英语学科教学设计
第一节 英语教学设计试讲模板
1、Teaching Objectives/Aims:
Knowledge objective/aim:
【语言知识目标：指本堂课中要让学生了解和掌握的主要知识点。】
Ability objective/aim:
【语言技能目标：是指通过这堂课学生能够锻炼什么样的能力。】
Emotional objective/aim:
【情感态度目标：是学生通过课堂学习，参与活动，以及教师在情感上进行什么样的引
导，从而让学生在情感上产生什么样的倾向。】
2、Teaching Key and Difficult Points:
【教学的重点是指教材内容中最基本、最重要的知识和技能，即基础知识和基本技能，
也可以称之为课程内容的核心知识，是学生必须掌握的知识。
教学的难点是指学生不易理解的知识或者不易掌握的技能技巧，同时也是教师较难讲清
楚以及学生容易产生错误的教材内容。】
3、Teaching Procedures:
Step 1 warming up / lead-in
【常用方法：温故知新、直观演示、设疑探究、游戏导入等。】
Step 2 Presentation
【词汇呈现方法】
直接教读、图画教学、实物感知、动作呈现、表情呈现、情景呈现、定义呈现、例子呈
现、描述呈现。
【语法呈现方法】
a.归纳法；b.演绎法。
Step 3 Practice
【该步骤中，学生在某一特定话题下，通过机械性练习即控制性及半控制性练习，不断
强化某一或某些语言结构和词汇。】
Step 4 Production
【要求学生在真实的语境中，让学生运用新学到的词汇、语法，语音，真正掌握其用法。】
Step 5 Summary and homework
【语法呈现方法】
4、Blackboard Design:
第二节 案例展示
1.题目: How can I get to ……?
2.内容:
Zoom: Hey, that looks tasty. Where can I buy one?
Boy: Near the London Eye. Go that way.
Zoom: Excuse me. Where is the London Eye?
Man: It’s next to the film museum near the Thames.
Zoom: Excuse me. Is the Thames far from here?
Man: No. Go straight and turn left.
Zoom: Zip, look!
Zip: Finally!
【参考教案】
I、Teaching Aims
Knowledge aim: Students can master some new words, such as: straight, museum, and the new
sentence patterns: where is the….It is....
Ability aim: Students’ listening ability can be developed through some listening strategies.
Emotional aim: Students can ask and give information about directions.
II、Teaching Key & Difficult Points
Key Point: Students will learn the new words and sentence patterns.
Difficult Point: How to improve students’ speaking ability in real life.
III、Teaching procedures
Step 1 Warming up and lead-in
1) Daily greetings
2) Describing a daily case that last Sunday, a foreigner asked a woman where was the
nearest hospital, however, the woman could not give the right answer in English. Then the teacher
will ask the students if they can help the foreigner to lead to the new lesson.
Step 2 Presentation
1) Playing the tape for the first time, and then ask the students the main idea of the
listening material. They may tell the teacher that it is about how to ask and give right answers.Then, ask the students what new words and sentence patterns they have heard. They will tell the
teacher: straight, museum, and the new sentence pattern: Where is the … It is ....
2) Playing the tape for the second time and let the students do some “true or false”
questions.
( ) The London Eye is far from the Thames.
( ) Zip should go straight and turn left.
( ) Zip finds the museum at last.
Step 3 Practice
Asking them to retell the dialogue and act the dialogue out.
Step 4 Production
Asking them to design a route to The Beihai Park. Using the learned words to give a
report to the whole class.
Step 5 Summary and homework
Summary: Asking one student to be the teacher’s assistant to summarize what they have learned
today. Then the teacher will add if something is missing.
Homework: Review what they have learned and practice the sentence patterns with their parents.
IV、Blackboard design
How can I get to…?
straight
---Where is…?
Museum
---It is…
next to
far from
英语学科教学设计
第一节 英语教学设计说课模板
Good afternoon, dear judges! I am NO. 2. It’s my great honor to have this opportunity to talk
about my teaching ideas. My topic is _____ and my presentation consists of the following aspects.
1、Analysis of teaching material
This lesson is from PEP English book，grade ____. And the main topic of this lesson is _____.
【内容】This lesson is the first section of this unit, so it is very important for students’ furtherstudy【
. 地位、作用】After learning this lesson, students are able to understand _____, such as_____.
Meanwhile, their listening and speaking abilities would be developed.【能力提高】
2、Analysis of students
认知和思维特点；生活经验的储备；学习知识的储备；喜好和兴趣
3、Teaching objectives / aims
Knowledge objective/aim:
Ability objective/aim:
Emotional objective/aim:
4、Teaching key and difficult points
5、Teaching methods
After those analysis, I will talk about the teaching and study methods. I’ll mainly use
“Task-based teaching method” “Communicative language teaching method” and “TPR teaching
method” as teaching methods.
6、Teaching Procedures:
Step 1 Warming up / lead-in
Step 2 Presentation
Step 2 Pre-
Step 3 Practice
Step 3 While-
Step 4 Production
Step 4 Post-
Step 5 Summary and homework…
7、Analysis of blackboard design
From the blackboard, it can clearly show what I have taught today which will be easy for the
students to master new knowledge.
第二节 案例展示
【参考教案】
Unit 4 Then and now?
A Let’s talk
Good morning/afternoon, dear judges. I’m the first competitor. I’m very happy to meet you
all here. Today I am going to present Unit 4 Then and now to you. My lesson consists of five
aspects, the analysis of teaching material and students, teaching aims, key and difficult points,
teaching procedures and blackboard design.
1、Analysis of teaching material
First of all, let’s focus on the analysis of teaching material. This lesson is chosen from PEP
English book, the second semester of grade 6, let’s talk of part A. The topic of this unit is aboutlife in the past and in nowadays. Students will review some words like “ago; gym; dining room”,
which we learned last class. Besides, they can also master the sentence patterns “there was/were”
to describe things in the past after learning this unit. This part includes a piece of listening material,
so it is reasonable to design this part to be a listening class.
2、Analysis of students
Students in Grade 6 have strong curiosity and are enthusiastic to learn new things. After
learning English for 3 years, they have accumulated some basic English words and expressions.
Besides, they have already possessed the sense of time, and are able to describe things happened
in the past. But in this unit there are still some new knowledge waiting for them. For primary
school students, their concrete thinking is better than abstract thinking, I will show them some
pictures to help them form those images of word in their mind and they will remember them
deeply.
3、Analysis of teaching aims
Now let’s focus on the analysis of teaching aims. I set them as follows:
(1) Knowledge aims:
Students can learn some words like “ago; gym; dining room”,.
Students can understand the sentence structure “There was/ were.” and can use it in daily life.
(2) Ability aims:
Students can describe things in the past by using the sentence pattern.
Student’s ability of grasping detailed information while listening will be improved.
(3) Emotional aims:
Student’s interest of learning English can be generated anew.
Students will know it is important to cherish their life and make the most of it.
4、Analysis of teaching key points and difficult points
The key points are to master the sentence pattern of “There was/ were” and review some
words.
The difficult point is to use this sentence pattern in daily life and know how to describe
things in the past tense.
5、Analysis of teaching methods and learning methods
I’ll mainly use “Task-based teaching method” and “audio-lingual teaching method”. In this
way, students can enhance their ability of solving problems by their own and their listening ability
will be improved .
In order to let students be the real host of the class, I will ask them to work in groups, which
can make class more efficient and let them learn how to cooperate with others.
6、Analysis of teaching aids
In order to catch students’ attention, I will play a movie clip from Back to the Future and usesome pictures that are related to this lesson, which can help me to enrich my class.
7、Analysis of teaching procedures
Step 1 Warming up
Firstly, I will greet my class with the sentence “How is everything going?”. And share a
movie clip to interact with them. After showing this video, I will ask them: “Have you seen this
film before? Great! It is the famous movie Back to the Future. Do you know what happened to the
man in the movie? Yes, he travels to the past. What is he doing? He is operating a time machine.
Boys and girls. I have a time machine, too. Do you want a time travel? Let’s learn a new unit:
“Then and Now”. In this way, I can lead my student into today’s topic. Because this film is
interesting, it will be easy for me to catch my students’ eye and make them more concentrate in
today’s new lesson.
Step 2 Pre-listening
In this section, some pictures will be used to show what our country used to be, and other
pictures to show what is it nowadays to do a comparison. In my pictures, includes people’s change
of living in their food, clothing, shelter and transportation in fifty years. Then students will know
that people’s life really changed a lot. In this section, some words will be reviewed by doing a
missing game. Then I will ask my students what do you think of our classroom? Do you think
there will be some changes in our classroom between fifty years, too? Then tell my students that
Sara’s grandpa is our school’s student 50 years ago. And now, let’s listen to the dialogue and find
out those changes.
Step 3 While-listening
In this step, I will play the tape for three time. In the first time, students should answer my
question: Does their school changed a little or a lot? Can you tell me what was the school look like
according Sara’s grandpa’s description? Then I will divide my students into several groups and if
any group wants to answer the question, this group will get some stickers. In this way, students
will act more actively to answer these questions. Then, in the second listening, I will ask my
students could grandpa use computer when he was a small boy?(No, they couldn’t because there
weren’t computer in their school). Can he lend books from the school library when he was
young?(No, they couldn’t because there weren’t library in their school, either). In this step, I will
write this important sentence in the blackboard. Then ask student to listen to the tape for the last
time and read after the tape. In the whole section, students listening ability together with speaking
ability will be improved. What’s more? Listening to the tape can help them to correct their
pronunciation, learn the intonation from the dialogue and help teacher find their defects in reading.
Step 4 Post-listening
In this section, students can do a role play in the guidance of teacher to play the role of Sara,
Wu Yifan and grandpa separately. After 2 minutes, I will ask some volunteers to share theirdialogue.
Students will be divided into four groups to see the four picture shown in the beginning of the
class again and describe the changes in then and now by using the sentence structure: “there
was/were...” “there is/are...”. They will be given 5 minutes to finish their preparation. Then I will
choose some of them to share their presentation in front of the whole class.
Step 5 Summary and homework
In the end of my class, I will ask some students to summarize what we have learned in this
class then I will add some if it is necessary. After class students should listen to the dialogue for at
least three times and ask their parents what does life look like in their time and share with their
partner in the next class.
8、Analysis of blackboard design
Unit 4 Then and Now
Gym
Dining room
Library
There was/were...
Computer room
library→star→computer
Group1
food
Group2
clothing
Group3
shelter
Group4
transportation
(Purpose: This could help students to understand the important word and sentences of this lesson
clearly.)
