染雾小学英语教案全英版 篇一
Title: Fun with Colors - English Lesson Plan for Elementary School
Objective:
- Students will be able to identify and name different colors in English.
- Students will be able to use color vocabulary in simple sentences.
Materials:
- Color flashcards
- Whiteboard and markers
Warm-up (10 minutes):
1. Start the lesson by singing the "Color Song" to review color vocabulary.
2. Show the color flashcards and ask students to repeat after you the names of the colors.
Presentation (15 minutes):
1. Introduce new color vocabulary by showing flashcards and asking students to guess the colors.
2. Write the color words on the whiteboard and have students repeat after you.
3. Practice pronunciation of color words with tongue twisters or rhymes.
Practice (20 minutes):
1. Divide students into pairs and give each pair a set of color flashcards.
2. Have students take turns asking and answering questions using the flashcards, e.g. "What color is the sky?"
3. Monitor students and provide help as needed.
Production (15 minutes):
1. Ask students to draw a picture using different colors and label each color in English.
2. Have students share their drawings with the class and describe the colors they used.
3. Encourage students to ask questions and give feedback to their classmates.
Wrap-up (5 minutes):
1. Review color vocabulary with a quick game, such as "Simon Says" or "Color Bingo."
2. Assign homework to reinforce color vocabulary, such as coloring a picture and labeling the colors in English.
Assessment:
- Observe students' participation and pronunciation during activities.
- Review homework assignments for understanding of color vocabulary.
Extension:
- Have students create a color wheel using different shades and tints of colors.
- Integrate color vocabulary into other subjects, such as science (colors of the rainbow) or art (primary and secondary colors).
Overall, this lesson plan provides a fun and interactive way for elementary students to learn and practice color vocabulary in English.
小学英语教案全英版 篇二
Title: Let's Go Camping - English Lesson Plan for Elementary School
Objective:
- Students will be able to identify and name camping vocabulary in English.
- Students will be able to use camping vocabulary in simple sentences.
Materials:
- Camping flashcards
- Whiteboard and markers
- Pictures of camping scenes
Warm-up (10 minutes):
1. Start the lesson by showing pictures of camping scenes and asking students to describe what they see using English vocabulary.
2. Review camping vocabulary by singing a camping song or chant.
Presentation (15 minutes):
1. Introduce new camping vocabulary by showing flashcards and asking students to guess the words.
2. Write the camping words on the whiteboard and have students repeat after you.
3. Practice pronunciation of camping words with tongue twisters or rhymes.
Practice (20 minutes):
1. Divide students into small groups and give each group a set of camping flashcards.
2. Have students take turns describing the flashcards to their group members using English vocabulary.
3. Monitor students and provide help as needed.
Production (15 minutes):
1. Ask students to work in pairs and create a camping scene using the flashcards.
2. Have students present their camping scenes to the class and describe what they see using English vocabulary.
3. Encourage students to ask questions and give feedback to their classmates.
Wrap-up (5 minutes):
1. Review camping vocabulary with a quick game, such as "Camping Charades" or "Camping Bingo."
2. Assign homework to reinforce camping vocabulary, such as writing a short story about a camping trip using the new words.
Assessment:
- Observe students' participation and use of camping vocabulary during activities.
- Review homework assignments for understanding of camping vocabulary.
Extension:
- Have students research different types of camping trips and present their findings to the class.
- Integrate camping vocabulary into other subjects, such as math (counting camping supplies) or geography (locations for camping trips).
Overall, this lesson plan offers an engaging and immersive way for elementary students to learn and practice camping vocabulary in English.
小学英语教案全英版 篇三
Unit 1 Lesson 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:
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↗↘
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/.
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.)
小学英语教案全英版 篇四
TEACHING PROCEDURES
I、Warming-up
Step one:Let’s the student listen to the tape.And review some adj. about weather.Eg:warm,cool,hot,cold.Let the students do actions while listening.
Step two:Do an exercise.The teacher will ask some questions about the listen test.It's about part B read and write in grade five.Eg:What's your favourite ……?
II、preview
Step one:ask and answer
The teacher is going to ask some questions. (eg:what is the weather like?)And show off the different pictures about weather. Guide students to answer questions by using warm,cool,hot.
III、Presentation
Let's learn
Step one:words study
Draw a trunk on the blackboard,and then add some light green leaves.Ask students(look!The leaves are green now.What season is it now?) Show off the word card "season".Teach them "season".After that,show off "spring".Students read after the teacher.And describe the weather of "spring" character depend on their owe life.(eg:spring is warm in hangzhou/taiwan.) Then point at the main city on the map,and ask what is the weather like in beijing/shenzhen? Spell together.
Step two:continute to add deep green leaves on the tree.And say look!The leaves are becoming more and more.Summer is coming.Teach "summer"in the same way.
Step three:draw the sun and ligth,and acquit very hot.Ask oh,what is the weather like in summer?Guide students to answer it. It's hot,very very hot.
Step four:clean parts of leaves and light,and then colour some leaves into yellow.Ask look!Now it's cool.What season is it now?Oh.It's fall now.Writing "fall" on the board.Spell together.
Step five:clean parts of leaves,and then add some cloudy and snow.Say"now,the weather is very cold.It is winter now.".Teach "winter".Ask and answer:"what is the weather like in winter in ……?"
Step six:show off different picture about weather,and ask and answer.Eg:T:What's the weather like?S:It's windy.T:What season is it now?S:Spring.ect.Continu to ask a question"what's your favourite season?"Guide students to answer it.
Let's start
Step one:show off different picture about seasons.Ask"what's the weather like in this picture?"
Step two:Play a game
Teacher shows the picture in different seasons.In order to see who can correctly say the first word, the winners must give incentives.
Step three:Guide students to use patterns of small groups. And finish let's start .(eg:what's your favourite season?……because it's ……)
Consolidation and extension
Let student do some exercise which is from student exercise book.
小学英语教案全英版 篇五
After some practice by asking and answering, I present the next language points:
There’s no …inon ear…
Have …then.
And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.
Step 3 Listen to the tape and Ss imitate to read and say.
As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.
Step 4 Ss be the main body, T makes a guider.
In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.
Then I show a carton with no voice, ask Ss to make a dialogue in pairs.
There are lots of ways to consolidate the new knowledge. Playi
ng game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.
Step 5 Change class to life, learn by themselves.
Is this the end of the class? I don’t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life.
In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.
That’s all. Thanks a lot for your attention.
