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小学英语教案【精选7篇】

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小学英语教案 篇一

Goood moring, I'm glad to interpret my lesson here . The lesson plan I am going to talk about is Part A let's learn of unit1 PEP Primary English book7. I will explain how to teach and the reason for doing this from following aspects.

Ⅰ analysis of the teaching content.

Ⅱ ways of teaching and learning .

Ⅲ teaching procedures

Ⅳ blackboard design

V assessment

Now Let’s focus on the analysis of teaching content. It can be divided into 3 parts as followed: the status and the function, the teaching objectives , the main points and difficult points, I’ll talk about it one by one.

This lesson is the first lesson of unit 1, book7 . It includes two parts: Let’s learn and let’s play. In section 1, it mainly deals with these key phrases: on foot, by bike, by bus, by train, by subway. And in section 2, it provides a game for the Ss to prastise the patterns: How do you go to…? And the answer: I go… by../ on foot.

Our students have already known some vehicles in the daily life. It’s not difficult for them to understand and use these words . If students can learn it well, it will help students to learn the rest of this unit. So, I set the following aims:

The first is language objectives

To make sure that students can read, recognize and use these key phrases :on foot ,by bike,by bus,by train skillfully.

The next is ability objectives

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

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

moral objectives

(1)to help students know some vehicles and comprehend the traffic rules

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

The main points and difficult points about this lesson is:

(1) To make sure that Ss can use these key phrases correctly and skillfully.

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

(3) To develop Ss’ interest in English.

Difficult points

To help the Ss ask and answer the question “How do you go to…?

part Ⅱways of teaching and learning

As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey”How do you go to school?” to help Ss to get a better understanding of the key phrases. I will arrange these activities: guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, will be needed.

partⅢ teaching procedures

I’ll finish this lesson in five steps.

step1 lead--in activities

I will begin my class with "drawing and guessing" game, just like this : I show students some vehicles such as bike ,bus ,jeep which they learned before by "Stick Figures" and ask them guess what’s it.

Purpose: It is important to form a better English learning surrounding for the Ss by guessing game. and at the same time it provides situations to review learned knowledge for the next step.

step2 prestentation

Now I’ll mainly talk about this step.

1、first there is a Free talk between T and Ss. For example: I show many pictures of beautiful cities and ask students some questions, such as "do you like this city?where do you want to go ?"and help Ss to answer them with "by train ,by plane,by ship".

By the way, I show the picture of a school, and say“ I go to schiool by bus” ,Ss read this sentence. do the actions and ask "how do you go to school?",show many pictures of tools such as ,on foot by bike ,by bus to help students answer my question one by one.

To present the key structures one by one is much easier for the Ss to learn and grasp the meanings.

2 With the help of the CAI I set a situation to help Ss understand the way of using these key phrases:

A boy is coming, who is going to school. He says: I go to school by…Then play the sounds of bus, bike ask students to listen carefully and tell “I go to school by…" according to the different sounds, by the way , I present another new phrases:by subway

Purpose:Make Ss use these new phrases with sentence structures, to help Ss use the language in a real situation.

step3 practise

3 I order to make every student read these new phrases correctly, I design a "drill "in this step, I show cards as soon as possible ,students should read the words quickly and spell them. Then I ask 'How do you go to school?'students answer "I go to ......"also I will quicken the speed to ask .

The purpose is to draw the whole students'attention to the spelling of the words

4 After this, I ask Ss to do "Let's play " in fours. They use places cards and vehicle cards, ask and answer:How do you go to …? I go to … by…”

5, If Ss can ask and answer expertly, I will ask them to make a short dialogue.

the purpose of this is to help students to learn those sentenses through a ture situation and make the dialogues in order to check if Ss can usse these key prases、sentences structures skillfully

step 4 consolidation

let students do a survey about "how do you go to school?"and the table like this :write down names and tools another Ss choose

Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.

step 5 homework

ask students to collect other kinds of transport tools through the library ,computer.

the purpose of this is to stimulate the interest of learning english and to wide the students'knowledge

step6 blackboard design

my blackboard design like this :on the left Ishow the phrases:on foot,by bus.......on the right there are many sentences:how do you go to school?I go to ......"

step 7 assessment

due to the students'age ,I make every students work in class through many activities in order to stimulate the students'interest and provide they a wide thinking room. I make students learn this lesson very well through desiring scene statues

that's all,thank you for your listening !

小学英语教案 篇二

【课题】LESSON EIGHT

【重点】语言项目Where are my shoes? They’re…

词汇shoe time

【难点】发音But where’s the other one?

Let me help you.

理解Where’s the other one?

Don’t worry.

【过程】

一、热身/复习

1.师生互致问候

2.听第7课对话录音,复习课文,学生三人一组表演对话

3.看图问答 [图:Lesson 7 Let’s practise]

二、介绍新语言项目及教学方法

1.出示主题图,对图中内容进行叙述

教师依次出示三幅主题图,学生根据看到的画面进行一至两句话的。叙述或问答。

小结:The boy and his mother are in the room. The boy can’t find his shoes. His mother helps him. Look! One shoes is behind the door. The other is under the chair.(解释the other one:I have two English books. One is on the desk. You can see it. The other one is in my office. You can’t see it now.)

提问:Who puts the shoe under the chair?

2.看课文录像

学生回答:The cat puts the shoes under the chair.

教师提问:How many questions about the shoes?

学生:Five questions.

Where are my shoes?

Are they under your bed?

Are they behind the door?

But where’s the other one?

Where is it?

3.播放课文跟读课件,学生重复句子(只跟读一遍)

重点重复:But where’s the other one?

It’s time to go to school.

Don’t worry.

Let me help you.

强调发音:other

the other one

time (教师指指自己的手表,重复time一词帮助学生理解)

Let me help you.

Don’t worry.

4.学生自读课文

5.学生表演对话。

三、新语言功能项目操练及操练方法

1.Let’s practise

(1)学说两个单词beds birds,渗透语音知识 [图片:Let’s practise]

教师提问:How many beds are there in the room?

What’s out of the window?

学生回答:Two beds.

Birds.

教师板书并带读beds birds

教师出示词卡bags hands pens legs eggs dogs 学生根据读过的beds和birds,认读教师出示的新词

(2)听录音,重复问答句

Where are the birds? They’re in the sky.

(3)学生看图问答

参考:Where are the beds? They’re in the room.

Where are the shoes? They’re under the bed.

Where are the books? They’re on the desk.

Where are the balls? They’re under the chair.

Where are the cats? They’re under the desk.

Where are the pictures? They’re on the wall.

2.教师提供画面(老人戴着眼镜,却问孙子:Where are my glasses?)

学生看图想象画面以外的情景并表达出来。教师及时奖励表达不错的学生。

小学英语教案 篇三

一、教学目的:

1.认识本书的主线人物:Lily、Bill、Angel、Andy、Joy and Lucky.

2.培养学生学习英语的兴趣和良好的学习习惯和课堂常规stand up, sit down,sit up straight.

3.早上问好等语言good morning!

4.认识书籍每页有两部分。A部分和B部分

二、教学重点:

认识本书的。重点人物。

三、教学难点:

培养学生良好的学习习惯和课堂常规。

四、课前准备:

师备:录音机、教学录音磁带和六位主线人物图片。生备:英语书

五、教学过程:

(一)导入:T: Hello ! boys and girls. I’m your english teacher. My name is wu lei .以后大家叫我miss wu .写板书

1.介绍英语的重要性。

2.自己的愿望和理想。

3.小结:激发学生学习英语的兴趣

(二)新授:T:今天我给你们带来了几位新朋友,让我们来认识一下:

1.教师出示小女孩Lily的图片T:This is Lily。Her name is Lily。教师领读“Lily” T:Who is she ?What is her name ?

以同样的方法教授:Bill、Joy、Andy、Angel and Lucky。

教师分别出示图片,要求学生跟学说出人物的名字。巩固:用快速闪现的方法帮孩子进一步认识人物。

2.T:这两个小朋友非常有礼貌,听,他们在向你们打招呼T;Hello,__。

S:Hello,Lily/Bill

目的:帮助学生进一步学习并掌握所学内容。

方法:

1、师自问自答

2、师领读hello

3、师问生答(对于说得好的学生可以摸一摸老师手里的小朋友图片以示奖励。) 4、生问生答

(三)进行课堂常规教育,主要是口令的听和做。

启发学生上课要认真听什么?

听老师讲话,为什么,要让学生说出原因。

听同学讲话,什么时候听同学讲话,为什么要认真听。

听录音讲话,为什么。 (因为孩子年龄小,所以,可以通过实例表演,根据刚才上课时的学生表现,教师要提前纪录,来说说为什么。)

同时,要教育孩子在英语课上,什么时候动,什么时候静。(听口令练习:stop, go )

随后老师教孩子听稍息,立正,起立,问好的语言。 stand up, sit down ,good morning!练习在老师问好后,学生一起说:stand up

在学习过程中,时刻提醒纪律问题,动静,及时给与表扬。在黑板上画笑脸。

六、作业:带有关文具的卡片。

小学英语教案 篇四

各位评委,下午好,我是今天最后一位选手28号。请允许我最后一次与大家一起分享自己对这套人教版教材教学思路与感想。这是一篇关于介绍家庭成员阅读课I Love My Family,如图(课件)我说课分为五个部分,说教材、说教法、说学法、说教学过程、说反思与评价。今天我以一年四季为背景来分别介绍。

一、说教材

1、教学内容

基于学情: 作为五年级上册学生对英语阅读课并不陌生,也掌握一定词、句、段、章知识积累与阅读能力。但作为阅读初学者,教师应侧重于具有针对性阅读方法指导、阅读能力培养、语用意识提高。

基于教材:本教材是人教(新版)内容,学生之前对What’s your (his her) name? Who’s he? This is my father. He is a doctor.内容都有涉及,但仅限于单句问答。因此,语言知识整合,综合运用这些单句来进行语言交际是本节课关键。

基于单元:本单元涉及是关于职业内容,主要涉及知识内容有This is my father, he is a teacher.自我介绍;What’s he? He is a doctor职业问答;Who’s he ?He is my uncle人称问答。能力要求有人称代词熟练使用,以及能熟练介绍关于辈分、职业、愿望自我介绍。

基于本课:作为第一课时,从文本材料要求just speak提示来看,应该是整体理解与把握阅读文本,将支离破碎知识点进行整合,开展阅读,从而达到语用。所以对辈分、职业等知识展开与具体学习会在之后课时中进行。所以教师在本节课中侧重对阅读能力培养。

基于以上四点,我设计理念是授之以鱼不如授之以渔。因此不仅提高给学生知识性指导,更注重培养学生朗读文本、阅读文本、领会文本语篇意识与运用文本语用能力。

2、教学目标

基础教育阶段英语课程任务是激发与培养学生学习英语兴趣,使学生树立自信心,养成良好学习习惯与形成有效学习策略。我将教学目标确定为:

(1)知识目标:

A. 能够听、说、读、用句型:This is my mother . She is a tailor.

B.能够听、说、读定语短语与介词搭配:

in Class Two, Grade Five. On the left. On the right in the middle.

C.能够正确意会、朗读Here’s a picture of my family. We look like each other. We’re twin brothers

(2)能力目标:

A.听: 能学会正确、仔细聆听文本、教师、同伴回答,模仿并纠错。

能听懂、交流What’s your name? What’s he? Who’s she?相关信息

B.说:能学会大胆说、大声说、大方说。

能在实际中学会简单介绍自己与家人年龄、辈分、职业等。

C.读:能认真模仿、正确朗读文本材料,掌握一定朗读技巧。

能正确朗读本节课文本材料,配上语气、语调、态势语等。

D.写:模仿范文,开展初步写作。书写清楚,字迹工整。

能根据教师提供书写范本,进行独立写作训练。

(3)情感、策略、文化等有关目标:

A.情感目标:注重培养爱家、爱家人家庭意识。

B.策略目标:认知策略 、阅读策略、交际策略 、语用策略

3、教学重点

能够听、说、读、用句型:This is my mother . She is a tailor.并在交际中加以替换。

4、教学难点

A.能够听、说、读定语短语与介词搭配: in Class Two, Grade Five. On the left. On the right in the middle.

B. 能够正确意会、朗读Here’s a picture of my family. We look like each other. We’re twin brothers

二、说教法

《新课程》要求教师从学生学习兴趣、生活经验与认知水平出发,倡导体验、实践、参与、合作与交流学习方式与任务型教学途径,发展学生综合语言运用能力。教师是教法执行者,但无论教法如何新颖、独特,都应该考虑学生兴趣、学情、能力、差异等方面,以生为本。

1、任务型教学法:学生通过为Lin找家人、为Tom找家人、圈划判断、仿写等任务完成来达到层次递进学习目。

2、情境教学法:创设为Lin找自己家人、参观Tom家、介绍自己家一系列以家为主真实情境,到最后爱家情感抒发,水到渠成。

3、交际教学法:学生之间、师生之间无时无处不体现交际教学法。

4、多媒体辅助教学法:利用多媒体直观教学来辅助教学。

5、活动探究法:以学生为主体,以活动为载体,在系列活动中,培养学生独立自学能力、思维能力、活动组织能力、自我探究能力。

6、合作学习法:组织学生进行小组讨论,促使学生在学习中自我发现问题与解决问题,培养学生团结协作精神。

7、分层教学法:不同学情、不同程度学生设计不同问题,提出不同要求,完成不同作业。对不同层次学生提出不同程度要求与目标。

教法原则:全体学生为主体、有效活动为载体(达到学生综合能力培养为目标)

三、说学法

《新课标》指出教学主要目是使学生掌握一定英语基础知识与听、说、读、写技能,使语言学习过程成为学生形成积极情感态度、主动思维与大胆实践、提高跨文化意识与形成自主学习能力过程。教师教法以培养学生学法为主,学生学法又要求教师及时调整教法。

1、自主探究法:在自己语言基础上进行积极主动思考,从而养成自主学习能力。

2、旁知学习法:通过观察教师、模仿同伴、跟读录音等借助一些学习资源进行学习。

3、分析归纳法:将自主学习与旁知学习内容进行加工、【WWW.SHUBAOC.COM】整合,形成自己知识体系与学习方式。

4、合作学习法: 与同伴取长补短、互相帮助、互相学习。

学法养成原则:循序渐进、关注细节、恩威并重(达到学生独立学习能力养成为目标)

四、说教学过程

1、教学准备

简笔画、课件、录音、作业纸、学生照片

2、教学步骤

(1)快速热身,直切主题(教学in Class One, Grade Five)

【设计意图】心理学研究表明学生注意力是细致观察, 良好记忆, 正确思维重要条件。热身复习环节应充分吸引学生眼球,让学生快速投入到本节课英语学习氛围中。

我采用了激情三部曲:第一步:快问快答,知识梳理:What’s your name? What’s his name? What’s her name? Who’s he? Who’s she?为下面学习做好充分准备。第二步:激情激趣,知识整合:在黑板上简笔画了一幅Lin画进行介绍:Her name is Lin. She’s ten. She’s from China. She’s a student in Class One, Grade Five (板书中突出大写、介词等细节知识),板书简单清楚板眼了自我介绍四个内容。第三部:轻松介绍,知识运用:在清晰示范、幽默简笔画中学生自我介绍name, age, nationality, job,在轻松自然中复习旧知同时,学习了新知in Class One, Grade Five,可谓一举两得。

(2)情境创设,呈现操练

【设计意图】所谓:“知之者不如好之者,好之者不如乐之者”,可见兴趣是学习原动力。激发兴趣,自然从学生真实生活出发,创设他们喜欢熟悉情境,并能在任务型驱动下大胆探究、主动学习。具体设计如下:

A、任务之一:为Lin 找爸妈:(教学Here’s a picture of my family)

【设计意图】以任务型教学方式,激发孩子好奇心,在完成任务过程中自然习得语言。

(简笔画中补充lin 眼泪)Lin can’t find her father and mother. Can you help her? Who’s her father and mother?出示三张不同照片,展示出三个不同短语:Here is a picture of black family. Here is a picture of white family. Here is a picture of yellow family.在为Lin找爸妈任务中,不同家庭照片出示,自然引出了Here’s a picture of my family。孩子们在观察与说过程中表达Here is Lin’s father and mother.

B.任务之二:描述lin’s family(教学This is my mother. She is a teacher. on the left ight in the middle)

【设计意图】继续开展任务型教学,帮助Lin找到了家人之后,请为她介绍一下她家人。在此环节中包含有重点句型学习、难点内容突破、语音问题初探。使活动具有有效性、实效性、多功能性。

(简笔画中Lin又恢复了笑脸)Lin’s happy. Lin has a happy family, She loves her family.

(出示照片)教师引导:Who’s she ? ——This is my mother

What’s she ? She can teach——She is a teacher.

Where’s she? ——She is on the left

同此,请学生来说出This is my mother. She is a teacher . She is on the left.

This is me. I’m a student in Class One, Grade Five. I’m in the middle.

This is my father. He is a doctor. He is on the right.

开展自主探究式学习,巩固语音:egg——leg——left——on the left

night——light——right——on the right

miss——mid——middle——in the middle(提示in on)

出示课题:I Love My Family.

(3)直击语篇、阅读指导

A、读前铺垫、总体把握:教学twin, Here’s a picture of my family. We look like each other.

【设计意图】通常自己在教学中会布置读前预习作业。本节课通过读前默读、朗读、记标记等方式阅读指导,让学生在与老师共同阅读之前自己自主学习,寻找关键点,总体把握文本。既而培养学生独立阅读能力,本环节属于范读环节。

a.默读画圈:根据Lin幸福家庭,自然引出了Tom幸福家庭。要求学生默读短文,并划出Tom’s family member. 并回答How many people are the in there in Tom’s family?

b.朗读划线: What’s Tom’s father? This is my father. He is a teacher.

What’s Tom’s mother? This is my mother. She is a tailor.

教师指导:She can make the clothes. She is a tailor.(教读单词)

B、读中指导、环环相扣

【设计意图】读中指导应该是对文本深挖细掘,在教师指导下,开展有针对性、具体化、目标性阅读指导,不仅让学生掌握一定阅读技巧,也是对文本细化过程。读中环节是阅读最重要部分,属于精读环节。

a.听力回答:listen and answer the question(作业纸)

My name is Tom. I’m ten. I’m a student in Class Two, Grade Five.

Her name is Mary. She’s nine. She is a student in Class One , Grade Three.

b.阅读回答: Who’s the boy on the right?

He’s my twin brother. We look like each other.(引导意会)

c.听力模仿:听过程中,教师引导学生用红笔记录朗读符号,并模仿。

d.合作学习:pair work(同桌互相学习,以此互相帮助与纠正朗读中存在问题)

C、读后操练、加强巩固

【设计意图】在对文本范读与精读之后,对文本材料表面意思有了一定认识与理解。读后环节是文本材料升华,是对文本再理解、再梳理、再学习环节。

a.根据课文判断

1. This is Tom’s father. He is from China. ( )

2. This is Tom’s mother. She is a tailor. ( )

3. Tom and Mary are twins. ( )

4. Tom has a happy family. ( )

b.齐读短文,注意模仿语气、语调,关注朗读技巧。

C. talk about Tom’s family. Tom has a family.

(4)、学以致用,巩固拓展

【设计意图】任何语言学习归根结底都是语言运用,也就是学生语用能力养成。在对文本材料学习之后,会让学生进行一定仿写,这符合《新课标》二级要求:即五年级学生应开展初步写作。自己在教学中每个单元也会让学生进行主题写作。写作方式为模仿写作,写作层次是先口头、再填空式书写、最后家庭作业中发散性写作。

A、口头模仿:拿出照片,进行小组合作group work。

Tom has a happy family. He loves his family. Do you love your family?

: I Love My Family.

Here is a picture of my family. My name is . I’m . I’m a student of Class Grade .This is my . He is a . This is my She is . I have a family. We love each other.

B、书面练笔:通过口头模仿基础,在范文指导下开展书面小练笔(作业纸)

C、情感渗透:无论家庭贫富、父母如何,应该爱自己父母、爱自己家人、爱自己家情感目标应该是渗透到教学每一部分中。

(5)个性作业,自主学习。(作业纸)

【设计意图】作业设计面向全体同学,对全体学生提出该年段、学段基础性要求。同时注重学生个体差异,以此激发学生学习兴趣与培养学生自主学习能力。因此,针对五年级学生素质差异,我进行了分层训练,这样做既可以使全体学生掌握基础知识,又可以使学有余力学生有所提高。

Homework: Choose As I Like.

A、(必做)Listen, imitate and read. 听读短文,并大声模仿,直至流利朗读。

B、(必做) Write your own composition, use the picture of your family.

参考文本,完成作文,并贴上照片。

C、(选做)Write Mike’s composition, use the picture of his family.

根据文本,请为我朋友写上他家庭介绍,附上照片。

作业设计宗旨:

a.面向全体:基础性知识作业要做到人人会、人人做要求。

b.自主选择:不同学生可以选做不同作业,一定程度上发展各个层次学生。

c.检查评价:作业有做有批有订正,这样作业才真正达到复习与巩固效果。

(6)板书设计

【设计意图】板书应将本节课重点、难点一目了然地展示在黑板上。板书应该是一节课知识集锦、要点精华,我板书设计注重直观、系统、清晰、完整、美观。

I Love My Family

Lin China This is my father. He is a teacher.

Ten a student This is my mother. She is a tailor.

in Class One, Grade Five

五、说反思与评价

1、说反思:反思本节课教学设计与教学步骤,教法上,教师思路清晰,会让学生能很直接从Lin家庭联系到Tom家庭,既而到自己家庭;教学知识条理性比较清晰,在众多内容中进行一定主次处理,会让学生对重点与难度一目了然;教师指导到位,会让学生在明确示范中做到全面发展。学法上,教师注重学生听、说、读、写等各个能力学法指导。对学优生写作跟进、学困生个别指导要在课后加强。

2、说评价:课堂教学评价是为促进学生学习与教师教学而实施。根据高段学生年龄、心理特征,有效课堂教学评价最重要不是表象上几句表扬语,而是让学生体验到英语学习成功,感受成就感。教师评价也不能简单good带过。评价要及时性;评价要具体性;评价要建设性;评价要实效性。总之,教师鼓励评价让学生更有信心,教师建议评价让学生更有针对性,让教学应评价而更完美。

本节课我始终将学生作为课堂主人,学习主体。教师教学应该是培养学生独立行走、开口说话过程。教师要鼓励学生在学习中乐于参与、积极合作、主动请教,提高学生语篇意识,增强学生语用能力。今天五个说课部分希望像今天四季背景图一样,每个步骤都像每个季节一样有着不同景色。谢谢各位评委老师耐心聆听,也期待你们悉心指导。

小学英语教案 篇五

教学背景:上堂课已教26个字母

教学目的:1、复习26个字母,让小朋友们熟记于心

2、帮助学生们知道、了解和熟悉基础英语口语

教学用具:音频设备(用于播放字母歌,若无直接领唱),黑板…

目标词汇:I,you,he,she,come,go,hello,bye-bye

句型:xxxx

(只要求小朋友们可以听懂我在问什么即可,不要求掌握)

教学分工:杨xxx负责第一部分复习,郭娴负责第二部分的教学,最后游戏部分一起来教学流程:

小朋友们,下午好。上堂课我们是不是已经学习了26个字母呢?你们还记得吗?有没有哪个小朋友还可以把它背出来呢,或者唱字母歌也可以哦。举起你们的小手吧,让我看看哪位小朋友记性最好呢?

(若有小朋友举手,则教小朋友起来背诵或者唱歌;若没有的话,我将带领小朋友们把字母歌唱一遍)

【为了增加小朋友的印象,我将在黑板上随机写出一些字母,有的为大写,有的'为小写。然后让小朋友读出来。如果小朋友都学得不错的话,之后再叫几个小朋友上台写出对应的大写字母或者小写字母】

(5~10min)

【引入今天学习的主题——基础英语口语】

朗诵并让学生跟读:

我是III

你是YOUyouyou

他是hehehe

她是shesheshe

来是come去是go

见面问好说Hellohellohello

临走时要说再见bey-beybey-beybey-bey

你好吗Howareyou?

谢谢你Thankyou

早上好Goodmorning

晚上好Goodevening

(15min)

【小朋友很难长时间集中注意力,而且都很活跃。所以下面进入互动环节,一来帮助小朋友在玩耍中增强记忆,二来也不让课堂太过沉闷】

内容:1、学唱问好歌。

2、字母接龙:让小朋友们分组,一组一组的进行英语26个字母的接龙,由老师说

A,后面的同学接上,检验小朋友的识记程度及考验他们的反应能力。

3,角色扮演:让3个同学一组,进行第二部分口语的简单练习,模拟情景。请几组

到台上展示,考察学生的掌握程度。

(10~15min)

小学英语教案 篇六

故事:门上的画(小班语言) 设计意图: 对于刚入园一个多月的幼儿,我从他们最感兴趣的小动物入手,选择了故事《门上的画》作为教学内容。 幼儿园语言教育的首要任务是帮助幼儿成为积极的语言运用者。在这个教学活动中,为了引起幼儿运用语言的主动性和积极性,我创设了“带领鸡宝宝到小狗家去做客”的情境:一起寻找小狗的家的'过程,其实就是故事的主要情节,这样幼儿在游戏中理解了故事的内容。在这个基础上,让幼儿完整欣赏故事,幼儿就能充分感受到语言的丰富和优美,从而有利于培养了他们参与语言活动的兴趣。

目标:

1、创设情境,让幼儿在游戏中练习礼貌用语:你好、再见。

2、鼓励幼儿尝试用普通话大胆表达自己的想法。

3、培养幼儿参与语言活动的兴趣。 准备: 小鸡头饰。小白兔、小猫、小狗图片。三扇可以开的门,门上分别画有鱼、萝卜、肉骨头。欢快的音乐磁带。

过程:

一、开始部分: 师扮演鸡妈妈,幼儿扮演小鸡。 在音乐的伴奏下,一起快乐地游玩。

二、创设情境,理解故事: 师:今天我要去小狗家做客,可我不知道小狗的家在哪里,你们愿意和我一块儿去找小狗的家吗? (在音乐的伴奏下,和幼儿一起开着汽车去找小狗家)

(1)来到了门上画着鱼的家门口。 这扇门上画了什么?这是小狗的家吗? (敲门)(出示门后的小猫) 引导小朋友和小猫有礼貌地打招呼。 小猫为什么要在门上画上小鱼呢?

(2)开汽车再去找,来到了画有萝卜的家门口。 这是小狗的家吗?为什么? (出示门后的小兔)你们猜对了吗? (引导幼儿向小兔有礼貌地打招呼,再见)

(3)开着汽车再去找,来到了门上画有肉骨头的家门口。 这是小狗的家吗?为什么?

1、欣赏故事:门上的画 我把刚才发生的事编成了好听的故事,我们一起来听一听。 故事的名字就叫做《门上的画》。

2、通过提问,发展幼儿的扩散思维。 小鸡也想请小狗到他家去玩,应该在门上画些什么呢? 故事:门上的画 小鸡和小狗是好朋友。小狗请小鸡到他家去玩,可小鸡不认识小狗的家,小狗说:“这样吧,你找门上有画的,那就是我的家。”第二天一大早,小鸡就去找小狗的家。他来到树林里,看见一扇门上画着一条小鱼,他想:这肯定是小狗的家了。他就砰砰砰地敲门。门开了,原来这是小猫的家,小猫最喜欢吃鱼了,所以就在门上画了小鱼。 小鸡继续往前走,他看见一扇门上画着大大的萝卜,他想:这肯定是小狗的家了。他就砰砰砰地敲门。门开了,原来这是小白兔的家。小白兔最喜欢吃萝卜了,所以就在门上画了大大的萝卜。 小鸡又往前走,他看见一扇门上画着肉骨头,他想:这肯定是小狗的家了。他就砰砰砰地敲门。门开了,果然这是小狗的家,小狗说:“我等你好久了,快进屋吧!” 这一天,小鸡和小狗玩得真快活。

小学英语教案 篇七

一、教学内容

part a

二、教学目标

1.能初步熟练地听、说、读上节课所学单词、句型。

2.能听懂,会说,会读句子:

a)come here.

b)excuse me.

c)oh, i see.

3、能听、说、读、写单词bag, book ,tape

4、初步学会用英语有礼貌地询问物品的名称。

三、教学重点

1.能正确朗读课文。

2.能科学记忆四会单词。

四、教学过程

step 1. greeting.

t:good morning.

ss: good morning.

t: how are you?

step 2. revision

1) free talk

师示范: excuse me, what’s this/that in english?

it’s a …

领读excuse me。师生,生生间相互问答。

2)小诗复习单词

a crayon, a crayon.

it’s in the desk.

a knife, a knife.

it’s on the chair.

鼓励学生自己边摆文具,边创作小诗。

3) 完成教材e1听力练习。

4) look at these words carefully.

bag , cat , fat , dad

book , look , cook , hook

tape , name , kate

大声读完后,让学生试着总结后,集体背诵单词。

step 3. presentation

a: come here, …

b: all right.

a: excuse me, what’s this/that in/on the box?(利用遮盖等方式创设信息差,提高语言运用的真实性)

b: it’s a …

a: oh, i see. thank you.

b: that’s ok.

step 4. learning new materials

1.领读新句子:come here,oh, i see.

2.看课文插图,回答问题。

1)who are they?

2)where?

3)what color is the …?

3.分两次听磁带,回答问题。

1)what’s that on the desk?

2)what’s this in english?

4.跟读课文两遍。

5.小组读课文。

6.分角色朗读课文。

step 5. consolidation and practice

1.鼓励学生看着课文插图,给图中人物配音。

2.结合练习册内容,做适当练习。

step 6. homework.

1.跟磁带大声朗读课文a,b五遍。

2.抄写四会单词四遍,并背诵。

注意点:

1.课文朗读时间应尽量长一点,不能走过场,或寄希望于课后。

2.复习环节要方式多样化,扎实操练。

课文处理环节要注重教材资源利用。

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