英语作业：教学设计(实用3篇)
英语作业：教学设计 篇一
标题：Using Technology in Language Learning: A Lesson Plan
Introduction:
As technology continues to advance, it is important for educators to incorporate it into their teaching methods. This lesson plan aims to introduce English as a Second Language (ESL) students to the use of technology in language learning. The lesson will focus on developing speaking and listening skills through interactive activities using various technological tools.
Objective:
By the end of this lesson, students will be able to:
1. Understand the importance of using technology in language learning.
2. Use technology to enhance their speaking and listening skills.
3. Demonstrate improved confidence in speaking in English.
Materials:
1. Computers or tablets with internet access.
2. Headphones or earphones.
3. A projector or smart board.
Procedure:
1. Warm-up (10 minutes):
a. Begin the lesson by discussing the benefits of technology in language learning. Ask students how they currently use technology to improve their English skills.
b. Show a short video or play an audio clip that highlights the advantages of using technology in language learning.
2. Introduction to technology tools (15 minutes):
a. Introduce students to various technology tools that can enhance their speaking and listening skills, such as online language learning platforms, language exchange websites, and language learning apps.
b. Show examples and provide a brief tutorial on how to use each tool.
3. Interactive activity 1 - Online language learning platform (20 minutes):
a. Divide students into pairs or small groups.
b. Instruct students to log in to an online language learning platform and complete a designated speaking or listening exercise.
c. Monitor students' progress and provide assistance when needed.
4. Interactive activity 2 - Language exchange website (20 minutes):
a. Instruct students to find a language partner on a language exchange website and engage in a conversation using audio or video chat.
b. Encourage students to discuss a specific topic or practice a particular language skill.
c. Monitor students' conversations and provide feedback on their language use.
5. Reflection and discussion (10 minutes):
a. Have students reflect on their experience using technology in language learning.
b. Discuss the challenges they faced, the benefits they gained, and how technology can be integrated into their daily language learning routine.
6. Wrap-up (5 minutes):
a. Summarize the key points discussed in the lesson.
b. Encourage students to continue exploring and utilizing technology to improve their English skills.
Conclusion:
By incorporating technology into language learning, students can enhance their speaking and listening skills in an engaging and interactive way. This lesson plan provides a framework for teachers to introduce technology tools to ESL students, allowing them to practice and improve their English proficiency.
英语作业：教学设计 篇二
标题：Using Authentic Materials in English Reading Comprehension: A Lesson Plan
Introduction:
In order to develop strong reading comprehension skills, it is essential for English as a Second Language (ESL) students to engage with authentic materials. This lesson plan aims to guide ESL teachers in using authentic materials to improve students' reading comprehension abilities. The lesson will focus on building vocabulary, understanding context, and developing critical thinking skills through the use of authentic texts.
Objective:
By the end of this lesson, students will be able to:
1. Understand the importance of using authentic materials in improving reading comprehension.
2. Analyze and interpret authentic texts in English.
3. Apply strategies to enhance reading comprehension skills.
Materials:
1. Authentic texts, such as newspaper articles, magazine excerpts, or short stories.
2. Vocabulary worksheets.
3. Discussion questions related to the chosen texts.
Procedure:
1. Warm-up (10 minutes):
a. Begin the lesson by discussing the concept of authentic materials and their benefits in language learning.
b. Have students share their experiences with reading authentic texts and their challenges.
2. Vocabulary building (15 minutes):
a. Introduce new vocabulary words related to the chosen authentic texts.
b. Provide students with vocabulary worksheets or flashcards to practice and reinforce the new words.
c. Encourage students to use the vocabulary words in sentences to ensure understanding.
3. Reading and comprehension (20 minutes):
a. Distribute the chosen authentic texts to students.
b. Instruct students to read the texts individually and underline any unfamiliar words or phrases.
c. Encourage students to use context clues or dictionaries to determine the meaning of the unfamiliar words.
d. Discuss the main ideas, themes, and key details of the texts as a class.
4. Group activity - Discussion (20 minutes):
a. Divide students into small groups and assign each group a specific topic or question related to the texts.
b. Instruct students to discuss their assigned topic and share their interpretations and opinions.
c. Monitor and facilitate the discussions, encouraging students to provide evidence from the texts to support their ideas.
5. Reflection and application (10 minutes):
a. Have students reflect on their experience with reading authentic texts and discuss the challenges they faced.
b. Provide strategies for improving reading comprehension skills, such as predicting, summarizing, and asking questions while reading.
6. Wrap-up (5 minutes):
a. Summarize the key points discussed in the lesson.
b. Encourage students to continue reading authentic materials outside of the classroom to further enhance their reading comprehension skills.
Conclusion:
By incorporating authentic materials into the ESL classroom, students can develop a deeper understanding of the English language and improve their reading comprehension skills. This lesson plan provides a framework for teachers to guide students in analyzing and interpreting authentic texts, resulting in enhanced language proficiency.
英语作业：教学设计 篇三
英语作业：教学设计
小学英语教学设计---新标准英语三年级起点第二册Module10 Unit1 Module10 Unit1 It's on your desk.
教学准备：
磁带,文具数样,图片数张,VCD,CAI
师了解学生原有的知识能力经验
板书设计
Module10 position word cards Unit1 It's on your desk.
In on under
(课件设计说明：随着介绍不断的闪现与内容相符的中,英小朋友过生日的场景,帮助学生理解,学生在理解的基础上,就会增加听的兴趣)
(课件设计说明：将练习以表格的形式打出,降低学习要求.)
Greeting Sing asong：
Happy Birthday.
(边唱边做动作)
《课程标准》提出要培养学生的祖国意识和国际视野,因此本课抓住机会让学生比较中国和英国不同的生日习俗,让学生不会随着中国与国际接轨反而忘了中国传统的生日习俗.为了不使渗透文化意识像蜻蜓点水一带而过,同时学生的英语水平有限,采用教师出示图并介绍,而后有一个小练习了解学生的理解程度.同时该环节有助于发展学生的听力.
在该练习后教师鼓励学生课后进一步查询相关的资料,以更扩大自己的视野.培养学生的自学意识.
Greeting&singing 1'Free talk 3'
New Lesson Talk about the task T：Today is Daming's birthday.He has got alot of presents.The problem is he doesn't know where they are.So,today we'll help Daming to find out his presents.l
(课件设计说明：将本课的学习任务中,英文都出现在课件,帮助学生更好的了解本课的学习任务,以方便学生明确学习目标.)
Learn the new words 1)T：Can you help me to find out these things Where is my doll/cat/pen/kite T：Where is my English book Is it in the black bag Learn the word：on A)(show the word card)on在…之上
B)dog,h ot,song,doll,on,try to find out here"o"pronounce[]and try to pronounce the word：box Make some words：on the…
Use the same way to learn：under 2)say the words and do the action a)learn to say and do the action b)T：say Ss do the action c)S1 say Ss/T do the action 3)revision T：so look,it means in,it means on,what about under Who can draw it In on under 3,Play the games Look and say T：Where is the…
(课件设计说明：1,用动画的形式将物品一件一件叠上去,并用箭号表示提问的物品,同时有句子模型：It's on the…帮助学生回答；2,用动画的形式将前一页出示的物品一件一件拿掉,并用箭号表示提问的物品,同时句子模型：It's under the…)
Look at the picture and learn the word"box"again Play amemory game easy：
T：(引导学生说)The monkey is in/on/under the box.
(课件设计说明：将课文练习三的前三副图片呈现)
T：No.1 is…
hard：
1,熊猫在帽子里
2,铅笔在桌子上
3,苹果在椅子下
4,风筝在窗户上
5,狗在桌子下
6,熊猫在帽子上
7,熊猫在帽子下
8,猴子在盒子下
9,Amy在房间里
T：The…is…the…
(课件设计说明：将九副图以表格的形式呈现,并有提示句子：The…is…the…)
T：(当课件箭号指到第九副图时,引导学生回答)Where is Amy Is she in athe classroom(show the picture)Oh,she is in the bedroom.
Learn the new word：bedroom Practice in pairs and then try to say.
1 2
3 4
5 6
7 8
9 4,Learn to say the text 1)T：You've got agood memory.I think you can answer this question easily.Now listen to the tape-record and answer：where is the present 2)answer the question It's in the box.
T F
It's on the desk.
T F
It's under the chair.
T F
It's in the bedroom.
T F
3)Listen and repeat then answer the second question：What is the present
(课件设计说明：将两个问题都以文字的形式出现)
5,Mission 1)T：Daming's got many presents.But he doesn't know where they are Let's help him to find out them.Look at the picture,practice in pairs and say.
Act it out.
(课件设计说明：出现大明的卧室,卧室里有大明朋友送的礼物)
2)T：We are all Daming's friends.So every one can give apresent to Daming.This is Daming's bedroom,please put your present in the bedroom,and write on apiece of paper to tell Daming where the presents are.每个小组都有一张Daimg的卧室平面图和几件小礼物的图片,请在小组讨论后将图片贴在平面图的相应位置,并写一张小纸条给大明告诉大明礼物的.位置.
(课件设计说明：有大明卧室的平面图,句子：The toy car is _the desk.
The book is _the chair.
The _is _the box.
The_is _the _.
_ Practice in pairs and act it out.
评选谁的摆放最有创意及谁的信件写的最好.
★3)Miss Chen'll give apresent to Daming,too.It's in our classroom.Can you guess：where is it引导学生回答It's(The present is)on/in/under the…(此环节为机动部分,有时间可完成)
1,Listen and watch the screen to know the task 2
1)Answer the questions：It's in the green/red/yellow/blue bag.
It's on the black bag.
2)repeat and try to make some words：on the desk/chair Under the desk/chair…
3)in右手食指放在左手心内代表在什么里面；on右手握拳放在左手掌上代表在什么上面；under右手握拳放在左手掌下代表在什么下面
In on under 3,
1)Look at the pictures and answer the questions.
It's on the…
It's under the…
2)Try to remember the three pictures and say：The monkey is in/on/under the box.
3)Practice in pairs and try to say the sentences：The…is…the…
It's in the box.
T○F It's on the desk.
T○F It's under the chair.
T○F It's in the bedroom.
○T F
It's abirthday cake.
5 Practice in pairs and say：
It's in/on/under the…
Practice in pairs and write on apiece of the paper to tell Daming where the presents are.
Guess：Is it in/on/under the…
上课初马上提出学习任务,让学生带着明确的学习目标学习.为照顾差异,任务既有英文也有中文,让学困生更好的了解学习任务.
"生活即教育"通过创设让学生帮助找东西的场景,先复习旧知识in,而后引出新单词on,under的学习,以旧带新,降低学习难度.列举多个用相同发音规律的单词培养学生自主发现和总结发音规律的能力.
通过手势让学生更好的明白新单词的意思.
教育心理学研究
课程标准特别强调要关注每个学生的情感,激发他们学习英语的兴趣,帮助他们建立学习的成就感和自信心,使他们在学习过程中发展综合语言运用能力,在本环节采用动画将物品不断的累加或抽取来练习on和under使学生能联想到平时常玩的叠积木,从而发现生活处处有英语,对英语更充满兴趣.
课程标准理念之一：开发课程资源,拓展学用渠道,因此在本环节充分利用课文练习三的图案改头换面成为一个memory game在保持兴趣的同时充分利用手头现有的学习资料.
学习课文通过提出两个问题分层次完成,从易到难.
学习任务分步骤提出,先让学生看图,讨论,介绍大明其他礼物所在的位置,主要练习学生听,说的能力；第二个环节让学生摆放自己要给大明的礼物,并写成一封信,既与课文联系上,又培养学生动手和写的能力,落实三年级英语要达到一级教学目标中能正确书写26个字母和词组.
有的同学粘贴图片,有的同学书写句子,有的同学读信件,在活动中培养学生的合作意识.
评价由学生自己完成,在学习中培养学生自评和互评意识.
Talk about the task 1'
Learn the new words 4'
Say and do the actions 2'
Look and draw 1'
Game 1)4'
Game2)6'
Learn to say the text 7'
Mission 1)4'
Mission 2)7'
Assign-
ment
★1,Review M10 Unit1：Read the text 3times；copy the words：on,box,under,bedroom 4times.
★2,Preview M10 Unit2：Underline the new words and guess what's meaning.
★3,1)Finish the letter with your partners.
2)Introduce your bedroom to your good friends.
作业设计符合小学英语教学所倡导的"听说领先,读写跟上"的原则.而不同的层次的学生自由选择第三项作业为自己要完成的项目,让其都有表现自己的机会,每人都有获得成功的喜悦.
