小学英语教案

时间:2024-06-16 14:11:59 英语教案 我要投稿

(精品)小学英语教案

  作为一名无私奉献的老师,通常需要准备好一份教案,教案有利于教学水平的提高,有助于教研活动的开展。怎样写教案才更能起到其作用呢?下面是小编为大家整理的小学英语教案,希望对大家有所帮助。

(精品)小学英语教案

小学英语教案1

  一、教学内容

  part a,b,c,e2,e3

  二、教学目标

  1.学会唱字母歌。

  2.能在熟练掌握本单元所学单词、句型基础上,巩固复习3a中文具类,动物类,交通工具类,食品类单词。

  3.能将本单元句型熟练地运用到日常交际中。

  4.能在教学活动中,感受到成功和快乐,增加学习英语的兴趣和自信。

  三、教学重点

  1.能将本单元句型熟练运用到交际中。

  四、教学过程

  step 1. greeting.

  learn to sing the song ”a b c” together.

  step 2. revision

  1) have a dictation

  可以适当增加听音填字母的'项目,促使学生尽快熟悉简单的读音规律,为记忆单词打下基础。

  2)小组竞赛,说出文具类词语。

  3) game. 模仿教材e2中形式进行。句型可以略作调整。what’s this in my school bag? it’s a …

  规则:

  1. 四人小组进行游戏。

  2.摸物品,每人2次机会,答对的同学可以将物品放在自己的位置上。

  3.最后物品最多的同学即是赢家。

  4.若有同学用中文,失去一次猜谜机会。

  step 3. consolidation and practice

  1. t: you did a good job. i’d like to buy a toy for my nephew. would you like to go with me? guess, what can you see in the toy shop?

  复习动物类,交通工具类,家具类词汇。

  2. 情境一,示范对话,并让学生跟读。

  a: hello, … how are you?

  b: fine, thank you. and you?

  a: i’m fine , too. let’s go to the toy shop by bus.

  b: ok, let’s go.

  a: here we are.

  b: look, what’s that on the door?

  a: it’s a …

  b: oh, i see. come here, … what’s this on the desk?

  a: it’s a …

  b: how nice!

  a: a …, please.

  c: ok, here you are.

  …

  3. 小组合作,看图编对话。

  4.情境二,买完玩具,一起去kfc吃了点东西。正巧遇到了一位外国人,相互自我介绍后,又相互请教了食品名称。

  示范:(根据本班实际情况,选择是否继续示范)

  a: hi, my name is … what’s your name?

  b: my name is …i’m an english … i’m from …

  nice to meet you.

  a: nice to meet you, too. excuse me, what’s this in english?

  b: it’s a packet of chips. what’s this in chinese?

  a: han bao.

  b: oh, i see. thank you.

  5. 同桌模仿例子,编新对话。(师将提供的食品图片贴在黑板上)

  step 4. homework

  1. 跟磁带,大声朗读本单元课文五遍。

  2. 提供图片及句子,请学生给句子排序,变成对话。

  注意点:

  1. 要在充分复习后,给学生创设表达的机会。

  2. 情境创设要简洁,大情境中设置若干个小情境。

  3. 运用前有示范。若学生情况好,可以逐渐放手。

小学英语教案2

  教学重点:学习书写英文字母Ss, Tt, Uu, Vv的大小写和学习拼写单词:teacher, student

  教学难点

  1. 大写T,U的笔顺和小写t的书写格式。

  2. 单词spoon , van的发音。

  教具准备:

  1. 图片snake, tiger, umbrella, USA, vest violin, van

  2. 写有大小写Ss, Tt, Uu, Vv的字母卡

  3. 单词卡student, teacher

  4. 教材相配套的教学录音带

  教学过程()

  (一)热身、复习(Warm-up/Revision)

  1. 听写。教师发给学生每人一张四线三格纸,教师随意读出字母Aa-Rr, 学生要在纸上书写所听到的字母。听写完毕后学生要把写好字母的纸交给教师。

  2. 教师出示字母卡让学生认读字母。

  3. 复习单词。注:要求听说的单词,让学生看图说单词。要求听、说、认读的单词,让学生看单词卡读单词,并说出中文含义。

  (二)呈现新课(Presentation)

  1. 教学字母Ss(出示字母课件)和教学单词spoon

  教师问学生:Are you a student? 学生回答:Yes, I am a student.

  教师出示图片,学生说出snake。

  教师让学生说一说student和snake的第一个字母是什么。学生回答:s。教师出示单词卡student,让学生认读。然后,教师出示字母卡,让学生辨别字母Ss的大小写。

  教师说:今天我们再来学习一个以字母s打头的单词。教师拿出一把小勺,教说spoon。注意p在这个单词中的发音。

  教师:这三个词都是以字母s打头的单词。谁还记得怎样写大小Ss?可让学生书空或在黑板上书写。对书写笔顺正确的学生给与表扬,如书写错误,教师可再找其他学生书写。

  教师在四线三格中教学字母大小写Ss。

  2. 教学字母Tt。(出示字母课件)

  教师出示图片,让学生说出单词tiger。

  教师指着教室里的电视,问学生:What’s this? 让学生说出单词TV。

  教师出示单词卡teacher, 让学生读出来并说出中文。

  教师问:谁知道这三个单词的第一个字母是什么?学生回答:t。

  教师出示字母卡,让学生辨别字母Tt的大小写。让学生说出大小写字母Tt的笔顺并书空。教师在四线三格中教学字母大小写Tt。教学中告诉学生大写T第一笔写横,第二笔写竖。小写t第二笔写横,第一笔起笔时,从第一格中间开始。

  3. 教学字母Uu。(出示字母课件)

  教师出示图片,让学生说出单词umbrella。

  教师出示一面美国国旗,让学生说出这个国家的名字USA。

  教师一边做动作一边说:My pen is under the book.

  教师让学生说出umbrella, USA, under这三个单词的第一个字母是Uu。

  教师出示字母卡,让学生辨别字母Uu的大小写。让学生说出大小写字母Uu的笔顺并书空。教师在四线三格中教学字母大小写Uu。教师可出示写有手写体和印刷体的单词卡让学生辨认。告诉学生我们要学写手写体,大写U的'第二笔是竖。

  4. 教学字母Vv和教学单词van。(出示字母课件)

  教师出示图片,让学生说出vest, violin.

  教师问学生知道这两个词的第一个字母是什么吗,学生回答出v后,教师出示字母卡,让学生辨别字母Vv的大小写。

  教师说:今天我们再来学习一个以字母v打头的单词。出示图片问学生:Is this a bus? Is this a car? 学生回答出No后,教师说:It’s a van.教读单词van,并让学生说一说中文。

  教师:这三个词都是以字母v打头的单词。谁还记得怎样写大小写Vv?让学生书空或在黑板上书写。对书写笔顺正确的学生给与表扬,如书写错误,教师可再找其他学生书写。

  教师在四线三格中教学字母大小写Vv。

  5. 让学生在练习本上把所学字母Ss-Vv每个写一行。教师在教室中巡视,及时给学生进行辅导。

  6. 让学生听录音带跟读模仿。

  7. 学习拼写单词teacher, student。

  教师出示单词卡teacher, student, 让学生认读。

  教师让学生看单词回答:How many letters in this word?学生回答后,让他们拼读单词。

  教师让学生在四线三格中默写字母t, e, a, c, h, r, s, u, d, n,

  教师教学生在四线三格中书写单词。告诉学生首先要把每个字母书写正确,然后按照单词的拼写把字母写在一起,注意单词的每个字母间要有一点距离。

  让学生照板书抄字头,然后每个单词写一行。

  (三)趣味操练(Practice)

  游戏1:看谁拿得快

  教师可将字母Ss, Tt, Uu, Vv的大小写字母打乱顺序分别贴在黑板上,然后请两组学生,每组5名出列。教师报一个字母,让每组的第一个学生快速地跑近黑板,将该字母的大写与小写分别取下。先拿到正确的大小写字母卡的小组为胜者,可获一分。计算最后结果,给与优胜小组奖励。

  游戏2:拼图说单词

  教师把与本课单词有关的图片剪成几块,然后让学生分小组进行拼图比赛。拼出后让学生说出单词以及该单词的第一个字母。拼出图形加一分,说对单词加一分,说出字母加一分,最后看哪个小组得分最多,哪个小组就取得胜利。

  (四)扩展性活动(Add-activities)

  Making string letters

  1.把课前准备好的小绳或细线分发给学生。

  2.告诉学生要按指令用小绳摆出字母。

  3.教师说:“Big Letter V.”学生要迅速摆出。

  4.继续活动,直到复习完所有学过的字母。

  板书设计

  Unit 3 My friends

  黑板上方:上课前打好的四线三格,在课堂上随讲随写的字母Ss, Tt, Uu, Vv

  黑板下方:

  教案点评:

  本课时主要学习字母Ss, Tt, Uu, Vv及相关单词。热身、复习环节,先进行字母Aa-Rr的听写。然后出示字母卡、单词卡让学生认读字母和复习单词。呈现新课环节,教师可将字母教学放到单词中进行。在教学过程中,教师结合图片或实物逐个进行字母和单词的教学,可辅以字母课件进行教学,便于学生更好的领会和掌握。教师要注意侧重字母的书写教学,使学生养成正确的书写习惯。三个小游戏“看谁拿得快”和“拼图说单词”“Making string letters”帮助学生在趣味活动中巩固了所学。

小学英语教案3

  Unit 3 What are you going to do ?

  一、教学内容分析

  话题:What are you gong to do?

  功能:运用What are you gong to do?等句型来询问他人打算做什么。并能根据询问给出相应的回答。在此基础上进行语言交流,展开交际活动。

  语言结构:

  1、句型:What are you going to do this morning/ this afternoon/ on this weekend/ ……?

  I’m going to ……

  Where are you going ? I’m going to ……

  2、词汇:take a trip/ read a magazine/ go to the cinema/ tomorrow/ tonight/ this morning/ this evening/ this afternoon/ next week/ post card/ magazine/ dictionary/ comic book/ newspaper等。

  二、教学目标

  (一) 能力目标:

  1、 能通过询问知道他人打算要做什么,并能正确表达自身或他人将要进行的活动。

  2、 围绕主题What are you going to do?展开对话,并尝试自编对话,模仿讲故事。

  (二) 知识目标:

  1、 能够听、说、读、写A、B局部Let’s learn 中的四会单词和Let’s talk中的三组句子。

  2、 能够听、说、认读let’s learn局部的三会单词和Let’s talk中的句型。

  3、 能够读懂Let’s read 中的对话和短文,能够完成检测同学理解程度的填充句子练习。

  4、 了解2个元音和5个辅音的读音,能区分它们不同的发音方式,并能根据所给的音标拼出单词的读音。

  5、 能够听懂、理解Story time、Good to know、Task time 中的内容。

  (三) 情感目标:

  1、培养同学学会合理计划布置自身的学习与生活。

  2、让同学从小就树立远大的理想并拟订远期目标。

  三、基本教学理念

  a) 采用活动途径,倡议体验参与

  新课程倡议任务型的教学模式,让同学在教师的指导下,通过感知、体验、实践、参与和合作等方式,实现任务的目标,感受胜利。在学习过程中进行情感和战略调整,以形成积极的学习态度,促进语言实际运用能力的提高。

  b) 突出以同学为主体的素质教育思想

  英语课程要面向全体同学,注重素质教育,要关注每个同学的情感,激发他们学习英语的兴趣,协助他们建立学习的成绩感和自信心,使他们在学习过程中发展综合语言运用能力,提高人文素养,培养创新精神。

  四、课时布置

  第一课时:Part A Let’s learn/ Pair work/ Let’s chant

  第二课时:Part A Let’s try/ Let’s talk/ Group work/ Part C Task time

  第三课时:Part A Let’s read/ Part C pronunciation

  第四课时:Part B Let’s Learn/ Let’s play/ Part C Let’s sing/ Good to know

  第五课时:Part B Let’s try/ Let’s talk/ Pair work/ Part C Let’s check

  第六课时:Part B Let’s read/ Part C Pronunciation

  五、教学重难点

  1、 重点:

  A、四会单词和句子的听、说、读、写。

  B、Let’s learn局部单词和短语的听说读写。

  C、句型What are you going to do?I’m going to ……等的正确运用。

  2、 难点:

  A、四会单词和句子的读写。

  B、Read and write 的理解。

  C、正确认读本单元所给出的7个音标以和相应的单词。

  六、教学重难点建议

  1、 句型:What are you going to do this morning/afternoon/……?的导入。

  A、情景导入:可借助画面和同学熟悉的`人物如Mike,姚明等,创设一定的情景,在同学易懂的言语中自然地将其带入该情景。

  Eg. (1)(画面出现生病中的Mike)

  T:Look! Who’s that?

  Ss: He’s Mike.

  T: Is he OK/fine?

  Ss: No. He’s not OK/ fine.

  T: Is Mike your friend?

  Ss: Yes.

  T: So what are you going to do? (出示)

  (2)(出示姚明的照片)

  T: Who’s that?

  Ss: Yao Ming.

  T: This evening, there is a basketball game and Yao Ming is in this game.What are you going to do this evening?

  Ss: I’m going to watch TV.

  (3)(出示动物园的场景)

  T: There is a picture for you. Oh, what’s this?

  Ss: It’s a zoo.

  T: Yes, it’s interesting .

  Ss: Oh, we like animals very much.

  T: Tomorrow is a sunny day . What are you going to do?

  Ss: We’re going to see the animals tomorrow.

  B、对话导入:以自然的师生对话过渡到将学的内容。

  Eg. T: Hello.

  Ss: Hi!

  T: How are you ?

  Ss: Fine. Thank you.

  T: What day is it today?

  SS: Today is Friday?

  T: What day is it tomorrow?

  Ss: It’s Saturday.

  T: What are you going to do on Saturday?

  2、 四会句型和词汇的巩固。

  (1)快乐遐想吧

  A、将一副完整的图片分割成两局部,根据图片中的人物猜一猜整幅图的情景(以第一、二人称展开对话)。图中情景可有违常理,给同学遐想的空间。

  目的:操练句型What are you going to do?

  I’m going to……

  【Eg.】

  B、根据展示不同的服饰或物品,想想将去出席何种场所或将要做什么事。

  目的:操练句型Where are you going?和What are you going to do ?

  bookstore

  【Eg.】

  picnic

  cinema

  (2)单词接龙

  活动内容:be going to…tomorrow/ next week/ this evening…

  who

  what

  where

  when

  活动过程:将同学按四人划分成小组,和说一个句子。如He’s going to watch TV at home this evening.

  同学竞赛完成句子的一局部,并且不能重复答案,有同学接不上答案就排在第一位,接着再说句子。最后没被排到前面同学获胜。

  (3)Mike’s Sunday

  活动内容:

  a、What is he going to do on Sunday? He’s going to …

  b、take a trip/ read a magazine/ buy a comic book…

  活动准备:若干时间表

  活动过程:

  1、 教师事先制作一套卡片,每张卡上记载Mike将在周日的某个时间做某件事,并将他们复制成数份。

  2、 请同学们都去调查Mike的周日将做些什么事。

  3、 教师示范任务的操作,将同学分成若干组,每组限8人,分发卡片一套,每个同学领取卡片一张,然后在同组中来回走动,跟同组同学进行对话。例如:

  S1: Excuse me. What is Mike going to do at 4:30 on Sunday morning ?

  S2: Sorry, I don’t know. You may ask him/her.(当自身被问到不知道答案时,可以这么说。)

  S1: Excuse me. What is Mike going to do at 4:30 on Sunday morning ?

  S3: Sorry, I don’t know. You may ask him/her.

  S1: Excuse me. What is Mike going to do at 4:30 on Sunday morning ?

  S4: He’s going to get up.

  (4) Does your friend know you?

  活动内容:be going to…

  colours/ verbs/ fruits/ food.

  活动准备:表格

  活动过程:请一位同学上来填表格,再请他们的朋友来填表格,看谁了解他多一些。

  This weekend, ______ is going to get dressed in _______(What colour?). _______ is ______ to _______( What to do?). ______ is going to eat ______ (What food?) and _____( What fruit?). And ______is going to drink ______ ( What drink?).

  (5)张冠李戴

  活动内容:be going to…

  tomorrow/ next week/ this evening…

  活动准备:小纸片,小盒子

  活动过程:把全班分成四个大组,每人一张纸片,第一大组写名字,第二大组写在做什么,第三大组写什么时间,第四大组写在什么地点。然后把每组的纸条放进不同的四个盒子里,请一名同学从四个盒子中分别抽出一张组合成一个句子,把它大声地读出来。

  (6) Who is the winner?

  目的:操练四会句型I’m going to……,训练同学说和写的能力。

  过程:课件快速闪现两组图片,分别是将要做的事情和时间。当画面停止的时候,同学要根据两幅画面的内容写下句子。比方:I’m going to the bookstore this afternoon.连续进行5次,看一看,比一比谁写对得多就是winner。

  (7)趣味故事。

  目的:操练句型:Where are you going…? I’m

小学英语教案4

  【教学目标】

  1、通过图片、任务认领等环节,全部学生能初步学会运用祈使句型Don’t…

  2、通过听、跟读、自读等多种形式,98%学生能正确理解课文内容

  3、通过知识拓展、交流,90%以上的学生能了解公共场所常用图标的含义,并能用Don’t…句型表达

  4、通过较大容量的语言输入,初步培养学生用英语思考和交流的`习惯及在情境中灵活运用所学句型的能力和知识迁移能力。

  5、学生通过合作学习能够形成一定的团队精神,认识一些日常生活中的安全行为和文明行为,养成良好的社会公德和学习习惯。

  【教学重难点】

  重点:

  理解课文内容,能在适当的语境中用Don’t…句型表达自己的意愿。

  难点:

  能结合所学的语言知识,通过联系生活实际,灵活运用祈使句型Don’t。

  【课前准备】

  1. 单词卡片/时间展示图;

  2. 教学光盘或其他录音机设备;

  3. 教学课件。

  【教学过程】

  Step 1:Warm up

  1、Greetings.

  2、Free talk

  Do you like playing football? Don’t play football

  Do you like skipping ? Don’t skip in the classroom.

  Do you like walk? Don’t walk on the grass(class—glass---grass)

  Step 2:Lead in

  Step 3:Presentation

  1、首先,让我们来争当civilization small guards---文明小卫士。

  Please listen and chant, and try to find out the actions and discuss them:1)Where are they?

  2)What are they doing?

  3)What do you want to say?

  If you can answer the questions, you maybe a small civilization guard。

  2、 We know “Don’t walk on the grass”、“Don’t shout in the zoo”、“ Don’t climb the tree”in the zoo when we go to school. But at the weekend , if we play in the zoo, can we do these? Please listen and read Part 2 , try to choose the correct answer.

  1、 Can we shout in the zoo? A. Yes. B. No.

  2、 Why? A. The baby is sleeping. B. The baby is shouting.

  3、 Can Sam climb the tree? A. Yes. B. No.

  4、 Why? A. It’s funny. B. It’s dangerous.

  5、 Don’t walk on the grass. A. Yes. B. No.

  Step 4:Drills

  Listen and repeat.

  Lead to read.

  Read in pairs.

  Act the dialog

  Step 5:Practice

  Play a game: Civilized guards

  We should obey the rules in the city .Weihai is a beautiful city, to be a civilized city is our dream.

  Maybe it’s difficult. But don’t give up. We’re the civilized pioneers, and we know the rules of our city. Now, let’s have a match between boys and girls.

  Who can get into this civilized city first? Come on, everyone!

  Please look at the pictures and say the rules quickly. Ready? Go!

  Step 6:Homework

  We have rules everywhere. The rules make our life better and better. What do you want so say?

小学英语教案5

  Teaching aims:

  Knowledge aim:

  Students can master the pronunciation of the letter “w”.

  Ability aim:

  Students can understand the word and can speak the sentence using the preposition properly.

  Emotional aim:

  Students can foster the interest and desire of learning English, and they will be fond of taking part in kinds of class activities.

  Teaching Key & Difficult Points

  The key point of this lesson is to get students to know how to pronounce the words correctly and understand the meaning of the sentences.

  The difficult point is to improve student’s speaking and listening ability.

  Teaching procedures:

  Step 1: Warming-up

  Review a chant with students: “Red is the color for the tomato; yellow is the color for the banana; blue is the color for the sky and sea; green is the color for the leaves on the tree.”

  Step 2: Presentation

  Students will listen to the tape and answer the question “what is your favourite season?”

  Teacher will play the tape again and students will imitate it. Then teacher will write the words with “w” on the blackboard such as watch, water, week, winter and pronounce these words together with students. After pronouncing, the students will find the rules of pronunciation of ‘w’ and the teacher will encourage them to find more other words with ‘w’.

  Step 3: Practice

  1. Students read “w” in different ways. For example: read it one by one; loud voices and quiet voice and so on.

  2. Play a game. Remove a word from the former words, and ask students: “Please guess what is missing?”

  Step 4: Production

  Students will read the example sentences in the textbook, and then try to use the rest of words to make complete sentences freely.

  Teachers would invite some of them to share their sentences with others.

  Step 5: Summary & Homework

  Students will act as an assistant teacher to conclude what they have learned this class. And then the teacher will make a summary together.

  After the class, students can listen to the tape again and share the words with their parents.

  Blackboard design

小学英语教案6

  教学目标

  1.能听、说、认读单词“favourite”和“food”。

  2.继续谈论最喜欢的食物并给出原因。

  3.能完成“Let's try”部分的听力任务。

  教学重难点

  1.能听、说、认读单词“favourite”和“food”。

  2.继续谈论最喜欢的食物并给出原因。

  教学过程

  (一)、课前热身

  1.猜一猜

  教师请两三位学生上讲台,写出自己最喜欢的食物,其他学生猜一猜,如:

  T:Guess! What's her / his favourite food?

  Ss:Ice cream? T:No, guess again. Ss:Salad?

  T:Yes, you're right.

  Xiong Da,What's your favourite food?

  Lan Yangyang,What's your favourite food?

  Grace, What's your favourite food?

  Kimi,What's your favourite drink?

  2.教师随机出示上节课学习的五个单词的词卡,全班学生表演相应的动作。

  (二)、新课呈现

  1. B. Let's talk

  (1)教师在黑板上画出自己喜欢吃的几种食物,说:“Look! There is ice cream, hamburgers, bread and noodles on the blackboard. They are food. They are my favourite food.”,教师边说边在黑板上画几个笑脸,帮助学生理解“favourtite food”的意思。

  (2)介绍对话情景。

  T:Sarah and Zhang Peng are talking about today's menu. Let's go

  and see what they would like to eat today.

  (3)教师出示本部分的教学挂图,问:“What food and drink are in today's menu?”,学生根据情景图回答:“There are noodles, beef, fish, sandwich, tomato soup and milk in today's menu.”。

  (4)第一次播放教学录音,全班学生跟着录音读,提醒学生在跟读的过程中注意模仿录音中的语音、语调。第二次播放教学录音,全班学生分男女生跟着录音读。第三次播放教学录音,学生听完录音后回答下面问题:

  ① What's Zhang Peng's favourite food?

  ② What's Sarah's favourite food?

  ③ What do they have today?

  Answer:

  ① Noodles. He loves beef noodles.

  ② Fish.

  ③ They have beef noodles and tomato sandwiches today.

  (5)学生拿出人物头饰,同桌合作练习表演对话,然后教师请几对学生上讲台表演,评选出“最佳表演者”,并给予小礼物作为奖励。

  (6) Ask your friend about your favourite food and drink

  ①学生四人一组,调查组内同学最喜欢的食物和饮料,完成表格:

  ②教师请两三位小组代表上讲台汇报本组各位学生最喜欢的食物和饮料。

  (三)、巩固延伸

  1. B. Let's try

  (1)明确听力任务

  T:Zhang Peng and Sarah are thirsty. What would they like to drink? I'll play the tape for you to listen. After listening, match each person with the right picture.

  (2)第一次播放教学录音,学生根据录音内容连线。

  (3)第二次播放教学录音,师生一起核对答案

  (四)、课堂小结

  小结本课的`重要句型并对学生的饮食习惯进行必要的引导。

  T:When you like something, you can say , Ss:I like , Because it's / they're,

  T:When you want to know someone's favourite food, you may ask , Ss:What's his / her favourite food?

  T:If you want to know my favourite food, you may ask ... Ss:What's your favourite food? T:I like tomatoes. They're healthy.

  T:Boys and girls. We must have much vegetables and fruit. They're healthy for us.

  2. (五)反馈检测仿照例子写句子:

  示例:I like bananas. They're sweet.

  ① I like XXXXXXXXXXXX. They're XXXXXXXXXXXXXX.

  ② I like XXXXXXXXXXXX. They're XXXXXXXXXXXXXX.

  ③ I like XXXXXXXXXXXX. They're XXXXXXXXXXXXXX.

  ④ I like XXXXXXXXXXXX. It's XXXXXXXXXXXXXX.

  ⑤ I like XXXXXXXXXXXX. It's XXXXXXXXXXXXXX.

  六、布置作业

  1.听录音,跟读B. Let's talk部分内容。

  2.把本节课学习的生词在四线三格内抄写六遍。

  3.调查自己家庭成员最喜欢的食物和饮料。

  板书设计

  Unit 3 What would you like? B. Let's try B. Let's talk

  What's your favourite food? I love beef noodles. Well, let's see.

  We have beef noodles and fish sandwiches today.

小学英语教案7

  教学目标:

  知识与技能:能够听懂、会说、会认读单词:man, father, dad。

  过程与方法:能够听懂、会说、会认读句型:who’s that man? he’s my father./ hi, dad.并能够在具体的语境中灵活运用。

  情感态度与价值观:能够听懂指令,按照指令的要求完成point and say的内容。

  教学重点:

  掌握三个单词和句子。

  教学难点:

  能够理解和运用句型:who’s that man? he’s my father./ hi, dad.并能够听懂、会说、理解句子:this is my friend, amy.

  教学准备:

  照片,词卡

  教学过程:

  step1 warming up revision

  a song” who is she?”(网络素材)。 a song “boy and girl”.’s chant:p8.

  my friends.引导学生介绍自己的朋友。如:hi, i’m ’m from chin is my friend, ’s a ’s a ’s from china/ the uk/ canada/ the usa/ australia. step2 presentation practice

  1.以旧带新,学习新知(let’s talk)

  (1)教师:呈现mr jones,问:who’s he?引导学生答:he’s mr jones.教师:mr jones is a man.

  (2)学习单词man,并扩展woman对比进行学习。

  2.词融于句,巩固新知

  活动1:呈现男教师的照片,让学生练说: mr… is a man.

  活动2:呈现男明星的照片,让学生练说:如yao ming is a man. and learn

  (1)呈现教师自己爸爸的照片:look, that is a ’s that man? can you gu?教师出示答案:he’s my father.

  (2)学习father,并扩展mother对比学习。

  (3)对比father和dad的用法,并扩展mother和mom对比学习。

  (1)呈现对话动画。

  (2)跟读对话,呈现新句型。

  (3)教学句子:who’s that man? he’s my father.

  (4)学生小组表演对话。

  step3 extension consolidation

  a song:”father and mother”.

  and say:同桌合作练习图中的'对话。 ing game:

  收集学生的爸爸照片,让学生猜一猜:who’s that man?是谁的爸

  爸,谁就快速回答:he’s my father. 4.完成作业本相关作业。

  step4 summing up

  总结本课的三会单词man,father, dad.

  总结本课的三会句子:who’s that man? he’s my father.

  背诵对话。

  板书设计

  unit2 my family ’s talk

  who’s that man?he’s my father. man father dad

小学英语教案8

  教学目标:

  1.知识目标:

  能掌握描述天气的词汇cloudy, rainy, snowy, sunny, windy。

  能口头运用句型how’s the weather today ? it’s sunny.

  2.能力目标:通过教学后培养学生根据实际情况描述天气的能力。

  3.情感目标:培养学生敢于开口说英语的积极性。

  教学重、难点:

  使学生能听、说、读、写和正确运用词汇cloudy, rainy, snowy, sunny, windy;句子:how`s the weather today ? it`s_____

  使学生在真实的情境中灵活运用句型how`s the weather today ? it`s_____ .

  教具准备:

  磁带,录音机,单词卡片

  教学时间:

  一课时

  教学过程:

  ⅰ.greetings.

  --what day is it?

  --it is friday, april eleventh.

  --what day is tomorrow?

  --it is it’s saturday,april twelfth.

  (设计意图:学生回顾问候用语和日期表达方法。)

  ⅱ.review:

  show the students the pictures in the cards and ask the students to say the words one by one.

  t: what’s this?

  s:it’s rain.

  (设计意图:学生回顾snow,wind,rain,cloud,sun几个名词,引出cloudy,rainy,snowy,sunny,windy并为对比名词和形容词做准备。)

  ⅲ. new concepts:

  step1:show the pictures of the new words.

  t:look at the picture.the weather is rainy. it’s rainy.say together!(板书rainy)

  ss:rainy.

  t:what’s the meaning of it?

  s1:下雨的。(学生拼读单词。)

  教师用彩粉笔把y板书在rain后面,学生对比发现它们的差别。

  (设计意图:学生通过比较,初步了解本课中的.天气词汇与上一课学会的名词的联系。)

  step2.teach windy,rainy,cloudy and sunny.

  教师引导学生在wind,rain,cloud,sun的后面加上y,把它们变成形容词,并让学生试读出单词。

  注意特别强调sunny的不同。

  (设计意图:加强新旧知识之间的联系,让学生发现规律,掌握方法。)

  step3:play games

  1. “what’s missing?”(sunny/snowy/cloudy/rainy/windy.)

  2.“guess the words”猜单词游戏

  (教师扣起单词卡片,学生猜。)

  step4:show the students the pic tures of the weather and practice.

  --is it rainy? (is it a rainy day?)

  --no. it’s sunny. / yes. it’s rainy.

  (教师和学生示范,为对话做准备,同时把课本上的第一部分充分回顾。)

  step5:practice in their groups.

  step6:check up the dialogue.

  step7:teach “how’s the weather today?”

  t: how’s the weather? (出示一张天气图片)

  ss: it’s rainy.

  t: how’s the weather today?

小学英语教案9

  教学目标:

  知识目标

  1.通过Listen and say的情景对话,帮助学生理解核心句型的含义和用法。

  2.通过Ask and answer的对话操练,帮助学生在模拟商店的情景中初步运用核心句型来表达意愿,购买食物。

  3.通过让学生根据上一课时的购物单进行模拟购物游戏,帮助学生进一步运用所学语言来完成购物任务。

  语言技能

  学生能够使用购物用语表达自己的需求,成功购买所需物品。

  情感态度

  学生初步了解中西餐具文化的差异。

  教学重点:

  1、学生能听懂,会说单词shop,soup

  2、学生能用What would you like?询问别人想要什么,并能用I’d like…表达自己想要什么。

  教学难点:

  学生能区分What would you like?与What do you like?的意义与用法。

  教具准备:

  录音机、卡片、课件,一些食物图片

  教学过程:

  Step1:Warm up

  1.Greetings.

  2.出示卡片,快速闪现,学生复习单词

  Step 2: Presentation

  1.出示书中“Ask and answer”中的图片

  T:Look!This is Happy Shop!Welcome to Happy Shop!Here are many things. What can you see? What do you like? Why? What would you like?Why?

  引导学生比较区分What would you like?与What do you like?的意义与用法。

  2.出示Mrs Li和Kitty的空白购物单(配图)

  T:Mrs Li and Kitty are at the shop.What would they like? How much are they?

  Let’s listen.

  学生边听边记录,然后回答问题,完成购物清单。

  1.听录音,跟读“Listen and say”中对话

  2.分角色朗读对话。

  3.渗透中西方文化

  (1)T: Look at Mum’s shopping list. What can Kitty and hermum eat for dinner?

  (教学单词soup)

  (2)T: They are Chinese food.We can eat them with chopsticks.

  (3)出示Culture corner,学生了解中西饮食餐具上的一些差异,并补充一些文化信息:中餐常用的餐具如chopsticks,plate,spoon; 西餐常用的餐具如knife,fork,spoon,西餐中左手用叉,右手用刀

  Step 3: Practice

  课件再次出现“Happy Shop”中的`食物,同时贴上价格标签。

  T:Do you like shopping? Let’s go to Happy Shop.

  模仿Part A,学生三人一组根据自己的需求,模拟购物场景进行购物活动。

  Step4: Sum up

  总结本节课所学句型及文化知识。

  Step5: Homework

  1.听读本节课所学的内容

  2.熟读本节课所学的对话。

  3.抄写核心句型

  板书设计:

  Unit 8 At the shop

  Period 2

  Mrs Li’s Shopping List Kitty’s Shopping List

  some tomatoes some candy

  some eggs some orange juice

  some potatoes

  some carrots

小学英语教案10

  教学目标

  让学生熟练掌握“This is …/That is … ”的用法。 this和that的发音以及在楼层的表达中序数词first, second的用法是教学中的难点。教师要通过创设情景让学生理解和掌握。

  教学重难点

  教学重点:让学生熟练掌握“This is …/That is … ”的用法。

  教学难点:this和that的发音以及在楼层的表达中序数词first, second的用法是教学中的难点。教师要通过创设情景让学生理解和掌握。

  教学过程

  (一)热身/复习(Warm-up/Revision)

  1、播放本单元Let’s do A的录音带,学生听音做动作。

  2、教师出示canteen等生词的图片,请学生说出该单词。

  3、教师播放本单元歌曲《Our School》,先让学生听,然后鼓励学生跟唱。

  (二)呈现新课 (Presentation)

  1、教师和学生进行free talk,话题是Why do you like our school? 鼓励学生用简单的句子做出回答,即使只能说出只言片语,教师也要给予表扬。顺着这一话题。教师说:“Yes, our school is really very nice、 Today some friends from America are coming to see our school、 Chen Jie is showing them around school、 Let’s watch、 由此导入新课。 2、播放本课课件Let’s talk 部分。教师可以就对话内容提一些问题,如:How many American friends are there? What do you do in the playground? 在提问与回答的过程中,将难点各个击破。

  3、进行模仿或跟读练习,注意提醒学生this和that中“th”的发音要咬舌头。

  first和second的操练可以在排列卡片、复习单词的过程中渗透,如:T: What’s in the first/second picture? Ss: It’s a library/ a teacher’s office、 也可以让学生听指令排列卡片,如:T: The first card, playground; the second card, … 然后引导学生仔细观察挂图,正确理解和运用短语on the first floor 和on the second floor。

  4、分角色朗读与表演

  教师先与一些学习程度较好的学生进行示范性表演,以降低完全由学生自己表演的难度。然后请学生小组练习和表演。学生可戴上金黄色假发套扮演外国客人。

  (三)趣味操练 (Practice)

  看图操练:

  Where’s the library?

  It’s on the second floor、

  Is it next to Classroom 3?

  Yes, it is、

  一学生手举起图片背对其他学生面向黑板站立,另一学生依照图的`提示做出动作,其余的学生猜测图上表示的是什么课室或学校场馆,用句型“That is a …”作答。

  (四)扩展性活动(Add-activities)

  1、做本单元A Let’s talk 部分的活动手册配套练习。

  2、 听Let’s talk 部分的录音,读给同伴、朋友或家长听。

  3、 给爸爸妈妈介绍自己的学校。

小学英语教案11

  一、教材分析

  运用运用四年级学过的there be 句型描述事物的数量,通过本课的学习能用There are enough.和 There aren’t enough. 来描述事物的数量是否与实际所需相符。

  二、学情分析

  五年级学生对there be 句型已经有了较强的表达能力和理解能力,并且能选择正确的.单复数形式进行描述。因此,在复习环节上,可以引导学生对教室里或者学生自己或家中的物品进行描述,唤起学生对这类句型的记忆。对于there be 句型,学生已具备了一定的自主学习能力,在学习过程中,通过师生互动和生生互动的交流,大部分学生能够通过运用所学知识完成新知识的掌握。因此,在新课教学的环节中,应注意教学形式的多样性,避免学生因对句型熟悉而感觉枯燥。

  三、教学准备

全班学生新作业本、单词卡、录音机。

  四、教学目标

  (一)知识目标:

  1、能听懂、会说并认读单词:enough, every,everyone ,give, them,careful。

  2、能听懂、会说并认读句子:There are ten pencils in the blue box. There are enough pencils. There aren’t enough pencils.

  (二)能力目标

  1、能在实际情景中运用There are…There are enough… There aren’t enough… 向他人表达物品数量及是否充足,提高语言运用能力。

  2、能运用旧知识解决新问题,提高知识的的迁移能力及自主学习能力。

  (三)情感目标

  1、能积极参与活动,在活动中善于运用知识与他人合作与交流,获得英语学习的兴趣及成功体验。

  2、能够运用所学表达对他人的关爱。

  五、教学重点和难点

  (一)教学重点:

  1、听、说并认读单词:enough, every,everyone ,give, them,careful。

  2、听、说并认读句子:There are ten pencils in the blue box. There are enough pencils. There aren’t enough pencils.

  3、在情景中运用There are…There are enough… There aren’t enough… 向他人表达物品数量及是否充足。

  (二)教学难点:

  1、careful、them等单词的发音

  2、在实际情景中运用There are…There are enough… There aren’t enough… 向他人表达物品数量及是否充足。

  六、教学过程

  (一)、热身启动:

  1、Sing a song《How many do you want ?》

  2、Free talk

  T:Our classroom is beautiful.There are twenty desks . There are two windows in the wall . There are twenty chairs .学生也举例子。

  (二)、单词呈现:

  1、(1)师手拿4本书,问:How many books are there in my hand? 学生回答: There are four.

  (2)师再问:How many children are there in this group?学生回答:There are four.

  2、师给这4个学生分书,并说:I give one book to every child. 分完后说:There are enough books.让学生猜什么意思。

  3、师为学生创设情境,学习There aren’t enough books.

  4、让学生练习读句子There are enough.... 和There aren’t enough....并给读得好的学生发铅笔:give a pencil to you.或give you a pencil.让学生猜give的意思。

  5、学习单词“give”。

  小游戏:让学生传递卡片,体会“give”的意思。

  6、学习词组“give out”。

  (1)师说:I have gotmany work book. I want to give out these work books.

  并告诉学生“give out”是分发的意思。并说:Who can help me?

  (2)找4个学生帮忙分卡片。

  (3)分完后,问发卡片的学生:Are there enough work books?

  (4)学习肯定回答和否定回答。Yes, there are. / No, there aren’t.

  (5)练习句型Are there enough works books? Yes, there are. / No, there aren’t.

  (三)、学习课文:

  Yesterday Ms Smart bought some pencils to her children.

  1、听第一遍录音。回答问题:What did Ms Smart buy yesterday?

  2、学生回答。

  3、听第二遍录音。并解决How many pencils did Ms Smart buy? How many students are there in the classroom? 这两个问题。

  4、学生回答。

  5、听录音跟读课文,解决背景单词。并问How many pencils did John have?

  (四)、巩固练习

  1、分组练习对话

  2、Activity 3:point and say 练习There are enough... 及There aren’t enough...

  (六)、Homework:

  读课文,小组表演。

小学英语教案12

  教学目标

  1.能熟练地会读、会说、会运用句型Are you…?和Yes,I am与No,I’m not.

  2.能会读、会说、会写Goodbye

  3.能了解单词抄写的格式

  4.能熟练地会读、会说小诗Are you Mike?教学重点1.能熟练地会读、会说、会运用句型Are you…?和Yes,I am与No,I’m not.

  2.能会读、会说、会写Goodbye

  3.能了解单词抄写的格式

  4.能熟练地会读、会说小诗Are you Mike?教学难点1.能了解单词抄写的格式

  2.能熟练地会读、会说小诗Are you Mike?教学疑点教学准备挂图,卡片,录音机教学过程Step 1 Greeting

  1.Sing a song——Good morning/afternoon

  T:Good morning/afternoon,class.

  Ss:Good morning/afternoon,Miss Zhang.

   2.Say a rhyme——Are you Mike?

  a.教师让学生带上Mike头饰

  T:Hello,I’m Miss Zhang.Are you Mike?

  S:Yes,I am.

  教师带上头饰

  S:Hello,I’m….Are you Mike?

  T:Yes.You are right .I’m Mike.

  教师出示You are right

  练习读You are right

  b.教师让学生带上Joe头饰或者是拿着Joe的图片

  T:Hello,I’m Miss Zhang.Are you Joe?

  S:Yes.You are right .I’m Joe

  教师带上头饰

  S:Hello,I’m….Are you Joe?

  T:Yes.You are right .I’m Joe.

  教师拿着Mike,Joe,Moe的图片,走到小组前,让学生大声地说Hello,I’m…

  T:Try to say Hello,I’m…,please.

  c.Say the rhyme

  T:Now,let’s say the rhyme.OK?Let’s go.

  通过这个环节让学生真正地掌握这首小诗。

  Step 2 Presentation

  1.Read Story time

  T:Shall we read Story time together?

  这样的句子学生刚开始接触时肯定不知所措,比较难,教师可以把意思提示给学生,并让他们知道该怎么回答。

  2.Play a game——Guess and say

  游戏规则:学生1站在讲台前,坐在位置上的一个学生2站起来说Hello.。

  S1:Hello.

  Ss:Hello.Are you…?

  S1:Yes,I am./No,I’m not.(I’m…)

  这个游戏在第一课时做过了,在这里再次出现是为了加强学生的记忆,并且缓解一下之前读书比较枯燥的气氛。

   3.Checkout time——Look and say

  T:I have some pictures here.Try to think about

  Them? What are they say?

  Picture 1

  Are you Liu Tao.

  Yes,I am.

  Yes.You are right.I’m Liu Tao.

  教师要把学生有可能说的`答案尽量想到

  Picture 2

  Hi,I’m Mike.

  Hi,I’m Yang Ling.

  Picture 3

  Are you Yang Ling?

  No,I’m not.I’m Su Hai.

  Picture 4

  Are you Wang Bing?

  Yes,I am.

  4.字母复习

  (1)大小写配对

  (2)左邻右舍

  (3)改错

  可以出些学生在练习时格式或者是书写错的字母,让学生改错,帮助学生记住字母。

  在练习的时候注意第一单元字母的复习。

  Step 3 Exercises——补充习题

  完成补充习题上题目。

  做完每道题目的时候可以通过跟录音读、复述或者是对话表演的形式来帮助学生学会学习。

  Step 4 Summary

  1.教师跟学生全面复习本单元需要掌握的知识:

  Are you…?

  Yes,I am. You are right.

  No,I’m not.I’m…

  Goodbye

  字母Aa Bb Cc Dd Ee Ff Gg的正确书写

  2.Ticking time

  让学生根据自己的真实地学习情况自己打星。

  帮助学生理解几项的意思,

  Step 5 Homework

  1.Finish the exercises

  2.Copy the letters.作业:

  1.Finish the exercises

  2.Copy the letters.

   板书设计

  Unit 2 I’m Liu Tao

  Are you…?

  Yes,I am. You are right.

  No,I’m not.I’m…

小学英语教案13

  1、活动名称:Nice rainbows we can do?

  2、活动类型:match

  3、活动目的:使学生在欣赏彩虹带来美感的同时,能用what colour is it? It’s….句型,用英语正确问答颜色。并通过比赛,能把这些表示颜色的词进行逆向运用,即听《彩虹歌》,小组合作贴彩虹条。帮助学生在接触信息的同时学会抓住重要信息,培养听力;让学生在参与、合作和竞争中体验英语学习的成功与喜悦。

  4、语言项目:Patten:What colour is it?It’s….

  Colours:red black white yellow orange green blue purple brow grey

  5、达到水平:初学英语的小朋友

  6、活动方式:小组

  7、活动准备:Teacher:在黑板上画一道大彩虹、十种颜色的彩条、彩虹小贴纸。

  Student: 每组五张16开白纸,每人准备一套十种颜色彩条纸,胶水。

  8、活动步骤:

  Step1 全班活动

  在学习相关颜色词句的基础上,运用黑板上的一道大彩虹,复习巩固句型What colour is it? It’s….及十个表示颜色的词。

  Step2 小组竞赛

  l 彩条分组

  全班八组,每组请一人抽彩条来定组名。如第二组抽到的彩条是红色,教师就在黑板上大彩虹的红色前写上2,第二组就称红队。红条的右边就用来记录该组获奖情况。

  l 竞赛开始,宣布竞赛方法。

  学生的'每组桌上备有一套十色彩条和白纸一张。

  教师唱英文歌《Rainbow》(彩虹歌),学生根据歌曲中所听到的颜色在白纸上制作彩虹,必须按歌曲中颜色出现的先后顺序由上至下排列彩条。为方便操作,请学生将少量的胶水竖着涂在白纸中心部位。

  l 值得注意

  进行第一轮比赛的时候,教师唱歌的速度可慢一点,要根据全班学生掌握颜色的情况而定。尽量让学生能找对颜色并贴好,满足学生的第一成就感。第二、三轮时,教师可以把歌曲逐步唱快一点,提高学生参与的积极性,体现小组间知识把握及合作的情况,拉出竞赛结果的距离。

  l 句型巩固、获奖记录

  每轮结束后就要检查竞赛情况,并给排列顺序正确的小组奖励,在黑板上相应的组别后贴上一道小彩虹。教师出示按正确顺序排列的彩虹问:What colour is it(the rainbow)?让学生一起来回答:It’s….然后在继续下一轮竞赛。在后来的几轮竞赛中,可让学生组与组集体问答句型What colour is it(the rainbow)? It’s….

  Step 2 活动结束,宣布获奖情况。

  看哪一组获得的小彩虹最多就是这次比赛的获胜者。可鼓励学生在课后玩这个竞赛。

小学英语教案14

  unit 5 review and check aims and demands

  1.through guestures and facial expressions ,require the students to learn the words of unit 1—4

  2.through situational teaching ,ask the students to talk about all the sentence structures of the four units, to know the english expression .using the sentence patterns learned in the four unit . 3.to understand and use the sentence patterns to make the correct conversations,talk in class.

  the first period teaching aims and demands:

  1. review anfd master the usage og verbs and adverbs.

  2. review the sentence structures:does he/she…? yes, he /she does. no, he /she doesn`t.

  3. be able to master the forms of --like + doing

  teaching aids: some pictures and a recorder.

  teaching steps:

  1. greetings.

  2. free talk.

  ask a boy or a girl: do you have any hobbies? do you like …?

  then ask the other students: does he /she like …?

  help them to answer: yes, he/she does. no,he /she doesn’t.

  3. play a game :answer quickly

  ask a student to say a verb ,then see who can say an adverb. e.g. run

  quickly .have a competition .see which group can do better .

  4. show the pictures(1—4)and answer questions.

  does the boy…? yes ,he does./no ,he doesn’t.

  does the girl …? yes ,she does./no ,she doesn`t.

  5. fill in the blacks and check the answers .

  6. show the pictures (5—8)and answer questions :

  does he /she like …? yes ,he /she does. / no ,he /she doesn`t . he /she like …

  7. choose the right answers and check them in class .

  8. read all the sentences together and then ask some students to read them in class .

  9. homework :

  1. recite the sentences in part a.

  2. preview part b and c.

  the second period

  teaching aims and demands:

  1. through situational teaching ,ask the students to talk about illness, 2.to know the english expression of making a telephone call 3.using the sentence patterns learned in unit 2 . teaching aids: some picture and a recorder.

  teaching steps:

  1. greetings.

  2. free talk.

  hello !

  hello, may i speak to …?

  this is …speaking .

  i`m sorry ,i can’t …

  what`s wrong with you ?

  i`ve got a …

  i`m sorry to hear that .

  3. part c .look at the picture .then read and complete the dialogue .check the answers in class .

  4. encourage the students to make up similar dialogues with the help of the cards of part b of unit 2.

  5. every time when the students finish the dialogue,

  ask the others :what`s wrong with ?

  he/she has got a …

  6. part b look and write

  i say :look at the pictures ,there are some patients in the hospital .

  what`s wrong with them ?talk about the pictures.

  7. write the correct words in the blanks and check the answers in class .

小学英语教案15

  教学目标:

  1.Through this lesson , get the students to grasp how to ask and answer “How are you ?”

  2.Encourage the students to interest to learn English .

  教学重点:

  How are you ? I’m fine .

  教学难点:

  Enable students to use the drills fluently and correctly.

  教学准备:

  CD-ROM

  教学过程:

  I.Warming up and Revision

  Greet the students with phrases they have learned such as hello ,hi ,I’m…

  Ⅱ.Leading-in

  1.Play a game.

  Explain that I’m going to say different greetings and farewells.

  T: Hello

  Bye

  Hi

  (Saying the greetings or farewells faster and faster)

  2.Listen and point

  Ask the students to describe the pictures.

  To play the tape and ask the students to close their books and listen.

  ⅢListen and Reading Activities.

  1.Show the picture in the students book. Play the tape three times.

  2.To play the tape again.

  3.Divides the class in half.

  4.Ask some volunteers to act.

  Ⅳ Further Development

  1.Song Teach this song line by line to the students.

  2.Game:How are you?

  3.Do the exercises.

  板书设计:

  Module 1 Unit 2

  How are you?

  I’m fine.

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