第一篇：TPR英語流程示范教案

TPR英語流程示范教案

一、Say Hello（問好）

教學流程：

1、教師用英文和寶寶們問好，同時介紹自己，讓寶寶們知道教師的英文名字,引導寶寶和教師問好。

2、教師與寶寶們挨個擊掌游戲調(diào)動英文學習的氣氛。

“Hello, everyone.Show me your hands, hands, hands, hands.（大家好！伸出你們的小手。）

My name is **.Hello, **.(我叫**。你好，**)

Now, hands up.Give me five.(現(xiàn)在，把手舉起來，擊個章吧！)You’re good!（你們真棒！）”

二、暖身活動

教學流程：教師用肢體動作和簡短的英文，引導寶寶進行簡短的英文小游戲（手指謠、身體律動、英文歌）。

“Let’s play a game.Follow me.(讓我們來做游戲吧，跟我做！)

Little bee, little bee, round, round, round.(小蜜蜂，小蜜蜂，繞圈圈。)

Little bee, little bee, sing, sing, sing.(小蜜蜂，小蜜蜂，唱唱歌。)

Zi~~~~~（滋~~~~~）”

三、課堂組織

教學流程：

1、教師利用口令讓寶寶跟隨教師一同坐下。

2、教師利用課堂固定動作指令吸引寶寶注意力，讓寶寶安靜下來，并進入課程。

3、教師帶領寶寶一起演唱早安歌。

“Sit down, sit down, I sit down.Sit down, sit down, I sit down.（坐下來，坐下來，我坐下來!）

Ding ding ding(擬聲詞)

Look, look, look, look at me.看看看，看著我。

(雙手變成望遠鏡，在眼睛前打圈，并雙手拍在自己的胸口上。)

Listen, listen, listen, listen to me.聽聽聽，聽我說。

（雙手分別交替放在耳朵旁，并雙手拍在自己的胸口上。）

Open, open, open, open your mouth.開開開，張開嘴。

（雙手在嘴邊做喇叭狀，并雙手拍在自己的胸口上。）

Clap, clap, clap, clap your hands.拍拍拍，拍拍手。

（雙手鼓掌）

Hands up.Hands down.小手舉起來，小手放下來。

Very good.很好！

Let’s sing a song.讓我們來唱歌吧！”

“Good morning ,good morning, good morning to you.（一只手變小話筒放在最別唱歌）

Good morning ,good morning, good morning to you.”

（雙手打開揮手唱歌）

四、單詞教學

教學流程：

1、教師用吸引寶寶的方式出示教具或單詞卡片。(呈現(xiàn)方式有魔術(shù)袋、抽獎盒、藏起來、模仿聲音等)

2、教師帶領寶寶集體念讀單詞，可以選用大小聲游戲。

3、教師將寶寶分組進行單詞練習?！癓ook!What’s this?

看，這是什么?。?/p>

Di di di（擬聲詞）--出示教具

Oh, this is an apple.哇，是個蘋果。

Follow me , apple, apple, apple.跟著說，apple, apple, apple.Di di di（擬聲詞）--將教具舉高

Louder, apple, apple, apple.大聲說，apple, apple, apple.Shu~~(噓~~~)—將教具放低

apple, apple, apple.（小聲說）apple, apple, apple.Once more.再來一次。

Apple.（大聲說）

Apple.（小聲說）

One two three, together.1，2，3，你們一起讀。（將三個寶寶分成一組）

apple, apple, apple.注意：可以根據(jù)寶寶數(shù)量自行決定分組的人數(shù)和形式，分組時注意走進寶寶，讓寶寶了

解分組的情況，并用嘴型帶領寶寶讀，盡量鼓勵寶寶自己讀出單詞。

鼓勵語言：Hey, hey, wonderful, hey, hey, hey, wonderful!嘿嘿，你真棒，嘿嘿嘿，你真棒！

五、單詞游戲

教學流程：

1、教師用肢體語言結(jié)合示范動作，讓寶寶理解游戲規(guī)則，游戲要選擇簡單易懂

的游戲進行練習。

2、帶領寶寶進行游戲，盡量讓自己完成并練習單詞。

3、練習中注意糾正寶寶的發(fā)音，但糾正發(fā)音不能超過三次。

（擊鼓傳花游戲示范）

“OK，let’s play a game.好了，現(xiàn)在我們來玩游戲吧！

Give you, apple.把蘋果給你。

??

Stop!停！

This is ?? apple.這是??（教師用嘴型引導，盡量不發(fā)聲）apple(由寶寶說出來)”

由教師帶領寶寶將蘋果一個一個傳給寶寶們，在傳遞的過程中引導寶寶們念讀單詞。

示范完之后由寶寶自己進行游戲。

六、再見歌

教學流程：

1、將教具或圖片收回去，并用動作提示時間到了。

2、引導寶寶演唱再見歌。“Now，apple will go.現(xiàn)在蘋果要走了。

Say, bye-bye.說再見吧！

Bye-bye, apple.再見，蘋果（帶領寶寶一起說）。

DI DA DI DA(擬聲詞)

Time’ up, time’up.時間到了，時間到了。”

《再見歌》--《幸福拍手歌》曲調(diào)

“We say goodbye goodbye, goodbye to you.對你說，再見再見。

We say goodbye goodbye, goodbye to me.對我說，再見再見。

We say goodbye goodbye, goodbye to everyone.對大家說，再見再見。

We say goodbye goodbye, goodbye to you and me.對你和我說，再見再見”

“See you tomorrow.See you.See you tomorrow.See you.”

明天見再見。

“Stand up!” 站起來。

附注暖身活動：

《Little bee 小蜜蜂》

Little bee, little bee, round, round, round.小蜜蜂，小蜜蜂，繞圈圈。

（雙手叉腰學小蜜蜂飛，念到round時一手握拳一手伸出一個手指頭繞圈圈。）Little bee, little bee, sing, sing, sing.小蜜蜂，小蜜蜂，唱唱歌。(雙手叉腰學小蜜蜂飛，念到sing時一只手變成小話筒學唱歌的樣子。)Zi~~~~~

滋~~~~~（雙手伸展開飛到寶寶們面前。）

《Walking walking 走啊走》---《兩只老虎》曲調(diào)

Walking, walking, walking, walking.走啊，走啊，走啊，走啊。Jump, jump, jump, jump, jump, jump.跳跳跳，跳跳跳。

Running, running, running, running, running, running.跑啊，跑啊，跑啊，跑啊，跑啊，跑啊。Now, let’s stop.Now, let’s stop.現(xiàn)在停下來，現(xiàn)在停下來。

《Turn turn turn 變變變》—手指謠

One finger , one finger, turn, turn, turn.一個手指頭，變變變。Turn to a worm , craw, craw, craw.變成毛毛蟲，爬呀，爬呀，爬。Two fingers, two fingers, turn, turn, turn.兩個手指頭，變變變。Turn to a rabbit, jump, jump, jump.變成小白兔，跳跳跳。Three fingers, three fingers, turn, turn, turn.三個手指頭，變變變。Turn to a cat, meow, meow, meow.變成小花貓，喵喵喵。Four fingers, four fingers, turn, turn, turn.四個手指頭，變變變。Turn to a bird, fly, fly , fly.變成小小鳥，飛呀飛。

Five fingers, five fingers, turn, turn, turn.五個手指頭，變變變。Turn to a tiger, ao~~~ 變成大老虎，嗷~~~~

第二篇：英語閱讀課教案示范

A Teaching Plan of Reading Teaching aims:

learn some ways of reading Teaching difficulties: 1.How to use the ways of reading freely while doing the reading exercises 2.Try to get some information from reading.3.Learn some new words and useful expressions from reading.Step1.wam-up Greet the students by asking them some questions Step2.lead-in Ask the students some questions;do you like reading ? why or why not ? Step3.Presentation Show some ways of reading-略讀，瀏覽,細讀，猜讀

Finish the first and second passages according to the four ways

Show some other types of reading exercises and the four steps of doing the exercises, Step4.practice Finish the exercises as quickly as possible and check the answers together Step5.project Finish the reading card in groups

第三篇：TPR基礎班1教案

教案

教學內(nèi)容：TPR Book1 Unit1 第10頁 教學目標

1.知識與技能目標：

a.能聽，說和讀出新授單詞：apple, bird, cat, dog, egg b.能綜合運用句型：Hello!I’m…., Good-bye!Good morning!How are you?-Fine, thank you.2.情感態(tài)度價值觀：培養(yǎng)初次見面打招呼,問候他人，自我介紹及道別的情感。3.文化目標：了解日常交際英語的重要性，激發(fā)學生樂學英語的興趣。【教具準備】：單詞卡片，字母卡片，錄音機，姓名卡，氣球，小木錘。教學過程：

一．創(chuàng)設情境，激情導入

1.Say Hello.自我介紹，詢問學生姓名，要求每人簡單介紹自己。2.Let’s do（暖身活動）：引導學生進行聽和做的練習，用語言結(jié)合動作示范stand up,sit down, open your book, close your book,讓學生逐漸理解其含義。二．呈現(xiàn)新課

1.單詞教學：1）帶領學生熟讀生詞apple, bird, cat, dog, egg，糾正發(fā)音。

T: What’s this in my hand?(拿出蘋果的圖片)S:……..T: It is apple.2）教師用肢體語言結(jié)合示范動作，讓學生理解單詞的意思。3）用卡片教學法進行打地鼠的游戲，在快樂中學習。

Let’s play a game.叫幾個學生分別拿著生字的卡片，教師隨意念出其中一個單詞，拿著那個單詞卡片的學生快速蹲下，意在鍛煉反應能力，從而加深單詞的印象。游戲讓學生對單詞產(chǎn)生潛移默化的記憶。

2.在學生初步了解打招呼用語后,自然引出本課要學的句型 Hello, I am….3..對話練習: 1）教師帶領學生集體朗讀句子。

2）將學生兩人一組分角色扮演Joy，Bobby和Ray, Kate，做彈簧球的游戲，誰接住誰與其搭檔分別一起表演句子對話練習。

3）復習:教師請全班同學共同練習，給孩子們更多機會說出英語，向別人打招呼。4.字母練習

復習字母Aa, Bb, Cc, Dd, Ee。組織小組比賽默寫，看誰寫得又快又準。5.【拓展 】Numbers 數(shù)字學習：one , two , three, four, five 1）教師展示代表數(shù)字的圖片，帶領學生讀出單詞 2）做數(shù)字游戲，目的在于對數(shù)字1-5單詞的認讀。游戲方法：教師將數(shù)字的單詞卡片貼在黑板上。

挑選五名學生到前面來，老師說單詞，學生找，看誰找得最快。

然后再按照從小到大的順序排序。三．學唱Hello歌曲鞏固教學內(nèi)容 四．總結(jié)

本課是開啟英語課堂興趣的第一課，學習過程中學習內(nèi)容和游戲結(jié)合，教師鼓勵學生不斷說出英語，充分調(diào)動學生學習英語的興趣和積極性。將學習的主動性交給學生自己，分組完成任務。教師設計的許多小游戲利于幫助學生鞏固生字，讓學生在愉快的分文中掌握語言。只是，在調(diào)動課堂氣氛時也需要掌握好課堂的紀律性。

五．作業(yè)

1.默寫A-E的大小寫字母。

2.Listen and circle the right number:聽老師念，再圈出正確答案： 1）2 , 5 , 1 2)1 , 2 , 3 3)3 , 4 , 2 4)2 , 1 , 4 3.寫出下面英語或中文。

1）蘋果 a_______ 2)bird_______ 3)雞蛋_______ 4)cat _______ 5）小狗_______ 4.對話練習： 1）-Hello!-_______________ 2)-Good-bye!-________________ 3)-Hello!_______________ Joy.-I am Bobby.附：板書設計（設計不同顏色的字體，讓板書生動活潑）

句型：1.Hello!您好！

2.I am......我是......3.Good-bye！再見

4.Good morning!早上好！5.-How are you? 您好嗎？

-Fine, thank you.很好，謝謝！

字母&單詞： Aa Bb Cc Dd Ee apple bird cat dog egg 蘋果 鳥 貓 狗 雞蛋 Number 數(shù)字學習:one two three four five

第四篇：劍橋英語示范教案

Unit 1（粗體字部分是各個環(huán)節(jié)）

Learning Objectives：1.學生能夠做自我介紹

2.學生能夠記住star家庭成員的名字

Materials:人物單詞卡片(Simon/Stella/Mr star/Mrs star/ Maskman/marie/Monty)/學生用書/學生活動用書

Procedure: 1． Warmer(5mins)

TT

Ss Hi, I’m Bonnie.Nice to meet you.Who are you?

Hi, I’m__________.Nice to meet you, too.What’s your name?

My name is _________.2.Presentation(____mins)

TT

Ss Look at this card, what are these words?

They are Suzy and sister.Do you know Who Suzy is?

Suzy is sister.Let’s look at the picture.Who is she?

She is Suzy/ sister.Who is Simon/Stella/Mr star/Mrs star/

She/ He is sister/mother/father/brother Maskman/marie/Monty.(以下需要孩子們對應卡片和書中star1)Open your pupil’s book, turn to page 2.Who is she/he?

(以下播放錄音，進行聽和指的練習,老師要先做示范)Now let’s do practice： listen，point and repeat

When you hear the name, please point on the picture and then repeat.Like this: 這時老師做示范

3.Activity Book: P2(____mins)

TT

Now please open your activity book, take out your pencil turn to page 2.Find No.1.look at the example: who is

She is _________

Mr star/ Mrs star``````

Ss

she is Suzy，she? Now we should find the shadow of Suzy, and then draw a line to link them.When you finish, you should exchange your book with your

She/he is _____ partner, and then check the work.(老師同樣這時要做示范告訴孩子如何做)Did you see star 2? Let’s listen and circle the tick or cross，Look here, this is Marie, yes or no?

So we use cross ╳to represent no

This is Simon, yes or no?

So we use tick to represent yes√

No we will listen to the video and then circle the tick and cross Are you ready? When you finished, please exchange your book, check your answer Who is she/he?

No, This is Simon.yes!學生要大聲說出答案

And tell me the right answer.4.Games(______mins)TT It’s game time, everyone stand up, let’s stand in a circle.your name.I have a ball, I should say :I’m Bonnie and then I throw

my ball to Lisa, I need ask lisa: what’s your name? Lisa hold the ball and answer my question, after that she needs to throw the ball to others.The person who holds the ball should tell us your name and say what’s your name?

5.Ending(_____mins)

TT

Let’s review what we learned today, who is she/he?

I’m Lisa, what’s Ss

She /he is _______

Please say good bye to Mr star```````

good bye , Mr star 6.Homework 課后反思：

今天上課的優(yōu)點1.2.3.不足及提升方案：1.2.

第五篇：英語優(yōu)秀教案

(本教案僅供格式參考，嚴禁照抄)

Unit 4 My First Ride on a Train

(Reading)Teaching objectives: Knowledge aim: Learn the character of narration.Ability aims: Get the students to learn to do predication;

Train their reading skills: scanning and skimming

Learning to express one’s opinion Emotional aim: Love animals Teaching focus: Help the students to do scanning and skimming.Difficult points: Get the students to do the retelling.Teaching aids: the multi-media;the blackboard

Teaching procedures: Step 1.Greetings(1 min)

Step 2.Warming-up(5 mins)Task: Team report The students make reports in teams about Australia.Each of them introduces part of Australia(people, weather, products, and so on)and the students from other teams make up and also ask questions.Step 3.Lead-in(5mins)Task A: Predication The students read the title and discuss what kind of writing they think the passage can be.(And the students may find its narration.)The teacher goes on to encourage the students to predict what a narration mainly talks about.Possible answers: who / when / where / what / how Task B: Taste

Help the students read the first paragraph of the passage and find the “who, when, where, what, and how quickly.Who—Alice Thompson When—recently What—had the first ride Where—from Sydney to Alice Spring How—travel on the famous Ghan train

Step 4.Reading skill training(12 mins)Task A: Skim for topic sentences The students read the text quickly and silently to find the topic sentence of each paragraph.And the teacher guides the students on how to conclude the main idea through topic sentences.(The topic sentence tells out the meaning of the whole paragraph, all the other sentences are centered on it.It is usually in the beginning of a paragraph, eg.Para 2)Task B: Scan for details The students read the text again, based on what they have known of the whole passage, to obtain required information.They are required to read with the following questions:(present on the screen)Then the teacher will discuss the questions with the students and write down the keywords in the answers on the blackboard.1.What was the scenery like during the trip? 2.What does Alice do on the train? 3.Why is the train called the Ghan? 4.What were camels used to do? Why? 5.When did people stop using camels? Why?

Step 5 Consolidation(10 mins)Task A: Retell the text The students retell the text, referring to the keywords they have got by answering the questions.The students may first practice in pairs, then report to the whole class.One doesn’t have to finish all so that more students can have a chance to practice, and finally all the students do the presentation together.Task B: Do reading comprehension exercises to practice using flexible reading strategies.(present on the screen)1.The writer thinks highly of all but _____ during his trip.A.the food

B the train service

C the scenery D the people

2.Which of the following is true?

A.Australians traveled to Afghanistan a lot in the 19th century.B.The police shot the trained camels with the permission of the government.C.The Afghanistan government passed a law to shoot trained animals

D.The writer used to travel long distances on a train alone.3.Australians used to travel on camels for ____.A.business

B tour

C farming

D animal training

4.In general, the writer _____.A.showed no interest in his trip by train

B.thinks his ride was long and tiring

C.enjoyed his ride on the train.D.disliked the way the camels were treated in Austria

5.The writer talked a lot about camels because _______.A.camels are of great use in traveling and quite helpful for man.B.he was planning to travel on a camel with his friend soon.C.readers are often interested in stories about animals

D.the writer wanted to explain why the train was called Ghan.Step 6.Discussion(10 mins)Task: Think critically The students work in teams and choose either of the two topics, encourage all of them to give their opinions and finally the two teams report their opinions to the whole class.A.What they think a good piece of writing should be like? And whether they have something to improve on the passage.B.How people should treat animals if they don’t use them any longer?

Step 7.Homework(2 mins)A.Read the reading part in the workbook and do Exercise 6,7and 8 B.Go to the net or look up in books to find more information about the development of trains.C.Write a short passage, introducing your traveling experience.Blackboard design:

Unit 4 My First Ride on a Train Narration: Who—Alice Thompson When—recently What—had the first ride Where—from Sydney to Alice Spring How—travel on the famous Ghan train Keywords for retelling: ********** ************ ******* ****** ********** ********** Questions for discussion:

What do you think a good piece of writing should be like? How people should treat animals if they don’t use them any longer?