【导语】下面是小编整理的小学英语《Shapes》教案设计（共19篇），欢迎大家阅读分享借鉴，希望对大家有所帮助。
篇1：小学英语《Shapes》教案设计
小学英语《Shapes》教案设计
教学内容：
1． New words: an ostrich, an octopus, a pig, a peacock
2． Sing the song
教具准备：
1． 本单元的卡片
2． 学生的图形卡片
教学过程：
1． Warm-up
（1） 将图形卡片放在地板上，各图形间隔一定的距离，教师说：“Square.” 然后跳到方形的'卡片面前；教师说：“Circle.”跳到圆形的卡片前面。
（2） 选一名学生按指令做。随意说图形的名称，让该学生从一个形状前跳 到另一个形状前。
（3） 让学生轮流说图形的名称。
2． Sing the song
学生用书第13页
（1） 让学生看歌曲旁边的图，问学生看到的是什么颜色，并说出颜色的名
（2） 说形状的名称，让学生指每个图形。
（3） 读单词，学生听并跟着默读。
（4） 把歌曲录音完整地放一遍。学生听并依次指歌曲中唱到的图形。
（5） 再放一遍歌曲，学生跟唱，边唱边指图形。
（6） 让学生拿出形状卡片。再放一遍录音，学生举起歌中提到的图形。
3． Let’s say
学生用书第14页
（1） 让学生打开书，看书中鸵鸟的图片。指着鸵鸟说：“This is an ostrich.”
（2） 放录音，指单词的图片；再放一遍录音，学生听录音，并跟读。
（3） 重复以上步骤学习其他单词。
篇2：《Shapes》第三课时教案设计
《Shapes》第三课时教案设计
教学目标：
能够在本科设计的情境中熟练应用数词、形状单词以及颜色单词描述现实生活中的事物。
学习键盘英语字母Y, U, I, O, P
能够听懂并回答有关形状的名称、数量以及颜色的问题。
能够养成仔细观察、善于动手操作的好习惯。
学习句型
“What shape can you see?”
重点难点：
学生将所学习的知识与实际生活结合起来，是学科知识相互渗透，并运用形状拼组出新的图画，然后用语言表达出来。
学习键盘指法与脑功能开发的'整合活动。学生看图说出第一行图画中有哪些形状，并参照左边的图用打勾的形势表示出来。连线拼图的活动的方法有很多种，组成的形状以及数量也有很多种，因此答案是不统一的。
教学准备：
教学挂图，教学磁带、单词卡片、录音机、用形状组成的图画。
教学过程：
A. Greetings.
B. 上课之前，可让学生在家里准备好用图形组成的图画，并涂上颜色。
C. 学生在课堂上展示自己的图画，并用英语描述图中的形状、颜色和数量。然后让学生介绍书中图画里使用的形状，用英语说出名称、颜色以及数量。
D. 播放录音，要求学生跟录音做动作。
在画与说唱活动中，应尽量启发学生练习所学过的数学、美术知识，并允许他们使用本课中没有学过的形状。教室可根据学生画出的新形状，适当扩充新的形状词汇。
E. 利用电脑键盘学习英文字母。字母手指操。
F. 本课是单元检测课。先带领学生复习本单元的全部内容，检测学生掌握的情况。
G. 再让学生复习形状单词和数量单词的同时，教师还可重现、滚动颜色单词。应不断引导学生对事物的形状、颜色和数量进行描述，使学生能开口说身边的事物，从而引起他们的学习兴趣。
H. Part B. 让学生董必画一画或让他们进行小组活动：即个人一起讨论研究，看看每幅图中到底包含多少个形状。本部分即使语言训练，又是思维训练，同时还是智能开发的训练。教师应启发学生充分开动脑筋，达到动口、动脑、动手的教育目的。
篇3：小学一年级英语Unit13《Shapes》教案
小学一年级英语Unit13《Shapes》教案
一、教学目标：
1、能够在本课涉及的情境中基本做到听音、看图，只认四种基本形状。
2、能够听懂教师的指令，找出、画出、数出生活中的这几种基本形状。
3、能够用这几种基本形状较形象地拼组成生活中丰富多彩的事物，并对这些事务进行描述。
4、能够听懂并简单回答有关形状的名称、数量及颜色的问题。
5、能够养成仔细观察、善于动手操作的好习惯。
6、能够听字母音，并按指法在键盘上做出反应。
7、学生在初步感知、理解的基础上，逐步设计圆形的、正方形的、三角形的、长方形的实物。
二、教学重难点：
四种基本图形的英文单词
三、教学准备：
教学挂图，单词卡片，教学磁带，拼图形小棒
四、教学过程：
A. Greetings.
B. 出示单词卡片，带领学生学习形状单词。然后可以让学生找出教室中的三角形、正方形、圆形和长方形。比如：三角板是三角形，电视是长方形，衣服上的.纽扣是圆形，等等。
C. 请学生分别带上不同几何图形的头饰，表演不同的形状，加深学生对性状单词的记忆，同时激发学生的学习兴趣。
D. 在学生对形状单词掌握较熟练后，听歌谣的录音。
在学生听录音学歌谣的过程中，可以让学生自己编排动作，或者用教师编排的动作（根据教材中给出的用手指组合不同的形状），并让他们在教师里转圈行走。教师要求学生在说到Say hello时要招手示意，表示问候；说到Here we go时，以其握手问好。新| 课 |标 |第 | 一| 网
E. Part B. 学生以pair work形式，相互表演形状并进行猜测：一人发指令，另一人用受阻和图形。这样讲语言与动作联系起来。除用手指组合图形外，还可以让学生用肢体做动作表示形状；或让学生听指令举起相应的实物。
F. 学生听教师指令画图，然后用英语表达。
在学生对这一活动熟练后可以group work形式由学生自己操作。
Stand up! Put up your hands. Show me your fingers. Make a square with your fingers. Put down your hands. Sit down, please. And so on.
Stand up.
Put up your two hands.
Show me your ten fingers.
Make a circle with your fingers like this.
Make a triangle with your fingers like this.
Make a square with your fingers like this.
Make a rectangle with your fingers like this.
篇4：中班英语：Interesting shapes
上海冰厂田幼儿园碧云部 奚春芳
双语活动：interesting shapes 活动目标：
1，复习巩固各种图形，乐意用图形大胆想象组合马路边的各种事物，感受图形组合的美感。
2，感受并用英语表达各种不同的图形并大胆介绍自己的作品。 活动准备：黑板、摸袋、图形若干、范例画、魔法棒、卡纸底板、固体胶若干、幼儿能用英文说出图形的名称（squaretrianglerectanglesemicirclecircle） . 活动流程：
一、摸摸猜猜图形
围裙游戏
t: i have a apron, there’re many shapes in it. what is it?
c: maybe it’s a square.
t: there’re many different shapes. there is a big square, a small circle and a green triangle.
二、找找拼拼图形
1、图形找一找
t: this is road. what do you see? what are the shapes?
2、图形拼一拼
t: you’re so clever. cici also find some shapes, but my shapes can change, change, change into what?
t： this is my picture made of many shapes. what do you see ? c: i see….
幼儿用图形拼画，教师巡回指导t: what is it? what are the shapes?
三、分享欣赏图形
t: who want to introduce your picture?
c: this is my picture, i like the tree. triangles make the tree.
t: so many beautiful pictures with so many shapes. i like them very much. because your pictures are made of many shapes and many colors.
延伸：
t: how many trianglessquaresrectangles on your picture? let’s count them next time ,ok ?
篇5：英语《shapes》的教案
人教版英语有关《shapes》的教案
一、教学目标：
1、能够在本单元涉及的情境中听懂并用英语说出四种形状的名称。
2、能够听懂教师的指令，找出、画出、数出生活中的这几种基本形状。
3、能够用这几种基本形状较形象地拼组成生活中丰富多彩的事物，并对这些事务进行描述。
4、能够听懂并简单回答有关形状的名称、数量及颜色的问题。
5、能够养成仔细观察、善于动手操作的好习惯。
6、能够听字母音，并按指法在键盘上做出反应。
7、学生在初步感知、理解的基础上，逐步设计圆形的、正方形的`、三角形的、长方形的实物。
二、教学重难点：
四种基本图形的英文单词
三、教学准备：
教学挂图，单词卡片，教学磁带，拼图形小棒
四、教学过程：
A. Greetings.
B. 出示单词卡片，带领学生学习形状单词。然后可以让学生找出教室中的三角形、正方形、圆形和长方形。比如：三角板是三角形，电视是长方形，衣服上的纽扣是圆形，等等。
C. 请学生分别带上不同几何图形的头饰，表演不同的形状，加深学生对性状单词的记忆，同时激发学生的学习兴趣。
D. 在学生对形状单词掌握较熟练后，听歌谣的录音。
在学生听录音学歌谣的过程中，可以让学生自己编排动作，或者用教师编排的动作（根据教材中给出的用手指组合不同的形状），并让他们在教师里转圈行走。教师要求学生在说到Say hello时要招手示意，表示问候；说到Here we go时，以其握手问好。
E. Part B. 学生以pair work形式，相互表演形状并进行猜测：一人发指令，另一人用受阻和图形。这样讲语言与动作联系起来。除用手指组合图形外，还可以让学生用肢体做动作表示形状；或让学生听指令举起相应的实物。
F. 学生听教师指令画图，然后用英语表达。
在学生对这一活动熟练后可以group work形式由学生自己操作。
Stand up! Put up your hands. Show me your fingers. Make a square with your fingers. Put down your hands. Sit down, please. And so on.
Stand up.
Put up your two hands.
Show me your ten fingers.
Make a circle with your fingers like this.
Make a triangle with your fingers like this.
Make a square with your fingers like this.
Make a rectangle with your fingers like this.
篇6：中班英语活动Shapes教案
中班英语活动Shapes教案推荐
活动目标：
1、幼儿通过游戏巩固单词：circle、square、triangle、rectangle、star.
2、幼儿通过活动能分辨几何图形的'基本特征。
活动准备：音乐磁带、几何图形拼图、各种图形、各种颜色的几何图形、小动物头饰。
活动过程：
1、热身。
Song :Hello.(幼儿两两结伴)
Greeting: What season is it? How many seasons are there in a year?
2、Game: Train is coming.
幼儿听音乐开火车，音乐停顿时，教师出示几何图形拼图。
“T”: What do you see? “C”: I see a pig.
“T”: How many circles are there? “C”: Three.
3、Game: Which one.
幼儿可以问3个问题：“What color is it?” “What shape is it?” “Big or small?”教师（幼儿）根据幼儿的提问来说该图形的特征，然后幼儿猜。
4、喂小动物。
6位幼儿扮演小动物，其他幼儿扮演喂食的人。
“C”: What do you want? “Cat”: I want a circle.
“C” Here you are. “Cat”: Thank you.
篇7：小学英语教案设计
一、学习需要分析：
本单元围绕“家庭”这一题材开展，使学生能用英语简单介绍自己的家庭成员及如何询问他人的身份。
二、教学目标分析：
1、知识与技能：
(1)能听说、认读man,father,grandfather,other儿歌网址：
六、教学过程：
1、Warmup
（1）师生一起边说边做前一课所学的Letuschant:ABCDEFGFathermotherandmeCDEFGABSinganddanceunderthetree
（2）日常口语对话Hello,Howareyou?Howoldareyou?
Whereareyoufrom?Nicetomeetyou！设计意图：营造轻松愉快的教学气氛，抓住学生的注意力，吸引学生参加活动。与学生间对话，问候既可以缩短师生的距离又可以培养学生的交际能力
2、Presentation
（1）口语对话结束之后，教师在黑板上粘贴“全家福”，教师指着图介绍Thisismyfather/mother/sister…
接下来，学生介绍自己的全家福:
Thisismyfather(dad)/mother(mum)/sister/brother…游戏1：对号入座
教师出示单词卡片，如father(dad)，学生迅速找到相应的照片，请反应最快的学生上台将照片贴在正确的位置上，并大声说出：Iam…Thisismydad.表达能力较强的学生还可以在教师的帮助下做进一步介绍，如：HeisfromChina.Heisateacher.设计意图：通过游戏活动使学生从一开始就有一种愉快的体验，以至于使他们忘记了是在学习外语，在无意识注意中积极吸收活动所使用的语言。
（2）句型Whoisthisboy/girl?及回答
教师注意this的发音,让学生感受this和that的区别
T(引用旧句型)Whoisthatwoman?S:Sheismymother.
T:Whoisthatman？S:Heismyfather.
（引出新句型,感知的thisandthat的区别）
T:Whoisthisboy?（注意问句的语音语调）S:Heismybrother.T:Whoisthisgirl?S:Sheismysister.
学生跟读Who＇sthisboy/girl?之后，男女生互问互答，展示成果。设计意图：利用图片的作用，引出新知识。以句子为单位，有利于培养学生直接运用外语的能力。模仿朗读的语言实践练习，在助于培养学生的语言训练技巧和语言习惯。
(3)句型Comeon!Let＇swatchTV.
教师在图片外框用粉笔描绘出的TV框架T:Comeon!Boysandgirls.
Let’swatchTV.（做出电视的样子）
学生明白其意，教师注意watch的发音。
引导学生说出相应的回答。
S:Good!Great!Wonderful!（重点指导Great!）
3、Practice
篇8：幼儿中班英语《shapes》教学方案设计
幼儿中班英语《shapes》教学方案设计
活动目标:
1、通过各种游戏形式学习单词rectangle, triangle, square，体验英语活动的乐趣。
2、听懂句型：“What shape is it?”
3、听力练习：“Draw a triangle…”
活动准备：正方形，长方形，三角形的彩纸。黑板（画有由三角形，正方形，长方形组成的.房子，以及一些学过的小动物等），录音机，CD
活动过程：
一、 Warming-up:
1、 师幼问好
2、 律动Walking Walking.
二、 Presentation
1、 出示黑板，并提问：“What’s in the blackboard?”指导幼儿说出黑板上都有些什么。当幼儿说到house时，教师做神秘状，将房顶三角形取下来并教授单词rectangle, 并做手势。（triangle, square的教授方式同rectangle）
2、 GAME：I say, You do.教师说单词，幼儿做手势。
3、 3、 用不同的声调和语调分别教读单词rectangle, triangle, square，注重幼儿发音。
4、 GAME：What’s mi ing?
三、 Co olidation
1、 GAME: Walking, walking. 当唱到Now, Let’s stop时教师发出指令touch something triangle幼儿在活动室内找到三角形的物体触摸…or 教师出示形状并提问：“What’s shape is it?”
2、 发给幼儿白纸，教师发出指令：“Draw a triangle…”,幼儿听指令画出图形。
篇9：小学英语优秀教案设计
小学英语优秀教案设计
一、教材分析
本课是人民教育出版社PEP小学英语五年级上册第四单元Part A Let's talk的教学设计。在设计中主要从三方面进行教材分析。首先是基于本课的教材分析，本课以对话的形式呈现语言：What can you do? I can … 其功能是：简单介绍自己能做的家务劳动并询问对方能做什么事情;其次是基于本单元的教材分析，本单元话题是What can you do? 教学重点是有关家务劳动的表述方法，主要句型是：What can you do? I can sweep the floor.Can you set the table? Yes, I can.No, I can''t.最后是基于学生已有的知识储备的教材分析。五年级的学生经过两年多的学习已经储备了一定的语言，有了一定的学习热情并且掌握了一定的学习方法。在第一课时的学习中，学生已经学习了cook the meals, sweep the floor, clean the bedroom, water the flowers, empty the trash有关家务的五个动词词组和句子I’m helpful! I can...
二、教学目标：
鉴于以上三方面的教材分析，结合我们学生对已学习过语言的掌握情况及学生的接受能力，我对本课的目标定位是：
1. 能够理解对话内容。
2. 能听懂、会说： Are you helpful at home? What can you do? I can sweep the floor. You’re helpful! 并能在情景中运用。
3. 能够正确的模仿、朗读对话。
4. 尝试采访学校十佳少先队员代表。
5. 教育孩子要养成讲究卫生和热爱劳动的好习惯，培养乐于助人的优秀品质。
三、教学重、难点
教学重点：
1.理解功能句 What can you do? I can …的意义及其使用的语言环境，并尝试迁移到新的语言环境。
2. 创设情景，为学生搭建语用平台，使学生运用语言真实交流。
教学难点：
语言 Are you helpful at home? 的理解与朗读以及在实际情境中正确运用。
四、课前准备
1.教师准备录音机和录音带。
2.为每个学生准备一份采访记录
3.教师准备课件和单词卡。
五、教学过程
1. Warm-up and preview
T: Good morning, boys and girls.
S: Good morning, Miss Wang.
T: How are you today?
S: I’m fine. Thank you!
(走近个别学生与之问候，拉近距离，为本节课的开展做好情感、心理铺垫。)
T: First, let’s enjoy a chant. (看光盘课本44页的小歌谣，师生拍手同唱，迎合不同学习类型学生的需要，进一步调整学生的情绪，活跃课堂气氛，并激发学生已有的与本课相关的知识、技能，为本课的学习做好语言、知识上的铺垫。)
T: From this chant you can see: Dog can run after you. Panda can eat so much bamboo and Mike can draw animals in the zoo. They can do so many things. Sarah can also do some things. Now look at the screen , speak out the phrases as quickly as you can. Are you ready?
Ss: Ready.
T: Let’s go.
设计意图:大屏幕中依次出现Sarah做家务的图片，学生看到图片后快速说出英文词组，让学生通过眼疾嘴快这个游戏快速在脑海中呈现与本节课有关的关于家务的动词词组，唤醒学生已有的与本课相关的知识储备，同时激发学生参与课堂活动的兴趣。提高注意力，为本课的学习做好了准备。
2. Presentation and practice
最后在大屏幕中出现一张被遮盖住的人物图片。
T: Please look at this picture. There is something that you can’t see. What do you want to know when you see the picture?
(鼓励学生根据图片给出的信息提出问题，老师可以随机板书到黑板上，如：Who is she? Where is she?...)
T: Here are your questions. Now let’s watch the video and find the answers.
Watch the video.
(第一遍看完光盘后，解决学生提出的问题，同时课件中被遮盖的部分被打开，呈现陈洁做家务的画面。)
T: I have a question, too. Is Chen Jie helpful at home?(课件中出现老师提出的一个新的问题，让学生带着问题看第二遍光盘。课件中出现问题的时候，教师出示单词卡helpful并领读单词和问句。)
Watch the video again.
(看完第二遍光盘，解决问题，引导学生回答Yes, she is. 当学生回答完此问题后老师再进一步提问：How do you know that?)
T: This time take out your books and listen to the tape. Please underline the key sentences.
Listen to the tape.
(让学生专心听，并且画出重点句子。让学生读出重点句子的同时，教师板书 What can you do? I can sweep the floor. I can cook the meals.)
设计意图: 初步感知、理解新知，策略性的处理认读句子的教学重难点。落实教学目标一。
T: Look! Chen Jie can sweep the floor and cook the meals at home. How about you and your classmates? Ask each other.
(学生小组活动，利用新学习的句型自由问答 what can you do? I can…并找同学展示。)
T: Boys and girls, you can do so many things. You’re helpful! Now let’s listen to the tape.
Listen to the tape and follow it.
(跟录音读---自由读-----分角色读。)
设计意图: 充分的感知和必要的练习相结合，策略性的处理朗读、运用功能句的教学重难点，内化所学知识。落实教学目标二、三。
3.Consolidation and extension
T: Chen Jie can sweep the floor and cook the meals at home. You can also help your mothers do housework. You are helpful! How about them? Now let’s guess what she/he/they can do?
(课件中呈现一组半遮盖的图片，让学生利用新学习的句子what can he/she/they do? He /she / they can… 通过猜谜的形式，让学生进一步运用所学句型来提问回答，既激发了兴趣又练习了新知。巩固教学目标二。)
T:(猜谜活动结束后老师指着课件上的一些图片说)Look!They can dance. He can play basketball. How about you and your classmates? What other things can you do?
(小组活动，让学生相互询问除了家务彼此还能做哪些事情。并在课件中提示学生注意替换课文中的重点句子，并关注对话的语篇词汇。)
T: Boys and girls, all of you are great! Today I bring you a lot of friends. Look! They are top ten young pionners of our school. They can do many things.(看课件中的十佳少先队员图片)
I invite two of them here. Welcome!(请两名十佳队员上台)
You can talk with them face to face. First, please think what you want to know about them. You can write down if necessary.(学生先思考可以提问哪些问题，接下来采访现场的十佳队员。)
设计意图: 利用身边的楷模能给学生真实的感受——即榜样的力量是无穷的，通过和十佳少先队员的交流，学生可以获得除知识以外的很多别的东西。面对面的问答也体现了对话课的特点，在真实的情境中培养学生综合运用的能力。落实教学目标四。
T: Boys and girls, we know a lot about them after talking with them, Now please say something to them. You can write them down.
Hello, __________. I’m_____________. I’m_____ years old.
At home you can _________________________.
At school you can ________________. You are helpful!
You can also(也) __________________. You are great!
I want to learn from you (向你学习). Can you be my friend?
(学生采访完两名十佳少先队员后，把采访的内容通过心里话的形式写下来， 由口头落实到笔头。并找同学加以展示。)
T: Boys and girls, today we have learned a lot about the things that you can do, I hope you can help your mothers do housework as often as possible and try your best to help others. All of you have done a very good job today.Thank you very much !
设计意图: 引导学生把所学语言与生活实际相结合，并渗透德育教育，落实教学目标五。
4. Homework
1. 听录音并读 47页对话。
2. 用英语谈论自己能做的事情。
设计意图: 将本课学习的知识通过作业的形式延伸至课堂外。
Bb designing:
Unit 4 Part A Let’s talk
What can you do?
I can sweep the floor.
I can cook the meals.
全国首届小学英语优质课竞赛一等奖教案
In a Fast-food Restaurant
(浙江宁波市戎徐小学 朱雪君)
I.教学内容
In a Fast-food Restaurant
Waiter: Hello, can I help you?
Mum: Yes. What would you like, Dick?
Dick: I’d like a hamburger.
Mum: Me, too.
Waiter: Would you like something to drink?
Mum: Oh, yes. Two glasses of orange juice, please.
Dick: Mum, can I have an ice-cream?
Mum: Sure. Two hamburgers, two glasses of orange juice and an
ice-cream.
Waiter: OK. Here you are. 38 yuan, please.
Mum: Here the money.
Waiter: Thanks.
生词：fast-food / resaurant / hamburger
句型：What would you like?
Would you like something to eat/ drink?
II、教学目标：
1. 能听、读、说fist-food/restaurant/hamburger，并了解其含义;
2.能灵活运用重点句型，并清楚其运用的场合和语气;
(1) What would you like?
(2)Would you like something to eat/drink?
3.能模仿本文对话，并能在一定的语境中运用所学语言进行交际;
4.培养学生的注意力和观察力，激发学生积极思维，挖掘学生运用语言的创造能力。
III、教学重难点：
1.重难点句型：
(1)What would you like?
(2)I’d like ...
(3)Would you like something to eat/drink?
(4)…，please.
2.掌握有关食物名称的词汇。
III、教具准备：
食物图片：ice-cream, hamburger, cake, bread, juice, milk, water,
hot-dog, Frenh fries等。
食物和饮料：hamburger，cake，bread，milk，orangejuice，cola等。
道具：服务员工作帽、围裙、托盘。 多媒体课件一套。
IV、教学过程：
Step 1.Warm-up activities
(1)Do it! (学生按教师的指令做动作)
T：Stand up!/Sit down!/Sit down!/Stand up! (教师辅以手势)
T：Walk!/Stop!/Jump 5 times!/Stop!/Push!/Stop!/Run!/Stop!
(教师和学生一起做，每个动作持续一段时间后，教师突然说：“Stop!”要求学生立刻停下来。)
(2)Do as 1 do?(教师做动作并表达，引导学生边做边说：“Me，t00.”)
教师做睡觉状，并用低缓语调说：“I’m tired.”引导学生说：“Me，t00.”
教师做笑脸状，并用欢快语调说：“I’m happy.”引导学生说：“Me，t00.”
教师做干渴状，并说：“I’m thirsty.”引导学生说：“Me，.too.”
教师手摸肚子，并说：“I’m hungry. ”引导学生说：“Me，.too.”
(3)Listen and act!(学生按教师的指令做动作。)
教师说：“Let’s eat!“(做吃东西状)，学生跟着做动作。
指令依次为：Eat slowly!/Eat fast!/Let’s drink!/Drink slowly!/Drink / fast! /Eat fast! (通过此活动，操练对话中的有关单词，例如：eat，drink，fast。)
Step 2.Revision and presentation
(1)教师问：“What do you like to eat?”让学生根据自己的喜好，用已学句型“I like…”回答。
(2)教师出示卡片hamburger，并问：“Do you like a hamburger?”
(3)学生学说hamburger一词，教师板书单词，并抽查一组学生，学生快速读词。
(4)出示有关食物的卡片(hamburger，cake，ice-cream，iuice，milk，…)，让学生认读。
(5)做游戏：“What’s missing?'’(教师从卡片中任意抽掉一张，再让学生看卡片读单词，然后让学生说出拿掉的是哪一张卡片。)
Step 3. Pattem drills and dialogue teaching
(1)选取单词卡片4—5张，同时出示给学生，并提问：“What would you like?'’引导学生回答：“I’d like…”教师把该卡片送给说出正确答案的学生。
(2)教师把手中卡片送完后摊开双手说：“No food lefi! But
don’t worry，let’s go to the restaurant.You can choose whatever you like.”
(3)屏幕上出现单词RESTAURANT及三幅食物图片：noodles，fish，rice。教师提问：“What would you like?'’让学生用“I’d like ...”回答。当学生选中一种食物时，教师点击该图，出现该食物的价格。教师对该生做手势并说：“20/30 yuan，please.'’引导学生说：“Here’s the money.”当屏幕上显示的是免费食物时，教师则带领全班学生对该学生说：“Conigatulations!”
(noodles—20 yuan;fish—free;rice—10 yuan)
(4)屏幕上出现单词BAR和三幅图片：wine，coffee，juice (wine—600 yuxm，coffee—30 yuan，juice—free)，教师请一学生提问并操作(练习方式同上)。
(5)教师指着，juice说：
“I’d like juice very much.I even drink juice on my birtllday.”屏幕上出现Happy Birthday to you! 和一只蛋糕。教师说：“Suppose today was your birthday，what would you like?'’引导学生用“I’d like…”句型表达自己的愿望。
(6)屏幕上出现一叠叠钱的画面。教师问：“If you had lots of money，what would you like?'’让学生继续用“I’d like...”句型回答。教师引导学生说：“A car? A computer?”等，拓展学生的思维。
(7)教师说：“If I had lots of money，I’d like to open a big fast-food restaurant.”自然引出对话主题。教师出示快餐店图片，并介绍说：“Look，this is a fast-food restaurant.A big nice fast-food restaurant! We sense hot-dogs，hamburger，salad，French fries…” (出示食物图片)
(8)让学生模仿跟读单词fast-food restaurant，并选1、2组学生朗读，教师板书该词。
(9)教师系上围裙，拿起装有食物(cake，hamburger，bread，juice，milk，water，ice-cream)的托盘，扮演服务员，并说：“Are you hungry? Would you like something to eat? What would you like?'’让学生回答，回答正确的学生可以得到该食物。
(10)当食物分完后，教师解下围裙，做出疲倦状，并说：“Oh，I’m tired and hungry.”引导学生说：“Would you like something to eat? What would you like?”教师收回学生所选的食物后说：“I’m full.I’m not hungry.But I’m thirsty now.”教师继续引导学生说：“Would you like something to drink? What would you like?”
(11)教师说：“I’m not hungry and thirsty now.Thank you，boys and girls.
You’ve done a very good job today.”
Step 4. Communicative practice
(1)屏幕上出现招聘服务员的海报，教师扮成快餐店经理，并说：“Our fast-food restaurant needs a waiter or a waitress.Who’d like to have a try?'’
(2)邀请几位学生上来，给他们戴上服务员的帽子，并让他们站成一排;然后，教师(扮演经理)对“应聘者”发指令：“Line up!Turn left!Turn right!Smile and say：Welcome! Can I help you? What would you like? Would you like something to
eat?'’每做几个动作，就请不合要求的“应聘者”回去，最后剩下两位“应聘者”。
(3)教师对全班学生说：“Who’s the best one?Please discuss in pairs.”引导学生两人一组讨论，以确定最后被“录用者”。
(4)请几组学生扮演顾客，来快餐店购物，比较两位应聘者所提供的服务。
(5)最后选出最佳“服务员”。
(6)教师说：“Now 1et’s open our fast-food restaurant.”教师出示有关食物，引导所选的“服务员”与全班同学进行以下对话：
W：Can I help you?
Ss：Yes.
W：What would you like?
Ss：I’d like a hamburger.
W：Would you like something to drink?
Ss：Two glasses of orange juice.
W：OK.Here you are.48 yuan, please.
Ss：Here’s the money.
W：Thanks.
Step 5.Dialogue practice
屏幕上出现课文对话。教师让学生先听对话并跟读，然后分角色朗读
篇10：幼儿园中班英语优质教案《Interesting shapes》
幼儿园中班英语优质教案《Interesting shapes》
活动目标：
1、复习巩固各种图形，乐意用图形大胆想象组合马路边的各种事物，感受图形组合的美感。
2、感受并用英语表达各种不同的图形并大胆介绍自己的作品。
活动准备：黑板、摸袋、图形若干、范例画、魔法棒、卡纸底板、固体胶若干、幼儿能用英文说出图形的名称（square riangle ectanglesemicirclecircle）。
活动流程：
一、摸摸猜猜图形
围裙游戏
T: I have a apron, there're many shapes in it. What is it?
C: Maybe it's a square.
T: There're many different shapes. There is a big square, a small circle and a green triangle.
二、找找拼拼图形
1、图形找一找
T: This is road. What do you see? What are the shapes?
2、图形拼一拼
T: You're so clever. Cici also find some shapes, but my shapes can change, change, change into what?
T：This is my picture made of many shapes. What do you see ? C: I see….
幼儿用图形拼画，教师巡回指导T: What is it? What are the shapes?
三、分享欣赏图形
T: Who want to introduce your picture?
C: This is my picture, I like the tree. Triangles make the tree.
T: So many beautiful pictures with so many shapes. I like them very much. Because your pictures are made of many shapes and many colors.
延伸：
T: How many trianglessquares ectangles on your picture? Let’s count them next time ,OK ?
篇11：英语教案设计
1 To learn the following words and expressions.
fight against/for, in the end, set free, end v., What’s on….?, That sounds interesting.
2.To train the Ss’ ability of telling stories.
3.10 train the Ss’ ability of making up dialogues.
Teaching procedures
Step I Warming-up
1.Get the Ss to talk about the films or the TV plays they have seen/watched recently. The teacher may start asking.
1).Do you know that many years ago in America, there were a lot of slaves?
2). Do you know where these slaves came from? and who knows how they came to America?
3). Do you know what life they were living?
4).Do you know who let the slaves become free men?
2.Show the pictures find the right sentence for each of the pictures on Page 49
Step II Listening
1.The SB Lesson 49 Part 2. Say to the Ss:
T: A new film “Fight for Freedom” is on at the cinema this week. Explain: “on” here means “being shown” and “freedom” is the noun form of “free”. And now two friends are talking about it. Listen to the dialogue and try to find the answers to the following questions.
1) What’s the new movie about?
2) When did the story take place?
2. Play the tape for the Ss to listen to with their books closed. Then get some Ss to answer the above questions.
Suggested answers:
1) About black slaves’ fighting for freedom and the great leader, Lincoln.
2) The story took place in a time when there were black slaves in North America.
Step III Practice
1.Get the Ss to practise the dialogue in pairs. Then ask some pairs to act it out.
2.Ask the Ss to talk about their favourite films or TV plays. Encourage them to use the expressions like:
What’s on...?
Whats it about?
It s about a time when. . .
That sounds interesting.
In the newspaper. . .
3. After a few minutes, get some pails to act theirs out in front of the class.
Step ⅣLanguage points
1. The SB Lesson 49, Part I. First get the Ss to learn the new words by explaining them.
slave －a person who is the property of another and is made to work hard for his owner.
slavery － the custom of having slaves
set free － liberate, give freedom to
in the end － at last, finally
Fill in the blanks with proper prepositions.
1. The workers are fighting ____ their rights.( )
2. You should be ready to fight ____ the difficulties.( )
3. England fought ____ France ____ Germany.( )
4.Two dogs fight ____ a bone, and a thud inns away with it.( )
5. This morning I read an interesting story____ the newspaper.( )
6. We will have finished the project ____ the end of this century.( )
7. Go down this street and you will find the hospital ____ the end of the road.( )
8. When he was young, he used to help his father ____ the farm.( )
StepⅤStory telling
1. Before doing the exercises, the teacher may give more information about the pictures. The following may help them.
1) First, the black people were captured in their hometown, Africa, then they were shipped to the new continent － America, where they were sold or bought like the animals. This is known as the slave trade.
2) Most black people were sold to the southern part of America, where they were
made to work hard in the big plantations for the slave owners. They lived a miserable life there. They had to work long hours, hadn’t enough food to eat and were whipped or even killed by the slave drivers freely. A great number of the blacks died.
3) Later on, Lincoln was elected as President of the U. S. . He fought fiercely against the slavery and tried to set the slaves free. But the slave owners wanted to keep the slavery. Thus the fitting broke out.
4)At last, the North won. the slavery was banned. The blacks gained their freedom, broke up their irons and cheered for their freedom.
2.Get the Ss to tell the story according to the pictures and the above information given by the teacher. Divide the class into small groups, let them do it one by one. After a while, ask some representatives to tell the story to the class.
Step VI Exercises
The Wb Lesson 49, Ex. 1 and 2.
Ex. 1 can be done first in pairs. Then check the answers with the whole class. After completing the dialogue, get some Ss to read and act it out.
In Ex. 2, the Ss should do it alone first. Then ask them to read the passage and check the answers themselves. The teacher should make sure that they understand the story and fill in the right answers.
Step VII Homework
1. Write down the story according to the pictures in Part I in their exercise books.
2. Making up a dialogue about a new film or a TV play.
篇12：英语教案设计
1. To learn the story about Abraham Lincoln.
2.To learn the writing － in time order.
3. To learn to retell the passage with their own words.
4. To master the useful expressions.
Teaching proceduresStep I Revision
1. Check up the homework exercises.
2. Get some students to tell their stories according to the pictures given in the last period.
Step II Warming-up
Show some pictures and ask the questions
1.What do you already know about Abraham Lincoln?
2.What do you expect to learn more about Abraham Lincoln from this passage?
Step III Listening
Listen to the text carefully and then answer what happened in the following years .
1809:In Kentucky, the U.S.A. , on February 12th.
1818:__his mother__died_________
1860:__He became President_______
1864:__He became president for the second time
1865:_He was shot at a theatre___
Step V Reading
Read the passage in Lesson 50 again and then answer the questions.
1.What did he use to do when he was a child?
2.Where did he work as a young man?
3.What did he work for in all his political life?
4.What happened after the war ended in 1864?
5.Why was Abraham Lincoln killed after the war ended?
Answer:
1)He used to work hard and help his father on the farm.
2)In a store and later in a post office.
3) Because the Southern States wanted to set up a country of their own, where they would be free to keep the black slaves.
4) Lincoln was killed at a theatre in Washington, D. C.
5) Because the slave owners in the South and the rich people hated him.
Step VI Language points
Explain the new words and expressions, so that some of the new language items will be familiar to the Ss when they read the passage.
1)as a child as/when he was a child
2) no more than － only
3)in all － in total, totally
4)set up － start/found
5) break out － (war, fire, etc.) appear, start suddenly
6) break away from － go away from
7)consider. . .as － regard. . .as/look on. . .as
Fill in the blank with the following the words
1. Lincoln became very interested in ____. In all his ____ life, he worked hard to build a free state for all the people, (political; politics)
2. Lincoln worked hard against ____, because he wanted to free all the ____. (slavery; slaves)
3. After the ____ woman was taken away, all the villagers were in deep sorrow (悲痛) for her ___. (dead; death)
4. A ____ businessman is a man who has made a big ____ in his business, (success; successful)
5. I think German is the roost ____ for me, because I have a great ____ in learning German grammar. (difficult; difficulty)
6. I’m going to join in the games to ____ for medals. Use the words in the box to ____ the dialogue. (complete; compete)
7. What’s the ____ of the meat? The winners will get a good ____. (price; prize)
8. The ____ which was agreed on last month will be put into operation soon. Children’s ____
on TV is usually shown at 4 o’clock in the afternoons, (programme; project)
Step VII Workbook
1. Go over the explanations of the words and expressions in this lesson.
2. Do Part 2 on Page 119. Complete the passage with the verbs in the right form. Let the Ss read through the passage and put in the missing words. They may discuss with their partners. Don’t refer to the text. Then check the answers with the whole class.
Step VIII Practise
Complete the passage with verbs in the right forms.
In 1860, Abraham Lincoln ________President of the united States. Then he ________still harder for the freedom of the slaves. But the Southern states wanted to _____up a state of their own, where they could be free to ______black slaves. Lincoln said that it was not right for the South to ______away from the Union. Fighting _______out between the North and the South. This was the American Civil War, which _____four years. In the end the North _______. Northern and Southern states _______up again as one country and the slaves were _______free.
Key: became, set up, keep, break, broke, lasted, won, joined, set
Step Ⅸ Homework
1. Retell the story about Abraham Lincoln.
2. Write the story of Li Dazhao in their exercise books.
篇13：英语教案设计
1.Suppose you are Lincoln’s father, say sth. About Abraham when he was a child.
For example: I am a poor farmer in Kentucky. My son, Abraham was born on February 12th., 1809. At that time we were very poor. When Abraham was very young, he had to help me on wife, and she was very kind to little Abraham. She knew he liked reading, so she did everything she could to help him. Little Abraham wanted to go to school very much. We tried our best to send him to school. But we were so poor that he had to leave school soon and work on the farm.
2.Suppose you are a slave, say sth. About your life as a slave and how you felt after you were set free.
For example: I used to be a slave and I worked on a farm for the slave owner. At that time we slaves were bought and sold like animals and the owners of the farms mad us work from morning till night . We were not treated like human beings. We were treated like animals. We did not have any freedom and very often many of the slaves were beaten to death. The Civil War broke out and in the end the North won. All the blacks were finally set free. How happy we were!
3.假设你是一名记者，以第一人称口吻，写一篇采访林肯的对话。
I am a reporter for a newspaper , Yesterday I raised two question to the president. The following is about our interview.
R: What he was going to do when so many people were calling for freedom for all salves?
L:I was fighting for an end to slavery and for the freedom of all slaves.
R: Have you thought about the farmers in the South?
L: The farmers there might have some problems without slaves, but the freedom of all people in the world was more important.
篇14：英语教案设计借鉴
英语教案设计模板借鉴
教学内容：SectionA
知识与能力
SectionA主要是通过介绍服装，学习谈论服装的价格和颜色;学会谈论对服装的喜好和购物时使用的礼貌用语。
教学重、难点及教学突破
重点
学习运用重点句型和语法点：HowmuchisthisT-shirt?It’ssevendollars.Howmucharethesesocks?Theyaretwodollars.。
教学突破
SectionA重在培养学生口语交际能力，谈论如何询问服装的价格和颜色，并学会如何购物。让学生进行情景操练，重复使用是一个可行的方法。
教师准备
设计课文中所涉及的服装图片或教学幻灯片或实物;设计课后巩固练习的幻灯片;制作la、3a部分的插图和人物对话的课件，将听力部分的内容插入，谈论服装的价格和如何购物。
学生准备
收集一些常见的服装名词，并经过调查，弄清常见服装的价格。
教学步骤
一Greetings:
LetSslistentoanEnglishsongandsingit.
二Presentation:
SectionA主要是通过介绍服装，学习谈论服装的价格和颜色。可采取情境导入法：
1.让学生拿出自己喜爱的物品，创设情景，激发他们的兴趣
我先通过收集学生的物品,和让学生回答,引出本课的结构,功能.
T:WhataretheseinEnglish?
S:Theyarebags,hats,pants,socks,shorts,sweaters,shoes,pandas,cars,andbasketball…
T:Whatdoyoulike?
S:Ilikeredhats,greensweaters…
T:Howmucharethey?
S:Theyare…
2.引导学生进行pairwork对话练习，运用所学知识进行互相交流。
三.Practice;
1.播放1b部分的录音让学生听，引导学生在图画中圈出所听到的服装，完成1b部分的教学任务。
2.引导学生展开Pairwork活动，完成1c部分口语交际的教学任务，运用howmuch进行询问价格与应答，可采用师生互动带动生生互动的交流方式：Howmuchis/are…?It’s/They’re…;再让学生自编对话进行操练，巩固所学词汇和句型。
3.Playgames:让学生做一做猜颜色的游戏。
4.播放2a部分的录音让学生听，引导学生圈出他们所听到的服装图画教学一些表示颜色、长短和大小的形容词，完成2a部分的教学任务。
5.重新播放2a部分的录音，要求学生根据所听到的内容填写价格标签，完成2b部分中的听力训练任务并掌握howmuch问句的构成和应答。
6.引导学生展开Pairwork活动，完成2c部分口语交际的教学任务。让学生就1a部分中的`服装进行对话练习，巩固howmuch问句的构成和应答。可采用师生互动带动生生互动的交流方式：Howmuchis/are…?It’s/Ihey’re…(学生根据自己所调查的实际情况作出回答)。
7.引导学生进行对话填空的练习，完成3a部分书面表达的教学任务。可先播放该部分的课件(购物场面)让学生一边看一边听，然后再填空，既练习了听力，又锻炼了写作能力。
8.引导学生操练3a部分的对话，熟悉并掌握购物的对话，学会如何购物;再让学生就3b部分的图画内容进行对话练习，运用所学的目标句型。
四.记忆游戏-----TheMemoryGame
引导学生展开TheMemoryGame游戏活动，完成第4部分口语交际和听力训练的教学任务。要求学生通过重复前面同学所说的句子(谈论服装的价格)来复习、巩固所学的目标词汇并锻炼学生的听力和记忆力。
五.Homework
1.Recite3a
2.DictateGrammarFocus
3.DoworkbookofUnit7(1)
板书设计
Unit7Howmucharethesepants?
SectionA
Words:pant,sock,T-shirt,sweater,shoes,color,black,white,red,green,blue,big,short,long
Sentences:Howmuchistheredsweater?Howmucharetheseblackpants?
It’seightdollars.They’retendollars.
Grammars:Howmuch引导的特殊疑问句的构成以及回答
本课总结
本课利用课件或教学图片、幻灯片来展开课堂Pairwork问答式或对话式的口语交际活动，谈论服装并学习询问服装的价格与颜色，学会如何购物，本课重在对学生进行听力和口语交际能力的训练。
篇15：英语教案设计
英语教案设计
Teaching Content
Asking the Way
A: Excuse me, sir. Can you tell me the way to Bihai Hotel,
please?
B: Sure. You can go there by bus.
A: Is it a long way from here?
B: No, itll take you fifteen minutes.
A: Which bus can I take?
B: You can take a No. 2 bus.
A: Where is the bus stop?
B: Just go straight. Look, the bus is coming.
A: Thank you very much.
B: Youre welcome.
II. Teaching procedures
Step 1. Warming-up
T: Nice to meet you. My name is Bright. B-R-I-G-H-T. Shall
we sing an English song named ”Bingo“, and try. to change the
word ”Bingo“ with my name ”Bright“?
Step 2. Presentation
T: Im new here, when I arrived at the airport, I heard
someone said ”对不起“(注①)，”早晨好“(注②).I really want to know their
meanings in English. Could you help me?
S: ”对不起“ is ”Excuse me“ and ”早晨好“ is ”Good morning“.
T: Thanks a lot. And now could you tell me something about
your city? I want to travel in this city, but I dont know
where I should go.
S1: Bai Lian Dong Park.
S2: Fisher Girl.
S3: Jiuzhou Town.
T: Good. But I want to find a hotel now.Please do me a
favour. Can you tell me
the names of some hotels in this city?
S1: Hotel.
S2: Yindu Hotel.
S3: Bihai Hotel.
(The teacher takes notes while the students are speaking.)
Step 3. New structures learning
T: They all sound very nice. But how can I get there, by
bus or by bike?
S: By bus.
T: And how long will it take me to get there? Maybe
fifteen minutes is enough.
(The teacher looks at the watch and gives the students a
gesture.)
1) Draw a stick-figure picture to help the students understand
the meaning of the sentence:
”Itll take someone some time to do something.“
2) Write the sentence ”Itll take you fifteen minutes. “ on
the blackboard, and have the
students imitate the sentence.
3) A guessing game:
T: Please look at these pictures and guess
”How long will it take me to ...?“
T: How long will it take me to have a football match?
S1: Itll take you ninety minutes.
T: Yes.
4) Get the students to listen to the recording of the
dialogue, in order to introduce the
new sentence: ”Just go straight.“
5) Use the multi-media to help the students understand the
meaning of the sentence
”Go straight.“
6) Write the sentence on the blackboard, and have the students
imitate the sentence:
”Just go straight.“
Step 4. Practice
1) Ask the students to listen to the dialogue once more, then
ask them to repeat after the tape, first individually and then
in pairs.
2) Encourage the students to read their dialogue with their
deskmates.
Step 5. Consolidation
T: You know Im from Shanghai. Maybe in the future youll go
to Shanghai, so Ive prepared some photographs for you.
1) Show the photographs of ”Nanjing Road“, ”Pudong New Area“
and ”the Bund" to the students.
2) Get the students to ask the teachers from Shanghai
something they dont know, such as
directions, transportations in Shanghai.
3) Ask some students to introduce their tour plans to
Shanghai.
篇16：小学英语《Funny cartoons》教案设计
小学英语《Funny cartoons》教案设计
教学目标：
1、能正确拼读6个单词:head,arm,hand,leg,foot,body
2、能通顺、流利地朗读课文句子。
3、会用句型“I have……”来描述自己的身体特征。
教学重点：
认识并正确拼读身体各部分的单词。
教学难点：
1、名词的单数变复数。
2、用“I have……”“My ……is/are……”来描述自己的身体特征。
教学过程：
Step 1 课前热身( Warming up)
课前游戏:唱反调《Big and small,short and long》
Step 2 谈话导入（Greeting）
1、播放卡通人物的图片，引入本单元话题Funny cartoons.（板书课题）
2、教师介绍自己的新朋友Beebo.
T:I have a friend .He is a cartoon,too.Look! He is coming .
3、播放录音，生听录音并向Beebo问好及介绍自己的姓名。
Beebo：Hello! I’m Beebo.
T : Hello! Beebo.I’m Wang Maomao.
S1: Hello! Beebo.I’m ……
S2: Hello! Beebo.I’m ……
……
Step 3 复习旧知（Revision）
游戏：《Lucky hand》通过抽奖游戏来复习已经学过的有关身体部位的`单词。
如：eye ear nose mouth hand hair face
Step 4 新课呈现(Presentation)
1、教学单词
（1）、教学单词：head
由刚刚的游戏引出单词head,出示Beebo的图片，并圈出头部。T:Look !This is Beebo’s head.
教师带读单词head，拼写单词。然后学生齐读，开火车读，分组读。（板书单词）
最后学习词组a big head,a small head与句子I have a big/small head.
同理教学其他单词：arm,leg,hand,body,foot.
（2）、let’s chant说唱练习
（3）、Look and say看图说单词。
（4）、Fill in the blanks补全单词
2、教学课文
（1）、播放课文录音，学生根据老师发放的任务单完成任务一，听录音排序。
（2）、再次播放录音，学生听录音跟读课文。
（3）、生自由读，师巡视指导。
（4）、生分组读课文。
Step 5 巩固与拓展(Consolidation and extension)
1、根据老师发放的任务单完成：Introduce myself 自我介绍
2、根据老师发放的任务单完成：Introduce your favourite cartoon介绍介绍自己最喜欢的卡通人物。
Step 6 家庭作业
1、画一副自己的自画像。
2、用今天所学的单词和句子向你的家人或朋友进行自我介绍。
板书设计：
Unit 10 Funny cartoons
head arm
hand leg
篇17：小学英语微课教案设计
一、教学内容：part d & e
二、教学目标
1、复习巩固问候语how are you?及其答语，要求读音正确，语调自然。
2、复习巩固句型: how are you?i‘m fine/well/good，thank you。
3、激发学生英语学习兴趣，会唱歌曲how are you?
4、完成教学uint2。
三、教学重难点：
1、激发学生英语学习兴趣，会唱歌曲how are you?
四、教具准备：
磁带、录音机。
五、教学过程：
a. greeting
(the teacher stands at the door and greets the students as they come in the door.)
t: hello. hi.
(the teacher stands in front of the class and greets all the students again and prompts them to answer.)
t: hello.
ss: hello.
t：class begings.
s1: stand up.
t: hello, boys and girls.
ss: hello, miss que.
(the teacher looks at individual students and prompts them to answer.)
t: what’s your name?
s1: hello, my name is ….
t：how are you?
s1:i’m fine, thank you.
开起小火车，一个接一个和后面的小朋友打招呼。
b、presentation：
when we meet someone, we should say “how are you?” now, let’s watch and listen.
c、sing a song
1) 反复播放how are you ?让学生先熟悉曲调。
2)带领学生学歌词，并按音乐节奏做歌词诵读练习。
3)带领学生学唱歌曲。
4)引导学生替换歌词，如fine 可替换成well, good等。
d、play a game
1) 课前布置学生找一个或者作一个自己喜爱的卡通形象的手偶。
2)教师讲解游戏的做法，并进行示范。
3)小组内使用手偶开展对话游戏，用学过的语言进行交流：
s1: good morning/ afternoon/ evening. what’s your name?
s2: my name is …
s1: how are you?
s2:i’m fine/ well/ good. thank you .
e、practise
(1)活动1：listen and judge.
教师先向学生解释清楚题目的做法。
——how are you ， helen?
——i’m fine , thank you.
请学生听录音，要求学生根据录音判断对话内容是否与图画意思一致，相符则为笑脸，否则为哭脸。
(2)活动2：listen and respond.
录音中，画面上的某个人物正在和另一个人打招呼。根据图片所示内容用已学句型作出应答。
师生互问，生生练习问答。
(3)学习活动3：listen and colour
要求学生在听录音后，根据录音内容将字母涂上合适的颜色。
(4)学习活动4：look and act
要求学生先看图，然后依据图意说英语并表演。
教师组织学生操练句型。
——is this david?
——no./…
f、assign homework
(1)听录音，进行对话。
(2)鼓励学生平时用本单元所学的日常交际用语相互打招呼。
(3)鼓励学有余力的学生学习其他的打招呼用语。
g、 writing on the blackboard
unit 2 how are you?
——how are you?
——i‘m fine/well/good，thank you.
篇18：小学六年级英语教案设计
【课题】Lesson 3
【重点】句型Are these/those…?
【难点】有关名词复数浊辅音后面加-s 及单数变复数的读音规律。
【过程】
一 热身/复习：
1、日常口语会话活动。
2、教师播放歌曲《Twinkle，Twinkle，Little Star 》，学生表演唱。
3、教师拿出一个准备好的盒子：里面装有学生学过的各种文具，让学生触摸后猜，此时教师可以提问，也可以让孩子自己提问：What’s this ? 由猜的孩子回答。教师可以适时引导：Is this a …?
4、在游戏中复习有关文具的词汇。
二 新课展示：
1、教师拿出图片，只让学生看一部分，问：What are these?/ What are those ?
2、学生猜测，可能有的学生在教师的引导下会问：Is this a …?这时教师可以告诉孩子自己手里并不是一个，引导孩子用Are these … / Are those… 提问。教师不要急于公布答案，应让孩子多猜一猜，练习本课重点句型。
3、教师用第二部分的图片引导孩子练习句型。建议教师把图片画的模糊些，这样就为孩子提供了使用本句型的情景，而不是明知故问。
4、教师在引导学生练习的时候要有意识的提示孩子关于名词变复数的读音。
三 看图说话：
1、教师让孩子打开书，看着书上的图，两个人一组互相提问、回答。
2、请学生提问，自己找同学回答。也可以以小组竞赛的形式开展这一练习。
3、教师出示词语卡片：map + s = maps [ maps ]请学生读。
4、再出示：pig + s = [ pig ]请学生填。此时教师可以引导孩子回忆、讨论，然后再回答。教师带读单词：dogs pigs eggs bags flags cups
四 学习课文：
1、教师请一位同学到前面来按要求画简笔画。教师准备一张小纸条，上面写着tree。学生画tree。教师问大家：What is this ?再找两位同学同样画树，教师再问：What are these?Are these trees?
2、下面由教师画，同时提要求：我在画的时候你们可以随时用英语提问。教师边画边引导孩子提问，随着画面的呈现，由孩子自己回答。 Question：What is this?
Answer：It is a star。
3、如果孩子不会星星这个词，教师出示单词卡片并带读几遍。
4、教师继续画：
Question：What are those?
Answer：They are stars。
Question：What are those?
Answer：They are hills。
Question：What are those on the hills?
Answer：They are trees。
5、教师不断根据课文内容完成画面，并引导孩子谈论画面。
6、出示单词：plane spaceship picture star hill tree，指导学生读词。然后再将本课新词拼读几遍。
7、看视频对话，要求孩子认真听，然后回答问题。
8、提问：(1)What is the boy doing?
(2)Is he draw a plane?
(3)Do you like his picture?
9、教师播放课文跟读部分课件，学生重复句子，模仿课件中的语音语调。
教师请学生朗读句子，及时纠正学生的发音。
10、两个人一组进行对话练习。
11、课堂评价：根据学生朗读的情况，由教师评价，或由同学之间评价。
12、教师：你们愿意到月球上去看一看吗?关于其他星球你们知道什么知识呢?希望你们在课下多阅读一些这方面的知识，丰富自己。
小学六年级英语教案范文三：Unit1Whatarethese?Lesson4NewStamps
【课题】Unit 1 What are these? Lesson 4 New Stamps
【教学重点】
1、使用指示代词“这些”“那些”，表达复数物品。
2、课文的理解与认读，以及围绕主句型的问答练习。
3、拼写朗读单词have、like，以及These are Chinese/English/American/stamps.句子的认读和运用。
【教学难点】
1、stamps发音比较困难，“-mps”有闭唇，吐音的现象，教师要注意引导纠正，不要吞音。
2、恰当地使用一些形容词修饰名词
【教具准备】
1、教学资源：音频课文和视频课文。
2、教师为学生准备一张新邮票和几张旧邮票
3、单词卡片。
【教学过程】
一 Warm-up/Revision
1、师生问候，进行日常口语会话活动。
2、教师播放歌曲《Head，shoulders，knees and toes 》, 和学生一起演唱，边唱边做动作。
二 Presentation
1、Guessing game教师将一张邮票握在手中让学生猜。What’s this? It’s a…。引出单词stamp在适时引导学生摸仿学习stamp之后，教师又拿出一个已装有几张邮票的小盒，晃一晃让学生感受到盒里不只有一件东西。教师又问What are these? 引导学生说出These are stamps。并反复练习。
2、教师将一张邮票和盒中的几张邮票分别放在手中，引导学生描述This is a stamp. These are stamps. This is a new stamp. These are old stamps. These are Chinese stamps.
3、教师从陈列的邮票中选出一张，借助体态语表达出I like Chinese stamps. 在学生初步理解后问学生And you? 引导出对Me too.的学习。
4、教师播放资源中的视频部分，指导学生仔细观看后，引导学生回答下列问题：
①Are Peter’s stamps new?
②Are Peter’s stamps beautiful?
③Are Peter’s stamps Japanese?
根据学生回答情况，教师自己选择再看录像的遍数。
5、教师播放资源中的课文跟读课件，学生跟读，教师注意及时引导纠正发音。
学生两人一组操练对话。
请学生到前面表演，教师和学生一起互相评价。
6、教师出示have，like，these，those，Chinese，stamps的单词卡片，让学生拼读单词。
三 Practice
1、悄悄话。教师将These are hens/pens. Those are pencils/apples.等句子悄悄地告诉每组的第一个学生。每组告诉一句，当教师说开始后，同时间后传，看哪组传得又快又准确。
2、教师将画有Let’s practise中物品图的一张放在面前，另一张放在较远处，引导学生，看图说话。These are ……Those are ……。
四 Add activities
教师为学生提供一些不同国家生产的物品。如Chinese bags, American books, Japanese pencils(或画出相应的图片陈列),引导学生描述这些物品,并用上I like……表达个人喜好。如：These are American ships. These are Chinese ships. I like Chinese ships.
五 Workbook and homework
1 听录音圈答案
2 听音标号
3 Read and copy.
4 仿照例子造句。
第一、二题可在课堂上完成，后两题作为家庭作业由学生回家完成。
篇19：小学二年级英语教案设计
课前准备
1.教学挂图。
2.教学投_。
3.教学录音磁带。
4.单词卡片。
5.听力检测用的贴片。
6.实物玩具：娃娃、毛绒熊、小火车、小轿车、球、小飞机、纸风车。
教学内容
A Listen and stick.
1.本部分的教学内容主要是通过听录音、贴人物图，检测学生听力。
2.画面中呈现了一张娃娃脸和一双鞋，示意了两个人物的局部画面图，为听录音正确贴出所缺部分的教学活动提供了必要的视觉参照物。
3.娃娃脸和鞋以外的其他身体部位和服装的贴片在教科书最后的贴图页中。
4.本部分教学的重点是训练学生的听力，并检测学生对本单元单词的掌握情况。
5.本部分教学的难点在于每幅图提供的听力材料只限定了两套贴片中的一套，学生必须仔细听，在听懂的基础上才能选择正确。听力材料中有干扰项。
B Let's talk and find out.
1.本部分设计了一张带有7个玩具的问卷调查表。
2.问卷提供了与同学或朋友就玩具话题进行沟通和交流的具体内容和情景。
3.问卷上7种玩具下方的空格的设计意图：填写喜爱该玩具的同学或朋友的姓名。
4.本部分教学的重点是组织学生开展相互询问交流、填写表格的活动，之后再就表格内容进行语言描述。
教学建议
1.本课是单元检测课。在这一课时的学习中，教师应注意先复习本单元的全部内容，然后检测学生掌握的情况。
2.教师可采用多种方法带领学生首先对本单元的6个形容词进行复习。可采用说单词画图，做动作表演猜形容词，唱歌曲、说歌谣、看投影画面说词、认单词卡片说词等形式复习、巩固、掌握单词。
3.在复习形容词时，教师可同时引导学生用形容词词组进行练习，为后面的听力检测做必要的铺垫。如：pretty face, pretty hair, ugly T-shirt, tall boy, short girl...
4.在复习形容词和形容词词组的同时，教师可有意识地适当引入身体部位、服装、动物教具、玩具或实物，引导学生运用所学的形容词对这些有趣的事物进行充分的描述训练，使学生能自如地开口说身边的事物，对学习产生兴趣。
5.在复习的基础上，教师指导学生观察A部分画面，有意识训练、培养学生的观察能力，让学生看清楚画面上有什么，还缺什么。同时教师可鼓励学生预测、猜想录音材料中的内容，可能会让大家贴什么。这样既培养了学生进行预测的学习方法策略，又能达到吸引学生将注意力集中投入到听录音上。教师在教学过程中可以经常使用一些具有感召性、鼓动性、激励性、暗示性、启发性的方法，引发学生的兴趣，并使他们积极参与到教学的活动中来，从而使教学收到意想不到的效果。
6.在复习与预测之后，教师为学生播放教学录音带3遍。在播放过程中，教师示意学生仔细听录音中的内容。教师可讲授一些做听力的技巧：先完整地听，了解大概意思;在听第二遍时要注意听关键词，哪些词是本单元学习过的;再听这些词与什么有关系，修饰形容了什么，与书上的娃娃脸和一双鞋有什么联系，从而决定要贴的内容，选择贴片。
7.在学生完成听录音贴贴片之后，教师组织学生交换教科书，开展pair work相互进行批改，分别用√或×在所贴部分的旁边做出标志。之后教师发听力反馈检测表，让学生自己填写听力结果。教师将检测表收回记入学习档案。
8.在做B部分练习时，教师可先让学生开展group work活动，说一说调查表中的玩具。可运用已掌握的句型进行表达，如：I've got a.... This is a.... I like this / the.... My favourite toy is.... This / The ... is my favourite toy.小组同学一起发言讨论，看谁说出的玩具名称多，谁能就玩具话题用更多的英语句子进行表达。
9.复习完这些玩具词后，学生开始找同桌、组里的同学或好朋友去进行问卷调查。教师鼓励学生在调查中尽量找更多的同学和朋友，渗透广交朋友、建立良好人际关系的意识。
10.教师建议学生在调查中使用规范礼貌的语言，如：Hi! ... Hello! ... Nice to meet you.I like the pinwheel.Do you like it? Do you like the teddy bear? What's your favourite toy? 如果被问同学、朋友回答：Yes.I do.或Yes.I like the teddy bear very much.做调查询问的学生在绒毛熊下边的空格中打勾(√)表示被采访人喜欢。如果被采访者说：No，I don't.采访人在玩具下的空格中打叉 (×)则可，表示被采访人不喜欢。
11.本课为单元检测课，主要活动是训练学生通过观察、听、思考，进行选择、贴、说、问答和完成问卷。教师可根据学生听、说的反馈情况，针对学生不足和存在问题，采取恰当的补救与改进措施。
12.录音材料：
A项：DIALOGUE
Boy: Who is she?
Girl: She's my classmate, Jane.
Boy: What is she like?
Girl: She's thin.Her hair is pretty.She's from America.
Girl: Who is he?
Boy: He's my friend.
Girl: What is he like?
Boy: He's short.His T- shirt is ugly.He's from Britain.
B项：MONOLOGUE
Girl: What toys do you like?
Boy: I like the pinwheel.
Girl: He's my friend Tom.
His favourite toy is the pinwheel.
课堂学习评价
1.教师把学生听录音并正确贴出贴片和完成调查问卷的情况用和符号记入学习档案。学习档案的记录内容可以选择以下项目：
—教师收集学生听录音贴贴片的检测结果(检测表如下图)，将其放入学习档案。
—教师检查学生的调查问卷并给出评价，将评价放入学习档案。
听力贴图检测表 (根据情况在第三行格内打勾显示检测结果)
左 图
右 图
全对
错一处
错二处
错三处
全对
错一处
错二处
错三处
2.教师具体而简要地记录学生当堂表现：
—能够说出形容词并用形容词描述身体部位、服装、动物的学生有多少人?
—能够认真听录音的学生有多少人?
—能够根据录音内容正确挑出贴片的学生有多少人?
—能够看图说出图中玩具名称的学生有多少人?
—能够就玩具问题与同学或朋友进行主动沟通的学生有多少人?
—能够根据调查结果进行短句表达的学生有多少人?
3.本课对学生掌握同学、朋友话题的有关单词和句型内容的评定方法：
—根据对图片和人的观察，学生快速反应形容词并用英语说出。教师进行现场记录。
—根据录音内容要求学生指图、做动作表现、出示正确贴片。教师进行现场记录。
—学生分组进行采访活动，询问并记录自己的同学和朋友对书上展示的玩具的态度。
—根据采访结果，请学生介绍几位朋友和他们喜欢的玩具。教师进行现场记录。
—学生回家向家长用英语介绍自己的新同学、好朋友，请家长就孩子的介绍及其对本单元的掌握情况写出简单的评价意见。
—请学生每人交一份最有创意、自己最喜欢的同学或朋友的材料(可以是绘画美术作 品，也可以是布贴手工作品，还可以是夹图夹字的文学作品，更可以是贴照片加关键词语注解的艺术作品。教师可激发鼓励学生充分展示自己的才华和表现自己与众不同的想象力、创造力和动手能力)。教师对这份作业进行评价后，可将其作为本单元的学习成果存入学生的学习档案。
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