英语教案范文全英文版(通用21篇)

英语教案范文全英文版1

本教案设计遵循新课标“培养学生跨文化意识”的理念，注重英美文化的讲述、理解，弘扬了中华文明，让学生享受了一顿文化交融的大餐，提高了学习兴趣，为进一步学习英语奠定文化基础。例如教师利用精简的语言、精美的课件介绍了春节的来历，又通过丰收的节日联系到中国庆祝丰收的节日Spring Festival进行教学，很好地为学生拓宽了知识面，增强了学生探寻知识的好奇心，活跃课堂气氛，激发学生兴趣，让学生在感受、体验、参与、合作过程中来学习语言，感受用英语交流的乐趣和愉悦感。在不同的语言情境中去进行口语交际，在不同的情境中进行知识的迁移，很好地提高了小学高年级学生的英语口语运用能力。

在教学过程中教师注重知识的重现与归类，为新课的学习做足知识连接，为学生能顺利进行语言操练铺平道路。例如，在复习环节中就能运用“What can you do? ”进行造句训练，复习了许多关于时间和行为动作的单词和短语，还能归纳出人称代词和物主代词表，使学生的知识结构条理化，系统化。

有句话说得好：“读书百遍，其义自见！”英语作为语言学科，读的技能训练更是必不可少的。但在本教案设计中，教师对“读”的训练设计得相对较少，这既然是一篇对话课文，就应该设计类似角色扮演、课文改编等读法来进行读的训练，促进学生运用语言进行交流与合作的能力。

教师在教学过程中还应及时帮助学生纠正发音、句法错误，对学生的表现给予肯定和鼓励，帮助所有的学生树立学习英语的自信心。

英语教案范文全英文版2

Unit 3 My Friends第一课时

Subject name: Unit 3 My Friends (the first period) Teaching aims:

Ⅰ.Knowledge aims: can listen, read and understand these

new words: friend, long/short hair, strong, thin.

can master the new sentences: My

friend is..., He/She is..., He/She has....

Ⅱ.Ability aims: Students can use these new words and sentences to

describe their friends correctly.

Ⅲ.Affection aims: Students can care more about their friends and

cherish their key point:

The mastery of new words and difficulties:

Ⅰ.The pronunciation of new words, especially ^v^thin^v^,^v^friends^v^.

Ⅱ.To help students understand and use what we learned correctly

with the help of some pictures, body language and aids: multimedia computer, PPT, procedures: Step 1: Warming up: T: Good morning, boys and : Good morning, Mi : Nice to meet : Nice to meet you, : Sit down, T: Eyes on me! Look, what are on the table? S: There are books, pens and a : Very , where is my book? S: It's on the : Where is my pen? S: It's in the chair.......Step 2: Lead-in Show some cartoon pictures about friends on the : Let's look at the are two you know them? S: Xi Yangyang and Mei : Yes, you are so you love them? S: Yes! T: I love them very know they are 3: Presentation T: OK, this leon we'll learn unit 3 My Friends.(板书：Unit 3 My Friends) T: Read after to me ^v^friend^v^.(板书：^v^friend^v^ and read after to me, pay much attention to the pronunciation.) S: friend....T: Through the 2 pictures, can you gue the meaning about ^v^friend^v^.S: 朋友.T: Great! Do you know who is my friend? T: I'll tell friend is Lily.(板书：^v^My friend is....^v^)

Practice: Who is your friend? My friend is....(choose one group ask and answer one by one.) Learn new words and sentences: long/short hair, thin, strong,She is..., She has....: Boys and girls, today I'll introduce my friend Lily to you.(show a photo of Lily) T: Look, Lily is my is thin.(板书:^v^She is thin^v^ and read new word after to body language to help understand and pay much attention to the pronunciation ^v^θ^v^) : She has long hair.(板书：^v^She has long hair^v^ read new word after to some girls who have long hair to help understand.^v^Look, Alice has long has long hair, too.^v^) Practice(ask some questions): T: Is she thin? S:Yes, she is thin.......T: Does he have long hair? S: No, he has not long hair....... superstar who is strong or has short hair, such as Yao Ming and Li Ming: He is strong.(板书：^v^He is strong.^v^ and read new word after to body language to help understand.) Li Yuchun: She has short hair.(板书：^v^She has short hair.^v^ and read new word after to some girls who have long hair to help understand.^v^Look, Alice has long has short hair.^v^) Practice(ask some questions): T: Is she strong? S:No, she isn' is thin.......T: Does he have short hair? S: Yes, he has short hair.......Step 4: Practice (to tell the difference between ^v^She is....^v^ and ^v^She has....^v^

big eyes

beautiful She is...

long hair She has...

thin

strong

friends your friend to us S1: I have a name is has long is very : I have a name is is has short hair....... show

T: OK, ourselves strong and happy does is a is has short has a long has two big has a long has a small : This is my funny like you like him? Do you want a funny friend? OK, please come and make a funny tell us your funny is my \\\\She is a girl\\\\ \\\\She has_____ \\\\She has a _____ \\\\She has two _____ \\\\She has a _____ \\\\She has a ______ 5: Tongue twister (Say it together with body language) Tall, tall, tall! Make yourself , short, short! Make yourself , big, big! Make your eyes , small, small! Make your eyes , long, long! Make your arms , short, short! Make your arms , thin, thin! Make yourself thin.

Strong, strong, strong! Make yourself writting：

Unit 3 My Friends She/He has long hair. big eyes small eyes She/He is . short tall

英语教案范文全英文版3

Period ：Period1

Type ：Reading

Duration: 45minutes

Teaching ideology

The current theory view reading as a interactive process which involves not only the printed page but also the readers old knowledge of the language in general, the world and the text types. In the reading process, these factors interact with each other and compensate for each other. Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.

Teaching material and learning condition The analysis of teaching material

The teaching material is the reading part from NSEFC Module2 Unit . The topic of this unit is . This passage mainly introduces The passage consists of paragraphs. The first paragraph is a general introduction of the . to introduces . The last paragraph tells about . The topic is not new to the Ss. But there is some new words and phases in the passage. The analysis of learning condition

The students are from grade1 in senior high school. As high school students, they have achieved certain English level and they have the ability to get the basic idea of the reading. Since they are in grade1, they are easily activated and want to air their own opinions on the topic. They are familiar with the topic of and know some. But they may not know before. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.

Learning objectives

1. Language skills

● At the beginning of the class, Ss can predict the content of the passage based on the title. ● Ss can scan the passage and find out the specific information such as the person related with

● Ss can summarize the passage with the help of the clues of the passage.

2. Language knowledge

● Ss can master the key words and phrases of the passage as follows, . ● Ss can learn , especially

3. Affects

● Ss will realize that and they will concern themselves with the issue of

4. Cultural awareness

● Ss will broaden their minds by knowing something about

5. Learning strategies

● Ss will cultivate their ability individual learning and cooperative learning by doing some activities independently and some in groups.

● Ss will communicate with each other in English while doing the group work. Language

difficulties focuses and anticipated

Language focuses

This is a reading period so the focus is to cultivate the students reading skills. The many activities are designed to help Ss to train their reading skills, such as predicting, skimming, scanning and summarizing.

It is also important for the Ss to master the new words and phrases.

Anticipated difficulties

As the Ss have a limited vocabulary, so they may have some difficulties in understanding the passage. So the teacher will help them learn the new words and phrases.

Ss may did not heard before, so the teacher will tell them some background knowledge about it.

Teaching method

Three-stage model : Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.

Teaching aids

Multimedia devices and PPT documents: In order to help Ss to fully understand the whole passage, I adopt Multimedia devices and PPT documents to bring the real-life situation into the classroom.

Teaching procedures

Step1. Lead-in (6min)

Activity1. Greetings and Free-talking (2min)

T Leads into the topic by asking Ss some they know. Ss tell the name of the they know freely.

T: Hello boys and girls.

(Ss say hello to the teacher.)

T: When we say , what appears in your minds?

(Ss tell the things appear in their minds freely.)

T: What are the ?

(Ss tell some names of .)

Activity2. Picture-talking (4min)

T shows some pictures about the in China and abroad. After seeing the pictures, Ss are expected to tell the similarities of them.

T: Just now, you talk about some in China. Now, let s see some pictures of some . (T shows the pictures and Ss see them carefully.)

T: What do the have in common?For example, they are very precious. What are your opinions?

(T gives them some hints and Ss tell the characteristics of )

[Aims]

In this step, T first leads in the topic by talking with the Ss freely about the which

is familiar to them and then Ss see some pictures and tell the characteristics. These two activities aim to arouse the Ss interests in the topic and activate their old knowledge of . Then Ss will be mentally prepared for the reading comprehension. Whats more,

when they are talking about the charateristics of , they will realize that the are rare and precious and they will concern themselves with the issue of .

Step2. Pre-reading (3min)

Activity1. Knowing something about (1min)

T gives a brief introduction of the. Ss will know the T: Today, we are going to learn . It is . Do you know what is? (T shows some pictures ofand Ss get to know the .)

Activity2. Predicting (2min)

T asks Ss to read the title of the passage and then ask them some questions. Ss will predict the content of the passage with the help of the title.

T: please look at the title “”, what does “” mean?

(If the Ss can not give the answer, then T explain it.)

T: In search means that people are looking for it. Why are people looking for it? Can you guess? What will the passage talk about?

(Ss predict the content, but T will not give the answer here.)

[Aims]

In this step, the Ss first know some information of the ; the background information will make it easier for the Ss to understand the passage. Then T asks Ss to make predictions about the passage. It aims to help Ss develop the reading skills of predicting.

Step3. While-reading (22min)

Activity1. Skimming (4min)

Ss skim the whole passage and find out and check their predictions. T: Why are people still ? Here is a multiple choice for you.

Activity2. Scanning (3min)

T presents several true or false statements and asks the Ss to scan the passage and judge the right from the wrong.

(Keys: F，F，T，T，F)

Activity3 Close-reading (15min)

T designs various kinds of activities and Ss do the activities to fully understand the passage.

T: Please read carefully and then take some note about the .

Please read carefully and then find out the removal of the room.

Please read carefully and then find out the person related with the Amber Room and the things them down with it.

Please read carefully and then find out the the rebuilding of the amber room.

英语教案范文全英文版4

第2课

古诗两首

设计理念：

本课是两首描写春天的古诗，与本组教材主题非常吻合。教学本课，要让学生在读中感悟，在诵中生情，在吟中入境。可引导学生先自读自悟，借助文字想象诗中的画面。然后再看图，感悟图文相通之处，从图悟文，把课文与图意融为一体，启发学生思考和想象，加深对诗句的领会、理解。

学习目标：

1、认识枯等7个字，会写未等9个字。

2、正确、流利、有感情地朗读课文。感受小草顽强的生命力，想象儿童在花丛中捕蝶的快乐，体会诗人热爱春天、热爱生活的情趣。

3、培养背诵古诗的兴趣。

学习重点：

正确、流利、有感情的朗读课文，背诵课文；认读、识记生字。

学习难点：

理解诗意，体会诗人的情感。

课前准备：

1、挑选古诗的配乐曲子。如古筝或其他轻快、

优美的乐曲。

2、彩笔和画纸。

课时安排：2课时

第一课时

一、激励引入

1、老师听说，有的小朋友可聪明了，会背许多古诗呢！哪些小朋友会呀？大声背给大家听一听。（指名学生背诵）

2、小朋友们可真了不起，学了那么多古诗，今天老师又给小朋友带来了一首古诗。（板书出示课题：草）

二、范读激趣

1、老师配乐朗读。

2、学生自读，指名汇报读。

三、有感情地朗读，体会诗人情感。

同学们都会读了，下面我们来比一比，看谁读

得最有味道。谁读得好，我就给他配上音乐。

1、学生自己吟诵体会。

2、指名生诵读，配乐朗读。

3、大家都想配乐读吗？那我们就一起来读吧。

四、启发想象，感悟诗歌大意

1、老师简单描述诗歌意境。

2、引导学生想想你的眼前仿佛出现了哪些景象？（学生自读体会）

3、给三句诗配上图画：离离原上草

野火烧不尽

春风吹又生

4、分组各自讨论完成其中的一幅画，并推选代表上台完成这幅画。

5、评议图画，说说自己的想法。

五、配乐诵读全诗

1、先自己边读边想象，有滋有味的吟诵这首诗。

2、试着背诵古诗。

3、配乐朗读、背诵。

六、学习生字

1、出示生字：枯荣

小朋友认识这两个字吗？一起大声地说一说，它

6、引导学生想想你的眼前仿佛出现了哪些景象？（学生自读体会）

7、给三句诗配上图画：离离原上草

野火烧不尽

春风吹又生

8、分组各自讨论完成其中的一幅画，并推选代表上台完成这幅画。

9、评议图画，说说自己的想法。

七、配乐诵读全诗

4、先自己边读边想象，有滋有味的吟诵这首诗。

5、试着背诵古诗。

6、配乐朗读、背诵。

八、学习生字

2、出示生字：枯荣

小朋友认识这两个字吗？一起大声地说一说，它们叫什么名字呀？

3、你们会写这两个字吗？这里还有一个字烧，也会写吗？谁来提醒大家写的时候要注意什么？

4、根据学生的回答进行引导。

5、学生书写，老师巡视指导。

第二课时

学习《宿新市徐公店》

一、赏图引入

1、出示课文插图，指导学生观察图画，说说图上画的是什么？你能从图中猜出是什么季节吗？

2、古时候有位著名的诗人叫杨万里，他也觉得这个小孩捕蝴蝶的情景非常有趣，就写下了一首诗。（出示全诗）

教学批注：

3、老师朗读全诗。

二、初读全诗，识记生字

1、大声朗读全诗，不认识的字看拼音，遇到绳子，多读几遍。

2、谁愿意把这首诗读给大家听听？发现读得不正确的地方及时纠正。

3、听老师范读，体会朗诵古诗的节奏，学生模仿范读，练习朗读古诗，要读出感情，读出节奏。

三、诗画结合，感悟诗意

1、学生吟诵古诗。

2、学生看图，老师讲解。

3、引导把诗画中的情景编成一个有趣的故事。

四、有感情地读全诗，纤细背诵

1、自由练习，可以一个人，也可以找个伙伴合作朗读。

2、读给小朋友听，互相评议。

3、练习背诵，先自己背，再同捉交换背诵。

4、配上优美的音乐，集体吟诵。

五、学习生字

1、出示生字：宿、徐、篱、疏、未

2、你们都记住这些字了吗？交流识字方法。

3、同桌互读互查生字。]

4、指导书写。

重点指导：未、追、宿、菜

5、学生书写。

六、复习背诵

指名、分组、集体背诵两首古诗。

板书设计：

教后记：

英语教案范文全英文版5

推进幼儿园课堂教学结构改革，切实提高幼儿教师的专业水平，打造一支理念新、能力强、业务精的教师队伍。结合本期市区开展的语言领域的教学展评，在前期教材教法培训的基础上，现组织开展全园教师开展语言领域优秀活动方案设计评比活动，现将具体事项通知如下：

一、活动时间：

xxx年xx月26日—28日

二、活动地点：

幼儿园办公室

三、活动对象：

全园教师以师徒结对的方式参与活动，共12组，24人参加。

四、活动要求：

1.活动内容：每组教师以大班语言活动《我给好朋友写封信》为题设计一个集中教育活动，活动为一课时。

2.活动形式：每组教师应在分析理解教材内容的基础，以《指南》精神为指导，在互相讨论、研究的基础上共同设计出教学活动方案，并于xx月27日前交到胡晓丽主任处。

3.教案设计格式：教材分析、活动目标、活动准备、活动过程。教材分析是指对教材的.内容和教育价值做简要分析，并结合本班幼儿的身心特点和认知水平，说明此教案设计的意图。活动目标包括认知目标、能力目标、情感目标。需要符合教材内涵，突出学科特点。具体、可操作性。重点、难点定位准确。活动过程要叙述详细、流程清晰；提问恰当。

4.评比要求

（1）要体现正确的教育理念，要符合《纲要》精神。

（2）要以幼儿发展为本，充分体现关注和尊重幼儿。

（3）格式规范，目标明确，重难点突出。

（4）活动过程力求简单、真实、自然，体现出常态性和可操作性。

5.评比方式

英语教案范文全英文版6

Unit 1 How can we become good learners?

Section A 1 (1a-2d)

一．Teaching aims:

Language goals

1. Talk about how to study. 2. Find out your suitable learning methods. Ability goals

and phrases： aloud pronunciation work with friends ask the teacher for

help, read aloud , look up , practice pronunciation

patterns

How do you study English? I learn by working with a group.

Do you learn English by reading aloud?

Yes, I do. It helps my pronunciation.

How can I read faster?

You can read faster by reading word groups.

二．Emotion and attidute:

Developing students ability of learning English

三．Key points and difficulties

1. Key words and phrases

intrduced by “how”and the sentence pattern: “by +doing ”

四．Teaching procedures:

Step 1 Warming up

T: How do you study English? Do you study English by the following ways?

(Show some pictures and present the important phrases.)

T: How do you study English?

S: I study English by ______.

by working with friends.

by making word cards. by asking the teacher for help. by reading the textbook. by working with a group. by listening tapes.

Step 2 1a Check the ways you study English. Then add other ways you sometimes study.

___ a. by working with friends. ___ b. by making word card. ___ c. by reading the textbook. ___ d. by listening to tapes

___ e. by asking the teacher for help. …

Step 3 Listening

1) Listen. How do these students study for a test? Write letters from 1a above. 2) Check the answers: b (Meiping); e (Peter); d (Tony)

Step 4 Guess

Show some pictures.

Guess: How does he/she study English? He/She studies English by… How do they study English? They study English by…

Step 5 Pairwork

1c Make conversations about how you study for a test. A: How do you study for a test? B: I study by working with a group. A: How do you study for a test? B: I study by…

Step 6 Listening

2a Listen and check the questions you hear.

1 ____ Does anyone learn English by watching videos?

2 ____ Do you have conversations with friends in English? 3 ____ What about listening to tapes?

4 ____ What about reading aloud to practice pronunciation? 5 ____ Have you ever studied with a group?

Answers: 1, 2, 4, 5

2b Listen again. Match each answer below with a question above. a. Yes, I have. Ive learned a lot that way.

b. Oh, yes. It really improves my speaking skills. c. I do that sometimes. I think it helps.

d. No. Its too hard to understand spoken English.

Answers: d, b, c, a

Step 7 Pairwork

1. 2c Make conversations using the information in 2a and 2b A: Have you ever studied with a group? B: Yes, I have. Ive learned a lot that way. Show some pictures.

1) A: Do you learn English by watching movies?

B: Yes, its a very interesting way.

C: No, its too hard to understand spoken English.

2) A: What about writing letters to a pen pal in America?

B: Yes, it helps to improve my writing skills and know a lot aboutAmerica.

3) A: Do you have conversations with friends in English?

B: Of course, we can talk about plenty of things like school, pets,movies, and our parents.

英语教案范文全英文版7

It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.

I. Contents:

Today Im going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Lets talk and lets practice. In section 1, it mainly deals with the dialogue about “Whats in the schoolbag ” and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many +n.(pl.)+ do you have And the answer: I have 23 +n.(pl.)

II. Teaching aims

1. Aims on the knowledge

(1) To enable the Ss to understand and speak: “My schoolbag is heavy. Whats in it Thank you so much.” Make sure that Ss can use these sentences in real situations.

(2) To help Ss to finish the survey.

(3) Let Ss finish the assessment of “Lets check” in this unit.

2. Aims on the abilities

(1) To develop Ss abilities of listening and speaking.

(2) To train the Ss ability of working in groups.

(3) To foster Ss abilities of communication and their innovation.

3. Aims on the emotion

(1) To foster Ss consciousness of good co-operation and proper competition.

(2) To lead Ss to show their loveliness to the poor.

III. Key-points of this lesson

(1) To help Ss ask and answer the question: Whats in it

(2) To enable Ss to study in groups and co-operate skillfully.

(3) To develop Ss interest in English.

英语教案范文全英文版8

XXX学校课时教案 课程名称

外科护理学

章（节）

第十八章第三节

课题

胃癌病人的护理

主讲教师

（略）

计划时数

1 专业层次

课型

理论课

授课日期

课时目标

能力目标：知道胃癌病人的主要临床表现；理解对胃癌病人实施护理的作用；能对胃癌病人作出正确的护理诊断并实施护理；会对胃癌病人进行健康指导。

知识目标：能说出胃癌的病因及临床病理要点；能说出胃癌的主要检查及治疗与效果。 素质目标：护理病人时表现出对病人的同情、尊重与关爱。

教学重点与难点

重点：早期胃癌的概念；胃癌的护理诊断及护理措施。 难点：胃癌潜在并发症的观察处理，胃癌病理。

旧课复习及新课预习检测

1）胃大部切除术的并发症有哪些？2）癌症的转移途径有哪些？

教学方法

启发式教学与案例式教学相结合，应用传统教学与现代化教学技术相结合。

教学手段

自制电子讲义，以多媒体方式讲解。

使用教材

全国高等职业技术教育xxx规划教材《外科护理学》，人卫20_年版

集体备课意见

教学内容及教学设计

时间分配

[组织教学] [旧课复习及新课预习检测] 1）胃大部切除术的并发症有哪些？ 要求能正确回答出5条

2）癌症的转移途径有哪些？

熟练回答出4种，为转入新课的学习做准备 [给出案例，启发学生思考→导入新课]

1分钟 3分钟 2分钟

教学内容及教学设计

时间分配

[讲授新课] 1 病因和发病机制 2 病理

A．早期胃癌的概念；B.进展期胃癌分型；C.胃癌的转移途径。 3 临床表现

A．早期表现；B.晚期表现 4检查和诊断

A．X线钡餐；B.纤维胃镜和粘膜活组织检查。 5治疗要点

6护理诊断及护理措施 护理诊断；B.护理措施 [结合案例，巩固知识] 回到开始的案例，紧密结合临床实际及所学内容，用启发式讲解的方式进行归纳总结，把主要知识点串联起来。 [课堂小结] [作业布置] 请根据病因、发病机制、治疗、护理措施等总结出如何对胃癌病人进行健康指导。

30分钟

5分钟 3分钟 1分钟

课后小结：

参考资料：

《外科护理学》第2版，鲁连桂主编，人民卫生出版社，20_年9月版 《外科护理学》第4版，曹伟新主编，人民卫生出版社，20_年8月版

《Sabiston Textbook of Surgery 17th Edition Board Review》 Author: Courtney House :Oversea Publishing House,20_,Aug.

第3节胃癌病人的护理

[组织教学，病例导入] 病人，男，49岁。上腹饱胀，餐后加重1年余，继之有隐痛不适，近6月疼痛逐渐加重，并且食欲不振，体重减轻。检查生命体征无异常。胃镜检查见菜花状肿块突入胃腔，表面呈结节，有浅表糜烂、充血、溃疡。有黑便。初步诊断为：胃癌。结合上述病例请思考该病人：

1、为什么诊断该病人是胃癌？

2、如何治疗？

3、如何对该病人进行护理？ [导入新课教学] 概述

胃癌是起源于胃上皮的恶性肿瘤，是人类常见的恶性肿瘤，患病率仅次于肺癌。胃癌可发生于胃的任何部位，但半数以上发生于胃窦部、胃小弯及前后壁。男性较女性多见。 一.病因和发病机制 1.饮食 2.环境因素

3.幽门螺杆菌感染 4.遗传因素 5.癌前病变 二.病理

1.早期胃癌的概念

2.进展期胃癌Bormann分型[简单介绍] Ⅰ型：结节型；

B．BormannⅡ型：溃疡限局型； C．BormannⅢ型：溃疡浸润型； D．BormannⅣ型:弥漫浸润型。 3.胃癌的转移途径 三.临床表现

1.早期胃癌：无明显症状。 2.进展期胃癌

(1)一般症状:上腹隐痛不适是常见的症状。 (2)并发症:出血、贲门或幽门梗阻、穿孔。 (3)体征:腹部肿块。

(4)伴癌综合征:包括血栓静脉炎、黑棘皮病和皮肌炎。

四、检查及诊断 [ 紧密结合临床实际，启发式讲解教材及示例图片，增强学生感性认识 ] 1.检查

（1）血常规：多有缺铁性贫血。

（2）粪便隐血试验：呈持续阳性。是胃癌普查时的筛选试验。 （3）X线钡餐：不规则充盈缺损，胃壁僵硬。 [展示并讲解下述X线片] （准备的X线片）

（4）纤维胃镜和粘膜活组织检查：是最可靠的诊断手段。肿瘤表面多凹凸不平、菜花状肿块突入胃腔、糜烂，活检易出血。 [展示并讲解下述纤维胃镜图片] （准备的胃镜图片，此略） 2.诊断

主要依赖内镜和活组织检查及X线钡餐检查。

[了解]有下列现象者应及早定期进行胃镜检查：①40岁以上病人，近期出现消化不良、呕血或黑便者；②慢性萎缩性胃炎伴胃酸缺乏，有肠化生及不典型增生者；③良性溃疡但胃酸缺乏者；④胃溃疡经内科治疗2个月，X线检查显示溃疡反而增大者；⑤X线检查胃息肉>2cm者；⑥胃切除术后10年以上者。

五、治疗要点

1.手术治疗:是目前唯一有可能根治胃癌的方法。早期胃癌，首选胃部分切除术。

2.胃镜下治疗:可在胃镜下行高频电凝切除术、激光或微波凝固及光动力治疗等。 3.化学治疗有转移淋巴结癌灶的早期胃癌及全部进展期胃癌均需辅以化疗；胃癌术前、术中、术后也必须使用化疗。

4.支持疗法高能量静脉营养疗法等。

六、护理诊断及措施

[重点掌握] 1.护理诊断

(1)疼痛：腹痛与癌细胞浸润有关

(2)有感染的危险与化疗致白细胞减少、免疫功能降低有关

(3)预感性悲哀与病人知道疾病预后有关

(4)营养失调:低于机体需要量与下列因素有关:摄入不足,消化吸收不良；肿瘤所致消耗性代谢；禁食、呕吐。

（5）潜在并发症出血、梗阻、穿孔 2.护理措施 (1) 术前护理

A．心理护理：消除病人顾虑、悲观的态度，增强治疗信心。

B．高蛋白、高热量、富含维生素易消化饮食。必要时静脉营养支持，必要时输血，提高手术耐受力。

(2)术后护理

A．原则上参照胃大部切除术后护理；

B．经胸胃切除术的患者，同时作好胸腔闭式引流的护理和肺部并发症的预防；

C．化疗病人注意抗癌药的副作用。

D．精神支持支持鼓励＋提供有关治疗信息 [病例分析-能在全面掌握的基础上作出分析] 1．诊断分析

该病人有胃部病变症状，有消化道出血情况，胃镜检查可见胃癌样变化，都提示可能为胃癌，若做过病理检查，将进一步证实是胃癌。 2.护理分析

腹痛——疼痛护理。 便血——观察排便情况，必要时配合处理。 食欲不振、消瘦、体弱——饮食、休息护理。 可能存在心理问题——心理护理。 [课堂小结] 上腹痛为胃癌早期出现的症状，晚期可有消化道症状，但无特异表现。

胃镜和粘膜活组织检查是目前最可靠的诊断手段,X线钡餐检查也是确诊的重要手段。 手术治疗是目前唯一有可能根治胃癌的方法，是治疗早期胃癌的首选方法。 护理措施与其他脏器癌症护理措施相似。

[课后作业-进一步熟悉相关内容,并锻炼学生逻辑推理能力]

英语教案范文全英文版9

教学目标：

1、听懂会说动物名称单词cat，rabbit，kangaroo，monkey，cow，bear，tiger。能根据拼读的规律，读出这些单词的正确发音。

2、能根据图片和声音的提示用英语读出这些动物名称单词，能模仿本课所学动物的特征性动作，并能根据教师的指令做出相应的动作。

3、能应用所学的这些动物单词来进行简单的对话，并能听懂简单的小对话。

4、能看着图片写出这些动物的名称单词。并能掌握这些动物名称的单复数。

5、在活动中熟悉单词，了解动物，热爱自然。

设计说明：

教师首先能够用一首有关动物的英语儿歌导入课堂，引起学生的兴趣，调动学习的欲望。之后，教师能够用多媒体课件（课件中有可爱生动的动物图片、各种动物的声音、视频等）帮忙学生学习cat 。rabbit，kangaroo，monkey，cow，bear，tiger这些单词，在会说这些单词的情景下引导学生进行简单的对话。其中kangaroo和cow的发音稍微困难，在教学过程中要留意学生发音是否准确，cat和cow这两组单词的拼写容易混淆，在教学中应提醒学生记清楚。lets do部分教师要首先把walk，jump，climb，sleep，eat这几个动词用形体语言解释清楚，然后才让同学分小组听指令模仿。最终教师能够做一个课堂的延伸及让同学了解这些动物名称的单复数，并能基本掌握。

教学重点：学会说和写新的动物单词cat 。rabbit，kangaroo，monkey，cow，bear，tiger。能根据教师的指令做出相应的动作。

教学难点：单词kangaroo，cow的正确发音。以及这些动物名称的单复数。教具准备：

制作辅助性的教学课件。

制作小动物的单词卡片。

制作小动物的头饰。

教学过程：

一、warm—uprevision

教师：good morning！boy and girls。学生：good morning！mi yang。

教师：好，我们此刻来听一首歌《how are you》，大家一齐跟着唱，好吗？（用歌曲来互相问候，调动学生学习的进取性）。

二、presentation

教师：同学们，你们此刻开心吗？

学生：开心。

教师：好，那你们喜欢小动物吗？

学生；喜欢。

教师：我们今日去动物园玩，好不好啊？

学生：好。

教师：那我们走吧！（在课件上播放cat，rabbit，kangaroo，monkey，cow，bear，tiger的视频）

教师：同学们，你们都看到了哪些动物啊？

学生；猫、老虎、奶牛。（在学生说的时候，教师就把这些动物的单词卡片贴到黑板上）

教师：好，同学们都说的十分对，那么你们明白这些动物用英语怎样说吗？此刻大家小组讨论，等会，我们请同学上来读出这些单词（教师用手指着黑板上的单词卡片），好不好？我给大家5分钟的时光。

同学分小组讨论。

教师：好了，同学们，时光到了，谁愿意上来读一下，没关系，会读几个就读几个，教师会有奖励哦！

同学上来读单词。

教师：好，同学们都读得很好，可是呢，有几个单词的发音好需要同学们注意一下，此刻跟着我读一下好吗？在读的过程中注意看着英标。

同学跟着教师读。

教师：同学们真棒！那此刻同学们都会读了吗？

同学：会了。

教师：那好，同学们，此刻请看着课件。请用英语说出这些动物的名称好吗？（课件上展示出cat，rabbit，kangaroo，monkey，cow，bear，tiger的图片）

同学：cattigerrabbit？。

教师：大家真棒啊，这么短的时光就都会读了。那我们此刻开始玩游戏，好吗？同学：好！

教师：大家明白这些单词的`中文意思吗？（在课件展示出walk，jump，climb，sleep，eat这些英语单词）教师根据同学们回答的情景对这些单词进行解释。

教师：那此刻我们来开始游戏吧，这个游戏的名字就叫“我说你来做”。我说一下游戏规则：我用英语发出指令，你们来做动作，做错的同学就坐下来，看

哪个小组最终站着的同学最多，那这个小组就获胜，我会给出奖励，好吗？

教师参考指令：climb like a monkey／bear．jump like a kangaroo／rabbit．walk like an tiger／duck．eat like a rabbit／cow．sleep like a cat／tiger．

为了增加游戏的难度和趣味性，教师可逐渐加快指令的速度。

同学们开始游戏。

教师：同学们，玩的开心吗？

同学：开心。

教师：那你们学会了多少单词在这个游戏里？

同学：climb jump walk eat sleep bear rabbit？

教师：好，同学们都表现得十分好。那么接下来，我们继续旅行好吗？同学：好

教师：此刻我们在动物园里，别人会问什么啊？

同学：这是什么动物啊？

教师：很好，那你们明白这用英语怎样说吗？

同学：不明白。

教师：好，那此刻我来告诉你们，请大家看课件（课件上展示出2个动物，其中一个动物说：what is it？另外一个动物回答：it is？）。教师在板书上写下：这是什么？what is this？

它是？it is

教师：好，同学们，此刻大家看黑板，来跟着我读。

同学跟着读。教师：那接下来我们再玩一个游戏吧！教师那里有一些动物的头饰，每个同学带一个动物头饰，同桌之间互相练习我们刚才教的句子，好吗？

同学：好。

教师：好，同学们都说的十分好。那此刻请大家看着课件，我们来学习一下这些动物的复数，有谁明白复数是什么意思吗？

同学：就是很多的动物。

教师：对，同学们都很聪明。同学们觉不觉得动物很可爱啊？同学：是。

教师：动物是很可爱，可是我们也需要爱护、保护它们，对不对啊？同学：对。

英语教案范文全英文版10

1. 知识与技能目标：

(1) 能正确听、说、读、写词汇stayed,went, visited等。

(2)正确听、说、读、写句型Where did you/she/he go on vacation? I/she/he went to ….

2. 过程与方法目标：

(1) 能用英语询问别人在假期做了什么，描述自己在假期做了什么。

(2) 运用知识与生活情境相结合的方法，培养学生正确与人沟通的能力。

3. 情感态度与价值观目标：

激发学生的学习兴趣、参与意识及积极性，培养学生的综合运用语言及团结合作的能力。

英语教案范文全英文版11

Part 3 Studying Methods:

Our students are almost from the countryside. They are lack of geography knowledge and the cultural background of those foreign senior students ,they have a certain ability to read . And the beautiful places are most attractive and easily arouse students learning for the learning methods, they are poor in cooperative learning students are not active in the class ,and some students don’t like , I ’ll have Ss study in a relaxed atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, thinking etc. And make preparation for completing the new study feeling and understanding the language points, let Ss get the knowledge actively by probe study and cooperative study. In a word,we’ll

the Ss how to be successful language learners.

the Ss pass ^v^Observation—Imitation—Practice ^v^(观察—模仿—实践三步教学法) to study language.

the Ss how to master dialogues and how to communicate with others.

全英文英语教案实施流程

Part 4 Teaching Procedure:

Step 1 Lead-in.

As we all know ,Benjamin Franklin is a famous politician and today, we will read a passage about him as a scientist. His serious attitude to science .Let’s see how Franklin made his famous electricity experiment by flying a kite.

1). Group competition

In the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them.

2). Group work

A match competition. Match Column B with Column A more examples to make Ss get information.

Purpose of my design:To get to know something about the story of famous scientists.

To have a better understanding about the importance of experiments in is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment.

Step 2 Reading

1). Individual work

Skimming: Read the material fast to find out the right picture about Franklin’s experiment.

2). Individual work

Scanning: Listen to the tape part by part to find out the topic for each one.

Para 1-3 the description of the experiment

Para 4 the equipment of the experiment

Para 5-6 the steps of the experiment

Purpose of my design:Enable students to understand the given material better using different reading skills . To present Sample A by CAI (电脑辅助教学)is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better. In this course, Ss can understand the main contents of this dialogue and get the key points by following the example.

Step 3 Practice

1). Class work

With all the equipment ready ( a handkerchief made of silk, two pieces of light wood, strings, a sharp piece of metal, a key, a silk ribbon ), one student acts as the host to conduct two students how to make a kite as the one made by Franklin.

2). Individual work

After that, all the students try to tell how to make such a kite in their own words with the help of the pictures on the screen.

Step4 Further understanding

1). Pair work

Read through the passage to fill in the blanks in the form in pairs.

2). Class work

Listen to some sentences to judge whether they are true or false.

Purpose of my design: “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English. By this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson.

Step 5 Post-reading

1). Pair work

Franklin was doing the experiment with his little son, and he was a bit curious about what his father was doing. On the other hand, many people were watching Franklin doing the experiment. Divide the class into two groups to make a dialogue in pairs, one is between Franklin and his son ,the other Franklin and a person watching the experiment.

2). Group work

let Ss read the passage carefully and answer the question: Discuss the following questions in groups:

Students make a conclusion of de process of Franklin’s experiment and retell the tips of doing the experiment。let Ss find out the keys of the exercises after their reading.

Purpose of my design: Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English. Without doubt, this will encourage them to speak fact, it is a kind of demand of human (苏霍穆林斯基)says:“In one’s mind, there is always a kind of deeply rooted demand, that is the hope to feel oneself a finder an

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