【教案模板】英语课全英文教案，不会写的直接套！

英语通用教案模板

一、课型：新授课

二、课时：1课时

1. Teaching objectives

(1) 小学

①Knowledge objectives:

Students will be able to pronounce the words … correctly;

Students can understand the meaning of the key sentencepattern…;

Students get to know the idea …

②Ability objectives:

Students can make use of the sentence pattern… in real-lifesituation;

Students apply different reading strategies (skimming,scanning, intensive reading, making inference);

Students can adopt different learning resources (onlinelearning material, dictionary…)

③Emotional objectives:

Students’ interests will be aroused by learning the topicof… in daily English;

Students will be more cooperative through group work;

Students will be aware of (the importance of)…;

Students will learn to respect…better.

（2）初中

①Knowledge objectives:

Students will be able to pronounce the words … correctly;

Students can understand the meaning of the key sentence pattern…;

Students get to know the idea of…;

Students understand the grammatical rules of …;

Students can write a passage about…(topic)with…(tense,words, structure, layout…) correctly.

②Ability objectives:

Students can make use of the sentence pattern… inreal-life situation;

Students apply different reading strategies (skimming,scanning, intensive reading, making inference);

Students apply different listening strategies (listen forthe gist; listen for detailed information; listen for different attitude… );

Students can adopt different learning resources (onlinelearning material, dictionary…);

Students can (make use of a mind map to) organize theirideas logically.

③Emotional objectives:

Students’ interests will be aroused by learning the topicof… in daily English;

Students will be more cooperative through group work.;

Students will be aware of (the importance of)…;

Students will learn to respect…better.

（3）高中

①Knowledge objectives:

Students get to know the idea of…;

Students understand the grammatical rules of …;

Students can write a passage about…(topic)with…(tense,words, structure, layout…) correctly.

②Ability objectives:

Students can make use of the sentence pattern… inreal-life situation;

Students apply different reading strategies (skimming,scanning, intensive reading, making inference);

Students apply different listening strategies (listen forgist; listen for detailed information; listen for different attitude… );

Students can adopt different learning resources (onlinelearning material, dictionary…) ;

Students can (make use of a mind map to) organize theirideas logically.

③Emotional objectives:

Students’ interests will be aroused by learning the topicof… in daily English;

Students will be more cooperative through group work;

Students will be aware of (the importance of)…;

Students will learn to respect…better.

2. Teaching key and difficult points

（1）Key points:

Talk about …(topic);

Locate information from listening/reading material;

Understand the meaning of (grammatical rule of…; passage;writing style…).

（2）Difficult points

Pronounce … correctly;

Make use of …properly.

3. Teaching and learning methods:

Total Physical Response/ Audio-lingual method/ Audio-visualmethod/ Communicative approach/ Task-based language teaching method;

Autonomous learning method/ Cooperative learning method/ Researchedlearning method.

4. Teaching Procedures

(1) PPP model（Presentation-Practice-Production多应用于会话课/词汇课/语法课/语音课等课型）

Step 1: Lead in

The teacher presents a picture of…(topic)/ The teacherplays a piece of music of…(topic)/ The teacher plays a video clip of…(topic);

The teacher plays a guessing game of …(topic) withstudents;

The teacher has a free talk with student about … (topic).

Step 2: Presentation

1. Students read/listen to… under the guidance of theteacher and then read/listen to the text to answer questions;

2. Key words (sentence patterns)/ Key information/ Keygrammatical rules of the text are presented through interaction between theteacher and students.

Step 3: Practice

Students work individually/in pairs/in groups to …(make adialogue with certain words and phrases; imitate the dialogue; read indifferent roles…)

Step 4: Production

With a set scene, students work in groups to … (make aposter; do a role-play; have a group PK…)

Step 5: Summary

The teacher guides students to conclude what they havelearned in class, and then the teacher makes some supplements when necessary.

Step 6: Homework

1. Students make a conversation after class with theirclassmates;

2. Students search the Internet for more information about… (topic) and share with the class next time.

(2) PWP model（以下以阅读课为例，该模式主要适用于语言技能类的教学，多应用于听力课、阅读课、写作课等教学设计中。）

Step 1: Lead in

The teacher presents a picture of…(topic)/ The teacherplays a piece of music of…(topic)/ The teacher plays a video clip of…(topic);

The teacher plays a guessing game of …(topic) withstudents;

The teacher has a free talk with student about … (topic).

Step 2: Pre-reading

The teacher asks students to guess what the text may talkabout to predict the text.

Step 3: While-reading

1. Skimming: Students read the passage and find out themain idea…

2. Scanning: Students read the passage again and find outmore detailed information.

3. Intensive reading: Students read the passage and tryto analyze the difficult language points or appreciate the beautiful language.

Step 4: Post-reading

1. Students retell the passage according to the key wordsand phrase;

2. Students discuss the topic of… in groups and then makea report in class.

Step 5: Summary

The teacher guides students to conclude what they havelearned in class, and then the teacher makes some supplements when necessary.

Step 6: Homework

1. Students finish…after class;

2. Students search the Internet for more informationabout … (topic) and share with the class next time.