小学英语语法全英教案
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小学英语语法全英教案
【篇一：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 top-
down and bottom-up techniques integrated to
develop
the students language efficiency in
general and reading
strategies. the three
stages are pre-reading, while-reading and
post-reading.
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
three-stage model:
based on the understanding of reading as
an
interactive process, teaching reading in the
classroom is
divided into three stages in
which the top-down and bottom-up
techniques
integrated to develop the students language
efficiency in general and reading
strategies. the three stages
are pre-reading,
while-reading and post-reading.
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 real-
life situation into
the classroom.
teaching procedures
step1. lead-in
(6min)
activity1. greetings and free-
talking (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. picture-talking (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. pre-reading (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. while-reading
(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 close-reading (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.2-4
please read para.2-4 carefully
and then find out the removal of
the room.
please read para.2-4 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.
【篇二：小学三年级英语教学设计(全英文版)】
say open your books.
point to the
page“welcome to english”.
what’s your
known?
listen and learn an english
song:
teaching aims of unit 1:
1. grasp the new words: pencil-box eraser pencil
book
ruler bag crayon pen
sharpener
2. grasp the main sentences:
hello! i’m?. hi! i’m?.
what’s your name?
my name is?.
goodbye. bye. see you.
and get the students to use these sentences
to communicate
with each other.
3.
grasp the tpr activities in the part of “let’s
do”.
try to say these phrases and respond
the actions correctly.
5. learn to the
part of “let’s chant”. understand the meaning of
the chant and try to grasp the patterns “i
have?.” and “ me
too”.
7. enable the
students to understand the story in the part of
“story time”. try to read and retell the
story.
lesson 1: a: let’s talk let’s
play
lesson 2: a: let’s learnlet’s
do
lesson 3: a: let’s makec:
culturelet’s sing
lesson 4: b: let’s
talk let’s play
lesson 5: b: let’s
learnl
et’s do let’s sing
lesson
6: b: let’s check let’s chantc: story time
lesson 1
teaching aims:
to
make a self-introduction with the pattern “
i’m?”.
to use hello, hi, goodbye and bye
to communicate with
others.
to sing
a song: hello
preparation: recorder and
tape.
steps:
(1). warm-up listen
to the song: hello.
(2). presentation
a. teacher shows and introduces a new
friend: a bear. “hello.
i’m teddy. you
can call me teddy bear. ” goes to the pupils
seat and greets to
them, shake
the
hands.
b. ask pupils to practice this
dialogue and later ask some pairs
come to
the
front to act.
(3).
presentation
a. listen to the song:
hello and pass a toy. if a child get the toy
when the
song is stopping, he(she)
say: hello(hi)! i’m?
b. some children who
haven’t got the toy stand up and
introduce
himself(herself):
hello(hi)! i’m?
(4). practice
teacher change the
voice and make up like wear a pair of
glasses.
then teacher goes with teddy bear into the
classroom,
greets to one pupil with the
dialogue above, and at last adds
up a
sentence: goodbye! practice and act the
conversation in
groups. then asks some groups
to act it.
(5). add-activities
a. listen and read after the tape, imitate the
tape.
b. find a group of friends to make
the conversation.
lesson 2
teaching aims:
1. grasp the new words:
pencil, crayon, eraser, ruler, pen and
phrases: a pencil, a crayon, an eraser, a
ruler, a pen.
2. respond the tpr
activities “show me your?”quickly and
correctly. *try to use this phrase.
*3. learn to say“i have aan?” substitute the
pattern with five
new words. preparation:
a. a teddy bear
b. tape and
recorder
c. a pencil-box with a pen, a
pencil, a ruler, an eraser, a crayon.
steps:
(1). warm-upreview
a.
listen to the song: hello.
b. greets to
pupils with: hellohi. and hug them or shake
hands.
c. make a conversation
like last lesson.(2). presentation
a.
show a pencil-box. let children guess : what is it
in the
pencil-box?
(in chinese) then
introduces to everybody like: yes! pencil. i
have a pencil.
b. use this form, let
pupils guess and learn the words: pencil,
pen,
ruler, eraser, crayon.
(3). practice
a. game:
say what is it in your
pencil-box.
-- i have a pen.
b.
teddy bear asks: what’s this in english? pupils
say: eraser.
do as this.
(4). let’s
do
a. listen to the tape and teacher do
it first t show the means.
b. asks
pupils to follow teacher to do it and say if they
can.
c. do it after tape like:
-- show me your pencil. -- my pencil.
(5). assessment
play a bingo game with
those words: crayon, pencil, eraser, ?
lesson 3
teaching aims:
to make
a name card.
2. enable the students to
know some knowledge about
teachers’ day and
encourage them to say happy teachers’ day
to
other teachers.
3. learn to sing a song:
happy teachers’ day
*4. make a teacher’s
card and present the teacher you like.
preparation:
a. tape and recorder
b. a name card
steps:
(1).
warm-upreview
a. listen to the song:
happy teachers’ day
b. do it: show me
your?
(2). practice
a. shows
pupils a name card and asks pupils how can we
make the name card. b. told pupils how can
they make the
name card in english.
c. pupils make it by themselves and
say how does he(she)
make it in english.
(3). enable the students to know some
knowledge about
teachers’ day: when is
teachers’ day and encourage them to say happy
teachers’ day
to other
teachers.
*make a teacher’s card and present the
teacher you like.
(4). let’s sing: happy
teachers’ day
listen and sing the
song.
lesson 4
teaching
aims:
1. get the students to grasp the
sentences: what’s your name?
my name is?.
2. learn to use the phrase see you to express
goodbye and try
to use the word:
welcome.
3. practice and make dialogues
about self-introduction.
preparation:
tape and recorder
steps:
(1). warm-up review
a. sing the song:
happy teachers’ day
b. make a greeting to
each other.
(2). presentation
a.
listen to the tape and then asks them what they
heard.
b. point to the name in a pupil’s
book so that lets pupils know
what’s mean
of this sentence.
c. asks pupils to
practice this dialogue and later ask some
pairs come to the
front to act.
(3). practice
make a conversation,
connect the texts in part a. (4). main
picture
back to the main picture, point and find what they
are
talking. then hand out the sortition paper
to pupils. pupils get it
and find what picture
it is. and them imitate those visualizes,
make
a conversation according to the main picture:
hello! i’m
sarah. what’s your name? my name’s
chen jie. goodbye! bye,
miss white!
(5). add-activities listen and read
after tape and make the
dialogue.
lesson 5
teaching aims:
the new
words: bag, pencil-case, book, sharpener,
school and the phrases
abag, a
pencil-case, a book, a sharpener.
d the
tpr activities quickly and correctly.
*try to say “open close carry your ?”and “go to
school”.
*tute the pattern “ i have a?”.
learn to say and use the
sentence “me
too!”.
to sing a song: hello
preparation:
a. tape and recorder
b. a pencil-case, a bag, a book, a sharpener
steps:
(1). warm-upreview
a.
sing a song: happy teachers’ day
b. do it
(part a – lesson 2)
(2). presentation
a. let children guess: what is it?
then introduces to everybody like: yes! bag. i
have a bag.
b. use this form, let pupils
guess and learn the words: bag,
book, pencil-
case, sharpener, school.
(3).
practice
a. asks: what’s this in english?
pupils say: sharpener. do as
this.
b.
game:
say what is it?
-- i have
a bag. --me too!
(4). let’s do
a. listen to the tape and teacher do it first t
show the means.
b. asks pupils to follow
teacher to do it and say if they can.
c.
guess and learn the word: school.
(5).
learn to sing a song: hello
(6).
assessment
play a bingo game with those
words: crayon, pencil, eraser,
pen, ruler,
bag, book, pencil-case, sharpener.
lesson 6
teaching aims:
1. exercise in the part of “let’s check”.
2. learn to say the part of “let’s chant”. perform
it and replace
it in the
proper
place.
3. listen and watch a story about
zip zoom. try to understand
the meaning
and
try to retell the story.
the new songs in the unit.
preparation:
a. tape and recorder
b. some pictures for sortition
steps:
(1). warm-up
a. sing a
song: hello
b. greet to each other.
c. do it. (part b – lesson 2)
(2).
practice
a. let’s chant.
listen
first and understand the means. then chant in
pairs and
act it.
chant it
together.
b. let’s check.
listen
the tape and do it.
(3). story time
a. do as me: teacher do an action and pupils
do the same and
say it.
b. when
pupils finish saying, teddy bear and squirrel go
into
the classroom and
act that
story. those two pupils were teached yesterday by
teacher.
c. asks everyone to talking
like the story showing.
d. asks two to
practice the dialogue. and then act it.
(4). let’s sing: hello
【篇三：小学英语语法教学设计】
?
? 小学英语语法教学设计 小学低年级英语教学主要培养孩子学
习英
语的兴趣，注重课堂设计的真实性和实践性，因此在课堂教学中不
能就语法
而讲语法，对语法的教学应注重课堂活动和情景的创设，
主要从以下几个方面来设计。
（1）在情景性活动中感悟语法
直观的教学情境能使抽象的知识变为形象的知识
，静态的知识变为
动态的知识。语法教学中语法概念和语法规则是抽象乏味的，对小
学生来说没
有太大的吸引力，如果单用教师的讲解去解释和说明语
法现象，或者让学生死记硬背，久而久之学生学习
英语的热情就会
慢慢地消退。语法教学上，英国专家提倡让孩子在一个有意义的情
景中理解所教
语法项目的意义；然后，提供足够的机会让孩子在比
较真实的语境中进行交际性活动，运用所学的语法项
目；例如：教
师再教助动词be的人称形式(am, is,
are)+动词的ing形式构成时，
可请几个男女同学上台和老师一起画画。
t: i’m drawing pictures. what are you doing,
tom?
tom: i’m drawing pictures, too.
t: what is she doing? (pointing to amy)
ss: she is drawing pictures.
t: what
is he doing? (pointing to ben)
ss: he is
drawing pictures.
t: what are tom, amy
and ben doing?(pointing to tom, amy and
ben)
ss: they are drawing pictures.
教师重复之后板书：
what are you doing?
i’m…
what is he doing? he is…
what is she doing? she is…
what are they
doing? they are…
通过情景教学，语法学习变得生动而有趣，学生也学得快，记得
牢，用得活。
（2）在游戏型活动中强化语法
游戏活动可以有效激发小学生的课堂参与意识，提高学生的
兴趣，
使枯燥的语法教学生动有趣。笔者以竞猜活动、唱歌谣和讲故事为
例，介绍如何在这些游
戏活动中进行语法教学。
a.在竞猜中强化语法
小学生活泼好动，富
于挑战性。教师可以利用小学生的这一特点，
把语法教学融入其中，这样可以有效地激活学生思维、激发
其兴
趣。如在教学一般疑问句is heshe ?.?时，教师先随意叫一名学生
上台描述自
己心中的某个人,其他学生纷纷举手猜此人是谁。提出的
问也必须是一般疑问句is heshe a
boygirl. is heshe tallshort?
is heshe
in group1? 等等。回答的人也只能用yes 或no来回答。
最后，教师对猜错次数少、很
快猜中的学生给予表彰，对部分猜错
次数多，但说话流利、语言准确的学生给予鼓励。在这样的竞猜活<
br>动中，学生不仅掌握了语法的结构和功能，学会了用所学内容表达
意义，同时也增强了学生学好英
语的自信心。
b.在说唱中强化语法
音乐节奏给人以美的享受。在节奏
鲜明，富于韵律感的歌曲童谣中
学习语法，能起到事半功倍的效果。如在学习have和has的用法<
br>时，教师可提供下面的歌谣table and
chair，让学生吟唱，帮助学
生学习、理解、掌握。
i have a
table in my little bedroom.
my little
table has a little chair.
i have a table
in my little bedroom.
my little table has
a little chair.
再要求学生根据自己的实际情况，自己填词，在吟唱这首
歌谣的过
程中，学生不但轻松地掌握了本课的重点句型、语法结构，还陶冶
了情操。
c.在故事中强化语法。
故事可以让枯燥、难懂的语法知识变得活灵活现，生动有趣。如在
教学be
动词的时候，可以告诉学生be动词有一个绝活，那就是变
脸。当描述现在的事情时，它遇见了i
就变成am,遇见you, we,
they就变成are,遇见he, she ,it就变成is
.是一个不折不扣的变脸大
王。又如在教学助动词的用法时，告诉学生助动词时一个助人为乐
的
活雷锋。当一个句中没有be动词和情态动词的陈述句变成疑问句
时，都会请助动词来帮忙，而助动词也
会不遗余力的跑在最前面，
因此助动词是最受大家喜爱的。通过这样生动有趣的讲解，非常的
便
于学生理解和记忆。
（3）在任务型活动中巩固语法
在语法教学中，教
师设计贴近学生生活的任务，让学生在任务活动
中运用语法知识解决生活中的问题，不仅可以让学生体会
和领悟语
言形式的表意功能、内化语言规则，而且能有效提高其语用能力。
例如，教学how
many句型时，教师设计如下任务型调查活动：教
师先让学生写下自己感兴趣的问题，如how
many people are
there in your family? how many
pencils do you have? how
many storybooks have
you read?等，并请学生自制调查统计表，
可以是如下格式。
mike lisa donna
how many
people are there in your family?
how many
pencils do you have?
学生做好准备后，在班级中任意找采访对象进
行提问，并填写统计
表，最后汇报调查结果，并请全体学生选出班级之最；又如在教学
句型“w
hose ?is thisare they? it’sthey’re?’s.”时，可设计一个
“失物招领”的任务，先将一张桌子放在教室前面的一角，桌上放一
块失物招领处的英文牌，然后把课前
让学生带来的服装鞋帽一一放
在桌子上，让学生在询问、辨认，找失主的过程中自然地引导他们
学习口语：whose ?is thisare they? it’sthey’re?’s.在此过程中，
不仅帮助学生区分be动词单复数的的使用，还培养了学生综合运用
语言的能力。