一年级英语开学第一课教案设计:一年级英语教案设计示例【三篇】

副标题:一年级英语教案设计示例【三篇】

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【#一年级# 导语】英语教案设计是改善课堂教学的一种更高层次的探索,是提高课堂教学质量和效率的一项必要工作,它可以促进教学的系统化,使老师掌握讲课节奏。以下是®文档大全网为您准备的与一年级英语教案设计示例相关的资料,希望可以帮助到您!





【篇一】


  第一课时

  教案内容:

  一.教学要求:

  (1)能听懂、学会a bee,a bird,a kite和a balloon,发音准确。

  (2)能听懂、会说、会读字母Ll,Mm和Nn。

  (3)熟悉儿歌A bee.

  二.教学重点:

  (1)能听懂、学会a bee,a bird,a kite和a balloon,发音准确。

  (2)能听懂、会说、会读字母Ll,Mm和Nn。

  三.教学准备:

  词语卡片、小黑板

  四.教学过程

  A. Free talk

  T:Class begings.

  S1: Stand up.

  T: Hello, boys and girls.

  Ss: Hello, Miss Jiang.

  T: Is this a …?

  S: Yes, it is. It’s a pen. / No, it isn’t.

  T:Is that a …?

  S: Yes, it is. It’s a book. / No, it isn’t.

  运用学过的有关学习用品的单词pen、book或是有关交通工具的单词与学生进行对话练习。

  B、look and Learn

  (1)教师先在黑板上画一个椭圆形,请学生看黑板用英语猜猜老师要画的是什么,教师用yes和no来回答学生,如学生猜不出来,教师可以用不断添加笔划的方法启发学生,直至学生猜对。

  (2)带领学生读准每个单词。

  (3)组织学生开展What’s missing?的游戏,让学生快速反应哪个单词“飞走了”,从而加深他们对单词的理解和记忆。

  C、look and read

  (1)教师出示写有字母的半角的卡片,示范发音,并引导学生眼看教师的口型,听清发音。在静听几遍以后,再模范读音。

  (2)在教字母Ll时,可采用分解音素的方法,如/e/+/l/ /el/,以有利于学生发好字母的音。

  (3)用类似的方法教学Mm和Nn两个字母。

  (4)引导学生通过朗读例词ruler,mouth和nose,进一步感受字母Ll,Mm和Nn在单词中的发音。

  D.Say a rhyme

  (1)播放儿歌录音,让学生熟悉儿歌。

  (2)教师领读儿歌中的单词,让学生初步了解单词大意。

  E、Assign homework

  (1)听录音,朗读B部分单词。

  (2)听录音,朗读D部分儿歌。

  五.板书设计:

  Unit 6 In the park

  a bee a bird a kite a balloon,

  Ll Mm Nn☆教学调整☆


【篇二】


  教学内容:

  1.词汇:farmer, fisherman, teacher, fat, thin

  2.词组:

  3.句型:Are you a _______ ?

  教学目标:

  1.Using nouns to identify people

  Eg: farmer, fisherman, teacher

  2.Using adjectives to describe people

  Eg: fat, thin

  教学重点、难点:

  1. Using nouns to identify people

  2. Using adjectives to describe people

  1.教学过程:

  Pre-task preparation

  1. ●★Introduce your family member or the people you know

  This is my _______.

  He / She is ________ ( tall / short ).

  He / She is ________ ( young / old ).

  He / She is a ________. ( driver, teacher, milkman, policeman… )

  2. Quick response:

  T: Look, this is my friend, Goofy. How is he?

  P: He is ______.

  T: Goofy likes to change his jobs.

  Goofy is not a postman. He is a policeman.

  While-task procedure

  1.(Lead in):farmer

  T: Goofy likes to sing a song < There was a farmer had a dog> Let’s enjoy. To elicit: farmer

  1) Read the word ( arm—farm—farmer )

  arm, car, father, aunt

  2) Ask and answer:

  What is he?

  Is he a farmer?

  How is the farmer?

  3) T: What has the farmer got?

  P: The farmer has got a hat / towel / hoe.

  2.(Lead in): fat, thin

  1) T: I am super. I can make the farmer fat.

  a)★Read the word: fat

  b)●★Read the following words:

  apple, cat, bag, that, am, rabbit, animal

  2)T: I can make the farmer thin.

  a) Read the word: thin

  b) ●★Read the following words:

  pink, is, it, pick, fisherman, give, sit, six, sister

  3) Read a rhyme:

  ●★Fat farmer, thin farmer

  One and two.

  Fat farmer, thin farmer

  I see you.

  4) Make a new rhyme:

  ●★Fat ________, thin ________

  One and two.

  Fat ________, thin ________

  I see you.

  5) T: Who is fat, who is thin in our classroom?

  P: I am fat. I am not thin.

  I am thin. I am not fat.

  6) In our daily life, who is fat? who is thin?

  My father is _______. My mother is ________.

  3. (lead in) fisherman

  T: Goofy is happy now. He likes his job. He has got a friend. What is it?

  P: It is a cat.

  T: How is the cat?

  P: The cat is ______.

  T: Oh, the cat is hungry. He likes to eat fish. But Googy can’t catch fish. He is sad. He wants to be a fisherman.

  1) Read the word ( fish—fisher—fisherman )

  2) Greet to the fisherman

  Good morning, fisherman. Hello, fisherman. Hi, fisherman. Goodbye, fisherman. Good evening, fisherman.

  3) Ask and answer:

  What is he?

  Is he a fisherman?

  How is the fisherman?

  4) T: What has the fisherman got?

  P: The fisherman has got a ( net, fork, boat )

  T: Goofy can catch the fish. He is a fisherman now. He is happy. The cat is happy.

  Post-task activities:

  1.What do you want to be?

  2.●★Choose one job and say something about it.

  I am a _______. ( farmer, fisherman, driver …)

  I am ______. ( tall / short )

  I am ______. ( young / old )

  I am ______. ( fat / thin )

  I have got a ________.

  3. Play a guessing game.( Pick one job—hide—let others guess )

  P1: Are you a _______ ?

  P2: Yes. I am a ______. / No. I am a ______.

  4. Introduce your friend.

  This is _______.

  He / She is a _________.

  5. T: I am tall. I am young. I have got a boat. What am I ? Please ask me: Are you a ______?

  P: Are you a fisherman?

  T: Yes. I am a fisherman. Let others guess.

  Assignment:

  1.Listen to the tape and repeat.

  2.Try to introduce one of the occupation.


【篇三】


  Unit5教案检查总结:Doctor and nurse

  教学目标 Teaching Targets

  教学内容

  Teaching Contents

  功能目标

  Functional Targets

  语言目标

  Language Targets

  情感目标

  Emotional Targets

  Let’s play---You are… Yes, I am. No, I am not.

  在做游戏的语言使用环境中,能用正确的语音语调说出一些已经学过的职业词汇farmer, fisherman,policeman等。在第三课时的学习基础上,能熟练运用I have got… What am I ? You are… 等简单语句进行问答。

  在做游戏过程中,学习新句型:You are... Yes,I am. No,I am not.使学生能熟练正确的表述。

  根据二期课改新课标的要求,在确保完成基本教学目标的基础上,可以结合学生的学习能力和语言的实际使用对教材呈现的教学内容进行拓展,所以在游戏中导入Can you…? Play with me. 有助于学生在实际生活中对语言的理解和表达更为准确和真实。

  教学过程Teaching Procedure

  Pre-task Activities

  Step 1

  一边听歌曲一边看屏幕上映出的表示职业的图片。一开始让学生听有关职业的的歌曲,既能营造出轻松的气氛,又能让学生直接进入本课的语言使用环境中。

  Step 2

  教师通过类似“What is he?He is… Is he…? Yes, he is. No, he is not.句型进行问答。让学生通过问答复习已学的句型及职业名词。

  Step 3

  集体朗诵儿歌。输入语言使用环境后,可以通过复习doctor,nurse,cook以及What is she? 句型,帮助学生先回忆学过的内容。

  Step 4

  一边听歌曲一边看屏幕上映出的表示职业的图片。有关职业的的歌曲,既能营造出轻松的气氛,又能让学生直接进入本课的语言使用环境中。

  While-task Activities

  Step 1

  屏幕上出现图片和问句:What am I? 教师提示:You are…并指着出现的职业人物重复强调句型。

  Step 2

  正常声音升降调全体跟着教师朗读。减少机械模仿的枯燥。模仿尖锐的高音到粗沉的低音反复多次跟读,通过跟读音频的变化达到反复模仿上口。

  Step 3

  听一位学生的描绘,其他学生用You are…猜他的职业,然后该生用Yes, I am. No, I am not.进行回复。

  Step 4

  看图片,听组内同学的介绍。根据听到的内容,组内其他成员进行答复。

  Post-task Activities

  Step 1

  看书本第30页上的图片,六人为一组,想想他们在游戏中会互相说些什么,组内讨论交流。

  Step 2

  选择部分小组向全班交流、表达他们的想法。

  Step 3

  根据学生的讨论结果, 以小组为单位进行游戏, 同时引入已学的句型Hi, hello, Can you… ? Play with me.等。

  Step 4

  以小组为单位,表演给全班学生看。巩固今天的学习内容,且交流语用的本领。

  板书设计Blackboard Writing

  .1.Are you a …? You are a ….

  课后作业 Assignments

  课后反思 Reconsideration

  1. 听P24,25录音

  2. 熟读句子

  1.学生对于 “mouth”的读音

  2. 祈使句的掌握。

一年级英语教案设计示例【三篇】.doc

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