第一篇：小學(xué)英語教案

μúò???ê± Teaching important points:Ask the other person's name and answer the language of What 's your name?My name is...Learning, and another expression of farewell expression: See you.Teaching difficult points:What 's your name?My name is...The pronunciation of the name and Welcome the term Welcome!Pronunciation.Teaching AIDS: 1 the teacher should have his name card and this class of the main characters of tire;2 students are required to prepare a mask, and make a paper with my name headdress.The teaching process: 1 warm-up, review(a Warmactivities)Guess who I am Please a student to the podium in front, covered her eyes with hands.Teachers use gestures to specify one male and one female two students, and told them with(hello, introduce yourself, ask the person's name and answer)the sentence pattern dialogue, and then by the blindfolded students tell the speaker's name directly, the teacher can be extended according to the student situation to His/its ehrs name 's...The sentence patterns.Blackboard writing design.Unit 1 Hello￡? What 's your name?My name 's...(with a student or the primer textbooks hero's name card name)Lesson plan review: This lesson to learn how to use What 's your name?Ask each other's names and they are asking accordingly answer.For students who just began to learn English, it is necessary to know the English name, in accordance with students' cognitive regularity.Another farewell to express “See you!”Is life everyday, with “Goodbye” usage is the same, and widely used.The language points, simple and practical.Emphasized in the teaching process is easy, don't know perfectly well past ask, to make the students think it is for the sake of learning and learning, so as to reduce the interest in learning.Practice part can play to the characteristics of pupils and active fun fun, doing welcome Mr Or miss the game further practice the sentence pattern, to consolidate what they have learned.Extensibility in the game of guess who I am will be “My name 's...”To extend His/its ehrs name 's...The pattern, develops the students' English thinking, help students use the language.μú?t??ê± Grade three English lesson plan: Unit 1 Hello, the second class Teaching important points: five words on stationery, crayon, pencil, pen, eraser, ruler of learning, and use English to introduce stationery.Teaching difficult points: the accurate sound out each word, especially crayon, eraser the pronunciation of two words.Teaching AIDS: 1 teaching courseware 2 this lesson corresponding stationery card(physical)and teachers 3 students card The teaching process: 1 warm-up, review(a Warmactivities)competition Students can be divided into two groups, each group of parties to a player, teachers, player quickly ran to the platform to find pictures, listen to the word by simultaneously area image read, this is the victory, for this group of a point.After the change the other contestants.Blackboard writing design.Unit 1 Hello crayon￡? pencil￡? pen￡? eraser￡? ruler [each word corresponding pictures]

μúèy??ê± Grade three English lesson plan: Unit 1 Hello, third class Teaching difficult points: students understand teachers in English about production steps.This requires the teacher to tell and demonstration at the same time.The teacher's teaching AIDS: to prepare a name card, and is used for name card used in this class of crayons, cord and hard card, etc., and students are required to bring their marker, cord and colored cardboard;Stationery(physical)The teaching process: A warm-up, review(a Warmball game Teachers prepare a small ball, by teachers call out his name first Hello, I 'm..., after the teacher shall throw balls at another student, prompts him to introduce myself, by analogy, practice to introduce myself and say hello.(2)review Show me your...Teachers start instructions please the whole class practice together, then to the “l(fā)ittle teacher” to lead the students to practice.Note at this time teachers should give children more opportunity to let them show usage levels, teachers should give timely.(3)with a ball game again, the key to practice greeting and stationery.Toss the ball to start by teachers, who(Mike)and who say Hello!Said Mike.At the same time, a kind of stationery, such as pencil, ball students find corresponding stationery(pencil), show and said “Yes.Pencil.”.Followed by the second students continue to practice with the same method.Two present new lesson(Presentation)Teacher told the students, English name CARDS can let us to know each other more quickly.Teachers will complete card production process in the name of the interpretation in English while in the actual operation, the whole process will be presented to students.Three interesting Practice(Practice)(a)please students took prepared materials, to guide students according to the steps.The first verb in each sentence is part of the teacher wants to emphasize that must match(reproduced since the first model essay net http://004km.cn, please keep this tag.)Gestures, to help students understand and remember.(2)the students to make a name card yourself.Let the students use the Hello/Hi, I 'm...Sentence patterns to make your own good name card, for students who are good at doing can give praise or appropriate rewards.(3)to let the students learn to sing songs with recording the Hello.Teachers can lead students while singing in corresponding beat or do some simple movements.If the students grasp better faster on the book of songs, the teacher can also guide the students to replace the names of the songs with other characters or student to sing his own name.Four classroom evaluation(Assessment)Do the activity book for the first unit in part 3 of practice.Method is as follows:(a)teacher before do the activity book, do a first Show me your(pen...).The activities of the foreshadowing.(2)the students look at the picture, tell me about figure for middle school students in the hands of items(3)the teachers explain subject requirements and guidance method.Tell the students if the figure of the characters in the same thing in the world and the recording is smiling face, different drawing crying face.(4)let the students listen to the tape do exercises.(5)play the tape again, under the guidance of the teacher let the students to read sentence by sentence, and check your answers last self-assessment by colour the flowers.(Add five extensibility activitiesup/Revision)(1)sing the song “Hello”(2)the teachers and students greet each other the Hello!/ Hi!(3)students may wear a badge before the bosom, respectively, to stand up to introduce myself.Such as: a.Hello￡? I?ˉm Mary.b.Hi￡? I?ˉm Peter.2 presents new lesson(Presentation)(1)the teacher pointed to his own English name CARDS say Hello!I 'm Miss/Mr....And then use My name 's...Repeatedly speak three or four times his own name, by slow to normal.Then the teacher to one student asked What 's your name?(with clear and slow tone ask twice)asked while refers to his/her name card, and can use exaggerated mouth tip him/her to answer My name 's....The teacher responded to the first student should focus on the praise, and sent to him/his small prizes, encourage students to listen to others' questions and answers, as a condition to imitate the teacher say the new sentence pattern.In a similar way ask and answer with students in the classroom practice, pay attention to guide students to use My name 's....Answer the questions.(2)to read, and imitate What 's your name?Pay attention to the students to name the pronunciation of a word in a.(3)teach sendoff See you, tell the students which means “goodbye” or “a meeting”.Teachers can introduce at the same time there are many words in English is more than a word meaning, said the significance of different in different scenarios.The meaning of Welcome and don't have to Thank, when the other party say Thank you.Thank you, can usually answer you are Welcome.Said “you're Welcome” or “you're Welcome”.Students in this simple look at the(reproduced since the first model essay net http://004km.cn, please keep this tag.)But, the teacher said that programs can be in the future, guiding and leading role(4)listen to the tape and put the projection or through video, VCD to display the contents of part B Let's talk.Practice 3 gout(Practice)(1)Pair work: students can wear headgear, show the book Let 's talk of dialogue.(2)Let's play the game, but a few students standing outside the door, please do welcome Mr Or miss, please several classmates do the guest again.Welcome each person with the Hello!What 's your name?After asking, guests must use My name 's...Answered his name, can enter.The other students in the classroom applause and Welcome!Welcome to him(her).Teachers pay attention to prompt students to distinguish the pronunciation are, miss, to cultivate students ability to practice listening, get into the habit of going to listen to.When correcting pronunciation moderation, must not affect the enthusiasm of children.(3)four or six people as a group, students first homemade card in the name of the tire collection together, again by the “l(fā)ittle teacher” in each group by asking What 's your name?The other students to answer My name 's...The way of practice, right of students to get your tire wear on the head.4 classroom evaluation(Assessment)Do the activity book practice part 4 of this unit.Specific teaching steps reference is as follows: Figure(1)teachers guide students to guess what the picture says.(2)teachers explain the meaning of subject and guide the students to do exercises.(3)the students listen to the tape to do exercises.(4)play the tape again, under the guidance of the teacher let the students to read and check your answers with each other, sentence by sentence self-assessment by colour the flowers again.(Add 5 extensibility activitiesup/Revision)(1)“relay” : the students one by one for oral quiz, for fast and good.Such as: A: Hello!B!B￡o Hi￡? A￡? Hi￡? C￡? C￡o Hi￡? B￡? Hi￡? D￡? D￡o Hi￡? C￡? Hello￡? E￡??????-(ABCDE representative name)The content of the relay can also be asking name, etc.Such as: C￡o I?ˉm Sarah.What?ˉs your name￡?---D￡o My name?ˉs Mike.E￡o Goodbye￡?---F￡o Bye-bye.---G￡o See you.(2)through the pictures and words to review the words learned crayon, ruler, eraser, pen, pencil.(3)game: by doing Touching game or Matching game to review the words A: Touching game: will the stationery pictures posted on the blackboard, please two groups of students, little at A time in each group A, listen to the instruction and take pictures of stationery, first captured classmates for winners, and win A point for group.B: Matching game: will have been studied respectively stationery CARDS to students, each one.The teacher read the word, such as pencil, pencil trot the runway in front of the card to classmates.This activity can be divided into two big groups, male and female.2 presents new lesson(Presentation)￡¨1￡? Let?ˉs learn A.the teacher says, do, ruler, eraser, pen, pencil, I put the ruler, pen, eraser, pencil in the pencil case.By physical teaching pencil case.Pencilbox, and explain the difference between them, namely: made of soft leather or plastic is often referred to as pencil case, made of a hard material such as iron is called the pencilbox.B.through physical teaching pencil case, bag, book, sharpener, use pictures to teach school.C.after new words teaching, ask students know what kind of stationery, and combination of old words, Touch and say game can do to further exercise book lessons learned new words and words.Let students take photos or physical objects on the desk, the teacher said: “Touch your book.”, students are required to quickly refer to books and loudly say: “book”, use this method to practice each other word.￡¨2￡?Let?ˉs do A: teach(reproduced since the first model essay net http://004km.cn, please keep this tag.)T do to Open the book and said Open the book.Then do the action of closed the book and said the Close the book.(repeat twice).Picks up the pencil bags again, make the motion of Open and Close, and said, Open the pencil case, Close the pencil case.Please speak Open and Close.In the same way teach the Show me your sharpener.Carry the bag.And the sentence.B: and the hand I compare Cartoon characters in the form of hand puppets, lets the student and the cartoon character compare, who understand and accurately and quickly.Teachers take cartoon hand puppets, let a student under the instruction, hand puppets and students, teachers' demonstration after can let students personally purchased accidentally, practice, practice a compare.Practice 3 gout(Practice)(1)schools and learning related stationery word do some exercises to consolidate.Do Show me your...Activities.Teachers let students will all learned stationery on the table at all.Teacher said: “Show me your book.”, students are required to quickly lift the book and loudly say: “book”.Teachers can also make students they said words, to practice.(2)game: stationery.Please a classmate on the blackboard drew a he wanted to stationery, each a his painting, is the class in English, please guess what he painted the stationery.Such as guess correctly, please start again with a classmate drew another he wanted to stationery.The other students guess.(3)through the game Simon says to practice with the show, the open and close, the put, carry guided imperative sentence.Sending students do the action.But only heard the teacher with Simon says instructions, to make the corresponding action, otherwise it is fail.Failure of students out of the game.4 classroom evaluation(Assessment)Do the activity book this unit practice part 5.Students according to the tape and circle the stationery you hear.Specific methods and steps of the reference is as follows:(1)the students look at the picture and say everything in figure stationery items in English.(2)teachers' interpretation of the subject of meaning and guidance method.(3)the students listen to the tape to do exercises.(4)put the recording again, under the guidance of the teacher let the students to read and check your answers with each other, sentence by sentence and tell the circle of stationery, self assessment by colour the flowers again.(Add 5 extensibility activities-activities)Optional word game: Students can be divided into six groups, each group of parties to a player, teacher say the word, players run to the front of the podium, find words, And lift out loud, right to win.

第二篇：小學(xué)英語教案

小學(xué)英語教案

作為一名人民教師，很有必要精心設(shè)計一份教案，借助教案可以更好地組織教學(xué)活動。那么寫教案需要注意哪些問題呢？下面是小編整理的小學(xué)英語教案，歡迎閱讀，希望大家能夠喜歡。

教學(xué)目標(biāo)：

1． 能聽懂、會說、會讀單詞a pair of shorts、a pair of socks、a pair of jeans、a pair of gloves、scarf。

2． 能聽懂、會所、會讀和會拼寫單詞a pair of shoes、a sweater、a jacket

3． 能夠熟練使用句型it’s/they’re too small/big/long/short.try this one/pair on.教學(xué)重點難點：

1． 掌握服飾類單詞的表達方式(單復(fù)數(shù)形式)a …/a pair of …

2． 能夠熟練使用句型it’s/they’re too small/big/long/short.try this one/pair on.教學(xué)具準(zhǔn)備及輔助活動：

單詞圖片卡，多媒體課件，相關(guān)服飾實物（事先請學(xué)生帶好cap、hat、tie、vest、trousers、shoes、socks、jacket等等）

作業(yè)設(shè)計、安排：

課內(nèi)：熟讀part b單詞、詞組

課外：完成part d部分填空

板書設(shè)計：

unit 6 whose gloves?

what’s this/that in english?

try this one/pair on.love→glove

it’s too small/big/long/short.教學(xué)過程：

一．warm up

1.greetings

t: good afternoon.s: good afternoon.t: what’s your name,please?

s: my name is ***.t: how are you ***?

s: fine, thank you.and you?

t: i’m fine,too.2.review

① t: what’s this in english?

s: it’s a pencil/pen/rubber/ruler.t: is this your pencil?

s: no, it isn’t.t: this is his pencil, i think.s: no, it isn’t.it’s ***’s.② t: may i have your cap, please?

s: sure, here you are.t: thank you.look at his cap.it’s nice.it’s a nice cap.s: it’s nice.t: good.（將帽子拿到講臺上）

③ t: where’s your jacket?

s: it’s in my desk.t: may i have a look?

s: sure.here you are.t: thank you.（將夾克拿到講臺上）

④ t: is that your hat?

s: yes, it is.t: may i have your hat?

s: sure.here you are.t: thank you.二．presentation

1.創(chuàng)設(shè)情境，學(xué)習(xí)”try…on.it’s too …”句型，同時學(xué)單詞scarf,sweater.t: excuse me, what’s this in english?（拿出講臺上的夾克）

s: it’s a jacket.t: very good.come here, please.try this jacket on.(學(xué)生不理解，此時教師幫助學(xué)生穿上夾克)

s: ok.t: look at his jacket.it’s too….（引導(dǎo)學(xué)生說出too big/small,并做動作表示含義。同時用卡片出示句型it’s too big/small.）

s: it’s too big.呈現(xiàn)形式：教師示范，說出look at his jacket,由學(xué)生說it’s too big.并以開火車形式操練。

同理，拿出圍巾和毛線衫，熟悉scarf和sweater

2.拿出另一件夾克，再讓學(xué)生試穿，熟練使用”try this one on”和”it’s too small/big.”t: try this one on.s: ok.（自己穿上）

t: look at his jacket.s: it’s too big/small.出示卡片：try this one on，并帶領(lǐng)全班讀熟。

3． 教師拿出帽子試戴，操練以上說學(xué)句型。

教師先做示范，然后請同學(xué)傳遞操練：

s1: try this one on.s2: it’s too big.……

4． 學(xué)習(xí)”gloves”

t: do you like this cap?

s: yes, i do.t: me too.i love it.板書 love,并再前面用紅色粉筆加上字母g，組成”glove”，拿出一只手套示意。

帶領(lǐng)大家讀glove。然后再拿出一只，變成復(fù)數(shù)gloves。

5． 學(xué)習(xí)a pair of以及

① 拿著兩只手套，說a pair of gloves（反復(fù)閱讀pair）

② 讓學(xué)生說其他成雙成對的物品（用實物提示）

a pair of shoes、a pair of socks、a pair of jeans

(出示圖片卡，帶領(lǐng)全班朗讀)

6． 學(xué)習(xí)try this pair on

① t: hi,***.come here.try on this pair of gloves.s: ok

t: look at the gloves.s: it’s too small/big.② t: please try this pair on.(用卡片出示句型try this pair on.)

s: all right.t: look at the gloves.s: it’s too big/small.③ 拿出牛仔褲，示意學(xué)生太長（或太短），引導(dǎo)學(xué)生用too long/short回答。

t: please try this pair on.s: all right.t: look at the jeans.s: it’s too long/short.帶領(lǐng)全班朗讀try this pair on.用開火車形式操練try this pair on.it’s too ….7.復(fù)習(xí)本課學(xué)到單詞，用多媒體、圖片卡或?qū)嵨锓磸?fù)操練

8．看多媒體，聽課文1－2圖對話錄音。

回答問題：is su yang’s dress too big or too small?

are su yang’s jeans too long or too short?

9.跟多媒體課件閱讀圖1和圖2對話，分組閱讀。

10．請學(xué)生利用實物表演對話。

三．exercises

1． 抄寫新單詞（每個四遍）

2． 完成書本p48 part d對話

3． 讀熟課文1－2圖對話。

小學(xué)四年級英語教案：Unit 6 Whose gloves?

根據(jù)小學(xué)英語興趣性原則，活動性原則和生活性原則，在實施教學(xué)過程中充沛體現(xiàn)同學(xué)是學(xué)習(xí)的主體，要充沛調(diào)動同學(xué)的積極性.這是我設(shè)計這課時的理念．

設(shè)計思路:

本課是一節(jié)復(fù)習(xí)拓展課。一般來說，復(fù)習(xí)課是比較枯燥乏味的。我嘗試著改變這一現(xiàn)象.所以在這節(jié)課一開始復(fù)習(xí)詞組和句子的時候，我借助了多媒體，運用了動畫的形式，使同學(xué)很有興趣地來復(fù)習(xí)。我覺得既激發(fā)了同學(xué)的興趣,又達到了復(fù)習(xí)的目的.而在復(fù)習(xí)的過程中不應(yīng)該僅局限于課本知識，所以我又根據(jù)實際情況，拓展了與同學(xué)生活貼近的詞組kick shuttlecock和play badminton.在教授這兩個詞組的時候，我運用了實物教學(xué),因為貼近生活,同學(xué)學(xué)的很積極.為了讓同學(xué)容易記住這兩個詞組,我把詞組和句型聯(lián)系起來,編了一個簡單的chant,這個倒讓同學(xué)很感興趣。同學(xué)都躍躍欲試.因為簡單易學(xué)，同學(xué)最后也能將自身的喜好編成chant.這樣一來，同學(xué)就有了學(xué)習(xí)的成績感。

假如這節(jié)課讓同學(xué)不停的互相問各自的喜好，未免有一些枯燥，所以我也設(shè)置一個讓同學(xué)問“小動物”喜好的場景。這個小細節(jié)不只讓同學(xué)有效地復(fù)習(xí)了所學(xué)的知識，同時也讓課堂變的輕松有趣。小同學(xué)比較喜歡童話，所以我就索性把“童話”搬到了課堂，同學(xué)特別喜歡這樣的形式?？吹某鰜硗瑢W(xué)是興奮的，我覺得這時候在課堂也掀起了一個小高潮。

我在這節(jié)課中還拓展了與生活比較貼切的句型：What do you like best? 并讓同學(xué)進行操練。在這節(jié)課中,我還為同學(xué)布置了一個動筆的機會.讓同學(xué)在課前發(fā)的星星上寫下自身的名字和他們的喜好.最后我又創(chuàng)設(shè)了一個真實環(huán)境,讓同學(xué)選擇自身喜歡的俱樂部。并擴展了句型：What club are you in?最后將課堂推向高潮。

回顧這節(jié)課,我也看到了一些缺乏.首先我覺得自身要加強自身的專業(yè)素質(zhì),同時也要加強自身的課堂駕馭能力。比方在教授What do you like best?這個環(huán)節(jié)中，由于教者急于求成，導(dǎo)致同學(xué)并沒有完全領(lǐng)會到這句話的意思，在操練這個句型的時候，同學(xué)顯得有點手足無措。而在最后一個環(huán)節(jié)中，時間顯得有些過緊。我覺得在前面幾個環(huán)節(jié)中，還可以壓縮時間，讓同學(xué)在最后一個環(huán)節(jié)中得到更多的鍛煉。另外,我覺得我這節(jié)課還可以增大容量,讓同學(xué)增加語言的輸出和輸入量。

教學(xué)目標(biāo)：

一、知識目標(biāo)：

1、能聽說、認讀顏色單詞：blue,green,yellow,red,purple.2、通過用“Showme...”的指令來練習(xí)和運用有關(guān)顏色的單詞。

二、能力目標(biāo)：

運用What’smissing?Listenandcolour以及Pairwork等活動培養(yǎng)學(xué)生聽說能力、觀察能力、綜合語言表達能力。運用單詞的分解讀法，讓學(xué)生初步體會元音字母和字母組合在單詞中的發(fā)音，能夠通過觀察感知含有相同因素的單詞并嘗試讀出一些未知單詞。

三、情感目標(biāo)：

1、運用游戲活動來培養(yǎng)學(xué)生說英語、學(xué)英語的興趣;

2、運用聽一聽、看一看、涂一涂等不同方式，感受生活中的顏色，使之愛色

彩，熱愛自然，保護環(huán)境。

教學(xué)重難點、重點：

重點：1.聽、說、認、讀五個顏色單詞;

2.會說唱Let'sdo，并會聽音做出相應(yīng)的反應(yīng)。

難點：green的發(fā)音。

教具準(zhǔn)備：

1、教師準(zhǔn)備blue、green、yellow、red、purple的單詞卡片和顏色卡片并

貼與教室各處。

2、教師準(zhǔn)備相關(guān)的教學(xué)課件及錄音機。

3、教師為每位學(xué)生準(zhǔn)備一張習(xí)題材料(有本課顏色單詞和未涂色的文具簡筆

畫)

教學(xué)過程：

一、熱身(1分鐘)

Singasongandsayachant.(設(shè)計意圖：活躍課堂氣氛，復(fù)習(xí)已學(xué)單詞及句型，為鞏固延伸教學(xué)做準(zhǔn)備)

二、呈現(xiàn)新知(12分鐘)

1、教師利用美麗的風(fēng)景課件引入課題。

(設(shè)計意圖：吸引學(xué)生的注意力，為情感教育做鋪墊)

2、呈現(xiàn)新授單詞及操練單詞

a①出示卡片redT:Whatcolourisit?It’sred(教師邊說邊板書，強調(diào)ee的發(fā)音特點)教師示范升降調(diào)讀單詞red↗,red↘,It’sred.兩遍。學(xué)生齊讀、男女生分別讀。

(設(shè)計意圖：用代表單詞本身顏色的彩卡紙制作卡片達到將單詞的音、形、意結(jié)合的目的。要求學(xué)生先聽教師示范讀音、強調(diào)發(fā)音口型，既避免學(xué)生口型不到位而造成錯誤發(fā)音而且培養(yǎng)學(xué)生傾聽、模仿的好習(xí)慣)

②出示卡片yellow，教學(xué)方法同上。強調(diào)ee的發(fā)音特點。教師示范升降調(diào)讀單詞yellow↗,yellow↘,It’syellow.兩遍。學(xué)生齊讀、行行讀。教師將yellow與red對比，啟發(fā)學(xué)生說出兩單詞發(fā)音的'相同點。課件出示單詞red,yellow,leg,bed,教師示范發(fā)音e,e,red,e,e,yellow,e,e,leg.引導(dǎo)學(xué)生讀出生詞bed。

(設(shè)計意圖：培養(yǎng)學(xué)生善于傾聽和觀察的習(xí)慣，讓學(xué)生感知字母在單詞中的發(fā)音，通過對比找出單詞之間相同的發(fā)音;并嘗試用已知的發(fā)音拼讀未知的單詞)

③出示blue方法同上。強調(diào)uu:.教師示范升降調(diào)讀單詞blue↗,blue↘,It’sblue.兩遍。學(xué)生齊讀、小范圍讀。課件出示單詞教師示范發(fā)音u:,u:,blue,u:,u:,ruler.引導(dǎo)學(xué)生讀出生詞rude。

④用課件yellow+blue=green引出green.強調(diào)eei:.教師示范升降調(diào)讀單詞green↗,green↘,It’sgreen.兩遍。學(xué)生齊讀、高低聲讀。T:Let’sfindout,whatisgreeninourclass?T:It’sgr

een.讓學(xué)生理解句子的含義，引導(dǎo)學(xué)生在教室里尋找綠色，并用It’sgreen表達。課件出示單詞green,meet,教師提醒學(xué)生ee字母組合的發(fā)音。引導(dǎo)學(xué)生自讀生詞beebeef。

(設(shè)計意圖：通過動畫形式展現(xiàn)兩種顏色的對接引出生詞，既復(fù)習(xí)了剛剛學(xué)過的顏色單詞。又頗有新意的呈現(xiàn)了新詞，還讓學(xué)生在英語學(xué)習(xí)中了解到一個基本三原色混合知識。在教師示范、強調(diào)字母組合發(fā)音、學(xué)生齊讀、高低聲讀、尋找綠色并表達等大量、高效的重復(fù)下，將難點green的發(fā)音突破)

⑤用課件red+blue=purple引出purple.強調(diào)ur?:.教師示范升降調(diào)讀單詞purple↗,purple↘,It’spurple.兩遍。學(xué)生齊讀、聲聲高、聲聲低讀、開火車讀。教師提醒學(xué)生ur字母組合的發(fā)音，引導(dǎo)學(xué)生自讀?:,?:,purple兩遍和生詞purse,nurse。

三、鞏固和延伸(14分鐘)

a鞏固單詞

①自讀材料上的顏色單詞，說說意思然后與你的同桌英漢互譯練一練。

(設(shè)計意圖：將單詞的形和意結(jié)合，復(fù)習(xí)鞏固單詞。初步培養(yǎng)學(xué)生互助合作的意識)

②Playagame:What’smissing?要求學(xué)生注意觀察材料上的單詞，用手指指出教師讀的單詞。教師將故意漏讀某一種顏色，點名讓個別學(xué)生猜!

(設(shè)計意圖：集中學(xué)生注意力、檢測學(xué)生單詞音和形的結(jié)合狀況)

③Listenandcolour.(回顧單詞colour的含義：顏色給…涂色)聽音將文具涂上相應(yīng)的顏色并與同桌互查答案。

(設(shè)計意圖：訓(xùn)練學(xué)生聽力能力,檢測學(xué)生音和意得結(jié)合情況。復(fù)習(xí)已學(xué)的文具類單詞，)

b拓展延伸

①出示課件要求學(xué)生描述圖片。引導(dǎo)學(xué)生會正確的用and來連接同類詞匯。(設(shè)計意圖：通過單詞的音和意來復(fù)習(xí)鞏固所學(xué)單詞，將所學(xué)詞匯放在句子中練習(xí);在比較自然的狀態(tài)下培養(yǎng)學(xué)生使用and來連接同類詞匯的語言習(xí)慣。)②文具展覽秀

把你最喜歡的一樣文具展示并描述給同學(xué)們看。運用句型:Look!Ihavea…It’s…

1)教師首先示范運用句型Look!Ihaveapencil.It’sblue.2)與小組成員練習(xí)。

3)找?guī)酌瑢W(xué)展示。

(設(shè)計意圖：培養(yǎng)學(xué)生語言綜合運用的能力)

四、Let’sdo(5分鐘)

a打開書學(xué)生自讀。

b聽錄音。第一遍聽、做動作。第二遍跟讀。第三遍說并做動作。

(設(shè)計意圖：首先自讀、聽錄音正音、熟悉節(jié)奏、跟讀、說與動作相結(jié)合。符合學(xué)生認知規(guī)律)

五、課堂小結(jié)(5分鐘)

a帶領(lǐng)學(xué)生回顧所學(xué)單詞以及字母、字母組合在單詞中的發(fā)音。

b再次欣賞關(guān)于自然景觀的幻燈片。與學(xué)生一起用英語描述。

c展示一些環(huán)境被污染的圖片。教育學(xué)生從小愛護大自然，保護環(huán)境。

(設(shè)計意圖：復(fù)習(xí)本課所學(xué)知識，強化學(xué)生對已學(xué)的字母及字母在單詞中的發(fā)音。通過圖片的鮮明對比，激發(fā)學(xué)生愛顏色、愛自然的情感。培養(yǎng)學(xué)生保護環(huán)境的意識)

六.Homework1、給家長說唱let’sdo;

2、完成課本第26頁let’spaint.給小丑的臉涂顏色;

3、將今天涂好色的文具，用英語描述給同學(xué)聽。請該同學(xué)根據(jù)你描述的熟練程度寫上評語，并簽上自己的名字。

第三篇：小學(xué)英語教案

教材分析：《Amy’s taller than Lingling.》是新標(biāo)準(zhǔn)英語三年級起點第四冊第五模塊第一單元的內(nèi)容，這一課的主要內(nèi)容是形容詞比較級的初步了解和應(yīng)用，要求學(xué)生通過對形容詞的掌握就使用事物的大小，長短，高矮等進行比較。在一定情景下會用： is taller than，is shorter than等這樣的句型進行對話。

教學(xué)目標(biāo)：

1.初步認識比較級taller、shorter、older、younger、stronger。2.學(xué)會比較兩個人的差異，運用“ is er than ”的句型。知識能力及情感目標(biāo)：

1.能聽說認讀單詞tall, old, short, young, strong, big, long及聽說認讀句型Sam is older than Daming.Daming is younger than Amy。

2.根據(jù)事物特點和人的性格的差異等進行比較。

3.能根據(jù)以前所學(xué)歌謠和歌曲的音律配上單詞和句型說說并唱唱。

設(shè)計思路: 本課我從表示高、矮、長、短等已經(jīng)學(xué)過的形容詞的圖片引入比較的含義，并順勢引入本課新詞，把這些詞編成Chant進行教授,讓學(xué)生在圖示和Chant中學(xué)習(xí)本課的比較級的詞的含義.利用圖片呈現(xiàn)出表示大小長短的句型,引入新詞than,并在句子中教授新詞..接下來我繼續(xù)用圖片引入本課的句型并加以練習(xí).練習(xí)中,使用一個學(xué)生說,其他同學(xué)一起說的教學(xué)活動,并引入競爭機制,使學(xué)生們在情景中理解句型,練習(xí)本課句型.教學(xué)設(shè)計: Step1: 熱身操練和復(fù)習(xí)：

1．Greeting.（與學(xué)生輕松交流，拉近距離）2．Sing the song “London bridge is falling down”

Step2: Lead in(導(dǎo)課)

1、教師出示表示tall的圖片，圖片為兩只很高的長頸鹿，復(fù)習(xí)學(xué)過的單詞tall,進而對兩只長頸鹿進行對比,引入tall的比較級taller并帶著動作教授此單詞:tall tall taller 教師以同樣的方法復(fù)習(xí)并教授單詞short,short,shorter

big,big,bigger small,small,smaller Long,long,longer short,short,shorter old,old,older

2、在出示圖片教授young,young,younger strong.strong,stronger 時,引入了本課的新單詞young和strong,重點教授.3、編成chant,把新詞融入其中教授,寓教于樂.Tall

tall

taller

Step3 Presentation and practice.呈現(xiàn)和練習(xí)

1、出示大小對比的圖片，引入單詞than,并呈現(xiàn)大小比較的句 型:Elephant is bigger than cat.Cat is bigger than elephant.,將than放入句型中教授.(讓學(xué)生在圖片中理解兩者進行比較)同樣出示長短比較的圖片,進一步熟悉單詞than和比較的句型 并在句中練習(xí).2、出示教師自己和姚明的照片，兩者進行對比。呈現(xiàn)句型：

I’m shorter than….…is shorter than …

…is taller than ….T:Look at the pictures,This is Yao Ming,and this is me.You can call me Mr.Cao.I’m shorter than Yao Ming..And you can say “Mr.Cao is shorter than Yao Ming.Yao Ming is taller than Mr.Cao.”

領(lǐng)讀讓學(xué)生熟悉句型

3活動：分男女生兩大組，請學(xué)生上臺與姚明做比較，引導(dǎo)學(xué)生自己說：I’m shorter than Yao Ming 引導(dǎo)其他同學(xué)說： … is shorter than Yao Ming.Yao Ming is taller than ，,.進一步熟悉句型

S1: I’m shorter than Yao Ming.其他全部學(xué)生：S1 is shorter than Yao Ming.Yao Ming is taller than S1.4.教師出示趙本山和小沈陽的圖片,呈現(xiàn)句型:

Zhao Benshan is older than Xiao Shenyang.Xiao Shenyang is younger than Zhao Benshan.利用陸永和劉謙的圖片,繼續(xù)呈現(xiàn)本課句型并練習(xí).5、出示圖片呈現(xiàn)問句：Is … taller than …?

Yes,he/she is./ No, he/she isn’t.做游戲來熟悉此句型,游戲以男女生競賽形式開展

Step 4 Text teaching.1、Listen and answer: Is Sam shorter than Daming?

2、Listen and check.3、Listen and repeat.Step 5 拓展延伸

Talk about your family or your friends, have a comparation.(談?wù)勀愕募胰撕团笥?并進行比較)男女生競賽形式開展

Step 6 Moral education.(情感態(tài)度價值觀教育)用兩個蘋果，其中一個大，一個小來做比較，學(xué)生和自己的哥哥兩個人，學(xué)生選擇哪一個蘋果，來引入孔融讓梨的故事，鼓勵大家做小孔融。

Step 7 Homework Have a comparation about two things or person.(對兩件物品或兩個人進行比較)Read the text for 3 times.課文朗讀3遍)

Blackboard:

Module 5 Size

Unit 1 Amy’s taller than Lingling.Sam is shorter than Daming.

第四篇：小學(xué)英語教案

課題：Do you like pears? 課時：一課時 關(guān)于教材：

《Do you like pears?》一課是PEP小學(xué)英語、三年級下冊第四單元第二課時的內(nèi)容。英語新課標(biāo)指出：英語課程的學(xué)習(xí)是學(xué)生通過體驗、實踐、參與、合作與交流的學(xué)習(xí)方式和任務(wù)型的教學(xué)途徑，發(fā)展學(xué)生的綜合語言運用能力，在注重學(xué)生知識能力形成的同時，關(guān)注學(xué)生的人格和思維的發(fā)展。教學(xué)目標(biāo)：

1、聽說認讀四種水果單詞，學(xué)會單詞后能熟練對水果進行評價：It tastes good.2、初步了解句型：Do you like pears? Yes,I do.3、培養(yǎng)學(xué)生用語言交際的能力。通過多種形式的活動，激發(fā)學(xué)生的學(xué)習(xí)興趣。

4、鼓勵學(xué)生發(fā)展自己的能力。通過多種形式的活動，激發(fā)學(xué)生的學(xué)習(xí)興趣。教學(xué)重點：

能聽說認讀四個表示水果的單詞。教學(xué)難點：

能理解并正確運用所學(xué)句型訴說自己的喜好或詢問他人的喜好。教學(xué)方法：

情景教學(xué)法、實物展示法、游戲操練法等。課前準(zhǔn)備：

1、準(zhǔn)備四種水果的實物，及水果的圖片和單詞卡。

2、顏色卡片。

3、錄音機和磁帶。

4、學(xué)生準(zhǔn)備五張白紙和水彩筆，準(zhǔn)備畫圖。教學(xué)過程：

1、Warm up.(1)師生問候：

T: Good morning, boys and girls.Ss: good morning teacher!T: Sit down, please.Ss: Thank you.(2)出示顏色卡片，復(fù)習(xí)表示顏色的單詞。T: What colour is it.Ss: red….(3)做29頁Let’s do的活動。

2、Presentation.(1)教師通過水果的實物引入生詞，學(xué)習(xí)新單詞。如：Look ,I have a peach.It’s pink.教師出示單詞卡，讓學(xué)生跟讀單詞。教師提示學(xué)生注意下面單詞劃線字母的發(fā)音：peach orange.（學(xué)生分組讀單詞，各種形式讀單詞。）

（2）教師通過在黑板上畫watermelon來示范 draw的動作。讓學(xué)生明白 draw的意思，并跟讀。然后教師將watermelon涂色，并說：Colour it green and black.教師可再示范給pear、orange、peach、上色。

(3)教師示范品嘗水果，引出句型It tastes good.引導(dǎo)學(xué)生品嘗水果，并學(xué)說句子。

3、趣味操練

（1）卡片找朋友：

將西瓜、桔子、蘋果、梨的圖片與單詞卡分別發(fā)給學(xué)生，然后請持有圖片的同學(xué)邊出示圖片邊說出它的英文名稱，這時，持有單詞卡的同學(xué)也將卡片舉起來并大聲讀出來。

(2)Sing a song.（用《兩只老虎》的旋律）

Watermelon, watermelon, Do you like? Do you like?

Do you like watermelons?

Do you like watermelons?

Yes, I do.Yes, I do.(4)Consolidation and extensition.Fruits are our friends.The more we eat.The healthier.教學(xué)反思：

本節(jié)課我遵循“以學(xué)生為主體，教師為指導(dǎo)的”思想，充分利用實物、卡片、錄音機、磁帶等教具，把情景教學(xué)法、實物展示法、游戲操練法等幾種教學(xué)法有機結(jié)合，讓學(xué)生興趣、真實、自然，最大程度地吸引學(xué)生的注意力，使學(xué)生學(xué)生真正用英語去思維，而不是被動接受知識，在今后的教育教學(xué)中我將不斷學(xué)習(xí)新的教育理念和思想，繼續(xù)提高自己的教學(xué)水平，做一名合格的小學(xué)英語教師。

第五篇：小學(xué)英語教案

小學(xué)英語教案

Unit 3 How many? 第四課時

李官華銅學(xué)校

費雪梅

【課題】Unit 3

How many?

【教學(xué)重點】句型：How many …do you have? I have…

【教學(xué)難點 】名詞復(fù)數(shù)的讀音。

【教具準(zhǔn)備】

1．一盒蠟筆或彩筆

2．教材相配套的動畫課件和錄像

3．有關(guān)動物、食物、玩具等實物或圖片 【教學(xué)過程 】

（一）熱身／復(fù)習(xí)（Warm-up/Revision）

1．復(fù)習(xí)A部分的課文對話: 先看A Let’s talk部分動畫或錄像, 然后請學(xué)生上臺表演會話.2．復(fù)習(xí)數(shù)字 one to fifteen.1）報數(shù)游戲。每個學(xué)生按自己座位的順序進行報數(shù)，報到15后，下一個學(xué)生從1開始接著報。

2）11－15單詞的認讀。教師出示單詞卡，讓中國學(xué)習(xí)聯(lián)盟聲朗讀出來, 對反應(yīng)快的學(xué)生教師給予表揚和鼓勵

（二）呈現(xiàn)新課（Presentation）

1．教師手中拿著3本書說：Look!I have three books.How many books do you have?引導(dǎo)學(xué)生回答出：I have … books.2．讓學(xué)生用自己身邊的物品說句子：I have…在學(xué)生說的過程中，教師可以對某個學(xué)生的物品給與贊賞：Oh, how nice!并引導(dǎo)學(xué)生在具體的情景中加以運用。

3．教師拿出一個鉛筆盒說：I have many pencils in this pencil-box.Who can ask the question about it? 啟發(fā)學(xué)生用How many pencils do you have?進行提問。教師說：Guess, please?。ㄗⅲ好繉W(xué)過的數(shù)字可用中文表達）如果有學(xué)生答對，教師及時說：That’s right!如果沒有學(xué)生回答對：教師可對一個學(xué)生說：Open it and see.并把鉛筆拿出來對全班學(xué)生說：Count, please.和學(xué)生一起數(shù)，數(shù)到16。教師：Oh, 16 pencils.That’s right.I have sixteen pencils.教師教讀單詞sixteen。

4．教師把鉛筆一根根增加，學(xué)習(xí)單詞17－20。

5．讓學(xué)生兩人一組操練：How many… do you have（轉(zhuǎn)載自本網(wǎng)http://004km.cn，請保留此標(biāo)記。）? I have…結(jié)合Let’s practise部分。

6．教師拿出一盒蠟筆：Look at this box of new crayons!Are they nice? 使學(xué)生說出：Oh, how nice!教師繼續(xù)問：Whose crayons are they? How many crayons? 7．教師播放錄像展示Let’s talk部分的內(nèi)容。

8．請學(xué)生回答教師提出的問題, 教師可根據(jù)學(xué)生回答問題的情況決定是否再看一遍.9．播放動畫, 學(xué)生一句一句跟讀課文.10．兩人一組表演課文。

11．模仿課文自編并表演新對話。

（三）趣味操練（Practice）1．Guessing Game 將全班分成若干小組，每組抽一人到前面，背對著班級。教師拿一個袋子，并向?qū)W生們借一些書本，鉛筆，鋼筆，橡皮等，放入袋中，然后讓各組學(xué)生輪流猜袋子里東西的數(shù)目，猜對的給該組記10分。2．接力問答

教師要求學(xué)生依次根據(jù)實際情況互相問答，可先問某一小組的第一位學(xué)生：How many books do you have? 也可問：How many books can you see on your desk?引導(dǎo)學(xué)生根據(jù)自己的情況進行問答，像接力賽一樣依次進行。

3．讓學(xué)生拿出事先準(zhǔn)備好的圖片或者是教師將自己準(zhǔn)備好的圖片發(fā)給學(xué)生，基本上保證每個學(xué)生有一張圖片。這時教師報一個數(shù)，如：eleven，手中圖片與數(shù)字不符的學(xué)生舉起自己的圖片，旁邊的學(xué)生問：How many… do you have? 這個學(xué)生要根據(jù)圖片上的數(shù)量進行回答。

（四）擴展性活動（Add-activities）猜一猜 兩人一組，A閉上眼睛，B往書包里裝物品。裝好之后B讓A睜開眼睛回答問題：How many… do I have?如果A三次還沒有猜對，那B說：Open it and see, please.A打開書包后，要用英文來敘述書包里所有物品的物量和名稱：You have…。然后，兩人交換繼續(xù)游戲?！景鍟O(shè)計 】

Unit3

How many? How many … do you have? I have….