寫好教學設計可以使我們的教學之路更加順利，教學設計是把教學原理轉化為教學材料和教學活動的計劃，以下是范文社小編精心為您推薦的科三教學設計英語模板5篇，供大家參考。
科三教學設計英語模板篇1
一、目標：
1、復習單詞 eye mouth ，學習新單詞 head hand foot .
2、在游戲中讓幼兒感受到學習英語的快樂，激發(fā)幼兒學習英語的興趣。
二、活動過程：
1、warm up (熱身)：english song:
good morning .
good morning, good morning good morning to you . good morning good morning good morning to you .
2、reviewing(復習)：
eye(眼睛) mouth(嘴巴)
a、老師來說，請小朋友來做出相應的動作。
b、一個小朋友來說，其他小朋友來做相應的動作。
3、learn new words(學習新單詞)：
head(頭) hand(手) foot(腳)
出示一個缺了頭，手，腳的娃娃。根據幼兒的回答來分別教授單詞的讀音。
a、開火車：
一個一個輪流來念，保證每個孩子都能夠發(fā)音正確。
b、看誰的眼睛最最亮：
把頭，手，腳分別用很快的速度在幼兒的眼睛前面晃一下，請幼兒來說一說看到的是什么，并用英文說出來。
c、老師把自己身上的部位指出來，請小朋友來說英文。
4、have a rest(休息一下)：
english song：
clap my hands ,clap my hands, stamp my feet ,stamp my feet, shake my bottom, shake my bottom, i am very happy.
5、play games(做游戲):
a、幼兒之間的互動游戲：
請一個小朋友來說，另一個小朋友來做相應的動作，其他的小朋友來做裁判，看他們兩個人說的好不好，做的對不對。對的要說yes，不對的要說no.并且指出來他們哪里說的不對，應該怎么改正。
b、擊鼓傳花：
隨著鼓聲的停止，拿到花的小朋友要回答老師的提問(說出相應的部位相應的英文單詞)。
6、end(結束)：
an english song ：goodbye, teacher.
goodbye, teacher. goodbye, teacher. goodbye, teacher so a long, see you again ,see you again ,see you again tomorrow.
goodbye, teacher. goodbye, teacher. goodbye ,teacher so a long, see you again ,see you again ,see you again tomorrow.
科三教學設計英語模板篇2
首先是思想方面的，作為一名小學老師，總是把自己的工作看得非常渺小，而忽略了自己的專業(yè)精神，陳老師的報告讓我重新認識了自己的職業(yè)，應該抱著科學的態(tài)度和鉆研的精神來對待，不斷豐富自己的專業(yè)知識，不要放棄理論知識學習和前沿思想的補充，與時俱進，尤其是我們農村學校，要想擺脫落后的局面，更應該接受新思想，進行大膽改革。我們作為普通的老師，首先要從思想上認識到這一點，積極改進，才能適應這種變革。
其次，是自己專業(yè)發(fā)展方面的問題，從學校畢業(yè)7年了，工作的這6年，在教學技能上有很大提高，但是說起專業(yè)知識，很令人慚愧，也許是覺得找到工作了就可以擺脫枯燥的書本理論了，或者說覺得技能才是更實用的，所以放棄了理論學習，原有的一點點理論知識早已模糊不清了，現在看來，理論的學習還是所有技能的根基，只有接受一些科學的教育思想，才能站在更高的高度來看待教學，看待學生的發(fā)展。一堂課要思考三個問題“我要把學生帶到哪里去”，“我怎樣把學生帶到那里”，“我是否把學生帶到那里了”來總結本次報告的主要內容，也就是“教、學、評價”的根本，對我的日常教學很有指導作用，把握好這幾點，才是一個有效的課堂，不僅要關注知識的掌握，更應意識到方式方法，學生的身心發(fā)展。
為了準備一節(jié)別開生面的公開課，曾經想盡辦法把它搞得花里胡哨，其實沒有真正思考，這種做法是否有效，看似熱鬧實際是舍本求末了，我覺得基于標準的教學根本就是提高課堂效率，而不是效果，也許它樸實無華，但是它一定是精心設計，而且有很細的量化標準的一節(jié)課，怎樣把一節(jié)課做得如此細致，是我應該思考和改進的。
本次學習，我覺得是對我的一次警醒，讓我脫離落后的狀態(tài)，從得過且過的懶惰中奮起，但是僅憑一時的熱情肯定是做不到的，因此，我會在日常教學中勤于思考，爭取一天天的進步。不做“教書匠”，不做“土八路”，應該思考自己怎樣去成為一名真正的專業(yè)技術人員。
科三教學設計英語模板篇3
教學目標
1.語言目標
1)能聽讀并認讀cake等12個有關食物的單詞，能在日常生活中運用
2)通過情境會話，學會運用“i like french fries. have some french fries. here you are.”要求模仿正確，語調自然
2.情感目標
1)在學習活動中積極好動充滿好奇，樂于嘗試
2)樂于與同學交流，在交往過程中懂得尊重他人，樂于提供幫助并懂得向他人尋求幫助
3.策略目標
1)通過在實際情境中運用簡短的英語交際用語進行對話，在學習過程中不斷總結，能夠主動地創(chuàng)造性地去學習和運用語??
2)懂得小組分工，學會在小組活動中積極與他人進行配合
教學重難點
能聽讀并認讀cake等12個有關食物的單詞，掌握“what do you like? i like..”的句型。能在日常生活中運用;能靈活運用重點句型并清楚其運用的場合和語氣;能模仿本問對話，并能在一定的語境中運用所學語言進行交際。難點是在一定的場合得體運用所學的語言知識，chicken,bread和french fries的三個單詞的發(fā)音。
教學工具
ppt課件
教學過程
step1:warm up
1.greeting. t：how are you ? ss: fine, thank you. and you? t: i’m fine too..
(簡單的問候可以幫助學生適應英語語感，拉近了師生之間的感情與交流，使學生自然地進入英語學習狀態(tài).)
2.play the game“l(fā)isten , say and do”
ss chant together “i have a book. me too. i have a ruler. me too…”
(將所學歌謠巧妙的放在開課之前，既是復習舊知，也是活躍氣氛，不但達到熱身之效，又為下一步呈現新知作好鋪墊。)
step2: presentation
1.teacher showed a box and asked:” what’s in the box?” teacher leaded the s1 said “bread” (通過猜謎語的方式引出新單詞，調動學生的積極性)
2.教師出示卡片bread，并問”do you like bread?” ,學生邊說，老師板書該單詞，。進行小組操練，開火車等方式快速認讀單詞。教師出示有關食物的卡片(hamburger, cake, hot dog, bread ,chicken and french fries)讓學生認讀。
(由圖片帶來的視覺刺激導入新單詞，學生充分發(fā)揮聯想能力，對舊識進行重組、整和，從而通過自己的探究獲取新知，體會成功的喜悅)
3.game: what’s missing?
教師從卡片中任意抽出一張，再讓學生說出拿掉的那張卡片。最快說出的同學為本小組贏得一個“蘋果”。
4.game: guessing(呈現課件，顯示屏上出現一些碎片，碎片慢慢擴大，變成hot dog)
t : guess, what’s this?(顯示屏上只出現一些碎片)
ss; a cake?
t: is it a cake? no. look carefully again.(碎片漸漸擴大)
ss; oh,it's a hot dog.
t: yes ,it's a hot dog.
(培養(yǎng)學生的競爭意識，引導學生進行自我評價，促進學生的發(fā)展;充分關注學生的情感，創(chuàng)設民主，寬松的學習氛圍。)
step3: dialogue teaching and patter drills
1.趣味操練：教師拿出食物卡片，讓學生讀出單詞并將圖片貼在黑板上，請一位同學上講臺和教師一起完成。
t：a hot dog.
s1: this is a hot dog. i like hot dogs.
ss: me too.(喜歡吃熱狗的同學邊說邊舉手)(用相同的方法操練其他有關食物的單詞)
2.通過多媒體課件操練新句型
t：what do you like?
s1: i like hot dogs.
t: here you are.(教師把hot dog的卡片送給說的正確的學生) (have ss say here you are)
s1：thank you.
t: i’m sorry , no food left. but don’t worry, let's go to the restaurant. you can choose whatever you like.(顯示平出現真實餐館情景)
3.模擬情境交際。(pair work and act it out)
step4：play the game (roller game)
t1: i like chicken.
t2: i like chicken , bread.
t3: i like chicken, bread and french fries.
(通過游戲，鍛煉了孩子們的注意力，增強記憶力，同時鞏固了所學單詞)
step5:讓學生拿出食物卡片，邊聽let’s do部分的錄音邊用卡片做動作。教師用動作演示并講解pass,cut,eat,smell和make的意思。分小組比賽說做let’s do部分的指令語。做得準確，說得清楚為勝。采用教師評和小組互評結合的方法。
(老師引導學生學會對他人進行正確評價，同時，讓合作好的同學體會成功)
step6: dialogue practice
1.學生操練課文的對話。首先屏幕上出現課文對話并跟讀，然后分角色朗讀，然后教師放課件對話，最后讓三人一組表演let's talk中的對話。
2.學生三人一組，模仿用各自所帶的食物編出本組的會話練習，在半晌進行表演。
(通過聽短文，讀短文，表演對話，力圖讓學生用英語完整地進行表達全班活動，自主學習，交互式語言學習)
step6：summing up
evaluate the students’ performance in class.
科三教學設計英語模板篇4
一. 教材分析
本單元的中心話題為modern agriculture “現代農業(yè)”，其中包括“飲食
結構”、“農業(yè)生產與環(huán)境氣候”、“土地利用”等話題。本課是第十九單元第二課時閱讀”(reading)部分，這是一篇科普文章，該文從中國農業(yè)的“歷史與現狀”、“傳統農業(yè)技術應用及發(fā)展”、“現代農業(yè)生產”、“農業(yè)生產與生態(tài)的前景展望”等四方面對中國農業(yè)生產進行了介紹。本文語言通俗易懂，說明事物層次分明，以激發(fā)學生學習的興趣和熱情，讓他們對于中國的農業(yè)發(fā)展有一個全面的了解，并可以對學生進行農業(yè)技術的興趣培養(yǎng)。
二、學情分析
高一學生英語基礎薄弱，詞匯量少，語法知識不足，中式英文思維方式嚴重，
復雜句子結構無法理解，進行閱讀相當困難。
三.teaching contents 教學內容
unit 19 modern agriculture (sefc book 1b)
reading: modern agriculture
(全日制普通中學教科書(必修)人教版高一英語(下)第十九單元《現代農業(yè)》的閱讀部分)
四.design of teaching objectives 教學目標設計
1.target language 目標語??
make the students master the following words,phrases and sentence
patterns.(讓學生掌握下列單詞、短語和句型。)
(1)important words(重點單詞)：
protection,technique,irragation, import, production, garden, wisdom, pratical, system, condition, soil
(2)important phrases(重點詞組)：
be harmful to, be friendly to, depend on, stand for,a variety of
(3)important sentence patterns(重點句型)
a. it is on this arable land that the farmers produce food for the whole
population of china.
b. to make as much use of the land as possible, two or more crops are
planted each year where possible.
2.ability goals能力目標
improve the students’ reading ability through reading activities.(通
過系列閱讀活動提高學生的閱讀理解能力。)
3.learning ability goals 學能目標
enable the students to know the development of modern agriculture in
china.
(讓學生了解中國現代農業(yè)的發(fā)展。)
五.teaching important points(教學重點)
1.learn the words and phrases listed above.
(學習上列單詞和短語。)
2. enable the students to know the development of modern agriculture
in china.(讓學生了解中國現代農業(yè)的發(fā)展。)
六.teaching difficult points(教學難點)
1.understand the following sentences correctly.
a. it is on this arable land that the farmers produce food for the whole
population of china.
b. to make as much use of the land as possible, two or more crops are
planted each year where possible.
2.how to help the students understand the passage better.
(怎樣幫助學生更好地理解這篇課文)
七.teaching methods(教學方法)
1.task-based method(任務型教學法)
2.skimming(略讀法)
3.careful reading (細讀法)
八.teaching aids:(教學輔助手段)
1.a blackboard
2. a projector and a computer for multimedia
九.teaching procedures (教學過程)
step i greeting and leading in (4 minutes)(引入，4分鐘)
t:how much do you know about agriculture? do you often help your parents to do some farming work?
(let students think about these questions and show their ideas.)
設計目的：激發(fā)學生的學習興趣，讓學生主動參與。
step ii pre-reading (5 minutes)(讀前，5分鐘)
t:today we come to the reading. before starting our reading part,
let’s look at some pictures in the pre-reading part on page45 of your textbook.
1.ask students to classify the pictures in the following way:
traditional farming (1 3 5)
agriculture
modern farming (2 4 6)
hi-tech farming (7 8)
2.compare traditional & modern farming, focusing on the advantage & disadvantage of modern farming. then fill the form. (show the pictures again)
設計意圖：
(1)激活學生已有的信息，使學生具備攝入新知識的心理定勢。
(2)激發(fā)學生的學習興趣。
(3)幫助老師引入課文的主題。
step iii. while-reading(17 minutes)(讀中，18分鐘)
1.skimming (4 minutes) (跳讀，4分鐘)
ask the students to read the passage quickly. while reading, find out
the main ideas of each paragragh (on the screen).
para.1 agriculture in general in china
para.2 modernization in farming techniques
para.3 balance between food production and environment
para.4 greenhouse– a solution for the shortage of arable land
para.5 gm used in agriculture
para.6 gm research on tamato
(show the possible answers on the screen)(將參考答案顯示在屏幕上)
學生活動：學生快速瀏覽課文，了解課文大意。
設計意圖：訓練學生快速閱讀，歸納各段落的中心意思的能力。(skimming
for the main idea)
2.scanning (10 minutes)(查讀，10分鐘)
get the students to read the text carefully and finish these
exercises ，then ask some students to give the answer.
(1) in china only seven percent of the land is used for farming.this is _____.
a. because farmers don’t need more land to produce food for the whole
population
b. because china needs more and more land to build cities
c. because there are not enough farmers to work on the land
d. because the other land cannot be used for agriculture
(2) fertilisation is a technique that is used to ______.
a. make poor soil better
b. make wet land drier
c. make dry land better
d. grow vegetables with their roots
in water instead of earth
(3) modern agriculture means finding ways to _____.
a. increase irrigation and stop using fertilisers
b. stop irrigation and using fertilisers
c. increase production and be friendly to the environment
d. produce the same amount while taking better care of nature
(4) in the sentence “? they are protected from the wind, rain and insects”, “they” means _____.
a. greenhouses b. roots
c. vegetables d. tomatoes
(5) in gm “m” stands for “modified”, which means “changed”. what changes is ______.
a. the way in which poor soil is made better
b. the way in which chinese farmers work on their land
c. the way in which crops develop from seed
d. the way in which farmers take care of the environment
學生活動:認真閱讀課文完成任務，然后向全班匯報。
設計意圖:訓練學生快速查讀細節(jié)、捕捉信息的能力。
step Ⅳ language study(5 minutes)(語言學習 5分鐘)
there are some useful words and phrases the studeuts should learn to
step v group work (7 minutes)小組討論(7分鐘)
ask the students to discuss the questions on page47 in groups to make further understanding of the text. decide which fruit, vegetables and farm animals you would change. explain how you would change them and why.
學生活動:學生思考并討論上述問題，然后向全班同學匯報。
設計意圖:幫助學生進行課堂反思，自己學到了些什么知識;
科三教學設計英語模板篇5
教學準備
教學目標
教學目標(這部分謝3點，按照use的目標寫)
(1)學習建議信的結構、語言。
(2)討論學校建筑物設計中行走不便的學生的需求。
(3)給校長寫一封建議信。
(4)繼續(xù)培養(yǎng)對殘疾人的尊重和關愛意識。
教學重難點
教學目標(這部分謝3點，按照use的目標寫)
(1)學習建議信的結構、語言。
(2)討論學校建筑物設計中行走不便的學生的需求。
(3)給校長寫一封建議信。
(4)繼續(xù)培養(yǎng)對殘疾人的尊重和關愛意識。
教學過程
step 1warming-up and lead-in (5 mins)
(1)導入
用本單元的閱讀文marty’s story來導入，引出殘疾人的話題。
t: hello, class. inthe last lesson, we learnt marty’s story. what’s the problem with marty?
(he has a raremuscle disease.)
yes, he’sdisabled.
but is martyleading a miserable life due to his disability?
(no.)
he is leading afulfilling life due to his own efforts. the disabled can live as good andcomfortable a life as we do. but it calls for more efforts.
(2)揭題
教師通過展示我們學校的圖片以及通過采訪班上一位曾經有行走困難的學生，點出學校有些地方可能對行走困難學生帶來不便。然后說明教學目標：閱讀一封建議信，討論學校設施中可以改進的地方，以及寫一封給校長的建議信。
t: we are lucky tobe able-bodied and study in such a beautiful school.
but every now andthen, i find such students in our school. what are their problems?
(they havedifficulty walking and they have to move around with walking sticks orwheelchairs.)
t: this is songyaoguang, our classmate. yaoguang, what happened to you?
do you find itdifficult to walk around in our school with a walking stick?
do you think itnecessary to have our school reconstructed for the students with walkingdifficulty?
(yes.)
t：if you have some suggestions, you can write asuggestion letter to our headmaster. have you ever written such a letterbefore?
so in today’slesson, we are going to
1. read asuggestion letter
2. discussproblems with the school facilities
3. write a suggestionletter to the headmaster
2 reading (15 min)
本課是讀寫結合的綜合語言實踐課，遵循use的模式，即understanding(理解)→sharing(分享)→expressing(表達)的模式。沒有優(yōu)質的輸入就沒有優(yōu)質的輸出，因此通過閱讀建議信來理解建議信的結構、目的和寫作手法，是本節(jié)課的重要環(huán)節(jié)，是use種的第一步u(understanding)。
(1)學習建議信結構。
建議信是正式信件，學生以前在課堂上沒有接觸過，因此要點出建議信的結構。
t: this is aletter to an architect. what information can we get in this part?
(receiver’s nameand address.)
what’s this partabout?
(sender’s name /signature)
from these twoparts, we learn that this is a formal letter. so a suggestion letter is aformal letter.
it is the mostimportant part in a suggestion letter, which is called the body.
(2)通過閱讀了解主旨大意。
t：the main body can be divided into three parts. whatare they?
(1, 2-6, 7)
t: what's thepurpose of the 1st paragraph?
(to give thearchitect the purpose of writing the letter.)
what's the purposeof the last paragraph?
(to persuade thearchitect to adopt her suggestions.)
(3)通過閱讀學習寫建議信策略
建議信的目的是讓人接受所給的建議，一要讓讀者對你的建議一目了然，二要讓讀者覺得你的建議有道理，樂于接受你給出的建議。因此，通過閱讀學習寫作策略是非常重要的。
a)數字和斜體的運用
t: now, let’s cometo the concrete suggestions that alice has made. how many suggestions doesalice make?
why do you thinkthe writer numbered her suggestions and used italics?
(highlight the key points so as to make iteasier for the readers to remember and understand her suggestions.)
so when you writea suggestion letter, you should number the suggestions and use italics.
b)具體寫建議時要結合問題和解決辦法
t: we are going tolearn some more writing strategies of writing suggestions.
how should wewrite suggestions? let’s take a look at the first suggestion, what are theproblems for those who use wheelchair?
(the lifts are atthe back of the cinema in cold, unattractive places. as disabled people have touse the lifts, this makes them feel they are not as important as othercustomers.)
and what is thesuggested solution?
(it would be handyto have lifts to all parts of the cinema. the buttons in the lifts should beeasy for a person in a wheelchair to reach, and the doors be wide enough toenter. )
from this part, wecan see that a suggestion should consist of two parts, the problem and thesolution.
let’s see two moreexamples. find out the problems and suggested solutions in these two parts.
when you writesuggestions yourselves, don’t forget to write both problems and solutions.
c)運用禮貌用語
t: the thirdwriting strategy is about the the language. suppose you were the architect,which one of these two statements do you prefer?
(screen) i hopeyou will not mind me writing to ask if you have thought about the needs ofdisabled customers.
you must thinkabout the needs of disabled customers.
why? (it soundsmore polite and more acceptable.)
exactly. when youwrite suggestions, you should use some polite forms to encourage the reader totake the ideas seriously and make your suggestions more acceptable.
now let’s findsome more examples in the text.
(screen)
it would be handyto have lifts to all parts of the cinema.
it would help tofit sets of earphones to all seats...
so i’d like tosuggest that the seats at the back be placed higher than those at the front …
for disabledcustomers it would be more convenient to place the toilets near…
and if the doorscould be opened outwards, disabled customers would be very happy.
i hope mysuggestions will meet with your approval.
step 3discussion(8 min)
小組討論是use中的第二部s(sharing)，分享。各學習小組合作學習，討論學校中哪些地方可能對行走困難學生帶來不便，積累寫作素材，為下一步的寫作做準備。
t: now let’s comeback to our topic today. some parts of our school are not suitable for thosewith walking difficulty. let’s discuss:
1. what parts ofour school may cause problems for those with walking difficulty?
2. what are yoursolutions?
step 4 writing(15 min)
寫作是use中的第三部e(expressing)，表達。經過前面的閱讀輸入，學生們已經基本掌握了建議信的寫作手法;通過分享，學生們積累了寫作素材;因此，寫作部分由學生完成一封給校長的建議信，指出學校設計中的不足。這也是本堂課的最終目標，實現學生從輸入到輸出的轉化。老師在寫作后進行必要的指導，指出學生寫作中的優(yōu)點和不足。
now that we havediscussed the problems and solutions with some school facilities, we can writea suggestion letter to our headmaster. take out your handouts. the first partand last part are already given to you. what you have to do is write 2-3suggestions on the reconstruction of our school. when writing, do remember towrite both problems and solutions, and use polite forms.
step 4 emotionalattitude and values(2 min)
通過本單元reading和usinglanguage部分的學習，學生們有了理解、尊重、關心、幫助殘疾人的意識，因此在本節(jié)課的最后，做一個總結，也是培養(yǎng)學生情感態(tài)度價值觀的一個環(huán)節(jié)。
in this unit, wehave learned the difficulty of the disabled and how they face and conquer thedifficulty. but as able-bodies people, just making some suggestions or donatingmoney is far from enough. what else should we do?
( care aboutdetails in their life.
don’t look down upon them or laugh at them. )
accept them as one of us,and invite them to join us in avariety of activities.)
