精品-小学英语教案格式范文
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小学英语教案格式范文
英语教案格式范文一：Apostcard from New York
教学目标：
has got a Chinese kite and
we fly it in
the park.
got
some chopsticks, but they are difficult.
3. 通过不同国家的人们使用的物品进行文化对比，复习
have
got的用法。
教学过程：
一、Warmer
Take fine objects that
belong to you and put them
on the table.
The students must see clearly
that they are your
things.
Now
pick up one of the things and introduce it
using have got
E.g.: T: (pick
up a book)Have got a book.
Repeat
this activity with the rest of the objects.
Practice “I have got…。and Ive
got…”
二、Listen, point and find
have got。
Write on the board
Daming has got… Laura has got…。
Ask the students to close their
students books.
Before they listen, ask them
to guess what objects
Laura and Daming have
got.
Then, play the
recording and ask the students to
listen and
check if their guesses are correct.
三、Listen and say.
After practicing
the phrases, encourage the
students to ask
each other question.
Do an example
by asking a student. Examples T: Have
you got
a kite? 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 the
Vocabulary list on the board Swim dance play
table
tennis play football speak English speak
Chinese cook
sing songs play the guitar
Tell 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.
五、Homework
read the dialogue.
英语教案格式范文二：《Meet my family》
教学目标：
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，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<
br>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。
教学过程：
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?”
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。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mamm
y 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。
[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。
教学方法：
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<
br>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。
教学目标：
1. 能正确的听、说、读、写词汇holiday,
last, early,
meet, before
能正确的听，说， 读词汇 fun, National Day, a film,
wonderful
2. 能正确的听、说、句型What
(else) did you
do??WeI?
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、初步表演对
话。
5.
能运用本课所学语言谈论过去所做的事情。
教学重点：
能正确地理解、掌握对话内容，并能朗读、初步表演对话。
教学难点：
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
farm
教学过程：
Step 1
Greeting and warming-up
1. T-Ss
greet.(师生问好，活跃课堂，拉近师生距离)
2. T:
Look at this man, what’s his job?
Ss: He is a farmer.
T: His
name is Macdonald. He has a beautiful farm.
Before class, let’s listen to a song,
it’s about
Macdonald and his farm.
Step 2 Presentation and practice
1. Teach: National Day ,holiday, last
T: What daydate 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 week.( CAI出示 last week)
T: What date was it? 指名回答
T: 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 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
father’s farm.
幻灯片呈现，让学生了解老师的活动
T:OK, boys and
girls. Do you want to go to the farm?
Ss: Yes. CAI 出示农场里人们干活的场景
T：OK，here we are. Now we’re on the farm.
What can we do on the farm?Can
you guess? 指名回答
CAI 出示
S1:Milk
cows.
T：Great. I can’t 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
T：What can we do?指名学生回答
S2：?
T：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
T：What else can we do?指名回答 S3：?
T：Right. Water flowers. 带领学生读短语。
T：What else can we water? It’s big and
green.
Ss：Water trees.
T: Good. 出示词组 water trees
带领学生朗读，并将词
组贴到黑板上。
T：What else
can we water? It’s on the ground. 指
名回答
Ss: Water grass. 看CAI, T :What are
these?
They’re carrots. 领读carrot 出示单词图片 pull
up
carrots
T: Let’s pull up
carrots.师带领学生做动作读词组，
并将词组贴到黑板上。
T：What else can we do?
S4:?
T：Boys and girls, let’s pick oranges.
Boys ,you’re tall and strong, please
stand up and
pick oranges.
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。
T：What are these? Ss：They’re oranges.
T: 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 Let’s
learn how to read
it.带领学生读ei，ei,taste.
Step 3
Listen, read and say
1 .T: Helen
was on the farm last week. What did she
do
last week? Let’s 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。
T: What did she do last
week? Ss: She visited a
farm?。
T: 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。
T：Helen
visited a farm. Here ed is pronounced 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。
T: What did
Helen do on Monday? 引导学生一起回答，
She watered
trees. 拿出edd,领读短语数遍。并将后缀贴
到黑板原词组后面。
T: 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 else did she do? Together answer.
Ss: She pulled up carrots.
师出示edd,领读单词，
并将后缀贴到原来单词后面。
T:
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?
Ss: She milked
cows. 出示 edt 领读该词组，并将ed
贴到原单词后面。
5. T: What else did she do on Tuesday?
Ss: She collected eggs.
T:
Here ed is pronounced t,d orid?Which one?
引导学生一起复述，Helen visited a farm. On Monday she
watered trees and pulled up carrots.
T: How about Tuesday?
Ss: he milked cows and collected eggs.
6. T: Helen did a lot of things on a
farm.
What else did she do on the
farm? Let’s watch the
cartoon. 出示CAI，
T: What else did Helen do on the farm?
再次出示CAI，
提醒学生看屏幕。
Ss: She
picked oranges. 师拿出ed，
T：Who can
add ed for us?指名，stick for us.领读
picked
oranges
T: She picked oranges and
tasted them.师做动作表明
品尝。Which one?指名回答。
Here ed is pronounced id ,who can add for
us?指名
加后缀。
7. T：Were there any
fruits on the farm?
Ss：Yes.
T: Were there any
applepearbanana trees on the
farm? 学生齐答。
引导学生齐说
Ss: There were apple trees,
orange trees and pear
trees.
T: 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, what did
she do last
week?
Let’s 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 film?
Yes,
they all like the film very much.
T: Let’s enjoy the whole cartoon.播放整篇课文录音。
Do you like the cartoon? Ss: Yes.
T: It’s interesting. CAI出示课文前言。
T：Please read the narration and try to
answer the
questions. Read by yourself.
学生自读前言。
T：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 books and turn to P38,let’s
read
after the tape, please try to imitate it.跟录音读。
跟读过程中教授 fun 出示单词卡片 贴到黑板上
出示CAI，
Here are five sentences for you. Read
and judge,
whether they’re true or
false.要求学生拿出课前发的判
断题，学生自己答题。
T:
Let’s check the answer. 集体校对。 提醒学生看黑
板。
11. T：Look at the screen. Here’re five
pictures
from the dialogue. I’d like to read
it. I want to be
Helen. Who wants to be Nancy?
指名一个学生与师示范朗读。
T：Choose one picture
which you like and practise
it with your
partner. 学生选择一幅图操练 指名学生朗读。
Step 4
Retell the dialogue
根据黑板上的短语，指名要求学生复述课文。 (通过复述
课文，检查并培养了学生的理
解能力和口语表达能力，调动了
学生的理解，促进课堂学习效率。)
Step 5 Do a report
T: I had a good
time this National Day holiday.
Please look at the screen.(CAI)
学生看视频表格，师
描述自己的国庆节假期。
T:
According to the things what I did, complete the
passage. Please take out the paper and write
down the
words. 学生自己根据表格完成短文。
校对，指名一个学生朗读短文。
(让学生用自己的语言来叙述自己的故事，
给学生提供拉真
实的情景去使用语言，以活动促说，以活动促用，充分体现了
任务型教学理念，
发展了学生的语言技能，提高了学生应运用
语言的能力)
Step
6 Assign homework
1. Listen
to the tape and read after it.
2.
Copy the new words and phrases for three
times.
3. Finish the story about
your holiday