英語專業優秀教學設計

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英語專業優秀教學設計（通用9篇）

　　作為一名為他人授業解惑的教育工作者，總歸要編寫教學設計，教學設計是教育技術的組成部分，它的功能在于運用系統方法設計教學過程，使之成為一種具有操作性的程序。那么寫教學設計需要注意哪些問題呢？下面是小編整理的英語專業優秀教學設計，歡迎閱讀與收藏。

英語專業優秀教學設計（通用9篇）

　　英語專業優秀教學設計 1

　　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 multimedia

　　2. The blackboard

　　Ⅶ. Teaching Procedures:

　　Step1 Lead-in

　　1. 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 watch a 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 learning

　　1. Structure of passive sentences

　　T: 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) Voice

　　Passive voice

　　T: As we can see, the structure is like “be + v-pp” (write on the blackboard). T: We have just mentioned, “我乘坐機車是不被允許的” how to say?

　　T: Then,”抽煙是不被允許的”how to say?（play the slide）

　　T: Let’s see some past participant of some usual v

　　erbs. 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 1/2/3

　　read the answers. Clear? Are you…ready go!

　　2. Voice exchange

　　(1) Simple sentence “劉謙變魔術” how to say?(Play the slide) Then, how to

　　change 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 on

　　the blackboard)

　　Step 3 practice

　　T: 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 Homework

　　1. Finish the Section A of the Exercise book;

　　2. Prepare for the dictation.

　　英語專業優秀教學設計 2

　　教學目標

　　知識與技能目標

　　1. Get students to learn some useful new words and expressions in this part. 2. Get students to read the letter. 3. Let students learn the prohibition, warning and permission.

　　過程與方法目標

　　1. Develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.

　　2. Enable student s to understand how to give advice.情感態度與價值觀目標

　　1. Stimulate students’ interests of learning English by reading and acting this play. 2. Develop students’ sense of group cooperation and teamwork.

　　教學重點

　　1.state the main idea of each paragraph in own words 2.ways to become addicted to cigarettes 3.the harmful effects of smoking 4. suggestions to quit smoking

　　教學難點

　　1. sorting out major idea and minor idea 2. master key words in key sentence

　　教學過程

　　→Step 1 Warming up Write some advice to persuade smokers to quit smoking →Step6 Discussion

　　How to live a healthy life?

　　→Step 7 Homework

　　1. write down the suggestions given by granddad

　　2. try to persuade one to give up smoking

　　英語專業優秀教學設計 3

　　一、說教材

　　本單元主要是圍繞生日展開教學，要求學生掌握十二個月份和序數詞的變化，以及日期和生日的表達。我上的是第二課時，在第一課時中，學生已經學習了十二個月份和序數詞，本課時主要是要求學生掌握日期的表達，以及能正確說出自己的生日，能掌握四會句型： When’s your birthday? My birthday is on the… of … What would you like as a birthday present? I’d like …

　　二、說學生

　　十二個月份和序數詞已經在第一課時學習過，大多數學生掌握良好，但六年級學生在課堂上不愛表現自己，部分學生對于英語學習缺少興趣。

　　三、說教法

　　1、游戲教學。興趣是最好的老師。在復習單詞時設計了What’s missing?的游戲，讓學生在課的一開始就感受學習的快樂，為進一步的.學習做鋪墊。

　　2、朗讀教學。英語是一門語言，交際是學習的目的，因此，課堂上朗讀和運用是必不可少的，教師設計了多種朗讀和練習方式，例如：小組朗讀，個人朗讀，男女對讀，同桌討論等，讓學生在有限的課堂時間內得到最多的練習。

　　3 任務教學。在鞏固句型時，設計了Do a survey 的教學任務。學生在調查時能運用語言，鞏固語言知識。

　　四、說教學過程

　　1. 在課的一開始主要通過Free talk ：How many days are there in a week? How many months are there in a year? 引出復習單詞，在復習單詞時通過詢問Which is the first/second.. month in a year來初步復習一下序數詞。接著設計了What’s missing?這個游戲來進一步復習月份，同時也激發了學生學習的積極性。之后引出句型復習： When’s your birthday? My birthday is in…。

　　2.通過復習句型When’s your birthday? My birthday is in…。引出我的生日在幾月幾日，以及Helen 和Jim 的生日，重點掌握序數詞，通過總結讓學生對序數詞的變化有一個整體的了解。在學生掌握序數詞的基礎上，讓學生了解日期的表達，因為學生對于單詞還不能默寫，所以日期的練習只限于口頭討論和朗讀。學生掌握了日期之后讓學生說說自己的生日，引出本課的重點句型When’s your birthday? My birthday is on the… of …。 What would you like as a birthday present? I’d like … Present

　　這個單詞比較難讀，是朗讀教學的重

　　3.通過討論練習C 部分句型進一步鞏固句型，最后設計了Do a survey教學活動，學生在調查時再次鞏固句型，并學會了用第三人陳述重點句型。

　　4.Assignment。書本上C部分句型圖1和圖3，從書面上鞏固所學的新句型。

　　英語專業優秀教學設計 4

　　一、教學內容

　　1、請描述一下你的朋友，看看他(她)過去和現在有什么變化，請從外貌、性格、愛好來說明。詞數：80～100左右。

　　二、教學目標

　　1.能用英語簡單描述自己或他人過去和現在發生變化。

　　2.以小組討論的方式起草和修改作文

　　三、教學方法小組討論、小組合作、競賽、練習等

　　四、教學步驟

　　1.復習詞組和句子：通過小組競賽和倆倆對話復習談論某人過去和現在發生變化表達。為學生寫作做鋪墊。如：

　　used to do sth. play basketballplay soccerplay the piano

　　play the violinenjoy doing sth.prefer doing sth.

　　be interested in doing sth.climb the hillgo swimming

　　like doing sth.all the timecollectstamps

　　My hobbies are changing all the time.

　　2、認真審題，明確題意：教師介紹用第幾人稱、用什么時態、簡述寫作方法，提出字數要求等。

　　3、小組討論，詳細構思：由小組成員討論有關話題，如先讓學生相互介紹自己有什么變化。然后再進行交流觀點，教師可以參與小組討論補充有關信息等，以便進一步完善或拓展其寫作思路。

　　4、認真獨立完成作文：通過交流和探討，每個學生認真編寫提綱、打草稿，在這個過程中，有問題可求助于組員或老師，但不能抄襲他人作品。完成后認真閱讀，教師引導學生自己修改。同時教師可以提供一些精彩句子，為學生寫作提供素材。

　　5、小組成員互評互改：教師簡要傳授修改策略，同桌互相閱讀作品，并做必要的.修改,并用紅筆劃出好詞、好句.草稿必須簽上批改同學的名字后上交。

　　6、在班上朗讀一篇優秀的作文和中等的作品并一一進行點評。

　　7、抄正作文：讓學生抄正作文后上交。

　　五、教學反思

　　一、整個課堂通過不同方法引導，對學生進行聽、說、讀、寫各方面的訓練。同時活動形式多樣，如小組活動、個體活動，使不同層次的學生都嘗試成功。

　　二、初中英語寫作教學是薄弱的環節，在教學中必須從基礎抓起，尤其是課堂上加強對學生英語同步教學聽、說、讀、寫的訓練。

　　1.詞匯聽寫、默寫、單詞拼寫、連詞成句、英漢互譯、句子轉換、句子改錯、合并句子等。

　　2.積累好詞、好句、好段。平時鼓勵學生背誦課文對話，好句。仿寫課文和套用課文中的段落。這為今后寫作打下扎實的基礎。

　　英語專業優秀教學設計 5

　　Teaching aims:

　　1、能力目標：

　　a. Listening: get information and views from the listening material;

　　b. Speaking: express one’s attitude or views about friends and friendship in appropriate words.

　　c. Reading: enable the Ss to get the main idea

　　d. Writing: write some advice about making friend as an editor

　　2、知識目標：

　　a. Talk about friends and friendship; how to make friends; how to maintain friendship

　　b. Use the following expressions:

　　I think so. / I don’t think so.

　　I agree. / I don’t agree.

　　That’s correct.

　　Of course not.

　　Exactly.

　　I’m afraid not.

　　c. to enable the Ss to control direct speech and indirect speech

　　d. vocabulary: upset，calm，concern，loose, Netherlands, German, series,

　　outdoors, dusk,crazy，purpose，thunder，entire, entirely,power，curtain, dusty, partner, settle, suffer，highway, recover, pack, suitcase, overcoat, teenager, exactly, disagree, grateful, dislike, tip，swap，item

　　add up calm down have got to e concerned about walk the dog go

　　through set down a series of on purpose in order to at dusk face to face no longer ot …any longer suffer from gete tired of pack sth. up get along with fall in love join in

　　3、情感目標:

　　a. To arose Ss’ interest in learning English;

　　b. To encourage Ss to be active in the activities and make Ss to be confident; c. To develop the ability to cooperate with others.

　　4、策略目標：

　　a. To develop Ss’ cognitive strategy: taking notes while listening;

　　b. To develop Ss’ communicative strategies.

　　5、文化目標：to enable the Ss to get to know different opinions about making friends from different countries.

　　Teaching steps:

　　Period one

　　Step1. Warming up

　　1、 Ss listen to an English song AULD LANG SYNE.

　　2、 Brainstorming: let Ss say some words about friendship – honest, friendly, brave,

　　humorous, funny, wise, kind, open-minded, responsible, helpful…。

　　Step 2. Talk about your old friends

　　1、 Ss talk about their old friends in Junior Middle School, talk about their

　　appearance, personality, hobbies, etc.

　　2、 Self-introduction

　　Step 3. Make new friends

　　1、 Ss go around and ask their new friends some information and fill in the following

　　Step 4. Do a survey

　　Ss do the survey in the text，P1

　　Sep 5. Listening and talking

　　Do Wb P41 (Talking)。 While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.

　　When Ss make their conversation, ask them to try to use the following expressions. I think so. / I don’t think so. I agree. / I don’t agree.

　　That’s correct.Of course not.Exactly. I’m afraid not.

　　Step 6. Discussion

　　Divide Ss four in one group and each group choose a topic to discuss. There are four topics.

　　Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.

　　Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?

　　Topic 3: Does a friend always have to be a person? What else can be your friend? Why? Topic 4: List some qualities of a person who does not make friend easily.

　　Step 7. Summary

　　1、 Ask Ss themselves to summarize what is friendship and what is the most important in making friends.

　　2、 T shows more information about friendship and a poem about friendship. What is friendship?

　　I want to find the answer to the question

　　What is friendship?

　　When it rains, I think friendship is a small umbrella.

　　It can give me a piece of clear sky.

　　When I’m crying, I think friendship is a white handkerchief.

　　It can wipe my tears dry.

　　When I am sad, I think friendship is a warm word.

　　It can bring me happiness again.

　　When I am in trouble, I think friendship is a strong hand.

　　It can help me escape my troubles.

　　When I sit in a quiet place, I think friendship is a very wonderful feeling.

　　It can’t be pulled and torn, because it is in everyone’s heart.

　　It is there from the beginning to the end of our lives.

　　3、 Tell Ss: make new friends and keep the old; one is silver and the other is gold. Step 8. Evaluation

　　1、 Look up the new words and expressions in warming up and pre-reading in a dictionary.

　　2、 Write a short passage about your best friend.

　　Period two

　　Step1.Warming up

　　Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home.

　　How would you feel?

　　What would you do?

　　Four students a group discuss with each other for 2 minutes.

　　Activity2: Play a short part of the movies Step2. Predicting

　　Students read the title of the passage and observe the pictures and the outline of it to guess:

　　Who is Anne’s best friend?

　　What will happen in the passage?

　　Step3. Skimming

　　Students skim the passage in 2 minutes to get the main idea :

　　Who is Anne’s best friend?

　　When did the story happen?

　　Step4. Scanning

　　Students work in pairs to find the information required below:

　　Anne

　　in World War Ⅱ

　　Step5. Intensive reading

　　Students work in group of four to discuss the following open questions:

　　1.Why did the windows stay closed?

　　2.How did Anne feel?

　　3.What do you think of Anne?

　　4.Guess the meanings of “spellbound”，“ hold me entirely in their power” from the discourse（語篇，上下文）。

　　5.Which sentences attract you in the passage?

　　Step6. Activity

　　Four students a group to discuss the situation:

　　Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.

　　What will you take? Why?

　　How will you spend the 3 months?

　　How will you treat each other and make friends？

　　Step7.Assignment

　　Task1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.

　　Task2.Ex2、3 、4on Page3

　　Period three

　　Step 1. Warming up

　　Check the Ss’ assignment: task 2

　　Step 2. Language points:

　　1、 add（v.）

　　1)。 To put together with something else so as to increase the number, size, importance, etc.增加，添加

　　Please add something to what I’ve said, John.

　　2)。 To join numbers, amount, etc so as to find the total相加

　　Add up these figures for me, please.

　　add to something: to increase增加

　　What he did has added to out difficulties.

　　add up to: to amount to加起來等于；總計

　　The cost added up to 100 million yuan.

　　2、 go through

　　1)To examine carefully仔細閱讀或研究

　　I went through the students’ papers last night.

　　2)To experience經歷，遭受或忍受

　　You really don’t know what we went through while working on this project.

　　3、 crazy（adj.）

　　1) mad, foolish瘋狂的'，愚蠢的

　　It’s crazy to go out in such hot weather.

　　2)wildly excited; very interested狂熱的，著迷的

　　She is crazy about dancing.

　　4、 be concerned about/for: be worried about擔心

　　We’re all concerned about her safety.

　　Step 3. Learning about language

　　1、 Finish Ex.1, 2 and 3. on Page 4.

　　2、 Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.

　　Step 4. Practice

　　Using structures on Page 42: ask the Ss to use indirect speech to retell the story. Step 5. Assignment

　　Finish Wb. Ex, 1 and2 on page 41 and 42.

　　Period four

　　Step 1. Revision

　　Check the Ss’ assignment.

　　Step 2. Reading

　　Ss read the letter on page 6

　　Notes:

　　1、 get along with

　　2、 fall in love

　　Step 3. Listening

　　Ss should take notes while they are listening.

　　1、 first listening: Ss listen and answer the questions of part 2 on page 6.

　　2、 second listening: Ss listen again and finish part 3 on page 6.

　　Step 4. Listening

　　Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.

　　英語專業優秀教學設計 6

　　一、教學目標與要求:

　　1.能夠簡單地描述制作某個東西的過程和步驟.

　　2.培養學生團結協作和動手能力

　　二、教學向導:

　　1.語言目標

　　How do you make a banana milk shake?

　　Peel three bananas.

　　Cut up the bananas.

　　Put the bananas and ice cream in the blender.

　　Pour the milk into the blender.

　　Turn on the blender.

　　Drink the milk shake.

　　2.學習策略與思維技巧

　　通過對話練習和對上下文進行邏輯排序鞏固所學知識.

　　通過合作學習,培養學生的動手能力與合作精神.

　　3.重點詞匯

　　first , next , then , finally ,shake , milk shake , blender , turn on , cut , cut up ,peel , pour , into , pour into

　　4.語言結構

　　a.鞏固祈使句的用法 b. 描述做某件事過程的`詞: first , then , next , finally

　　5.語言功能描述制作食物的過程.

　　6.跨學科學習社會實踐:制作食物

　　三、教學方法:

　　采用多媒體教學, 小組討論法，實物操作法

　　四、Teaching procedures

　　Step one. Lead in Unit7 How do you make a banana milk shake? Using “ Did you ever eat dumplings? Did you drink ever fruit juice?” Who makes them for you? Now you should learn to make them by yourself.　Today we are learning to make a milk shake。 It’s a banana milk shake. Let’s learn Unit Seven How do you make a banana milk shake? Section A 1a-1c can teach you how to make a banana milk shake.

　　Step two. First, we are learning new words. Work in groups to pronounce new words. After students learn to pronounce new words of Section A 1a-1c. The teacher asks a few students to read these words. The teacher teaches students to read them.

　　Step three. Next, what ingredients do we need? Please look at the MicrosoftPowerPoint4,5,6and7. Read them three times.

　　Step four. Now we know what we need. Then how to use them. Let’s learn 1a, work in groups to finish the teaching of 1a. Look at the Microsoft PowerPoint10 and check the answers.

　　Step five . Let’s learn 1b to know the correct instructions of how to make a banana milk shake. There are six instructions in making a banana milk shake. Listen to the tape and put the instructions in the correct order. Students look at Picture 3 on Microsoft PowerPoint and check their own answers.

　　Step six Let’s go over how to make a banana milk shake.

　　Look at Microsoft PowerPoint10 ,11,12,13,14and15 and read them three times.

　　Step seven . Ask two students make a banana milk shake by themselves, other students look at the pictures16,17,18,19,20and21 to give the instructions and watch the process . After the two students make a banana milk shake, ask a few students to taste it and ask “How do you like a banana milk shake? or What do you think of a banana milk shake?”

　　Step eight Sum up the process of making a banana milk shake.

　　1. first , next , then , finally

　　2. ingredients: bananas milk ice cream blender

　　3. important words: peel cut up put…in/into pour… into turn on drink

　　4. 總結祈使句

　　Step nine. Work in groups to write down the process of how to make a banana milk shake on a paper and report their results, finish the teaching of 1c.

　　Step ten. Homework:

　　Our parents are busy working hard every day, they are too tired every day. Make a banana milk shake for your parents this weekend, and write down the process in your exercise book.

　　英語專業優秀教學設計 7

　　一、教學目標

　　1、知識與能力

　　(1)本單元要求掌握基本的詞匯和短語：atmosphere, climate, concentration, emission, extremity, methane, paly part in, weather patterns etc.

　　(2) 能夠掌握本單元單詞短語的音形義，學會運用詞語造句。

　　(3) 口語學習要求：要求學生會掌握如何表達責備，抱怨的英語表達。并要求學生學完本單元Speaking 部分能夠進行相對應的對話練習。

　　2、過程與方法

　　教師通過PPT講解，引導學生課堂討論，提高學生的語言表達和理解能力。

　　3、情感態度與價值觀

　　本單元通過學習Environment向學生介紹了全球變暖的起因，危害等，通過本單元學習，希望在引起學生保護環境，愛護地球的意識，使學生更加了解如何更好地生態環境。

　　二、教學重點

　　1. 掌握握一些詞匯和短語的用法：Climate, concentration, emission, extremity, methaneetc

　　2. 學習英語口語中表達抱怨，不滿的表達方法。

　　3. 語法板塊學習了非謂語動詞，主要講解了現在分詞和過去分詞以及他們的用法和區別。

　　三、教學難點

　　現在分詞和過去分詞的具體用法。

　　四、教學方法

　　主要運用了討論法。

　　五、課時：

　　共需要大概10課時，其中講授用7課時，復習，課堂做練習，講解練習題3課時

　　課型：新授課

　　六、教學準備：

　　多媒體課件，與全球變暖有關的小視頻，圖片等。

　　七、教學過程：

　　第一課時（新知課）

　　9月11日

　　Step1 lead in

　　1.通過PPT展示各種自然災害和環境保護日的相關的圖片，引起學生的注意力。

　　2.教師提出問題：

　　a. Do you these pollutions? What are they？

　　b. Do you know the global warming?

　　c．What causes the global warming？

　　學生回答上述問題。并讓學生進行討論：什么是全球變暖，全球變暖的危害？說明:通過課堂討論，使學生很快進入課堂準備之中，從心里上做好接受新知識的準備，可以調動學生學習的積極性，同時抓住學生的注意力，并且引起學生對本單元的學習熱情和興趣。

　　Step2 Presentation

　　教師播放有關全球變暖的相關圖片，視頻。播放完后，教師進行Lead in部分問題的解釋，并引導學生將注意力轉移到本單元的課文上

　　T:During the last thirty years, the economy of the world has increased sharply, so it is the same with the temperature. Global warming is an extremely serious problem facing the world today.Ok, everyone, Lets begin our new class. “Environment”

　　說明:教師通過播放相關視頻，加深學生對global warming的理解，為后面的進一步引入新知做準備。

　　Step3 Practice in class

　　1. 教師留給學生5分鐘左右的時間進行課堂預習。要求學生將生詞，新知短語等標示出來。

　　2. 教師講解詞匯和短語的用法：

　　（1）The teacher explains the usage and pronunciations of the new words.

　　（2）The students read the words and phrases loudly.

　　(3) The students make the sentences with the words and phrases.

　　（4）先讓學生自己嘗試著看著音標去拼讀，然后教師糾正發音。鍛煉學生的自主學習能力，讓學生參與到課堂當中來。

　　說明：培養學生課前預習的好習慣，讓學生自主的去學習，鍛煉學生快速閱讀的能力，培養其良好的學習習慣，為后面課文的講解做好準備。

　　Step4 Teacher explains the text.

　　（1）教師對課文進行逐句的講解，講授新詞和短語的`意思并引導學生自己翻譯句子的意思，給予必要的指導。

　　（2）對于簡單的句子要求學生自己朗讀并翻譯，教師指導個別單詞發音。

　　（3）本單元Reading A部分的課文中的語法點不多，但是有一些專業的詞匯比較難一些，發音，單詞長度等都是學生掌握的難點，比如二氧化碳： carbon dioxide，等。因此單詞要多領讀，多練習使用。其他就是一些新的單詞難一點，本單元的reading A部分并沒有過多難以理解的語法點。

　　（4）課文講解完，再將課文整體通一遍大義，將文中重難點再次強調。

　　（5）課堂練習。Task 2，并進行講解。

　　說明:進行及時的課堂練習幫助學生鞏固新知，加深記憶。同時可以使學生集中

　　注意力緊跟教師的授課進度。

　　Step5 Homework

　　1. Read and write the new words and phrases.

　　2. Preview the text of speaking& grammar.

　　課后小結：本學期第一次課，個別同學沒有按時報到，電子商務班的張勁超，綜合班的紀瑞文。其他同學都到齊了。課堂整體紀律性還不錯，但是學生沒有完全收回心思，所以開學初講的東西不能貪多，要充滿趣味性。

　　說明：鞏固新知識，同時為學習新課做好準備。

　　第二課時（練習課）

　　9月12-13日

　　本節主要是練習課，復習上課時所學的基礎知識點，并通過相應的練習來鞏固新知。

　　Step1 Preview大概用時10分鐘

　　（1）復習上節課所學單詞，短語。首先要求學生根據音標以及上節所學進行單

　　詞的自我拼讀。通過拼讀。教師糾正發音，可以進一步了解學生新詞掌握情況。對部分學生掌握不好的單詞進行多遍代讀練習。

　　（2）復習課文，將課文中的重難點點名提問，看看學生掌握的如何，同時根據

　　學生的反饋，對教學的進度進行更好的把控。

　　（3）反饋上次作業，對沒交的同學進行批評教育，督促下次積極交作業。對作業情況進行一個簡單的評價。以此鼓勵同學積極交作業。

　　Step2 課堂現場做課本TASK2-5的練習。大概用時20分鐘。

　　Step3講解練習。

　　練習中的知識點：

　　1. 相近短語的辨別：

　　play with 玩耍，play down 貶低，play off 取笑 play up 夸大

　　give in 上交 give off 發出 give up 放棄 give away 發出

　　cut down 消減cut off 切斷 cut back 修減 cut in 插嘴

　　result in 起因于 result from 導致 lead to 導致

　　2. As a result 所以 in result 結局 as a result of 作為的結果

　　Step4 學生訂正，并自己總結練習題中的知識點。

　　Step5 留幾分鐘時間，學生有不懂的題可以問老師

　　課堂小結：學生出勤情況：綜合班的紀瑞文請假。其他同學到齊。因為學生課下很難保證按時完成練習冊作業，所以給學生已經一節課的練習課。其中相對而言，學前教育的練習課，學生表現較好。綜合班和電子商務班的練習課學生完成情況較差，因為學生的基礎差。

　　第三課時（新知課）

　　9月14-19日

　　Step1 Speaking 板塊的學習

　　PPT 展示一組關于blame & criticism的英語對話。

　　T: Today，we will learn how to express the blame and criticism. Firstly, lets come to the new words.

　　Responsibility 責任insane 不健全的fed up 感到厭倦 shame 羞恥

　　Step2 學習Listening部分的新單詞首先學生拼讀一邊，然后教師代讀幾遍，最后教師和學生進行英漢互譯練習。進一步使學生掌握新單詞的讀音和意思。

　　Step3講解Speaking 部分的實用口語表達。

　　（1）對其中口語表達就其讀音，意思，用法進行重點講解。并要求學生進行替換練習。

　　（2）要求學生自己讀一讀，練一練

　　（3）挑學生讀句子。

　　（4）學生集體將該部分的實用表達大聲讀一讀。

　　英語專業優秀教學設計 8

　　認識目標：

　　1、掌握并運用新單詞basketball ， football. Table tennis.

　　2、理解句型I like…及I don’t like….

　　情感目標：

　　1 、要求學生能運用真實情感表達自己喜歡和不喜歡的事物.

　　2、設立語言氛圍，鼓勵孩子進行團隊討論.

　　能力目標：

　　1、要求學生能運用所學知識談論簡單的運動項目.

　　2、掌握正確的語音語調.

　　教學重難點：

　　句型I like ….和I don’t like ….的運用.單詞basketball ， morning exercises 的發音.

　　材料準備：圖片實物表情卡片

　　教學內容：

　　Language ： I like …. I don’t like….

　　Vocabulary： football、basketball、table tennis

　　教學過程：

　　一、Warm up ：

　　Morning exercises （預備環節活躍氣氛復習單詞 exercises）

　　Clap your hands ， tap your feet ， shake your hand .

　　二、Vacabulary：

　　T： On the board draw a ball. “ What’s this ？”

　　S： It’s a ball. （本環節是共同的基礎，引出新課）

　　Then show the picture of football.

　　Practice： read after the teacher. （分男女生進行比賽練習，單詞練習）

　　三、Game： This is football.

　　（擊鼓傳球，句子練習，增強趣味性）

　　老師用投籃的動作引出basketball ，輔助圖片加深印象.

　　T： What’s this ？

　　S： This is a basketball.

　　Line by line ： This is a basketball.

　　Language ： I like ….

　　用Do you like basketball ？老師將一個happy face 放在football的圖片下，引出 I like football .

　　同理練習 I like basketball. （跟讀，比賽練習鞏固）

　　Game： What did teacher says ？（用實物以加深認識）

　　Vacabulary ：

　　用實物呈現table tennis. 待學生熟悉單詞后加入句子練習“I like table tennis.”

　　Teacher play the table tennis ： Look， oh no ， I don’t like table tennis.同時，將sad face放在table tennis 的.圖片下.

　　T： Don’t. I don’t like table tennis.

　　四、Practice：

　　分別用happy face 和sad face 進行說話練習.（能力練習，加強孩子的語言組織能力）

　　Extra activities：

　　（Children all stand up then walk in a circle.）

　　T： Let’s play basketball / football / table tennis .

　　S：（ Repeat and do the actions.）（此環節是對下面內容的鋪墊）

　　示范：請1個小朋友.

　　T ： Let’s play football. Ok？

　　S： Ok， I like football.

　　Make a dialogue. （更高一層的要求，培養孩子的綜合能力）

　　S1： Let’s play football . Ok ？

　　S2： No. I don’t like football.

　　S1： Let’s play basketball.

　　S2： Ok. I like basketball.

　　英語專業優秀教學設計 9

　　教學目標

　　1) Important vocabularies

　　Daily; advertisement; check interview; fix; develop; hand; add; deliver; speed; latest; publish; avoid; besides; get down to ; face-to face; be popular with somebody; as well; care for

　　2)Daily expressions

　　Are you /Will you be free then?

　　Yes, Id be fee. Id like to go.

　　Lets go together then. Ill meet you at the theatre at six - thirty .

　　Good! See you then.

　　What time shall we meet?

　　Where is the best place to meet?

　　What about meeting outside? I suggest…

　　3) Useful phases

　　Whats on…? Is there anything good on?

　　They are said to be very good.

　　Finally, there is no more time left for adding new stories.

　　4) Grammar

　　V.-ing Form is used to be Subject and Object

　　教學建議

　　能力訓練

　　1.通過口頭練習，學會日常生活中的各種表達方式。

　　2.學會介紹事物及報刊雜志的方法，了解這種文體的寫作技巧。

　　德育滲透

　　1.通過課文的學習，引導學生懂得任何一件事物都得付出很多的勞動，懂得愛惜報紙，愛惜各種書籍。

　　2.通過對報紙各版面的介紹，擴大了同學們的眼界，增強了他們求知欲和學習積極性。

　　師生互動活動

　　Lesson 13：口頭練習：對話交際功能——日常生活用語。

　　Lesson 14：學生扮演主編介紹報紙出版的過程。

　　Lesson 15：學生扮演主編介紹《中國日報》的內容。

　　Lesson 16：筆頭練習：寫一篇介紹一種報紙或雜志的英語論文。

　　教材分析

　　從本單元的對話來看，主要是學習如何用英語提出約會以及如何應答約會的日常用語，如：詢問對方是否有空，建議會面時間和地點及如何應答的'日常用語，并能運用Will you be free?到It’s.. What about…?等最為普通的語言功能進行日常交際，同時也注重check, fix, face-to face, deliver, take a photograph, pass on, get down to, as well, what’s on 等重點詞匯和短語在本單元中學習，本單元中的閱讀課主要內容是了解報社一天的工作和報紙的出版過程及《中國日報》的一些情況，同時在這里運用了重點語法知識，V.-ing形式充當主語和賓語的用法。

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