英语优秀教学设计(精选4篇)

英语优秀教学设计 篇一

Innovative Approaches to Teaching English

Teaching English can be a challenging task, especially when trying to engage students and help them improve their language skills. However, with the right teaching design, educators can create a dynamic and effective learning environment that fosters student growth. In this article, we will explore some innovative approaches to teaching English that have proven to be successful in the classroom.

One approach that has gained popularity in recent years is the use of technology in the English classroom. By incorporating interactive websites, language learning apps, and online resources, teachers can provide students with engaging and personalized learning experiences. For example, using language learning apps like Duolingo or Quizlet can help students practice vocabulary and grammar in a fun and interactive way. Additionally, online resources such as TED Talks or news articles can be used to expose students to authentic English language content and improve their listening and reading skills.

Another innovative approach to teaching English is the use of project-based learning. This teaching design involves students working on real-life projects that require them to use English language skills in a practical context. For example, students could create a multimedia presentation on a current event, write a blog post about a topic of interest, or conduct a mock interview in English. By engaging in project-based learning, students not only improve their language skills but also develop critical thinking, problem-solving, and communication skills.

Furthermore, incorporating cultural elements into the English curriculum can help students develop a deeper understanding and appreciation of the language. By exploring English-speaking countries' traditions, customs, and history, students can gain insight into the cultural context in which the language is spoken. This can help students develop cross-cultural communication skills and become more empathetic and open-minded individuals.

In conclusion, by incorporating technology, project-based learning, and cultural elements into the English classroom, educators can create a dynamic and engaging learning environment that promotes student growth. By adopting innovative teaching approaches, teachers can help students improve their language skills, develop critical thinking and communication skills, and gain a deeper understanding of the English language and culture.

英语优秀教学设计 篇二

Creating a Student-Centered English Classroom

In recent years, there has been a shift towards student-centered learning in education, including in the English classroom. This approach focuses on engaging students in the learning process, promoting active participation, and fostering student autonomy. In this article, we will explore how teachers can create a student-centered English classroom that enhances student learning and motivation.

One key aspect of a student-centered English classroom is the use of collaborative learning activities. By incorporating group work, pair work, and peer feedback into the curriculum, teachers can create a cooperative learning environment where students can interact with their peers, share ideas, and learn from each other. For example, students could work in pairs to practice speaking or writing skills, collaborate on a project, or peer-edit each other's work. By engaging in collaborative learning activities, students can develop communication, teamwork, and problem-solving skills while also improving their language skills.

Another important aspect of a student-centered English classroom is providing students with choice and autonomy in their learning. By offering students a variety of learning activities, assignments, and assessment options, teachers can empower students to take ownership of their learning and tailor their learning experience to their interests and learning styles. For example, students could choose from a list of project topics, select a book to read for a book report, or decide how to demonstrate their understanding of a grammar concept. By giving students choice and autonomy, teachers can increase student motivation, engagement, and investment in their learning.

Furthermore, creating a student-centered English classroom involves fostering a supportive and inclusive learning environment where all students feel valued and respected. Teachers can promote a sense of community in the classroom by encouraging collaboration, celebrating diversity, and providing opportunities for students to share their perspectives and experiences. By creating a safe and inclusive learning environment, teachers can help students feel comfortable taking risks, making mistakes, and expressing themselves in English.

In conclusion, by incorporating collaborative learning activities, offering choice and autonomy, and fostering a supportive and inclusive learning environment, teachers can create a student-centered English classroom that enhances student learning and motivation. By adopting a student-centered approach, teachers can empower students to take ownership of their learning, develop important skills, and become more engaged and motivated English language learners.

英语优秀教学设计 篇三

　　一、教学内容：

　　Unit4 How do you get to school?

　　二、教学目标：

　　1、知识目标：单词：subway take the subway train ride a bike walk 等。

　　2、语言目标：how引导的特殊问句；肯定句与否定句。听：能听懂谈话出行的方式。说：能表达自己想到达目的的出行方式。读：能正确朗读本单元的对话和句型。写：能写本单元的单词和句型。

　　3、学习策略：注意通过语言语调的表达来推测词义，也可借手势动作和表情来完成。（主动参与学习，善于和他人合作交流）。

　　4、情感目标：学会在交流活动中尊重和理解别人，学会交换不同的看法，了解他人的生活习惯，增进情谊。

　　5、德育目标：在歌曲和游戏中习他人积极、乐观、努力进取的团队合作精神。

　　6、多元智能：人际交往 逻辑表达 个性呈现

　　7、文化意识：了解英、美国家中小学生上学的方式，培养世界意识。了解中西文化的差异。

　　三、教学重点、难点：

　　1. how /how far /how long 引导的特殊疑问句.

　　2. 乘坐交通工具的表示方法.

　　3. It takes /will take/took sb. some time to do sth.

　　四、课前准备：

　　cards and a tape-recorder .

　　五、教学运用：情景交际法、游戏法等。

　　六、教学手段：多媒体演示、flash动画、ppt演示、歌曲游戏及肢体语言的应用。

　　七、教学过程：

　　Step 1.Warming up.

　　Great the class as usual.

　　Talk about the weather .

　　T: How’s the weather today?

　　T：How was the weather like yesterday? ?? point student A say

　　“ Hello! Listen to me ok ?.I will sing a song to you .But you

　　must ?”.(用手指作安静动作)

　　Listening to a song

　　歌曲欣赏，创造轻松愉快的学习气氛, 激发学生的好奇心，为学习新课打下伏笔。 Step 2 、Games

　　用肢体语言表达让学生猜测意思，完成交通工具词汇的预知。

　　Step 3、Play

　　多媒体技术呈现以上预知的词汇导入新句型how do you get to ?.?的学习。 Ask students to try to read these words :bike train subway car boat .and correct the wrong pronunciation of these words .Then do a words game .(比记忆力)。

　　Step 4、Listening .

　　过渡到Section A 1a 1b的学习，并逐步完成课文1b的填空。

　　Using the picture on the screen. Ask students some questions about the picture.

　　T: What can you see in the picture?

　　T: How many people are there in the picture?

　　T: What are they doing?

　　After this, play the recording for two times, ask students to finish Activity 1b and write down the phrases of the transports.

　　takes the train, takes the subway, takes the bus

　　Then ask students to repeat the conversation and check the answers together.

　　The teacher give the correct answers on the screen.

　　(通过听说使学生领悟如何表达使用交通工具)。

　　Step 5、Structures（操练词汇及句型 ）

　　a、Show the pictures to students and read these phrases , ask students to repeat.

　　b、show the pictures to them and ask them to say each phrase one by one. c、Then show the pictures to students and ask students to answer the question “How do you go to school?” one by one.

　　d、Then do another exercise.

　　The first student say “I go to school by ??or I take??to school.”. Then the second student say “He/She goes to school by??or He/She takes??to school.”

　　（完成第三人称的转换，目的是从“句子

接龙”中让学生达到听与说的结合。） Step 6、Pairwork

　　Ask two students to read the dialogue about 1a.

　　Then ask students to work in pairs. Ask and answer how students get to school in the picture.

　　As they work, move around the room, offering language or pronunciation support as needed.

　　Finally ask some pairs of students to present their conversations to the class.

　　（通过情景对话让学生更好的掌握所学的句型。）

　　Step 7： Exercises

　　1. ( ) do you get to school?

　　I take the bus.

　　A. Why B. How C. When D. Where

　　2. How ( ) Dave ( ) to school yester day?

　　A. does; get B. did; got C. does; got D. did; get

　　3. She goes to the library ( ).

　　A. walk B. on foot C. by foot D. in foot

　　4. How ( ) Tom and Marry ( ) home?

　　A. do; get to B. does; get to C. do; get D. does; get

　　（通过练习巩固所学内容，特别是练习3强调了步行用“on foot”练习4强调了地点副词“home”前不用介词“to”）

　　Step 8 ：Homework:

　　Write down your own conversations in pairwork.

　　Interview ten students how they get to someplace, make a list.

　　八、板书设计：

　　Unit4 How do you go to school?

　　How do you go to school?

　　takes the train takes the bus

　　takes the subway walk

　　I go to school by??.

　　九、教学反思：

　　1) 基本按照新课标的要求让学生成为课堂的主体，遵循学习认知规律，通过设疑、提问、启发、诱导、游戏、多媒体动画等方法，调动学生积极性，使整个教学呈现轻松的发展过程。

　　2) 多媒体教学使课堂生动活泼，增加了教学容量，使老师更好的利用和节省时间。

　　3) 随堂的几道习题帮助学生更好的掌握了所学。

　　4)多设计一些合适的活动吸取他人经验

改进自己的教学方法，这节课一定会取得更好的效果。

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