小学英语教案

第一篇：小学英语教案

µÚÒ»¿Îʱ Teaching important points:Ask the other person's name and answer the language of What 's your name?My name is...Learning, and another expression of farewell expression: See you.Teaching difficult points:What 's your name?My name is...The pronunciation of the name and Welcome the term Welcome!Pronunciation.Teaching AIDS: 1 the teacher should have his name card and this class of the main characters of tire;2 students are required to prepare a mask, and make a paper with my name headdress.The teaching process: 1 warm-up, review(a Warmactivities)Guess who I am Please a student to the podium in front, covered her eyes with hands.Teachers use gestures to specify one male and one female two students, and told them with(hello, introduce yourself, ask the person's name and answer)the sentence pattern dialogue, and then by the blindfolded students tell the speaker's name directly, the teacher can be extended according to the student situation to His/its ehrs name 's...The sentence patterns.Blackboard writing design.Unit 1 Hello£¡ What 's your name?My name 's...(with a student or the primer textbooks hero's name card name)Lesson plan review: This lesson to learn how to use What 's your name?Ask each other's names and they are asking accordingly answer.For students who just began to learn English, it is necessary to know the English name, in accordance with students' cognitive regularity.Another farewell to express “See you!”Is life everyday, with “Goodbye” usage is the same, and widely used.The language points, simple and practical.Emphasized in the teaching process is easy, don't know perfectly well past ask, to make the students think it is for the sake of learning and learning, so as to reduce the interest in learning.Practice part can play to the characteristics of pupils and active fun fun, doing welcome Mr Or miss the game further practice the sentence pattern, to consolidate what they have learned.Extensibility in the game of guess who I am will be “My name 's...”To extend His/its ehrs name 's...The pattern, develops the students' English thinking, help students use the language.µÚ¶þ¿Îʱ Grade three English lesson plan: Unit 1 Hello, the second class Teaching important points: five words on stationery, crayon, pencil, pen, eraser, ruler of learning, and use English to introduce stationery.Teaching difficult points: the accurate sound out each word, especially crayon, eraser the pronunciation of two words.Teaching AIDS: 1 teaching courseware 2 this lesson corresponding stationery card(physical)and teachers 3 students card The teaching process: 1 warm-up, review(a Warmactivities)competition Students can be divided into two groups, each group of parties to a player, teachers, player quickly ran to the platform to find pictures, listen to the word by simultaneously area image read, this is the victory, for this group of a point.After the change the other contestants.Blackboard writing design.Unit 1 Hello crayon£¬ pencil£¬ pen£¬ eraser£¬ ruler [each word corresponding pictures]

µÚÈý¿Îʱ Grade three English lesson plan: Unit 1 Hello, third class Teaching difficult points: students understand teachers in English about production steps.This requires the teacher to tell and demonstration at the same time.The teacher's teaching AIDS: to prepare a name card, and is used for name card used in this class of crayons, cord and hard card, etc., and students are required to bring their marker, cord and colored cardboard;Stationery(physical)The teaching process: A warm-up, review(a Warmball game Teachers prepare a small ball, by teachers call out his name first Hello, I 'm..., after the teacher shall throw balls at another student, prompts him to introduce myself, by analogy, practice to introduce myself and say hello.(2)review Show me your...Teachers start instructions please the whole class practice together, then to the “little teacher” to lead the students to practice.Note at this time teachers should give children more opportunity to let them show usage levels, teachers should give timely.(3)with a ball game again, the key to practice greeting and stationery.Toss the ball to start by teachers, who(Mike)and who say Hello!Said Mike.At the same time, a kind of stationery, such as pencil, ball students find corresponding stationery(pencil), show and said “Yes.Pencil.”.Followed by the second students continue to practice with the same method.Two present new lesson(Presentation)Teacher told the students, English name CARDS can let us to know each other more quickly.Teachers will complete card production process in the name of the interpretation in English while in the actual operation, the whole process will be presented to students.Three interesting Practice(Practice)(a)please students took prepared materials, to guide students according to the steps.The first verb in each sentence is part of the teacher wants to emphasize that must match(reproduced since the first model essay net http://www.xiexiebang.com, please keep this tag.)Gestures, to help students understand and remember.(2)the students to make a name card yourself.Let the students use the Hello/Hi, I 'm...Sentence patterns to make your own good name card, for students who are good at doing can give praise or appropriate rewards.(3)to let the students learn to sing songs with recording the Hello.Teachers can lead students while singing in corresponding beat or do some simple movements.If the students grasp better faster on the book of songs, the teacher can also guide the students to replace the names of the songs with other characters or student to sing his own name.Four classroom evaluation(Assessment)Do the activity book for the first unit in part 3 of practice.Method is as follows:(a)teacher before do the activity book, do a first Show me your(pen...).The activities of the foreshadowing.(2)the students look at the picture, tell me about figure for middle school students in the hands of items(3)the teachers explain subject requirements and guidance method.Tell the students if the figure of the characters in the same thing in the world and the recording is smiling face, different drawing crying face.(4)let the students listen to the tape do exercises.(5)play the tape again, under the guidance of the teacher let the students to read sentence by sentence, and check your answers last self-assessment by colour the flowers.(Add five extensibility activitiesup/Revision)(1)sing the song “Hello”(2)the teachers and students greet each other the Hello!/ Hi!(3)students may wear a badge before the bosom, respectively, to stand up to introduce myself.Such as: a.Hello£¬ I¡¯m Mary.b.Hi£¡ I¡¯m Peter.2 presents new lesson(Presentation)(1)the teacher pointed to his own English name CARDS say Hello!I 'm Miss/Mr....And then use My name 's...Repeatedly speak three or four times his own name, by slow to normal.Then the teacher to one student asked What 's your name?(with clear and slow tone ask twice)asked while refers to his/her name card, and can use exaggerated mouth tip him/her to answer My name 's....The teacher responded to the first student should focus on the praise, and sent to him/his small prizes, encourage students to listen to others' questions and answers, as a condition to imitate the teacher say the new sentence pattern.In a similar way ask and answer with students in the classroom practice, pay attention to guide students to use My name 's....Answer the questions.(2)to read, and imitate What 's your name?Pay attention to the students to name the pronunciation of a word in a.(3)teach sendoff See you, tell the students which means “goodbye” or “a meeting”.Teachers can introduce at the same time there are many words in English is more than a word meaning, said the significance of different in different scenarios.The meaning of Welcome and don't have to Thank, when the other party say Thank you.Thank you, can usually answer you are Welcome.Said “you're Welcome” or “you're Welcome”.Students in this simple look at the(reproduced since the first model essay net http://www.xiexiebang.com, please keep this tag.)But, the teacher said that programs can be in the future, guiding and leading role(4)listen to the tape and put the projection or through video, VCD to display the contents of part B Let's talk.Practice 3 gout(Practice)(1)Pair work: students can wear headgear, show the book Let 's talk of dialogue.(2)Let's play the game, but a few students standing outside the door, please do welcome Mr Or miss, please several classmates do the guest again.Welcome each person with the Hello!What 's your name?After asking, guests must use My name 's...Answered his name, can enter.The other students in the classroom applause and Welcome!Welcome to him(her).Teachers pay attention to prompt students to distinguish the pronunciation are, miss, to cultivate students ability to practice listening, get into the habit of going to listen to.When correcting pronunciation moderation, must not affect the enthusiasm of children.(3)four or six people as a group, students first homemade card in the name of the tire collection together, again by the “little teacher” in each group by asking What 's your name?The other students to answer My name 's...The way of practice, right of students to get your tire wear on the head.4 classroom evaluation(Assessment)Do the activity book practice part 4 of this unit.Specific teaching steps reference is as follows: Figure(1)teachers guide students to guess what the picture says.(2)teachers explain the meaning of subject and guide the students to do exercises.(3)the students listen to the tape to do exercises.(4)play the tape again, under the guidance of the teacher let the students to read and check your answers with each other, sentence by sentence self-assessment by colour the flowers again.(Add 5 extensibility activitiesup/Revision)(1)“relay” : the students one by one for oral quiz, for fast and good.Such as: A: Hello!B!B£º Hi£¡ A£¡ Hi£¡ C£¡ C£º Hi£¡ B£¡ Hi£¡ D£¡ D£º Hi£¡ C£¡ Hello£¡ E£¡¡¡¡¡¡-(ABCDE representative name)The content of the relay can also be asking name, etc.Such as: C£º I¡¯m Sarah.What¡¯s your name£¿---D£º My name¡¯s Mike.E£º Goodbye£¡---F£º Bye-bye.---G£º See you.(2)through the pictures and words to review the words learned crayon, ruler, eraser, pen, pencil.(3)game: by doing Touching game or Matching game to review the words A: Touching game: will the stationery pictures posted on the blackboard, please two groups of students, little at A time in each group A, listen to the instruction and take pictures of stationery, first captured classmates for winners, and win A point for group.B: Matching game: will have been studied respectively stationery CARDS to students, each one.The teacher read the word, such as pencil, pencil trot the runway in front of the card to classmates.This activity can be divided into two big groups, male and female.2 presents new lesson(Presentation)£¨1£© Let¡¯s learn A.the teacher says, do, ruler, eraser, pen, pencil, I put the ruler, pen, eraser, pencil in the pencil case.By physical teaching pencil case.Pencilbox, and explain the difference between them, namely: made of soft leather or plastic is often referred to as pencil case, made of a hard material such as iron is called the pencilbox.B.through physical teaching pencil case, bag, book, sharpener, use pictures to teach school.C.after new words teaching, ask students know what kind of stationery, and combination of old words, Touch and say game can do to further exercise book lessons learned new words and words.Let students take photos or physical objects on the desk, the teacher said: “Touch your book.”, students are required to quickly refer to books and loudly say: “book”, use this method to practice each other word.£¨2£©Let¡¯s do A: teach(reproduced since the first model essay net http://www.xiexiebang.com, please keep this tag.)T do to Open the book and said Open the book.Then do the action of closed the book and said the Close the book.(repeat twice).Picks up the pencil bags again, make the motion of Open and Close, and said, Open the pencil case, Close the pencil case.Please speak Open and Close.In the same way teach the Show me your sharpener.Carry the bag.And the sentence.B: and the hand I compare Cartoon characters in the form of hand puppets, lets the student and the cartoon character compare, who understand and accurately and quickly.Teachers take cartoon hand puppets, let a student under the instruction, hand puppets and students, teachers' demonstration after can let students personally purchased accidentally, practice, practice a compare.Practice 3 gout(Practice)(1)schools and learning related stationery word do some exercises to consolidate.Do Show me your...Activities.Teachers let students will all learned stationery on the table at all.Teacher said: “Show me your book.”, students are required to quickly lift the book and loudly say: “book”.Teachers can also make students they said words, to practice.(2)game: stationery.Please a classmate on the blackboard drew a he wanted to stationery, each a his painting, is the class in English, please guess what he painted the stationery.Such as guess correctly, please start again with a classmate drew another he wanted to stationery.The other students guess.(3)through the game Simon says to practice with the show, the open and close, the put, carry guided imperative sentence.Sending students do the action.But only heard the teacher with Simon says instructions, to make the corresponding action, otherwise it is fail.Failure of students out of the game.4 classroom evaluation(Assessment)Do the activity book this unit practice part 5.Students according to the tape and circle the stationery you hear.Specific methods and steps of the reference is as follows:(1)the students look at the picture and say everything in figure stationery items in English.(2)teachers' interpretation of the subject of meaning and guidance method.(3)the students listen to the tape to do exercises.(4)put the recording again, under the guidance of the teacher let the students to read and check your answers with each other, sentence by sentence and tell the circle of stationery, self assessment by colour the flowers again.(Add 5 extensibility activities-activities)Optional word game: Students can be divided into six groups, each group of parties to a player, teacher say the word, players run to the front of the podium, find words, And lift out loud, right to win.

第二篇：小学英语教案

小学英语教案

作为一名人民教师，很有必要精心设计一份教案，借助教案可以更好地组织教学活动。那么写教案需要注意哪些问题呢？下面是小编整理的小学英语教案，欢迎阅读，希望大家能够喜欢。

教学目标：

1． 能听懂、会说、会读单词a pair of shorts、a pair of socks、a pair of jeans、a pair of gloves、scarf。

2． 能听懂、会所、会读和会拼写单词a pair of shoes、a sweater、a jacket

3． 能够熟练使用句型it’s/they’re too small/big/long/short.try this one/pair on.教学重点难点：

1． 掌握服饰类单词的表达方式(单复数形式)a …/a pair of …

2． 能够熟练使用句型it’s/they’re too small/big/long/short.try this one/pair on.教学具准备及辅助活动：

单词图片卡，多媒体课件，相关服饰实物（事先请学生带好cap、hat、tie、vest、trousers、shoes、socks、jacket等等）

作业设计、安排：

课内：熟读part b单词、词组

课外：完成part d部分填空

板书设计：

unit 6 whose gloves?

what’s this/that in english?

try this one/pair on.love→glove

it’s too small/big/long/short.教学过程：

一．warm up

1.greetings

t: good afternoon.s: good afternoon.t: what’s your name,please?

s: my name is ***.t: how are you ***?

s: fine, thank you.and you?

t: i’m fine,too.2.review

① t: what’s this in english?

s: it’s a pencil/pen/rubber/ruler.t: is this your pencil?

s: no, it isn’t.t: this is his pencil, i think.s: no, it isn’t.it’s ***’s.② t: may i have your cap, please?

s: sure, here you are.t: thank you.look at his cap.it’s nice.it’s a nice cap.s: it’s nice.t: good.（将帽子拿到讲台上）

③ t: where’s your jacket?

s: it’s in my desk.t: may i have a look?

s: sure.here you are.t: thank you.（将夹克拿到讲台上）

④ t: is that your hat?

s: yes, it is.t: may i have your hat?

s: sure.here you are.t: thank you.二．presentation

1.创设情境，学习”try…on.it’s too …”句型，同时学单词scarf,sweater.t: excuse me, what’s this in english?（拿出讲台上的夹克）

s: it’s a jacket.t: very good.come here, please.try this jacket on.(学生不理解，此时教师帮助学生穿上夹克)

s: ok.t: look at his jacket.it’s too….（引导学生说出too big/small,并做动作表示含义。同时用卡片出示句型it’s too big/small.）

s: it’s too big.呈现形式：教师示范，说出look at his jacket,由学生说it’s too big.并以开火车形式操练。

同理，拿出围巾和毛线衫，熟悉scarf和sweater

2.拿出另一件夹克，再让学生试穿，熟练使用”try this one on”和”it’s too small/big.”t: try this one on.s: ok.（自己穿上）

t: look at his jacket.s: it’s too big/small.出示卡片：try this one on，并带领全班读熟。

3． 教师拿出帽子试戴，操练以上说学句型。

教师先做示范，然后请同学传递操练：

s1: try this one on.s2: it’s too big.……

4． 学习”gloves”

t: do you like this cap?

s: yes, i do.t: me too.i love it.板书 love,并再前面用红色粉笔加上字母g，组成”glove”，拿出一只手套示意。

带领大家读glove。然后再拿出一只，变成复数gloves。

5． 学习a pair of以及

① 拿着两只手套，说a pair of gloves（反复阅读pair）

② 让学生说其他成双成对的物品（用实物提示）

a pair of shoes、a pair of socks、a pair of jeans

(出示图片卡，带领全班朗读)

6． 学习try this pair on

① t: hi,***.come here.try on this pair of gloves.s: ok

t: look at the gloves.s: it’s too small/big.② t: please try this pair on.(用卡片出示句型try this pair on.)

s: all right.t: look at the gloves.s: it’s too big/small.③ 拿出牛仔裤，示意学生太长（或太短），引导学生用too long/short回答。

t: please try this pair on.s: all right.t: look at the jeans.s: it’s too long/short.带领全班朗读try this pair on.用开火车形式操练try this pair on.it’s too ….7.复习本课学到单词，用多媒体、图片卡或实物反复操练

8．看多媒体，听课文1－2图对话录音。

回答问题：is su yang’s dress too big or too small?

are su yang’s jeans too long or too short?

9.跟多媒体课件阅读图1和图2对话，分组阅读。

10．请学生利用实物表演对话。

三．exercises

1． 抄写新单词（每个四遍）

2． 完成书本p48 part d对话

3． 读熟课文1－2图对话。

小学四年级英语教案：Unit 6 Whose gloves?

根据小学英语兴趣性原则，活动性原则和生活性原则，在实施教学过程中充沛体现同学是学习的主体，要充沛调动同学的积极性.这是我设计这课时的理念．

设计思路:

本课是一节复习拓展课。一般来说，复习课是比较枯燥乏味的。我尝试着改变这一现象.所以在这节课一开始复习词组和句子的时候，我借助了多媒体，运用了动画的形式，使同学很有兴趣地来复习。我觉得既激发了同学的兴趣,又达到了复习的目的.而在复习的过程中不应该仅局限于课本知识，所以我又根据实际情况，拓展了与同学生活贴近的词组kick shuttlecock和play badminton.在教授这两个词组的时候，我运用了实物教学,因为贴近生活,同学学的很积极.为了让同学容易记住这两个词组,我把词组和句型联系起来,编了一个简单的chant,这个倒让同学很感兴趣。同学都跃跃欲试.因为简单易学，同学最后也能将自身的喜好编成chant.这样一来，同学就有了学习的成绩感。

假如这节课让同学不停的互相问各自的喜好，未免有一些枯燥，所以我也设置一个让同学问“小动物”喜好的场景。这个小细节不只让同学有效地复习了所学的知识，同时也让课堂变的轻松有趣。小同学比较喜欢童话，所以我就索性把“童话”搬到了课堂，同学特别喜欢这样的形式。看的出来同学是兴奋的，我觉得这时候在课堂也掀起了一个小高潮。

我在这节课中还拓展了与生活比较贴切的句型：What do you like best? 并让同学进行操练。在这节课中,我还为同学布置了一个动笔的机会.让同学在课前发的星星上写下自身的名字和他们的喜好.最后我又创设了一个真实环境,让同学选择自身喜欢的俱乐部。并扩展了句型：What club are you in?最后将课堂推向高潮。

回顾这节课,我也看到了一些缺乏.首先我觉得自身要加强自身的专业素质,同时也要加强自身的课堂驾驭能力。比方在教授What do you like best?这个环节中，由于教者急于求成，导致同学并没有完全领会到这句话的意思，在操练这个句型的时候，同学显得有点手足无措。而在最后一个环节中，时间显得有些过紧。我觉得在前面几个环节中，还可以压缩时间，让同学在最后一个环节中得到更多的锻炼。另外,我觉得我这节课还可以增大容量,让同学增加语言的输出和输入量。

教学目标：

一、知识目标：

1、能听说、认读颜色单词：blue,green,yellow,red,purple.2、通过用“Showme...”的指令来练习和运用有关颜色的单词。

二、能力目标：

运用What’smissing?Listenandcolour以及Pairwork等活动培养学生听说能力、观察能力、综合语言表达能力。运用单词的分解读法，让学生初步体会元音字母和字母组合在单词中的发音，能够通过观察感知含有相同因素的单词并尝试读出一些未知单词。

三、情感目标：

1、运用游戏活动来培养学生说英语、学英语的兴趣;

2、运用听一听、看一看、涂一涂等不同方式，感受生活中的颜色，使之爱色

彩，热爱自然，保护环境。

教学重难点、重点：

重点：1.听、说、认、读五个颜色单词;

2.会说唱Let'sdo，并会听音做出相应的反应。

难点：green的发音。

教具准备：

1、教师准备blue、green、yellow、red、purple的单词卡片和颜色卡片并

贴与教室各处。

2、教师准备相关的教学课件及录音机。

3、教师为每位学生准备一张习题材料(有本课颜色单词和未涂色的文具简笔

画)

教学过程：

一、热身(1分钟)

Singasongandsayachant.(设计意图：活跃课堂气氛，复习已学单词及句型，为巩固延伸教学做准备)

二、呈现新知(12分钟)

1、教师利用美丽的风景课件引入课题。

(设计意图：吸引学生的注意力，为情感教育做铺垫)

2、呈现新授单词及操练单词

a①出示卡片redT:Whatcolourisit?It’sred(教师边说边板书，强调ee的发音特点)教师示范升降调读单词red↗,red↘,It’sred.两遍。学生齐读、男女生分别读。

(设计意图：用代表单词本身颜色的彩卡纸制作卡片达到将单词的音、形、意结合的目的。要求学生先听教师示范读音、强调发音口型，既避免学生口型不到位而造成错误发音而且培养学生倾听、模仿的好习惯)

②出示卡片yellow，教学方法同上。强调ee的发音特点。教师示范升降调读单词yellow↗,yellow↘,It’syellow.两遍。学生齐读、行行读。教师将yellow与red对比，启发学生说出两单词发音的'相同点。课件出示单词red,yellow,leg,bed,教师示范发音e,e,red,e,e,yellow,e,e,leg.引导学生读出生词bed。

(设计意图：培养学生善于倾听和观察的习惯，让学生感知字母在单词中的发音，通过对比找出单词之间相同的发音;并尝试用已知的发音拼读未知的单词)

③出示blue方法同上。强调uu:.教师示范升降调读单词blue↗,blue↘,It’sblue.两遍。学生齐读、小范围读。课件出示单词教师示范发音u:,u:,blue,u:,u:,ruler.引导学生读出生词rude。

④用课件yellow+blue=green引出green.强调eei:.教师示范升降调读单词green↗,green↘,It’sgreen.两遍。学生齐读、高低声读。T:Let’sfindout,whatisgreeninourclass?T:It’sgr

een.让学生理解句子的含义，引导学生在教室里寻找绿色，并用It’sgreen表达。课件出示单词green,meet,教师提醒学生ee字母组合的发音。引导学生自读生词beebeef。

(设计意图：通过动画形式展现两种颜色的对接引出生词，既复习了刚刚学过的颜色单词。又颇有新意的呈现了新词，还让学生在英语学习中了解到一个基本三原色混合知识。在教师示范、强调字母组合发音、学生齐读、高低声读、寻找绿色并表达等大量、高效的重复下，将难点green的发音突破)

⑤用课件red+blue=purple引出purple.强调ur?:.教师示范升降调读单词purple↗,purple↘,It’spurple.两遍。学生齐读、声声高、声声低读、开火车读。教师提醒学生ur字母组合的发音，引导学生自读?:,?:,purple两遍和生词purse,nurse。

三、巩固和延伸(14分钟)

a巩固单词

①自读材料上的颜色单词，说说意思然后与你的同桌英汉互译练一练。

(设计意图：将单词的形和意结合，复习巩固单词。初步培养学生互助合作的意识)

②Playagame:What’smissing?要求学生注意观察材料上的单词，用手指指出教师读的单词。教师将故意漏读某一种颜色，点名让个别学生猜!

(设计意图：集中学生注意力、检测学生单词音和形的结合状况)

③Listenandcolour.(回顾单词colour的含义：颜色给…涂色)听音将文具涂上相应的颜色并与同桌互查答案。

(设计意图：训练学生听力能力,检测学生音和意得结合情况。复习已学的文具类单词，)

b拓展延伸

①出示课件要求学生描述图片。引导学生会正确的用and来连接同类词汇。(设计意图：通过单词的音和意来复习巩固所学单词，将所学词汇放在句子中练习;在比较自然的状态下培养学生使用and来连接同类词汇的语言习惯。)②文具展览秀

把你最喜欢的一样文具展示并描述给同学们看。运用句型:Look!Ihavea…It’s…

1)教师首先示范运用句型Look!Ihaveapencil.It’sblue.2)与小组成员练习。

3)找几名同学展示。

(设计意图：培养学生语言综合运用的能力)

四、Let’sdo(5分钟)

a打开书学生自读。

b听录音。第一遍听、做动作。第二遍跟读。第三遍说并做动作。

(设计意图：首先自读、听录音正音、熟悉节奏、跟读、说与动作相结合。符合学生认知规律)

五、课堂小结(5分钟)

a带领学生回顾所学单词以及字母、字母组合在单词中的发音。

b再次欣赏关于自然景观的幻灯片。与学生一起用英语描述。

c展示一些环境被污染的图片。教育学生从小爱护大自然，保护环境。

(设计意图：复习本课所学知识，强化学生对已学的字母及字母在单词中的发音。通过图片的鲜明对比，激发学生爱颜色、爱自然的情感。培养学生保护环境的意识)

六.Homework1、给家长说唱let’sdo;

2、完成课本第26页let’spaint.给小丑的脸涂颜色;

3、将今天涂好色的文具，用英语描述给同学听。请该同学根据你描述的熟练程度写上评语，并签上自己的名字。

第三篇：小学英语教案

教材分析：《Amy’s taller than Lingling.》是新标准英语三年级起点第四册第五模块第一单元的内容，这一课的主要内容是形容词比较级的初步了解和应用，要求学生通过对形容词的掌握就使用事物的大小，长短，高矮等进行比较。在一定情景下会用： is taller than，is shorter than等这样的句型进行对话。

教学目标：

1.初步认识比较级taller、shorter、older、younger、stronger。2.学会比较两个人的差异，运用“ is er than ”的句型。知识能力及情感目标：

1.能听说认读单词tall, old, short, young, strong, big, long及听说认读句型Sam is older than Daming.Daming is younger than Amy。

2.根据事物特点和人的性格的差异等进行比较。

3.能根据以前所学歌谣和歌曲的音律配上单词和句型说说并唱唱。

设计思路: 本课我从表示高、矮、长、短等已经学过的形容词的图片引入比较的含义，并顺势引入本课新词，把这些词编成Chant进行教授,让学生在图示和Chant中学习本课的比较级的词的含义.利用图片呈现出表示大小长短的句型,引入新词than,并在句子中教授新词..接下来我继续用图片引入本课的句型并加以练习.练习中,使用一个学生说,其他同学一起说的教学活动,并引入竞争机制,使学生们在情景中理解句型,练习本课句型.教学设计: Step1: 热身操练和复习：

1．Greeting.（与学生轻松交流，拉近距离）2．Sing the song “London bridge is falling down”

Step2: Lead in(导课)

1、教师出示表示tall的图片，图片为两只很高的长颈鹿，复习学过的单词tall,进而对两只长颈鹿进行对比,引入tall的比较级taller并带着动作教授此单词:tall tall taller 教师以同样的方法复习并教授单词short,short,shorter

big,big,bigger small,small,smaller Long,long,longer short,short,shorter old,old,older

2、在出示图片教授young,young,younger strong.strong,stronger 时,引入了本课的新单词young和strong,重点教授.3、编成chant,把新词融入其中教授,寓教于乐.Tall

tall

taller

Step3 Presentation and practice.呈现和练习

1、出示大小对比的图片，引入单词than,并呈现大小比较的句 型:Elephant is bigger than cat.Cat is bigger than elephant.,将than放入句型中教授.(让学生在图片中理解两者进行比较)同样出示长短比较的图片,进一步熟悉单词than和比较的句型 并在句中练习.2、出示教师自己和姚明的照片，两者进行对比。呈现句型：

I’m shorter than….…is shorter than …

…is taller than ….T:Look at the pictures,This is Yao Ming,and this is me.You can call me Mr.Cao.I’m shorter than Yao Ming..And you can say “Mr.Cao is shorter than Yao Ming.Yao Ming is taller than Mr.Cao.”

领读让学生熟悉句型

3活动：分男女生两大组，请学生上台与姚明做比较，引导学生自己说：I’m shorter than Yao Ming 引导其他同学说： … is shorter than Yao Ming.Yao Ming is taller than ，,.进一步熟悉句型

S1: I’m shorter than Yao Ming.其他全部学生：S1 is shorter than Yao Ming.Yao Ming is taller than S1.4.教师出示赵本山和小沈阳的图片,呈现句型:

Zhao Benshan is older than Xiao Shenyang.Xiao Shenyang is younger than Zhao Benshan.利用陆永和刘谦的图片,继续呈现本课句型并练习.5、出示图片呈现问句：Is … taller than …?

Yes,he/she is./ No, he/she isn’t.做游戏来熟悉此句型,游戏以男女生竞赛形式开展

Step 4 Text teaching.1、Listen and answer: Is Sam shorter than Daming?

2、Listen and check.3、Listen and repeat.Step 5 拓展延伸

Talk about your family or your friends, have a comparation.(谈谈你的家人和朋友,并进行比较)男女生竞赛形式开展

Step 6 Moral education.(情感态度价值观教育)用两个苹果，其中一个大，一个小来做比较，学生和自己的哥哥两个人，学生选择哪一个苹果，来引入孔融让梨的故事，鼓励大家做小孔融。

Step 7 Homework Have a comparation about two things or person.(对两件物品或两个人进行比较)Read the text for 3 times.课文朗读3遍)

Blackboard:

Module 5 Size

Unit 1 Amy’s taller than Lingling.Sam is shorter than Daming.

第四篇：小学英语教案

课题：Do you like pears? 课时：一课时 关于教材：

《Do you like pears?》一课是PEP小学英语、三年级下册第四单元第二课时的内容。英语新课标指出：英语课程的学习是学生通过体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，在注重学生知识能力形成的同时，关注学生的人格和思维的发展。教学目标：

1、听说认读四种水果单词，学会单词后能熟练对水果进行评价：It tastes good.2、初步了解句型：Do you like pears? Yes,I do.3、培养学生用语言交际的能力。通过多种形式的活动，激发学生的学习兴趣。

4、鼓励学生发展自己的能力。通过多种形式的活动，激发学生的学习兴趣。教学重点：

能听说认读四个表示水果的单词。教学难点：

能理解并正确运用所学句型诉说自己的喜好或询问他人的喜好。教学方法：

情景教学法、实物展示法、游戏操练法等。课前准备：

1、准备四种水果的实物，及水果的图片和单词卡。

2、颜色卡片。

3、录音机和磁带。

4、学生准备五张白纸和水彩笔，准备画图。教学过程：

1、Warm up.(1)师生问候：

T: Good morning, boys and girls.Ss: good morning teacher!T: Sit down, please.Ss: Thank you.(2)出示颜色卡片，复习表示颜色的单词。T: What colour is it.Ss: red….(3)做29页Let’s do的活动。

2、Presentation.(1)教师通过水果的实物引入生词，学习新单词。如：Look ,I have a peach.It’s pink.教师出示单词卡，让学生跟读单词。教师提示学生注意下面单词划线字母的发音：peach orange.（学生分组读单词，各种形式读单词。）

（2）教师通过在黑板上画watermelon来示范 draw的动作。让学生明白 draw的意思，并跟读。然后教师将watermelon涂色，并说：Colour it green and black.教师可再示范给pear、orange、peach、上色。

(3)教师示范品尝水果，引出句型It tastes good.引导学生品尝水果，并学说句子。

3、趣味操练

（1）卡片找朋友：

将西瓜、桔子、苹果、梨的图片与单词卡分别发给学生，然后请持有图片的同学边出示图片边说出它的英文名称，这时，持有单词卡的同学也将卡片举起来并大声读出来。

(2)Sing a song.（用《两只老虎》的旋律）

Watermelon, watermelon, Do you like? Do you like?

Do you like watermelons?

Do you like watermelons?

Yes, I do.Yes, I do.(4)Consolidation and extensition.Fruits are our friends.The more we eat.The healthier.教学反思：

本节课我遵循“以学生为主体，教师为指导的”思想，充分利用实物、卡片、录音机、磁带等教具，把情景教学法、实物展示法、游戏操练法等几种教学法有机结合，让学生兴趣、真实、自然，最大程度地吸引学生的注意力，使学生学生真正用英语去思维，而不是被动接受知识，在今后的教育教学中我将不断学习新的教育理念和思想，继续提高自己的教学水平，做一名合格的小学英语教师。

第五篇：小学英语教案

小学英语教案

Unit 3 How many? 第四课时

李官华铜学校

费雪梅

【课题】Unit 3

How many?

【教学重点】句型：How many …do you have? I have…

【教学难点 】名词复数的读音。

【教具准备】

1．一盒蜡笔或彩笔

2．教材相配套的动画课件和录像

3．有关动物、食物、玩具等实物或图片 【教学过程 】

（一）热身／复习（Warm-up/Revision）

1．复习A部分的课文对话: 先看A Let’s talk部分动画或录像, 然后请学生上台表演会话.2．复习数字 one to fifteen.1）报数游戏。每个学生按自己座位的顺序进行报数，报到15后，下一个学生从1开始接着报。

2）11－15单词的认读。教师出示单词卡，让中国学习联盟声朗读出来, 对反应快的学生教师给予表扬和鼓励

（二）呈现新课（Presentation）

1．教师手中拿着3本书说：Look!I have three books.How many books do you have?引导学生回答出：I have … books.2．让学生用自己身边的物品说句子：I have…在学生说的过程中，教师可以对某个学生的物品给与赞赏：Oh, how nice!并引导学生在具体的情景中加以运用。

3．教师拿出一个铅笔盒说：I have many pencils in this pencil-box.Who can ask the question about it? 启发学生用How many pencils do you have?进行提问。教师说：Guess, please！（注：每学过的数字可用中文表达）如果有学生答对，教师及时说：That’s right!如果没有学生回答对：教师可对一个学生说：Open it and see.并把铅笔拿出来对全班学生说：Count, please.和学生一起数，数到16。教师：Oh, 16 pencils.That’s right.I have sixteen pencils.教师教读单词sixteen。

4．教师把铅笔一根根增加，学习单词17－20。

5．让学生两人一组操练：How many… do you have（转载自本网http://www.xiexiebang.com，请保留此标记。）? I have…结合Let’s practise部分。

6．教师拿出一盒蜡笔：Look at this box of new crayons!Are they nice? 使学生说出：Oh, how nice!教师继续问：Whose crayons are they? How many crayons? 7．教师播放录像展示Let’s talk部分的内容。

8．请学生回答教师提出的问题, 教师可根据学生回答问题的情况决定是否再看一遍.9．播放动画, 学生一句一句跟读课文.10．两人一组表演课文。

11．模仿课文自编并表演新对话。

（三）趣味操练（Practice）1．Guessing Game 将全班分成若干小组，每组抽一人到前面，背对着班级。教师拿一个袋子，并向学生们借一些书本，铅笔，钢笔，橡皮等，放入袋中，然后让各组学生轮流猜袋子里东西的数目，猜对的给该组记10分。2．接力问答

教师要求学生依次根据实际情况互相问答，可先问某一小组的第一位学生：How many books do you have? 也可问：How many books can you see on your desk?引导学生根据自己的情况进行问答，像接力赛一样依次进行。

3．让学生拿出事先准备好的图片或者是教师将自己准备好的图片发给学生，基本上保证每个学生有一张图片。这时教师报一个数，如：eleven，手中图片与数字不符的学生举起自己的图片，旁边的学生问：How many… do you have? 这个学生要根据图片上的数量进行回答。

（四）扩展性活动（Add-activities）猜一猜 两人一组，A闭上眼睛，B往书包里装物品。装好之后B让A睁开眼睛回答问题：How many… do I have?如果A三次还没有猜对，那B说：Open it and see, please.A打开书包后，要用英文来叙述书包里所有物品的物量和名称：You have…。然后，两人交换继续游戏。【板书设计 】

Unit3

How many? How many … do you have? I have….