英语教案必须全英文吗

英语教案必须全英文吗

【篇一：高中英语优质课全英教案】

introduce a place

from module2 unit4 communication workshopi. teaching aims

at the end of this lesson, students will

1. be very interested in writing an article to introduce a place.

2. be able to use suitable person, tense, layout, sentence

structures and linking words to introduce a place .

3. be proud of our capital beijing and our hometown jiaozuo

and love them. ii. teaching key points and difficult points

1. teacher leads students to understand and master the layout,

sentence structures and linking words effectively.

2. teacher leads students to master the way to use advanced

and various sentence structures.

iii. teaching and learning methods

process-focused writing approach, group work, cooperative

learning. iv. teaching procedure

1. teacher arouses students’ interests by showing some

photos of some famous cities in the world, and singing the

song, “welcome to beijing”.

2. teacher shows the sample article of beijing to students. this

article serves as language input before writing.

3. teacher asks students questions to lead them to understand

and master the layout, sentence structures and linking words

effectively.

e.g. “how many paragraphs are there in the article?”

answer: (1. introduction. 2. things to see. 3. things to do. 4.

ending words.) “what factors are included in the first

paragraph?”

answer: (general description, location, area, population,

history, climate and temperature.).

“can you find and circle the beau

tiful and advanced sentences

in the article?” answer:

(location : 1. …is located in … 2. …lies in….

area: 1. …covers an area of… 2. ...is the second/

third/...largest city in the world as regards area. etc.)

4. students work in groups and cooperate with each other to

answer these questions.

5. teacher introduces the writing task “write an article to

introduce jiaozuo.

6. teacher divides students into groups of six and arouses

them to express the photos of jiaozuo in best possible ways

according to the sentence structures in the article of beijing.

meanwhile, teacher encourages students to join simple

sentences together with linking words, relative pronouns,

present participles, etc. to form more advanced and more

various sentence structures.

7. students write the first drafts by themselves.

8. teacher stimulates students to check and correct their own

drafts; meanwhile, teacher provides the standards of checking

and correcting. for example, the content, the layout, the

language, the linking words, the handwriting, the tense and

person, the grammar and the spelling.

9. teacher divides students into groups of six and arouses

them to check and correct their partners’ articles. teacher

provides the standards of checking and correcting again.

10. teacher chooses two typical articles to examine before

class; students learn how to check fully and effectively.

10. teacher help the students to summarize some typical and

common mistakes among students’ articles, and correct and

analyze them.

12. homework. polish the first draft and rewrite it.

v. after-class reflection(

教后反思）

1. by singing a song to lead in, students are deeply aroused to

read the sample article of beijing, but my singing is not

professional and perfect.

2. the article is well designed with many good sentence

structures and linking words, students can understand them

by answering the questions intended for them, but the time

spared for them is too limited, and they can’t fully master and

practice them.

3. the time given students to write is 10 minutes, which proves

relatively short and limited. i should have given them more

time to write the article better.

4. the time for students to check is only 3 minutes, which

proves to be too short. the checking procedure is very

important in writing practice, so teachers should place more

emphasis on it.

【 篇二：小学三年级英语教学设计

(

全英文版

)

】

say open your books.

point to the page“welcome to english”.

what’s your known?

listen and learn an english song:

teaching aims of unit 1:

1. grasp the new words: pencil-box eraser pencil book

ruler bag crayon pen sharpener

2. grasp the main sentences: hello! i’m?./ hi! i’m?.

what’s your name? my name is?.

goodbye./ bye. /see you.

and get the students to use these sentences to communicate

with each other.

3. grasp the tpr activities in the part of “let’s do”.

try to say these phrases and respond the actions correctly.

5. learn to the part of “let’s chant”. understand the meanin

g of

the chant and try to grasp the patterns “i have?.” and “ me

too”.

7. enable the students to understand the story in the part of

“story time”. try to read and retell the story.

lesson 1: a: let’s talk let’s play

lesson 2: a: let’s learnlet’s do

l

esson 3: a: let’s makec: culturelet’s sing

lesson 4: b: let’s talk let’s play

lesson 5: b: let’s learnlet’s do let’s sing

lesson 6: b: let’s check let’s chantc: story time

lesson 1

teaching aims:

to make a self-

introduction with the pattern “ i’m?”.

to use hello, hi, goodbye and bye to communicate with

others.

to sing a song: hello

preparation: recorder and tape.

steps:

(1). warm-up listen to the song: hello.

(2). presentation

a. teacher shows and introduces a new friend: a bear. “hello.

i’m teddy. you

can call me teddy bear. ” goes to the pupils seat and greets to

them, shake

the hands.

b. ask pupils to practice this dialogue and later ask some pairs

come to the

front to act.

(3). presentation

a. listen to the song: hello and pass a toy. if a child get the toy

when the

song is stopping, he(she) say: hello(hi)! i’m?

b. some children who haven’t got the toy stand up and

introduce himself(herself):

hello(hi)! i’m?

(4). practice

teacher change the voice and make up like wear a pair of

glasses. then teacher goes with teddy bear into the classroom,

greets to one pupil with the dialogue above, and at last adds

up a sentence: goodbye! practice and act the conversation in

groups. then asks some groups to act it.

(5). add-activities

a. listen and read after the tape, imitate the tape.

b. find a group of friends to make the conversation.

lesson 2

teaching aims:

1. grasp the new words: pencil, crayon, eraser, ruler, pen and

phrases: a pencil, a crayon, an eraser, a ruler, a pen.

2. respond the tpr activities “show me your?”quickly and

correctly. *try to use this phrase.

*3. learn to say“i have a/an?” substitute

the pattern with five

new words. preparation:

a. a teddy bear

b. tape and recorder

c. a pencil-box with a pen, a pencil, a ruler, an eraser, a crayon.

steps:

(1). warm- up/review

a. listen to the song: hello.

b. greets to pupils with: hello/hi. and hug them or shake

hands.

c. make a conversation like last lesson.(2). presentation

a. show a pencil-box. let children guess : what is it in the

pencil-box?

(in chinese) then introduces to everybody like: yes! pencil. i

have a pencil.

b. use this form, let pupils guess and learn the words: pencil,

pen, ruler, eraser, crayon.

(3). practice

a. game:

say what is it in your pencil-box.

-- i have a pen.

b. teddy bear asks: what’s this in english? pupils say: eraser.

do as this.

(4).

let’s do

a. listen to the tape and teacher do it first t show the means.

b. asks pupils to follow teacher to do it and say if they can.

c. do it after tape like:

-- show me your pencil. -- my pencil.

(5). assessment

play a bingo game with those words: crayon, pencil, eraser, ?

lesson 3

teaching aims:

to make a name card.

2. enable the students to know some knowledge about

teachers’ day and encourage them to say happy teachers’ day

to other teachers.

3. learn to sing a song: happy teachers’ day

*4. make a teacher’s card and present the teacher you like.

preparation:

a. tape and recorder

b. a name card

steps:

(1). warm-up/review

a. listen to the song: happy teachers’ day

b. do it: show me your?

(2). practice

a. shows pupils a name card and asks pupils how can we

make the name card. b. told pupils how can they make the

name card in english.

c. pupils make it by themselves and say how does he(she)

make it in english.