英语教学设计英语教学设计方案范例-搜搜范文

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英语教学设计英语教学设计方案范例

时间：2023-09-12 05:24:37 文档下载投诉投稿

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ããWhereâs my schoolbag?

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ããStep 1.Organization Greetings

ããStep 2.Revision

ãã1. Use a pen to ask and answer between the teacher and the students, and review the key sentences in Unit3.

ãã2. Use a picture of a bag to ask students to write a lost notice and a found notice, and review the lost and found notices, then lead to the new words with the picture(1a:P19).Hold up the picture and point to the objects : table, bed , bookcase, sofa, chair, schoolbag , book, key.

ããT: Whatâs this in English?ããS: Itâs a table/bed/...

ããEncourage or help students to read the words correctly .Write them down on the blackboard.

ãã3. Quick reaction .Let the students look at the teaching picture in 1a, finish 1a, then check studentsâ answers.

ããStep3. Lead in

ããShow my English book and my two pens, then put them on my desk. Ask students to answer the questions: âWhere is my English book?â and âWhere are my pens?â.

ããTry to ask more students similar questionsï¼Where is your pencil?...ããStep3.Practice

ããAsk the students to look at some pictures and things in the classroom and practice talking about where things are.

ããFor example:-where is my clock?

ãã-Itâs on the table.

ããAsk students to work in pairs and make conversations.

ããStep 4.Talking about the picture(1a:P19)

ãã1. Ask the students to practice 1c in pairs.

ãã2. Let the students work in pairs and talk about where the things in the picture are on Page19 .

ããStep 5 Listening

ããHave students to listen to the conversations and number the things.

ããCheck the answers . Then ask students to read the conversations after the recording.

ããStep 6 Practice

ããAsk students to describe their bedrooms.

ããFor example: My cat is on the chair. My English book is on the sofa .â¦

ããStep7 Summary

ãã1.--- Where is + åæ°ä¸»è¯?ããâ¦ â¦ å¨åªï¼

ãã--- Itâs under/ on/ inâ¦

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ãã2. --- Where are + å¤æ°ä¸»è¯?

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ãã---Theyâre under/ on/ inâ¦

ããå®ä»¬å¨â¦ â¦ä¸é¢/ä¸é¢/éé¢ãããStep 8.Homework

ãã1.Remember the new words in the period (on page 90 ) by heat.

ãã2.Practice the conversation in the picture on page 19 with your partner.

ãã3.Talk about where things are in your room.

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ããè¯ä»·Unit 4 ,Period 1çæå¦ææï¼å¯ä»¥éè¿ä»¥ä¸å ç¹ï¼

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ããæå¦åå®¹ï¼Lesson5 Making Supper è¯¾æ¶ 1

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ããæ¿ä¹¦è®¾è®¡ï¼Lesson5 Making Supper

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ããæå¦è¿ç¨ï¼ããStep 1 : Class opening and Review

ãã1) Greeting

ãã2) Review

ããâ Sing â In the bathroom â

ããâ¡Using the cards to review rooms and objects that go in them .

ããkitchen : stove sink refrigerator

ããbedroom : bed dresser closet

ããbathroom : shower bathtub toilet

ããliving-room : TV picture

ããStep 2 Presentation and practiceããä¸ãTeach the new words : dishes dirty clean wash dry

ãã1ãDemonstrate the new vocabulary with a basin of water , some dishes detergent , some real dishes ( dirty ) and a towel . Wash and dry the dishes (ask for a volunteer to help you .) as you say phrases . Such as :

ããT : These are dishes . Dishes . (Read it a few times .)

ããThese dishes are dirty . (Read â dirty â)

ããLetâs wash the dishes in the sink . ( Read â wash â)

ããNow Iâm washing the dishes .ãã(to a volunteer) Please help me wash the dishes .Now the dishes are clean . Look ! Theyâre clean .

ããT : Now Iâm drying the dishes .

ãã(to a volunteer ) Please help me dry the dishes .

ããäºãTeach the vegetables

ããDo you know some vegetables ? Can you say it in English ?

ãã1ãThe students say then .I write them on the blackboard .

ãã2ãPractice :

ãã1)Ask the students come to front to read .

ãã2)Play â point â

ããä¸ãTeach the text æå¦ä¾§è®°

ãã1ãListen to the tape and think over the follow questions :

ããâ Whatâs for supper ?ããâ¡What vegetables does Mr. Smith need ?

ããâ¢Who is washing the dirty dishes ?

ããâ£What does LI Ming do ?

ãã2ãAsk the students to read the text and discuss the questions in groups .

ãã3ãAsk the students to answer the questions .

ãã4ãRead by themselves .

ããStep 3 Consolidation

ãã1ãPlay â opposites â and include the new vocabulary : clean , dirty , wash , dry .

ãã2ãMake a dialogue

ããDivide the class into small groups . Ask each group to make up a dialogue about â clean , dirty , wash and dry â

ããStep 4 Summary

ããStep 5 Homework

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ããè¯æ±ï¼ä¼å¨æç« ä¸çç»è¿ç¨since, childhood, special, memoriesçè¯ã

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ããStages

ããTeacherâs activity

ããStudentsâ activity

ããPurpose

ããStage 1ããLead in

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ããStage 2

ããPresentation

ãã2. è¯·å¦çç®åè®²è¿°èªå·±çç©åï¼å¯æ ¹æ®æç¤ºé®é¢ã

ãã3. é®é¢ï¼How long have you had it? Who gave it to you?

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ããStage 3

ããStimulate

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ããStage 4

ããDiscussion

ãã1. ç»åºç¸å³é®é¢ï¼è¯·å¦çè¿è¡åæ£æ§åçã

ãã2. What?

ããHow long?

ããHow? Who?

ããWhy?ããWhat happened?

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ããStage 5

ããDrafting

ãã1. å¯¹åæçææé®é¢è¿è¡æ¢³çï¼ååæ®µè½ï¼åæ¸ä¸»æ¬¡ã

ãã2. ç»åºæçº²ãããMy favorite thing from childhood is ______. Iâve had it for/since.... ... gave it to me.

ããI like ______ so much because ______. Itâs special to me because ______. I think ______ has given me may memories. I remember when______

ããStage 6

ããWriting

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ãã2. å°åæä½æå°½éåå ä»¥æå±ï¼ä½¿åå®¹æ´å é¥±æ»¡ã

ããStage 9

ããHomework

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ãã2. æå±å¦çæèå¦ä½ä¹¦åä»¥My Favorite... ä¸ºé¢çå¶å®æç« ãããå®æä½ä¸å¹¶æäº¤ç¿¼è¯¾ç½ã

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ãã1. Structures: Iâm going toâ¦â¦

ãã2. Train the studentsâ reading skills.

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ããStep1 Warming up and lead in

ããEnjoy a song

ããFree talk: 1) Whatâs the name of the song?

ãã2) What do you want to be when you grow up?

ãã3) How are you going to do that?

ããStep2 Fast readingããT show the reading tips to Ss.

ããSs find out the main ideas of each paragraph according to the topic sentences.

ããSs put the sentences A-D in the correct place in the passage.

ããT check the answers.

ããStep3 Careful reading

ããSs read para1 and answer question.

ããSs read para2 and fill in the box.

ããSs read para3 and fill in the chart.

ããStep4

ããSs read the whole passage again and try to retell according to the mind map.

ããStep5 Group work

ããSs discuss what they are going to do next year and how are they going to do it.

ããMake a report.

ããåã Homework

ããWrite a postcard to tell your teacher about your New Yearâs Resolutions.

ããè±è¯æå¦è®¾è®¡5

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