小学英语教案【必备15篇】
作为一无名无私奉献的教育工作者，常常需要准备教案，教案有利于教学水平的提高，有助于教研活动的开展。教案要怎么写呢？下面是小编精心整理的小学英语教案，欢迎大家借鉴与参考，希望对大家有所帮助。
小学英语教案1
一教材内容牛津小学英语5b unit4 an english friend.
二教学目标结合教材体系,小学英语课程标准及学生的认知能力现设立以下教学目标:
知识目标
1能听得懂、会说、会读和会拼写单词usually /an e-mail / well
2能听得懂、会说、会读句型what does he/she usually do … ?he /she usually …及does he/she …? yes, he does /no he doesn’t
能力目标
学生能在学习完本节课的内容后运用本节课的内容进行基本的交流。
情感目标
培养学生学习英语的兴趣及小组合作中的合作意识.
三教学重难点重点1能听得懂、会说、会读和会拼写单词usually /an e-mail / well
2能听得懂、会说、会读句型what does he/she usually do … ?he /she usually …及does he/she …? yes, he does /no he doesn’t难点what does he/she usually do … ?he /she usually …及does he/she …? yes, he does /no he doesn’t的自由运用
四课前准备
make a survey的表格提前发给同学们，ppt(歌曲/录音在其中)，前后位四人小组的小组形式
五教学过程、
step 1 warm up sing an english song 《we learn and study 》[选择这首歌是因为这首歌的'主要内容和本课文本的主要内容密切相关，都是有关学习和运动的。而且这首歌是3b的内容既可以调动学生的积极性也可以活跃课堂的气氛。]
step 2 lead in从最基本的hi, boys and girls ,how are you?/which subject do your like best?到复杂点的what subjects do you study at school ? what subjects does he /she study at school?
[从最简单的问起调动了学生想要表达的欲望，而问较复杂的旧知识则既复习了旧知识也为新知识的引入奠定了基础。]
step 3 presentation 1what does he /she usually do on…?he/she usually …及usually的学习。首先教师展示给学生一副图片并解释“boys and girls ,this is wang bing ‘s friend tom ,he likes plays football ontuesday/wednesday/thursday/friday .he usually plays football after school .”引入单词usually的学习，然后我告诉同学们‘i usually plays table tennis after school; what do you usually do after school ? what does he/she usually after school?
[本过程中我首先展示一幅图片吸引同学的注意力，进而通过说boys and girls ,this is wang bing ‘s friend tom ,he likes plays football ontuesday/wednesday/thursday/friday .he usually plays football after school 。让同学们感知usually这个词的含义。进而引入句型what does he/she usually do？句型的学习，做到词不离句，在句子中巩固单词。]
2 does句型/和单词well的学习首先我通过i want to know sthg about you playing进而问.do you play football?直到问到肯定的回答，然后我问do you play well ?最后转问does he/she play football ?引入句型的学习。[这一环节的设计思路和上面是一致的。]
小学英语教案2
【导入】唱歌热身并导入
热身：A song—walking边唱边做动作，然后坐下。引入：T:This is my new camera and I took some vidieos.do you want to see it?
S:Yes.
课件展示一段校园风貌的视频。
【讲授】视频资料展示新在知识点。
展示校园视频后
T:do you know where it is?
S:It's our school.
T:can you tell me what you can see in our school?
S:I can see green trees/beautiful flowers/tall buildings…
T:do you like our school?
S:Yes.
T:But I have other vidieos,let's take a look.
课件展示一段校园里不够干净的角落。
T:Is our school cleaning now?what should we do?
引出课题Keeping the school clean
T:Let's go around the school and think how to keep the school clean.There are many litter bins in our school.
用肢体语言和实物来解释词义并教读。
用图片引导学生练说we shouldn't litter.
we should throw litter into litter bins.
鼓励学生再提建议：we should sweep the floor.
we should keep the school clean.
we shouldn't walk on the grasses.
T:well,now you know,to keep our school clean,something we should do and something we shouldn't do.Let's see what about the canteen.
出示餐厅的'图片，创设情景。
Here is a vidieo about the canteen.watch carefully and think it over what we should do to keep the canteen clean.
课件放出饭堂的视频后鼓励学生多说句子，并在课件出现以下句子：
we should keep the desk clean.
we should return our plates after eating.
T:Now,we can keep the school and canteen clean.Let's go into the classroom.what should we do?
S:we should keep the classroom clean.
T:good idear!But how? I've given you some notes,please discuss in your group and choose one of them,then show us.
小组讨论并展示。
【活动】拓展
拓展：屏幕中出现一个地球的图片。
T:Now,we know we should keep our school clean.what about the earth?
屏幕中出现几幅地球被污染的图片，引导学生说出句子：
we should keep the earth clean.
T：Let's draw some beautiful pictures on the notes.make some posters to remind the stdents to keep our school clean.
学生完成后个人展示。
小学英语教案3
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4
根据小学英语兴趣性原则，活动性原则和生活性原则，在实施教学过程中充沛体现同学是学习的主体，要充沛调动同学的积极性。这是我设计这课时的理念．
设计思路:
本课是一节复习拓展课。一般来说，复习课是比较枯燥乏味的。我尝试着改变这一现象。所以在这节课一开始复习词组和句子的时候，我借助了多媒体，运用了动画的形式，使同学很有兴趣地来复习。我觉得既激发了同学的兴趣，又达到了复习的目的。
而在复习的过程中不应该仅局限于课本知识，所以我又根据实际情况，拓展了与同学生活贴近的词组kick shuttlecock和play badminton. 在教授这两个词组的时候，我运用了实物教学，因为贴近生活，同学学的很积极。为了让同学容易记住这两个词组，我把词组和句型联系起来，编了一个简单的chant,这个倒让同学很感兴趣。同学都跃跃欲试。因为简单易学，同学最后也能将自身的喜好编成chant.这样一来，同学就有了学习的`成绩感。
假如这节课让同学不停的互相问各自的喜好，未免有一些枯燥，所以我也设置一个让同学问“小动物”喜好的场景。这个小细节不只让同学有效地复习了所学的知识，同时也让课堂变的轻松有趣。小同学比较喜欢童话，所以我就索性把“童话”搬到了课堂，同学特别喜欢这样的形式。看的出来同学是兴奋的，我觉得这时候在课堂也掀起了一个小高潮。
我在这节课中还拓展了与生活比较贴切的句型：What do you like best? 并让同学进行操练。在这节课中，我还为同学布置了一个动笔的机会。让同学在课前发的星星上写下自身的名字和他们的喜好。最后我又创设了一个真实环境，让同学选择自身喜欢的俱乐部。并扩展了句型：What club are you in?最后将课堂推向高潮。
回顾这节课，我也看到了一些缺乏。首先我觉得自身要加强自身的专业素质，同时也要加强自身的课堂驾驭能力。比方在教授What do you like best?这个环节中，由于教者急于求成，导致同学并没有完全领会到这句话的意思，在操练这个句型的时候，同学显得有点手足无措。而在最后一个环节中，时间显得有些过紧。我觉得在前面几个环节中，还可以压缩时间，让同学在最后一个环节中得到更多的锻炼。另外，我觉得我这节课还可以增大容量，让同学增加语言的输出和输入量。
小学英语教案5
全英文版小学英语教案可以测试学生的英语水平，同时还可以锻炼他们的英语阅读速度!
Teaching Objectives:
By the end of the unit, students will be better able to
1. understand the varied parts friendship plays in one's life and be better friends themselves;
2. use about 30 new words and 10 new phrases and expressions in brief conversations, translation and preliminary writing tasks;
3. use the subjunctive mood with implied condition in real life communication;
4. read material of a similar topic and degree of difficulty;
5. Know how to write concisely by avoiding overstated, pompous words and redundant phrases.
Teaching Methods:
Audio lingual Method; Presentation; Discussion; Question-answer.
Important/Difficult Points:
New words and expressions: chat, turtle, model
Pick up, happen to, CD player, out of touch, put in perspective, betrayed confidence on the planet, get rid of, in good/bad shape
Some sentences in the text are difficult to understand, such as I was thinking about how everybody can’t be every thing to each other, but some people can be something to each other, but some people can be something to each other; Wherever, whenever, there’s that spark of recognition; They have beautiful homes filled with special handmade things presented to them by villagers in the remote areas they have visited in their extensive travels.
Teaching Procedure:
Step 1. Warming Up (30 mints)
1) Work in pairs or groups, and discuss the following questions.
1. Do you have different kinds of friends? How do you classify them?
2. What is so great about friends?
3. Under what circumstances can one lose a friend?
4. Is it possible to love and hate a friend at the same time? Give examples.
2) Ask students to skim the text for the 8 kinds of friends mentioned in the text.
Buddies/ Relative Friends/ Work Friends/ Former Friends/ Friends You Love to Hate/ Hero Friends/ New Friends
3) Introducing the main idea of the article
It is said that friends are the best gift god has given us. Now that we have eight kinds of friends from the text, what kind of happiness or benefit can each of them bring us? That’s exactly what the text is about.
Step 2. New Words and the Notes (20 mints)
Learn new words and expressions of text A
Explain some important and difficult words and expressions.
cement n. 水泥，粘合剂 v 巩固，粘牢
nostalgic a.—nostalgia n.—nostalgically ad.
subdivision n.—subdivide v.—divide v.
inopportune a.—(opposite) opportune a.
invisible a.—(opposite) visible a.
Look at the Notes on page 116
1. Marion Wink: poet, essayist, and regular commentator on National Public Radio’s. The author made up the capitalized expressions in the text such as “Faraway Friend,” “Relative Friend,” which would make no sense at all out of context, with the latter in particular.
2. You quit doing drugs, you’re not such good friends with your dealer anymore: This is not meant to be taken seriously. Possession or sale of illegal drugs can result in long prison terms.
Step 3. Key Points (60 minutes)
1. cry on sb.’ s shoulder: get sympathy from someone when you tell them
your problems 向某人诉苦以寻求安慰(或同情)
e.g. At least she hadn’t cried on his shoulder again.
If you ever need a shoulder to cry on, just call me.
2. in return (for sth.): as payment or reward for something作为报答或回报
e.g. He is always helping people without expecting anything in return.
We offer an excellent all-round(全面的，多方面的) education to our students. In return, we expect students to work hard.
3. They hold out through innumerable crises before...: They are always
reliable(可靠的`，可信信赖的) and nice when you are in difficult times even though they don’t like what you are doing...
4. While so many family relationships are tinged with guilt and
obligation:
While so many people may feel something of a sense of guilt or responsibility in dealing with family relationships...
5. Company gossip, once an infallible(绝对可靠的) source of
entertainment, soon awkwardly accentuates the distance between you: Office chat used to be an effective way of amusement for you; however, it makes you feel uneasy since you do not work together anymore and therefore increases the feeling of distance between you.
6. Work Friends share certain memories which acquire a nostalgic glow after about a decade:
Memories of your Work friends makes you happy after ten years, so you
somehow wish that you could return to those days.
7. dead end: a street with no way out at one end or a situation from which no more progress in possible
e.g. He realized that the job at which he had been aiming all these years seemed to him to be a dead end.
He thinks they have reached an evolutionary(逐渐发展的，演变的) dead end.
8. When you feel you’ve hit a dead end, come to a confusing fork in the road, or gotten lost in some cracker-box subdivision of your life:
Whenever you feel helpless, confused or at a loss(困惑的，不知所措的) in the complicated journey of your life...
Notice that “cracker-box division” is not a general expression, but is rather made up by the author. cracker: 薄脆饼干;咸饼干
9. in possession of sth.: formal owning or having obtained something from somewhere 占有(或拥有)某物
e.g. She was found in possession of stolen goods.
How did the painting come into your possession (=how did you get it) ? 10. to death: informal used to emphasize that a feeling or emotion is very strong
be bored / scared / frightened etc. to death
She was scared to death of what might happen next.
I’ m absolutely sick to death of it (=very angry, bored, or unhappy about something) .
bore / scare / love etc. somebody to death
He drove at a speed which frightened Leonora to death. She used to worry me to death.
11. make me/you sick: spoken
a) make you feel very angry
e.g. People like you make me sick!
b) indicate a feeling of jealousy — used humorously
e.g. You make me sick with your “expenses paid” holidays!
12. Wherever, whenever, there’s that spark of recognition(认识):
When you meet a “New Friend” for the first time you instantly feel a connection with each other.
Step 4. Assignment (5 minutes)
1. Read the article repeatedly and try to remember the new words and expressions in text A
2. Finish the Study and Practice on page 118-130.
The Teaching Plan of Unit 5 What Are Friends For? (College English 2)
English Department Sun Xiaofang
小学英语教案6
教学内容
教学目标
1Able to use the sentences: What ‘s your hobby? I like collecting stamps. He likes collecting stamps, too. Does he live in the city? Yes, he does he teach English? No, he doesn’t. He teaches art.
2Learn the new words and expressions in A and B
教学重点难点
What ‘s your hobby? I like collecting stamps. He likes collecting stamps, too. Does he live in the city? Yes, he does he teach English? No, he doesn’t. He teaches art.
教学准备
Tape recorder ,word cards
教学过程
1 Warm-up
1 Everyday English :
2 Let’s sing. ‘How Do You Go to School?
3 Let’s sing. ‘My Pen Pal’
2 Preview
1 Read the words about Part A Let’s learn
2 Listen and read
3 Presentation
Let’s learn
1 Show the theme sentence: Does your pen pal lice in Shanghai? No, he doesn’t. He lives in Beijing.
2 T says the sentences and write the phrases on the Bb, then read after T . [teaches—teaches English]
3 Teach the other in the same way .
4 Show the pictures and make the sentences: Does your father go to work by bike?...
5 Design a game .
6 Listen and repeat .
Let’s chant
4 Consolidation
Let’s practise(P.49)
Tell about Bill’s day.
Eg
John goes to work by subway every morning.
He teaches math at school.
He reads newspapers after lunch.
He goes home at 5:30.
He watches TV in the evening.
He goes to bed at 10.
小学英语教案7
一、说教材
今天我说课的内容是牛津小学英语6a unit5 on the farm的第一课时，主要学习cook, water, pick, taste, else, did, last及其中动词的过去式，以及句型what did you do last weekend? what (else) did you do?并能在一定的情景中熟练运用。
二、说教法、学法
为了突破本堂课的重、难点，根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛等生理和心理特点，我主要采取了以任务型教学模式为主，以活动，合作为主线，遵循“听说领先，读写跟上”的原则，让学生在教师的指导下，通过感知、体验、实践、参与和合作、游戏感悟等多法并用的方式组织教学。彻底改变传统的“授— 受”的单一教学模式，促进语言实际运用能力的提高。
三、说教学目标
《英语课程标准》指出：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展学生自主学习的能力和合作精神是小学英语教学的基本任务。在认真分析教材的基础上,我针对学生实际，将本课时的教学目标确定如下:
1、知识目标
（1）能正确地听、说、读、写cook, water, pick, taste, else, did, last
（2）能听、说、读、写句型 what (else) did you do? i…, 并能在真实情景中加以运用
2、能力目标
(1) 能听懂let’s do中的指令并做出相应动作.,如water the flower
(2) 能区分农场的动物, 培养学生灵活运用所学知识进行交流的能力.
3、情感目标
（1）培养学生注意观察、认真模仿的良好习惯和主动竞争的'竟识。
（2）激发学生学习英语的兴趣，使学生树立学习英语的自信心。
（3）培养学生的合作交流能力。
四、说教学重点
1、能正确地听、说、读、写单词cook, water, pick, taste, else, did, last
2、能听、说、读、写句型 what (else) did you do? i…, 并能在真实情景中加以运用
五、说教学难点：
1、句型 what (else) did you do? 的读音及其运用
2、 能正确运用动词的过去式，并掌握动词过去式的变化及读音
六、说教学准备：单词卡片，相关实物，头饰及课件
七、说教学程序
step 1、 warm up
1、 sing a song: old macdonald had a farm
2、 say a chant
t: boys and girls, let’s say a chant, ok?
t: open, open, open the door. （教师在一个学生面前做动作）
t: follow me, please. （教师和他/她一起做）
t: clean, clean, clean the desk, （教师在两个学生面前做动作）
t: follow me, please. （教师和他们一起做）
t: play, play, play the violin. (教师做动作)
t: boys, follow me. (教师和男生一起做动作)
t: listen, listen, listen to the music. （教师做动作）
t: girls, follow me. (教师和女生一起做动作)
t：now follow me together. (学生跟老师一起边说边做)
3、 free talk
(以歌曲导入能很好地吸引学生的注意力，也有利于为课堂教学创造一个良好的英语学习氛围，随后的chant再一次激起了学生学习英语的欲望。)
step 2、 presentation and practice
1、教授 last
t: what day do you like best?
s1: i like friday.
s2: i like sunday, miss zhang, and you?
t: oh, i like weekend best. last weekend, i was very happy. （教师手指着last weekend, 强调说这句话）
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小学英语教案8
教学目标：
知识与技能
1、Can follow the tape and points out the correct English Numbers.
2、Can use the correct English pronunciation and intonation say 1 to 10，saying the chant.
过程与方法
1.According to the teachers‘ instruction to act。
2.Listen to the music， and cultivate with the ability of music songs.
情感态度价值观
Through games， action performances and other activities， develop andmaintain students’ interest in learning English.
教学重点：
To be able to understand and speak English number 1 to 10 。
教学难点：
To understand and sing English songs
授课类型：
The new teaching
教法学法：
Listen ，act ，and the game method
教学准备：
PPT课件
教学过程：
Ⅰ、Warm--up
Let’s chant
One finger， two finger， three fingers， four
One two three four five fingers more
Six finger， seven finger， eight fingers， nine
Six seven eight nine ten fingers ten.
Ⅱ、Preparation
T： Good morning! Boys and girls.
Ss： Good morning!
T： Show me your pencil/ruler/schoolbag/book.
Ss will do action.
Ⅲ、Presentation
1.Teacher will show some pictures and let students describe thepictures.
T： Look at the pictures. What`s this?
S1： It`s a tiger.
T： Ok! How many tigers do you see? You can speak Chinese.
2.Teacher will write the new word on the blackboard.
T： Read after me.
Ss read the new words together.
3.Teacher will show the other new words by the pictures.
4.Students will read the new words by the cartoon.
Ⅳ、Practice
1.Teacher let students count their fingers. Who can act it?
2.Teacher show some pictures and let students count it one by one.
3.Listen and do. Teacher will say the numbers and students do action.
T： Show me five. Students listen and do action.
4.Students watch the cartoon and chant after it.
5.Students read the new words by the word cards.
6.Students chant after the tape.
板书设计：
Unit4 numbers
One two three four five
作业布置
1.Students will count the real things.
2. Sing 1-10 English songs to your parents.
小学英语教案9
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10
一、教学目标
1、语言知识
Did you …？
Yes,I did./No,I didn’t.
2、语言技能
能运用Did you …？句型询问对方是否做过某事，对方根据具体情况作出应答Yes,I did./No,I didn’t.培养学生在具体情景中正确运用该语言的交际能力。
3、情感态度
培养学生团队协作能力和与他人合作的精神以及用英语做事情的基本技能，激发学生竞争意识。
4、学习策略
培养学生积极与他人合作，主动学习，积极运用英语进行表达和交流，与同学共同完成学习任务的能力。
二、教学重难点
能熟练运用Did you …？句型对过去发生的事情进行推测。
Ⅰ.Warm-up
1.Came: ①教师快速出示动词或动词词组，让学生快速做出该动作。
②让学生从另一组动词过去式中找出与图片配对的单词，学习和巩固不规则动词过去式。如：go-went, meet-met, run-ran, buy-bought, eat-ate, see-saw.
2.Free talk用“旅游日记”或“假期影集”与组员谈论假日生活。
如：Where did you go on vacation?
What did you do?
Did you……?
When did you come back?
Ⅱ.Pre-task【任务呈现——最快乐的一天】
1、教师出示提前收集的名胜风景区明信片，提问：“Did you go to ……？” Did you see……? Did you buy……？
2、教师出示英国伦敦的名胜风景区明信片，提问：“Where did lingling go?”学生回答：“London”.教师问：“Where did she go？What did she see/meet/buy?”学生回答后，教师引出课文活动5的歌曲：“Listen to a song from Amy”，学唱歌曲。
3、[任务呈现]——寄一张风景明信片给你的朋友
教师展示伦敦明信片，并介绍：“This is from Amy to Daming.What did she say? Let’s go and see.Then please write about your yesterday to Amy or your friends.”让我们一起瞧一瞧怎样写明信片呢？
Ⅲ.While-task【任务实施】
1、播放课文录音，并让学生回答课文活动的'问题。
2、让学生再听一遍录音，并勾出dear, love, went to the park, met John, bought ice creams, went home, ran to the bus, dropped,并请学生跟读。
3、[活动]——Talk课堂活动用书out your yesterday
师：“Can you write about your yesterday to Amy? What did you do?”学生答：“I watched TV ./I played computer games./…”师问：“Did you go to school? Did you walk to school?/…”
4、小记者采访
同桌两人一组，用活动3的问题采访同桌，了解对方的生活。
5、完成活动6的游戏
6、完成活动用书
练习1，了解小明上周的生活。
Ⅳ.Post-task【任务展示——最快乐的一天】
①学生四人一组展开活动，轮流讲述自己快乐的昨天，用过去时描述自己做了哪些事情。学生进行信息交换，评选出最快乐的一天向全班汇报。
②教师介绍Daming’s letter ——写给Amy的回信。
“I met our Chinese teacher by the river yesterday.She walked with her cat.Then we saw a rabbit and a hen .They played with an apple.”
板书Chinese, teacher, river, rabbit, letter, hen, cat, apple,让学生读出单词、听录音思考并回答划线处的发音;然后完成课堂活动用书练习3，请学生边听边划出每组单词中有着特定发音的字母或字母组合。
V．Homework【作业超市】
1、朗读课文，表演对话。
2、完成课堂活动用书练习4和练习5。
选做：
1、给Lingling回信，介绍自己最快乐的一天。
Module 2 Shopping Unit 1 How many do you want?
小学英语教案11
一、课题
Lesson 8 Who is she ?
二、教学内容
Let’s talk
三、 教学目标
1、学习元音字母e在开音节单词中的读音。
2、学习单词he name me she we the。
3、教学Let's talk
四、教学重、难点
1、会拼读元音字母e在开音节中的读音。
2、熟练读出Let's talk
五、教学方法：
简笔画情景教学导入法
六、教学准备：
录音机，单词卡片，挂图
七、教学过程：
【Greeting】
T：Good morning, everyone.
S：Good morning, teacher.
【Warming up】
Let’s sing a song A B C(字母歌)
【复习检查】
A、复习单词： who look like girl she we me and
B、三分钟自由对话(师生对话)
【导入新课】
A、学习生词：
brother sister he name three (老师把单词和课文意思分别写在黑板上，对以上单词作简要分析后， 领读几遍，教师擦掉中文意思，让学生读英文，说中文词义) 拼读人名：Eve, Steve, Pete
B、导入对话(用图片导入法通过听音导入)
T：出示放大的本课插图。 Now please listen. 老师边指图片边说：?This is Jim. This is Steve. And this is Eve. She is Steve’s sister. She looks like Steve. Steve is Eve’s brother. He looks like Eve. Steve and Eve are brother and sister.? (老师说两遍后问学生look like 是什么意思，并告诉学生：这里的 look不是?看?而是?看上去?的意思，like不是?喜欢?，而是?像?的意思。)
C、 老师放录音，学生逐句翻译。
D、操练
1、老师让学生听录音并逐句跟说几遍后在黑板上出示关键词：Steve Jim girl Who Eve We , 然后让学生看关键词复述练习。
2、全班进行复述。
3、指名进行对话练习。
第二课时
一、 教学内容
Let’s chant. Let’s learn和Let’s sing
二、 教学目标
1、复习已学过要求掌握的含元音字母e 的开音节单词。
2、学习39、40页的Let's act。
三、教学重点：
1、本课的语音重点是元音字母e在开音节中的.读音以及几个含[i:]音的开音节单词。
2、句型：Who’s …? She is …. He is ….
四、教学方法
简笔画情景教学导入法
五、教具准备
录音机，单词卡片，挂图
六、教学过程：
【Greeting 】
T：Good morning，everyone!
S：Good morning，teacher!
【复习检查】
1、复习生词。 he my little your name how old
2、复习第一课时所学对话。 老师出示挂图，放一遍录音后指名进行对话练习。
【导入新课】(用图片导入法导入)
T：出示挂图后，先作介绍说：?This is Ann. This is Pete. He’s Ann’ s brother. And this is Qiqi. Now please listen.? 然后放两遍录音，边放录音，边在黑板上出示关键词：Who brother name ? Pete old three S：听两遍录音后逐句跟说，然后翻译中文意思。
【导入主题句型】(教师通过自问自答导入主题句型)
T：(先充当图中男孩Steve边指图边自问自答：?I am Steve, Who is She? She’s my sister. Who is She? She’s my mother. Who is he? He’s my father. Who is she? She’ s a teacher. Who is he? He’s my brother.?) S：听熟后，开始操练。
【学习Let’s chant. Let’s sing】
1、老师放录音学生认真听两遍。
2、教师逐句放录音，学生逐句跟说并翻译。
3、全班齐读。
4、指名读。
【效果测试】
做练习册中有关练习
【课后作业】
读背课本38-40页的Let’s talk.
小学英语教案12
一、教学重点
本课时的重点掌握句型是：Who's your math teacher?Mr Zhao.What's he like?He's thin and short.He's very kind要求学生能在相似的情景中完成替换练习。能灵活运用这些句子进行交际。
二、教学难点
Let's try这一情势在学生用书中首届出现,但难度不大。学生即使不能够听懂句子的含义,只要大白网站关键词语的意思也能找到正确答案。教师要帮忙学生听灌音熟悉新词和新句型,感知连读、掉去爆破和弱读等语音现象。初步培养学生的听力技能。
三、课前筹办
1.教师筹办教学过程当中所需要的图片、声音、课件,人物图片最好是能够直接粘贴在黑板上。
2.筹办一些教师的照片或者图片。
3.教师筹办灌音机及灌音带。
四、教学过程
1.Warm-up(热身)
(1)教师放歌曲"My New Teacher",让学生感知并复习歌曲中语言。
(2)结合画有人物不同相貌特征的.教学图片进行网站关键词的替换,指导学生复习上一课时所学的新词,为本课时进修句型做好筹办。口语练习内容可参考如下：
A：Good morning/afternoon.Look!Our math teacher is very young.He's tall and thin.
B：This is our music teacher.She's young.She's very funny.
A：Who's your art teacher?
B：Mr Hu.
A：What's he like?
B：He's short and thin!
2.Let's try and talk(操练)
Let's try
反复播放Let's try部门灌音,指导学生根据声音选出图中相应的人物。在学生根据灌音内容圈出所描写教师然后,可让学生看一看他们熟悉教员的图片,用英语说出他们是谁,用句型："Who's he/she?What's he/she like?"提问学生。此后再转入Let's talk部门对话的详细进修。教师最好能放一句,停一句,并反复灌音中的话语,帮忙学生掌握正确的语音、语调。
Let's try部门灌音内容如下：
①Boy：Who's your English teacher?②Girl：Who's your math teacher?
Girl：Mr Black.Boy：Mr Li.
Boy：What's he like?Girl：What's he like?
Girl：He's tall and strong.Boy：He's old.He's very thin.
Who are the two men they are talking about?
Let's talk
(1)教师播放Let's learn A中的四句话(声音见媒体素材的A learn sentences.wav)，教师说："这位胡教员又瘦又矮,咱们找一找图中的哪位教员又瘦又矮呢?"出示Let's talk部门的人物图片,让学生快速找出Mr Zhao。然后教师分别说出教师姓氏：Mr Ma/Miss Liu….这时候先不要求学生描写这些教师,可把该项使命放到对话教学然后。
(2)听灌音,跟读Let's talk部门的对话。指导学生指现图中的人物Mr Zhao是English teacher,而灌音中的人物说的是math teacher。
(3)教师再次出示人物图片,让学生分别并对人物进行描写,可哄骗句型："Who's this man/woman?What's he/she like?"进行操练,先由教师示范,再结对或者分小组进行。
Good to know
此部门为选学内容,要求学生了解中西方国家在人名称呼习惯上的不同。汉语中习惯把姓放首位,名字放在后面。英语国家的人却习惯把名放在首位,家族的姓氏放在后面,而且有的在二者之间还有中间名(middle name)。这些不同需要让学生了解。
3.Consolidation and extension(巩固与扩展)
(l)让学生做A部门Let's talk的活动手册配套练习。
(2)让学生默记Let's talk部门的灌音,将内容说给家长或者朋友听。
(3)让学生哄骗新学的文化背景知识,试着与同学进行交流,可分别饰演不同国家的人物。再用英语写一写本身饰演的名字。
4.小结
句型：
Who's your math teacher?
Mr Zhao.
What's he like?
He's thin and short.He's very kind.
教案说明：
提供第二课时教案示例。课文通过听声音找图片人物、复述对话、操练句型等方式来进修句型是Who's your math teacher?Mr Zhao.What's he like?He's thin and short.He's very kind.这些句子在第一课时已接触过,本课重点是让学生进行句型操练。先学会听懂句型,再进行复述句型,最后灵活运用这几句话进行交谈。教师主要介入学生一开始的据说部门,指导学生掌握听英语的技巧,和说英语的语音。在学生最后的活动中,教师只起辅助作用,进行评分和最后的总结。
小学英语教案13
Unit11 put the table against the wall
(第一教时)
i. teaching aim
1. new words: put chair under shelf
2. dialogue
3. exercises
ii. processes
1. revision: in on under behind in front of
t: where’s the hello kitty?
ps: it’s…..
t: now the hello kitty is against the wall
teach “ against the wall ”
“ in the corner ”
“ under the window ”
“ on the shelf ”
“ under the bed ”
2. presentation
t: this is berry and this is his mother.
berry is a very good boy.
m: put the table against the wall
b: which wall?
m: that one.
teach the dialogue with the same way
3. summing up
put…. against….
in…..
under…..
4. practice
(1) listen to the tape
(2) read after the tape
(3) whole class read the dialogue
5. exercises
homework: 1. 抄单词
2. 练习纸
3. 读u10(名)
板： unit 11 positions
put chair under shelf
put….. against the wall
in the corner
under…..
on….
u11 put the table against the wall (第二教时)
i. teaching aims
1. new words: room clock in front of map beside behind sofa lamp painting
2. let’s learn together 1&2
3. rhyme
4. exercises
ii. processes
1. revision
read u11 & role playplay
2. presentation
draw a box & three ballsalls
teach: in front of beside behind
p52 draw & teach: clock sofa lamp painting map map
小学英语教案14
在小学的英语教学的过程中，教师有时往往为了培养学生对英语学习的兴趣，经常会利用游戏，因为游戏受到学生的喜爱。课堂上唱唱跳跳，说说演演，形式花哨，十分热闹，使学生在快乐中接受教师预设的价值取向。但时间一久，我们不难发现：很多学生原有的最初的学习热情急剧下降，原始的兴趣正逐渐地不复存在，他们会因为有些游戏的重复，而显得无精打采。在课堂教学中经常会遇到这样的情况：课前教师不遗余力的精心设计游戏组织来吸引学生兴趣;课上学生走来走去，又是叫又是跑，甚是热闹，这样的教学次序直接影响教师的教学流程，教学环节流于形式;往往一堂课后，学生懵懵懂懂，一知半解;长此以往，学生捧着课本迷惑地望着你，不知道自己到底要学习和掌握书上的哪些内容。究其原因不难发现，课堂环节安排不合理，所学的知识没及时巩固，知识没能螺旋上升，直接导致教学的畸形，学生的.学习成绩往往大家都不满意。面对如此频频告急的教学危机，这不能不引发我们的反思。
我个人认为，激发学生对学科兴趣的过程中，不能只停留在课堂表面的“活”，“乐”，“玩”中。我们更要注重学科本身，从学得后产生的成功体验来不断滋长兴趣，挖掘学生学习的内驱力。在教学中我们应该做到如下几点：
一、面向全体，分层教学
在游戏教学过程中，不可回避的如何对待优中差生。我们设计的游戏要注重面向全体学生，难度适中，让大家都参与。可以根据学生的个人素质，性格特点，记忆力反应速度等，因材施教，分层要求，以求最有效的激励机制促学生不断上进。
二、组织得法，严谨有序
做好游戏的组织工作，做到有条不紊，活而不乱。小学生天性爱游戏，争强好胜，有些学生做起来容易忘乎所以，甚至在课堂上，有时会情不自禁地高声喊，因此，首先，有开始游戏之前讲清规则。纪律要求，评分标准，防患未然。在游戏过程中即使还出现一些混乱，要能理解学生的心理，不一味批评，而是积极讲清楚，在集体活动中，大家应该遵守规则。
三、适时适度
我认为不能力求面面俱到，游戏过多，而忽略了主要教学内容的讲授和训练，喧宾夺主，把英语课上成游戏娱乐课，那就适得其反了。课堂游戏应该为课堂教学服务，当他成为一种摆设，或者是为游戏而游戏的时候，课堂游戏就失去了他的魅力了。
如何使儿童在课堂上保持较集中的注意力?我在课堂中做了几项尝试，最后发现，根据小孩爱动的天性，让幼儿尽量地活动起来，并注意一些细节上的处理，就能使幼儿的注意力得到较好的保持。
在教授ThetearTree第二课时，学生刚上完体育课，比较兴奋，一时间不能很快地进入学习状态，如果这时候叫他们保持安静，恐怕效果不佳。因此我安排一些能让学生活动起来的Warming--upexercises。比如开火车数数，拍掌数数，手指操等等，这些方法都能很有效地把幼学生的注意力从课间10分钟中拉回课堂上来，Primary Colors很多歌曲和绕口令都是这方面很好的素材。有些歌词还可配上动作和表情呢，我和幼儿们一起做一起唱，有
时候还比赛一下，幼儿们每次都做得津津有味，很快就拉近了幼儿和老师的距离。
在学习单词中，我采用了单词变身的游戏，让学生通过所学的单词学习新词，如：bear–pear/eat–tea，自编了有趣的绕口令，再配上滑稽夸张的动作，学生们很快就把pear/bear这两个词的音、意分辨清楚啦。在句型教学中，如果总让学生坐着听说，坐着读写，很容易出现学习的死角，也会有一部分，而且越来越多的幼儿会觉得枯燥而开始走神。要让幼儿们动起来，就要及时调整教学手段，这样才能让课堂质量有所提高。
小学英语教案15
一、教学内容
part b, c
二、教学目标
1．能听懂，会说，会读单词：storybook, copybook, knife, toy train, tape, stapler, school bag, , in, on, in english
2．能听懂，会说，会读句子：
a)what’s this/that in /on the …?
b)what’s this/that in english?及其应答句。
3、初步学会用英语询问物品的名称。
三、教学重点
1．能正确朗读以下单词：knife, tape, stapler, crayon
2．能正确区分this/that, in/on, tape/tap
四、教学过程
step 1. greeting.
t：happy new year to you all, boys and girls.
ss: the same to you.
t: how is your vacation?
s1: good.
s2: not so good.
…
step 2. revision
t: look, this is my …
it’s +color. how nice!
look, that’s his/her …
示范后，学生操练。
step 3. presentation
t：（指着课本）what’s this in english?
s1: it’s a book. (引导回答)
t： where?
s1: on the desk. (引导回答)
领读in english，on/in
示范后，生生利用身边的文具，操练新句型
step 4. learning new materials:
1.将要学习的新单词实物放进袋子里，让学生随意挑选后，主动发问：what’s this/that in english?可求助老师，也可以求助同学。
2.逐一板书新单词时，要求学生拼读。领读新单词，注重音节划分，单词构成，字母组合，新旧单词区分等方面的渗透。
如storybook, copybook ; crayon, day, bay ; knife ; toy train, boy ；tape , tap ; school bag ; sta pler
3. 游戏操练新单词。如高低声，看口形猜单词等。
4、利用图片或实物，操练单复数。a stapler? yes/no. some crayons? yes/no. …渗透复数概念，并强调knife---knives.
5．看b图说话。what can you see ? i can see a …
6．通过图片、实物、多媒体等方式创设情境，操练新句型：what’s this/that in/on the …?
step 5. consolidation and practice
1.指导完成c部分的看图说话。
2.条件允许的'情况下，可将四段对话打印出来，让学生阅读后配对。
step 6. homework
1.抄写b中词汇，每个两遍，中文一遍。
2.跟磁带朗读b中词汇五遍，并拼读。
3．看图说话，自己操练c部分。
4. 准备一个自己感兴趣的物品，下节课带到课堂上。
注意点：
1．教学内容较多，把握好时间分配，尤其是新授部分内容要予以充足的时间保证。
2．新授单词，句子不要苛求每个学生都掌握得很熟练。
教学过程中要高频率，快节奏，充分激发学生的兴趣。
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