小学生接收英语的听与读方面，形式单一。绝大部分学生停留在听老师讲课和跟老师朗读这个层面。这固然重要，但是老师以外的信息更加丰富，而且又有选择性。如同学发言、录音磁带、广播电视等，但首先要利用好配套的录音磁带。小编整理的有关小学英语教学教案,欢迎查阅!

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小学英语教案1

教学目标：

1、能够识别单词：list airport shoe ticket toothbrush.

2、学习目标语句：Where are you going to go? What are you going to take? When are you going to go? Who’s going to go with you?

3、功能：能够谈论旅行前的准备和具体事宜。

教学重点：

1、掌握新单词，并能够理解旅行所准备的物品。

2、能够口头运用 Where are you going to go? What are you going to take?When are you going to go to the airport?Who’s going to go to the airport?这类 问句就具体信息提问。

教学难点：

能够和同学用 “where、 what、when、who”这四个单词开头的疑问句谈论旅行前的准 备。

教学用具：

录音机、PPT

教学过程：

Step1、Warm-up

师生之间相互问候

Step2、Presentation Free talk

T：the summer holiday is coming ,so Where are you going to go in your summerholidays? When are you going to go there? What are you going to take? What are you going to do there? Who is going to go with you ? (生逐一回答后,师总结):I think you had a lovely time, Yes? 由此活动引出 Where, When, What, Who?等特殊疑问词，并带领同学们复习一般将来 时的用法。

教学目标：

1、能够识别单词：list airport shoe ticket toothbrush.

2、学习目标语句：Where are you going to go? What are you going to take? When are you going to go? Who’s going to go with you?

3、功能：能够谈论旅行前的准备和具体事宜。

教学重点：

1、掌握新单词，并能够理解旅行所准备的物品。

2、能够口头运用 Where are you going to go? What are you going to take?When are you going to go to the airport?Who’s going to go to the airport?这类 问句就具体信息提问。

教学难点：

能够和同学用 “where、 what、when、who”这四个单词开头的疑问句谈论旅行前的准 备。

教学用具：

录音机、PPT

教学过程：

Step1、Warm-up

师生之间相互问候

Step2、Presentation Free talk

T：the summer holiday is coming ,so Where are you going to go in your summerholidays? When are you going to go there? What are you going to take? What are you going to do there? Who is going to go with you ? (生逐一回答后,师总结):I think you had a lovely time, Yes? 由此活动引出 Where, When, What, Who?等特殊疑问词，并带领同学们复习一般将来 时的用法。 　　8、 Listen again and answer some questions: Where is Daming going to go ? What is Daming going to take ? When is Daming going to go to the airport? Who’s going to go to the airport?

9、Listen and repeat.(教师随机解释 passport)

Step4、Practice

1、Now,I want to be Daming，You want to be grandma. I answer you ask me together(师说答语，学生找到相对应的问句) S:Where are you going to go? What are you going to take? When are you going to go to the airport? Who’s going to go to the airport? T:To the airport. Clothes,shoes,present,ticket,passport,toothbrush? At seven o’clock tomorrow morning. Daming

2、分角色表演课文对话

Step5、Extension

Step6、Summary and homework.

1、 Summary 欣赏 Chant： Where are you going to go? Where are you going to go ? To the airport, to the airport. What are you going to take? What are you going to take? Shoes,ticket and toothbrush, When are you going to go ?When are you going to go ? At 7 o’clock, At 7 o’clock, Who is going to go ? Who is going to go ? It’s me! It’s me !

2、 Homework

(1)Read the words and text

(2)请学生询问朋友或家人外出旅游的准备情况

小学英语教案2

知识目标

A、能听、 说 、读、写并正确使用单词

“happen, ride, thirsty, watermelon, carry, bump，

fell/fall off, went/go, bought/buy ”。

B、能理解并灵活掌握句型

We went for a bike ride/were hungry and thirsty/bought a watermelon/fell off/carried…. 。

能力目标

在知识目标的基础上，要求学生在实际生活中运用动词过去时态句型We went for a bike ride/were hungry and thirsty/bought a watermelon/fell off/carried….来谈论或描述过去发生的事情，同时在课文的教学中培养学生的阅读能力，从而提高他们的综合语言运用能力

情感目标

让学生通过运用语言来完成学习任务，感受成功，从而引发和培养学生学习英语的内在动机，最终使他们形成英语学习的积极态度。

教学重点：

能理解并灵活使用句型We went for a bike ride/were hungry and thirsty/bought a watermelon/fell off/carried…. ，掌握过去时态的表达方式。

教学难点：

过去时态的运用及利用教师设计的各种阅读训练活动，通过输入和输出的方式，使得学生感知并理解教学内容，并以此话题展开“说”与“写”的训练，培养学生的综合运用语言的技能。

教学过程：

一、Warm up

1.Greetings.

T:Hello,boys and girls.

Ss:Hello,Ms Wang.

T: How are you?

Ss: Fine ,thank you ! And you ?

T: I’m fine , too. Thank you !

2. Sing a song.

T: Let’s sing a song. 《We walked and walked》Ok?

Ss: Ok!

3. Free talk.

T: I went to the supermarket. And I bought some apples, bananas and a big watermelon.(Teacher shows pictures and new words.)Who can introduce : What did you do yesterday?( Teacher shows the questions.)

师生互相问候、听唱歌曲，营造活跃轻松的学习氛围。由于歌曲和所做动作在内容上有一定的联系，所以学生在边唱边跳中很自然地进入一种语言状态，同时也为以下的学习做了铺垫。

师生自由对话，创设宽松的学习氛围，这样既复习了旧知，又让学生感知新知，为学习新内容打下基础，从而使知识连成线，织成网，滚成球。

二、Presentation

活动1)

巧设情景，引入新课。

1.(师事先与一位学生S1共同创设情景：在老师与学生Free talk时，突然S1坐在座位不小心摔倒了，这时老师与他进行对话并通过表情动作)

T:“What happened to you ?

Ss: I fell off my chair.

T: Oh,it is an accident.(教学)

2.(同时，借助多媒体展示Sam 从自行车上摔倒的图片)

引出课题T: Today we’ll learn Module10 Accidents Unit 1“Sam fell off his bike.”

(Ss read the sentence.) 　　3.提出任务：教师告诉学生通过本节课的学习过后，同学们来谈论偶发事件，小组合作自编自演故事。

从创设情景引出课文的情景，从而引出课题，学生很自然地理解课题。

使学生带着任务有目的的学习，并激发学习兴趣。

活动2)

三、自主探索，学习课文。

1.首先出现Sam和Daming 两个人物的头饰，T告诉学生：Let’s listen and find the answer “what did Sam and Daming go yesterday?”

Listen and point,then choose the right answer.

A.went for a bike ride

B.went to school

引出went for a bike ride 的教学。(手势及动作)

T:What is the difference between these sentences?

A.Yesterday I went to a park.

B.I go to school by bike every day.

Ss:( 找出不同点)

(分小组进行操练)

2.Listen ,point and repeat,then answer“Why did Sam fell off his bike?”

1)Listen and repeat.

2) Discuss in groups then answer.

3)学生回答中引出新词的教学：carried, bumped, hungry, thirsty, bought, watermelon, fell off方法同“went”的教学。(运用肢体语言及图片展示进行教学，Drill line by line)

4)Drill the sentences row by row.

3.最后，再次听音跟读的情况下围绕“What happened to Daming?的问题引导学生小组分角色复述课文的主要内容。(强调先后顺序，并用“then….,and then…..进行复述。)

在学习故事的过程中，让学生说一说其中的人物情节安徽教师招考网(http://www.ahteacher.com)既帮助其理解故事，更主要的是能使学生体会英语故事的丰富多彩，这是阅读教学兴趣培养的补充环节。

培养学生积极交流新知的能力,培养学生自主发现、总结规律的能力

Read the dialogues according to the pictures . Then play a guessing game “Which picture is missing?

培养学生的独立认读能力并在游戏中进一步巩固新知。

活动3)

Play a memory game(利用多媒体呈现所学过的动词及其过去式，一分钟后，点击一部分词的原形或过去式不见了，让小组比赛抢答。

将游戏与练习有机结合，融为一体，让学生边做游戏边练习，寓教于乐，极大地激发了学生的学习兴趣。

活动4)

AB Ex3看图填动词的过去式，并小组分角色表演这意外事件。比比哪组表演得好。

在听说读的基础上，进一步落实写的目标。培养学生的书面表达能力。

四、Production:

Tell interesting stories.(practice in group)

Eg: Yesterday, Tom went for a bike ride with his friends. He___________. Then he________, and then he __________,and then he________.......(went,bought,carried,bumped,fell off,was,walked…)

So he was _______(happy,sad悲伤的，hungry,thirsty,excitied兴奋地….)

1. Practise in groups.

2. Tell and act it out.

即培养了合作交流的意识，且开拓思维，借此练习动词过去式的句型。

五、Homework

1、抄写课文P46 M10U1的单词两遍。

(1)分角色朗读对话。

(2)分角色表演对话。

小学英语教案3

知识与技能

1.Words and phrases: stomachache, cold, headache, fever,

fall off, fell off.

2.Sentences: Sam had lots of chocolate biscuits yesterday.

So today he’s got a stomachache.

3.Grammar: Talking about illnesses.

教学重点：

Words and phrases: stomachache, cold, headache, fever,

fall off, fell off.

教学难点：

Sentences: Sam had lots of chocolate biscuits yesterday.

So today he’s got a stomachache.

Grammar: Talking about illnesses.

教学方法：

讲授、过去时

教学过程：

(一)导入：Step 1 Warm-up

T: Hi, boys and girls.

T: Let’s sing a song, ok?

Ss: Ok.

T: Ok! London Bridge is falling down…。 (Ss sing the song)

T: You are clever boys and girls. Now let’s have a Free Talk “What I did yesterday”， Ok?

Ss introduce what they did yesterday

(二)探究新知Step 2 Presentation and leading

T: Who can tell me what happen to Daming in last Unit.

Ss: Daming’s head was bumped.

T: Let’s play this story, ok?

Ss: Ok.

(Two students play in roles of “Daming” and “Sam”， others describe the story, the two students do the actions)

The teacher writes the word “today” on the blackboard. What happened to Daming, Sam, Amy and Lingling? Lead the students to use “to” and “and” to connect the two sentences.

Step 3 Text Teaching

T: Now, this class we are going to learn Module 10 Unit 2 Sam had lots of chocolate biscuits .First, listen to the tape and underline the new words.

(Teach the new words’ cards)

T: Now listen to the tape and repeat it. Are you clear?

(The teacher writes these sentences on the blackboard)

Sam had lots of chocolate biscuits yesterday.

So today he’s got a stomachache.

T: Now listen to the tape again and tell me what happened to Sam, Lingling, Amy and Lingling.

T: Look at these words: had, ate

(三)巩固新知Step 4 Task-Fulfilling

T: Let’s play a game, ok? Ss: Ok.

T: Let’s play “I do you say”。 I’ll ask four students to come to the front of the class, one student performs Daming eating chocolate biscuits and then having a stomachache, and others describe it, and so on.

Step 5 Text Learning

T: Look at Part 4, answer these questions:

What is wrong with Little Tommy?

What’s wrong with Little Lingling?

What’s wrong with Little Ben?

T: Listen to the tape and repeat it.

T: Let’s read the poem together and do the actions, ok?

Ss: Ok.

(四)作业布置Homework

(五)小结：过去时的用法

板书设计：

Unit 2 Sam had lots of chocolate

Sam had lots of chocolate biscuits yesterday.

So today he’s got a stomachache.

小学英语教案4

一、教学设计思路

本课是本单元的第一课，主要目的是学习六个水果的英文名称词，并使学生能用简单的句子表达对各种水果的好恶。新课标提出学习英语的最终目标是让学生学会用英语做事情。所以，在教案设计之初，我就本着这一目标设计每一环节：

首先，通过计算机课件将所要学习的生词和句子整体呈现给学生，使学生对所要进行的语言活动得到足够的语言储备。

其次，针对学生年龄特点设计了一项能使学生感到真实有趣的任务：为制作水果沙拉挑选水果。让学生们通过调查其他同学对各种水果的好恶完成一项调查表，并做出汇报。

最后，设计时给孩子们留有充分的活动时间，使孩子们对所学知识得以不断巩固，并在听取他人汇报时将自己所要用的语言加以不断完善，能在现实生活中真正运用本课语言。

二、教学背景分析

(一)教材分析

《新起点英语》是为北京市海淀区以及其他经济与教育发达地区中小学开设英语课程而编写的，中小学衔接，小学部分共12册，每学期一册。教材的设计为话题—功能—结构—任务相结合，并将多元智能因素贯穿始终。

教材编写指导思想：

1.注重素质教育，关注情感发展。

2.双向式交流，跨文化交际。

3.以语言位媒介，融合各学科知识

4.发展学习策略，培养学生自主学习能力。

本册书的体例：

本册书共八个单元，其中四、八单元为复习单元;每个单元设六课，其中 1-3 课为第一层次学习内容，主要以学习基本单词和句子为主。第 4-6 课为第二层次学习内容，在学习第一层次内容的基础上，适量扩展话语、平行学科知识和双向文化等内容。在这六课中，第一课大多以生动的画面和优美韵律的歌谣呈现本单元的基本词汇。

本册书一共有六个话题：School, Body, Animals, Numbers, Colours, Fruit。所有话题都与学生自身密切相关，为学生所关注。

本课介绍：

本课是第七单元的第一课，主要内容是学习六种水果的名称词，并能用简单句子表达自己对各种不同水果的好恶。它由两部分组成：A项是本单元的话题，结合儿歌形式，引入六个有关水果的单词。B项是根据A项学习内容所设计的练习活动，要求学生听录音，巩固所学六个有关水果的单词，并复习有关数字的词汇。

(二)学情分析

《新起点英语》一年级上册面对的是英语学习零起点的孩子。通过一个学期的学习，目前孩子们已经能用简单的英语说出10以内的数字和一些常见的颜色词。孩子们的这些知识储备将成为本课知识学习的支柱力量，在本课学习后孩子们应该能表述水果数量和颜色以及对某种水果的好恶。

(三)对教学方式、手段和技术准备的说明

《新起点英语》在教科书的前言部分有这样一句话：“教育部在新课程设计中，强调学科之间的整合，强调信息技术的应用。”故此从教学目标的实现方式看，笔者尽量多地采用了多媒体技术。比如在学歌谣的时候，笔者将教材内容动漫化，并引导学生边模仿边做边说。充分体现“动中学”、“学中做”的原则思路。既使得语言教学不突兀，又能提升气氛、调动兴趣，同时有效提高课堂效率。

三、本课教学内容框架设计

教学目标：

1.知识目标：通过学习使学生能理解儿歌内容，能说出六种水果的名称词。

2.能力目标: 通过课堂学习操练，使学生能用英语表达自己对某种水果的喜好。

3.情感目标：通过多种活动形式，激发学生英语学习情感，使之积极参与课堂活动。同时教育学生互相谦让。

4.策略目标：通过设置小组学习任务，发展学生个性，培养学生创新意识及合作学习意识。

教学重点：

词汇: apple, pear, banana, peach, melon, orange

句子：What do you like? I like...

教学难点：

pear, melon, orange 中元音的发音。

教具准备：

教具：图片、词卡、实物、计算机课件、调查表。

学具：课本，调查表。

四、教学过程设计

活动一：

Step One: Getting the pupils ready for class.

T: Are you ready for class?

SS: Yes!

T: Let's begin our class, OK?

SS: OK!

T: Now, Class begins.

Ss: Stand up!

Step Two: Greetings.

T: Good morning/afternoon, class.

Ss: Good morning/afternoon, Ms Wu.

T: Nice to see you!

Ss: Nice to see you, too!

活动设计：师生问好，日常用语对话。

设计意图：以平等的口吻与学生交流，可有效拉近师生距离，使课堂气氛和谐融洽，能很快将学生带入课堂。

活动二：

Let's chant.

Red, red, I like red.

Green, green, I like green.

Black, black, I like black.

Blue, blue, I like blue.

Pink, pink, I like pink.

Green, green, I like green.

White, white, I like white.

What colour do you like?

活动设计：让学生边听录音边跟唱儿歌。

设计意图：通过说唱歌谣，调动学生情绪调节课堂气氛。同时复习“I like...”句型，为新课作准备。

活动三：

Step one: Lead in.

T: You can chant it very well! So, you can get the prize. I will make some fruit salad for you! Do you know salad? (Show a bottle of salad dressing and a bowl of fruit salad.) Do you like salad? Fruit salad is delicious. For me,(Show an apple)I like apples, I like the apple salad. (Face to one of the pupils, and show a pear.) Maybe you like pears, so you like the pear salad. (Face to another pupil and show a banana.) Perhaps you like bananas, so you like the banana salad. (Face to the whole class.) What kind of fruit salad shall we make? It depends on you!

活动设计：教师用语言导入，明确教学目标。

设计意图：本环节为布置任务，目的是让学生明确本课学习内容及学习目的，即让学生对为何要学习做到心中有数，从而激发学生的学习热情。实物教具的利用可增强学生对新知识的感性认识，有利于学生理解。

活动四：

T: (Point to the screen.) What do you see in this picture?

Ss: I see an apple, a banana/ peach ...

活动设计：学生根据教师提问将自己感兴趣的水果名称说出来，教师将相应水果图片贴在黑板上。

设计意图 1：本环节为知识整体输入，使学生明确本节课将要学到的知识有哪些。语言点落实到单词阶段，即此环节的学习结束后，学生对本课所呈现的六种水果应有一个清晰的概念，同时能用英语说出两三种自己感兴趣的水果。能力强的学生可能说的更多，这样也可使各种层次的学生都有所得。

设计意图 2：以课件形式呈现多种水果图片，供学生选择性地学习。学生自由发言，说出自己已记住的水果名称词，这样不仅可以让学生学会合作学习，同时也能兼顾到不同层次的学生，给他们限度的发展空间。

T: (Give the pupils some samples, and ask them to speak out the sentence. For example, show an apple.) An apple.

T: (Show two apples.) Apples. I like apples.

… …

I like apples. What do you like?

I like pears. What do you like?

I like oranges. What do you like?

I like peaches. What do you like?

I like melons. What do you like?

I like bananas. What do you like?

… …

T: Do you want to know what kind of fruit your friend like? You can go and ask him or her now.

… …

T: Now, let's do part B.

活动设计：首先，教师利用实物教具教给学生如何用英语表达自己喜欢的水果。其次，教师有选择地提问 10 名学生(不同层次)，进行机械操练。最后，教师组织学生进行自由问答活动。

设计意图：因为“What do you like?” 和“I like...”是学生熟悉的句子，在教师做了大量的示范后，让学生自由问答可增强他们学习的实效性，并使他们意识到用英语交际的快乐，从而体验成就感，同时为后面的小组活动做语言准备。

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