小學英語教案全英

時間：2023-04-01 09:33:58 教案

小學英語教案模板全英

　　小學英語要制作英語教案，全英的小學英語教案是怎樣的?以下是小編整理的小學英語教案模板全英，一起看看吧。

小學英語教案模板全英

　　小學英語教案模板全英【1】

　　Unit 1 Lesson 3

　　Part A Let’s say, Let’s chant Part C Culture

　　Teaching Aims :

　　1. Be able to listen, say, recognize the words: apple, ant, boy, bag, Coke, coffee.

　　2. Be able to listen, say, read and write these three letters: A a; B b; C c

　　3. Through the chant review the letters of ABC, train a sense of group identity.

　　Focus Points & Difficult Points :

　　Read the letters: Big letter C, small letter c; Write down them correctly and handsomely.

　　Teaching Preparation:

　　1. Letter cards ,some word pictures, word cards: apple boy eraser ant crayon body head cake Coke coffee bag ball

　　2. A little blackboard with four-line format and a ball.

　　Designing for the blackboard:

　　panda beaver eagle kangaroo (pictures)

　　China Canada America Australia (words)

　　Teaching Steps:

　　Step1. Warm –up

　　1. Sing a song.

　　2. Free talk

　　T: Hello. I’m Wendy. I’m from Hangzhou.

　　S1: Hello! I’m ... I’m from Hangzhou,too.

　　T: Nice to meet you.

　　S: Nice to meet you, too.

　　T: Let’s play. Ok?

　　S: Great!

　　T: Watch out! (T throws the ball.)

　　S: Oh, no.

　　Make a similar dialogue with your partner.

　　Step2.Presentation.

　　1. 1)T : Today, we will learn letters. Do you know letters? Just as A,B,C…… They are letters. What’s the meaning of letters?

　　S: 字母。

　　T: Great! A is the first letter. ( T shows letter A.)

　　T: A a↗↘ S: A a↗↘

　　T: This is big letter A. 大寫字母A。

　　T: Big letter A. S: Big letter A.

　　T: Let’s make a big letter A. (With the hands)

　　Run two trains: Big letter A. (With the hands)

　　T: This is small letter a.

　　T: Small letter A S: Small letter A.

　　T: Look at this girl’s head. It’s a small letter a.

　　小a, 小a, 小翹辮。

　　Run two trains: Big letter A, small letter a.

　　2). T draws an apple: What’s this?

　　S: It’s an apple.

　　T draws an ant beside the apple: What’s this?

　　S: It’s an ant.

　　T: A for ant, / /,/ /, / /.

　　A for apple, / /, / /, / /.

　　2. Teach B b, C c like above.

　　Pay attention to the pronunciation of c.

　　Use right hand to make a c.

　　B for boy, /b/,/b/,/b/.

　　B for bag, /b/,/b/,/b/.

　　C for Coke, /k/,/k/,/k/.

　　C for coffee, /k/,/k/,/k/.

　　Step 3. Practise.

　　1. Game: Find out the letters we’ve just learned.

　　apple boy eraser ant crayon body head cake Coke coffee bag

　　ball

　　Read as: apple, No.1 small letter a.

　　2.1) T: You’re so smart. You can read them. Now, let’s write them down.

　　Look at the blackboard.

　　T: First, let’s write down big letter A. One, two, three. Now, Let’s try together. Show me your finger.

　　S: My finger.

　　T& Ss: One, two, three.

　　T teaches the writing of small letter a.

　　2) T: Everyone has his home. Where is A’s home?

　　Here it is. (T points at the four-line format.)

　　T: This is letter’s home. This is the first floor. Then the second floor and the third floor. Big letters A lives in the second and third floor.

　　Let’s write down it. Show me your finger.

　　S: My finger.

　　T & Ss: One, two, three.

　　T teaches the writing of small letter a in the four-line format.

　　Write them on your exercise book.

　　Teach the writing of Bb, Cc.

　　3. Lets chant.

　　1) Read after T.

　　2) Say with the tape.

　　3) Say by yourself.

　　4. Culture.

　　T writes down:3.8

　　T: March 8th is Women’s Day.

　　Yeah，婦女節。

　　T: On that day, you should say “Happy Women’s Day” to your mother.

　　You also can pour a cup of tea, then say “ Have some tea, mom.”

　　T&S act like mother and son/ daughter.

　　S: Ding dong.

　　T: Come in, please.

　　S: Happy Women’s Day!

　　T: Thank you.

　　S: Mom, sit down , please.

　　Have some tea.

　　T: Thank you. My dear daughter.

　　Step4. Assessment.

　　1).Complete the writing of letters and exercise on the activity book.

　　2) Make letter cards of A\B\C.

　　Think it over:

　　小學英語教案模板全英【2】

　　Goood moring, I'm glad to interpret my lesson here . The lesson plan I am going to talk about is Part A let's learn of unit1 PEP Primary English book7. I will explain how to teach and the reason for doing this from following aspects.

　　Ⅰ analysis of the teaching content.

　　Ⅱ ways of teaching and learning .

　　Ⅲ teaching procedures

　　Ⅳ blackboard design

　　V assessment

　　Now Let’s focus on the analysis of teaching content. It can be divided into 3 parts as followed: the status and the function, the teaching objectives , the main points and difficult points, I’ll talk about it one by one.

　　This lesson is the first lesson of unit 1, book7 . It includes two parts: Let’s learn and let’s play. In section 1, it mainly deals with these key phrases: on foot, by bike, by bus, by train, by subway. And in section 2, it provides a game for the Ss to prastise the patterns: How do you go to…? And the answer: I go… by../ on foot.

　　Our students have already known some vehicles in the daily life. It’s not difficult for them to understand and use these words . If students can learn it well, it will help students to learn the rest of this unit. So, I set the following aims:

　　The first is language objectives

　　To make sure that students can read, recognize and use these key phrases :on foot ,by bike,by bus,by train skillfully.

　　The next is ability objectives

　　(1) To develop Ss’ abilities of listening and speaking.

　　(2) To train the Ss’ ability of working in groups.

　　moral objectives

　　(1)to help students know some vehicles and comprehend the traffic rules

　　(2) To foster Ss’ consciousness of good co-operation and proper competition.

　　The main points and difficult points about this lesson is:

　　(1) To make sure that Ss can use these key phrases correctly and skillfully.

　　(2) To enable Ss to study in groups and co-operate skillfully.

　　(3) To develop Ss’ interest in English.

　　Difficult points

　　To help the Ss ask and answer the question “How do you go to…?

　　part Ⅱways of teaching and learning

　　As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language.

　　So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey”How do you go to school?” to help Ss to get a better understanding of the key phrases.

　　I will arrange these activities: guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, will be needed.

　　partⅢ teaching procedures

　　I’ll finish this lesson in five steps.

　　step1 lead--in activities

　　I will begin my class with "drawing and guessing" game, just like this : I show students some vehicles such as bike ,bus ,jeep which they learned before by "Stick Figures" and ask them guess what’s it.

　　Purpose: It is important to form a better English learning surrounding for the Ss by guessing game. and at the same time it provides situations to review learned knowledge for the next step.

　　step2 prestentation

　　Now I’ll mainly talk about this step.

　　1、first there is a Free talk between T and Ss. For example: I show many pictures of beautiful cities and ask students some questions, such as "do you like this city?where do you want to go ?"and help Ss to answer them with "by train ,by plane,by ship".

　　By the way, I show the picture of a school, and say“ I go to schiool by bus” ,Ss read this sentence. do the actions and ask "how do you go to school?",show many pictures of tools such as ,on foot by bike ,by bus to help students answer my question one by one.

　　To present the key structures one by one is much easier for the Ss to learn and grasp the meanings.

　　2 With the help of the CAI I set a situation to help Ss understand the way of using these key phrases:

　　A boy is coming, who is going to school. He says: I go to school by…Then play the sounds of bus, bike ask students to listen carefully and tell “I go to school by…" according to the different sounds, by the way , I present another new phrases:by subway

　　Purpose:Make Ss use these new phrases with sentence structures, to help Ss use the language in a real situation.

　　step3 practise

　　3 I order to make every student read these new phrases correctly, I design a "drill "in this step, I show cards as soon as possible ,students should read the words quickly and spell them. Then I ask 'How do you go to school?'students answer "I go to ......"also I will quicken the speed to ask .

　　The purpose is to draw the whole students'attention to the spelling of the words

　　4 After this, I ask Ss to do "Let's play " in fours. They use places cards and vehicle cards, ask and answer:How do you go to …? I go to … by…”

　　5, If Ss can ask and answer expertly, I will ask them to make a short dialogue.

　　the purpose of this is to help students to learn those sentenses through a ture situation and make the dialogues in order to check if Ss can usse these key prases、sentences structures skillfully

　　step 4 consolidation

　　let students do a survey about "how do you go to school?"and the table like this :write down names and tools another Ss choose

　　Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.

　　step 5 homework

　　ask students to collect other kinds of transport tools through the library ,computer.

　　the purpose of this is to stimulate the interest of learning english and to wide the students'knowledge

　　step6 blackboard design

　　my blackboard design like this :on the left Ishow the phrases:on foot,by bus.......on the right there are many sentences:how do you go to school?I go to ......"

　　step 7 assessment

　　due to the students'age ,I make every students work in class through many activities in order to stimulate the students'interest and provide they a wide thinking room. I make students learn this lesson very well through desiring scene statues

　　that's all,thank you for your listening !

　　小學英語教案模板全英【3】

　　Unit 1 How do you go there?

　　Period One

　　Teaching contents: Part A let’s learn & let’s play

　　Teaching aims:

　　1. To enable the students to master the four skills phrases: on foot，by bike，by

　　bus，by train, by plane，by ship，by subway

　　2. To enable the students to ask about the ways of traffic with the following

　　sentence patterns: How do you go to school? Or How do you go to

　　Canada…?‖And answer with―I go by…‖

　　Teaching focus:

　　To master the four skills phrases: by train, by plane, by subway, by ship, by bike,

　　on foot

　　Teaching difficulty:

　　To differ ―subway‖ from―train‖

　　Teaching methods:

　　Communicative Approach

　　Teaching aids:

　　1. Word cards

　　2. Tape recorder and tape

　　3. Multi-media player

　　Teaching procedure:

　　1. (Warm-up)

　　Greeting: Good morning , class !

　　Glad to meet you again. How are you?

　　What day is it? What ‗s the date?

　　What‘s the weather like today?

　　2. Presentation

　　Show a picture of bus

　　T: What‘s this? S: It‘s a bus. T: I go to school by bus. How do you go to school? (Show a picture of bike and help a student to answer with ―I go to school by bike.‖)

　　(In the same ways)Teach ―by subway‖ and ―by train‖ ―by ship‖ ―by plane‖ ―on foot‖.

　　Subway: It's an underground railway in a city.It travels very fast.We can see subway in Hong Kong, Beijing, Shanghai, Gongzhou…

　　Explain the differences between subway and train

　　Pay attention to the pre. ― by‖& ―on‖

　　3. Play games

　　Ask one S to the front and stick the word cards next to the phrases written on the Bb when T read the new phrases quickly and the other Ss put up their cards. The one who reflect fastest and correctly is the winner.

　　4. Listen to the tape of Part A Let‘s learn and follow it.

　　Pay attention to the tone and pronunciation

　　5. Practice: Let‘s play

　　T Offer many places (the USA. England Australia Hong Kong Shanghai Guangzhou the moon…) and traffic ways (by car/ taxi/ bus… on foot) Ss practice with above places and ways in pairs:

　　A: How do you go to school?

　　B: I go to school on foot .

　　Encourage the Ss to make up as many sentences as they can.

　　6. Spelling competition

　　Divide the class into tow groups. Show the pictures of traffic tools and ask Ss to spell the phrases. The first one who puts up hand gets the chance to spell. The group spell out more phrases are the winners.

　　Homework

　　Copy the new words and phrases

　　Finish Page1 of the AB.

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