英语教案全英文

英语教案全英文（通用7篇）

英语教案全英文 篇1

阅读课教案

School__ Number3 Middle School____

Junior or Senior Section _Junior__ Class ____3____

Grade _1_______ Size ______45__

Time_40_______

Date __2009-12-28____ Materials __Go for it______

Type of lesson _reading ____ Contents: 1.Vocabulary: Some nouns about furniture and some daily use things: table, bed, dresser, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.Some prepositions of place: on, in, under

2.Structure: Where is(Where’s)…?

It is(It’s)in/on/under…

Where are…?

They are(They’re)in/on/under…

Where’s/where’re…?

I don’t know.Is it /are they on/in/under… ? No, it isn’t./They aren’t./ Yes, it is./they are.3.1)Dialogue: Where’s the bag?

I don’t know.Is it on the dresser? No, it isn’t.Where are my books?

I don’t know.Are they on the bed? No, they’re not.2)Writing: ask, guess and write

Objectives:

1.Instructional objectives(language knowledge and language skills)

1)To promote students’ vocabulary development(table, bed, dresser, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.…)

2)To promote students’ reading skills

a)prediction

b)skimming

3)To promote students’ oral English

4)To develop students’ writing skill

2.Educational objectives(affect, learning strategy and cultural awareness)

1)To develop students’ ability to communicate with others to get information

2)To build students’ confidence

3)To make students learn to cooperate with others

3.Personal objectives: 1)To develop teacher’s ability of classroom management

Focal points: a: the nouns.b: prepositions of place

c: Where-question and d: answers to “Is the… in/on/under the …?”；

Difficult points: a: use the prepositions to describe position of things b: use the where-question and Is it-/Are they-question to ask things’

position

Aids: PPT, blackboard, chalk … Procedures and Time Allotment 1.Getting students ready for learning

(mins)

1)Greetings: Good morning everyone!2)Routine task: duty report

2.Revision: Use some pictures to review the vocabulary(table, bed, dresser, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in, under)and sentence structure:

Where is(Where’s)…? It is(It’s)in/on/under Where are…? They are(They’re)in/on/under… 3.Pre-reading : Step1: vocabulary and some phrases learning

Task: Look at the conversation between them and guess the meaning of the sentences in red.(using the conversation between Liu Qian and A Xin to show those phrases to the students in order to learn them by the context;because the sentence structure in the conversation is those they have learnt)

(… mins)

此步骤包括词汇、语法教学等 4.While-reading 5.Post-reading

(… mins)

1)Oral work

2)Written work 6.Assigning homework 1)Conclusion: a: vocabulary

b: sentence patterns: Where is(Where’s)…?

It is(It’s)in/on/under… Where are…?

They are(They’re)in/on/under… Where’s/where’re…?

I don’t know.Is it /are they on/in/under… ? No, it isn’t./They aren’t./ Yes, it is./they are.2)Homework: Ask, guess and write Let your partner to ask as well as guess where your things are in your room.Write down your conversation by using the following sentence patterns: A: where’s/where’re your…? B: You can guess.A: I don’t know.Is it /are they on/in/under… ? B: No, it isn’t./They aren’t.Yes, it is./they are.…

Self-evaluation

英语教案全英文 篇2

关键词：高中英语；全英文教学；新课改

由于经济的发展，我们有越来越多的机会接触到国际环境，英文作为世界通用语言，被广为重视。在高中教学中也是如此，高中英语教师紧抓学生的英文学习，课堂上教授语法和锻炼英语听力，课下布置很多英语练习让学生巩固课上知识。但即便是这样紧锣旗鼓的学习安排，学生英语学习效果依然不是很理想，在新课改的要求下，高中英语老师需要提高英语教学效率，需要对教学方式做出改变。全英文教学是教师在课堂上用英文传授知识点，与学生交流，这能很好地刺激学生对英语的感知，培养学生说英语的能力。全英文教学可以让学生处于英语语境中去学习，而语境学习不仅能让学生在日常交流中自然而然地具备听说读写的能力，让学生树立英语方面的自信。这也是为什么高中教师要推进全英文教学。

一、推进全英文教学的必要性

在新的时代，对英语学习的要求不再是单一的懂，更重要的关注点是学生是否能自如地在实际生活中运用在课堂上学到的知识。

新课改的教学理念强调教育不只是关注知识的教授和学习，学生在学习中应该更多地关注知识在生活中的运用。比起结果，更关注学习的过程。要求教育要培养出能适应未来社会发展需要的人才。在这样的要求下，高中英语教学需要摆脱过去过分注重课堂知识点的传授的牢笼，尝试推行新的教学方式。高中英语教师在知识的教授中以汉语为主，甚至有些高中教师在英语的发言上略有不足，汉语教学在英文学习课堂上占主导造成学生对英语运用方面有些缺失。这是尽快推进全英文教学一个必要原因。

随着经济的发展，我们越来越与国际接轨，在很多时候需要运用英语进行交流。因此，在高中英语教学中要致力于培养全面的国际化人才。但在我国英文学习中存在着地方英语的现象，在学习中英语教育方面听的多，说的少，说出来也被加入不同地区的方言，普遍存在英语语感不足。所以需要在教学中提供英文的语境学习，才能让学生锻炼出英语语感。我们应该意识到培养人才的目的，是为了更好地服务于社会的发展。

作为我国的高中生，在学习英语上本身可能会产生一些排斥的心理，而且在现今对学生英语水平的要求不再只是认识和会写，更多的要会说。需要让学生有一个适应和习惯的环境。从英文学习本身特征出发，是需要不断练习的，熟练的练习才能让学生掌握运用方法。俗话说，勤能补拙，这就需要学校在教学中为学生提供全英文的环境，所以，为了学生的全面发展，也需要全力推进全英文教学。

二、推进全英文教学的重要性

全英文教学能很好地扭转高中英语教学的不足。全英文教学促进英语教师在教授学生的过程中不断完善自己，不断地提升自己的教学水平。高中英语教师在学术能力上达到了一定的高度，也在教学中形成了自己独有的一种教学方式。但在一种新的教学方式上，让教师以局外人的身份看到自身教学方式的不足，为了更好地使教育效果有所改变，全英文教学对教师来说也是重要的一次改变。

推进全英文教学是对新课改的贯彻，也能提高学生学习英语的成效，提高课堂教学效率。更重要的是，推进全英文教学能改善目前英语教学现状，提升学习效果。传统的教学方式在新的時代背景下逐渐显现出来的劣势可以由全英文教学方式来补充。

全英文教学通过教师在课堂上与学生的英语交流，让学生在日常生活中适应英语语言环境。学生在与教师交流的过程中，也能提高自身英语方面听说读写的能力，让学生减少对英语运用的排斥，重新看待英语学习，让学生知道英语学习不只是背诵听写单词，记忆语法的简单的学习工作，这种教学方式可以让学生在课堂英语交流中提升英语的阅读水平和写作水平，更重要的是让学生在日常生活中具备自如的读写的综合能力，能与其他人用英文自由交流的能力，这些也是对新时代学生的要求，是现代教育的意义。全英文教学能帮助学生树立英语运用的自信心，让学生能积极地运用英语，将课堂上学到的知识运用到实际生活中去，服务生活。

总之，全英文教学能满足新课改对高中英文教学的期望。因为新课改的要求和经济的发展需要培养全面的、有能力的综合人才，所以需要全英文教学来帮助学生去提升自己，完善自己。在这个过程中，全英文教学还对教师和英语教学体系发挥着重要的作用。所以，高中教师要改变自己的观念，全力实施全英文教学。

参考文献：

[1]金虞琴.浅析如何培养英语语感[J].校园英语，2015（30）.

全英文教案 篇3

4.Present the new word: tea.T: I’m thirsty.I want to drink something.I like water.Do you like water? Do you like tea? 5.Game: a.Bomb.T: Look, it’s a bomb.When there is a bomb near the word, don’t read it.b.Yes or No.T: There are some word cards in my hand.If I say correctly, you should say “ Yes”.If I’m wrong, you should say “No”.6.Chant.a.Read the chant together.b.Make a new chant.Work in pairs.c.Show themselves.7.Practice the sentences:

Does…like…? Yes, she/he does./

英语教案全英文 篇4

Teaching Aims: 1.To act quickly after listening to the T.2.Master the sentences: This is my home.You can see a bedroom...3.New words: study bathroom bedroom living room kitchen Important points and difficult points: 1.Learn to understand the key words in listening, speaking and reading.2.Try to understand the word, and use them into sentences.Learn to understand the sentences of What’s the weather like in…? It’s ….Teaching methods:listening,speaking Learning Methods：speaking, listening Teaching Aids: A tape-recorder，an English book, a Chinese book, a storybook, a notebook and a math book.Teaching Steps: 1.Warm-up: a.Greetings: How are you? b.B.Date ,day& weather.What’s the date today? What’s the weather like today? What day is it today? 2.Revision c.The teacher asks the class: What’s your favourite clothes? What colour is your…?

d.A game: Guess what colour of the clothes? 3.Presentation & consolidation The teacher will say: What’s weather like today? It’s….a.The teacher will show the cards to the class one by one: cool, cold, hot, warm.b.Try to use the new words to make some sentences such as: What’s the weather like…? It’s … c.A game: let them further understand the new words, what word is missing? Or what’s in my hand?

d.Listen to the tape, and get the general idea of the sentences.e.Group work: Watch the VCD first, and then practise the sentences with their group.f.Free talk: What’s the weather like today?

It’s….2.Homework: a.To copy the new words one line for each b.Ready for a weather report.Board-writing:

Unit 4 It’s warm today!weather, cool, cold, hot, warm.What’s the weather like in…?

It’s ….Period 2

Teaching Aims: 1.Learn to understand the sentences of Let’s talk.2.Learn to express the weather.3.Learn to know the “Can I wear…?” ask and answer.Important points and difficult points: New words and sentences Teaching methods:listening,speaking Learning Methods：speaking, listening Teaching Aids: Computer, cassette, cassette recorder, flash cards, some objects.Teaching Steps: 1.Warm-up a.Greetings: How are you? Fine, thank you.b.Day,Date & weather: What’s the weather like today? 2.Revision: a.To review the weather report: This is the weather report….It’s ….And so on.b.To review the main words about weather Further understand the pronunciation of the main words.Especially the words: weather, wear, today, can’t, put on.3.Presentation & consolidation: a.The teacher will point to a picture and say: Is it cool today? They will answer: Yes, it is./ No, it isn’t.b.Let the class practise in pairs: Is it hot …? Yes, it is./ No, it isn’t.c.The teacher points to the picture and asks: what’s the weather like…? It’s ….Can I wear…? Yes, you can./ No, you can’t.Then the teacher asks the questions one by one till all the students understand.d.Let the class make sentences with the structure: It’…today.Can I wear…?

Yes, you can./ No, you can’t.e.To watch the VCD, then the teacher will ask some questions according to the dialogue.f.To practise the dialogue in groups/pairs, then act out the dialogue.4.Homework: a.To copy the main words each one line.b.To read the dialogue aloud.Board-writing:

Unit 4 It’s warm today!

Can I wear … ? Yes, you can./ No, you can’t It’s warm/hot/cool/cold today.Period 3

Teaching Aims: 1.Learn to master the four-skilled words about the weather.2.Learn to master the way to write the key words and the sentences.3.Try to understand the meaning of the dialogue.4.Learn to read the chant.Important points and difficult points: New words and sentences Teaching methods: listening, speaking Learning Methods：speaking, listening Teaching Aids: Computer, cassette, cassette recorder, flash cards, some objects.Teaching Steps: 1.Warm-up.Greetings: How are you feeling today? b.Day, date & weather: What’s the date?

What’s the weather like outside? It’s….c.Read a chant: My shirt is red.My jacket is blue.My dress is old.My sweater is new.2.Revision a.The teacher asks: What are you wearing today? I’m wearing ….b.Read the chant of Page 47.3.Presentation & consolidation.a.After the kids read the chant, the teacher will ask some questions: What’s the weather like will you wear shirt/jacket/dress/skirt? c.The teacher shows a chart on the board.Let them talk about the chart such as: What’s the weather like in…?

Can I wear…?

d.Listen to the tape, read after it.e.Groups work: Ask the students to read by roles and see which group can do the best.f.A game: Try to remember or memorize the key words in the class.g.To use the sentence structures: Put on… / Take off… To make more different sentences.2.Homework: a.To copy down the new words one line each.b.Copy down the sentences two-line each.Board-writing:

Unit 4 It’s warm today!hot warm cool cold Put on… / Take off…

Period 4

Teaching Aims: 1.Learn to know the key words in listening, speaking and reading.2.Learn to figure out the words : rainy, windy, sunny, cloudy, snowy.3.Try to describe the weather: Here’s the world weather.It’s… in….Important points and difficult points: New words and sentences Teaching methods: listening, speaking Learning Methods：speaking, listening Teaching Aids: VCD, computer, a chart, cassette and the recorder, wall pictures, flash cards.Teaching Steps: 1.Warm-up.a.Greetings: Ask some of them to greet or ask some questions.b.Date & weather report.c.A song 2.Revision 3.Presentation & consolidation a.The teacher will say: what’s the weather like in…? It’s ….b.Practise the sentences in pairs.c.Let them make the sentences with “Here’s the world weather.It’s … in….”

d.Watch the VCD;let them get the general idea of the dialogue.e.Ask and Answer: What’s the weather like in…? It’s….f.Group work: Practise the dialogue in groups g.Make a weather report in the world.4.Homework a.Read the dialogue aloud.b.Copy the main words and sentences two times each.Board-writing:

小学英语全英文说课稿 篇5

Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3.This lesson includes two parts: Let’s talk and let’s practice.In section 1, it mainly deals with the dialogue about “What’s in the schoolbag?” and the answers.And in section 2, it provides a real situation for the Ss to practise the pattern: How many +n.(pl.)+ do you have? And the answer: I have … +n.(pl.)Teaching aims 1.Aims on the knowledge(1)To enable the Ss to understand and speak: “My schoolbag is heavy.What’s in it? Thank you so much.” Make sure that Ss can use these sentences in real situations.(2)To help Ss finish the survey.2.Aims on the abilities(1)To develop Ss’ abilities of listening and speaking.(2)To train the Ss’ ability of working in groups.(3)To foster Ss’ abilities of communication and their innovation.3.Aims on the emotion(1)To foster Ss’ consciousness of good co-operation and proper competition.(2)To lead Ss to show their loveliness to the poor.Key points

(1)To help Ss ask and answer the question: What’s in it?(2)To enable Ss to study in groups and co-operate skillfully.(3)To develop Ss’ interests in English.Difficult points(1)To help the Ss ask and answer the question “What’s in it?” and make sure they can use the plural nouns correctly.(2)To finish the survey by themselves.Teaching procedures and purposes of my designing.I’ll finish this lesson in five steps.Step 1.Warm-up and preview 1.Free talk between T and Ss about things in the classroom.2.Sing the song together: Books and pencils.3.Do some TPR, for example: Show me your English book.Show me your crayon.4.Review the numbers by asking: “How many crayons do you have?”

Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step.Step 2.Presentation Now I’ll mainly talk about this step.1.Present the pattern: “My schoolbag is heavy.” “What’s in it?.”

(1)Show a bag and say: “Look!I have a bag.” Carry it and say: “Oh, it is heavy.My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language.Then lead the Ss to read the sentence.Make sure they can say it correctly.(2)T: My schoolbag is heavy.Open the bag and say: “What’s in it? What’s in my schoolbag?”

Take out a Chinese book.Then do the action again.Let the Ss read the sentence.2.Play a guessing game.Divide the whole class into four groups to have a competition.Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings.Proper competition can arouse the Ss’ interest in English learning.3.With the help of the CAI to present the dialogue.Set a situation to help Ss understand: Two Ss are coming.One girl is carrying a heavy bag on her back.They are talking.Girl: My schoolbag is heavy.Boy: What’s in it?

英语教案全英文 篇6

【关键词】全英文教学 材料失效分析 教学模式改革

【中图分类号】G642 【文献标识码】A 【文章编号】2095-3089（2016）36-0073-01

一、引言

随着全球经济一体化进程不断加快，引进技术越来越多，对外技术交流也越来越频繁，这些都给我国社会的经济发展带来了前所未有的机遇和挑战。由于就业市场对人才国际化的要求不断更新，提高大学生的综合素质和业务能力，成为人才培养的关键。全英文教学是我国高等教育与国际接轨、教育改革发展的必然趋势， 是培养高素质复合型人才的需要。因此，高等院校应根据社会对专业人才的需求， 确立并完善培养方向，及时调整、制定新的全英文教学方案，培养具备较强时代感和实用性的既有专业知识又具备相应专业需要的英语水平的毕业生，以满足人才市场的需求。基于此，本文从全英文授课与传统教学的关系入手，依托《材料失效分析》课程教学实践，分析并探讨材料工程专业英语教学模式，旨在提高全英文教学质量，从而提高学生对英语的应用能力[1-3]。

二、《材料失效分析》课程教学理念与目标

“材料失效分析”作为材料类专业的一门课程，在高等工科院校开设是非常重要的。课程通过对机械零件的疲劳基本理论以及不同疲劳行为研究的方法论的学习，帮助学生建立正确的先进的工程概念，掌握当今生产中疲劳失效的基本特征，并运用相应的理论及方法解决实际工程中出现的疲劳问题。为适应机械材料类专业的教学内容和课程体系改革的需要，面向二十一世纪材料学科的发展，与国际上机械及材料学科接轨，该专业课程的新型建设就显得十分迫切。

为此确立以下《材料失效分析》课程的建设目标：以现代教育思想为指导，建立国际化课程体系，引进国际办学标准，结合欧美大學在教学中的特点，在教学中重视教学的质量而非教学的数量。同时，在讲授中结合讲授者的长期丰富的科研经验，培养学生清晰的、先进的工程概念以及设计工程构件、解决疲劳失效工程难题的方法。从而体现该学科的实质以及作为合格材料工程师必须具备的核心竞争力。最终建成一门具有国际化水平师资队伍、与国际接轨的高质量教材、国际化教学方法与手段，能适应21世纪应用型工程技术国际人才培养要求的机械工程材料精品课程[4-5]。

三、教学方法与手段

本课程根据教学内容采用适当的教学方法，培养学生的分析能力、解决问题的能力以及职业能力。因而采用在传统讲授的基本理论和方法论的基础之上，结合多种实践性环节来加强对前沿知识以及实际工程实践的补充，具体的教学方法和手段如下：

1.建设完善丰富的教学资源

逐年追踪国内外的教材更新变化，不断完善该门课程的教学大纲，形成能够反映该门课程的主线与精髓的教学体系，丰富教师指导教学教案和笔记、教学课件、案例库、试卷库等教学资源。在国内对学生的讲授过程中，基本掌握了中国学生的兴趣爱好以及专业知识的强弱。进而，在北美教材的教学内容基础上，对相应的章节进行了针对性的修改和补充。可以这样总结，该全英文教学专业课程教材，既不是国内教材的全英文化，也没有完全照搬国外的教材，而是两者的相互融合、借鉴以及进一步的提高。

2.案例讨论教学

举例来说，在讲授韧性断裂和脆性断裂内容时，采用从重大历史事件到现实身边耳熟能详的小案例分析说明，形象的案例中融合了课程中的多个工程概念以及理论知识点。如泰坦尼克号灾难案例，从冶金学角度更强调了夹杂物的存在对脆性断裂的重大影响。通过案例的学习，使得学生快速掌握一些抽象难懂的概念和理论。同时，我们还根据这些案例，结合相关领域的前沿动态，提出一些讨论专题，让学生根据自己的兴趣进行分组选题，查阅文献，搜集资料，制成报告进行交流讨论。从而促进学生系统查阅文献的能力，文字编辑能力，语言表达能力，加深学生对相关知识的理解和把握。

3.专家讲座结合实地调研

为了提高学生的工程理念，我们组织学生到企业调研。让学生能亲身实践，融会贯通。启发学生针对实际问题，结合所学知识，对所观察到的工件断裂模式及潜在的原因进行预判，然后聘请该公司专家结合生产实际，讲授真正的零件断裂失效形式，最后让学生们结合实际生产，进一步完善自己的理论和知识。也就是建立一个学生自己的理论-实践-新理论的解决问题的思维方式。

四、考核（考试）方法

建立国际化的课堂教学评价体系。更加关注学生在课堂教学中的表现以及对教学活动的参与。具体包括课堂组织与互动、平时作业、学生参与程度、最终报告。其中课堂组织与互动为结合教学进度的专题讨论。要求学生以小组的形式进行学习和讨论，在课堂上加以讲授和相互提问。平时作业主要根据课程进度结合案例适时地布置给学生。最终报告的重点是考察学生对于机械零件疲劳分析的理解能力，分析能力以及解决能力。

五、结语

全英文教学处于在不断改革前进的道路上，如何培养既具有专业知识又有一定英语综合应用能力的综合性人才是全英文教学者肩负的重任。作为全英文授课教师应帮助学生提高英语综合应用能力，扩大专业知识面，了解多种文化及其交流的过程与特点，从而为新时期经济发展培养既懂专业又熟练掌握外语的复合型人才。

参考文献：

[1]Halliday & Mcintosh，The Linguistics Science and Language Teaching [M]. London： Langman，1964.

[2]张巨武. 提高大学英语综合应用能力的教改实践[J]. 技术与创新管理， 2011（ 1） ： 97-99.

[3]王守仁、王海啸：《我国高校大学英语教学现状调查及大学英语教学改革与发展方向》，《中国外语》2011年第5期.

[4]蔡基刚：《从日本高校大学英语教学看我国外语教学目标调整》，《外语教学理论与实践》2012年第3期.

中学英语教师全英文说课稿 篇7

Analysis of the teaching material（说教材）Analysis of the students（说学生）

Teaching aims and demands（说教学目标和要求）Teaching methods（说教学方法）Teaching procedure（说教学过程）Teaching aids（说教学工具）Blackboard design（说板书设计）And conclusion

1.Well, firstly, I’ll talk about part 1 analysis of the teaching material.I have concluded the features of…….1.there are a lot pictures.For this, the kids will be interested in the book.As we all know that interest is best teacher for the students.2.It lays stress on the communication.According to the problem of Chinese students learning English , the book design a lot of material to improve the students’ ability of listening, speaking, reading, and writing.So I think the book is very good.2.Then I’ll talk about next part analysis of the students.It is known to us that the kids are very active and like playing games very much, so during my class, I’ll design some interesting games to activate them to participate and learn something.They will also be interested in the class.3.Let’s move on to another part, teaching aims and demands.There are knowledge aims and ability aim.Knowledge aims（认知目标）are to enable the students to master the words and phrases:……….And the sentences:… Ability aims（智能目标）are To improve students’

listening and speaking ability by reading and practicing the dialogue.4.Next I’ll talk about teaching methods.My teaching methods are task-based approach and situational approach.Using different methods can make the class active.5.Now I’ll talk about most important part teaching procedure.It consists of 5 steps.Warming up, lead-in, contents key points and difficult points and homework.Step1 is warming up.Here I’ll use PPT to play an English song Bingo for the students and I’ll ask them try to follow it to sing together.By this, the students can be interested in it and pay their attention to our class easily and improve their ability of speaking.Step2 is lead-in（导入根据所授内容设计，可通过展示与本课有关的话题或者图片等等引出本课话题）

Step 3 is contents(本部分为主要授课内容及组织的课堂活动。可从听说读写四块分写)Step 4 is key points and difficult points(本部分列出本课重难点可为单词句型或语法知识)Step 5 is homework.(作业形式最好新颖，例如课让学生根据本课内容做个小调查等)

6.Next is the teaching aids.In this class, I’ll use pictures, PPT and tape recorder.These can arouse the students’ interest in English.7.During the whole lesson, I will design the blackboard writing properly.I will write with chopsticks in different colors to compare similar knowledge points.（conclusion）