設(shè)計(jì)方案英文3篇

　　為了確保事情或工作扎實(shí)開(kāi)展，就需要我們事先制定方案，方案是闡明行動(dòng)的時(shí)間，地點(diǎn)，目的，預(yù)期效果，預(yù)算及方法等的書(shū)面計(jì)劃。那么問(wèn)題來(lái)了，方案應(yīng)該怎么寫(xiě)？下面是小編為大家整理的設(shè)計(jì)方案英文3篇，歡迎閱讀與收藏。

設(shè)計(jì)方案英文 篇1

　　教材分析：

　　本單元的核心內(nèi)容是萬(wàn)圣節(jié)晚會(huì)的準(zhǔn)備工作，重點(diǎn)學(xué)習(xí)萬(wàn)圣節(jié)所需要的一些物品、動(dòng)物類(lèi)單詞以及Do you like…?Yes, I do./No, I don’t. I like…等句子。

　　學(xué)情分析：

　　四年級(jí)學(xué)生的年齡，生性活潑好動(dòng)，喜歡直觀形象思維，對(duì)游戲、競(jìng)賽、特別感興趣。而且他們接觸英語(yǔ)已經(jīng)有一年的時(shí)間，已具有初步的聽(tīng)說(shuō)能力。在學(xué)習(xí)單詞的時(shí)候，應(yīng)提醒學(xué)生注意名詞的復(fù)數(shù)形式在詞形和讀音上的變化。句子的教學(xué)教師可以采用以舊帶新的方法，用已經(jīng)學(xué)過(guò)的句型引出新句型。本單元所出現(xiàn)的動(dòng)物類(lèi)單詞，緊密結(jié)合的`是商店里的購(gòu)物用語(yǔ)，在教學(xué)中教師要注意創(chuàng)設(shè)購(gòu)物情景，讓學(xué)生熟練自如地運(yùn)用這些購(gòu)物的交際用語(yǔ)。我相信必能很好的調(diào)動(dòng)學(xué)生學(xué)習(xí)積極性。

　　教學(xué)目標(biāo)：

　　1、認(rèn)知目標(biāo)：能夠聽(tīng)懂會(huì)說(shuō)本單元的新單詞today、Halloween 、Come in、of course.并能靈活運(yùn)用。

　　2、能力目標(biāo)：通過(guò)模仿、操練、表演等活動(dòng)，學(xué)生能夠運(yùn)用所學(xué)的語(yǔ)言知識(shí)進(jìn)行對(duì)話，提高英語(yǔ)口語(yǔ)交際能力。

　　3、情感目標(biāo)：了解萬(wàn)圣節(jié)的文化背景，感受異國(guó)文化，促進(jìn)中西方文化的交流。

　　教學(xué)重點(diǎn)：

　　句型 Can I have some…? 及其回答Yes, I can. / No, I can’t.的運(yùn)用。

　　教學(xué)難點(diǎn)：

　　能熟練運(yùn)用本課的句型進(jìn)行交際。

　　教學(xué)過(guò)程：

　　一、Warming up and revision

　　1、Greetings

　　2、Chant

　　3、Sing “Happy New Year”

　　二、Presentation

　　When the Ss are practicing the sentences , a student who wears monster’s clothes knocks at the door and act the dialogue with the Teacher.

　　Say the sentences “Can I come in ? Of course !” slowly . Help the Ss understand the news .

　　1.Tell the Ss some details about “Halloween”

　　2. When the Ss look at the pictures , a student who wears monster’s clothes knocks at the door and acts the dialogue with the teacher. Say the sentences“Can I come in ? Of course” Help the Ss understand the meaning of Halloween..

　　三、Practice

　　1、Show the word cards to the Ss and get them to say the words together.

　　soup 、sweets、bread、biscuits、fruit、rice…

　　2、Review the sentence:

　　T: Can I have some…?

　　If you have, you should say “Yes , please.” If you don’t have, you should say “ Sorry, you can’t”。

　　Listen to the tape , then repeat . Say the chant together . lastly get the Ss to say in their groups —— which group is the best ?

　　四、Consolidation

　　1、Say the chant .

　　聽(tīng)錄音，模仿學(xué)說(shuō)，熟練朗讀并會(huì)表演本單元會(huì)話內(nèi)容。

　　2、Show the copy.

　　收集有關(guān)Halloween的知識(shí)，了解西方國(guó)家的其它節(jié)日。

　　五、Homework.

　　布置學(xué)生課后收集有關(guān)Halloween的知識(shí)，并了解西方國(guó)家的其他節(jié)日。不僅培養(yǎng)了學(xué)生跨文化意識(shí)的培養(yǎng)，同時(shí)也為學(xué)生提供了一個(gè)課后學(xué)習(xí)的情境，一舉兩得。

設(shè)計(jì)方案英文 篇2

　　教學(xué)目標(biāo)：

　　1、知識(shí)目標(biāo)

　　A認(rèn)讀單詞mine,yours,argue,mattet,wear,hers,his,line,clean

　　B掌握句型It’s mine/yours/hers/his. It isn’t mine/yours/hers/his.

　　C理解課文

　　2、情感目標(biāo)

　　A通過(guò)情景創(chuàng)設(shè)，讓知識(shí)與學(xué)生生活實(shí)際更貼切，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。

　　B教育學(xué)生不要與人發(fā)生爭(zhēng)吵，遇事要沉著、冷靜的分析。

　　3、技能目標(biāo)

　　能運(yùn)用It’s。/It isn’t。表達(dá)物品所屬。

　　教學(xué)重點(diǎn)：

　　能用It's mine/yours/hers/his.說(shuō)明物品的所屬，熟練地應(yīng)用句型It’s/ It isn’t 。

　　教學(xué)難點(diǎn)：

　　名詞性物主代詞的運(yùn)用。

　　學(xué)情分析：

　　五年級(jí)學(xué)生掌握一定的英語(yǔ)日常用語(yǔ)，具備一定的英語(yǔ)基礎(chǔ)，而對(duì)于單詞也已經(jīng)有了掌握，能夠讀和書(shū)寫(xiě)。而對(duì)于名詞性的物主代詞和形容詞性的物主代詞講解單詞時(shí)已經(jīng)做過(guò)歸納。對(duì)于形容詞性的物主代詞也有了一定的掌握。講解本篇課文之前要求學(xué)生課前已經(jīng)提前預(yù)習(xí)。

　　教具準(zhǔn)備：

　　錄音機(jī) 、多媒體課件、單詞卡片、 學(xué)生本人的書(shū)包、鋼筆、課本、外套

　　教學(xué)過(guò)程：

　　Warming-up

　　唱歌曲《The London Eye》。

　　復(fù)習(xí)單詞;出示準(zhǔn)備好的單詞卡讓學(xué)生看中文說(shuō)英文，并書(shū)寫(xiě)單詞。

　　教學(xué)新課

　　Step1 Talking with students

　　boys and girls. Look at my T-shirt. I washed it yesterday, so it’s very clean now. Did you wash it yesterday?引導(dǎo)學(xué)生回答Yes, I did./No,I didn’t. 然后繼續(xù)問(wèn)學(xué)生Did Lingling wash her T-shirt? Do you know?Now Let’s listen the recorder then tell me!引入新課讓學(xué)生聽(tīng)課文錄音兩遍，讓學(xué)生對(duì)課文內(nèi)容有了初步了解。

　　Step2

　　跟讀錄音兩遍后學(xué)生自讀。之后小組之間相互檢查讀的情況，一號(hào)幫四號(hào)，二號(hào)和三號(hào)相互讀。組內(nèi)成員都讀熟后組長(zhǎng)到黑板在自己小組上劃紅旗。

　　Step3 比比看看誰(shuí)讀的最好。

　　小組和小組之間比賽看哪個(gè)小組能分角色有情境的讀的最好。評(píng)出讀得好小組畫(huà)紅旗。

　　Step4討論解決問(wèn)題

　　學(xué)生把在自己預(yù)習(xí)過(guò)程中打“?”的地方小組討論解決，意見(jiàn)不相同的邀請(qǐng)老師和其他小組共同討論。

　　Step5再聽(tīng)錄音，加深印象。

　　當(dāng)學(xué)生聽(tīng)到mine/his/hers/lingling's等時(shí)，學(xué)生必需舉手，看看誰(shuí)的反應(yīng)最快。

　　Step6趣味操練，鞏固新知

　　指著自己的T恤向?qū)W生說(shuō);This is my T-shirt.It's mine.板書(shū)句子。

　　然后又走向一學(xué)生并指著他/她的書(shū)說(shuō);This is your book.It's yours.板書(shū)句子。

　　接著拿出準(zhǔn)備好的'書(shū)包向全班說(shuō);This is his bag.It's his. 板書(shū)句子。

　　拿出準(zhǔn)備好的的鋼筆對(duì)全班說(shuō);This is her pen.It's hers.板書(shū)句子。

　　拿出準(zhǔn)備好的外套說(shuō);This is Lingling's coat.It's Lingling's.板書(shū)句子與詞語(yǔ)Lingling's. 教師演示完這些句型后，用此方式讓學(xué)生小組內(nèi)說(shuō)桌上物品所屬。

　　教師繼續(xù)演示拿起一男同學(xué)的鋼筆說(shuō)“It isn’t mine. It's yours.”教師繼續(xù)拿起一女同學(xué)的書(shū)包指著剛才的男同學(xué)說(shuō)：“It isn’t his. It's her’s. 教師演示完這些句型后，讓學(xué)生小組內(nèi)說(shuō)桌上物品所屬。

　　Step7游戲比賽

　　讓學(xué)生小組之間比拼，一個(gè)小組出示物品，另一個(gè)小組找到物品的主人。

　　小結(jié)： 今天我們學(xué)了名詞性的物主代詞，我們前面學(xué)的是形容詞性的物主代詞。那它們有什么區(qū)別呢?(指板書(shū))形容性物主代詞后面要跟著名詞，而名詞性物主代詞后面什么都沒(méi)有，它孤零零一個(gè)。

　　作業(yè)

　　用所學(xué)知識(shí)描述身邊的東西是誰(shuí)的。

設(shè)計(jì)方案英文 篇3

　　Teaching Aims 1. Practise Indirect Speech .

　　2. Do the listening practice. Make sure the students understand the listening material.

　　Step I PracticeSB Lesson 71, Part 1. Go through the answers in the second column to reinforce the language items in the Presentation. Then match the first two questions and answers with the whole class, before they work in pairs. Check the answers with the whole class.

　　Answers: 1.e 2.c 3.d 4.f 5.a 6.b

　　Step II PracticeChange the questions in the exercise in Part 1 with the whole class, then let the Ss work on the exercise in Part 2 in pairs. Check the answers with the whole class. Answers:

　　Part 1:

　　1.He asked her what she was looking for.

　　2.He asked her what kind of necklace it was.

　　3.He asked her where she had lost it.

　　4.He asked her what it looked like.

　　5.He asked her if it was valuable.

　　6.He asked her how much the necklace was worth.

　　Part 2:

　　1.She asked her where she had been all these years.

　　2.She asked her if times had been hard for her.

　　3.She asked her what had happened.

　　4.She asked him where they were holding the ball.

　　5.He asked her how much a new dress cost.

　　6.He asked her if she needed to wear any jewellery.

　　7.He asked her if she had a friend who might lend her some jewellery.

　　8.She asked him if they had invited anyone else in his office to the ball.

　　9.She asked him if the ball was held every year.

　　10.He asked her if the necklace was valuable.

　　11.He asked her how much the necklace was worth.

　　12.He asked her how much this necklace cost.

　　13.He asked her if she thought it had been stolen by a thief.

　　Step III Preparation for listening

　　SB Lesson 71, Part 3. Wb Listening, Unit 18, page 124. Discuss the pictures in Ex. 1 before you play the tape. Go through each exercise in turn before you carry out the exercise, to make sure the Ss understand what to do.

　　Step IV Listening

　　Listening Cassette Unit 18. Do each exercise one by one. Play the tape, then let the Ss discuss their answers. Play the tape again if necessary, then check the answers with the whole class.Step V WorkbookWb Lesson 71, Exx. 1 - 3.

　　Do all these exercises orally first in class.

　　Step VI Homework

　　Finish the Workbook exercises.

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