整理优秀全英文教案模板.docx

1、整理优秀全英文教案模板（完整）优秀全英文教案模板 编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（完整）优秀全英文教案模板）的内容能够给您的工作和学习带来便利。同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉，前进的动力。本文可编辑可修改，如果觉得对您有帮助请收藏以便随时查阅，最后祝您生活愉快 业绩进步，以下为（完整）优秀全英文教案模板的全部内容。Instructional designName：李鑫颖Grade:Grade 8Subject：Have You

2、Ever Been to an Amusement Park？Lesson type：Listening and Speaking Teaching time:40 minutesOverall Design and Guiding PrinciplesThis is a listening and speaking lesson which aims to develop students ability in talking about past experience。 Meanwhile， students linguistic and cultural knowledge is exp

3、ected to be enriched through listening and speaking activities. In this lesson I mainly employed Taskbased Teaching Method， Natural Approach as well as the Communicative Language Teaching Method to create certain scene and ask students to complete relevant tasks， assist them to learn in a relaxed at

4、mosphere and build a confidence towards listening， thus forming the habit of active learning and improving their comprehensive language competence. First of all, drawing on the Natural Approach, the lesson will start a real-life conversation to lead in the topic and showing a video clip of amusement

5、 park to arouse students curiosity. Then I will show some pictures featuring the new words (amusement park， space museum, aquarium, zoo） to impress students the key words so as to make preparation for the following listening session。 In the third section, I mainly use Taskbased Teaching Method by se

6、tting three tasks of extensive listening, intensive listening, as well as focused listening to assist students to fully understand the listening materials and grasp the method of talking about past experience subconsciously. With the former three sections， students will receive a large amount of inp

7、ut of the present perfect tense structure have been to ， then in the next section I designed a memory game to train students ability of transforming input into output through speaking。 Finally, I will ask students to role play and report。 This section is an evaluation of students command of present

8、perfect tense structure ”have been to and their ability of talking about past experience. Therefore， this section is employed as a reinforcement of students comprehensive language competence。Teaching ContextAnalysis of teaching material:This is a listening and speaking lesson。 The lesson focuses on

9、talking about past experience, aiming at letting students grasp the present perfect tense structure have been to 。 The topic of this unit is closely related to students real life, and in accord with students cognitive level， thus can make students learn meaningfully and build students a confidence o

10、f English learning. This lesson mainly consists of warming up， listening and speaking parts。 The first warmingup part mainly is intended to teach new words with the help of video clip and vivid pictures so as to build in students mind a structure of new knowledge. Then the second listening section a

11、ims at providing students with initial input of the language structure have been to ”by way of listening and the linguistic expressions to talk about past experience subconsciously。 Finally， the third speaking session mainly consists of memory game， role play and reporting tasks targets at improving

12、 students ability of language output， and thus realizing the goal of communicative teaching。Therefore， the three sections of this unit, abiding by the “output after input sequential principle in teaching, progress step by step, and proceed from experience to exploration and finally to language appli

13、cation. All these can effectively realise the objectives of improving students comprehensive language competence。Analysis of students:The objects of this lesson are students in Grade 8. Students in this phase has already learned some tenses such as simple past tense, present progressive tense, thus

14、they must have mastered some skills of tense-learning and fully prepared to learn the lesson cognitively. However, junior students lack the ability of systematic autonomous language learning and some students have on confidence of English learning. Therefore, it requires teachers to set up the tasks

15、 from easy to the advanced to guide them。 Whats more， junior students tend to focus on image thinking because of the absence of the mature， abstract， and logical thinking, thus teachers should design various interesting, fun and relaxing activities to sustain students interests and attention。Teachin

16、g AimsAims of knowledge:(1) master and use some important words， such as: amusement park， space museum, aquarium， zoo and so on。(2） be able to use the present perfect tense structure ”have been to 。Aims of ability：（1） be able to get correct information from listening material。(2) master some relevan

17、t listening skills including extensive listening, intensive listening as well as focused listening .(3） be capable of talking about past experience（4） be able to ask about others past experienceAims of emotion:(1)taste the happiness of communicating in English。(2)build confidence towards listening，

18、which is generally considered as the difficult points of English learning。(3)be active and cooperative in team work, enjoy the sense of achievement in cooperation。Aims of strategy:(1)master some methods of independent study。(2)be well versed in transforming input to output.Key Points and Difficult P

19、ointsKey points:1。 mastering of the key words.2.mastering of the present perfect tense structure ”have been to ” 3。 relevant listening skills.Difficult points：1。getting the correct information from the listening material。2。 be able to use the the present perfect tense structure ”have been to ”3。can

20、talk about past experience。Teaching Methods1.Taskbased Teaching Method2.the Natural Approach3。the Communicative Language Teaching Method4。Computer-assisted InstructionTeaching Aids1。 text book2. power point3. a video clip 4。 listening recording.Teaching ProcedureStep 1：Leadin： (2 minute）Have a small

21、 conversation with students on travels: Do you like traveling？ Can you speak out some places you have visited before？ Then I will show students a video clip concerning amusement park and ask students whether they know where it is。The purpose of my design: (1) to catch students attention and arouse t

22、heir interests. (2) to liven up the lesson and lead in the topic-amusement park。Step 2: Prelistening： 2 Show students some pictures about amusement park， space museum, aquarium， zoo as well as water park and make them rank these places from 1 to 5 by their preference. （1 represented highest degree,

23、and 5 stands for the lowest degree）The purpose of my design: (1） to impress students the key words by showing pictures。 （2) to reinforce students impression of the key words by ranking。Step 3: Extensive listening: 4 Skim through all the places in the map together with studentsPlay the tape in 2a for

24、 students (including three short dialogues） for the first time Ask students to circle the places they hear in the record。 present the scripts of the dialogues they just listened to。 The purpose of my design： (1） to enable students to grasp the main information, especially the key words （amusement pa

25、rk， space museum, aquarium， Water World) of the listening material. (2)Meanwhile， it is an excellent way to examine if students had a good command of the words they had had learned in the pre-listening part. （3）the form of the answers which are exhibited in the map will furnish students the pleasure

26、 of listening process, and therefore build their confidence of listening.Step 4:Intensive listening： 4Let students listen to the tape for a second time and circle T or F。Conversation 1：Sarah has been to amusement park。 ( T F ）Claudia has been to the water park. ( T F ）Claudia and Sarah will go the w

27、ater park tomorrow. （ T F )Conversation 2:Tina went to the space museum last year. （ T F )John has never been to the space museum. （ T F )They are going to take the subway. （ T F ）Conversation 3：Linda has been to the aquarium。 ( T F ）Linda went to the zoo three times last year. （ T F ）Linda is going

28、 to the zoo again next week。 （ T F ）The purpose of my design： to make students understand the details of the listening tape。 Based on the information that students got in extensive listening， the main purpose of this section is to check up whether students have understood where the speaker has been。

29、Step 5： Focused listening and writing: 8 Let students listen to the record for a third time and fill in the blanks. Conversation 1 Sarah: I am bored， Claudia。 Lets do something different. Claudia: Have you ever been to an _？ Sarah： Yes， I have。 I went to Fun Times Amusement Park last year。 Have you

30、ever _ to a water park? Claudia: No， I havent， Sarah。 Sarah: Me _. Lets go to Water City tomorrow！ Claudia: Well, that sounds fun! Conversation 2 Tina：Its raining again， John！ I really wanted to go skating today! John： Oh, well。 Hey, have you ever been to the_, Tina? Tina： Yes, I went there last yea

31、r. Have you ever been there？ John: NO, I _。 Tina： Well， Id really like to go there again. John： Great. What bus do we take to get to the museum?John： We can get the subway. The station is near the museum。 Conversation 3 Kim: Have you ever been to the _， Linda? Linda： No, I _. But Im going there next

32、 week。 Would you like to come? Kim: Sure。 How will we get there? Linda: We can ride our bikes. Kim: Where is the aquarium？ Linda： Its on Green Street， behind the zoo。 Kim: Have you _ to the zoo？ Linda： Yes, I _！ I love the zoo。 I went there three times last year。The purpose of my design： this section aims at training students abilit