一年级英语教案（优秀10篇）

发布时间：2024-01-19 04:27:48

作为一名教师，通常会被要求编写教案，借助教案可以让教学工作更科学化。那么写教案需要注意哪些问题呢？泡面作文为您精心收集了一年级英语教案（优秀10篇），希望能够为您的写作带来一些帮助。

小学一年级英语教案篇一

教学内容：

B. Let’s learn Let’s chant C. Let’s sing

教学目标：

a.能听、说、读、写动词词组：wash the clothes, set the table, make the bed and do the dishes.

b.能听、说、认读词组“put away the clothes” and sentence “ can you do housework? Yes, I can.”

c.能够说唱let’s chant, 巩固所学词组。

教学重点：

掌握有关家务劳动的五个动词词组。

教学难点：

掌握四个四会动词词组，pay attention the pronunciation and spelling about the word “ clothes”。

教学准备：

1、教师准备录音机，磁带和相应的图片，词卡，头饰。

2、教师准备一个转盘。多媒体课件。

教学过程：

Step1: Preparation

1、 Free talk:

T: Are you helpful at home? S:…

T: What can you do at home? S:…

2.Let’s chant.

chant in page 44

Step2: Presentation

1、单词导呈。

a. chant结束时问，boys and girls, what can you do?

S1: I can …。。

T: Can you wash the clothes? Yes or no?

领读：clothes, wash the clothes. I can wash the clothes.

Look at the picture, this is a little boy, let’s ask him together, “ can you wash the clothes?” 多媒体呈现课件读音：Yes, I can. I can wash the clothes. 教师同时领读。

T: Boys and girls, can you wash the clothes? Ss: Yes, I can 。 I can wash the clothes. Talk in pairs.

b. Look at the picture, what can he do? Who can ask him? “what can you do?” “ do the dishes, I can do the dishes.”出示卡片、板书并领读。

c. T: I do, you say. Do the action, （ set the table）

T: Can you set the table? Ask the students.

Yes, I can ， I can set the table. Set the table（边说边做动作）ask your best friend, can you set the table? Ask me please! Ss: can you set the table, Miss Zhao.

d. I only tell one student, “Yes, I can. I can do the dishes, too.” （耳语） tell the sentences to you friend.

Yes, I can do the dishes, too. Can you do the dishes?

e. I can do many housework, I can wash the clothes, I can set the table, I can do the dishes, I can make the bed, too. Who can make the bed? S1: …… s2…。。s3…。。 I can make the bed.

Now, let’s play a game, ok? Listen and do?

I say, you do, for example. Wash the clothes.

T: wash the clothes, wash the clothes and do the dishes, wash the clothes, do the dishes and set the table, wash the clothes, do the dishes, set the table and make the bed, wash the clothes, do the dishes, set the table, make the bed, and put away the clothes,（教师做动作）

Put away the clothes.

All of these are housework, can you do housework?

Yes, I can ， I can wash the clothes…。。 T: Great! You’re helpful.

2、听读正音。老师播放Let’s learn 部分录音，学生看课本跟读，同时手指词组及句子。

3、合作学习。同桌之间互相检查词组和句子的认读，互相帮助。

Step3: Practice

1、 I can do some housework too, can you guess, what can I do?

（出示转盘）将学生分成四组，you can …。。

然后教师转动转盘，与转盘结果一致的组加分。

2、看表演，猜单词。让一位同学先看一下单词，然后表演，其他学生猜出单词。

3、记忆超人。老师给出几分钟时间，让学生快速记忆四会词组，进行拼读比赛。

5、 Let’s chant. 老师播放P7 Let’s chant 录音，学生先听。在跟读。可分组拍手对答吟唱。

Step4: Production

教师提出要求，请用上Can you…？的句型采访本组的同学，并将结果记录在表格上。

注意：

1、采访过程中一定不能说出中文。

2、将采访结果进行归纳，带领大家一起完成表。

3、每组请一名同学进行汇报，统计一下哪件家务劳动会做的`人最多？

Step5: Progress

做基础训练32页Ⅰ题。

Homework

1、听录音，读Let’s learn 内容。

2、让学生每天在家中做适量的家务劳动，并用英语告诉你的家长。

小学一年级英语教案篇二

教学目标：

1、学会使用Is it...?来猜测事物，并能听懂会答Yes, it is./ No, it isn't.

2、学会如下新单词：fox，monster，kite

重点难点：

如何调动学生的积极性去学并运用Is it...?，同时懂得如何回答；

教学过程：

ⅠWarmer

1.老师示范说韵句，步骤如下

2.What’s that? What’s that?

3.Pencil, Pencil, it’s a pencil.

4..然后学生和老师一起说韵句，把pencil替换成pen, ruler, book,bag...

ⅡPresentation

今天我们要进行小组比赛，Group 1Group 2Group 3Group 4.每张卡片上都是一张图片，看下哪一组能先揭开谜底。

教师出示课件，一张狗的局部图片，询问学生

T：What's this?

Ss: It's a dog.

T: Is it a dog?(引出新句型，Is it a....引导学生用Yes, it is./No, it isn't.来回答)

Ss:Yes, it is.(加上手势)

同样的方式操练cat, panda, bird.

出示狐狸的图片(教授新单词)

T：What's that?

Ss:狐狸。

T：How to say it in English?

Ss:不知道。

T：板书Fox.然后出示box 的'单词卡让学生对比。引导学生说出fox 的正确读音。Follow me. fox,fox,fox(举一反三)

出示怪兽的图片(教授新单词)

T：What's this?

Ss:怪兽。

T：How to say it in English?

Ss:不知道。

T：板书Monster.Follow ,monster, monster(举一反三)

Ⅲ Practise

T:Listen to tape carefully and answer the question.Daming和Sam为什么害怕了？那真的是一只怪兽吗？

Ss:(听录音)

T:Ok,Who can answer my question?You please.

S1:他们以为看到了怪兽。

T：Is it a monster?Yes or not?

Ss :No, it isn't.

T:If it is not a monster,what's that?

Ss:风筝。

T：It's a kite.板书kite 风筝，follow me.

Ss:kite

T:Now listen to the tape again and read after it. Are you ready?

Ss:Yes.(听录音跟读，加上手势)

T：We have a new word in this sentence.Look,What's the meaning?

Ss:看。

T:Yes.Very good.看，板书look(大小声操练)，我们之前有学了book这个单词，look和book,首字母不一样而已，有注意到吗？

T:Let's go on.

Ss:(继续听录音跟读)

T:Help.What does it mean?

Ss:不知道。

T::救命的意思。当我们遇到危险时，我们就可以大声喊help,help, after me.help

Ss:Help.

T:Listen to the tape once again.And read it.

Ss:....

Ⅳ Consolidation

T:Ok.We are going to play a game.我会把一件东西放在箱子里，让一个同学去触摸它，然后必须用Is it a...?句型来问下面的同学。我们只能用Yes, it is./No,it isn't.来回答。Is it clear?

Ss:Yes.

T:Who wants to try?Ok,you please.

教师将尺子放入箱子中(书、铅笔、铅笔盒)

S1:Is it a ruler?

Ss:Yes,it is.(加上手势)

T:Wow.You all do a good let's see who is today's winner.G1 G2 G3 orG4.

Ss:G2.

T:同学们一起用Is ita...?的句型来猜一下这图片上是什么(图片是分别是dog,fox,monster,kite)?(猜猜其他组的图片是什么)

Ss:Is it a dog?

T:Yes,it is.(以此来进一步操练Is it a...?的句型)

T:Congratulation.G2 you are the 's homework.回答之后，熟读本课。 boys and girls.

一年级英语教案篇三

教学目标：

知识与技能：能熟练运用Do you like …？询问他人是否喜欢某物，并能根据喜爱与否正确使用Yes, I like…或No, I don’t like…来回答。

过程与方法：在一定的语言使用环境中，能用正确的语音语调说出Do you like…？ Yes, I like…/No, I don’t like …这几句问答，并在其中正确说出meat, fish, chicken, rice, noodles, soup等食物类新授词汇

情感态度价值观：培养学生关心他人，照顾他人的品质。

重点难点：

Do you like …？

Yes, I like…

No, I don’t like …

教学准备：

单词卡片、屏幕、录音机、多媒体

教学过程：

一、Warming up

1. 一边听有关“生日”的歌曲，一边看屏幕上映出 “吃晚餐”的图片。

2. 教师示范：I like cake. I like ice-cream.等句型，启发学生用I like …来说说自己在生日party上喜欢的食物。

两个同学一组，看到笑脸说I like …，看到哭脸说I don’t like…

3. 请六位同学分别手拿食物类的单词，但只给自己看见。另一位同学走到他们面前分别对他们说：I like meat.

如果手中不是meat的图片，就回答他I don’t like meat.直到找到拿着meat的同学，这位同学说：I like meat, too. I am your friend.

二、Learn new lesson

1. 教师先请五至六名学生介绍自己喜欢吃的食物和不喜欢吃的食物，用句型I like …和I don’t like…来介绍，其他学生记住他们分别爱吃什么。

2. 教师把刚才几名学生的顺序打乱，请其他同学根据自己的记忆来猜他们分别喜欢吃什么东西，教师可以启发他们用Do you like …？来进行询问，猜对了，就说Yes. 猜错了就说No.

3.学生看着多媒体，跟着教师练习Do you like…？用不同的食物做替换。

学生看着多媒体猜老师喜欢吃什么食物，教师启发学生用Do you like …？来猜，猜对了教师就说Yes, I like…猜错了就说No, I don’t like…

4. 教师出示一张图片，问全班同学，Do you like…？喜欢的同学举手并回答Yes, I like…，不喜欢的学生起立然后说No, I don’t like…，换其他图片多次练习。

根据图片，两人一组分别提问对方：Do you like…？被问到者根据自己的喜好回答Yes, I like…/No, I don’t like

6. 教师创设一个野餐的情景，让学生根据刚才的`对话编一段新的对话，把以前学过的单词穿插其中练习。

学生分成小组进行表演，还可以加上其他学过的句型，教师为其打分。

三、Practice and consolidation

告诉学生叔叔要来做客，让他们打电话给叔叔，了解叔叔喜欢吃什么，不喜欢吃什么。请某个同学做叔叔，另一个同学给他打电话。

根据刚才了解的情况，选择合适的图片做成一张图片菜单。

板书设计：

Unit8 Dinner

Do you like …？

Yes, I like…

No, I don’t like …

小学英语教案篇四

教学内容：

B. Let’s learn Let’s chant C. Let’s sing

教学目标：

a.能听、说、读、写动词词组：wash the clothes, set the table, make the bed and do the dishes.

b.能听、说、认读词组“put away the clothes” and sentence “ can you do housework? Yes, I can.”

c.能够说唱let’s chant, 巩固所学词组。

教学重点：

掌握有关家务劳动的五个动词词组。

教学难点：

掌握四个四会动词词组，pay attention the pronunciation and spelling about the word “ clothes”。

教学准备：

1、教师准备录音机，磁带和相应的图片，词卡，头饰。

2、教师准备一个转盘。多媒体课件。

教学过程：

Step1: Preparation

1、 Free talk:

T: Are you helpful at home? S:…

T: What can you do at home? S:…

2.Let’s chant.

chant in page 44

Step2: Presentation

1、单词导呈。

a. chant结束时问，boys and girls, what can you do?

S1: I can …。。

T: Can you wash the clothes? Yes or no?

领读：clothes, wash the clothes. I can wash the clothes.

Look at the picture, this is a little boy, let’s ask him together, “ can you wash the clothes?” 多媒体呈现课件读音：Yes, I can. I can wash the clothes. 教师同时领读。

T: Boys and girls, can you wash the clothes? Ss: Yes, I can 。 I can wash the clothes. Talk in pairs.

b. Look at the picture, what can he do? Who can ask him? “what can you do?” “ do the dishes, I can do the dishes.”出示卡片、板书并领读。

c. T: I do, you say. Do the action, （ set the table）

T: Can you set the table? Ask the students.

Yes, I can ， I can set the table. Set the table（边说边做动作）ask your best friend, can you set the table? Ask me please! Ss: can you set the table, Miss Zhao.

d. I only tell one student, “Yes, I can. I can do the dishes, too.” （耳语） tell the sentences to you friend.

Yes, I can do the dishes, too. Can you do the dishes?

e. I can do many housework, I can wash the clothes, I can set the table, I can do the dishes, I can make the bed, too. Who can make the bed? S1: …… s2…。。s3…。。 I can make the bed.

Now, let’s play a game, ok? Listen and do?

I say, you do, for example. Wash the clothes.

Put away the clothes.

All of these are housework, can you do housework?

Yes, I can ， I can wash the clothes…。。 T: Great! You’re helpful.

2、听读正音。老师播放Let’s learn 部分录音，学生看课本跟读，同时手指词组及句子。

3、合作学习。同桌之间互相检查词组和句子的认读，互相帮助。

Step3: Practice

1、 I can do some housework too, can you guess, what can I do?

（出示转盘）将学生分成四组，you can …。。

然后教师转动转盘，与转盘结果一致的组加分。

2、看表演，猜单词。让一位同学先看一下单词，然后表演，其他学生猜出单词。

3、记忆超人。老师给出几分钟时间，让学生快速记忆四会词组，进行拼读比赛。

5、 Let’s chant. 老师播放P7 Let’s chant 录音，学生先听。在跟读。可分组拍手对答吟唱。

Step4: Production

教师提出要求，请用上Can you…？的句型采访本组的同学，并将结果记录在表格上。

注意：

1、采访过程中一定不能说出中文。

2、将采访结果进行归纳，带领大家一起完成表。

3、每组请一名同学进行汇报，统计一下哪件家务劳动会做的人最多？

Step5: Progress

做基础训练32页Ⅰ题。

Homework

1、听录音，读Let’s learn 内容。

2、让学生每天在家中做适量的家务劳动，并用英语告诉你的家长。

小学一年级英语教案篇五

教学内容：

1．单词：dress、shirt、sweater、pants、socks、shoes

2．复习句型：What do you like？ I like …。并能运用所学单词进行替换练习。

教学目标：

1．复习巩固表述喜欢的句型I like…。及其问句：”What do you like?

2．初步学习表示衣服的单词dress、shirt、sweater、pants、socks、 shoes

教学重点：

能初步运用衣服的单词和喜欢的句型进行替换练习。

教学难点：

1．单词sweater、pants、socks的发音。

2．运用所学单词进行替换练习。

教具准备：

单词卡片、录音机、实物（一双小鞋的钥匙链、一双袜子、一条纸折的小裤子）

教学步骤：

1．Warm-up 拿出几个单词卡片，说：“I like hamburger、I like rabbit、 I like my mother”。 What do you like？”学生说几个后，教师继续说：“I like dress。” 同时出现裙子的卡片。培养识图能力

2、 Preview

a. 举起裙子的卡片说：”I like dress.”呈现单词dress，请生跟读，提问单个学生。

b. 同法教授单词：shirt、sweater（学习单词sweater时，要变换多种方式重点练习，直到熟练掌握为止。）

c. 复习这3个词，举起不同的卡片，先让全体学生说，再让单个学生说出衣服名称。同时利用What do you like? I like…。的句型进行替换练习。（可以用What’s missing?的游戏进行反馈。）培养模仿朗读能力

d.教授单词pants，首先拿出自己事先折好的小裤子，（也可以多折出几个来，每拿出一个就问：”What color is this pants?” 将所有的裤子都问完以后，同时出示所有的裤子问：”How many pants can you see?” 这样在复习旧知识的基础上进一步熟悉pants的发音，效果更好。）导出单词pants后，全班跟读，分组读，个别读，充分练习。

e.教授单词shoes，拿出事先准备好的小鞋的钥匙链，导出单词shoes，全班跟读，分组读，个别读，充分练习。

f.教授单词socks，拿出一双糖果袜，系成一团，提问：”What’s this?” 导出单词socks，同样采用多种方式进行练习。同时呈现后3个单词，并用What do you like? I like…。的句型进行替换练习。

g. 总结这3个单词，提问：“这3个单词有什么相同点呀？”（每个单词后面都有s，因为这3个东西每一种都是两个。）培养模仿朗读能力，及观察、总结能力

3．Games:

a. What’s missing?

b. 每组代表一个单词，老师说出哪一个，代表这个单词的组就要以最快的速度站起来并大声说出这个单词。（看谁反应快）培养学生的记忆能力、反应能力

小学一年级英语教案篇六

【教学重点】

学习英文字母LL，Mm，Nn及以其为首字母的单词。

【教学难点】

字母印刷体与手写体的区别

【教具准备】

1.图片lion，night，nest，lock

2.写有大小写Ll，Mm，Nn的字母卡

3.教材相配套的教学录音带

【教学过程】

(一)热身、复习(Warm-up/Revision)

1.复习字母Aa-Kk

训练学生听认字母能力：教师先把所学过的大小写字母写在卡片上，按大小写把卡片分成两组贴在黑板上，然后把学生分成两组。游戏开始，每组的第一名学生上黑板前等候，教师说出一个字母，这两名学生就立即摘下教师所念的字母，放到讲台上，一人摘大写字母，另一人摘小写字母，摘得对而快的得2分，对而慢的得1分，不对的不得分，在教师念第一个字母时，各组的第二名学生应上前等候，在第一名学生摘完字母后，教师立即说另一个字母，游戏接着进行，最后得分多的组为优胜。

2.教师指着黑板上的字母，让学生说一说以该字母为首的单词。

(二)呈现新课(Presentation)

1.学习字母LL和单词lion，lock。

1)教师出示图片袋鼠，让学生说出单词kangaroo。

2)让学生说一说所学过的动物的英文名称还有哪些。

3)教师出示狮子的图片：Look! This is a lion.教读单词lion。

4)教师拿出一把钥匙，问学生：What‘s this?学生答出key后，教师接着问：钥匙和什么配套使用的？学生说出锁后，教师拿出一把锁说：This is a lock.边说边用钥匙去开锁。教师教读单词lock。

5)教师问：你们好好读一读这两个单词，能说出它们的第一个字母是什么吗？

6)教师出示字母卡，教读字母Ll，并让学生辨别字母Ll的大小写。

7)让学生说一说我们学过的单词中哪个是以字母Ll开头的？

8)教师在四线三格中按笔顺书写字母，让学生仔细观察后，做书空练习。

2.学习字母Mm，复习单词milk，mouse.

1)教师出示单词卡，让学生认读单词milk，mouse.

2)让学生从图片中找出milk和mouse的图片。

3)让学生观察这两个单词，问学生：Can you read the first letter?

4)教师出示字母卡，教读字母Mm，并让学生辨别字母Mm的大小写。

5)教师在四线三格中按笔顺书写字母，让学生仔细观察后，做书空练习。

3.学习字母Nn和单词night，nest。

1)教师出示图片：图上有一个太阳，一棵大树上有一个鸟窝。教师指着图片上的鸟窝说：Look! There’s a nest on the tree.The birds live in it.(因图片较小，学生看不清nest是什么，教师可以稍加解释)教读单词nest.

2)教师把一个月亮粘贴在图片中的太阳的位置，把太阳遮挡起来。教师告诉学生：It‘s night，now.并让学生根据图片解释night的意思。

3)让学生通过读nest和night这两个单词，体会第一个字母的发音。

4)让学生说一说它们的第一个字母是哪个？

5)教师出示字母卡，让学生辨别字母Nn的大小写。

6)教师在四线三格中书写字母大小写Nn。让学生仔细观察后，做书空练习。

4.让学生在活动手册上把所学字母Ll，Mm和Nn进行描红。教师在教室中巡视，及时给学生进行辅导。

5.教师播放B Let’s say部分的动画，先让学生整体听看，再逐个跟读字母和单词；也可请学生操作动画，扮演教师请其他学生读单词和字母。

6.播放Let‘s do的动画，让学生跟着节奏一起吟唱，并作出相应的动作。

7.根据Let’s do部分的内容，教师报一个字母，如Jj，学生应立即说出：Jj，Jj，Jj，jump，jump，jump。每次打乱顺序来报字母，让学生听后边说边做。

(三)趣味操练(Practice)

●游戏1：Bingo

让学生把本课所学的字母和部分单词随意写在游戏板中。教师任意说出一个字母或单词。学生在游戏板中迅速找出教师说的字母或单词并用铅笔在字母或单词上画一个圈。每画出完整的一行或一列字母或单词，学生就说Bingo!直到所有的字母和单词都圈完。让学生擦去画的圈，重新再做一次游戏。由于教师念字母或单词的顺序不一样，每次圈的顺序也不一样。在游戏结束以后，全班一起复习词汇。

●游戏2：拼图说单词

教师把与本课单词有关的图片剪成几块，然后让学生分小组进行拼图比赛。拼出后让学生说出单词以及该单词的第一个字母。拼出图形加一分，说对单词加一分，说出字母加一分，最后看哪个小组得分最多，哪个小组就取得胜利。

●游戏3：照我说的做，不要照我做的做

教师下指令，但故意做错误的动作，比如：Kk，Kk，Kk，kick，kick，kick，但教师做jump，jump，jump的动作。学生要根据教师所下的指令来做动作，而不要简单地模仿教师的动作。凡是能正确做动作三次的即可得贴纸或红花奖励。

(四)扩展性活动(Add-activities)

复习本课时所学的单词及字母。

1、让学生两人一组，分别选一张大写的L，M和N字母卡。

2、将小写字母及本课时出现的词汇扣在桌面上。

3、每人一次翻开一张卡片，如果卡片上的单词第一个字母和手中的字母一致就赢得这张卡，如果不一致放回原处。

4、继续翻卡片，直到翻开所有的卡片。卡片多的学生获胜。

5、让学生读出手中卡片的单词，核对卡片。

小学英语教案篇七

教学内容：新起点英语第一册 Unit3 Animals 第一课时

选材原因：家长开放日的对象是学生家长，他们最关心的是孩子对英语感不感兴趣，学习积极性高不高，在英语课能不能学到真正的知识。所以我选的课要能充分体现这几点，把孩子们的兴趣充分调动起来，让每一个孩子乐于学习，学会学习。

学生背景：一年级学生，学习英语近两个月了。能听懂简单的英语指令：Stand up. Sit down. 会用简单的英语进行问候：Good morning/ afternoon/ evening. How are you? 会用简单的英语进行自我介绍：Hello, I'm 。.。.

设计意图：

1、取材学生感兴趣的内容，提高学生的学习兴趣

结合教材内容，从学生的自身情况出发，运用语言、头饰、声音、幻灯和活动等多种语言信息呈现的方式，让孩子来准确深入地了解所学的知识。

2、改进课堂教学，提高语言的质与量

如今的英语教学要求发展学生的综合语言能力，使语言学习的过程成为学生形成积极情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。因此我们倡导体验、参与、合作与文化交流的学习方式。如让学生根据自己的想法和喜好来编写小对话，在充分重视学生个人意见的基础上能够促进他们主动学习和积极的情感，另一方面也可以通过这个活动提高学生的语音朗读水平。又如在操练时，让四人小组自己编 chant 并进行表演，一方面可以让学生通过这个活动相互学习，对于那些学习能力弱的孩子也能在小组活动中得到其他同学的帮助和指导，并能让他们鼓足勇气来表达自己的情况，而其他同学也能通过这个活动提高交际能力和语言运用能力。

教学目标：

知识目标：

能够听、说、读单词 rabbit， duck，cat，chicken，dog，bird 并能用动作来表示这些小动物。

能进行简单的 Chant: Hello cat hello.

能力目标：

在日常生活中，能用英语 This is a 。.。. 介绍小动物。

情感目标：

通过这节课的学习，培养学生热爱小动物，保护大自然的情感。

教具准备：

课件制作

制作小动物的头饰

录音机、磁带

教学过程：

Step 1. Greeting and warm-up.

1、 Greeting

Hello, boys and girls.

How are you?

[经过两个月的学习，学生都已经会这样打招呼了。而且他们觉得自己很了不起，会用英语问好。]

2、 Sing a song.

“Hi, Vickey”

[这首歌是在一次上英语兴趣小组的时候发现的，学完之后学生很感兴趣，下课也在唱，所以拿来作为每节课之前的热身运动。歌词很简单，我又编了些动作。Hi, Vickey, Vickey，Vickey.（右手左右挥动）。How are you doing?（右手从胸前打开，手臂先弯曲再伸直。）。 I'm fine.（两只手先放胸前，在交叉打开。） Thanks. （右手放在左肩，弯腰。）]

3、 Free talk.

Good morning!

How are you?

Goodbye!

[先叫几个程度好的学生做示范，然后是同桌操练。]

4、 Listen and do.

Stand up.

Sit down.

Show me your pencil/book/eraser.

Touch your body/eyes/face/nose.

[这些都是前面两单元学过的内容，听老师做完以后，再在四人小组里面做，一个同学做动物，另外三个同学猜。]

Step 2. Presentation.

Are you happy now?

Joy and Bill are happy, too.（幻灯出示 Joy 和 Bill 的照片）

Because, they are having a birthday party with animals.（幻灯上出现一个蛋糕）

Can you guess, who are they?

1、一起唱“What's this? What's this? What's this? What? What? It's a cat. It's a cat. It's a cat, cat, cat.”[这首歌以前学过，而且 cat 也是一个学过的动物单词。]幻灯出示猫的图片，教师拿出事先做好的猫的头饰，说：“Hello! I'm a cat.”让学生戴上头饰边用英语说 Hello! I'm a cat.

2、 T: Listen, what's this? （It's a bird.）

Hello, I'm a bird.（戴上头饰）

3、教 duck 和 dog 方法同上。

4、教 rabbit 时先出示一根胡萝卜，再让小朋友猜这是什么动物。

5、教 chicken 时先出现一小部分身体让他们猜。

Step 3. Drill and practice.

1、图片出示小动物们聚在一起开 party, 伴有 Happy birthday 的音乐。突然传来了老虎的声音，一只老虎正缓缓走来。小动物们吓得缩成一团，这时，老虎开口说话了：“小朋友们，如果你们能说出这些小动物的名字，那我就放了它们。”

2、 Do and guess.

教师做动物让学生猜这是什么。

四人小组，一人做动作，其他小朋友猜。如果时间允许的话，可以多换几个小朋友做动作。

3、 Look and guess.

拿出用卡纸做的“放大镜”，放在单词卡片的上面，只露出放大镜的镜面这么大的图案，让学生猜，这是什么动物。

4、 Chant.

1)Listen to the tape.

Chant together. 同桌拍手打节奏。

2)四人小组合作编 chant.

以下几则是上课时学生自己所编的 chant:

(1)Good morning, cat.

Good morning, dog.

。.。

(2)What's your name?

I'm cat.

What's your name?

I'm rabbit.

。.。

(3)Cat, cat.

Touch your nose.

Dog, dog.

Touch your face.

。.。

Step 4. Short dialogue. （戴上头饰表演）

Rabbit: Hello, I'm a rabbit.

Dog: Hello, I'm a dog.

Rabbit: How are you?

Dog: I'm fine. Thanks.

How are you?

Rabbit: I'm fine. Thanks.

Dog: Goodbye.

Rabbit: Bye.

扮演自己喜欢的小动物和自己的好朋友进行表演，可以适当改编对话内容。

小学一年级英语教案篇八

教学重点：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。 Im 。。。。

教学难点：自我介绍用语I’m …的发音不容易到位，学习起来较难，教师要适时纠正，切不可挫伤孩子的。学习积极性。

教具准备：

1教材相关人物的面具或头饰

2为Lets play中的击鼓传花游戏准备相应的道具

3教材相配套的录音带

教学过程：

1．热身 (Warm-up)

（1）先给学生播放卡通片，了解所学语言运用的环境。内容为“迪士尼英语”中第一课的片段（Magic English----Hello）学生在他们喜爱的卡通节目中了解、学习打招呼用语Hello。/Hi ，边看卡通边说英语。学习语言的同时，了解语言所用的环境，兴趣与语境同时创设，学习与兴趣同时存在。[本部分内容根据各校情况可自行改变，用图片来代替，或直接进入下一环节。]

（2）通过看卡通片告诉学生“卡通”一词的发音是由英语单词Cartoon一词的发音直接翻译过来的。在现实生活中，我们还有许多的类似之处，有时我们甚至直接用英语的单词来代表某物如CD， VCD， DVD等等。

（3）由于学生是第一次正式接受英语课的学习，教师可在此基础上采取交谈的方式与学生讨论一下英语的作用以及学习英语的意义。不妨请学生说说他们在现实生活中已经了解的英语单词或日常用语。利用教科书开始的蝴蝶页Welcome to English 彩图中呈现的我们生活中学生已经会说或较熟悉的词汇如 CD， VCD， DVD， OK! Hi! Yeah! Wow! Bye! E-mail， Cartoon等词来激发学生学习兴趣与学习愿望。

2．呈现新课 (Presentation)

（1）在学生初步了解打招呼用语后，教师播放本课的歌曲 “Hello”的录音，自然引出师生之间的打招呼。

T: Hello， boys and girls。 Ss: Hello。

（2）教师利用这个机会及时向学生介绍自己Hello， I’m …/Hi， I’m …

（3）教师还可带上Sarah的头饰介绍Hello! I’m Sarah。 /Hi ！ I’m Sarah。（教师在示范时，应定要用手势语言辅助学生理解。对于初学者来讲，体态语言和手势语可帮助他们理解和记忆，因此教师要适时利用手势和动作甚至表情来配合教学。）

（4）给学生带上Sarah， Chen Jie， Mike， Wu Yifan的面具或头饰，扮演这些人物到讲台前说Hello! I’m …

（5）听录音，放投影；或通过录像，VCD来展示Let’s talk部分的教学内容

3．趣味操练 (Practice)

（1）游戏

玩Let’s play中的游戏“击鼓传花”。首先，将全班学生分为两大组。教师可有节奏地敲击小鼓，两组学生同时开始传花，当老师的鼓声停止时，两组各有一名学生拿到花，这时，拿到花的学生就说Hello， I’m …/Hi， I’m …（这个游戏也可用放音乐来代替击鼓，学生可待音乐停止时起立做自我介绍。）

在做此游戏时，教师应提示学生发音，引导学生区分正确、错误的发音。特别是I’m的发音，应为[aim]不能读成[em]或[ai]，但要注意，教师不能一味的纠正发音，而挫伤孩子的学习兴趣或打消孩子练习的积极性。教师可根据学生情况，逐步在以后的课时中感受语音，感受发音。

另外，此次练习中，若学生已有英文名字，即可使用，若没有英文名字可先用中文名字代替。若班级学生人数不多，可在此为学生起英文名字。

（2）让学生自己说说所学用语的使用环境，并让学生自己拟定一个使用所学用语的场所。结合图片，进一步巩固情景。

为学生出示情景图，让他们自己说说，在此情景中该说些什么？

清晨，两个小朋友在学校门口相遇，猜猜看，他们说了些什么？

上课了，老师带一名新同学进教室。新生Lily该怎样做自我介绍？

下课了，有好几名同学与Lily结识，他们是怎样说的呢？

放学了，同学们相互道别，他们彼此都说了些什么？

（3）两到四个人一组练习自我介绍。若学生已有英文名字，即可使用，练习更有真实感。若没有英文名字可先用中文名字代替。在此强调分手时说Goodbye。/Bye-Bye。

（4）自由结合或自己下位子了解、结识新伙伴，尤其是了解伙伴的英文名字。再次练习Hello， I’m …/Hi， I’m …Goodbye。/Bye-Bye。

4．课堂评价 (Assessment)

做活动手册第一单元的第一部分练习。由于学生刚刚接触英语，而且是第一次做活动手册，教师要进行全面、细致的指导。

（1）教师与学生讨论本单元获奖的小花数量，由于是第一单元，起点可以稍微低点，尽量让每个学生都得到棕熊或小松鼠的小贴纸为奖励。

（2）让学生看书上的图，才图中人物，想他们在说什么。

（3）教师讲解题目要求并指导做的方法。建议教师提醒学生注意题目要求标记的识别，以便今后遇到相同问题时学生能独立完成。

（4）让学生听录音做练习。

（5）再次播放录音，在教师的指导下让学生一句一句地跟读并相互核对答案，最后通过给小花涂色进行自我评价。

5．扩展性活动(Add-activities)

（1）将制作面具的材料发给学生。教学生如何给面具涂色，将面具剪下并粘在小木棍上。

（2）学生带上面具，互相打招呼并介绍自己，复习本课所学知识。

（3）提示学生，注意保留面具，以后教学活动中会用到这些面具。

板书设计:

Unit 1 Hello

[将“清晨，两个小朋友在学校门口相遇”的图贴在黑板上，图旁写上Hello/Hi ]

[将自我介绍的图片贴在黑板上，并写 Hello， I’m…]

[将放学时，师生互道再见的情景图贴于黑板，并写 Goodbye。 ]

教案点评:

本课时是学生第一次接触英语，引入相当重要。通过卡通片、歌曲和游戏等多种教学方式激发学生的学习兴趣与学习愿望。本课时主要语言点是学习见面打招呼、自我介绍及道别用语。刚好教师和学生也是第一次见面，可以利用这一真实情景运用所学的语言点来操练对话，设计的几幅情景图是让学生进一步运用所学，巩固知识，实现真正的语言交流，从而使学生初步体验用英语交流的成就感和快乐。

探究活动

What’s missing?

活动目的：强化本单元单词的记忆，巩固所学单词。

活动过程：教师每次举起四个单词，让学生看几秒钟，然后将其中之一藏起后问：What’s missing? 学生凭记忆回答。还可将单词增加到五个或六个，让学生观察后再藏起一个单词问：What’s missing?

英语教案－Unit 篇九

高一必修1 英语教案

unit 2 english around the world (reading)

unit 2 english around the world

reading the road to modern english

period 1: a sample lesson plan for reading

(the road to modern english)

aims

to talk about varieties of english

to read about the history of english language

procedures

i. warming up

1. warming up by answering a questionnaire

1). tell the students they are going to answer a questionnaire about why they are learning english.

2). write the words: reasons for learning a foreign language on the center of the board:

3). ask the students to suggest as many reasons as they can think of, for example, for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the internet, to pass exams, etc. write their suggestions on the board as they make them.

4). divide the class into pairs.

5). give out each student one questionnaire paper.

6). explain the task. the students must question each other about their language learning needs (or motivations). tell them that you are going to take in the questionnaires at the end, and that you’d like them to make clear notes. it works better if the two partners swap tasks (questions and answers) after each section of the questionnaire. if they wait till the end to swap, one student may use up all the time available.

7). when the task is finished, ask a couple of students to summarize their partners’ answers. (this may develop into a class discussion about language needs).

8). the students write five sentences on their feeling about learning english.

9). collect the questionnaires.

needs analysis questionnaire

interviewer_______________

interviewee_______________

present use: situations and skills

reading (faxes, letters & reports)

listening & speaking (telephoning, meetings, negotiations, public speaking, socializing)

writing (faxes, letters & reports)

future use: expectations & ambitions

2. further applying

to get the students thinking about the topic of the reading passage.

1). have a student list on the board all the english-speaking countries in the world that they can think of.

2). give the students hints about the places they haven’t mentioned.

3). provide the students with an opportunity to think about the reasons for the spread of english around the world.

★ english is one of the official languages of the olympic games and the united nations.

★ english dominates international websites and provides nearly all of the new computer terminology.

★ tourism and trade from western europe and north america has contributed to the spread of english.

★ satellite tv, radio programs like joy fm, cds and, of course, hollywood films all broadcast english into china. also, a number of chinese films include english subtitles.

ii. reading

1. skimming

read quickly to get the main idea of the text.

let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.

paragraph 1: the spread of the english language in the world

paragraph 2: native speaker can understand each other but they may not be able to understand everything.

paragraph 3: all languages change when cultures communicate with one another.

paragraph 4: english is spoken as a foreign language or second language in africa and asia.

2. scanning

read to locate particular information and complete the comprehending exercise one.

3. following up

work in groups. discuss the two questions and then ask two groups to report their answers to the class.

1). do you think it matters what kind of english you learn? why?

possible answer:

i don’t think so. here are the reasons:

★ native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently.

★ it is necessary for us to learn the narrow difference between different kinds of english if we hope to communicate fluently with native speakers of english from all over the world.

★ different kinds of english have the same language core. if you have got a good command of one kind, you will almost have no difficulty understanding another kind of english.

(any persuasive and supporting reason the students give can be accepted.)

1) why do you think people all over the world want to learn english?

possible answer:

the reasons why people all over the world want to learn english:

★ with economy globalization, english has become the best bridge to serve the purpose of people all over the world communicating with one another.

★ however, like all major languages in the world, english is always changing. in order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn english, whether in english speaking countries or in non-english speaking countries.

★ also, people from different parts of the world speak english with various accent and dialects, and people have to learn about the difference between different kinds of english in order to avoid misunderstanding while communicating.

(all persuasive reasons can be accepted.)

4. language focus:

1) even if=even though: in spite of the fact; no matter whether: he likes to help us even if he is very busy.

2) communicate with: exchange information or conversation with other people: he learnt to use body language to communicate with deaf customers.

3) actually=in fact: used when you are adding new information to what you have just said: we’ve known for years. actually, since we were babies.

4) be based on…:

5) make use of: use sth. available

6) only time will tell: to say that something can only be known in the future: will china’s national football team enter for the next finals of the world cup? only time will tell.

language chunks from unit 2 english around the world

be different from, pay a role(part) in, because of, either …or…, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have one’s own identity, such as, only time can tell, native speaker, as well as, solve a problem, believe it or not, no such a…, all over the world, at the top(bottom) of, pen friends, to this day, sum up, pardon?, beg your pardon, go abroad, be used for, more of a …, encourage sb. to do sth., work on, feel like sth., from time to time, english-speaking countries, from one…to another, do business, on the air, would like sb. to do, make notes, fight against, keep…a secret, even though, save time(money), a form of…

period 2: a sample lesson plan for learning about language

(indirect speech (ii) requests & commands)

aims

to discover useful words and expressions

to discover useful structures

procedures

i. direct and indirect speech

direct speech indirect speech

simple present

he said, “i go to school every day.” simple past

he said (that) he went to school every day.

simple past

he said, “i went to school every day.” past perfect

he said (that) he had gone to school every day.

present perfect

he said, “i have gone to school every day.” past perfect

he said (that) he had gone to school every day.

present progressive

he said, “i am going to school every day.” past progressive

he said (that) he was going to school every day.

past progressive

he said, “i was going to school every day.” perfect progressive

he said (that) he had been going to school every day,

future (will)

he said, “i will go to school every day.” would + verb name

he said (that) he would go to school every day.

future (going to)

he said, “i am going to school every day.” present progressive

he said (that) he is going to school every day.

past progressive

he said (that) he was going to school every day

direct speech indirect speech

auxiliary + verb name

he said, “do you go to school every day?”

he said, “where do you go to school?” simple past

he asked me if i went to school every day.*

he asked me where i went to school.

imperative

he said, “go to school every day.” infinitive

he said to go to school every day.

direct speech indirect speech

simple present + simple present

he says, “i go to school every day.” simple present + simple present

he says (that) he goes to school every day.

present perfect + simple present

he has said, “i go to school every day.” present perfect + simple present

he has said (that) he goes to school every day.

past progressive + simple past

he was saying, “i went to school every day.” past progressive + simple past

he was saying (that) he went to school every day.

past progressive + past perfect

he was saying (that) he had gone to school every day.

direct speech indirect speech

can

he said, “i can go to school every day.” could

he said (that) he could go to school every day.

may

he said, “i may go to school every day.” might

he said (that) he might go to school every day.

might

he said, “i might go to school every day.”

must

he said, “i must go to school every day.” had to

he said (that) he had to go to school every day.

have to

he said, “i have to go to school every day.”

should

he said, “i should go to school every day.” should

he said (that) he should go to school every day.

ought to

he said, “i ought to go to school every day.” ought to

he said (that) he ought to go to school every day.

ii. discovering useful words and expressions

1. work in pairs. do exercises 1, 2, 3 and 4. then check the answer you’re your classmates. the teacher helps the students discover the difference in prepositions.

2. play the tape for the students to listen and ask them to mark the sentence stress and intonation. then practice reading in pairs.

(the teacher brings the students’ attention to the british and american words that are different but have the same meaning.)

iii. discovering useful structures

(making commands and requests using indirect speech)

1. in groups of four, think of at least three commands your teachers and parents usually give.

you may follow these steps.

1) choose one who is to give the first command.

2) ask another person in your group to tell somebo

小学一年级英语教案篇十

一、说教材

本课是《新标准英语》第二册第四模块第一单元，本模块主要是通过熊猫的身体器官来学习器官。但是要注意单复数的区别和使用。而对于一年级的学生而言，单复数已然是比较难和重要的语法项目了，同时也要区分these 和 this之间的区别和运用，能够正确使用本语法与单词。

从素质教育的要求和学习语言的目的看，本课主要通过情境教学，使学生潜移默化地掌握器官，了解单复数形式，使学生能够在准确的情境下运用。

1、教学目标的确立及其依据

知识目标：学习器官单词：nose, head, ear, eye, mouth, face.

句型：This is my… This is your…

能力目标：通过TPR和游戏的形式掌握单词与句型，认识与表达自己器官的能力。

情感态度：通过学习器官，培养学生爱惜自己的身体。

2、学情分析

我本课所讲的是新标准英语一年级起点第二册第四模块第一单元，这是一篇关于器官学习的教学内容，此内容通过熊猫之间的对话让学生学会描述自己的器官，本课与学生们的生活息息相关，从学生的身边入手去了解和记忆，同时在同桌间互相介绍，用TPR的形式帮助记忆，通过游戏加以巩固练习，使学生在快乐的学习气氛中掌握器官的名称。

3、说重点、难点及关键点的`确立及依据

本课的重点、难点及关键点都是器官的学习和单复数的区别和运用，在教授单词之后，要通过适当的情境，以学生们本身的指引，潜移默化地渗透单复数。是否一次性的教授到位对学生至关重要，因此要做好课前准备，注意语言简洁准确。在器官的学习过程中，通过歌曲帮助学生学习更多的器官，并在歌曲中更加巩固知识。但要注意单词mouth的发音。

二、说教法与学法

根据教材特点和配合学生年龄特点，运用多媒体教学手段创设具体、生动的画面，使学生通过动画来理解课文，并通过多种形式，让学生在轻松愉快的环境中接受知识，教学过程中，创设愉悦和谐的情感氛围，发挥学生的主体，教师的指导作用，以求成功完成教学目标。

三、说教学程序

I.Organization：1.Greeting 2.Chant

：1.Free talk 2.Review the words.

III.Presentation

1.Listen and look.

2.Learn new words: head nose ear eye mouth face

3.Learn new drills: This is my head. This is your eye.

4.Say a chant: My head, my face, nose, nose, nose.

5.Play a game: Listen and point.

Point to your head/ your nose/ your mouth/ your ear/ your eye/ your face.