小学英文教案模板范文

1、 小学英文教案模板范文学校英文教案模板范文1 教学目标： 1.Daming has got a Chinese kite and we fly it in the park. 2.Ive got some chopsticks, but they are difficult. 3. 通过不同国家的人们使用的物品进行文化对比，复习have got的用法。 教学过程： 一、Warmer Take fine objects that belong to you and put them on the table. The students must see clearly that they are

2、 your things. Now pick up one of the things and introduce it using have got E.g.: T: (pick up a book)Have got a book. Repeat this activity with the rest of the objects. Practice “I have got。and Ive got” 二、Listen, point and find have got。 Write on the board Daming has got Laura has got。 Ask the stude

3、nts to close their students books. Before they listen, ask them to guess what objects Laura and Daming have got. Then, play the recording and ask the students to listen and check if their guesses are correct. 三、Listen and say. After practicing the phrases, encourage the students to ask each other qu

4、estion. Do an example by asking a student. Examples T: Have you got a kite? S1: No, I havent. T: Have you got a pair of chopsticks? S2: Yes, I have. Then, divide the class into pairs and ask them to ask each other question. 四、Make sentences from the boxes, using andor but。 Use the activities in the

5、vocabulary Extension List from Module 5 to play a game. Write the words from the Vocabulary list on the board Swim dance play table tennis play football speak English speak Chinese cook sing songs play the guitar Tell the students that they have to point at two activities, say the verbs and then mak

6、e a sentence with andand but。 Ask the students to practice the dialogue in pairs. 五、Homework read the dialogue. 学校英文教案模板范文2 Meet my family 教学目标： 新课程强调学问与技能、过程与方法、情感态度与价值观三个角度的有机结合，本着这样的熟悉，我制定如下教学目标。 认知目标 同学能听、说、读短语及单词：family，parents，aunt，uncle，babybrother能运用 how many进行口语交际。 力量目标 能用英语沟通在假日中的活动，部分同学能用

7、英语流利介绍节日的有关状况。 情感目标 通过活动、嬉戏使同学产生学习英语的爱好;让同学敢于、乐于开口，乐观参加沟通。并让同学在学习的过程中，培育他们的合作意识和竞争意识。 教学重点： 让同学把握词组，能运用词组进行沟通，初步熬炼同学运用词组描述节日的力量; 教学难点： 让同学熟悉时态的变化，及意识到词组的不同运用能造就语言的丰富性。 教学方法： 1. 教法设计 依据英语这门课本身的特点及四班级同学的爱好，我通过设计详细形象的情景，以旧带新，不断滚动学问点，以此来分散教学难点，让同学直观地感知与理解。同时创设数个任务活动，从单词到短语到句子到对话到片断，使同学在师生、生生之间的多向沟通中进行有意

8、义的练习与实践，充分发挥他们的学习主体性，培育他们学习致用的力量。 2. 学法指导 引导同学通过比较、观看、猜想的方法渐渐感悟新语言项目的功能，让同学在多层次的练习中体会到学习英语时“运用”的必要性，鼓舞同学乐观思维，大胆尝试。 3. 教学手段 依据本课的教学内容、教学目标、同学的年龄特征和心理特征，为了更好地激发同学学习爱好，从而能乐观主动参加学习。教学中运用多媒体课件、图片等教学帮助手段，置抽象的句型于一个个生动的情景、嬉戏之中，不仅使学习过程自然轻松，更能较好地启智开思。 教学过程： 1.热身( Warm up) 一中外不同家庭全家福为背景，播放中文歌曲让爱住我家开头曲，让同学悄悄闭上眼

9、睛感受家的氛围。 再此过程中有老师进行话语引导“同学们，家是温馨的港湾，每个人都有一个家，歌曲中唱到，我爱我的家弟弟爸爸妈妈，那么同学们知道这几个词语用英语怎样表达吗?” 2. 单词学习(word learning) 第一步，先由大屏幕学习本科单词，有老师具体解释; 其次步，反复领读与自我练习; 第三，拼写阶段，四线格练习; 第四，memory game的嬉戏。 设计意图 该部分有两处亮点，一是，依旧重视四线格的书写，为我的同学打下一个良好的英语基础。 3. 单词嬉戏(memory game) 设计意图 既增加课堂气氛又争取让我的同学限度的当堂把握新学的单词。记不过不要紧，目的不是必需当堂把握

10、，而是限度的提升课堂效率，并限度的挖掘同学潜能。 最终谁答对了还会有嘉奖，即道具“卡片鱼”，这样道具也不会被铺张。 4.课文学习 (text learning) 以问题导入“我们知道Ammy 的家庭有六位成员，可Ammy却说有七位，这是为什么呢?” 接下来利用视频学习课文并找出答案。 设计意图 让同学带着问题学课文找答案，增加目的性。本环节有两处特色，第一是，所选视频是实景实人视频而不是动画，增加真实感，限度的再现英语环境。其次是，由老师进一步解释Ammy为什么把狗也看作是家庭成员，以此培育跨文化意识。 5.语法学习(grammer learning) 此环节学习方式：小组竞赛。以座位分成四个

11、参赛小组，按每个同学的课堂表现为本组加星，课末评出WINNER。本节课所教授的句子是“How many people are there in your family?” 设计意图 学习方式的宣布让同学对本节课布满了爱好，激起了他们的斗志和为本组争星的表现欲。提高他们的表达力量，反复练习语法学问，学以致用。 6. 学问拓展(Extra tips) 由老师补充搜集课本上没有的学问，如，本课中其实爸爸妈妈在英语国家还有其他的口语化叫法mammy dady等。 设计意图一是，让同学开眼界。二是，为我下一步的作业布置铺路子。 7.课后作业(Homework today) (1) “说出你的爱”：回家后

12、用英语称呼你的家人，如“Mom，I love you! (2) “我学我用”：预备下节课带自己的全家福一张，向你的同学介绍你的家庭成员。 设计意图 巩固所学，将课内的学习延长到生活。 8. 结束(the ending) 最终以I love my family 歌舞表演结束本课。 设计意图 第一，号召同学们stand up and move your body! 让同学们站起来一起唱一起跳。由于这首歌曲是细心选择的，并且会配以动作教学。其次，从另一个侧面对孩子们昭示，只要课堂上仔细听课，四十五分钟过后必定会有轻松的一刻。第三，使本节课在一个轻松开心的氛围中结束，让每个人被这首歌所感染，心中布满浓

13、浓的爱意，体会到英语的魅力，使思想境界得到升华。 学校英文教案模板范文3 On the farm 教学课题： 译林版牛津学校英语6A第五单元PartA(Listen，read and say) 教材分析： 本课是江苏译林版牛津英语6A Unit5的中第一教时的内容，这是同学初次接触过去时，只要求同学能在教学过程中，把握其时态结构和过去分词的构成，并能对自己在过去做的一些事情进行描述。由于之前已经学过一般现在时，所以在制定教学步骤的过程中，通过和一般现在时进行比照，来把握一般过去式的结构。 教学方法： 我将采纳情景法、嬉戏教学法、直观演示法、交际法等教学方法，以同学为主体，以过去式话题为核心，以

14、语言功能为主线，以任务型活动为媒介，从同学的学习爱好、生活阅历和认知水平动身，使同学通过感知、体验、实践、参加、合作与沟通的方式实现任务目标，使课堂活起来，让同学动起来，从而达成上述的学问与技能目标。 教学目标： 1. 能正确的听、说、读、写词汇holiday, last, early, meet, before 能正确的听，说， 读词汇 fun, National Day, a film, wonderful 2. 能正确的听、说、句型What (else) did you do?We/I? 3. 能正确地运用对话中的日常交际用语和三会句型 Did you like the film? It

15、 was a funny cartoon. We all liked it very much. Were there any fruit trees on the farm? There were apple trees, orange trees and pear trees. 4. 能正确地理解、把握对话内容，并能朗读、初步表演对话。 5. 能运用本课所学语言谈论过去所做的事情。 教学重点： 能正确地理解、把握对话内容，并能朗读、初步表演对话。 教学难点： 能比较流畅的朗读对话，并能在把握对话的基础上运用本课所学语言谈论过去所做的事情。 课前预备： 1.教具预备 a.单词，句型卡片。 b

16、.练习题纸。(每人一张) c.设计并制作多媒体教学课件，预备多媒体教学的设施。 2.板书预备 预先写好课题Unit 5 On the farm 教学过程： Step 1 Greeting and warming-up 1. T-Ss greet.(师生问好，活跃课堂，拉近师生距离) 2. T: Look at this man, whats his job? Ss: He is a farmer. T: His name is Macdonald. He has a beautiful farm. Before class, lets listen to a song, its about M

17、acdonald and his farm. Step 2 Presentation and practice 1. Teach: National Day ,holiday, last T: What day/date is it today? 出示CAI指名回答 These seven days is this week.(CAI出示 this week) These seven days was last week.( CAI出示 last week) T: What date was it? 指名回答 T: Yes. It was the first of October. And i

18、t was the National Day. (CAI出示National Day领读) When National Day comes ,we usually have a long holiday . I had a wonderful holiday. 2 .T：Do you want to know what I did this National Day holiday? You can ask me what did you do? 指名几个同学提问，可提示同学看黑板上早已贴好的句子。 再次要求同学一起提问，师回答。 3.活动： washed clothes, played co

19、mputer games, watched a funny cartoon, went to my fathers farm. 幻灯片呈现，让同学了解老师的活动 T:OK, boys and girls. Do you want to go to the farm? Ss: Yes. CAI 出示农场里人们干活的场景 T：OK，here we are. Now were on the farm. What can we do on the farm?Can you guess? 指名回答 CAI 出示 S1:Milk cows. T：Great. I cant milk cows. Can y

20、ou teach me? 示意同学动作。 老师边动作边带领同学朗读milk cows 同时出示词组 贴到黑板上 T：What can we do?指名同学回答 S2：? T：Good. Collect eggs. (CAI出示)师带领同学边做动作读词组。同时出示词组 贴到黑板上 T：What else can we do?指名回答 S3：? T：Right. Water flowers. 带领同学读短语。 T：What else can we water? Its big and green. Ss：Water trees. T: Good. 出示词组 water trees 带领同学朗读，并

21、将词组贴到黑板上。 T：What else can we water? Its on the ground. 指名回答 Ss: Water grass. 看CAI, T :What are these? Theyre carrots. 领读carrot 出示单词图片 pull up carrots T: Lets pull up carrots.师带领同学做动作读词组，并将词组贴到黑板上。 T：What else can we do? S4:? T：Boys and girls, lets pick oranges. Boys ,youre tall and strong, please st

22、and up and pick oranges. 师带领男同学们做动作读词组，并将词组贴到黑板上。 出示一篮子橘子。 T：What are these? Ss：Theyre oranges. T: Do you want to taste my oranges?问几组同学，Do you want to taste my oranges? 给同学分发橘子 出示 taste oranges 单词图片 Lets learn how to read it.带领同学读/ei/，/ei/,taste. Step 3 Listen, read and say 1 .T: Helen was on the f

23、arm last week. What did she do last week? Lets ask her together, OK? CAI 出示问题，引导同学提问，What did you do last week? CAI 出示答案。 T: What did she do last week? Ss: She visited a farm?。 T: Yes, Helen visited a farm with her family on Monday and Tuesday. Do you want to visit a farm? 出示词组 visit a farm 领读数遍，并将词

24、组贴到黑板上。 T：Helen visited a farm. Here ed is pronounced /id/,领读 visited，将ed贴到黑板上visit后面。 2. T：What did Helen do on Monday? Who can ask? CAI出示，指名同学提问。 T: What did Helen do on Monday? 引导同学一起回答，She watered trees. 拿出ed/d/,领读短语数遍。并将后缀贴到黑板原词组后面。 T: What else did Helen do? Let me ask her. 师问What else did you

25、 do on Monday, Helen?，please listen ! CAI出示答案。 3. T: What else did she do? Together answer. Ss: She pulled up carrots. 师出示ed/d/,领读单词，并将后缀贴到原来单词后面。 T: Helen visited a farm on Monday. She pulled up carrots and watered trees. 贴图Mon. How about Tuesday? Can you ask her? Boys have a try. 要求男生齐问。CAI出示答案。 4

26、. T: What did she do on Tuesday? Ss: She milked cows. 出示 ed/t/ 领读该词组，并将ed贴到原单词后面。 5. T: What else did she do on Tuesday? Ss: She collected eggs. T: Here ed is pronounced /t/,/d/ or/id/?Which one? 引导同学一起复述，Helen visited a farm. On Monday she watered trees and pulled up carrots. T: How about Tuesday?

27、Ss: he milked cows and collected eggs. 6. T: Helen did a lot of things on a farm. What else did she do on the farm? Lets watch the cartoon. 出示CAI， T: What else did Helen do on the farm? 再次出示CAI，提示同学看屏幕。 Ss: She picked oranges. 师拿出ed， T：Who can add ed for us?指名，stick for us.领读picked oranges T: She pi

28、cked oranges and tasted them.师做动作表明品尝。Which one?指名回答。 Here ed is pronounced /id/ ,who can add for us?指名加后缀。 7. T：Were there any fruits on the farm? Ss：Yes. T: Were there any apple/pear/banana trees on the farm? 同学齐答。 引导同学齐说 Ss: There were apple trees, orange trees and pear trees. T: Nancy wants to g

29、o to the farm. So I think the farm is wonderful.(出示wonderful一词，领读) 8. T: Helen did a lot of things on the farm. She had a wonderful holiday. But her friend Nancy also had a good time, what did she do last week? Lets listen, read and choose. CAI出示，同学听。 供应问题，what did Nancy do last week? OK, you can ch

30、oose. CAI出示选项。师读三条选项。指名同学回答。 出示 watch a film.词组领读。 Here ed is pronounced /t/.指名读音素。并将单词卡片贴到黑板上。 9. T: Nancy watched a film with her family. Did she like the film? Did her family like the film? Yes, they all like the film very much. T: Lets enjoy the whole cartoon.播放整篇课文录音。 Do you like the cartoon? S

31、s: Yes. T: Its interesting. CAI出示课文前言。 T：Please read the narration and try to answer the questions. Read by yourself. 同学自读前言。 T：Attention please. OK, show time. Is the first day of school after the holiday today? 指名回答，带领同学读体现该答案的原句。 10. T: Take out your books and turn to P38,lets read after the tape

32、, please try to imitate it.跟录音读。 跟读过程中教授 fun 出示单词卡片 贴到黑板上 出示CAI，Here are five sentences for you. Read and judge, whether theyre true or false.要求同学拿出课前发的推断题，同学自己答题。 T: Lets check the answer. 集体校对。 提示同学看黑板。 11. T：Look at the screen. Herere five pictures from the dialogue. Id like to read it. I want to

33、 be Helen. Who wants to be Nancy? 指名一个同学与师示范朗读。 T：Choose one picture which you like and practise it with your partner. 同学选择一幅图操练 指名同学朗读。 Step 4 Retell the dialogue 依据黑板上的短语，指名要求同学复述课文。 (通过复述课文，检查并培育了同学的理解力量和口语表达力量，调动了同学的理解，促进课堂学习效率。) Step 5 Do a report T: I had a good time this National Day holiday.

34、 Please look at the screen.(CAI) 同学看视频表格，师描述自己的国庆节假期。 T: According to the things what I did, complete the passage. Please take out the paper and write down the words. 同学自己依据表格完成短文。 校对，指名一个同学朗读短文。 (让同学用自己的语言来叙述自己的故事，给同学供应拉真实的情景去使用语言，以活动促说，以活动促用，充分体现了任务型教学理念，进展了同学的语言技能，提高了同学应运用语言的力量) Step 6 Assign hom

35、ework 1. Listen to the tape and read after it. 2. Copy the new words and phrases for three times. 3. Finish the story about your holiday 学校英文教案模板范文4 一、教材分析： 本课是冀教版学校英语(三班级起始版)第四册第三单元(All about me)的第4个新授课，Lesson16：How do you go to school? 经过一年半的学习，四班级下学期孩子们学习的重点渐渐过渡到各种基本句型。本单元前面三课分别学习了关于年龄、身高、住处的句子，本

36、课教材以How do you go to school?为切入点，重点学习关于出行方式的沟通：询问别人、介绍自己的出行方式。 二、同学分析： 孩子们经过一年半的学习，基本了解了字母：26个字母及常见字母组合的发音规章，词汇的学习方法：单词音形意用的结合、音节、重音及不同词类(名、动、数、形、冠等)的用法特点，初步体会英语句子的语序与汉语的不同，但对于句子结构及变化还比较生疏。本课内容对于孩子们来说并不生疏，Book3 L16已学习过四种出行方式by bus, by car, by bike, by taxi和句子：How do you go to school? I go to school

37、by _? 另一种出行方式on foot /walk，dives me及选择此种出行方式的缘由表述同学相对生疏。但我校同学学习英语较早，一二班级有了两年的口语学习，还有近1/3有课外学习经受或正在进行，这些内容对于他们可能都不生疏。 基于以上分析，本课时目标制定如下。 三、教学目标： 1、学问技能目标： A. 同学能够运用所学句型Do you walk to school? How do you go to school? I go to _ by_ / on foot.询问、表达适合自己的出行方式。 B. 同学知道句子的变化是和人称有关系的，并能尝试运用所学句子介绍和询问他人的出行方式：Do

38、es he/she walk to school? How dooes he/she go to school? He/she goes to school by_ / on foot. 2、 文化目标： 尝试了解不同地区人们选择不同出行方式：山区孩子、牧民(草原)、江南居民及西方国家等。 3、学习策略目标： 同学知道句子的变化是有规律可循的，并引导尝试找出这些规律： A.和人称变化的关系; B.不同句式之间的关系等。 初步构建“单词短语句子”的建构学习模式。 4.情感态度目标： 通过查找句子规律及了解不同人们的出行方式，引导同学体会英语学习是有规律可循的，Englishi is easy!

39、及沟通开阔自己的眼界English is fun! 四、教学重难点： 1、教学重点：同学能够运用所学句型Do you walk to school? How do you go to school? I go to _ by_ / on foot.询问、表达适合自己的出行方式。 2、教学难点：同学知道句子的变化是和人称有关系的，并能尝试运用所学句子介绍和询问他人的出行方式：Does he/she walk to school? How does he/she go to school? He/she goes to school by_ / on foot. 五、预习作业：(Choose 1.

40、 Read N1 and fill in the blanks.() How do they go to school? Why?(为什么) Kim Jenny Steven Danny me 2. Where do you live ? Is it far or near your school?Do you walk to school?() 3. Where do you like to go on weekends? 3 sentences. () 六、教学过程：略 学校英文教案模板范文5 教学内容 Fun time Cartoon time 教学目标 基础性目标 1.能听懂、能理解、

41、会读cartoon time课文。 2.能听懂、会说、会读单词go to school, have lunch, go home, have dinner, go to bed 3.能听说、理解、会读句型： When do you get up/? I usually at . 提高性目标 1.能大声流利地朗读课文，并尝试进行文本角色表演。 2.能用英语简洁介绍自己一天的生活。 教学重难点 1. 能听懂、能理解、会读课文。 2. 能用英语表述文中人物一天的生活。 教学预备 教学光盘 单词卡 教学过程 Step1 warming up 1. Greetings and free talk Wha

42、t day is it? What lessons do we have this morning? What subject do you like this afternoon? 2. Play a game I like English. Its funny. Because we can play games at English lessons. Now, its game time. 快速出现本课的时间类in the morning和动作类get up等单词，出现动作做动作, 消失时间就大声读出词组。 Step2. Revision 1.(接上步最终一幅图)T: We know,

43、Mike goes to bed at nine oclock every day. When does he do the other things? Lets interview him. Im the reporter. If you were Mike, could you accept my interview? Reporter：Hello, Mike. When do you get up? Mike : I get up at seven. 2. Retell the text T: Weve known Mikes day clearly. Could you choose

44、his morning, afternoon or evening, then add your action to retell out? 生任选一个时间段，配以动作进行文本复述。 Step3 Presentation Fun time 1. Draw and write T: Just now, Ive been the reporter and we knew a lot about Mikes day. Do you want to be the reporter to interview your partner? First draw and write your timetable on your book, then ask and answer in pairs. A: Hello, . When do you ? B: Iat . What about you? A: Iat . B: Oh, I see. 2. Ask and answer Miss H