初中英语教案设计 初中英语教案设计【优秀4篇】
作为一名老师，就有可能用到教案，借助教案可以更好地组织教学活动。那么写教案需要注意哪些问题呢？学而不思则罔，思而不学则殆，如下是美丽的编辑为大伙儿整理的初中英语教案设计【优秀4篇】。
初中英语教案 篇一
一、单元教材分析
本单元的中心话题是pen pals。主要语言功能项目是talk about countries, cities and languages。语法结构为 Where…from; Where…live and what language…speak。先以Activity1复习语言与国家的配对练习入手，Activity2a, 2b一个综合的听力训练来展示学生的听力能力，并以听力内容为基础，通过Activity2c中假设的两人对话操练来培养学生的交流能力，同时也引导学生多沟通与多交流。Activity3a是一篇email形式的阅读文章，并有相关问题由学生在阅读后进行回答Activity3b 是根据提供的信息进行填空的写作练习，Activity3c是一篇模仿写作，让学生给自己的笔友写一封关于本人信息的email。我在各课时教学中设计各种各样的小活动，通过Discussion，Classifying，Guessing等不同方式让学生掌握本单元的知识点，用学会的知识与外国的笔友自如的交谈是学习本单元的目的。
二、教学目标分析
1、语言目标
a. 重点词汇：
Countries: Canada, China, France, Japan, the United States, Singapore, Australia, The United Kingdom, Paris.
Cities: Sydney, New York, Toronto, Toyo, London
Languages: English, French, Japanese, Chinese.
b. 重点句型： －Where…from? －She’s/He’s from…
－Where does…live? －She/He lives in …
－What language does she /he speak? －She/He speaks ….
2、能力目标
a. 培养学生在文段中寻找信息的能力；
b. 学会用英文给笔友写回信，简单介绍个人情况；
c. 通过有效地小组合作，培养学生合作能力及团队精神。
d. 在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 , 使学生能熟练运用新句型来谈论年龄和日期。
3、交际目标
通过学习本单元的内容，使学生学会用各种方式与世界各国朋友交流。
4、德育目标
了解世界，了解不同地区的人文风俗；学会理解和尊重异国文化。
三、单元重难点分析
重点： 1. 谈论国籍、民族及其语言。
2. 询问并回答人们的住处。
难点： 1. 含from的where引导的特殊疑问句及其回答
2. 含live的where引导的特殊疑问句及其回答
四、课时结构
为了能较好地实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。
Period 1 Section A 1a—2d
Period 2 Section A 3a—Section B2c
Period 3 Section B 3a---3c
Period 4 Summing up Section A and B and the grammar.
五、教学过程设计
The First Period
Teaching aims:
1.Learn to express the main countries and cities.
2.Know something about the countries.
3.Master where- sentence structure.
Key points:
1. Words: pen pal, Australia, Japan, Canada, France, the United states, Singapore, the United Kingdom, country, Sydney, New York, Paris, Toronto, Tokyo world
2.Sentences: -Where is your pen pal from? -He’s from Australia.
-Where does he live? - He lives in Paris
-Where is John’s pen pal from ?
Teaching aids:
Some cards with cities and countries.
Teaching procedures:
Step 1.Lead—in (1a&2a)
First greet the students. Then teacher begins the topic with the Spring Festival. Do you have a nice Spring Festival? Do you go to many places? I do. Then use the fresh pictures through computer to teach the students names of countries, cities. Divide the students into groups, then show the flags and pictures, let them guess the names of countries and cites. At last finish 2a on page2. 通过这个环节，教师完成本单元的新单词的导入，通过提供给学生每个国家的地图，让学生猜出国家名称及相应的城市，学生能有意识的记忆国家及城市的名称，并为整节课任务的完成奠定最基本的词汇基础。在看图片时学生能够做到精神集中，并能激发学生的学习兴趣。
Step2.Practice(1c&2d)
①Teacher says: I goes to many places during the Spring Festival, so I have many pen pals from different countries. One of my pen pals is Sandy. She is from the UK. She lives in London. Ask the students: Do you have a pen pal? Some say yes, some say no. Then go on with “Where is she/he from?” and “Where does she/he live? Ask some students to stand up and practice with teacher.
②With these sentence structures, ask students to practice them in pairs.
③Make a Survey to understand your classmates better.
上面这些句型的操练都是为了最后一个任务作铺垫。操练的过程中可以及时纠正学生的错误。然后让学生填写调查表，了解全班同学的笔友分别来自哪个国家以及居住在哪个城市，同时让学生认识和了解一些国家和城市相关地理文化知识，拓展学生的视野， 激发他们的兴趣。在完成任务的过程中运用where…from和where…live引导的特殊疑问句， 综合运用目标语言， 询问并回答人们的国籍和住处。
Step3.Listening comprehension(1b,2b&2c)
After practice, do a lot of listening exercises. Finish 1b on page 1 and 2b & 2c on page 2.在口头练习的基础上，在他们熟练掌握本课时句型以后再做这些听力应该是不难了，这样可以增加他们学习英语的信心。并且这些听力材料的设计也是层层递进，由易到难，充分考虑到了学生的层次，起到了很好的巩固作用。
Step4.Homework
Revise Section A1a—2d
Make a similar dialogue about pen pals
The Second Period
Teaching aims:
1. Go on to learn the countries and cities.
2. Master where- sentence structure.
3. Learn the new sentence structure: -What language does she/he speak ?
- He/She speaks…
Key points:
1. Words: language, Japanese, French, in English.
2. Sentences: -What language do they speak?
-What language does she /he speak ?
-She/He speaks ……
Teaching aids:
Some cards with cities and countries.
Teaching procedures:
(Brain Storm)
Use fresh maps of some countries, let the students say the names of these countries as quickly as possible.用这样一个小小的游戏，既复习了上一课时的单词又活跃了课堂的气氛，也为这一节课新知识的教授作好了衔接。使新课的导入自然又轻松。
Step2.Lead—in (3a&SectionB1)
The teacher says we have known the names of these countries, but do you know what languages do people speak in these countries? Let’s look at the map and guess. Then do a matching exercise to consolidate the knowledge. At last do 3a and sectionA1.通过一系列的活动，让学生知道那个国家讲什么语言，学会说这些语言的单词，为下面的任务做准备。
Step3.Listening comprehension (SectionB2a&2b)
Do some listening exercise to review what we learned before.通过这个听力练习，巩固前面所学的知识，也为下一步的学习举了一个范例，相当于一小步导入。
Step4. Practice(3b&SectionB2c)
Choose your favorite pen pal and say something about him or her.
Classroom activities：
1. Teacher shows the power point to students and introduces the new structures.
My pen pal is Maria. She is from Canada. She is Canadian. She lives in Toronto. She speaks English and French. She likes dancing, basketball, English and thrillers. She has no brothers and sisters.
2.Teacher shows the information of pen pals from different countries to students and asks them to choose their favorite pen pals, then Ss introduce their own pen pals.
The structures:：My pen pal's name is... He/she is from.... He/She lives in... He/She speaks…. He/She likes….
3.Discuss with your deskmate.
4.Make a survey about the information about other students' pen pals, including their names, ages, nationalities, countries, cities, languages, likes and dislikes.
Step5.Homework
1. Revise Section A3a—SectionB2c
2. Write a short passage about your friend’s pen pal according to the survey.
The Third Period
Teaching aims:
1. Listen 2a , 2b
2. learn a letter and write answers to the question
3. Make an information card.
4. Write an email to your pen pal.
Key points:
1. Words: any, dislike, dislike
2. Sentences: -Does she have any brothers and sisters ?
-Where is she from?
-Is that from your new pen pal?
-I like going to the movies and playing sports.
-Can you write to me soon?
Teaching aids:
Some cards with cities and countries.
Teaching procedures:
Revise the names of the countries, cities and languages by fill in a form.通过这个复习目的在于让学生牢牢掌握，因为这些词汇很难，要不停反复地记。
Step2. Reading (3a)
1. The students open the books, turn to Page 5 and read the first letter. After that, the students answer six simple questions.
2. The students read after the tape and go on asking and answering some more questions in pairs. 通过这一步的练习，作好热身运动，为下面更多内容的阅读作好准备。
Step3. Pairwork (3b)
1. The students read the letters that the teacher gives them and then choose one pen pal they like.
2.The partner asks the student some questions about the pen pal’s letter and then help the partner to fill in “ID card of my partner’s pen pal.”
3. Do a report.
My partner’s name is __________. His new pen pal’s name is __________. He is _______ years old. He is from __________. He lives in ___________. At school, he likes ______________. His favorite ___________ is __________________…
I think he can be my partner’s pen pal. Do you think so?
4. Finish 3b in page 5.
Step 4.Big Task (3c)
School new term just begins, would you like to write an e-mail to your pen pal? Write about yourself and something about your school.
这一步是全单元的重心所在，全面所有的工作都是为了现在所作的努力，学生掌握的如何也可以从这里看出，所以我们可以给予学生充足的时间，让他们在课堂上慢慢写，这样如果在写作过程中出现错误，我们也可以及时给于他们纠正。
Dear friend,
I have received your e-mail, and I want to be your pen pal.
I think I can be your good friend. I hope to get your letter soon.
Yours,
Step5 Homework
1. Write to your pen pal to talk about yourself.
2. Try your best to send it.
The Fourth Period
Teaching aims:
1. Review the all words.
2. Describe classmates.
Key points:
1. Key word check
Imagine and describe the new students
2. Just for Fun!
Teaching aids:
Some pictures.
Teaching procedures:
1. Free talk with the learnt sentences.
2. Check homework
Step2. Presentation
1. Learn all the sentences in this unit.
-Where are you from? -where is your pen pal from?
2. Review all the main structures and countries, cities and languages by pictures.
Step3. Practice
1. Practice all the main sentences in this unit in class.
2. Ask Ss to act out their own dialogues.
3. Correct the mistakes.
Step4. Consolidation
1. Make some exercises.
2. Give more words in Just For Fun!
Mars –火星 Martian---火星人，语言类
Step5.Homework:
1. Review the whole unit.
2. Preview next unit.
初中八年级英语教学设计 篇二
单元教学目标：
1、Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc 。
2、will 构成的一般将来时态的陈述句、否定句、疑问句及回答。
3、There be 句型的一般将来时。 4、more ， less ， fewer 的用法。
5、学习一般将来时态的相关知识，学会对未来进行预测。
单元重难点：
1、will构成一般将来时态的句式。 2、There be 句型的一般将来时态。
3、more ， fewer ， less 的用法。 4、How to make predictions 。
第一课时
课前准备：
教师：录音机、所学物品的图片。
学生：英语点金教练、练习本及相关的学习用具
教学步骤：
Step 1 Leading in（导入话题，激活背景知识）（导入话题，激活背景知识）
1.Greetings: Welcome to school 。
What’s the date today ？ Who’s on duty today ？
Do you enjoy your winter holiday ？（你喜欢你的寒假吗？）
Do you finish your Homework（家庭作业） ？（你完成你的假期作业了吗？）
Do you want to live on the moon ？（你想去月球吗？）
Can you guess what will happen in ten years ？（你能猜出十年后将会发生什么吗？）
Collect the Ss’ answers and say something about their predictions 。
Step 2 Pre-task（任务前活动）
SB Page 2 ，1a 。
1.Look at the picture :How will the world be different in the future ，100 years from now ？We’re going to talk about sth in 100 years 。
2.Read each predictions to the class 。Explain the new vocabulary 。
3.Read the instructions 。Make sure Ss know what they should do 。
4.Do it by themselves 。
5.Talk about the answers with the class 。
Explain :一般将来时态
构成: will / be going to +动词原形=
Step 3 While-task（任务中活动）
SB Page 2 ，1b 。
1.Practise reading the six predictions 。
2.Read the instructions to Ss 。Circle the things you hear on the recording 。
3.Play the tape twice 。（放录音，两次）
4.Play the tape a third time 。At the same time ，check the answers 。
SB Page 2 ， 1c 。
1、Pay attention to the dialogues 。
2、Read the dialogues fluently 。
3、Pairwork 。Work in pairs to make predictions according to the sample 。
4、Ask several pairs to share their conversations to the class 。
SB Page 3 ， 2a & 2b 。
1、Read the predictions 。
2、Read the instructions and point out the sample answer 。
3、Play the tape twice 。Ss circle the word they hear in each sentences: more ， less ， fewer 。
4、Check the answers 。
学生探究: less ， fewer 的区别。
Step 4 Post-task（任务后活动）
1、Point to the example in the sample dialogue 。Practice reading 。
2、Look at activity 2b 。Groupwork:Take turns to make conversations about the predictions 。
Grammar Focus:
1、、Review the grammar box 。Ss say the statements and responses 。
2、Make summaries about “will” ，“fewer” and “less” 。
Homework（家庭作业）（家庭作业）：
1、Make predictions about yourself in 10 years 。Write down 5 sentences 。
2、Go over the new words 。
教学后记:
第二课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures（教学步骤） :
Step 1 Leading in（导入话题，激活背景知识） （导入）
1.Greetings and free talk 。
2.Check their Homework（家庭作业） :Ask two or three Ss to speak out what they wrote down 。（教师作出适当的评价）
Step 2 Pre-task（任务前活动）
1.Go over what we learnt yesterday 。（复习昨天所学的知识）
2、通过三种时间的对比简略复习一般过去时与一般现在时。
Step 3 While-task（任务中活动）
SB Page 4 ， 3a 。
1.Point to the three picture and say :This is Sally 。The first picture is Sally five years ago ，the second one is Sally now ，and the third one is Sally five years in the future 。
2.Read the instructions 。
3.Complete filling in the blanks individually 。
4.Check the answers 。
5.Practise reading 。Then ask some Ss read them out 。
SB Page 4 ， 3b 。
1、 Look at activity 3a 。Make predictions about Sally 。
2、 Point to the example in the sample dialogue 。Ask two Ss to read the dialogue to the class 。
3、 Practise reading 。
4、 Pairwork 。Make their predictions about Sally 。
Step 4 Post-task（任务后活动）
1、 Write about yourself 。
With the help of the sample of Sally 。We can write sth about ourselves five years ago ，today and in five years 。
2、 Complete the work individually 。
3、 Review the task 。Ask a few more Ss for answers 。
Homework（家庭作业） :
Draw a picture of the city in 20 years 。Describe it to the class 。
教学后记:
第三课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures（教学步骤） :
Step 1 Leading in（导入话题，激活背景知识）
1、 Greetings 。
2、 Say yourselves :five years ago ， today and in five years 。
3、 Check the Homework（家庭作业）。
Step 2 Pre-task（任务前活动）
SB Page 5 ， 1a 。
1、 Look at the form and read the headings to the class 。Make sure the Ss know what they mean 。
2、 Read the list of seven words 。Explain the new words 。
3、 Write each word in the correct column 。Check the answers.
SB Page 5 ， 1b 。
1、 Read the words already written on the chart 。
2、 Groupwork: Think about what we learned before 。Write some words in the chart above 。Divide the class into groups of four ，let them have a competition 。
Step 3 While-task（任务中活动）
SB Page 5 ， 2a 。
1、 Look at the pictures carefully 。Can you guess what we’ll listen ？Talk about them 。
2、 Read the instructions 。We’ll listen to 3 conversations 。Number the pictures 1-3 。
3、 Play the tape twice 。Check the answers 。
SB Page 5 ， 2b 。
This activity is easy ，I think 。For we know the conversations are talking about Alexis 10 years ago ，today and in 10 years 。
1.Read the instructions 。
2、 Pay attention to the sentences and the verbs in the box 。
3.Play the tape and correct the answers 。
Step 4 Post-task（任务后活动）
1、 Read the instructions 。
2、 Pairwork. One is Alexis, one is Joe 。
3、 Point out the example in the sample dialogue 。Read it to the Ss 。
4、 Talk about Joe’s life now ， ten years ago and in ten years 。
5、 Ask some pairs of Ss to say their dialogues 。
Homework（家庭作业）:
1、 Go over the words 。
2、 写一篇50个单词左右的小短文，预测与展望未来我们的学习和生活。
教学后记:
第四课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures（教学步骤）:
Step 1 Leading in（导入话题，激活背景知识）
1、 Greetings 。
2、 Ask two Ss to say sth about Joe 。
3、 Check their Homework（家庭作业） 。
Step 2 While-task（任务中活动）
SB Page 6 ， 3a 。
1、 Read the instructions 。
2、 Give Ss 3 minutes to read the passage ， tick out the new words.
3、 Explain the new words and practice reading 。
4、 Point out the chart 。Read the column headings to the class 。
5、 Read the passage again 。Write words from her answers in the correct columns below 。
6、 Check the answers 。
7、 Practise reading 。
SB Page 6 ， 3b 。Playing a game :Who write it ？
1、 Ss write about their life in ten years on a piece of paper but don’t write names on the paper 。
2、 Put all the Ss’ papers together 。
3、 Take turns reading the paper 。The other Ss guess who wrote it 。
Step 3 Post-task（任务后活动）
SB Page 6 ， Part 4 。
1、 Read the questions below 。
2、 Ask two Ss to read the dialogue 。
3、 Answer the questions 。
4、 Pairwork. Get your partner’s answers 。
5、 Share a few Ss’ conversations 。
Homework（家庭作业）:
1、 Finish selfcheck as their Homework
2、 Go over the words in this unit 。
教学后记:
第五课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching contents:
Reading :Do you think you will have your own robot ？
Teaching procedures（教学步骤） :
Step 1 Leading in（导入话题，激活背景知识）
1、 Greetings and free talk 。
2、 If possible,draw a robot on the Bb or put up a picture of a robot.
Tell :What does it look like ？ What can it do ？
3、 Tell your partner what you know about robots 。
Step 2 Pre-task（任务前活动）
SB Page 8 ， 1b 。
1、 Read the title of the passage 。
2、 Look at the picture together 。Ask a few Ss to describe What they see 。
3、 Read the words and phrases in the box 。Practice reading the words 。
4、 Circle the words you think you will read in the passage 。
Step 3 While-task（任务中活动）
SB Page 8 。
1、 First let Ss scan the passage for the main idea 。
2、 Explain something 。
(1)help sb with sth /do sth (2)do the same as …
(3)make sb do sth (4)It takes /took /will take …
3、 Ask a few comprehension questions around the class 。
4、 Read the passage by the Ss 。
Step 4 Post-task（任务后活动）
1.Go through the reading again 。
How many words in 1b did you correctly predict ？
2、 Go over the structures in SB Page 9 ， 3b 。
Make their own sentences 。
Homework（家庭作业）:
1、 To make sure the Ss understand the passage 。and I want to know whether they’re careful in the class ，let Ss translate the passage into Chinese 。
2、 Go over this unit 。
3、 Make their own sentences 。
4、 What ways do you think a robot will help you and your family in the future 。Write your ideas 。
教学后记:
第六课时
一、根据句意用所给单词的适当形式填空。
1、 Kids (not go) to school in 100 years.
2、 I (fall) off the tree yesterday afternoon.
3、 I'll have many different (kind) of goldfish.
4、 I'll be a computer （ programme ）。
5、 There will be (many) people in the future.
6、 I think there will be (little) pollution.
7、 My life will be a lot (good) than it is now.
二、单项选择。（10分）
( ) 1. What do you think your life next month?
A. like B. is like C. will like D. will be like
( ) 2.—Will people live to be 150 years old? —
A. Yes, there will B. No, there won' t C. Yes, they are D. Yes, they will
( ) 3. Do you have any problems in English?
A. learn B. to learn C. learning D. learned
( ) 4. I don't have a computer because I can't use it, our family doesn't have enough money.
A. but B. or C. besides D. though
( ) 5. Will you your class East Lake, Miss Gao?
A. take; to B. make; at C. carry; to D. take; near
( ) 6. Is there cleverer than you in the class?
A. somebody B. anybody C. nobody D. everybody
( ) 7. the way, do you have any film tickets? A. In B. On C. By D. To
( ) 8. Will there be any paper money 100 years?
A. after B. to C. later D. in
( ) 9. We all enjoy football. It's very interesting.
A. to play B. playing C. play D. playing the
( )10.They decided up bowling and make it a gentlemen's game again.
A.clean B.to clean C.to give D，cleaning
三、按要求进行句型变换。（10分）
1.1. Do you think there will be robots in people's homes? （作肯定回答）
2.There will be some paper money in the future.（改为否定句）
There paper money in the future.
3.There will be less pollution in the neighborhood.（改为一般疑问句）
be less pollution in the neighborhood?
4.Our country will win the next World Cup? （提问）
country will win the next World Cup?
5.I think that he will win the game.（改为否定句） I think he will win the game.
四、根据汉语提示完成英语句子。（10分）
1、明天天气晴朗。There sunshine tomorrow.
2、保龄球场离我家不远。The bowling alley isn't 。
3、孩子们将用电脑在家学习。Kids will study at home 。
4、今年你会怎样度过这个暑假？How will you spend your summer this year?
五、用所给动词的适当形式填空。（8分）
1.The radio says it (rain)tomorrow.
2、 everything (begin)to grow in spring?
3.I think Liu Xiang (win)the game again in2008.
4.Look! They (wash)their clothes.
5.There (be) more people here yesterday.
6.Sorry，wait a moment，please.She (answer) a telephone call.
7.I (get) up very late yesterday morning.
六、重新排列下列句子，使构成一个完整的对话。（5分）
A：Will it help you learn English?
B：There will be robots in every home.
C：What will life be like in 50 years?
D：Yes，it will.
E：What will a robot do?
F：It will help people do everything they want it to do.
请按顺序排列句子 （首句已给出）
1、 C 2. 3. 4. 5. 6.
教学后记:
英语教学设计 篇三
英语的决心和信心，也怀有极大兴趣和强烈的求知欲，作为教师应最大限度保护和激发学生英语学习的动力。学习成功与失败的关键因素是情感教育，而情感教育的实质是爱心教育。情感教育是一种温馨和谐的情感交流，是一种智慧潜能的研发。所以，作为高一教师要尽快建立和谐民主的师生关系、尊重、信任、期待和欣赏学生。赏识教育在教育艺术中具有独特魅力，教师要从开始让每一个学生都有机会在课堂展现自我，肯定自我，要让全班学生都树立信心和兴趣，对学生一视同仁，热情鼓励和表扬学生，从学习和生活方面关爱他们，不歧视和挖苦学生，帮助和培养学生的自信以及健康的心理品质的形成。一句话，在英语教学中时刻渗透情感教育是搞好教育教学的基石和前提。
英语教学设计 篇四
活动目标：
1、教幼儿能听懂并说出眼睛、鼻子、嘴巴的英文名称(eye. Mouse. Mouth)
2、通过各种游戏活动，培养幼儿学习英语的兴趣。
3、通过各种游戏练习，使幼儿了解各器官的作用和功能。
活动准备
1、字卡：eye[ai]眼睛 nose(nauz)鼻子 mouth[mau]嘴巴
2、粘贴小红花若干
3、磁带
活动过程：
1、听录音，和老师一起做“五官操”，以及激发幼儿的学习热情，并让幼儿接触“eye, mose, mouth”的发音。
儿歌：
eye、eye、eye. 眨呀眨
nose、nose、nose 闻一闻
mouth、mouth、mouth 波波波
ears、ears、ears 听声音
2、学习单词：eye、mouse、mouth.
(师)：我们每个人都有一张“Face”，在我们的”face”上长有器官，谁能告诉我这些器官的名称，小朋友边说老师边在黑板上画五官，并用英语说:eye two
eyes nose mouth。最后添上头发，耳朵画成一个调度小男孩。幼儿练习“eye mouse mouth”时按五官的上下顺序，同时注意幼儿发音是否 规范。
3、游戏：
摸鼻眼（摸对者奖励小红花）
方法：
师：touch your eyes, one 、two、three，
幼：（手指眼睛）here 、here 、here，
师：touch your nose, one 、two 、three，
幼（手指鼻子）here 、here、 here，
师：touth your mouth, one、 two、three.
幼：（手指嘴边）here、 here 、here。
4、活动延伸：
方法：小朋友每三人一组，给缺少五官的脸谱添画eye nose mouth在添画时告诉大家你画的是什么。
5、结束：
和老师一起做“五官操”，然后逐步下课
1、有关背影教学设计
2、英语教学设计及反思
3、英语课教学设计模板
4、小学英语教学设计反思
5、小学英语教学设计
6、初中英语教学设计
7、高中英语教学设计反思
8、有关循环小数的教学设计案例
9、英语初中七年级（下）教学设计
10、五年级英语《School Lunch》教学设计
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