染雾中学英语教案模板全英文范文 篇一
Title: Teaching Grammar: Present Simple Tense
Objective:
By the end of the lesson, students will be able to understand and use the present simple tense to talk about general truths, habitual actions, and future schedules.
Materials:
- Whiteboard and markers
- Handouts with exercises
- Flashcards with verbs in the present simple tense
Procedure:
1. Warm-up (5 minutes)
- Begin the lesson by asking students about their daily routines. Write their answers on the board.
- Elicit the use of the present simple tense in their responses and explain that today's lesson will focus on this grammar point.
2. Introduction (10 minutes)
- Present flashcards with verbs in the present simple tense, such as "eat," "drink," and "play," and ask students to match the verb with its corresponding picture.
- Discuss the meaning of each verb and its use in the present simple tense.
3. Presentation (15 minutes)
- Introduce the structure of the present simple tense using the formula: subject + verb + object.
- Provide examples and ask students to identify the subject, verb, and object in each sentence.
- Explain the different forms of the verb in the present simple tense (e.g., adding "-s" for he/she/it).
4. Practice (20 minutes)
- Distribute handouts with exercises on the present simple tense.
- In pairs or small groups, students should complete the exercises by choosing the correct verb form or writing sentences using the given prompts.
- Monitor the students' progress and provide assistance as needed.
5. Production (10 minutes)
- Ask students to work in pairs and create a dialogue using the present simple tense.
- Encourage them to incorporate the vocabulary and grammar they have learned in the lesson.
- Select a few pairs to perform their dialogues in front of the class.
6. Review and Closure (5 minutes)
- Review the key points of the lesson and summarize the use of the present simple tense.
- Ask students if they have any questions or need clarification on any aspect of the lesson.
- End the lesson by assigning homework, such as writing five sentences using the present simple tense.
Assessment:
- Monitor students' participation and engagement during the activities.
- Evaluate their understanding of the present simple tense based on their completion of the exercises and their ability to create a dialogue using the target grammar.
中学英语教案模板全英文范文 篇二
Title: Reading Comprehension: Environmental Issues
Objective:
By the end of the lesson, students will be able to read and understand a text about environmental issues and discuss the importance of taking action to protect the environment.
Materials:
- Whiteboard and markers
- Handouts with the reading passage
- Discussion questions
Procedure:
1. Warm-up (5 minutes)
- Begin the lesson by asking students about their thoughts on the environment and any environmental issues they are aware of.
- Write their answers on the board and facilitate a brief discussion about the importance of protecting the environment.
2. Pre-reading (10 minutes)
- Introduce key vocabulary related to environmental issues, such as pollution, deforestation, and climate change.
- Provide definitions and ask students to provide examples of each term.
- Write the vocabulary words on the board and discuss their meanings as a class.
3. Reading (15 minutes)
- Distribute handouts with a reading passage about environmental issues.
- Instruct students to read the passage silently and underline any unfamiliar words or phrases.
- After reading, ask students to summarize the main ideas of the passage.
4. Comprehension (20 minutes)
- Divide the students into small groups and assign each group a set of comprehension questions related to the reading passage.
- In their groups, students should discuss the questions and provide answers based on the information from the text.
- Monitor the groups' discussions and provide guidance as needed.
5. Discussion (10 minutes)
- Bring the class back together and facilitate a whole-class discussion on the importance of taking action to protect the environment.
- Use the discussion questions to guide the conversation and encourage students to share their thoughts and ideas.
6. Review and Closure (5 minutes)
- Review the key points discussed during the lesson and emphasize the importance of environmental awareness and action.
- Ask students to reflect on what they have learned and how they can contribute to protecting the environment in their daily lives.
Assessment:
- Monitor students' participation in the discussion and their ability to provide thoughtful answers to the comprehension questions.
- Evaluate their understanding of the reading passage based on their ability to summarize the main ideas and engage in the discussion.
中学英语教案模板全英文范文 篇三
Unit 16 Lesson 63Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC（2）. It is made up of four parts.
Part 1 My understanding of this lesson
The analysis of the teaching material:
This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.
Teaching aims:
1. Knowledge aim: Understand the main idea of the text.
2. Ability aim: Retell the text in their own words.
3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted.
Key points / Teaching important points:
How to understand the text better.
Teaching difficult points:
1. Use your own words to retell the text.
2. Discuss the pollution of the sea and how to save the sea.
Something about the Ss:
1. The Ss have known something about the sea and sea life through the Internet and other ways.
2. They are lack of vocabulary.
3. They don’t often use English to express themselves and communicate with others.
4. Some Ss are not active in the class because they are afraid of making mistakes.
Part 2 My teaching theories, methods and aids
Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director； Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.
Teaching method:
Double activities teaching method
Question-and-answer activity teaching method
Watch-and-listen activity
Free discussion method
Pair work or inpidual work method
Teaching aids:
1. a projector
2. a tape recorder
3. multimedia
4. the blackboard
Part 3. Teaching steps / procedures
I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.
The entire steps are:
Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）, Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework
Step 1 Greetings
Greet the whole class as usual.
Step 2. Revision
1. Ask students some questions to revise the last lesson（show them on the screen）.
a. How much salt do the oceans contain per thousand parts of water?（35 parts of salt. 3.5% by weight）
b. What is coral? Why are corals not found in deep water?
c. Why is the Dead Sea called the Dead Sea?
2. Check the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）. Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.
Step 3. Lead-in and preparation for reading
Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.
Purpose: Arouse the students’ interest of study.
Bring in new subject: Life in the oceans.
Step 4. Fast reading
Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph:
1. Why can living things live in such oceans around the Antarctica?
2. What does the whale feed on?
3. What is the difference between the sperm whale and other whales?
Method: Read the text inpidually, use question—and—answer activity.
Purpose: Improve the students’ reading ability.
Understand the general idea of each paragraph.
Step 5. Listening（book closed）
1. Listen to the tape then do an exercise（wb page 90, part 1）
2. True or false exercise.（on the screen）
Train the Ss’ listening ability and prepare for later exercises.
Step 6. Intensive reading
Read the passage carefully again and answer some detailed questions on the screen.
1. How much does a whale eat at a time?
2. Do all the whales feed on small fish?
3. How deep can a sperm whale pe?
It is also called depth reading or study reading. It means reading for detailed information.
Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.
Step 7. Preparation for details of the text on the screen
1. ...its heart slows to half its normal speed.
slow-v. to become / make slower.
2. ...usin
Present participle used as adverbial.
3. provide sth. for sb.
provide sb. with sth.
4. at a time: each time
5. grow to a length of...
Purpose: Train the Ss’ ability of understanding and using laguage.
Step 8. Consolidation
1. Find out the topic sentences.
2. Retell the passage according to the topic sentences.
Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.
Step 9. Discussion
Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do?
Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger!
I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.
Step 10. Homework
Write an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.
Part 4. Blackboard design
Unit 16 Lesson 63
Topic Sentences:
1. Some living things can live in Antarctica.（what）
2. The whale feeds on small fish.（what）
3. The sperm whale feeds on squid.（difference）
Discussion:
1. The whales are in danger. What’s your opinion about it?
2. The sea is being polluted. What should we do?
In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.
In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.
I want to make the design inductive, instructive and artistic.
