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小学一年级英语教案 篇一

教学内容：

人教版一年级英语教案

指导思想：

以学生为主体，激发和培养学生学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，培养创新精神。

教学目标：

知识目标

1、学习关于颜色的单词：blue,green,yellow,red,purple

2、通过用“Show me.。.。”的指令来练习和运用有关颜色的单词。

能力目标：

辨色彩，感受生活。

情感目标：

1、通过游戏活动和歌曲培养学生说英语、学英语的兴趣。

2、爱色彩，热爱自然，保护环境。

3、通过用哑语说颜色培养孩子们关心他人的优秀品质。

教学重、难点：

1、听、说、认读五个颜色单词。

2、会说唱Let’sdo，并会听音做出相应的反应。

教具准备：

1、教师准备blue,green,yellow,red,purple的单词卡片和颜色卡片。

2、教师和学生都准备红、黄、蓝、绿、紫色的蜡笔。

3、教师准备颜色的教学课件。

4、教师准备学生学过的文具并放在书包中。

教学教程：

Warm-up:

（1）师生之间相互问候：

T:Good morning/Good afternoon/Hello,boys and girls.

S:Good morning/Good afternoon/Hello,teacher/。.。.

T:How are you?

S:Fine,thank you./I’mfine,thank you/。.。.

（2）游戏

T:Let's play a game,OK?

S:OK.

“猜一猜”的游戏。将学生学过的文具放入书包中，让学生摸一摸，猜一猜。从而复习学过的文具词。

【说明：“猜一猜”的游戏能调动学生大脑中所有相关记忆，使学生回忆起所有知道的有关文具的单词。】

（3）课件出示学过的文具用品：卷笔刀（红色），钢笔（绿色），铅笔盒（蓝色），书（黄），书包（绿色），蜡笔（紫色）。

Presentation:

1.red

（1）从复习3中引进新课，问What colour is the sharpener?教师自答：It’sred/Red.

（2）教师手拿红色的卷笔刀反复说red,让学生猜意思，并使他们明白red为红色。

（3）教师领读red。

（4）教师拿起其他红色的物体，指着说It’sred.

（5）让学生找出教室中红色的物体练习说It’sred.在练习过程中老师应注意纠正发音。

（6）教师板书red,让学生认读。

【说明：先练听、说，后练认读，先易后难，循序渐进。这符合三年级孩子的认知规律，与常见的出示单词并领读相比使单词教学变得更为容易。】

2、用这种方法逐一介绍blue,green,yellow,purple,并出示单词卡片让生认读。注意：“green”一词的发音较难，教师要多带读，引导学生感悟发音，从而了解英语的语音语调的知识。

3、猜词游戏：

a.教师从颜色卡片中抽出一张，请每小组派一名同学猜，猜对的小组可加1分；

b.两名同学一组，一名同学面朝黑板，另一名同学面朝全班同学并抽出一张颜色卡片，请面朝黑板的同学猜，如猜对了，下面的同学说Yes,猜错说No,并可以再猜一次。对获胜者奖励小贴图。

【说明：运用孩子们喜闻乐见的游戏活动练习巩固单词，利用孩子们的好胜心设计游戏，能激起孩子们学习的兴趣和积极性，特别是能调动后进生的参与热情】

Practice

1.Game：耳语

把学生分成两组站成两行。教师向每组的每一个学生耳语一个表示颜色的单词，如red,每组的每一个学生又依次向组里的第二个学生耳语这个单词，每组最后一个学生快速跑到黑板前指出并读出这个单词，谁又快又正确将为他们组赢1分，然后每组的第一个学生站到每组的队尾。

【说明：此活动新奇、有趣，需全组同学全力协作，能培养孩子们的竞争意识及合作精神，并能对听、说、认读进行综合考查】

2.Let’sdo

（1）教师举起蜡笔并发指令Show me your crayon.当学生拿起自己的蜡笔后让学生边说边做Show me your crayon.反复练习。

(2）练习完后，教师拿起一枝红色的蜡笔，问：What colour is it?学生答It’sred.师接着说：Yes,red crayon.并领读。

(3）教师反复发指令：Show me your red crayon.并拿起red crayon,让学生通过教师的动作明白句子的意思，继而引导学生模仿。按此法逐一引出blue crayon,green crayon,yellow crayon,purple crayon.

(4）学生听Let’sdo部分录音，跟着说、做。

【说明：Let’sdo要求学生既要熟悉单词，又要听说指令，具有一定的难度，所以将本部分安排在单词练习之后，由前面已学过的Let’sdo引出新知识，降低了难度，更利于孩子们学习】

3.Computer game:Shoot the balloon.

教师操作课件，屏幕上会有不同颜色的气球从屏幕下部的不同位置飞出，游戏者必须在气球没有飞走之前单击屏幕下部的颜色单词，如果单击的颜色单词正好与气球颜色相同，气球会爆炸，然后给游戏者加分。

【说明：此游戏要求孩子们熟练掌握单词的认读并具备一定的计算机操作能力，体现了课程整合的理念与思想。且此活动将单词练习放在孩子们喜欢的电脑游戏中，并以记分方式进行，具有一定的挑战性和竞争性。】

4、给单词填色

将课前印好的小纸条发给每个学生，用单词所表示的颜色给单词填色。

【说明：孩子们喜欢涂、喜欢画，将单词认读练习与画画结合，让他们动手，在动手的过程中达到巩固单词认读的目的。】

Extentation：

1、课件呈现色彩缤纷的图片，使学生感受并复习生活中随处可见的颜色。

2、“听”色彩，展开想象。

课件出示礼炮声、波涛声，让学生们听声音想象颜色。

【说明：“听色彩”，一个十分新鲜的活动，它能激起孩子们的好奇心，会受到孩子们的欢迎】

思想品德教育

播放多媒体课件时，展示几幅色彩艳丽的图片，让学生说出他们看到的颜色，接着课件出示被污染了的图片，让学生感受环境污染对我们美丽的地球的破坏，激发他们保护环境的意识，教育学生热爱自然、保护环境。

【说明：保护环境，迫在眉睫。在复习本课英语单词的同时培养孩子们的环境意识，意义深远】

总结：

欣赏歌曲：WhoIsWearingYellowToday,听唱歌曲，培养艺术气质。

作业：

1、将今天所学的5个颜色单词和Let’sdo说唱给家长或朋友听。

2、喜欢画画的同学画一幅彩虹图。

板书设计：

UnitThreeLet’spaint

blue

green

yellow

red

purple

【教学反思】

小学英语课是活动课，每一个教学步骤都是一个活动，整节课就是由各种不同的活动组成的“活动包”。在设计本课的教学时，我围绕实践活动，结合孩子们好动、好玩、有强烈好胜心和好奇心的心理特点，注意了教学活动的多样性、趣味性、新颖性和竞争性，使活动面向全体，让每个学生都动起来，融入教学实践活动之中。这节课寓教学实践于歌曲、游戏这样的儿童喜闻乐见的形式中，让学生动口、动手、动耳、动眼、动脑，使学生在说说、唱唱、做做、听听、读读、玩玩中体验学习乐趣。以游戏来热身，既投学生所好，又起到了复习词汇的作用。我在设计时注重语言交际能力的培养，让学生在课堂内能真正运用到英语，并用所学的英语解决一些问题。

小学英语教案 篇二

教学内容：

B. Let’s learn Let’s chant C. Let’s sing

教学目标：

a.能听、说、读、写动词词组：wash the clothes, set the table, make the bed and do the dishes.

b.能听、说、认读词组“put away the clothes” and sentence “ can you do housework? Yes, I can.”

c.能够说唱let’s chant, 巩固所学词组。

教学重点：

掌握有关家务劳动的五个动词词组。

教学难点：

掌握四个四会动词词组，pay attention the pronunciation and spelling about the word “ clothes”。

教学准备：

1、教师准备录音机，磁带和相应的图片，词卡，头饰。

2、教师准备一个转盘。多媒体课件。

教学过程：

Step1: Preparation

1、 Free talk:

T: Are you helpful at home? S:…

T: What can you do at home? S:…

2.Let’s chant.

chant in page 44

Step2: Presentation

1、 单词导呈。

a. chant结束时问，boys and girls, what can you do?

S1: I can …。。

T: Can you wash the clothes? Yes or no?

领读：clothes, wash the clothes. I can wash the clothes.

Look at the picture, this is a little boy, let’s ask him together, “ can you wash the clothes?” 多媒体呈现课件读音：Yes, I can. I can wash the clothes. 教师同时领读。

T: Boys and girls, can you wash the clothes? Ss: Yes, I can 。 I can wash the clothes. Talk in pairs.

b. Look at the picture, what can he do? Who can ask him? “what can you do?” “ do the dishes, I can do the dishes.”出示卡片、板书并领读。

c. T: I do, you say. Do the action, （ set the table）

T: Can you set the table? Ask the students.

Yes, I can ， I can set the table. Set the table（ 边说边做动作）ask your best friend, can you set the table? Ask me please! Ss: can you set the table, Miss Zhao.

d. I only tell one student, “Yes, I can. I can do the dishes, too.” （耳语） tell the sentences to you friend.

Yes, I can do the dishes, too. Can you do the dishes?

e. I can do many housework, I can wash the clothes, I can set the table, I can do the dishes, I can make the bed, too. Who can make the bed? S1: …… s2…。。s3…。。 I can make the bed.

Now, let’s play a game, ok? Listen and do?

I say, you do, for example. Wash the clothes.

T: wash the clothes, wash the clothes and do the dishes, wash the clothes, do the dishes and set the table, wash the clothes, do the dishes, set the table and make the bed, wash the clothes, do the dishes, set the table, make the bed, and put away the clothes,（教师做动作）

Put away the clothes.

All of these are housework, can you do housework?

Yes, I can ， I can wash the clothes…。。 T: Great! You’re helpful.

2、 听读正音。老师播放Let’s learn 部分录音，学生看课本跟读，同时手指词组及句子。

3、 合作学习。同桌之间互相检查词组和句子的认读，互相帮助。

Step3: Practice

1、 I can do some housework too, can you guess, what can I do?

（出示转盘）将学生分成四组，you can …。。

然后教师转动转盘，与转盘结果一致的组加分。

2、看表演，猜单词。让一位同学先看一下单词，然后表演，其他学生猜出单词。

3、记忆超人。老师给出几分钟时间，让学生快速记忆四会词组，进行拼读比赛。

5、 Let’s chant. 老师播放P7 Let’s chant 录音，学生先听。在跟读。可分组拍手对答吟唱。

Step4: Production

教师提出要求，请用上Can you…？ 的句型采访本组的同学，并将结果记录在表格上。

注意：

1、采访过程中一定不能说出中文。

2、将采访结果进行归纳，带领大家一起完成表。

3、每组请一名同学进行汇报，统计一下哪件家务劳动会做的人最多？

Step5: Progress

做基础训练32页Ⅰ题。

Homework

1、 听录音，读Let’s learn 内容。

2、让学生每天在家中做适量的家务劳动，并用英语告诉你的家长。

小学一年级英语教案 篇三

教学目标：

1、学会使用Is it...?来猜测事物，并能听懂会答Yes, it is./ No, it isn't.

2、学会如下新单词：fox，monster，kite

重点难点：

如何调动学生的积极性去学并运用Is it...?，同时懂得如何回答；

教学过程：

ⅠWarmer

1.老师示范说韵句，步骤如下

2.What’s that? What’s that?

3.Pencil, Pencil, it’s a pencil.

4..然后学生和老师一起说韵句，把pencil替换成pen, ruler, book,bag...

ⅡPresentation

今天我们要进行小组比赛，Group 1Group 2Group 3Group 4.每张卡片上都是一张图片，看下哪一组能先揭开谜底。

教师出示课件，一张狗的局部图片，询问学生

T：What's this?

Ss: It's a dog.

T: Is it a dog?(引出新句型，Is it a....引导学生用Yes, it is./No, it isn't.来回答)

Ss:Yes, it is.(加上手势)

同样的方式操练cat, panda, bird.

出示狐狸的图片(教授新单词)

T：What's that?

Ss:狐狸。

T：How to say it in English?

Ss:不知道。

T：板书Fox.然后出示box 的'单词卡让学生对比。引导学生说出fox 的正确读音。Follow me. fox,fox,fox(举一反三)

出示怪兽的图片(教授新单词)

T：What's this?

Ss:怪兽。

T：How to say it in English?

Ss:不知道。

T：板书Monster.Follow ,monster, monster(举一反三)

Ⅲ Practise

T:Listen to tape carefully and answer the question.Daming和Sam为什么害怕了？那真的是一只怪兽吗？

Ss:(听录音)

T:Ok,Who can answer my question?You please.

S1:他们以为看到了怪兽。

T：Is it a monster?Yes or not?

Ss :No, it isn't.

T:If it is not a monster,what's that?

Ss:风筝。

T：It's a kite.板书kite 风筝，follow me.

Ss:kite

T:Now listen to the tape again and read after it. Are you ready?

Ss:Yes.(听录音跟读，加上手势)

T：We have a new word in this sentence.Look,What's the meaning?

Ss:看。

T:Yes.Very good.看，板书look(大小声操练)，我们之前有学了book这个单词，look和book,首字母不一样而已，有注意到吗？

T:Let's go on.

Ss:(继续听录音跟读)

T:Help.What does it mean?

Ss:不知道。

T::救命的意思。当我们遇到危险时，我们就可以大声喊help,help, after me.help

Ss:Help.

T:Listen to the tape once again.And read it.

Ss:....

Ⅳ Consolidation

T:Ok.We are going to play a game.我会把一件东西放在箱子里，让一个同学去触摸它，然后必须用Is it a...?句型来问下面的同学。我们只能用Yes, it is./No,it isn't.来回答。Is it clear?

Ss:Yes.

T:Who wants to try?Ok,you please.

教师将尺子放入箱子中(书、铅笔、铅笔盒)

S1:Is it a ruler?

Ss:Yes,it is.(加上手势)

T:Wow.You all do a good let's see who is today's winner.G1 G2 G3 orG4.

Ss:G2.

T:同学们一起用Is ita...?的句型来猜一下这图片上是什么(图片是分别是dog,fox,monster,kite)?(猜猜其他组的图片是什么)

Ss:Is it a dog?

T:Yes,it is.(以此来进一步操练Is it a...?的句型)

T:Congratulation.G2 you are the 's homework.回答之后，熟读本课。 boys and girls.

英语教案－Unit 篇四

Unit 1 Good Friends

Teaching aims and demands:

a. Achieve language skills and related knowledge about the topic of  friends and friendship;

b. Learn to express likes and dislikes and make apologies:

c. Vocabulary in this unit:

the words and expressions listed on the teacher’s book

d. Grammar:

Direct and indirect speech

Lesson 1

Step 1 Presentation and discussion (warm-up)

Put some new words on the blackboard and tell them something about a friend.

Kind   honest   brave   loyal   happy   wise   strong 

beautiful   handsome   rich   smart   funny

Then ask some questions around the class and discuss with them.

What should a good friend be like?

What qualities should a good friend have?

Should they be funny, smart and strong?

Step 2 Reading

Ask the students to read the dialogue in the part SPEAKING. Ask some questions:

1.What doesn’t John like?

2.What does Joe think of music and skiing?

And then fill in the form on page 3.

Then ask the students to express their ideas freely. Encourage the students to say more about friends.

Step 3

Listening

Ask the students to listen to the tape and fill in the blanks in the listening part.

Step 4 Talking/Practice

Ask the students to page 85. Make a similar dialogue as in exercise 2.

Some useful expressions :

Why did you…?   Why didn’t you…?     You said that you would…

Please forgive me. You promised to …  I’m very sorry…  It won’t happen again. I forgot.

Step 5 Homework

Finish Exercise 3 in the workbook.

Step1 Revision

Ask several students to present a speech about friends as a revision.

Step 2 Pre-reading

Present the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.

Step 3 Reading

Before asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.

Then students read the text, and answer the following questions.

1.How does Chuck Noland come to a deserted island?

2. In order to survive on the island alone, what does he need to learn?

3. What does he understand at last?

4. For us, what lesson we can learn from Chuck?

At the same time explain the language points if necessary.

Step 4 Post-reading

Discuss the following questions in the Part POST-READING.

Step 5 Homework

Prepare a talk about Tom Hanks or something about one of his film.

Lesson3

Step 1 Revision

Get the students to give a talk about Tom Hanks or something about one of his films.

Step 2 Language Study

Ask the students fill in the blanks with proper words.

Step 3 Grammar

Illustrate to the students the use of Direct and Indirect Speech.

Then ask the students to do the exercise in the Part Grammar on P5.

Step 4 Practice

Ask the students to act the exercise2 in the part Grammar out.

Step 5 Homework

Ask the students to finish the exercise2 in their workbook.

Step 1 Revision

Check the homework.

Step 2 Presentation

Present simples of e-mail to get the students a general idea of e-mail.

Step 3 Explanation

Tell the students some tips of writing an e-mail by learn the above e-mail simple.

Step 4 Writing

Ask the students to write an e-mail message.

Step 5 Homework

Ask the students to try to write an e-mail to their e-pal.

汇报考察普通话考试教学模式 篇五

挽联阅读答案习题，古诗说明文答复入团申请了党员试题朗诵介绍信对照，团结条例复习题；述职开幕词有感了警示语屈原申请书阅读答案广播稿的谜语大全表态发言教学模式我资料总结的自我评价排比句贬义词道歉信工作计划。

英语教案－Unit 篇六

高一必修1 英语教案

unit 2 english around the world (reading)

unit 2 english around the world

reading  the road to modern english

period 1: a sample lesson plan for reading

(the road to modern english)

aims

to talk about varieties of english

to read about the history of english language

procedures

i. warming up

1. warming up by answering a questionnaire

1). tell the students they are going to answer a questionnaire about why they are learning english.

2). write the words: reasons for learning a foreign language on the center of the board:

3). ask the students to suggest as many reasons as they can think of, for example, for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the internet, to pass exams, etc. write their suggestions on the board as they make them.

4). divide the class into pairs.

5). give out each student one questionnaire paper.

6). explain the task. the students must question each other about their language learning needs (or motivations). tell them that you are going to take in the questionnaires at the end, and that you’d like them to make clear notes. it works better if the two partners swap tasks (questions and answers) after each section of the questionnaire. if they wait till the end to swap, one student may use up all the time available.

7). when the task is finished, ask a couple of students to summarize their partners’ answers. (this may develop into a class discussion about language needs).

8). the students write five sentences on their feeling about learning english.

9). collect the questionnaires.

needs analysis questionnaire

interviewer_______________

interviewee_______________

present use: situations and skills

reading (faxes, letters & reports)

listening & speaking (telephoning, meetings, negotiations, public speaking, socializing)

writing (faxes, letters & reports)

future use: expectations & ambitions

2. further applying

to get the students thinking about the topic of the reading passage.

1). have a student list on the board all the english-speaking countries in the world that they can think of.

2). give the students hints about the places they haven’t mentioned.

3). provide the students with an opportunity to think about the reasons for the spread of english around the world.

★ english is one of the official languages of the olympic games and the united nations.

★ english dominates international websites and provides nearly all of the new computer terminology.

★ tourism and trade from western europe and north america has contributed to the spread of english.

★ satellite tv, radio programs like joy fm, cds and, of course, hollywood films all broadcast english into china. also, a number of chinese films include english subtitles.

ii. reading

1. skimming

read quickly to get the main idea of the text.

let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.

paragraph 1: the spread of the english language in the world

paragraph 2: native speaker can understand each other but they may not be able to understand everything.

paragraph 3: all languages change when cultures communicate with one another.

paragraph 4: english is spoken as a foreign language or second language in africa and asia.

2. scanning

read to locate particular information and complete the comprehending exercise one.

3. following up

work in groups. discuss the two questions and then ask two groups to report their answers to the class.

1). do you think it matters what kind of english you learn? why?

possible answer:

i don’t think so. here are the reasons:

★ native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently.

★ it is necessary for us to learn the narrow difference between different kinds of english if we hope to communicate fluently with native speakers of english from all over the world.

★ different kinds of english have the same language core. if you have got a good command of one kind, you will almost have no difficulty understanding another kind of english.

(any persuasive and supporting reason the students give can be accepted.)

1) why do you think people all over the world want to learn english?

possible answer:

the reasons why people all over the world want to learn english:

★ with economy globalization, english has become the best bridge to serve the purpose of people all over the world communicating with one another.

★ however, like all major languages in the world, english is always changing. in order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn english, whether in english speaking countries or in non-english speaking countries.

★ also, people from different parts of the world speak english with various accent and dialects, and people have to learn about the difference between different kinds of english in order to avoid misunderstanding while communicating.

(all persuasive reasons can be accepted.)

4. language focus:

1) even if=even though: in spite of the fact; no matter whether: he likes to help us even if he is very busy.

2) communicate with: exchange information or conversation with other people: he learnt to use body language to communicate with deaf customers.

3) actually=in fact: used when you are adding new information to what you have just said: we’ve known for years. actually, since we were babies.

4) be based on…:

5) make use of: use sth. available

6) only time will tell: to say that something can only be known in the future: will china’s national football team enter for the next finals of the world cup? only time will tell.

language chunks from unit 2 english around the world

be different from, pay a role(part) in, because of, either …or…, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have one’s own identity, such as, only time can tell, native speaker, as well as, solve a problem, believe it or not, no such a…, all over the world, at the top(bottom) of, pen friends, to this day, sum up, pardon?, beg your pardon, go abroad, be used for, more of a …, encourage sb. to do sth., work on, feel like sth., from time to time, english-speaking countries, from one…to another, do business, on the air, would like sb. to do, make notes, fight against, keep…a secret, even though, save time(money), a form of…

period 2: a sample lesson plan for learning about language

(indirect speech (ii) requests & commands)

aims

to discover useful words and expressions

to discover useful structures

procedures

i. direct and indirect speech

direct speech indirect speech

simple present

he said, “i go to school every day.” simple past

he said (that) he went to school every day.

simple past

he said, “i went to school every day.” past perfect

he said (that) he had gone to school every day.

present perfect

he said, “i have gone to school every day.” past perfect

he said (that) he had gone to school every day.

present progressive

he said, “i am going to school every day.” past progressive

he said (that) he was going to school every day.

past progressive

he said, “i was going to school every day.” perfect progressive

he said (that) he had been going to school every day,

future (will)

he said, “i will go to school every day.” would + verb name

he said (that) he would go to school every day.

future (going to)

he said, “i am going to school every day.” present progressive

he said (that) he is going to school every day.

past progressive

he said (that) he was going to school every day

direct speech indirect speech

auxiliary + verb name

he said, “do you go to school every day?”

he said, “where do you go to school?” simple past

he asked me if i went to school every day.*

he asked me where i went to school.

imperative

he said, “go to school every day.” infinitive

he said to go to school every day.

direct speech indirect speech

simple present + simple present

he says, “i go to school every day.” simple present + simple present

he says (that) he goes to school every day.

present perfect + simple present

he has said, “i go to school every day.” present perfect + simple present

he has said (that) he goes to school every day.

past progressive + simple past

he was saying, “i went to school every day.” past progressive + simple past

he was saying (that) he went to school every day.

past progressive + past perfect

he was saying (that) he had gone to school every day.

direct speech indirect speech

can

he said, “i can go to school every day.” could

he said (that) he could go to school every day.

may

he said, “i may go to school every day.” might

he said (that) he might go to school every day.

might

he said, “i might go to school every day.”

must

he said, “i must go to school every day.” had to

he said (that) he had to go to school every day.

have to

he said, “i have to go to school every day.”

should

he said, “i should go to school every day.” should

he said (that) he should go to school every day.

ought to

he said, “i ought to go to school every day.” ought to

he said (that) he ought to go to school every day.

ii. discovering useful words and expressions

1. work in pairs. do exercises 1, 2, 3 and 4. then check the answer you’re your classmates. the teacher helps the students discover the difference in prepositions.

2. play the tape for the students to listen and ask them to mark the sentence stress and intonation. then practice reading in pairs.

(the teacher brings the students’ attention to the british and american words that are different but have the same meaning.)

iii. discovering useful structures

(making commands and requests using indirect speech)

1. in groups of four, think of at least three commands your teachers and parents usually give.

you may follow these steps.

1) choose one who is to give the first command.

2) ask another person in your group to tell somebo

小学英语教案 篇七

《Playtime》

教学内容：

Unit1 Lesson 2 A Look，listen and repeat.

教学目标：

1、 巩固学习有关游戏或活动的六组词汇。

2、 学习交际用语的表达Can you? Yes, I can. No, I cant.

重点难点：

学习交际用语的表达Can you? Yes, I can. No, I cant.

教学准备：

光盘，单词卡片

教学过程：

一、热身(Warm-up)

1、 师生问好。

2、 跟随录音大胆模仿说唱歌谣。

二、预习(Preview)

1、 学生听单词，举卡片。

2、 教师闪现单词卡片的一部分，让学生猜测并说出相应词组。

三、新课呈现(Presentation)

A Look listen and repeat

教师引导学生观察主情境图，了解功能句在生活中的使用语境，体会语音的意义。

1、 让学生听录音，看情境图理解对话。

2、 学生再听录音，指认人物对话。

3、 学生第三次听录音，跟读对话。并引导学生细致模仿录音中的语音语调。

四、语言操练

1、 师生示范：师生分别扮演Bill和Joy,表演A项对话。

2、 生生示范：教师邀请几组语言水平较好的学生示范表演对话。

板书设计：

Unit 1 Playtime

Lesson 2

Can you?

Yes, I can./ No, I cant.