2017小学英语教案范文【一】
教学内容：认读与公园有关的七个单词，了解表达某地有某物的功能句型。
教学目标：
1. 认知目标：初步听懂并说出与公园有关的自然景物的单词，及表达某地有什么的句型。
2. 能力目标：学生能初步运用所学知识进行交流，培养学生的口语交际能力。
3. 情感目标：激发学生对大自然的热爱，增强学生强烈热爱环境，保护环境的意识。
教学重点：
1. 认读与公园有关的单词：parks，hill，lake，bridge，flower，grass，tree
2. 能够初步表达某地有某物：There is... in the park.
教学难点：
1. 单词 bridge 的正确发音;
2. 对某地有某物的表达：There is... in the park.
教学设计思路：
通过出示各种公园的图片，来引出本课的学习内容。教师出示美丽的公园课件，以调动学生的积极性，让学生说出自己所看到的内容，学习生词;教师让学生做小老师，给学生提供展现自我的机会;教师通过让学生猜、比赛、画画等多种方式来帮助学生复习巩固单词;听录音学歌谣时，教师用吹塑纸模型帮助学生理解听到的内容，便于学生掌握所学内容;通过听录音、小组合作、画画、做动作等多种方式操练重点句型，同时教育学生由热爱公园，引申到热爱美丽的大自然。
教学准备：课件、录音机、磁带、公园图片、吹塑纸做成的公园模型等。
教学过程：
一、Warming Up
1. Oral practice
教师问：Hello/ Hi. 学生答：Hello/ Hi.
How are you? Fine, thank you.
What's your name? My name is...
Nice to meet you. Nice to meet you, too.
[设计意图]：课前师生的连锁口语练习，既能帮助学生复习巩固所学的单词、句型，又能吸引学生的注意力，激发其学习英语的兴趣，从而给学生创造了开口大声说英语的机会。
2. Review
(1) 听录音，复习歌曲 We are classmates，we are friends;
(2) 教师运用 TPR 教法，帮助学生复习介词：in/ on/ under/ behind;
(3) 教师出示图片，询问学生：What's this? 学生回答：It's... a table/ a chair/ a boat/...
[设计意图]：通过歌曲、TPR 教法、认读图片的方法，帮助学生复习介词和形容词，为学习新的知识做铺垫。这不仅达到了复习的目的，同时又调动了学生全面参与到教师组织的活动当中，成为学习的主人。学生也可在这些活动中放松紧张的心情，以更加自信的状态学习英语。
二、Presentation
1. 教师出示北海公园的照片，问学生：What's this? 让学生回答,引出公园的单词“park”;
2. 教师继续询问：Have you been to the BeiHai Park? And which parks have you been to? 学生可用中文回答，如：Xiangshan Park;Jingshan Park;
3. 教师接着说：Ok，Let's go to a beautiful park and enjoy it.
4. 教师出示课件，为学生呈现一个美丽的公园。教师说：Oh，What a beautiful park! 并询问学生：What can you see in the park?
5. 教师引导学生说出公园里的景物。学生每说到一个景物，教师就点击该景物，并示范单词的发音，如：hill, flower, grass, tree，lake, bridge;
6. 有的单词学生会说，教师可让学生来做老师，教给其他同学;
7. “bridge”的发音较难，教师可让学生模仿录音，采取比赛的形式，看谁模仿的最好，教师给予奖励。
[设计意图]：通过出示北海公园的照片，引出本节课的话题;通过设计并呈现美丽的公园的课件，使学生有一种身临其境的感觉;通过让学生做“小老师”、比赛等形式，调动学生的积极性，给学生创设自我表现的空间，使学生有一种成就感。
8. 教师出示图片，带领学生复习生词，让学生快速认读单词;
9. 游戏：猜单词比赛。请一名学生上讲台前来任意抽出一张图片，让其他学生猜猜图片上是什么，猜对有奖品;
10. 教师通过画简笔画的方式，让学生来单词，帮助学生复习巩固单词。
[设计意图]：通过认读图片、游戏猜单词、画简笔画等形式，既帮助学生复习巩固了所学单词，又活跃了课堂气氛，从而激发学生参与的积极性。
三、Practice
1. 听录音，学习歌谣;
2. 第一遍，让学生说出听到的单词;
3. 第二遍，让学生补充听到的单词;
4. 第三遍，让学生根据录音的内容把相关的公园模型贴到黑板上;
5. 第四遍，让学生根据录音的内容把模型标出顺序;
6. 第五遍，全班跟读歌谣;
7. 第六遍，男女生朗读歌谣;
8. 第七遍，请几名学生跟读歌谣。
[设计意图]：通过听录音，让学生从说出个别单词──说出听到的句子──根据录音做事情──听录音标顺序──跟读歌谣，一步一步从易到难，使学生学起来轻松、自如，从而提高学生学习英语的自信心。
9. 四人一组朗读歌谣;
10. 听录音，让学生指读单词;
11. 教师示范某地有某物的句子：There is a ... in the park. 让学生指图;
12. 请好学生模仿老师说句子，其他学生指图，并跟说;
13. 四人一组表达公园里有某物：There is ... in the park.
14. 游戏：教师表达某地有某物，让学生用肢体来表现景物。
15. 听录音，完成“Listen and draw”的练习，请一名学生在投影仪上做示范。
[设计意图]：教师通过示范表达某地有某物的句子，让学生指图,进一步帮助学生复习与公园有关的单词，同时引出新的表达句型：There is ... in the park. 这样使得每一次的学习内容都是在旧知识的基础上扩展来的,这样也便于学生接受。通过游戏、画画等方式，使学生在轻松愉快的氛围中感知语言，习得语言。同时也从另一个角度告诉学生：自然是美好的，我们应该热爱大自然，爱护环境。
四、Summary
教师让学生用英文说出本节课的收获。
[设计意图]：通过让学生说出本节课所学的单词和句型，进行再次的复习和巩固。同时也是对课上学习结果的反馈和了解。
五、Homework
请学生回家后听录音，把歌谣说唱给家长听;请家长利用休息日，带孩子去公园，让孩子把公园里的景物说给家长听。
2017小学英语教案范文【二】
Goood moring, I'm glad to interpret my lesson here . The lesson plan I am going to talk about is Part A let's learn of unit1 PEP Primary English book7. I will explain how to teach and the reason for doing this from following aspects.
Ⅰ analysis of the teaching content.
Ⅱ ways of teaching and learning .
Ⅲ teaching procedures
Ⅳ blackboard design
V assessment
Now Let’s focus on the analysis of teaching content. It can be divided into 3 parts as followed: the status and the function, the teaching objectives , the main points and difficult points, I’ll talk about it one by one.
This lesson is the first lesson of unit 1, book7 . It includes two parts: Let’s learn and let’s play. In section 1, it mainly deals with these key phrases: on foot, by bike, by bus, by train, by subway. And in section 2, it provides a game for the Ss to prastise the patterns: How do you go to…? And the answer: I go… by../ on foot.
Our students have already known some vehicles in the daily life. It’s not difficult for them to understand and use these words . If students can learn it well, it will help students to learn the rest of this unit. So, I set the following aims:
The first is language objectives
To make sure that students can read, recognize and use these key phrases :on foot ,by bike,by bus,by train skillfully.
The next is ability objectives
(1) To develop Ss’ abilities of listening and speaking.
(2) To train the Ss’ ability of working in groups.
moral objectives
(1)to help students know some vehicles and comprehend the traffic rules
(2) To foster Ss’ consciousness of good co-operation and proper competition.
The main points and difficult points about this lesson is:
(1) To make sure that Ss can use these key phrases correctly and skillfully.
(2) To enable Ss to study in groups and co-operate skillfully.
(3) To develop Ss’ interest in English.
Difficult points
To help the Ss ask and answer the question “How do you go to…?
part Ⅱways of teaching and learning
As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey”How do you go to school?” to help Ss to get a better understanding of the key phrases. I will arrange these activities: guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, will be needed.
partⅢ teaching procedures
I’ll finish this lesson in five steps.
step1 lead--in activities
I will begin my class with "drawing and guessing" game, just like this : I show students some vehicles such as bike ,bus ,jeep which they learned before by "Stick Figures" and ask them guess what’s it.
Purpose: It is important to form a better English learning surrounding for the Ss by guessing game. and at the same time it provides situations to review learned knowledge for the next step.
step2 prestentation
Now I’ll mainly talk about this step.
1、first there is a Free talk between T and Ss. For example: I show many pictures of beautiful cities and ask students some questions, such as "do you like this city?where do you want to go ?"and help Ss to answer them with "by train ,by plane,by ship".
By the way, I show the picture of a school, and say“ I go to schiool by bus” ,Ss read this sentence. do the actions and ask "how do you go to school?",show many pictures of tools such as ,on foot by bike ,by bus to help students answer my question one by one.
To present the key structures one by one is much easier for the Ss to learn and grasp the meanings.
2 With the help of the CAI I set a situation to help Ss understand the way of using these key phrases:
A boy is coming, who is going to school. He says: I go to school by…Then play the sounds of bus, bike ask students to listen carefully and tell “I go to school by…" according to the different sounds, by the way , I present another new phrases:by subway
Purpose:Make Ss use these new phrases with sentence structures, to help Ss use the language in a real situation.
step3 practise
3 I order to make every student read these new phrases correctly, I design a "drill "in this step, I show cards as soon as possible ,students should read the words quickly and spell them. Then I ask 'How do you go to school?'students answer "I go to ......"also I will quicken the speed to ask .
The purpose is to draw the whole students'attention to the spelling of the words
4 After this, I ask Ss to do "Let's play " in fours. They use places cards and vehicle cards, ask and answer:How do you go to …? I go to … by…”
5, If Ss can ask and answer expertly, I will ask them to make a short dialogue.
the purpose of this is to help students to learn those sentenses through a ture situation and make the dialogues in order to check if Ss can usse these key prases、sentences structures skillfully
step 4 consolidation
let students do a survey about "how do you go to school?"and the table like this :write down names and tools another Ss choose
Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.
step 5 homework
ask students to collect other kinds of transport tools through the library ,computer.
the purpose of this is to stimulate the interest of learning english and to wide the students'knowledge
step6 blackboard design
my blackboard design like this :on the left Ishow the phrases:on foot,by bus.......on the right there are many sentences:how do you go to school?I go to ......"
step 7 assessment
due to the students'age ,I make every students work in class through many activities in order to stimulate the students'interest and provide they a wide thinking room. I make students learn this lesson very well through desiring scene statues
that's all,thank you for your listening !