2017小學(xué)英語教案范文
2017小學(xué)英語教案范文【一】
教學(xué)內(nèi)容：認讀與公園有關(guān)的七個單詞，了解表達某地有某物的功能句型。
教學(xué)目標：
1. 認知目標：初步聽懂并說出與公園有關(guān)的自然景物的單詞，及表達某地有什么的句型。
2. 能力目標：學(xué)生能初步運用所學(xué)知識進行交流，培養(yǎng)學(xué)生的口語交際能力。
3. 情感目標：激發(fā)學(xué)生對大自然的熱愛，增強學(xué)生強烈熱愛環(huán)境，保護環(huán)境的意識。
教學(xué)重點：
1. 認讀與公園有關(guān)的單詞：parks，hill，lake，bridge，flower，grass，tree
2. 能夠初步表達某地有某物：There is... in the park.
教學(xué)難點：
1. 單詞 bridge 的正確發(fā)音;
2. 對某地有某物的表達：There is... in the park.
教學(xué)設(shè)計思路：
通過出示各種公園的圖片，來引出本課的學(xué)習(xí)內(nèi)容。教師出示美麗的公園課件，以調(diào)動學(xué)生的積極性，讓學(xué)生說出自己所看到的內(nèi)容，學(xué)習(xí)生詞;教師讓學(xué)生做小老師，給學(xué)生提供展現(xiàn)自我的機會;教師通過讓學(xué)生猜、比賽、畫畫等多種方式來幫助學(xué)生復(fù)習(xí)鞏固單詞;聽錄音學(xué)歌謠時，教師用吹塑紙模型幫助學(xué)生理解聽到的內(nèi)容，便于學(xué)生掌握所學(xué)內(nèi)容;通過聽錄音、小組合作、畫畫、做動作等多種方式操練重點句型，同時教育學(xué)生由熱愛公園，引申到熱愛美麗的大自然。
教學(xué)準備：課件、錄音機、磁帶、公園圖片、吹塑紙做成的公園模型等。
教學(xué)過程：
一、Warming Up
1. Oral practice
教師問：Hello/ Hi. 學(xué)生答：Hello/ Hi.
How are you? Fine, thank you.
What's your name? My name is...
Nice to meet you. Nice to meet you, too.
[設(shè)計意圖]：課前師生的連鎖口語練習(xí)，既能幫助學(xué)生復(fù)習(xí)鞏固所學(xué)的單詞、句型，又能吸引學(xué)生的注意力，激發(fā)其學(xué)習(xí)英語的興趣，從而給學(xué)生創(chuàng)造了開口大聲說英語的機會。
2. Review
(1) 聽錄音，復(fù)習(xí)歌曲 We are classmates，we are friends;
(2) 教師運用 TPR 教法，幫助學(xué)生復(fù)習(xí)介詞：in/ on/ under/ behind;
(3) 教師出示圖片，詢問學(xué)生：What's this? 學(xué)生回答：It's... a table/ a chair/ a boat/...
[設(shè)計意圖]：通過歌曲、TPR 教法、認讀圖片的方法，幫助學(xué)生復(fù)習(xí)介詞和形容詞，為學(xué)習(xí)新的知識做鋪墊。這不僅達到了復(fù)習(xí)的目的，同時又調(diào)動了學(xué)生全面參與到教師組織的活動當中，成為學(xué)習(xí)的主人。學(xué)生也可在這些活動中放松緊張的心情，以更加自信的狀態(tài)學(xué)習(xí)英語。
二、Presentation
1. 教師出示北海公園的照片，問學(xué)生：What's this? 讓學(xué)生回答,引出公園的單詞“park”;
2. 教師繼續(xù)詢問：Have you been to the BeiHai Park? And which parks have you been to? 學(xué)生可用中文回答，如：Xiangshan Park;Jingshan Park;
3. 教師接著說：Ok，Let's go to a beautiful park and enjoy it.
4. 教師出示課件，為學(xué)生呈現(xiàn)一個美麗的公園。教師說：Oh，What a beautiful park! 并詢問學(xué)生：What can you see in the park?
5. 教師引導(dǎo)學(xué)生說出公園里的景物。學(xué)生每說到一個景物，教師就點擊該景物，并示范單詞的發(fā)音，如：hill, flower, grass, tree，lake, bridge;
6. 有的單詞學(xué)生會說，教師可讓學(xué)生來做老師，教給其他同學(xué);
7. “bridge”的發(fā)音較難，教師可讓學(xué)生模仿錄音，采取比賽的形式，看誰模仿的.最好，教師給予獎勵。
[設(shè)計意圖]：通過出示北海公園的照片，引出本節(jié)課的話題;通過設(shè)計并呈現(xiàn)美麗的公園的課件，使學(xué)生有一種身臨其境的感覺;通過讓學(xué)生做“小老師”、比賽等形式，調(diào)動學(xué)生的積極性，給學(xué)生創(chuàng)設(shè)自我表現(xiàn)的空間，使學(xué)生有一種成就感。
8. 教師出示圖片，帶領(lǐng)學(xué)生復(fù)習(xí)生詞，讓學(xué)生快速認讀單詞;
9. 游戲：猜單詞比賽。請一名學(xué)生上講臺前來任意抽出一張圖片，讓其他學(xué)生猜猜圖片上是什么，猜對有獎品;
10. 教師通過畫簡筆畫的方式，讓學(xué)生來單詞，幫助學(xué)生復(fù)習(xí)鞏固單詞。
[設(shè)計意圖]：通過認讀圖片、游戲猜單詞、畫簡筆畫等形式，既幫助學(xué)生復(fù)習(xí)鞏固了所學(xué)單詞，又活躍了課堂氣氛，從而激發(fā)學(xué)生參與的積極性。
三、Practice
1. 聽錄音，學(xué)習(xí)歌謠;
2. 第一遍，讓學(xué)生說出聽到的單詞;
3. 第二遍，讓學(xué)生補充聽到的單詞;
4. 第三遍，讓學(xué)生根據(jù)錄音的內(nèi)容把相關(guān)的公園模型貼到黑板上;
5. 第四遍，讓學(xué)生根據(jù)錄音的內(nèi)容把模型標出順序;
6. 第五遍，全班跟讀歌謠;
7. 第六遍，男女生朗讀歌謠;
8. 第七遍，請幾名學(xué)生跟讀歌謠。
[設(shè)計意圖]：通過聽錄音，讓學(xué)生從說出個別單詞──說出聽到的句子──根據(jù)錄音做事情──聽錄音標順序──跟讀歌謠，一步一步從易到難，使學(xué)生學(xué)起來輕松、自如，從而提高學(xué)生學(xué)習(xí)英語的自信心。
9. 四人一組朗讀歌謠;
10. 聽錄音，讓學(xué)生指讀單詞;
11. 教師示范某地有某物的句子：There is a ... in the park. 讓學(xué)生指圖;
12. 請好學(xué)生模仿老師說句子，其他學(xué)生指圖，并跟說;
13. 四人一組表達公園里有某物：There is ... in the park.
14. 游戲：教師表達某地有某物，讓學(xué)生用肢體來表現(xiàn)景物。
15. 聽錄音，完成“Listen and draw”的練習(xí)，請一名學(xué)生在投影儀上做示范。
[設(shè)計意圖]：教師通過示范表達某地有某物的句子，讓學(xué)生指圖,進一步幫助學(xué)生復(fù)習(xí)與公園有關(guān)的單詞，同時引出新的表達句型：There is ... in the park. 這樣使得每一次的學(xué)習(xí)內(nèi)容都是在舊知識的基礎(chǔ)上擴展來的,這樣也便于學(xué)生接受。通過游戲、畫畫等方式，使學(xué)生在輕松愉快的氛圍中感知語言，習(xí)得語言。同時也從另一個角度告訴學(xué)生：自然是美好的，我們應(yīng)該熱愛大自然，愛護環(huán)境。
四、Summary
教師讓學(xué)生用英文說出本節(jié)課的收獲。
[設(shè)計意圖]：通過讓學(xué)生說出本節(jié)課所學(xué)的單詞和句型，進行再次的復(fù)習(xí)和鞏固。同時也是對課上學(xué)習(xí)結(jié)果的反饋和了解。
五、Homework
請學(xué)生回家后聽錄音，把歌謠說唱給家長聽;請家長利用休息日，帶孩子去公園，讓孩子把公園里的景物說給家長聽。
2017小學(xué)英語教案范文【二】
Goood moring, I'm glad to interpret my lesson here . The lesson plan I am going to talk about is Part A let's learn of unit1 PEP Primary English book7. I will explain how to teach and the reason for doing this from following aspects.
Ⅰ analysis of the teaching content.
�、� ways of teaching and learning .
�、� teaching procedures
Ⅳ blackboard design
V assessment
Now Let’s focus on the analysis of teaching content. It can be divided into 3 parts as followed: the status and the function, the teaching objectives , the main points and difficult points, I’ll talk about it one by one.
This lesson is the first lesson of unit 1, book7 . It includes two parts: Let’s learn and let’s play. In section 1, it mainly deals with these key phrases: on foot, by bike, by bus, by train, by subway. And in section 2, it provides a game for the Ss to prastise the patterns: How do you go to…? And the answer: I go… by../ on foot.
Our students have already known some vehicles in the daily life. It’s not difficult for them to understand and use these words . If students can learn it well, it will help students to learn the rest of this unit. So, I set the following aims:
The first is language objectives
To make sure that students can read, recognize and use these key phrases :on foot ,by bike,by bus,by train skillfully.
The next is ability objectives
(1) To develop Ss’ abilities of listening and speaking.
(2) To train the Ss’ ability of working in groups.
moral objectives
(1)to help students know some vehicles and comprehend the traffic rules
(2) To foster Ss’ consciousness of good co-operation and proper competition.
The main points and difficult points about this lesson is:
(1) To make sure that Ss can use these key phrases correctly and skillfully.
(2) To enable Ss to study in groups and co-operate skillfully.
(3) To develop Ss’ interest in English.
Difficult points
To help the Ss ask and answer the question “How do you go to…?
part Ⅱways of teaching and learning
As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey”How do you go to school?” to help Ss to get a better understanding of the key phrases. I will arrange these activities: guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, will be needed.
partⅢ teaching procedures
I’ll finish this lesson in five steps.
step1 lead--in activities
I will begin my class with "drawing and guessing" game, just like this : I show students some vehicles such as bike ,bus ,jeep which they learned before by "Stick Figures" and ask them guess what’s it.
Purpose: It is important to form a better English learning surrounding for the Ss by guessing game. and at the same time it provides situations to review learned knowledge for the next step.
step2 prestentation
Now I’ll mainly talk about this step.
1、first there is a Free talk between T and Ss. For example: I show many pictures of beautiful cities and ask students some questions, such as "do you like this city?where do you want to go ?"and help Ss to answer them with "by train ,by plane,by ship".
By the way, I show the picture of a school, and say“ I go to schiool by bus” ,Ss read this sentence. do the actions and ask "how do you go to school?",show many pictures of tools such as ,on foot by bike ,by bus to help students answer my question one by one.
To present the key structures one by one is much easier for the Ss to learn and grasp the meanings.
2 With the help of the CAI I set a situation to help Ss understand the way of using these key phrases:
A boy is coming, who is going to school. He says: I go to school by…Then play the sounds of bus, bike ask students to listen carefully and tell “I go to school by…" according to the different sounds, by the way , I present another new phrases:by subway
Purpose:Make Ss use these new phrases with sentence structures, to help Ss use the language in a real situation.
step3 practise
3 I order to make every student read these new phrases correctly, I design a "drill "in this step, I show cards as soon as possible ,students should read the words quickly and spell them. Then I ask 'How do you go to school?'students answer "I go to ......"also I will quicken the speed to ask .
The purpose is to draw the whole students'attention to the spelling of the words
4 After this, I ask Ss to do "Let's play " in fours. They use places cards and vehicle cards, ask and answer:How do you go to …? I go to … by…”
5, If Ss can ask and answer expertly, I will ask them to make a short dialogue.
the purpose of this is to help students to learn those sentenses through a ture situation and make the dialogues in order to check if Ss can usse these key prases、sentences structures skillfully
step 4 consolidation
let students do a survey about "how do you go to school?"and the table like this :write down names and tools another Ss choose
Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.
step 5 homework
ask students to collect other kinds of transport tools through the library ,computer.
the purpose of this is to stimulate the interest of learning english and to wide the students'knowledge
step6 blackboard design
my blackboard design like this :on the left Ishow the phrases:on foot,by bus.......on the right there are many sentences:how do you go to school?I go to ......"
step 7 assessment
due to the students'age ,I make every students work in class through many activities in order to stimulate the students'interest and provide they a wide thinking room. I make students learn this lesson very well through desiring scene statues
that's all,thank you for your listening !
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