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大班英语动物单词教案

时间：2023-11-23 07:10:35 英语教案我要投稿

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大班英语动物单词教案

　　作为一名优秀的教育工作者，就难以避免地要准备教案，教案是教材及大纲与课堂教学的纽带和桥梁。那么写教案需要注意哪些问题呢？以下是小编收集整理的大班英语动物单词教案，欢迎大家分享。

大班英语动物单词教案

大班英语动物单词教案1

　　活动目标：

　　1、聆听歌曲《Greetings》，培养幼儿的语感

　　2、能够用肢体动作表达对歌词内容的理解。

　　活动准备：

　　教学魔法棒（点读机）、教学用书

　　活动过程：

　　一、复习

　　1、歌曲《Hello》，让幼儿再次熟悉明白：hello是你好，goodbye是再见。在什么情况下说“hello”，在什么情况下说“goodbye”。

　　2、能够用“Hello，I am……”做简单的自我介绍。

　　二、学习歌曲《Greetings》的.律动

　　1、教师用魔法棒点击书本，与幼儿一起欣赏二个两遍。让幼儿再次熟悉歌曲旋律，初步理解歌词大意。

　　2、教师播放动画教学VCD，让幼儿观看TPR动作。

　　第一遍：幼儿以欣赏为主。

　　第二遍：教师分解动作并让幼儿模仿。

　　第三编：幼儿跟随TV一起跳整首TPR律动。

　　3、儿歌接龙：幼儿和教师进行儿歌接龙：

　　C：Hello，hello，T：Hello，How are you？

　　C：I’m fine，I’m fine.

　　T：I hope that you are too.（在游戏过程中教师可以用口型提示幼儿。）

　　4、小朋友之间互相问答式的律动。

　　5、活动延伸：让幼儿回到家，跟自己的父母亲戚一起玩，家长请孩子作为小教师，教家长唱儿歌，做律动，给孩子做小老师的机会，增加孩子的优越感，而且增强他们的表现欲。

　　效果分析：

　　这是一节律动课程。

大班英语动物单词教案2

　　活动目标：

　　1、聆听并学会英语儿歌，学习用肢体动作表达对歌词内容的理解。

　　2、培养幼儿能活泼大方地表演英语的能力。

　　3、感受英语活动的.'乐趣，并能积极参与。

　　活动准备：

　　教学大范例

　　单词卡片

　　教学贴片

　　活动过程：

　　Step1：Greeting

　　T：Goodmorning boys and girls 。

　　C：Goodmorning miss su

　　T：Nice to meet you!

　　C：Nice to meet you too!

　　T：How are you

　　C：Fine thank you!

　　Step2：Warm up

　　T：Let me sing english songs animals .one.tow go

　　引导幼儿边唱边做动作。

　　Step3：复习上节课所学单词

　　1、引导复习Good morning 、Good afternoon 、Goodnight "单词和句型。

　　2、教师选一幼儿手举morning 单词卡片站在台上，教师蹲在下面做水饺状，突然铃鼓响起，教师醒来说“Good morning to you "并带领幼儿一起说：“Good morning to you ."教师先站起来再走到，迎着太阳说：“With sunshing faces "开心点头说：“With this nod way to start a new day ."

　　Step3：学习Good morning to you 歌曲

　　1、刚才我们和太阳公公问好了，现在、老师还要请太阳公公跟着我一起老听听问好歌呢?小朋友仔细听，听听歌曲里唱了什么?

　　2、老师示范歌曲，幼儿认真倾听。

　　3、刚才你们听到老师唱了什么?

　　根据幼儿的回答，引导幼儿学习歌词。

　　4、小朋友真棒，现在我们听听电视里怎么长的，要认真听哦。

　　5、播放光碟，引导幼儿认真听，边听边唱。

　　6、现在请小朋友跟着老师一起唱，看看哪个小朋友唱的好听。

　　7、教师做动作引导幼儿唱。

　　8、教师分解动作，要求幼儿边唱边学。

　　9、再次跟着电视边唱边做动作。

　　Step4：Ending the class.

　　T：Ok ,are you happy today?

　　C：Yes ,happy .

　　T：OK .Class is cover ,Say ,bye _bye to me

　　C：Bye _bye

　　活动延伸：

　　引导幼儿早上来园是用英语和老师问好!

大班英语动物单词教案3

　　活动目标：

　　1、理解并掌握candy 一词，发音较准确。

　　2、在活动中能认真地倾听故事，并愉快地参与游戏。

　　活动准备：

　　pig、rabbit、fox、tiger、ox、horse、candy 图片。

　　活动过程：

　　1、《Little pigs》歌曲，要求幼儿情绪愉快地歌唱，表现little pigs的可爱和快乐。

　　2、复习部分动物单词。

　　教师：Pigs 还有很多的friends呢！你知道有谁吗?

　　逐一出示rabbit、fox、tiger、ox、horse 动物图片，教师提问“What’s this?”幼儿回答“It’s __.”

　　3、教师导入story，激发幼儿的兴趣。

　　“这些小动物之间啊，发生了一个好听的story，你们想不想听啊？”“故事的名字叫《Tiger拔牙》。

　　4、教师操作图片并配合体态动作讲述story，提醒幼儿认真倾听。

　　有一天，fox去找rabbit和pig玩，可是他们俩都在伤心地哭着，原来凶狠的tiger把他们的daddy、mummy啊呜一口吃掉了！（Tiger坏不坏？你们怕它吗？）可是fox说：“哼！我才不怕它呢！我还要把它的牙都拔光！让它不能再吃小动物！”于是它就回家准备了。

　　第二天，fox就捧着一盒CANDY 来到tiger 家。它说：“大王！我给您送好东西来啦！” tiger就问：“是什么好东西啊？” Fox说：“这是CANDY ！可好吃了！” Tiger一尝，果然很好吃！（你们说CANDY 好吃吗？它是什么味道的？请幼儿尝CANDY 。）所以啊，tiger就抱着CANDY 吃起来，吃了又吃，吃了还想吃，躺着吃，sleep的时候也要含着，而且还不刷牙。

　　直到有一天，tiger突然牙疼起来。（牙疼是什么样子？牙疼要找谁？）它就去找医生ox，ox一见它就跑。他又去找医生horse，horse也一见到它就逃。这时（出示图片“谁来啦？” ）Fox来啦！它带了一把大大的钳子说：“大王！我来帮你！”它看看tiger的.牙，说：“没关系！只要把牙都拔光就不疼了！”于是Fox就用大钳子为Tiger拔牙，one,two,three,four,five……不一会儿，tiger的牙就被拔光啦！它的牙还疼不疼啦？它还对fox说;“Thank you! Thank you! ” Fox说什么啊？“My pleasure! ”

　　5、提问：

　　（1）Tiger为什么要拔牙？

　　（2）它吃了很多的什么？ CANDY ！幼儿回答，教师指导并纠正发音。

　　（3）进行卫生习惯教育。Tiger吃了很多CANDY ，那它有没有刷牙？我们小朋友刚刚也吃了，我们来刷刷牙。（食指当牙刷作刷牙状）。

　　6、歌曲《两只tiger》。

　　Tiger的牙都被拔光了，不能吃小动物了，你们高兴吗?我们来唱一首快乐的歌庆祝吧！

大班英语动物单词教案4

　　一、活动目标

　　1、复习数字1---3，及I’m here 。I like……

　　2、新授数字4、5、6，能连贯熟练的数数。

　　3、能积极参与游戏，听清老师的指令，并能运用学过的`'数字进行数来宝表演。

　　二、活动准备

　　数字卡片1---6各两张，数字圈，翻翻乐数字卡片1—6，炸弹卡片若干。

　　三、活动过程

　　(一)Greeting

　　Hello，goodmoring everyone。Nice to see you !

　　(二)Warm up

　　T：Eluna ，Eluna Where are you ?(请3到4个小朋友回答)

　　C：I’m here。

　　T：Peter ，What do you like?

　　C： I like ______

　　(三)新授数字4---6

　　出示数字1—3复习数字，出示数字4—6

　　What number is it?

　　(四)Game

　　1、Listening game

　　Look ，I have some numbers in this shapes。 Let’s say tegether。 H ere is number 4(5、6、1、2、3).Listen carefully， when I say number 4，you must jump in this shapes。

　　2、Speacking game

　　I have some cads ，bule card 、red card.What colour do you like ?Than you can guss，what’s in it?Forexample I like red ，let’s have a look ，what’s in it?

　　(五)Dance

　　Listen to the muic ，let’s say the chant《one 、two、three》and dance。

　　四、活动结束

　　1、

　　2、

大班英语动物单词教案5

　　教学讲解

　　1. this is an important lesson in from this lesson, it starts asking the ss to grasp contents of each sample.

　　a. to attain “four skills” request of listening, speaking, reading and writing. b. to start listing “word bank” and tell the ss to remember the new words. c. to start asking the ss to write the english sentences well.

　　therefore this lesson is in the important position of the teaching material.

　　2. this lesson is the first part of if the ss can learn it well, it will be helpful to make the ss learn the rest of this unit.

　　3. such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken english.

　　教学分析

　　the ss has learned english so far. they can understand some words and some simple sentences. the ss have taken a great interest in english now.

　　教学目标

　　the teaching aim’s basis is established according to provision.

　　1. knowledge objects

　　(1) to make the ss know how to use the affirmative sentenceand the negative sentence everyday expressions for

　　(2) to study the new words learning the dialogue of this lesson.

　　(3) to finish some exercises.

　　2. ability objects

　　(1) to develop the ss’ abilities of listening, speaking, reading and writing.

　　(2) to train the ss’ ability of working in pairs.

　　3. moral objects

　　(1) to enable the ss to be polite and love life. (2) to enable the ss to look after their things well.

　　教学方法

　　the teaching key and difficult points’ basis is established according to part a ofin the teaching material’s position and .

　　1. key points:

　　2. difficult points:

　　(1) how to make dialogues and act them out. (2) how to write the right whole sentences.

　　教学工具

　　part two the teaching methods

　　teaching special features

　　to use these methods are helpful to develop the ss’ thoughts.

　　part three studying ways

　　1. teach the ss how to be successful language learners.

　　2. let the ss pass observation—imitation—practice to study language. teaching special features:

　　part four teaching procedure

　　教学流程

　　step1 warm-up

　　1. free talk between t and ss. such as: hi, i’m . . . . what’s your name? this is ?. how do you do? who is he/she? how are you? who can count from 1to 5? what’s this in english? etc.

　　2. a game: ask the ss to give t some school things. for example:

　　t: give me your book.(ruler, box, pen, table, knife, etc.)

　　t: this is your book. this is not my book. it’s your book. etc.

　　in this course i’ll ask them to make a dialogue group by group without repetition. find out which group will make the most dialogues.

　　purpose of my designing: i think it is important to form a better english learning surrounding for thess by imitating and at the same time it is necessary to provide situations to review learned knowledge. step2. presentation

　　this course is very important. i’ll mainly talk about this step. i’ll use cai to present the whole dialogue. arrange some situations to help ss understand sample a.

　　first scene: there is a bag on the floor. b is picking it up and get ready to leave. now a is talking with b.

　　a: hi, b. how are you today? b: i’m fine, thank you. and you?

　　a: i’m fine, too. oh, this is my bag. b: no, this is not your bag. it’s my bag. a: (look closely) oh, i’m sorry. b: that’s all right.

　　(at the same time, c is running up and hitting a.) c: oh, i’m sorry. a: that’s ok.

　　i’ll write the key points on the bb while they are watching. after watching,i’ll teach them to read the words and sentences on the bb. make sure they can read them well.

　　purpose of my designing: to present sample a by cai 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.

　　step3.practice

　　first play the tape recorder. let the ss listen and imitate the dialogue. pay attention to their pronunciation and intonation. in this step the ss are required to practise the sample in pairs by reading the dialogue aloud. this step is employed to make the ss grasp the sample .at last i’ll ask the ss to think hard and act it out with a partner according to sample a. then find out which group will act it out well. i’ll give them red stars.

　　purpose of my designing: this step is employed to make the ss get the general idea of the dialogue as a whole one. at the same time let the ss have a chance to practise their listening

　　and spoken ability.

　　step4. production

　　in this step i’ll give the ss a free space to show their abilities.

　　second scene: the ss are having a picnic. it’s hot and they take off their coats and put them together. they are singing and dancing, laughing and chatting. after the picnic, they begin to look for their coats. d and e are talking. f and g are talking. etc.

　　after watching, i’ll give the ss some tasks to make similar dialogues without repetition and find out

　　which group will make more dialogues.

　　2. skill 1 model 1.

　　i’ll ask four ss of the groups to write these sentences on the bb in the four lines.

　　then check their handwriting, correct their mistakes. find out who will write well and whose handing is the best.

　　3. finish the ss’ workbook.

　　purpose of my designing: to check the knowledge ss have learned in this lesson. step5. homework:

　　(1)recite the words as many as possible after class.

　　(2)make a dialogue according to sample a and write it in the exercise book. purpose of my designing: i think homework is so important that the ss should speak english as much as they can in class or after class. it is necessary for the ss to do some extensive exercises after class to consolidate the knowledge they learned