小学英语微课教案优秀4篇

小学4年级英语微课教案 篇一

教学课题: there be 句型专题

一、教学目标:

1、掌握There be 结构所表达的意义。

2、能听懂和看懂包含There be 句型的简短对话。

3、能运用学过词汇和there be 句型来简单描述一下某处有某物。

二、重点难点：

there be 句型的肯定式、否定式一般疑问句及其回答方式。

三、教学过程：

1、There be概念。

There be 。.。句型，表示的是“存在”， “某地有某人或某物”，其结构为There be(is，are)+某物 / 某人 + 某地。

2、be动词的用法。单数名词和不可数名词用is, 复数用are.

3、There is的句子结构： There is a book on the desk. There is some water in the bottle.

5、There are的句子结构： There are some pictures on the wall.

6、练一练。

7、There be句型就近原则及练习。

四、小结及There be口诀。

英语微课教学设计 篇二

教学目标

1、能够听、说、认读Lets read部分的短文，完成相应的活动。

2、能够运用所学语言较好完成“招聘会”的活动。

教学重难点

1、本课重点是操练巩固本单元11个职业名称的单词和重点句型：What does he/she do? Where does he/she work? How does he/she work?

2、本课难点是帮助学生理解短文中的`新语言，如：help the bank use their money well. likes helping people. help tourists find their way.以及三个小建议。

教学过程

1、Preparation

（1） Greetings

（2） Lets chant（课本第56页）

(2)Free talk

预设问题：

How many people are there in your family? Who are they?

What does your father / mother do ？

Where does your father / mother work?

How does your father / mother go to work?

How does your father / mother go to work?

（设计意图：课前chant热身，让学生迅速进入学习状态并复习旧知。通过日常会话，复习巩固本单元主要职业名词及句型，达到温故而知新的目的。）

2.Pre--reading

I.T：Now, I will introduce some my friends to you. What do they do ？ Can you guess?

Ss: OK!

T:OK!Lets meet my first friend. （投影出示卡片：She works in the school. She teaches English in the school. She loves her children very much. What does she do? She is a ___________）

师生一起读卡片上的内容后，让学生猜所描述人物的职业，然后揭示答案。

II.用同样的方法阅读第二个片断。（投影出示卡片：He works in a car company. He likes math and drawing very much. He can design（设计） many cool cars. What does he do? He is an ______________.）

师生齐读内容，出示单词卡，教读design。之后师问：What does he do ？ can you guess?

S3: Maybe he is an engineer.T: Yes, he is an engineer. You are very clever!（揭示答案）

， lets go on ， meet my friends. I have many friends. （投影出示卡片：They like beautiful cities. They like traveling(旅游） very much. Who are they? They are ______________)

Can you read the passage? Have a try, please!

（学生试读小短文，教师和学生一起读后，教师说出答案并出示tourists单词卡，并领读。）

IV.投影出示一张城市交通图，在图上标出两个旅行者。

学习本课难点句子：Help the tourists find their way.并引导学生用英语描述路线。

V.出示周杰伦照片，讨论交流信息：

（出示提示句子） Look! I think Zhou Jielun is a singer. He goes to work by car. He likes singing very much. What do you think of Zhou Jielun?（学生看提示语和同位讨论）

(投影卡片内容：

请学生说说自己的想法：I think Zhou Jielun…

投影出示句子。Zhou Jielun is a singer. He goes to work by car. He likes singing very much.

VI.出示另一张照片（教师自己的照片）用同样的方法让学生讨论交流信息。

VII.出示一名银行会计的工作照片。

用同样的方法讨论交流并学说句子：helps the bank use their money well.

投影出示提示：

学生两人一组讨论交流。教师巡视指导，纠正句子中的用词、发音等。

VIII.投影出示刚才的三段短文。Can you read the passages by yourselves?学生看投影自由阅读。

T：Can you answer these questions? Ask and answer in your groups.

投影出示问题：

1、 What does Zhou Jielun do?

2、 What does Xiao Hong do ？

3、 Who works in a school?

4、 Who likes singing?

5、 How does Miss Liang go to work?

6、 Who help the bank use their money well?

教师提问投影上的问题，学生抢答。

（设计思路：通过先阅读部分与课文相似的片段，引出文中的难点句子，进行教读、理解。排除阅读障碍，降低阅读难度。并且用反复出现的方式操练重点句型。）

3.In—reading

（1）略读。简单回答问题

学生打开课本，自由阅读课文。教师巡视指导。

参考问题：

A. How many friends do we have?

B. Who are they?

C. What do they do?

（2）细读

逐段阅读，根据短文内容判断：

第一段：

A. Wang Li is an engineer.

B. She likes reading English very much.

C. She designs many cars and buses.

D. She goes to work on foot.

第二段

A、 Li Xiaobin is a policewoman.

B、 He works is a hospital.

C、 He helps the bank use their money well.

D、 He goes to work by bus.

第三段：can you answer my questions?

A、What does Yuan Yuan do?

B、What does Yuan Yuan like?

C、How does Yuan Yuan go to work?

T: （学生口头回答上面三个问题后）

（设计思路：通过简单判断，给与学生阅读的自信。就短文的内容提出yes-no等的简单问题，让学生带着问题阅读并通过快速阅读理解语篇的大意）

（3）读写

Lets read all the passages together, OK?（齐读全部课文一遍）

Now questions for you? can you answer the questions on your English books?

Ask and answer in your groups, then write the answers on your English books.

学生读短文完成文后问题，教师巡视指导。

教师借一个同学的课本，投影展示答案。

（4）听录音，跟读课文。

（5）自由朗读课文，品味语感。

（设计思路：通过阅读解决语篇内的主要内容，让学生回答有一定思维深度的问题检测学生理解程度。培养学生获取信息、处理信息的能力。然后通过做课本上的问答题落实到写上。）

4.Post—reading

T: Look! there are three tips here.（课前将文中的三条建议贴在黑板上）

老师读完三条建议后说：I want to be a singer, because I like singing very much. What about you?

S1: I want to be a teacher, because I like children.

T: Thank you. What else?

S2: I want to be an accountant. Because I like math very much.

T: Thank you. What else?

S3: I want to be a teacher, because I like students.

T: Thank you. What else? What about you?

S4: I want to be an English teacher. Because I like English very much.

（设计思路：将书上学到的知识运用于真实的生活场景之中，并得以拓展。体现了用英语的思想。）

5.Progress

(1)T: Now you are the managers in the many companies, and you need somebody work for your company.请你根据你们公司的工作性质，到人才市场去聘用一些人员为你的公司服务。（课前在学生的桌子上分好小纸条，上面写着虚拟身份的相关信息，每组为一个公司。）

（2）教师示范在求职介绍中找到自己需要的人才，并用英语表述理由。

Zhang Yong is a happy man. He likes helping the sick（病人）people.He likes white.

He wants to be a doctor. So I choose Zhang Yong. Because he wants to be a doctor, and Yongxin hospital needs a doctor.

I work in Yongxin hospital. I choose Zhang Yong. Because Yongxin hospital needs a doctor. And Zhang Yong wants to be a doctor.

Can you tell me? What about you?

Now you can stand up and look for the personnel for your company. OK?

（3）学生以小组为单位在教室内寻找、阅读求职信息，在小组内讨论并寻找自己所在公司需要的人才。试着用英语表述聘用原因。教师巡视指导。

(4小组推举一名代表介绍自己聘任的人员并说明理由。在班内介绍。

（设计思路：设置扩展活动，让学生在真实自然的任务型活动中扩展运用阅读信息。）

(5)T: Boys and girls, toady, its very difficult to find a nice job. So we must work hard, and make a new day. OK?

Ss: OK!

（设计思路：通过创设一次招聘会的场景，让学生在相对真实的语境中运用所学英语。同时也培养了学生用英语思辨的能力，真正做到“用中学，学中用”。）

小学4年级英语微课教案 篇三

人教版小学英语微课教学设计

主题名称：be动词的用法

教学目标：学生能掌握be动词的三种基本形式，总结出用法规律并能正确使用。 教学过程：

一、导入：be动词神通广大，像孙悟空一样变化多端，能变成‘am ， is ， are’三种形式，孙悟空降服不一样的妖魔，变换成不同的模样，be动词也一样，主语不同，变成的样子也不同。

设计意图：充分激发学生的兴趣，集中学生注意力。

二、引导新授：通过观察理解句子，学生自行总结规律，教师补充讲解。

i am a student.我用am

you are a teacher.你用are she is my mother.

he is my father.is连着她他它 it is a monkey.

my name is amy.单数形式用is

they are my friends.看到复数则用are

设计意图：充分发挥学生的主体作用，培养学生的观察能力。

三、练习巩固：

1、（ )you from china ？ yes ， i( ）。

2.where （ ) he from ？ 3.how ( ） it going ？

4、( ) this your mother?

5、（ ) they baibai and tutu ？ no ， they ( ） not 。

we ( ) good friends 。

设计意图：通过相应练习巩固新授内容，检测学生的掌握情况，同时便于学生查缺补漏，加深印象，同时练习设计多为疑问句，学生能活学活用。

四、规律升华：

我用am ，你用are ，is 连着她他它，单数形式用is，看到复数则用are，变疑问，be提前，句末问号莫相忘。 设计意图：以chant形式帮助记忆be动词用法。

高一英语微课教学设计 篇四

1、 Ability goals 能力目标

To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.

To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.

2、 Learning ability goals 学能目标

To enable the Ss to talk about animals under the sea.

To help the Ss know the importance of the relationship between animals and humans.

教学重难点

教学重点和难点

Teaching important points 教学重点

Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.

Teaching difficult points 教学难点

1、 Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.

2、 Help the Ss tell apart from Before, During and After in the story.

教学过程

Step1. Warming Up : Talk about animals under the sea.

1、 Have you ever seen some marine animals?

2、 What have you seen, and where have you seen them?

I have seen a/some/many…… in/on/from……

amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coral

Step2. Fast-reading:

1、 Find out the Background Information of the story : writer, career, writing style, time, place, main character.

2、 Find out the Main Idea of the passage: What’s the first story mainly about?

Step3. Careful-reading:

1、 Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?

2、 How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.

Stage1: before the hunt: (para. 2-6):

Old Tom’s doing: throwing itself out of … and crashing down again… Why? to tell the whalers…， …by the boat…， circling back to …Why? to lead the whalers…

Whalers’ reaction: Another whaler __________. George _____ ___ _____ Clancy, and Clancy ______ after him. They __________ the boat and ______ ____into the bay.

Stage2&3: Dur ing and after the hunt: (para. 7-9):

Killer whale’s doing: The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead, its body wa s _______ down into the depths of the sea.

Whalers’ reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.

Conclusion: They have amazing relationship. They work as a team

Step4 : Summary

Working at the _______station, I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.

On the afternoon I arrived at the station, as I was __________ my accommodation, I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom, who announced there would be a ___________.

Using a _________, we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________, the whale soon died. Very soon, its body was ________ by the killers down into the _______ of the sea.

课后习题

课后作业

Deal with Exercise 3 in Comprehending 。 Let the Ss work in groups and do some discussion：As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow.