国培英语教学设计

骆驼城学区“国培计划-2010年农村义务教育学校教师远程培训项目”教学设计科目小学英语备案人陈丽娟课题Lessons9 Look at a map!教学设计思路“指一指”的游戏由教师发出指令,point to north ,学生快速反应用手指向正确的方向，可以强化学生对单词的记忆，同时锻炼手脑结合的快速反应能力，增强了学习的趣味性。

学习语言最终就是要表达自己的思想，与他人进行交流，情景创设，为学生创造了说英语的语言环境，通过这样一个活动锻炼学生综合运用语言的能力，让学生对外国文化知识有了进一步的了解，增强了学习外语的自信心。

教学目标知识学生可以读，写，说出并听懂词汇map, country,north, south, east 和 westo能力学生能正确指认英，美，中，澳，加几个国家的位置并能说出英语名称；能用英语表达生活中和地图中的方向；能演唱英文歌曲。

情感培养学生与人合作，互相帮助的情感态度和国际意识。

重难点占宏观上初步掌握五个国家的位置，名称，难点用英语正确描述方向教学方法直观教学法，模拟法，情景交际法课前准备世界地图，录音机，卡片，五个国家形状的彩色贴图。

教学活动过程教学过程设计意图一、复习T:Hello, boys and girls S:Hello, teacherT:Today, 1 take two gifts for you.This is the first one,look at this(出示一张班内学生的全家福)二、新授1> countries： China, Canada, United states, Australia, United Kingdom()T:Now class, 1 want to find east,south,west, and north, Can you help me?我想在地图中找到东南西北四个方向，谁来帮帮我？()S:老师，我知道，是上北，下南，左西，右东。

国培初中英语教案根据新课标教师应把握好教学设计的系统性、科学性、有效性;时间分配的合理性，知识传递的准确性，学生学习的高效性；培养学生发现问题、解决问题的能力，帮助学生养成独立思考、共同讨论、合作探究的习惯；同时培养学生综合运用语言的能力及互助创新能力，课后师生及时交流，教师反思。

本单元主要是学习情态动词can的肯定句、否认句、一般疑问句，肯定与否认答复，以及特殊疑问句的构成和用法；复习what引导的特殊疑问句。

本单元主要围绕“加人俱乐部，谈论自己的能力”这一话题，设计了三个任务型活动：任务一是：自己的才艺表演，学习情态动词can的用法；任务二是：自己建立俱乐部，运用情态动词can谈论自己在某一方面的能力、喜好和意愿；任务三是：我能成功，主要是复习稳固谈论各自的爱好和特长的方法。

本单元的主题是运用情态动词Can谈论能力，通过对目标语言的学习使学生能够表达自己在某一方面所具备的才能；通过谈论彼此的特长与爱好培养一种群体意识。

在以前的学习中，学生已经学习了一些行为动词的表达法，而教学“谈论能力”只是将情态动词can用于这些表达中；情态动词can在肯定旬、否认句和疑问句中的构成，和学生已经学过的be动词的构造有相同的地方，教师在教学中要善于引导学生比较这两种构造的异同以加强记忆。

Section A（1a-1c）1：知识目标：学习重点词汇dance swim sing等。

2：能力目标：运用情态动词can “询问和谈论能力”；通过谈论自己在某一方面所具备的才能，学习情态动词Can的根本用法。

3：情感态度价值观：Section A的学习内容贴近学生的生活，谈论的话题是能力。

通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。

采用Classifying和Role—playing的学习策略，利用教学图片、幻灯片、实物(各种乐器)或制作课件(演奏各种乐器)等来展开课堂教学、Pairwork问答式的口语交际活动或小组活动，进展“询问和谈论能力”的课堂教学和练习、重点：学习并掌握重点词汇；学习询问和谈论彼此的能力和特长。

国培计划初中英语教育教学微案例20要保证学生的积极参与，就必须了解不同学生的不同需求，不同水平学生的不同特点，特别是要了解学习有困难的学生的基础与本节课的起点所应具备的基础差距多大，在实现目标的过程需要什么帮助。

设计较合理的教学方案，从而使学生最大限度地发挥潜能。

2．激趣导入，启发思考。

长期以来，对如何在短时间内有效地导入课文，唤起学生潜在的好奇心和迫切的求知欲，使学生都能带有兴趣去学习理解课文，一直是我研究的课题。

因为我深知：Well begun is half done。

所以几年来，我采用了各种教学手段，力求寻找到最佳的方式。

现代教学论强调的是：creative，要求的是培养创造性的学生，为了让学生既能拓宽思路，又能以最佳状态进入课文的学习。

近一学期我尝试了一种新的手段导入课文，学生热情高，进入角色快。

3．在教学中恰当的引入竞争的学习机制，使学生学习热情高涨，培养学习激情，感受成功的乐趣。

4.在反思中成长。

反思是实践的一面镜子，每次教学反思都能折射出教学的成功和不足。

只有汲取成功的经验，改进不足，才能不断提高课堂教学的质量，保证教学任务的圆满地完成。

5.课堂上时间很有限，所以我设计精选每个课堂练习。

因素，当然也不能单纯的追求快乐而忽视学生对知识的掌握和能力的培养。

要让学生在快乐和轻松的教学课堂中更好地来练习英语口语。

3．任务型教学要求学生在教学中不仅要关注学习的结果也要关注学习的过程。

学生完成学习任务的过程就是发现问题、思考问题、解决问题的过程，如果我们在处理一个相同的话题时运用两种截然不同的方法，毋庸置疑，前者的处理有利于学生的学习，而后者的处理则会对心理比较脆弱的学生产生负面的影响。

语言教学在很大程度上依赖于学生与教师之间的团结、合作、相互支持的人际关系，而这种关系时刻都受到彼此情感的影响，恰当、合理地使用语言，有助于沟通情感，增进友谊和相互尊重，改善这种人际关系,同时还可以创建一种和谐的语言活动氛围，努力产生浸润性的效果，让学生愉快地沉浸在英语的氛围中。

高中英语骨干教师国培方案
高中英语骨干教师国培方案主要包括以下几个方面：
1. 培训目标：通过培训，提高高中英语骨干教师的教育教学能力、学科素养和教育教学研究能力，促进教师专业化发展，推动高中英语教育教学改革。

2. 培训对象：高中英语骨干教师，包括但不限于获得高级职称的教师、市级以上骨干教师、学科带头人等。

3. 培训内容：主要包括英语学科知识、教育教学理论、教学实践技能、教育科研能力和教育教学评价等方面。

具体包括英语语言知识、英语教学法、课程设计、课堂管理、学生评价、课题研究等内容。

4. 培训形式：采用线上和线下相结合的方式，包括理论学习、实践操作、交流研讨、课题研究等多种形式。

可以组织专家讲座、观摩优质课、案例分析、研讨交流等活动，以提高教师的实际操作能力和教育教学水平。

5. 培训时间：培训时间一般为3个月左右，可以根据实际情况进行调整。

6. 培训评估：对参训教师的表现进行评估，包括教学评价、课题研究报告等方面，以检验培训效果。

同时，鼓励参训教师将所学应用于实际工作中，提高教育教学质量。

7. 培训效果：通过培训，参训教师能够掌握先进的教育教学理念和方法，提高自身素质和教育教学能力，推动高中英语教育教学改革，促进学校整体办学水平的提升。

总之，高中英语骨干教师国培方案旨在提高教师的专业素养和教育教学能力，推动教育教学改革，促进学生的全面发展。

“国培计划”小学英语教师培训主题式课程的设计《国家中长期教育改革和发展规划纲要（2010-2020年）》指出,要“完善培养培训体系，做好培养培训规划，优化队伍结构，提高教师专业水平和教学能力”。

[1]为此，从2010年起“国培计划”开始实施。

“国培计划”原指“中小学教师国家级培训计划”，从2011年起，其范围扩大为“中小学幼儿园教师国家级培训计划”。

作为“国培计划”的重要组成部分，小学英语教师培训倍受关注，因为在新一轮基础教育课程改革中，小学英语是新开课程，师资问题一直没有得到有效解决。

近年来，“国培计划”小学英语教师培训项目的实施如火如荼，但其效果不尽如人意，培训内容缺乏“针对性”或“实用性”，一直饱受质疑。

显然，在“国培计划”小学英语教师培训体系中，课程处于核心地位，它是开展教师培训活动的载体，是实现教师培训目标、保障教师培训质量的关键因素。

探索“国培计划”小学英语教师培训主题式课程的设计有助于提高教师培训的质量和效益，提升小学英语教师专业发展水平。

一、“国培计划”小学英语教师培训主题式课程的设计要求所谓主题式课程，是指“以某一主题为基点、中轴和核心而进行的多学科内容及学科教学方式的整合，并以此而结成的一种独立性、综合性的课程样态”。

[2]在“国培计划”中，小学英语教师培训主要包括“示范性短期集中培训”“中西部短期集中培训”“中西部置换脱产研修”三大项目类别。

《“国培计划”课程标准（试行）》（以下简称《标准》）要求各个项目“设计出主题式的课程”“培训课程均围绕主题设计和实施”，[3]P52并对不同项目类别的课程目标、课程内容、课程结构、课程实施的设计提出了具体要求。

（一）对课程目标的设计要求由于教师培训的本质是有效地支持和促进教师学习，使教师的情感、知识、技能等各方面得到发展，因此，“教师培训课程设计目标是多维的”。

[4]现以《标准》的相关文本为依据，[3]P43-44对比分析不同培训项目的课程目标要求（见表1）。

新目标九年级英语Unit13第一课时教学设计万成志Title（教学内容）Unit 13 Rainy days make me sadTeaching hours（教学时间）: 1 Period（一个课时）一、Chapter content（章节内容）: Section A(1a—1b)二、Analysis of the Teaching Material（教材分析）:In this unit, the language aims are to talk about how things affect you and how to express their thoughts about likes or dislikes.Language structure: make sb /sth + adj /do三、Analysis of the students（学生分析）:The students have learned the structure: make sb /sth + adj /do. So this class we will mainly teach the adjectives and to talk how things affect you and how to express their thoughts about likes and dislikes while teaching the structure.四、Teaching aims and demands（教学目的和要求）:1. Target language: How do you feel about loud music?Loud music makes me tense. Loud music makes me want to dance.That movie made me sad. Waiting for her made me angry.2. Language structure: make sb /sth +adj Make sb /sth +do3. Ability objectives(1) Train students’ listening ability.(2) Train students’ speaking ability.(3) Train students’ the ability of using grammar focus .五、Teaching key points（教学重点）: make sb /sth + adj /do六、Teaching difficult points（教学难点）:1. The target language2. How to train the students’ listening ability.七、Teaching methods and learning methods（教学方法）:1. Listening method to improve students’ listening ability.2. Pairwork to make every student work in class.3. Task-based teaching method.八、Teaching tools（教学手段）: a computer ,pictures九、Teaching procedures（教学步骤）Step one : Warm－up1. Ask a student: What is your hobby? S: I like reading.T: Why? S: Because it is interesting.T: So it makes you interested.Write down on the blackboard: It makes you interested.2. Ask the other students, get them to say the word ：Happy, sad ，excited ，relaxed ，nervous，sick ，energetic ，stressed out, tense comfortable …3. Write these words down and get the students to read the words together.Step two: Presentation1. Using the computer to show some pictures, such as an exciting basketball match, a relaxing scenery, a scary snake, an angry face , a comfortable bedroom and so on .T: How do you feel about Picture 1? Happy? Beautiful? Excited ?Awful ?S: Excited…T: It makes me excited …Show this sentence on the blackboard. Then repeat with the other pictures, get them to say :It makes me happy .It makes me awful ……Step three: Pair workShow some adjectives and phrases on the screen. Let students make up conversations in pairs. For example:A: What makes you sad?B: Rainy days make me sad.Step four: listening practice1. Say: Look at the pictures in 1a.There are two restaurants .Please describe them. For example:In Rockin’ Restaurant ,the paintings on the walls are ugly. The music is too loud .The Blue Lagoon has blue walls , plants , flowers , and a piano player .Let the students say some sentences about the two pictures.Then ask students: Which restaurant would you like to go to ?Why ? Let them use the structur : make sb/sth +adj to say . For example:T: I don’t like The Rockin’ Restaurant , because the loud music makes me tense /comfortable……Then check several students to answer.2. T: Look at the girls in the picture in 1a.They are Amy and Tina. They are hungry, They want to get something to eat. What do they think of the two restaurants? Look at 1b ,read the sentences, you will hear the missing words on the tape, fill in the blanks with the words you hear on the tape . Play the tape the first time , students only listen.Play the tape the second time. and say,This time please fill in the missing words.Check the answers.Play the tape again, let them read the conversation.Step five: listening practiceDo the same as step four.First talk about the pictures in 2a.Then finish the listening task in 2a and 2b.Check the answers with the students.Step six: grammar focusLook at the grammar box. Invite a student to read the sentences tothe class.Then let students make sentences with make sb /sth + adj /do.Using the form on the screen to talk how different weather affect the students feeling.Step seven: summaryIn th is class, we’ve learnt key vocabulary and the target language loud music makes me tense,loud music makes me want to dance, that movie made me sad.Step eight : Homework :1. Finish the dialogue on the screen.2. Make a dialogue .Ask your friend where he or she would like to go to eat and play . Explain the reason using the structure :make sb / st3.Explain the reason using the structure :make sb / sth +adj /do.Design on the blackboard.（板书设计）Unit 13 Rainy days make me sad.Section A(1a—1c)make sb /sth +adj adjectivesIt makes you interested happy / sad /excited / relaxed /nervous / sick 。

国培英语教学设计模板范文English: When designing an English teaching plan for the Guopei program, it is important to consider the specific needs of the students and the objectives of the program. The plan should include a variety of activities and resources that cater to different learning styles and levels of proficiency. It should also incorporate opportunities for students to practice and reinforce their language skills through real-life situations and authentic materials. In addition, the plan should emphasize the development of students’ communication, critical thinking, and problem-solving abilities in English. Furthermore, it is crucial to integrate technology and multimedia resources to enhance the learning experience and engage students in meaningful ways. Regular assessments and feedback should be implemented to monitor students’ progress and provide them with opportunities for improvement. Overall, the design of the English teaching plan for the Guopei program should be student-centered, dynamic, and aligned with the goals of the program.中文翻译: 在为国培项目设计英语教学计划时，重要的是考虑学生的具体需求和项目的目标。

Objective:The primary objective of this instructional plan is to enhance students' proficiency in English language arts (ELA) while integrating scientific concepts. This will be achieved through a cross-curricular approach that encourages critical thinking, problem-solving, and communication skills. By the end of the unit, students will be able to:1. Demonstrate understanding of key scientific concepts related to the unit's theme.2. Use English to express their thoughts and ideas clearly and coherently.3. Apply ELA skills such as reading, writing, listening, and speaking ina scientific context.4. Collaborate with peers to complete group projects and presentations.Duration: 4 weeksMaterials:- Textbooks and supplementary materials on English language arts and science- Projectors and screens for presentations- Interactive whiteboard- Handouts and worksheets- Art supplies for creative projects- Computers with internet accessWeek 1: Introduction to the UnitDay 1:- Introduction to the unit theme: "The Human Body"- Overview of the objectives and expectations- Interactive activity: "Body Parts Bingo" (students learn and practice vocabulary related to the human body)Day 2:- Reading activity: "The Human Body: A Journey Inside" (a short story about the human body systems)- Vocabulary development: Focus on new vocabulary related to the human body- Writing activity: Students write a short paragraph describing their favorite body part and whyDay 3:- Science activity: "Exploring the Human Body" (students work in groups to research different body systems and present their findings)- Language focus: Using adjectives and adverbs to describe the body systemsDay 4:- Listening activity: "The Human Body: A Podcast" (students listen to a podcast about the human body and answer comprehension questions)- Speaking activity: Students create a presentation about their favorite body system, using their research findingsWeek 2: Deepening Understanding of the Human BodyDay 5:- Reading activity: "The Human Body: A Graphic Novel" (students read a graphic novel about the human body and discuss the content)- Vocabulary development: Focus on synonyms and antonyms related to the human bodyDay 6:- Writing activity: Students write a creative story set in the human body, using their knowledge of the body systems- Language focus: Using transition words and phrases to connect ideas in a narrativeDay 7:- Science activity: "Human Body Model" (students create a model of the human body, focusing on a specific system)- Language focus: Describing the structure and function of the chosen body systemDay 8:- Listening activity: "The Human Body: A Documentary" (students watch a short documentary about the human body and discuss the content)- Speaking activity: Students present their human body models to the class, explaining the function of each partWeek 3: Applying English Skills in a Scientific ContextDay 9:- Reading activity: "The Human Body: A Poem" (students read a poem about the human body and analyze the author's use of language)- Vocabulary development: Focus on idiomatic expressions related to the human bodyDay 10:- Writing activity: Students write a poem about their favorite body part, using vivid imagery and descriptive language- Language focus: Using figurative language to convey emotions and ideasDay 11:- Science activity: "Human Body Challenges" (students participate in a series of activities that simulate different body functions)- Language focus: Describing experiences and feelings using the present perfect tenseDay 12:- Listening activity: "The Human Body: A Debate" (students listen to a debate about a scientific topic related to the human body and take notes)- Speaking activity: Students prepare and deliver a speech on a topic related to the human body, defending their positionWeek 4: Summarizing and ReviewingDay 13:- Review of key scientific concepts and ELA skills covered in the unit- Interactive activity: "The Human Body Quiz" (students test their knowledge of the unit's content)Day 14:- Writing activity: Students write a reflective essay on what they have learned about the human body and how it has impacted their understanding of science and English language arts- Language focus: Using reflective language and connecting ideas in a cohesive mannerDay 15:- Science activity: "Human Body Fair" (students showcase their projects and presentations to the class)- Speaking activity: Students ask questions and provide feedback ontheir peers' projectsDay 16:- Assessment: Students complete a comprehensive test covering the scientific and ELA skills taught throughout the unitConclusion:This integrated English language arts and science instructional plan aims to provide a comprehensive learning experience that enhances students' understanding of both subjects. By incorporating a variety of activities and focusing on cross-curricular skills, students will be motivated to engage with the material and develop a deeper appreciation for the interconnectedness of science and language.。

国培计划教案英语lesson 2: boy,girl and teacher【学生分析】三年级学生处于低年级阶段,年龄特点决定了教学内容的设计以贴近生活、学生感兴趣的事物或话题为主。

本节课的话题是介绍和询问姓名，也是熟悉的，相信学生会对这一内容感兴趣。

这个年龄段的学生对一切充满幻想和好奇,学习积极性很浓,只要教学方法得当，将很容易把学生的学习兴趣调动起来，从而让教学顺利进行，并取得良好的效果。

【教材分析】本节课是一节对话课,主要是让学生能够用句型this is……介绍，并会使用what’s your name?进行相互转换。

有一定的困难，内容比较贴近学生生活,所以有利于学生间开展交流。

【教学目标】知识方面：1、使学生能听、说、认识、口头运用单词：teacher, boy, girl 2、能理解并口头运用：what’s his name?能力方面：通过学习怎样和别人打招呼，怎样来介绍自己，向他人介绍事物来培养学生的交际能力，锻鍊语言的组织能力和知识的运用能力。

情感目标：通过本课的学习，让学生知道怎样有礼貌地进行打招呼，如何做简要的介绍，做个有礼貌的好孩子。

【教学重点】：1. 认识新单词三会（会说、会听、会读）：teacher 教师 boy 男孩 girl女孩 his 他的 her 她的2．掌握新句子：两会（会听、会说）：this is a这是______。

what’s his name? 他叫什幺名字？his name is他的名字是______。

what’s her name? 她叫什幺名字？her name is她的名字是______。

【教学难点】：区分his和her的用法。

【教具、学具】：录音机、**【教学流程】：class opening1. greeting：hello!!2. review： what’s your namenew concepts１、利用班里的男孩引出boy，并对其进行介绍：this is a boy.领读boy,接着介绍his name is _____ .(说出这位学生的名字)，教师可以重複这句话，使学生理解它，如果学生不能明白，教师就多举几个例子，例如：t: what’s his name? his name is __a___.what’s his name? his name is ___b__.what does this word ‘his’ means?在学生理解his的含义后教师指着某个男生问学生：what’s his name?试着让学生回答：his name is _____ .反覆进行几组后就要放手让学生自己来练习了。