小学英语教案模板英文Word文档下载推荐.docx

1、_ The Curriculum Schedule Class:_ _The Teaching Schedule The Students Result TableThe English curriculum standard 英语课程标准一级目标 总体目标： 对英语有好奇心，喜欢听他人说英语；能根据教师的简单指令做游戏、做动作、做事情（如涂颜色、连线）；能做简单的角色扮演；能唱简单的英文歌曲，说简单的英语歌谣；能在图片的帮助下听懂和读懂简单的小故事；能交流简单的个人信息，表达简单的情感和感觉；能书写字母和单词；对英语学习中接触的外国文化习俗感兴趣。听做：1.能根据听到的词语识别或指认图片或实

2、物; 2.能听懂课堂简短的指令并做出相应的反应;3.能根据指令做事情,如:指图片、涂颜色、画图、做动作、做手工等; 4.能在图片和动作的提示下听懂简单的小故事并做出反应。说唱：1.能根据录音模仿说英语; 2.能相互致以简单的问候;3.能相互交流简单的个人信息,如:姓名、年龄等; 4.能表达简单的情感和感觉,如:喜欢和不喜欢; 5.能根据表演猜测意思、说词语;6.能说唱英语儿童歌曲1520首,说歌谣1520首; 7.能根据图、文说出单词或短句。玩演：1.能用英语做游戏，并在游戏中用英语进行简单的交际; 2.能做简单的角色表演;3.能表演英文歌曲及简单的童话剧，如小红帽等。读写：1.能看图识字;2

3、.能在指认物体的前提下认读所学词语; 3.能在图片的帮助下读懂简单的小故事; 4.能正确书写字母和单词。视听：1.能看懂语言简单的英语动画片或程度相当的教学节目; 2.视听时间每学年不小于10小时（平均每周2025分钟）。篇二：小学英语教案模板汇编（全册精选）小学英语教案模板汇编（全册精选） 【对于英语学科专业在事业单位教师、普岗教师、昆明教师、特岗教师面试说课或试或教师资格试讲中，到底是使用全英文的，还是可以使用汉语的，是所有考试面试的学生所纠结的一个问题，育萃面试为您提供了不同的案例。其实不在乎你使用什么形式的说课稿或教案，关键是你是否运用的熟练。在面试考试中，注意】 Unit2 Colo

4、urs教案 一、教学目标 能正确把握表示颜色的单词。二、教学重点、难点 三、教学预备 颜色纸或各种实物、单词卡片 四、教学过程 step 1 revision 1.教师出第一课时的三个句型认读。2.t: whats this?s: its a book. t: what are these?ss: books. how many books? ? is it blue? yes. is it red? no. 继续换几种物品提问。3.出示第二课时的句型订读。step 2 presentation 1.教师拿出红、绿两种颜色纸: what colour is it?复习巩固red/ blue,并

5、且认读。2.教师拿出黄色纸：is it red?教学yellow。教师拿出一片叶子教学green 教师拿出一个自制的红绿灯教学一首小诗：red, red stop;yellow yellow wait;green green go go go!3. t show an orange: whats this ? its an orange. what colour is it? its orange. orange is orange. 4.show a peach:what colour is it? its pink.教学粉红色。5. show a chocolate: its brown.

6、教学棕色。6.show a grape: its purple.教学紫色。7.ss read together step 3 consolidation 1.listen to the tape, point and read. 2.教师拿着各种颜色纸，让学生说英语。3.play a game: 规则：将各种颜色纸放入一个口袋内，让他们猜一猜摸到的东西是什么颜色的，猜对的小朋友奖励。4.read together 5.让小朋友在教室里找一些颜色。step 4 homework read the new words. we love animals教案 1.知识目标 （1）能听、说、读、写本单元

7、的动物类单词。（2）进一步巩固句型：Do you like？Yes，I doNo，I dont以及I like和I dont like 2.能力目标 能够用几句连贯的英文向别人介绍自己的动物朋友以及它的特征。3.情感目标 使学生认识到人与动物之间的亲密友好的关系，从而树立应该保护自然、爱护动物的意识。二、教学重点 能够听、说、读、写本课的动物类单词。三、教学难点 较熟练地在情景中运用几句连贯英文向别人介绍自己的动物朋友。四、教学准备 多媒体课件、动物实物、若干动物”名片”。五、学情分析 学生学习剑桥英语已有一年半之久，他们学习英语的兴趣浓厚，已具备交流简单个人信息的能力。活泼爱玩，好表现自己是

8、他们的天性。We love animals这一单元的主题是他们既熟悉又喜爱的动物，该课中的大部分动物单词学生已经学过，句型学生已熟练掌握，所以说学习这一课对于他们来说是件轻松愉快的事情。六、教学过程 1.Leading 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？2.Pretask Preparation （1）Boys and girls，we are in the forest now，let

9、s do some exercisesListen and act Hands upHands downAct like a dogcatmonkeyFly like a birdSwim like a fishJump like a rabbitRun like a horseWalk like an elephant （2）CAI shows pictures of four animals tails Look and guessWhat animals are they？S：Its a dogan elephanta horsea monkey （3）CAI shows eight p

10、hotos of animals Look and sayWhat do you like？I like sheep （4）Lets chantSs say the chant with T I like sheepI like goatsI like horsesI like dogs I like chicksI like ducksI like cowsI like cats （5）CAI shows a big apple tree Now lets play a gameThere are many apples on the tree，and each apple has a pi

11、cture of an animal in back of itIll call one of you to pick an apple then write down this word on the blackboardIf it is right，Ill give you a smiling face （6）Game：Find friends Give every S a card T gives a model Sa：Do you like elephants？Sb：No，I dont like elephants Yes，I like elephants Were friends S

12、s free talk Check it up Were friends because we like elephants 3.Posttask Activities （1）T：Do you know which animal I like best？Can you guess？ T：（Show the toy giraffe and give the reasons）Giraffe is my favourite animalIt is very prettyIts very tallIt has got a small head，a long neck and a small tailI

13、 like giraffesDo you like giraffes？S1：Yes，I like giraffes Great！This is for you（Give her a smiling face） （2）Activity：We love animals（Show six toys：panda，monkey elephant，rabbit，snake，cat）Divide the students into six groups，every group choose an animal，and discuss how to introduce it to others T gives

14、 the example Ss prepare in groups Communicate with the other group egS1：Hello！Look，this is a monkeyIts smallIts brownIt has a long tailI like monkeys，because it is lovely and cleverDo you like monkeys？S2：Yes，I like monkeys Thank youGoodbye Communicate with the teachers There are many animals in the

15、world，but we cant see some animals today and maybe they will never come backLets protect and save the animalsDo you love animals？Lets chant Animals，animals， Tigers，hippos，bears and pandas We love animals， Monkeys，horses，dogs and cats 4.Homework Look up some books after class and find out where the r

16、are animals are both in and outside China，and then answer the follwing questions （1）Where can we see pandaselephantstigers in China？（2）Where can we see hipposcrocodiles？【试讲或说课时如有学生，那么与学生互动的环节是不可少的了，教师在课堂上调动学生的积极性、提高学生学习兴趣是衡量教师的一个标准。试讲者在互动环节要注意角色的把握，试讲者主要是发挥启发、引导学生的作用，而互动环节要以学生为主体，通过互动最终使学生达到充分理解课文重点

17、内容和新课标要求的目的。】篇三：全英文英语教案模板 Lesson plan NSEFC Module2 Unit Reading In Teacher:Period：Period1 Type：Reading Duration: 45minutes Teaching ideology The current theory view reading as a interactive process which involves not only the printed page but also the readers old knowledge of the language in genera

18、l, the world and the text types. In the reading process, these factors interact with each other and compensate for each other. Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the topdown and bottomup techniques

19、integrated to develop the students language efficiency in general and reading strategies. The three stages are prereading, whilereading and postreading. Teaching material and learning condition The analysis of teaching material The teaching material is the reading part from NSEFC Module2 Unit. The t

20、opic of this unit is . This passage mainly introduces The passage consists of paragraphs. The first paragraph is a general introduction of the . Para.2 to Para.4 introduces . The last paragraph tells about . The topic is not new to the Ss. But there is some new words and phases in the passage. The a

21、nalysis of learning condition The students are from grade1 in senior high school. As high school students, they have achieved certain English level and they have the ability to get the basic idea of the reading. Since they are in grade1, they are easily activated and want to air their own opinions o

22、n the topic. They are familiar with the topic of and know some. But they may not know before. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences. Learning objectives 1. Language skills ? At the beginning of the class, Ss can predict the content of the

23、 passage based on the title. ? Ss can scan the passage and find out the specific information such as the person related with Ss can summarize the passage with the help of the clues of the passage.2. Language knowledge Ss can master the key words and phrases of the passage as follows, . ? Ss can lear

24、n , especially 3. Affects Ss will realize that and they will concern themselves with the issue of 4. Cultural awareness Ss will broaden their minds by knowing something about 5. Learning strategies Ss will cultivate their ability individual learning and cooperative learning by doing some activities

25、independently and some in groups. Ss will communicate with each other in English while doing the group work. Language difficulties focuses and anticipated Language focuses This is a reading period so the focus is to cultivate the students reading skills. The many activities are designed to help Ss t

26、o train their reading skills, such as predicting, skimming, scanning and summarizing. It is also important for the Ss to master the new words and phrases. Anticipated difficulties As the Ss have a limited vocabulary, so they may have some difficulties in understanding the passage. So the teacher wil

27、l help them learn the new words and phrases. Ss may did not heard before, so the teacher will tell them some background knowledge about it. Teaching method Threestage model: Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the topdown and bottomup techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are prereading, whilereading and postreading. Teaching aids Multimedia devices and PPT doc