全英文英语教案获奖

全英文英语教案获奖

【篇一：全英文英语教案模板】

lesson plan

nsefc module2 unit reading in teacher:

period：period1 type：reading

duration: 45minutes

teaching ideology

the current theory view reading as a interactive process which involves not only the printed page but also the reader’s old knowledge of the language in general, the world and the text types. in the reading process, these factors interact with each other and compensate for each other. based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. the three stages are pre-reading, while-reading and post-reading.

teaching material and learning condition

the analysis of teaching material

the teaching material is the reading part from nsefc module2 unit. the topic of this unit is . this passage mainly introduces the passage consists of paragraphs. the first paragraph is a general introduction of the . para.2 to para.4 introduces . the last paragraph tells about . the topic is not new to the ss. but there is some new words and phases in the passage.

the analysis of learning condition

the students are from grade1 in senior high school. as high school students, they have achieved certain english level and they have the ability to get the basic idea of the reading. since they are in grade1, they are easily activated and want to air their own opinions on the topic. they are familiar with the topic of and know some. but they may not know before. moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.

learning objectives

1. language skills

? at the beginning of the class, ss can predict the content of the passage based on the title. ? ss can scan the passage and find out the specific information such as the person related with

? ss can summarize the passage with the help of the clues of the passage.

2. language knowledge

? ss can master the key words and phrases of the passage as follows, . ? ss can learn , especially

3. affects

? ss will realize that and they will concern themselves with the issue of

4. cultural awareness

? ss will broaden their minds by knowing something about

5. learning strategies

? ss will cultivate their ability individual learning and cooperative learning by doing some

activities independently and some in groups.

? ss will communicate with each other in english while doing the group work.

language difficulties

focuses and anticipated

language focuses

this is a reading period so the focus is to cultivate the students’ reading skills. the many activities are designed to help ss to train their reading skills, such as predicting, skimming, scanning and summarizing.

it is also important for the ss to master the new words and phrases.

anticipated difficulties

as the ss have a limited vocabulary, so they may have some difficulties in understanding the passage. so the teacher will help them learn the new words and phrases.

ss may did not heard before, so the teacher will tell them some background knowledge about it.

teaching method

three-stage model: based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language

efficiency in general and reading strategies. the three stages are pre-reading, while-reading and post-reading.

teaching aids

multimedia devices and ppt documents: in order to help ss to fully understand the whole passage, i adopt multimedia devices and ppt documents to bring the real-life situation into the classroom.

teaching procedures

step1. lead-in (6min)

activity1. greetings and free-talking (2min)

t leads into the topic by asking ss some they know. ss tell the name of the they know freely.

t: hello boys and girls. (ss say hello to the teacher.)

t: when we say , what appears in your minds? (ss tell the things appear in their minds freely.) t: what are the ? (ss tell some names of .)

activity2. picture-talking (4min)

t shows some pictures about the in china and abroad. after seeing the pictures, ss are expected to tell the similarities of them.

t: just now, you talk about some in china. now, let’s see some pictures of some . (t shows the pictures and ss see them carefully.)

t: what do the have in common？for example, they are very precious. what are your opinions?

(t gives them some hints and ss tell the characteristics of )

[aims]

? in this step, t first leads in the topic by talking with the ss freely about the which

is familiar to them and then ss see some pictures and tell the characteristics. these two activities aim to arouse the ss’ interests in the topic and activate their old knowledge of . then ss will be mentally prepared for the reading comprehension. what’s more,

when they are talking about the charateristics of, they will realize that theare rare and precious and they will concern themselves with the issue of .

step2. pre-reading (3min)

activity1. knowing something about (1min)

t gives a brief introduction of the. ss will know the t: today, we are going to learn . it is . do you know what is? (t shows some pictures ofand ss get to know the .)

activity2. predicting (2min)

t asks ss to read the title of the passage and then ask them some questions. ss will predict the content of the passage with the help of the title.

t: please look at the title “”, what does “” mean?

(if the ss can not give the answer, then t explain it.)

t: in search means that people are looking for it. why are people looking for it? can you guess? what will the passage talk about?

(ss predict the content, but t will not give the answer here.)

[aims]

in this step, the ss first know some information of the ; the background information will make it easier for the ss to understand the passage. then t asks ss to make predictions about the passage. it aims to help ss develop the reading skills of predicting.

step3. while-reading (22min)

activity1. skimming (4min)

ss skim the whole passage and find out and check their predictions. t: why are people still ? here is a multiple choice for you.

activity2. scanning (3min)

t presents several true or false statements and asks the ss to scan the passage and judge the right from the wrong.

(keys: Ｆ，Ｆ，Ｔ，Ｔ，Ｆ)

activity3 close-reading (15min)

t designs various kinds of activities and ss do the activities to fully understand the passage. para.1

t: please read para.1 carefully and then take some note about the .

para.2-4

please read para.2-4 carefully and then find out the removal of the room.

please read para.2-4 carefully and then find out the person related with the amber room and the things them down with it. para.5

please read para.5 carefully and then find out the the rebuilding of the amber room.

【篇二：全英英语教案】

? lessonplan

姓名：班级：学号：

? lesson 6---no smoking, please!

period:the 1st period of lesson 6

aims:to introduce new words and talk about

important points of it.

time: 45 mins

procedure:

(a)

(b)

(c)

to introduce news words of the text and listen these new words. (5’) let students read them for 3 times. (5’) to talk about important points of these words. (20’)

(1) mind （vt）介意

(i) mind + subordinate clause (从句)

e.g.: i don’t mind what you have said.(我不介意你所说的话)（ii）mind + doing something

e.g.: i don’t mind waiting for you here.

add (vt)/(vi)

(i)join one thing to anther增加,积累

e.g.: there is no more time left for adding new stories.

(ii) go on to say 接着说，又说

e.g.: a little salt will add to the taste.

(iii)add up 把~加起来

e.g.: the figures added up to exactly 5oo.

check

(i) examine 检查

e.g.: checking information is very important.

(ii) check in = register in a hotel 登记住旅馆

e.g.: what time did they check in?

go ahead

(i) continue to forward

e.g.: go straight ahead till you see the entrance.

(ii) help yourself

e.g.: ----i wonder if i could use you’re your phone.

--- sure. go ahead.

(5) chance

(i) possibility

e.g.: the chances are ten to one that we will win.

(ii) luck/ accident

e.g.: let’s leave it to chance.

(iii) opportunity

e.g.: it’s the chance of a lifetime.

(6) phrase of “sale”

e.g.: cry for sale (叫卖) carry something for sale (兜

售) be on sale (正在出售) for sale (待售) sales department (4) (3) (2)

(销售部) sales tax（销售税）

(d) to listen the test and then let one or two students read it (5’)

(e) to talk about the problem o smoking and its harmfulness on

it. (10’)

(f) homework

(i)

(ii)

to review the new words to prepare the text

? lesson 6---no smoking, please!

period: the 2nd period of lesson 6

aims:to analyze the 1st and 2nd paragraph of the text time:45 mins

procedure:

(a) to check up words and let 4 students write from memory on

the blackboard. (10’)

(b) to read the test and then answer some relevant questions.(10’)

(i) what is main idea of this test?

(ii) is smoking a bad habit? why ?

(iii) can you give your reasons and offer some

advice on how to stop it?

(c) to analyze the 1st and 2nd paragraph of the text (25’)

(i)

to deal with the sentence structure and its main idea

(ii)

(i) to translate some difficult sentences first, money is spent looking after people

with illness, which has been caused by

smoking. (第一，要花钱去照料那些由于

吸烟致病的人们)

the chance is that one smoker in four will

die. (有这种可能，就是每四个抽烟者中

有一个要死于抽烟) (ii)

(iii) this is because each year millions of

smokers die from the habit. （这是因为每

年都有几百万吸烟者死于这种抽烟的习

惯）

（iii）to teach some useful expressions and grammar

(1) be used to doing(习惯于做某事) used to do（过去常常做某事）

e.g.: (i) i am used to getting up at 8:00 in the

morning.

(ii) i used to live in the countryside, but now i

live in the city.

(2)set

(i) go down 表示（太阳等）下落

e.g.: it will be cooler when the sun has set.

the sun was setting/had set when we got there.

(ii) put or place 放置

e.g.: he set that vase on the shel

f.

(3) pick up

(i) take up (拾起)

e.g.: he picked up his school-bag and rushed out of door.

(ii) buy (买)

e.g.: where did you pick up this heavy old bookshelf?

(iii) take by car , bus or bike (顺便来接)

e.g.: let’s send a car to pick her up.

(iv) get better (变好)

e.g.: wheat outpoint of this year has picked up again.

(4) be (very) good at +doing (擅长做某事)

(5) burn down/ burn up的区别

两者都表示“燃尽”。但前者的主语只能是物，而后者的主语可以是人或者物。

（6）be on fire = catch fire 着火

e.g.: that house is on fire. = that house catches fire.

(d)

homework

(i)to review the 1st and 2nd paragraph of the text (ii) to prepare the 3rd and 4th paragraph of the text

? lesson 6---no smoking, please!

period: the 3rd period of lesson 6

【篇三：全英文英语教案】

teaching plan

姓名

学号

班级科目:

指导老师

lesson 3 living abroad

Ⅰ.background information:

1. student: 45 senior high school students, grade 2

2. class duration: 45 mins

Ⅱ.teaching aims:

by the end of the lesson, students will be able to

1. use the new words and phrases to express themselves;

2. know the functions of present participle and make sentences with the grammar;

3. find some cultural differences between chinese and american.

Ⅲ.teaching contents:

1. vocabulary and phrases that help to express cultural

differences, such as embarrassed, embarrassing, exchange, host, hospitable, appetite, modest, stare at, have a difficult time doing sth. insist / keep on doing sth. notice / hear / see sb. doing sth.

2. functions of present participle:

⑴ hear sb. doing sth. (object complement)

⑵ an embarrassing experience (attribute)

⑶ what he did is amazing. (predicate)

⑷ i went back to the room closing the door. (adverbial)

3. some cultural differences between chinese and american in three different situations.

Ⅳ.teaching aids: ppt, pictures, paper.

Ⅴ.teaching procedures:

step 1. lead- in

t: good morning, everyone!

ss: good morning, teacher!

t: today we will learn lesson 3 living abroad. first, let us look at two pictures. (present the pictures.) the american mouse and the chinese mouse reply differently when they are praised, one in a confident way while the other in a modest way. so we will find some other cultural differences between american and chinese through the lesson.

step 2. learn the new words and phrases

t: before the text, let us learn the new words. oh, the first two words are embarrassing. do not worry! now, we only need to recognize them. “embarrassed” means feeling shy and stupid, and we say sb. feel embarrassed. “embarrassing” refers to making sb. feel shy and stupid, and we say sth. is embarrassing. the subject is different, and you can compare them with “interested” and “interesting”. understand?

ss: yes!

t: ok! next, the word “change” means “交换”， while “exchange” refers to“交换或交流”. for example, “cultural exchange” means — (ask students to translate it.)

ss: 文化交流.

t: yes! then, when foreign friends come to china, we chinese, as the host or hostess， should be hospitable. (point at the ppt and say “friendly and generous”.) appetite---when the host or hostess is hospitable, the guest may feel delighted and have a good appetite (point at the ppt and say “desire for food”.) now, the last two words. (point at the ppt.) most chinese are modest. (point at the ppt and say “talking little about one’s own ability and achievement) “stare at” means looking at for a long time without moving. read after me —“embarrassed”.

ss: embarrassed.

(read after me: embarrassing, exchange, host, hospitable, appetite, modest, stare at)

t: do you know how to use the new words in phrases? let us learn them together. (next ppt.) no strange words in the phrases, so we start directly. xxx, the meaning of the first one, please.

student a: 度过一段困难时期

t: yes, sit down please. this phrase is similar to “have difficulty doing sth.” xxx, the second one, please.

student b: 有一次尴尬经历

t: right! sit down, please. “look embarrassed” means “看起来尴尬”. an d what about the fourth one?

ss: 胃口好，有食欲.

t: good! then, both “insist on” and “keep on” mean “继续”. the last one! “notice / hear / see + sb. + doing sth.” means “注意到/听到/看到+某人+正在做某事”. (show the sentences.) xxx, could you translate the sentences into chinese for us? student c: 我听见她正在唱歌和我听到过她唱歌。 t: good! quite clearly. thank you!

step 3. learn the new grammar

t: let us learn the new grammar—present participle (show the next ppt.) firstly, “hear” is the verb; “sb.” is the object; so “doing sth.” is an object complement. (point at the words “an”, “experience”，“embarrassing”) article，noun，an attributive adjective！now, you tell me the function. the third one, xxx, please.

student d: “what he did” is the subject. “is” is the verb . “amazing” is predicate.

t: well done! “amazing” shows the feature of the subject. (run