染雾小学英语教案英文版 篇一
Title: Fun Ways to Teach English Vocabulary to Elementary School Students
Objective: To help students expand their English vocabulary in a fun and engaging way.
Materials Needed: Flashcards, pictures, small toys, music, worksheets
Introduction:
Teaching English vocabulary to young learners can be challenging, but it can also be a lot of fun! By incorporating interactive and hands-on activities, students can better retain and understand new words. Here are some fun ways to teach English vocabulary to elementary school students.
1. Flashcard Games:
Use flashcards with pictures of objects, animals, and actions to introduce new vocabulary. Play games like "Memory" or "Go Fish" to help students remember the words and their meanings.
2. Vocabulary Charades:
Have students act out the meaning of different words while their classmates guess what they are. This not only helps with vocabulary retention but also encourages movement and creativity in the classroom.
3. Music and Movement:
Use songs and chants to teach vocabulary. Have students sing along and do actions that correspond to the words in the song. This helps with pronunciation and makes learning more enjoyable.
4. Picture Matching:
Show students pictures of different objects or animals and have them match the picture to the correct word. This visual aid helps students make connections between the word and its meaning.
5. Word Puzzles:
Create word puzzles like crosswords or word searches with the new vocabulary words. This is a fun way for students to practice spelling and reinforce their understanding of the words.
6. Storytelling:
Use storytelling to introduce new vocabulary in context. Create simple stories that incorporate the new words and have students act out the story or draw pictures to represent the key elements.
7. Role-Playing:
Encourage students to role-play different scenarios using the new vocabulary. This helps them practice using the words in context and improves their speaking skills.
Conclusion:
By incorporating these fun and interactive activities into your English lessons, you can help students expand their vocabulary in an enjoyable way. Remember to keep the activities age-appropriate and engaging to ensure that students are actively participating and learning. Happy teaching!
小学英语教案英文版 篇二
Title: Effective Strategies for Teaching English Grammar to Elementary School Students
Objective: To help students understand and apply English grammar rules in their writing and speaking.
Materials Needed: Grammar worksheets, whiteboard, markers, flashcards, games
Introduction:
Teaching English grammar to young learners can be a daunting task, but with the right strategies, it can be a rewarding experience. By making grammar lessons interactive and engaging, students can better grasp the rules and apply them in their language skills. Here are some effective strategies for teaching English grammar to elementary school students.
1. Visual Aids:
Use visual aids like flashcards, pictures, and diagrams to help students visualize grammar rules. This makes abstract concepts more concrete and easier to understand.
2. Games and Activities:
Incorporate games and activities into your grammar lessons to make learning fun and interactive. Play games like grammar bingo, grammar jeopardy, or grammar charades to reinforce the rules in an engaging way.
3. Real-Life Examples:
Use real-life examples to demonstrate how grammar is used in everyday language. Show students how grammar rules apply to their favorite songs, books, or movies to make the lessons more relatable.
4. Interactive Worksheets:
Create worksheets that require students to apply grammar rules in context. Include fill-in-the-blank exercises, sentence corrections, and sentence building activities to help students practice using the rules correctly.
5. Peer Editing:
Encourage students to peer edit each other's writing to help them identify and correct grammar mistakes. This not only improves their grammar skills but also fosters collaboration and communication in the classroom.
6. Grammar Journals:
Have students keep a grammar journal where they write down new grammar rules, examples, and practice exercises. This helps them review and reinforce their understanding of the rules outside of class.
7. Grammar Songs and Chants:
Use songs and chants to help students memorize grammar rules and exceptions. Create catchy tunes or rhymes that students can sing along to and remember the rules more easily.
Conclusion:
By incorporating these effective strategies into your grammar lessons, you can help students develop a strong foundation in English grammar. Remember to make the lessons engaging and interactive to keep students motivated and interested in learning. With practice and consistency, students will become more confident in their grammar skills and improve their overall English language proficiency. Happy teaching!
小学英语教案英文版 篇三
Unit1Lesson3
PartALet’ssay,Let’schantPartCCulture
TeachingAims:
1.Beabletolisten,say,recognizethewords:apple,ant,boy,bag,Coke,coffee.
2.Beabletolisten,say,readandwritethesethreeletters:Aa;Bb;Cc
3.ThroughthechantreviewthelettersofABC,trainasenseofgroupidentity.
FocusPoints&DifficultPoints:
Readtheletters:BigletterC,smallletterc;Writedownthemcorrectlyandhandsomely.
TeachingPreparation:
1.Lettercards,somewordpictures,wordcards:appleboyeraserantcrayonbodyheadcakeCokecoffeebagball
2.Alittleblackboardwithfour-lineformatandaball.
Designingfortheblackboard:
pandabeavereaglekangaroo(pictures)
ChinaCanadaAmericaAustralia(words)
TeachingSteps:
Step1.Warmup
1.Singasong.
2.Freetalk
T:Hello.I’mWendy.I’mfromHangzhou.
S1:Hello!I’m...I’mfromHangzhou,too.
T:Nicetomeetyou.
S:Nicetomeetyou,too.
T:Let’splay.Ok?
S:Great!
T:Watchout!(Tthrowstheball.)
S:Oh,no.
Makeasimilardialoguewithyourpartner.
Step2.Presentation.
1.1)T:Today,wewilllearnletters.Doyouknowletters?JustasA,B,C……Theyareletters.What’sthemeaningofletters?
S:字母。
T:Great!Aisthefirstletter.(TshowsletterA.)
T:Aa S:Aa
T:ThisisbigletterA.大写字母A。
T:BigletterA.S:BigletterA.
T:Let’smakeabigletterA.(Withthehands)
Runtwotrains:BigletterA.(Withthehands)
T:Thisissmalllettera.
T:SmallletterAS:SmallletterA.
T:Lookatthisgirl’shead.It’sasmalllettera.
小a,小a,小翘辫。
Runtwotrains:BigletterA,smalllettera.
2).Tdrawsanapple:What’sthis?
S:It’sanapple.
Tdrawsanantbesidetheapple:What’sthis?
S:It’sanant.
T:Aforant,//,//,//.
Aforapple,//,//,//.
2.TeachBb,Cclikeabove.
Payattentiontothepronunciationofc.
Userighthandtomakeac.
Bforboy,/b/,/b/,/b/.
Bforbag,/b/,/b/,/b/.
CforCoke,/k/,/k/,/k/.
Cforcoffee,/k/,/k/,/k/.
Step3.Practise.
1.Game:Findouttheletterswe’vejustlearned.
appleboyeraserantcrayonbodyheadcakeCokecoffeebag
ball
Readas:apple,No.1smalllettera.
2.1)T:You’resosmart.Youcanreadthem.Now,let’swritethemdown.
Lookattheblackboard.
T:First,let’swritedownbigletterA.One,two,three.Now,Let’strytogether.Showmeyourfinger.
S:Myfinger.
T&Ss:One,two,three.
Tteachesthewritingofsmalllettera.
2)T:Everyonehashishome.WhereisA’shome?
Hereitis.(Tpointsatthefour-lineformat.)
T:Thisisletter’shome.Thisisthefirstfloor.Thenthesecondfloorandthethirdfloor.BiglettersAlivesinthesecondandthirdfloor.
Let’swritedownit.Showmeyourfinger.
S:Myfinger.
T&Ss:One,two,three.
Tteachesthewritingofsmallletterainthefour-lineformat.
Writethemonyourexercisebook.
TeachthewritingofBb,Cc.
3.Letschant.
1)ReadafterT.
2)Saywiththetape.
3)Saybyyour
self.
4.Culture.
Twritesdown:3.8
T:March8th isWomen’sDay.
Yeah，妇女节，资料共享平台
小学英语教案英文版 篇四
T:Onthatday,youshouldsay“HappyWomen’sDay”toyourmother.
Youalsocanpouracupoftea,thensay“Havesometea,mom.”
T&Sactlikemotherandson/daughter.
S:Dingdong.
T:Comein,please.
S:HappyWomen’sDay!
T:Thankyou.
S:Mom,sitdown,please.
Havesometea.
T:Thankyou.Mydeardaughter.
Step4.Assessment.
1).Completethewritingoflettersandexerciseontheactivitybook.
2)MakelettercardsofABC.
Thinkitover:
小学英语教案
一、教学目标：
1、知识目标：能够认读、掌握、灵活运用本单元所学的单词和句型：序数词、月份、星期、描写天气的五个形容词;What day is it ? It is______. When is it ? It is_____. How ’s the weather today? It is _________.
2、能力目标：培养学生听、说、读、写、用能力。能够把所学单词和句型灵活运用到日常口语交流中。
3、情感目标：营造和谐的课堂氛围。培养学生敢于开口说英语的积极性。
二、重点、难点：
Words: 序数词、描写天气的形容词
Phrases: What day is it ? It’s _______. When is it ? It’s _______ How’s the weather today ? It’s ________.
三. 教具：自制单词和句型卡片、单词和句型的幻灯片、录音机、磁带、挂图等。
四.教学过程：
Step1:
(1)、Greeting:
T: Hello! Boys and girls! Are you happy ?
(2)、引入课题：
T: Today, we’ll review days, months, ordinal numbers and adjectives for weather.
Step 2: Review the days and the months.
(1)、教师给学生放一首“星期”的歌曲，让学生边听边跟着唱。同时展示关于星期、月份的幻灯片。然后教师进行提问：
T: Can you say the days of the week ?
C: Yes. ____________.
T: Who can say the first day of the week ?
S1: Sunday.
T: Very good ! Who can say the seventh day of the week ?
S2: Saturday.
T: Good job !
教师让全班学生一起读一遍星期的单词。
(2)、教师接着继续提问，进入月份的知识。
T: Which month is it now ?
C: April. Very good !
T: Can you say the months from January to April ?
C: Yes. ______________.
T: Who can say the months from May to August ?
S1:________________.
T: Who can say the months from September to December ?
S1: ______________.
T: Very good !
接着，教师让学生看着月份的幻灯片，一个接一个地朗读一遍月份的单词。
Step 3: Review the ordinal numbers.
(1)、Play a game : “ Find your friends ”.
教师让12个学生拿着1到12的序数词卡片站到教室前面，卡片面向其他的学生(序数词的顺序要打乱)。然后，让另外12个学生拿着1到12的基数词卡片到教室前面去找相对应的序数词卡片。让拿着一对词的卡片的学生站到一起，让学生按顺序站好并读出1到12的基数词和序数词。(同时，教师要随时进行评价和纠正。)然后让学生都回到自己的座位上。
(2)、教师展示序数词的幻灯片。给学生总结一下基数词变序数词的规律。可以展示一个小Chant来说明。 (First, second, third, 特殊记，-th 从four 起，eight 加 h, nine去 e, 拿来f 代 ve, ty 变成 tie. )
(3)、提问：
T: What day is today ?
C: Today is Thursday，April twenty-fourth.
T: What day was yesterday ?
C: It was Wednesday, April twenty-third.
T: What day is tomorrow ?
C: It is Friday, April twenty-fifth.
提问这几个问题时，如果学生回答不顺利，可让他们进行讨论，然后再继续回答。教师还可让女孩子提问，男孩子回答。
Step 4: Review six festivals.
展示六个节日的幻灯片。进行提问：
T: When is New Year’s Day ?
S1: It’s January first.
T: When is Children’s Day ?
S2: It’s June first.
T: Is Spring Festival in March or April ?
S3: No!
T: When is Spring Festival ?
C: It’s January or February.
T: Very good !
Step 5: Review phrases about weather.
(1)、教师利用当天的天气进行提问：
T: How’s the weather today ?
C: It’s sunny and windy.
(2)、教师展示关于五种天气状况的多个图片的幻灯片。进行提问：
T: ( Point to the picture of cloudy.) Is it sunny ?
S1: No, it’s cloudy.
T: ( Point to the picture of rainy.) How’s the weather ?
S2: It’s rainy.
T: (Point to the picture of snowy.) Is this a rainy day ?
S3: No, it’s a snowy day.
T: (Point to the picture of windy.) Is this a cloudy day ?
S4: No, it’s a windy day.
T: (Point to the picture of sunny.) How’s the weather ?
C: It’s sunny.
T: Very good !
接着，教师再强调一下这五个描写天气的形容词是在名词的后面加上y 构成的。注意 sunny 的不同。然后让学生朗读单词。
Step 6: Class Closing.
Home work: Do the weather forecast record for one week.
课后反思：
本节课利用幻灯片、歌曲、单词卡片、游戏(Find your friends.)、情景对话等形式进行教学。创设了轻松、自然的学习气氛，调动了孩子们的参与积极性(百分之百参与教学)，使学生轻松掌握知识，培养了学生的综合能力，完成了本节课所设定的教学目标。
本节课课堂气氛活跃，师生配合默契，让学生充分地听、说、读、练，发挥了学生的主体作用。
通过这节课，深感孩子们非常喜欢形式多样的课堂教学，教师要以新课标中的教学理念为依据，不断地进行创新。
小学英语教案
一、案例背景
1、设计思路：本节课的设计主要依据教材内容及三年级学生的年龄特点，充分体现新课程标准下倡导的“让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务目标，感受成功”的理念，使学生在情景中感受、体验和运用新学语言。
2、教学内容： 第六册 Unit 3 My birthday
Let’s chant A Let’s learn Let’s try
3、教学目标
(1)能够听、说、认、读12个月份的名称，并能书写其缩写格式。
(2)能够就12个月份进行四季划分并会唱Let’s chant 。
(3)能够使用句型：When is your birthday ? My birthday is in …
(4)能够听懂并填写Let’s try部分Amy一家人的生日。
4、教学重点和难点
(1)教学重点：能够听、说、认、读12个月份的名称并能书写其缩写形式，能够运用句型：When is your birthday ? My birthday is in …
(2)教学难点：January、 February的读音，12个月份中文与英语单词的对应。
5、教学准备：12个月的英语单词卡片、月份的转盘、“五月花”餐巾纸盒
二、 教学过程
Step1： Warming up & Revision
(1)演唱歌曲，What’s your favorite season，并出示四季卡片，学生看图并跟随录音吟唱歌谣。
[设计意图]
利用歌词帮助学生复习所学内容，并以此激发学生的学习兴趣，活跃课堂气氛。
(2)Let’s start
请学生独立做题，一起校对,12张卡片，按三个月每组在黑板上分成四季。
(教师事先在黑板上画四个框，将四季的卡片贴在框顶)
师生看单词卡片进行对话。如：
T：Do you like spring?
Ss：Yes , I do .
T：What’s the weather like in spring ?
Ss：It’s warm . And it’s windy , too.
T：What can you do in spring ?
Ss：I can fly kites ,I can plant trees and flowers.
[设计意图]
采用师生对话形式引导学生复习与本课关系密切的单词，为后面的教学做不可或缺的铺垫。
Step2：Presentation
1、教学单词 March April May
(1)T：which month do you like best in spring ?
(如有学生点到March,，就引入March教学，其余两个单词教师可以通过手势，提问学生T：Before/After March，it is…自然引入)
(2) 指导读并板书
教师指出划线部分的读音，而后请学生拼读
March April May
(3) 出示餐巾纸“五月花”
T：What’s the English for “五月花” ?
[设计意图]
通过展示商标中的英语，能引领学生关注身边的英语。
T：Spring is March、April and May .(师总结)
2、教学July June August
(1) 教师指着“夏季”方框，画一轮艳阳，表情夸张地说
T：Oh, summer is after spring, And it’s hot, very very hot.
T：Do you like summer ?
S：Yes, I do.
T：What can you do in summer ?
S1：I can swim in the lake.
S2：I can eat ice-cream.
T：Which month do you like in summer ?
根据学生的回答随机引入单词教学，其余的两个通过after and before引入。
(2)指导读并书写.
跟读单词July和June，并且比较两个单词中“U”的发音。
T：Now Let’s write the word“July”(June August…)on the blackboard .
Please hold up your finger and write it in the air.
(教师将单词慢慢地写入黑板上的四线格中，同时让学生书写所学过的单词，并指导字母的占格及写法，同时示范单词的发音。)
[设计意图]
在板书单词的同时进行拼写和发音训练，有利于学生形成正书写和规范发音的习惯。
(3)师生一起做“Before and After”游戏
T：Now , Let’s play a game .
教师向学生宣布游戏规则：在March→August六个单词中，教师随机给出一个单词并举左手或右手，举左手表before，举右手表after，要求学生反应迅速，口齿清晰。
[设计意图]
通过猜单词游戏活跃课堂气氛,营造英语学习的氛围。
3、教学September October November
(1)当游戏进行到最后的时候,教师给出单词August并举右手，引出September。学生跟读并书写其简写形式。教师在秋季方框上画上黄色落叶，做出树叶飘落的手势,并以开玩笑的口气
T：Oh, September is in fall. Because leaves are yellow and begin to “fall” now .which other two months are in fall?
Ss：October and November .
教师应注意学生的发音并引导学生拼读及缩写形式,跟读October,辨别两个”O”的发音。
(2)记忆词形：通过对首字母的添加使Sep. Oct .Nov.与数字9.、10.、11联系起来。具体方法:S-g (把S的起笔处和弯倒处连接起来)，O-10 (前加一竖)， N-11(加粗N的两竖)。
[设计意图]
使学生将单词与自己熟悉的数字想联系，可以适当降低学生记单词的难度。
(3)找出三个词的共同点，都以-ber结尾等。(师提醒冬天的第一个月即12月也是以ber 结尾的。)
4、 教学December January February
(1)教师在”冬季”方框中画上雪花,做出冷的样子说
T： Now we have the last season-----winter .How cold it is ! It snows! But my favorite season is winter .why? Guess ?
S:：You like snow? You can play in the snow ? You can make a snow man ?
T:((表赞许)You are right .But that is not all .The most important reason is that ------my birthday is in winter .
师指着剩余的三个月的卡片
T:：They are all in winter .One of them is my favorite month .what is it ?
S：Is it December?
教师挑出December卡片,帮助学生正确发音,并拼读和书写其简写形式。
T:：Yes, I like December. But it’s not my favorite month.
S： January or February?
师特别注意纠正学生这两个单词的发音,给出清晰的示范,要求学生准确跟读,最后,教师做出回答:My favorite month is February ，because my birthday is in February. (师板书: My birthday is in February.)
T： My birthday is in February. When is your birthday?(学生作答)
(2)学生之间进行pair work ，两人一组练习句型。教师挑选1-2组进行“连锁回答”要求发音清晰、流畅。
[设计意图]
小组合作学习有利于学生积极参与课堂活动，并开动脑筋。
Step3：Consolidation
1、教师放Let’s learn 部分的录音，学生跟读。教师出示月份转盘请学生结合主情景图的内容用“When is your birthday ? My birthday is in ……句型做游戏，复习巩固所学单词。
2、找出十二个月单词的共同点。(首字母大写)
3、总结缩写方法。请学生观察总结12个词的缩写方法，教师总结。
4、Game1 ： listen and show
步骤一：教师出示单词并说，学生跟读并出示相应的手指。
步骤二：全体同学伏在桌子上，头低下。一学生报单词，其余学生出示相应的手指数，师巡视并揭晓答案。
[设计意图]
让学生独立思考，有利于教师关注到每一位学生的学习效果，从而调整对不同学生的要求，保护他们学习英语的自信心。
5、Game2：look and guess
方法：教师只出示字母卡片的第一个字母，让学生猜一猜是哪一个单词。可采用男女生比赛的形式。
Step4：Homework :
1熟读单词并准备好默写十二月单词的缩写。
2制作班级同学生日统计表，调查同学生日。
[设计意图]
进一步为学生创设真实的语言环境，让他们在生活中使用语言，训练他们的口语表达能力，这样的调查活动促使学生在实践活动中运用所学英语，增强对所学英语的体验，同时培养学生的合作精神。
三、课后反思：
本节课是本单元的第一课时，教学内容是有关月份的单词和句型。在本节课中，我注重激发学生的学习兴趣，使学生在情景中学习和运用语言，最后能用本节课所学的语言做事情，即调查同学的生日。
本节课的成功之处有以下几点：
1、倡导自然、流畅的课堂教学过程
在本节课上，通过重点把握复习、新知教学和拓展提高三个环节，面向全体学生，因材施教，关注学习过程。通过唱歌进行复习导入，并采用一系列的活动，引导能力稍弱的学生加深对所学内容的理解，强化对月份类单词的认读，为后续学习奠定了基础;拓展提高环节又为学有余力的学生提出了更高的学习目标，即要求他们用所学英语描述自己的生日。
2、充分利用课堂上的有效资源 ，运用恰当的方式与方法，提高课堂的实效性。
就教学资源而言，本节课的教学内容没有多媒体课件。但是笔者将教学前，教学中，教学后的一系列活动融为一体，同时注意发挥教师在朗读中的示范作用。在教学过程中，教师要创造性地使用教材，积极收集课堂上有效的教学资源，并使之成为教学的契机。
3、注重听说先行，读写跟上
在本节课上注重学生听说的能力的同时，也适当地关注学生的读写。注重对学生学习策略的培养，强化听、说、读、写训练。
4、多样化的评价，让学生学得有兴趣。
注重对学生进行多样化的评价，注重培养学生的自主学习能力，体现学生的主体地位。本节课中的每一个教学环节都为学生提供了充分的表现机会。开展活动时，学生积极参与，合作密切，体现了学生的主体。在评价中，注重学生的自我评价，一方面体现了学生学习的自主性，增强了学生的自信：另一方面，让学生查漏补缺，不断进化。
5、尽可能把更多的课堂时间留给学生
小学英语课堂上要保证给学生大量的语言输入，但如果教师没有把握好度，讲得太多，就侵占了学生语言操练的时间。在课堂教学中，在保证必要的教师输入的前提下，教师应把更多的时间留给学生。
本节课也有许多不足之处，需要在今后的教学中不断的改进与调整。例如，在拓展环节中，调查内容的选择应充分发挥学生的能动性，给学生更多自主思维的空间。
四、课后评析：
1.注重激发兴趣，吸引学生主动参与
在教学活动设计方面，授课教师注重激发学生的兴趣，发挥学生的主体性;在教学活动的具体实施过程中，授课教师关注学生的个体差异，使他们积极参与到教学过程中。无论是静态的还是动态的活动，学生都积极参与，在真实任务的驱使和教师的引导下，完成各个环节的教学任务。
比如：歌曲演唱缓解了学生刚开始上课时的紧张情绪，营造了轻松的英语学习氛围;各种游戏活动进一步激发了学生的学习兴趣和求知欲望;“猜词游戏”使学生学习兴趣和参与热情达到了高潮。各项活动安排巧妙，循序渐进，贯穿一体，使学生对这节英语课产生了浓厚的兴趣，这就使得之后的教学环节得以顺利进行。
2、较强的课堂驾驭能力，独到的课堂纪律管理方法
比如，在课堂上有一位学生做小动作，授课教师马上停下来，然后看着她，说：We are waiting for lily .直到这位学生停止做小动作并认真听课为止。
3、充分发挥学生的主体作用和教师的主导作用
授课教师设计了多个教学环节让学生积极参与学习活动，如小组活动以及小调查等环节，真正做到让学生在愉快的学习氛围中学习英语。
这是一节教研课，与日常的课相比容量较大，因而有些环节的实施不够到位。比如，在后期活动中对语言进行听、说、读、写层次性操练不够到位，对中低水平学生的关注还应该加强，因为从学生回答的反馈来看，这些学生还是学得有点吃力。如何照顾到不同层次、不同水平学生的需求?反馈环节应做些什么?这些问题有待上课教师在今后的教学实践中进一步摸索。
