只有在認真分析了教學目標后動筆，我們寫出的教案才有意義，為了課堂的完整和有趣，老師們趕緊寫份詳細的教案吧，以下是范文社小編精心為您推薦的英語必修教案5篇，供大家參考。
英語必修教案篇1
一、教學背景分析
1. 單元背景分析
隨著科學技術的發(fā)展，各種各樣新的發(fā)明和發(fā)現都層出不窮。生活在這樣一個知識爆炸的年代，學生們更應用心去體會并感受科技和發(fā)明創(chuàng)造者給生活帶來的變化，進而能聯(lián)想到他們平時所學的學科及知識，并用英語為媒介進行知識的整合與串聯(lián)。同時從另一個角度來說，科技進步的同時，我們的社會也產生了各種各樣的矛盾與爭論，因此如何正確的看待或處理這些問題，也成為廣大學生應該了解并掌握的知識。
2.學生情況分析
本單元的設計與實施是建立在學生經過高一上半學期新教材學習基礎之上。學生已經逐步的適應了在活動與任務中學習英語以及如何處理語言知識與活動開展的關系。并且，他們也已經形成并培養(yǎng)了一定的小組合作學習及自主學習的能力。
二、教學目標分析
語言技能
聽：在聽懂教師向學生講述實驗中注意事項基礎上，繼續(xù)學習并強化捕捉特定信息的能力，以及確定全文主要話題的概括能力。
說：應能在了解一定的現代科技發(fā)明基礎上，思考并學習如何對一種新的事物進行描述。同時能與他人進行交流，敘述事物的利與弊端。
讀：強化略讀、查讀等閱讀微技能，訓練通過尋找關鍵詞，主題句等方式更快速并準確的確定文章的段落大意，理清文章的總體框架與脈絡。繼續(xù)運用已經掌握的基本猜詞技巧猜測部分單詞，并在上下文體驗中感受某些佳句給讀者帶來的深層含義。
寫：學習在對事物進行理性思考的基礎上，運用恰當的句型與詞匯描述對事物正反面的不同觀點，同時更應注重掌握一些必要的過渡詞增加此類寫作的條理性與層次感，并應熟悉議論性作文的基本寫作框架。
情感態(tài)度與文化意識
(1)進一步培養(yǎng)小組合作學習的能力，通過調查、采訪、討論等活動完成任務，取長補短，加強團體協(xié)作意識。
(2)引導學生用英語進行不同學科特點的思考，體會學科之間的聯(lián)系與區(qū)別。通過話題啟發(fā)學生積極思考，調動學生的學習興趣。
(3)指導學生用批判的思維去接受新的事物，增強他們的辯論意識與能力。
(4)意識到科技工作的艱苦以及所必需的個人品質與素質，鼓勵學生在學習過程中的創(chuàng)新精神與實踐能力。
語言知識
詞匯：學習并使用一些與science 和scientists有關的詞匯。
語法：進一步了解一詞多義現象與合成詞的構成。
功能：學習如何就某一事物給予別人指導與說明。
話題：掌握有關實驗說明的話題表達以及如何從正反兩方面對某一話題進行分析討論。
學習策略
指導學生運用已學會的抓重點、做記號、摘筆記等方式對所學內容進行整理與歸納，并鼓勵學生增加與教師和同學交流、合作，繼續(xù)培養(yǎng)正確的自我評價與相互評價的習慣，從而總結交流學習所得，進一步形成有效的學習方法。并指導學生把英語學習從課堂延伸到課外，發(fā)揮已掌握的使用工具書，查找資料、上網等方式增加用英語思維與表達的能力，了解實驗對于科學研究的重要性，樹立正確的向上的學習態(tài)度，形成具有批判性的看問題習慣。
三、教學內容分析
本單元的中心話題是science and scientists。話題依附于聽力、對話、閱讀與寫作等語言載體中。本單元的話題內容與學生的日常學習有著密切的關系，應該說是以英語為媒體讓學生表達他們對平時理化生等理科課程，特別是相關實驗，所想到及感受到的內容。因此，盡管本單元的話題對學生而言有著一定的難度，但卻有體現出了以學生為中心，貼近學生生活而又富有時代氣息的特點。
warming up設計了四幅與學生的理科課程有關的圖片，學生通過對日常熟悉的相干實驗工具及場地的識別，展開相關學科特點與學習的討論。同時在此基礎上，要求學生們在listening部分能熟悉某些實驗室的規(guī)則及注意事項，掌握如何給予別人指導與說明，并能抓住文章的中心話題，捕捉相關細節(jié)內容，回答有關的問題。
speaking則是一個極富時代氣息的討論練習。要求學生們能對現在熱門的尖端科技有所了解，(練習中提供了諸如maglev train, cloning, nuclear energy, computer 與 space flight等內容)然后能就這些新的科學技術與工具進行理性的辨證的思考，既能感受到它們給我們的生活帶來的巨大利益，同時也能發(fā)現其中所存在的不足與弊端，并能通過討論、對話等形式發(fā)表自己的觀點與想法。這一部分也應該是本單元寫作內容的一個鋪墊。
reading講述的是科學家 franklin的風箏實驗，從而證明lighting and electricity are the same的故事。學生在理解文章的基礎上，能充分感受到實驗對于科學工作的重要性及科學家是如何獲得事業(yè)上的成功的。同時能落實材料中所出現的一些單詞與短語的使用。
language study是在本單元詞匯學習的基礎上，讓學生進一步了解并掌握一定的構詞法。主要是兼類詞、一詞多義現象及合成詞的構成。
integrating skills 通過學生對科學家是否應利用動物進行實驗，從而達到發(fā)明新產品現象的討論，理性的從正反兩個方面看待這一問題。同時在閱讀、思考與討論的基礎上，寫下一篇闡明自己觀點、立場與看法的短文。
英語必修教案篇2
教學目標
1.students learn some new words and expressions to describe people ,especially famous persons;
2.students are encouraged to give more information about famous persons who they are familiar:
3. students can realize that it is scientific spirit that makes those scientists successful.
教學重難點
1. words and expressions in this unit
2. previous knowledge of some of the famous scientists
3. comprehending the text
教學過程
?導入】wordslearning
(students are assigned to learn the new words of this unit and find out the english explainations of the new words )
definitions or explanations
a.examine 1.general principles of an art or science
b.repeat 2.say or do again
c.theory 3.at once; without delay
d.immediate 4.look at...carefully in order to learn about or from...
e.complete 5.of great value, worth or use
f.valuable 6.having all its parts; whole; finished
g.announce 7.make known
h.control 8.come or bring to an end
i.positive 9.power to order or direct
j.conclude 10.quite certain or sure
?講授】usefulsentenceslearning
(the sentences are picked from the text.)
1.“all roads lead to rome, ”he encouraged me after i failed the entrance examination.
2.this sentence doesn’t make any sense.
3.our english teacher is not only strict with us but also friendly to us.
4.he is good-looking, apart from his nose.
5.it is announced that the spacecraft, shenzhou Ⅵ, landed on the earth successfully.
6.it is not tom but you who are to blame.
7.in 1995, the chinese government put forward a plan for“rejuvenating the nation by relying on science and education”.and it has helped chinese scientists make many breakthroughs.
8.have you drawn any conclusion after you read this passage?
9.well done.so much for the learning of the new words and expressions.
?講授】introductionofaclassicarticle
teacher introduce a famous person --qian xuesen and students learn to write an article about the famous scientis using the words and expressions they just learn in class.
?活動】sharetheoutcome
students share their article orally and discuss whether they have used some good and advanced expressions.
英語必修教案篇3
good afternoon, everyone, it’s my great pleasure to be here sharing my lesson withyou.the content of my lesson is senior english for china book1b unit 16 scientists at work. i’ll be ready to begin this lesson from five parts. analysis of the teaching material, the teaching methods, the studying methods, the
teaching procedure,and blackboard design.first, let me talk about the teaching material.
part 1 teaching material:
this unit is about science and scientists. by studying of this unit, we’ll enable the students to know the serious attitude towards science and develop the interest in science. at the same time ,let the students learn how to give instructions. this lesson plays an important part in the english teaching in this unit.this is an important lesson in book one. from this lesson, it starts asking the ss to grasp contents of each passage. therefore, this lesson is in the important position of the teaching material. if the ss can learn it well, it will be helpful to make the ss learn the rest of this unit.as we all know ,reading belongs to the input during the process of the language learning. the input has great effect on output , such as speaking and writing . according to the new standard curriculum and the syllabus (新課程標準和教學大綱), after studying the teaching material and analyzing the rule of children’s growing of mind,i think the teaching aims are the followings:
1.knowledge objects:
a)the ss can hear, read, and use the main sentence patterns b)the ss can understand the content of the lesson.
c)the ss can use the patterns to express their thoughts in the proper situation.
2.ability objects:
(1) to develop the ss’ abilities of listening, speaking, reading and writing.
(2) to train the ss’ ability of working in pairs.
(3) to improve the student’s reading ability, especially their skimming and scanning ability.
3.emotion or moral objects:
a)by completing the task,the ss increase their interest and set up self-confidence in science;
b)teach the ss what is “science”, put the moral education in the language study.
now,let’s come to the important points and the difficult points.
well, how to achieve the teaching objects better, how to stress
the important points and break through the difficult points? as is known to us all,the modern teaching demands the teacher should improve the students’ ability. a good teaching method requires that the teacher should have the leading effects. according to the analysis of the teaching material and the students’learning background ,i will use the following methods .
part 2 teaching methods:
in my opinion,the main instructional aims of learning english in the middle school is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the english language. so in this lesson i’ll mainly use “communicative” approach(交際教學法), “whole language
teaching” (整體語言教學法)and “task-based” language teaching (任務教學法). that is to say, i’ll let the ss to get a better understanding of the key structure of the dialogue. according to the modern social communication teaching theories(現代社會交際教學理論), i adopt the tsa method(情景教學) and tblt method (語言任務教學)in my teaching, namely total situational action and task-based language teaching.the former is a “scene —
activity” teaching method .it establishes a real scene and the interaction between the teacher and the ss . the latter offers the ss an opportunity to complete the tasks in which ss use
language to achieve a specific outcome. the activity reflects real life and learners focus on meaning, they are free to use any language they want.at the same time, i’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the ss creativity in learning english. part 3 studying methods: ......
英語必修教案篇4
( warming up + speaking in using language + talking and speaking task in workbook +discovering useful words and expressions 4, “play a game in group of four”)
hour課時：1 period
type 課型：speaking
teaching goals教學目標
1. target language目標語??
a. important words and expressions
misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish
b. important sentences and structures
act out the following meanings, please.
please show the actions, using body language.
please guess what i meant.
now it is your turn to show the action/gesture.
please use either spoken words or body language to express your ideas.
please use both spoken words and body language to express your ideas.
2. ability goals能力目標
a. enable the students to understand what a certain gesture of the body language means in a given situation.
b. enable the students to act out some meanings, requirements, requests or situations given in the target language.
c. enable the students to express with the target language the meanings given in body language.
3. learning ability goals學能目標
a. help the students learn how to express themselves in body language when needed.
b. help the students understand others when body language is being used.
teaching important points教學重點
1. teach the students how to understand body language used in different countries or cultures as well as in different occasions.
2. teach the students how to use body language in the most appropriate occasions.
teaching difficult points教學難點
1. enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.
2. let the students know that there is both positive body language and negative body language.
teaching methods教學方法
1. individual work, pair work and group work.
2. acting out by imitation, mime or with gestures and body movement.
teaching aids教具準備
a computer, a projector and some pictures.
teaching procedures & ways教學過程和方式
step1. lead-in
after greeting, the teacher gives some instructions by body language, ( eg. call the roll, ask a student to close the curtain, etc.)
t: just now, i didn’t say anything, but you understood what i wanted you to do. why?
s: we know it from your body language.
t: yes, body language plays a very important part in our daily life, so we should pay more attention to learning language.
step2. introduction
t: now let’s do some tpr( total physical response) activities together, i hope you will enjoy them and have as well.
touch your head/face/eyes/nose/mouth/ears/cheeks/forehead/shoulders/stomach/legs/ feet/toes…
shake your head/arm/hand…
wave your arm/hand…
open your eyes/mouth…
close your eyes/mouth…
twist your wrist/wais.
cross your arms/fingers.
nod your head. bow your head.
make a face to each other.
bend/cry/shout/scream/smile/laugh…
t: all right. now let’s do them a little bit difficult. let’s play a game together. those who fail to follow the rule of the game will be dropped out. the game is: “simon says”. for example, if i say “simon says, touch your head”, then you touch your head. if not, you shouldn’t touch your head but remain still.
（three or five minutes for the game.）
t: ok. it’s time to take up the lesson. please look at the screen. let’s take a look at the following gestures:
gesture action meaning
a half-closed hand with a thumb up.
good! well done!
a half-closed hand with a thumb
down.
bad!
i will have to refuse you.
palm up and wave the fingers to
oneself continously
come here!
hold up the forefinger and the middle finger and across them
good luck!
point to oneself with doubting facial expression
me?
shrug the shoulder with the
hands out
i don’t know.
t: what are actions of the above gestures? what do they mean?
ask the students to talk about it. try to inspired every student to speak.
t: you have all done a good job. so you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. if you want to know more about it, let’s come to unit 4 body language.
step3. practice (warming up + talking)
t: here is a list. on the left side are feelings or ideas. you are asked to add three of your own. make notes on the right side of the chart and then act them out to see how you would make someone understand these feelings and ideas without speaking. do it with your partner first. and then some of you will be asked to the front of the classroom to act them out.
meaning action
1. you are welcome. a smile and a handshake.
2. i am worried. a frowned or upset look.
3. i ate too much. putting a hand on the stomach, patting or rubbing
4. i am sorry that i did something wrong. drooping or hanging the head.
5. i’m so happy. a loud laughter with a shinning face or smiling with arms open and head back.
6. you did a good job. a thumb up.
7. you are angry. turning your back to someone on purpose.
8. stop here.
putting the left palm on the forefinger of the right hand.
… …
demonstration:
the students can be allowed to act out the feelings or ideas without following the order in the chart so that it may be more challenging as well as more interesting.
step4. time for fun
（discovering useful words and expressions 4, “play a game in group of four”）
t: now let’s play a game in groups of four. one thinks of a situation and asks the others to show some actions using body language. when the one choose the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. try to make the situations as interesting and enjoyable as you can. and show the situation as lively as possible. besides, make sure that everyone has a turn.
example:
s1: what are you likely to do if it rains?
(actions) s2: puts on a raincoat;
s3: puts on a raincoat;
s4: cleans the house.
s1: ok. i think s3 seems the most likely, so it’s his turn.
s3: what are you likely to do if the river floods?
…
step5. talking (speaking in using language)
get the students work in pairs. the situation is that you are worried about lin pei, who is not friendly any more, and does not want to talk to you or her other friends. she seems to be sad. she stays alone. she is not doing her homework and the teacher is not pleased with her. she doesn’t seem to care about how she looks and behaves.
t: now class, work in pair. discuss lin pei’s behavior. think about the problems she might have. describe her “body language” or the behavior that shows how she feels. three minutes for you.
ask the students to describe or act out lin pei’s behavior.
step 6. role play (speaking task in workbook)
t: now, let’s come to speaking task on page67. we’re given two situations. for each situation, prepare a role-play with your partner. use both spoken words and body language to express your ideas. then explain to the class what the differences are in western and chinese languages, and what they mean.
work in pairs or in group of three:
1. you fall and hurt your foot while you are hiking on a lonely path. you need help, and see someone in the distance,.
2. you are visiting a strange city and need to buy some tea and oranges. you only know a little english and want to know where you can get them and how much they cost.
step7. homework
1. team work: discuss the importance of body language.
2. go over the reading;
1) communication: no problem?
2) showing our feeling.
英語必修教案篇5
一、教學內容 pre-reading; reading; comprehending
二、教學目標
在本節(jié)課結束時，學生能夠
l 認識節(jié)日的分類以及節(jié)日對人們生活的影響，從更深入的層面理解各國節(jié)日的意義。
l 運用略讀(skimming)、找讀(scanning)、細讀(careful reading)等閱讀技巧來掌握篇章中心內容，獲取閱讀文章中的關鍵信息。
l 根據上下文，理解本課的生詞、詞組，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night。
三、教學步驟
步驟一 略讀(skimming)
1.學生看reading中的圖片和標題，兩人一組討論閱讀材料中將介紹什么信息，完成pre-reading的練習2。鼓勵學生在班內發(fā)表個人的見解。
2.老師指導學生快速瀏覽文章中的小標題和每個自然段的首句，了解文章大意，即不同的節(jié)日或慶典類型代表著不同的含義，有些是紀念死者的，有些是紀念人士的，有些是慶祝冬天的結束春天的播種、秋天的豐收、以及獵人獵到獵物等等。
設計意圖：快速瀏覽圖片、標題信息、文章中的小標題和每個自然段的首句進行略讀，可以使學生在較短時間內準確地找到文章的基本信息。
步驟二 找讀(scanning)
1.老師先讓學生看“理解”中的練習1，了解節(jié)日的分類，老師可做必要的解釋。
設計意圖：學生在把握了節(jié)日的分類后，他們在完成下列各環(huán)節(jié)時更有針對性。
2.讓學生帶著練習1中的任務通讀一遍課文，重點閱讀和練習有關的內容，快速找出練習所要求的基本信息。
設計意圖：通過找讀，學生帶著任務就可以快速獲得練習1所要求的關鍵信息。
3. 在老師的指導下，全班合作填寫練習1表格中的第一行。然后，老師要求學生獨立完成余下的三行表格的填寫。學生完成表格的填寫后，老師作點評。
設計意圖：學生在第一環(huán)節(jié)中完成了節(jié)日的分類、第二環(huán)節(jié)中找到了練習1中的關鍵信息后，學生在本環(huán)節(jié)進一步整合信息，完成練習1表格的填寫。
步驟三 細讀(careful reading)
1. 學生仔細閱讀課文，獨立完成comprehending中練習2的問題1~3，然后請幾個學生回答，最后全班核對答案。
設計意圖：練習2中的問題1~3較4~5簡單，通過細讀全文，學生能夠獨立作答。
問題1~3的參考答案：
1) festivals of the dead are for hornouring or satisfying dead ancestors or others, who some people believe might return to help or harm living people.
2) autumn festivals are happy events because people are thankful that food is ready for winter and the hard farm work is finished.
3) at spring festivals, people usually have dances, carnivals and other activities to celebrate the end of winter and the coming of spring.
2. 學生4人一組討論問題4~5，然后每組選出一名代表，匯報討論結果，最后老師給予指導并得出盡可能一致的意見。
設計意圖：問題4~5是開放性的問題，通過討論，學生可以根據文章的線索進行推理，根據已有的知識和經驗得出問題的答案。在匯報中，學生就能夠分享彼此的成果。
問題4~5參考答案：
1) it is important to have festivals and celebrations so we can enjoy life / be proud of our customs / forget our work for a little while.
2) the chinese, japanese and mexican festivals of the dead all have customs to honour the dead. the chinese and japanese go to clean their ancestors’ tombs.
步驟四 歸納內容、對比
完成練習3~4的深層次的閱讀理解任務：
老師要求學生探討課文的整體結構和細節(jié)，從每個自然段中找出練習所需的具體的例證。然后老師指導學生完成表格的第一行。學生仿照第一行的填寫方法，完成表格其它行的填寫。在老師幫助下全班同學一起核對答案，力爭取得較一致的意見。
設計意圖：通過本環(huán)節(jié)的學習，學生能夠體驗歸納、總結、對比的學習過程，同時，為完成后續(xù)的寫作任務做鋪墊。
步驟五 解決閱讀中學生遇到的困難
老師要求學生朗讀課文。然后4人一組根據上下文討論在閱讀中遇到的難以理解的單詞和詞組，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night等，先是組內探討解決，組內解決不了的，老師給予幫助。
設計意圖：解決閱讀中的障礙，培養(yǎng)學生根據上下文進行猜詞的能力。
步驟六 歸納整理、復述課文
1. 老師事先用投影呈現出本課信息圖，學生在老師的引導下，共同完成信息圖中的信息填寫，選一名學生填寫投影中的信息圖(可用詞或短語)。然后學生根據“信息圖”用自己的話復述課文：
設計意圖：教學生如何處理和加工信息，檢查學生對課文中的主要信息、事實、情節(jié)要點等是否清楚，訓練學生靈活運用所學語言表達自己的思想。
步驟七 作業(yè)
讓學生把復述的內容寫成短文。
設計意圖：進一步加強學生對課文中主要內容的掌握，培養(yǎng)學生寫summary的技巧。
