英语专业优秀教学设计

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英语专业优秀教学设计（通用9篇）

　　作为一名为他人授业解惑的教育工作者，总归要编写教学设计，教学设计是教育技术的组成部分，它的功能在于运用系统方法设计教学过程，使之成为一种具有操作性的程序。那么写教学设计需要注意哪些问题呢？下面是小编整理的英语专业优秀教学设计，欢迎阅读与收藏。

英语专业优秀教学设计（通用9篇）

　　英语专业优秀教学设计 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, “我乘坐机车是不被允许的” how to say?

　　T: Then,”抽烟是不被允许的”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 “刘谦变魔术” 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.

　　英语专业优秀教学设计 2

　　教学目标

　　知识与技能目标

　　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.

　　过程与方法目标

　　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.情感态度与价值观目标

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

　　教学重点

　　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

　　教学难点

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

　　教学过程

　　→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

　　英语专业优秀教学设计 3

　　一、说教材

　　本单元主要是围绕生日展开教学，要求学生掌握十二个月份和序数词的变化，以及日期和生日的表达。我上的是第二课时，在第一课时中，学生已经学习了十二个月份和序数词，本课时主要是要求学生掌握日期的表达，以及能正确说出自己的生日，能掌握四会句型： When’s your birthday? My birthday is on the… of … What would you like as a birthday present? I’d like …

　　二、说学生

　　十二个月份和序数词已经在第一课时学习过，大多数学生掌握良好，但六年级学生在课堂上不爱表现自己，部分学生对于英语学习缺少兴趣。

　　三、说教法

　　1、游戏教学。兴趣是最好的老师。在复习单词时设计了What’s missing?的游戏，让学生在课的一开始就感受学习的快乐，为进一步的学习做铺垫。

　　2、朗读教学。英语是一门语言，交际是学习的目的，因此，课堂上朗读和运用是必不可少的，教师设计了多种朗读和练习方式，例如：小组朗读，个人朗读，男女对读，同桌讨论等，让学生在有限的课堂时间内得到最多的练习。

　　3 任务教学。在巩固句型时，设计了Do a survey 的教学任务。学生在调查时能运用语言，巩固语言知识。

　　四、说教学过程

　　1. 在课的一开始主要通过Free talk ：How many days are there in a week? How many months are there in a year? 引出复习单词，在复习单词时通过询问Which is the first/second.. month in a year来初步复习一下序数词。接着设计了What’s missing?这个游戏来进一步复习月份，同时也激发了学生学习的积极性。之后引出句型复习： When’s your birthday? My birthday is in…。

　　2.通过复习句型When’s your birthday? My birthday is in…。引出我的'生日在几月几日，以及Helen 和Jim 的生日，重点掌握序数词，通过总结让学生对序数词的变化有一个整体的了解。在学生掌握序数词的基础上，让学生了解日期的表达，因为学生对于单词还不能默写，所以日期的练习只限于口头讨论和朗读。学生掌握了日期之后让学生说说自己的生日，引出本课的重点句型When’s your birthday? My birthday is on the… of …。 What would you like as a birthday present? I’d like … Present

　　这个单词比较难读，是朗读教学的重

　　3.通过讨论练习C 部分句型进一步巩固句型，最后设计了Do a survey教学活动，学生在调查时再次巩固句型，并学会了用第三人陈述重点句型。

　　4.Assignment。书本上C部分句型图1和图3，从书面上巩固所学的新句型。

　　英语专业优秀教学设计 4

　　一、教学内容

　　1、请描述一下你的朋友，看看他(她)过去和现在有什么变化，请从外貌、性格、爱好来说明。词数：80～100左右。

　　二、教学目标

　　1.能用英语简单描述自己或他人过去和现在发生变化。

　　2.以小组讨论的方式起草和修改作文

　　三、教学方法小组讨论、小组合作、竞赛、练习等

　　四、教学步骤

　　1.复习词组和句子：通过小组竞赛和俩俩对话复习谈论某人过去和现在发生变化表达。为学生写作做铺垫。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、认真审题，明确题意：教师介绍用第几人称、用什么时态、简述写作方法，提出字数要求等。

　　3、小组讨论，详细构思：由小组成员讨论有关话题，如先让学生相互介绍自己有什么变化。然后再进行交流观点，教师可以参与小组讨论补充有关信息等，以便进一步完善或拓展其写作思路。

　　4、认真独立完成作文：通过交流和探讨，每个学生认真编写提纲、打草稿，在这个过程中，有问题可求助于组员或老师，但不能抄袭他人作品。完成后认真阅读，教师引导学生自己修改。同时教师可以提供一些精彩句子，为学生写作提供素材。

　　5、小组成员互评互改：教师简要传授修改策略，同桌互相阅读作品，并做必要的`修改,并用红笔划出好词、好句.草稿必须签上批改同学的名字后上交。

　　6、在班上朗读一篇优秀的作文和中等的作品并一一进行点评。

　　7、抄正作文：让学生抄正作文后上交。

　　五、教学反思

　　一、整个课堂通过不同方法引导，对学生进行听、说、读、写各方面的训练。同时活动形式多样，如小组活动、个体活动，使不同层次的学生都尝试成功。

　　二、初中英语写作教学是薄弱的环节，在教学中必须从基础抓起，尤其是课堂上加强对学生英语同步教学听、说、读、写的训练。

　　1.词汇听写、默写、单词拼写、连词成句、英汉互译、句子转换、句子改错、合并句子等。

　　2.积累好词、好句、好段。平时鼓励学生背诵课文对话，好句。仿写课文和套用课文中的段落。这为今后写作打下扎实的基础。

　　英语专业优秀教学设计 5

　　Teaching aims:

　　1、能力目标：

　　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、知识目标：

　　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、情感目标:

　　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、策略目标：

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

　　b. To develop Ss’ communicative strategies.

　　5、文化目标：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（语篇，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加起来等于；总计

　　The cost added up to 100 million yuan.

　　2、 go through

　　1)To examine carefully仔细阅读或研究

　　I went through the students’ papers last night.

　　2)To experience经历，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疯狂的，愚蠢的

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

　　2)wildly excited; very interested狂热的`，着迷的

　　She is crazy about dancing.

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

　　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.

　　英语专业优秀教学设计 6

　　一、教学目标与要求:

　　1.能够简单地描述制作某个东西的过程和步骤.

　　2.培养学生团结协作和动手能力

　　二、教学向导:

　　1.语言目标

　　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.学习策略与思维技巧

　　通过对话练习和对上下文进行逻辑排序巩固所学知识.

　　通过合作学习,培养学生的动手能力与合作精神.

　　3.重点词汇

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

　　4.语言结构

　　a.巩固祈使句的'用法 b. 描述做某件事过程的词: first , then , next , finally

　　5.语言功能描述制作食物的过程.

　　6.跨学科学习社会实践:制作食物

　　三、教学方法:

　　采用多媒体教学, 小组讨论法，实物操作法

　　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. 总结祈使句

　　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.

　　英语专业优秀教学设计 7

　　一、教学目标

　　1、知识与能力

　　(1)本单元要求掌握基本的词汇和短语：atmosphere, climate, concentration, emission, extremity, methane, paly part in, weather patterns etc.

　　(2) 能够掌握本单元单词短语的音形义，学会运用词语造句。

　　(3) 口语学习要求：要求学生会掌握如何表达责备，抱怨的英语表达。并要求学生学完本单元Speaking 部分能够进行相对应的对话练习。

　　2、过程与方法

　　教师通过PPT讲解，引导学生课堂讨论，提高学生的语言表达和理解能力。

　　3、情感态度与价值观

　　本单元通过学习Environment向学生介绍了全球变暖的起因，危害等，通过本单元学习，希望在引起学生保护环境，爱护地球的意识，使学生更加了解如何更好地生态环境。

　　二、教学重点

　　1. 掌握握一些词汇和短语的用法：Climate, concentration, emission, extremity, methaneetc

　　2. 学习英语口语中表达抱怨，不满的表达方法。

　　3. 语法板块学习了非谓语动词，主要讲解了现在分词和过去分词以及他们的用法和区别。

　　三、教学难点

　　现在分词和过去分词的具体用法。

　　四、教学方法

　　主要运用了讨论法。

　　五、课时：

　　共需要大概10课时，其中讲授用7课时，复习，课堂做练习，讲解练习题3课时

　　课型：新授课

　　六、教学准备：

　　多媒体课件，与全球变暖有关的小视频，图片等。

　　七、教学过程：

　　第一课时（新知课）

　　9月11日

　　Step1 lead in

　　1.通过PPT展示各种自然灾害和环境保护日的相关的图片，引起学生的注意力。

　　2.教师提出问题：

　　a. Do you these pollutions? What are they？

　　b. Do you know the global warming?

　　c．What causes the global warming？

　　学生回答上述问题。并让学生进行讨论：什么是全球变暖，全球变暖的危害？说明:通过课堂讨论，使学生很快进入课堂准备之中，从心里上做好接受新知识的准备，可以调动学生学习的积极性，同时抓住学生的注意力，并且引起学生对本单元的学习热情和兴趣。

　　Step2 Presentation

　　教师播放有关全球变暖的相关图片，视频。播放完后，教师进行Lead in部分问题的解释，并引导学生将注意力转移到本单元的课文上

　　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”

　　说明:教师通过播放相关视频，加深学生对global warming的理解，为后面的进一步引入新知做准备。

　　Step3 Practice in class

　　1. 教师留给学生5分钟左右的时间进行课堂预习。要求学生将生词，新知短语等标示出来。

　　2. 教师讲解词汇和短语的用法：

　　（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）先让学生自己尝试着看着音标去拼读，然后教师纠正发音。锻炼学生的自主学习能力，让学生参与到课堂当中来。

　　说明：培养学生课前预习的好习惯，让学生自主的去学习，锻炼学生快速阅读的能力，培养其良好的学习习惯，为后面课文的讲解做好准备。

　　Step4 Teacher explains the text.

　　（1）教师对课文进行逐句的讲解，讲授新词和短语的意思并引导学生自己翻译句子的意思，给予必要的指导。

　　（2）对于简单的句子要求学生自己朗读并翻译，教师指导个别单词发音。

　　（3）本单元Reading A部分的课文中的语法点不多，但是有一些专业的词汇比较难一些，发音，单词长度等都是学生掌握的难点，比如二氧化碳： carbon dioxide，等。因此单词要多领读，多练习使用。其他就是一些新的单词难一点，本单元的reading A部分并没有过多难以理解的语法点。

　　（4）课文讲解完，再将课文整体通一遍大义，将文中重难点再次强调。

　　（5）课堂练习。Task 2，并进行讲解。

　　说明:进行及时的课堂练习帮助学生巩固新知，加深记忆。同时可以使学生集中

　　注意力紧跟教师的授课进度。

　　Step5 Homework

　　1. Read and write the new words and phrases.

　　2. Preview the text of speaking& grammar.

　　课后小结：本学期第一次课，个别同学没有按时报到，电子商务班的张劲超，综合班的纪瑞文。其他同学都到齐了。课堂整体纪律性还不错，但是学生没有完全收回心思，所以开学初讲的东西不能贪多，要充满趣味性。

　　说明：巩固新知识，同时为学习新课做好准备。

　　第二课时（练习课）

　　9月12-13日

　　本节主要是练习课，复习上课时所学的基础知识点，并通过相应的练习来巩固新知。

　　Step1 Preview大概用时10分钟

　　（1）复习上节课所学单词，短语。首先要求学生根据音标以及上节所学进行单

　　词的自我拼读。通过拼读。教师纠正发音，可以进一步了解学生新词掌握情况。对部分学生掌握不好的单词进行多遍代读练习。

　　（2）复习课文，将课文中的重难点点名提问，看看学生掌握的如何，同时根据

　　学生的反馈，对教学的进度进行更好的把控。

　　（3）反馈上次作业，对没交的同学进行批评教育，督促下次积极交作业。对作业情况进行一个简单的评价。以此鼓励同学积极交作业。

　　Step2 课堂现场做课本TASK2-5的练习。大概用时20分钟。

　　Step3讲解练习。

　　练习中的.知识点：

　　1. 相近短语的辨别：

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

　　give in 上交 give off 发出 give up 放弃 give away 发出

　　cut down 消减cut off 切断 cut back 修减 cut in 插嘴

　　result in 起因于 result from 导致 lead to 导致

　　2. As a result 所以 in result 结局 as a result of 作为的结果

　　Step4 学生订正，并自己总结练习题中的知识点。

　　Step5 留几分钟时间，学生有不懂的题可以问老师

　　课堂小结：学生出勤情况：综合班的纪瑞文请假。其他同学到齐。因为学生课下很难保证按时完成练习册作业，所以给学生已经一节课的练习课。其中相对而言，学前教育的练习课，学生表现较好。综合班和电子商务班的练习课学生完成情况较差，因为学生的基础差。

　　第三课时（新知课）

　　9月14-19日

　　Step1 Speaking 板块的学习

　　PPT 展示一组关于blame & criticism的英语对话。

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

　　Responsibility 责任insane 不健全的fed up 感到厌倦 shame 羞耻

　　Step2 学习Listening部分的新单词首先学生拼读一边，然后教师代读几遍，最后教师和学生进行英汉互译练习。进一步使学生掌握新单词的读音和意思。

　　Step3讲解Speaking 部分的实用口语表达。

　　（1）对其中口语表达就其读音，意思，用法进行重点讲解。并要求学生进行替换练习。

　　（2）要求学生自己读一读，练一练

　　（3）挑学生读句子。

　　（4）学生集体将该部分的实用表达大声读一读。

　　英语专业优秀教学设计 8

　　认识目标：

　　1、掌握并运用新单词basketball ， football. Table tennis.

　　2、理解句型I like…及I don’t like….

　　情感目标：

　　1 、要求学生能运用真实情感表达自己喜欢和不喜欢的事物.

　　2、设立语言氛围，鼓励孩子进行团队讨论.

　　能力目标：

　　1、要求学生能运用所学知识谈论简单的运动项目.

　　2、掌握正确的语音语调.

　　教学重难点：

　　句型I like ….和I don’t like ….的运用.单词basketball ， morning exercises 的发音.

　　材料准备：图片实物表情卡片

　　教学内容：

　　Language ： I like …. I don’t like….

　　Vocabulary： football、basketball、table tennis

　　教学过程：

　　一、Warm up ：

　　Morning exercises （预备环节活跃气氛复习单词 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. （本环节是共同的基础，引出新课）

　　Then show the picture of football.

　　Practice： read after the teacher. （分男女生进行比赛练习，单词练习）

　　三、Game： This is football.

　　（击鼓传球，句子练习，增强趣味性）

　　老师用投篮的动作引出basketball ，辅助图片加深印象.

　　T： What’s this ？

　　S： This is a basketball.

　　Line by line ： This is a basketball.

　　Language ： I like ….

　　用Do you like basketball ？老师将一个happy face 放在football的`图片下，引出 I like football .

　　同理练习 I like basketball. （跟读，比赛练习巩固）

　　Game： What did teacher says ？（用实物以加深认识）

　　Vacabulary ：

　　用实物呈现table tennis. 待学生熟悉单词后加入句子练习“I like table tennis.”

　　Teacher play the table tennis ： Look， oh no ， I don’t like table tennis.同时，将sad face放在table tennis 的图片下.

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

　　四、Practice：

　　分别用happy face 和sad face 进行说话练习.（能力练习，加强孩子的语言组织能力）

　　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.）（此环节是对下面内容的铺垫）

　　示范：请1个小朋友.

　　T ： Let’s play football. Ok？

　　S： Ok， I like football.

　　Make a dialogue. （更高一层的要求，培养孩子的综合能力）

　　S1： Let’s play football . Ok ？

　　S2： No. I don’t like football.

　　S1： Let’s play basketball.

　　S2： Ok. I like basketball.

　　英语专业优秀教学设计 9

　　教学目标

　　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

　　教学建议

　　能力训练

　　1.通过口头练习，学会日常生活中的各种表达方式。

　　2.学会介绍事物及报刊杂志的方法，了解这种文体的写作技巧。

　　德育渗透

　　1.通过课文的'学习，引导学生懂得任何一件事物都得付出很多的劳动，懂得爱惜报纸，爱惜各种书籍。

　　2.通过对报纸各版面的介绍，扩大了同学们的眼界，增强了他们求知欲和学习积极性。

　　师生互动活动

　　Lesson 13：口头练习：对话交际功能——日常生活用语。

　　Lesson 14：学生扮演主编介绍报纸出版的过程。

　　Lesson 15：学生扮演主编介绍《中国日报》的内容。

　　Lesson 16：笔头练习：写一篇介绍一种报纸或杂志的英语论文。

　　教材分析

　　从本单元的对话来看，主要是学习如何用英语提出约会以及如何应答约会的日常用语，如：询问对方是否有空，建议会面时间和地点及如何应答的日常用语，并能运用Will you be free?到It’s.. What about…?等最为普通的语言功能进行日常交际，同时也注重check, fix, face-to face, deliver, take a photograph, pass on, get down to, as well, what’s on 等重点词汇和短语在本单元中学习，本单元中的阅读课主要内容是了解报社一天的工作和报纸的出版过程及《中国日报》的一些情况，同时在这里运用了重点语法知识，V.-ing形式充当主语和宾语的用法。

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