教案是教师为顺利而有效地开展教学活动，根据教学大纲和教科书要求及学生的实际情况，以课时或课题为单位，对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书。教案包括教材简析和学生分析、教学目的、重难点、教学准备、教学过程及练习设计等。快回答分享了6篇小学一年级英语教案，希望对于您更好的写作小学一年级英语教案有一定的参考作用。

小学一年级英语教案 篇一

教材分析

能够在本单元涉及的情景中听懂并说出有关动物的单词cat dog bird rabbit chicken duck monkey tiger tiger panda elephant fish；在本单元涉及的情景中使用本单元的交际用语；够理解并初步使用形容词big small long shout ；够了解有关动物习俗。在日常生活中，我们会接触到很多小动物，如何让学生学会用英语来表达这些动物的名称是本单元所要学习的教学内容，通过学生学会用英语来表达对各种动物的喜爱，发展他们的语言表达能力，同时进一步培养他们的语言综合运用能力。

学情分析

课堂的主体是学生，尤其是小学一年级的学生，活泼好动，争强好胜，表现欲强，能在趣味的教学中，较好的完成教学活动。然而，他们还不能很好的控制情绪，集中注意力，容易开“小差”，这就需要教师科学的引导，创造良好的情境，充分信任学生，调动一切学生的学习积极性，增强学生的学习兴趣，让学生做到自觉学习，从而提高学生素质。

教学目标

a 、认知目标：

（1）能听、说、认、读cat dog bird rabbit chicken duck monkey tiger tiger panda elephant fish.

（2）能听懂、能实际运用句型What animals do you like? I like…….

（3）能听懂简单的指令，按照指令模仿动物做出相应的动作，并且能够说出指令Act like…….

b、能力目标：培养学生的语言智力，提高他们的表演能力，使他们能根据自己的喜好，运用所学句型进行交流。

c、情感目标：

（1）通过动物单词、句型的学习以及情景教学，激发学生爱护动物，热爱大自然，热爱生活的美好情感。

（2）培养学生学习英语的兴趣，创设轻松愉快，生动活泼的课堂气氛，使学生乐于学习

教学重点

能听、说、认、读以下单词及句型。

（1）cat dog bird rabbit chicken duck monkey tiger tiger panda elephant fish.

（2）What is this? It is …….What animals do you like? I like……

教学难点

（1）能运用What is this? It is ……What animals do you like? I like……句型进行交流。

（2）说喜欢的动物时要用复数，并注意复数单词的发音

英语教案－Unit 篇二

Unit1

Lesson 2

教学目的与要求：

1. 能听懂会说本课的对话。

2. 能听说读写how are you ?整句及其单词。

3. 能正确读出字母 “e”在开音节中读[i :],在闭音节中读[e],并能根据这一读音规则拼读本课语音部分的单词。

教学重点：

1.能听懂会说本课的对话。

教学难点:

1.能正确读出字母 “e”在开音节中读[i :],在闭音节中读[e],并能根据这一读音规则拼读本课语音部分的单词。

教学课时：

2课时

教学过程:

第一课时

一。 复习

1. 组织学生唱英文歌曲morning song

2. 复习第一课对话。

二。 介绍新语言项目与教学方法

a. 会话教学

⒈先教单词fine.教师指着自己对学生说：I’m fine today. 用表情来表示出自己今天很好(指身体).并把fine一词写在黑板上，可向学生用汉语解释fine一词意思是身体好。

2.教师反复带读fine一词并检查学生的发音。

3. 教师和一个学生打招呼：hello,…… how are you ?然后指着黑板上fine 一词，启发学生回答：fine, thanks或 fine, thank you.

4. 教师再和另一位学生重复刚才的会话。

5. 让一个学生向老师打招呼并问候，如：

S: Hello, Miss…… How are you?

T: Fine ,thanks.教师接着问候学生：how are you启发学生回答，同时教very well, thank you.

6. 教师把very well.写在黑板上。解释very well意思是身体好。

7. 教师带读very well ,并检查学生发音。

8. 师生之间进行打招呼问候，如

T: Morning ,boys and girls.

Ss: Morning, How are you?

T: Fine, thanks . How are you?

Ss : Very well, thank you.

9. 同桌两人或前后两人进行会话练习。

10. 听会话录音，模仿语音语调。

b. 词汇教学。

本课四会掌握的 单词有how, are ,you及句子how are you?要求正确拼读和书写。句子的第一个单词的第一个字母大写。疑问句用问号。

第二课时

c. 语音教学

1. 教学准备把本课read and listen一项中的单词及音标[i:]和[e]分别写在卡片上，卡片最好能够贴在黑板上或挂在墙上。

2.让学生试读本项中的单词并引导学生总结字母“e”的读音。教师出示单词卡片be，he ,me, peter.出示后，帮助学生总结字母“e”的在这一组单词中的读音，然后出示音标卡片[i：]。同样的方法出示单词：pen, bed, leg ,very , well

3.听语音练习的录音。

学生看着黑板上的两组单词，边听录音，边跟读，帮助学生把音发正确。

语音教学要求：

每个次需要朗读两遍，即一遍用升调一遍用降调。顺序为：

[i:]be, he, we, me, Peter

[e]pen, bed, leg, very, well

三。兴趣活动

把全班学生分成6组，学生准备好26个字母卡片放在桌上。教师出示一个字母卡片，如[d3i：]，同时对学生说： Read it and show me the letter. 要求学生正确读出字母的读音并且迅速从字母卡片中找出这个字母，马上举起。最快找出正确的字母的为她的小组加一分，获得分数最多的？

∽榛袷ぁ?

四、课堂练习：

1、 听音，圈词，跟读。

2、 抄写四会单词。

五、家庭作业

读课文三次，抄写四会单词五次。

小学一年级英语教案 篇三

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 篇四

Teaching Aims:

Knowledge aims: Students will master the sentence structure “what time is it? Its... Its time to ...” to know how to ask time and apply them in to practice.

Ability aims: Through reading and practice, students can know how to ask time and how to answer and describe future plan.

Emotional aims: Students will improve their interest in English by realizing the practical use; Students can experience the politeness of foreign culture and broaden their horizon.

Teaching Key Points:

Students know the expressions about time and master the sentence structure to lay good foundation for future learning.

Teaching Difficult Points:

How to apply the structure into daily communication.

Teaching Methods:

Communicative teaching method, situational teaching method

Teaching Aids:

PPT, Blackboard and so on

Teaching Procedures:

Step 1 warming-up

1. Greetings with students

2. Show different symbol of famous cities,such as Eiffel tower, Big Ben, Pyramid, the statue of Liberty then let students talk about the city and tell them in different cities have different time to lead in the topic.

Step 2 Presentation

1. Game. Match the pictures which show the daily life with the time(such as getting up with 7 oclock, having breakfast with 7:30, having lunch with 11 oclock )

2. Present the sentence-What time is it in New York?--It is 7 oclock. Its time to get up. Explain it. We usually use this structure to ask time and answer it.

Step 3 Practice

1. Work in pairs to read the text and pay attention to the intonation.

2. Invite some students to answer my question according to the above pictures such as whats time is it in London? Its 12 oclock. Its time to have lunch.

3. Invite some students to practice this structure. One students ask, the other answer.

Step 4 Production

1. Present a situation where you are calling one of your friends in other countries and make a conversation.

2. Invite some groups to perform their dialogue.

Step 5 Summary and homework

1.Make a summary about the main content of this class

2.Assign the homework which is to write down their conversation.

英语教案－Unit 篇五

period 1

（一）明确目标 1. talk about drama and theatre. 2. train the student’s listening and speaking abilities.

（二）教学过程 step 1 warming up say to the ss many of you must have heard of some good stories, including fairy tales. can anyone tell us an interesting one? (let the ss talk about some mysterious stories .look at the pictures and use them to make up a story.) today we are going to talk about some mysterious stories. look at the pictures and use them to make up a story. (let ss discuss it first, and then ask them to tell the class and act out their stories.) step 2 listening listen to the short play to the tape. ask the students to listen carefully and do the exercises of this part in their books. after listening, let the students discuss the mystery. step 3 speaking divide the class into several groups after going though the 3 different situations given in the book. help each group to choose one and discuss what will happen next. after the discussion, one student of each group is asked to report their imagined story. then the whole groups are required to act it out in class.

（三）总结扩展 step 4 the aim of this class is to foster the abilities of listening and speaking, as well as imagination. if time permits, let one student gives a situation in each group, and the others create a good story accordingly.

period 2

（一）明确目标 1. to learn something about the play. 2. to train the abilities of skimming and scanning the text.

（二）整体感知 step 1 presentation today we are going to read a play about a necklace. the play is based on a french story written by a writer called maupassant. there are 3 leading characters in the play: mathilde loisel, pierre and jeanne. we will come to 3 scenes given in the text.

（三）教学过程 step 2 reading

1. let’s the students read the first scene of the play as quickly as they can. try to answer the following questions.

(1) what‘s the matter with mathilde?

(2) why didn’t jeanne recognize her at first?

(3) why has she been working so hard?

(4) why did she need to borrow some jewellery?

2. the students are encouraged to find out more about the necklace in scene two. now, the story goes back to ten years earlier. some comprehension questions are also given.

(5) why was mathilde worried?

(6) what did pierre suggest?

(7) what did they decide to do? 3. in scene 3, we’ll find out the ending of the story. read it quickly and find what happened on the way home after the ball.(suggested answer: mathilde saw the necklace was no longer around her neck.)

参考答案：

(1) she has been working hard for 10 years.

(2) she looks older than her age and she doesn’t look well.

(3) because of the diamond necklace.

(4) she was invited to a ball at the palace so she needed to borrow some jewelley.

(5) she didn’t have an evening dress or any jewellery to wear.

(6) pierre suggested borrowing some jewellery from a friend who might lend her some.

(7) mathilde decided to go and borrow some jewellery from jeanne.

step 3 listen to the tape of the 3 scenes one by one, and make sure the students understand it, dealing with some language points.

（四）总结扩展 step 4 post-reading 1. mathilde returns to the palace where the ball was held to ask about the necklace .ask the students to make a dialogue between mathilde and another person in the palace. 2. ask the students:” how do you think mathilde felt when jeanne told her the stone in the necklace were made of glass, not diamonds?” let the students continue the story and write a similar scene.

period 3

（一） 明确目标

1. consolidate the important new words and phrases in this unit.

2. get students to know the use of the modal verbs: must, can /may /might

（二） 整体感知 step 1 presentation today we are going to deal with the part “language study”。 first, let’s come to “words study”, and then we’ll talk about the grammar.

（三）教学过程 step 2 word study 1. let the students do the two exercises in their books. both of them can help to consolidate their learning of the new words and phrases. allow them to discuss in pairs. 2. grammar talks about possibilities when you are very sure of something, you use “must” in positive sentences and “can not” or “can’t” in negative sentences. when you think that something is very possible, you use “can”。 when you think that something is possible, but you are not very sure, you use “could”, “may” or “might”。 go through the sentences in the book with the whole class.

（四）总结扩展 step 3 practice p19 exercise 1. rewrite the sentences using modal verbs. lets the students work in pairs. p20 exercise 2. complete the dialogue. 1. when you are sure of something in the past, you use “must have done” or “can’t have done”。 2. when you think that something in the past is possible, you can see “may/might/could + have done”

英语教案－Unit 篇六

Teaching Plan of Fun with English 3A

Unit 5 How are you?

(Period 1)

lTeaching content:

Unit 5 How are you?

lTeaching targets:

1. Aim of knowledge:

Pupils are able to read and speak out drills: How are you? Fine, thank you. And you?Not bad, thank you. Not so good. I’m sorry.

2. Aim of ability:

Pupils are able to inquire someone’s health.

3. Aim of emotion:

Pupils are interested in singing : Goodbye

lFocal points:

Drills: How are you? Fine, thank you. And you?Not bad, thank you. Not so good. I’m sorry.

lDifficult points:

Answer one’s inquiring according one’s own status.

lTeaching aids:

Tape cassette, recorder

lTeaching steps:

Step 1. Singing

Sing a song: GoodbyeStep 2 Presentation

(T) Hello, boys and girls, how are you today?

(Ss) Fine, thank you. And you?

(T) Not bad, thank you.

(S1) Hello, Miss Yang. How are you?

(T) (pretend to catch a cold)

Not so good.

(T Ss) I’m sorry.

Step 3 Practice

(T) How are you today?

(S1) Fine, thank you. /Not bad, thank you. / Not so good.

Step 4 Listening& Reading

(Ss) Read after the tape , then read after the teacher

Read together

Design of writing

Unit 5 How are you?

How are you?

Fine, thank you./ Not bad, thank you. / Not so good.

Teaching Plan of Fun with English 3A

Unit 5 How are you?

(Period 2)

lTeaching content:

Unit 5 How are you?

lTeaching targets:

1. Aim of knowledge:

Pupils are able to read and speak out new words: pencils, pens, rulers, pencil boxes, ball pens, pencil sharpeners, rubbers, books

2. Aim of ability:

Pupils are able to get idea about plural forms.

3. Aim of emotion:

Pupils are interested in asking and answering about their own stationaries.

lFocal points:

Words of plural forms: pencils, pens, rulers, pencil boxes, ball pens, pencil sharpeners, rubbers, books

lDifficult points:

Correct pronunciation of plural forms.

Teaching aids:

Tape cassette, recorder, some pictures.

lTeaching steps:

Step 1 Free talk:

How are you?

Fine, thank you. And you? Not bad, thank you. Not so good.

I’m sorry.

Step 2 Presentation

(T) ( Present a pen) What’s this?

( Present two pens) What are these?

( Read: pens)

(Same method as teaching : pencils, rulers, pencil boxes, ball pens, pencil sharpeners, rubbers, books)

Step 3 Practice

(Ss) Ask and answer about one’s stationary.

Step 4 A game

( Guess and say) ( Touch and say)

Step 6 Listen and circle

Design of Writing

Unit 5 How are you?

Teaching Plan of Fun with English 3A

Unit 5 How are you?

(Period 3)

lTeaching content:

Unit 5 How are you? (period 3)

lTeaching targets:

1. Aim of knowledge:

Revise words: pencils, pens, rulers, pencil boxes, ball pens, pencil sharpeners, rubbers, books and drills: How are you? Fine, thank you. And you?Not bad, thank you. Not so good. I’m sorry.

2. Aim of ability:

Pupils are able to get idea about plural forms.

3. Aim of emotion:

Pupils are interested in asking and answering about their own stationaries.

lFocal points:

Exercises of Unit 5

lDifficult points:

Correct pronunciation of plural forms.

lTeaching aids:

Tape cassette, recorder, some stationary.

lTeaching steps:

Step 1 Singing

Hello! How are you?

Step 2 Presentation

1. Listen and respond

2. Listen and colour

3. Listen and draw

Step 3 Practice

(Ss) Ask and answer about stationary.

Step 4 A game

( Guess and say) ( Touch and say)

Step 5 Listen and circle

Homework

1. Read Unit 5.

2. Copy the letters.

教学后记：Not so good. 和Not bad有个别学生搞不清楚，容易混淆，在接下来的每日英语中要多加练习。

博观而约取，厚积而薄发。上面就是快回答给大家整理的6篇小学一年级英语教案，希望可以加深您对于写作小学一年级英语教案的相关认知。