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小学英语教案范文全英文版 第1篇
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.
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. 大写字母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, 小翘辫。
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, small letter a.
) 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.)
小学英语教案范文全英文版 第2篇
一、 教学目标：
1. 知识目标：能够认读书写单词：same , circle ,
2. 能力目标：能运用句型Line A is longer. Is line A the same as line B?I think so. I don’t think so.通过事物的比较发表自己的看法。
3. 字母组合： ll , ng , nk 在单词中的发音。
二、 课前准备：
1、 单词卡片(宝藏图)： tell , till , long , sing , English , angry , think , sink . 单词卡单词按照划线部分发音相同的为一个颜色。提前卷好了，用一根细线系住。
2、 课件
3、 课堂活动用书第三题。
三、 教学步骤：
Step one : warm-up Review unit 1
1.一起听音跟读，然后小组扮演不同的角色给课文动画配音读课文，引导学生加上适当的表情和动作，最后每段找不同的同学展示，选出优秀模仿小演员。
2. 和学生说今天的比赛很特别，回答问题积极而且好的同学，不但能给大组加分，还能获得宝藏图一份。
Step two : 导入
同学们比赛，老师引导学生快速读一遍课文，看谁读的又快又好，学生在读的时候，老师观察学生，读完后老师找出以为读得快的学生，邀请学生到台前，表扬说：I think he is quick .
再找另一个读得更快的学生请他到台前，说：But she is quicker .
老师马上问问题看学生是否理解：Who is quick ? Who is quicker ?
学生回答，这里谁答对了奖励一张宝藏图，共送出去两张。
2.再邀请两位学生，He is tall, but she is taller.
看板书，老师指一下简单领读单词。She is short , but he is shorter.
看板书，老师指一下简单领读单词。问：who is taller ? who is shorter ?学生回答...is taller/shorter.老师用：
I think so. 或I don’t think so. 来发表自己的观点。
再找两个长得一样高的学生问：who is taller ? who is shorter ?
学生可能会说不出来，老师引导说：He is the same as she.看板书，老师领读并检查小火车，这里谁答对了奖励一张宝藏图，共送出去三张。
Step three: 课文的处理
1.课件展示，先出示一条线A，老师问：What is it ?
学生： line。老师： Yes , it’s line A .
再出示一条B，老师问：Which is longer?学生答：Line B is longer.
老师问：Which is shorter?学生答：Line A is shorter.
老师试着问：Is line A longer? / shorter? / the same as line B? 并且出示课件。
学生回答，老师问：Do you think so?
引导学生用I think so. I don’t think so.发表自己的观点。
每个问题学生回答出来则给他的大组加一分。
2. 课件展示，先出示一个圈A，老师问：What is it ?
学生： circle。
老师： Yes , it’s circle A . 再出示一个圈B，老师问：Which is bigger?学生答：circle B is bigger.
老师问：Which is smaller?学生答：circle A is smaller.老师试着问：Is circle A bigger? / smaller? / the same as circle B?
并且出示课件。学生回答，老师问：Do you think so?引导学生用I think so. I don’t think so.发表自己的观点。每个问题学生回答出来则给他的大组加一分，并且表扬。
3.学生做的很好及时表扬，并出示课件问What can you see ?
根据学生反映，如果学生说出来vase , 则大力表扬并引导Can you see a vase ?
简单讲解vase，并拿起课本让学生只给老师看。如果学生说出来head , 则大力表扬并引导Can you see two heads ?
简单讲解head，并拿起课本让学生只给老师看. 学生回答，老师问：Do you think so?引导学生用I think so. I don’t think so.发表自己的观点。这里谁答对了奖励一张宝藏图，共送出去5张。
5. Boos open listen and repeat , then read in small groups , 每幅图find a pupil 领读，这里领读的小老师各奖励一张宝藏图，共送出去8张。
Step four : 当堂检测，学生是否明白两个事物作比较，做活动用书第三题。
Step six : review .复习今天的重点知识，看板书齐读一遍。
Step five: 字母组合： l l , ng , nk 在单词中的发音。
将手里拿宝藏的学生请到台前，打开他们的宝藏，拿相同颜色单词的两个同学站在一起，listen and repeat
感知字母组合的发音，老师引导着总结出来，板书领读一下。
Step six:chant ，listen and learn ,listen together, 加动作拍手齐唱，最后可以找表演得好的同学到台前表演。
四、家庭作业：
完成活动用书第一题，和第五题。
五、板书设计：
Module 8 Discussion
Unit 2 Line A is longer
line longer
circle shorter
vase bigger
head smaller
the same as
小学英语教案范文全英文版 第3篇
一、教材内容分析
本课时中通过字母辨认，图片排序等活动，复习巩固本单元的核心词汇ruler, eraser, book, pen, crayon, pencil box, bag以及打招呼，告别，自我介绍用语。教学目标是能够辨认相似字母的形以及核心词，并能理解并在场景中应用句型I have … 和Me too.
学生刚刚接触到英文的26个字母，对相似字母的辨识还存在着一定的误差，所以教材在Start to read部分安排了字母辨识的环节，例如b和d, Q和D等，目的在于检测和巩固学生对于字母的认识。本节课的另外一个主要目标是复习和巩固之前所学的一些文具的单词以及打招呼，告别，自我介绍用语等，所以在Read and count, Listen and number和Look and match这三个环节都以此为练习的主要内容，学生通过练习可以有效的巩固和复习本单元所学的核心词与句型。
二、学生情况分析
本课教学对象为小学三年级学生。他们初步接触到英语，对英语的听说感兴趣。经过前几个课时的学习，学生已经学习了26个英文字母和常见的几种文具，以上是学生学习本课内容的基础。
三、教学目标
1. 能够辨认字母的形。
2. 能够认读本单元的核心词：ruler, eraser, pencil, crayon, bag, pen, pencil box, book。
3. 检测部分要求学生能够听懂、会说本单元的打招呼、告别及自我介绍用语。
4. 能够学会唱歌曲Hello。
四、教学重难点
教学重点：
听说、认读ruler, eraser, book, pen, crayon, pencil box, bag等文具的名称。
教学难点：
在真实的场景中应用句型I have … 和Me too.
五、教学步骤
1. 热身
(1)教师与学生进行自由对话：What’s your name? My name is … 既可以巩固本单元句型，同时为下一步歌曲的呈现铺垫。
(2)教师播放歌曲Hello，和学生一起演唱，并让学生从歌曲找出三个人物的姓名。
(3)请孩子们回答他们的姓名，同时教师呈现Mike, John, Sarah和三个一模一样的书包。请学生根据人物对于自己书包内文具的描述来确定是谁的书包。
设计意图：通过自由对话来复习已学句型，同时拓展与铺垫歌曲内容，通过听轻松愉快的歌曲，带着找出人物姓名的任务，再通过猜谜小游戏既复习已学单词，同时感知重点句型。
T: Good morning, boys and girls.
Ss: Good morning, Mr. Dong.
T: Nice to meet you again, what’s your name?
Ss: My name is Angela.
T: Hi, Angela, What a nice name, I like it so much!
S: Thank you!
T: What about you?
S: My name is James.
T: Wow, cool! I like your name too.
S: Thank you.
T: Ok! Everyone has a nice name. Let’s listen to a song and find some nice names, ok?
Ss: Ok.
T: (教师播放歌曲Hello) who can try? What names do you hear in the song?
T: look at the three bags, listen and guess whose bag it is?
文本：Mike: I have a pencil box and two books.
John: I have a ruler and two erasers.
Sarah: I have a pen and a crayon.
2. 呈现
(1)听指今做动作
①教师发出指令：show me your … 孩子们根据不同的指令拿出相对应的文具。
(已经给三个人物找到了各自的书包)
T: They have pens, books, rulers, eraser and crayons in their bag. What about you? Let me see, ok?
Ss: Ok.
T: Show me your pen!
学生拿出笔。
②教师从自己准备的书包中拿出一本书，并指着自己说：I have a book. 并以此形式展开几种文具。
③请孩子们用自己的文具来说：I have a … 当孩子说到I have a book. 时，教师则举起自己的书说Me too! 告诉学生如果你有与别人东西相同时，可说Me too!
T: Look! Boys and girls. I have a book. I have two pens, I have a ruler, I have an eraser and I have three crayons.
T: Who can have a try, tell us what do you have?
S: I have four pens, I have one eraser.
T:(教师举起一块橡皮)Me too.
设计意图：通过指今与实物相对应的`环节，呈现并复习上节课所学的单词。通过教师的演示与学生的示范，帮助学生理解并应用句型I have a…, Me too。
(2)Let's chant(看图唱韵律诗)
T: Look at the picture, let’s chant together!
(3)Let's make a new chant(编出新韵律诗)
T: Look at me, let’s make a new chant!
T: (教师手中拿出相对应的文具，同时在黑板上板书)I have a crayon, me too。
3. 操练
(1)Read and count (读一读，数一数)
教师先引导学生读出树干上的文具单词，再请学生数一数每种文具单词的数量，并标示出来。
T: Open your book and turn to page 9. Count them and write it down, you have 2minutes, go!
S: I see two pens …
(老师请学生代表回答)
(2)Circle the same letters
教师请学生圈出一行中相同的字母，并要求学生数出字母的个数。
(已经完成Read and count的活动)
T: Can you find same letters? For example, there are three letter “a” in line1. Have a try!
T: Count them! How many letter “a” are there?
设计意图：通过课本中的练习进一步巩固重点单词，并渗透名词单复数用法。通过圈出相同字母的环节，让学生能够辨认字母的形。
(3)let’s check
教师先请学生观察4幅图片，教师播放录音，然后再请一两个同学说出答案。
(已经完成circle the same letters的活动)
T: Look at the pictures on page 10, please listen and number the pictures, let’s go!
T: Ok. The first one is open the book. So picture 3 is number1.
(老师请学生代表回答)
设计意图：通课本中的对应练习，检测并巩固学生对于打招呼，告别等行为的用语。
(4)Look at match
(已经完成Let’s chek的活动)
T: Look at the balloons on page 10, please listen and number, let’s go!
(老师请学生代表回答)
设计意图：通过课本的对应练习，巩固学生对于单词形和意的认知。
小学英语教案范文全英文版 第4篇
一、教学目标
1.能够听懂、会说几个重要节日的词汇，并能用英语表达这些节日所在的月份。
2.能够以图文并茂的形式介绍自己喜欢的某个节日。
3.欣赏并学唱关于月份的歌曲。
二、教学建议
A. Good to know.
1.热身与复习
(1)复习12个月份的英文表达
①教师引导学生认读月份名称的单词卡片，随即发给读词最快的学生。
②拿到词卡的学生一起站到教室前面，按月份的顺序排队。
③全班再次按顺序说出12个月份的英文表达。
(2)教师呈现年历或第一课时歌谣课件，引导学生演唱第一课时所学的歌谣。
(3)师生交流：When is your birthday? It‘s in ...
2.学习新知
(1)教师呈现母亲节图片，引导学生观察画面内容，如：Who are they? What is the girl doing? Why is she giving flowers to her mother? Is it her mother’s birthday?...引出Mother‘s Day之后，让学生跟读词汇。
小学英语教案范文全英文版 第5篇
TEACHING PROCEDURES
I、Warming-up
Step one:Let’s the student listen to the review some adj. about the students do actions while listening.
Step two:Do an teacher will ask some questions about the listen 's about part B read and write in grade 's your favourite ……?
II、preview
Step one:ask and answer
The teacher is going to ask some questions. (eg:what is the weather like?)And show off the different pictures about weather. Guide students to answer questions by using warm,cool,hot.
III、Presentation
Let's learn
Step one:words study
Draw a trunk on the blackboard,and then add some light green students(look!The leaves are green season is it now?) Show off the word card ^v^season^v^.Teach them ^v^season^v^.After that,show off ^v^spring^v^.Students read after the describe the weather of ^v^spring^v^ character depend on their owe life.(eg:spring is warm in hangzhou/taiwan.) Then point at the main city on the map,and ask what is the weather like in beijing/shenzhen? Spell together.
Step two:continute to add deep green leaves on the say look!The leaves are becoming more and is ^v^summer^v^in the same way.
Step three:draw the sun and ligth,and acquit very oh,what is the weather like in summer?Guide students to answer it. It's hot,very very hot.
Step four:clean parts of leaves and light,and then colour some leaves into look!Now it's season is it now?'s fall ^v^fall^v^ on the together.
Step five:clean parts of leaves,and then add some cloudy and ^v^now,the weather is very is winter now.^v^.Teach ^v^winter^v^.Ask and answer:^v^what is the weather like in winter in ……?^v^
Step six:show off different picture about weather,and ask and 's the weather like?S:It's season is it now?S: to ask a question^v^what's your favourite season?^v^Guide students to answer it.
Let's start
Step one:show off different picture about ^v^what's the weather like in this picture?^v^
Step two:Play a game
Teacher shows the picture in different order to see who can correctly say the first word, the winners must give incentives.
Step three:Guide students to use patterns of small groups. And finish let's start .(eg:what's your favourite season?……because it's ……)
Consolidation and extension
Let student do some exercise which is from student exercise book.
小学英语教案范文全英文版 第6篇
Hello, everyone. I’m glad to be here to give my lesson plan presentation. The lesson plan I’m going to talk about is the reading part from NSECS book 1 unit 1 Friendship. Now, I’d like to explain how to teach and why to do so from the following aspects: the analysis of teaching material and learning condition, the teaching objectives, the teaching method and teaching aids, the teaching procedures, and the blackboard design.
First, I’d like to talk about the analysis of teaching material and learning condition.
The title of the text is “Anne’s Best Friend”. It mainly talks about a Jewish girl, Anne, who treated her diary as her best friend when she and her family hid in a shelter to escape from the killing of Nazis. The text has tow parts, the first part is about the background of Anne’s diary, and the second part is about the content of Anne’s diary. The key point of the text is that students can use different kind of reading skills like prediction, scanning and skimming to get good understanding of the text. The difficult point is that students can summarize the main idea of the whole text and each paragraph.
As for the students, they are in grade 9 in high school, and they have learned English for more than 7 years. They have a certain vocabulary store, while they lack the training of reading skills. They are interested in the topic of friendship because they attach much importance to friendship. And they can make some discussion in English.
According to the analysis of teaching material and learning condition, I make out the following teaching objectives.
First, language skills: students can use reading skills like prediction, skimming and scanning to read the text.
Second, language knowledge: students can learn some new words and new phrases, such as power, on purpose, in order to, etc. and students can be familiar with the topic of friendship.
Third, learning strategy: students will learn to study and solve problems by cooperation and communication.
Fourth, affective objectives: students will value friendship more and cherish what they have.
Last, cultural awareness: students will know more knowledge about the history of World War Ⅱ, especially the suffering of Jewish people during the war.
Then, I’ll talk about the teaching method and teaching aids. I adopt communicative approach. And the teaching aids are blackboard and PPT.
Now, I will focus on the teaching procedures. There are 4 steps.
Step 1 is warming up. It will cost 3 minutes. In this part, I will show students an English song “Forever friend”. Before listening, I will ask students to think about the question “What’s the song about?” so that they will listen to the song with purpose. After they finish the listening, they will know that the song is about friendship. It will naturally lead in the topic of the text. What’s more, students are interested in listening to music, the song will arouse students interest and activate the class atmosphere.
Step 2 is pre-reading, it will cost 5 minutes. First, I will ask students to read the title of the text and ask them “Do you know Anne? Who is she?” if students don’t know, I will tell them that Anne is a Jewish girl who survived in the World War Ⅱand I will talk about the suffering of Jewish people during the war with some related pictures. After students have the background knowledge of the text, I will ask them to look at the title and the picture of the text to predict the content of the text. The purpose of prediction is to make students read the text more carefully during the reading process. They will concentrate more to check their prediction so that they can get their mind closer to the theme of the text.
Step 3 is while reading. It will cost 25 minutes. There are there activities.
In activity 1, I will ask students to skim the text to get the main idea of the text and each paragraph. Because it’s a little difficult for students to summarize the main idea, I will give them some multiple choices to choose, it will reduce the degree of difficulty. The purpose of this activity is to train students’ reading skill of skimming, and they can get the general idea of the text.
In activity 2, I will ask students to scan the text to fill in some blanks. The purpose of this activity is to train students’ reading skill of scanning, and they can get some detailed information of the text.
Activity 3 is close reading. In this part, I will first explain some new expressions that may cause difficulty in students’ comprehension, such as go through, on purpose, in order to, etc. so that they read the text smoothly. Then I will ask students to answer the questions in exercise 2. After answering these questions, students will have a better understanding of the whole text. Next, I will ask students to work in pairs to use some adjectives to describe Anne’s feelings as she was looking out at the night sky. Then I will ask some students to come to the blackboard to write the adjectives. After this activity, students will have a better understanding of Anne’s feelings.
Step 4 is post reading. It will cost 12 minutes. In this part, I will hold a group discussion. I will set a situation to students. That is “imagine you have to go into hiding like Anne and her family, what will you miss most? Why?” I will ask students to work in 4 to have a discussion. After discussion, I will ask some students to report their groups’ opinions and then I will write them on the blackboard. The purpose of this activity is to cultivate students’ spirit of cooperation. And after the discussion, students will learn to cherish what they have.
Then, I will talk about the homework. I will ask students to write a short passage about what they will miss most and why based on the former discussion in class.
Ok, now, please look at here, this is my blackboard design.
miss reasons
This is all my lesson plan presentation, thank you very much！
小学英语教案范文全英文版 第7篇
After some practice by asking and answering, I present the next language points:
There’s no …inon ear…
Have …then.
And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.
Step 3 Listen to the tape and Ss imitate to read and say.
As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.
Step 4 Ss be the main body, T makes a guider.
In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.
Then I show a carton with no voice, ask Ss to make a dialogue in pairs.
There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.
Step 5 Change class to life, learn by themselves.
Is this the end of the class? I don’t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life.
In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.
That’s all. Thanks a lot for your attention.
小学英语教案范文全英文版 第8篇
Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the
teaching procedure,and Blackboard , let me talk about the teaching material.
Part 1 Teaching Material:
This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this we all know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus (新课程标准和教学
大纲), after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings:
objects:
a)The Ss can hear, read, and use the main sentence patterns b)The Ss can understand the content of the lesson.
c)The Ss can use the patterns to express their thoughts in the proper situation.
objects:
(1) To develop the Ss’ abilities of listening, speaking, reading and writing.
(2) To train the Ss’ ability of working in pairs.
(3) To Improve the student’s reading ability, especially their skimming and scanning ability.
or moral objects:
a)By completing the task,the Ss increase their interest and set up self-confidence in science;
b)Teach the Ss what is “science”, put the moral education in the language study.
now,let’s come to the Important points and the Difficult points.
Well, how to achieve the teaching objects better, how to stress
the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ,I will use the following methods .
Part 2 Teaching Methods:
In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” Approach(交际教学法), “Whole language
teaching” (整体语言教学法)and “Task-based” language teaching (任务教学法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the TSA method(情景教学) and TBLT method (语言任务教学)in my teaching, namely Total Situational Action and Task-based Language former is a “scene —
activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use
language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English.
小学英语教案范文全英文版 第9篇
Good morning, ladies and gentlemen. My topic is Women of Achievement, that is, unit 1, in module 4. The reading passage “A Student of African Wildlife” is talked later and my talk consists of 4 parts. Part 1, my understanding of the material. Part 2, teaching approaches. Part 3, preparations before class. Part 4, teaching procedure.
Part 1 my understanding of the material
First, let me introduce the reading passage. It is the center of this unit’s teaching and learning. It is made up of 4 paragraphs, that is, one day’s observing chimps with Jane in the forest; how Jane did her research and her achievements; Jane’s love towards animals and her contributions to animal protection; and a short summary to her. By learning this lesson, the students can not only understand women’s status in society and everyday life, their values and contributions, their difficulties and achievements, but also learn how to use some words, phrases and sentence patterns. Of course, the students can practise their reading skills, such as skimming, scanning and careful reading.
Second, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading and writing, they still need many opportunities to explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences; to experiment and use their imaginations, and also to develop their autonomous learning ability, cooperative learning ability and investigative learning ability.
Third, about teaching aims
Knowledge aims: To learn how to use the mastery words, phrases and sentence patterns;
To learn sth about Jane’s research.
Ability aims: To cultivate the students’ autonomous learning ability, cooperative learning ability and investigative learning ability;
To develop students’ reading skills, such as making prediction and drawing inferences from the context.
Emotional aims: To encourage the students to participate in the class activities and cultivate their teamwork spirit;
To learn Jane’s bravery and perseverance in achieving her goals;
To reinforce the sense of wildlife protection.
Fourth, about key points and difficult points
I think they are to develop the students’ reading skills, such as making prediction and drawing inferences from the context; and to learn how to use the mastery words, phrases and sentence patterns.
Part 2 Teaching approaches
According to the analysis above, I’ll try to use the following theories: to make students the real master of the class while the teacher myself the director; to inspire the students, especially girl students to chase their dreams with great determinations.
Therefore, task—based teaching method, students—centered teaching method and CAI will be used.
Part 3 Preparations before class
I will ask the students to surf the Internet or go to the library to find some information about great women that they are interested in.
And in class, they will give reports of the information they have obtained. By doing this activity, I can train their autonomous learning ability and investigative learning ability, and their abilities of collecting and dealing with information.
Part 4 Teaching procedure
I designed 6 steps to deal with this reading passage.
Step 1 lead—in
Activity: picture appreciation and question answering
I’ll show them some beautiful pictures of wild animals, such as lions, Tibetan antelopes, monkeys and chimps. Then one question will be asked: which animal has the closest connection with human beings? It’s not so difficult. Of course, chimps. Then the students can find more about chimps from the reading passage.
The purpose of this activity is to stimulate the students’ interest and naturally lead to the reading passage.
Step 2 pre—reading
Activity: look and guess
The students will be asked to just glance at the title and the two pictures in the book, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.
This activity is to inspire the students to read actively, not passively. Surveys show that active reading can raise the readers’ interest and reading efficiency. Other purposes are to develop the students’ reading skill—making prediction and to encourage the students to think in English, express their thoughts in English and cooperate with each other.
Step 3 reading
Activity 1 scanning
The students are required to scan the text quickly and find out specific information of the following questions.
1 who is the student?
2 what animals are observed?
3 when did Jane Goodall arrive at Gombe? How old was she?
4 what was the purpose of her study?
By doing this activity, the students can improve their reading skill—scanning. And they can get the two lines of the whole passage, the main line—student, and the hidden line—wildlife. It builds a solid base for the latter reading comprehension.
Activity 2 skimming
The students are asked to skim the text quickly and summarize the main idea of each paragraph.
By doing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph.
Activity 3 careful reading
For paragraph 1: Video watching and completing a diagram
Get the students to watch a short video of Jane’s research with chimps.
This paragraph is a description of what Jane and her partners did in the forest. The video can turn the description in words into images. So it seems as if the students themselves went into the forest. Then a diagram will be shown to the students. It contains the main actions of the chimps. They have to complete it. By these two changes, the students can master the important words, phrases and sentences better.
For paragraphs 2-3: Retelling job
These two paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I divided all the sentences into 3 aspects, that is, Jane’s difficulties, her discoveries and her contributions. According to the key words, they have to retell it.
By doing this activity, I can train the students’ language organizing ability to meet the demands of the new curriculum.
For paragraph 4: Question answering
It is a short summary to Jane and implies that women can do what they want to do as men. This paragraph is relatively short and easy to understand. So the questions are fairly easy and will be offered to the less talented students.
Step 4 post—reading
I designed 2 activities.
Activity 1: multiple choice questions
These questions are to help the students get a better understanding of the text. Some of them are about details, and some of them are inferences. Inference questions are more difficult. So I will give them to the top students, and the easier ones to less talented students. Therefore all the students can have the chance to participate in the class activities and achieve the pleasure of learning English. Thus task-based teaching method is used here.
Activity 2: qualities and looking for relevant sentences
It is an activity to consolidate what they have learnt in the class. Traditionally, a blank-filling task is often used in this step, but it is a passive activity. In order to get the students to learn actively, I designed this activity. Just get the students to look at the title and think about “what kind of student Jane is”. They will say many words, like hard-working, brave and so on. Then ask them to find out the sentences from which we can see these qualities. To do this job, the students have to read the whole passage more carefully again, and they will get a deeper impression of the language structure. Here students-centered teaching method is used.
Step 5 Discussion
The students will be divided into several groups to discuss the following questions.
1 Jane was brave enough to live in the forest. What difficulties do you think she was facing?
2 If you have the chance, will you do what she did?
This activity is to cheer the students to think deeply about Jane’s research and to practice their oral English.
Step 6 Homework
Activity : Thinking and Writing
The topic is “ though our grandmothers and mothers haven’t done something great like Jane, do you think they are great, too? ” Give your reasons.
This activity is designed to train their writing skills and stimulate the students to become aware of the greatness of ordinary women. So greatness is close to the students’ daily life.
In class, I will use CAI, so there is no blackboard design.
That’s all. Thank you!
小学英语教案范文全英文版 第10篇
“游戏活动”在小学英语教学中的应用随着素质教育的不断深入，英语学习的起始年龄越来越趋向于低龄化。心理学研究表明：低年级学生学习动机浅近、单一，学习凭兴趣；理解力差，模仿力强，注意力集中时间短，易分散；思维具体形象，无意注意占优势。因此，这就要求我们的英语课教学不能一味地灌输语言知识，而应是通过不断地改进教学方法，组织开展丰富有趣的游戏活动，寓知识于游戏中，让学生在听听说说、看看读读、蹦蹦跳跳、唱唱玩玩中兴趣盎然地学习英语：让学生在愉快、和谐的气氛中主动获取知识，陶冶情操，发展智力，培养能力。为此，我在小英的教学中作了一定的尝试。
一、创设具有童趣的游戏活动，有利于激发学生主动参与的欲望
比如，我们在教学生打招呼用语时，常用的形式是教师问学生答。久而久之，学生就会感到枯燥、乏味。如果我们换换方式，用学生喜爱的卡通人物头像或者教师装扮成孩子们喜爱的人物形象，如“圣诞老人”，走到孩子们中间，说：Hello,ImSantaClaus,?然后教师与学生打招呼，这时候，学生们都会非常乐意与“圣诞老人”打招呼，并且还会主动握握“圣诞老人”的手，进行对话，接着教师鼓励学生进行pairwork。有的学生装成唐老鸭，有的装成白雪公主等进行对话练习。这样的游戏活动不仅操练了招呼用语，而且使课堂充满了愉快和谐的氛围，教师只需进行引导，学生便能主动地获取知识。又如，我们在教对话时，常用的教学形式是分组说、男女说或者pairwork，长此以往，学生便会觉得这些活动形式陈旧老套没有新鲜感。那么我在教对话时，设计了“小羊过桥”的游戏活动。如果对话有三四句长的话，在游戏时就选三四个学生扮成小羊，张开双臂，跳过小桥，同时按顺序说出对话。如果其中的一名同学在规定的时间内接不上来，那么他就会掉入“水中”——放下手臂。这样的游戏极
富童趣，有助于克服腼腆羞愧的心理障碍，提高并保持良好的身心愉悦状态，激发主动学习的欲望，课堂气氛热烈，学生们跃跃欲试。
二、游戏活动贴近儿童生活，有利于引起情感共鸣，创造有利于学习的心理状态——自尊、自信、愉快、惊喜等
教师要善于利用学生的生活体验，通过让学生交流，使他们对所学语言产生亲切感，从而引发学习动机。比如在学习whoshe(she)?He(She)ismy...语句时，我设计了如下活动：要求学生将家庭成员的相片带到课堂上来，互相问一问照片上那个不认识的人是谁，学生互问互答兴趣很高。又如在教单词hamburger,hotdog,sandwich..时，因为时逢圣诞节，我设计了游戏活动“圣诞大餐”。教师准备好单词卡，扮成服务员（waiter）,学生点菜（order）。虽然学所单词较长或难念，但是这些事物对他们来讲太熟悉太具体太喜爱了，通过游戏的形式操练，学生一学就会。让学生在熟悉的环境中使用有限的语言，并赋予语言的实际意义，这样的活动形式有利于学生积极思维，有利于语言项目的掌握。
三、游戏活动坚持采用形式多样的“活动”，使学生在活动中感知英语
这里所说的活动是指动手、动脑、动身体等形式。例如儿歌haveyougotapet?Yes,。这一语言项目如果不激活，学生学起来就很枯燥。因为不可能让学生带pets到课堂上来，我采取这样的办法，要求学生在纸上画一种动物作为自己的宠物。学生画好后，再说唱儿歌进行交流。通过涂涂画画、说说唱唱，大大活跃了课堂气氛，全面培养了学生的各项语言技能。又如比较流行的TRP即全身反应教学法，是一种儿童学习英语过程中常用的活动。它强调把语言学习和行为动作联系起来，充分发挥学生的主体作用，使学习充满了乐趣，减轻焦虑情绪，从而取得良好的学习效果。
在领先英语学习的初始阶段，TRP活动随处可见，游戏包括要求学生跟随歌曲、诗歌做动作，听取指令做动作，用动作表演故事，用动作表演两人活动，小组活动等，坚持这一方法就能达到强化语言的目的。
四、创设活动情境，让学生乐学爱学
要学好英语，一定要有语言环境，学生只有在逼真的教学环境中，才能准确地理解语言，正确地使用语言，才能让他们兴致勃勃地参与交际活动。
中国学生学习英语，最缺乏的恐怕就数语言环境。因此在教学中教师应结合教学内容，为学生尽可能多地创造英语环境，营造英语文化氛围。例如在学习教材第二册unit5时，我把教室布置成麦当劳快餐店式样，将食物的图片和空饮料瓶摆放在“吧台”——教室的一角。学生在音乐中，按Doit!的顺序进店就餐。然后分角色扮演服务员和顾客的游戏活动来学习句型最后分组展开“点菜”竞赛，巩固句型。在情境游戏中学习，学生觉得非常有趣。又如，运用电教媒体创设情境开展活动。在学习Family及相关的语言项目时，通过播放Disney教学英语软件，其中的卡通人物形象逼真，活灵活现，引起了学生的极大兴趣，学生争相扮演各种角色模仿软件中的活动开展竞赛。学生不仅高效地掌握了Family及相关语言项目，而且能用软件中的简单英语进行交流，因而激发了学生的自豪感，培养了他们大胆说英语的能力。
五、唱唱跳跳的游戏活动能充分调动学生的各种感官
小学生的特点是爱听爱说爱唱爱跳，通过唱英语歌曲，跳简单的拍手舞，必然有助于激发学生的学习动机。比如在教数字时，利用有关英语数字的歌如“TenlittleIndians”。学生围成一圈，边拍手边唱，并且根据教师的示范、手势、表情等进行表演。又如SK教材的每一单元中教有SING-A-GRAM教学项目，在熟悉的旋律中，将本单元的重要单词、语法或句型填进曲子，教师不用煞费口舌，学生便能轻松自如地像唱卡拉OK一样学唱歌曲，很快就能达到进一步掌握和巩固重点内容的目的。
总之，在小学英语教学中运用“游戏教学”，是激发学生学习英语的兴趣、寓教于乐的有效手段。“把戏不可久玩”，再好玩的游戏，玩几次就没有新鲜感，因此教师应不断收集，设计、翻新游戏。教学是一个复杂的过程，要提高教学质量，达到我们的教学目的，灵活采用符合小学生生理、心理及认识特点的教学方式，才能真正教好英语。
小学英语教案范文全英文版 第11篇
教学内容：小学英语第一册第四单元Part A 中的 Let`s learn .(单词：rabbit、duck、dog、panda、bird、bee、monkey ) ，句子：I have a …… 。
教学重点、难点：听说、认读三会单词。
教具：有关六种小动物的头饰、玩具，相关单词卡片。
多媒体制作要点：创设情境引入新课、出示六种小动物的动态图片、小队比赛成绩表、根据书上练习制作小动物相应的动作(突破句子这个难点，帮助学生理解，同时调动课堂学习气氛)
教学方法：小组合作学习
教学设计：
一、组织教学：
师：看谁坐得最精神!(学生整顿坐资)
师：(手指多媒体)同学们，这节课我们要乘坐Welcome 列车到动物王国里游玩一番，你们愿意吗?(生：愿意!)
OK!Are you ready ?(生：Yes.) Now ,class begin !
师生问好：Good morning ,class. (S:Good morning , Miss Lin .) OK,sit down ,please .
二、导入新课：
师：(多媒体展示)同学们看，动物王国的小动物可真淘气，有的露出一只小耳朵，有的露出了一只半截小尾巴，还有的露出了一只小手。那么你们能猜出它们是谁吗?(学生纷纷举手发言)——猜，是小学生的一大嗜好。一石激起千层浪，学生的热情被点燃。
师：那让我们来看个究竟吧!(多媒体展示各种小动物的动态图片)——生动有趣的动画效果，激起学生的学习兴趣
师：第一个出场的是谁……(在多媒体展示的过程中，学生说出各种小动物，老师借此板贴单词卡片)——结合个别学生课外参加补习班的情况，而这一课的单词又比较常见，很多同学能直接说出这些小动物用英语怎么说。因此，借此导课。
三、教学单词：
1、了解学生知识水平
①、师：刚才老师听到有些同学知道这些小动物用英语怎么说，老师可真佩服你。那么，你能站起来再说一遍吗?——及时鼓励!能说几个就说几个!——让每个学生知道自己很棒，感受成功的喜悦!
(生说单词。师：你真棒!老师要奖励你一个小粘贴，希望你继续努力。同学们给他鼓掌。)
②、师：有没有7个单词全会读的同学?(生举手)请你们站起来给同学们大声读一遍好吗?——教读一遍单词，在给好学生表现机会的同时，老师了解学生的知识水平。
2、小组合作学习
①、提出学习要求：我们同学可真棒!那么，如果让你把自己知道的知识教给你小组的同学，一会儿我们小组之间比一比，你们愿意吗?(生：愿意!)请你拿出单词卡片，我们比一比哪位同学最乐于助人，哪个小组学到的`单词最多。开始!
②、同学们互教互学，老师巡视指导，督促性格内向或者知识基础较差的学生。——基于学生知识两极分化严重的问题，在掌握学生现有知识水平的基础上(根据情况可将基础好的学生分散到各个小组当中)，通过以好带差，在好学生“吃好”的同时，让差生“吃的饱”!保证全体学生的参与，促进全体学习的积极性和主动性!
③、汇报学习结果：
师：看哪一组胸有成竹，准备好了?(巡视)
(分组考单词，并预于奖励。根据时间，最后剩下的小组可采用集体考的方式，保证所有同学参与到学习中来。)
师：(鼓励)同学们可真棒，我们一起为自己鼓鼓掌!
④、根据学生汇报，有针对性地教读单词。——结合实际情况，注意读的方式：领读、指名读、男女生读、开火车读、高低音读等等。
3、教学Let`s do 。
在教读单词的过程中，师领读，并模仿相应的动作。
小学英语教案范文全英文版 第12篇
JAVA命名的总的规则是这样，类和接口名称以及非开头单词的首字母用大写，其它字母用小写。
基本原则：
命名项
命名规范
举例
采用全英文描述。为了同变量名称进行区别，可以用“a”和“an”作为前缀
用全英文描述，首字母小写，非开头单词的首字母大写
取boolean对象的成员函数
用is作名称的前缀
类classes
用全英文描述，所有单词的首字母大写
源文件
和主class的名称相同
用全英文来描述组件的用途，结尾的单词表示组件的类型
一般JAVA没有析构函数，通常在系统的垃圾回收之前，调用finalize()来实现
小学英语教案范文全英文版 第13篇
课前准备
1.教学挂图。
2.教学投影片。
3.教学录音磁带。
个地点场所的图片及单词卡片(师生各自准备)。
5.第25课交通工具及交通设施图片及单词卡片(师生各自准备)。
6.游戏用汽车站牌、交通工具头饰、售票员胸牌、乘车票等。
教学内容
A Look, listen and talk.
1.本部分利用图画引入单词。
2.学生通过看、听、说，学习5个地点场所的英文表达。其中school和zoo两个单词虽然在以前的学习中接触过，但是并未作为正式的单词出现过，此次正式列入生词表中，作为生词出现。
3.本部分单词的要求是：学生能将单词的音和相应的图形联系起来，并能看图用英文说出单词。
4.本部分学习内容的难点如下：
(1)book store词组中失去爆破的读音;
(2)地点及场所单词词义的辨认。
5.初步练习用“Where are you going? I'm going to....”语句，询问某人要去哪儿和表达自己要去的地方。
6.初步练习询问某人乘坐什么交通工具并能回答。
7.本部分重点学习地点及场所单词的音、形、义，对语句的学习仅要求能初步感知，在B部分教学中应注意进行语句的巩固练习。
8.本部分能够涉及到的复习内容是：询问某物在哪儿的语句及表示方位的词。此项复习内容为第27课学习指路和问路做了铺垫。
B Let's play and say.
1.本部分的学习内容是学生通过游戏的方式进行模拟角色表演。
2.学生通过用语言做事情，熟练掌握所学地点场所的单词和询问某人要去哪儿的问答语。
3.本部分有一首关于开着车去某地方的歌曲，此歌曲配合学生模拟活动，不要求学生会唱，可以在今后的复习巩固中要求学生逐步学会此歌曲。
教学建议
1.学生在学习新内容之前，教师应帮助学生对第25课的学习内容进行复习。
2.教师出示教学挂图，请学生看图并听录音。听第一、二遍录音时，教师根据录音指出相应的图，听第三、四遍录音时，可以要求学生根据录音指出相应的图。学生指图时，建议先由一位学生指教师出示的教学挂图，然后再两人一组指书上的图。
3.教师用“What do you see in the picture?”问句，帮助学生练习说表示地点场所的单词。
4.教师帮助学生做巩固单词的练习。如：
(1)教师发指令，学生用单词卡片做反应。如： me.... the park next to the ...
(2)学生看图，根据听到的音标出序号。如：T: Find the under the the under the hospital....序号标好后，学生两人或以小组为单位进行反馈练习。如：A: (Ss): School.
(3)看图问答。如：T: Where is the zoo? S: It's next to the : Where is... ? S: It's....
5.教师采用多种办法，帮助学生理解“询问某人正要去哪儿”交际用语的使用场合。如：根据学习内容拍摄的录像片，根据学习内容制作的电脑课件，出示相应的图，教师用英语介绍情景并听录音等。
6.教师设置相应的情景，帮助学生学习“Where are you going?”的问答语。如：将教室的一角布置成街道，在“街道”上设置一个公共汽车站。教师边演边说：Today is Sunday (出示日历).I am going to the supermarket.(走在“街上”，指着超市的图片。)教师可以指着其他地点图片问学生：Where are you going?帮助学生回答：I'm going to....教师应注意让尽量多的学生回答这一问题;在大多数学生能回答这一问题的基础上，帮助学生学说问句。然后，帮助他们做初步的问答练习。
7.教师利用同一情景，帮助学生学习“By taxi ?”的问答语。教师拿交通工具的图片或玩具实物，站在“公共汽车站”旁说：I go to the supermarket by bus.并问学生：How do you go to the supermarket? By bus?然后帮助学生回答Yes. / subway.由于教材中没有其他的语言来支持此问答语的练习，建议采取如下办法帮助学生练习此问答语，教师说问句“How do you go to the... ?”学生之间问答：By bus? Yes. / No.
8.在两组问答语基本练熟的基础上，教师帮助学生进行四个话轮的对话练习。这项练习不要强求所有的学生都会，要顺其自然。
9.让学生听歌曲，目的是稍微休息一会儿，为做角色扮演游戏做准备。
10.游戏方法如下：由几位学生头戴汽车(bus, van, taxi, subway, car)头饰扮演汽车司机;由另几位学生扮演售票员(手中持有不同车型的车票);再由6位学生手持地点的图片，站在教室的各个角落;其他学生扮演乘客。游戏开始后，“司机”站在全班面前，“售票员们”走到“乘客”中间，进行下面对话：
售票员：Hi! Where are you going?
乘客：I'm going to the zoo.
售票员：By bus?
乘客： car.(“售票员”给“乘客”一张小汽车票。“乘客”走到“小汽车”面前。)
小汽车：Get on, please.(“乘客”上车双手即搭在“司机”的肩膀上。上其他车同此。)每辆“车”都有“乘客”后，“司机”开车带“乘客”去要去的地方。此时放歌曲，“汽车”在歌声中开到“乘客”要去的地方(走至手持地点图片的学生身边)。到地点后，司机说：Here's the.... Get off,
小学英语教案范文全英文版 第14篇
Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.
Firstly，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.
Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands
1 Knowledge aims:
（1）to help students to understand and master the words, phrases and sentence patterns.
（2）to know some basic information about music
2 Ability aims:
(1) To improve the students’ organizing and using skills of English as the second language
(2) To understand the main idea, to scan for the needed information and to grasp the details
3 Emotional aims:
(1) Help students understand different type of music and how to form a band
(2) Develop students’ sense of cooperative learning
Fourthly, teaching key points is
1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.
2. To understand how Monkees formed, developed and succeed. Teaching difficult points is
1. The students use their own words to express their own ideas.
2. the prep+ whom/which attribute clause
According to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.
a. Communicative Language Teaching
Language is used for communication. It’s learner-centered and emphasizes communication and real-life situations.
b. Task-based Language Teaching
A task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.
c. Computer Assisted Language Teaching
Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.
Part 3 Learning Methods
Task-based, self-dependent and cooperative learning
Part 4 Teaching Procedure
Step One Lead-in
“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention and then bring some questions.
Question:
What kind of music they like?
Which band they know best?
The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2
Step 2 Reading for information: skimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.
Task 1 General idea
The students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.
The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.
Task 2 Main idea of each paragraph
Cooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.
Step 3 Reading for comprehension
The purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 35 can help check the situation.
Step 4 Solving difficult language problems through reading
It’s important for language learners to learn important rules of
grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.
Step 5 Consolidation
Language is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities 1 Reading for comprehension
I’ll ask 4 students to read each paragraph, and then do the exercise following the text. I think it’s a good way to review what they have learned.
2 Discussion
During making discussion, the students will deepen their understanding of the main idea of the passage.
a. Why Monkees can be successful? Give reasons.
b. What’s the most important thing for a successful band? Why? Step 6 Homework
Ask the students to write down sth about their favorite singers, band or music and list the reasons. The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.
Part 5 Blackboard design
Unit 4 Music
Passage The Band That Wasn’t
Topic Sentences:
1. Many people want to be famous as singers or musician
2. Form a band
3. Began as a TV
4. They became even more famous than the Beatles
Discussion:
a. Why Monkees can be successful? Give reasons.
b. What’s the most important thing for a successful band? Why?
In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. I want to make the design inductive, instructive and artistic.
小学英语教案范文全英文版 第15篇
一、教学目标:
1、掌握there be结构所表达的意义。
2、能听懂和看懂包含there be句型的简短对话。
3、能运用学过词汇和there be句型来简单描述一下某处有某物。
二、重点难点：
there be句型的肯定式、否定式一般疑问句及其回答方式。
三、教学过程：
1、there be概念。 there be ...句型，表示的是“存在”，“某地有某人或某物”，其结构为there be(is，are)+某物/某人+某地。
2、be动词的用法。单数名词和不可数名词用is,复数用are.
3、there is的句子结构：
there is a book on the desk.
there is some water in the bottle. 5、there are的句子结构：
there are some pictures on the wall. 6、练一练。
7、there be句型就近原则及练习。
四、小结及there be口诀。
小学英语教案范文全英文版 第16篇
一个好的游戏活动能够把课堂教学气氛推至高潮，使每一个学生全身心投入英语学习的世界，但设计不好的游戏不但起不到预先设计的效果，还会引起反面效果。这是我上完同一内容的三堂课后所深深体会到的。
一节新授课，学习的内容是：单词face脸、nose鼻子、eye眼睛、ear耳朵、mouth嘴巴。单词逐一呈现后，我设计了一个小游戏来巩固这些新单词。请一位学生上讲台，我发出指令：（Touchyourface/eyes/ears/mouth/nose）这位同学根据指令做动作。当台上我们两个人卖力地练习时其它学生并没有像我预先设想地那样，积极地参加到游戏中去，他们觉得台上的人与他们无关，有的讲话，有的看书。
经过课后反思我改进了游戏的内容。在第二个班上课时，我把原来的游戏改变成以小组竞赛的方式出现。以小组为单位，每轮每小组选１名学生代表上讲台。我发出指令，台上学生做动作（Touchyourface/eyes/ears/mouth/nose）根据每组回答的情况给予加分。做完一轮后，效果比在上一个班情况好很多，但仍然有几个学生没有参与进游戏中。课后我征求组内其他老师的意见，她们建议我把组与组之间的竞赛改为小组淘汰竞赛。
第三个班，仍旧是以小组为单位，但每个小组要选出两个学生来讲台上，还是由我发出指令，台上两位同学做动作看谁既快有准，获胜组加分奖励。一轮下来，请几位学生分别扮演老师发号指令，游戏的效果更好了，每个学生都积极参与到游戏中，不仅巩固了单词，还激发了他们学习的兴趣，培养他们集体荣誉感。
通过这三堂课下来，让我认识到：游戏要有明确的目的性；游戏的安排并非是随意的，必须为教学服务，要根据教学内容，教学目的的需要进行精心的设计。游戏还要具有创造性；游戏有了创造性它才有了在课堂中的生命力。要推陈出新，能引人入胜，如果游戏呆板，不能激发学生的兴趣和热情，游戏就不能达到预先设计的效果。
总之，在教学过程中，要适时适度设计一些有教学内容息息相关的，学生易于参与的，乐于接受的游戏。以便让全体学生共同参与教学的全过程，使学生在“学中玩，玩中学”，激发并保持学生英语学习的兴趣，帮助学生在欢快的气氛下学习英语。
小学英语教案范文全英文版 第17篇
一．设计说明：
1． 课题说明： 牛津小学英语5b unit 6 b、d
2． 课时说明：1课时
3． 设计思路：
（1）学生语言表达能力的提高，要靠长期的学习积累，不能一蹴而就，“冰冻三尺，非一日之寒”。 在小学英语学习的课堂上，让学生语言能力的培养在活动中进行，让孩子在游戏、唱歌、表演、看图说话等多种形式训练中，逐步学会说话，不知不觉，积少成多，在教师的有效指导下，把话说地道。
（2）从学生的生活经验和兴趣出发，创设与完成任务相关的情景进行语言训练，使学生在真实的情景和方式中学习英语知识，发展语言技能。
（3）借助图片，训练学生运用现在进行时，叙述正在发生的事情， 使学生知道什么情况下使用现在进行时。
4．学生情况说明：本案例适合三年级起学习《牛津小学英语》的小学五年级学生
二、教学详案：
unit 6 a pe lesson b、d
（一）、教学目标：
four skills words: touch ,an arm , a hand ,a leg , a foot
three skills words: neck , shoulder ,finger ,knee ,toe
everyday english: touch your…
let the students can use the new words freely. arouse their interests of pe.
（二）、教学重点、难点：
emphases: the new words.
difficulties: use the everyday english freely.
（三）、教学准备：
some pictures
（四）、教学过程：
before class: sing a song《hobbies》
step1 greetings
step2 free talk
t: what day is it today?
s: it’s…
t: do you have any hobbies?
s: yes, i do. i like…
t: what’s my hobby? guess!
s: i think you like…
step3 presentation
t: i like colleting dolls. look, this is a picture of one of my dolls.（show the picture of part b）is he cool?
s: yes, he is.
t:（point to the boy’s foot）look, what’s this?
s: it’s a foot.
t: it’s his foot, and they ‘re his feet.（teach foot and feet）look, this is his neck.. （teach neck）touch your neck/foot/feet. （teach touch）
t: what are these? they’re his shoulders.（teach shoulder）touch your shoulders.
s: （do the actions.）ok.
t: what’s this?
s: （看音标，试拼读）it’s an arm..
t: can you see his legs?
s: yes, i can.
t: （teach leg）（the same method to teach other words）
step4 look, read and learn.
a、read the new words after the teacher.（t: touch your… s: touch my…）
b、listen to the tape and imitate.
step5 play a game.（a pe lesson）
a、show the title and read together.
b、play the game.（师说口令，生做动作或一生说口令，其余人做动作）
step6 consolidation.
a、t: boys and girls, i have many wonderful photos .do you want to see them?
s: yes, i do.
t: （show the picture of part d）look, the boy is standing . where is he standing?
s: he’s standing on the man’s shoulders.
t: so we can say the boy is standing on the man’s shoulders.
s: （read after the teacher）
t: what about the girl/man? say the sentences to your partners.
s: （say the sentences）
t: （ask some students to say）do the exercises on page 48 of your book..
s: （do the exercises）
t: （check the answer）
b、t: look, here comes the monster. it has two hands, two necks, four arms, eight fingers and six legs. it’s terrible. what’s the monster in your mind? draw it out and describe it to your partners.
s: （draw and say）
t: （ask some student to say）
step7 summary
step8 homework.
补充练习p17 d、p18f。
板书：
unit 6 a pe lesson date
pictuers
touch your…
三、教学反思：
1.歌曲激趣，营造氛围
英语歌曲是提高学生英语学习兴趣和学习效率的有效方法之一。^v^hobbies^v^这首动听的歌曲既能感染学生，调动学生的情绪，歌词中的句型又在不知不觉中有效地复习了本册unit 3 中的内容。
2.利用实物，学习新知
小学高年级学生仍以形象思维为主。因此，我借助图片，结合体态语言，运用动作进行直观教学。
3.设计游戏，巩固新知
寓学于乐，让学生轻松、快乐、高效地学习，是我们的追求。游戏，是我们的好帮手之一。因此，我在本课设计了a pe lesson这个游戏，让学生听口令做出相应的动作。第一、旨在集中学生的注意力，养成静听、细看、敢说的良好学习习惯；第二、旨在考验学生的听力；最后让学生在游戏竞赛中熟练本课所学内容。
小学英语教案范文全英文版 第18篇
课前准备
1.教学挂图。
2.教学投影片。
3.教学录音磁带。
4.学生画图用白纸(教师准备)。
教学内容
A Listen and find.
1.本部分提供了一幅迷宫游戏图。
2.学生根据图和录音材料，找出图中人物要去的地方，并划线表示出来。
3.本部分通过听和找的活动，检测学生对本单元学习内容的听和认的情况。
4.为了降低听力材料的难度，每一项听力材料都是由两句话组成，先说某人去哪儿，再说乘什么交通工具。
5.图中的路线可以重复画。
B Let's make a mural and talk.
1.本部分是一项学生自主活动。学生以小组为单位，画一幅街道的图画(mural意为：壁画;天花板的装饰画)。
2.本部分提供了一幅学生画习作，供学生小组活动时参考。
3.学生绘画结束后，应对本组的作品集体进行描述，以此来检测自己对本单元学习内容的说的情况。
教学建议
1.教师出示本课教学挂图，要求学生用“I can see....”语句对图画进行简单描述。
2.教师请学生猜一猜画面上人物要去哪儿，引导学生说出在本单元学到的交际用语(注意：说本单元交际用语时需要换人称，教师可以帮助学生说，如：教师说前半句Andy is，学生接后半句going to the supermarket.)。
3.学生听录音并画线。该练习做完后要有反馈，教师要帮助学生核对答案。核对答案时学生可以互相交换课本，以逐步学会互相检查。
4.教师将学生分成4至5人一组，每组发一张白纸，要求学生以组为单位，画出想象中的街道。教师也可以给出街道示意图(如下图)，请学生添加画面。
这项练习的另外一个做法是：课前布置任务，学生同样以组为单位，收集有关街道建筑、设施、车辆的图片，并将图片剪下来带到课堂。课堂活动时，大家有选择的将自己收集到的图片贴在一起，组成街道拼贴画。为防止大家都找同一类型的图片，布置任务时教师可以指导学生进行分工。
5.图画作品完成后，让学生先在组内用英语对图画进行描述。
6.然后让学生以小组为单位，在全班展示图画。展示时，要求每位学生用英语说一说自己画的或收集的部分。以此种方法为每一位学生提供说话的机会。
7.录音材料：
A项：MONOLOGUE
Teacher: Andy is going to the is going by bus.
Lily and Yaoyao are going to the are going by taxi.
Bill and his dad are going to the are going by bicycle.
Ted is going to the book is going by van.
Binbin is going to the is going by car.
Joy is going to the is going by subway.
B项：MONOLOGUE
Teacher: I can see a taxi, a bus, a van, a bicycle in the can see a school, a park, a book store in the is a zoo next to the traffic is a supermarket next to the bus bus is car is 'm going to the zoo by bus.
小学英语教案范文全英文版 第19篇
教学目标：
知识与能力：
1、能听懂、会说“How tall are you? I’m . I’m taller than this one. Howtall is it?”
并能在情景中正确运用。
2、能够知道meter的意思
能够独立完成let’s try的练习
过程与方法：
学生能在合作交流中使用新语言进行沟通
情感与价值观：
培养学生良好的英语学习习惯。
了解基本的计量单位的运用
教学重点：
掌握句型：
How tall are you? I’m . I’m taller than this one. How tallis it?”
教学难点：
能在情景中正确运用所学句型并能完成调查表。
教具学具课件准备
录音机及磁带、图片、学生自备一张调查表第几课时：2
探索流程个性添加(教学反思)
1. preparation(预习)
1.日常口语练习。
2.复习单词：taller、 longer、 older、 younger 、shorter
2. presentation(新课呈现)
(1)Let’s try
教师播放录音，学生独立完成练习并核对答案
(2)Let’s talk
a.生阅读对话，并解释大意
b.教师范读，学生跟读
c.分组读，个别读回答问题
d.播放录音，学到再次跟读
(练习)
(1).T: How tall are you? I’m .引导学生回答，并多加练习。
(2).做完后教师出示图片问How tall are you?请学生轮流回答。
(3).把图片出示给学生，让他们加强练习。同桌或小组之间互相练习。
(4).学生两人分角色朗读课文对话。
(家庭拓展)
(1).做本单元A Let’s talk部分的活动手册配套练习。
(2)听A Let’s talk部分的录音读给同伴、朋友或家长听。
板书设计作业布置
Unit 1 How tall are you? 2
How tall are you?
I’m 164cm tall.
You’re shorter than me.
You’re 4cm taller than me. 1听A Let’s talk部分的录音读给同伴、朋友或家长听。
2每个学生准备图片两张，会用学过的比较级单词和相关句型进行演练。(学生可以根据各自的情况以个人或小组的形式来练习。
小学英语教案范文全英文版 第20篇
一、语言技能目标
第一层次：
1.能够听懂、会说衣服词汇cap，coat，shoes，sweater，jacket，gloves，trousers;能在四线三格中基本规范地抄写单词，并尝试借助拼读规律记忆单词。
2.能够听懂、会说用来介绍复数衣服的功能句：These are ...
3.能够听懂、会说用来询问自己该穿什么衣服的功能句：What should I wear today?及其答语：You should wear ...，初步学会在恰当的情境中运用，并通过描摹句子来体会句子书写规范，为抄写句子和独立写句子打基础。
4.能够读懂介绍自己所在城市的季节、天气、穿衣情况以及询问对方城市相关情况的小书信;并通过替换小书信中的关键信息回信，介绍自己的上述情况，回复朋友的询问。
5.能够借助熟悉的旧单词和图片感知字母u在闭音节单词中的发音规律，并利用该规律拼出新单词的读音，进而尝试记住其写法。
第二层次：
1.能够借助图片读懂Fun Time的基本信息，并尝试进行小制作。
2.学唱与本单元话题相关的歌曲。
3.能够借助图片读懂Story Time的小故事，并在教师的指导下表演或改编故事。
二、其他目标
1.能够积极参与课堂上的各种活动或游戏，并能与同伴合作完成活动或游戏。
2.能够舍动中认真倾听同伴发言，并尝试表达自己的观点。
3.能够通过学习小故事，明白不随波逐流，不盲从于别人的道理，学会欣赏自己的美。
小学英语教案范文全英文版 第21篇
学情分析
学生年龄都在九到十岁左右，生性活泼好动，想象能力丰富，对游戏竞赛.唱歌都非常感兴趣。学生学习英语半年多了，大家都能说简单的日常交际用语。如何让他们学习英语有信心，感兴趣是我们教学的重点。课堂以跨越式模式为主，注重培养学生的.英语学习兴趣，鼓励他们大胆说，努力听。
教材分析：
在上册书Unit2>中我们已经学过句型：Where is...？在巩固此句型的基础上，学习一些新词和短语。
教学内容：
Part A Let's talk
教学目标：
1、知识目标
The pupils can read and say these new words and new sentences：Where is my car？On the desk. In the toy box. Under the chair.
2、能力目标
1）PPT提供一定主题内容的图片，培养学生在key points辅助下进行口语表达的能力。
2）通过自主说.两两对话.小组活动等形式，培养和提高学生口语交际能力和运用英语进行思维的能力。
3、情感目标
1）通过本节课的学习，学生能够互相团结协作，共同完成学习任。在学习中培养孩子们的相互协作意识。
2）养成独立思考.自主学习的学习习惯。
教学重点：The pupils can read and say these new words and new sentences.
教学难点：The pupils can use the sentences correctly in the life.
教学理念：
1、以跨越式教学理念为基础，体现教师主导.学生主体的教学思想。
2、利用多媒体服务于教学，为教学创设理想的英语学习环境。
3、倡导俩俩对话为主.师生对华为辅的交际模式，提高学生的语言应用能力。
4、本节课主要通过图片展示.师生练习.俩俩对话.儿歌欣赏等方式培养学生学习英语的兴趣。
教学理念：跨越式教学理念
教学资源
1、录音
2、多媒体
3、教学卡片。
教学策略
以教师为主导，学生为主体。运用多媒体与卡片有效结合，激励学生的英语学习兴趣。
一.、Warm—up/ Revision
1. Chant：Where is your hand？Here it is.
2. Revise the old words：car，box，plane.
Ask：What ’s this？Do you like？
二.、Presentation
1、师生示范The teacher puts the car，doll，plane in the toy box.
T：What’s this？Ss：It’s a box.
T：Yes，it’s a ’s a toy box.
Then the teacher points at the car，doll，plane and says：They are toys. Help the pupils read “ toy box.”
2.、The teacher puts the car in the toy box，on the toy box，under the toy box. Then teach these phases.
3、Teach in，on，under. Pay an attention to the sound of under.
4、Listen to the tape and read the dialogue.
5、Practise the dialogue in pairs like this：Where is my pencil？It’s in your pencil—case.
6、Game：Listen and act
T：Act a ball in a toy box. Act a plane on a toy box.
Act a car under a toy box .
7、 Do and Say . Two pupils in a group.
A：Where is my ———？
B：It’s in/ on/ under———.
三拓展听读。
使用拓展材料中的Dialogue1. 2. 3. 4. 6。根据时间的安排与学生的理解情况至少听两个对话。
小学英语教案范文全英文版 第22篇
教学重点：
Let’s learn部分的单词：flying, walking, running, jumping, swimming.
在情景中使用对话中的句子，并能恰当的替换句中的单词。
听、说、读、写单词：flying, walking, running, jumping, swimming。
教学难点：
walk, run, jump, swim的末尾字母与ing连读的发音。
running和swimming的单词拼写。
课前准备：
教学过程中所需的图片(let’s start)、录音(let’s learn, Let’s chant)、课件、动画素材。
本课时的五张单词图片和卡片。
教学过程：
Warm up ( 热身)
活动一：唱一唱
教学参考时间：2-3分钟
教师播放三年级上册第四单元A部分Let’s do的录音。
教师适时出示各种动物的词卡，学生边说边做相应的动作。
教师播放三年级上册第四单元B部分Let’s do 的录音，方法同上。
活动二：做一做
教学参考时间：2-3分钟
(1) 教师将jump, walk, fly三个词写在黑板上，然后手指相应的单词发指令，如：jump like a rabbit. Walk like an elephant. Fly like a bird.学生边跟读边做相应的动作。
(2) 教师继续发指令，学生做动作，适时提问：What are you doing?，引导学生回答：I’m (jumping) (like a rabbit).。教师在黑板上的jump后面加上ing，呈现新词：jumping。同法引入walking和flying。
2、Presentation (新课呈现)
活动三：学一学
教学参考时间：10-12分钟
教师出示Let’s learn部分的教学课件，提问：What animals can you see in the picture?让学生回答。
教师指着大象说：Look at the elephant! It’s walking! The elephant is walking.教师让学生重复句子。分别指着一只鸟和小兔子，让学生模仿句子说出：Look at the bird! It’s flying! The bird is flying. Look at the rabbit! It’s jumping! The rabbit is jumping.
让学生看图回答：Why is the rabbit jumping? What animal is after the rabbit?引导学生回答：A tiger. 教师再问：What is the tiger doing? 引导学生回答：It’s running. The tiger is running.教师板书：running。
教师指着正在水里游的鱼，问：What is the fish doing?引导学生回答：It’s swimming.教师板书：swimming.
教师播放课件中的对话，让学生重复句子。
让学生看板书，读出单词。教师手指running, 问：How many “n” s are there in this word?引导学生回答。用同样的方法提示学生swimming中的字母m也要双写。
让学生拼读单词。running, r-u-n-n-i-n-g, running.
活动四：说歌谣
教学参考时间：5分钟
教师出示图片，让学生听Let’s chant部分录音2-3遍，以小组为单位将图片按听到的顺序摆好。
教师让学生通过图片理解单词leaping, fighting, biting, climbing, snoring的中文意思。教师给学生解释never boring的中文意思。
听录音，跟说歌谣并表演。
活动五：编歌谣
教学参考时间：4分钟
(1)教师出示Let’s start部分的图片，让学生看图说句子：Look at…! It’s… The … is…
(2)让学生两人一组，根据Let’s chant部分，自编歌谣。
(3)把自编的歌谣说给大家听。
3、Let’s play ( 趣味操练 )
活动六：玩一玩
教学参考时间：4分钟
(1)教师请一名男生和女生上台，女生做一个动作，其他学生根据动作猜动物的名称，如：It’s a rabbit.动物名称猜对后，男生做一个动作，其他学生根据动作说一个句子，如：The rabbit is jumping.除了Let’s learn部分的五种动物外，教师还可以让学生表演其他的动物和相关动作。
小学英语教案范文全英文版 第23篇
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.
In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.
My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.
This period is from unit 6 of book 5 PEP senior high school .this unit is around the space exploration to improve ss' listening speaking reading writing ability ,this period is a listening and speaking ,the topic is hot ,but it is far away from actual life. So the teacher should enlighten the students to think deeply the advantage and disadvantage of space exploration . .
According to the new curriculum standard and the characteristic of listening and speaking lesson ,combining the content ,I set up the teaching aims
Through the listening practice and speaking practice ,improve the ability of using language, know much about the space exploration ,and cultivate the students exploration spirit .
So the key point and difficult points is understanding the main idea of the passage .
Analysis of the students
Students have certain ability and skill in listening comprehension ,they have the ability of gaining the information. Have grasped many of the students can express themselves correctly .
It is the listening and speaking lesson ,so I will take lingual method and task-based language method ,the students will finish the task in groups and improve the ability of using the language .
My teaching procedures if following:
Step 1 lead in
To arouse students' interest in space exploration ,I show them some pictures about space exploration,the picture of the three famous astronauts in china ,some pictures of look at and try to recognize the people
Step 2 listening practice
To draw students' attention to the topic, ask students a question and comment on their answer ^v^can you guess what are going to listen to today ?
Then to cultivate their ability to grasp the main idea ,let the students listen to the tape ,try to figure out the main idea and do the exercises
Play the tape for the first time and get the main idea and finish some of the exercises
To train their ability of searching for detailed information in listening ,I play the tape for the second time and ask them to finish all the exercise and check the answer
To make sure that students can complete the task and offer help if necessary ,play the tape again .
At the same time,check the answer with the whole class ,and get them to know how to find the answer by asking ^v^how do you know that
Step 3 speaking activities
To have students practise their speaking ability .I ask students to discuss the question in groups from the passage ,we can know that space exploration is developing rapidly in recent years ,do you think ti worth exploring the space .^v^try to express their own opinion and give us your reasons ^v^why you are for or against the exploration^v^
To check the results of discussion,ask the students to report after ten minutes' discussion.
To design their impression of different ideas and prepare them for the writing task after class,ask the students to make a list on the blackboard
Step 4 conclusion
To enable students to summarize what they have learned ,ask students to sum up the ideas on the blackboard
Step 5 assignment
To enable students to consolidate their knowledge in the form of writing ,ask students to write a passage on whether the space is worth exploring
小学英语教案范文全英文版 第24篇
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.
In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.
My teaching plan will include 3 secti. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.
Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.
Section 2 Indentifying the teaching aims
Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:
The 1st aim: Students learn the skills and strategies to read a prolonged text.
The 2nd aim: Students get a better understanding of what a gap year is.
The 3rd aim: Students are encouraged to figure out the implied meaning.
The 4th aim: Students are familiar with various expressi or approaches to express the same thing or idea.
Section 3 Teaching procedures
In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.
Part 1. Getting ready
Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part cists of two tasks:
Task 1: A time machine. I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing.
After it, I give a summary of their presentati as follows: After leaving high school, most of Chinese students go straight to , at this time next year, most of you will be studying in a university.
（With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.）Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university.
（With the task, I excite students’ desire to know more about what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. ）
小学英语教案范文全英文版 第25篇
教学目标：
this lesson , get the students to grasp how to ask and answer “How are you ?”
the students to interest to learn English .
教学重点：
How are you ? I’m fine .
教学难点：
Enable students to use the drills fluently and correctly.
教学准备：
CD-ROM
教学过程：
up and Revision
Greet the students with phrases they have learned such as hello ,hi ,I’m…
Ⅱ.Leading-in
a game.
Explain that I’m going to say different greetings and farewells.
T: Hello
Bye
（Saying the greetings or farewells faster and faster）
and point
Ask the students to describe the pictures.
To play the tape and ask the students to close their books and listen.
ⅢListen and Reading Activities.
the picture in the students book. Play the tape three times.
play the tape again.
the class in half.
some volunteers to act.
Ⅳ Further Development
Teach this song line by line to the students.
are you?
the exercises.
板书设计：
Module 1 Unit 2
How are you?
I’m fine.
小学英语教案范文全英文版 第26篇
一、学情分析
二年级二班学生共__人。对于二年级的学生，已经学习了一年的英语，大部分对英语保持着较高的兴趣，对英语有初步的认识。但由于学生年龄小，上课时的控制能力差，注意力不集中，所以堂教学难度很大。通过一年的英语学习，学生已经有了学习差异，有的学生学习起来很投入，接受能力强，;有的学生思想经常开小差，坐不住，导致学习吃力。所以在今后的教学中，我会采用多种教学方法，灵活教学，教学中既要面向全体学生，激发学生学习英语的兴趣，又要注重个体差异，因材施教，充分调动他们的自主能动性、积极性，并发挥团队协作精神，营造互帮互助，共同学习英语的语境。
二、教材分析
本册教材——New Standard English(供二年级起使用)第三册使供小学二年级上学期使用的。全书共分11个模块(Module)，内含一个复习模块。每个模块分两个单元(Unit)，一般情况下，第一单元呈现本模块所要学习的语言内容，第二单元提供若干任务型(Task—based)练习，包括一首歌谣或小诗。通过对歌谣和小诗的学习，一是培养学生的语感和节奏感;第二是提高发音的正确性;第三通过这些英语国家儿童所熟知的歌谣，介绍一定的西方文化。其中的一些不常用单词，不要求学生在歌谣之外使用。本册的安排是：系统学习英语字母和一些字母歌谣，为学生以后学习、记忆单词打下基础，同时学习如何表达学校的课程、如何表达时间以及日常活动，最后学习不同季节以及天气的表达。
三、教材重点、难点分析
1、激发学生学习英语的兴趣，培养良好的语言学习习惯，使学生大胆的开口说英语。
2、能够运用英语进行简单的交流，如：询问时间、谈论学校课程、季节和天气等。
3、单词是英语基础教学中一个重要组成部分，要求学生能正确的识别印刷体。还有让学生能够听懂指令作出相应的动作，这也是本册的重点。
4、会话部分是本教材的重点和难点，学生开始学时很困难，但多听、多说、多练之后就容易了。
四、教学目标
通过学习本册教材使学生：
1、逐渐形成学习英语的兴趣和爱好，形成在真实环境中使用英语记性活动的积极性。
2、能运用英语在日常生活和课堂情景中与老师和同学进行初步交际，如问候他人，家庭和朋友的简单信息。
3、能参加运用英语组织和开展的日常课堂教学和生活游戏，及其他课内外活动。
4、能听懂简单的指令并作出适当的反应，能唱一些英语歌曲，背一些小诗和歌谣。
5、养成良好的学习英语的基本方法;形成英语学习的自觉性。
6、养成良好的文明行为习惯，掌握基本的英语交际礼貌用语，全面提高综合素质。
7、乐于了解英语国家儿童的兴趣爱好，以及外国人的一般风俗习惯。
五、教学措施
1、深钻教材，挖掘教材的`内在联系，认真备好每节课，精心设计教案。
2、更新教育观念，明确教师角色，建立以人为本的学生主体观，建立民主、平等、和谐、合作的教育观，让学生在轻松的氛围中学到知识。
3、训练和提高学生能听懂一些日常生活对话，能用英语进行简单交流。
4、实行开放式教学方式，让每个学生在参与交流中提高英语交际水平，同时提高学习兴趣和合作能力。
5、改进教学方法，提高教学效率，改变过去“满堂灌”的方式，让课堂焕发出生命的活力，在课堂上，有讲有练，精讲精练，有动有静，让学生说起来，动起来。
6、在课堂上尽量的使用英语，适当使用汉语。
7、利用录音机、磁带、多媒体等辅助教学手段，来辅助教学。
8、纠正学生的错误时，尽量采用委婉、间接的方式，如先表扬，再指出错误，或者说出正确答案，让学生重复，让学生自己体会到刚才自己的错误等等。
9、在课堂上大胆地经常地使用鼓励性语言，使学生感到高兴，树立学习英语的兴趣。