染雾小学英语教案 篇一
Title: Teaching English Vocabulary to Elementary School Students
Objective: By the end of the lesson, students will be able to identify and use 10 new vocabulary words related to animals.
Materials:
- Flashcards with pictures of animals
- Worksheet with fill-in-the-blank sentences using the new vocabulary words
- Whiteboard and markers
Procedure:
1. Warm-up (10 minutes)
- Begin the lesson by playing a game of charades with the students. Act out different animal movements and have the students guess the animals.
- Review any animal vocabulary words that the students already know.
2. Presentation (15 minutes)
- Show the students flashcards with pictures of different animals. Say the name of the animal and have the students repeat after you.
- Write the names of the animals on the whiteboard and have the students spell them out loud.
3. Practice (20 minutes)
- Divide the students into pairs and give each pair a worksheet with fill-in-the-blank sentences using the new vocabulary words.
- Have the students work together to fill in the blanks with the correct animal names.
- Walk around the classroom and provide assistance as needed.
4. Production (15 minutes)
- Bring the class back together and have each pair share one of their sentences with the rest of the class.
- Encourage the students to use complete sentences and speak clearly.
5. Review (10 minutes)
- Play a quick game of "Simon Says" using the animal vocabulary words. For example, "Simon says, touch your head if you see a lion."
- Ask the students to name their favorite animal that they learned today.
6. Assessment
- To assess the students' understanding of the new vocabulary words, have them complete a short quiz at the end of the lesson. The quiz can include matching the animals to their names or writing a sentence using one of the new words.
Extension: For homework, have the students draw a picture of their favorite animal and write a short paragraph describing it using the new vocabulary words.
小学英语教案 篇二
Title: Teaching English Grammar to Elementary School Students
Objective: By the end of the lesson, students will be able to correctly use simple present tense verbs in affirmative and negative sentences.
Materials:
- Verb flashcards (e.g. play, eat, sleep)
- Sentence strips with examples of affirmative and negative sentences
- Whiteboard and markers
Procedure:
1. Warm-up (10 minutes)
- Begin the lesson by asking the students to stand up and act out different actions (e.g. jump, clap, run). Encourage the students to say the action words out loud as they do them.
- Review any action words that the students already know.
2. Presentation (15 minutes)
- Show the students flashcards with different verbs. Say the verb aloud and have the students repeat after you.
- Write the verbs on the whiteboard and demonstrate how to use them in affirmative and negative sentences.
3. Practice (20 minutes)
- Divide the students into pairs and give each pair sentence strips with examples of affirmative and negative sentences using the verbs.
- Have the students work together to create their own sentences using the verbs on the flashcards.
- Walk around the classroom and provide assistance as needed.
4. Production (15 minutes)
- Bring the class back together and have each pair share one of their sentences with the rest of the class.
- Encourage the students to speak clearly and use the correct verb forms.
5. Review (10 minutes)
- Play a quick game of "Simon Says" using the verbs from the lesson. For example, "Simon says, touch your toes if you like to play soccer."
- Ask the students to name a favorite activity they like to do and create a sentence using the verb in the simple present tense.
6. Assessment
- To assess the students' understanding of the simple present tense, have them complete a short quiz at the end of the lesson. The quiz can include writing affirmative or negative sentences using the verbs from the lesson.
Extension: For homework, have the students keep a journal for a week, writing down one sentence each day using a different verb in the simple present tense.
小学英语教案 篇三
Title: Practicing Daily Routine in English
Grade: Primary School
Objectives:
1. Students will be able to talk about their daily routines in English.
2. Students will be able to use time expressions accurately.
Materials:
- Flashcards of daily routine activities
- Whiteboard and markers
- Worksheets with daily routine exercises
Warm-up (10 minutes):
- Review vocabulary of daily routine activities by showing flashcards and having students repeat after you.
- Play a charades game where students act out different daily routines for the class to guess.
Introduction (15 minutes):
- Introduce new time expressions to the students: in the morning, in the afternoon, in the evening, at night.
- Practice pronunciation of the time expressions with a matching game.
Practice (20 minutes):
- Have students work in pairs to create a dialogue about their daily routines using the new time expressions.
- Play a time bingo game where students have to match daily routine activities with the correct time expressions.
Production (15 minutes):
- Give students worksheets with pictures of daily routine activities and have them write sentences using the time expressions.
- Have students present their sentences to the class.
Review and Closure (10 minutes):
- Review the time expressions learned in the lesson by playing a quick game of Tic-Tac-Toe with time expressions.
- Ask students to share one thing they do every day at a specific time.
Homework:
- Ask students to write a short paragraph in English describing their daily routine using the time expressions learned in class.
小学英语教案 篇四
一、教学目的与要求
1、能听懂并会说Hi/Hello,I’m×××.Hi/Hello,×××.
2、并掌握单词：UncleBooky,Ken,Ann,Mocky.
3、用刚学过的句子学会自我介绍，要求模仿正确，语调自然。
4、听懂课堂用语Standup,please.Sitdown,please,并作出相应的动作。
二、教学重点：
学会句型Hi,I’m×××.Hello,×××.
三、教学难点
：学习用句子Hi,I’m×××.Hello,×××.进行自我介绍和打招呼。
四：教学过程
1、组织教学
教师面带笑容走进教室，先作自我介绍，用英语说I’m×××（教师自己的名字）然后用中文说我是×××。接着再说一遍英文。教师再说，从今天起我给
你们上英语课，我们大家一起学。
2、学习课堂用语Standup,please.Sitdown,please。
教师说Standup,please.然后伸出双手，掌心向上摆动，示意学生起立。教师再说Sitdown,please.掌心向下摆动，示意学生坐下。教师走到学生当中，边说边示意。全班学生做，小组做，最后抽查个别学生做。
接着，教师又站回讲台前，再慢速而准确地说一遍，让学生注意教师发音的口型。
3、学习单词Uncle
学习用句型Hi,I’m×××.Hello,×××.进行对话。
（1）教师在讲台前作示范，带表情和手势。要求学生注意看教师发音的口型和表情。
（2）教师再说I’m×××（教师自己的名字）。注意夸大口型发出I’m的音给学生听。让学生模仿发音。告诉学生意思是“我是”。让学生在后面接上自己的姓和名，表示“我是×××。”
（3）教师带领学生反复练习I’m的发音。在基本掌握后，再带领学生操练这
个句型，让学生在I’m后面说出自己的名字。练习两遍后教师在黑板上写出Hi,I’m??这个句型，再教学生读Hi，告诉他们是“喂”的意思。
（4）学生自由练习句型，教师巡视指导。练习完后，请两位同学到讲台前表演一下。
4、总结本节课所学习的内容。
5、布置学生在课后多练习刚学完的这个句型。
小学英语教案 篇五
教材分析：
在本课时主要学习见面打招呼、自我介绍及道别用语Hello./Hi . Goodbye./Bye-Bye. 为此，教师为学生创设见面打招呼、自我介绍以及道别等情景，使学生了解英语常用用语以及使用环境。教学中，除让学生听懂以上日常用语以外，还应让学生敢说、会说。
教学目标：
1、听懂、会说 Hello./Hi . Goodbye./Bye-Bye.
2、通过创设见面打招呼、自我介绍以及道别等情景，让学生学会见面打招呼、自我介绍及道别的日常用语
3、培养学生乐于开口，敢于开口讲英语的习惯，激发学生想学、乐学英语的兴趣和愿望。
重点难点：
本部分主要是见面打招呼、自我介绍及道别用语的会话学习，使学生在不同的情景中听懂、会说 Hello./Hi . Goodbye./Bye-Bye. I'm ...。
教具准备：
1、教师自备与本课教学有关的文具和教师卡片。
2、课件。
教学过程：
一、热身、复习 （Warm-up/Revision）
T: Hello,everyone.
Ss: Hello,teacher.
T: How are you ,today?
Ss: I’m fine,thanks.
二、呈现新课 （Presentation）
（1） Let’s learn
A：教师边说边做：Hello./Hi . Goodbye./Bye-Bye.
B：对话练习
S1： Hello！
S2: Hello！
S3: Bye bye.
S4: Good bye.
三、趣味操练 （Practice）
（1）让学生们在黑板上进行卡片找朋友活动，扩展延伸问候语。
Hello. Hi .
Goodbye. Bye-Bye.
How are you? I’m fine,thank you.
Good morning. Good morning.
Nice to meet you. Nice to meet you, too.
（2）Chant练习。
Hello, hello. How are you?
I’m fine. Thank you.
四、课堂评价
做相关练习，巩固新知。
五、总结布置作业
小学英语教案 篇六
优点：
备课是教学设计的一个重要内容，教案是实施教学的方案。通过检查发现：我们全体英语教师都能认真，按要求备课。能从以下几个环节着手：
一、分析教学对象
学习者的个性心理特征，即学习者心理上的个别差异，是影响学习结果的一个重要方面。教师要充分了解学生的个性特点，研究他们的个性差异，因材施教，从而使学生的个性心理得到最充分的发展，获得最理想的教学效果。
二、分析教学内容
小学英语教材的教学内容与目标应与新的课程标准相适应，要使学生能对英语学习有兴趣和爱好，通过听、说、读、写的基本技能训练，使学生获得一些简单的、最基本的语言知识和技能，培养他们初步运用英语进行交际的能力。要达到教学目标，培养学生初步运用英语进行交际的能力，我们应使学生掌握好教材内的语言知识，应对学生进行听、说、读、写四项技能的综合训练，并应使学生的这四项技能发展为初步的语言交际的能力。
三、编制教学目标
教学目标是对学生通过教学以后能做什么的一种明确、具体的表达，它是具有可操作性的一种评估教学的标准。基础教育的英语课程内容与目标包括技能、知识、情感、策略和文化等。
四、选择教学的策略和方法
策略泛指计策和谋略。教学策略是指为实现教学目标而进行的思考、策划和谋略。英语教学策略也可以指教师为了使学生更有效地学习和使用英语而采取的各种行动和步骤。教学策略也可以分为教的策略和学的策略，应包括情感策略、管理评价策略、认知策略和交际策略等 。
五、教学设计
(1)教学内容的设计
教学内容是根据教学目标、教学的条件与学生的实际而定的。学生通过教学内容的学习，逐步掌握教学的目标。教学单元、课时的划分。能突出重点和难点。
(2)教学结构的设计
从施教系统来说是“准备—形成—发展”;是“呈现—复现—再现”。教学步骤清晰，明了。各环节安排合理，紧凑。
(3)还有教学媒体的设计
缺点：
(1)低年级的作业设计方面层次感较弱，不能全面体现学生个体差异。
(2) 还有板书的设计也缺乏灵活性和新颖性。
(3)课堂教学活动的设计缺乏创新，与时俱进根据学生生理，心理发展全排活动方面还有待提高。
(4)高段写作作业的设计还需加强。
改进措施
(1)提高教研组活动实效性。
(2)多阅读和研究最新教育教学理论。
(3)多参加各项教育教学活动。
(4)组内老师之间多听课，互相学习，取长补短。
