英语教案的格式范文
女士手表品牌排行榜-汽车市场调查报告
英语教案的格式范文
【篇一：教案基本格式及范例】
教案基本格式及范例
一、教案基本格式 ：
1、首页
主要包括课程名称，授课对象（年级、专业、层次），课
型，学时，授课题目，基本教材或参考书，教学
目的与要求，授课
内容与时间安排、教学方法，教学重点、难点，教研室审阅意见等。
2、续页
主要包括具体教学内容与时间安排，教学辅助手段的运用，
教学内容的补充等。
3、末页 主要包括小结，复习思考题、作业题，下次课复习要点，
实施情况及分析等。
二、编写要求
1、 以教学大纲，教学内容，基本教材为依据。 2、
明确教学目的
与要求。
3、 将课程内容及其结构与教学对象的认识结构有机对应
，构架教
学内容的逻辑路线，设计讲述策略。
4、
科学安排进度，突出重点，讲清难点，注重启发。 5、 精心选
用教学手段，注明其使用时机。 6、
详略得当，书写工整，项目齐
全。
教案
20 ~
20 学年 第 学期
系教研室 课程名称
教 材
专业、年级、班级 教师姓名
教师 职 称
教案编写说明
教案又称课时授课计划,是任课教师的教学实施方案。教案可以按
每
堂课（指同一主题连续1~4节课）设计编写。教案编写说明如下：
1、编号：按施教的顺序标明序号。
2、教学课型表示所授课程的类型，请在理论课、实验课、习题课、
实践课及其它栏内选择打“√”。
3、题目：标明章、节或主题。
4、教学内容：是授课的核心。将授课的内容按逻辑层次，
有序设计
编排，必要时标以“*”、“#”“？”符号分别表示重点、难点或疑点。
5、教学方式、手段既教学方法，如讲授、讨论、示教、指导等。教
学媒介指
教科书、板书、多媒体、模型、标本、挂图、音像等教学
工具。
6、讨论、思考题
和作业：提出若干问题以供讨论，或作为课后复习
时思考，亦可要求学生作为作业来完成，以供考核之用
。
7、参考书目：列出参考书籍、有关资料。
8、日期的填写系指本堂
课授课的时间。
年月日
【篇二：初中英语教案(格式规范版)】
云南省教师资格认定考试
教育教学能力测试
教学方案
姓名：张俊利
资格种类：初中教师资格 任教科目：英语
《what’s the highest mountain in the
world?》teaching plan
[the basic
information]
t：english
：what’s
the highest mountain in the world? ：
grade
8
teacher：zhang junli 5. type of
lesson：new lesson 6.
theaching hour：one class
hour ng aid：multi-media
[teaching
objectives]
1. knowledge objective
new words : qomolangma,the nile, the caspian
sea, the
sahara ,square, kilometer ,desert
,population
phrases: in size,in the word,
meters deeplonghigh,as...as, the
biggest
population. sentence: what’s the highest mountain
in
the world?
how long is
qomolangma?
it’s 8,844.43 meters high.
it’s higher than any other mountain.
which is
the deepest salt lake in the world? the caspian
sea is
the deepest of all the salt lake.
did you know that china is one of the oldest
countries in the
world? yes, i did. it’s much
older than the us.
2. ability
objective
let the students can
understand and talk about the topic of
geography and natural. master the usage of the
comparative
and superlative. 3. emotion
objective
to cultivate the students love
the nature, make them have the
consciousness
of protecting the environment.
[teaching
main and difficult points]
1. teaching
main points
use comparative and
superlative forms of adjective and
adverbs 2.
teaching difficult points
1
talk
about the geography and nature using comparative
and
superlative forms of adjective and
contrast
between the object.
[teaching methods]
[teaching
procedures]
g-in
1. watch the
photos and talk about them “how
bighighlongbig
is …?’ and help the students to answer:
it’s
…meterskilometerscm bighighlongbig. 2. look these
photos and practice the dialogue: e.g. a: how
high is
qomolangma?
b: it’s 8,844
meters high.
step 2. match the facts you
know. practice in pairs using the
information
in 1a.
step 3 explaination
英语表示“有多长（宽，高……）”时，一般将数词和数量单位放在
表示长宽高的形容词前作状语。
e.g. the wall is 1.7 metres wide.
step 4
listening 1. 1b listen and complete the
sentences.
1) qomolangma is ______ than
any other mountain in the
world. 2) the sahara
is ____________ desert in the world.
2
3) the caspian sea is ____________ of
all the salt lakes. 4) the
nile is _________
river in the world.
2. 2a listen and
number the facts(1- 4) in the order you hear
them.
6,300 5,0005,464 300
the yangtze river is about ____ kilometers long
and the yellow
river is ___ kilometers
long.
china has the biggest population in
the world. it’s a lot bigger
than the
population of the us.
china is
over ___ years old. it has a much longer history
than
the us. the us is not even ___ years
old.
china is almost as big as the us,
but it is the biggest country
in asia. step 5
the usage of the comparative and superlative
1．一般单音节词和少数以-er，-ow结尾的双音节词，比较级在后
面加-
er，最高级在后面加-est；（1）单音节词
e.g.
small→smaller→smallest
short→shorter→shortesttall→taller→tallest
great→greater→greatest（2）双音节词
e.g.
clever→cleverer→cleverest
narrow→narrower→narrowest
2．以不发音e结尾的单音节词，比较在原级后加-r，最高级在原级
后加-st；e.g.
large→larger→largest nice→nicer→nicest
able→abler→ablest
3．在重读闭音节（即：辅音＋元音＋辅音）中，先双写末尾的辅音
字母，比较级加-er，最高级加-
est；
e.g. big→bigger→biggest
hot→hotter→hottest
fat→fatter→fattest
4．以“辅音字母＋y”结尾的双音节词， 把y改为i，比较级加-er，
最高级加-
est；
e.g. easy→easier→easiest
heavy→heavier→heaviestbusy→busier→busiest
happy→happier→happiest
5．其他双音节词和多音节词，比较级在前面加more，最高级在前
面加most； e.g.
beautiful→more beautiful→most beautiful
step 6
practice
1c make conversations in
pairs.
3
examples
a:
did you know that china if one of the oldest
countries in the
world? b: yes, i did. it’s
much older than my country. step 7
summary
go through the important points and difficult
points of this
lesson with the students once
again.
emphasis the phrases and sentence
patterns.
retell the the usage of the
comparative and superlative. step 8
homework
memorize the important
phrases and sentences.
make some
dialogues about asking the size of objects.
3. find some information about
qomolangma on the internet
add :[the
blackboard design]
what’s the highest
mountain in the world?
words :
qomolangma,the nile, the caspian sea, the
sahara ,square, kilometer ,desert
,population
s: in size,in the word,
meters deeplonghigh,as...as,
the biggest
population. ce: what’s the highest
mountain
in the world?
how long is qomolangma?
t’s 8,844.43 meters high. it’s higher than
any other mountain.
did you know that china is
one of the oldest countries in the
world?
4. the usage of the comparative and
superlative
1．一般单音节词和少数以-
er，-ow结尾的双音节词，比较级在后
面加-er，最高级在后面加-
est；（1）单音节词
e.g. small→smaller→smallest
short→shorter→shortesttall→taller→tallest
great→greater→greatest（2）双音节词
e.g.
clever→cleverer→cleverest
narrow→narrower→narrowest
2．以不发音e结尾的单音节词，比较在原级后加-r，最高级在原级
后加-st；
4
【篇三：全英文英语教案模板】
lesson
plan
nsefc module2 unit reading in
teacher:
period：period1 type：reading
duration: 45minutes
teaching
ideology
the current theory view reading
as a interactive process which
involves not
only the printed page but also the reader’s old
knowledge of the language in general, the
world and the text
types. in the reading
process, these factors interact with each
other and compensate for each other. based on
the
understanding of reading as an interactive
process, teaching
reading in the classroom is
divided into three stages in which
the top-
down and bottom-up techniques integrated to
develop
the students language efficiency in
general and reading
strategies. the
three stages are pre-reading, while-reading and
post-reading.
teaching material and
learning condition
the analysis of
teaching material
the teaching material
is the reading part from nsefc module2
unit.
the topic of this unit is . this passage mainly
introduces
the passage consists of
paragraphs. the first paragraph is a
general
introduction of the . para.2 to para.4 introduces
. the
last paragraph tells about . the topic
is not new to the ss. but
there is some new
words and phases in the passage.
the
analysis of learning condition
the
students are from grade1 in senior high school. as
high
school students, they have achieved
certain english level and
they have the
ability to get the basic idea of the reading.
since
they are in grade1, they are easily
activated and want to air
their own opinions
on the topic. they are familiar with the topic
of and know some. but they may not know
before. moreover,
their vocabulary is limited
so they may have difficulties in
understanding
some sentences.
learning objectives
1. language skills
● at the
beginning of the class, ss can predict the content
of
the passage based on the title. ● ss can
scan the passage and
find out the specific
information such as the person related
with
● ss can summarize the passage
with the help of the clues of
the passage.
2. language knowledge
● ss can master
the key words and phrases of the passage as
follows, . ● ss can learn , especially
3. affects
● ss will realize that
and they will concern themselves with the
issue of
4. cultural awareness
● ss will broaden their minds by knowing
something about
5. learning
strategies
● ss will cultivate their
ability individual learning and
cooperative
learning by doing some
activities
independently and some in groups.
● ss will communicate with each other in english
while doing
the group work.
language
difficulties
focuses and anticipated
language focuses
this is a reading
period so the focus is to cultivate the
students’ reading skills. the many activities
are designed to
help ss to train their reading
skills, such as predicting,
skimming, scanning
and summarizing.
it is also important for
the ss to master the new words and
phrases.
anticipated difficulties
as the ss have a limited vocabulary, so they
may have some
difficulties in understanding
the passage. so the teacher will
help them
learn the new words and phrases.
ss may
did not heard before, so the teacher will tell
them
some background knowledge about it.
teaching method
three-stage model:
based on the understanding of reading as
an
interactive process, teaching reading in the
classroom is
divided into three stages in
which the top-down and bottom-up
techniques
integrated to develop the students language
efficiency in general and reading strategies.
the three stages
are pre-reading, while-
reading and post-reading.
teaching
aids
multimedia devices and ppt
documents: in order to help ss to
fully
understand the whole passage, i adopt multimedia
devices and ppt documents to bring the real-
life situation into
the classroom.
teaching procedures
step1. lead-in
(6min)
activity1. greetings and free-
talking (2min)
t leads into the topic by
asking ss some they know. ss tell the
name of
the they know freely.
t: hello boys and
girls. (ss say hello to the teacher.)
t:
when we say , what appears in your minds? (ss tell
the
things appear in their minds freely.) t:
what are the ? (ss tell
some names of
.)
activity2. picture-talking (4min)
t shows some pictures about the in
china and abroad. after
seeing the pictures,
ss are expected to tell the similarities of
them.
t: just now, you talk about
some in china. now, let’s see some
pictures
of some . (t shows the pictures and ss see them
carefully.)
t: what do the have in
common？for example, they are very
precious.
what are your opinions?
(t gives them
some hints and ss tell the characteristics of
)
[aims]
in this step, t first
leads in the topic by talking with the ss
freely about the which
is familiar
to them and then ss see some pictures and tell the
characteristics. these two activities aim to
arouse the ss’
interests in the topic and
activate their old knowledge of . then
ss will
be mentally prepared for the reading
comprehension.
what’s more,
when they
are talking about the charateristics of, they will
realize that theare rare and precious and they
will concern
themselves with the issue of
.
step2. pre-reading (3min)
activity1. knowing something about (1min)
t gives a brief introduction of the. ss will
know the t: today, we
are going to learn . it
is . do you know what is? (t shows some
pictures ofand ss get to know the .)
activity2. predicting (2min)
t asks ss to
read the title of the passage and then ask them
some questions. ss will predict the content of
the passage with
the help of the title.
t: please look at the title “”, what does “”
mean?
(if the ss can not give the answer,
then t explain it.)
t: in search means
that people are looking for it. why are
people
looking for it? can you guess? what will the
passage
talk about?
(ss predict the
content, but t will not give the answer here.)
[aims]
in this step, the ss first
know some information of the the
background
information will make it easier for the ss to
understand the passage. then t asks ss to make
predictions
about the passage. it aims
to help ss develop the reading skills
of
predicting.
step3. while-reading
(22min)
activity1. skimming (4min)
ss skim the whole passage and find out and
check their
predictions. t: why are people
still ? here is a multiple choice
for you.
activity2. scanning (3min)
t
presents several true or false statements and asks
the ss to
scan the passage and judge the right
from the wrong.
(keys: Ｆ，Ｆ，Ｔ，Ｔ，Ｆ)
activity3 close-reading (15min)
t
designs various kinds of activities and ss do the
activities to
fully understand the passage.
para.1
t: please read para.1 carefully
and then take some note about
the .
para.2-4
please read para.2-4 carefully
and then find out the removal of
the room.
please read para.2-4 carefully and then find
out the person
related with the amber room and
the things them down with it.
para.5
please read para.5 carefully and then find
out the the
rebuilding of the amber room.