第一篇：英語優秀教案
(本教案僅供格式參考，嚴禁照抄)
Unit 4 My First Ride on a Train
(Reading)Teaching objectives: Knowledge aim: Learn the character of narration.Ability aims: Get the students to learn to do predication;
Train their reading skills: scanning and skimming
Learning to express one’s opinion Emotional aim: Love animals Teaching focus: Help the students to do scanning and skimming.Difficult points: Get the students to do the retelling.Teaching aids: the multi-media;the blackboard
Teaching procedures: Step 1.Greetings(1 min)
Step 2.Warming-up(5 mins)Task: Team report The students make reports in teams about Australia.Each of them introduces part of Australia(people, weather, products, and so on)and the students from other teams make up and also ask questions.Step 3.Lead-in(5mins)Task A: Predication The students read the title and discuss what kind of writing they think the passage can be.(And the students may find its narration.)The teacher goes on to encourage the students to predict what a narration mainly talks about.Possible answers: who / when / where / what / how Task B: Taste
Help the students read the first paragraph of the passage and find the “who, when, where, what, and how quickly.Who—Alice Thompson When—recently What—had the first ride Where—from Sydney to Alice Spring How—travel on the famous Ghan train
Step 4.Reading skill training(12 mins)Task A: Skim for topic sentences The students read the text quickly and silently to find the topic sentence of each paragraph.And the teacher guides the students on how to conclude the main idea through topic sentences.(The topic sentence tells out the meaning of the whole paragraph, all the other sentences are centered on it.It is usually in the beginning of a paragraph, eg.Para 2)Task B: Scan for details The students read the text again, based on what they have known of the whole passage, to obtain required information.They are required to read with the following questions:(present on the screen)Then the teacher will discuss the questions with the students and write down the keywords in the answers on the blackboard.1.What was the scenery like during the trip? 2.What does Alice do on the train? 3.Why is the train called the Ghan? 4.What were camels used to do? Why? 5.When did people stop using camels? Why?
Step 5 Consolidation(10 mins)Task A: Retell the text The students retell the text, referring to the keywords they have got by answering the questions.The students may first practice in pairs, then report to the whole class.One doesn’t have to finish all so that more students can have a chance to practice, and finally all the students do the presentation together.Task B: Do reading comprehension exercises to practice using flexible reading strategies.(present on the screen)1.The writer thinks highly of all but _____ during his trip.A.the food
B the train service
C the scenery D the people
2.Which of the following is true?
A.Australians traveled to Afghanistan a lot in the 19th century.B.The police shot the trained camels with the permission of the government.C.The Afghanistan government passed a law to shoot trained animals
D.The writer used to travel long distances on a train alone.3.Australians used to travel on camels for ____.A.business
B tour
C farming
D animal training
4.In general, the writer _____.A.showed no interest in his trip by train
B.thinks his ride was long and tiring
C.enjoyed his ride on the train.D.disliked the way the camels were treated in Austria
5.The writer talked a lot about camels because _______.A.camels are of great use in traveling and quite helpful for man.B.he was planning to travel on a camel with his friend soon.C.readers are often interested in stories about animals
D.the writer wanted to explain why the train was called Ghan.Step 6.Discussion(10 mins)Task: Think critically The students work in teams and choose either of the two topics, encourage all of them to give their opinions and finally the two teams report their opinions to the whole class.A.What they think a good piece of writing should be like? And whether they have something to improve on the passage.B.How people should treat animals if they don’t use them any longer?
Step 7.Homework(2 mins)A.Read the reading part in the workbook and do Exercise 6,7and 8 B.Go to the net or look up in books to find more information about the development of trains.C.Write a short passage, introducing your traveling experience.Blackboard design:
Unit 4 My First Ride on a Train Narration: Who—Alice Thompson When—recently What—had the first ride Where—from Sydney to Alice Spring How—travel on the famous Ghan train Keywords for retelling: ********** ************ ******* ****** ********** ********** Questions for discussion:
What do you think a good piece of writing should be like? How people should treat animals if they don’t use them any longer?
第二篇：小學英語優秀教案
Teaching plan
Topic:My family
Teaching Aids :photos,cards
Teaching Aims:
A,Let the pupils master the new words.B,make the pupils can describe their family members with the new sentence pattern:This is my…,she/he is …
C,Make the pupils become more interested in learning English.Teaching Contents:
words:grandma ,grandpa ,father ,mother,brother,sister,husband,wife,family
Sentence :This is my … ,she /he is very(young,old,lovely…)Teaching Important:
new words: grandma ,grandpa, husband,wife,family
Sentence :This is my … ,she /he is very(young,old,lovely…)
Teaching Difficult:
Pupils can describe their family with the sentence partten: This is my … ,she /he is very(young,old,lovely…)
Procedure:
1,Greeting.2,Warming up:Review the words :father,mother,sister ,brother
3,Presantation:A,Show and look the family photos,the learn the new
words.grandma ,grandpa, husband,wife,family
B,Describe the photos and learn the sentence, This is
my … ,she /he is very(young,old,lovely)…
4,Practice: A,Describe the photos
B,Do the matching5,Homework
Class Record
T:Hello,boys and girls,how are you going today?
S:Fine,thanks,Miss Huang.How are you going？
T:Very well.Thank you so much.Today is the first day of a week,so today we will have something new to learn.(Write down the topic:My family)Ok,do you bring the family photos with you?(A task have assigned last week.)
Ss:Yes!(Shoe the photos)
T:Great!Look,here is my family photo.(Show the photo to the students.)Please tell me where I am?
Ss:That little girl in red.T:Yeah,it’s me.(point to the little girl)And the young man is my….?
Ss:Father.T:Right,”father”,We have learned last week.So the young woman beside my father is my …？
S：Mother.T:How about the little boy?(brother!),and the young girl?(sister!)
Great!(write down the words on the Bb)Read them together!(Students begin to read.)
Ok,pay attention！Who is that old man behind my father?
Ss:爺爺。
T:Yes,he is my grandpa, my grandpa,(Write down the new words.)Read and spell it.(Students read and pell the word.)
T:Look at this old woman,she is my father’s mather,and she is my grandma, grandma—奶奶。Read it three times!(Ss read and spell it.)
So my grandma is my grandpa’s wife, wife---妻子。Read after me,”wife” Ss:Wife,W-I-F-E,T:Good!My father is my mother’s husband, husband,what’s meaning?Just guess, Ss:丈夫。
T:Clever!Read it!(Ss read and spell it.)
T:So my grandpa is my grandma’s…?
Ss:Husband.T:Right!Ok,listen to me carefully!There are six people in my family,the old man is my grandpa ,the old woman is my grandma.The wowan behind me is my mother and the man beside my mother is my father.They are very young.The young girl is my sister and the boy is my brother,where Iam？I am in front of my sister.Now please show me your family photos.Who can introduce your family to me?Do you know “introduce”?It means “介紹”.(Some students hand up.)
T:Ok,you,please!
S1:(Show his family photo)There are four people in my family.The little boy is my brother,the woman is my mother,and this man is my father.They are very young.This girl is me.T:Good job,sit down ,please!Now introduce your family to your deskmate ,please!(Ss begain to introduce)
T:Finished?(Yes!)Good,next,we are going to do the practice.Here are three picyures.(Put the pictures on the Bb.)Look at the pictures and listen to me carefully.“I live with my wife,Eva,and our baby daughter,near the centre of the city.The flat is very expensive,so we live with my parents,and my brother.Ok,now please tell me how many people in this family?
Ss:Six people.T:Right.Which picture is this man’s family photo?
Ss:Picture Two.T:Very good!Here are the introduction of the another two pictures.Who can match them with the pictures well?I need two students ,who can have a try?(Ss hand up.)Ok ,you two ,please.(S2 and S2 go to the Bb to do the matching.)
T：Are they right?
Ss:Yes!
T:Well down!Congratulations!(Clab hands.)
(Ssclab their hands.)
T: Your homework,drow a picture of your family and write down your introduction about your family.That’s all for today,Goodbye,class!
Ss:Goodbye ,Miss Huang!
第三篇：五年級英語優秀教案
五年級英語優秀教案
徐 麗
Unit5 Look at the monkeys第三課時
一、教學目標
1、能夠聽、說、讀、寫句型What is it doing ? It’s eating bananas.What is she doing? She is running.2、能夠聽、說、認讀句子That elephant is drinking water with its trunk
3、能夠聽懂、會唱歌曲Animals , Animals Are Everywhere.4、適時滲透《中華人民共和國野生動物保護法》
二、教學重點、難點
1、本課時的重點是四會掌握句型What is it doing?It’s eating bananas.What is she doing ? She’s running.2、本課時難點是能正確拼寫四會句型，并能認讀句子That elephant is drinking water with its trunk.三、課前準備
錄音機和錄音帶，A Let’s learn部分的動作詞卡，若干剪出輪廓的動物圖片
四、教學步驟
1、熱身
（1）教師出示一張Let’s learn部分的詞卡，如：Walking，同桌或前后兩名學生一邊拍手，一邊說：Can you see the elephant ? Yes, I can.It’s walking, walking, walking , walking.Shhh 然后繼續操練其他的詞卡。
（2）放第五十六頁的歌謠錄音，學生聽錄音邊做動作邊有節奏地說唱。
2、預習
（1）教師放A Let’s learn部分的錄音，學生跟讀。（2）放A Let’s talk部分的錄音，學生跟讀。
（3）出示A let’s learn部分的詞卡，同桌開火車操練句型What is he/she/it doing? He/ She/ It’s…
3、新課呈現 Read and write（1）教師向學生展示該部分的掛圖，先組織學生看圖說話。并逐步引出課文中的難句：That elephant is drinking water with its trunk.trunk = elephant’s nose（2）教師放該部分的錄音，學生聽錄音閱讀對話。（3）教師就課文內容再進一步提問。
（4）板書要求書寫的句子，學生問答、拼讀、仿寫。（5）教師指導學生完成該部分后的兩道題目。Write and ask（1）要求學生完成作業，動詞原形，在動詞原形旁寫上它的ing形式。Let’s sing 教師放錄音，學生聽錄音跟唱。
4、課堂小結：
本節課我們認識了很多動物，也熟練地應用了What are they doing?希望同學們在學到知識的同時別忘了保護動物是我們們個人的責任與義務。
5、布置作業
6、教學反思：
本單元的主題就是動物，學生普遍還是比較感興趣，只是對野生動物的只是了解太少，應該在以后的課堂中去加強。
第四篇：大班英語優秀教案
大班英語優秀教案《Shake Shake Shake 》
執教： 劉麗
一、活動前思考
1、教材分析
這是一首認識左右的游戲兒歌。兒歌圍繞著左右展開，內容豐富，動作變化較多。Shake，shake，shake反復出現，幼兒比較感興趣。兒歌的結構簡單，具有對稱的特點。
2、重點難點
分清左右對于幼兒來說比較困難，在英語教學中學習就更困難了。因此，在漢語經驗中認識左右的鋪墊活動就顯得十分重要。在活動中，采用生動的游戲“猜一猜”等，可以幫助幼兒認識并分清左右，調動幼兒學習興趣，使幼兒在愉快、輕松的情境中，掌握英語游戲兒歌的重難點，鞏固對左右方位的認識。
二、過程實錄
（一）活動目標
1、樂意參與“猜一猜”游戲活動，大膽地說出自己的猜測結果。
2、能根據教師的語言指令，伸出相應的左手、右手，左腳或右腳。
3、初步理解和學習right、left。
（二）活動準備
幼兒在漢語活動中，能基本分清左手和右手。
（三）活動過程
1、玩游戲“Touch your??”，復習身體部位的器官名稱，引出right和left。
*發指令，讓幼兒集體指自己的身體各部位。
T：Now,let’s play the game “Touch your??”.Do as I tell you.Touch your mouth(tose,eyes,ears……)*發指令，請個別幼兒上來指。
T:Now who can try?Touch your head(shoulders,knees……)
（評析：要注意由個別到集體的教學，盡量讓全體幼兒有機會說英語。有機會參與每一個活動。即要照顧到個別也要顧及到集體。處理好個別與集體的教育關系很重要。）
*讓個別幼兒上來發指令，全體幼兒指身體相應部位。
T:This time I’ll ask a boy or a girl to come to the front.Who can try?You may tell us what to do.（評析：在這個環節運用了游戲，提供給幼兒說英語的機會，能激發幼兒很想說英語的欲望。提供給幼兒一個很好的英語語言環境和氛圍。）
*帶領幼兒伸出相應的左、右手和左、右腳，發指令，引出right和left。
T:（伸出右手）Right hand, please.Look at me.Right hand.TC:（幼兒伸出右手）Right hand,right hand.T:Right foot , please.Look at me.Right foot.（認識左手和左腳方法同上）
2、聽兒歌前半部分，做相應的動作。
*發指令讓幼兒做動作，復習put，引出shake。T:I put my hands into my pocket and put them out.Now,put your hands into your pockets.*復習right和left，讓幼兒聽指令做動作。
T:Where’s your right hand?Raise your right hand.Now listen and do as I tell you.（多練習幾遍，再以用同樣的方法引出put out right or left）
(評析:念兒歌的同時配上肢體動作，讓幼兒多種感官參與學習，讓幼兒學得輕松有趣，并且適合幼兒記憶和理解。)*完整念一遍兒歌的前半部分，讓幼兒做動作。
T:Now listen.Put out your right hand?（念兒歌，同時巡回指導幼兒做動作。）
3、帶幼兒邊念兒歌的前半部分，邊一起做動作。
T:Now let’s read and put out our hands,feet,or hips and shake.OK?（評析：教師要用清楚，響亮，好聽的英語語言去感染幼兒，讓幼兒對新授的兒歌感興趣，愿意學和說。還要隨時根據幼兒的思維轉變。跟著的思想轉變而改變自己的教學。）
3、幼兒整體學習兒歌
*帶幼兒念兒歌的前一部分，做相應的動作。
T:Now follow me.We are going to read and put out our gight or left hand,and shake,shake,shake.*帶領幼兒練習look right和turn around T:Now follow me.Look left.Shake shake shake.*帶領幼兒完整念兒歌，做相應動作，注意糾正幼兒的發音。T:Now let’s read the rhyme
*放錄音，帶領幼兒邊念兒歌邊表演動作。
*帶幼兒在look后面加上knock、shoot等詞語，進行兒歌續編活動。
T:Now let’s read the rhyme
（反思：有了先前的一些經驗和興趣，使幼兒對這個游戲兒歌相當感興趣，能夠積極參與到游戲活動中，并且在游戲營造出的輕松氛圍中使幼兒的知識得到鞏固。）
第五篇：小學英語優秀教案
全國首屆小學英語優質課競賽一等獎教案
In a Fast-food Restaurant
I.教學內容
In a Fast-food Restaurant Waiter: Hello, can I help you? Mum: Yes.What would you like, Dick? Dick: I’d like a hamburger.Mum: Me, too.Waiter: Would you like something to drink? Mum: Oh, yes.Two glasses of orange juice, please.Dick: Mum, can I have an ice-cream? Mum: Sure.Two hamburgers, two glasses of orange juice and an ice-cream.Waiter: OK.Here you are.38 yuan, please.Mum: Here the money.Waiter: Thanks.生詞：fast-food / resaurant / hamburger 句型：What would you like? Would you like something to eat/ drink? II、教學目標：
1.能聽、讀、說fist-food／restaurant／hamburger，并了解其含義； 2．能靈活運用重點句型，并清楚其運用的場合和語氣；(1)What would you like?(2)Would you like something to eat／drink? 3．能模仿本文對話，并能在一定的語境中運用所學語言進行交際；
4．培養學生的注意力和觀察力，激發學生積極思維，挖掘學生運用語言的創造能力。III、教學重難點： 1．重難點句型：
（1）What would you like?（2）I’d like ．．．
（3）Would you like something to eat／drink?（4）…，please．
2．掌握有關食物名稱的詞匯。III、教具準備：
食物圖片：ice-cream, hamburger, cake, bread, juice, milk, water, hot-dog, Frenh fries等。
食物和飲料：hamburger，cake，bread，milk，orangejuice，cola等。道具：服務員工作帽、圍裙、托盤。多媒體課件一套。IV、教學過程：
Step 1．Warm-up activities(1)Do it!(學生按教師的指令做動作)T：Stand up!／Sit down!／Sit down!／Stand up!(教師輔以手勢)T：Walk!／Stop!／Jump 5 times!／Stop!／Push!／Stop!／Run!／Stop!(教師和學生一起做，每個動作持續一段時間后，教師突然說：“Stop!”要求學生立刻停下來。)(2)Do as 1 do?(教師做動作并表達，引導學生邊做邊說：“Me，t00．”)教師做睡覺狀，并用低緩語調說：“I’m tired．”引導學生說：“Me，t00．” 教師做笑臉狀，并用歡快語調說：“I’m happy．”引導學生說：“Me，t00．” 教師做干渴狀，并說：“I’m thirsty．”引導學生說：“Me，．too．” 教師手摸肚子，并說：“I’m hungry.”引導學生說：“Me，．too．”(3)Listen and act!(學生按教師的指令做動作。)教師說：“Let’s eat!"(做吃東西狀)，學生跟著做動作。
指令依次為：Eat slowly!／Eat fast!／Let’s drink!／Drink slowly!／Drink / fast!／Eat fast!(通過此活動，操練對話中的有關單詞，例如：eat，drink，fast。)Step 2．Revision and presentation(1)教師問：“What do you like to eat?”讓學生根據自己的喜好，用已學句型“I like…”回答。(2)教師出示卡片hamburger，并問：“Do you like a hamburger?”
(3)學生學說hamburger一詞，教師板書單詞，并抽查一組學生，學生快速讀詞。(4)出示有關食物的卡片(hamburger，cake，ice-cream，iuice，milk，…)，讓學生認讀。
(5)做游戲：“What’s missing?'’(教師從卡片中任意抽掉一張，再讓學生看卡片讀單詞，然后讓學生說出拿掉的是哪一張卡片。)Step 3． Pattem drills and dialogue teaching(1)選取單詞卡片4—5張，同時出示給學生，并提問：“What would you like?'’引導學生回答：“I’d like…”教師把該卡片送給說出正確答案的學生。
(2)教師把手中卡片送完后攤開雙手說：“No food lefi!But
don’t worry，let’s go to the restaurant．You can choose whatever you like．”
(3)屏幕上出現單詞RESTAURANT及三幅食物圖片：noodles，fish，rice。教師提問：“What would you like?'’讓學生用“I’d like ．．．”回答。當學生選中一種食物時，教師點擊該圖，出現該食物的價格。教師對該生做手勢并說：“20／30 yuan，please．'’引導學生說：“Here’s the money．”當屏幕上顯示的是免費食物時，教師則帶領全班學生對該學生說：“Conigatulations!”(noodles—20 yuan；fish—free；rice—10 yuan)(4)屏幕上出現單詞BAR和三幅圖片：wine，coffee，juice(wine—600 yuxm，coffee—30 yuan，juice—free)，教師請一學生提問并操作(練習方式同上)。(5)教師指著，juice說：
“I’d like juice very much．I even drink juice on my birtllday．”屏幕上出現Happy Birthday to you!和一只蛋糕。教師說：“Suppose today was your birthday，what would you like?'’引導學生用“I’d like…”句型表達自己的愿望。
(6)屏幕上出現一疊疊錢的畫面。教師問：“If you had lots of money，what would you like?'’讓學生繼續用“I’d like．．．”句型回答。教師引導學生說：“A car? A computer?”等，拓展學生的思維。
(7)教師說：“If I had lots of money，I’d like to open a big fast-food restaurant．”自然引出對話主題。教師出示快餐店圖片，并介紹說：“Look，this is a fast-food restaurant．A big nice fast-food restaurant!We sense hot-dogs，hamburger，salad，French fries…”(出示食物圖片)(8)讓學生模仿跟讀單詞fast-food restaurant，并選1、2組學生朗讀，教師板書該詞。
(9)教師系上圍裙，拿起裝有食物(cake，hamburger，bread，juice，milk，water，ice-cream)的托盤，扮演服務員，并說：“Are you hungry? Would you like something to eat? What would you like?'’讓學生回答，回答正確的學生可以得到該食物。
(10)當食物分完后，教師解下圍裙，做出疲倦狀，并說：“Oh，I’m tired and hungry．”引導學生說：“Would you like something to eat? What would you like?”教師收回學生所選的食物后說：“I’m full．I’m not hungry．But I’m thirsty now．”教師繼續引導學生說：“Would you like something to drink? What would you like?”
(11)教師說：“I’m not hungry and thirsty now．Thank you，boys and girls． You’ve done a very good job today．” Step 4.Communicative practice(1)屏幕上出現招聘服務員的海報，教師扮成快餐店經理，并說：“Our fast-food restaurant needs a waiter or a waitress．Who’d like to have a try?'’
(2)邀請幾位學生上來，給他們戴上服務員的帽子，并讓他們站成一排；然后，教師(扮演經理)對“應聘者”發指令：“Line up!Turn left!Turn right!Smile and say：Welcome!Can I help you? What would you like? Would you like something to eat?'’每做幾個動作，就請不合要求的“應聘者”回去，最后剩下兩位“應聘者”。
(3)教師對全班學生說：“Who’s the best one?Please discuss in pairs．”引導學生兩人一組討論，以確定最后被“錄用者”。(4)請幾組學生扮演顧客，來快餐店購物，比較兩位應聘者所提供的服務。(5)最后選出最佳“服務員”。
(6)教師說：“Now 1et’s open our fast-food restaurant．”教師出示有關食物，引導所選的“服務員”與全班同學進行以下對話： W：Can I help you? Ss：Yes.W：What would you like? Ss：I’d like a hamburger.W：Would you like something to drink? Ss：Two glasses of orange juice.W：OK．Here you are．48 yuan, please． Ss：Here’s the money． W：Thanks．
Step 5．Dialogue practice 屏幕上出現課文對話。教師讓學生先聽對話并跟讀，然后分角色朗讀
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