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1、2023年英语教学设计案例（精选多篇） 推荐第1篇：英语教学设计案例 Unit 5 What would you like? 重点：能够听懂、会说Lets talk中的句型 难点：理解Help yourself.Mmyummy.Let me try.Let me show you.等句子 发音：句子Help yourself.I can use chopsticks.的发音。 教具准备： 1、教材配套的单词卡（餐具和食物） 2、教师准备真实的餐具。 2、教材相配套的教学课件Unit 5 Lets learn 3、教材相配套的教学录音带 教学过程： （一）热身复习（Warm-up/Revisio
2、n） 教师课前将表示餐具和食物的单词卡片或图片贴在教室四周。 上课后，教师说：Point to the beef/fork，学生迅速指相应单词图片。教师说：Pa me fish/Give me vegetables, 学生迅速做出反应，将对应的单词图卡取下，交给教师。 教师播放第四课时Lets do部分的录音，学生边听边做。 学生以小组为单位，互相发出指令，做动作。 （二）呈现新课 （Presentation） 教师说：“What would you like for dinner? Chinese food or English food?” 学生回答：“I like English foo
3、d.” “Whats this?” “Its beef.” “MmYummy.How can I eat it?” “Cut with the knife.Use the fork.” “Who can do it?” 教师拿出真实的餐具，让孩子试一试。教师帮助孩子说：“ Let me try.”，请孩子来边试边说。然后教师边示范边说：“Let me show you.” 当孩子们理解了以上的句子，教师带着孩子们边演边说：“MmYummy.I like beef.I can use the fork and the knife.Let me show you.”让孩子在小组中边演边说。 出示L
4、ets talk部分的课件，先让孩子整体观看故事。 学生逐句跟读，模仿对话。 学生分角色跟读练习。 学生分角色给课件配音。 小组练习、表演故事。 教师播放Lets chant的歌谣。学生学唱。 学生边唱边演，边打节奏。 小组为单位表演。边唱歌谣边按歌谣的内容传递物品图片或实物。 （三）趣味操练 （Practice） 游戏1 猜一猜，做一做 教师不出声，用口形说句子，发本单元Lets do部分的指令，学生猜一猜，做一做。 游戏2 双簧游戏 一个孩子坐在椅子上，在前面表演故事，但是只动口形，不发声，另一个孩子蹲在后面给他配音。 （四）扩展性活动（Add-activities） 根据Lets cha
5、nt部分节奏，改编歌谣。(教师改编歌谣的第一段，学生仿照改编，边说边演) Use the fork, Let me show you Use the fork, Let me try. 板书设计： Unit 5 What would you like? I can use chopsticks. Let me try. Let me show you. Help yourself. I like Chinese food.Mmyummy We had a good time. See you tomorrow.Good night. 推荐第2篇：英语教学设计案例 Silver and Gold
6、教学设计 旭 东 中 学 赵玉晶 一、设计理念： 1、教材分析： 我所设计的内容是EEC教材，初三英语上册第六单元第一课。本单元的中心话题是“结识新朋友，不忘老朋友；要和老朋友保持联系”。所以在新课的导入和语言实践活动中，始终在都在围绕着朋友这个话题。最终目的是通过听、说训练，增进应答、反馈和表述的能力。 2、学情分析： 本节课的授课对象是初三的学生。大多数学生已经能够用英语表述自己的想法，但一部分学生比教害羞，上课时不爱发言，同时班级有一部分学生英语的基础比较薄弱。针对这种情况，在教学过程中开发课程资源，拓展教学渠道，利用多媒体教学，创设情景，激发兴趣，调动学生的学习热情，使不同的学生在课上
7、都有所得。 二、教学目标 1、知识与技能：掌握本节课的生词及交际功能；提高学生的听、说能力。 2、过程与方法：教师引导和学生探究。 3、情感态度与价值观：要珍惜友谊，记得和老朋友保持联系。 三、重点、难点： 本节课的教学重点是熟练的掌握生词及短语的用法，培养学生听、说的能力。本节课的教学难点是听过对话后，能够抓住关键信息，并自由的交流或介绍一些朋友的情况。 四、教法与学法： 1、教学方法： （1）以合作式学习及探究式学习为中心。通过丰富多彩的教学情景，不同的教学活动，使学生感知、体验、实践、参与。 （2）任务型教学。教学过程中，让学生通过完成任务而参与学习过程，而让学生形成运用英语的能力。 2
8、、学法指导： （1）提高学生自学、探究和合作学习的能力，側重听、说学习策略及语言技能的指导。课堂上要把掌握知识，形成技能，发展能力与培养学生个性健康发展有机结合起来，体现人文主义的教育，引导学生要会选择朋友，珍惜友谊，树立正确的世界观、人生观和价值观。 （2）注重过程评价。在评价中注重培养和激发学生学习语言应用的能力。用恰当的、合理的、充满激情的评价语言进行师生或生生评价，从而调动学生的积极性，培养学生学习的自信心，为学生指明努力方向。 3、教具：多媒体。 五、教学过程: （一）导入 以 “趣”为切入点。 孔子说过，知之者不如好之者，好之者不如乐之者。当一个人对事物感兴趣时，他的大脑就会兴奋起
9、来。亲切的问候后，学生看两张图片，一棵树和一片森林，问一问学生更喜欢哪一张及其原因。使学生联想到，一人不能独立生存在这个世界上，人人需要朋友。那什么才是朋友呢？通过师生间轻松的交流，使学生既初步了解本单元的话题，又顺利的进入了第一课的学习。 （二）热身活动，在探究中激活学生的思维。 谈论图片：教材在热身活动中，提供了三幅图片。为了增强学生参与意识，吸引学生的注意力，我把三幅图片扫描后，设置在了不同的幻灯片上。这一环节主要是在不同的情景中处理生词，了解图片内容，了解刘畅与他朋友的成长经历，为下一步听，克服障碍。 （三）语言应用，引导质疑，反馈听力能力。 经过热身活动，将教材的第二部分听力，作为了
10、课堂上的反馈环节。首先是听录音，回答两个简单的问题，从整体上去理解听力材料；而后，再听对话，根据对话内容选出最佳答案完成各句，培养学生从听力材料中获取信息的能力，这里说明一下，教材在设置问题时，是分成两部分，比较分散，所以依据中考的题型，我对原有的教材内容的进行了改编；再听第三遍，根据所听内容写出所缺的单词，提高学生听音写词的能力。在大量的听的输入基础之上，让学生进行自读，领会对话的内容。最后小组活动，完成一个表格。这个表格的设计，主要是帮助学生巩固三个交际功能，同时提高他们的收集信息的能力。 （四）综合运用语言，生生互动探讨和体验。 通过了解刘畅和苏珊的老朋友，学生已能够熟练的表达自己和朋友
11、间的故事。所以给学生提供充分的展示空间。通过小组表演对话，同学互访或亲自给朋友设计明信片并寄语的形式来表达自己的想法。对所学的内容进行延伸与拓展，使学生在活动中体验合作成功的快乐。 （五）自我评价和合作评价，增强参与意识。 评价可以调整学生的学习策略，增强学生的学习能力。因此在课的最后，向学生提供了一个评价表格。使学生及时的进行自我反思。 （六）作业的布置：写一篇作文，探讨一下，是否应该结交朋友。在语言的学习过程中，听和读是领会吸收的过程，说和写是表达和应用的过程，通过写，使学生的语言实践能力得到巩固和发展。 六、板书设计: Unit 6 Silver and Gold Leon 1 Lang
12、uage to know: A:sb mi sb B:sb should do - C:Iwill do that. 教 学 简 案 课题 Unit6 Silver and Gold Leon 1 授课人 旭东中学：赵玉晶 目标设计 知识与技能 1Grasp the new words and phrases: silver, almost, boat, water gun, fly a kite, neighbor, grow up. 2 Improve the students speaking and listening skills. 过程与方法 Guiding and explori
13、ng 情感与价值观 Remember your old friends and cherish friendship. 教学重点 Language to know: mi sb / sb should do -/Ill do that. 教学难点 Expre their own ideas freely and correctly. 教学方法 Task-based learning approach 辅助手段 A computer 教学设想 Talking about friends is an old topic.Most of the students are familiar with
14、it.But its hard for them to expre their ideas freely.Providing enough real situations will help the students expre their ideas fluently and cherish friendship after learning and discuing. 教学内容与双边活动 意图 Step One Leading-in Make the students excited and have more interest in the new leon. 1.Talk about
15、a tree and a forest. 2.Discu what a friend should be like. Step Two Warm-up Help the students feel easy to meet the new words and phrases and make the students prepare well for the listening part. 1.Learn new words according to the pictures. 2.Write the words in the right places and circle the thing
16、s. 3.Make a short dialogue about the things that you did with your friends. Step Three Listening Improve the students listening skills and their abilities to collect and deal with different information. 1.Listen and answer the questions. 2.Listen and finish the exercise. 3.Listen and fill in the bla
17、nks. 4.Fill in the form. Step Four Creative learning Practice using English freely and let the students cooperate with each other. 1.Act the dialogue out. 2.Make an interview about each others friends. 3.Design a postcard and write something to your friends. Step Five Enforcement To understand frien
18、ds and friendship deeply. 1.Enjoy a poem. Step Six IV. Homework Write a short composition: We should make friends or not. Consolidate what they have learned today and improve their writing skills. Blackboard design Unit 6 Silver and Gold Leon 1 Language to know: 推荐第3篇：小学英语教学设计案例 小学英语教学设计案例 小学英语教学设计案
19、例 荐小学英语教学案例 What colour is it (3000字) 荐荐小学英全语英 英说 语 教课 案 稿 (800 范 字 ) 文 荐英语教师全英文说课稿(精华版) (精选) 荐英语教案 推荐第4篇：英语教学设计与案例分析 1.本课程主要包括课程的导入、语言知识（语音、词汇、语法）、语言技能（听、说、读、写）、课堂管理和教学反思等方面的内容，共分为十个教学专题。每个专题都将引导学生对英语课堂教学的各层面与环节进行系统的探讨与学习，通过理论学习与案例分析相结合的方法，使学生学会根据具体的教学目标、教学内容与教学对象，在相关理论的指导下进行科学合理的单元整体设计和分课设计，有效组织课堂
20、教学，灵活应对和处理课堂教学中的问题。 2.【教学目标】 1.了解导入环节对一节课的成功与失败起着重要的作用，掌握各种教学导入的方式和方法。 2.了解语音教学贯穿整个中学的英语学习阶段，包括发语音、语调、重音等多个方面的内容。掌握语音教学的技能和方法。 3.了解词汇教学的具体内容和呈现方式，学会使用最恰当方法进行词汇的讲解和教学活动的设计。 4.了解语法教学的基本教学模式，学会使用归纳法进行语法教学的讲解和教学活动的设计。 5.了解并掌握听力教学的三个教学阶段和听力理解的学习策略，并能针对三个不同阶段的教学任务设计恰当的教学活动。 6.了解口语教学的策略与方法，能够掌握口语教学活动设计的方法。
21、 7.了解阅读教学的模式与训练学生阅读策略的方法，能够根据不同的文章体裁进行不同阅读教学活动的设计。 8.了解写作教学不同教学模式，掌握过程写作具体教学活动的设计方法。9.了解课堂教学管理的基本原理，学会使用恰当的方式进行课堂管理。 10.了解并掌握教学反思的各种方式与方法，学会对自已的教学进行系统的反思 2 Teaching pronunciation: 2.6 Teaching Steps of a Single Sound Generally speaking, there are seven steps in teaching pronunciation, which can be a
22、rranged in the following order.(1) Say the sound alone. (2) Get the students to repeat the sound in chorus.(3) Get individual students to repeat the sound.(4) Explain how to make the sound.(5) Say the sound in a word.(6) Contrast it with other sounds.(7) Say the sound in meaningful context.2.7 Types
23、 of Pronunciation Practice Activities 2.7.1 Consonants and Vowels In the teaching of consonants and vowels, it is important to introduce characteristic aspects of their articulation (e.g.voiced vs.voicele, stops vs.fricatives, aspiration, etc.).The realization of these articulatory features can be p
24、racticed through a variety of communicative activities such as those presented below. 1.Information-gap activities One of the easiest techniques for practising consonants and consonant contrasts in a communicative way is to use information-gap activities.For example, if students are confusing /b/ an
25、d /v/, the following activity can be used.Choose a topic such as food and have students brainstorm and think of as many food words as poible which contain the /b/ and /v/ sounds.It is best for the students to work in groups so that they have more opportunity to generate these words in a communicativ
26、e fashion.If students are beginners, clues or pictures can be provided to help them with the generation of words.Students might come up with berry, veal, liver, brown bread, vegetables, vitamins, vanilla, beans, bacon, etc.Students may also be asked to generate examples of names containing these two
27、 sounds.In this case, students might come up with Bill, Bob, Vickie, Barbara, Steve, and Virginia.It may be neceary to provide students, especially beginners, with some of these names. 3 When enough words have been generated, the teacher can number the names and foods on slips of paper and hand out
28、even-numbered foods and odd-numbered names to one group and odd-numbered foods and even-numbered names to the other group.Blank grids can be handed out and students can work in pairs or in groups questioning each other about Who bought what at the store.Once the grids are filled out, the result of t
29、he activity can be presented to the cla.In so doing, the students gain further communicative practice with these sounds.Role plays which incorporate some of the food words and names identified above can be used as a follow-up to this activity. 2.Matching exercises Another way of practicing a sound c
30、ontrast such as /b/ and /v/ involves the use of matching exercises.Divide the cla into two groups.Group A has a written description of several people.Group B has a picture containing all of the people for which there are descriptions.The object of this activity is to match the written descriptions w
31、ith the appropriate people.Some sample descriptions might be: Becky has big boots.Vicky has a velvet vest. Barbara is carrying a big bag.Virginia is wearing gloves.Bill has a shiny belt-buckle.In attempting to match the descriptor with the appropriate person, the students gain practice producing the
32、 relevant sounds.A variation on this activity has these descriptors generated by the students themselves.Creating such descriptors, especially in groups, provides additional communicative practice of these consonant and vowel sounds. 3.Chain stories Each student receives a phrase containing the soun
33、d contrasts being practiced.The first student must embed that phrase in a short story (or string of related sentences) of no longer than four sentences.The task of the other students is to gue the embedded phrase based on the correct pronunciation of the relevant sound or sound contrasts.The next st
34、udent continues the story using the phrase that he or she received.Sample phrases might include: big beautiful baby oven gloves very bad brakes broken bracelet lovely building seventy vehicles 4 5 Teaching grammar 3.2 The Aspects of English Grammar (1) inflection e.g.plural of nouns, tenses of verbs
35、 (2) structure or function words e.g.articles: the, a/an prepositions: of , to, by, for, (3) word order e.g.a lexical item: chocolate mild, milk chocolate functional item: He is Is he Where is he? I know where he is (4) derivation or word formation e.g.They put on a drama. The dramatic changes have
36、taken place recently.They wanted to dramatize their novel.(5) concord or agreement e.g.The teacher reads a lot. The teachers read a lot. this man; these men; (6) government e.g.I gave him a book.He gave me a book. (7) stre and intonation 3.4.1简练+容易+效能（材料让学生感兴趣） 3.4.2方法适合所教学生 针对特点(1) Age (2) Language
37、 level (3) The size of cla (4) The makeup of the cla, for example, monolingual or multilingual (5) The specific needs, for example, needs to pa a public examination (6) Interests (7) Usable materials and resources (8) Prior experiences and current expectations (9) The cultural factors which may affe
38、ct their learning attitude, for example, their attitude toward the function and status of teachers (10) The educational background, such as the public school or the private school, and at home or abroad 演绎法（传统）；归纳法 Deductive method应该(1) Authenticity.(2) Clear range of application.(3) Clear grammatic
39、al rules.(4) Brevity (5) Familiarity.(6) Relevant.演绎法优缺点The demerits of the deductive method (1) It teaches grammar in an isolated way.(2) Little attention is paid to meaning.(3) Practice is often mechanical.The merits of the deductive method (1) It could be very succeful with selected and motivated
40、 students.(2) It could save time when students are confronted with a grammar rule which is complex but which has to be learned.(3) It may help increase students confidence in those examinations which are written with accuracy as the main criterion of succe. 8 9 4.teaching vocabulary 10 11 Teaching l
41、istening listening is a complex cognitive proce which needs listeners not only have background knowledge of the related listening materials but also that listeners should be conscious to use some strategies to grasp the meaning of the listening material to achieve right comprehension of the text. 5.
42、2.1 逐字逐句 5.2.2 根据背景 先前知识 5.3 Micro-skills of Listening According to the English Curriculum Standards (2023), the micro-skills of listening should including the followings: (1) Suppre interference of accent and background noise (2) Detect key words (3) Listen and carry out instructions (4) Identify g
43、ist and themes (5) Establish the sequence or logical relationship of events (6) Predict what people are going to talk about (7) Understand the speakers intention and attitude (8) Evaluate what has been heard (9) Infer the implied meaning 12 focus:1.repeating what they have heard 2.wordsbottom up pro
44、ceing 3.require interaction of listener.; one-sided 4.not to proce everything that has been said but rather to scan the material selectively for certain information. 5.to develop a top-down, global understanding of spoken language. 6.the listener actively participates in discuions, debates, conversa
45、tions, role-plays and other pair and group work. 7.The listener has no difficulty whatever in understanding the whole meage.The comprehension proce is so natural and smooth that it is exactly like that of a native speaker. (1) text characteristics (variation in a listening paage/ text or aociated visual support); (2) interlocutor characteristics (variation in the speakers personal characteristics); (3) task characteristics (variation in the purpose for