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設計方案英文3篇
為了確保事情或工作扎實開展，就需要我們事先制定方案，方案是闡明行動的時間，地點，目的，預期效果，預算及方法等的書面計劃。那么問題來了，方案應該怎么寫？下面是小編為大家整理的設計方案英文3篇，歡迎閱讀與收藏。
設計方案英文 篇1
教材分析：
本單元的核心內容是萬圣節晚會的準備工作，重點學習萬圣節所需要的一些物品、動物類單詞以及Do you like…?Yes, I do./No, I don’t. I like…等句子。
學情分析：
四年級學生的年齡，生性活潑好動，喜歡直觀形象思維，對游戲、競賽、特別感興趣。而且他們接觸英語已經有一年的時間，已具有初步的聽說能力。在學習單詞的時候，應提醒學生注意名詞的復數形式在詞形和讀音上的變化。句子的教學教師可以采用以舊帶新的方法，用已經學過的句型引出新句型。本單元所出現的動物類單詞，緊密結合的`是商店里的購物用語，在教學中教師要注意創設購物情景，讓學生熟練自如地運用這些購物的交際用語。我相信必能很好的調動學生學習積極性。
教學目標：
1、認知目標：能夠聽懂會說本單元的新單詞today、Halloween 、Come in、of course.并能靈活運用。
2、能力目標：通過模仿、操練、表演等活動，學生能夠運用所學的語言知識進行對話，提高英語口語交際能力。
3、情感目標：了解萬圣節的文化背景，感受異國文化，促進中西方文化的交流。
教學重點：
句型 Can I have some…? 及其回答Yes, I can. / No, I can’t.的運用。
教學難點：
能熟練運用本課的句型進行交際。
教學過程：
一、Warming up and revision
1、Greetings
2、Chant
3、Sing “Happy New Year”
二、Presentation
When the Ss are practicing the sentences , a student who wears monster’s clothes knocks at the door and act the dialogue with the Teacher.
Say the sentences “Can I come in ? Of course !” slowly . Help the Ss understand the news .
1.Tell the Ss some details about “Halloween”
2. When the Ss look at the pictures , a student who wears monster’s clothes knocks at the door and acts the dialogue with the teacher. Say the sentences“Can I come in ? Of course” Help the Ss understand the meaning of Halloween..
三、Practice
1、Show the word cards to the Ss and get them to say the words together.
soup 、sweets、bread、biscuits、fruit、rice…
2、Review the sentence:
T: Can I have some…?
If you have, you should say “Yes , please.” If you don’t have, you should say “ Sorry, you can’t”。
Listen to the tape , then repeat . Say the chant together . lastly get the Ss to say in their groups —— which group is the best ?
四、Consolidation
1、Say the chant .
聽錄音，模仿學說，熟練朗讀并會表演本單元會話內容。
2、Show the copy.
收集有關Halloween的知識，了解西方國家的其它節日。
五、Homework.
布置學生課后收集有關Halloween的知識，并了解西方國家的其他節日。不僅培養了學生跨文化意識的培養，同時也為學生提供了一個課后學習的情境，一舉兩得。
設計方案英文 篇2
教學目標：
1、知識目標
A認讀單詞mine,yours,argue,mattet,wear,hers,his,line,clean
B掌握句型It’s mine/yours/hers/his. It isn’t mine/yours/hers/his.
C理解課文
2、情感目標
A通過情景創設，讓知識與學生生活實際更貼切，激發學生學習英語的興趣。
B教育學生不要與人發生爭吵，遇事要沉著、冷靜的分析。
3、技能目標
能運用It’s。/It isn’t。表達物品所屬。
教學重點：
能用It's mine/yours/hers/his.說明物品的所屬，熟練地應用句型It’s/ It isn’t 。
教學難點：
名詞性物主代詞的運用。
學情分析：
五年級學生掌握一定的英語日常用語，具備一定的英語基礎，而對于單詞也已經有了掌握，能夠讀和書寫。而對于名詞性的物主代詞和形容詞性的物主代詞講解單詞時已經做過歸納。對于形容詞性的物主代詞也有了一定的掌握。講解本篇課文之前要求學生課前已經提前預習。
教具準備：
錄音機 、多媒體課件、單詞卡片、 學生本人的書包、鋼筆、課本、外套
教學過程：
Warming-up
唱歌曲《The London Eye》。
復習單詞;出示準備好的單詞卡讓學生看中文說英文，并書寫單詞。
教學新課
Step1 Talking with students
boys and girls. Look at my T-shirt. I washed it yesterday, so it’s very clean now. Did you wash it yesterday?引導學生回答Yes, I did./No,I didn’t. 然后繼續問學生Did Lingling wash her T-shirt? Do you know?Now Let’s listen the recorder then tell me!引入新課讓學生聽課文錄音兩遍，讓學生對課文內容有了初步了解。
Step2
跟讀錄音兩遍后學生自讀。之后小組之間相互檢查讀的情況，一號幫四號，二號和三號相互讀。組內成員都讀熟后組長到黑板在自己小組上劃紅旗。
Step3 比比看看誰讀的最好。
小組和小組之間比賽看哪個小組能分角色有情境的讀的最好。評出讀得好小組畫紅旗。
Step4討論解決問題
學生把在自己預習過程中打“?”的地方小組討論解決，意見不相同的邀請老師和其他小組共同討論。
Step5再聽錄音，加深印象。
當學生聽到mine/his/hers/lingling's等時，學生必需舉手，看看誰的反應最快。
Step6趣味操練，鞏固新知
指著自己的T恤向學生說;This is my T-shirt.It's mine.板書句子。
然后又走向一學生并指著他/她的書說;This is your book.It's yours.板書句子。
接著拿出準備好的'書包向全班說;This is his bag.It's his. 板書句子。
拿出準備好的的鋼筆對全班說;This is her pen.It's hers.板書句子。
拿出準備好的外套說;This is Lingling's coat.It's Lingling's.板書句子與詞語Lingling's. 教師演示完這些句型后，用此方式讓學生小組內說桌上物品所屬。
教師繼續演示拿起一男同學的鋼筆說“It isn’t mine. It's yours.”教師繼續拿起一女同學的書包指著剛才的男同學說：“It isn’t his. It's her’s. 教師演示完這些句型后，讓學生小組內說桌上物品所屬。
Step7游戲比賽
讓學生小組之間比拼，一個小組出示物品，另一個小組找到物品的主人。
小結： 今天我們學了名詞性的物主代詞，我們前面學的是形容詞性的物主代詞。那它們有什么區別呢?(指板書)形容性物主代詞后面要跟著名詞，而名詞性物主代詞后面什么都沒有，它孤零零一個。
作業
用所學知識描述身邊的東西是誰的。
設計方案英文 篇3
Teaching Aims 1. Practise Indirect Speech .
2. Do the listening practice. Make sure the students understand the listening material.
Step I PracticeSB Lesson 71, Part 1. Go through the answers in the second column to reinforce the language items in the Presentation. Then match the first two questions and answers with the whole class, before they work in pairs. Check the answers with the whole class.
Answers: 1.e 2.c 3.d 4.f 5.a 6.b
Step II PracticeChange the questions in the exercise in Part 1 with the whole class, then let the Ss work on the exercise in Part 2 in pairs. Check the answers with the whole class. Answers:
Part 1:
1.He asked her what she was looking for.
2.He asked her what kind of necklace it was.
3.He asked her where she had lost it.
4.He asked her what it looked like.
5.He asked her if it was valuable.
6.He asked her how much the necklace was worth.
Part 2:
1.She asked her where she had been all these years.
2.She asked her if times had been hard for her.
3.She asked her what had happened.
4.She asked him where they were holding the ball.
5.He asked her how much a new dress cost.
6.He asked her if she needed to wear any jewellery.
7.He asked her if she had a friend who might lend her some jewellery.
8.She asked him if they had invited anyone else in his office to the ball.
9.She asked him if the ball was held every year.
10.He asked her if the necklace was valuable.
11.He asked her how much the necklace was worth.
12.He asked her how much this necklace cost.
13.He asked her if she thought it had been stolen by a thief.
Step III Preparation for listening
SB Lesson 71, Part 3. Wb Listening, Unit 18, page 124. Discuss the pictures in Ex. 1 before you play the tape. Go through each exercise in turn before you carry out the exercise, to make sure the Ss understand what to do.
Step IV Listening
Listening Cassette Unit 18. Do each exercise one by one. Play the tape, then let the Ss discuss their answers. Play the tape again if necessary, then check the answers with the whole class.Step V WorkbookWb Lesson 71, Exx. 1 - 3.
Do all these exercises orally first in class.
Step VI Homework
Finish the Workbook exercises.
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