外研版小学英语教案（锦集16篇）由网友“a8286082”投稿提供，以下是小编精心整理的外研版小学英语教案，希望对大家有所帮助。
篇1：外研版小学四年级英语教案
教学目标：
培养学生听、说、做、读的能力。
教学重点：
本课时的教学重点是掌握句型“What are they doing? They are…What is Amy doing ? She is…?”。
教具准备：
多媒体课件，单词卡片，stickers等等。
教法设计：
英语教学就是要激发和培养学生学习英语的兴趣，因此，在本课教学中我采用情景交际法、提问法，激励法，活动教学法、游戏教学法，歌曲演唱法，做大量的练习巩固法等。并结合多媒体辅助教学，为教学创设了情景，营造和谐气氛，培养学生良好的听、做、说、读的能力。
学法指导：
教学中学生个体活动、小组活动、全班活动交替进行，让学生在动、玩、乐的过程中主动学、快乐学、轻松学、变学生被动接受知识的过程为主动学习的过程，多表扬、勤鼓励。同时，老师也应该在学法上给予指导，如纠正学生的 发音，帮助学生发现问题，分析问题，解决问题，培养学生创新精神，创新能力。
教学手段：
提供各种英语语境和真实的交际场合，让学生在教师的指导下从易到难，由浅入深地练习，再结合课件、利用游戏、歌曲等手段来实施教学，使英语教学变得生动形象。
教学过程：
一、Warm-up.
1、Greetings and sing an English song.
[设计意图：通过师生之间的问候，拉近与学生的距离，接着利用多媒体播放英语歌曲，创设轻松愉快的英语氛围，在唱唱跳跳中带领学生尽快进入英语学习状态。]
2、Let’s do.
T: doing taijiquan ,rowing a dragon boat,playing chess,drinking soybean..”
Ss: Do the actions. (师先发指令，生做动作，再利用多媒体课件依次播放图片，让学生看图说出完整的句子， 如：They are doing taijiquan.( rowing a dragon boat,playing chess;drinking soybean.. )
[设计意图：通过“你说我做TPR活动”，在复习旧知识的同时，为新课的学习做好铺垫，同时活跃课堂气氛，调动学生的学习兴趣。]
二、Presentation.(创设情景，引入新课。)
1、师先示范“跑”的动作，让学生跟着做动作，边做边说：“I’m running.”师适时提问：“What is the teacher doing?”引导学生回答：“The teacher is running .
2、师再分别出示Amy “跑”的动作并提问， “What is Amy doing?”学生模仿前面的 句子说：“Amy is running .or she is running .”
师再分别出示Daming(看电视 ) 的动作并提问，“What is Daming doing?” 学生跟着说“Daming is watching TV.or He is watching TV .”师同样出示Sam and Daming (打篮球 )以及Amy and Lingling(打乒乓球 ) 的动作并提问，
T: What are Sam and Daming doing? Ss: They are playingbasketball.
Boys: What are Amy and Lingling doing?
Girls : They are playing table tennis .
[设计意图：语言教学要贯彻整体性原则，“句不离词，词不离句!”同时为第一部分听力，选出正确的图打下了基础。让学生学会应用新知。]
3、Listen to the tape and answer the questions.
Q1: What are Sam and Daming doing?
Q2: What are Amy and Lingling doing?
Q3: What is Amy doing?
Q4 “What is Daming doing?”
[设计意图：利用课件播放课文对话，让学生带着问题去听，最后通过回答问题，检测学生对课文的理解能力。]
三、Practice.
1、Play a game “I act, you guess.”
一个学生做动作，另一个学生躲在其身后， 全班齐问What are you doing? S2根据动作猜出并回答：“I’m…”教师让全班同学评出最佳默契奖，并以stickers奖励。
[设计意图：通过与同伴的合作，让学生体会合作学习的乐趣，培养学生的团队意识。]
2、Play a game again“find your friend.”
师事先准备好许多动作卡片，分发给学生，以四人一小组为单位，通过在组内对话，让他们寻找自己的朋友，看谁找得快。
[设计意图：这游戏能让学生在完成任务的过程中，不断操练What are theydoing? They are…，What is he/she doing ? He/ She is…能极大地激发学生学习英语的兴趣，巩固所学的新授知识。
四、出示课件，明星的图片继续训练What is he/she doing ? He/she is …
What’s he doing ? What’s Liuxiang doing
He’s playing football . He’s runnin
What’s Yaoming doing ? What is Dengyaping doing ?
He’s playing basketball. She’s playing table tennis
(设计意图，用人们熟悉的运动员，球星等名人的图片，增加了学生的 好奇心，给学生创设了生动的 语言环境。 )
五、出示课件练习题16页17页运用四线三格的格子，指导学生书写单词并强调书写格式。
[设计意图：指导学生书写，养成学生书写的好习惯，为今后的 写作打好基础。]
Listen and try to sing, then do the actions.
[设计意图：利用flash播放课文中的歌曲，让学生在轻松、愉快的学习氛围中，复习巩固本课的知识点。]
六、Produce.
Pair work.(就歌曲下方的图片，同桌两人问答，老师先给出示范。)
A: Whatarethey doing? B: They are rowing a boat .”
[设计意图：利用多媒体课件展示图片，更形象直观，这个环节旨在让学生的课堂知识得以延伸，培养学生的发散思维能力。]
如果有时间的话，让学生打开练习册16 、17页，单独辅导学生写作业。
(单独辅导学生，体现了个别差异性。)
七、Summarize.
本课主要学习句型“What are they doing? They are …”What is Amy doing ? She is…?”及其延伸拓展到句型“What’s he/ she doing? He’s/She’s…”
八、Homework.
After class，use these sentences “What are they doing? They are…” and “What’s he/ she doing? He’s/ She’s…” to make a short dialogue.
Module 3 Unit 2 What are you doing?
A: What are they doing?
多媒体展示区 B: They are…”doing?
A: What’s he / she doing?
B: He’s / She’s…
板书设计：
[设计意图：我采用归纳法，将重点句型都展示出来，加上课件展示简洁明了的卡通画，使学生一目了然。]
篇2：外研版小学四年级英语教案
教学目标：
知识目标：本课的第一目标就是掌握现在进行时态的结构，以及现在分词构成的规律。
怎样完成这一目标呢?要通过下面另两个知识目标的学习，既学会本课的八个词汇和重要的句型。充分利用词汇对句型进行反复演练，达到学会这一新时态的目的。
能力目标：主要是锻炼学生用现在进行时态进行口语表达的能力。
而在情感目标方面则是让学生学会work together，即合作学习。
教学重点：
掌握本课的词汇、句型以及语法现在进行时态。
教学难点;
其一是现在分词的构成规律，尤其是以e 结尾的动词。其二，是现在进行时态的构成中，学生容易忽略be动词。在学习这一时态之初，让学生牢固掌握其结构，为以后的学习打下良好的基础。
教学方法：
依据本课学习内容的特点以及学生年龄段的特征，我采用了任务型教学模式，共设计了4个任务让学生完成。
为了让学生在宽松、民主、和谐的教学氛围中完成学习任务，我采用了情景教学法、交际法、任务教学法、合作学习法、小组竞赛法以及多媒体辅助教学法。
而学生则是通过同桌结对活动、小组合作演练等大量不同形式的语言实践来完成学习目标。
教学程序：
整个教学程序设计主要是依据循序渐进、由浅入深的原则，来完成设定的任务。
一、导入
首先，让学生欣赏一首英文歌Are you sleeping?这是一首与现在进行时有关的歌曲，让学生在优美的歌声中，带着愉悦的心情，进入到轻松的学习氛围中。
然后，出示今天的学习目标，让学生清楚今天所要学习的内容，以及要达成的目标。
出示八幅图片，让学生观看图片，进而学习本课的生词，draw ,write, cry, laugh, make, talk, work。
二、合作学习
1. Task1
学生熟悉生词之后，完成本节课的第一个任务：讨论图片。
同桌讨论每幅图片，教师先给出示范。What is she doing? She is drawing. 同时给学生简单讲一下现在进行时态的结构。
学生仿照例句进行结对练习。在这个环节中，学生巩固了生词的学习，同时对今天所要学习的语法有了一个初步的了解。
2. Task2
看图片进行问答。我将问答环节分成了三部分。
第一部分主要练习主语是第一人称和第二人称的现在进行时态。为了完成这个目标，在做完问答之后，我设计了一个三人小组游戏，一个人做动作，另两个人问：What are you doing? 答：I’m …。。;
然后，两个人一起做动作，一个人问：What are you doing? 答：We’re…。这样就对第一人称的单复数都进行了巩固练习。
第二部分主要练习主语是第三人称的现在进行时态。为了掌握好这一用法，我在学生做完问答之后也同样设计了一个游戏Act and Guess. ，以小组比赛的形式进行。每组派两名同学到讲台上表演，其中一人背对全体同学做动作，另一人问：What is she/he doing? 让其他同学猜测，最后选出表现出色的小组。
第三部分主要练习主语是第三人称复数they的现在进行时态。有了前面两个练习的基础，这部分练习学生应该做得很轻松，因此在这个环节没有设计游戏。只是对幻灯片上的图片进行了问答。
做完三个问答练习之后，用录音机播放课文录音，让学生不看课本听录音。训练了学生听的能力，也对本课课本上的内容有了系统的认识。
在以上几个环节中，学生们已经掌握了学习目标中的知识目标，即对词汇和句型的学习，也完成了能力目标，即锻炼学生用现在进行时态进行口语表达的能力。到此为止，本课的教学重点已经完成。
3. Task 3
通过以上学习，让学生自己或者分组合作，总结出现在进行时态的结构。教师通过播放幻灯片，对学生的总结进行概括和补充。因为本课没有涉及到双写最后一个字母加ing的动词，因此归纳现在分词的构成时，只有本课涉及到的两种—直接加ing和去e加ing。
三、反馈检测
做幻灯片上的两个练习题。其中一个是写出下列动词的现在分词，另一个是完成句子。通过当堂练习对本课所学语法进一步巩固。
总结和反馈检测这两个环节，通过对现在时态和现在分词的归纳和练习，突破了本课设定的难点：即现在分词的构成规律，尤其是以e 结尾的动词和现在进行时态的构成中，学生容易忽略be动词这两个难点。
到此为止，学生在轻松和谐的学习氛围中，通过合作学习，师生互动、生生互动，完成了今天的学习任务。
最后是作业，完成同步练习册上的练习题。
篇3：外研版小学四年级英语教案
教学目标：
1.学生能听懂、会说、认读并书写下列词汇：see, look, look out of, look at , boy, girl, now, draw, picture,
2.学生能认读，理解并运用下列基本句型结构
What are you see? What are you doing? I am drawing a picture.
教学重点：
1.学生能听懂、会说、认读并书写下列词汇：see, look, look out of,
look at , boy, girl, now, draw, picture,
2.学生能认读，理解并运用下列基本句型结构：
What are you see? What are you doing?
I am drawing a picture.
教学准备：
教学光盘
教学过程：
一、Class opening and review
1. Greeting
How do you feel?
2. Review ：What do you like to do?
复习环节也要多采用小组或两人组活动，不是师问生答，而是生生
对话，这样才能扩大学生的参与面，并且复习的内容要与新授知识相
关。
二、New concept
They are on the train now. What do they see on the train?
Let’s listen !
播放第一部分光盘。
整体感知文本，理解大意。
听的时候给出问题，带着问题去听，让学生
听的更集中更有针
对性
出示一些图片，What do you see?
What are they doing on the train? Let’s listen.
此活动可以是口语表达，也可以是写句子，通过比赛的形式，
看哪一队说的最多或写的最多，激发学生参与的兴致 播放第二部分光盘 培养学生根据要求抓住关键信息，然后提炼信息，完成任务。 利用动画形式或其他运动的形式介绍现在进行时：I’m jumping She is swimming. They are talking… 现在进行时强调正在进行的动作，所以教师呈现给学生的一定是正在做的事，持续播放的动画或动作等，更真实贴切，利于学生理解和接受。
播放整篇文本，listen and read.
三、Practice
Read the text. Exercise book.
板书设计：
Lesson 2: What are you doing?
What do you see?
I see _________.
What is the boy doing now?
He is drawing a picture.
What is the girl doing
now? She is looking out of the window.
篇4：外研版小学英语教案
教学目标：
1、能听懂、会认、会读、并识别Physics 、Chemistry 、History 、Geography等单词。
2、能运用I'm going to study___. 等语句来介绍将来的中学生活。
重点难点：
1、能听懂、会认、会读、并识别Physics 、Chemistry 、History 、Geography等单词。
2、能运用I'm going to study___. 等语句来介绍将来的中学生活。
教学过程：
Step 1：Warm-up and show the learning aims
T: My kids, yesterday we learnt Sam is going to go to middle school, and he is going to study physic chemistry, history . Today let talk about what are you going to study? (板书课题并齐读) First ，please look at our learning aims.(出示本课学习目标，教师慢慢读，学生仔细看、认真听。)
Step 2: Show the guides (指导自学)
1、Review some words about subjects Chemistry ,Math ,history Chinese…
2、T: Look at here. She is lily and he is Peter. We'll watch a video about them. Before watching the video, let's see three tasks.
(1)Look at the pictures and read the text
(2)Listen to the tape and read each sentence.
(3)Students read the sentences and the new words. Then talk each other
3、Talk to a friend. What are you going to study? Choose and draw three subjects.
4、Memory game: How are you going to go to school?
Step 3: Practice
Ask and answer
Where are you going to study?
What are you going to study?
板书设计：
Unit 2 What are you going to study?
A: what are you going to study?
B: I am going to study Chinese, Math History, and Chemistry
小学英语教案范文二：描述将要做的事情
教学目标：
1.能听懂、会认、会读study ,History ,Physics等单词。
2.会用what are you going to study ?I’m going to …等语句来描述将要做的事情。
3.能口头会用Where are you going to go ? I’m going to go …/What are you going to do? I’m going to …等语句来描述自己的计划。
重点难点：
1.能听懂、会认、会读study ,History ,Physics等单词。
2.会用what are you going to study ?I’m going to …等语句来描述将要做的事情。
3.能口头会用Where are you going to go ? I’m going to go …/What are you going to do? I’m going to …等语句来描述自己的计划。
教学过程：
Step 1：Warm-up and show the learning aims
T: Boys and girls, do you like games. Let’s play a game, ok? Now take out your books. I say and you show:
Chinese, maths, English, Science, Art, PE, Music.
Now, I show the books, and you say.
Show the words about books, let Ss say quickly. 新|课 |标 |第 |一| 网
T: My kids, today we are going to learn Module 10 Unit 1 We are going to speak Chinese. (板书课题并齐读) First ，please look at our learning aims.(出示本课学习目标，教师慢慢读，学生仔细看、认真听。)
Step 2: Show the guides (指导自学)
1. . Learn the new lore: middle school, History, Chemistry, Physics
T: Boys and girls, we are in Grade six now. We’re learning these subjects. We’re going to go to middle school this September.
We’re going to be students. And we’re going to learn some new subjects. They are History, Chemistry, Physics, Biology, and Geography…
Show the books and the cards of the words to learn.
2. Practice
Now, let’s practice. Show the card of the word: practice. I show and you say. Show the cards of the words: History, Chemistry, and Physics. Read one by one.
3、say the Chant
Middle school, middle school,
I’m going to go to middle school.
History, History/ Physics, Physics / Chemistry, Chemistry…
I’m going to study History/ Physics/ Chemistry …
Let Ss read the chants. And make a chant by oneself.
Step 3. Learn the text
You are going to go to middle school this September. And Daming is going to go to middle school, too. Let’s learn more about Daming will go to middle school.
1. Listen to the tape.
Listen and find, underline the sentences with “be going to”。
2. Listen again, and answer the questions:
when is Daming going to go to middle school?
What new subjects is Daming going to study?
Step 4: Practice
Remember new words by heart then have a dictation
Only have one minute to remember these words in their own way, then they’ll have a dictation.
Have a dictation: listen and write.
(课件展示听力题内容，让学生听音写出新词，培养学生的听力及单词书写能力，老师由此可以了解学生对课文及单词的掌握情况。)
Read sentences , pay attention to the time and say “Yes “or “No”。
呈现句子：Are you going to go to middle school this September? 然后点击时间状语this September，时间状语可以变换：tonight， t 新|课 |标 |第 |一| 网 omorrow, next year, this afternoon等等，使学生更加明确be going to句式的用法。
Read sentences and choose “am going to, is going to , are going to”。
呈现句子：He …go to middle school this September.点击人称代词He将进行变换：I，she, we, Daming, you, Sam and Amy等，让学生选择“am going to, is going to , are going to”填空，使学生能熟练掌握be动词在不同人称下的变换形式，达到灵活运用。
板书设计：
Unit 1 we are going to speak Chinese
Daming: Physics Chemistry History
Amy: Chinese
1. Where are you going to go this summer?
2. What are you going to do?
3. What are you going to study?
小学英语教案范文三：回答有关原因的语句
教学目标：
1.能识别词汇：raincoat, 会书写单词：coat
2.学会运用Why are we wearing a raincoat? Because it’s going to rain .来询问和回答有关原因的语句。
重点难点：
1.能识别词汇：raincoat, 会书写单词：coat
2.学会运用Why are we wearing a raincoat? Because it’s going to rain .来询问和回答有关原因的语句。
教学过程：
Step 1：Warm-up and show the learning aims
1、Future tense with “be going to”
2、Vocabulary and phrases: wear raincoat theatre go into be afraid of throw…out of
3、T: Boys and girls, today we are going to learn Module 9 Unit 2Because it’s going to rain. (板书课题并齐读) First ，please look at our learning aims.(出示本课学习目标，教师慢慢读，学生仔细看、认真听。)
Step 2: Show the guides (指导自学)
1、Look at the pictures and listen to the tape carefully for “because”。
2、Play the tape again and have the students to imitate.
The teacher read the original text slowly.
3、Look and say：Say the right, whole dialogues.
4、let make silly sentences.
For example:
I’m wearing a dress ，because I’m going to go swimming.
Step 3: Explain the knowledge. (点拨)
1.小组内解决自己不懂的地方。
2.Notice:“ why”and“ because”
Step 4. Finish a task
写出下列动词的ing形式
do_____ run_________ take________
look________ laugh________ make_________
根据句子意思填空
1. Why are you ________ a hat?
Because it’s going to be ________.
2. Why are you wearing a __________?
Because I’m going to ________football.
3. It’s going to be cold. I am going to wearing a ________.
4. I’m going to ________. So I take my swimsuit.
板书设计：
Unit 1 Why are you laughing
Because…。
Laugh大笑 smile 微笑
Under---stand==understand
篇5：外研版小学儿童英语教案
一、教学目标
1、能听、说、认读单词warm/cool/hot/cold/weather report
2、能听、说、认读句子：Good morning. This is the weather report.It's …in….
3、能够简单介绍天气情况，做小小气象员。
二、教学重点：
理解和掌握单词warm/cool/hot/cold/weather
三、教学难点：
⑴我国各地的天气状况;单词weather report的发音
⑵how is the weather today句型的掌握。
四、教学准备：
课件，教师卡片，一根做天气预报的指挥棒
五、教学过程：
1、导入新课：同学们能谈论下今天的天气吗用英文，今天我们就来学习英文中怎么谈论天气。
2、板书：How is the weather today?
3、教师可以出示关于天气状况的日历表，给学生讲解weather的意思。
4、把How is the weather today?和It is ...谈论天气的句型给学生进行讲解。
5、教会学生本课重点单词：cloud 、wind 、sonw、rain、sun、warm、hot、cold、cool单词。
6、进行一段小对话
Guessing game：Warm or cold?
A：It's cold or warm in our classroom.
B：It's warm.Now Let's play a game.
A：It's warm or cold in Beijing ?
B：Warm.
A：It's XXXXXXX in Hainan . Is it warm/cold in Hainan ?
B：No.
A：It's hot in Hainan.教读单词hot.
B：t's hot. I'd like some watermelon. What would you like?
A：I'd like some...
7、为巩固所学单词，老师可以让学生读下列儿歌：
Let's chant
Weather, weather, weather report.
This is the weather report.
This is the weather report.
Cold, cold, it's cold in Harbin .
Warm, warm, it's warm in Beijing .
Hot, hot, it's hot in Hong Kong .
Cool, cool, it's cool in Lhasa .
六、教学结束：
布置学生背诵本课单词，掌握如何谈论天气句型。
篇6：外研版小学儿童英语教案
教学目标
1.能听、说、认读单词“favourite”和“food”。
2.继续谈论最喜欢的食物并给出原因。
3.能完成“Let's try”部分的听力任务。
教学重难点
1.能听、说、认读单词“favourite”和“food”。
2.继续谈论最喜欢的食物并给出原因。
教学过程
(一)、课前热身
1.猜一猜
教师请两三位学生上讲台，写出自己最喜欢的食物，其他学生猜一猜，如：
T：Guess! What's her / his favourite food?
Ss：Ice cream? T：No, guess again. Ss：Salad?
T：Yes, you're right.
Xiong Da，What's your favourite food?
Lan Yangyang，What's your favourite food?
Grace, What's your favourite food?
Kimi，What's your favourite drink?
2.教师随机出示上节课学习的五个单词的词卡，全班学生表演相应的动作。
(二)、新课呈现
1. B. Let's talk
(1)教师在黑板上画出自己喜欢吃的几种食物，说：“Look! There is ice cream, hamburgers, bread and noodles on the blackboard. They are food. They are my favourite food.”，教师边说边在黑板上画几个笑脸，帮助学生理解“favourtite food”的意思。
(2)介绍对话情景。
T：Sarah and Zhang Peng are talking about today's menu. Let's go
and see what they would like to eat today.
(3)教师出示本部分的教学挂图，问：“What food and drink are in today's menu?”，学生根据情景图回答：“There are noodles, beef, fish, sandwich, tomato soup and milk in today's menu.”。
(4)第一次播放教学录音，全班学生跟着录音读，提醒学生在跟读的过程中注意模仿录音中的语音、语调。第二次播放教学录音，全班学生分男女生跟着录音读。第三次播放教学录音，学生听完录音后回答下面问题：
① What's Zhang Peng's favourite food?
② What's Sarah's favourite food?
③ What do they have today?
Answer：
① Noodles. He loves beef noodles.
② Fish.
③ They have beef noodles and tomato sandwiches today.
(5)学生拿出人物头饰，同桌合作练习表演对话，然后教师请几对学生上讲台表演，评选出“最佳表演者”，并给予小礼物作为奖励。
(6) Ask your friend about your favourite food and drink
①学生四人一组，调查组内同学最喜欢的食物和饮料，完成表格：
②教师请两三位小组代表上讲台汇报本组各位学生最喜欢的'食物和饮料。
(三)、巩固延伸
1. B. Let's try
(1)明确听力任务
T：Zhang Peng and Sarah are thirsty. What would they like to drink? I'll play the tape for you to listen. After listening, match each person with the right picture.
(2)第一次播放教学录音，学生根据录音内容连线。
(3)第二次播放教学录音，师生一起核对答案
(四)、课堂小结
小结本课的重要句型并对学生的饮食习惯进行必要的引导。
T：When you like something, you can say , Ss：I like , Because it's / they're,
T：When you want to know someone's favourite food, you may ask , Ss：What's his / her favourite food?
T：If you want to know my favourite food, you may ask ... Ss：What's your favourite food? T：I like tomatoes. They're healthy.
T：Boys and girls. We must have much vegetables and fruit. They're healthy for us.
2. (五)反馈检测仿照例子写句子：
示例：I like bananas. They're sweet.
① I like XXXXXXXXXXXX. They're XXXXXXXXXXXXXX.
② I like XXXXXXXXXXXX. They're XXXXXXXXXXXXXX.
③ I like XXXXXXXXXXXX. They're XXXXXXXXXXXXXX.
④ I like XXXXXXXXXXXX. It's XXXXXXXXXXXXXX.
⑤ I like XXXXXXXXXXXX. It's XXXXXXXXXXXXXX.
六、布置作业
1.听录音，跟读B. Let's talk部分内容。
2.把本节课学习的生词在四线三格内抄写六遍。
3.调查自己家庭成员最喜欢的食物和饮料。
板书设计
Unit 3 What would you like? B. Let's try B. Let's talk
What's your favourite food? I love beef noodles. Well, let's see.
We have beef noodles and fish sandwiches today.
篇7：外研版小学儿童英语教案
教学目标
1.认读B部分Let's learn、Let's talk中的单词和句子。
2.理解Let's do、Let's chant等部分的内容。
3.句型：Can I have some …, please? Sure. Here you are.
教学重难点
1.句型：Can I have some …, please? Sure. Here you are.
2.单词：Knife, plate, fork, spoon, chopsticks。
教学过程
一、导入新课
复习本单元学过的食品单词
教师出示单词，学生抢答。
Guess：“What's this?”(教师将手中的卡片背对学生，学生猜)
Pair work：What would you like for…?
学生结对进行问答练习并上台表演。
听一听，做一做
老师说：“Pass/Give me ….”,学生听口令完成动作。
Let's do：
Show me the hambuger.
Pass me the French fries.
Cut the bread.
Eat the hot dog.
Smell the chicken.
Make the cake.
老师说：“Pass/Give me ….”,学生听口令完成动作。
二、学习新课
1.教师将几种食物(soup、beef、noodles)的卡片贴在黑板上，把几样餐具贴在一侧，对学生说：
What time is it now ? It's 12：00
“It's time to lunch, I want to eat some beef, how can I eat it ?Can you help me?”学生提示教师使用刀叉，引出单词knife，fork，
(教师将knife fork的单词卡贴beef下)教师带读几遍单词。边做边说：“Use fork.. I can use fork. Cut with the knife, I can cut with the knife. ”鼓励学生一起做一做，说一说。
2.教师说：“Here is some noodles, how can I eat it ?”引出单词chopsticks.
然后教师把读音分解教学。边做边说：“Use chopsticks.. I can use chopsticks. ”鼓励学生一起做、说。
3.教师说：“The soup is delicious. How can I drink it? ”引出单词spoon.
教师带读几遍单词边做边说：“Pass me a spoon. Use spoon. I can use spoon. ”鼓励学生一起做，说。
4.教师指着图中的盘子，说：“This is a plate”带读，学生重复词。Can you wash the plate? Do with me.学生边说边做。
5.开火车的读词练习。
教师发出口令：Point to the ….,孩子快速指出单词。
6.出示Let's learn部分图片，问学生：“Where is it? What can you see? Who can you see?”鼓励大部分孩子参与回答。听录音，理解故事。听录音跟读句子。学生分角色，小组表演故事。
Let's play What's missing?
7.教师播放Let's do部分的录音，学生模仿练习。
听一听，做一做，比比哪个小组的同学反应最快。
三、趣味训练
游戏1猜一猜Let's draw
教师在黑板上画一个圆，孩子猜单词，教师继续完成图画，答案是：plate。
教师在黑板上画一更小的圆，学生猜词，教师继续完成图画，答案是：spoon。
教师画一个长方形的小棍，学生猜词，教师继续完成图画，答案是：fork。
……
教师请学生画图，其余学生猜一猜最后的图案单词。
游戏2卡片搭配游戏
教师出示食物卡片和餐具卡片，根据食用食物应该用到的餐具常识，学生把它们搭配起来。
Let's find out
学生以小组为单位做游戏。
HOMEWORK：
Listen to the tape and follow it after class.
Good to know。
附：板书设计：
Unit 5 B Let's learn Let's do C Good to know
Mum, can I help?
Pass me a plate/give me a fork/use the chopsticks/…
Knife, plate, fork, spoon, chopsticks
篇8：外研版小学六年级英语教案
语言功能：
Talking about (论某个地方)，
学习任务：
学习目标语句：Do you want to go to Guilin?”并能用 Yes,I do./ No, thank you来回答询问。
学情分析：
本课的教学对象是六年级学生，他们的英语知识已经有了一定的积累，英语听说读写方面的能力有了一定的基础，具备了初步运用英语做事的能力。而且学生在合作学习以及在真实的任务中运用所学语言进行交际的能力等方面都有了很大提升。在教授新语言点时，要尽可能多地联系实际生活，创造生活化的语言环境，让学生在语境中更好地理解课文，同时采取小组合作学习的方式加强生生合作与互动，通过任务驱动，鼓励学生在真实的情景中运用所学语言，让学生在大胆实践和积极参与的过程中，培养其积极的情感态度和自主学习能力。
教具准备：
1. PPT
2. Teaching cards ，places pictures
教学目标：
1.知识目标 掌握并运用句型学习并掌握“Do you want to …?”“Yes, I do ./ No, I don’t .”和“I want to…” 的表达方法;
2.能力目标
(1)通过学习培养学生的听、说、读、写综合运用语言的能力。
(2) 学会询问他人的意愿并表达自己的意愿的功能话题。
3.情感目标 通过学习，了解我们的国家地大物博，美丽富饶，以激发学生的爱国之情。
教学重点：
掌握并使用句型Do you want to…………? 询问他人的意愿。 掌握I want to…表达自己的意愿。
学习方法：
1.通过多媒体课件、卡片学习并运用“want to” 句型。
2.设计自己的旅行计划，并发送电子邮件给笔友。
教学过程：
一、Warming up
Greetings
Good morning , boys and girls.
Nice to meet you.
Who’s on duty today?
What’s the weather like today?(拉近与学生的距离，创设英语学习氛围。)
二、Lead –in
Role_read.
划分小组，角色朗读Module 9 Unit 1课文，创设英语学习氛围，回顾复习旧知识，为导入新知识做好铺垫。
多媒体呈现祖国大地美丽的画面
老师描述：Beijing is very bueatiful and famous.Do you like it?
I want to go to Beijing. Do you want to go to Beijing?多重复，让学生跟着说，逐步掌握“want to”，卡片呈现“want to”。
多媒体呈现祖国更多的画面，引导学生自己运用句型进行描述Do you want to go to……。 I want to……。。(乘胜追击，导入新课)北京
上海 谈论假期生活是我们最想听的
下面让我们听录音，听听他们是怎样安排假期生活的。
三、Presentation and practice
1.播放一遍录音，让学生合着课本听，回答下列问题
Where are they going ?
How mang people are there in the story ?
2.放第三遍录音，同时多媒体呈现录音原文，设计以下问题让学生回答
Where does the boy want to go? Why?
Where does the girl want to go? Why?
Where does Dad want to go? Why?
Where does Mum want to go? Why?
3. 在多媒体课件上呈现我们祖国各地的美丽景色，引导学生用Sa:“I want to go to …”
Sb:“Do you want to go to…?”
Sa:“Yes,I want togo to…”
“ No,I don’t want to go to…”
句型说一说自己想去的地方。
四、Consolidation and Extension
1.. 以四人为一个小组，调查小组成员的旅游计划。把他们假期旅游想去的地方写在纸条上，用Do you want to ……? Yes, I do./No, I don’t 句型来提问回答。并选做得好的小组在全班同学面前展示。
2. 把学生分成两人一组，并把事先复印好放大的游戏卡片分发给学生。学生A 使用“Do you want to…?” 句型向学生B提问，学生B要根据卡片旁边标注的是对钩还是叉子来决定回答“Yes, I do.”或是“No, I don’t.”
3. 学习本课的韵律诗。
五、Summary
归纳本节课所学的语言项目。
六、Homework
写一封电子邮件给你的笔友，告诉她(他)你的旅行计划，并询问她(他)的愿望。注意使用本节所学的知识啊。
设计意图：通过这些图片来练习“want to go to…”，了解中国的魅力城市和国外风光。使学生热爱生活热爱学习。
篇9：外研版小学六年级上册英语教案优秀
教学目标
1. 能听懂会说本课的会话。
2. 听懂会说How many ... do you have? I have...并能在实际情景中运用，要求模仿正确，语调自然。
3. 能听说认读本课主要词汇：Chinese book, English book, notebook, math book, story-book, school bag以及句子How many...do you have? I have...
教学重难点
教学重点：
1.句型：How many… do you have? I have…
2.词汇：Chinese book, English book, math book, notebook, story-book, schoolbag
教学难点：
1.发音：have, math book, story-book, schoolbag
2.区别书写形式：notebook, story-book与Chinese book, English book, math book
教学工具
多媒体
教学过程
(一)热身/复习(Warm-up/Revision)
1. 复习第一单元My classroom所学内容
做游戏：Simon says 教师说simon says: Clean the board….学生根据游戏规则做出动作。
看图问答：教师出示一幅画有教室的图片，学生之间根据图片内容做问答练习。
2. 复习与本课内容有关的单词
做游戏：教师先出示图片pencil, pen, pencil-case, ruler, ersaser, crayon, book, sharpener…，请学生说出单词。然后教师出示写有上述单词的卡片让学生读出来，让学生把单词和图片配成一对
(二)呈现新课 (Presentation)
1. 让学生熟悉句型How many… do you have? I have…
教师手拿两支铅笔，说：I have two pencils.
教师提问：How many pencils do you have?
学生回答：I have …
教师手拿一个书包，提问：How many schoolbags do you have?
学生回答：I have…
教师出示单词卡，教读schoolbag并让学生指一指自己的schoolbag。(把单词卡贴到黑板上)
教师提问：How many books do you have?
学生回答：I have…
(教师可让多名学生来回答上述问题，并板书How many … do you have? I have…)
2. 教师出示小松鼠和小熊的手偶、面具或头饰，一边说一边表演课文的对话。
小熊：I have many books in my schoolbag.
小松鼠：How many books do you have?
小熊：I have 6. An English book, a Chinese book, a math book, a notebook, two story-book.
3. 教师提问：How many books does the Teddy Bear have?
学生回答：6。
教师提问：Do you know what books the Teddy Bear has?你知道小熊的6本书都是什么书吗?在学生回答不出来时，教师说：让我们一起看一看这6本书都是什么书吧。
4. 让学生观看教学课件。[Unit 2 Let's learn/A]
5. 教师分别出示语文书、英语书、数学书、故事书和笔记本，让学生用英文进行识别。学生在教师的帮助下学习这些单词。
6. 教师出示单词卡，让学生认读单词。(把单词卡贴到黑板上)
学习math时，教师要注意提醒学生th咬舌尖。指导学生区别带有book这几个单词的不同书写形式。
7. 学生听录音跟读、模仿。(使用教材相配套的录音带 ，Unit 2 Let's learn/A)
8. 看教学课件，让学生分别给小松鼠和小熊配音。
9. 让学生两人一组，运用所学知识进行扩充和自编对话的练习。如：
A: I have a new schoolbag.
B: Oh, it's nice. What's in your schoolbag?
A: A pencil-case and many books.
B: How many books do you have?
A: I have 4.An English book, a Chinese book, a manth book and a notebook..
10.找几组学生汇报成果，共同交流。教师要及时做出评价。
(三)趣味操练 (Practice)
游戏1 Listen and do
学生要根据指令做出相应的动作。由教师或某一个学生发布命令，其他学生听懂之后要完成这一动作。看谁做得又对又快。指令为：
Put your notebook under your bag.
Put your pencil in your desk.
Put your pencil-case on your chair.
Put your eraser near your pencil-case.
Put your English book on your head.
游戏2 看谁拿得快
教师用英文说：Show me your English book. Show me your Chinese book…学生听到之后，要用最快的速度找到和举起相应的物品，看谁拿得快。
游戏 3 Listen and draw
教师给学生每人发一张纸，纸上印有5个长方形。告诉学生每个长方形都代表一本书。做法：如教师说：English book，那么学生在第一个长方形上写几个英文字母即可。Math book 可用算式或数字表示等等。主要是考查学生是否能听懂并把这些词进行区分。
(四)扩展性活动(Add-activities)
启发学生把本课所学句型和单词综合运用，并回答出问题：
How many Chinese books do you have?
How many English books do you have?
How many math books do you have?
How many notebooks do you have?
How many story-books do you have?
篇10：外研版三年级小学起四年级小学上英语教案
外研版三年级小学起四年级小学上英语教案
(此文档为word格式，下载后您可任意编辑
修改！)
复习英语数字1---12
复习歌曲 “Rainbow” 和 “Ten little fingers” 2.2运用能力目的
通过学习英文数字13---20，使学生能够灵活运用所学到英文
四年级上册英语教案(第3册)
Module 1 Numbers
Unit 1 seventeen, eighteen, nineteen, twenty!一、教学准备与分析 1、教学内容
学生用书：第一模块第一单元活动1、2、3、活动用书：第一模块第一单元活动1、2、3、2、教学目标 2．1技能与知识目标 A基本要求
基本能听懂、会说英文数字Numbers 13-20.
基本能听懂、会说句型 This is + adj + one. B初步要求
使学生初步理解和感知的句型Here’s的用法。 C巩固复习
复习巩固颜色词汇yellow, white, purple, pink, red, green,blue.
数字，对自己身边的数字进行正确英语的表达。 2.3素质教育（文化、情感态度、策略）目的
通过对本课的学习，让学生了解如何简单的用英语数字自己周围的事物，从中发现学习的规律，让学生从小培养爱学习、会学习的良好习惯。 3教学重点
英文数字Numbers 13-20. 4教学难点
“thirteen”和“fifteen”发音
5教学任务 学习任务
学习词汇：英文数字Numbers 13-20. 学习句型：句型 This is + adj + one 运用任务
运用任务一：智力大闯关。 运用任务二：猜猜他多大。 6教学任务
教学卡片、教学用书、录音机、挂图、学生卡片、水彩笔二、教学程序
1、热身复习（Warming-up）
(1)新学期开始，向学生问好，并询问一下学生在假期都干了什么？
T: Hello, the little fingers” 并借此机会复习颜色以及英文数字1―12。 T: What colour is the pencilpenwindowdoor?? How many redgreenblue pencils?? 2.任务呈现与课文导入
（1） 教师出示一组数字题1+1=？2+1=？3+1=？?，让学生接龙抢答，比一比，谁的反映最快？当进行到12+1=？教师将速度放慢，并请说出数字的同学到前台来给大家清楚的示范。教师在此时可将单词卡贴在黑板上。
（2） 教师准备了一个小见面会，――智力闯关游戏，想当大赢家吗？那么让我们赶快来学习这些英文数字吧！
（3） 听一听，说一说，你听到、看到、想到、知道了什么？ 3．课文呈现与操练
（1） 让学生看挂图听音，说一说发生了什么事？
（2） 听音跟读，画出听到的数字和句子，之后进行汇报。 （3） Touch game：教师请学生看黑板上的单词卡片并请出每组
小代表，教师说英文数字，
小代表们迅速找到数字，谁最快，谁是赢家。
（4） Bingo game: 教师请学生拿出水彩笔，教师说英文数字，学生用自己喜欢的颜色立刻相应的阿拉伯数字，之后教师在说带颜色的数字，如：Fifteen is blue.如果说的颜色和数字与学生写的一致，就迅速说Bingo!
（5） 结合学生用书活动三，让四人小组练习Thirteen is red.之后小组进行汇报。
（6） 句子接龙：教师任意拿起教学用具，比如铅笔，说：This is a green pencil.在拿起另一个红色的说：This is a red one. 还可用句型“Here is a red one.”
（7） 再次听音或观看VCD，鼓励学生模仿课文。 4．任务完成 （1） 智力大闯关
教师出示四组英文数字的加法算式，让学生通过小组活动，以最快的速度描述和回答算式。如：13+1=？（Thirteen and one is fourteen）
之后请获胜组的同学将有资格进入下一关―― 猜猜他多大？ （2） “猜猜他多大”
教师给获胜的同学每人一张年龄卡，之后迅速转身告诉大家 “I am fourteen.”在立刻转过身来，等七位同学都汇报完毕
教师再任选一位同学发问“How old is :
教师出示一些动物图片，请学生说出他们的名字。（通过复习动物名称为下一步新知识教授作好铺垫。） III. Presentation:
1. 找几名学生到前面来，将刚才出示过的动物图片发给每个人一张，教师可作示范来问其中一名学生：”Have you got a tiger?”引导该学生说：Yes, I ’t.
2. 请几名学生来猜猜他们每个人手里分别都有哪些图片。如果有答对的教师马上给这名学生一张事先准备好的10分数字卡片.并且告诉他她:”You points.” 并引导学生说出句子:”I’ ve got ten points.”板书句子。
3. 待全部猜完后每个人报出自己得到的分数，分数高的获胜，教师对他说：”You’re the winner.”板书单词winner。 （新知呈现的部分以竞赛的形式出现既能激发学生学习的热情又能自然地导出新知内容。） 4. 呈现课文：
出示课文挂图，提问学生：Who is the winner? How many points . 一、准备阶段: Ⅰ 教学目标:
情感目标：培养学生乐于助人的品质。
知识目标：学习句型Where’s West Lake Road, please? Go
straight on. Turn left. Turn right. Where are you going? 能力目标：培养学生问路、指路的能力。
Ⅱ 教学重点;
1. 学习句型：Where’s ?,please? Go straight on. Turn left. Turn right. Where are you going?
2. 掌握单词及词组： turn left turn rightexcuse me next to supermarket Ⅲ 教学难点:
掌握表示地点和方位的词 Ⅳ 辅助资源：
挂图、录音机、磁带、图片、课文VCD 二、教学过程: I. Warming up
TPR活动。教师边说边做：”Right .”学生跟着教师边做边说。 II. Revision:
教师出示一些表示地点的图片如parkzooshopschool等，请学生抢答出单词。
（通过复习地点单词为练习本课的句型Where’s ?,please?做好铺垫。）
III. Presentation:
教师拿出公园的图片对学生说：”I’m going to the park this weekend. Where are you going this weekend?”学生说出自己的出行计划”I’m going to?.” （为课文教学创设情景）
教师说：”Sam is going to Daming’s West Lake Road or East Lake Road? Let’s wactch the VCD.” 学生观看课文VCD，找出答案并回答。
教师提问：”Sam asks the way to the policeman. How does ，同时在大屏幕上演示出课文中的路线图，教师边指图边讲解。教授词组go straight onturn left turn right。
教师准备一些路线图和要找的目的地单词卡。教师将单词卡片发给一些学生，再将路线图发给另一部分学生，那单词卡片的学生作为迷路者来问路，如：”I’m lost. Where’s the park?”拿着路线图的学生帮助他们来指路。 （学生在活动中操练了问路和指路。） V. Summary:
教师说：”Today we . Turn left. Turn right. ” We use them in the daily life. VI Homework
请学生画出从家到学校的路线图并英语标注。
教师在大屏幕上出示几种路线图如： 让学生说出路线。 （通过练习及时操练重点词组。） 学生打开书，跟录音朗读课文。 分角色朗读课文。 IV. Practice:
1. 活动：问路。
让学生自己画一幅地图，上面有三条路，分别标有school zoo supermarket my and then turn left”。
（此活动目的在于巩固练习问路及指路的语句，培养学生观察和动手能力。）
2. 活动：我迷路了。
Unit 2 It’s at the station. 一、准备阶段: Ⅰ 教学目标:
情感目标：培养学生乐于助人的品质。
知识目标： 学习句子：The train is going updownpast the is going updownpast the uppaststation Ⅲ 教学难点:掌握表示地点和方位的词 Ⅳ 辅助资源：
挂图、录音机、磁带、图片 二、教学过程:
I. Warming up
TPR活动：教师或一名同学下口令turn left:
请几名学生展示自己上节课画的路线图并向大家介绍从自己家到学校的路线，教师可把学生的路线图用投影放出来。
（此活动既使学生的作业得以反馈，复习了已学过的知识，又为本课的新内容做好铺垫。） III. Presentation:
1. 教师准备一涨有课文背景图案的挂图，将小山、房子、学校、火车站分别贴在图上，并讲解单词hill和station。 2. 出示火车图片并说：There’s a train from Beijing to our city.Where is the train going? 将火车贴在山上的位置，引导学生说出：“The train is going up the is going down the ”,图片交给学生请他们站在相应的位置。将”train”的头饰交给另一名学生，并邀请一些学生乘坐火车。老师请火车开动起来，并请其他同学一起说出火车经过了哪些地方。
（此活动的目的在于在活动中巩固、练习表达方位的单词。培养学生的合作精神。） 2. 完成P8练习3。
学生两人一组，学生A说出路线，学生B根据A的描述找到相应的'地点。学生A：Go straight on, turn left. It’s on your night. 学生B: Is it the supermarket? 学生A: No, it isn’t.
3. 活动：How can we go to Carrefour?
学生以小组为单位讨论后设计出从学校到最近的一家Carrefour的路线图。然后到前面来给全班学生讲解路线，选出最合理的一组获胜。 4. 学Chant。
教师首先播放一遍chant录音，请学生边看图边听。 学生找出生词，教师解释词义并指导学生读音。 再放录音，逐行停顿，学生边听边模仿学说。 听录音连贯跟读几次，鼓励学生加上动作。 5. 学唱歌曲。
教师首先播放一遍歌曲录音，请学生边歌词边听。 学生找出生词，教师解释词义并指导学生读音。 再放录音，逐行停顿，学生边听边学唱。 听录音连贯跟读几次，鼓励学生加上动作。 V. Summary:
请学生总结今天所学的重点句子和单词。 VI Homework
看P8图来描述火车所在位置。
Module 3 Activities
Unit 1 She’s writing a letter. 教学目标
1．Key sentences: This is my sister. She’s writing a letter.
2.Vocabulary: writing a letter, taking pictures, talking to .. 教学重难点 Aims 1, 2,3 教学方法
Listen, TPR, communication 教学准备
A recorder some cards wall chart 教学过程 教师活动 学 生 活 动
ask Ss : “What can you see?”
7. Tell the Ss that this is the short form of “is“, now the story. Warmer: 1. Greetings. 2. Ask and answer:
Who is get them work in groups. Step1.Listen and repeat.
1. Teach the new words: 2. Call some Ss read and spell the words. writing a letter, taking pictures, talking to
friends, playing with a toy train..
3. Practice the words more times by individual student or group.
4. Have the Ss open their books, and look at the pictures in books, ask them: “Who are they?”(Daming, Lingling, Amy, Tom) “What are they doing?”(They are talking.) “What are they talking about?” 学生问好
2.Play the tape , get the Ss write down all the numbers Ss repeat the board: is are
5.Point to the words and say the words.
6.Then adds the following word on the board: ‘s
Ss look at the picture and answer the questions 5. Play the tape, get the Ss listen.
6. Play the tape again, pause it after each utterance, get
the Ss repeat.
7. The teacher read the text again, get the Ss repeat. 8. Call two Ss act the roles in text. Step2. Listen and say.
1. Play the tape, stop the tape after A finishes talking. Tell the Ss they are B, they can read B’s sentences. 2. Work in pairs, one is A and one is B. Step3.AB book Ss listen a
see on the pictures?” Ss read the text
Ss look at the picture and answer the questions (The Ss tell the teacher what they see). 3. Repeat the sentences.
4. Now listen to the tape and point to pictures. Step2. Ask and answer
1.Write some activities on the board, give the Ss some information about the activities.
What are you doing? on the board before the lesson). She’s writing a letter. She’s taking pictures, She’s talking toher friends,
She is playing with a toy train.
I’m listening to music. I’m watching TV. I’m reading a book. What is example first. 3. Work in pairs.
3. Tell the Ss that I’m going to say the pictures and Step3.Listen and repeat. Pay attention to the stress. pairs. One say and one point. Step1. Look , listen and point.
1. Get the Ss to open their books of Unit2, look at activity 1, then the teacher points to the pictures, ask the Ss: “What can you
Step4.Listen and chant.
Step5.Finish exercises of AB book.
Homework: 1.Read the words and text of Unit1. 2.Recite the words of M1. Ss reapeat
Ss listen and point Ss practise Ss repeat Say the chant 板书设计
MODULE 3 Unit 2 What are you doing? What are you doing? I’m listening to music. I’m watching TV. I’m reading a book.
What is the park
Unit1 What are they doing? 教学目标
1. Talking about activities in the park 2.Key sentences: Present continuous: What are they doing?
They are rowing a dragon boat.
3.Vocabulary: let’s, get on, lots of, interesting, thing, look at, people, park, lake, row, boat, men, chess, drink, .. 2. Revise the activities with the actions.
(writing a letter, taking pictures, talking to friends, playing with a toy train..)
3 The teacher ask the Ss: “Last lesson we learnt about the people in the park.
(1)Look at the people in the park, what are they doing? (2)Look at the people on the lake,what are they doing? (3)Look at the men under the tree, what are they doing? (4)Look at the girls, what are they drinking? 4. Call some Ss answer. (1)They are doing taijiquan. (2)They are rowing a dragon boat. (3)They are playing chess.
(4)They are drinking soybean milk.
Then point to the form on board, get the Ss say the activities on it ,and ask them “What are they doing?” Step1: Presentation
1. The teacher show 4 pictures, . (2)They are rowing a dragon boat. (3)They are playing chess.
(4)They are drinking soybean milk.
2. Write the following sentences on board: What are they doing?
They are rowing a dragon boat Ss read the text
Ss look at the picture and answer the questions
3. Teacher describe the pictures and get the Ss listen. 4. Do more examples for Ss, make them understand the meaning.
Step2.New lesson
1. Have the Ss open their books, and listen to the tape, then find “What are they doing? They are rowing a dragon boat” in the text.
2. After listen, check their answers.
3. Show the cards on board , teach the new words: let’s, get on, lots of, interesting, thing, look at, people, park, lake, row, boat, men, chess, drink, text , and underline them. Ss reapeat
Ss listen and point
板书设计
What are they doing? They are rowing a dragon boat.
Unit 2 What is Amy doing? 一、教学分析(Analyze teaching) 1、教学内容分析：
本节课主要是学习和运用句型 What are they doing? They're doing sth. What's . T:How are you?
S1:I'm fine, thank you. And you? T: I'm great, thank you.
T: How’s the weather like today? S2:It’ sunny today. 2.Sing English song.
T: Yes, today is sunny, I’m very (1)Teach ” running, jumping “
Teacher does actions ”running“ and says: Boys and girls ,what am I doing? Yes, I'm running, running. Then write “running” on the blackboard. And read it several times. Learn ”jumping“ in the same way.
(2)Teach ”What are they doing? They're Module 4 Unit 2: What is Amy doing? basketball. What is with “running jumping” Then asks “What are they doing?” And make a boy or a girl does action and asks: What is the blackboard. (三)Practice
What are they doing? They're Playing football.
What is ?? 引导学生回答Yes, I ’t.
T: Glad to meet you. answer, and using the target drills. What are they doing? They're playing??
(用Free Talk的形式,让学生置身于真实的英语交际环境,尽快融入到英语氛围中来。同时，在师生交流的过程中引导学生回顾相
关的语言知识，也为本课的教学做好铺垫。) are Sam and Daming doing? What is Amy doing?”
Step 2 Presentation
1．（Free Talk结束后，教师环顾全班同学，面带欣慰的微笑，） team .
(四)Learn the English song “Row your boat” 1.Play the CAI, enjoy the song.
2.Learn the song after teacher and CAI.
3.Sing the song together as well as do actions. 4.Make some Ss show this song. (五)Homework
1.Do exercise book on page 16 Ex 1, 2 2.Sing “Row your boat” for family. (六)Teaching design.
T： Class, let’s chant. （拍手齐说） Noodles and rice are very very nice. Mmm, Mmm, very very rice.
Ginger and spice are not very nice, Mmm, Mmm, are not very nice. T：Very good.
(later on) T: Do you like noodles? Ss: Yes.
T: Do you want some rice? 引导学生说出Yes,please.
T: Do you like rice? T: Yes.
T: Do you want some rice? Ss: Yes, please.
T: Do you want some soup? 引导学生说出 Ss: No, thank you.
T:Noodles and rice are very nice. They are Chinese fast 2. show the cards ,learn the words : fast food 指名读,分组读。 齐读。 T:Do you want some rice? Ss: Yes, please.
T: Do you want some noodles? Ss: No,thank you.
CAI 操练此句型。显示各种食物的名称。 Do you want some ?？ Yes，please. No, thank you. 3 Ask and answer: 看课件，让学生回答:
指名回答，师引出回答：引出本课新句型： Do you want some ?？ Yes, please. No, I don’t. 利用多媒体操练此句型:
T: Please look at the pictures, (多媒体显示快餐店和快餐食品)
T: Do you want to some to the tape and read the text
Unit 2 I am making dumplings 教学目标：
1. 知识目标：
What are you doing ? I`m making dumplingscooking vegetables. Do you want some? Yes, please. No, thank you. 2. 能力目标：
能运用核心内容比较中西方饮食方面差异，并用英语向外国朋友介绍一些中国的食物。 2. 文化意识：
了解中西方饮食方面的文化，并引导学生比较差异。在学习过程中，努力发展学生跨文化交际的意识和能力。
教学重点：
核心句式Do you want some? Yes, please. No, thank you. 教学难点：
1.真实运用任务的设计
2. What are you doing ?和 Do you want some?两种不同句式的综合运用。
教学用具：录音机、卡片、图片、头饰、课件 教学过程： 一、热身复习
1、师生表演唱英文歌曲―I`m listening to music.
2、听声音猜测Amy和Sam正在做的事情（What is food）,并相机引出生词―dumpling 和vegetable,并通过领读、点读、伴声音读（跺脚读）等多种方式进行练习。
4、学习生词过程中，教师边做动作边适时呈现核心句型,并板书―I`m making dumplingscooking vegetables.Do you want some? 二、任务呈现和课文导入
在复习环节后，教师向学生布置本节课的任务：（教师边指黑板上食物图边布置任务）Noodles,rice,, you all will ,who are they ? 三、任务准备 （一）学习短文
1、听音回答问题（1）：Who are they ? 设计意图：通过让学生回答
Daming is making
dumplings.Daming`s mother is cooking vegetables. 帮助学生初步了解短文内容。
2、听音回答问题（2）Do Sam and Amy want dumplings ? Do they want vegetables ?
设计意图：通过回答复杂问题，检测学生对文章理解能力。 3、听音、指词、模仿
4、自由练习对话、分角色表演
5、学生抽食物卡片，重点练习Do you want some? Yes, please. No, thank you.
设计意图：由于青岛的学生没有学习这个句型，所以在此重点练习此句型，为后面的完成任务做好准备。 （二）学习韵律诗
1、观察韵律诗中的图（一人正在把平底锅的蛋糕放入烤箱中），并回答：What is the平底锅.)学习pan一词。并引导学生注意pan和pen发音方面的区别。 2、初次听，教师做动作帮助理解。 3、再次听，引导学生模仿。 4、边说边做动作（由慢到快） 设计意图：增强韵律诗的趣味性。
（三）做课堂用书上的题
通过做题引导学生将听说读写四项技能有机结合，培养学生语言综合运用能力。 四、任务完成
本课设计的任务是向英国的小朋友介绍自己最喜爱的食物。 （一）师生示范
教师自己先抽取一图片，并向事先以安排好的戴着头饰的Sam和Amy 介绍自己最喜爱的食物。I`m making noodles. Do you want some ?
（二）学生自由介绍 五、家庭作业
教师引导学生总结本节课学习内容。同时布置课外作业----把自己喜爱的中西方食物介绍自己的父母
Module 6 Abilities Unit 1 Can you run fast ?
Teaching material: Module 6, Unit 1.
Teaching aims: 1.Ask and answer about abilities using “Can you?.?” “Yes, I can. \No, I can’t .”
2.Learn the new words in this unit : can, jump ,, fast, far, ride .
Teaching important points: Can you ?..? Yes, I can. \No, I can’t .
Teaching difficult points: ride , can’t ,run . Teaching procedures: Step 1. Warm-up
T: In , the Olympic Games will be Beijing. So, now most of the people like sports(运动). I like sports,too. Do you like sports. Ss: Yes.
T ” and say “I can play table tennis. And you?” S1: I can?.. S2: I can?..
T: Sam, Amy, Daming and lingling like sports,too. What can
they do ? Let’s look at the text . Underline the new words. Step2. Look, listen and learn.
1. Ss say out their questions. T explains. Then let the students try to translate the text. 2. Teach the new words:
(1). Can, can’t . Make sentences. For example, I can make noodles. I can’t make cakes. Ss:??
take pictures and so on.
2. Make dialogues. T and a good student act first , then get some students to try.
3. This lesson we can ask some questions. For example, Can you ??? And we can answer them using the structure “ Yes, I can. \ No, I can’t .” We studies very well. Class is over.
(2). Run, jump, ride,fast, Ss practice in pairs. And Can you run fast? and repeat three times.
4. T teaches the difficult word and sentences. 5. Ss practice in groups of five. 6. Get some groups to act it out . 7. Ask and answer about text: Q1: Can Sam \Amy run fast?
Q2: Can Sam\ Daming jump Sam\ Lingling jump far? Q4: Can Sam\ Daming ride fast? Some students answer these questions. Then T says “ Sam can run fast\ jump ’t ride fast .
Step3. Review and act .
1. Review some expressions: Play basketball\ football\
Can you run fast?
Can you jump . \ No, I can’t. Can you jump far? Can you ride fast?
Unit 2 Yes, I can. 教学目标：
1. 知识目标：Can you make a cake? Yes, I can. No, I can’t.
2. 能力目标：使用＂can＂询问他人的能力并讲述自己的能力。 3 、教学重点：
核心句式Can you -----?
table tennis. Make noodles\ cakes\ dumplings. Write a Yes, I can. No, I can’t.
4、教学用具：录音机、卡片、图片、头饰、教学过程：
Step 1: 老师和学生进行简单的交流，针对能力向学生提出问题。 Can you -----?
Yes, I can. No, I can’t.
2、请学生完成AB Unit 2 练习1。听音做出响应的动作。 Step 2:Presentation
1、课文导入：出示课文中的挂图，告诉学生：大家要听一听Daming、Lingling 、Amy 和Sam之间关于能力的对话。请听录音。并回答下面的问题： Daming、Lingling 、Amy 和Sam能做什么和他们不能做什么？
2、Read after the tape. 3、Practises in pairs.
4、Play games:1 调查一下咱们班Who can make---?如果你能请回答＂Yes, I can.” 不能请回答＂No, I can’t.”2、
让学生在两张纸上分别画出哭脸和笑脸，然后两人一组，进行对话。被询问一方要举起画有哭脸和笑脸的纸，然后进行口头回答。3、开展“互相帮助”游戏。 Step 5 Homework
Listen and repeat at least five times.
Module 7 Travel
Unit 1 We are going to go to Hainan. 一、教学准备与分析 1、教学内容
学生用书：第七模块第一单元活动1、2、3、活动用书：第七模块第一单元活动 3、2、教学目标 2．1技能与知识目标 A．基本要求
基本能听懂、会说、会读、会写词汇： tomorrow, by plane, from, swim, sea,
基本能听懂、会说、会读句型: We’re going to ? I’m from? B．初步要求
初步掌握词汇：bedtime, swimsuit, 初步掌握句型：I’m going to ? C．巩固复习
复习词汇: children, get up, China, England.
复习句型：名词所有格的表达方式“Xiaoyong’s bag”及时间的
篇11：外研版四年级英语教案
教学目标：
知识与技能
1.Words and phrases: stomachache, cold, headache, fever,
fall off, fell off.
2.Sentences: Sam had lots of chocolate biscuits yesterday.
So today he’s got a stomachache.
3.Grammar: Talking about illnesses.
教学重点：
Words and phrases: stomachache, cold, headache, fever,
fall off, fell off.
教学难点：
Sentences: Sam had lots of chocolate biscuits yesterday.
So today he’s got a stomachache.
Grammar: Talking about illnesses.
教学方法：
讲授、过去时
教学过程：
(一)导入：Step 1 Warm-up
T: Hi, boys and girls.
T: Let’s sing a song, ok?
Ss: Ok.
T: Ok! London Bridge is falling down…。 (Ss sing the song)
T: You are clever boys and girls. Now let’s have a Free Talk “What I did yesterday”， Ok?
Ss introduce what they did yesterday
(二)探究新知Step 2 Presentation and leading
T: Who can tell me what happen to Daming in last Unit.
Ss: Daming’s head was bumped.
T: Let’s play this story, ok?
Ss: Ok.
(Two students play in roles of “Daming” and “Sam”， others describe the story, the two students do the actions)
The teacher writes the word “today” on the blackboard. What happened to Daming, Sam, Amy and Lingling? Lead the students to use “to” and “and” to connect the two sentences.
Step 3 Text Teaching
T: Now, this class we are going to learn Module 10 Unit 2 Sam had lots of chocolate biscuits .First, listen to the tape and underline the new words.
(Teach the new words’ cards)
T: Now listen to the tape and repeat it. Are you clear?
(The teacher writes these sentences on the blackboard)
Sam had lots of chocolate biscuits yesterday.
So today he’s got a stomachache.
T: Now listen to the tape again and tell me what happened to Sam, Lingling, Amy and Lingling.
T: Look at these words: had, ate
(三)巩固新知Step 4 Task-Fulfilling
T: Let’s play a game, ok? Ss: Ok.
T: Let’s play “I do you say”。 I’ll ask four students to come to the front of the class, one student performs Daming eating chocolate biscuits and then having a stomachache, and others describe it, and so on.
Step 5 Text Learning
T: Look at Part 4, answer these questions:
What is wrong with Little Tommy?
What’s wrong with Little Lingling?
What’s wrong with Little Ben?
T: Listen to the tape and repeat it.
T: Let’s read the poem together and do the actions, ok?
Ss: Ok.
(四)作业布置Homework
(五)小结：过去时的用法
板书设计：
Unit 2 Sam had lots of chocolate
Sam had lots of chocolate biscuits yesterday.
So today he’s got a stomachache.
四年级英语教案范文二：过去式
教学目标：
知识目标
A、能听、说 、读、写并正确使用单词
“happen, ride, thirsty, watermelon, carry, bump，
fell/fall off, went/go, bought/buy ”。
B、能理解并灵活掌握句型
We went for a bike ride/were hungry and thirsty/bought a watermelon/fell off/carried…. 。
能力目标
在知识目标的基础上，要求学生在实际生活中运用动词过去时态句型We went for a bike ride/were hungry and thirsty/bought a watermelon/fell off/carried….来谈论或描述过去发生的事情，同时在课文的教学中培养学生的阅读能力，从而提高他们的综合语言运用能力
情感目标
让学生通过运用语言来完成学习任务，感受成功，从而引发和培养学生学习英语的内在动机，最终使他们形成英语学习的积极态度。
教学重点：
能理解并灵活使用句型We went for a bike ride/were hungry and thirsty/bought a watermelon/fell off/carried…. ，掌握过去时态的表达方式。
教学难点：
过去时态的运用及利用教师设计的各种阅读训练活动，通过输入和输出的方式，使得学生感知并理解教学内容，并以此话题展开“说”与“写”的训练，培养学生的综合运用语言的技能。
教学过程：
一、Warm up
1.Greetings.
T:Hello,boys and girls.
Ss:Hello,Ms Wang.
T: How are you?
Ss: Fine ,thank you ! And you ?
T: I’m fine , too. Thank you !
2. Sing a song.
T: Let’s sing a song. 《We walked and walked》Ok?
Ss: Ok!
3. Free talk.
T: I went to the supermarket. And I bought some apples, bananas and a big watermelon.(Teacher shows pictures and new words.)Who can introduce : What did you do yesterday?( Teacher shows the questions.)
师生互相问候、听唱歌曲，营造活跃轻松的学习氛围。由于歌曲和所做动作在内容上有一定的联系，所以学生在边唱边跳中很自然地进入一种语言状态，同时也为以下的学习做了铺垫。
师生自由对话，创设宽松的学习氛围，这样既复习了旧知，又让学生感知新知，为学习新内容打下基础，从而使知识连成线，织成网，滚成球。
二、Presentation
活动1)
巧设情景，引入新课。
1.(师事先与一位学生S1共同创设情景：在老师与学生Free talk时，突然S1坐在座位不小心摔倒了，这时老师与他进行对话并通过表情动作)
T:“What happened to you ?
Ss: I fell off my chair.
T: Oh,it is an accident.(教学)
2.(同时，借助多媒体展示Sam 从自行车上摔倒的图片)
引出课题T: Today we’ll learn Module10 Accidents Unit 1“Sam fell off his bike.”
(Ss read the sentence.)
3.提出任务：教师告诉学生通过本节课的学习过后，同学们来谈论偶发事件，小组合作自编自演故事。
从创设情景引出课文的情景，从而引出课题，学生很自然地理解课题。
使学生带着任务有目的的学习，并激发学习兴趣。
活动2)
三、自主探索，学习课文。
1.首先出现Sam和Daming 两个人物的头饰，T告诉学生：Let’s listen and find the answer “what did Sam and Daming go yesterday?”
Listen and point,then choose the right answer.
A.went for a bike ride
B.went to school
引出went for a bike ride 的教学。(手势及动作)
T:What is the difference between these sentences?
A.Yesterday I went to a park.
B.I go to school by bike every day.
Ss:( 找出不同点)
(分小组进行操练)
2.Listen ,point and repeat,then answer“Why did Sam fell off his bike?”
1)Listen and repeat.
2) Discuss in groups then answer.
3)学生回答中引出新词的教学：carried, bumped, hungry, thirsty, bought, watermelon, fell off方法同“went”的教学。(运用肢体语言及图片展示进行教学，Drill line by line)
4)Drill the sentences row by row.
3.最后，再次听音跟读的情况下围绕“What happened to Daming?的问题引导学生小组分角色复述课文的主要内容。(强调先后顺序，并用“then….,and then…..进行复述。)
在学习故事的过程中，让学生说一说其中的人物情节安徽教师招考网(www.ahteacher.com)既帮助其理解故事，更主要的是能使学生体会英语故事的丰富多彩，这是阅读教学兴趣培养的补充环节。
培养学生积极交流新知的能力,培养学生自主发现、总结规律的能力
Read the dialogues according to the pictures . Then play a guessing game “Which picture is missing?
培养学生的独立认读能力并在游戏中进一步巩固新知。
活动3)
Play a memory game(利用多媒体呈现所学过的动词及其过去式，一分钟后，点击一部分词的原形或过去式不见了，让小组比赛抢答。
将游戏与练习有机结合，融为一体，让学生边做游戏边练习，寓教于乐，极大地激发了学生的学习兴趣。
活动4)
AB Ex3看图填动词的过去式，并小组分角色表演这意外事件。比比哪组表演得好。
在听说读的基础上，进一步落实写的目标。培养学生的书面表达能力。
四、Production:
Tell interesting stories.(practice in group)
Eg: Yesterday, Tom went for a bike ride with his friends. He___________. Then he________, and then he __________,and then he________.......(went,bought,carried,bumped,fell off,was,walked…)
So he was _______(happy,sad悲伤的，hungry,thirsty,excitied兴奋地….)
1. Practise in groups.
2. Tell and act it out.
即培养了合作交流的意识，且开拓思维，借此练习动词过去式的句型。
五、Homework
1、抄写课文P46 M10U1的单词两遍。
(1)分角色朗读对话。
(2)分角色表演对话。
四年级英语教案范文三：过去的动作
目标与重难点;
教学目标：
1、能够运用Did Dad cook lunch?这类语句询问他人过去的动作，并用Yes,he did./No, he didn’t.来回答。
2、学习并学会运用词汇phone。
3、学习一首歌谣，这项内容不作要求，让学生根据自己的情况选择学习与掌握。
二、教学重点：
能够运用Did Dad cook lunch?这类语句询问他人过去的动作，并用Yes,he did./No, he didn’t.来回答。
教学过程：
一、1、复习动词的过去式，教师把一些动词及其过去式写在黑板上，让学生连线。如cook, play,walk,watch,phone 和它们的过去式cooked, played,walked,watched,phoned ,其中只有phone-- phoned这个词学生没学，当他们把其他词对应起来之后，很容易地就掌握了phoned这个过去式。
2、练习，如引导学生依次说出下列内容：phone—phoned—phoned Grandma—Mum phoned Grandma—Yesterday,Mum phoned Grandma.
二、学习课文。
1教师用多媒体展示课文中的图片或让学生直接观察课文插图，通过仔细观察回答老师的问题：Did Dad cook lunch? 并且指导学生用Yes,he did.做回答。
2.听录音，学生讨论回答活动2中的问题。
3、再听录音，跟读课文。
4、在熟读课文的基础上让学生描述课文内容。
三、韵句学习：
1、学生自己读韵句，找出自己不会读的单词。
2、教师领读韵句内容。
3、听录音跟读。
4、学生边说韵句边表演出韵句内容。
四、课本，活动4.
Play the game: Last wekend.
六、总结评价
1、这节课我的表现：A 优秀 B 良好 C不是很好，我要继续努力。
2、下列句子我会读。用“∨”标出会读的句子。
(1)Yesterday,Mr Smart cooked noodles for lunch.
(2)Tom helped him.
(3)Mum phoned Grandma.
(4)Sam and Amy watched TV.
(5)Did Dad cook lunch? Yes,he did./No, he didn’t
七、Homework:
认真听课文录音并跟读三遍。
篇12：外研版四年级英语教案
教学目标：
1) New words: dumplings, want,, make, nice, cook, vegetables, love
2) Language: What are you doing?
I’m making some dumplings.
Do you want some rice?
Yes, please.
No, thank you.
3) Talking about Chinese and western food
教学重点：
Aim1, 2, 3
教学类型：
New lesson
教学方法：
look, listen, talk about, CAI
教学教具：
pictures, word cards, a recorder, food
教学过程：
一、warmer
1. Review the text of Module 5, Unit 1
2. Remember the text.
二、presentation
1. Review the food words.(e.g.: noodles, soup, make, cakes, rice, fish)
2. Ask and answer: Do you want some…?
Yes, please.
No, thank you.
三、practice
Activity1. Listen and say.
1. Learn the new words.( dumplings vegetables, want,, make, cook, love)
2. Word Game: Who is the quickest?
3. Learn the new sentences: I’m making…。/I’m cooking…
4. Distinguish “cook” and “make” and do more examples, e.g.:
I’m making soup/cakes/noodles.
I’m cooking rice.
5. Ask and answer: I’m making…。/I’m cooking…(dumplings/vegetables)
6. Play the tape, pause it after each utterance, get ss to repeat the sentences.
7. Read the text together.
Activity2.Act it out.
1. Look at the slide and read the sentences.
2. Ask the students to read the dialogue together.
3. Ask them to practice in pairs, then make the dialogue.
四、Exercises Listen and point.
1. Look at the pictures of AB Unit2 Ex 1,point ,ask and say.
(e.g.: What are they? Who is he? Who is she? What are they doing?)
2. Listen and number, then point.
3. Review the text, and then try to remember.
五、Homework
1. Rememeber the following words: make, cook, want, love, vegetables
2. Read Part 1.
3. Copy the following sentences:
What are you doing?
I’m making cakes.
Do you want some?
Yes, please.
板书设计：
What are you doing?
I’m making cakes.
Do you want some?
Yes, please.
篇13：外研版高一英语教案
教学准备
教学目标
Teaching Aims：
1.Get the Ss to talk about their hobbies and interests.
2.Help the Ss write a composition
3.let students realize how important the sports are
4. useful expressions
o My favorite sport is … because …
o I like … because …
o I became interested in it when …
o My favorite athlete/footballer/sportsman is …
o I like him/her because …
o I practise …
o In the future I hope to
教学重难点
Teaching Important Points：
1.Get the Ss to talk about their hobbies and interests.
2.Enable the students to write a composition
Teaching Difficult Points：
1.How to talk about hobbies and interests.
2.How to write a composition about their favourite sports.
教学过程
The General Idea of Th is Period：
This period has two aims—to encourage the Ss to think and talk creatively about their hobbies and interests and to organize their ideas into a composition and to enable the students to write a report about their favou rit e sport.
Teaching Aims：
1.Get the Ss to talk about their hobbies and interests.
2.Help the Ss write a composition
3.let students realize how important the sports are
4. useful expressions
o My favorite sport is … because …
o I like … because …
o I became interested in it when …
o My favorite athlete/footballer/sportsman is …
o I like him/her because …
o I practise …
o In the future I hope to
Teaching Important Points：
1.Get the Ss to talk about their hobbies and interests.
2.Enable the students to write a composition
Teaching Difficult Points：
1.How to talk about hobbies and interests.
2.How to write a composition about their favourite sports.
Teaching Methods：
1.Discussion in pairs and in groups.
2.Practice.
Teaching Aids：
1.A multimedia computer.
Teaching Procedures：
Step 1 Revision
Read the words loudly and have a competition
Step2 lead in
Show some picture in which the teacher is doing something she likes to arouse students interest
Step3 pre-writing
Task1:
Making a Survey on Others ’Interests or Hobbies
Q1:What is your favourite sport?
S1:
S2:
S3:
Q2:How you became interested in that sport:
S1:
S2:
S3:
Q4:What do you do to improve your skill?
S1:
S2:
S3:
Q5:Who is your favourite athlete? Why do you like him or her?
S1:
S2:
S3:
注意：1.划线部分的连接词是把不同的思想连接在一起。(first, although, apart from 除—之外)but)
2.方框里面的连接次为了增加一些信息(especially, such.as, too, as well)
【英语写作基本步骤】
1. 审题：1)审体裁;2)审人称;3)审时态;
2. 列提纲
3. 连 词成句
4. 复查纠错。
Step4 while-writing
说明：A层同学要求：句子结构正确，时态使用正确，并使用适当的连接词。
B层同学要求：句子结构 正确，时态使用正确。
C层同学要求：句子结 构正确。
(10分钟之内完成)
请同学们参考上面回答问题所用的句子以及范文内容
题目：My favorite sport
要求：1. Begin by explaining which sport you like best and why.
2. Give reasons for why you like the athlete be st.
3. What you do to improve your skill.
4. Fini sh by saying what you hope to do with this sport in the future.
注意：1. 100词左右。
2. 卷面整洁，书写工整。
课后习题
Homework：
Check their compositions again and write one.
Sum up what we have learnt in this un it.
外研版高一英语教案
篇14：外研版四年级英语教案
教学目标：
1）Newwords：dumplings,want,make,nice,cook,vegetables,love.
2）Language：Whatareyoudoing?
I'mmakingsomedumplings.
Doyouwantsomerice?
Yes,please.
No,thankyou.
3）TalkingaboutChineseandwesternfood.
教学重点：
Aim1,2,3
教学类型：
Newlesson.
教学方法：
look,listen,talkabout,CAI.
教学教具：
pictures,wordcards,arecorder,food.
教学过程：
一、warmer
1、ReviewthetextofModule5,Unit1.
2、Rememberthetext.
二、presentation
1、Reviewthefoodwords.（e.g、：noodles,soup,make,cakes,rice,fish）
2、Askandanswer：Doyouwantsome…?
Yes,please.
No,thankyou.
三、practice
Activity1.Listenandsay.
1、Learnthenewwords.（dumplingsvegetables,want,make,cook,love）
2、WordGame：Whoisthequickest?
3、Learnthenewsentences：I'mmaking…./I'mcooking…
4、Distinguish“cook”and“make”anddomoreexamples,e.g.：
I'mmakingsoup/cakes/noodles.
I'mcookingrice.
5、Askandanswer：I'mmaking…./I'mcooking…（dumplings/vegetables）
6、Playthetape,pauseitaftereachutterance,getsstorepeatthesentences.
7、Readthetexttogether.
Activity2、Actitout.
1、Lookattheslideandreadthesentences.
2、Askthestudentstoreadthedialoguetogether.
3、Askthemtopracticeinpairs,thenmakethedialogue.
四、ExercisesListenandpoint.
1、LookatthepicturesofABUnit2Ex1,point,askandsay.
（e.g、：Whatarethey?Whoishe?Whoisshe?Whataretheydoing?）
2、Listenandnumber,thenpoint.
3、Reviewthetext,andthentrytoremember.
五、Homework
1、Rememeberthefollowingwords：make,cook,want,love,vegetables.
2、ReadPart1.
3、Copythefollowingsentences：
Whatareyoudoing?
I'mmakingcakes.
Doyouwantsome?
Yes,please.
板书设计：
Whatareyoudoing?
I'mmakingcakes.
Doyouwantsome?
Yes,please.
篇15：外研版四年级英语教案
教学目标：
1、能听懂会说runfast.jumphigh、jumpfarandridefast等词汇。
2、能熟练运用句型Canyou…?Yes,Ican、No,Ican't.
重点难点：
情态动词Can引导的一般疑问句以及肯定和否定回答。
教学资源：
PPT课件
预习设计：
自读第五模块单词
教学过程：
Step1：Greetings.
T：Hello,boysandgirls.Howareyoutoday?
Step2：Lead—in
多媒体出示图片“踢足球”
T：Whataretheydoing?
Ss：Theyareplayingfootball.
T：Cantheyplayfootball?
多媒体出示图片“游泳”
T：Whataretheydoing?
Ss：Theyareswimming.
T：Cantheyswim?
引导学生回答→猜测出can的意思
T：Whichsportscanyoudo?
Step3：Presentation.
（一）学习新单词runfast
1、出示课本内容课件
T：Whataretheydoing?
Ss：跑步。
T：Yes,theycanrunfast.Canyourunfast?
2、使用单词图片教学单词：runfast.
3、Practiseonebyonetosaytheword.
（二）用同样的方法教学jumphigh,jumpfar,ridefast.
（三）listentothetape
1、Listenandpoint.
2、Listenandrepeat.
Step4：Practice
1、运用所学语言完成“我会做的运动”任务活动。
T：canyourunfast/jumphigh/ridefast?
2、同桌进行练习。
Step5：Summarize
1、Reviewthenewwords.
2、T：今天我们学习了如何询问他人所能做的运动,它是什么结构呢?
Canyou?那又如何回答呢?Yes,Ican、/No,Ican't.
Step6：homework
WhatcanyoudoforyourMum?
Pleasedoitaftergohome.
板书设计：
Unit1Canyourunfast?
A：Canyourunfast?
A：Canyoujumphigh?
B：Yes,Ican、No,Ican't.
教学反思：
围绕教学方式、学习方式、课程资源的开发与利用、成功与不足……进行反思
篇16：外研版第七册英语教案
教材分析
本课题是谈论中国的主要节日和自己对节日的喜爱的内容，教师可通过前面学过有关的运动导入：如What’s your favourite sport?Do you like…?等引入到课本的Part One Look, listen and find.从而引入到文中。
学情分析
本单元的这个课题很容易激发起学生的学习兴趣，可以在热身What’s your favourite sport?Do you like…?以后导入到本课中有关中国传统的节日并给予学生讨论他们心目中理想的节日。以达到调动学生学习兴趣的目的。
教学目标
一、能力目标：
能够运用有关节日的单词，操练What’s your favourite festival?
My favourite festival is….
二、知识目标：
1. 能够听、认读、练What’s your favourite festival?
My favourite festival is….的句型
2. 能够听、读、认识有关中国主要节日Lantern Festival，Spring Festival，
Mid-Autumn Festival, Dragon Boat Festival的单词。.
三、情感目标：
培养学生团结协作良好品质和对中西方文化差别的认识，从而教育学生的爱国主义情操。
教学重点和难点
本课时的.教学难点
如何利用有关节日的单词操练What’s your favourite festival?
My favourite festival is…的句型.以及学生谈论自己喜欢的节日。
本课时的教学难点
如何引导学生比较中西方的文化差异以及引导学生的爱国主义情操。
教学过程
1．Warm－up（热身）
1）老师带领学生复习上一模块学习的韵诗。
2）老师针对节日的主题向学生们提问：“what do people do on Thanksgiving Day? What do people do on Flag Day?”引导学生根据上节课所学内容做出相应的回答。
2. 导入：
老师提问的同时出示SB unit2活动1的图片，引导学生猜测图片所表现的是什么。学生应该能够用中文回答出图片所表现的分别是元宵节、春节、中秋节和端午节。
3. 课文教学
将本课的挂图贴在黑板上，通过播放录音呈现SB unit2活动l。如果有必要,请学生对照着书听录音, 熟悉故事内容和情节。
听过第一遍录音后，请学生仔细看书上的图，说出每幅图表现的是什么。学生应该能够说出对应的中国传统节日名称。老师把 “Lantern Festival，Spring Festival，Mid-Autumn Festival, Dragon Boat Festival”写在黑板上，进行单词教学。带领学生多重复几遍,并采用多种形式进行操练。
放录音，每段后停顿，请学生说出该段文字讲述的是哪一个节日，然后指向相应的图。老师可以在这时重复录音中对每种节日的描述，并向学生讲解语言方面的疑难。再放录音．逐句停顿，让学生重复。
4.重点句型操练：
What’s your favourite festival? My favourite festival is…
老师可以在学习过课文后让学生看着书SB Unit2活动3的录音．体会句子中的语调和重音。鼓励学生大声模仿跟读。地道的语音和语调是需要通过这样的不断练习而逐渐形成的。
5. 活动：
全班分为四个大组让学生积极参与讨论中西方节日的相同点与不同点。
如：
春节图片
春节习俗
圣诞节习俗
圣诞节图片
6.作业：
回家后向家人和亲戚朋友升绍中国和美国的主要传统节日以及相关的风俗习惯。
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