TPR英语流程示范教案[优秀范文五篇]

第一篇：TPR英语流程示范教案

TPR英语流程示范教案

一、Say Hello（问好）

教学流程：

1、教师用英文和宝宝们问好，同时介绍自己，让宝宝们知道教师的英文名字,引导宝宝和教师问好。

2、教师与宝宝们挨个击掌游戏调动英文学习的气氛。

“Hello, everyone.Show me your hands, hands, hands, hands.（大家好！伸出你们的小手。）

My name is **.Hello, **.(我叫**。你好，**)

Now, hands up.Give me five.(现在，把手举起来，击个章吧！)You’re good!（你们真棒！）”

二、暖身活动

教学流程：教师用肢体动作和简短的英文，引导宝宝进行简短的英文小游戏（手指谣、身体律动、英文歌）。

“Let’s play a game.Follow me.(让我们来做游戏吧，跟我做！)

Little bee, little bee, round, round, round.(小蜜蜂，小蜜蜂，绕圈圈。)

Little bee, little bee, sing, sing, sing.(小蜜蜂，小蜜蜂，唱唱歌。)

Zi~~~~~（滋~~~~~）”

三、课堂组织

教学流程：

1、教师利用口令让宝宝跟随教师一同坐下。

2、教师利用课堂固定动作指令吸引宝宝注意力，让宝宝安静下来，并进入课程。

3、教师带领宝宝一起演唱早安歌。

“Sit down, sit down, I sit down.Sit down, sit down, I sit down.（坐下来，坐下来，我坐下来!）

Ding ding ding(拟声词)

Look, look, look, look at me.看看看，看着我。

(双手变成望远镜，在眼睛前打圈，并双手拍在自己的胸口上。)

Listen, listen, listen, listen to me.听听听，听我说。

（双手分别交替放在耳朵旁，并双手拍在自己的胸口上。）

Open, open, open, open your mouth.开开开，张开嘴。

（双手在嘴边做喇叭状，并双手拍在自己的胸口上。）

Clap, clap, clap, clap your hands.拍拍拍，拍拍手。

（双手鼓掌）

Hands up.Hands down.小手举起来，小手放下来。

Very good.很好！

Let’s sing a song.让我们来唱歌吧！”

“Good morning ,good morning, good morning to you.（一只手变小话筒放在最别唱歌）

Good morning ,good morning, good morning to you.”

（双手打开挥手唱歌）

四、单词教学

教学流程：

1、教师用吸引宝宝的方式出示教具或单词卡片。(呈现方式有魔术袋、抽奖盒、藏起来、模仿声音等)

2、教师带领宝宝集体念读单词，可以选用大小声游戏。

3、教师将宝宝分组进行单词练习。“Look!What’s this?

看，这是什么啊？

Di di di（拟声词）--出示教具

Oh, this is an apple.哇，是个苹果。

Follow me , apple, apple, apple.跟着说，apple, apple, apple.Di di di（拟声词）--将教具举高

Louder, apple, apple, apple.大声说，apple, apple, apple.Shu~~(嘘~~~)—将教具放低

apple, apple, apple.（小声说）apple, apple, apple.Once more.再来一次。

Apple.（大声说）

Apple.（小声说）

One two three, together.1，2，3，你们一起读。（将三个宝宝分成一组）

apple, apple, apple.注意：可以根据宝宝数量自行决定分组的人数和形式，分组时注意走进宝宝，让宝宝了

解分组的情况，并用嘴型带领宝宝读，尽量鼓励宝宝自己读出单词。

鼓励语言：Hey, hey, wonderful, hey, hey, hey, wonderful!嘿嘿，你真棒，嘿嘿嘿，你真棒！

五、单词游戏

教学流程：

1、教师用肢体语言结合示范动作，让宝宝理解游戏规则，游戏要选择简单易懂

的游戏进行练习。

2、带领宝宝进行游戏，尽量让自己完成并练习单词。

3、练习中注意纠正宝宝的发音，但纠正发音不能超过三次。

（击鼓传花游戏示范）

“OK，let’s play a game.好了，现在我们来玩游戏吧！

Give you, apple.把苹果给你。

„„

Stop!停！

This is „„ apple.这是„„（教师用嘴型引导，尽量不发声）apple(由宝宝说出来)”

由教师带领宝宝将苹果一个一个传给宝宝们，在传递的过程中引导宝宝们念读单词。

示范完之后由宝宝自己进行游戏。

六、再见歌

教学流程：

1、将教具或图片收回去，并用动作提示时间到了。

2、引导宝宝演唱再见歌。“Now，apple will go.现在苹果要走了。

Say, bye-bye.说再见吧！

Bye-bye, apple.再见，苹果（带领宝宝一起说）。

DI DA DI DA(拟声词)

Time’ up, time’up.时间到了，时间到了。”

《再见歌》--《幸福拍手歌》曲调

“We say goodbye goodbye, goodbye to you.对你说，再见再见。

We say goodbye goodbye, goodbye to me.对我说，再见再见。

We say goodbye goodbye, goodbye to everyone.对大家说，再见再见。

We say goodbye goodbye, goodbye to you and me.对你和我说，再见再见”

“See you tomorrow.See you.See you tomorrow.See you.”

明天见再见。

“Stand up!” 站起来。

附注暖身活动：

《Little bee 小蜜蜂》

Little bee, little bee, round, round, round.小蜜蜂，小蜜蜂，绕圈圈。

（双手叉腰学小蜜蜂飞，念到round时一手握拳一手伸出一个手指头绕圈圈。）Little bee, little bee, sing, sing, sing.小蜜蜂，小蜜蜂，唱唱歌。(双手叉腰学小蜜蜂飞，念到sing时一只手变成小话筒学唱歌的样子。)Zi~~~~~

滋~~~~~（双手伸展开飞到宝宝们面前。）

《Walking walking 走啊走》---《两只老虎》曲调

Walking, walking, walking, walking.走啊，走啊，走啊，走啊。Jump, jump, jump, jump, jump, jump.跳跳跳，跳跳跳。

Running, running, running, running, running, running.跑啊，跑啊，跑啊，跑啊，跑啊，跑啊。Now, let’s stop.Now, let’s stop.现在停下来，现在停下来。

《Turn turn turn 变变变》—手指谣

One finger , one finger, turn, turn, turn.一个手指头，变变变。Turn to a worm , craw, craw, craw.变成毛毛虫，爬呀，爬呀，爬。Two fingers, two fingers, turn, turn, turn.两个手指头，变变变。Turn to a rabbit, jump, jump, jump.变成小白兔，跳跳跳。Three fingers, three fingers, turn, turn, turn.三个手指头，变变变。Turn to a cat, meow, meow, meow.变成小花猫，喵喵喵。Four fingers, four fingers, turn, turn, turn.四个手指头，变变变。Turn to a bird, fly, fly , fly.变成小小鸟，飞呀飞。

Five fingers, five fingers, turn, turn, turn.五个手指头，变变变。Turn to a tiger, ao~~~ 变成大老虎，嗷~~~~

第二篇：英语阅读课教案示范

A Teaching Plan of Reading Teaching aims:

learn some ways of reading Teaching difficulties: 1.How to use the ways of reading freely while doing the reading exercises 2.Try to get some information from reading.3.Learn some new words and useful expressions from reading.Step1.wam-up Greet the students by asking them some questions Step2.lead-in Ask the students some questions;do you like reading ? why or why not ? Step3.Presentation Show some ways of reading-略读，浏览,细读，猜读

Finish the first and second passages according to the four ways

Show some other types of reading exercises and the four steps of doing the exercises, Step4.practice Finish the exercises as quickly as possible and check the answers together Step5.project Finish the reading card in groups

第三篇：TPR基础班1教案

教案

教学内容：TPR Book1 Unit1 第10页 教学目标

1.知识与技能目标：

a.能听，说和读出新授单词：apple, bird, cat, dog, egg b.能综合运用句型：Hello!I’m…., Good-bye!Good morning!How are you?-Fine, thank you.2.情感态度价值观：培养初次见面打招呼,问候他人，自我介绍及道别的情感。3.文化目标：了解日常交际英语的重要性，激发学生乐学英语的兴趣。【教具准备】：单词卡片，字母卡片，录音机，姓名卡，气球，小木锤。教学过程：

一．创设情境，激情导入

1.Say Hello.自我介绍，询问学生姓名，要求每人简单介绍自己。2.Let’s do（暖身活动）：引导学生进行听和做的练习，用语言结合动作示范stand up,sit down, open your book, close your book,让学生逐渐理解其含义。二．呈现新课

1.单词教学：1）带领学生熟读生词apple, bird, cat, dog, egg，纠正发音。

T: What’s this in my hand?(拿出苹果的图片)S:……..T: It is apple.2）教师用肢体语言结合示范动作，让学生理解单词的意思。3）用卡片教学法进行打地鼠的游戏，在快乐中学习。

Let’s play a game.叫几个学生分别拿着生字的卡片，教师随意念出其中一个单词，拿着那个单词卡片的学生快速蹲下，意在锻炼反应能力，从而加深单词的印象。游戏让学生对单词产生潜移默化的记忆。

2.在学生初步了解打招呼用语后,自然引出本课要学的句型 Hello, I am….3..对话练习: 1）教师带领学生集体朗读句子。

2）将学生两人一组分角色扮演Joy，Bobby和Ray, Kate，做弹簧球的游戏，谁接住谁与其搭档分别一起表演句子对话练习。

3）复习:教师请全班同学共同练习，给孩子们更多机会说出英语，向别人打招呼。4.字母练习

复习字母Aa, Bb, Cc, Dd, Ee。组织小组比赛默写，看谁写得又快又准。5.【拓展 】Numbers 数字学习：one , two , three, four, five 1）教师展示代表数字的图片，带领学生读出单词 2）做数字游戏，目的在于对数字1-5单词的认读。游戏方法：教师将数字的单词卡片贴在黑板上。

挑选五名学生到前面来，老师说单词，学生找，看谁找得最快。

然后再按照从小到大的顺序排序。三．学唱Hello歌曲巩固教学内容 四．总结

本课是开启英语课堂兴趣的第一课，学习过程中学习内容和游戏结合，教师鼓励学生不断说出英语，充分调动学生学习英语的兴趣和积极性。将学习的主动性交给学生自己，分组完成任务。教师设计的许多小游戏利于帮助学生巩固生字，让学生在愉快的分文中掌握语言。只是，在调动课堂气氛时也需要掌握好课堂的纪律性。

五．作业

1.默写A-E的大小写字母。

2.Listen and circle the right number:听老师念，再圈出正确答案： 1）2 , 5 , 1 2)1 , 2 , 3 3)3 , 4 , 2 4)2 , 1 , 4 3.写出下面英语或中文。

1）苹果 a_______ 2)bird_______ 3)鸡蛋_______ 4)cat _______ 5）小狗_______ 4.对话练习： 1）-Hello!-_______________ 2)-Good-bye!-________________ 3)-Hello!_______________ Joy.-I am Bobby.附：板书设计（设计不同颜色的字体，让板书生动活泼）

句型：1.Hello!您好！

2.I am......我是......3.Good-bye！再见

4.Good morning!早上好！5.-How are you? 您好吗？

-Fine, thank you.很好，谢谢！

字母&单词： Aa Bb Cc Dd Ee apple bird cat dog egg 苹果 鸟 猫 狗 鸡蛋 Number 数字学习:one two three four five

第四篇：剑桥英语示范教案

Unit 1（粗体字部分是各个环节）

Learning Objectives：1.学生能够做自我介绍

2.学生能够记住star家庭成员的名字

Materials:人物单词卡片(Simon/Stella/Mr star/Mrs star/ Maskman/marie/Monty)/学生用书/学生活动用书

Procedure: 1． Warmer(5mins)

TT

Ss Hi, I’m Bonnie.Nice to meet you.Who are you?

Hi, I’m__________.Nice to meet you, too.What’s your name?

My name is _________.2.Presentation(____mins)

TT

Ss Look at this card, what are these words?

They are Suzy and sister.Do you know Who Suzy is?

Suzy is sister.Let’s look at the picture.Who is she?

She is Suzy/ sister.Who is Simon/Stella/Mr star/Mrs star/

She/ He is sister/mother/father/brother Maskman/marie/Monty.(以下需要孩子们对应卡片和书中star1)Open your pupil’s book, turn to page 2.Who is she/he?

(以下播放录音，进行听和指的练习,老师要先做示范)Now let’s do practice： listen，point and repeat

When you hear the name, please point on the picture and then repeat.Like this: 这时老师做示范

3.Activity Book: P2(____mins)

TT

Now please open your activity book, take out your pencil turn to page 2.Find No.1.look at the example: who is

She is _________

Mr star/ Mrs star``````

Ss

she is Suzy，she? Now we should find the shadow of Suzy, and then draw a line to link them.When you finish, you should exchange your book with your

She/he is _____ partner, and then check the work.(老师同样这时要做示范告诉孩子如何做)Did you see star 2? Let’s listen and circle the tick or cross，Look here, this is Marie, yes or no?

So we use cross ╳to represent no

This is Simon, yes or no?

So we use tick to represent yes√

No we will listen to the video and then circle the tick and cross Are you ready? When you finished, please exchange your book, check your answer Who is she/he?

No, This is Simon.yes!学生要大声说出答案

And tell me the right answer.4.Games(______mins)TT It’s game time, everyone stand up, let’s stand in a circle.your name.I have a ball, I should say :I’m Bonnie and then I throw

my ball to Lisa, I need ask lisa: what’s your name? Lisa hold the ball and answer my question, after that she needs to throw the ball to others.The person who holds the ball should tell us your name and say what’s your name?

5.Ending(_____mins)

TT

Let’s review what we learned today, who is she/he?

I’m Lisa, what’s Ss

She /he is _______

Please say good bye to Mr star```````

good bye , Mr star 6.Homework 课后反思：

今天上课的优点1.2.3.不足及提升方案：1.2.

第五篇：英语优秀教案

(本教案仅供格式参考，严禁照抄)

Unit 4 My First Ride on a Train

(Reading)Teaching objectives: Knowledge aim: Learn the character of narration.Ability aims: Get the students to learn to do predication;

Train their reading skills: scanning and skimming

Learning to express one’s opinion Emotional aim: Love animals Teaching focus: Help the students to do scanning and skimming.Difficult points: Get the students to do the retelling.Teaching aids: the multi-media;the blackboard

Teaching procedures: Step 1.Greetings(1 min)

Step 2.Warming-up(5 mins)Task: Team report The students make reports in teams about Australia.Each of them introduces part of Australia(people, weather, products, and so on)and the students from other teams make up and also ask questions.Step 3.Lead-in(5mins)Task A: Predication The students read the title and discuss what kind of writing they think the passage can be.(And the students may find its narration.)The teacher goes on to encourage the students to predict what a narration mainly talks about.Possible answers: who / when / where / what / how Task B: Taste

Help the students read the first paragraph of the passage and find the “who, when, where, what, and how quickly.Who—Alice Thompson When—recently What—had the first ride Where—from Sydney to Alice Spring How—travel on the famous Ghan train

Step 4.Reading skill training(12 mins)Task A: Skim for topic sentences The students read the text quickly and silently to find the topic sentence of each paragraph.And the teacher guides the students on how to conclude the main idea through topic sentences.(The topic sentence tells out the meaning of the whole paragraph, all the other sentences are centered on it.It is usually in the beginning of a paragraph, eg.Para 2)Task B: Scan for details The students read the text again, based on what they have known of the whole passage, to obtain required information.They are required to read with the following questions:(present on the screen)Then the teacher will discuss the questions with the students and write down the keywords in the answers on the blackboard.1.What was the scenery like during the trip? 2.What does Alice do on the train? 3.Why is the train called the Ghan? 4.What were camels used to do? Why? 5.When did people stop using camels? Why?

Step 5 Consolidation(10 mins)Task A: Retell the text The students retell the text, referring to the keywords they have got by answering the questions.The students may first practice in pairs, then report to the whole class.One doesn’t have to finish all so that more students can have a chance to practice, and finally all the students do the presentation together.Task B: Do reading comprehension exercises to practice using flexible reading strategies.(present on the screen)1.The writer thinks highly of all but _____ during his trip.A.the food

B the train service

C the scenery D the people

2.Which of the following is true?

A.Australians traveled to Afghanistan a lot in the 19th century.B.The police shot the trained camels with the permission of the government.C.The Afghanistan government passed a law to shoot trained animals

D.The writer used to travel long distances on a train alone.3.Australians used to travel on camels for ____.A.business

B tour

C farming

D animal training

4.In general, the writer _____.A.showed no interest in his trip by train

B.thinks his ride was long and tiring

C.enjoyed his ride on the train.D.disliked the way the camels were treated in Austria

5.The writer talked a lot about camels because _______.A.camels are of great use in traveling and quite helpful for man.B.he was planning to travel on a camel with his friend soon.C.readers are often interested in stories about animals

D.the writer wanted to explain why the train was called Ghan.Step 6.Discussion(10 mins)Task: Think critically The students work in teams and choose either of the two topics, encourage all of them to give their opinions and finally the two teams report their opinions to the whole class.A.What they think a good piece of writing should be like? And whether they have something to improve on the passage.B.How people should treat animals if they don’t use them any longer?

Step 7.Homework(2 mins)A.Read the reading part in the workbook and do Exercise 6,7and 8 B.Go to the net or look up in books to find more information about the development of trains.C.Write a short passage, introducing your traveling experience.Blackboard design:

Unit 4 My First Ride on a Train Narration: Who—Alice Thompson When—recently What—had the first ride Where—from Sydney to Alice Spring How—travel on the famous Ghan train Keywords for retelling: ********** ************ ******* ****** ********** ********** Questions for discussion:

What do you think a good piece of writing should be like? How people should treat animals if they don’t use them any longer?