人教版八年级英语国培教学设计（合集16篇）由网友“Barspingo”投稿提供，下面小编给大家整理过的人教版八年级英语国培教学设计，供大家阅读参考。
篇1：八年级英语unit10教学设计 (人教版英语八年级)
Teaching Procedures
Pre-task
A. Greetings
Hello, everyone. I’m an English teacher from No. 4 Middle School. My name is Han Guili. You can call me Miss Han. Today I’m going to be your English teacher. We are going to learn Unit 10 Section B together. Now let’s begin our class. Stand up, please. Good morning, class. How are you today? I’m OK. Thank you. Sit down, please.
B. Explain “resolution” by listening to a song.
We all know New Year is coming. Today I have a gift for all of you.Do you like music? Great. Let’s enjoy it together. If you can sing it, you can follow it.(在听歌时教师板书课题Unit 10 I’m going to be a basketball player. Section B )
Do you like the gift ? I’m happy to hear that . I’m going to learn it next year and then I’m going to sing it for you. Do you like listening to me? This is my New Year’s resolution. “resolution” Are you clear? Follow me ,please. “resolution” From group 1to 6. “New Year’s Resolutions” From group 1to 6.(同时板书resolution New Year’s Resolutions)
（设计意图：通过新年礼物--周杰伦的歌曲“稻香”引出主题。歌曲具有时代气息，内容激励学生心存梦想并努力去实现它。）
Now let’s look at some New Year’s Resolutions. What are the meanings of the resolutions.
Discuss in groups. First translate and then read them. The others follow him or her.Go! Are you ready? Volunteer. （叫几名学生回答，学生领读时教师写板书instrument最后教师领读生词instrument）Now we have known the meanings of the resolutions. Please match the pictures with the resolutions. Answer it together. Let’s check the answer.
（设计意图：通过讨论翻译短语并由学生领读。这一环节可以培养学生们的自学能力和小组探究能力。同时也能提高学生的自信心。通过图片与短语的搭配有助于学生对短语的理解和记忆。）
C. Now let’s guess some famous people’s resolutions. Look! Who is it? What’s his resolution? Guess.（几名学生回答）Are they right? Let’s check the answer. Yes, they are right. Who can right it on the blackboard. Volunteer. (学生写板书时教师问)What is he going to do ? Answer it together.（这一步骤共五幅图片采用相同的方式训练学生）
（设计意图：这一环节趣味性强，对学生有吸引力。通过对名人决心的猜测，一方面增强了学生的好奇心和求知欲；另一方面也巩固了所学知识。同时也练习了对第三人称一般将来时的提问与回答。）
While-task
A. Now let’s use the resolutions to make conversations in pairs. For example, (Ask one student)What are you going to be when you grow up? What are you going to do next year ? Sounds interesting. I’m going to learn a foreign language.Are you clear? Go! Are you ready? The more pairs the better in a group. Volunteer. The last pair. Which group has the most pairs?（给获胜组贴一个笑脸） Come on boys and girls . Let’s learn from them.
（设计意图：通过这一对话练习，使学生能更熟练的掌握一般将来时的问与答，而且对话内容贴近实际生活。给获胜组贴一个笑脸，既鼓励了获胜组又激励了其他组。）
B. Let’s use the resolutions to make up a play. Look at some festivals here. Please choose one of them and then make up a play in groups.The group leader should say your choice. Go! Ready? Volunter. Which group is the best? I think you are all great.（给每一组贴一个笑脸）
（设计意图：小组合作编剧并表演出来。给每个学生展示的机会，使学生真正成为课堂的主体。给每组一个笑脸，既是对他们积极参与的表扬，又是对他们成绩的肯定。）
Let’s do some listening practice.Activity 2a. Let’s answer it together.Are you right? Let’s check the answer. Yes, you are great. Activity 2b. How are they going to do it ? Who can answer it? （叫几名学生回答）Are they right? Let’s check the answer. Yes, they are right. Who is right? Put up your hands. OK. Put down your hands. If you are not good at listening, please practice it after class.
（设计意图：通过听力练习可以考察学生对所学短语和句型的理解。2a听力部分较简单，适合总体检查。2b听力部分较难，可对学生答案进行抽查，再总体核对并进一步说明。）
Post-task
A. Now let’s have a PK in groups .Ask and answer one by one like this .(Ask one student )What are you going to do next year? This student answer it and ask the next one and go on .The fastest group is the winner. Go! Ready?Which group wants to be the first one? （用记时器为每一组记时）Which group is the fastest ?（给获胜组一个笑脸）Let’s learn from them.
（设计意图：这一活动可以锻炼学生的口语表达能力和提高说的流利程度，并增强集体合作意识和荣誉感。有竞争有趣味，学生都乐于参与。）
B. Discuss in groups. How to improve your English in the new year? The group leaders write down your answers and then report it for us.Go!Ready? Volunteer.（每组组长到前面来报告）
Great! I hope your resolutions can come true in the new year. A good plan is a good start to success. And where there is a will , there is a way. Let’s work hard togther, and get good grades. Come on , boys and girls.
（设计意图：通过对怎样提高英语的讨论，同学们之间都了解了各自的决心，并为之而努力。最后教师用恰当的谚语来鼓励学生并对学生进行情感教育。）
C. Sum up . What have you learned today?（先由学生总结最后教师总结）
（设计意图：锻炼学生的总结能力。）
D. Homework :Clean and Green
Imagine you work for your city . It’s your-job to make it cleaner. What are you going to do ? Think of a six-point plan.
（设计意图：使学生会运用所学知识。）
Unit 10 I’m going to be a basketball player.
Ⅰ.Teaching aims and demands:
Students learn to talk about future intentions.
Ⅱ.Teaching key and difficult points:
A.Vocabulary
1.computer programmer, professional, engineer, pilot
2.computer science, dream job, grow up, move to, fashion show, retire, save
3.resolution, get good grades, get a part-time job, make more friends
B.Target language
1. What are you going to be when you grow up?
I’m going to be a computer programmer.
2. How are you going to do that?
I’m going to study computer science.
C.Structures
Future with going to
Want to be
What, Where, When, How questions
D.Grammar
The simple future tense.
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; PPP
Ⅴ.This unit is divided into five periods.
Period 1 Listen and speak
Ⅰ.Teaching aims and demands:
Students learn to talk about future intentions.
Ⅱ.Key and difficult points:
A. Vocabulary
1.professional, acting, take lessons, every day
2.computer programmer, engineer, baseball player, pilot, actor, actress, artist
B. Target language
1.What are you going to be when you grow up?
I’m going to be a computer programmer.
2.How are you going to do that?
I’m going to study computer science.
C.Structures
Future with going to
Want to be
What, How questions
D.Grammar
The simple future tense.
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; PPP
Ⅴ.Teaching procedures:
Step 1 Warming up
Task 1 Ask students to think about ways they already know to talk about future events. For example:
☆Where are you going next week?
I’m going to my grandmother’s house next week.
☆How long are you staying?
I’m staying for a week.
☆What are you doing on Saturday?
I’m playing tennis all day.
Task 2 Circle the –ing in each sentence. Say, We use ing words to talk about things that are going to happen in future. We are sure these things will happen.
Step 2 Key vocabulary
Task 1 Read each words to the class. Ask the students to point to the jobs that appear in the picture.
Task 2 Read the instructions and say, put a 1 after the most interesting job, put a 2 after the second most interesting job, and so on.
Task 3 Check to say which things are the most interesting in the class. Ask students to write the six jobs on the blackboard. Ask: How many students made engineer number 1?
Step 3 Target language
Task 1 Read the instructions.
Learn the target language:
What are you going to be when you grow up?
I’m going to be a computer programmer.
How are you going to do that?
I’m going to study computer science.
Task 2 Play the recording the first time. Students only listen.
Task 3 Play again. Ask students to draw lines connecting the jobs and the activities.
Task 4 Check the answers.
Step 4 Pair work
Task 1 Ask students to look at the pictures in activity 1a. Then ask students to read the sample conversations in activity 1c.
Task 2 Ask students to work in pairs and make their own conversations.
Task 4 Ask some pairs to present one or more of their conversations to the class.
Ⅵ Homework
1.Remember the vocabulary and the target language.
2.Review the simple future tense.
Period 2 Listen , speak and Grammar Focus
Ⅰ.Teaching aims and demands:
1. Revise the target language, and complete the listening practice;
2. Learn Grammar Focus.
Ⅱ.Key and difficult points:
A. Vocabulary
take acting lessons, move
B. Target language
1.What are you going to be when you grow up?
I'm going to be an actor.
2.How are you going to do that?
I'm going to take acting lessons.
C.Structures
Future with going to
What, Where, When, How questions
D.Grammar
The simple future tense.
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; PPP
Ⅴ.Teaching procedures:
Step 1 Revision
Task 1 Ask questions beginning with “What are you going to be when…” “How are you going to do…
Task 2 Practice the conversations using the target language students have already studied.
Step 2 Listening
Task 1 Read the instructions.
Task 2 Ask some students to say what they say.
Task 3 Play the recording the first time. Students only listen.
Task 4 Play again. Ask students to check the pictures of the things Cheng Han is going to do.
Task 5 Check the answers.
Step 3 Listening
Task 1 Read the instructions and point out the sample answer.
Task 2 Ask a student to read the sample questions and sample answers to the class.
Task 3 Play again. Ask students to fill the chart.
Task 4 Check the answers.
Step 4 Pair work
Task 1 Read the instructions for the activity.
Task 2 Ask students to read the dialogue to the class.
Task 3 Ask students to work in pairs, ask and answer,
Task 4 Check the answers by asking different pairs to do one question and answer each.
Step 5 Grammar Focus
Task 1 Read Grammar Focus
Task 2.Explain the two different ways of saying the same things.
I'm going to take acting lessons.
﹦ I'm taking acting lessons.
Ⅵ Homework
1.Revise the target language.
2.Finish off the exercises on work book.
Period 3 Read and speak
Ⅰ.Teaching aims and demands:
1 Revise the target language, and complete the reading practice;
2 Go on learning the simple future tense: be going to
Ⅱ.Key and difficult points:
A. Vocabulary
Somewhere, Paris, sound like, fashion show, part-time, save, at the same time, hold, rich, retire, yet
B. Target language
1. What are you going to be when you grow up?
I’m going to be an actor.
2. How are you going to do that?
I’m going to take acting lessons.
3.Where are you going to work?
C.Structures
Future with going to
Want to be
What, Where, When, How questions
D.Grammar
The simple future tense: be going to
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; Control reading
Ⅴ.Teaching procedures:
Step 1 Revision
Review the simple future tense: be going to.
Step 2 Reading
Task 1 Read the instructions.
Task 2 Ask students to read the diary on their own, and circle the words and phrases they don’t understand.
Task 3 Ask students to read the words and phrases they don’t understand, ask other students to explain.
Task 4 Ask students to underline the things that Tian Tian is going to do.
Task 5 Correct the answers.
Step 3 Writing and speaking
Task 1 Read the instructions.
Task 2 Have students write down answers about themselves, and tell their plans to their partner.
Task 3 Ask students to answer these questions. Have them work in pairs to ask and answer, then change the roles.
What …? Where…?How…?
Task 4 Ask some students to say their dialogues to the class .
Step 4 Group work
Task 1 Read the instructions and point to the picture. Write the year on the blackboard. Ask the class why that is an important date for Beijing and China.
Task 2 Write going to on the board. Ask :What are you going to do to help make the Olympics a success?
Task 3 Divide the class into groups of four or five students. Ask them to make their own conversations.
Task 4Ask each group to present its conversation to the class .
Ⅵ Homework
1 Revise the target language.
2 Revise the simple future tense: be going to.
3 Finish off the exercises on work book.
Period 4 Section B
Ⅰ.Teaching aims and demands:
Learn some new language, and complete the listening practice;
Ⅱ.Key and difficult points:
A. New language
fax, few, food, resolution, grade, healthier, instrument, part-time job, harder, learn, letter, lots of, resolutions, money, New Year, next year, make the soccer team
B. Structures
Future with going to
Want to be
What, Where, When, How questions
C. Grammar
The simple future tense: be going to
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; PPP
Ⅴ.Teaching procedures:
Step 1 Discussion
Get the students discussion the New Year’s resolutions in group of four by asking the questions like the following:
What are you going to do next year?
Why are you going to do so?... ..
Step 2 New words
Task 1 Ask students to tell when New Year’s Day is. Ask students what they do on New Year’s Eve.
Task 2 Ask students to explain the resolutions in their own words.
Task 3 Ask students to match the phrases and pictures on their own.
Step 3 Pair work
Task 1 Read the instructions and read the conversations to the class.
Task 2 Ask students to work in pairs to discuss what things they are going to do.
Task 3 Ask several pairs to present their conversations to the class.
Step 4 Listening
Task 1 Read the instructions and the phrases in activity 1a.
Task 2 Play the recording the first time. Students only listen.
Task 3 Play again. Ask students to circle the resolutions in activity 1a that they hear.
Task 5 Check the answers.
Step 5 Listening
Task 1 Read the instructions.
Task 2 Play again. Ask students to fill the chart.
Task 4 Check the answers.
Step 6 Group work
Task 1 Read the instructions for the activity. And read the sample conversations.
Task 2 Ask students to work in pairs.
Task 4 Ask some students to present their dialogues to the class.
Ⅵ Homework
1 Revise the target language.
2 Finish off the exercises on work book.
Period 5 Self check
Ⅰ.Teaching aims and demands:
Revise the content taught and complete the writing practice;
Ⅱ.Key and difficult points:
Future with going to
Want to be
What, Where, When, How questions
Writing practice
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Communicative Approach; Control reading and writing
Ⅴ.Teaching procedures:
Step 1 Revision
Review the simple future: be going to.
Step 2 Reading
Task 1 Read the magazine article to the class.
Task 2 Read the instructions to the class.
Task 3 Ask students to finish the activity on their own.
Task 4 Ask students to make a list of the New Year’s resolutions that the article mentions.
Step 3 Reading and Writing
Task 1 Read the instructions to the class.
Task 2 Have students writing a magazine article.
Task 3 Ask students to read their articles to the class.
Step 4 Writing
Task 1 Ask students to make a list of their resolutions.
Task 2 Ask students to write about their resolutions using the language learned in this unit.
Task 3 Ask some students to read their resolutions.
Step 5 Group work: Clean and Green
Task 1 Ask a student to read the instructions and the example answer for the class.
Task 2 Ask Ss to work in groups and write the group plans.
Step 6 Self check
Task 1 Fill in the blanks.
Task 2 Write a list about your plans what the American exchange students and you are going to do.
Task 3 Just for fun: read and act out.
Ⅵ Homework
1.Finish the writing practice.
2.Revise the words and target language of this unit.
篇2：国培教学设计评语模版
国培评语
石老师在我校培训期间工作认真，勤奋好学，踏实肯干，服从分配, 尊敬指导教师及培训单位所有教师，能够虚心向富有经验的教师请教，虚心听取其他教师提出的教学建议。能将所学理论指导实际的教学工作，严格按照上级要求，做到每天听一节课，每星期上一节常规课，最后上一节汇报课，保质保量完成各项工作任务。培训过程中表现出强烈的敬业精神，深厚的专业思想和良好的师德。经过培训期间的工作和学习，石老师综合素质得到较大提高，达到了培训的目的
篇3：国培教学设计评语模版
教师国培评价量表
（评选内容：教学设计、课件、实录、论文）
[最新国培教学设计评语模版]
篇4：十一单元教学设计 (人教版英语八年级)
Teaching aims of unit eleve
Ⅰ.Teaching article:（教学课题）
Unit 11 Could you please clean your room ?
II.Teaching aims and demands(教学目的和要求):
1.Knowledge Objects
Learn to ask for permission.and reading and writing practice.
2. Process and method
By listening、speaking、reading、and writing.
3. Emotion and attitude
Training the student’s hobbies of studying.
III. Teaching importance (教学重点)
Learn to ask for permission.
IV.Teaching diffculty(教学难点):
How to Learn to ask for permission.
V. Teaching ways(教学方法):
Revision, learning, practice and reading.
V.Teaching tools(教学工具):
Tape-recorder and Lattern.
VI.Teaching time(教学时间):
Six periods八 年 级 英 语 教 学 设 计
总计：第八课时
Period Period 1 Main teacher Wang Haiyan
Assistant Song Haixia Class teacher
Content Unit 2 What should I do?
Aims Language and Ability 1. Knowledge Objects Key vocabulary. Target language.
2. Learn to ask for permission.
Process and method To understand the target language by writing、reading.
Emotion and attitude Training the student’s hobbies of studying
Important
Points Learn to use “be born” to ask sb sth
Difficult Points How to use “be born” to ask sb sth
Methods 1.Reading method.
2.Speaking method.
3.Self check method.
Aids 1.A projector.
2.Large chart paper, colored markers. Revision and perfection
procedures
Step 1 Leading in
Greetings .
Step 2 Pre-task
Teach the new words and phrases.
Step 3 While-task
SB Page65,1a & 1b.
1、Point to the items and ask someone to read the each one to the class .
2、Play the recording and let Ss fill in the chart .Check the answers .
SB Page 65 , 1c .
1、Point out the sample conversation in activity 1c .
2、Ask two Ss to read it to the class .Have Ss work in pairs .
Step4 Pair work:
1.Point out the conversation in the box in activity 1c. ask two students to read it to the class.
2.Ask the students work with a partner. Make your own conversations about the people in the picture.
3.Then ask several pairs to say their conversations to the class.
.
Blackboard design Unit 11 Could you please clean your room ?
（1a----1c）
Could you please …?
Could you … ?”.
Yes,sure.
Homework Make a conversation using “Could you please …?
Could you … ?”.
Reflection after class
八 年 级 英 语 教 学 设 计
总计：六十二课时
Period Period 2 Main teacher Wang Haiyan
Assistant Son Haixia Class teacher
Content Unit 11 Could you please clean your room ?
（2a----2c）
Aims Language and Ability 1. Key vocabulary.
2. Target language.
3. Grammar focus.
Process and method To understand the target language by writing、reading
Emotion and attitude Training the student’s hobbies of studing
Important
Points Learn to ask for permission.
Difficult Points Learn to ask for permission.
Methods 1.Reading method.
2.Speaking method.
3.Self check method.
Aids tape , tape-recorder , cards . Revision and perfection
procedures
Step 1 Greet the class as usual and check the homework.
Step 2 Post-task
SB Page 66 , 2a & 2b .
1、First point to the chart in activity 2a and get Ss to know what to do ,then play the recording and ask Ss to check “yes” or “no” .
2、Correct the answers .
Do with activity 2b in the same way .
Step 3 Pairwork
SB Page 66 , 2c .
Ss work in pairs , then ask some pairs to act out their conversations .
Step 4 Summary
1.Today we’ve reviewed the key vocabulary and the target of the unit by reading and writing.
2.Grammar focus.
Blackboard design Unit 11 Could you please clean your room ?
（2a----2c）
Could you please …?
Could you … ?”.
Yes,sure.
Sorry,I can’t.
Homework Copy the grammar box in your exercise books..
Reflection after class 八 年 级 英 语 教 学 设 计
总计：六十三课时
Period Period 3 Main teacher Wang Haiyan
Assistant Son Haixia Class teacher
Content Unit 11 Could you please clean your room ?
（3a-----4）
Aims Language and Ability Review vocabulary items.
2. Writing using target language.
Process and method Reading skill. Writing skill.
Emotion and attitude Use list to help with your study.
Important
Points Like or don’t like
Difficult Points Writing using the chores.
Methods Reading 、saying 、listening and writing.
Aids A picture of computer. A tape recorder. Revision and perfection
procedures
Step 1 Leading in
Revise the pattern : Could you please … ? Could you … ?
Step 2 Pre-task
SB Page 66 , Grmmar focus .
1、Ask Ss to say the questions and answers .
2、Explain :the questions use the word could and the answers use the words can and can’t .
Step 3 While-task
SB Page 67 , 3a .
1、Read the conversation to class with a student .
2、ay blank every time you come to a blank .
3、Ask Ss to fill in each blank with the work make or do .
4、Correct the answers .
SB Page 67 , 3b .
1、Ask two Ss to read the sample phrases .
2、Say ,Now write a list of chores you have to do ,you can use the list of chores in 1a .
3、Ask a student to say the name of a chore .
4、Then ask another student to say I like or I don’t like .Then ask a third student to give a reason .
Step 4 Post-task
SB Page 67 , Part 4 .
1、In groups of five , give each group a set of blank cards .
2、Ask Ss in each group to write one core onto a card .In turns ,.
3、one student turns over a card and asks the person next to him to do the chore , that person must say no and give a reason .
Blackboard design Unit 11 Could you please clean your room ?
（3a-----4）
I like doing sth.
I don’t like doing sth.
Homework Make two conversations after the conversation in 3a..
Reflection after class
八 年 级 英 语 教 学 设 计
总计：六十四课时
Period Period 4 Main teacher Wang Haiyan
Assistant Son Haixia Class teacher
Content Unit 11 Could you please clean your room ?
Section B(1a---1c)
Aims Language and Ability 1. Key vocabulary.
2. Target language.
3. Oral practice.
Process and method To understand the target language by writing、reading.
Emotion and attitude Prepare for the next class game.
Important
Points 1. Key vocabulary.
2. Target language.
Difficult Points Could you take out the trash?
Yes, sure.
Methods Listening and speaking methods. Communicative approach.
Pair work.
Aids A current wall calendar. A tape recorder. Revision and perfection
procedures
Step 1 Leading in
Ask some Ss with questions :Could you please … ? Could you … ?
Step 2 Pre-task
SB Page 68 ,1a .
1、Say , Look at the items on the list .
2、ask Ss to complete the writing on their own .
3、Correct the answers .
Step 3 While-task
SB Page 68, 1b .
1、Read the instructions and point out the sample conversation.
2、Ask Ss to work with a partner and make their own conversations about the items in activity 1a .
3、Call several pairs to say one or more of their conversations to the class .
SB Page 68, 2a & 2b .
1、Read the instructions and have Ss know what to do .Play the recording and ask Ss to write their answer on their own .
2、Ask two Ss to write their answers on the Bb .
Correct the answers.
Step 4 pairwork.
SB Page 68, 2c .
1、Point out the sample conversation and ask two Ss to read it to the class .
2、Then point to the phrases in the box .Ask Ss to ask and answer with a partner .
3、Ask several pairs to say their questions and answers to the class .Correct any incorrect questions or answers .
Blackboard design Unit 11 Could you please clean your room ?
Section B(1a---1c)
Could you take out the trash?
Yes, sure.
Homework Make some sample conversations.
Reflection after class
八 年 级 英 语 教 学 设 计
总计：六十五课时
Period Period 5 Main teacher Wang Haiyan
Assistant Son Haixia Class teacher
Content Unit 11 Could you please clean your room ?
(3a----4)
Aims Language and Ability 1. Review key words and target language of the unit.
2. Reading and writing practice.
Process and method Reading and writing skills.
Emotion and attitude Ask him or her for help.
Important
Points take care of ,feed ,mine ,weren’t=were not
Write an e-mail message to a friend .
Difficult Points How to write an e-mail message to a friend .
Methods Reading and writing methods.
Aids A projector. Revision and perfection
procedures
Step 1 Leading in
Ask Ss to translate some Chinese phrases .
Step 2 Pre-task
SB Page 69 , 3a .
1、Read the instructions and have Ss know what to do .
2、Ask Ss to read the letter on their own and complete the chart .
3、Ask two Ss to write their answers on the Bb .
Correct the answers .
Step 3 While-task
SB Page 69 , 3b .
1、Ask a student to read the beginning of the e-mail message.
2、Have Ss finish the message .Tell them they can look at the
3、Chart in activity 2b for ideas .
4、Ask some Ss to read their message to the class.
SB Page 69 , 3c .
Ask Ss to finish the e-mail message on their own and call some Ss to read their messages to the class .
Step 4 Post-task
SB Page 69 , Part 4 .
1、Point out the sample conversation and read the instructions to have Ss know what to do .
2、Divide Ss into groups of three and ask them to make conversations .
3、Ask several groups to say their conversations to the class .
Step 5 Summary
Today we’ve learned the key vocabulary and the target of the unit by reading and writing.
Blackboard designUnit 11 Could you please clean your room ?
(3a----4)
take care of ,feed ,mine ,weren’t=were not
Homework Finish the selfcheck
Reflection after class
篇5：国培《祝福青春》教学设计
国培《祝福青春》教学设计
“国培计划” 示范性网络研修与校本研修整合培训项目 《祝福青春》教学设计表
课名 省份 单位全称 教师姓名 学科（版本）
《祝福青春》 黑龙江省 市 大庆市 区/县 龙凤区
黑龙江省大庆市第十九中学 张艳霞 人教版初中政治（义务教育课程 章节 标准实验教材）七年级 上册 1 课时 年级 第二单元 第四课 第三框题 初一 学科 初中政治
学时 学习者分析
学生在前三课的学习过程中，养成了一些学习政治的良好习惯，但是对青春的美好体验 不多，因此学习本课有一定的困难。 教学目标 教学重点难点 以及措施 教学准备 多媒体教学环 境 教学环节 1．知识与技能：学生通过学习本课对青春期的内涵要有较为深刻的认识。 2．过程与方法：通过阅读、活动、讨论等感悟青春的幸福。 3．情感与态度：仔细体味自己在青春期拥有的.幸福，树立正确的人生观和价值观。 [教学重点] 青春是幸福。 [教学难点] 感受青春是幸福的，树立正确的人生观和价值观。 措施：先讨论“寻找青春的幸福” ，激发同学们感悟青春是幸福。 多媒体课件（录播教室、交互式电子白板） 交互多媒体教学环境 教学内容 青春的幸福 寻找青春的幸福 活动设计 活动目标 激发学生学习兴趣， 活跃 课堂 快速阅读 二、总体把握 完成导学稿上的预习自测 养成自学习惯， 激发求知 欲。 三、合作探究 寄语青春 青春的我，给我 的同学设计一份礼 物，送给共同成长中 的朋友。在礼物下面 简单解释这份礼物的 意义（这份礼物可以 共同感悟青 春的美好。 祝 福青春。 同享 幸福。 导入：青春是幸福的，因为 拥有青春， 我们每一天都站 在新的起跑线上， 迎接新的 挑战；因为拥有青春，我们 通过白板显示自测答案 媒体使用及分析
出示课题（白板出示）
一、导入
是实物，也可以是生 活态度、鼓励的话语 通过活动突 等） 。 破重点。 小组活动：展示同学 自己为同学设计的礼 物，并说明送此礼物 的理由。老师适时鼓 励！
可以尽情放飞自己的梦想， 并努力追寻；因为拥有青 春，我们不怕失败，相信一 切可以从头再来。
在诗情画意
配乐朗诵：教材上的诗歌。
中理解难点。 感悟青春的美！
四、巩固练习
几道选择题， 一道大 题。
学生集中注意力做 题。
掌握基础知 识，感悟幸 福。
白板出示习题， 提问学生做 后公布答案。
五、教学反思
参与的同学不是全部，要注意激发同学们参与的热情。让所有的学生都成为课堂的主人。
备注： 多媒体教学环境包括： 1.简易多媒体教学环境（由多媒体计算机、投影机、电视机等构成，以呈现数字教育资源为主）
； 2.交互多媒体教学环境（主要由多媒体计算机、交互式电子白板、触控电视等构成，在支持数字教育资源 呈现的同时还能实现人机交互） ； 3.网络教学环境； 4.移动教学环境（例如使用手机、IPAD 等） 。
篇6：国培计划研修教学设计格式
增强语文课 “语文味”的一篇教学设计
拟解决的问题：
发掘教材中的“语言文字点”，采用多种形式进行“语言文字点”的内化与外显，以加强语文课的“语文味”。
要突破的难点：
1.在教材中披荆斩棘，发掘出其中的“语言文字点”。
2. 如何整体把握教材，以免割裂文本，断章取义。
预期目标：
1、提高教师教材解读能力，依据文本特点找出本文独具的特色句式、亮点表达，形成本课“语言文字点”。
2、提高课堂效率，充分围绕“语言文字点”进行多种方式的听说读写训练，凸显“语文味”。
3、学生能依据文本开展读写迁移，升华对文本的感悟，活化生活积累，提高语文能力。
实现计划：
1、解读文本。
2、研究学情。
3、确立“语言文字训练点”。
4、内化：设计“语言文字训练点”层层推进的呈现方式。
5、外显：考虑“语言文字训练点”的读写迁移训练方式。
篇7：新目标八年级英语下UNIT7教学设计 (人教版英语八年级)
1. 教学目标（知识目标、能力目标、情感目标）
知识目标
（1） Be able to pronounce and master the words.
（2） Be able to use the key structures to talk about annoying things.
能力目标
To develop the students’ skills in listening and speaking.
情感目标
(1) To learn to communicate in good manners
(2) To be able to help others in trouble and find the correct solutions to the complain.
2. 教学重难点
（1） Learn how to correct solutions to complain.
（2） Master how solve complain.
（3） Make correct sentences using the key structures.
3.教学手段
主要以现代化电教手段---多媒体辅助教学，贯穿整个教学过程，增加了直观性和趣味性，加大了课堂密度，提高了教学效率。
4.教学过程
Step1 Greeting and revision
1. The teacher and the students greet each other.
2. Rivision of key structure.
Step 2 Presentation
(1). The teacher shows six pictures to students and asks them to say something about the pictures.
(2). Let students make the conversations after the sample conversation in pairs.
(3). Ask several pairs of students to present their conversations to the class.
(4). Explain the six sentences and then get students to check the most annoying thing among the six pictures.
(5). Ask students to make a list of at least five things that they have complained.
(6). Play the recording and ask the students to listen carefully and number the sentences in the order they hear.
Step 3 Practice
(1). Ask the students to look at the three column heading.
(2). Listen to the recording a second time and fill in the chart and pause the tape from time to time to allow the students to write the answers in their book.
(3). Check the answers.
(4). Ask the students to repeat after the recording.
(5). Let students work in pair to practice the dialogue using the sample dialogue in 2c. Then ask several pairs to perform in front of the class.
Step 4 Consolidation
Task1:
Read the instructions to the class.
Ask a student to read the seven sentences
Let the students finish Task1 individually.
Task2:
Group work (four students): talk about these questions above and find out new ways.
Step 5 Summary and homework.
篇8：A Teaching Plan 教案教学设计(人教版英语八年级)
Textbook：Go for it!(2B) Teacher:Zheng Jinshen
Content：Unit 3 What were you doing when the UFO arrived ?
Analysis of the Teaching Material：
The topic of this unit is about interesting events. It deals with something interesting about the UFO and aliens , so it can arouse the students’ special attention easily . In this unit , students will learn to talk about the past events and tell a story with the Simple Past Continuous Tense , so it is very important to grasp the structures and usages of these two tenses. Students will also learn the Adverbial Clause led by when and while , and mastering their differences is very important . In the Reading , students will know something about some important and interesting events which happened in the history . They will be taught to be good at looking back the days in the past and cherish the good time at present by recalling and describing the past events .
Teaching Aims：
1、Knowledge and skills
In this unit students learn to talk about past events and tell a story ; learn and master the ways to express the Adverbial Clause led by when/while ; learn and understand the differences between the Simple Past Tense and the Past Continuous Tense. Improve their abilities of listening , speaking , reading and writing ; improve their abilities of communication and integrating skills .
2、Processes and methods
With the studying strategies of Using context and Role playing , get the students to do pairwork to learn to talk about past events and tells a story by using the teaching courseware , pictures , flashcards or objects . At the same time , enable the students to tell a story and master the use of the Simple Past Tense and the Past Continuous Tense by writing sentences according to the pictures , drilling sentence patterns, describing real events and role playing conversations .
3、Emotion , attitudes and value
The content of this unit is close to the students’ life and the topic is about talking about past events and telling a story , so it can arouse the students’ special attention easily and inspire the students’ enthusiasm and exert their potential. At the same time , get the students to look back the days in the past and cherish the good time at present by recalling and describing the past events , enable the students to cooperate with others , help each other and complete the tasks together by going all kinds of activities .
Difficulties and Focuses:
1、Learn to talk about the past events and tell a story with the Simple Past Tense and the Past Continuous Tenes;
2、Learn the Adverbial Clause led by when/while；
3、Tell the differences between the Simple Past Tense and the Past Continuous Tense ;
4、Train students to use the target language correctly in speaking and writing.
Teaching Periods: 6 periods
The first period: Section A la-1c and Section A 2c
The second period: Section A 2a-2b 含 Grammar Focus and SectionA 4 Section B 4 b
The third period: SectionA 3a-3b and Section B 1 and Self check 2-3
The fourth period: Section B 2a-2c and Self check 1 含 Just for Fun!
The fifth period: SectionB 3-4a and Reading Section 1
The sixth period: Reading Section2-4
Teaching Plans
The First Period
Teaching content: Section A la-1c and Section A 2c
Teaching objectives: Talk about the past events
Target language:
Words: UFO barber barber shop bathroom bedroom kitchen get out take off while land alien
Sentences：
What were you doing when the teacher came in?
I was talking/reading/looking out of the window.
What was he doing when the UFO arrived/took off？
He was sleeping when it arrived.
He was riding his bike when it took off.
Language skills:
a、To get the information from the pictures and listening materials, and quickly deal with the information.
b、To learn the structures and the usage of the Past Continuous Tense by answering the reporter’s questions.
c、To get the Ss to learn how to express the statements with the Past Continuous Tense.
Self-learning ability:
To learn how to express the Past Continuous Tense.
Teaching methods
Task-based Language Teaching
Teaching by listening and practicing
Teaching aids: small pictures, a small blackboard and a recorder
Teaching procedures:
Step l. Leading in
1.1 Greetings and duty report.
(Organize the beginning of this class and have a student on duty to report.)
1.2 Ask and answer.
T: What were you doing when I came in?
S1:….
(Help the student to answer the question and then write the answer on the Bb.)
T:What about you?
S2:….
T:And you?
S3:….
(Ask the same question and have the Ss answer it. Of course the answers are various .While the students answer the question , write the real answers on the Bb.)
1.3 Look and learn.
Show some pictures and introduce the UFO and aliens , teaching new words UFO and alien. After that ask the Ss if they have heard of the UFOs.
(Get the Ss to look at the picture and tell them that the UFO is a strange object that some people think they have seen in the sky and that may come from another planet. The UFO is short for“unidentified flying object”. As for alien , it is a person or an animal that comes from another planet in space. )
1.4 Have the Ss read a passage about the UFO ,showing a small blackboard.
Step 2.Look and match (Section A 1a )
2.1 Show another picture and talk about it with the Ss.
T: What can you see in the picture?
S1:….
T: Can you see the UFO?
S2:….
T: Who is in the UFO?
S3:….
T: What else can you see? etc
S4:….
2.2 Books open at page 18. Look through the picture in activity la.
(Discuss the picture with the Ss .Point out the experience of each person when the UFO arrived , teaching new words.)
2.3 Match the statements with the people in the picture.
Step 3. Listen and circle (Section A 1b)
3.1 Read the instruction to the class .(Writing the title of this unit on the Bb.)
3.2 Talk about the people’s actions in the picture.
T: What was A doing when the UFO arrived?
S1: He was standing in front of the library.
T: What was B doing when the UFO arrived?
S2: He was sleeping in his bedroom.
……
(Help the Ss answer the questions. Pay attention to the structure and the usage of the Past Continuous Tense , writing the structure on the Bb.)
3.3 Listen to the reporter’s questions and circle the correct responses.
(Play the recording the first time .Students only listen. For a second time , ask the Ss to circle the correct phrases.)
3.4 Books open at page 88. Listen and repeat the conversation.
Step 4 . Practice (Section A 1c)
4.1 Ask and answer in pairs.
eg T: What was D doing when the UFO arrived?
Ss: He was getting out of the shower.
Have the Ss do like this.
4.2 Ask and answer according to the real actions.
T: What were you doing when they talked?
S1: I was listening to them.
T: What was A doing when B answered my question?
S2: He was looking out of the window. etc
4.3 Make a survey.
Get the students to do pairwork like activity 1c to talk about :What were you doing when they talked?
(As the Ss talk , move around the room and check their work .Offer language assistance as needed.)
Step5 Grammar Focus (Section A 2c)
5.1 Talk about the picture in activity 2c .Ask Ss to say what each person is doing.
5.2 Ask and answer.
eg. What was the girl doing when the UFO took off?
She was walking down the street.
5.3 Present two more ways of saying.
The girl was walking down the street when the UFO took off .
(a) When the UFO took off , the girl was walking down the street.
(b) While the girl was walking down the street , the UFO took off.
5.4 Point out the Adverbial Clause led by when/ while.
5.5 Ask the Ss to work in small groups like the sample dialogue in activity 2c.
(Move around the room checking the progress of the groups and offering assistance as needed)
Step6. Homework
Make some sentences including the Past Continuouse Tense and when or while.
Writing on the Bb
Unit 3 What were you doing when the UFO arrived?
What were you doing when I came in? UFO alien bathroom kitchen
I was doing my homework/reading/resting. get out of the shower cut hair take off /land
What was A doing when the UFO arrived? be (was/were)+V.ing
He was standing in front of the library.
The girl was walking down the street when the UFO took off.
(a)When the UFO took off ,the girl was walking down the street.
(b)While the girl was walking down the street, the UFO took off.
Teaching Backthoughts
本单元的教学目标有三个，谈论过去发生的事情，其一；学会讲故事，其二；热爱科学、探索科学，其三。作为本单元的第一课时，教学内容直截了当地点击本单元的教学目标，特别是引入过去进行时这种新时态，结合When和While的使用，在谈论过去发生的事或讲故事时，得体地使用这种新时态，重点表达在过去一时刻或某一段时间内正在进行的动作，适合描述过去某一动作的实际需要。
语法教学，不是老师生硬地灌输，而是启发学生通过大量的语言练习，在运用中让学生自我总结，自我归纳，悟出语言规律，是一种自我习得语言的过程。本节课笔者通过听、说、读、写等方式，设置具体的语境，如询问学生当老师走进教室时在干什么（What were you doing when I came in ?），图文并茂，看图说话（What was A doing when the UFO arrived?），听音选词等等，都是用感知的方式让学生接触过去进行时，通过具体的语言情境，让他们在有意义的交流中感悟语言规则（What were you doing when they talked?），通过实践去领悟，通过观察去总结规则（如比较when与while 的使用），最后指出过去进行时的构成be（was / were ）+V.ing 可以说是画龙点睛之举。
因时间关系，本节课没有很好地把握时机，利用UFO知识对学生进行热爱科学、探索科学的相关教育，在以后的课时必须补充。
附：小黑板阅读材料
Do you know about the UFO?
Today many people enjoy reading stories about the UFO .Many people in different countries are studying the UFO .But what is the UFO?
The UFO is a kind of objects.It seems to fly much faster than the plane on the earth . It often carries visitors coming from other stars.
UFO scientists and many people believed there are UFOs. Some people said they saw some strange visitors coming out of the UFOs. Some even said they were carried away in the UFOs, and then they were sent back by the strange visitors.
Maybe these people made mistakes. Perhaps they saw a weather balloon (气球)or an uncommon plane. Sometimes they saw the light from the ground or the moon.
But there are a lot of things we can’t understand. Now people still can’t understand the UFO clearly. It may take many years to find a clear answer, and then people will give UFO another name.
篇9：unit6 Reading 教案教学设计(人教版英语八年级)
教学内容 Unie6 Reading
课时 一课时 教学对象 八年级学生 执教者 田海燕
一、教材内容分析
本节课为一篇阅读课，介绍了一位名叫利奥的澳大利亚人在中国黑龙江省哈尔滨边任教边学中国历史的经历，表达了对中国的热爱的感情。旨在培养学生的快速阅读法和对课文宏观把握的能力，以及了解中国各朝代的英语表达。
二、学习者特征分析
初二的学生已有一定的语言基本功，比如：-Whth’s your hobby？-I like… -What sport do you play? – When did you start?等句型都已学过，在这基础之上再去学习新的目标语言，这样能够激发学生的学习欲望，从而乐于参与语言实践活动，为英语学习营造良好的课堂学习氛围，为完成教学目标奠定了良好的基础。
三、教学目标（知识，技能，情感态度与价值观）
Knowledge Object 1.Vocabulary: capital,European, Russian ,Jewish ,Jew, more than, thousand,emperor,quite,certain,miss,the Olympic Games
2.Reading a passage.
Ability Object:1．To train students’reading and comprehensive ability.
2. To train students scan the passage .
3. Aims of emotion and evaluation:
To be interested in learning about Chinese history and western history.
三、重点难点
Teaching important points:
1.Vocabulary：capital,European, Russian ,Jewish ,Jew, more than, thousand,emperor,quite,certain,the Olympic Games
2.Key structures: It iswas + adj.+ for sb. to do sth. The more... the more …
Teaching difficult points: How to train students’reading and comprehensive ability.
1. To train students scan the passage .
四、教法选择、学法指导 本节课采用任务型教学法，重在培养学生的阅读能力,以及质疑解疑的能力。
五 资源准备 多媒体课件、教室及相关教学资源。
六、教学过程
教学任务 教师活动 学生活动 设计意图
及资源准备
Step1
Organization
Warming up
( 5minutes)
Show some questions:
1. Do you like history?
2. Do you know any dynasties in Chinese history?
3. How many famous characterrs from Chinese history can you think of ?Make a list.
4. Can you think of famous characters from the history of other countries? Make a list.
Ss talk about these questions.
激发学生兴趣,了解对朝代的英语表达法。
Step2
While you read
(12minutes)
1.Introduce
reading strategy-scan
2. Scan the text for
information to complete 3a. Do 3a.
检测学生对阅读技巧的运用。
Step3 Key phrases.
(8minutes)
Show key phrases and structures. 1. Understand key phrases and structures.
2. Use them correctly. 帮助学生正确使用它们。
Step4 Read.
(10minutes) Let studens read each pragraph and summary main idea. Read each paragraph and summary main idea. 培养学生语篇分析能力，宏观上把握课文内容。
Step5 Practice
( 8minutes) Let students read the passage again, then fill in the blank according to the passage. Fill in the blank. 加深对课文重点词的运用。
Step6 Time travel
(5minutes) If you have a chance to live in one of Chinese dynasties, which dynasty will you choose(选择)? What kind of person will you be? Where will you live? What will you do?
Talk freely in groups 调动学生学习的积极性，引发学生思考，培养学生联想能力，及用英语表达的能力。
Step7 homework
( 2minutes)
1. Read the passage again to understand it better.
2. Memorize the words and phrases.
3. Do exersises.
4. Find something you are interested in about Chinese history and write them down.
Choose 1. 2. 3.
（优等生做2、3、4题。） 帮助学生养成及时复习的良好习惯。作业分层要求，以适应不同层次的学生学习。
七、板书设计
Unit6 How long have you been collecting shells?
Phrases and structures:
(be) in…style more than It is was +adj. +for sb. + to do sth.
The more... The more… with a very colorful history
设计理念和思路及反思 根据新课改的理念: 教育要以人为本，促进人的发展，要关注学生，关注过程，关注发展。课堂教学是以学生为主体，诱发学生内部学习的动机，激活课堂教学活动，教师创造性地运用教材，引导学生探索问题、发现问题、通过交流讨论、感悟、反馈等自主实践活动，获得初步解决问题的能力，从而使学生学会思考、学会学习、学习创新，塑造学生良好的个性心理品质。而要体现这个基本理念，就需要合理的使用教材，合理的整合教材，所以我把SectionA1b,1c,2a,2b,2c,Grammar Focus做为第一课时;3a, 3b, 4为第二课时；Section B 1a,2a,2b,2c,3a,3b,4a 为三课时；Self Check 为第四课时；Reading 为第五课时。既遵循了学生的认知水平，又符合学生的学习心理特点。
《英语课程标准》倡导“任务型”的教学途径，其最终目的是培养学生综合运用英语的能力。所以我把具体的“任务”贯穿与整个教学活动中， 主要是通过听、说、读、写来培养学生的英语交际能力，用知识能力，良好的阅读习惯和阅读技能，还有就是学生的合作精神，学会聆听和分享别人的资源。总而言之培养了学生的认知策略，调控策略，交际策略和资源策略。《新目标英语》倡导以任务为基础的教学，也就是引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验。任务的设计也就是要给学生提供明确、真实的语言信息，使学生在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。我们在教学中设计任务应该注意一下几点：
1、任务要真实。要从学生的认知水平和生活实际出发。如教授本节课是可从学生学过的历史知识入手，询问你都知道哪些历史朝代，还知道哪些著名的历史人物？
2、任务要可完成。如果设计的任务不可完成，将在很大程度上妨碍学生主体水平的发挥。
3、任务要由简到繁，由易到难，层层深入，构建由初级任务到高级任务并由高级任务涵盖初级任务的循环，使教学阶梯式地层层递进。
4、要注意任务的合作性。任务的完成必须依赖于学习者之间的共同合作，每一个学习者在执行任务的过程中，都担当各自不同的角色，都需要提供自己所掌握的信息，在共同完成任务的过程中培养合作精神。
现在我们流行这样一种说法：一节课老师最多讲15分钟，剩下的要么是开展活动，要么就是让学生自学。《新目标英语》中每单元至少有两篇阅读材料，我们现在一般都采用阅读教学法，通过发现问题、分析问题、解决问题来获得知识，强调自学与合作学习。那么在课堂教学中教师到底究竟应该怎样讲？
叶圣陶先生曾说过：讲当然是必要的，问题可能在如何看待讲和怎样讲。可见教师并不是不能讲，而是要“精要地讲”。再说，只让学生畅抒己见而没有教师精当的讲授和适时的点拨，学生的思维不可能深入；只让学生想象体验而没有教师开启智慧的引导，学生的创新精神很难得到培养；只让学生诵读感悟而没有教师的品词析句，学生的学习势必缺少深度和广度。因此教师作为学生学习的组织者、引导者、促进者，必须从教育规律和学生实际出发，精心设计好自己的“讲解点”。因此，阅读课不同的地方要注意不同的讲：
1、自读之前启发讲：即在学生自主阅读之前，简明扼要地揭示阅读要求和重点。
2、重点地方着重讲：对材料中的重点、难点和关键之处，在学生自读、自悟的基础上进行重点讲解，该挖掘处必挖掘，该品味，该讲深讲透的地方必须讲深讲透。
3、疑难问题明确讲：当学生在材料理解上遇到疑难时教师要鲜明地讲，从而为学生解难释疑，让学生正确理解、领悟材料内容。
4、合作中提示讲：当学生在合作学习中不能抓住要点进行有效合作时，教师要进行提示性讲解，以使合作有效、深入。
5、总结时补充讲：在总结一节课、一篇材料的阅读情况时，在学生概括、总结的基础上，教师要及时进行补充，以进一步进行提炼和归纳，从而使总结更加完整、准确。
总之，我们在教学中应将传统与现代的有效的结合起来，按照新《课标》的要求，在教学思路和方法上求实、求新、求变；同时注意学生在学习方法上的突破，养成良好的学习习惯和形成有效的学习策略；培养自主学习的能力以及观察、记忆、思维、想像能力和创新精神，拓展视野，为他们的终身学习和发展打下良好的基础。
本节课的可取之处就是强调了学生的主体地位。体现了新课程倡导的核心理念“一切为了每一位学生的发展“。教学设计的每一步都从学生的实际出发，遵循学生的认知规律。作业也彰显了分层布置的特点，可以让每一位学生最大限度的提高自己的各方面的能力。新课程强调教学是师生互动、对话、交流的过程，是一种创造性活动。教师在活动中面对的是一个个生动活泼的学生，学生每天都有不同的想法与问题，学习的内容也不断地变化，教师所面对的是动态场面而不是静止的画面，因此，教师的教学不能一成不变，而应随着学生思维的变化、对象的不同、教学内容的变换而变化，这就需要教师对原有的教学设计、教学方法、教学经验进行反思，根据不同的对象、不同内容及时调整和改变教学策略，不断完善教学方案。教师对自己教育教学行为的反思，是运用先进的教育理念对自己的教育教学实践进行分析、判断，从而改进和调整教育教学行为，使教育教学实践充分体现先进的教育理念。
本节课也有缺憾和不足。有待改进的是个别的设计环节。例如本节课最后的课堂设计是比较有新意的，但在具体的操作中有些学生因为词汇量的限制，不能准确的用英语来表达自己的想法，即使勉强表达出来了还有一部分学生不能完全理解。因为时间限制，教师在这里简单的总结几句。与预期效果有些差距。这是我今后课堂教学中应该注意的地方，要对每堂课的设计与效果做及时的反思，及时掌握学生的学习状况和课堂中出现的问题，并及时调整自己的教学节奏和教学行为。
总之，通过培训学习，使我进一步明确了教育教学目标。我将带着收获、带着感悟、带着信念、带着满腔热情，在今后的教学中，结合教学策略，从学生的实际情况出发，认真钻研符合自己学生的英语教学法，运用新课程提倡的“任务型”教学模式，发展学生的综合语言能力，使得学习过程成为学生形成积极情感的世界，提高学生跨文化意识和形成自主学习语言的能力。注重“教学反思”，写好教学后记，重视学生反馈意见，做好自我评价。我将不断的学习新课程中的理论知识，并运用到实践当中，为成武的初中英语教育做出自己应有的贡献。
篇10：英语国培心得体会
在本次举办的英语教师国培研修中,最大的感受就是,在课堂教学中不光是教师教学生,也是教师自我学习的过程.因此,教师和学生是一个相互学习、相互了解、相互合作的关系.通过师生合作、生生合作,培养和发展学生的合作意识、合作精神,进而达到教学的目标.我们需要提高英语课堂的学习效率,就应该从下面从听、说、读、写四个方面进行要求.
1.多听才能多模仿.
众所周知,学习英语从“听”开始.只有听得清,听得懂,才能说得准,说得好.因此,要培养学生认真听教师或者录音的示范发音,学生的模仿能力是超过成人的,所以锻炼学生听力,也是学习英语的开始,同样英语听力在正常的考试中也占着很大的比重.
2.多说才能多练.
李阳英语之所以很火的原因,有一条就是要大胆的说出来,有些学生考试成绩很好,但是一到朗读、背诵就开始紧张,主要原因就是说的少,英语是一门语言,既然是语言就要多说,这需要教师在课堂上多引导学生进行交流,调动学生的主动性、积极性,从侧面提高了英语学习的趣味性,这样有助于提高学生的英语成绩.
3.多读才能多理解.
在这里读有两层意思,一面指的是多阅读,阅读一些英语小故事,阅读一些英语报刊,阅读英语新闻,这些都有助于积累学生的词汇量,也大大调动了学生学习的积极性;另一面指的是多朗读,这和上一层的多说有异曲同工之处.
篇11：英语国培心得体会
通过小学英语教师的培训，我学到了许多新的知识和教育方法，提高了自身的基本素质，开拓了眼界，为今后的英语教学奠定了基矗下面我就本次培训内容谈谈自己的几点体会。
一、学习优秀教师的教学经验
在培训过程中，虽然有点累，但是心里有的是更多感慨，其中最重要的一点就是学习对于我们来说太重要了。都说“要给学生一杯水，我们自己要有一桶水。”这句话说的一点也不错，在教学工作中，我一直觉得自己无论是课堂教学技能还是教学理论，都知之甚少。参加工作2年了，我对于英语教学的理论仅局限于知道英语教学策略和一些新课标的要求，在平时上课过程中没有注意总结反思自己的教学行为，这样在教学中就感到自己的进步很少。因此，以后要努力学习，特别是要学习一些优秀教师的教学经验，不断提高自己的教育教学水平。
二、英语基础知识和基本技能有了一个质的飞跃
作为英语一口标准的英语是非常重要的，所以这次基础知识专业的培训对我来说，无疑是一个莫大的收获，语音、听力、口语、写作对我的英语水平有了一个很大的促进，尤其是语音课，由原来不知如何正确发音到现在基本标准，真是大有收获，还有写作，不学习还不知道自己的缺陷在哪里，就连如何写标准的英文题目，都错得千疮百孔，还好能及时发现不足，因地制宜。
三、把培训学习所得充分利用在以后的教学工作中
现在素质教育精神的教育观念，是提倡教师“活用教材”、“用活教材”。通过培训学习，让我对本套教材有了更深的了解，也学到了许多宝贵的经验，在以后的教学工作中可以根据自己学生的实际，对教材内容有所选择，科学地进行加工，探寻恰当的教学方法，合理地组织教学过程。在教学中我还以多样的评价方式培养学生学习的进取心，使他们获得成功的体验，这是一种能引起学生学习兴趣的好方法，同时也可以成为一种评价手段，为学生平时的学习提供竞争的机会，在给他们建立期望值的同时，通过胜败的评比，激发他们取得成功的动机，从而培养他们的竞争意识和竞争能力。
总之，通过这几天的培训学习，使我进一步明确了教育教学目标，我将结合教学策略，从学生的实际情况出发，认真钻研符合自己学生的英语教学法，运用新课程提倡的“任务型”教学模式，发展学生的综合语言能力，使得学习过程成为学生形成积极情感的世界，提高乡下学生跨文化意识和形成自主学习语言的能力。注重“教学反思”，写好教学后记，重视学生反馈意见，做好自我评价。我将不断的学习新课程中的理论知识，并运用到实践当中，为象山小学英语教育做一点微薄的贡献。
4.多写才能多记忆.
俗语说的好,眼过千遍,不如手抄一遍,虽然是夸张了些,但是想要将上课所学的英语单词,英语音标,英语短语记忆下来,不是一件容易的事情,那么只有不断的去抄写、默写,在写的过程中加深记忆,养成了一个良好的习惯,对今后的学习会有很大的帮助.
总之,通过这次英语教师国培让我懂得了,要将学生作为自己的合作伙伴,如何让合作伙伴投入更多的精力去学习英语,对英语有浓厚的兴趣,是我们作为英语教师目前最应该做的,这次国培的经历,让我意识到,不光光提高了学生的英语成绩就是老师的任务,而是如何将英语用到学生今后的生活中,达到学以致用才是我们教学的目的,以上就是我作为英语老师在这次英语教师国培中的心得体会.
篇12：英语国培心得体会
一、通过培训和学习拓宽了知识的视野
在以前的英语教学中，我并没有认真领会新课改的意义和真正的内涵，在教学模式和对教材的处理上还是主要参照旧的教学方法和模式。通过这次学习后我认识到，新课程改革是人的改革，课程发展是人的发展，需要全员参与。
认识到英语课程改革力图体现“为了每一个学生的发展”的基本理念，以进一步提高学生的科学素养为宗旨，激发学生学习英语的兴趣，尊重和促进学生的个性发展;帮助学生获得未来发展所必需的英语知识。英语教学就是让学生在听、说、读、唱、演、练、玩、乐中悟出知识。倡导以科学探究为主的多样的学习方式，重视英语学习方法的启迪，提高学生终身学习的能力，在现代社会的生存和竞争能力;培养学生的爱国主义精神、集体主义精神和健康的世界观、人生观、价值观和社会责任感。
在对教材认识和处理方面，通过这次学习我发现小学英语新课程与原有老课程相比，在课程理念、课程结构、课程内容、课堂教学、课程和教学管理、考试评价等各方面都发生了很大变化。我们必须以积极的心态面对新课程，要不断的更新自己教育观念和知识体系，及时补充新知识，并对原有知识进行整合，更需要调整自己原有教学思路和方法，使自己的教学节奏适应新的教育形式。新课程在教材的取材和功能发生了巨大变化，知识体系也随之发生了改变。
二、改进教学方法
将在课堂教学中尝试开展合作学习。合作学习在课堂教学中的广泛实践及应用，给沉闷的传统式课堂教学带来了许多生机，并取得了一定的成果，得到了推广和应用。新课程重素质、重能力的培养，强调要选择密切联系学生生活并有趣味性的素材，教学内容的呈现方式要丰富多彩，提供需要学生合作交流来解决的问题，设置教学实践活动和综合应用活动。根据教材特点有效的组织、协调、引导学生进行合作学习。更为重要的是创设有利于合作的心理环境。在新课改课堂上，一个重要的标志是学生要动。所谓的动是动脑、动手、动眼观察、动心体会、动耳倾听、动口讨论。学生动用各种器官去学习，在课堂学习过程中处于主体地位，真正成为学习的主人。通过合作学习后，学生们对问题的理解加深了，明确了对问题的理解是需要多角度、多层次思考的，自己的见解只是集体中的一部分，想要集思广益，必须再和多数同学的交流中才能获得。使学生渴望在合作中去学习、探究。在不断的学习中，学生形成了合作学习的这种学习方式，也培养了他们的合作精神和合作能力。
三、教师应善于反思，在反思中进步
教师要在教学中常常反思。尤其是一线教师，重要的工作阵地就是课堂。但，教师不能只是课堂技术的机械执行者，而必须是课堂实践的自觉反思者。教师要在读书中反思，在工作中反思。本次培训学习，让我充分领略到专家与名师那份独特的魅力——广博的知识积累和深厚的文化底蕴。这些专家与名师都有一个共同的嗜好——读书，他们充满智慧和灵气的课堂正是得益于他们读书。读书，可以让自己从不同层面得到丰厚;读书，可以加深自身文化底蕴，提高自身专业素养。几乎每个专家做的讲座，都是自己广博群书和在工作中积累的丰厚经验，让我觉得自身知识的贫乏的可怜。知之而改之，今后我努力的方向就是每天要读书，只要坚持，哪怕读一点点都是好的。在教学工作的过程中，还必须要学会思考，思考工作中的成功与失败，找到失败的原因，从而在思考中得到进步。
四、观看英语优秀课，丰富英语教学经验
我们从优秀课例中学习到：教师是从解决课堂教学内容问题出发，以知识技能的语言训练为出发点，安排各项教学活动环节。
在英语教学活动中,我一直认为学单词、句子、课文这些内容很重要,而歌曲、押韵诗、歌谣这些内容有些重要,有些不重要。在我以前的意识里,我认为歌曲、押韵诗、歌谣最重要的作用是巩固单词或句子,还有是调节课堂气氛,愉悦学生。但是在这次学习中,老师们却用了有趣的方法,不再枯燥无味,以英语歌词为例说明了它们在课堂教学中有助于达到教学目的,特别是创设情景介绍新语言点的目的。他们的精彩表演,让我明白英语歌曲、押韵诗和歌谣在英语教学中占据着同样重要的位置,因为它们是以其短小、精悍、节奏强的特点深受学生的喜爱,在英语教学中合理地运用它们,将有助于解决学生的学习动机问题,使学生在特定的情景中理解语言、“拾得”语言、运用语言。
总之，通过这次培训对我来说有了很大的收获，给我带来了全新的教学理念;这次培训给我们带来了丰富的精神食粮，通过学习使我对新教材教法有了更新的认识，在教育思想和教学理念上有了更新换代。通过这次培训和观视屏听讲座，让我有机会尝试全新的教学模式，实践自己的教学理念。我要把这些新的教学理念和新的教学模式运用到自己的教育教学工作中去，在学校的新课改教学中发挥自己应有的作用。在课改的浪潮中，一个教师能够丰富自我、完善自我、升华自我，就能够很快地成长起来，成为学生心目中的最受欢迎的好老师!
篇13：英语国培心得体会
一、小学英语教育的可行性和必要性
从小学生的生理特点来看，小学生的身体各部分器官尚在发育，还未定形，发音器官与成人相比较为灵活，模仿力、记忆力、可塑性强，学习外语的语音语调远比成年人容易。从小学生的心理角度来说，他们喜欢新鲜事物，陌生的语言能激起他们的好奇心，能引起他们对外语的兴趣；他们喜欢引起别人的注意，重视老师的表扬，很少有羞怯感，是学习外语的良好阶段，小学开设英语课可以很好地发挥小学生学习语言的潜力。
小学开设英语的目的并非要求学习大量的语言知识，而是旨在培养小学生学习英语的`兴趣、积极的态度，建立起自信心，培养一定的语感和良好的语音、语调基础，使他们形成初步运用英语进行简单日常交流的能力，为进一步学习英语打下基础。还可以提高他们的思想品德修养，树立国际意识，使他们长大后适应社会、经济、科技发展和国际交往的需要。
二、激发学习动机是小学英语教育成功的关键
小学生刚从学龄前的游戏活动进入小学的系统学习阶段，他们对学习的动机比较模糊，学习英语的主要动力就是兴趣。在小学英语教学的开始阶段，就要把握好小学生的兴趣，这种兴趣就是学生在开始学习英语时有一种很强的好奇心，作为教师要使学生对学习英语的兴趣持续下去，并提升为热情和爱好，就要在教学活动中下工夫，要懂得小学生的心理特征，要懂得小学生对学习英语的兴趣主要不是来源于英语语言本身，更多的则是来自于英语教学活动的内容和形式。因此，小学英语教学的语言材料和课堂上的活动应充分反映小学生所熟悉的生活，教学内容贴近生活，符合小学生兴趣的需求，例如Myself， My family， My school及周围环境和社会生活。形式要能引起学生的兴趣，例如：韵律诗歌、寓言故事、会话表演、游戏等。教学内容的安排应由近及远、由小到大、由简到繁、逐渐展开。如果教师所设计的教学形式不符合小学生的认知规律和心理特征，那么，学生对英语学习的初步兴趣就会丧失殆尽，更谈不上对英语的热情和爱好了。
三、创造和谐的教学氛围是小学生学好英语的前提
在教学活动中，教师与学生的活动是互动的，创造和谐的教与学氛围，学生才能进入角色，才能乐于学习英语。如何创造和谐的教与学氛围呢？
1、在课堂上，教师的态度要和蔼，要平易近人，要注意与学生做知心朋友，要使学生觉得亲切可敬，这样有利于教师与学生之间的勾通。
2、激励是课堂的主旋律，应让学生对英语学习充满热情，树立起学好英语的信心。对有困难的学生更要耐心帮助，同时鼓励他们要互相关心和帮助，使教学活动得以顺利进行。对于有些英语学习成绩较差的学生，英语学习过程会有许多困难，教师的任何训斥、讥笑和讽刺等消极的行为都不利于双边活动的开展，还将削弱学生学习英语的积极性，应该鼓励、宽容的态度去善待学生。
3、教学内容应符合小学生的身心特点。小学英语教学不以语音、语法知识的教学为主，切忌不顾儿童年龄特征的成人化教学，更不可追求英语学科高标准要求，超出小学生的接受能力范围。小学英语课程规定的教学基本要求，如：话题的范围和接触的词汇总量（600—700个），视、听、说、认、读、写、玩、演等活动能力的要求都应适合小学生，切不可要求过高，造成学生过重的负担。
四、多样化的教学方法及重视学生基本技能和学习习惯的培养是英语教学成功的保证
1、创设情景。教师要充分利用教科书中的课文创设栩栩如生的情景，如：打电话、购物、生日聚会、野餐、旅游、问路、看病等，为学生提供使用英语进行交流的机会。每当小学生进入角色，成功地在英语环境中做成一件事，他们便情不自禁，喜形于色，因此而兴趣倍增、信心加强，动机和情意受到了很大的激励。教师应该注意到，小学生抽象思维的能力还很弱，也就是说，教师在教学活动中不能灌输大量的语言知识，要充分利用图片、挂图、实物、幻灯、录音、录像或多媒体等开展多种形式的英语游戏、英语竞赛、表演、英语歌曲、儿歌等活动，做到寓教于乐，使学生置身于情景之中，才能使学生的听力、英语的口头表达能力得到巩固和提高。
2、通过视、听、说、玩、唱、画、游、读、写、译等饶有趣味的活动，开展两人小组、多人小组、成行、成排等多种形式的活动，让学生多接触语言材料，使学生逐步培养起初步的语感。只有开展这些活动才能使每一个学生充分地参与课堂实践，才能体现出语言的交际性，才能实现师生之间和学生之间的互动性。这也是对小学英语教学特点的实践。
3、练习形式应多种多样，手、脑、口、耳、眼、肢、体并用，静态、动态结合，基本功操练与自由练习结合，单项和综合练习结合。通过大量的实践，使学生具有良好的语音、语调、书写和拼读的基础。
4、在培养习惯方面，教师在开展灵活多样的教学活动的同时，要多为学生创造一些运用英语的语言环境，让学生多听、多说、敢于大胆开口，要体现出学生的主体作用，使学生养成良好的语言习惯。
5、当学生有了一定的英语基础后，可进行一些较高级的活动。如：给主题，并给一些语境（图示或文字说明）和词语提示，要求他们自行设计并进行表演。让学生为了特定的学习目的去进行特定的语言活动，通过完成特定的交际任务来获得和积累相应的学习经验和知识。这种活动，空间开放，能激活学生的思维，培养创造思维。
当然，小学英语教学成绩如何测试是个问题，小学和初中的英语教学如何衔接也是个问题，但小学英语教学以口语和听力活动为主，阅读、写作为辅，甚而淡化阅读和写作，这与初中的教学并不矛盾，小学主要是培养兴趣、形成语感、积累基础知识，是为初中的英语学习奠定了基础。
但是目前小学英语重要性的理念尚未在小学生及其家长的头脑中普遍形成，这也是小学英语教育中存在的问题，需要全社会大力地宣传，小学英语教育有待于不断完善，这对小学英语老师来说是任重而道远 。
篇14：英语国培心得体会
转眼间我已经当教师七年了很荣幸能参加这次的培训，通过这次培训让我获得了很大的收获，感受颇多，受益匪浅，看到了我国教育发展的希望，同时也给了我一次由新型教师逐渐向专家型教师成长机会。 让我不断提高自己的教学能力和业务水平。
旧的教育理念只关注少数学生的能力培养，不利于学生的个性发展，不符合时代发展的需要，通过这次的国培培训，是我对新的教育理念有了进一步的理解，即强调以学生为本，面对全体学生，关注每一个学生的发展。教学评价要促进全体学生的终生发展。在教学中应该关注每一个学生的个性培养，促进学生的全面发展，把学生培养成符合社会所需要的人才。
通过国培培训，认识到教师不但要转变教育理念，还要改变教学方式，采用以学生为主体的探究式教学方式，学生被动地接受知识的教学方式。在教学中应采用多种教学方式，让学生主动参与到学习中来，而不是一味被动的接受知识。学生通过探究式学习，促进学生学习方式的转变，倡导学生自主学习，合作学习，探究式学习，主动学习，主动去构建知识。教师应该做学生学习的领路人和伙伴。
这次国培培训，我通过认真学习，对新课标，新教材又有新的认识，对教学业务水平的提高有很大的帮助。总而言之，参加这次国培培训，收获极大，努力学习，与时俱进，为促进全体学生的发展而努力。
篇15：英语国培感言
培训感言
这次在安康学院举办的小学英语教师国培研修，使我充分认识到，在课堂教学中要让每个学生在课堂上充分的参与到教学活动中去，发挥团队精神。因此，我们在教学过程中，要十分重视通过师生合作、生生合作，让学生学会倾听，学会分享，培养和发展学生的合作意识、合作精神，进而达到教学的目标。我们必须向四十分钟要效益。良好的课堂学习习惯是产生高效益的必要保证。而教师又在这中间起了举足轻重的作用。下面从听说读写四个方面具体谈谈教师对培养学生良好学习习惯的策略。
1．听的习惯
学习英语从 “听”开始。“听”是“说”的前提。只有听得清，听得懂，才能说得准，说得好。因此，培养学生认真听教师或者录音的示范发音，用心听他人说英语是相当重要的。学生爱模仿，善模仿，还好表现。课堂上，常有学生还没等老师说完就急于开口模仿或轻声跟讲，结果导致自身发音欠准，而且还影响了他人。
2．说的习惯
积极参加语言实践活动，是英语学习所必需的。从心理学、生理学角度来看，学生心理障碍和怕羞感少。这正是培养大胆开口讲英语的有利条件之一。英语教材所选内容均来源于学生学习及日常生活，为学生所熟悉的，教材具有科学性、趣味性、亲近性、实用性，这是培养大胆开口讲英语的又一个有利条件。语言总是在一定的情境之中进行交流的。所以教师要在课前精心设计好教学，创设情景，寓教于
乐，让学生身置语境，有意识或无意识地开口练说，最大限度地发挥学生说英语的主动性和积极性。
3．读的习惯
阅读能力是一种领会理解能力，是学生吸取知识，积累词汇，熟悉英语表达习惯的重要途径。阅读根据其方法和要求可分精读和泛度。根据其是否出声又可分为朗读和默读。对于中学英语来说，应注重朗读的训练及朗读习惯的养成。朗读英语是培养学生良好的语音、语调、节奏、语感的重要途径。听说在前，朗读在后。朗读有助于说的能力进一步提高，也是对说的能力的强化。朗读英语是学生学习英语的主要内容之一。学生朗读英语好与差，很大程度上取决于教师的示范。因此，教师必须十分注重范读和领读。授课前，教师最好先试听、跟读录音带进行自身整音，尽量与录音带取得一致。
4．写的习惯
在书写前学生要先认真仔细看清教师的示范书写。在书写中要学生一边说、一边写，以加强对书写内容的识记。在写过后还应要求学生读一读，以加强句子、单词的音、形、义之间的联系。
总之，良好的英语学习习惯不会自然生成的，而是经有意识培养形成的。学生学习英语，主要通过课堂教学形式，所以，良好的英语学习习惯的养成主要是靠教师的培养。
篇16：英语国培感言
学习虽然是短暂，却是那么的深刻。经过一个多月的学习，使我深深地意识到，我们当代教师应当逐渐地了解和掌握新的教育理念。只有运用新的理念指导实践，才会有新的教学方法，适应时代的要求。如果我们没有扎实的理论基础，不及时地更新教育理念，就会被新课改的浪潮中迷失方向，被纷繁复杂的问题弄得手足无措。我们个人的研修虽有些辛苦，却苦中有乐，它使我增长了不少教育教学知识，也提升了自身的业务水平。在国培的这段时间里，我充实地度过了每一天。回顾自己的学习历程，每天的感觉是幸福、充实的，面对不同风格的名师，听着不同类型的讲座，写出他们真实的感受和见解。它就像我生活中的挚友，常伴我左右，一次次的交流让我感受到思想的洗礼和火花的碰撞。我非常感谢国培，切切实实地让我在国培中提升，在反思中成长。我带着一份激动、期待、好奇认真地聆听着专家们精彩的讲座。这些讲座所涉及的方方面面都相互联系，各个步骤都环环相扣。我们教师所要做的，就是从学生的实际出发，透彻地分析好教材，紧扣教学目标，突出教学的重点和难点，写出好的教学设计与反思，提高学生的综合语言运用能力。为了更好地做好本职工作，现将本次学习做一下总结：
一、更新了教育观念
当代的教师应成为课程的开发者和建设者，教育教学的研究者，学生潜在品质的开发者，学生的心理咨询者和健康引领者，学生学习的引领者、促进者、合作者。在课堂教学中，教师必须深度理解和挖掘教材，来摸索出教学方法。通过这次培训，我深深地体会到，教师有“爱”远远是不够的，会“传道授业解惑”也是不足的，我们必须与时俱进，勇于探索，勇于创新。
二、拓宽了自己的视野。
这次培训，让我以更宽阔的视野看待教育教学工作，学到了更多提高自身素养和教学水平的方法，让我从心灵深处体会到了教育专家的博大胸怀和乐观向上的学习态度，以及成就一番事业后的幸福感。身为教师，尤其是身为一位被寄予厚望的教师，要在教学实践中不断地学习，不断地反思，不断地研究，夯实自己的底蕴，以适应社会发展的需要。在今后的教育教学实践中，要努力钻研，求得师生的共同发展。我相信有耕耘就有会收获。在专家的引领下，我
会一如既往脚踏实地一步一步坚定地走下去。
三、加强自身的专业素养和文化修养
通过培训，我更加领会了学习的重要性。只有不断地学习，不断地提升，不断加强自身修养，才能胜任教育这项工作。这次培训充溢着对新课程理念的深刻诠释，充满了智慧，开阔了眼界。作为教师，要了解新理念的内涵，掌握学生的认知发展规律，在学习、研究和反思中，来适应时代发展的需要和时代改革的步法。今后要不断更新自己，努力提高自己的业务素质、理论水平、教育科研能力、课堂教学能力。这就需要我今后付出更多的时间和精力，努力学习各种教育理论，勇于创新，大胆的在课堂中实践。
总之，这次培训学习使我真正体会到了一种全新的教学理念和教学模式，让我的教学思想脱胎换骨，汲取专家们的精华，反思了自己的教学行为，让自己在教育教学实践中不断成长，使自己的教学水平和教学能力都有所提高。今后我会学以致用，结合我校的实际情况，及时为学校教学发展出谋划策。我将努力地用这种理念指导今后的教学实践，培育出更多高素质人才。
★ 国培计划远程教育
★ 国培的计划心得
★ 初中的学习总结
★ 国培计划
★ 初中学习总结
★ 数学期中总结
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