作為一名教師，通常需要準(zhǔn)備好一份教案，編寫(xiě)教案助于積累教學(xué)經(jīng)驗(yàn)，不斷提高教學(xué)質(zhì)量。寫(xiě)教案的時(shí)候需要注意什么呢？有哪些格式需要注意呢？下面我?guī)痛蠹艺覍げ⒄砹艘恍﹥?yōu)秀的教案范文，我們一起來(lái)了解一下吧。
全英文兒歌教學(xué)法教案篇一
【篇1：大學(xué)英語(yǔ)教案經(jīng)典模板】
教 案
practical college english
新認(rèn)知大學(xué)實(shí)用英語(yǔ)綜合教程
教研室：公共課部 教師姓名：freefishwang
【篇2：英語(yǔ)教案模板】
unit 5 text a
what are friends for? teaching objectives:
by the end of the unit, students will be better able to
tand the varied parts friendship plays in ones life and be better friends themselves;
about 30 new words and 10 new phrases and expreions in brief conversations, translation and preliminary writing tasks;
the subjunctive mood with implied condition in real life communication;
material of a similar topic and degree of difficulty; how to write concisely by avoiding overstated, pompous words and redundant ng methods:
audio lingual method;presentation;discuion;ant/difficult points:
new words and expreions: chat, turtle, model
pick up, happen to, cd player, out of touch, put in perspective, betrayed confidence on the planet, get rid of, in good/bad shape
some sentences in the text are difficult to understand, such as i was thinking about how everybody can’t be every thing to each other, but some people can be something to each other, but some people can be something to each other;wherever, whenever, there’s that spark of recognition;they have beautiful homes filled with special handmade things presented to them by villagers in the remote areas they have visited in their extensive ng procedure:
step g up(30 mints)
1)work in pairs or groups, and discu the following questions.? you have different kinds of friends? how do you claify them?
? is so great about friends?
? what circumstances can one lose a friend?
? it poible to love and hate a friend at the same time? give examples.2)ask students to skim the text for the 8 kinds of friends mentioned in the s/ relative friends/ work friends/ former friends/ friends you love to hate/ hero friends/ new friends 3)introducing the main idea of the article
it is said that friends are the best gift god has given that we have eight kinds of friends from the text, what kind of happine or benefit can each of them bring us? that’s exactly what the text is words and the notes(20 mints)learn new words and expreions of text a
explain some important and difficult words and n.水泥，粘合劑 v 鞏固，粘牢
nostalgic a.—nostalgia n.—nostalgically ision n.—subspanide v.—spanide rtune a.—(opposite)opportune ble a.—(opposite)visible at the notes on page 116
wink: poet, eayist, and regular commentator on national public radio’ author made up the capitalized expreions in the text such as “faraway friend,” “relative friend,” which would make no sense at all out of context, with the latter in quit doing drugs, you’re not such good friends with your dealer anymore: this is not meant to be taken or sale of illegal drugs can result in long prison points(60 minutes)
? on sb.’ s shoulder: get sympathy from someone when you tell them your problems 向某人訴苦以尋求安慰（或同情）
least she hadn’t cried on his shoulder you ever need a shoulder to cry on, just call me.? return(for sth.): as payment or reward for something作為報(bào)答或回報(bào)
is always helping people without expecting anything in offer an excellent all-round（全面的，多方面的）education to our return, we expect students to work hard.? hold out through innumerable crises before...: they are always
reliable（可靠的，可信信賴(lài)的）and nice when you are in difficult times even though they don’t like what you are doing...? so many family relationships are tinged with guilt and
obligation:
while so many people may feel something of a sense of guilt or
responsibility in dealing with family relationships...? y goip, once an infallible（絕對(duì)可靠的）source of
entertainment, soon awkwardly accentuates the distance between you: office chat used to be an effective way of amusement for you;however, it makes you feel uneasy since you do not work together anymore and therefore increases the feeling of distance between you.? friends share certain memories which acquire a nostalgic glow
after about a decade:
memories of your work friends makes you happy after ten years, so you
somehow wish that you could return to those days.? end: a street with no way out at one end or a situation from which no
more progre in poible
realized that the job at which he had been aiming all these years
seemed to him to be a dead thinks they have reached an evolutionary（逐漸發(fā)展的，演變的）dead end.? you feel you’ve hit a dead end, come to a confusing fork in the
road, or gotten lost in some cracker-box subspanision of your life:
whenever you feel helple, confused or at a lo（困惑的，不知所措的）in the complicated journey of your life...notice that “cracker-box spanision” is not a general expreion, but is rather made up by the r: 薄脆餅干；咸餅干 sth.: formal owning or having obtained something from somewhere 占有（或擁有）某物
was found in poeion of stolen did the painting come into your poeion(=how did you get it)? ? death: informal used to emphasize that a feeling or emotion is very strong
? be bored / scared / frightened death
she was scared to death of what might happen next.i’ m absolutely sick to death of it(=very angry, bored, or unhappy about something).? bore / scare / love dy to death
he drove at a speed which frightened leonora to used to worry me to death.? me/you sick: spoken a)make you feel very angry
like you make me sick!
b)indicate a feeling of jealousy—used humorously
make me sick with your “expenses paid” holidays!
? er, whenever, there’s that spark of recognition（認(rèn)識(shí)）:
when you meet a “new friend” for the first time you instantly feel a connection with each nt(5 minutes)
the article repeatedly and try to remember the new words and expreions in text a
the study and practice on page teaching plan of unit 5 what are friends for?(college english 2)english department sun xiaofang
【篇3：全英文英語(yǔ)閱讀課教案模板】
閱讀課教案
school__ number3 middle school____junior or senior section _junior__ cla ____3____ grade _1_______
size ______45__ time_40_______date __2009-12-28____ materials __go for it______type of leon _reading ____ contents: lary: some nouns about furniture and some daily use things: table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, prepositions of place: on, in, under
ure: where is(where’s)…?
it is(it’s)in/on/under…
where are…?
they are(they’re)in/on/under… where’s/where’re…?
i don’t it /are they on/in/under… ?
no, it isn’t./they aren’t./ yes, it is./they are.3.1)dialogue: where’s the bag?
i don’t it on the dreer?
no, it isn’ are my books?
i don’t they on the bed?
no, they’re not.2)writing: ask, gue and write objectives:
ctional objectives(language knowledge and language skills)
1)to promote students’ vocabulary development(table, bed, dreer，bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.…)
2)to promote students’ reading skills a)prediction b)skimming
3)to promote students’ oral english
4)to develop students’ writing skill ional objectives(affect, learning strategy and cultural awarene)
1)to develop students’ ability to communicate with others to get information
2)to build students’ confidence
3)to make students learn to cooperate with others al objectives:
1)to develop teacher’s ability of claroom management focal points: a: the nouns.b: prepositions of place c: where-question and
d: answers to “is the… in/on/under the …?”；
difficult points: a: use the prepositions to describe position of things
b: use the where-question and is it-/are they-question to ask things’ position
aids: ppt, blackboard, chalk … procedures and time allotment
g students ready for learning(mins)1)greetings: good morning everyone!2)routine task: duty report
on: use some pictures to review the vocabulary(table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in, under)and sentence structure:
where is(where’s)…?
it is(it’s)in/on/under
where are…?
they are(they’re)in/on/under… -reading :
step1: vocabulary and some phrases learning
task: look at the conversation between them and gue the meaning of the sentences in red.(using the conversation between liu qian and a xin to show those phrases to the students in order to learn them by the context;because the sentence structure in the conversation is those they have learnt)
(… mins)
此步驟包括詞匯、語(yǔ)法教學(xué)等 -reading -reading
(… mins)
1)oral work 2)written work g homework
1)conclusion: a: vocabulary
b: sentence patterns: where is(where’s)…?
it is(it’s)in/on/under…
where are…?
they are(they’re)in/on/under…
where’s/where’re…?
i don’t it /are they on/in/under… ?
no, it isn’t./they aren’t./ yes, it is./they are.2)homework: ask, gue and write
let your partner to ask as well as gue where your things are in your down your conversation by using the following sentence patterns:
a: where’s/where’re your…? b: you can gue.a: i don’t it /are they on/in/under… ?
b: no, it isn’t./they aren’, it is./they are.…
self-evaluation
全英文兒歌教學(xué)法教案篇二
全英文幼兒園英語(yǔ)教案【篇1：幼兒園英語(yǔ)教案】
幼兒園英語(yǔ)教案-好吃的水果
一、活動(dòng)內(nèi)容：《好吃的水果》
二、活動(dòng)目的：
1、在游戲中學(xué)習(xí)英語(yǔ)單詞，如：apple、banana、orange、pear、grape、peach等等。
2、初步運(yùn)用 “i love you的句型。
三、活動(dòng)準(zhǔn)備：
準(zhǔn)備各種水果（實(shí)物）、水果小粘貼、水果卡片、多媒體。
四、活動(dòng)過(guò)程：
（一）：導(dǎo)入
1.熱身活動(dòng)：播放歌曲《apple i love you 》
2討論a討論今天（或最近）大家都吃些了什么？ b討論各自最喜歡吃的食物，水果等
3．老師拿出裝有水果的袋子讓小朋友們猜“老師今天給大家?guī)?lái)了什么？”來(lái)激發(fā)幼兒對(duì)英語(yǔ)活動(dòng)的興趣。打一兩個(gè)水果謎語(yǔ)，提示小朋友老師今天帶來(lái)的是水果。例如：彎彎的月牙小小的船，小小船兒兩頭尖。（香蕉）藤掛珍珠一串串，酸甜紅紫惹人饞（葡萄）
今天我給大家?guī)?lái)了很多好吃的水果，表現(xiàn)好的小朋友可以分到哦！讓我們大家一起學(xué)英語(yǔ)，吃水果好嗎？
（二）：呈現(xiàn)
1 出示ppt，學(xué)習(xí)水果單詞。
例如t： what’s this ？ s：it’s an apple。
t；very good！appleapple i love you。
（三）練習(xí)
小朋友和老師一起念順口溜，復(fù)習(xí)剛才學(xué)過(guò)的英語(yǔ)水果單詞好嗎
（1）例如韻律：apple apple 紅蘋(píng)果 peach peach甜桃子pear pear
大黃梨orange orange 甜桔子 banana banana黃香蕉grape grape 酸葡萄(哎呦酸死我了)
（四）玩游戲 通過(guò)游戲讓幼兒加強(qiáng)鞏固對(duì)新水果的認(rèn)識(shí)。1游戲一快速說(shuō)單詞
“現(xiàn)在我們來(lái)玩?zhèn)€游戲，讓我們看看大屏幕上閃出的是什么水果，用英語(yǔ)大聲說(shuō)出來(lái)，比賽聽(tīng)聽(tīng)誰(shuí)說(shuō)得既準(zhǔn)確有好聽(tīng)。”
（小朋友可真厲害，說(shuō)得又快又好的可以得到小粘貼）2游戲二 找朋友
準(zhǔn)備：閃卡 玩法：教師將閃卡貼在幼兒身體任何部位，幼兒根據(jù)教師說(shuō)的單詞將閃卡碰在一起。例如教師說(shuō)apple,兩名幼兒則移動(dòng)身體將apple,.這2張卡片面對(duì)面貼在一起。注意
事項(xiàng)：將卡片貼于手、腳、屁股部位，可增加游戲的趣味性。
（貼對(duì)了的小朋友，可以得到小粘貼）3游戲三 水果蹲
準(zhǔn)備：?jiǎn)卧~閃卡 玩法：按照單詞數(shù)選出同樣數(shù)目的幼兒到臺(tái)前來(lái)，教師發(fā)給他們一人一張閃卡，然后教師先任意選一張開(kāi)始游戲，如教師說(shuō)：“apple”,拿apple閃卡的幼兒就要“apple down, apple down , apple down then banana down”并做蹲的動(dòng)作，接下來(lái)由banana做同樣的動(dòng)作并制定下一個(gè)蹲的幼兒。
（做對(duì)了的小朋友得到小粘貼）4 游戲四摸水果、聞水果、吃水果
要求：在吃水果之前必須上前來(lái)。老師用紅領(lǐng)巾蒙住小朋友的眼，小朋友摸一摸，聞一聞，說(shuō)出這種水果的名稱(chēng)之后才可以帶回座位，過(guò)會(huì)兒和同組小朋友分享。
（五）結(jié)束
1 sing a song 跟著視頻唱歌并做動(dòng)作（詳見(jiàn)視頻）2在歌曲中，在吃水果中結(jié)束活動(dòng)。
【篇2：幼兒英語(yǔ)教案模板】
教學(xué)案例：
課程內(nèi)容：what’s this? it’s a pencil-case/ a pencil/ a pen/ an eraser/ a ruler.班級(jí)：中班
教學(xué)目標(biāo)：
語(yǔ)言目標(biāo)：能熟練運(yùn)用句型what’s this? 提問(wèn)，并用it’s …… 回答。
情感態(tài)度目標(biāo)：能主動(dòng)、快樂(lè)地學(xué)習(xí)，并積極地參加游戲，使are you sleeping 和longdon
bridge成為課堂熱身與練習(xí)鞏固的指令和通用形式。
行為養(yǎng)成目標(biāo)：在游戲中懂得團(tuán)隊(duì)合作的重要性。
教學(xué)準(zhǔn)備：一個(gè)魔法袋，5樣文具，若干個(gè)竹圈。教學(xué)重點(diǎn)：認(rèn)識(shí)5個(gè)文具單詞 pencil-case/ pencil/ pen/ eraser/ ruler。
會(huì)用what’s this? 提問(wèn)，并用it’s …… 回答。
教學(xué)難點(diǎn)：能根據(jù)方位的改變，在游戲中理解what’s this? 的意思，并用it’s …… 回
答，拓展所學(xué)知識(shí)。
教學(xué)過(guò)程：
step 1 warm-up
game1: are you sleeping?
teacher(站在門(mén)口)：please, sleep.(頭側(cè)向左邊，雙手左側(cè)合十，閉上眼睛).close your
you ready? ok, sing a song with me.歌曲：are you sleeping?
當(dāng)集體唱到 morning bells are -dong-ding時(shí)，老師敲三下桌子，學(xué)生睜
開(kāi)眼睛，當(dāng)集體再次唱到morning bells are -dong-ding時(shí)，學(xué)
生端坐好。
step 2 presentation 介紹 game 2: a magic bag
老師：i have a magic , gue, ’s in it?(走到一名學(xué)生面前)look, touch it and ’s this?
(若學(xué)生回答正確，就把文具暫時(shí)獎(jiǎng)勵(lì)給他)yes, great!here you are.(直到所有的玩具
都獎(jiǎng)勵(lì)完為止)
step 3 practice練習(xí)
game 3: listen and find
老師：now, let’s listen and find who is speaking?
請(qǐng)一名學(xué)生背對(duì)著大家，拿文具的五個(gè)小朋友在原地一次說(shuō)：i’m a pencil-case/ a pencil/ a pen/ an eraser/ a ruler.背對(duì)著大家的學(xué)生再到教室里把五個(gè)文具和他們的主人找到。
依次請(qǐng)學(xué)生來(lái)這樣找文具。
step 4 production生產(chǎn)制作產(chǎn)品 game 4: london bridge 集體復(fù)習(xí)兒歌 london bridge 之后，老師將5種文具帶在身邊，和一名小朋友手拉手舉過(guò)頭頂當(dāng)小橋，再請(qǐng)其他小朋友排成長(zhǎng)隊(duì)從小橋下經(jīng)過(guò)。
老師：are you ready? let’s bridge is falling down…… 音樂(lè)隨時(shí)停下來(lái)，當(dāng)音樂(lè)停下來(lái)時(shí)，小橋落下。
老師：ok, answer my question.（舉起一樣文具）what’s this? 被攔住的小朋友回答，如果沒(méi)有回答正確，則替換老師下來(lái)當(dāng)小橋，繼續(xù)游戲。
step 5: extension擴(kuò)展 game5: ring-to
擺好文具，畫(huà)好投擲的起點(diǎn)線。小朋友的圈圈住了文具，并正確回答老師提出的問(wèn)題，就可以領(lǐng)走該文具作為獎(jiǎng)品。
小朋友投中后，老師（指著遠(yuǎn)處）問(wèn)：what’s that?
小朋友回答正確后，老師（指著近處）問(wèn)：what’s this?
小朋友回答正確后，老師發(fā)獎(jiǎng)品予以表?yè)P(yáng)。
【篇3：幼兒英語(yǔ)公開(kāi)課教案模板】
★ 幼兒公開(kāi)課模版 ★公開(kāi)課前教師要提前20---30分鐘到教室，和學(xué)生做一下簡(jiǎn)單的溝通。教師可以問(wèn)：你叫什么呀？在哪上學(xué)？以前有沒(méi)有學(xué)過(guò)英語(yǔ)？喜歡干什么啊？是嘛，太棒了***老師也喜歡這個(gè)??提前混個(gè)臉熟.消除陌生感。part1-cla routine：greetings
課堂內(nèi)容：t：it’s timefor our , baby!stand up!attention!one two!when i say attention!you should say one two!ok? ok!t: attention!:one two!
(我們運(yùn)用全英教學(xué)，讓孩子們養(yǎng)成用英文思維的習(xí)慣，注意老師在說(shuō)這些話時(shí)要用眼神和動(dòng)作來(lái)引導(dǎo)孩子！老師說(shuō)attention , 引導(dǎo)孩子說(shuō)onetwo.注意：這一環(huán)節(jié)要操練兩到三次,讓孩子養(yǎng)成慣性。第一遍老師要帶小朋友讀 one two!)
t:great!you are super stars, right? when i say super star!you should say ”go go go”.t:super star!:go go go!
(讓小朋友說(shuō)go go go的時(shí)候跳起來(lái)!)
t: yes, wonderful!praise: wonderful, yeah!yeah!yeahyeah要跳起來(lái)！)t: sit downplease!
t：hello, baby!i am ***.follow me.(老師領(lǐng)讀自己的名字，注意及時(shí)獎(jiǎng)勵(lì)．這一環(huán)節(jié)老師要用眼神和動(dòng)作引導(dǎo)孩子們說(shuō)hello **.)：** t: ok!one more time.t: good!**，**，**，i’m **.i’m ? : **.t: hello, baby!: hello, **!
t: ** will sing a song for lala(13531).look at me, chua chua chua.t: hello, baby.i’m a little ’s sing little pigs
t: little pigs oink oink oink?(老師每次在唱歌之前都要唱(13531)老師說(shuō)look at me,引導(dǎo)孩子們說(shuō) chua chua chua.習(xí)慣的養(yǎng)成.教師出示小豬手偶,要求生動(dòng)有趣詼諧.然后領(lǐng)唱《little pigs》老師在展示時(shí)一定要注意與孩子眼神的交流,并且要富有童趣,動(dòng)作一定要可愛(ài))
t: now,stand up please,show me your hands follow me.(在教孩子做時(shí)動(dòng)作要慢一些)
s: learn to sing.(老師帶著小朋友作分解動(dòng)作連起來(lái)作兩遍,第一遍速度要慢,第二遍正常速度.老師要帶著小朋友一起快速的)t: praise: wonderful,yeah!yeah!yeah!
t: now stand upand face to ’s sing it again!
t: wonderful!let’s sing it quickly!part2-fresh english
t: do you still remember how to sayhello to *** hello baby!: hello,***！
now, show me your hands!（揮手）let’s see who is the best one!“hello baby!” “hello！” ??
(老師一定要先和小朋友打招呼，老師可以跳起來(lái)和小朋友打招呼,比比誰(shuí)跳的高,來(lái)活躍氣氛。)
:(do gestures)hello, ***!
t: so good, a sticker for , baby!注意及時(shí)獎(jiǎng)勵(lì) :(do gestures)
t sings: jeie will sing a song for baby hello baby hello hello jeie hello jeie hellohello hello.(注意老師唱歌是與孩子眼神的交流)
t:ok now show me your hands and let’s sing it together.: hello, ****!
t: pretty ’s sing it again.:(sing it.)
t: well , look！(show the card or the picture of a family to the student)
(關(guān)于家庭的照片老師可以從網(wǎng)上下載爸爸媽媽寶寶的照片,也可以下載比較有象征意義的卡通片。)
t points the baby and say: look!a baby!and this is ? : mummy.t: yes, !follow me do it like this.t: mummy,mummy,mummy.[game: i say u do] : mummy,mummy,mummy(do the action)t: and that is ?(daddy)
t: daddy, daddy, daddy.[game: i say u do] : daddy, daddy, daddy.(do the action)t: ok, i do you say.t: praise: wonderful!yeah!yeah!yeah!t: ***will sing a song for you(13531)t: [帶媽媽的頭飾] hello baby!: hello mummy!
t: [讓一個(gè)小男孩帶頭飾和胡子] say hello baby!: hello daddy!
t shows the pictures of daddy or mummy, let practice hello daddy andmummy!
t: wonderful!yeah!yeah!yeah!part3-fairy tale
t: one two three : four!孩子們課堂常規(guī)的養(yǎng)成 t: look at me!chua chua chua!
老師放蛋糕,蘋(píng)果,香蕉等食物在講臺(tái)上，并將老鼠和貓的手偶準(zhǔn)備好！
老師演示：一只老鼠鬼鬼祟祟的出來(lái)找食物，然后發(fā)現(xiàn)了那塊蛋糕，馬上上去吃，發(fā)出吵鬧的聲音。這時(shí)貓發(fā)現(xiàn)了，大叫一聲。cat：meow！mouse: cat!run！run!run!
利用手偶進(jìn)行funny phonics t: meow meow cat(fellow me)
t: 帶老鼠的頭飾mouse s: 帶上貓的頭飾 cat cat: meow!mouse: run!run!run!
: cat －meow！mouse: run!run!run!(請(qǐng)不同的小朋友扮演貓,輸入run run run)run funny phonics game：wood man game：role play
1s: cat ‘meow!’
t : mice “cat!run!run!run!”
: mouse “cat!run!run!run!”
t: look, i have a big hammer, you are cat cat.老師那氣錘把小朋友從中間分開(kāi),cat 1:cat cat cat.t:you are mouse mouse.2:mouse mouse !
2: cat run run run.操練兩到三遍
t: praise!wonderful wonderful yeah yeah yeah.t: now are cat!cat cat cat.2: cat cat cat.t: you are mouse!mouse mouse mouse.1: mouse mouse mouse.1: meow!
2: cat!run run run!
t: greet!clap your hands.t: now who wants to be the cat/ mouse?
s1: meow!s2: cat, run run run!(老師請(qǐng)兩到三組小朋友自己上講臺(tái)拿著手偶表演)
ending：t: wonderful！yeah!yeah!yeah!
let’s sing a song“walking walking walkingwalking run run run,run run run!meow meow meow ?? run run run!” attention!
: one two!part4-closuret: ok, well done.
全英文兒歌教學(xué)法教案篇三
小學(xué)全英文教案doc
【篇1：小學(xué)英語(yǔ)全英教案】
teaching plan----外*** *** teacher: *****
content: leon 14 unit7 colors(2)
①the text of leon 14 is talk about colors.②understand and speak out the nine new words: blue, pink, black, white, have, pet, it, rabbit.③study the new sentences: “what color is it?” “i have a …” “it’s…”(the answer is color)①master the new words.②make sentences with the new words.③let the students to the color of interrelated inquiries and responses have a clear understanding.④develop students’ imaginations.①speak out the new words and make sentences in right tone.②stre the “a” is important to the sentence “i have a….” many students often mi , tape, some stars(to encourage students)step 1: arming up
①introduce myself then to greet.②let all students stand up and chant a poem with action.(the poem is “stop wait go”, this is the content of last cla).step2: reviewing and leading in
①show four cards of “red, yellow, green, orange” on the blackboard then let students read it.②teacher wants to play a game called “where is it.” the rule of game shows on ppt(對(duì)上節(jié)課單詞的檢測(cè))
③after reviewing the words, teacher ask student a question: there are many colors in our life, now who can try to say the other colors?
④teacher show the four cards of “blue”, “pink,” “black,” “white” on the them follow teacher and let students show their fingers to spell them.⑤show the ppt about the let students talk about the colors that we can see in our life.⑥ask another question: “now most of people fed animal, what the animal called? ⑦teach say the right answer and show another card of “pet”.students read it follow teacher.⑧show ppt about “rabbit” on the blackboard and let student read it.①firstly, listen to the tape about the new leon.②put three cards of “it”, “have”, “color” and let students read follow teacher.③secondly, open the book on page 65 and read the text together.④thirdly ask students read.⑤underline the stre and translate the dialogue.⑥stre the sentence of “what color is it?” “i have a….”and the answer of “it’s….”(the answer must about color)step 4: set up situation
①show the ppt about different colors’ things and ask some student to act.②ask more students to act.③at last, whole cla read the text once 5: summary
today, we learn some basic knowledge of colors.i hope you can have a consciousne about have to review, recite words and
do to 6: homework
①copy the text and new words.(three times.)②recite the dialogue and words.【篇2：小學(xué)英語(yǔ)教案模板匯編(全冊(cè)精選)】
小學(xué)英語(yǔ)教案模板匯編（全冊(cè)精選）
【對(duì)于英語(yǔ)學(xué)科專(zhuān)業(yè)在事業(yè)單位教師、普崗教師、昆明教師、特崗教師面試說(shuō)課或試或教師資格試講中，到底是使用全英文的，還是可以使用漢語(yǔ)的，是所有考試面試的學(xué)生所糾結(jié)的一個(gè)問(wèn)題，育萃面試為您提供了不同的案例。其實(shí)不在乎你使用什么形式的說(shuō)課稿或教案，關(guān)鍵是你是否運(yùn)用的熟練。在面試考試中，注意】
《unit2 colours》教案
一、教學(xué)目標(biāo)
能正確把握表示顏色的單詞。
二、教學(xué)重點(diǎn)、難點(diǎn)
能正確把握表示顏色的單詞。
三、
教學(xué)預(yù)備顏色紙或各種實(shí)物、單詞卡片
四、教學(xué)過(guò)程 step 1 revision
1.教師出第一課時(shí)的三個(gè)句型認(rèn)讀。
2.t: what’s this?
s: it’s a book.t: what are these? : books.t: how many books? s: ??
t: is it blue? s: yes.t: is it red? s: no.繼續(xù)換幾種物品提問(wèn)。
3.出示第二課時(shí)的句型訂讀。 step 2 presentation
1.教師拿出紅、綠兩種顏色紙: what colour is it?
復(fù)習(xí)鞏固red/ blue,并且認(rèn)讀。
2.教師拿出黃色紙：is it red? is it blue?教學(xué)yellow。教師拿出一片葉子教學(xué)green
教師拿出一個(gè)自制的紅綠燈教學(xué)一首小詩(shī)：red, red stop;yellow yellow wait;
green green go go go!
3.t show an orange: what’s this ? it’s an colour is it? it’s orange.t: orange is a peach:what colour is it? it’s pink.教學(xué)粉紅色。
a chocolate: what colour is it? it’s brown.教學(xué)棕色。 a grape: what colour is it? it’s purple.教學(xué)紫色。 together step 3 consolidation
to the tape, point and read.2.教師拿著各種顏色紙，讓學(xué)生說(shuō)英語(yǔ)。
a game: 規(guī)則：將各種顏色紙放入一個(gè)口袋內(nèi)，讓他們猜一猜摸到的東西是什么顏色的，猜對(duì)的小朋友獎(jiǎng)勵(lì)。 together 5.讓小朋友在教室里找一些顏色。step 4 homework
read the new words.《we love animals》教案
一、教學(xué)目標(biāo) 1.知識(shí)目標(biāo)
（1）能聽(tīng)、說(shuō)、讀、寫(xiě)本單元的動(dòng)物類(lèi)單詞。
（2）進(jìn)一步鞏固句型：do you like．．．？yes，i do．／no，i dont．以及i like．．．和i dont like．．． 2.能力目標(biāo)
能夠用幾句連貫的英文向別人介紹自己的動(dòng)物朋友以及它的特征。3.情感目標(biāo)
使學(xué)生認(rèn)識(shí)到人與動(dòng)物之間的親密友好的關(guān)系，從而樹(shù)立應(yīng)該保護(hù)自然、愛(ài)護(hù)動(dòng)物的意識(shí)。
二、教學(xué)重點(diǎn)
能夠聽(tīng)、說(shuō)、讀、寫(xiě)本課的動(dòng)物類(lèi)單詞。
三、教學(xué)難點(diǎn)
較熟練地在情景中運(yùn)用幾句連貫英文向別人介紹自己的動(dòng)物朋友。
四、教學(xué)準(zhǔn)備
多媒體課件、動(dòng)物實(shí)物、若干動(dòng)物名片。
五、學(xué)情分析
學(xué)生學(xué)習(xí)劍橋英語(yǔ)已有一年半之久，他們學(xué)習(xí)英語(yǔ)的興趣濃厚，已具備交流簡(jiǎn)單個(gè)人信息的能力。活潑愛(ài)玩，好表現(xiàn)自己是他們的天性。we love animals這一單元的主題是他們既熟悉又喜愛(ài)的動(dòng)物，該課中的大部分動(dòng)物單詞學(xué)生已經(jīng)學(xué)過(guò)，句型學(xué)生已熟練掌握，所以說(shuō)學(xué)習(xí)這一課對(duì)于他們來(lái)說(shuō)是件輕松愉快的事情。
六、教學(xué)過(guò)程 g in
t：just now，we watched the lion king，do you like animals？what can you see？which animals do you like？do you like panda？
-task preparation
（1）boys and girls，we are in the forest now，lets do some exercises．listen and act． hands up．hands down．a(chǎn)ct like a dog／cat／monkey．fly like a bird．swim like a fish．jump like a rabbit．run like a horse．walk like an elephant．
（2）cai shows pictures of four animals tails． t：look and gue．what animals are they？
s：its a dog／an elephant／a horse／a monkey．
（3）cai shows eight photos of animals． t：look and say．what do you like？ s：i like sheep．．．
（4）lets chant． say the chant with t．
i like sheep．i like goats．i like horses．i like dogs． i like chicks．i like ducks．i like cows．i like cats．
（5）cai shows a big apple tree．
t：now lets play a game．there are many apples on the tree，and each apple has a picture of an animal in back of it．ill call one of you to pick an apple then write down this word on the blackboard．if it is right，ill give you a smiling face．
（6）game：find friends．
①give every s a card．
②t gives a model．
sa：do you like elephants？
sb：no，i dont like elephants． sa：do you like elephants？ sb：yes，i like elephants． sa：were friends．
③ free talk．
④check it up．
sa：were friends because we like elephants． -task activities
（1）t：do you know which animal i like best？can you gue？ t：（show the toy giraffe and give the reasons．）giraffe is my favourite animal．it is very pretty．its very tall．it has got a small head，a long neck and a small tail．i like giraffes．do you like giraffes？
s1：yes，i like giraffes．
t：great！this is for you．（give her a smiling face．）（2）activity：we love animals．（show six toys：panda，monkey elephant，rabbit，snake，cat．）spanide the students into six groups，every group choose an animal，and discu how to introduce it to others．
①t gives the example．
② prepare in groups．
③communicate with the other group．
e．g．s1：hello！look，this is a monkey．its small．its brown．it has a long tail．i like monkeys，because it is lovely and clever．do you like monkeys？ s2：yes，i like monkeys． s1：thank you．goodbye．
④communicate with the teachers．
t：there are many animals in the world，but we cant see some animals today and maybe they will never come back．lets protect and save the animals．do you love animals？ t：lets chant．
animals，animals，．
tigers，hippos，bears and pandas． we love animals，．
monkeys，horses，dogs and cats． animals，animals，． rk
look up some books after cla and find out where the rare animals are both in and outside china，and then answer the follwing questions．
（1）where can we see pandas／elephants／tigers in china？
（2）where can we see hippos／crocodiles？
【試講或說(shuō)課時(shí)如有學(xué)生，那么與學(xué)生互動(dòng)的環(huán)節(jié)是不可少的了，教師在課堂上調(diào)動(dòng)學(xué)生的積極性、提高學(xué)生學(xué)習(xí)興趣是衡量教師的一個(gè)標(biāo)準(zhǔn)。試講者在互動(dòng)環(huán)節(jié)要注意角色的把握，試講者主要是發(fā)揮啟發(fā)、引導(dǎo)學(xué)生的作用，而互動(dòng)環(huán)節(jié)要以學(xué)生為主體，通過(guò)互動(dòng)最終使學(xué)生達(dá)到充分理解課文重點(diǎn)內(nèi)容和新課標(biāo)要求的目的。】
【篇3：小學(xué)英語(yǔ)《look at》 me 全英文教案.】
topic: unit 2 look at me teaching content:
lary: eye, ear, nose, mouth, ce pattern: this is my eye/ear… teaching aims:
listen, speak, read and write the eye, ear, nose, mouth, face about body part, and can introduce these parts of themselves body in tand to instruction terms of expreing touch, can listen clear, and do appropriate action according to the correct pronunciation of new words and ng important points:
learn words about eye, ear, nose, mouth, ng difficult points:
pronounce of “mouth” is more difficult, teacher can remind students appropriately, pay attention to pronounce of “th”. the new words and sentences ng aids:
1.a sheep and about pictures of eye, ear, nose, mouth, ng procedures:
step 1 greetings(1 minutes)
t: good morning, boys and girls.s: good morning, teacher.t: long time no see.s: long time no see, too.t: how are you, today?
s: im fine, thank you?
t: i’m fine, too, thank 2 revision(4 minutes)
review content of last leon orally.t: last leon, what did we learn? do you remember? s: yes, i do.t: ok, now, you say it and i write down.s: pig, cat, tiger, sheep.t: well , read the words, you together, one two begin.s: read all words.t: very 3 warming-up and leading-in(3 minutes)t: everyone, pay attention to me, what’s this in english?
s: it’s a sheep.t：yes, it’s a sheep, a beautiful , if i were a sheep, i will introduce my body parts, listen to me is my …? s: eye.t: yes, eye, this is my , today, let’s learn new content about body 4 presentation(15 minutes)
teacher uses picture to introduce new words: eye, ear, nose, face, lead to new words: eye，ear，nose，mouth , students learn about words fist and read words: eye，ear，nose, mouth , : the pronounce of “mouth” is more difficult, teacher can remind student, pay attention to pronounce of “th”. students read words together and touch:
according to the instruct of teacher, the teacher say: touch your eye, touch your ear… the students do a game: when the teacher says, touch your eye, ear, face…you don’t do any action, but sheep says, touch your eye, ear, face…you must do action.6.4 students come to the platform, play the game, show themselves to someone is wrong, he or she will go back their seat, the last one is winner, the teacher will give he or she a candy bar, after cla, and clap hands for 5 practice(10 minutes)
teacher points at myself: good mi at me.i introduce my body at myself body parts and say: this is my same method introduce: ear, nose, mouth, students follow me, read and touch themselves body activity: listen and teacher lets students practice by themselves, pair-work, and then, teacher lets some students come to the platform introduce themselves body give them ce news and the sentence pattern together use body 6 consolidation(7 minutes)
games: the teacher spanides students into two groups, the teacher says sentence, one student of a group run to platform quickly and write it down on the blackboard and read it , he or she winner, after that, exchange other this, five y, the winner will won a award（a beautiful star）,and give encourage to 7 summary(3 minutes)
all students read new words and sentence teacher make a summery, repeat content of this 8 homework(2 minutes)
copy the new words and sentence pattern three ng reflections
小學(xué)開(kāi)設(shè)英語(yǔ)課是當(dāng)代社會(huì)發(fā)展的需要，可以有效地提高我國(guó)英語(yǔ)水平。小學(xué)生模仿力、記憶力、可塑性強(qiáng)，具有許多成年人甚至中學(xué)生不具備的優(yōu)越條件，小學(xué)開(kāi)設(shè)英語(yǔ)可以發(fā)揮他們學(xué)習(xí)語(yǔ)言的潛力。小學(xué)開(kāi)設(shè)英語(yǔ)課可以使小學(xué)生了解其他國(guó)家和民族的優(yōu)秀文化傳統(tǒng)，開(kāi)闊眼界，擴(kuò)展他們的知識(shí)，提高他們的思想品德修養(yǎng)，樹(shù)立國(guó)際意識(shí)。因此，我市已經(jīng)從小學(xué)三年級(jí)開(kāi)始開(kāi)設(shè)英語(yǔ)課，采用的是pep教材。這套教材把語(yǔ)言功能、結(jié)構(gòu)、話題、任務(wù)有機(jī)結(jié)合，采用了多種教學(xué)方法，并注意利用多種媒體。
本堂課中間主要還采用了課前運(yùn)動(dòng)，分組比賽，分組演練，游戲活動(dòng)，等一系列形式來(lái)進(jìn)行這節(jié)課的教學(xué)，其主要目的在于培養(yǎng)三年級(jí)學(xué)生對(duì)英語(yǔ)產(chǎn)生濃郁的學(xué)習(xí)興趣。俗話說(shuō)：“興趣是最好的老師”。我要說(shuō)，興趣也是學(xué)習(xí)好英語(yǔ)的前提，當(dāng)然任何事物都是這樣。除此之外，逐步認(rèn)知身體部位的新授單詞以及本課的重點(diǎn)句型 “this is my…”。因?yàn)槊恳粋€(gè)環(huán)節(jié)的緊湊安排，合理的分散重，難點(diǎn)等環(huán)節(jié)，使學(xué)生不自覺(jué)的在歡快的氛圍當(dāng)中已經(jīng)做到了學(xué)以致用，這也是我的目的所在。不過(guò)，我覺(jué)得在一些細(xì)節(jié)操作上仍然有所欠缺。在小組練習(xí)句型游戲時(shí)，學(xué)生對(duì)新句型掌握不太牢固，因而有些學(xué)生說(shuō)出來(lái)的時(shí)候不是那么準(zhǔn)確。在以后的教學(xué)中，我會(huì)努力加強(qiáng)個(gè)人文化知識(shí)的學(xué)習(xí)以及讓學(xué)生有效及時(shí)地掌握理解新知識(shí)，鞏固舊知識(shí)，讓課堂變得更加生動(dòng)形象有趣。
全英文兒歌教學(xué)法教案篇四
小學(xué)信息技術(shù)備課教案《英文兒歌》
信息技術(shù)備課教案《英文兒歌》
【教學(xué)目標(biāo)】
知識(shí)目標(biāo)：知道shift和capslock等功能鍵的作用。
能力目標(biāo)：
1．較熟練字母鍵的操作指法。
2．學(xué)會(huì)用shift、capslock鍵進(jìn)行大小寫(xiě)切換。
情感目標(biāo)：培養(yǎng)學(xué)習(xí)英語(yǔ)的興趣。
【教學(xué)重難點(diǎn)】進(jìn)一步熟練字母鍵的指法，學(xué)會(huì)常用功能鍵。
【教學(xué)準(zhǔn)備】flash蘋(píng)果歌、flashabc歌等。
【課時(shí)安排】1課時(shí)
【教學(xué)流程】
教學(xué)內(nèi)容教師活動(dòng)學(xué)生活動(dòng)設(shè)計(jì)意圖活動(dòng)引入1．播放flash蘋(píng)果歌，讓學(xué)生跟著一起唱。2．聽(tīng)了這么好聽(tīng)蘋(píng)果歌，接下來(lái)老師要大家來(lái)完成一個(gè)任務(wù)，把這首蘋(píng)果歌的歌詞在寫(xiě)字板中打出來(lái)。1．學(xué)生跟著一起唱
2．學(xué)生接受任務(wù)。
引起學(xué)生的興趣，讓學(xué)生覺(jué)得在電腦課上也可以唱歌，培養(yǎng)學(xué)生的新鮮感。輸入兒歌發(fā)現(xiàn)問(wèn)題1．請(qǐng)你把下面的英語(yǔ)歌曲在寫(xiě)字板打出來(lái)，并把在打這首英語(yǔ)歌曲中出現(xiàn)的問(wèn)題寫(xiě)出來(lái)？apple
round,apple
redapple
juicy,apple
sweet;apple
apple
i
love
you,apple
sweet
i
love
to
eat!2．如果你有什么問(wèn)題請(qǐng)寫(xiě)在紙上？3．提出問(wèn)題：你在輸入過(guò)程，遇到了什么困難？1．怎樣輸入大寫(xiě)字母？2．怎樣輸入感嘆號(hào)呢？給提出問(wèn)題的學(xué)生給予獎(jiǎng)勵(lì)。3．讓個(gè)別學(xué)生示范，利用實(shí)物鍵盤(pán)懸掛操作示范，讓其他學(xué)生跟著做。4．比一比，誰(shuí)最先把這首兒歌輸完。1．培養(yǎng)學(xué)生運(yùn)用知識(shí)的能力。2．培養(yǎng)學(xué)生的發(fā)現(xiàn)問(wèn)題的能力。
兒歌修改1．師：現(xiàn)在請(qǐng)同學(xué)們一起來(lái)修改剛才這首兒歌，怎么改？（網(wǎng)絡(luò)廣播展示，小寫(xiě)字母）2．提出問(wèn)題，怎樣在錯(cuò)誤處修改呢？3．教師作
總結(jié)
，移動(dòng)光標(biāo)到要修改的地方，然后按刪除鍵，將單字刪除，最后輸入新字母即可。4、保存作品。1．請(qǐng)學(xué)生來(lái)示范。
兒歌修改好了，那現(xiàn)在就讓我們伴著音樂(lè)看著歌詞一塊兒來(lái)唱一遍，學(xué)生齊唱。
3．在文件中點(diǎn)保存按鈕，進(jìn)行保存寫(xiě)好的文件。激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。培養(yǎng)學(xué)生學(xué)習(xí)知識(shí)的綜合運(yùn)用能力。
3、復(fù)習(xí)以前學(xué)的保存文件的方法。課外延伸先讓學(xué)生聽(tīng)聽(tīng)英文兒歌，再讓學(xué)生寫(xiě)寫(xiě)英文歌詞，歌詞不必讓學(xué)生背。
學(xué)生寫(xiě)寫(xiě)英文兒歌培養(yǎng)聽(tīng)、寫(xiě)的能力。交流小結(jié)今天我們輸入了一首兒歌，從中你學(xué)會(huì)了些什么？
學(xué)生體會(huì)
全英文兒歌教學(xué)法教案篇五
五步教學(xué)法英文教案：(period 2 of leon 3 book 2 瀏覽次數(shù)：3515 來(lái)源：現(xiàn)代教學(xué)網(wǎng) 加入時(shí)間：2005-10-14
teaching plan(period 3 of leon 3, book 2)
teaching aims
the new words “tiger, lion, rabbit, deer”(understanding only). the sentence patterns “is it...” “yes, it is./ no, it isn’t.”
to sing the song “old macdonald has a farm”.teaching aids
1.a recorder pictures of animals g charts of let’s ng steps
step on
the names of animals learned before: show pictures of animals(cat, dog, fox, pig, chick, duck, hen, bee, bird, fish, frog, bear, monkey, panda, elephant, giraffe), and ask ss to say the rhyme in let’s chant: first listen to the ask ss to repeat and recite the the dialogue in let’s talk: put up hanging charts, or show stick drawings of let’s to the ss to repeat the dialogue of let’s ask some students to act it tation
the new words “tiger, lion, deer, rabbit”:
ask the student to gue some e: it’s an has red eyes and long is it? ss may answer in riddles can also be asked in e: 名字叫小花，喜歡搖尾巴，夜晚睡門(mén)口，小偷最怕它。(dog)after gueing, ask ss to take out the handwork “draw a tiger(lion, deer, rabbit)." get ss to take out the relative picture and draw drawing all four, say “tiger(lion...)”and get ss to hold up the relative poible, show the pictures of tiger(lion...)and ask ss to say the chinese meanings. the new sentence pattern:
first show some and answer “a cat?” “yes, it is.”“a dog?” “no, it isn’t.” then do it and answer “is it a cat?” “yes, it is.” “is it a dog?” “no, it isn’t.”
step
pictures of tiger, lion, deer, rabbit and so the cla “is it a..."”let the cla answer “yes, it is.” or “no, it isn’t”. the cla into two them ask and e: teacher show a picture of a tiger and says “deer”.then let the left half ask “is it a deer?”.and the right half answer “no, it isn’t.”
the students to practise the dialogue in pairs, using the stick drawings they have ce
play a up(or draw)some pictures of animals on the student a to come to the front, facing the cla, students b to come to the t b points to one of the t a asks, “is it a lion..."” the whole cla answer “yes, it is.” or “no, it isn’t.”
step ng the song
listen to the sing after the tape sentence by singing several times, sing the whole idation
revise the new words and the sentence pattern learned in this period.五步教學(xué)法教案：(period 2 of leon 3 book 1)瀏覽次數(shù)：2228 來(lái)源：現(xiàn)代教學(xué)網(wǎng) 加入時(shí)間：2005-10-14
teaching plan(period 2 of leon 3 book 1)
teaching aims
the new words “my, name, is, goodbye, bye.”(understanding and saying them)
the sentence pattern “my name is....” part 2 of let’s to chant the rhyme in let’s ng aids
ards of letters a to g es of animals head ornaments 4.a recorder
teaching steps
step on
the names of the letters a to g:
ask ss to take out their flashcards of the the letters and get ss to hold up the relative flashcards of these ss to read them the names of animals:
ask ss to take out their pictures of the names of animals and get ss to hold up the relative pictures of animals and get ss to say the part 1 of let’s talk:
go up to some ss and talk to them like this: t: hello!i’m....(or good morning.i’m....)
s: hello!i’m....t: nice to meet you.s: nice to meet you, tation
the new word “name”:
write teacher’s name on the to it and say “my name”.go up to a student, take up one of his/her books, point to the name on it and say “your name”.do it several times, and then ask ss to gue the meaning of “name”.they can answer in chinese. the sentence pattern “my name is...."
point to yourself and say “i’m....” “my name is....” then draw stick pictures on the bb and say, “l(fā)ook, this is qiqi and this is tom.(瞧，這是奇奇，這是湯姆。)” “they are talking.(他們?cè)谡勗?“now let’s listen.(現(xiàn)在請(qǐng)聽(tīng)他們的談話。)”
then act both as qiqi and as tom(using finger puppets)and make the follow dialogue:
qiqi: good : good : i’m name is : i’m name is : nice to meet : nice too meet you, : : it several times and then ask ss to gue the meaning is....”.”goodbye”and “bye”.they can answer in ing let’s chant
the ss listen to the rhyme several ss to chant the rhyme after the
of “my name the ss listen to the dialogue of part 2 of let’s the tape, play again and let ss repeat it sentence after sentence. the whole cla into two half will be tom, and the other half will be ss to practise the dialogue several change roles and practise the dialogue in rows or lines: let row 1(or line 1)be tom, and row 2(or line 2)be them to practise the in pairs: get ss to practise the dialogue with their use their own take out flashcards of animals and use the names of some pairs to stand up and practise the may use their own names, or use the names of ce
ask some students to come to the front and act out the age them to use other words, expreions and sentences they have learned, such as “hello” “good morning? “i’m...." it’s better to let them put on head ornaments while idation
the names of the letters a to g. the dialogue and the rhyme by heart.