外研社小学英语教案

时间:2022-06-24 09:39:15 英语教案 我要投稿

外研社小学英语教案(通用6篇)

  教案是教师为顺利而有效地开展教学活动,根据教学大纲和教科书要求及学生的实际情况,以课时或课题为单位,对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书。外研社小学英语教案有哪些?相信很多人都想知道吧?以下是小编为您整理的外研社小学英语教案相关资料,欢迎阅读!

外研社小学英语教案(通用6篇)

  外研社小学英语教案 篇1

  教学目标:

  学生基本掌握meat,rice,noodles,fish,milk.懂得Do you like?”是提问“你喜欢?”并能作出相应的回答。

  通过说唱活动培养学生的英语语感,提高学生的思维能力和语言能力。 通过学习、合作、交流,激发学生的学习动机,培养学生学习的兴趣,充分调动学生学习的积极性;把所学语言知识与实际生活紧密结合。

  遵循“以学生发展为本”的课改理念,面向全体学生,启发和引导每一个学生积极主动地参与到学习活动中,培养和提高学生合作学习的意识和能力。

  教学重点:

  掌握有关食物的英语单词,谈论并询问他人的喜好。

  教学难点:

  一般疑问句的用法。

  教具准备:

  多媒体课件,自制食物图片。

  教学过程:

  Step1 热身运动(反应游戏:Touch your face, Touch your nose) 通过TPR活动,有助于帮助学生集中注意力,做好上课的准备。

  Step2 揭示课题

  T: 同学们平时都喜欢吃什么食物?

  S:肉、牛奶?

  T:同学们想知道这些食物用英语怎么说吗?今天我们就一起来学习。 直接点明这堂课的学习任务。

  Step3 师生交流

  T:出示fish图片.I like fish.(表现出喜欢的样子)Do you like fish?引导学生回答 Yes,Ido.

  T:Here you are.(做出给对方的样子)

  S:Thank you.

  教师可以和多几个同学练习。

  T:出示noodles图片 Idon’t like noodles(表现出不喜欢的样子-摇头)Do you like noodles?引导学生回答 No,Idon’t

  教学其他单词方法同上。

  备课思路:师生的真实交流,让学生感受到语言与实际生活紧密结合,通过

  这种自然的方式把新的语言项目呈现给学生,让学生体验获取知识的成就感,培养自信心。

  Step 4 Let’s chant (多媒体课件)

  noodles noodles是面条 面条noodles细又长

  milk milk是牛奶牛奶milk白又甜

  fish fish是鱼肉鱼肉fish鲜又鲜

  meat meat是肉类 肉类meat真好吃

  把单词编成chant,巩固学生记忆,将枯燥乏味的词汇学习,变得生动有趣。

  Step 5 听歌并学唱歌曲

  播放学生比较熟悉的旋律“How old are you?”然后根据旋律改歌词。 Do you like meat?

  唱歌是学生喜欢的学习活动形式之一。在教学中充分利用教学资源,把歌谣作为学习一般疑问句、培养听力、检验知识掌握情况、复习巩固知识和发展学生语言能力的一种手段。

  Step 6 课文教学

  老师对学生说:“Ms Smart,Lingling,Sam,Amy,Tom正在吃饭,我们一起来看看他们喜欢的食物是什么。”

  (多媒体课件)呈现活动1,请学生认真听,试着理解课文内容,听第一遍录音后,老师提问:“What does Lingling like? What does Sam like? What does Amy like? What does Tom like?”请学生带着问题听第二遍录音,最后,请学生边听边指向相应的图画,并模仿跟读。

  Step 7合作学习

  每组一个学生拿着食物图片问同桌:“Do you like??”另一个学生根据自己的喜好回答:“Yes, I do. ∕ No, I don’t.

  外研社小学英语教案 篇2

  教学目标:

  知识与能力:

  1. 听、说、认读water, milk, juice, Coke, coffee, tea.

  2.饮料句称的区别;Let’s do 内容的理解和动作的模仿。

  过程与方法:通过教师提问复习上节课所学知识,通过师生合作和生生合作完成新知的学习和巩固。

  情感态度价值观:培养学生合作学习的习惯。

  重点:单词:water, milk, juice, Coke, coffee, tea.

  难点:饮料句称的区别;Let’s do 内容的理解和动作的模仿。

  教具准备:

  l.教师准备 water, milk,juice,Coke, coffee, tea的实物、图片、单词卡片。

  2.教师准备Let’s do的动作图卡、 A部分单词的词卡和图卡。

  3.学生准备water,milk,juice,Coke,coffee,tea的实物。

  教学过程:

  1.热身/复习( Warm-up/ Revision)

  (1)日常口语会话活动。

  (2)教师播放歌曲“Let’s have a picnic today”,学生一起拍手演唱。

  (3)游戏:找一找,拍一拍

  教师将本课A、B部分所学单词的图片卡贴在黑板上,找两个学生各手持一把新苍蝇拍,教师读出一个单词,学生就要马上找出来并拍立一下。第一个拍的学生获胜。

  (4)教师准备一个小场景:将所有学过的食品及饮料或模型放在一个铺着台布的桌上,请学生根据A、B部分的Let’s talk进行自由会话。

  2.新课展示(Presentation)

  (1)本课时Let’ s learn中的单词认读教学,可继续采用A部分第二课时的教学方法,利用课件,让学生利用已掌握的拼读规则,认读和学习新单词。

  (2)让学生听Let’s learn的录音,一边听,一边指着书上相应的图,力求做到“眼到,手到,口到,心到”。

  (3)用一组连贯的动作教Let’s do中的动词Pour,smell,taste,drink。首先,教师左手端着一个茶壶,右手拿一茶杯,对全班说:Look!I’m pouring the tea. Pour the tea.(边倒茶,边说两遍)。接着,教师端起茶杯,凑到鼻子前做闻的动作并说:Now smell the tea.(两遍)接着说:OK.Now taste the tea.(说两遍,边说边做尝味道的动作)最后,教师说: Mm…Good Drink the tea。教师演示完,请学生说出这几个动作的意思。

  (4)让学生一边听Let’s do的录音,一边跟读并做动作。

  3.趣味操练(Practice)

  (l)选词竞赛

  将学生分为两大组,每组每次各派一个选手,教师说六个新词中的.一个,选手跑步,快速在讲台上找到所说词的词卡,并举起词卡大声读出单词,谁先完成即为胜利者,可为本组赢得一分。

  (2)游戏:什么不见了(What’s missing?)

  教师将单词先面朝上贴在黑板上,给学生10-20秒记住这些单词的顺序,然后请学生闭上眼睛,教师从中拿走一张,再请学生说出是哪个词不见了。

  (3)让学生听录音,边说边做Let’s do部分的活动。

  (4)教师将Let’s do图卡打乱顺序,贴在黑板上,教师说一个指令,请学生指出正确的图片。正确的可为本组赢一分。

  4.课堂评价( Assessment)

  做活动手册本单元第5部分练习。方法和步骤参考第一单元。

  5.课外活动(Add-activities)

  (l)听录音,仿读句子。

  (2)将所学的有关食物和饮料,用英语说给家长听。

  外研社小学英语教案 篇3

  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。

  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?

  Listen and repeat.(教师随机解释passport)

  Step3、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

  Step4、Extension

  Step5、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

  《see you soon》 Theme: Letters from Abroad

  Function: Understanding different cultures.

  Target Language: Simple past tense. The man wore women’s clothes. The actors told lots of jokes. We laughed a lot. Simple future tense ‘be going to’ We are going to see you in three weeks. Mum bought new chopsticks for you.

  Vocabulary: wore (wear), women, actor, told (tell), joke, funny, after, show, ready, soon, bed, room, history, question, borrow, evening

  Pronunciation:

  Song: Postman

  一、Warmer:

  1. Tell the Ss that you are going to mime some things you did yesterday and the Ss have to look and guess what you did.

  2. Continue like this. Yesterday I ate an apple.

  He borrowed some books.

  She went to the park.

  3. Say some sentences with ‘now, tomorrow, yesterday.’ E.g. We are going to see you in three weeks. Dad is going to put another bed in my room. We bought a bike for you. We are having our English class. He is play football.

  二、Presentation:

  1. Listen and say.

  A. Listen to the tape and read this letter.

  B. Read the letter again and answer the questions:

  C. What is Dad going to put in Simon’s room?

  Who bought new chopsticks?

  Who read a book about Chinese history?

  What did they but for Daming?

  2. Look and say.

  A. Yesterday he ate a hamburger.

  B. He played football.

  C. Now he is eating an apple.

  D. Now he is playing table tennis.

  E. Tomorrow he is going to eat a banana.

  F. Tomorrow he is going to go swimming.

  3. Listen and repeat.

  ( qu sh th th)

  quick she this thank

  quarter English with mouth

  三、Activity book:

  1. Write a letter to Lingling. Use the words ‘went/ wore/ saw/ drank/ ate’

  Dear Lingling,

  Last week I went to the zoo. I wore a red sweater. I saw some animals. I drank some juice. I ate an ice cream.

  From

  Liping

  2. Listen and repeat:

  A. Quick! Cut it in quarters!

  B. She is English.

  C. Eat with this spoon!

  D. I say ‘Thank you’ with my mouth.

  四、Homework:

  Write a letter to your friend.

  《we laughed a lot》

  外研社小学英语教案 篇4

  教学目标:

  1、知识目标:

  (1)New words:life,different,ago,any,television,grandchildren,us,grandmother,lady

  (2)New sentences:There were/weren’t …. There are….

  We lived…many years ago. We live…now.

  2、能力目标:

  (1)能根据情境正确使用There be ……,We lived…many years ago. Welive…now.句型谈论生活、学习中的事物

  (2)培养学生听、说、读、写的能力。

  教学重点:

  如何让学生在课堂上学会There be …,We lived…many years ago. Welive…now.句型并能在生活中灵活运用该句型。

  教学过程:

  一、预习检测

  写出下列动词的过去式。

  do_____ is____ are_____

  live_____ have______ watch____

  二、合作探究,学习课文。

  1)播放课文录音,让学生在听录音的同时找出课文中出现的新单词与新句型。

  2)进行游戏“火眼金睛找生词新句”。让学生以竞赛抢答的形式快速找出课文中出现的新单词与新句型。

  3)在让学生初步了解了课文内容后,教师再次播放录音,让学生大声跟读课文。

  巩固练习:

  重点句式操练Listen and say。先让学生听录音,跟读句子,明确本课的重点句式,然后让他们灵活运用句式:Thereis/are……/There was/were……造句。

  练习检测:

  拓展延伸

  让学生准备,谈论图中内容,然后选择几个代表来讲给全班同学听。回忆课文内容,试着用重点句复述课文。

  引导学生对本节所学内容进行归纳总结:运用句式…There be.We lived…many years ago . We live…now.谈论及比较过去和现在的生活。

  课后反思:

  外研社小学英语教案 篇5

  教学目标:

  1、学会使用Is it...?来猜测事物,并能听懂会答Yes, it is./ No, it isnt.

  2、学会如下新单词:fox,monster,kite

  重点难点:

  如何调动学生的积极性去学并运用Is it...?,同时懂得如何回答;

  教学过程:

  ⅠWarmer

  1.老师示范说韵句,步骤如下

  2.What’s that? What’s that?

  3.Pencil, Pencil, it’s a pencil.

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

  ⅡPresentation

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

  教师出示课件,一张狗的局部图片,询问学生

  T:Whats this?

  Ss: Its a dog.

  T: Is it a dog?(引出新句型,Is it a....引导学生用Yes, it is./No, it isnt.来回答)

  Ss:Yes, it is.(加上手势)

  同样的方式操练cat, panda, bird.

  出示狐狸的图片(教授新单词)

  T:Whats that?

  Ss:狐狸。

  T:How to say it in English?

  Ss:不知道。

  T:板书Fox.然后出示box 的单词卡让学生对比。引导学生说出fox 的正确读音。Follow me. fox,fox,fox(举一反三)

  出示怪兽的图片(教授新单词)

  T:Whats this?

  Ss:怪兽。

  T:How to say it in English?

  Ss:不知道。

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

  Ⅲ Practise

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

  Ss:(听录音)

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

  S1:他们以为看到了怪兽。

  T:Is it a monster?Yes or not?

  Ss :No, it isnt.

  T:If it is not a monster,whats that?

  Ss:风筝。

  T:Its a kite.板书kite 风筝,follow me.

  Ss:kite

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

  Ss:Yes.(听录音跟读,加上手势)

  T:We have a new word in this sentence.Look,Whats the meaning?

  Ss:看。

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

  T:Lets go on.

  Ss:(继续听录音跟读)

  T:Help.What does it mean?

  Ss:不知道。

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

  Ss:Help.

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

  Ss:....

  Ⅳ Consolidation

  T:Ok.We are going to play a game.我会把一件东西放在箱子里,让一个同学去触摸它,然后必须用Is it a...?句型来问下面的同学。我们只能用Yes, it is./No,it isnt.来回答。Is it clear?

  Ss:Yes.

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

  教师将尺子放入箱子中(书、铅笔、铅笔盒)

  S1:Is it a ruler?

  Ss:Yes,it is.(加上手势)

  T:Wow.You all do a good job.Now lets see who is todays winner.G1 G2 G3 orG4.

  Ss:G2.

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

  Ss:Is it a dog?

  T:Yes,it is.(以此来进一步操练Is it a...?的句型)

  T:Congratulation.G2 you are the winner.Todays homework.回答之后,熟读本课。Classover.Goodbye boys and girls.

  外研社小学英语教案 篇6

  一、教材分析

  运用运用四年级学过的there be 句型描述事物的数量,通过本课的学习能用There are enough.和 There aren’t enough. 来描述事物的数量是否与实际所需相符。

  二、学情分析

  五年级学生对there be 句型已经有了较强的表达能力和理解能力,并且能选择正确的单复数形式进行描述。因此,在复习环节上,可以引导学生对教室里或者学生自己或家中的物品进行描述,唤起学生对这类句型的记忆。对于there be 句型,学生已具备了一定的自主学习能力,在学习过程中,通过师生互动和生生互动的交流,大部分学生能够通过运用所学知识完成新知识的掌握。因此,在新课教学的环节中,应注意教学形式的多样性,避免学生因对句型熟悉而感觉枯燥。

  三、教学准备

  全班学生新作业本、单词卡、录音机。

  四、教学目标

  (一)知识目标:

  1、能听懂、会说并认读单词:enough, every,everyone ,give, them,careful。

  2、能听懂、会说并认读句子:There are ten pencils in the blue box. There are enough pencils. There aren’t enough pencils.

  (二)能力目标

  1、能在实际情景中运用There are…There are enough… There aren’t enough… 向他人表达物品数量及是否充足,提高语言运用能力。

  2、能运用旧知识解决新问题,提高知识的的迁移能力及自主学习能力。

  (三)情感目标

  1、能积极参与活动,在活动中善于运用知识与他人合作与交流,获得英语学习的兴趣及成功体验。

  2、能够运用所学表达对他人的关爱。

  五、教学重点和难点

  (一)教学重点:

  1、听、说并认读单词:enough, every,everyone ,give, them,careful。

  2、听、说并认读句子:There are ten pencils in the blue box. There are enough pencils. There aren’t enough pencils.

  3、在情景中运用There are…There are enough… There aren’t enough… 向他人表达物品数量及是否充足。

  (二)教学难点:

  1、careful、them等单词的发音

  2、在实际情景中运用There are…There are enough… There aren’t enough… 向他人表达物品数量及是否充足。

  六、教学过程

  (一)、热身启动:

  1、Sing a song《How many do you want ?》

  2、Free talk

  T:Our classroom is beautiful.There are twenty desks . There are two windows in the wall . There are twenty chairs .学生也举例子。

  (二)、单词呈现:

  1、(1)师手拿4本书,问:How many books are there in my hand? 学生回答: There are four.

  (2)师再问:How many children are there in this group?学生回答:There are four.

  2、师给这4个学生分书,并说:I give one book to every child. 分完后说:There are enough books.让学生猜什么意思。

  3、师为学生创设情境,学习There aren’t enough books.

  4、让学生练习读句子There are enough.... 和There aren’t enough....并给读得好的学生发铅笔:give a pencil to you.或give you a pencil.让学生猜give的意思。

  5、学习单词“give”。

  小游戏:让学生传递卡片,体会“give”的意思。

  6、学习词组“give out”。

  (1)师说:I have gotmany work book. I want to give out these work books.

  并告诉学生“give out”是分发的意思。并说:Who can help me?

  (2)找4个学生帮忙分卡片。

  (3)分完后,问发卡片的学生:Are there enough work books?

  (4)学习肯定回答和否定回答。Yes, there are. / No, there aren’t.

  (5)练习句型Are there enough works books? Yes, there are. / No, there aren’t.

  (三)、学习课文:

  Yesterday Ms Smart bought some pencils to her children.

  1、听第一遍录音。回答问题:What did Ms Smart buy yesterday?

  2、学生回答。

  3、听第二遍录音。并解决How many pencils did Ms Smart buy? How many students are there in the classroom? 这两个问题。

  4、学生回答。

  5、听录音跟读课文,解决背景单词。并问How many pencils did John have?

  (四)、巩固练习

  1、分组练习对话

  2、Activity 3:point and say 练习There are enough... 及There aren’t enough...

  (六)、Homework:

  读课文,小组表演。

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