國小英語教案全英版
英語在日常的使用是很廣泛,在國外也是一樣的。國小英語教案全英版範文,歡迎大家閲讀參考。
國小英語教案全英版一:Unit 1 Lesson 3
Part A Let’s say, Let’s chant Part C Culture
Teaching Aims :
1. Be able to listen, say, recognize the words: apple, ant, boy, bag, Coke, coffee.
2. Be able to listen, say, read and write these three letters: A a; B b; C c
3. Through the chant review the letters of ABC, train a sense of group identity.
Focus Points & Difficult Points :
Read the letters: Big letter C, small letter c; Write down them correctly and handsomely.
Teaching Preparation:
1. Letter cards ,some word pictures, word cards: apple boy eraser ant crayon body head cake Coke coffee bag ball
2. A little blackboard with four-line format and a ball.
Designing for the blackboard:
panda beaver eagle kangaroo (pictures)
China Canada America Australia (words)
Teaching Steps:
Step1. Warm ?up
1. Sing a song.
2. Free talk
T: Hello. I’m Wendy. I’m from Hangzhou.
S1: Hello! I’m ... I’m from Hangzhou,too.
T: Nice to meet you.
S: Nice to meet you, too.
T: Let’s play. Ok?
S: Great!
T: Watch out! (T throws the ball.)
S: Oh, no.
Make a similar dialogue with your partner.
entation.
1. 1)T : Today, we will learn letters. Do you know letters? Just as A,B,C…… They are letters. What’s the meaning of letters?
S: 字母。
T: Great! A is the first letter. ( T shows letter A.)
T: A a?? S: A a??
T: This is big letter A. 大寫字母A。
T: Big letter A. S: Big letter A.
T: Let’s make a big letter A. (With the hands)
Run two trains: Big letter A. (With the hands)
T: This is small letter a.
T: Small letter A S: Small letter A.
T: Look at this girl’s head. It’s a small letter a.
小a, 小a, 小翹辮。
Run two trains: Big letter A, small letter a.
2). T draws an apple: What’s this?
S: It’s an apple.
T draws an ant beside the apple: What’s this?
S: It’s an ant.
T: A for ant, / /,/ /, / /.
A for apple, / /, / /, / /.
2. Teach B b, C c like above.
Pay attention to the pronunciation of c.
Use right hand to make a c.
B for boy, /b/,/b/,/b/.
B for bag, /b/,/b/,/b/.
C for Coke, /k/,/k/,/k/.
C for coffee, /k/,/k/,/k/.
Step 3. Practise.
1. Game: Find out the letters we’ve just learned.
apple boy eraser ant crayon body head cake Coke coffee bag
ball
Read as: apple, No.1 small letter a.
2.1) T: You’re so smart. You can read them. Now, let’s write them down.
Look at the blackboard.
T: First, let’s write down big letter A. One, two, three. Now, Let’s try together. Show me your finger.
S: My finger.
T& Ss: One, two, three.
T teaches the writing of small letter a.
2) T: Everyone has his home. Where is A’s home?
Here it is. (T points at the four-line format.)
國小英語教案全英版二:TEACHING PROCEDURES
I、Warming-up
Step one:Let’s the student listen to the review some adj. about :warm,cool,hot, the students do actions while listening.
Step two:Do an teacher will ask some questions about the listen 's about part B read and write in grade :What's your favourite ……?
II、preview
Step one:ask and answer
The teacher is going to ask some questions. (eg:what is the weather like?)And show off the different pictures about weather. Guide students to answer questions by using warm,cool,hot.
III、Presentation
Let's learn
Step one:words study
Draw a trunk on the blackboard,and then add some light green students(look!The leaves are green season is it now?) Show off the word card "season"h them "season"r that,show off "spring"ents read after the describe the weather of "spring" character depend on their owe life.(eg:spring is warm in hangzhou/taiwan.) Then point at the main city on the map,and ask what is the weather like in beijing/shenzhen? Spell together.
Step two:continute to add deep green leaves on the say look!The leaves are becoming more and er is h "summer"in the same way.
Step three:draw the sun and ligth,and acquit very oh,what is the weather like in summer?Guide students to answer it. It's hot,very very hot.
Step four:clean parts of leaves and light,and then colour some leaves into look!Now it's season is it now?'s fall ing "fall" on the l together.
Step five:clean parts of leaves,and then add some cloudy and "now,the weather is very is winter now."h "winter" and answer:"what is the weather like in winter in ……?"
Step six:show off different picture about weather,and ask and :T:What's the weather like?S:It's windy.T:What season is it now?S:inu to ask a question"what's your favourite season?"Guide students to answer it.
Let's start
Step one:show off different picture about "what's the weather like in this picture?"
Step two:Play a game
Teacher shows the picture in different order to see who can correctly say the first word, the winners must give incentives.
Step three:Guide students to use patterns of small groups. And finish let's start .(eg:what's your favourite season?……because it's ……)
Consolidation and extension
Let student do some exercise which is from student exercise book.
國小英語教案全英版三:After some practice by asking and answering, I present the next language points:
There’s no …inonear…
Have …then.
And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.
Step 3 Listen to the tape and Ss imitate to read and say.
As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.
Step 4 Ss be the main body, T makes a guider.
In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.
Then I show a carton with no voice, ask Ss to make a dialogue in pairs.
There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.
Step 5 Change class to life, learn by themselves.
Is this the end of the class? I don’t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life.
In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.
That’s all. Thanks a lot for your attention.
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