作为一名教师，通常需要准备好一份教案，编写教案助于积累教学经验，不断提高教学质量。既然教案这么重要，那到底该怎么写一篇优质的教案呢？那么下面我就给大家讲一讲教案怎么写才比较好，我们一起来看一看吧。
小学英语写作课教案 小学英语写作课教学篇一
【篇1：全英文英语教案模板】
leon plan
nsefc module2 unit reading in teacher: period：period1 type：reading duration: 45minutes teaching ideology
the current theory view reading as a interactive proce which involves not only the printed page but also the reader’s old knowledge of the language in general, the world and the text the reading proce, these factors interact with each other and compensate for each on the understanding of reading as an interactive proce, teaching reading in the claroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading three stages are pre-reading, while-reading and ng material and learning condition the analysis of teaching material
the teaching material is the reading part from nsefc module2 topic of this unit paage mainly introduces the paage consists of first paragraph is a general introduction of .2 to para.4 last paragraph tells topic is not new to there is some new words and phases in the analysis of learning condition
the students are from grade1 in senior high high school students, they have achieved certain english level and they have the ability to get the basic idea of the they are in grade1, they are easily activated and want to air their own opinions on the are familiar with the topic of and know they may not know er, their vocabulary is limited so they may have difficulties in understanding some ng objectives ge skills ? at the beginning of the cla, can predict the content of the paage based on the title.? can scan the paage and find out the specific information such as the person related with
? can summarize the paage with the help of the clues of the ge knowledge
? can master the key words and phrases of the paage as follows,.? can learn , especially s
? will realize that and they will concern themselves with the iue of
al awarene
? will broaden their minds by knowing something about ng strategies
? will cultivate their ability individual learning and cooperative learning by doing some
activities independently and some in groups.? will communicate with each other in english while doing the group ge difficulties
focuses and anticipated language focuses
this is a reading period so the focus is to cultivate the students’ reading many activities are designed to help to train their reading skills, such as predicting, skimming, scanning and is also important for the to master the new words and pated difficulties
as the have a limited vocabulary, so they may have some difficulties in understanding the the teacher will help them learn the new words and did not heard before, so the teacher will tell them some background knowledge about ng method
three-stage model: based on the understanding of reading as an interactive proce, teaching reading in the claroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading three stages are pre-reading, while-reading and ng aids
multimedia devices and ppt documents: in order to help to fully understand the whole paage, i adopt multimedia devices and ppt documents to bring the real-life situation into the ng procedures -in(6min)
ngs and free-talking(2min)
t leads into the topic by asking some they the name of the they know freely.t: hello boys and girls.(say hello to the teacher.)
t: when we say , what appears in your minds?(tell the things appear in their minds freely.)t: what are the ?(tell some names of.)
e-talking(4min)
t shows some pictures about the in china and seeing the pictures, are expected to tell the similarities of them.t: just now, you talk about some in , let’s see some pictures of some.(t shows the pictures and see them carefully.)
t: what do the have in common？for example, they are very are your opinions?
(t gives them some hints and tell the characteristics of)[aims]
? in this step, t first leads in the topic by talking with the freely about the which
is familiar to them and then see some pictures and tell the two activities aim to arouse the ’ interests in the topic and activate their old knowledge will be mentally prepared for the reading ’s more，when they are talking about the charateristics of, they will realize that theare rare and precious and they will concern themselves with the iue -reading(3min)
g something about(1min)t gives a brief introduction of know the t: today, we are going to you know what is?(t shows some pictures ofand get to know the.)ting(2min)
t asks to read the title of the paage and then ask them some predict the content of the paage with the help of the title.t: please look at the title “”, what does “” mean?(if the can not give the answer, then t explain it.)
(predict the content, but t will not give the answer here.)[aims]
in this step, the first know some information of the;the background information will make it easier for the to understand the n t asks to make predictions about the aims to help develop the reading skills of -reading(22min)ng(4min)
skim the whole paage and find out and check their predictions.t: why are people still ? here is a multiple choice for ng(3min)
t presents several true or false statements and asks the to scan the paage and judge the right from the wrong.(keys: ｆ，ｆ，ｔ，ｔ，ｆ)
activity3 close-reading(15min)
t designs various kinds of activities and do the activities to fully understand the .1
t: please read para.1 carefully and then take some note about .2-4
please read para.2-4 carefully and then find out the removal of the read para.2-4 carefully and then find out the person related with the amber room and the things them down with .5
please read para.5 carefully and then find out the the rebuilding of the amber room.【篇2：英语教案模板】
施教之功 先在激趣 巧在授法 重在练化 贵在养习
施教之功 先在激趣 巧在授法 重在练化 贵在养习
【篇3：大学英语教案 范文】
全新版《大学英语》教案
课程名称： 大学英语（一级）
专业： 本校05普通本科
年级： 2005
学年： 2005-2006
学期： 第一学期
任课教师：全新版《大学英语》板块任课教师 course schedule aims:
ping ’ ability of independent learning to be automatic ing ’ ability in using english: improving ’ five micro-skills—listening，speaking, reading, writing, translation—especially listening and speaking so that they can communicate in spoken and written ed course materials: e english(book 1)
—integrated curse, listening and speaking course, reading course
note: reading course book is used as ’ self-acce dictionary:
teaching and learning:
in mind that it is you who have to study to improve your you do not study
by yourself, there is no use in coming to other words, just listening to the teacher and other students in cla does not help you improve your well prepared when you come to is of great importance for you to preview the
course materials before cla according to the course not, you’ll find it very difficult to follow the participation is should actively join in pair work or group discuion and do oral presentation before is important to turn in any aignments by the due you know that you have a
circumstance which will makes it impoible for you to turn in your aignment by the due date, you can and should come to consult with me about your problem eays should be done in a loose-leaf notebook so as to hand in your aignments by a loose attendance/absence is part of evaluation, keep in mind that your absence will reduce your english learning resources:
magazines: english language learning, college english, english salon, english weekly, the world of english, english digest, overseas english
newspaper: 21st century, china daily
websites: http://(英语比萨园地);(听力快车);(普特英语听力);(英文写作网);(旺旺英语);.cn(中国日报);(华盛顿邮报)
unit 1 writing for myself 1.教学目标及基本要求： objectives:
students will be able to:
1)grasp the main idea(the eence of writing is to write what one enjoys writing)and structure of the text(narration in chronological sequence);
2)appreciate the narrative skills demonstrated in the text(selection of details, repetition and the use of synonyms.)
3)master the key language points and grammatical structures in the text;
4)conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.2.教学内容及学时分配： time allotment:
1st period: pre-reading;text organization nd2 period: while-reading
3 period: post-reading activities 4 period: reading practice 5th period: speaking 6 period: writing
3.教学重点及难点：
important language points in the text: 4.教学内容的深化及拓宽： ththrd
students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in cla.5.教学方式及在教学中应注意的问题：
a combination of traditional teaching methods with the communicative approach will be l attention should be paid to claroom students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle encouragement is needed and more guidance will be given to them in their extracurricular study.6.主要参考书目：
季佩英，吴晓真，2001，《全新版大学英语综合教程1－教师用书》。上海：上海外语教育出版社。
柯彦玢，张砚秋，2002，《全新版大学英语阅读教程1－教师用书》。上海：上海外语教育出版社。朱万忠，2002，《大学英语阅读进阶1》。重庆：重庆大学出版社。7.思考题和习题：
《全新版大学英语综合教程1》第一单元text a后的所有习题。
阅读第一单元text b，完成后面的相关练习。
《全新版大学英语阅读教程1》第一单元及相关练习。
《大学英语阅读进阶》第一单元及相关练习 writing aignment 1st period:
pre-reading tasks:
1)students listen to the recording and do the pre-reading task on page 2 of their book.(15 minutes)2)warm-up questions(10 minutes)
students are required to scan the text and answer the following questions:
a)suppose you were the writer, would you enjoy writing “the art of eating spaghetti /
noodles”? why / why not? b)why does the author enjoy writing this? in which paragraph lies the answer?
c)look at the title and find out in which paragraph a similar phrase this
paragraph and explain in your own words what the author means by saying “write for myself.”
3)main idea and text organization(10 minutes)
please go through the whole text within 3 minutes and circle all the time words, phrases and clauses, and then answer the following questions:
a)from which point on does the author start talking about his new experience?
b)where does he stop writing about this new experience? do text organization exercise on p.9.4)text analysis(10 minutes)
selection of details: the author is very good at selecting details to prove his how? please think about the following questions.a)what details are selected to show “i’d been bored with everything aociated with english
courses”?
b)what details are given to show that e was dull and rigid?
c)by which sentences does the author manage to give us the impreion that his eay was very good? 2nd period
1)text analysis
repetition: please think about the following questions:(7 minutes)
a)how many “prim” or “primly” does the author use in para.2?
b)how many “i wanted” are there in para.5?
c)what’s the use of repetition?
synonymous words phrases:(8 minutes)
the author is also very good at avoiding repetition by employing synonymous words and look for synonyms of the following words and phrases.1)tedious 2)write3)anticipate4)prim 5)recall 6)recapture7)delight8)contempt 9)topic 2)language points(30 minutes)the teacher explains the following language points to the students:
off and on;take hold;bore;turn out(turn up;turn down;turn over;turn in;turn away);bore;anticipate;rigid;severe;tackle;face up to;scan;recall;violate;hold back;avoid;career;inspire;aociate.(see the courseware of unit 1)3rd period
post-reading tasks
1)students are required to discu the following questions in pairs:(15 minutes)according to e, what is the very eence of the eay?
what tense should you use to describe a memorable incident? 2)translation: the teacher guides the students through the translation of the useful expreions in the cd rom.(15 minutes)
3)dictation: studetns do the spot dictation task in the cd-rom.(15 minutes)
4 periodreading practice:
1)uncle jim’s wink at life
group discuion: what is a thesis?(5 minutes)
pair work: students discu the following questions in pairs:(15 minutes)
a)the author begins this story with a childhood uncle jim knew about his lie, what did he say?
b)what did the boy do when he found n’s gloves? c)what did he get for his honesty in returning the gloves to the right owner?
d)what did uncle jim tell about his baldhead? e)how did uncle jim treat his friends? f)
thwhat leon did the boy learn from the bet?
小学英语写作课教案 小学英语写作课教学篇二
小学英语写作课教案
【篇1：如何开展小学英语写作课】
如何开展小学英语写作课
随着时代的发展，社会的进步，小学英语越来越被人们所重视。对于小学英语的教学如何教，大家的看法也是各抒己见。如针对小学英语写作，有的老师认为“小学英语不讲解语法，学生所掌握的词汇也并不多，开展英语写作课是异想天开”。对于此说法，我倒不这么认为。
通过新课标的学习，我们看到在英语课程目标中的语言技能目标就包括了听、说、读、写。英语教学的最终目的是发展学生的英语语言技能，培养学生良好的英语交际能力。而语言技能是构成语言交际能力的重要组成部分，听和读是理解的技能，说和写是表达的技能。这四种技能在语言学习和交际中相辅相成，相互促进。其小学生要求达到的二级目标中也明确的对写要求到，能根据图片、词语或例句的提示，写出简短的语句，即解读为书面表达（以书面形式表达简单的思想或经验）。
有人说小学英语不讲解语法。的确，在小学英语的教学中我们没有重点强调讲解语法，不等于就不讲呀。我们可以让学生在大量的练习中去体会，去尝试了解我们的一些简单的语法呀。词不离句，句不离词，学生的词汇量也是日积月累的呀，也是通过不同形式的学习而沉淀记忆的呀。
对于小学生们的英语书写，他可以更好的帮助学生记忆单词，更好的可以帮助学生理解与运用语法。小学生的英语书写也是一个循序渐进的过程呀。它需要我们的老师根据自己学生的实际情况和教学目标的需要，采取多样的教学方法，传授基本的写作知识。我在教学中曾也做个以下的尝试，效果还可以。
一、多读多说，形成语感
小学生的写作，我认为也是口头表达的一种升华。能说，也需要大量的读。读、说达到一定的程度，学生形成一定的语感，那孩子写作起来自然就容易多了。
二、养成较好的书写习惯
从小学生刚开始接触字母书写的时候，教师就应该严格要求学生写好每一个字母，并掌握每个字母的大小写书写格式。在学生开始书写单词的时候，给学生强化每个单词与单词之间应该保持一定的间隔距离。学习句子的时候给学生讲解句子开头的第一个单词的第一个字母要大写，句尾也有标点符号。否则无距离，无标点符号会影 响对单词，对句子的理解。
三、形式多样的写作训练
对于小学生的写作，一开始老师不能要求太高，给学生一个慢慢接受的过程。对于低年级的孩子，我们可以采取补充的形式进行。我现在上的重大版小学英语，其三年级中的每个单元复习部分都有一个补充练习，有的根据图片完成，有的，联系上下文，虽然补充的只是一两个单词，每次检查的时候孩子们都掌握的较好，并且兴趣很浓厚。有时，我也会根据该单元的内容，给孩子们一个综合补充的练习，提高孩子们的兴趣。有时针对高年级的学生，我也会叫他们在句型改写的基础上叫他们进行写作。如，近段时间，学了一个对话，或者一个小故事，我会叫学习模仿写。单词数量不限，不打击孩子，让学生自己尽量写。有时，我也会给学生一些单词，让他们根据提供的单词，自己写写。有时也会给孩子一些话题，如，我们学了家庭成员，人体部位和一些形容词后叫学生写写介绍自己，介绍朋友，自己的家庭：写了现在进行时，叫学生写写学校运动会的场面或下课时操场或教室的场面。采用不同的形式，让学生参与写作。
以上，只是我的一些尝试。有时有的学生写的也不是很理想，但我们要不停的努力让学生慢慢学会写作，爱上写作。能通过不同的形式表达自己的思想，传递自己的信息。
【篇2：英语写作教案】
writing
(autumn 2014)
for the normal students in grade 2004(5 years)and grade 2006(3 years)
instructor:
telephone: office hours: by appointment objectives: requirement:
students should take part in the learning activity energetically, such as discuions in the rk must be finished on students should do some exercises in their spare time to make attendance is very important, and it’ll be related to their final materials:
we will use 美语路路通—写作通(3), written by laurie bla and meredith pike-baky, published in january, 2005, by liaoning education distribution: ance:
the student who is absent will lose 1 mark for each to 10 claes, he/she will get 0 marks in one is absent for one third of all the fixed claes, he/she will not be allowed to take part in the final -cla activity: there will be some activities, such as brainstorming, being designed to train the ’ writing the should take part in the activities -cla aignment:
in spare time, the students the students are required to do some exercises and research to improve their writing skills, and to widen their exam:
the mark in final exam is a standard to check the students’ syllabus will be discued with the students at the first cla of this instructor has the right to make further ed schedule:
【篇3：小学英语写作教学】
浅谈小学英语写作教学
摘 要：英语写作是英语教学中重要的组成部分。指出了小学英语写作教学的主要问题，并提出了小学英语写作教学的策略，从而激发学生的写作兴趣，促进学生的写作信心。
关键词：小学英语；写作教学；问题；策略
《义务教育英语课程标准》指出：“语言技能包括听、说、读、写四个方面，这四个方面是构成语言交际能力的重要组成部分。听和读是理解的技能，说和写是表达的技能。”写，尤其是写作，这是一个教与学的难点。如何在教师恰当的指导下，提高学生写作的能力与水平呢？作为小学英语教师，为了有针对性地培养小学生的英语写作能力，我们首先要分析小学生英语作文存在的问题，其次“对症下药”，找寻正确的教学方法，最后才能在实践中发挥事半功倍的作用。
一、小学英语写作教学的主要问题
目前的小学英语教学中，学生刚刚接触英语，在写作上难免出现语法错误，句子结构混乱、含义不清，不能按照英语的语言习惯、思维角度去安排一个较完整的写作思路。教师往往忽视了对写的有效训练，认为写作教学枯燥乏味，写作作业难批改，英语写作对于小学生而言太难了??许多教师失去了培养小学生英语写作能力的积极性，使学生错过了发展写作能力的良好机会，影响了学生语言综合能力的提高。
二、小学英语写作教学的策略方法
