英语教学设计详案，小学英语语音教学教案

1，小学英语语音教学教案

1.教学目标；2教学重点、难点；3教具；4教法、学法；5教学过程；6板书设计；7教后记，在前面也可加上教学内容，学情分析等。重点是2--6。

准备一个微笑就好！我觉得一楼的说法特别的好。准备一个微笑，让孩子知道你的爱。准备一个微笑，让别人知道你的自信。主要你想交什么课什么年龄班，

小学英语语音教学教案

2，英语教案怎么写

你好，很高兴为你解答。教案就是设计一个你的教学方案，你准备怎么去给你的学生讲解。一般包含以下内容：1、切入点，引起兴趣，引导到要讲解的知识上去。2、引导学习3、重点讲解4、难点讲解5、互动练习6、小结，提出学习重点及注意点。希望对你有帮助。

一般去网上下载一些，然后自己修改下给个网址你，你自己去看看,很多,课件,教案,试题都有千教网， http://www.well1000.cn “免费课件教案试题网”那里有很多课件和教案，或者用“千教搜搜”搜下试试，输入标题搜

英语教案怎么写

3，你好英语梨和葡萄小班详细教案怎么写呢

活动目标：　　1、学会新单词：Apple；pear；banana。　　2、注意发音的准确性和饱满性，语调适合，能将单词和实物联系在一起。　　3、能热爱英语，喜欢用英语表达，有自信心说英语。　　活动准备：　　1、一个苹果，雪梨，一个香蕉。　　2、三幅水果的图片。　　活动过程：　　1、教师引入话题“小朋友们，你们喜欢吃什么水果呀？”引发幼儿兴趣和讨论后，教师适当停住“好的，但是我们今天先来学习几个水果的新单词，以后慢慢都学会，好吗？”　　2、教师出示苹果，孩子会用中文喊出名称。老师可直接点头并且示范“apple”，教师要注意多次示范发音，尤其注意观察每个孩子发音，但不可用直接纠正的方法，可多次示范正确的读音，让孩子自己意识到并且模仿。　　3、同理示范香蕉和雪梨。　　4、教授新单词完毕后，利用游戏巩固和检验成果。玩“萝卜蹲”游戏。老师可先示范，请三位小朋友上台分别选取一个水果，然后将自己的水果念给台下的小朋友听。游戏开始，教师说中文，念到的水果就要马上蹲下。例如“apple蹲，apple蹲，apple蹲完pear蹲。”不能马上反应的孩子就要被罚下场，尽量让更多的小朋友参与游戏。　　5、游戏完毕后，教师将三幅水果的图片贴在教室的墙上，并且尽量使图片隔离得有一定距离。然后老师念英文，孩子要根据听到的英文去迅速触摸墙上相应的照片，锻炼孩子将单词与实物联系的能力。孩子熟悉后，可以请别的小朋友念英文，教师与别的小朋友触摸图片。　　6、学习完毕，教师可请小朋友品尝水果。

你好：勿听谣言，相信事实

你好英语梨和葡萄小班详细教案怎么写呢

4，小学英语教学教学过程怎样设计

1. 环节完整、结构合理，层次清楚。只有清晰的教学设计才能保证教学过程顺利实施。2. 教学内容选择恰当，符合学生实际详略得当，课堂呈现的知识是学生学什么，教师教什么，掌握重难点。精确的讲解。3. 教学思路清楚(有主线、内容系统、逻辑性强)，好的教学思路可以让教育者顺利的把知识讲解给学生，让学生高效率的学习。4. 教学重点、难点处理恰当；课文知识系统复杂，我们必须找出重难点，合理的处理，交给学生。

教学内容：各种衣物（sweater,coat,trousers,pants,shirt,skirt等）准备教具：小衣柜，各种可以挂在衣柜里的衣服，四季卡片教学步骤：1.复习四季，边复习边插入气候的讲解。spring--warm summer--hot autumn--cool winter--cold2.引导孩子由天气转入该穿什么衣服3.给衣服进行分类，哪些该哪个季节穿4.老师问，学生回答。比如what should you wear in summer?让学生从小衣柜里找出合适的衣服或者自己喜欢的衣服再进行回答。5.学生两个两个问答练习。6.总结复习已学单词7.布置作业 ------------------确定是哪儿都能找到小学英语教学设计，原因是小学英语教学设计很容易找的，而且小学英语教学设计现在也不是太难找。关于找具体的小学英语教学设计，我建议你到这里看看小学英语教学设计，之所以这里的小学英语教学设计比较全，其他地方的小学英语教学设计网，可能不如这里的小学英语教学设计全面，确定是哪儿都能找到小学英语教学设计，原因是小学英语教学设计很容易找的，而且小学英语教学设计现在也不是太难找。关于找具体的小学英语教学设计，我建议你到这里看看小学英语教学设计，之所以这里的小学英语教学设计比较全，其他地方的小学英语教学设计网，可能不如这里的小学英语教学设计全面---

5，初中英语教师资格证英语试讲教案怎么写

教案的形式不拘一样,内容详略也不一,有经验的教师可以写简案,新教师要写详案.一般说来,教案包括以下几个方面：　　(1)教学课题(2)教学目的(3)课时分配(4)授课类型(5)教学重点、难点及教学关键(6)教学手段、教具(7)教学主要方法(8)教学过程(9)板书和板画的设计(10)课后分析及教学参考资料.

unit 1 wheres your pen pal from? language goal 1.function: . in this unit students learn to talk about where people are from. 2.vocabulary: canada ,france, japan the united states, australia, singapore, the united kingdom, china 3.target language: where is your pen pal from? /she is from canada. where does she live? /she lives in toronto. what language does she speak? /she speaks english and french. 4.structures where questions /what questions key points where questions /what questions difficulties the names of different countries /the languages of different countries /the differences of “be” and “do” in the sentence. section a 1a. this activity provides guided listening and pronunciation practice using the target language. 1.point to the numbered list of words. play the recording the first time. students only listen. 2.play the recoding a second time. ask ss to repeat the names of the countries 3.let ss read the new words aloud individually or in pairs. 1b. this activity provides listening practice using the target language. 1.point out the list of countries in 1a. let ss circle the names of the countries the people are talking about. 2.play the recording the first time. 3.play the recording a second time. ss only listen. 4.check the answers. (canada, australia, japan, singapore) 1c. this activity provides guided oral practice using the target language. 1. point out the conversations in the picture and ask a student to read each one with you, then in pairs, in groups. 2. ask various pairs to present a new one to the class. 2a. this activity provides reading and spelling practice using the target language. 1. point out the list of countries. read and ask ss to repeat. 2. point out the list of cities. read and ask ss to repeat aloud. 3. ask ss to work, offer help as needed. 4. correct the work. 2b. this activity provides listening practice using the target language. 1. call attention to the list of cities and countries in 2a. let ss circle them when they hear the conversations at the first time. 2. play the recording a second time. 3. check the answers.(japan, tokyo ,france ,paris, australia, sydney) 2c. this activity provides listening and writing practice using the target language. 1. call attention to the chart in 2c. play the first conversation on the tape. 2. play the recording again and have ss fill in the chart. 3. check the answers. 2d. this activity provides guided oral practice using the target language. 1. call attention to the conversation in the picture. 2. ask two ss to read it to the class. 3. ask ss to work in small groups. appoint a leader. make sure everyone talks about at least one of the people on the chart. 4. ask pairs of ss to present their conversations to the class. grammar focus 1.review the grammar box. ask ss to say the questions and answers. 1) where is your pen pal from? he is from australia. 2.where does he live? he lives in sydney. 2. ask ss to make more sentences with “where, from. and live 3a. this activity provides reading and spelling practice . 1. point out the diagram and explain how it works. 2. read the instructions to the class. ask ss to work in pairs. 3. correct the answers.(1.china 2.the united states ,the united kingdom, australia,3.singapore) 3b. this activity provides guided oral practice. 1. call attention to the conversation in the picture. ask two ss to read it to the class. answer their questions about the conversation. 2. ask ss to work in pairs. 3. ask several students to perform their conversations for the class. 4. this activity provides listening, speaking, reading and writing practice 1. explain the procedure. 2. play the game. section b 1.this activity provides reading practice 1. point out the language textbooks on the desktop. 2. call attention to the notebook page with the countries listed. 3. point out the sample answer . 4. ask ss to write the letter of the correct country in the box next to the title of each language book., ask ss to work in pairs. 5. ask a student to write his or her answers on the board. 2a. this activity provides listening practice. 1. call attention to the conversation bubbles in the picture. 2. play the recording, number each question you bear on the tape. 3. play the recording a second time. 4. check the answers.(answers: whats her name?1 /where is she from?2 /does she have any brothers and sister? 3 /does she speak english?) 2b. this activity provides listening and writing practice. 1. call attention to the numbered questions in 2a,ask different ss to read it 2. point out the answer blanks in 2b and the sample answer. 3. play the tape and ask ss to complete the answers individually. 4. correct the answers. 2c. this activity provides oral practice 1. ask each student to work with a partner. ask and answer 2. practice one or two exchanges with a student. then work in pairs. 3. ask a pair of ss to perform the conversation for the class. 3a. this activity provides reading and writing practice. 1. call attention to the letter. read it to the class or a student to read it for you. 2. point to the four questions beneath the letter. 3. as ss work, move around .and help them. 4. when they are finished, ask the questions orally and ask ss to answers. 5. write the correct answers on the board so that ss can check the spelling and other details of their answers.(1.toronto,canada,2.a pen pal in china 3.english and a little french. 4.he likes going to the movies with his friends and playing sports. ) 3b. this activity provides reading and writing practice. 1. call attention to the letter from tom king. 2. point out the blanks in the letter. ask them to find the information to complete the letter . 3. read the letter to the class saying “blank”. 4. ask ss to write the missing words on the blank lines individually. 5. correct the answers. 3c. this activity provides open-ended practice. ask ss to make their own information card and then write an email about themselves. tell them to use 3b as an example. 以七年级下册第一单元为例的教案。教案就是要写出教学目标，教学重难点，教学策略，教学流程。用全英文写。试讲时最好用简单易懂的口语与学生，显得比较专业和亲切。学生配合好，评委的评价就好了。可以带中文，前提是学生都比较茫然，不知道怎么做时。