作為一名專為他人授業(yè)解惑的人民教師,，就有可能用到教案,，編寫教案助于積累教學經(jīng)驗，不斷提高教學質(zhì)量,。那么教案應該怎么制定才合適呢？以下是小編為大家收集的教案范文,，僅供參考，大家一起來看看吧,。

小學英語寫作課教案萬能 小學英語寫作的教案篇一

【篇1：如何開展小學英語寫作課】

如何開展小學英語寫作課

隨著時代的發(fā)展，社會的進步,，小學英語越來越被人們所重視。對于小學英語的

教學

通過新課標的學習，我們看到在英語課程目標中的語言技能目標就包括了聽,、說、讀,、寫。英語教學的最終目的是發(fā)展學生的英語語言技能,，培養(yǎng)學生良好的英語交際能力,。而語言技能是構(gòu)成語言交際能力的重要組成部分,，聽和讀是理解的技能,，說和寫是表達的技能,。這四種技能在語言學習和交際中相輔相成,，相互促進。其小學生要求達到的二級目標中也明確的對寫要求到,，能根據(jù)圖片、詞語或例句的提示,，寫出簡短的語句,，即解讀為書面表達（以書面形式表達簡單的思想或經(jīng)驗）。

有人說小學英語不講解語法,。的確,，在小學英語的教學中我們沒有重點強調(diào)講解語法,，不等于就不講呀,。我們可以讓學生在大量的練習中去體會,，去嘗試了解我們的一些簡單的語法呀,。詞不離句,，句不離詞,，學生的詞匯量也是日積月累的呀,，也是通過不同形式的學習而沉淀記憶的呀,。

對于小學生們的英語書寫，他可以更好的幫助學生記憶單詞,，更好的可以幫助學生理解與運用語法。小學生的英語書寫也是一個循序漸進的過程呀,。它需要我們的老師根據(jù)自己學生的實際情況和教學目標的需要,，采取多樣的教學方法，傳授基本的寫作知識,。我在教學中曾也做個以下的嘗試,，效果還可以。

一,、多讀多說，形成語感

小學生的寫作,，我認為也是口頭表達的一種升華。能說,，也需要大量的讀。讀,、說達到一定的程度,，學生形成一定的語感，那孩子寫作起來自然就容易多了,。

二、養(yǎng)成較好的書寫習慣

從小學生剛開始接觸字母書寫的時候,，教師就應該嚴格要求學生寫好每一個字母，并掌握每個字母的大小寫書寫格式。在學生開始書寫單詞的時候，給學生強化每個單詞與單詞之間應該保持一定的間隔距離。學習句子的時候給學生講解句子開頭的第一個單詞的第一個字母要大寫，句尾也有標點符號,。否則無距離,，無標點符號會影 響對單詞,，對句子的理解,。

三、

對于小學生的寫作,，一開始老師不能要求太高,，給學生一個慢慢接受的過程,。對于低年級的孩子，我們可以采取補充的形式進行,。我現(xiàn)在上的重大版小學英語,，其三年級中的每個單元復習部分都有一個補充練習,，有的根據(jù)圖片完成，有的,，聯(lián)系上下文，雖然補充的只是一兩個單詞,，每次檢查的時候孩子們都掌握的較好,，并且興趣很濃厚,。有時,，我也會根據(jù)該單元的內(nèi)容,，給孩子們一個綜合補充的練習,，提高孩子們的興趣。有時針對高年級的學生,，我也會叫他們在句型改寫的基礎(chǔ)上叫他們進行寫作,。如，近段時間,，學了一個對話，或者一個小故事,，我會叫學習模仿寫,。單詞數(shù)量不限,，不打擊孩子,，讓學生自己盡量寫,。有時,，我也會給學生一些單詞，讓他們根據(jù)提供的單詞,，自己寫寫,。有時也會給孩子一些話題,，如，我們學了家庭成員,，人體部位和一些形容詞后叫學生寫寫介紹自己,，介紹朋友，自己的家庭：寫了現(xiàn)在進行時,，叫學生寫寫學校運動會的場面或下課時操場或教室的場面。采用不同的形式,，讓學生參與寫作,。

以上,，只是我的一些嘗試。有時有的學生寫的也不是很理想,，但我們要不停的努力讓學生慢慢學會寫作，愛上寫作,。能通過不同的形式表達自己的思想，傳遞自己的信息,。

【篇2：英語寫作教案】

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 美語路路通—寫作通(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：小學英語寫作教學】

淺談小學英語寫作教學

摘 要：英語寫作是英語教學中重要的組成部分。指出了小學英語寫作教學的主要問題,，并提出了小學英語寫作教學的策略,，從而激發(fā)學生的寫作興趣，促進學生的寫作信心,。

關(guān)鍵詞：小學英語；寫作教學,；問題；策略

《義務(wù)教育英語課程標準》指出：“語言技能包括聽,、說、讀,、寫四個方面,，這四個方面是構(gòu)成語言交際能力的重要組成部分,。聽和讀是理解的技能,，說和寫是表達的技能,。”寫,，尤其是寫作，這是一個教與學的難點,。如何在教師恰當?shù)闹笇?，提高學生寫作的能力與水平呢？作為小學英語教師,，為了有針對性地培養(yǎng)小學生的英語寫作能力，我們首先要分析小學生英語作文存在的問題,，其次“對癥下藥”，找尋正確的教學方法,，最后才能在實踐中發(fā)揮事半功倍的作用。

一,、小學英語寫作教學的主要問題

目前的小學英語教學中，學生剛剛接觸英語,，在寫作上難免出現(xiàn)語法錯誤,，句子結(jié)構(gòu)混亂,、含義不清，不能按照英語的語言習慣,、思維角度去安排一個較完整的寫作思路。教師往往忽視了對寫的有效訓練,，認為寫作教學枯燥乏味，寫作作業(yè)難批改,，英語寫作對于小學生而言太難了??許多教師失去了培養(yǎng)小學生英語寫作能力的積極性,，使學生錯過了發(fā)展寫作能力的良好機會,，影響了學生語言綜合能力的提高。

二,、小學英語寫作教學的策略方法

小學英語寫作課教案萬能 小學英語寫作的教案篇二

英語寫作課教案模板

【篇1：全英文英語教案模板】

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 spanided 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 inspanidual 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 spanided 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：英語教案模板】

施教之功 先在激趣 巧在授法 重在練化 貴在養(yǎng)習

施教之功 先在激趣 巧在授法 重在練化 貴在養(yǎng)習

【篇3：大學英語教案 范文】

全新版《大學英語》教案

課程名稱： 大學英語（一級）

專業(yè)： 本校05普通本科

年級： 2005

學年： 2005-2006

學期： 第一學期

任課教師：全新版《大學英語》板塊任課教師 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://(英語比薩園地);(聽力快車);(普特英語聽力);(英文寫作網(wǎng));(旺旺英語);.cn(中國日報);(華盛頓郵報)

unit 1 writing for myself 1.教學目標及基本要求： 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.教學內(nèi)容及學時分配： 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.教學重點及難點：

important language points in the text: 4.教學內(nèi)容的深化及拓寬： ththrd

students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in cla.5.教學方式及在教學中應注意的問題：

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.主要參考書目：

季佩英,，吳曉真,，2001，《全新版大學英語綜合教程1－教師用書》,。上海：上海外語教育出版社。

柯彥玢,，張硯秋，2002,，《全新版大學英語閱讀教程1－教師用書》。上海：上海外語教育出版社,。朱萬忠，2002,，《大學英語閱讀進階1》。重慶：重慶大學出版社,。7.思考題和習題：

《全新版大學英語綜合教程1》第一單元text a后的所有習題。

閱讀第一單元text b,，完成后面的相關(guān)練習。

《全新版大學英語閱讀教程1》第一單元及相關(guān)練習,。

《大學英語閱讀進階》第一單元及相關(guān)練習 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?