小学英语教案格式范文文档格式.docx

1、 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 vocabulary Extension List from Module 5 to play a game. Write the words from t

2、he Vocabulary list on the board Swim dance play table tennis play football speak English speak Chinese cook sing songs play the guitarTell the students that they have to point at two activities, say the verbs and then make a sentence with andand but。Ask the students to practice the dialogue in pairs

3、.五、Homeworkread the dialogue.英语教案格式范文二：Meet my family新课程强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合，本着这样的认识，我制定如下教学目标。认知目标学生能听、说、读短语及单词：family，parents，aunt，uncle，babybrother能运用 how many.进行口语交际。能力目标能用英语交流在假日中的活动，部分同学能用英语流利介绍节日的有关情况。情感目标通过活动、游戏使学生产生学习英语的兴趣;让学生敢于、乐于开口，积极参与交流。并让学生在学习的过程中，培养他们的合作意识和竞争意识。教学重点：让学生掌握词组

4、，能运用词组进行交流，初步锻炼学生运用词组描述节日的能力;教学难点：让学生认识时态的变化，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 根据英语这门课本身的特点及四年级学生的兴趣，我通过设计具体形象的情景，以旧带新，不断滚动知识点，以此来分散教学难点，让学生直观地感知与理解。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，使学生在师生、生生之间的多向交流中进行有意义的练习与实践，充分发挥他们的学习主体性，培养他们学习致用的能力。2. 学法指导 引导学生通过比较、观察、猜测的方法逐渐感悟新语言项目的功能，让学生在多层次的练习中体会到学习英语时“运用”的必要性，鼓励学生

5、积极思维，大胆尝试。3. 教学手段 根据本课的教学内容、教学目标、学生的年龄特征和心理特征，为了更好地激发学生学习兴趣，从而能积极主动参与学习。教学中运用多媒体课件、图片等教学辅助手段，置抽象的句型于一个个生动的情景、游戏之中，不仅使学习过程自然轻松，更能较好地启智开思。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，让学生静静闭上眼睛感受家的氛围。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

6、屏幕学习本科单词，有老师详细解释;第二步，反复领读与自我练习;第三，拼写阶段，四线格练习;第四，memory game的游戏。设计意图 该部分有两处亮点，一是，依然重视四线格的书写，为我的学生打下一个良好的英语基础。3. 单词游戏（memory game）设计意图 既增添课堂气氛又争取让我的学生限度的当堂掌握新学的单词。记不过不要紧，目的不是必须当堂掌握，而是限度的提升课堂效率，并限度的挖掘学生潜能。最后谁答对了还会有奖励，即道具“卡片鱼”，这样道具也不会被浪费。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?”

7、接下来利用视频学习课文并找出答案。设计意图 让学生带着问题学课文找答案，增强目的性。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，增强真实感，限度的再现英语环境。第二是，由老师进一步解释Ammy为什么把狗也看作是家庭成员，以此培养跨文化意识。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 学习方式的宣布让学生对本节课充满了兴趣，激起了他们的斗志和为本组争星的表现欲。

8、提高他们的表达能力，反复练习语法知识，学以致用。6. 知识拓展（Extra tips）由老师补充搜集课本上没有的知识，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，让学生开眼界。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”：回家后用英语称呼你的家人，如“Mom，I love you!（2） “我学我用”：准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，将课内的学习延伸到生活。8. 结束（the ending）最后以I love my family 歌舞表演结束本课。

9、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。因为这首歌曲是精心挑选的，并且会配以动作教学。第二，从另一个侧面向孩子们昭示，只要课堂上认真听课，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愉快的氛围中结束，让每个人被这首歌所感染，心中充满浓浓的爱意，体会到英语的魅力，使思想境界得到升华。英语教案格式范文三：On the farm教学课题：译林版牛津小学英语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，这是学生初次接触过去时，只要

10、求学生能在教学过程中，掌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，来掌握一般过去式的结构。我将采用情景法、游戏教学法、直观演示法、交际法等教学方法，以学生为主体，以过去式话题为核心，以语言功能为主线，以任务型活动为媒介，从学生的学习兴趣、生活经验和认知水平出发，使学生通过感知、体验、实践、参与、合作与交流的方式实现任务目标，使课堂活起来，让学生动起来，从而达成上述的知识与技能目标。1. 能正确的听、说、读、写词汇holiday, last, early, meet, before能正确的

11、听，说， 读词汇 fun, National Day, a film, wonderful2. 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 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、掌握对话内容，并能朗读、初步

12、表演对话。5. 能运用本课所学语言谈论过去所做的事情。能正确地理解、掌握对话内容，并能朗读、初步表演对话。能比较流畅的朗读对话，并能在掌握对话的基础上运用本课所学语言谈论过去所做的事情。课前准备：1.教具准备a.单词，句型卡片。b.练习题纸。（每人一张）c.设计并制作多媒体教学课件，准备多媒体教学的设施。2.板书准备预先写好课题Unit 5 On the farmStep 1 Greeting and warming-up1. 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 farme

13、r.T: His name is Macdonald. He has a beautiful farm.Before class, lets listen to a song, its about Macdonald and his farm.Step 2 Presentation and practice1. Teach: National Day ,holiday, last 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

14、 week.（ CAI出示 last week） What date was it? 指名回答 Yes. It was the first of October.And it 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

15、 you do?指名几个学生提问，可提醒学生看黑板上早已贴好的句子。 再次要求学生一起提问，师回答。3.活动： washed clothes, played computer games, watched a funny cartoon, went to my fathers farm.幻灯片呈现，让学生了解老师的活动OK, boys and girls. Do you want to go to the farm? 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?Ca

16、n you guess? 指名回答 CAI 出示S1:Milk cows.Great. I cant milk cows. Can you teach me? 示意学生动作。教师边动作边带领学生朗读milk cows 同时出示词组 贴到黑板上What can we do?指名学生回答S2：Good. Collect eggs. （CAI出示）师带领学生边做动作读词组。同时出示词组 贴到黑板上What else can we do?指名回答 S3：Right. Water flowers. 带领学生读短语。What else can we water? Its big and green.Ss：

17、Water trees. Good. 出示词组 water trees 带领学生朗读，并将词组贴到黑板上。 Its on the ground. 指名回答 Water grass. 看CAI, T :What are these? Theyre carrots. 领读carrot 出示单词图片 pull up carrots Lets pull up carrots.师带领学生做动作读词组，并将词组贴到黑板上。S4:Boys and girls, lets pick oranges. Boys ,youre tall and strong, please stand up and pick o

18、ranges.师带领男学生们做动作读词组，并将词组贴到黑板上。 出示一篮子橘子。 Ss：Theyre oranges. Do you want to taste my oranges?问几组学生，Do you want to taste my oranges?给学生分发橘子 出示 taste oranges 单词图片 Lets learn how to read it.带领学生读/ei/，/ei/,taste.Step 3 Listen, read and say1 .T: Helen was on the farm last week. What did she do last week?

19、Lets ask her together, OK? CAI 出示问题，引导学生提问，What did you do last week? CAI 出示答案。 What did she do last week? Ss: She visited a farm?。 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，并将词组贴到黑板上。Helen visited a farm. Here ed is pronounce

20、d /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，指名学生提问。 What did Helen do on Monday? 引导学生一起回答，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。 What else did Helen do? Let me ask her. 师问What else did you do on Monday, Helen?，please listen ! CAI出示答案。3. T: What el

21、se did she do? Together answer. 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。 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. T: What did she do on Tuesday? She milked cows. 出示 ed/t/ 领读该词组，并将e

22、d贴到原单词后面。5. T: What else did she do on Tuesday? She collected eggs. Here ed is pronounced /t/,/d/ or/id/?Which one? 引导学生一起复述，Helen visited a farm. On Monday she watered trees and pulled up carrots. How about Tuesday? he milked cows and collected eggs.6. T: Helen did a lot of things on a farm.What el

23、se did she do on the farm? Lets watch the cartoon. 出示CAI， What else did Helen do on the farm? 再次出示CAI，提醒学生看屏幕。 She picked oranges. 师拿出ed，Who can add ed for us?指名，stick for us.领读picked oranges She picked oranges and tasted them.师做动作表明品尝。指名回答。Here ed is pronounced /id/ ,who can add for us?指名加后缀。7. T：W

24、ere there any fruits on the farm?Yes. Were there any apple/pear/banana trees on the farm? 学生齐答。 引导学生齐说 Nancy wants to go 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,

25、what did she do last week?Lets listen, read and choose. CAI出示，学生听。提供问题，what did Nancy do last week? OK, you can choose. CAI出示选项。师读三条选项。指名学生回答。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 fil

26、m?Yes, they all like the film very much. Lets enjoy the whole cartoon.播放整篇课文录音。Do you like the cartoon? Yes. Its interesting. CAI出示课文前言。Please read the narration and try to answer the questions. Read by yourself. 学生自读前言。Attention please. OK, show time. Is the first day of school after the holiday today? 指名回答，带领学生读体现该答案的原句。10. T: Take out your b