作为一位兢兢业业的人民教师，常常要写一份优秀的教案，教案是保证教学取得成功、提高教学质量的基本条件。教案书写有哪些要求呢？我们怎样才能写好一篇教案呢？以下是小编为大家收集的教案范文，仅供参考，大家一起来看看吧。
全英文试讲教案 英文试讲教案万能篇一
1．knowledge object: 能够听说读写单词和短语：have a cold, have a toothache，一、teaching aims and demands教学目标与要求 have a fever, hurt, have a headache, have a sore throat.2．ability object: 能够听说读句型：what’s the matter, mike? i feel sick.i have a fever.并进行关键词的替换操练。
3．emotional object:使学生学会关心他人，培养良好的人际关系。
二、teaching key point and diffcult point教学重点与难点
1．重点是掌握单词和短语，并询问别人的身体状况。2．难点是正确拼写单词和短语。
三、
teaching aids课前准备（根据抽到的题而定）1、教师准备本课时所需的单词卡
2、教师准备本单元的挂图。 3.体温计一支
四、teaching procedure教学过程
1、warm-up （1）最好唱首歌 提起学生的学习兴趣.”（2）推荐使用情景导入
2、presentation and practice(这个部分建议略写，视自己的时间定)（1）教师出示let’s start的教学挂图，说：look!we have some new friends are they? what’s the matter with them?…帮助学生回答，并引导学生通过观察图片或教师的肢体动作来帮助学生熟悉答句中的新单词和短语。
（2）播放let’s chant的录音，重点领读句子：i have a headache.i have the flu.（3）教师出示一支体温表，说：this is a i have a fever, it will tell ’s see doesn’t feel has a fever.指着let’s learn的图片的mike，教学“have a fever”。让学生看图片，教授单词和短语：hurt, have a cold, have a toothache, have a headache, have a sore throat.注意headache和 toothache的共同之处，帮助学生简单了解构词法。播放录音，让学生跟读单词。
（4）教师让学生读单词，叫到的同学，给他图片（have a fever），问他：“what’s the matter, xxx?”引导学生说：i feel sick.i have a fever.解释sick单词。用同样的方法教授句型：what’s the matter, xxx? i
.要求学生回答并做出相应的表情。可以让学生两个进行操练。
（5）“看病”游戏。将学生分成五大组，每组选一张短语卡片。教师提问：cold, cold, who has a cold? 如第一组选中的是have a cold，这组学生就边做动作或表情边吟唱：cold, cold, i have a cold.用同样的方法进行操练，各组调换卡片继续该活动。
y
学生听读p14-16五遍。
复习所学单词及短语和语法、。
4、homework
学生背诵和抄写单词和短语3遍。回家跟家人和朋友联系对话。
五、板书设计：
unit 2 what’s the matter, mike?
have a fever
hurt
have a cold
have a toothache
have a headache
have a sore throat
i feel……（sick,.i have a fever.）
当时我抽到的题目是这个（一模一样）
have a fever
hurt
have a cold
have a toothache
have a headache
have a sore throat
i feel……（sick,.i have a fever.）
全英文试讲教案 英文试讲教案万能篇二
全英文英语教案模板
【篇1：大学英语教案经典模板】
教 案
practical college english
新认知大学实用英语综合教程
教研室：公共课部 教师姓名：freefishwang
【篇2：英语教案模板】
unit 5 text a
what are friends for? teaching objectives:
by the end of the unit, students will be better able to
tand the varied parts friendship plays in ones life and be better friends themselves;
about 30 new words and 10 new phrases and expreions in brief conversations, translation and preliminary writing tasks;
the subjunctive mood with implied condition in real life communication;
material of a similar topic and degree of difficulty; how to write concisely by avoiding overstated, pompous words and redundant ng methods:
audio lingual method;presentation;discuion;ant/difficult points:
new words and expreions: chat, turtle, model
pick up, happen to, cd player, out of touch, put in perspective, betrayed confidence on the planet, get rid of, in good/bad shape
some sentences in the text are difficult to understand, such as i was thinking about how everybody can’t be every thing to each other, but some people can be something to each other, but some people can be something to each other;wherever, whenever, there’s that spark of recognition;they have beautiful homes filled with special handmade things presented to them by villagers in the remote areas they have visited in their extensive ng procedure:
step g up(30 mints)
1)work in pairs or groups, and discu the following questions.? you have different kinds of friends? how do you claify them?
? is so great about friends?
? what circumstances can one lose a friend?
? it poible to love and hate a friend at the same time? give examples.2)ask students to skim the text for the 8 kinds of friends mentioned in the s/ relative friends/ work friends/ former friends/ friends you love to hate/ hero friends/ new friends 3)introducing the main idea of the article
it is said that friends are the best gift god has given that we have eight kinds of friends from the text, what kind of happine or benefit can each of them bring us? that’s exactly what the text is words and the notes(20 mints)learn new words and expreions of text a
explain some important and difficult words and n.水泥，粘合剂 v 巩固，粘牢
nostalgic a.—nostalgia n.—nostalgically ision n.—subspanide v.—spanide rtune a.—(opposite)opportune ble a.—(opposite)visible at the notes on page 116
wink: poet, eayist, and regular commentator on national public radio’ author made up the capitalized expreions in the text such as “faraway friend,” “relative friend,” which would make no sense at all out of context, with the latter in quit doing drugs, you’re not such good friends with your dealer anymore: this is not meant to be taken or sale of illegal drugs can result in long prison points(60 minutes)
? on sb.’ s shoulder: get sympathy from someone when you tell them your problems 向某人诉苦以寻求安慰（或同情）
least she hadn’t cried on his shoulder you ever need a shoulder to cry on, just call me.? return(for sth.): as payment or reward for something作为报答或回报
is always helping people without expecting anything in offer an excellent all-round（全面的，多方面的）education to our return, we expect students to work hard.? hold out through innumerable crises before...: they are always
reliable（可靠的，可信信赖的）and nice when you are in difficult times even though they don’t like what you are doing...? so many family relationships are tinged with guilt and
obligation:
while so many people may feel something of a sense of guilt or
responsibility in dealing with family relationships...? y goip, once an infallible（绝对可靠的）source of
entertainment, soon awkwardly accentuates the distance between you: office chat used to be an effective way of amusement for you;however, it makes you feel uneasy since you do not work together anymore and therefore increases the feeling of distance between you.? friends share certain memories which acquire a nostalgic glow
after about a decade:
memories of your work friends makes you happy after ten years, so you
somehow wish that you could return to those days.? end: a street with no way out at one end or a situation from which no
more progre in poible
realized that the job at which he had been aiming all these years
seemed to him to be a dead thinks they have reached an evolutionary（逐渐发展的，演变的）dead end.? you feel you’ve hit a dead end, come to a confusing fork in the
road, or gotten lost in some cracker-box subspanision of your life:
whenever you feel helple, confused or at a lo（困惑的，不知所措的）in the complicated journey of your life...notice that “cracker-box spanision” is not a general expreion, but is rather made up by the r: 薄脆饼干；咸饼干 sth.: formal owning or having obtained something from somewhere 占有（或拥有）某物
was found in poeion of stolen did the painting come into your poeion(=how did you get it)? ? death: informal used to emphasize that a feeling or emotion is very strong
? be bored / scared / frightened death
she was scared to death of what might happen next.i’ m absolutely sick to death of it(=very angry, bored, or unhappy about something).? bore / scare / love dy to death
he drove at a speed which frightened leonora to used to worry me to death.? me/you sick: spoken a)make you feel very angry
like you make me sick!
b)indicate a feeling of jealousy—used humorously
make me sick with your “expenses paid” holidays!
? er, whenever, there’s that spark of recognition（认识）:
when you meet a “new friend” for the first time you instantly feel a connection with each nt(5 minutes)
the article repeatedly and try to remember the new words and expreions in text a
the study and practice on page teaching plan of unit 5 what are friends for?(college english 2)english department sun xiaofang
【篇3：全英文英语阅读课教案模板】
阅读课教案
school__ number3 middle school____junior or senior section _junior__ cla ____3____ grade _1_______
size ______45__ time_40_______date __2009-12-28____ materials __go for it______type of leon _reading ____ contents: lary: some nouns about furniture and some daily use things: table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, prepositions of place: on, in, under
ure: where is(where’s)…?
it is(it’s)in/on/under…
where are…?
they are(they’re)in/on/under… where’s/where’re…?
i don’t it /are they on/in/under… ?
no, it isn’t./they aren’t./ yes, it is./they are.3.1)dialogue: where’s the bag?
i don’t it on the dreer?
no, it isn’ are my books?
i don’t they on the bed?
no, they’re not.2)writing: ask, gue and write objectives:
ctional objectives(language knowledge and language skills)
1)to promote students’ vocabulary development(table, bed, dreer，bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.…)
2)to promote students’ reading skills a)prediction b)skimming
3)to promote students’ oral english
4)to develop students’ writing skill ional objectives(affect, learning strategy and cultural awarene)
1)to develop students’ ability to communicate with others to get information
2)to build students’ confidence
3)to make students learn to cooperate with others al objectives:
1)to develop teacher’s ability of claroom management focal points: a: the nouns.b: prepositions of place c: where-question and
d: answers to “is the… in/on/under the …?”；
difficult points: a: use the prepositions to describe position of things
b: use the where-question and is it-/are they-question to ask things’ position
aids: ppt, blackboard, chalk … procedures and time allotment
g students ready for learning(mins)1)greetings: good morning everyone!2)routine task: duty report
on: use some pictures to review the vocabulary(table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in, under)and sentence structure:
where is(where’s)…?
it is(it’s)in/on/under
where are…?
they are(they’re)in/on/under… -reading :
step1: vocabulary and some phrases learning
task: look at the conversation between them and gue the meaning of the sentences in red.(using the conversation between liu qian and a xin to show those phrases to the students in order to learn them by the context;because the sentence structure in the conversation is those they have learnt)
(… mins)
此步骤包括词汇、语法
教学
等 -reading -reading(… mins)
1)oral work 2)written work g homework
1)conclusion: a: vocabulary
b: sentence patterns: where is(where’s)…?
it is(it’s)in/on/under…
where are…?
they are(they’re)in/on/under…
where’s/where’re…?
i don’t it /are they on/in/under… ?
no, it isn’t./they aren’t./ yes, it is./they are.2)homework: ask, gue and write
let your partner to ask as well as gue where your things are in your down your conversation by using the following sentence patterns:
a: where’s/where’re your…? b: you can gue.a: i don’t it /are they on/in/under… ?
b: no, it isn’t./they aren’, it is./they are.…
self-evaluation
