实用全英文儿歌教学法教案5篇实用
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全英文儿歌教学法教案篇1
五步教学法英文教案：(period 2 of leon 3 book 2 浏览次数：3515 来源：现代教学网 加入时间：2005-10-14
teaching plan(period 3 of leon 3, book 2)
teaching aims
the new words “tiger, lion, rabbit, deer”(understanding only). the sentence patterns “is it...” “yes, it is./ no, it isn’t.”
to sing the song “old macdonald has a farm”.teaching aids
recorder pictures of animals g charts of let’s ng steps
step on
the names of animals learned before: show pictures of animals(cat, dog, fox, pig, chick, duck, hen, bee, bird, fish, frog, bear, monkey, panda, elephant, giraffe), and ask ss to say the rhyme in let’s chant: first listen to the ask ss to repeat and recite the the dialogue in let’s talk: put up hanging charts, or show stick drawings of let’s to the ss to repeat the dialogue of let’s ask some students to act it tation
the new words “tiger, lion, deer, rabbit”:
ask the student to gue some e: it’s an has red eyes and long is it? ss may answer in riddles can also be asked in e: 名字叫小花，喜欢摇尾巴，夜晚睡门口，小偷最怕它。(dog)after gueing, ask ss to take out the handwork “draw a tiger(lion, deer, rabbit)." get ss to take out the relative picture and draw drawing all four, say “tiger(lion...)”and get ss to hold up the relative poible, show the pictures of tiger(lion...)and ask ss to say the chinese meanings. the new sentence pattern:
first show some and answer “a cat?” “yes, it is.”“a dog?” “no, it isn’t.” then do it and answer “is it a cat?” “yes, it is.” “is it a dog?” “no, it isn’t.”
step
pictures of tiger, lion, deer, rabbit and so the cla “is it a..."”let the cla answer “yes, it is.” or “no, it isn’t”. the cla into two them ask and e: teacher show a picture of a tiger and says “deer”.then let the left half ask “is it a deer?”.and the right half answer “no, it isn’t.”
the students to practise the dialogue in pairs, using the stick drawings they have ce
play a up(or draw)some pictures of animals on the student a to come to the front, facing the cla, students b to come to the t b points to one of the t a asks, “is it a lion..."” the whole cla answer “yes, it is.” or “no, it isn’t.”
step ng the song
listen to the sing after the tape sentence by singing several times, sing the whole idation
revise the new words and the sentence pattern learned in this period.五步教学法教案：(period 2 of leon 3 book 1)浏览次数：2228 来源：现代教学网 加入时间：2005-10-14
teaching plan(period 2 of leon 3 book 1)
teaching aims
the new words “my, name, is, goodbye, bye.”(understanding and saying them)
the sentence pattern “my name is....” part 2 of let’s to chant the rhyme in let’s ng aids
ards of letters a to g es of animals head ornaments recorder
teaching steps
step on
the names of the letters a to g:
ask ss to take out their flashcards of the the letters and get ss to hold up the relative flashcards of these ss to read them the names of animals:
ask ss to take out their pictures of the names of animals and get ss to hold up the relative pictures of animals and get ss to say the part 1 of let’s talk:
go up to some ss and talk to them like this: t: hello!i’m....(or good ’m....)
s: hello!i’m....t: nice to meet : nice to meet you, tation
the new word “name”:
write teacher’s name on the to it and say “my name”.go up to a student, take up one of his/her books, point to the name on it and say “your name”.do it several times, and then ask ss to gue the meaning of “name”.they can answer in chinese. the sentence pattern “my name is...."
point to yourself and say “i’m....” “my name is....” then draw stick pictures on the bb and say, “look, this is qiqi and this is tom.(瞧，这是奇奇，这是汤姆。)” “they are talking.(他们在谈话)“now let’s listen.(现在请听他们的谈话。)”
then act both as qiqi and as tom(using finger puppets)and make the follow dialogue:
qiqi: good : good : i’m name is : i’m name is : nice to meet : nice too meet you, : : it several times and then ask ss to gue the meaning is....”.”goodbye”and “bye”.they can answer in ing let’s chant
the ss listen to the rhyme several ss to chant the rhyme after the
of “my name the ss listen to the dialogue of part 2 of let’s the tape, play again and let ss repeat it sentence after sentence. the whole cla into two half will be tom, and the other half will be ss to practise the dialogue several change roles and practise the dialogue in rows or lines: let row 1(or line 1)be tom, and row 2(or line 2)be them to practise the in pairs: get ss to practise the dialogue with their use their own take out flashcards of animals and use the names of some pairs to stand up and practise the may use their own names, or use the names of ce
ask some students to come to the front and act out the age them to use other words, expreions and sentences they have learned, such as “hello” “good morning? “i’m...." it’s better to let them put on head ornaments while idation
the names of the letters a to g. the dialogue and the rhyme by heart.
全英文儿歌教学法教案篇2
全英文幼儿园英语教案篇1：幼儿园英语教案
幼儿园英语教案-好吃的水果
一、活动内容：《好吃的水果》
二、活动目的：
1、在游戏中学习英语单词，如：apple、banana、orange、pear、grape、peach等等。
2、初步运用 “i love you的句型。
三、活动准备：
准备各种水果（实物）、水果小粘贴、水果卡片、多媒体。
四、活动过程：
（一）：导入
1.热身活动：播放歌曲《apple i love you 》
2讨论a讨论今天（或最近）大家都吃些了什么？ b讨论各自最喜欢吃的食物，水果等
3．老师拿出装有水果的袋子让小朋友们猜“老师今天给分享的“实用全英文儿歌教学法教案5篇实用”，提示小朋友老师今天带来的是水果。例如：弯弯的月牙小小的船，小小船儿两头尖。（香蕉）藤挂珍珠一串串，酸甜红紫惹人馋（葡萄）
今天我给分享的“实用全英文儿歌教学法教案5篇实用”，表现好的小朋友可以分到哦！让我们大家一起学英语，吃水果好吗？
（二）：呈现
1 出示ppt，学习水果单词。
例如t： what’s this ？ s：it’s an apple。
t；very good！appleapple i love you。
（三）练习
小朋友和老师一起念顺口溜，复习刚才学过的英语水果单词好吗
（1）例如韵律：apple apple 红苹果 peach peach甜桃子pear pear
大黄梨orange orange 甜桔子 banana banana黄香蕉grape grape 酸葡萄(哎呦酸死我了)
（四）玩游戏 通过游戏让幼儿加强巩固对新水果的认识。1游戏一快速说单词
“现在我们来玩个游戏，让我们看看大屏幕上闪出的是什么水果，用英语大声说出来，比赛听听谁说得既准确有好听。”
（小朋友可真厉害，说得又快又好的可以得到小粘贴）2游戏二 找朋友
准备：闪卡 玩法：教师将闪卡贴在幼儿身体任何部位，幼儿根据教师说的单词将闪卡碰在一起。例如教师说apple,两名幼儿则移动身体将apple,.这2张卡片面对面贴在一起。注意
事项：将卡片贴于手、脚、屁股部位，可增加游戏的趣味性。
（贴对了的小朋友，可以得到小粘贴）3游戏三 水果蹲
准备：单词闪卡 玩法：按照单词数选出同样数目的幼儿到台前来，教师发给他们一人一张闪卡，然后教师先任意选一张开始游戏，如教师说：“apple”,拿apple闪卡的幼儿就要“apple down, apple down , apple down then banana down”并做蹲的动作，接下来由banana做同样的动作并制定下一个蹲的幼儿。
（做对了的小朋友得到小粘贴）4 游戏四摸水果、闻水果、吃水果
要求：在吃水果之前必须上前来。老师用红领巾蒙住小朋友的眼，小朋友摸一摸，闻一闻，说出这种水果的名称之后才可以带回座位，过会儿和同组小朋友分享。
（五）结束
1 sing a song 跟着视频唱歌并做动作（详见视频）2在歌曲中，在吃水果中结束活动。
篇2：幼儿英语教案模板
教学案例：
课程内容：what’s this? it’s a pencil-case/ a pencil/ a pen/ an eraser/ a ruler.班级：中班
教学目标：
语言目标：能熟练运用句型what’s this? 提问，并用it’s …… 回答。
情感态度目标：能主动、快乐地学习，并积极地参加游戏，使are you sleeping 和longdon
bridge成为课堂热身与练习巩固的指令和通用形式。
行为养成目标：在游戏中懂得团队合作的重要性。
教学准备：一个魔法袋，5样文具，若干个竹圈。教学重点：认识5个文具单词 pencil-case/ pencil/ pen/ eraser/ ruler。
会用what’s this? 提问，并用it’s …… 回答。
教学难点：能根据方位的改变，在游戏中理解what’s this? 的意思，并用it’s …… 回
答，拓展所学知识。
教学过程：
step 1 warm-up
game1: are you sleeping?
teacher(站在门口)：please, sleep.(头侧向左边，双手左侧合十，闭上眼睛).close your
you ready? ok, sing a song with me.歌曲：are you sleeping?
当集体唱到 morning bells are -dong-ding时，老师敲三下桌子，学生睁
开眼睛，当集体再次唱到morning bells are -dong-ding时，学
生端坐好。
step 2 presentation 介绍 game 2: a magic bag
老师：i have a magic , gue, ’s in it?(走到一名学生面前)look, touch it and ’s this?
(若学生回答正确，就把文具暂时奖励给他)yes, great!here you are.(直到所有的玩具
都奖励完为止)
step 3 practice练习
game 3: listen and find
老师：now, let’s listen and find who is speaking?
请一名学生背对着大家，拿文具的五个小朋友在原地一次说：i’m a pencil-case/ a pencil/ a pen/ an eraser/ a ruler.背对着大家的学生再到教室里把五个文具和他们的主人找到。
依次请学生来这样找文具。
step 4 production生产制作产品 game 4: london bridge 集体复习儿歌 london bridge 之后，老师将5种文具带在身边，和一名小朋友手拉手举过头顶当小桥，再请其他小朋友排成长队从小桥下经过。
老师：are you ready? let’s bridge is falling down…… 音乐随时停下来，当音乐停下来时，小桥落下。
老师：ok, answer my question.（举起一样文具）what’s this? 被拦住的小朋友回答，如果没有回答正确，则替换老师下来当小桥，继续游戏。
step 5: extension扩展 game5: ring-to
摆好文具，画好投掷的起点线。小朋友的圈圈住了文具，并正确回答老师提出的问题，就可以领走该文具作为奖品。
小朋友投中后，老师（指着远处）问：what’s that?
小朋友回答正确后，老师（指着近处）问：what’s this?
小朋友回答正确后，老师发奖品予以表扬。
篇3：幼儿英语公开课教案模板
★ 幼儿公开课模版 ★公开课前教师要提前20---30分钟到教室，和学生做一下简单的沟通。教师可以问：你叫什么呀？在哪上学？以前有没有学过英语？喜欢干什么啊？是嘛，太棒了***老师也喜欢这个??提前混个脸熟.消除陌生感。part1-cla routine：greetings
课堂内容：t：it’s timefor our , baby!stand up!attention!one two!when i say attention!you should say one two!ok? ok!t: attention!:one two!
(我们运用全英教学，让孩子们养成用英文思维的习惯，注意老师在说这些话时要用眼神和动作来引导孩子！老师说attention , 引导孩子说onetwo.注意：这一环节要操练两到三次,让孩子养成惯性。第一遍老师要带小朋友读 one two!)
t:great!you are super stars, right? when i say super star!you should say ”go go go”.t:super star!:go go go!
(让小朋友说go go go的时候跳起来!)
t: yes, wonderful!praise: wonderful, yeah!yeah!yeaht: sit downplease!
t：hello, baby!i am ***.follow me.(老师领读自己的名字，注意及时奖励．这一环节老师要用眼神和动作引导孩子们说hello **.)：** t: ok!one more : good!**，**，**，i’m **.i’m ? : **.t: hello, baby!: hello, **!
t: ** will sing a song for lala(13531).look at me, chua chua : hello, ’m a little ’s sing little pigs
t: little pigs oink oink oink?(老师每次在唱歌之前都要唱(13531)老师说look at me,引导孩子们说 chua chua chua.习惯的养成.教师出示小猪手偶,要求生动有趣诙谐.然后领唱《little pigs》老师在展示时一定要注意与孩子眼神的交流,并且要富有童趣,动作一定要可爱)
t: now,stand up please,show me your hands follow me.(在教孩子做时动作要慢一些)
s: learn to sing.(老师带着小朋友作分解动作连起来作两遍,第一遍速度要慢,第二遍正常速度.老师要带着小朋友一起快速的)t: praise: wonderful,yeah!yeah!yeah!
t: now stand upand face to ’s sing it again!
t: wonderful!let’s sing it quickly!part2-fresh english
t: do you still remember how to sayhello to *** hello baby!: hello,***！
now, show me your hands!（挥手）let’s see who is the best one!“hello baby!” “hello！” ??
(老师一定要先和小朋友打招呼，老师可以跳起来和小朋友打招呼,比比谁跳的高,来活跃气氛。)
:(do gestures)hello, ***!
t: so good, a sticker for , baby!注意及时奖励 :(do gestures)
t sings: jeie will sing a song for baby hello baby hello hello jeie hello jeie hellohello hello.(注意老师唱歌是与孩子眼神的交流)
t:ok now show me your hands and let’s sing it together.: hello, ****!
t: pretty ’s sing it again.:(sing it.)
t: well , look！(show the card or the picture of a family to the student)
(关于家庭的照片老师可以从网上下载爸爸妈妈宝宝的照片,也可以下载比较有象征意义的卡通片。)
t points the baby and say: look!a baby!and this is ? : : yes, !follow me do it like : mummy,mummy,mummy.[game: i say u do] : mummy,mummy,mummy(do the action)t: and that is ?(daddy)
t: daddy, daddy, daddy.[game: i say u do] : daddy, daddy, daddy.(do the action)t: ok, i do you : praise: wonderful!yeah!yeah!yeah!t: ***will sing a song for you(13531)t: [带妈妈的头饰] hello baby!: hello mummy!
t: [让一个小男孩带头饰和胡子] say hello baby!: hello daddy!
t shows the pictures of daddy or mummy, let practice hello daddy andmummy!
t: wonderful!yeah!yeah!yeah!part3-fairy tale
t: one two three : four!孩子们课堂常规的养成 t: look at me!chua chua chua!
老师放蛋糕,苹果,香蕉等食物在讲台上，并将老鼠和猫的手偶准备好！
老师演示：一只老鼠鬼鬼祟祟的出来找食物，然后发现了那块蛋糕，马上上去吃，发出吵闹的声音。这时猫发现了，大叫一声。cat：meow！mouse: cat!run！run!run!
利用手偶进行funny phonics t: meow meow cat(fellow me)
t: 带老鼠的头饰mouse s: 带上猫的头饰 cat cat: meow!mouse: run!run!run!
: cat －meow！mouse: run!run!run!(请不同的小朋友扮演猫,输入run run run)run funny phonics game：wood man game：role play
1s: cat ‘meow!’
t : mice “cat!run!run!run!”
: mouse “cat!run!run!run!”
t: look, i have a big hammer, you are cat cat.老师那气锤把小朋友从中间分开,cat 1:cat cat :you are mouse :mouse mouse !
2: cat run run run.操练两到三遍
t: praise!wonderful wonderful yeah yeah : now are cat!cat cat : cat cat : you are mouse!mouse mouse : mouse mouse : meow!
2: cat!run run run!
t: greet!clap your : now who wants to be the cat/ mouse?
s1: meow!s2: cat, run run run!(老师请两到三组小朋友自己上讲台拿着手偶表演)
ending：t: wonderful！yeah!yeah!yeah!
let’s sing a song“walking walking walkingwalking run run run,run run run!meow meow meow ?? run run run!” attention!
: one two!part4-closuret: ok, well done.
全英文儿歌教学法教案篇3
小学全英文教案doc
篇1：小学英语全英教案
teaching plan----外*** *** teacher: *****
content: leon 14 unit7 colors(2)
①the text of leon 14 is talk about colors.②understand and speak out the nine new words: blue, pink, black, white, have, pet, it, rabbit.③study the new sentences: “what color is it?” “i have a …” “it’s…”(the answer is color)①master the new words.②make sentences with the new words.③let the students to the color of interrelated inquiries and responses have a clear understanding.④develop students’ imaginations.①speak out the new words and make sentences in right tone.②stre the “a” is important to the sentence “i have a….” many students often mi , tape, some stars(to encourage students)step 1: arming up
①introduce myself then to greet.②let all students stand up and chant a poem with action.(the poem is “stop wait go”, this is the content of last cla).step2: reviewing and leading in
①show four cards of “red, yellow, green, orange” on the blackboard then let students read it.②teacher wants to play a game called “where is it.” the rule of game shows on ppt(对上节课单词的检测)
③after reviewing the words, teacher ask student a question: there are many colors in our life, now who can try to say the other colors?
④teacher show the four cards of “blue”, “pink,” “black,” “white” on the them follow teacher and let students show their fingers to spell them.⑤show the ppt about the let students talk about the colors that we can see in our life.⑥ask another question: “now most of people fed animal, what the animal called? ⑦teach say the right answer and show another card of “pet”.students read it follow teacher.⑧show ppt about “rabbit” on the blackboard and let student read it.①firstly, listen to the tape about the new leon.②put three cards of “it”, “have”, “color” and let students read follow teacher.③secondly, open the book on page 65 and read the text together.④thirdly ask students read.⑤underline the stre and translate the dialogue.⑥stre the sentence of “what color is it?” “i have a….”and the answer of “it’s….”(the answer must about color)step 4: set up situation
①show the ppt about different colors’ things and ask some student to act.②ask more students to act.③at last, whole cla read the text once 5: summary
today, we learn some basic knowledge of hope you can have a consciousne about have to review, recite words and
do to 6: homework
①copy the text and new words.(three times.)②recite the dialogue and words.篇2：小学英语教案模板汇编(全册精编)
小学英语教案模板汇编（全册精编）
对于英语学科专业在事业单位教师、普岗教师、昆明教师、特岗教师面试说课或试或教师资格试讲中，到底是使用全英文的，还是可以使用汉语的，是所有考试面试的学生所纠结的一个问题，育萃面试为您提供了不同的案例。其实不在乎你使用什么形式的说课稿或教案，关键是你是否运用的熟练。在面试考试中，注意
《unit2 colours》教案
一、教学目标
能正确把握表示颜色的单词。
二、教学重点、难点
能正确把握表示颜色的单词。
三、
教学预备颜色纸或各种实物、单词卡片
四、教学过程 step 1 revision
1.教师出第一课时的三个句型认读。
: what’s this?
s: it’s a : what are these? : : how many books? s: ??
t: is it blue? s: : is it red? s: no.继续换几种物品提问。
3.出示第二课时的句型订读。 step 2 presentation
1.教师拿出红、绿两种颜色纸: what colour is it?
复习巩固red/ blue,并且认读。
2.教师拿出黄色纸：is it red? is it blue?教学yellow。教师拿出一片叶子教学green
教师拿出一个自制的红绿灯教学一首小诗：red, red stop;yellow yellow wait;
green green go go go!
show an orange: what’s this ? it’s an colour is it? it’s : orange is a peach:what colour is it? it’s pink.教学粉红色。
a chocolate: what colour is it? it’s brown.教学棕色。 a grape: what colour is it? it’s purple.教学紫色。 together step 3 consolidation
to the tape, point and 教师拿着各种颜色纸，让学生说英语。
a game: 规则：将各种颜色纸放入一个口袋内，让他们猜一猜摸到的东西是什么颜色的，猜对的小朋友奖励。 together 5.让小朋友在教室里找一些颜色。step 4 homework
read the new words.《we love animals》教案
一、教学目标 1.知识目标
（1）能听、说、读、写本单元的动物类单词。
（2）进一步巩固句型：do you like．．．？yes，i do．／no，i dont．以及i like．．．和i dont like．．． 2.能力目标
能够用几句连贯的英文向别人介绍自己的动物朋友以及它的特征。3.情感目标
使学生认识到人与动物之间的亲密友好的关系，从而树立应该保护自然、爱护动物的意识。
二、教学重点
能够听、说、读、写本课的动物类单词。
三、教学难点
较熟练地在情景中运用几句连贯英文向别人介绍自己的动物朋友。
四、教学准备
多媒体课件、动物实物、若干动物名片。
五、学情分析
学生学习剑桥英语已有一年半之久，他们学习英语的兴趣浓厚，已具备交流简单个人信息的能力。活泼爱玩，好表现自己是他们的天性。we love animals这一单元的主题是他们既熟悉又喜爱的动物，该课中的大部分动物单词学生已经学过，句型学生已熟练掌握，所以说学习这一课对于他们来说是件轻松愉快的事情。
六、教学过程 g in
t：just now，we watched the lion king，do you like animals？what can you see？which animals do you like？do you like panda？
-task preparation
（1）boys and girls，we are in the forest now，lets do some exercises．listen and act． hands up．hands down．act like a dog／cat／monkey．fly like a bird．swim like a fish．jump like a rabbit．run like a horse．walk like an elephant．
（2）cai shows pictures of four animals tails． t：look and gue．what animals are they？
s：its a dog／an elephant／a horse／a monkey．
（3）cai shows eight photos of animals． t：look and say．what do you like？ s：i like sheep．．．
（4）lets chant． say the chant with t．
i like sheep．i like goats．i like horses．i like dogs． i like chicks．i like ducks．i like cows．i like cats．
（5）cai shows a big apple tree．
t：now lets play a game．there are many apples on the tree，and each apple has a picture of an animal in back of it．ill call one of you to pick an apple then write down this word on the blackboard．if it is right，ill give you a smiling face．
（6）game：find friends．
①give every s a card．
②t gives a model．
sa：do you like elephants？
sb：no，i dont like elephants． sa：do you like elephants？ sb：yes，i like elephants． sa：were friends．
③ free talk．
④check it up．
sa：were friends because we like elephants． -task activities
（1）t：do you know which animal i like best？can you gue？ t：（show the toy giraffe and give the reasons．）giraffe is my favourite animal．it is very pretty．its very tall．it has got a small head，a long neck and a small tail．i like giraffes．do you like giraffes？
s1：yes，i like giraffes．
t：great！this is for you．（give her a smiling face．）（2）activity：we love animals．（show six toys：panda，monkey elephant，rabbit，snake，cat．）spanide the students into six groups，every group choose an animal，and discu how to introduce it to others．
①t gives the example．
② prepare in groups．
③communicate with the other group．
e．g．s1：hello！look，this is a monkey．its small．its brown．it has a long tail．i like monkeys，because it is lovely and clever．do you like monkeys？ s2：yes，i like monkeys． s1：thank you．goodbye．
④communicate with the teachers．
t：there are many animals in the world，but we cant see some animals today and maybe they will never come back．lets protect and save the animals．do you love animals？ t：lets chant．
animals，animals，．
tigers，hippos，bears and pandas． we love animals，．
monkeys，horses，dogs and cats． animals，animals，． rk
look up some books after cla and find out where the rare animals are both in and outside china，and then answer the follwing questions．
（1）where can we see pandas／elephants／tigers in china？
（2）where can we see hippos／crocodiles？
试讲或说课时如有学生，那么与学生互动的环节是不可少的了，教师在课堂上调动学生的积极性、提高学生学习兴趣是衡量教师的一个标准。试讲者在互动环节要注意角色的把握，试讲者主要是发挥启发、引导学生的作用，而互动环节要以学生为主体，通过互动最终使学生达到充分理解课文重点内容和新课标要求的目的。
篇3：小学英语《look at》 me 全英文教案.
topic: unit 2 look at me teaching content:
lary: eye, ear, nose, mouth, ce pattern: this is my eye/ear… teaching aims:
listen, speak, read and write the eye, ear, nose, mouth, face about body part, and can introduce these parts of themselves body in tand to instruction terms of expreing touch, can listen clear, and do appropriate action according to the correct pronunciation of new words and ng important points:
learn words about eye, ear, nose, mouth, ng difficult points:
pronounce of “mouth” is more difficult, teacher can remind students appropriately, pay attention to pronounce of “th”. the new words and sentences ng aids:
sheep and about pictures of eye, ear, nose, mouth, ng procedures:
step 1 greetings(1 minutes)
t: good morning, boys and : good morning, : long time no : long time no see, : how are you, today?
s: im fine, thank you?
t: i’m fine, too, thank 2 revision(4 minutes)
review content of last leon : last leon, what did we learn? do you remember? s: yes, i : ok, now, you say it and i write : pig, cat, tiger, : well , read the words, you together, one two : read all : very 3 warming-up and leading-in(3 minutes)t: everyone, pay attention to me, what’s this in english?
s: it’s a ：yes, it’s a sheep, a beautiful , if i were a sheep, i will introduce my body parts, listen to me is my …? s: : yes, eye, this is my , today, let’s learn new content about body 4 presentation(15 minutes)
teacher uses picture to introduce new words: eye, ear, nose, face, lead to new words: eye，ear，nose，mouth , students learn about words fist and read words: eye，ear，nose, mouth , : the pronounce of “mouth” is more difficult, teacher can remind student, pay attention to pronounce of “th”. students read words together and touch:
according to the instruct of teacher, the teacher say: touch your eye, touch your ear… the students do a game: when the teacher says, touch your eye, ear, face…you don’t do any action, but sheep says, touch your eye, ear, face…you must do students come to the platform, play the game, show themselves to someone is wrong, he or she will go back their seat, the last one is winner, the teacher will give he or she a candy bar, after cla, and clap hands for 5 practice(10 minutes)
teacher points at myself: good mi at introduce my body at myself body parts and say: this is my same method introduce: ear, nose, mouth, students follow me, read and touch themselves body activity: listen and teacher lets students practice by themselves, pair-work, and then, teacher lets some students come to the platform introduce themselves body give them ce news and the sentence pattern together use body 6 consolidation(7 minutes)
games: the teacher spanides students into two groups, the teacher says sentence, one student of a group run to platform quickly and write it down on the blackboard and read it , he or she winner, after that, exchange other this, five y, the winner will won a award（a beautiful star）,and give encourage to 7 summary(3 minutes)
all students read new words and sentence teacher make a summery, repeat content of this 8 homework(2 minutes)
copy the new words and sentence pattern three ng reflections
小学开设英语课是当代社会发展的需要，可以有效地提高我国英语水平。小学生模仿力、记忆力、可塑性强，具有许多成年人甚至中学生不具备的优越条件，小学开设英语可以发挥他们学习语言的潜力。小学开设英语课可以使小学生了解其他国家和民族的优秀文化传统，开阔眼界，扩展他们的知识，提高他们的思想品德修养，树立国际意识。因此，我市已经从小学三年级开始开设英语课，采用的是pep教材。这套教材把语言功能、结构、话题、任务有机结合，采用了多种教学方法，并注意利用多种媒体。
本堂课中间主要还采用了课前运动，分组比赛，分组演练，游戏活动，等一系列形式来进行这节课的教学，其主要目的在于培养三年级学生对英语产生浓郁的学习兴趣。俗话说：“兴趣是最好的老师”。我要说，兴趣也是学习好英语的前提，当然任何事物都是这样。除此之外，逐步认知身体部位的新授单词以及本课的重点句型 “this is my…”。因为每一个环节的紧凑安排，合理的分散重，难点等环节，使学生不自觉的在欢快的氛围当中已经做到了学以致用，这也是我的目的所在。不过，我觉得在一些细节操作上仍然有所欠缺。在小组练习句型游戏时，学生对新句型掌握不太牢固，因而有些学生说出来的时候不是那么准确。在以后的教学中，我会努力加强个人文化知识的学习以及让学生有效及时地掌握理解新知识，巩固旧知识，让课堂变得更加生动形象有趣。
全英文儿歌教学法教案篇4
小学信息技术备课教案《英文儿歌》
信息技术备课教案《英文儿歌》
教学目标
知识目标：知道shift和capslock等功能键的作用。
能力目标：
1．较熟练字母键的操作指法。
2．学会用shift、capslock键进行大小写切换。
情感目标：培养学习英语的兴趣。
教学重难点进一步熟练字母键的指法，学会常用功能键。
教学准备flash苹果歌、flashabc歌等。
课时安排1课时
教学流程
教学内容教师活动学生活动设计意图活动引入1．播放flash苹果歌，让学生跟着一起唱。2．听了这么好听苹果歌，接下来老师要大家来完成一个任务，把这首苹果歌的歌词在写字板中打出来。1．学生跟着一起唱
2．学生接受任务。
引起学生的兴趣，让学生觉得在电脑课上也可以唱歌，培养学生的新鲜感。输入儿歌发现问题1．请你把下面的英语歌曲在写字板打出来，并把在打这首英语歌曲中出现的问题写出来？apple
round,apple
redapple
juicy,apple
sweet;apple
apple
i
love
you,apple
sweet
i
love
to
eat!2．如果你有什么问题请写在纸上？3．提出问题：你在输入过程，遇到了什么困难？1．怎样输入大写字母？2．怎样输入感叹号呢？给提出问题的学生给予奖励。3．让个别学生示范，利用实物键盘悬挂操作示范，让其他学生跟着做。4．比一比，谁最先把这首儿歌输完。1．培养学生运用知识的能力。2．培养学生的发现问题的能力。
儿歌修改1．师：现在请同学们一起来修改刚才这首儿歌，怎么改？（网络广播展示，小写字母）2．提出问题，怎样在错误处修改呢？3．教师作
总结
，移动光标到要修改的地方，然后按删除键，将单字删除，最后输入新字母即可。4、保存作品。1．请学生来示范。
儿歌修改好了，那现在就让我们伴着音乐看着歌词一块儿来唱一遍，学生齐唱。
3．在文件中点保存按钮，进行保存写好的文件。激发学生学习英语的兴趣。培养学生学习知识的综合运用能力。
3、复习以前学的保存文件的方法。课外延伸先让学生听听英文儿歌，再让学生写写英文歌词，歌词不必让学生背。
学生写写英文儿歌培养听、写的能力。交流小结今天我们输入了一首儿歌，从中你学会了些什么？
学生体会
全英文儿歌教学法教案篇5
篇1：大学英语教案经典模板
教 案
practical college english
新认知大学实用英语综合教程
教研室：公共课部 教师姓名：freefishwang
篇2：英语教案模板
unit 5 text a
what are friends for? teaching objectives:
by the end of the unit, students will be better able to
tand the varied parts friendship plays in ones life and be better friends themselves;
about 30 new words and 10 new phrases and expreions in brief conversations, translation and preliminary writing tasks;
the subjunctive mood with implied condition in real life communication;
material of a similar topic and degree of difficulty; how to write concisely by avoiding overstated, pompous words and redundant ng methods:
audio lingual method;presentation;discuion;ant/difficult points:
new words and expreions: chat, turtle, model
pick up, happen to, cd player, out of touch, put in perspective, betrayed confidence on the planet, get rid of, in good/bad shape
some sentences in the text are difficult to understand, such as i was thinking about how everybody can’t be every thing to each other, but some people can be something to each other, but some people can be something to each other;wherever, whenever, there’s that spark of recognition;they have beautiful homes filled with special handmade things presented to them by villagers in the remote areas they have visited in their extensive ng procedure:
step g up(30 mints)
1)work in pairs or groups, and discu the following questions.? you have different kinds of friends? how do you claify them?
? is so great about friends?
? what circumstances can one lose a friend?
? it poible to love and hate a friend at the same time? give )ask students to skim the text for the 8 kinds of friends mentioned in the s/ relative friends/ work friends/ former friends/ friends you love to hate/ hero friends/ new friends 3)introducing the main idea of the article
it is said that friends are the best gift god has given that we have eight kinds of friends from the text, what kind of happine or benefit can each of them bring us? that’s exactly what the text is words and the notes(20 mints)learn new words and expreions of text a
explain some important and difficult words and n.水泥，粘合剂 v 巩固，粘牢
nostalgic a.—nostalgia n.—nostalgically ision n.—subspanide v.—spanide rtune a.—(opposite)opportune ble a.—(opposite)visible at the notes on page 116
wink: poet, eayist, and regular commentator on national public radio’ author made up the capitalized expreions in the text such as “faraway friend,” “relative friend,” which would make no sense at all out of context, with the latter in quit doing drugs, you’re not such good friends with your dealer anymore: this is not meant to be taken or sale of illegal drugs can result in long prison points(60 minutes)
? on sb.’ s shoulder: get sympathy from someone when you tell them your problems 向某人诉苦以寻求安慰（或同情）
least she hadn’t cried on his shoulder you ever need a shoulder to cry on, just call me.? return(for sth.): as payment or reward for something作为报答或回报
is always helping people without expecting anything in offer an excellent all-round（全面的，多方面的）education to our return, we expect students to work hard.? hold out through innumerable crises before...: they are always
reliable（可靠的，可信信赖的）and nice when you are in difficult times even though they don’t like what you are doing...? so many family relationships are tinged with guilt and
obligation:
while so many people may feel something of a sense of guilt or
responsibility in dealing with family relationships...? y goip, once an infallible（绝对可靠的）source of
entertainment, soon awkwardly accentuates the distance between you: office chat used to be an effective way of amusement for you;however, it makes you feel uneasy since you do not work together anymore and therefore increases the feeling of distance between you.? friends share certain memories which acquire a nostalgic glow
after about a decade:
memories of your work friends makes you happy after ten years, so you
somehow wish that you could return to those days.? end: a street with no way out at one end or a situation from which no
more progre in poible
realized that the job at which he had been aiming all these years
seemed to him to be a dead thinks they have reached an evolutionary（逐渐发展的，演变的）dead end.? you feel you’ve hit a dead end, come to a confusing fork in the
road, or gotten lost in some cracker-box subspanision of your life:
whenever you feel helple, confused or at a lo（困惑的，不知所措的）in the complicated journey of your life...notice that “cracker-box spanision” is not a general expreion, but is rather made up by the r: 薄脆饼干；咸饼干 sth.: formal owning or having obtained something from somewhere 占有（或拥有）某物
was found in poeion of stolen did the painting come into your poeion(=how did you get it)? ? death: informal used to emphasize that a feeling or emotion is very strong
? be bored / scared / frightened death
she was scared to death of what might happen ’ m absolutely sick to death of it(=very angry, bored, or unhappy about something).? bore / scare / love dy to death
he drove at a speed which frightened leonora to used to worry me to death.? me/you sick: spoken a)make you feel very angry
like you make me sick!
b)indicate a feeling of jealousy—used humorously
make me sick with your “expenses paid” holidays!
? er, whenever, there’s that spark of recognition（认识）:
when you meet a “new friend” for the first time you instantly feel a connection with each nt(5 minutes)
the article repeatedly and try to remember the new words and expreions in text a
the study and practice on page teaching plan of unit 5 what are friends for?(college english 2)english department sun xiaofang
篇3：全英文英语阅读课教案模板
阅读课教案
school__ number3 middle school____junior or senior section _junior__ cla ____3____ grade _1_______
size ______45__ time_40_______date __2009-12-28____ materials __go for it______type of leon _reading ____ contents: lary: some nouns about furniture and some daily use things: table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, prepositions of place: on, in, under
ure: where is(where’s)…?
it is(it’s)in/on/under…
where are…?
they are(they’re)in/on/under… where’s/where’re…?
i don’t it /are they on/in/under… ?
no, it isn’t./they aren’t./ yes, it is./they )dialogue: where’s the bag?
i don’t it on the dreer?
no, it isn’ are my books?
i don’t they on the bed?
no, they’re )writing: ask, gue and write objectives:
ctional objectives(language knowledge and language skills)
1)to promote students’ vocabulary development(table, bed, dreer，bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.…)
2)to promote students’ reading skills a)prediction b)skimming
3)to promote students’ oral english
4)to develop students’ writing skill ional objectives(affect, learning strategy and cultural awarene)
1)to develop students’ ability to communicate with others to get information
2)to build students’ confidence
3)to make students learn to cooperate with others al objectives:
1)to develop teacher’s ability of claroom management focal points: a: the : prepositions of place c: where-question and
d: answers to “is the… in/on/under the …?”；
difficult points: a: use the prepositions to describe position of things
b: use the where-question and is it-/are they-question to ask things’ position
aids: ppt, blackboard, chalk … procedures and time allotment
g students ready for learning(mins)1)greetings: good morning everyone!2)routine task: duty report
on: use some pictures to review the vocabulary(table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in, under)and sentence structure:
where is(where’s)…?
it is(it’s)in/on/under
where are…?
they are(they’re)in/on/under… -reading :
step1: vocabulary and some phrases learning
task: look at the conversation between them and gue the meaning of the sentences in red.(using the conversation between liu qian and a xin to show those phrases to the students in order to learn them by the context;because the sentence structure in the conversation is those they have learnt)
(… mins)
此步骤包括词汇、语法教学等 -reading -reading
(… mins)
1)oral work 2)written work g homework
1)conclusion: a: vocabulary
b: sentence patterns: where is(where’s)…?
it is(it’s)in/on/under…
where are…?
they are(they’re)in/on/under…
where’s/where’re…?
i don’t it /are they on/in/under… ?
no, it isn’t./they aren’t./ yes, it is./they )homework: ask, gue and write
let your partner to ask as well as gue where your things are in your down your conversation by using the following sentence patterns:
a: where’s/where’re your…? b: you can : i don’t it /are they on/in/under… ?
b: no, it isn’t./they aren’, it is./they are.…
self-evaluation