英语教学设计评比实例

1、英语专业优秀教学设计一等奖Ⅰ. The General Idea of This Period:This period is about the part—“Grammar Focus”of unit 5. It focuses on passive voice with relevant exercises designed to practice the language point. It is a linking part of the whole unit, and makes students realize the significance of passive voice.Ⅱ. Teaching Aims:1. To enable the students to analyze the structure of those passive sentences;2. To get to know how to change the voice of the sentences.Ⅲ. Important Teaching Points:1. To encourage students understand the passive voice in English.2. To help students apply the passive voice in sentences.3. To make the students realize difference between active voice and passive voice.Ⅳ. Difficult Teaching Points:1. How to change the sentence from active voice to passive voice.2. How to make students utilize the passive voice.Ⅴ. Teaching Methods:1. Talking to improve the students’speaking ability;2. Situational dialogue to arouse the interest of students;3. Discussion to make every student work in class.Ⅵ. Teaching Aids:1. The multimedia2. The blackboardⅦ. Teaching Procedures:Step1 Lead-in1. Greet the whole class as usual.T: Class begins! Good morning everyone! Sit down, please! Today, we will come to learn Unit5, grammar focus, passive voice. Take it easy! Firstly, we will watcha short film from the “Freaky Friday”.2. Review a short video from the film (Freaky Friday) we have watched.(1) Ask Students to act the film.(2) The others talk about what they are doing.T: can you remember the last four sentences of the video? (Play the slides) And try to imitate these sentences with me, OK? (Practice for 3 times) Now, try to role play in pair. OK, go!3. Review the passive sentences we have learned in this unit.(1) Read the passive sentences on the screen.(2) Try to find out the model of the passive sentences.Step 2 Grammar learning1. Structure of passive sentencesT: As we all know, sentences can be divided into passive voice sentences and active voice sentences. What is the similarity of these sentences?Active voice(On the blackboard) VoicePassive voiceT: As we can see, the structure is like “be + v-pp”(write on the blackboard). T: We have just mentioned, “我乘坐机车是不被允许的`”how to say?T: Then,”抽烟是不被允许的”how to say?（play the slide）T: Let’s see some past participant of some usual verbs. There are three types changes of v-pp. (play the slides)T: The jacket _____ (make) wool. (Play the slides).A bank _____ (rob) yesterday. (Play the slides).The rice _____ (grow) in China. (Play the slides).T: OK, turn to page 36, group4 and group5 read the questions, and group 1/2/3read the answers. Clear? Are you…ready go!2. Voice exchange(1) Simple sentence “刘谦变魔术”how to say?(Play the slide) Then, how tochange it into passive voice?(2) 4 steps of change the voice of a sentence. (Play the slides)(3) Many people speak English all over the world. (Demonstrate the 4 steps onthe blackboard)Step 3 practiceT: Until now, we have learned the way of change the voice of a sentence. Do you know how to do it?T: According to the four steps, we can rewrite following sentences. And try to finish 4b in groups, OK?T: OK, let’s check the answer.T: Let’s do some exercises to apply the passive voice in sentences. (Show them some photos of their everyday activities and give them some help in necessary.) Try to describe the picture by two voices; you can do it in pairs. OK, go!T: Who would like to share your answer with us? (Point 4-5 pairs)Step 4 Homework1. Finish the Section A of the Exercise book;2. Prepare for the dictation.2、英语专业优秀教学设计一等奖一、教学内容：Lesson 6 Fruits二、教学目标：1、能听懂会说单词：orange , apple , peach , watermelon , pear , grapes , banana .2、能听懂句子进行会话：3、通过创设情境，使学生感受并运用语言，进一步培养学生口语交际能力。

20XX年初中英语优秀课堂教学评比教案展示Teaching Plan for the reading courseObjectives:By the end of the session, most Ss are supposed to apply some reading strategies to acquire the main idea and the most important details of the target reading material. This will be achieved by:1.Teaching Ss some basic reading strategies:guessing the meanings of the newwords from the context or by their word-building;acquiring the main idea of the reading material according to the topic sentence of each paragraph and the topic sentences of the whole text.2.Asking Ss to get some extensive reading exercise, like true or false exercise,answering-question exercise, and blank-filling exercise and so on.Teaching and Learning Focus:1.Guessing the meanings of the new words from the context or by word-building.2.Acquiring the main idea of the target reading material according to the first 1 or2 sentences of each paragraph.Anticipated difficulties:The average English level of the Ss in this class is not very good. And they were seldom taught some basic reading strategies, so they may find it hard to learn and apply the reading strategies. Therefore, it will be difficult for them to guess all the meanings of the new words of the reading material (like “cotton”, “condition”, “efficiently”), and then they may not be able to understand all the details of the target reading material. Solutions:1.Before reading the target reading material, give Ss some vivid examples to showhow to guess the new words, and then make them do enough exercise which is from easy to difficult. It can make them to get some necessary reading abilities and be confident enough.2.As they can’t guess or understand the whole text, Ss are just supposed to applythe reading strategies to guess some most important words of the reading materials, so they will be able to understand the main idea and some most important details of the target reading materials.3.Provide appropriate clue information to help students get the meanings. Teaching aids: PPT, a blackboard, some additional reading materialsTeaching and Learning Arrangement:Stages/timingActivities InteractionsWarming-up and Leading-in (3)1.Before the class, play a song named“Journey”(sang by Angela张韶涵)2.Greet with each other. Ask them somequestions about the songs.(for example:Did you hear the song before? What’s the name?Teacher-studentsWhat do you feel after listening to the songs?Do you know the singer? What’s her name?)3. Enjoy another song named “over the rainbow” sang by Angela, and ask Ss to guess the meaning of “rainbow”.Learning and Teaching the reading strategies (15)1.Teach and learn how to guess the meaning byword-building1.) Show the picture of “bow”, then ask Ss to guessthe whic h picture show the “rainbow”:Picture A: RaindropPicture B: RainbowPicture C: Raincoat2.)Then show more examples:Home+work—homeworkNews+paper—newspaper…3.)Then show some tongue twisters, likeShe sells the seashells by the seashore…Ask Ss to guess the meaning of “seashell” and “seashore”.Then try to read the tongue twisters to have fun.2.Teach and learn how to guess the meaning fromthe context.1. Teacher say, ”I like blue, so I like the sea and thesky. Last week I went to the space museum, and gota introduction for the museum. Let’s read it. Guessthe new words.”(Ss can guess some new words by the word-building,but some new words are not able to be guessed bythe word-building. )2.Teach and learn how to guess the meaningfrom the context. Guess the meaning of“telescope” like it:Use a telescope to see the stars that are far away.New word cluestelescope UseSee the starsFar awayThen we get a “telescope” is a thing that we can“use”;We can “use” it to “see the star”.We can “use” it to “see the star” that are “far away”.(Ask the Ss to tell the meaning at last.)3. Ask Ss to guess the new words of the museumTeacher-studentsStudents-studentsintroduction from the context.Reading practice (18)1. Ask Ss to readthefirst one or two sentencesof eachparagraph to answer the some “Who, what, when,where” questions. (Point out the importance of thefirst 1 or 2 sentences of each paragraph.)2. Ask Ss to summarize the main idea of the readingmaterial according to the answers.3. Ask Ss to try to guess the meanings of some newwords(like “superintendent”, “population”,“alcoholic drinks”, “crime”, “practical”,“well-made”, “limited”, “educate”) to get moredetails.(Remind them to use the reading strategies.)4. What did Robert Owen do to change NewLanark?Ask Ss to do some true or false exercise tounderstand better.5. Fill in the blanks. How did New Lanark change?Problems Before hearrivedAfter hearrivedChildren’seducationLivingconditionsAlcoholicdrinks andcrimeTeacher-studentsStudents-studentsPost-reading discussion(5)1.Ask Ss to discuss in a group of 4 why RobertOwen helped poor children and workers?(Findthe reasons from the reading material.)2.Do you know some people like Robert Own inChinese? Tell their names.3.Ask Ss to learn from the person like Owen.Students-studentsTeacher-studentsSummary(3)Ask Ss to make a summary of the reading strategies they learnt in this class.Students-studen tsHomework(1 )1.Do two reading materials from their exercisebook. Remind them to guess the meanings of thenew words by using the reading strategies.2.Write the summary of one reading material(choose one from the two.) according to the firstone two sentences of each paragraph.(Ss canchoose to do or not according to their Englishlevels)Teacher-studentsBlackboard Design: Reading strategies:How to guess the new words: How to get the main ideas:1.word-building: Read the first 1 or 2 sentencesrainbow--rain+bow Paragraph12.from the context: P2near words P3 summary (main idea)phrases P4sentences P5。

英语教学评价设计（多篇）在全社会的热切关注和期盼下，我国基础教育课程改革取得了令人欣喜的成就。

在积极推进基础教育课程教材改革，调整和改革课程体系、结构、内容，建立新的基础教育课程体系的同时必须有与之相适应的课程评价体系，发挥其导向、监控和反馈等功能给基础教育课程改革以强有力的支持。

我们英语科组通过研究确定作为试验学校参加广东省“基础教育英语教学评价试验项目”试验区的试验，研究子课题《课堂教学中的评价设计》。

一、课题研究的背景：长期以来，我们广大小学英语教师对课程评价在基础教育课程教材改革过程中的地位和作用缺乏全面、深刻的认识。

我们的评价内容和评价形式比较单一，重视测试型评价，忽视非测试型评价；重视总结性评价，忽视形成性评价；重视老师的评价，忽视学生的自我评价和合作评价；重视对语言知识的考查，忽视对学一情感、文化意识及综合素质的考查。

传统的教学观念和教学评价手段已经无法适应新的教育形势，甚至成为了阻碍全面推行素质教育的“拦路虎”。

因此，改革传统的教学评价体系已经刻不容缓。

二、课题研究的目的和意义1、在新课程标准实施过程中，以教学评价改革为切入点，促进1/ 27学生听、说、读、写，语言知识与技能全面发展，促进学生的英语应用和交际能力不断提高，实现英语学科素质教育的目标。

2、通过参与“基础教育英语教学评价试验项目”，在试验过程中不断探索课堂教学中的评价设计其形式、内容和效果，也在英语教学评价体系的其它领域进行相辅相成的探索研究，共建主体多元、内容多维、方法多样的教学评价体系。

3、通过参加该子课题的试验，使我校英语教师的教学观念和评价理念得到更新，对英语课程标准有更深刻的认识，通过教师自己设计各种各样的评价方案，收集——归纳——分析——总结——改进——创新，提高教师的教科研水平，推进教师的专业化发展。

三、课题研究的目标传统的教学评价滞后是与基础教育改革存在的严重脱节现象。

本课题的目标，就要改革后有的课堂评价体系，构建一个评价主体多元、评价内容多维、评价方法多样，重视形成性评价和改革终结性评价的科学的课堂教学评价体系，为我校实施新课标课堂教学提供强而有力的武器。

一、教学目标1. 知识目标：（1）掌握时间管理的相关词汇和短语；（2）了解如何合理安排时间，提高学习效率；（3）提高英语写作能力，尤其是议论文的写作。

2. 能力目标：（1）培养学生运用英语进行思考和表达的能力；（2）提高学生英语写作的逻辑性和条理性；（3）提高学生的批判性思维能力。

3. 情感目标：（1）激发学生对时间管理的兴趣，培养良好的时间观念；（2）增强学生的自信心，提高学习动力；（3）培养学生积极向上的生活态度。

二、教学内容1. 词汇：time management, schedule, balance, prioritize, efficient, effective, etc.2. 句型：How to make the best use of your time?3. 写作技巧：议论文写作，引言、主体段落、结论。

三、教学过程（一）导入1. 利用图片或视频展示不同场景下的时间管理方式，引发学生思考。

2. 提问：What is time management? How important is it in our daily lives?（二）讲解1. 介绍时间管理的相关词汇和短语，如：time management, schedule, balance, prioritize, efficient, effective等。

2. 分析时间管理的意义，强调合理安排时间对学习、工作和生活的重要性。

3. 讲解如何合理安排时间，提高学习效率，如：制定计划、优先处理重要事项、平衡学习与生活等。

（三）写作指导1. 引导学生思考：How to make the best use of your time?2. 讲解议论文写作的步骤，包括引言、主体段落、结论。

3. 示例分析：给出一段关于时间管理的议论文，分析其结构、论点和论据。

（四）写作实践1. 学生根据所学内容，完成一篇关于时间管理的议论文，字数不少于150词。

英语单元整体教学设计获奖案例教师作为学校一个重要的组成部分，教育素质不断提升，更有利于学生的学习发展，传播知识，加强对学生的帮助和指导，更好的带领学生走向成功的道路，是我们教师努力的方向，而此次设计的英语单元整体教学，正是为这个目标而奋斗的一个突出的标志。

本次英语单元整体教学设计，把内容多样性、深度、严谨性，以及课内教学等新技术、新技巧和新方法有机的结合在一起，把握好课堂的控制，把授课的内容，全面的、准确的，系统的传达给学生，使学生在学习、理解和应用中得到充分的体验。

本次英语单元整体教学设计，作为本学期的重点，采用目标导向、综合性、全面性的教学方式，让学生在这个整体设计中，得到充分的学习体验和新鲜的收获，达到学以致用的最佳效果。

教师利用本次英语单元整体教学设计，把这一整体教学结构分为3个部分：课前准备、课堂教学以及课后收尾。

首先，针对单元学习内容进行准备，把握关键点，把握重点，把握难点，掌握单元重要知识点，准备授课材料，以及对教学活动的分解，从而形成一个完整的教学计划。

接下来，在课堂教学过程中，教师重视给学生正确的英语语言知识、技能，使他们能够正确的表达，也重视让学生培养正确的态度、熟悉句子结构，以及能够平等地跟同学互动。

重要的是，教师在课堂教学中，不仅要教授学生知识，还要让学生在实践中体验学习之美，从而达到“让学生拥有学习的乐趣，高峰期完成学习任务”的最佳效果。

最后，在每节课的收尾阶段，教师要教学生复习的重点，总结新词语，检测学习进度，然后及时给出反馈，把学生过程中遇到的问题指出，对学生提出正确的解决方法，以及激发学生学习进深的欲望，使他们能够获得更多的学习收获。

本次英语单元整体教学获奖，可见教师对本次设计投入的关注、细心和努力，实质性的丰富课堂教学，更有利于学生的学习发展，也为学生拓展更多的英语学习范围，更有利于学生的普及文化素质的提升，是对本次教学设计成功的最佳肯定。

未来，教师将会不断加强对单元英语教学的设计创新，持续发挥单元英语整体教学的作用，持续提升教师的教育素质，从而推动学生的学习发展，最终让学生走向成功的道路。

英语教学评价任务设计案例范文英文回答：As an English teacher, designing evaluation tasks is an essential part of my job. One effective task design that I have used in my classroom is a role play activity. This task allows students to apply their language skills in a realistic context and assesses their ability to use English in a communicative way.In this role play activity, students are given a specific scenario and assigned different roles to play. For example, they might be asked to act out a job interview or a customer service interaction. Each student is required to use English to communicate and respond to the situation as if it were real. This task not only evaluates their language proficiency but also their ability to thinkquickly and adapt to different situations.To assess the students' performance, I provide themwith clear evaluation criteria beforehand. For example, I might focus on their fluency, accuracy, vocabulary usage, and pronunciation. During the role play activity, I observe their performance and take notes on their strengths and areas for improvement. After the activity, I provide individual feedback to each student, highlighting their strengths and offering suggestions for improvement.This role play activity is an effective evaluation task because it allows students to demonstrate their language skills in a practical and engaging way. It also encourages creativity and critical thinking, as students have to think on their feet and respond to unexpected situations. Additionally, it provides an opportunity for students to practice their speaking and listening skills, which are often neglected in traditional evaluation methods.中文回答：作为一名英语教师，设计评价任务是我工作的重要组成部分。

3、初中英语的优秀教学设计一等奖教学目标：1、知识目标本课时的四会单词2、能力目标1) 培养学生“听”、“说”的技能2) 能够在购物时正确使用英语教学重难点：1、“听”获取信息2、能够在购物时正确使用英语教学步骤：Part One: Pre-listeningT: Today let’s talk about pocket money、Do you have pocket money? How do you spend your pocket money? How about our friends Daniel, Simon, Sandy and Millie? How do they spend their pocket money? Let’s guess.Part Two: While-listening1、Listen and finish Part A.T: Please listen to the tape and finish Part A on page 84、Let’s check the answers.2、Listen and fill in the blanks.T: After listening, please fill in the blanks.3、Listen and write.T: Simon often spends money on football cards、What else does he like to buy?Ss: CDs, sports shoes, stationery and T-shirts.T: How often does he buy CDs?Ss: Sometimes.T: How often does he buy sports shoes, stationery and T-shirts? Please listen and answer.Ss: …Do poor children spend pocket money like Simon?Ss: No.T: Please look at the table on page 84、How often do poor children buy CDs?Ss: Never.T: How often do they buy sports shoes, stationery and T-shirts? Please listen again and write down the answers.Ss:…Part Three: Post-listeningT: Please read the advertisement on page 84 and complete the letter on page 85、Let’s read this letter together.Part Four: Speak up1、Listen and answer.T: We know Simon always spends his pocket money on football boots、Today he wants to buy a new pair、How much are the football boots? Please listen and think about this question.Ss: …2、Read and answer.T: Please read after the tape and think about these questions.Ss: …1、Read it in groups.2、Do an activity.T: Suppose you’d like to buy other things、Please work in groups of three and talk about the things in Part C2 on page 85、Use the dialogue in Part C1 as a model.家庭作业：1 Read the dialogue on page 85.2 Complete the following dialogue according to the Chinese sentences.王兰打算买一条尺寸为24号的牛仔裤，可试穿后发现有点小。

全国英语教师教学设计大赛获奖作品—初中精品教案一、教学内容本节课教学内容选自《新目标英语》八年级上册第三章《A visit to the UN》。

具体内容包括第三单元Section A，着重讨论联合国及其在促进世界和平与发展中作用。

详细内容包括词汇学习、语法点（一般过去时）、会话练习以及相关阅读理解。

二、教学目标1. 让学生掌握与联合国相关词汇，如：assembly, resolution, peacekeeping等。

2. 培养学生运用一般过去时描述过去事件语法能力。

3. 提高学生听说能力，能够就联合国角色和活动进行简单对话。

4. 增强学生对国际组织及其在全球事务中作用理解。

三、教学难点与重点教学难点在于一般过去时正确运用及其与现在时区别，以及联合国相关词汇准确记忆。

教学重点在于通过对话和阅读练习，让学生在实际语境中灵活运用所学知识。

四、教具与学具准备1. 多媒体教学设备，用于播放对话录音和展示PPT。

2. 教学卡片，用于词汇学习和小组活动。

3. 学生笔记本，用于记录重要知识点和练习。

五、教学过程1. 导入新课：通过展示联合国图片，引发学生思考其在国际事务中作用，自然引入新课。

小组讨论：让学生探讨联合国标志意义。

录音播放：听一段关于联合国工作对话，让学生预测对话内容。

2. 新知呈现：词汇教学：通过PPT展示和教学卡片，讲解并让学生练习新词汇。

语法讲解：以对话为例，讲解一般过去时用法。

3. 例题讲解：展示例题，解释一般过去时构造和应用。

让学生模仿例题，进行句子构造练习。

4. 随堂练习：分组对话练习：学生模拟联合国会议，进行角色扮演。

个人阅读理解：完成关于联合国阅读理解练习。

5. 巩固拓展：对话复述：学生复述所听对话，巩固词汇和语法。

角色扮演：学生模拟联合国代表，讨论国际问题。

六、板书设计板书将包括：1. 新词汇及其翻译。

2. 一般过去时构造和示例句子。

3. 联合国主要职能和活动。

七、作业设计1. 作业题目：编写一段关于联合国某次重要活动报道，至少包含5个新学词汇和一般过去时正确使用。

英语课堂教学评价典型案例Case Study of English Classroom Teaching EvaluationAs an English teacher, I always strive to create a positive and effective learning environment for my students. In order to evaluate my own teaching, I often use a variety of methods to assess the effectiveness of my lessons and the progress of my students. One typical case is the evaluation of a recent English class on the topic of environmental protection.To begin with, I used a pre-test to gauge the students' prior knowledge and understanding of the topic. This helped me to identify any misconceptions or gaps in their knowledge before I started the lesson. The pre-test consisted of multiple-choice questions and short-answer questions, which allowed me to assess the students' vocabulary, grammar, and comprehension skills related to the topic.During the lesson, I employed a range of teaching strategies, such as group discussions, role-plays, and multimedia presentations, to engage the students and facilitate their understanding of the subject matter. I also provided opportunities for students to express their own opinions and ideas, which promoted critical thinking and communicationskills. Throughout the lesson, I monitored the students' participation, comprehension, and language use, in order to gauge their progress and adjust my teaching accordingly.After the lesson, I administered a post-test to assess the students' learning outcomes and retention of the material. The post-test was similar in format to the pre-test, which allowed me to compare the students' performance before and after the lesson. Additionally, I collected feedback from the students through anonymous surveys, in which they could express their thoughts on the lesson content, teaching methods, and overall learning experience.Based on the assessment data and feedback, I was able to evaluate the effectiveness of the English class. The pre-test revealed that the majority of students had limited knowledge of environmental protection vocabulary and concepts. However, the post-test showed significant improvement in their understanding and language proficiency. The students' feedback also indicated that they found the lesson engaging, informative, and relevant to their daily lives.In conclusion, the evaluation of this English class demonstrated that the teaching strategies and assessment methods used were effective in promoting student learning andengagement. The pre-test and post-test provided valuable insights into the students' progress, while the student feedback helped me to identify areas for improvement in future lessons. Overall, this case study highlights the importance of ongoing assessment and feedback in evaluating and enhancing English classroom teaching.作为一名英语教师，我始终努力为学生营造一个积极有效的学习环境。

英语教案设计案例及分析范文一、教案设计案例1. 课程名称：英语口语课2. 教学内容及目标：本节课主要围绕日常生活中的购物场景展开，学生将学会询问价格、讨价还价等口语技能。

目标是让学生在实际生活中能够流利自如地应对购物情境。

3. 课时安排：•课前准备（5分钟）：师生互动，复习相关购物用语；•导入（10分钟）：播放购物场景视频，让学生感受真实情境；•主体教学（25分钟）：教师示范询问价格、讨价还价等对话，学生分组练习；•拓展延伸（10分钟）：小组讨论其他购物场景，编写对话；•课堂练习（10分钟）：学生展示对话，互相评价改进；•课堂总结（5分钟）：梳理学习重点，布置作业。

4. 教学方法：•任务型教学，学生参与度高；•多媒体辅助，生动有趣；•小组合作，培养团队合作精神。

二、教学分析1. 教学目标达成性分析通过本节课的教学，学生能够流利运用购物场景所需的口语技能进行对话。

学生在实际生活中遇到购物情境时，能够自信地与对方进行交流，达到了教学目标。

2. 教学方法分析采用任务型教学方法，让学生在实际操作中学习，能够加深学生对知识的理解和记忆。

同时，多媒体辅助能够激发学生学习兴趣，提高学习效果。

小组合作让学生在交流中相互学习，培养了团队意识。

3. 教学进度分析本节课教学进度合理，每个环节间有明确的衔接，学生参与度高，课堂氛围活跃。

学生在短时间内掌握了相关口语技能，课堂效果显著。

4. 教学反思与改进教师应当注意引导学生主动思考和应用所学知识，提高课堂互动；在教学过程中，要及时调整表达方式，以增加学生的理解度；同时，要注意对学生学习情况的反馈，及时调整教学方法和进度，以达到更好的教学效果。

以上是本节课的英语教案设计案例及分析范文，通过规范的执行，能够有效提高学生的口语表达能力，促进他们在实际生活中的应用。