英语课教案精编5篇
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英语课教案1
(一)明确目标
1. Read through the text live to ride.
2. Understand “live to ride”。
3. Learn to write a description.
(二)教学过程
Step1 Warming up
Task 1
Report about the passages found the day before.
T: Yesterday we have the work --- to find and read a few passages about theme parks. So now please describe the thing you have got in hand.
Students may talk more about rides, skiing, rafting, surfing, skydiving, adventure travels or other adventure activities.
Task 2 Read the information below and make up a dialogue.
Notice: This is taken from a website of the It’s about a kind of roller coaster. Students will find much detail in it.
设计意图：以生活实际例子为引导，可操作性强。
Ant Farm Express
Type: Steel - Mine Train Height: 41 Feet Train Type: 30 Passengers
Designer: Arrow Dynamics Drop: 32 Feet # of Trains: 3
Year Built: 1971 Top Speed: 37 MPH Elements:
Ride Time: 3 Minutes Length: 2,350 Feet # of Inversions: 0
Color: yellow G-Force: Other:
Comments: Operated at Dolly wood 19xx-1998 as the Thunder Express. Also operated as one of two mine train tracks called the River King Mine Train at Six Flags St. Louis from 1971 to 1988. Relocated here in 20xx.
Photos: ……
Students may raise questions as follows:
What’s the name?
When was it built?
How many passengers can it take at a time?
What is the length?
How high can it go?
What about the top speed?
Are there any comments about it? … …
Step2 Reading
Task 1 Skimming
Question:
What attraction can be found important in theme parks? → Rides, the “thrill ride” …
Task 2 Scanning
Questions:
1. How do people ride roller coasters nowadays?
2. What is a thrill ride like?
Answers:
1. Rides are wider and scarier than ever.
The cars run faster, the tracks are higher, and people go through twists, loops, and drops. Some let people race against their friends.
Some ride through darkness inside a mountain and a building.
2. Very exciting and scary.
Thrill rides use speed, motion, and special effects to give you a thrill.
Some let you feel what it is like to fall through the air.
Some rides send you through caves and even rivers.
Thrill rides can also send you into space or deep down in the ocean.
Task 3 Discussing
Group Work Question: What else can we do in a thrill ride?
S1: We can dash through the snow during the ride.
S2: We will ride together with some animals.
S3: The car rides in a desert. … …
Summary:
We can imagine so many ways, but it’s still not enough.
The only limit to the fun is the imagination of the designers of the thrill rides. It seems to be endless.
Quote: The great progress in science roots in completely new and brave imaginations of the human beings. ---- Dewey
“科学的伟大进步源自于崭新与大胆的想象力。” -----杜威
Step3 Designing
Activity1: Design the scariest and most exciting ride in the world.
Tips: What should your ride look like?
How large is it? What is the length? How many people can it take?
How fast should it be?
How would you design the loops, corkscrews and other features?
How much should it cost? What about the ticket for each? …
Activity2: Design a new theme park.
What is the name of your park?
What is the theme of the park? Any attractions?
What do you want to show visitors, give visitors, and teach visitors?
How much will it cost to visit the park?
T: Write down your ideas and then talk with your partners.
Activity3: Some students describe theirs and then others may raise questions after that. The reporters try to get their designs muchmore wonderful.
Step4 Tips
Task Learn how to describe the thing one is writing about.
Use the questions when thinking.
1. What does it look like? How big is it? What color is it?
2. What does it sound like?
3. What does it feel like?
4. What does it smell like?
5. What does it taste like?
6. How does it work?
Step5 Checkpoint
Activity: Students go through the Checkpoint and do the exercise.
The –ing form can be used to modify verbs.
Exercises:
1. The old man smokes a great deal, only his health worse.
2. the host into the meeting room, we found many new faces.
3. the Film Jurassic Park III, we walked out of the cinema.
4. in the heavy rain, the pupils got all wet through.
5. Visitors leave the museum more about nature.
6. Dr Wu replied to the invitation, xxx.
Step 6 Assessment
Students do individual work for self-assessment.
Step7 Homework
Write about an unforgettable place.
Go over the whole unit and revise the words and expressions…
英语课教案2
课题：Lesson5：Elephant,Fish&Goat
教学时间：10分钟课前操练，35分钟课堂学习，5分钟课后操练。
教学重点：学习EFG三个新字母。
教学难点：Elephant和Goat和Fish的发音。
教具准备：
1教师准备故事内容的'教学课件。
2教师准备Gogo,Nogo,Wizkid,Lisa,Jason的头饰，EFG的字母卡片。
3教师准备一个小鼓、一个眼罩和一个小球，没有眼罩的可用手绢代替。
4教师准备表示问候、说再见，情景图。
5教师准备故事内容的配套PPT。
教学过程：
1热身、复习(Warm-up/Revision)
过程及时间：
让学生到课堂外按照第一次上课的队形排好。教师用口哨召集，口令：A ction!Lineup!OK!Action!
和同学们互相问好，Helloboysandgirls!HelloteacherAlex！
时间大约2分钟。
（1）全体共唱hellotoyou,复习ABCD的字母歌，分老师领唱，集体唱，男女对垒，分两部分对垒，分小组唱，分小组表演唱，个人领唱等等。结束的时候发放OK卡，带领学生回教室。
时间大约8分钟加路上的2分钟。
（2）教师主动向某个学生打招呼、问好，这里部分引出Goodbye,这里不做要求，让他们熟悉，熟悉，会用的可以在后面的游戏中用起来。
?
Goodbyetoyou,XXX!
时间大约3分钟
（3）教师让学生做问候接力，击鼓传花的形式，然后再问候周围的小朋友，让同学带头饰扮演问候，然后让个别人上台向集体问候，方法同上的师生问候，告别，但告诉学生问候的句子尽量不同。
时间大约8分钟
2呈现新课(Presentation)
过程及时间
（1）用幻灯片引出字母E，
（2）说follo:，口令：Action!Lineup!OK!Action!
英语课教案3
Listen and do
活动目标复习巩固并引导幼儿仔细倾听口令，大胆表现，体验英语活动的乐趣。
活动准备英语口令(相关的卡片)
1) touch your headouch your faceouch your eyes------
2) wash your facewash your handsrash your teeth------
3) fly 5 timesjump 2timesswim 4times------
活动过程
一、指导语：
上次我们学会了几个英文单词，知道了head头，face脸，eyes眼睛……等等。今天我们来做一个游戏叫"listen and do"。
二、规则：听英语口令做出相应的动作，同时大声说出英语(重复口令)。
游戏者做错或动作迟疑，都要算失败。一定要反应迅速的做对才能过关。
三、老师示范作发令者开展游戏。
做对了就说：Great!/That's right!错误的说：Oh,no./You are wrong.
四、集体开展游戏，老师观察指导。之后可请做得优秀的幼儿当发令者。
注意：当幼儿没说发准音时，老师要纠正发音。
英语课教案4
教材分析
1.本课是小学六年级英语科普版 Lesson5 How do you go to school?
2.本课主要是在前面所学的一般现在时的一般疑问句基础上进一步学习一般现在时针对交通工具或交通方式进行提问的特殊疑问句。围绕如何去学校上学这一主题，利用本课所学知识简单介绍每天所乘的交通工具以及出行的交通方式。
3.通过对话形式以及角色表演的方式呈现本课的知识，在一节课中偏重于语言的运用以及口语交际的练习。
学情分析
1. 本节课的教学对象是六年级的同学，对于已经有三年英语基础的他们，学习兴趣还是可以的，课堂主要通过听说读练演的方式展开，分角色表演，男女生以竞赛方式对演等。
2. 学生对与对话部分的教学还是很有兴趣的，课堂积极配合，认真开展老师组织的每项活动，课堂气氛活跃。
3. 知识运用方面，本课时贴近学生实际生活的内容掌握起来比较容易，通过主题句型—How do you usually go to school? —I usually go to school on foot.练习主语为第一人称特殊疑问句句型和第三人称单数时特殊疑问句
4. 在前面一般疑问句的基础上学习特殊疑问句，学生更容易掌握，学习起来更容易。
教学目标
1.知识目标：复习集中识词中本课出现的单词，学习主要句型—How do you usually go to school? —I usually go to school on foot.
2.能力目标：学生能用句子—How do you usually go to school? —I usually go to school on foot。进行简单的口语交际。
3.情感目标：通过本节课的学习让学生了解身边的交通工具以及自己国家先进的交通工具，开阔学生的视野，拓展课外知识。
教学重点和难点
1. 教学重点：学会本课所学的有关交通工具的单词以及词组。本课主要句型：—How do you usually go to school? —I usually go to school on foot。
2. 教学难点：会用本课句型
—How do you usually go to school? —I usually go to school on foot进行口语交际。
英语课教案5
课题
（外研社三起第三册） you want some rice?
教材分析
本模块的主题是Food，主要功能是要求学生学会用简单的英语谈论中国和西方的食物，如：rice 、fast food、noodle、bread等，并学会用课文中的句式进行谈话及回答，让学生学以致用。
学情分析
四年级的学生此时对英语学习已经有了一定的经验，大部分学生对英语有着浓厚的兴趣，渴望得到更多锻炼的机会。因此，课堂上要根据教学实际，适当增加儿童感兴趣的内容，如游戏、歌曲活动及语言交流等，不仅可以充分调动学生学习的积极性，活跃课堂气氛，还可扩展学生的思维，培养学生积极思考的习惯。
教学目标
1.学会听、说、读fast food、 rice、 noodles、 chopstick、difficult、want、some、make、nice
2.能运用句型：Do you want some … ?
Yes please./ No thank you .来询他人进行日常的交流。
3.激发学生对英语学习的积极性和自主性，积极与他人合作，共同完成学习任务；能积极运用所学的知识进行表达和交流。
教学重点和难点
1.重点：听懂并说出Do you want to some……? 并做出回答。理解表达关于食品的简单信息。
2.灵活运用Do you want to some……? 并能做出回答。