关于小学英语教案英文版3000字。
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关于小学英语教案英文版 篇1
Unit1 How Do You Go There? 单元教学目标 1、能力目标 （1）能正确询问并回答乘做某种交通工具去某地，如：How do you go to school? usually I go to school by bike. Sometimes I go on foot. How can I get to Zhongshan Park? You can go by the No.15 bus. (2)能够描述人们日常出行的方式，并简单陈述理由，如：Usually I go to school by subway. because its fast. (3)能够辨认一些常见的`交通标志，了解并遵守交通规则，特别是要学会看交通指示灯安全地过马路。 （4）能够了解不同国家交通规则的异同。 2、知识目标 （1）掌握AB部分的Lets chant, Lets talk 中的四会短语和句子。 （2）能够听、说、认读A,B部分Lets learn 的三会单词和Lets talk, Lets read中出现的三会句型。 （3）能够理解并会根据指令操作Lets play, Lets chant,Group work 等部分的内容。 （4）了解音标/ /，/ /，/ /，/ /，/ /，/ /的音和形，能够区分音标/ /，/ /发音不同。 3、情感、策略、文化等有关目标 （1）情感态度：帮助学生了解交通规则，并在生活中自觉遵守交通规则。 （2）学习策略：学会调查和统计、分析数据，并用扇性统计图的形式表示出来。 （3）文化目标：了解中西方交通规则的异同。 The first period Aims and demands 1.Be able to master the four-skills phrases: on foot, by bike, by bus, by train. 2.Be able to listen,read and say: by plane, by ship, by subway. 3. Be able to use the sentences: How do you go to school? How do you go to Canada/...? 4. Sing Lets chant. The important and difficulty points. Grasp the four-skills phrases and the sentences of Part A. Tools Pictures,cards,toys and the tape Teaching steps: Step 1. Warm-up lets chant. Step 2. Preview (1) review the words: always, usually ,often, sometimes,never. (2)Lets chant. Step 3. Presentation. lets learn (1)T shows a toy bike: How do I go to school? I go to school by bike. then write by bike . T repeats the sentences to the Ss. (2)games: Look and put up. be quick. (3)Show the cards to teach: by plane/by subway/ by ship/ by boat. (4)Listen and read after the tape. (5) Have a competition: spell the words. (6) The Ss write the words. Lets play Step 4. Consolidation and extension (1)Look at the main scene, ask and answer in pairs. (2)Do the activity book. (3)Copy the words. (4)Sing Lets sing/ Step5. Summing up and homework How do you go to school? I go to school by bike. Handwriting: The second period Aims and demands 1.Be able to grasp the four-skills sentences: How do you go to school? Usually I go to school on foot. sometimes I go by bike. 2.Be able to describe how to go to school and say the reasons. 3.Understand Lets try. The important and difficult points 1. The important points: the four-skills sentences How do you go to school? Usually /Sometimes I go by... 2.The difficult points: write the four-skills sentences and say the reasons of how to go to school. The tools Cards and the tape Teaching steps: Step 1. Warm-up 1.Review the sentences of last class. 2. Lets sing. Step 2. Preview the cards , ask and answer in pairs. 2. Lets try. Step 3. Presentation lets talk 1.T: How do I go to school, do you know? Ask me, please! Draw the bike,bus ,taxi on the Bb. Then answer: Usually I go to school by bike,because its good exercise. Sometimes I go by bus, because its cheap. It costs 1 yuan. Sometimes I go by taxi, because its fast, but its too expensive. It costs 10 yuan. 2.Listen to the tape and answer: How does Sarah go to school? 3.Read in pairs. 4.Make the dialogues. 5. Write the four-skills sentences. Group work Step 4. Consolidation and extension 1.Task time. 2.Do a survey and report like this: My father and Uncle Wang go to work by bus, because its cheap. My mother goes to work on foot, because... py the four-skill sentences. Step5. Summing up and homework How do you go to school? Usually I go to school on foot. Sometimes I go by bike. Handwriting: The third period Aims and demands 1.Read the text and finish the exercises of it. 2.Understand the pronunciation: / /,/ /,/ /,/ /,/ /,/ /. 3.Good to know. The important points Read and know the text. The difficult points Tell someone how to go to a place who wants to go The tools Cards, Paper, headgears and the tape Teaching steps: Step 1. Warm-up Lets sing. Step 2. Preview Check the homework. Step 3. Presentation Lets read 1.Game: The best route. 2.Read the dialogue and find out how Sarah goes to the park, Draw the route on the paper. the route and say: First, Sarah can go to Zhang Pengs home by bike. Next, Sarah and Zhang Peng go to the bus stop on foot. Then they can go to the park by bus. 4. Read the text and finish the questions. 5.Read after the tape. 6. Read in pairs. pronunciation 1.Listen to the tape and read the words. 2.Read and match. 3. Discuss the pronunciations. Step 4. Consolidation and extension. 1.Good to know. 2. Read the text. 3. Finish the exercises of the Activity book. Step5. Summing up and homework Come to my home by bike. We can go to the bus stop on foot. Then we go to the park by bus. Which floor? The fifth floor. Handwriting: The fourth period Aims and demands 1.Be able to listen, say and read the phrases: Stop at a red light. Wait at a yellow light. Go at a green light. Be able to listen, say,write and read: Stop, wait, traffic lights, traffic rules. 2. Know the traffic rules. The important points Grasp the four-skill phrases and words. The difficult points Write: traffic light, traffic rule. Know the meaning of stop and wait. The tools Cards, wall pictures and the tape Teaching steps: Step 1. Warm-up A game: The rabbits dancing. Step 2. Preview 1.lets chant 2.Ask and answer in pairs. Step 3. Presentation Lets learn 1.T points to the lights in the classroom and say: I like the lights because i can see things clearly at night. Can we see lights in different colors in our city? 2.Draw and say: We have red, yellow , and green lights. We call them traffic lights. 3.Teach the traffic rules. 4. Lets play. 5. Lets learn. 6. Read after the tape. 7.Have a competition : Write the words and phrases. Step 4. Consolidation and extension 1.Discuss the traffic rules 2. Do the activity book. 3. Copy the words. 4.Draw the route from their home to school Step5. Summing up and homework Look at the traffic lights. Remember the traffic rules. Stop at a red light. Wait at a yellow light. Go at a green light. handwriting. The fifth period Aims and demands 1.Be able to listen, say and write: How can I go to Zhongshan Pard? You can go by the N0.15 bus. 2. Be able to use: Excuse me. Thank you. Youre welcom. The important points Grasp the four-skill sentences. The difficult points Use the sentences in the true lives. The tools A map, cards and the tape Teaching steps: Step 1. Warm-up 1.A game. 2.Deciribe the traffic rules. step 2. Preview lets try Step 3. Presentation Lets talk the map, ask and answer. 2.Guess: Its a place. You can buy food, drink, fruit, vegetables, school things and clothes there. What is it? (Its a supermarket.) How can I get there? By bus or by bike? 3.You say I ask 4.Go on studying: Bank, post office, cinema, hospital 5. Look at the map , ask and answer in pairs. 6. Listen to the tape and find out where Jim is going and how he can get there. 7. Check. 8.Make the dialogues by themselves. Lets try Step 4. Consolidat
关于小学英语教案英文版 篇2
【课题】Unit 6 At a farm 第三课时
【教学重点】单词cat，dog，rabbit，duck，pig的拼写.
句子Are they ducks？No，they aren’t.的书写.
【教学难点】掌握5个元音字母的发音规律.
【教学准备】
Read and write部分的挂图.
Read and write部分的课件.
单词卡：cat，dog，rabbit，duck，pig，cats，dogs，rabbits，ducks，pigs，they，are，aren’t，No，yes.
图片卡：horses，goats，lambs，sheep，cows，donkeys，hens.
Bingo活动的复印材料，每人一张.
【教学过程】
（一）复习/导入：
1、 教师逐一拿出单词图片：horses，goats，lambs，sheep，cows，donkeys，hens
露出图的一小部分，引导学生用Are they …?猜图片内容，教师根据实际用Yes，they are.或No， they aren’t.回答.
出示Read and write部分的挂图，组织学生进行小组问答练习.
A：Are they …?
B：Yes，they are.（No， they aren’t.）
（A：What are they？ B：They are …）
（二）新课呈现：
学生以小组的形式指着挂图汇报，每组只谈论一种动物.
(教师为尽可能多的学生提供对话机会，鼓励学生尽可能不重复别人说过的.)
在对话的过程当中，教师将单词卡片cat，dog，rabbit，duck，pig适时呈现给学生，让学生拼读单词.然后启发学生将每个单词中的元音字母的发音说出来，从而帮助学生记忆单词，同时为Pronunciation的教学进行铺垫.
教师适当讲解单词拼写中需特别注意的地方.
rabbit双写b；
duck中ck发[k]的音.
做找朋友的游戏：
方法一：
教师说单词：cat，dog，rabbit，duck，pig，分别请五个学生站到前面做出5种动物的动作；
将5个单词的卡片面朝下分别发给5个学生，教师说Start！5名学生分别翻开卡片，根据单词意思到前面去找自己的朋友.
教师对完成准确而且速度快的同学进行表扬.
方法二：
教师将cat，dog，rabbit，duck，pig的图片和单词卡片分别发给十个同学，看看谁能在最快的时间内找到自己的朋友.教师要表扬配合最密切的两个同学.
学生阅读对话，教师巡视指导，及时答复个别同学阅读中的疑问.
教师就对话和书中插图题一些问题，检查学生的理解情况.
What do you see in the picture？
Are they ducks？
Are they horse？
How many cats can you see？
How many rabbits can you see？
How many pigs can you see？
How many geese can you see？
学生看图或对话回答问题.
让学生观看课件，第二遍时重复对话中的语句.
组织学生给对话配音，表演对话.
连词组句活动：将单词卡cats，dogs，rabbits，ducks，pigs，they，are，aren’t，No，yes分别发给几个学生，然后说句子：
Are they ducks？
No，they aren’t.
Are they rabbits?
Yes， they are.
Are they pigs?
Yes， they are.
Are they dogs?
No， they aren’t.
学生根据自己手中的单词和听到的句子迅速找到自己的位置，然后全班同学一起朗读排好的句子，并判断正误.
9、学生在本上书写句子：Are they ducks？No，they aren’t.教师巡视指导，提醒学生句首的字母要大写.
（三） 语音练习：
请中国学习联盟声读出教材P77 Pronunciation部分单词.
教师提供单词：name、fat、bee、home、use、cup、dog、bike、ship、plane、bed、bag、meet、egg、no、music、hi、fish、box、much
学生四人一组讨论这些单词中红色字母的发音和书上的哪个单词有共同因素，分别写到相应单词的附近.
汇报讨论结果，对于出现的错误，教师要着重讲解.
教师启发学生说说5个元音字母在重读开、闭音节中的发音规律.
（四）趣味操练：Bingo 游戏
1、教师发给每人一张表格：
d_g
r_bb_t
h_n
d_ck
sh__ __p
h_rse
c_t
p_g
c_w
2、教师每次说一个元音字母，学生逐一将单词补充完整，当完整的单词成横、竖、斜行时，学生可喊Bingo！
（五）扩展练习
听P73儿歌，教师适时出示蔬菜卡片，为下节课内容进行铺垫.
【板书设计】
Unit 6 At a farm
Are they ducks？ Yes， they are. / No，they aren’t.
cats
rabbits
dogs
pigs
关于小学英语教案英文版 篇3
⑴学生会谈论学习成绩和表现等。
⑵认读单词：quite, good at, say, try, fast.
she’s quite good at…
she tries hard at…
she doesn’t work hard at…
通过学生的自我评价，以及互相评价，给每一位学生找到自己的优点，树立其自信心，提高学习热情和主动性。
⑴重点：掌握新单词，了解新句型，在此基础上理解课文内容。并能简单的利用句型描述他人各个科目的成绩。
⑵难点：try的第三人称单数；quite和quiet的区别。
i.review the adjective words with the cards.
ii.free talk:
s1: i’m very naughty. but i’m very clever.
t: is s1 naugty in class?
step 2 presentation and practice
1.出示一张成绩单，数学是100分。
t：this student is very good at maths.
板书good at.帮助学生理解意思。
2．t: are you good at maths?
3. t: how about lingling? is she good at maths? let’s watch the video.
play the video and have the students answer the question.
t: is she good at maths?
ss: yes, she is. she is good at maths.
d)t: look at your paper. what about her english? what about her science? now let’s listen to the radio and finish the report.
教师发给学生一份表格，引导学生通过挺对话，把表格中的信息补充完整。
e)t: how about lingling’s english?
f)t：is she goot at science?
t: she tries hard at science.
g)help the students finish the report. then play the vcd, and have the students repeat the text.
h)group work: have some students retell lingling’s report.
9. do the practice2 on page 24. look at the report of sam. retell sam’s report in pairs.
step 3 consolidation and extension
1.have the students do the exercise1 in activity book unit 2.
first, listen to the tape, say the subjects.
second, finish the report.
third, ask and answer.
2．do a super interview.访问自己的一个朋友，完成手中的报告。注意第三人称单数。然后汇报自己的结果。运用重点句型：
she’s good at…
she’s quite good at…
she tries hard at…
she doesn’t work hard at…
1. t：what have you learned in this lesson?
2. read the key words and key sentences together.
三、listen and repeat the text for 5 times.
四、write the new words and sentences for 2 lines.
五、talk about your friend with your parents.
module 6 unit 2 she’s quite good at english.
she’s good at…
she’s quite good at…
she tries hard at…
she doesn’t work hard at…
关于小学英语教案英文版 篇4
教材分析
本节课是学生学习现在进行时的第一课时，要求能够听、说、读、写五个动词短ing的形式。能运用句型“What are you doing? I’m doing the dishes/….”询问别人正在做什么并作答。do the dishes, cook dinner, read a book,都属于上册学过的四会内容，对学生来说比较简单，drawing pictures, answering the phone相对有些难度。针对这种情况，我采用由易到难、由旧词组练习新句型的教学策略来降低学生理解及表达的难度。另外，我创设了一系列具体而典型的生活情景，让学生亲身体验现在进行时的用法，如洗碗、读书、在黑板上画画、接电话等等，在此过程中，我还充分调动学生运用肢体语言，帮助学生理解领会现在进行时的功能。
学情分析
农村的小孩接触英语的机会比较少，大部分学生对英语不是很感兴趣，所以要根据他们的特点来改革课堂教学模式，让孩子在乐中学，在玩中学，通过表演，竞赛等形式来激发他们的学习兴趣。在这堂课中通过游戏Who is faster? Let’s guess.小组编对话等形式，情景真实，可操作性强，学生参与面广，实行以老师为主导，以学生为主体，以训练为主线的三为主的教学思想和民主教学思想。
教学目标
Aim 1.能够听、说、读、写动词短语的ing形式：drawing pictures, doing the dishes, cooking dinner, reading a book, answering the phone 。
Aim 2.能运用句型“What are you doing? I’m doing the dishes/….”询问别人正在做什么并作答。
Aim 3.通过说唱Let’s chant部分的歌谣巩固复习Let’s learn部分的动词短语和句子。
教学重点和难点
本课时需要掌握五个动词短语的ing形式，能够理解下一课时的主要句型“What are you doing?”并能用“I am doing the dishes/…”作答。
教学过程
教学过程：
一、 Warm-up
1、 Greetings
2、Sing a song: I Can Help.(师生做动作共同演唱)Then ask the students:What phrase can you hear in this song ?
(设计思路：通过师生边唱边做动作，既活跃了气氛，复习了有关家务劳动的短语，又为新课的学习做了铺垫。)
二、 Review
1、教师用课件出示五年级上册所学动词短语的图片，让学生认读，其他同学边跟读边做动作。
dothedishes cookthemealsreadabook
setthe table do homework cleantheroom
2、Free talk
I can do housework.
What can you do?
Can you cook the meals?
Can you clean your bedroom?
三、 Presentation
1、教学doing the dishes，并呈现现在进行时的问答形式:What are you doing? I am …。
(1)教师拿出一个盘子:I cando the dishes.
Can you do the dishes?
请学生拼词，教师同时在黑板上写下do the dishes,教师边做洗碗的动作,边对学生说: I am doing the dishes .然后在黑板上的短语后面加上ing变成doing the dishes，强调ing的发音.教师引导学生做洗碗的动作,并跟说: I am doing the dishes.用其他的词组进行替换,通过适当的动作引导学生理解现在进行时表达的含义.并适时帮助学生总结：在人称后面加上系动词，在把动词加上ing就可以表示现在正在进行的动作。
(2)出示几个动词短语,请学生将动作短语转换成ing的形，并试着读一读。
(3)导入What are you doing?句型
T：Now I’mdoing the dishes。
学生做洗盘子的动作，师问：What are you doing?
S1：……
多问几个学生。
教师请学生猜What are you doing?的意思，并板书领读。
(4)Play the game“Go，Stop”to drill the sentences.
Ask the students pass a plate one by one.(师生一起边拍手边问：What are you doing?当师说Stop时，拿到盘子的同学要边洗盘子边说：I’mdoing the dishes。)
(设计思路：通过传盘子游戏集体练习、重点突破主句型What are you doing?
2、教学cooking dinner。
(1)出示词组。 T：You can do the dishes.Can you cook dinner?
教师板书，领读。并说：It means: cook the meals.
T:(师那锅做饭并问)Now who can ask me with the sentence?
T: I’m cooking dinner。
教师板书ing，画连字符号、领读。
(2)Drill.
T:Now,please cook something and practice in pairs.You can cook eggs,noodles,tomatoes…
T师生示范)Mm…Yummy. What are you doing?
S1: I’m…
(设计思路：由问You can do the dishes.Can you cook dinner?自然引出cooking dinner的教学。并用两人合作的形式，边做动作边练习，让学生全员参与，拓展了思维。)
3.学习reading a book。
T：(师读书并问)What am I doing?
请生试答并板书在黑板上：I’m reading a book。
T：I’m reading an English book。Please read books and say:：I’m reading____ book。
(设计思路：让学生随便说出自己读的书，既是对旧知的复习，又是对新知的操练。)
4.学习drawing pictures
T：(当学生说到读picture book时)You are reading a picture book.Let’s see.教师边看边说：Pictures, beautiful pictures.Can you draw pictures?
教师边板书边说：I am drawing pictures。领读并引导学生拼写。
T：Now I am drawing a tree. What are you doing?
T：(引导学生边画边说)：I am drawing …
5.学习answering the phone 。
(1)出示词组。Now let’s listen and look.
T出示打电话的课件)What’s he doing ?
教师板书：answer the phone请生加ing并试读，教师强调连读，请学生单个读。
(2)操练。
A .做高低声游戏。Iftheteacher says quietly, the students say loudly. Iftheteacher says loudly, the students say quietly.
(设计思路：answering the phone这个词组的`发音是难点，所以用这个游戏让学生集中注意力多次重复，加深记忆。)
B.同桌打电话练习新词组和句型。
师生示范打电话用语：T：Hello,____. This is Miss Yu.
What are you doing?
S: I am…What are you doing?
T: I am…
C.请同桌展示。
(设计思路：师生示范打电话，自然渗透打电话常用语，然后通过小组练习，既是对前面四个短语的阶段性总结，又渗透下节课Let’talk的内容。)
四、Consolidation and extension (扩展活动)
1、Make a chant .
(1)The teacher asks, the students answer.
What are you doing?
I’m doing the dishes.
Doing，doing，doing.
What are you doing?
I’m cooking dinner.
Cooking，cooking，cooking.
(2)把全班学生分为男、女生两大组，一组问，一组答，并配合动作。
(设计思路：通过吟唱，使学生进一步掌握本节的短语和句型。)
2、教师播放Let’s learn部分的录音，学生边听边指边读，力争做到“眼到、手到、口到、心到”。
3、快速反应
教师带领学生做快速反应的游戏。教师说本部分的动词短语，如：do the dishes,让学生说出它的ing形式：doing the dishes 。
(设计思路：用游戏的方式，强化和区分动词ing形式的词组，教师注意适时纠正学生的发音，巩固动词短语的同时纠正发音。)
4、看课件猜词
教师先出示课件的一部分，让学生猜：What is shehe doing?学生猜对了，再整体呈现课件，并请他们拼写词组，最后齐读句子。如，先出示盘子，师问：What is shehe doing? 生猜。再呈现整个张鹏洗盘子的画面和句子，请他们拼写doing the dishes，并齐读句子He is doing the dishes.
(设计思路：学生在猜的过程中就发展了发散思维，而且还让学生读出来，还要背出来，因为这五个词组中四个已经在上册就背下来了，培养了学生听说读写的能力，并拓展了第三人称的现在进行时，让学生练说He/She is ……，为后面的内容做铺垫。)
5、创编对话。
(1)布置任务。
T: Today we learned so many actions.now please make a dialogue with them.You can do housework,have a picnic,do sports ,study and so on.
(2)出示课件提供需要的语言材料，请学生分组创编。
(设计思路：在拓展环节，我不只让学生着眼于今天学的五个词组，而是把学过的大约20多个词组给大概归为四类，通过屏幕提供给学生，让他们自编对话，使学生在具体的语言场景中，运用所学知识进行交流。)
五、总结：
T：What have you learned in this lesson?请生回答。
师总结：本课除了学会了这些知识之外，我们还要学会丰富自己的课余生活，使自己的生活变得更加绚丽多彩。
关于小学英语教案英文版 篇5
教学计划 一、 内容分析：本学期使用教材是《九年义务教育六年制小学教科书英语（第五册）》（PEP PRIMARY ENGLISH STUDENTS’ BOOK 5）,本册教材分为六个单元，两个复习单元。 内容安排 单元 题目 话题 Unit 1 My new teachers Appearance ; character Unit 2 My days of the week ? Subjects ; weekend activities Unit 3 What’s your favourite food ? Food and drink Recycle 1 Unit 4 What can you do ? Housework Unit 5 My new room ? Room ; furniture Unit 6 In a nature park Nature things Recycle 2 本册教材强调语言的运用，注重能力的培养，突出了兴趣的激发，重视双向交流，融合学科内容，重视灵活扩展，实现整体设计。 二、班级情况分析 三、主要教学目标： 1、 能听、说、读、写92个单词或短语以及13组句子和9个单句。（包括教师、课程、食物、家务劳动、居室家具和自然景物等几个话题）要求能在真实语境中正确运用并呢感读懂简短语篇。 2、 能听、说、认读16个单词。 3、 能学会6个手工制作。 4、 能听懂、会唱8首歌曲。 5、 能听、说、吟唱12首歌谣。 6、 能完成6个自我评价活动。 7、 能听懂6个幽默小故事。 8、 能了解6项简单的中西方文化知识。 四、提高教学质量措施： 1、 融会话教学与情景表演之中 2、 巧用实物、头饰、卡片、chant 等来帮助进行单词教学。 3、 利用读写课等时间对学生进行单词书写的指导。 4、 注意词汇的呈现方式 教 学 进 度 表 周次 起讫日期 教材内容 备注 1 8.31―9.6 Unit 1 国庆节 元 旦 2 9.7―9.13 3 9.14―9.20 4 9.21―9.27 Unit 2 5 9.28―10.4 6 10.5―10.11 Unit 3 7 10.12―10.18 8 10.19―10.25 9 10.26―11.1 Recycle 1 10 11.2―11.8 Unit 4 11 11.9―11.15 12 11.16―11.22 Unit 5 13 11.23―11.29 14 11.30―12.6 Unit 6 15 12.7―12.13 16 12.14―12.20 Recycle 2 17 12.21―12.27 18 12.28―.1.3 总复习19 1.4―1.10 20 1.11―1.17 21 1.18―1.24 Unit 1 MY NEW TEACHERS 第一课时 教学目标与要求 1、能听、说、认、读，并理解本课的五个新单词：young, heavy, old , funny, kind； 2、能掌握句型：Who’s your…? What’s he /she like? 并能在具体的语境中运用； 3、培养学生热爱、尊敬老师的情感。 教学建议 Ⅰ.Warm-up 1、Show a picture of some classrooms. (采用图片或CAI的形式呈现，根据不同学校的条件 而定) Music room /Art room /Computer room / Lab 2、点击CAI，各个教室出现不同的老师或继续采用图片的形式：将各个教师贴到相应的 教室里。 Who is he/she? He /She ‘s our Music / Art / Computer / Science teacher. 3、根据以前学过的描述人物的形容词，结合呈现的教师自编一个CHANT，营造课堂气 氛，激发学生的积极性，同时也为下面引出新词作铺垫。 Chant: Tall, tall, tall, Computer teacher. is tall. Short , short ,short , Science teacher. is short. Thin , thin ,thin , Art teacher. is thin. Fat , fat ,fat ,Music teacher. is fat. Funny , funny, funny ,they’re so funny! II. Presentation 1、采用CAI 的形式设计一位转学来校就读的新朋友:Zip让他做一个有趣的动作. T: This is Zip, he is…. S: Funny! T: Yes, he is funny, do you like him ? This term he will be our new classmate. 2、CAI点击Zip，让Zip自己介绍：Hello! I’m Zip .I’m glad to be your new classmate. This is a picture of my former school.(CAI出示主情景图) 3、CAI: Zip介绍自己的老师： (a) Look! This is my math teacher (教师拿出一本数学书解释).He’s tall and thin. T: Who is your Chinese teacher? Zip假装听不清，教师适时让全班学生一起问他：Who is your Chinese teacher? T：Miss Zhang. What’s she like? (学生read，教师用态势语帮助学生理解)Can you tell me ? Ss: He’s short and fat! Zip: Yes, he’s short and heavy . (read 用夸张的的体态语描述)Practice: “heavy”. (出示一些卡通胖人物的图片：Zoom, Zhu Bajie , etc) (b) Ss：(教师启发学生问) Who is your music teacher and who is your art teacher? Zip：Guess ! Ss guess. Ss: What’s he /she like ?(compare) Zip: She is young and he is old(长着胡须). (read) Practise: T:I ’m old ,you are young. 让学生逐个说：I’m young , you are old. (c) Ss :Who is your computer teacher? Zip：M r Li. T：(出示这位老师和蔼可亲的笑脸)What’s he like? Ss: He’s…(让学生随意描述,之后教师导出kind) 播放常识老师悉心辅导Zip的一个片段，Zip：My Science teacher is kind ,too. T: Let’s see, in our school, who is kind? Am I kind? Practise: My …teacher is kind./ XX is kind.(让学生说说自己的老师和同学) Ⅲ. Practice/Consolidation ●活动设计①：Make a new chant. (CAI) My grandma is old, my mother is young. My father is tall, my little brother’s short. Zoom is heavy, Zip is funny. They are all very kind. And I’m kind, too. 活动目的：综合呈现新学单词，在歌谣中得以巩固，避免机械地朗读。 ●活动设计②: Read and link. (a). Do it on the worksheet. What’s she/he like? young funny old heavy kind (b). Play it on the computer. (CAI) What’s she/he like? young funny old heavy kind 活动过程：点击单词，把单词拖到相对应的`图片下。如单词与图片能对应起来，会发出鼓励的掌声; 如不能对应，单词会自动回到原处。另外，也可以放在学校的网站上，让学生课后试一试。 活动目的：字形、字意的巩固; 在游戏中正确判断单词的意思。 ●活动设计③：Listen and write the words. 课上教师发给学生每人一份材料。 young funny old heavy kind 听力材料： Sue: Nice to see you again, Donny. Donny: Nice to see you too, Sue. Sue: Donny, we have a new English teacher. She’s Miss Yang. Donny: Oh, what’s she like? Sue: She’s young and kind. And she’s very funny. Oh, Donny, who’s your English teacher? Donny: Mr. Fang. Sue: What’s he like? Donny: He’s old and heavy. But he’s very smart. All of us like him very much. Sue: It’s time for class, see you next time. Donny: See you. 活动目的：培养学生听的能力和辨认单词的能力。 ●活动设计④：Look and find. Circle the words. 活动目的：培养学生的观察能力和辨认单词的能力。 ●活动设计⑤：Describe the pictures.（CAI） Ask and answer: Who’s this…? He’s/ She’s… What’s he/she like? He’s/She’s… 活动目的：多媒体呈现一些人物图片，形式可以全班问答，小组问答，个人描述等; 学生可以自由选择。 ●活动设计⑥：Discuss the pictures. 活动目的：学生自由操练，自带家人，朋友，老师等的照片，在真实的情境中，综合运用所学语言，学以致用，进行交际。 ●活动设计⑦：Guessing game! 语言：――Who’s your good friend? ――Guess! ――Boy or girl? ――Boy! ――What’s he like? ――He’s tall and cool. He has two big eyes. He’s eleven.… ――Is he Fei Xiang…？ ――No!/Yeah, you are right. 活动形式：Ss―S; S―S. 活动目的：在“猜猜看”的游戏情景中运用本节课所学语言，进行交际，达到学以致用的目的。 ●课外活动设计⑧：Describe the picture. 如：Who’s this…? He’s/ She’s… What’s he/she like? He’s/She’s… (a).Ask and answer. （卡片） (b).Dice game. 活动规则：这两个活动在具体操作过程中，可以设置一些规则，增强活动的趣味性。 活动目的: 这两个活动都是学生分小组一起玩的，旨在让学生在游戏、活动中巩固、运用所学语言。 ●课外活动设计⑨：Picture identity cards. 活动准备：dice;counters;15-25cards with pictures of various people. 活动规则：If a child lands on a big dot, he or she takes a card , then describes the person on the card. For example, This is a man, He’s our math teacher. He’s tall and heavy. …The child may move his or her counter one dot forward for each correct sentence. 活动目的: 运用所学语言进行描述。 ●课外活动设计⑩：小小调查员 学科教师调查表 受访人班级 姓名 调查员 Subjects Name What’s he/she like? Do you like her/him? Suggestion（建议） Chinese teacher Math teacher Science teacher En
关于小学英语教案英文版 篇6
一、教学内容
1.围绕本单元重点词汇和句型进行复习巩固。
2.进行听说读写四项能力方面的训练。
二、教学目标
1.能够正确理解和表达自己的感受及原因。
2.能够围绕本单元重点内容完成段落书写。
三、教学重点和难点
1.本课的教学重点是：听说交际，写作练习。
2.本课的教学难点是：段落的书写。
四、教学手段
1.教学录音磁带；
2.教师自制课件
五、教学方法
情境教学法、听说法、翻译法、语言交际法
六、教学步骤:
1.Sort game Have a dictation.
2.Ss listen to the tape, and filling the blanks.
3.Discuss the answers with the partners, listen again and check the answers in class.
4.Play a game: say your feelings in the group.
5.Give a report of the your group members’ feelings.
6.Read the passage on page 59.
7.Do the exercises, check the answers.
8.Write down your today’s feelings.
9.Homework: Finish the writing.
关于小学英语教案英文版 篇7
1.New words: cook help plant flowers water go for a walk
2Drills:What does he like to do? He likes to…
三、学习内容
h ___sp___t___l n___ ___se dr___ve
(1)医生在医院上班→A doctor works at a hospital.
( 2 ) 农夫在农场工作→
(3)教师在学校上班→
(4)我步行去上学→
(5)我爸爸开车去上班→
1.What does your grandfather like to do?
2.What does your grandmother like to do?
3.What does your father like to do?
4.What does your mother like to do?
5.What does aunt Meiping like to do?
6.What does uncle Dachao like to do?
关于小学英语教案英文版 篇8
教材简析：
本单元是Book 3B的总复习单元，侧重归纳了第七单元至第十一单元所涉及的语言项目。通过复习，巩固已学过的英语字母、单词及日常交际用语。教师可根据学生学习的实际情况，在字母、词汇和会话三个方面有针对性地复习，把所学的知识有机地联系起来，提高操练密度，加快操练节奏，增大操练容量，以提高复习课的效率，提高学生综合运用英语的能力。
通过第七单元至第十一单元的教学，要求学生能听、说、读、写字母Ll-Zz,字母教学至此全部结束，教师在复习过程中，应向学生强调掌握二十六个英语字母的重要性，要求学生能按字母顺序熟练背诵、默写字母，教师应尽可能采用多种教学手段，激发学生学习字母的兴趣，帮助学生扎扎实实地掌握二十六个字母。
第七单元至第十一单元中的单词分为六类：居室、食品、衣服、球类、乐器和运动项目，复习过程中，可以将新旧单词相互滚动操练，并有所侧重，以巩固学生对所学单词的掌握。
教学要求：
能按字母的顺序背诵Aa –Zz ,并能熟练地听、说、读写字母Aa—Zz.
通过复习，能使学生比较熟练地听、说已学过的单词。
通过本单元的复习操练，要求学生综合运用所学的日常交际用语。
教学重点：
见教学要求1，2。
教学难点：
见教学要求3
教具准备：
各类词卡、字母卡、教学挂图、录音机、磁带。
教学安排：
共计四课时，第一课时复习7-9单元，第二课时复习10-11单元，第三课时复习12单元A、B两部分，第四课时完成C部分和练习册。
The first period : Review Unit 7-Unit 9
Teaching Contents：
Unit7,Unit 8,Unit 9.
Teaching Aims：
1.Enable the Ss to understand and say22 words
2.Enable the Ss to understand and use the communicative words .
3.Raise the Ss interest t learn English .
Teaching Step:
1.Sing the songs: ABC song ,Hot cross buns!
2.Say a rhyme :It’s his key .
Step 2 Revision .
1.游戏：“抢座位”。
游戏规则： 三人围着一条凳子转，音乐停，抢凳子的两头坐，未抢到凳子坐的学生从纸盒中出一张图片（Unit 7 8 9 中的单词）说出单词，并说一句话。
2.Have a rest .
Play a game: 我是ABC。
教师将学生分成A——Z组，各组以自己的名称组合成Unit 10与Unit 11的单词。并组进行对话练习。
Step3Practice .
1.Look at the picture and try to act (Unit 10 and Unit 11)
学生以小组为单位自选其中任意一幅图，根据图意运用所学的日常交际用语进行小品表演，鼓励学生充分展开想象自由发挥。
２．Listen to the tape and repeat (Unit 10 Unit 11)
Step 4 Homework ,
Listen to the tape four times from Unit 9 to Unit 11
游戏规则：学生两人一组，一说一画，要求能用简单线条勾画出已学过食品尖的特征。
如：Ｓ1: I’m hungry .
S2:What would you like?
S1:I like…
交换练习
３．Clothing items
让学生把自备的物品拿出，分成几个小组 ，扮演在商店购物的情景。
如：Can I help you?
I’d like a cap,please .
What colour ?
White .
Here you are .
How much is it ?
Five yuan,please .
Step 3 practice .
Listen to the tape and repeat .,
Read the dialogue aloud .
Look at the picture and try to act
The second period :Review Unit 10-Unit 11
Teaching Contents:
Unit10 ,Unit 11
Teaching Aims:
Enable the Ss to understand and say 16 words .
Enable the Ss to understand and use the communicative sentences .
Raise the Ss interest to learn English .
Teaching Steps
Sing a song: We study and play .
Free talk .
教师以“I’m hungry”展开对话，充分运用Unit 7 ,Unit8, Unit 9, Unit 10中的不同句型、单词进行连锁操练。
Step2Revision .
Musical instruments and sports .
教师做动作学生用英语说出，并互换。
两人一组，表演对话。
Do you play the piano ?
No ,Idon’t .
Do you like football?
Yes ,Ido .
The third period : Unit
12A
B
Teaching Contents:
Unit
2 A
Listen and circle ,B Listen and answer .
Teaching Aims .
The Ss can understand what they have listened .
The Ss can use the words correctly .
Teaching steps:
Step1Warm up .
Greeting.
T:May I come in ?Ss : come in ,please .
T: Good morning afternoon ,boys and girls .
Ss:……
Say a rhyme: Enjoy the day .
Step2 Presentation .
Listen and circle .
教师准备一些事物图片，用句What this /that提问，学生用It’s a /an …回答。
Play a game .
游戏规则： 教师把一件物品藏身后，请学生用句型Is this a/an …猜测物体，师用Yes ,it is /No ,it isn’t .It’s a /an …活动中，教师与学生互换角色。
3） Listen and circle .
Listen and number
先以free talk的形式与学生进行交谈，重点放在第七单元至第十一单元所学的日常交际用语上。
Listen and number .
校正答案。
Step 3板书设计：
Is this a hot dog ?Do you like…
Yes ,it is .Yes ,I do .
The fourth period :Unit12CLook and say
Teaching Contents:
C Look and say
Teaching Aims :
Enable the Ss to have good cooperationwith one another
Teaching Steps :
Step1Warm up .
Sing the songs: We study play .
Hot cross buns .
Step2Revision .
Read and do .
I like swimming /running /skiing /skating /inSummer /spring /winterdon’t and you ?
Step3 Presentation .
本部分教师让学生看懂图意，然后分小组编小品或课本剧。让学生充分发挥想象力，只要对话符合图意，教师就应予以表扬。
Step 4作练习册。
Listen and respond.(教师先复习第七至第十一单元的对话，然后根据练习中的情况做出回答)
Listen andcheck .
练习前，教师创设情景，将练习中的对话进行复习操练。
Listen ,find and circle .
教师采用Listen and point形式复习图中物品的英文名称，然后再做出。
Listen and judge .
教师先进行一些数学竞赛，然后再做出。
E Listen and draw .
FListen and number
先让学生看图，根据图中不同情景表演对话，然后再完成此题。