小学全英文教案doc
【篇1：小学英语全英教案】
teaching plan ----外*** *** teacher: *****
content: leon 14 unit7 colors (2)
①the text of leon 14 is talk about colors.
②understand and speak out the nine new words: blue, pink, black, white, have, pet, it, rabbit.
③study the new sentences: “what color is it?” “i have a …” “it’s…” (the answer is color) ①master the new words.②make sentences with the new words.
③let the students to the color of interrelated inquiries and responses have a clear understanding.
④develop students’ imaginations.①speak out the new words and make sentences in right tone.
②stre the “a” is important to the sentence “i have a….” many students often mi it.cards, tape, some stars (to encourage students) step 1: arming up
①introduce myself then to greet.
②let all students stand up and chant a poem with action.(the poem is “stop wait go”, this is the content of last cla). step2: reviewing and leading in
①show four cards of “red, yellow, green, orange” on the blackboard then let students read it.
②teacher wants to play a game called “where is it.” the rule of game shows on ppt (对上节课单词的检测)
③after reviewing the words, teacher ask student a question: there are many colors in our life, now who can try to say the other colors?
④teacher show the four cards of “blue”, “pink,” “black,” “white” on the blackboard.read them follow teacher and let students show their fingers to spell them.
⑤show the ppt about the colors.and let students talk about the colors that we can see in our life.
⑥ask another question: “now most of people fed animal, what the animal called? ⑦teach say the right answer and show another card of “pet”.students read it follow teacher.
⑧show ppt about “rabbit” on the blackboard and let student read it.
①firstly, listen to the tape about the new leon.
②put three cards of “it”, “have”, “color” and let students read follow teacher.
③secondly, open the book on page 65 and read the text together.④thirdly ask students read.
⑤underline the stre and translate the dialogue.
⑥stre the sentence of “what color is it?” “i have a….”and the answer of “it’s….” (the answer must about color) step 4: set up situation
①show the ppt about different colors’ things and ask some student to act.
②ask more students to act.
③at last, whole cla read the text once more. step 5: summary
today, we learn some basic knowledge of colors.i hope you can have a consciousne about it.you have to review, recite words and
do to homework. step 6: homework
①copy the text and new words.( three times.) ②recite the dialogue and words.
【篇2：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? : 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.
4.show 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。
6.show a grape: what colour is it? it’s purple.教学紫色。
7.read together step 3 consolidation
1.listen to the tape, point and read.
2.教师拿着各种颜色纸，让学生说英语。
3.play 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。
4.read 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 dont．以及i like．．．和i dont 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 1.leading 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？
2.pre-task preparation
（1）boys and girls，we are in the forest now，lets 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 gue．what animals are they？
s：its 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）lets chant． 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 lets play a game．there are many apples on the tree，and each apple has a picture of an animal in back of it．ill call one of you to pick an apple then write down this word on the blackboard．if it is right，ill 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 dont like elephants． sa：do you like elephants？ sb：yes，i like elephants． sa：were friends．
③ free talk．
④check it up．
sa：were friends because we like elephants． 3.post-task activities
（1）t：do you know which animal i like best？can you gue？ t：（show the toy giraffe and give the reasons．）giraffe is my favourite animal．it is very pretty．its 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 discu how to introduce it to others．
①t gives the example．
② prepare in groups．
③communicate with the other group．
e．g．s1：hello！look，this is a monkey．its small．its 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 cant see some animals today and maybe they will never come back．lets protect and save the animals．do you love animals？ t：lets chant．
animals，animals，．
tigers，hippos，bears and pandas． we love animals，．
monkeys，horses，dogs and cats． animals，animals，． 4.homework
look up some books after cla 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3：小学英语《look at》 me 全英文教案.】
topic: unit 2 look at me teaching content:
1.vocabulary: eye, ear, nose, mouth, face.2.sentence pattern: this is my eye/ear… teaching aims:
1.can listen, speak, read and write the eye, ear, nose, mouth, face about body part, and can introduce these parts of themselves body in english.
2.understand to instruction terms of expreing touch, can listen clear, and do appropriate action according to instruct. 3.get the correct pronunciation of new words and sentences. teaching important points:
learn words about eye, ear, nose, mouth, face. teaching difficult points:
1.the pronounce of “mouth” is more difficult, teacher can remind students appropriately, pay attention to pronounce of “th”.
2.master the new words and sentences correctly. teaching aids:
1.a sheep and about pictures of eye, ear, nose, mouth, face. 2.body language.
teaching procedures:
step 1 greetings (1 minutes)
t: good morning, boys and girls. s: good morning, teacher. t: long time no see.
s: long time no see, too. t: how are you, today?
s: im fine, thank you.and you?
t: i’m fine, too, thank you. step 2 revision (4 minutes)
review content of last leon orally.
t: last leon, what did we learn? do you remember? s: yes, i do.
t: ok, now, you say it and i write down. s: pig, cat, tiger, sheep.
t: well down.now, read the words, you together, one two begin.
s: read all words. t: very good.
step 3 warming-up and leading-in (3 minutes) t: everyone, pay attention to me, what’s this in english?
s: it’s a sheep.
t：yes, it’s a sheep, a beautiful sheep.now, if i were a sheep, i will introduce my body parts, listen to me carefully.this is my …? s: eye.
t: yes, eye, this is my eye.ok, today, let’s learn new content about body parts.
step 4 presentation (15 minutes)
1.the teacher uses picture to introduce new words: eye, ear, nose, face, mouth.and lead to new words: eye，ear，nose，mouth , face.let students learn about words fist step. 2.teach and read words: eye，ear，nose, mouth , face.
notice: the pronounce of “mouth” is more difficult, teacher can remind student, pay attention to pronounce of “th”. 3.all students read words together aloud. 4.listen and touch:
according to the instruct of teacher, the teacher say: touch your eye, touch your ear… the students do action.be quickly. 5.play a game: when the teacher says, touch your eye, ear, face…you don’t do any action, but sheep says, touch your eye, ear, face…you must do action.
6.4 students come to the platform, play the game, show themselves to everyone.if someone is wrong, he or she will go back their seat, the last one is winner, the teacher will give he or she a candy bar, after cla, and clap hands for them. step 5 practice(10 minutes)
1.the teacher points at myself: good morning.im mi liao.look at me.i introduce my body parts.point at myself body parts and say: this is my eye.use same method introduce: ear, nose, mouth, face.
2.let students follow me, read and touch themselves body parts.
3.group activity: listen and point.
the teacher lets students practice by themselves, pair-work, and then, exchange.
4.the teacher lets some students come to the platform introduce themselves body parts.and give them encourage. 5.practice news and the sentence pattern together use body language. step 6 consolidation (7 minutes)
games: the teacher divides students into two groups, the teacher says sentence, one student of a group run to platform quickly and write it down on the blackboard and read it aloud.so, he or she winner, after that, exchange other student.like this, five times.finally, the winner will won a award（a beautiful star）,and give encourage to failure. step 7 summary ( 3 minutes)
all students read new words and sentence aloud.the teacher make a summery, repeat content of this leon. step 8 homework (2 minutes)
copy the new words and sentence pattern three times. teaching reflections
小学开设英语课是当代社会发展的需要，可以有效地提高我国英语水平。小学生模仿力、记忆力、可塑性强，具有许多成年人甚至中学生不具备的优越条件，小学开设英语可以发挥他们学习语言的潜力。小学开设英语课可以使小学生了解其他国家和民族的优秀文化传统，开阔眼界，扩展他们的知识，提高他们的思想品德修养，树立国际意识。因此，我市已经从小学三年级开始开设英语课，采用的是pep教材。这套教材把语言功能、结构、话题、任务有机结合，采用了多种教学方法，并注意利用多种媒体。
本堂课中间主要还采用了课前运动，分组比赛，分组演练，游戏活动，等一系列形式来进行这节课的教学，其主要目的在于培养三年级学生对英语产生浓郁的学习兴趣。俗话说：“兴趣是最好的老师”。我要说，兴趣也是学习好英语的前提，当然任何事物都是这样。除此之外，逐步认知身体部位的新授单词以及本课的重点句型 “this is my…”。
因为每一个环节的紧凑安排，合理的分散重，难点等环节，使学生不自觉的在欢快的氛围当中已经做到了学以致用，这也是我的目的所在。不过，我觉得在一些细节操作上仍然有所欠缺。在小组练习句型游戏时，学生对新句型掌握不太牢固，因而有些学生说出来的时候不是那么准确。在以后的教学中，我会努力加强个人文化知识的学习以及让学生有效及时地掌握理解新知识，巩固旧知识，让课堂变得更加生动形象有趣。
Instructional Design I.Background information Content: Section A, Unit 5, JEFC Teacher: Chen Jie Description of students: 40 students in Junior/Primary/Senior 1, 15 boys and 25 girls Leon duration: 40 minutes Time & date: 8:20—9:00am, Tuesday, 29th April, 2014 II.Teaching contents:
Topic: Asking the way. New words: face, hand, ….
New patterns: Could you tell me how to get to the post office? 按照听、读、说、写的内容分开写，然后要功能与话题。
III.Teaching key points and difficulties:
Teaching key points:
Teaching difficulties: IV.Teaching objectives: A.Knowledge objectives By the end of the leon, students should be able to: …… B.Ability objectives By the end of the leon, students should be able to ……
C.Affects/Morality/Attitude….
Students learn to be good listeners while the others are talking. V.Teaching aids:
tapes, OHP, chalk, etc.VI.Teaching Model /Method • PPP • Three stages • Five-step teaching method • Audio-lingual method, etc. • 语法课见第七单元
• 每节课选用一个
VII.The style of the leon: • Reading
• Reading and writing • Reading and talking • Listening and talking • Listening and speaking • Grammar • Exercises VIII.Teaching procedure(s):要分配时间到每一步，总共四十分钟
Step 1.Lead-in/Warm-up/Revision Step 2.Presentation Step 3.Practice/Pair work, etc Step 4.Production Step 5.Consolidation/Feedback Step 6.Summary Step 7.Homework 以上每步不超过八分钟，呈现新内容不超过五分钟，而且中间可以灵活增加。
每一步都要说明设计意图，原因，师生双方的活动内容。
IX.Reflection:
（To be done after cla.） X.Blackboard design’
小学英语全英文教案全英版
Unit 1 Leon 3
Part A Lets say, Lets 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.Im Wendy.Im from Hangzhou.
S1: Hello! Im ...Im from Hangzhou,too.
T: Nice to meet you.
S: Nice to meet you, too.
T: Lets play.Ok?
S: Great!
T: Watch out! (T throws the ball.)
S: Oh, no.
Make a similar dialogue with your partner.
Step2.Presentation.
1.1)T : Today, we will learn letters.Do you know letters? Just as A,B,C…… They are letters.Whats 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: Lets 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 girls head.Its 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: Whats this?
S: Its an apple.
T draws an ant beside the apple: Whats this?
S: Its 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 weve just learned.
apple boy eraser ant crayon body head cake Coke coffee bag
ball
Read as: apple, No.1 small letter a.
2.1) T: Youre so smart.You can read them.Now, lets write them down.
Look at the blackboard.
T: First, lets write down big letter A.One, two, three.Now, Lets 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 As home?
Here it is.(T points at the four-line format.)
T: This is letters home.This is the first floor.Then the second floor and the third floor.Big letters A lives in the second and third floor.
Lets write down it.Show me your finger.
S: My finger.
T
Ss: One, two, three.
T teaches the writing of small letter a in the four-line format.
Write them on your exercise book.
Teach the writing of Bb, Cc.
3.Lets chant.
1) Read after T.
2) Say with the tape.
3) Say by yourself.
4.Culture.
T writes down:3.8
T: March 8th is Womens Day.
Yeah，妇女节。
T: On that day, you should say “Happy Womens Day” to your mother.You also can pour a cup of tea, then say “ Have some tea, mom.”
TS act like mother and son/ daughter.
S:e in, please.
S: Happy Womens Day!
T:, sit down , please.
Have some tea.
T: Thank you.My dear daughter.
Step4.Aement.
1)-kplete the writing of letters and exercise on the activity book.
2) Make letter cards of A\\B\\C.
Think it over:
Goood moring, I"m glad to interpret my leon here .The leon 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.
Ⅱ ways of teaching and learning .
Ⅲ teaching procedures
Ⅳ blackboard design
V aement
Now Lets 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, Ill talk about it one by one.
This leon is the first leon of unit 1, book7 .It includes two parts: Lets learn and lets 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.Its 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 objeake 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 consciousne of good co-operation and proper competition.
The main points and difficult points about this leon 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 leon Ill 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: gueing game, finishing a survey and having a competition.And in this leon a recorder, CAI, will be needed.
partⅢ teaching procedures
Ill finish this leon in five steps.
step1 lead--in activities
I will begin my cla with drawing and gueing game, just like this : I show students some vehicles such as bike ,bus ,jeep which they learned before by Stick Figures and ask them gue whats it.
Purpose: It is important to form a better English learning surrounding for the Ss by gueing game.and at the same time it provides situations to review learned knowledge for the next step.
step2 prestentation
Now Ill 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 poible ,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 ue 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 aement
due to the students"age ,I make every students work in cla through many activities in order to stimulate the students"interest and provide they a wide thinking room.I make students learn this leon very well through desiring scene statues
that"s all,thank you for your listening !
Unit 1 How do you go there?
Period One
Teaching contents: Part A lets learn
lets play
Teaching aims:
1.To enable the students to master the four skills phrases: on foot，by bike，by
bus，by train, by plane，by ship，by subway
2.To enable the students to ask about the ways of traffic with the following
sentence patterns: How do you go to school? Or How do you go to
Canada…?‖And answer with―I go by…‖
Teachingaster the four skills phrases: by train, by plane, by subway, by ship, by bike,
on foot
Teaching difficulty:
To differ ―subway‖ from―train‖
Teaching municative Approach
Teaching aids:
1.Word cards
2.Tape recorder and tape
3.Multi-media player
Teaching procedure:
1.(Warm-up)
Greeting: Good morning , cla !
Glad to meet you again.How are you?
What day is it? What ‗s the date?
Whats the weather like today?
2.Presentation
Show a picture of bus
T: Whats this? S: Its a bus.T: I go to school by bus.How do you go to school? (Show a picture of bike and help a student to answer with ―I go to school by bike.‖)
(In the same ways)Teach ―by subway‖ and ―by train‖ ―by ship‖ ―by plane‖ ―on foot‖.
Subway: It"s an underground railway in a city.It travels very fast.We can see subway in Hong Kong, Beijing, Shanghai, Gongzhou…
Explain the differences between subway and train
Pay attention to the pre.― by‖ ―on‖
3.Play games
Ask one S to the front and stick the word cards next to the phrases written on the Bb when T read the new phrases quickly and the other Ss put up their cards.The one who reflect fastest and correctly is the winner.
4.Listen to the tape of Part A Lets learn and follow it.
Pay attention to the tone and pronunciation
5.Practice: Lets play
T Offer many places (the USA.England Australia Hong Kong Shanghai Guangzhou the moon…) and traffic ways (by car/ taxi/ bus… on foot) Ss practice with above places and ways in pairs:
A: How do you go to school?
B: I go to school on foot .
Encourage the Ss to make up as many sentences as they can.
6.Spelling competition
Divide the cla into tow groups.Show the pictures of traffic tools and ask Ss to spell the phrases.The first one who puts up hand gets the chance to spell.The group spell out more phrases are the winners.
Homework
Copy the new words and phrases
Finish Page1 of the AB
小学英语全英文教案范文全英版
你们觉得小学英语老师在备案时，用的全中文还是全英文?下面是 带来小学英语全英文教案设计范文，希望对大家有帮助。
小学英语全英文教案范文篇1Unit 1 Leon 3 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:
1 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.Step2.Presentation.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↗↘
2 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/.
3 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, No.1 small letter a.2.1) 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.) T: This is letter’s home.This is the first floor.Then the second floor and the third floor.Big letters A lives in the second and third floor.Let’s write down it.Show me your finger.S: My finger.
4 T & Ss: One, two, three.T teaches the writing of small letter a in the four-line format.Write them on your exercise book.Teach the writing of Bb, Cc.3.Lets chant.1) Read after T.2) Say with the tape.3) Say by yourself.4.Culture.T writes down:3.8 T: March 8th is Women’s Day.Yeah，妇女节。
T: On that day, you should say “Happy Women’s Day” to your mother.You also can pour a cup of tea, then say “ Have some tea, mom.”
T&S act like mother and son/ daughter.S: Ding dong.T: Come in, please.S: Happy Women’s Day! T: Thank you.
5 S: Mom, sit down , please.Have some tea.T: Thank you.My dear daughter.Step4.Aement.1).Complete the writing of letters and exercise on the activity book.2) Make letter cards of A\\B\\C.Think it over: 小学英语全英文教案范文篇2Goood moring, I"m glad to interpret my leon here .The leon 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.Ⅱ ways of teaching and learning .Ⅲ teaching procedures Ⅳ blackboard design V aement 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.
6 This leon is the first leon 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’ consciousne of good
7 co-operation and proper competition.The main points and difficult points about this leon 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 leon 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: gueing game, finishing a survey and having a competition.And in this leon a recorder, CAI, will be needed.partⅢ teaching procedures
8 I’ll finish this leon in five steps.step1 lead--in activities I will begin my cla with \"drawing and gueing\" game, just like this : I show students some vehicles such as bike ,bus ,jeep which they learned before by \"Stick Figures\" and ask them gue what’s it.Purpose: It is important to form a better English learning surrounding for the Ss by gueing 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
9 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 poible ,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
10 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 ue 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
11 phrases:on foot,by bus.......on the right there are many sentences:how do you go to school?I go to ......\" step 7 aement due to the students"age ,I make every students work in cla through many activities in order to stimulate the students"interest and provide they a wide thinking room.I make students learn this leon very well through desiring scene statues that"s all,thank you for your listening ! 小学英语全英文教案范文篇3Unit 1 How do you go there? Period One Teaching contents: Part A let’s learn & let’s play Teaching aims: 1.To enable the students to master the four skills phrases: on foot，by bike，by bus，by train, by plane，by ship，by subway 2.To enable the students to ask about the ways of traffic with the following sentence patterns: How do you go to school? Or How do you go to Canada…?‖And answer with―I go by…‖
12 Teaching focus: To master the four skills phrases: by train, by plane, by subway, by ship, by bike, on foot Teaching difficulty: To differ ―subway‖ from―train‖ Teaching methods: Communicative Approach Teaching aids: 1.Word cards 2.Tape recorder and tape 3.Multi-media player Teaching procedure: 1.(Warm-up) Greeting: Good morning , cla ! Glad to meet you again.How are you? What day is it? What ‗s the date? What‘s the weather like today? 2.Presentation Show a picture of bus T: What‘s this? S: It‘s a bus.T: I go to school by bus.How do you go to school? (Show a picture of bike and
13 help a student to answer with ―I go to school by bike.‖) (In the same ways)Teach ―by subway‖ and ―by train‖ ―by ship‖ ―by plane‖ ―on foot‖.Subway: It"s an underground railway in a city.It travels very fast.We can see subway in Hong Kong, Beijing, Shanghai, Gongzhou… Explain the differences between subway and train Pay attention to the pre.― by‖& ―on‖ 3.Play games Ask one S to the front and stick the word cards next to the phrases written on the Bb when T read the new phrases quickly and the other Ss put up their cards.The one who reflect fastest and correctly is the winner.4.Listen to the tape of Part A Let‘s learn and follow it.Pay attention to the tone and pronunciation 5.Practice: Let‘s play T Offer many places (the USA.England Australia Hong Kong Shanghai Guangzhou the moon…) and traffic ways (by car/ taxi/ bus… on foot) Ss practice with above places and ways in pairs: A: How do you go to school?
14 B: I go to school on foot .Encourage the Ss to make up as many sentences as they can.6.Spelling competition Divide the cla into tow groups.Show the pictures of traffic tools and ask Ss to spell the phrases.The first one who puts up hand gets the chance to spell.The group spell out more phrases are the winners.Homework Copy the new words and phrases Finish Page1 of the AB 看过小学英语全英文教案范文模板的人还
15
全英文英语教案模板
教 案
practical college english
新认知大学实用英语综合教程
教研室：公共课部 教师姓名：freefishwang
【篇2：英语教案模板】
unit 5 text a
what are friends for? teaching objectives:
by the end of the unit, students will be better able to
1.understand the varied parts friendship plays in ones life and be better friends themselves;
2.use about 30 new words and 10 new phrases and expreions in brief conversations, translation and preliminary writing tasks;
3.use the subjunctive mood with implied condition in real life communication;
4.read material of a similar topic and degree of difficulty; 5.know how to write concisely by avoiding overstated, pompous words and redundant phrases. teaching methods:
audio lingual method; presentation; discuion; question-answer.
important/difficult points:
new words and expreions: chat, turtle, model
pick up, happen to, cd player, out of touch, put in perspective, betrayed confidence on the planet, get rid of, in good/bad shape
some sentences in the text are difficult to understand, such as i was thinking about how everybody can’t be every thing to each other, but some people can be something to each other, but some people can be something to each other; wherever, whenever, there’s that spark of recognition; they have beautiful homes filled with special handmade things presented to them by villagers in the remote areas they have visited in their extensive travels. teaching procedure:
step 1.warming up (30 mints)
1) work in pairs or groups, and discu the following questions.
? 1.do you have different kinds of friends? how do you claify them?
? 2.what is so great about friends?
? 3.under what circumstances can one lose a friend?
? 4.is it poible to love and hate a friend at the same time? give examples.
2) ask students to skim the text for the 8 kinds of friends mentioned in the text.
buddies/ relative friends/ work friends/ former friends/ friends you love to hate/ hero friends/ new friends 3) introducing the main idea of the article
it is said that friends are the best gift god has given us.now that we have eight kinds of friends from the text, what kind of happine or benefit can each of them bring us? that’s exactly what the text is about.
step 2.new words and the notes (20 mints) learn new words and expreions of text a
explain some important and difficult words and expreions. cement n.水泥，粘合剂 v 巩固，粘牢
nostalgic a.—nostalgia n.—nostalgically ad. subdivision n.—subdivide v.—divide v. inopportune a.—(opposite) opportune a. invisible a.—(opposite) visible a. look at the notes on page 116
1.marion wink: poet, eayist, and regular commentator on national public radio’s.the author made up the capitalized expreions in the text such as “faraway friend,” “relative friend,” which would make no sense at all out of context, with the latter in particular.
2.you quit doing drugs, you’re not such good friends with your dealer anymore: this is not meant to be taken seriously.poeion or sale of illegal drugs can result in long prison terms.
step 3.key points (60 minutes)
? 1.cry on sb.’ s shoulder: get sympathy from someone when you tell them your problems 向某人诉苦以寻求安慰（或同情）
e.g.at least she hadn’t cried on his shoulder again.if you ever need a shoulder to cry on, just call me.
? 2.in return (for sth.): as payment or reward for something作为报答或回报
e.g.he is always helping people without expecting anything in return.
we offer an excellent all-round（全面的，多方面的） education to our students.in return, we expect students to work hard. ? 3.they hold out through innumerable crises before...: they are always
reliable（可靠的，可信信赖的） and nice when you are in difficult times even though they don’t like what you are doing... ? 4.while so many family relationships are tinged with guilt and
obligation:
while so many people may feel something of a sense of guilt or
responsibility in dealing with family relationships...
? 5.company goip, once an infallible（绝对可靠的） source of
entertainment, soon awkwardly accentuates the distance between you: office chat used to be an effective way of amusement for you; however, it makes you feel uneasy since you do not work together anymore and therefore increases the feeling of distance between you.
? 6.work friends share certain memories which acquire a nostalgic glow
after about a decade:
memories of your work friends makes you happy after ten years, so you
somehow wish that you could return to those days.
? 7.dead end: a street with no way out at one end or a situation from which no
more progre in poible
e.g.he realized that the job at which he had been aiming all these years
seemed to him to be a dead end. he thinks they have reached an evolutionary（逐渐发展的，演变的） dead end.
? 8.when you feel you’ve hit a dead end, come to a confusing fork in the
road, or gotten lost in some cracker-box subdivision of your life:
whenever you feel helple, confused or at a lo（困惑的，不知所措的） in the complicated journey of your life...
notice that “cracker-box division” is not a general expreion, but is rather made up by the author.cracker: 薄脆饼干；
咸饼干 sth.: formal owning or having obtained something from somewhere 占有（或拥有）某物
e.g.she was found in poeion of stolen goods.
how did the painting come into your poeion (=how did you get it) ? ? 10.to death: informal used to emphasize that a feeling or emotion is very strong
? be bored / scared / frightened etc.to death
she was scared to death of what might happen next.
i’ m absolutely sick to death of it (=very angry, bored, or unhappy about something) .
? bore / scare / love etc.somebody to death
he drove at a speed which frightened leonora to death.she used to worry me to death.
? 11.make me/you sick: spoken a) make you feel very angry
e.g.people like you make me sick!
b) indicate a feeling of jealousy — used humorously
e.g.you make me sick with your “expenses paid” holidays!
? 12.wherever, whenever, there’s that spark of recognition（认识）:
when you meet a “new friend” for the first time you instantly feel a connection with each other. step 4.aignment (5 minutes)
1.read the article repeatedly and try to remember the new words and expreions in text a
2.finish the study and practice on page 118-130.
the teaching plan of unit 5 what are friends for?(college english 2) english department sun xiaofang
【篇3：全英文英语阅读课教案模板】
阅读课教案
school__ number3 middle school____junior or senior section _junior__ cla ____3____ grade _1_______
size ______45__ time_40_______date __2009-12-28____ materials __go for it______type of leon _reading ____ contents: 1.vocabulary: some nouns about furniture and some daily use things: table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant. some prepositions of place: on, in, under
2.structure: where is (where’s)…?
it is (it’s) in/on/under…
where are…?
they are (they’re) in/on/under… where’s/where’re…?
i don’t know.is it /are they on/in/under… ?
no, it isn’t./they aren’t./ yes, it is./they are.3.1) dialogue: where’s the bag?
i don’t know.
is it on the dreer?
no, it isn’t.
where are my books?
i don’t know.are they on the bed?
no, they’re not.
2)writing: ask, gue and write objectives:
1.instructional objectives (language knowledge and language skills)
1) to promote students’ vocabulary development (table, bed, dreer,
bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.…)
2) to promote students’ reading skills a) prediction b) skimming
3) to promote students’ oral english
4) to develop students’ writing skill 2.educational objectives (affect, learning strategy and cultural awarene)
1) to develop students’ ability to communicate with others to get information
2) to build students’ confidence
3) to make students learn to cooperate with others 3.personal objectives:
1) to develop teacher’s ability of claroom management focal points: a: the nouns. b: prepositions of place c: where- question and
d: answers to “is the… in/on/under the …?”；
difficult points: a: use the prepositions to describe position of things
b: use the where-question and is it-/are they -question to ask things’ position
aids: ppt, blackboard, chalk … procedures and time allotment
1.getting students ready for learning( mins) 1) greetings: good morning everyone! 2) routine task: duty report
2.revision: use some pictures to review the vocabulary ( table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in, under) and sentence structure:
where is (where’s)…?
it is (it’s) in/on/under
where are…?
they are (they’re) in/on/under… 3.pre-reading :
step1: vocabulary and some phrases learning
task: look at the conversation between them and gue the meaning of the sentences in red.( using the conversation between liu qian and a xin to show those phrases to the students in order to learn them by the context; because the sentence structure in the conversation is those they have learnt)
(… mins)
此步骤包括词汇、语法教学等 4.while-reading 5.post-reading
(… mins)
1) oral work 2) written work 6.aigning homework
1) conclusion: a: vocabulary
b: sentence patterns: where is (where’s)…?
it is (it’s) in/on/under…
where are…?
they are (they’re) in/on/under…
where’s/where’re…?
i don’t know.is it /are they on/in/under… ?
no, it isn’t./they aren’t./ yes, it is./they are. 2) homework: ask, gue and write
let your partner to ask as well as gue where your things are in your room.write down your conversation by using the following sentence patterns:
a: where’s/where’re your…? b: you can gue.
a: i don’t know.is it /are they on/in/under… ?
b: no, it isn’t./they aren’t.yes, it is./they are.
…
self-evaluation
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