us better?At last, I want to say: Please! Stop killing us! If not, I dare say: When we, animals, come to an end, then you will too!Students’writings samples-1Dear Sir,I’m a hippo. My name is Sally. I had a charming family. Years before, my peaceful life has gone. There are a lot of people looking for us in order to kill us for something valuable. So we have to move from place to place.Yesterday, my little son Nicky died. Oh, my god! My lovely child! We don’t know what will happen to us tomorrow. Alive or dead? That’s a problem. Why are people so cruel? We are friends, aren’t we?Stop killing, please. Let’s live in peace. Yours,×××Teacher’s SummaryAnimals do have feelings. They are just like us. And everything has its value in nature. We can’t lose them. Human beings, animals and other living things on earth must live in harmony and peace. So please, take care of every animal beside you. Do love them just like you love your family.Home workIf you want to know more about the endangered animals and ways of saving them, you can go to the following websitesJ:\\endangered %20animals.htmJ:\\endangered%20animals\endangered%20Animals.htmJ:\\endangered%20animals\endangered%20animals%20-%20reports.htm Homework assignment1. Write“Teaching objectives”for the writing sample2. Read textbook P213-221Lesson Plan PresentationYou see (show the material), the material is from NSEFC, Module 1, Unit 2, the Reading part. The title of the passage is The Road to Modern English.The topic of the passage is the development and categories of English. For the development, the passage introduces in two clues: space one and time one. Since Para.1 and para.5 both talk about the development under the clue of space, I’ll put them together while teaching. What’s more, Para.3 and para.4 will be taught together, because both talk about the development under the clue of time. What I mentioned above is also the teaching rearrangement. Now, come to my Ss. They are grade 1 in senior high and have learned English for several years, but they are still lack of background knowledge about language itself, such as the development, the reason for it changing over time, etc. W hat’s more, most Ss can not understand the text freely by using different reading skills. According to the analysis above, the language focuses and anticipated difficulties are to understand the text accurately by using different reading skills and to know the English development.As we know, the current theory views reading as an interactive process, which does not only involve the printed page but also the readers’ general knowledge, including about the world and the language. During the process of reading, all these elements interact with and compensate for each other.Based on the understanding of what proccess reading is, an interactive model of teaching reading is adopted. What’s more, I will also adopt the three-stage model, including pre-reading, while-reading and post-reading. As for my teaching aids, multimedia devices and PPT documents will be used.According to the analysis about teaching material, learning condition, and teaching ideology, I set the following learning objectives are to be achieved:Firstly, language skills. Ss can predict the content of the text according to the title and scan for the countries which speak English.Secondly, language knowledge. Ss can know the English development and the reasons for its changing over time. S s can knowwhat is first, second and foreign language. What’s more, Ss can also know the meaning of some language points, such as, rule, at present, be based on, etc. Thirdly, affects. Sscan view a language with an approach of development instead of a static one. Fourthly, learning strategies. Ss can communicate with others politely and fluently in English. The last one: cultural awareness. Ss can know some basic knowledge about the UK’s colonizing. They can also know that the difference between British English and American English will not prevent a good communication. What’s more, know other languages’ influences on English vocabulary.In order to achieve the learning objectives, several activities are designed in three stages. The teaching procedures are as follows:In the pre-reading stage, which will take 9min, I designed 3 activities. Activity 1 contains two steps: step 1 is that Ss look at a photo and guess which language is on it; step 2, guess what some sentences written in old English mean. Activity 2 is predicting, containing two steps: firstly, Ss guess what the word “road” in the title means—it means development. And then predict what the passage talks about. Activity 3 is to anwer questions: 1.how many people are speaking English? 2. How many countries use English as the official language? Acitivy 1 and Activity 2 will arouse Ss’ interests. For Activity 3,compared the answer with those in para.1—about five to seven million people spoke English at the end of the 16th centrry, Ss will become aware that English has been spreading widely in use.Now, let’s come to while-reading stage. It will take 26 min. As I have mentioned in my material analysis, I will teach in this form. For para.1 and 5, which tell English development under the clue of space, I designed 3 activities: firstly, scan forthe English speaking countries; activity 2 is to answer the question: When did English begin to be spoken in many other countries? Why? During these activities, some extensive knowledge will be introduced to Ss, such as basic information about the colonizing of UK, etc. Activity 3 is to match some English words with their origins. Activity 1 will help Ss to understand the paragraph basically and Activity 2 will deepen this understanding. Activity 3 is an extensive activity, which can help Ss further understandthose languages which influence English vocabulary. Now comes to para.3 and para.4, which tell English development under the clue of time, there is one activity to fill in a form which is organized in time order. It aims at helping Ss understand the paragraph logically, which can also lessen Ss’ learning difficulty. During this activity, background knowledge about Shakespeare and Noah Webster will be learnt and what’s more, the language points will also be dealt with. At last, for para2, which is about the difference between British and American English, there is one activity to find the synonyms, which can help Ss know that the difference between British and American English will not prevent a good communication.Now, it’s the post-reading stage. I designed the activity of retelling, which will be in 9 min, I’ll give the following situation to arouse Ss’ interest: suppose you are English language experts, now you’ll give a lecture to introduce English development. In order to lessen Ss’ difficulty, the outline will be given.As for the homework, firstly, it’s to learn more about English language and UK history and secondly, discuss whether globalization will kill the diversity of language.At last, it’s my blackb oard design.On the right, they are the key language points. For the rest part, it’s the outline of the passage.Lesson PlanBackground information:Students: 30 low classmenLesson duration: 45 minsTeaching objectives:By the end of the lesson, students should be able to:1.talk about their fathers fluently in English2.can follow the special VOA talked about the fathers3.can grasp what the test and can do related exercises4.can write a short passage about their fathers5.can get the impression about the word we learnTeaching contents:All about fathers on the textHow much do you know about father?Teaching aids:Tapes, blackboard, chalk, PPT, pictures, white papersType of lesson: vocabulary, speakingTeaching procedures:Step1: background (10mins)a)Warm up: a song : “Father and Son”b)Students can learn the songs and talk about their partners about fathersc)Ask a student to describe his/her fatherd)Introduce Father’s DayStep2: learn the new words (10mins)a)Use pictures and actions to introduce the words.b)Students learn to say the new words by talking to their partnersc)Teacher say one word and student tells the meaning freelyStep3: learn the new lesson (15mins)a)Listen to the tape read the whole passageb)Point out the new word and phrases and give explanationsc)Give the general ideal about the whole passaged)Ask students to do after-lesson exercisesStep4: more practice (10mins)a)List a perfect father in your own wordsb)Ask a boy to display as a father and another student as a child Homework:Write a short passage in English to introduce your father and show it to your fathers in Chinese.Reflections:To be written immediately after the lesson.Unit 16 Scientists at workIntegrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。

八年级英语 (Unit 4)教材依据及简析这份教案的内容是参照译林版牛津初中英语教材8A第四单元wild animals中的Reading有关大熊猫幼仔的早期生活的内容而设计的。

文章第一部分用第一人称的口吻描述作者观察到的大熊猫幼仔的早期生活。

文章的中间叙事风格换成一种较为客观的且更具说服力的语调。

文章第三部分谈论保护大熊猫的大致措施。

Knowledge objectives: 1.To guess the meaning of words from the text .2. To exchange information about pandas . Ability objectives: 1. Can discuss something important about pandasusing the language what we will learn in this class.2. To skim text for overall meaning and scan fordetails.Emotion objective: 1.After learning this lesson, students can be willing toprotect pandas, even other animals.Key points: 1.To guess the meaning of words from the text. 2. To exchange information about pandas.Difficulty point: Can discuss something important about pandas using the language what we will learn in this class.Teaching methods: situational method, practice in group, reading method. Teaching Aids: pandas picture, a recorder, slid show, other wild animals pictures .Teaching proceduresStep1.Warming upGuessing: What is it?It’s a heavy wild animal with thick fur and sharp(锋利的)paws. It can walk upright(竖直地).It is a see animal and looks like a large fish. It is very clever and often plays some games for us in the zoo.It jumps with its body in his pocket. You can see it in Australia.It’s the king of the animal world. It has yellow fur and black strips(条纹)on its bodyStep2;Lead-inWhat is my favorite wild animal?forest reserveBamboo shoots and leavesIts name is Xi Wang. It means “hope”. Step3: ReadingTask1.Listen to the tape of report, answer the following questions1. What did she look like when she was ten days old?2. Is it difficult for giant pandas to survive in the world?Task2. Read the report. Match the main idea.Part one (Line1-14) The problems giant pandas meetPart two (Line15-22) The actions we takePart three (Line 23-30) The growth of Xi WangTask3. Read the report again and find out:1) The weight of Xi WangWhen she was born, she weighed just_________________.At four months, she weighedabout_________________.Eight months later, Sheweighed.2) Things she eatsAt the very beginning, Xi Wang drank her mother’sfor up to a day.When she was six months old,she startedto eat and .When she was old,she had to look after herself.3) The growth of Xi Wanga. She started to look after herself.b. She was about 10 kilograms and started to go outside her home.c. She looked like a white mouse.d .She began to eat bamboo shoots and leaves.e. She weighed 100 grams.f .She weighed 35 kilograms.Task4.Dangers:Task5.Protecting giant pandasActions:Giant pandas are in .we must help them . Hunters should not kill giant pandas for their .We should encourage farmers to the panda reserves.Step4. ExercisesThe story of Xi WangWhen Xi Wang was ,she looked like a little , at four months ,she weighed 10 kgs and went outside her home for the first time. When she was 6 months, she eat bamboo shoots and leaves, she must take care ofwhen she was months old.But it is hard for giant pandas . Because hunters catch them for their fur, and farmers cut down trees and , they have to live. We must take some to protect them. We should build more , and encourage farmers the survives.Step5.DiscussionAll of us know the giant pandas are in danger, now, I want to help them, butI don’t know what to do, who can give me a hand or who wants to help the giant pandas together?Step6.HomeworkRead the report three timesFinish exerciseWrite an article: How to protect wild animals?Writing after teaching:本教案设计在于给学生一个逐步认识大熊猫的过程。

Teaching plan for Lesson 2, Unit 8 Is there a post office near here? J1BBy Group ？Students Analysis:Textbook Analysis:Learning Objectives1. Words and expressions:(1)Review & practice the words of places: post office, restaurant, bank, supermarket, avenue,pay phone, park(2)Learn and practice the prepositions of location: next to, across from, around,between…and, in front of, behind.2. Sentence patterns and the communicative functions:(1) Review and practice the sentence patterns: Is there a post office near here? Yes, there is. It’son Bridge Street./ No, there isn’t. and use them to tell about the locations of buildings.(2) Learn and practice the sentence patterns:Excuse me, w here is the post office? It’s next tothe library. Is there a pay phone near/around here? Yes, it’s between the restaurant and the hospital and use them to ask and tell the way in street.3. Language skills and strategies(1) Listen and identify the locations of places.(2) Scan for the detailed information of the conversation (where and how to go)(3) Practice asking and answering about the locations of the buildings according to the streetmap.(4) Role play the real-life conversation of asking and telling the way in street.4. Significance of learning(1) Be aware of the English way of asking and telling the way politely.(2) Be aware that helping others in need is important and happy.Teaching ProcedureStage 1 (check and revision) Ask & answer about the buildings in 1a(5 minutes) Step 1: T gets Ss to say and write the words of the buildings in 1a.Step 2: T asks the questions about the locations of the buildings in 1a and Ss answer first in chorus, then individually. (T: Is there a hospital near here? Ss: Yes, there is./No, there isn’t. It’s on Bridge Street.)Stage 2 (presentation and oral practice) “Where is the pay phone?”(10 minutes) Step 1 Ss learn how to describe the specific locations of the pay phone in each picture (2a) with prepositions (next to, in front of , between, behind, across from) with T’s help. Step 2 Ss read the six statements and match the locations of the pay phone in the pictures.Step 3 Ss check the answers in pairs, then report the sequence to class.Step 4 Practice: one group asks “Where is the pay phone?”when the teacher points to one picture in 2a, the other groups answer the questions in turn: “The pay phone is…”Stage 3 (practice through listening) Where are the buildings?(10 minutes)Step 1 Ss get familiar with the given words and incomplete sentences 1-6 (2b) with blanks by reading out loud in chorus.Step 2 Ss listen to the conversations (2b) and match the blanks with the propositions in the box.Or Ss fill the right propositions in blanks while listening.Step 3 T & Ss do question & answer while listening to the conversations one by one: T: Where is he/she going?Ss: A police station”.T: How to ask the way?Ss: Excuse me. Is there a / Where is…?T: How to tell the way?Ss:It’s ….Step 4 Ss do pair work: asking and answering about the location of the buildings according to the street map in 1a (2c).A: Excuse me. Where’s the ...?B: It’s next to the ...Stage 4 (helping strangers find the way in the street) Role-play the conversation (10 minutes)Step 1 Task instruction: making a role-play conversation according to the street map of Haikou downtown in pairs (One is a stranger in the neighborhood, the other is a local resident):(1) the first pair is at the post office, and the stranger wants to go to a police station;(2) the second pair is at the pizza restaurant, and the stranger wants to go to a bank;(3) the third pair is at the hospital, the stranger wants to make a phone call;(4) the fourth pair is at the bank, and the stranger wants to eat lunch.Step 2 Groups decide on their favorite situation.Step 3 Ss read the conversation in 2d as suggested by T and get the useful expressions for asking the way and telling the way. T explains some key points in the conversation if necessary.Step 4 Ss practice reading the useful sentences after T.Step 5 Ss make up the role-play conversation in pairs.Step 6 Volunteer pairs perform their conversations in class, other Ss assess the conversations according to the criteria given by T:(1) tell the way correctly;(2) ask and tell the way politely.Stage 5 Summary and homework(5 minutes)Step 1 T guides Ss to summarize the polite way of asking and telling the way.Step 2 T guides Ss to summarize the prepositions used to describe the locations: “on C enter St reet and near/around here” for general location; specific locations “next to, in front of, between, behind, across from” .Step 3 Reinforced practice through translation: T says the sentences in Chinese (银行在医院和邮局中间；酒店在警察局对面等) and Ss say loudly in English.Step 4 Homework: Ss do 3a and 3b.Teaching AidsBlackboard Arrangement。

Sample lesson planBackground information：Students: 40 middle school students ,grade 1Lesson durations:40 minsPeriod FourSection B 3a, 3b, 3c, 4 +self checkⅠ. Teaching aims1.Knowledge①Words: vocation, lying, beach, group, beach, volleyball, surprised, heat, relaxed,winter, scarf, everyone, man②Additional words: sandstorm, typhoon, tsunami(海啸)③Sentence structures: How’s the weather? What’s the weather like? What can we do with this? When is the best time to visit your town/city?2. Ability: Learn about different activities in different weather3. Cultural awareness: Learn to love our nature and protect the environment. Make a donation if possibleⅡImportant points: Use the words, expressions and sentence structures correctly.Ⅲ.Difficult points: Describe the weather in 4 seasons and people’s activities ⅥTeaching proceduresStep1. RevisionShow a weather map of China and get Ss to ask and answer in pairs about the different kinds of weather in some cities.Step2. Presentation1. Ask Ss: How do you know the weather beforehand? Get answers like: From the radio/121/the TV/the mobile phone/the internet.2. Look at a paragraph, and ask Ss to find out what the show is (CCTV’s Around theWorld show) and where the reporter is (in Australia) .Ask them to tell what they know about Australia.3. Ask Ss to work alone. Underline the things that people are doing and circle the words that describe the weather. They may follow the 2 examples have done for them. Check the answers.4. Draw attention to the pictures of France and the descriptions below. Ask Ss to work alone .Have Ss fill in the blanks. Check the answers.Step3. Group working1. In groups of 2, finish 3 in Self check by asking and answering.2. Ss form groups of 4. One of them works for CCTV’s Around the World show. He/She interviews the other 3 Ss what the weather is like in their hometowns and what the people are doing. Then give a report about what he/she has got.3. Make a survey. Find out what activities people will do on certain days.4. Ask all the Ss further: When is the best time to your town/city? Ss may answer like: The best time to visit my town/city is in … because it’s …Step4. ExtensionShow pictures of the nature disasters: sandstorm, typhoon and tsunami(海啸).Tell Ss: If we have such natural disasters, we could not enjoy the lives any longer. But what can we do with this?Collect any possible answers from Ss.Step5. Reinforcement1.北京天气如何？阳光灿烂又暖和！2.Sarah阿姨是个厨师。

Lesson Plan教案Step1（2分钟）Warm-up: 唱学员熟知的歌曲<<Bingo>> （1分钟）由Bingo引导出小故事：Bingo was a dog. He was on thefarm.Yesterday he came to the town. He felt veryhappy.What did he do yesterday? Let’s guess! (1分钟) Step2 (10分钟)Presentation: 1）黑板中间的句型引出过去时：What did he do yesterday?黑板上方有表示过去现在将来的箭头,今天我们要学习的时态是:一般过去时Simple pass tense(表示过去某个时间里发生的动作或状态；过去习惯性、经常性的动作、行为；过去主语所具备的能力和性格都用一般过去时)结构：主语+ 动词过去式（did）+宾语+时间状语 (2分钟) 2）Now every student has different answer.Teacher’ll tell you the truth.老师准备了8句句子让学生翻译：a)Bingo play ed football yesterday.b)Bingo work ed late yesterday.c)Bingo bake d cakes yesterday.d)Bingo dance d yesterday.e)Bingo mop ped the floor yesterday.f)Bingo stop ped two times yesterday.g)Bingo carr ied many books yesterday.. .。

Sample lesson planBackground information：Students: 40 middle school students ,grade 1Lesson durations:40 minsTeaching objectives:By the end of the lesson,students should be able to:1.say in english the names of animal;2.ask and answer the question about why do one loves...;3.know the main feature of animals(pannder,koala,lions,etc. );4.have the sence to protect animals and love the nature; Important points:using why ,when,where to ask questions.Teaching procedures:Step 1.Revision and leading-in (1a)1.Ask students to name as many animals as they can in Englishand discribe each animal in some way.Then show some pictures of animals that they will learn in the text.And ask them to learn how to say.2.Point to the animals one by one,tell them the feature of theanimal and try to remember the name of each animal.Then match the picture to the word.Step 2. Listen and Practice(1b,1c)1.play the recording of conversation 1b ,and chack the animallearnt in 1a.2.Pairwork , work in pairs ,using the given words and thewords in 1a to reproduce the dialog 1c.Step 3. Listening and writing (2a,2b)1.Call attention to the two blank lines on the left in 2a . Play thetape for the students to listen. Let them write the names of the animals .Then chack the answer . Play the recording again and have students match each animal with an adjective an adjective and correct the answers.2.Play the recording for the students and let them complete theconversation base on what have said in the conversition.Step 4. PresentationAsk 2 students to read the conversation in 2c to the class .Let them make a similar conversition.Step 5. Summry1.Review the grammer box and point out the word order usedin questions.2.Point out the words very and kind of , then students to say thedifferent between them.]。

Unit 1 The summer holidays一、教学目标与要求通过本单元教学，使学生运用所学语言，流畅地表达自己对别人的问候，并对别人的问候予以正确应答。

能较为熟练地以书信形式描写自己暑期生活的片段；能运用特殊疑问句就自己感兴趣的内容，与同学进行对话。

能针对第三课的练习，整理出相关的疑问句，并将答案以书面形式组织成一篇６０字词左右的短文。

二、教学重点与难点１重点词汇introduce ;Practice; go on doing; result; as a result; in one's opinion; general idea; employ; regards ２重要句型1)so+be/have 助动词/情态动词+主语2)sometimes we go on working after dark by the lights of our tractors.3) I’m quite good/not good at... 4) I enjoy... 5) I prefer...to...３语法复习特殊疑问句:1) Who is that boy over there? 2) What do you know about Bob White? 3) Which school did he go to last year? 4) Which was he doing at this time last year? 7) How many Chinese words has he learnt?４日常交际用语问候和道别(Greetings and farewells):1) Hello/Hi. 2) Nice to meet you. /Nice meeting you. 3) I’ll introduce you. 4) I must go/be off/be leaving now. 5) Give one's regards/best wishes/love to...三、课型（一）对话课１教具录音机、投影仪２课堂教学设计１教师可通过以下开场白导入正课：Hello, everyone! I’m very happy to be with you this school year.Let me introduce myself first, I am your new English teacher. My name is...I've been teaching English for...years and I enjoy teaching very much. I believe that everybody wants to learn English well. Now I am going to show you three English proverbs: 1) Where there is a will, there is a way.2) Practice makes perfect.3) No pains, no gains. All these proverbs tell you that if you really want to learn English well and keep trying very hard every day, you will make much progress day by day. Now somebody stands up and introduce yourself to the whole of the class. Anyone?２教师请一两位同学用英语作自我介绍。

Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
# 展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。

學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
#展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。

學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
香港進食失調康復會有限公司派員到校主講《瘦身文化面面觀》講座
全級進行
# 展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。

學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
#展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。

學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
#展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。

學習評估：。

英语课例《Lessonplanning》Lesson planning教学内容：Unit 5 Look at the monkeys B Let’s learn( Grade 5 下第4课时)教学目标：1．能够听、说、读、写动词和动词短语的ing形式：sleeping 、 climbing 、fighting、 swinging、 drinking water2．能够听懂、认读句子What are the elephants doing ?They’re drinking.教学重难点：1. 重点是五个动词短语的ing形式。

2. 难点是四会掌握五个动词短语的ing形式并能够运用其正确形式描述动物的行为。

课前准备：多媒体平台、录音机、磁带、练习题、单词卡片教学过程：一、Warm-up1、 Greeting2、Have a free talk：What is it doing ?----It’s ... (runnin g、 walking、swimming).二、Presentation1、Tell a story：Jerry comes in Tom’s home. Ha, ha…Xu… Tom is sleeping. Sleeping, sleeping, it’s 4sleeping. Look! The fruit is there. Yeah, yeah, yeah! Swinging, swinging, it’s swinging. Er…I’m thirsty. Drinking water, drinking water, it’s drinking water. Oh…no...Tom wakes up. Fighting, fighting, they are fighting. It’s dangerous. I must go. Climbing, climbing, it’s climbing.2、Answer the questions and teach the words:①Picture 1, what is Tom doing?(Team 1) 【sleeping】②Picture 2, what is Jerry doing? (Team 2)【 swinging】③Picture 3, what is the Jerry doing? (Team 3)【drinking water】④Picture 4, what are Tom and Jerry doing? (Team 4)【fighting】⑤Picture 5, what is Jerry doing? (抢答) 【climbing】3、Teaching grammar: 现在进行时【be动词 + 动词ing形式】三、Practice1、Read after the tape2、Read after the teacher3、Read in the whole class4、Read in the group of 45、Check reading四、Production1、Play a game—You are mine请两名同学上来猜拳赢单词，赢得改单词的同学要带领全班读吹该单词，最后看哪个同学赢得最多的单词。

Sample lesson planBackground inf ormation：Students: 40 middle school students ,grade 1Lesson durations:40 minsⅠ. Teaching aims1.Knowledge①Words: cook, study②Sentence structures: What are you/ they doing? W e/ They are… What is he/she doing? He/ She is … Y es/No questions and short answers.2. Ability: Ask and answer the Present Progressive T ense, and describe the activities people are doing3. Cultural awareness: The inner feelings of the Ss are motivated by understanding and comparing different people’s lives in different areas.ⅡImportant points: the correct use of the Present Progressive T enseⅢ.Difficult points: Describe the weather and activities with the Present Progressive T enseⅥTeaching proceduresStep1. Warming up and revision1. Daily greetings: How’re you today? How’s it going? How is the weather? Ask these questions randomly to the Ss to revise what they learned yesterday.2. Point out the conversation in the large picture in 3b on P33 and ask two Ss to read it to the class. Practice it in pairs, then change some of the words and make their own conversations.3. If Ss do quite well, show a piece of cartoon of the Snow-white and the seven dwarfs.Step2. Presentation1. After showing the cartoon, ask Ss: What are they doing? (They are singing and dancing.) Show more pictures with questions: What’s he/she doing? and What’re they doing?to get Ss to practice the tense which is the core grammar of this period. Get Ss to guess out the word cook by the picture. Choosing the right words and pair work are added as the reinforcements.2．Let’s see what Joe’s families are doing. Point to the 4 pictures (The girl in the second picture is talking on the phone with the first speaker.). Ask Ss tell each person is doing in each picture. More attentions should be paid to the correct use of the Present Progressive T ense. Use every hint to finish 2b.3. Play the tape for Ss to have a check. One more time listening to finish 2a. T each: What does your father do? He is a cook.. Compare cook with cooker.4. With the whole picture, get some Ss to tell the story of it.Step3. Brainstorming1. Play the tape for another time. Then do a memory test. Ask Ss: What’s Uncle Joe/Jeff/Mary/Aunt Sarah doing? What’re Scott and Lucy doing? Is Jeff watching TV? Etc.2. Guessing game. Guess the activities people are doing.Step4. Game. Find the differences!2 Ss in a group. Student A looks at the picture on P84 and Student B looks at the picture on P86. Each picture has the same people in it, but they are doing different things. T ake turns talking about what the people doing in the picture. Attention: don’t look at the partner’s picture. And the weather in 2 pictures could be compared too.Get Ss to describe the 2 pictures orally.Step5. Grammar Focus1. Ask 2 Ss to read the sentences loudly and make interpretations.2. Some oral exercises about the core materials in Section A.Step6. Homework1. Copy the new words 4 times and the Grammar Focus.2. Write 2 paragraphs about the 2 pictures on P84 and P86.Step6. Homework1. Copy the new words 4 times each.2. Summarize the usages of how in questions.3. Watch a weather report on TV and take down some notes about the weather forecast for tomorrow, and then write a report about it.。

Sample Lesson Plan 国际英语教师教案范例一Teaching English to Elementary School StudentsWarm Up: Use circle time activities to gather together as a class. Review some simple points such as days of the week. Ask what days the learners study English and what they do other days.I ntroduction to Teaching Objectives:Teacher will present books with pictures of “Our BestDays” in them.Teaching/In-class Assignments: Have children find the important ideas on the book “Our BestDays”.Discuss how the photographs on the book give us additional information. As a group, look at the photographs and identifywhat the people are doing in the story. Ask partners to look at each page and discuss the things they can learnby using the photographs.Have children share what they noticed. Reinforce the concept that the things people do on different days and the best days of them. Review/Out of Class Assignments: Teacher will review with children the different things they doon each day during the class. Children will be encouraged to share the things they do on each day and make a poster of their best days.。

Lesson PlanTeaching contents:PEP Primary English Grade4 Unit 2 Part A Let’s spell Analysis on teaching material:本课为小学四年级的语音教学，重点是学习i在开音节里面的发音，考虑到PEP小学英语三年级下册已经学过i在闭音节里的发音，因此在教学中，利用Bill和Mike为主线人物，通过复习i在闭音节的发音来引出新知i在开音节的发音，并且结合five，kite，nine，like，rice等单词，通过拆和拼的方式进行语音教学，从中不断渗透拼读方法，并让学生不断对比和区别i在开闭音节的发音，使学生能够掌握拼读规律与技巧，以及在阅读情境语句中体会单词的音，形，意和语言的无穷魅力。

Teaching aims:1.能够感知并归纳i-e在单词中的发音规则。

2.能够读出符合i-e发音规则的单词。

3.能够根据单词的读音拼写出符合i-e发音规则的单词。

Teaching key points:1.掌握元音字母i在开音节的发音。

2.能够正确说出字母i在开音节中的发音，并且能够根据发音规律拼读学过的语音句子。

Teaching difficult point:能够正确说出字母i在开音节中的发音，并且能够根据发音规则，拼读出单词以及句子。

Teaching steps:(40mins)Step 1 Warming Up1. GreetingsT: Good morning, boys and girls! (Teacher is smiling!)Ss: Good morning, teacher!T: Now you will enjoy a song: Smart hand.Ss: sing song（To review the letter sound learnt before and make Ss focus on the sound of letters）1。

小学教学备课教案LessonPlanTemplate 小学教学备课教案教案基本信息:课题:年级:课时数:教学目标:教学重点:教学难点:教学资源准备:教学方式:课堂组织:时间安排:教学目标:1. 明确所教课程的知识和技能目标，并确保学生了解目标。

2. 利用适当的教学方式和资源使学生能够积极参与课堂活动。

3. 发展学生的合作能力和创造力。

4. 培养学生的问题解决能力和批判性思维。

教学重点和难点:本课的重点是：本课的难点是：教学准备和教学资源:教学准备材料:教学资源准备:教学步骤:步骤一: 导入在导入环节，老师可以运用一些引人入胜的素材，例如一段视频、一张图片、一个故事等，来引起学生的兴趣并激发他们的思考。

步骤二: 介绍新知识在这个步骤中，老师将向学生介绍本节课的新知识。

可以运用多媒体教具或板书等方式，将知识点清晰明了地呈现给学生。

步骤三: 课堂实践在这个步骤中，学生将有机会运用所学的知识进行实践。

老师可以设计一些小组活动、角色扮演或实验等让学生积极参与并互动的活动。

步骤四: 巩固知识在这个步骤中，老师将对刚才的教学内容进行巩固。

可以设计一些练习题、小测验或讨论等方式，让学生能够再次运用所学知识。

步骤五: 总结与归纳在这个步骤中，老师将对本节课的内容进行总结与归纳。

可以提出一些问题让学生思考并给出答案，或者组织学生进行小结发言等。

步骤六: 作业布置在这个步骤中，老师将给学生布置一些作业，以巩固他们所学的知识。

教学方式和组织:本节课采用以下教学方式:本节课的组织形式为:时间安排:本节课的时间安排如下:总结:通过本节课的教学，学生能够达到预期的教学目标，并且有机会积极参与到课堂活动中。

教师合理使用教学方法和资源，让学生的学习效果得到了提升。

希望学生们能够在作业中巩固所学知识，取得更好的学习成果。

Sample Lesson Plan全英文教案示范School:Grade:Class:Teaching material: Teaching aids( Properties) Teaching aims and requirements:Brief Lesson PlanI. Organizational work 2 min1.Get the students in order.2.Check the attendance.Is everybody here? Yes. (No, X X X isn’t here)3.Raise the task and requirements of this lesson. II. Check up and review. Ask some student to rise questions to the picture, using the words and phrases give, then answer them.1. a. Is there … in the picture?Yes, …Where …?… in front of …b. Is there … in the picture?No, but …Where …?… behind …2. a. What is this? (house, tree, goat, sheep, dog, horse)where is the house? (in front of, beside)b.Is there a house in the picture?Yes.Is there a horse in the picture?No. But …c. Are there any flowers in front of the house?Are there any goats behind the house?III.Presentation 12 min1.Introduce the first paragraph orally with the help of the properties in the classroom.2. the students read the text after the teacher. First Books open and then close. IV. Practice 16 min1. Question-and-answer2.Describe their classroom.3. Describe their bedroom. V. Homework. 2 minTeaching plan in detail Step 1 Organization 2 minT: Good morning, class. Ss: Good morning, Mr./ Miss ….T: Who’s on duty today? S: I am.T: Is everybody here?S: No, …isn’t here.T: What day of the week is it today?S: It’s Tuesday.T: What are the other days of the week, do you know? Say: Monday …S: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, and Sunday.T: Very good. Sit down, please.Step 2 Review 13 minT: A and B, come to the front. Here’s a picture for you. Writer come questions about the picture and then answer them. Here’s a picture for you. Now, class, listen to me. I’ll ask you some questions. What’s this, C?Sc: It’s a house.T: What’s this?Sc: It’s a tree.T: Where’s the tree?Sc: It’s beside the house. T: Where’s the dog?Sc: It’s in front of the house.please. D, is there a cow in the picture?Sd: Yes, there is.T: Where’s the cow?Sd: It’s under the tree.T: Is there a hose in the picture?Sd: No, there isn’t.T: Are there any flowers in the picture?Sd: Yes, there are.T: Where are they?Sd: They’re in front of the house.please. What’s this, E? Se: It’s a dog.T: That are these?Se: They’re sheep.T: Where are the sheep? E: They’re behind the house.T: Very good. Sit down, please. Now, let’s look a t the blackboard. A, read your sentences, please.Sa: Is there a dog in the picture? Yes, there is. where’s the dog? It’s in front of the house.T: Is he right, class?Ss: Yes, he is.T: All right. Go back to your seat, please. B, read your sentences, please?Sb: Are there any pigs in the picture? No, there aren’t. But there are sheep in it. Where are the sheep? They’re behind the house. T: Is she right? Have you anything to say, class? Ss: She’s all right.T; Well, go back to your seat, please.Step 3 Presentation1. The teacher points to the objects in the classroom and introduces the text. Write the new words on the Bb while talking.This is our classroom. What’s this? Room. What’s this? Class. You know “room” and you know “class”, too. This is our classroom.There are four windows. This is a window and this is a window. That’s window and that’s a window. Thewindows are big. This is a door. That’s a door, too. The doors are big, too. This is a wall. That’s a wall, too. This is the front wall. That’s the back wall. The walls are white.There’s a blackboard on the front wall. This is the blackboard. You know the word “black”. Do you know the word “board”? a blackboard is a board and the board is black. There’s a map of China on the back wall. That’s a map. That’China. That’s a map of China. The black-board is big. The map of China is big, too.2.The students read the new words with the teacher.3.Listen to the tape of the text.4. Read aloud the text.Step 4 Practice 16 minT: Now answer my questions, class. What’s this?Ss: It’s a blackboard.T: What’s this?Ss: It’s a map of China.T: What’s this?Ss: It’s a wall.T: Is this the front wall? Ss: Yes, it is.T: Say the whole sentence. Ss: Yes, it’s the front wall. T: Again.Ss: Y es, it’s the front wall. T: Is that the back wall? Ss: Yes, it is.T: Say the whole sentence. Ss: Yes, it’s the back wall. T: Answer my questions in turn. F, What’s this?Sf: It’s a blackboard.T: And that?Sg:It’s wall.T: And that?Sh: It’s a map of Chin a.T: And that?Si: It’s a window.T: Let’s do some substitution drills. Class, say: This is a blackboard.Ss: This is a blackboard.T: A map of China.Ss: This is a map of China. T: The front wall.Ss: This is the front wall. T: The back wall.Ss: This is the back wall. T: A map.Ss: This is a map.T: China.Ss: This is China.T: Answer my questions, J. What colour is the blackboard?Sj: It’s black.T: What colour is the wall, KSk: It’s white.T: What colour are the doors, LSl: They’re green.T: What colour are the windows, M?Sm: They’re green, too.T: What’s this?Sn: It’s a blackboard.T: Is this a blackboard? Sn: Yes, it is.T: What colour is the blackboard?Sn: It’s black.T: Where’s the blackboard? Sn: It’s on the front wall. T: Good. Sit down, please. What’s that, O?So: Is’s a map of China? T: Is that a map of China?So: Yes, it is.T: Say the whole sentence. So: Yes, it’s a map of China.T: Where is the map of China?So: It’s on the back wall. T: Now let’s do questions and answers this way. I ask one students one question, he first answers my question and then asks another student a question. Clear? Ss: Yes, we are.T: Well, let’s begin. P, what’s this?Sp: It’s a wall. What’s that, Q?Sq: It’s a window. Is the window big, R?Sr: Yes, it is. where’s the window, T?St: It’s in the wall. What’s on the front wall, U?Su: A blackboard is on the front wall. Where’s the map of China, V?Sv: It’s on the back wall. What colour is the wall? …T: Now let’s say something about our classroom. Our classroom is a nice big room.The doors… The windows… There is… X, will you say something about our classroom?Sx: This is our classroom. It’s a nice big room. The doors and the windows are big. The walls are white. There’s a blackboard on the front wall. There’s a map of China on the back wall. We like our classroom.T: Very good. Who else will say something about our classroom?Sy: This is our classroom. Our classroom is a nice big room. There are four big windows and two doors in the walls. The windows are green. The doors are green, too. There’s a blackboard on the front wall. There’s a map of China on the back wall. Where are we? We’re in our classroom.…T: Let’s say something about our rooms at home. Put up your hand, please.Well, Z, say something about your room.Sz: My room is small. But it’s nice. There’s no blackboard in my room. But there’s a map of China on the wall. There are pictures beside the map. The window is in the back wall and the door is in the front wall. There are flowers in front of my room. Ther e’s a big tree behind my room. I like my room very much.T: Very good. Sit down, please. Who else will try? Will you, A?…T: Now. open your books at page 95. Let’s do exercise 3. Fill in the blanks with a, an or the. B, read the first sentence.Sb: What’s in the cup? there’s an egg in it.T: Go on, C.Sc: Is there an orange in your hand? No. There’s an apple in my hand.T: D, next.Sd: Jack is an English boy. He’s not a Chinese boy.T: Go on, E.Se: There’s a table in the room. There’s an old man beside the table.T: Go on.Sf: There’s a house in the picture. There’s a big tree near the house.T: Next.Sg: This is our classroom. It’s a nice room. The windows are big and the walls are white.T: Now, let’s do Exercise 4. One student reads the question and another answers. H, read the first question and I , answer. Sh: Whose classroom is this?Si: It’s our classroom.T: J and K.Is it big or small?Sk: It’s big.…T: Question 6, L and M. Sl: What’s on the back wall of the room?Sm: A map of China.Step 5 Homework.T: That’s all for today. Homework: (1) Read the Drills and the Text of this lesson; (2) Copy Exercise 6;(3) Write some sentences about your room.T: Class is over.Ss: Goodbye!T: Goodbye!Unit 1 Lesson 1Focal PointsFour skills Twoskills One skillAa…Gg Goodmorning. Hello! Goodbye. Sit down.MissLook at Picture 1! Start the lesson by saying “Today we are going tolearn Lesson 1”. Then write “Lesson 1” on the board. Step 1 Presentation1. (1) Play the recorder song of Good Mooring to You.(2)Ask the Ss to guess the meaning of “Good morning” and “teacher”. (3)Get the Ss to repeat “Good morning!” individually and in chorus.2. Ask the Ss to respond to th e T’s instructions“Stand up “ and “Sit down, please”.Step 2 Practice1. Practise the class by having the following tine dialogue:S on duty: Stand up!T: Good morning, class! Ss: Good morning.T: Sit down, please.2. Go out and enter again and greet the Ss.Step 3 PresentationT: Listen. I am your teacher. My name is ….( Then write the name on the Bb.) You are my new students. (Explain it in Chinese.) you may call me Miss(Mr)… (Explain it in Chinese) Step 4 Practice1. S on duty: Stand up! T: Good morning, class! Ss: Good morning, Miss…2. Go out and come in again.S on duty: Stand up!T: Good morning, class! Ss: Good morning, Miss…3. Get the Ss to day “Good morning” individually, in lines and in chorus.Step 5 Presentation1. Teach “Stand up” and “Sit down” by demonstration.2. Ask the Ss to respond to instructions to show that they really understan “Stand up” and “Sit down”.3.(1)T: I am your teacher. My name is … You may call me Miss/Mr…(2)Write the second sentence on the Bb.(3) Ask the Ss to guess the meaning of the sentence. Step 6 Practice1. T: Stand up, class. Good morning, class.Ss: Good morning, Miss…2. Leave the classroom, enter and greet the Ss bysaying “Good morning, class.Ss: Good morning, Miss…T: Sit down, please.Step 7 Presentation1. T: (Pointing to self) My name is ...2. T: (Pointing to S1 whose name is known) Your name is… What is your name?S1: My name is…T: Hello, …(Name of S1)3. Get the Ss to repeat “My name is…” and “What is your name?”4. Add “Good morning” to the dialogue.Step 8 Practice1. Have the same tiny dialogue with 3 to 5 individual students.2. Choose several pairs for demonstration.Step 9 Presentation1. Have the following dialogue with individual Ss:T: My name is …. What is your name?S: My name is…T: Hello,…S: Hello, Miss…2. Get several pairs to do the dialogue.3. Get the class to practise the dialogue in pairs.4. Ask several pairs to come to the front fordemonstration. They are expected to use “Good morning” and then “Hell” in their dialogues.Step 11 Presentation1. Teach the numbers 1-3 with fingers and ask the Ss to repeat.2. Ask the Ss to open their books at p.1.3. Introduce Miss Gao and Li Lei.4. Play the tape for Lesson 1.Step 12 Practice1. Ask the Ss to read several times after the tape.2. Ask the Ss to read after you.3. Divide the class into two halves and ask them to read the dialogue in the text.4. Get the Ss to practise in pairs.5. Ask several pairs to read for the whole class.Step 13 PresentationTell the Ss that a sentence in made up of words, and a words is formed by letters.1. Teach the first 7 letters with the help of an alphabet chart.2. Get the Ss to repeat in chorus.Step 14 Practice1. Get the Ss to read aloud individually and in chorus the letters on the flash cards. First the cards areshown alphabetically and then randomly.2. Point to the chart and get the Ss to repeat again.3. Ask the Ss if they notice that letters E,B,C,D,G all contain the sound /i:/Step 15 Consolidation1. Tell the Ss to open their books at p.1 and look at Part2.2. Play the tape for the letter A-G.3. Get individual Ss to read aloud the letters.4. Ask the Ss to get ready to copy down the letters.5. Demonstrate the order of strokes of each letter. Say the corresponding number (one, two, three..) for each stroke while writing on the Bb. Get the Ss to copy each letter after you.6. Get the Ss to read aloud in chorus the 7 letters.7. Get the Ss to practise identifying letters in pairs with flash cards of their own.8. Get some pairs to do the same in the front of demonstration.9. Get the Ss to read Part 1 on p.1 in the SB individually and in chorus. Step 16 Homework1. Finish off the writing in the copy book.2. Do Exx. 2 and 3 in the Wb.Dismiss the class by saying: Good-bye, class. The expected response is “Goodbye, Miss…”。

lesson plan教学设计Lesson plan teaching designlesson plan教学设计前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和针对教学对象是初中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

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Lesson planDate:Dec.3 Period:oneClass:four Grade:oneTeaching materials: Text of lesson 49English Book I p61Teaching objectives: Help the students（1）learn the new words and be able to make sentences with then .（2）learn the test and be able to describe the colours in English .Type or lesson:Comphrehensive lesson .Teaching tools:a tape-recorder ,some pictures and a small blackboard .Organization of class:Ⅰ.Greeting students ready for class .1、Greeting students to order .2、Exchange of greeting with students .3、Ask the students on duty the following questions:T: Is everyone here ? S:T: Who is on duty today? S:T:Whats the weather like today?S:4、Telling students the teaching contents:Ⅱ.review and cheek-up .Ask students to answer the following questions with cards:T: whats this in English?S: Its……T：Whats that ?S: Its……T：Is this（that） a（an）……？S：Yes , it is ./No, it isn t .Ⅲ. Presentation of the new materials:1、Teching the following new words with a small blackboard .1）What colour is it ?（Teacher point to thepictures on the small blackboard）Itsblack/red/white/green/yellow/blue/purple/brown/orange/gre y.（students read out aloud）2）Whats colour is it ? （Teacher point to the classroom in the picture）Its…（red） . （students read aloud）2、Teach the text:1）Put up some pictures and ask students to listento the recording of the text while looking at the picture.（again and again）2）Ask the students some questions to cheek them .①Whats this （that） ?②Is this （that） a car ?③What colour is it ?④Its…（black） . Its a …（black） car .3）Explain some language points:①There is a car on the hill in the picture . （Explain why use "on" instead of "in"）②A:what colour is it? B:Its black. Its a black car. （Extlain "black" and " a black car "the use of sentences） .Ⅳ. Reinforcement :1、Reading the text after the recording and theteacher gives some guideline to the pronuncition and intonation of reading the text .2、Ask students to read the text .3、Ask students to give some questions on the pictures and give answer.4、Play a game use pictures （ T : Act it.Ask students do it like this ）Ⅴ. Summary:Today were learned some new words and the text please pay attention to those words in the text. （pointing to some important points）Ⅵ. Design for exercises:1、Homework:1）Revise the dialogues in lesson 49 .2）Write the new words .3）Finish the workbook esercises. Do Ex 2,3 in the exercise book .2、Additional exercises :A）词组互译：1、一只红色的风筝2、一朵黄色的花3、一辆蓝色的小汽车4、一只黑色的猫5、一只白色的鸟6、一个绿色的苹果B）Fill in the blank:A:Whats over there?B: ?A:Over there, the hill.B: a car.A:is it ?B:Its red. Its ared .A:Is a car , too ?B: , it is .A:What colour is it ?B:Its . Its a black car.-------- Designed By JinTai College ---------。

Unit 1 A sample lesson plan for reading 教学设计Part One: Teaching Design1．A sample lesson plan for reading(A PROTECTOR OF AFRICAN WILDLIFE)AimsTo help students develop their reading ability.To help students learn about women of achievement.ProceduresI. Warming upWarming up by describingGood morning，class. Today we are going to read about A PROTECTOR OF AFRICAN WILDLIFE. But first，I’d like to know if you have ever heard of women like Elizabeth Fry，Soong Chingling，Jane Goodall，Jody Williams，Joan of Arc and Lin Qiaozhi. Now turn to page 1，look at the photos，read the captions and describe to your neighbor the women in focus. Who is she？What is she？What did she do to benefit the world？Warming up by discussingHi，every one. How did you spend your winter vacation？Did you read any books？Did you read any women of achievement？What makes a woman of achievement？Now in pairs discuss the women on page one. Which of these women do you think is a great woman？Give reasons for your choice.任长霞：霞蔚长天警魂不朽Warming up by reading aloud and translatingNice to see you back at school，boys and girls. As you have all prepared lessons before class I shall ask six of you at random to read aloud and translate the captions under the photos on pageone. Zhao Yanfei，would you try reading aloud and translating the first caption？(Key: 伊丽莎白·弗赖伊是一位教友派信徒。