小学英语教案模板英文说课讲解
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小学英语教案模板英文
篇一：PEP小学英语全英教案模板
The English Teaching Plan
of PEP Book
4
Enhe Primary School Teacher:___________
The Curriculum Schedule
Class:____________
Class:____________
The Teaching Schedule
The Students’ Result
Table
The 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.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 Colours》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
能正确把握表示颜色的单词。
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: what’s this?
s: it’s a book.
t: what are these?
ss: books.
t: how many books?
s: ??
t: is it blue?
s: yes.
t: is it red?
s: 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,并且认读。
2.教师拿出黄色纸：is it red? is
it blue?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: what’s this ? it’s an orange. what
colour is it? it’s orange.
t: orange is
orange.
a peach:what colour is it? it’s
pink.教学粉红色。
5. show a chocolate: what
colour is it? it’s brown.教学
棕色。
a
grape: what colour is it? it’s purple.教学紫色。
read together
step 3 consolidation
to the tape, point and read.
2.教师拿着各种颜色纸，让学生说英语。
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。
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
一、教学目标
1.知识目标
（1）能听、说、读、写本单元的动物类单词。
（2）进一步巩固句型：Do
you like．．．？Yes，I do．／No，I
don’t．以及I like．．．和I
don’t 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
g in
T：Just now，we watched “The Lion King”，do you like
animals？What can you see？Which animals do you
like？Do you
like panda？
k Preparation
（1）Boys and girls，we are in the forest
now，let’s do
some exercises．Listen and act．
Hands up．Hands down．Act like a
dog／cat／monkey．Fly like
a bird．Swim like a
fish．Jump like a rabbit．Run like a horse．Walk
like an elephant．
（2）CAI shows pictures
of four animals tails．
T：Look and
guess．What animals are they？
S：It’s a
dog／an elephant／a horse／a monkey．
（3）CAI
shows eight photos of animals．
T：Look and
say．What do you like？
S：I like sheep．．．
（4）Let’s chant．Ss say the chant with T．
I like sheep．I like goats．I like horses．I
like dogs．
I like chicks．I like ducks．I
like cows．I like cats．
（5）CAI shows a big
apple tree．
T：Now let’s play a game．There
are many apples on the tree，
and each apple has
a picture of an animal in back of it．I’ll
call
one of you to pick an apple then write down this
word on
the blackboard．If it is right，I’ll
give you a smiling face．
（6）Game：Find
friends．
①Give every S a card．
②T
gives a model．
Sa：Do you like elephants？
Sb：No，I don’t like elephants．
Sa：Do
you like elephants？
Sb：Yes，I like
elephants．
Sa：We’re friends．
③Ss
free talk．
④Check it up．
Sa：We’re friends because we like elephants．
sk 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 animal．It is very pretty．It’s very
tall．It has
got a small head，a long neck and a
small tail．I like giraffes．Do
you like
giraffes？
S1：Yes，I like giraffes．
T：Great！This is for you．（Give her a smiling face．）
（2）Activity：We love animals．（Show six
toys：panda，
monkey
elephant，rabbit，snake，cat．）Divide the students
into
six groups，every group choose an
animal，and discuss how to
introduce it to
others．
①T gives the example．
②Ss
prepare in groups．
③Communicate with the
other group．
e．g．S1：Hello！Look，this is a
monkey．It’s small．It’s
brown．It has a long
tail．I like monkeys，because it is lovely
and
clever．Do you like monkeys？
S2：Yes，I like
monkeys．
S1：Thank you．Goodbye．
④Communicate with the teachers．
T：There are
many animals in the world，but we can’t see
some animals today and maybe they will never
come back．Let’s
protect and save the
animals．Do you love animals？
T：Let’s chant．
Animals，animals，．
Tigers，hippos，bears
and pandas．
We love animals，．
Monkeys，horses，dogs and cats．
Animals，animals，．
rk
Look up some
books after class and find out where the rare
animals are both in and outside China，and then
answer the
follwing questions．
（1）Where
can we see pandas／elephants／tigers in China？
（2）Where can we see hippos／crocodiles？
【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 reader’
s old knowledge of
the language in general, 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 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 topic 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 analysis 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 on 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
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
learn , 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 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 to 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 will
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 documents: In order to help Ss
to fully
understand the whole passage, I adopt Multimedia
devices and PPT documents to bring the
reallife situation into
the classroom.
Teaching procedures
Step1. Leadin (6min)
Activity1. Greetings and Freetalking (2min)
T Leads into the topic by asking Ss some
they know. Ss tell
the name of the they know
freely.
T: Hello boys and girls. (Ss
say hello to the teacher.)
T: When we say ,
what appears in your minds? (Ss tell the
things appear in their minds freely.) T: What
are the ? (Ss
tell some names of .)
Activity2. Picturetalking (4min)
T shows
some pictures about the in China and abroad.
After
seeing the pictures, Ss are expected to
tell the similarities
of them.
T: Just
now, you talk about some in China. Now, let’s see
some pictures of some . (T shows the pictures
and Ss see them
carefully.)
T: What do
the have in common？For example, they are very
precious. What are your opinions?
(T
gives them some hints and Ss tell the
characteristics
of )
[Aims]
? In
this step, T first leads in the topic by talking
with
the Ss freely about the which
is
familiar to them and then Ss see some pictures and
tell
the characteristics. These two activities
aim to arouse the Ss’
interests in the topic
and activate their old knowledge of .
Then Ss
will be mentally prepared for the reading
comprehension.
What’s more,
when
they are talking about the charateristics of, they
will realize that theare rare and precious and
they will concern
themselves with the issue of
.
Step2. Prereading (3min)
Activity1. Knowing something about (1min)
T gives a brief introduction of the. Ss will know
the T:
Today, we are going to learn . It is .
Do you know what is? (T
shows some pictures
ofand Ss get to know the .)
Activity2.
Predicting (2min)
T asks Ss to read the
title of the passage and then ask them
some
questions. Ss will predict the content of the
passage with
the help of the title.
T:
please look at the title “”, what does “” mean?
(If the Ss can not give the answer, then T
explain it.)
T: In search means that people
are looking for it. Why are
people looking for
it? Can you guess? What will the passage talk
about?
(Ss predict the content, but T
will not give the answer
here.)
[Aims]
In this step, the Ss first know some
information of the
the background
information will make it easier for the Ss to
understand the passage. Then T asks Ss to make
predictions about
the passage. It aims to help
Ss develop the reading skills of
predicting.
Step3. Whilereading (22min)
Activity1. Skimming (4min)
Ss skim the
whole passage and find out and check their
predictions. T: Why are people still ? Here is
a multiple choice
for you.
Activity2.
Scanning (3min)
T presents several true or
false statements and asks the
Ss to scan the
passage and judge the right from the wrong.
(Keys: Ｆ，Ｆ，Ｔ，Ｔ，Ｆ)
Activity3 Closereading
(15min)
T designs various kinds of
activities and Ss do the
activities to fully
understand the passage. Para.1
T: Please
read Para.1 carefully and then take some note
about the .
Para.24
Please read
Para.24 carefully and then find out the removal
of the room.
Please read Para.24
carefully and then find out the person
related with the Amber Room and the
things them down with it.
Para.5
Please read Para.5 carefully and then find out the
the
rebuilding of the amber room.