英语故事教案中班教案

英语故事教案中班教案4篇

英语教学必须具有扎实的基本功，口语自然流利，语音语调正确尤为重要。在的英语教学中，英语教案能够发挥巨大的作用，那么你知道英语教案的写法？你是否在找正准备撰写“英语故事教案中班教案”，下面小编收集了相关的素材，供大家写文参考！

英语故事教案中班教案篇1

教学重点：

Words of Unit 1

教学难点：

1. There are ten pencils in the blue box.

2. There are enough pencils.

教学用具：

radio and pictures.

教学程序：

一、复习

Review the words of Module 4

二、课文教学

(1)SB练习1

A. T播放磁带，学生听并思考以下问题。

1) How many people are there in this dialogue?

2) What is Sam doing?

3) Are there enough pencils?

B. 听第二遍后学生小组讨论上述问题，并派选手参加每个问题的抢答。在抢答的同时，T把一些单词写在黑板上，领读学生掌握不好的词。T给获胜的小组加分。

示例：enough give every everyone them careful

C. 放录音，SS跟读。

a) 俩人一组完成AB练习2

b) SB活动3

三、教学活动

1) 学生独自完成此活动，后俩人一组练习描述图。

2) T准备一些图片或实物，学生练习描述。

例：一大瓶水，俩个小杯子。

There is too much water.

There are not enough cups.

许多页纸，俩个小袋子。

There is too much paper.

There are not enough bags.

3) 必答，每组派3人比赛，对一句加一分。

4) 全班完成AB练习1

放一遍磁带。然后对编号。第二步要求写句子，难度比较大。六人一组，每人负一幅图。最先完成每一幅的组，要以最快的速度把句子写在黑板上，并得到加分。教师要多在教室里走动，以防有的组为了速度而由同一个学生完成。

四、课后作业

Copy the key words and sentences and recite them.

板书设计：

Module 5 Unit 1 A B C D

Unit 1 There are enough.

Words

Sentences.

英语故事教案中班教案篇2

Language Goal:

Talk about what people are doing.

Teaching Aims:

The present Progressive (结构式: Be + V-ing )

Key Points:

---What’s he doing ?

---He’s reading.

Difficult points:

现在进行时的用法和动词V-ing 形式的构成。

Teaching Methods:

由浅入深,设置场景、对话以及表演来教授新句型。

Teaching Aids:

教学图片、教学光盘、VCD机、录音机

Teaching Procedures:

Step1. Warming – up

A. Duty report

Teacher: How are you, boys and girls?

S s : Fine, thank you.

Teacher: OK, who’s on duty today?

(the student who is on duty starts to make a duty report)

B. Ask and answer

(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.)

T: Usually, what time do you go to school?

S1: ……

T: When does your father watch TV in the evening?

S2: ……

T: Do you do your homework in the evening?

S3: ……

T: When do you play soccer?

S4: ……

T: what time do you usually eat dinner?

S5: ……

(The teacher should encourage the students after questions.)

The teacher ask the students to read these five verbs for several times.

Step 2. Presentation

A. Match the words and the activities.

Ask the students to turn to page 83, and look at the pictures in 1a.

Then,the teacher ask questions:

----What’s he doing? (Picture 1)

----He’s making a telephone call.

(Help the students answer the question with body language .)

Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)

The Ss read these V-ing words after the teacher.

B. Play the video.

To make the Ss clear what they are learning in this class. Mr. Gong’s words do give the teacher a big hand.

(Write down the title of Unit 14 I’m watching TV on the blackboard and ask the Ss to read it.)

C. Teach the Present Progressive.

1. Introduction

Tell the Ss what the Present Progressive is. (现在进行时表示现在正在进行或发生的动作, 它的表现形式为Be Verbs + V-ing ---- 这也即为它的结构式.)

2. Tell the difference

Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard. Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then, ask the Ss to read them again.

3. Listen to the tape.

Let the Ss get ready to listen to the tape (paper and ball-point pen).

Check the answer: 2 4 1

4. Activities.

The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m opening the door.”

(The other actions: look at someone, clean the window)

Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined:

n What am I doing?

n I’m opening the door.

n What am I doing?

n I’m looking at him.

n What am I doing?

n I’m cleaning the window.

5. Pairwork.

Ask and answer questions about what people are doing in the picture.

u What’s he doing?

u He’s reading.

The Ss can practice different sentences upon the verbs on the blackboard.

6. Guessing game.

The teacher prepare several pieces of paper and there are different actions on it. Ask a pair of Ss to act it out. (Each pair of Ss choose two pieces of paper and act.)

(The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progressive step by step. They can have fun in the classroom during this class, it’s the most important.)

7. Self-assessment.

The teacher prepare for the Ss some listening exercises, and play the cassette, let them finish these exercises at once. Then, check the answer. The Ss can understand whether they have learned about the Present Progressive.

8. Do the exercises.

The teacher have the Ss some exercises, and ask the Ss to do at once.

<1>--What’s Li Lei doing?

-- He_____________. ( read )

<2>--What’s his mother doing?

--She_____________. ( write )

<3>--What are they doing?

--They_____________. ( play soccer)

<4>--What are David and Mary doing?

--They_____________. (have dinner)

<5>--What’s Jenny doing?

--She______________. ( run )

(In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after class.

Step 3. Homework

1. Finish the exercises in the class.

2. Make a conversation and act it out with your partner.

Step 4. The end

T: You are very good today, boys and girls! And thank you for listening. Bye.

英语故事教案中班教案篇3

设计理念：

1.新课程下的英语教学倡导充满情趣、真实的人文型的课堂，让学生在浓郁的人文气氛中感受、习得语言，发展能力。语言运用能力的培养重在应用，在亲身经历中体验、感悟，在实践中发展能力。为此，在综合拓展练习时，我设计了“小小督导员”的活动，重在让学生在创设的与生活相关的语言情境中去感悟，并运用英语。

2.《义务教育英语课程标准》明确要求小学生英语教学任务之一是培养学生初步的语感和良好的朗读、阅读习惯。本课的教学活动设计，我注重了学生对于发出指令的祈使句的朗读训练和语气感悟。并在最后设计一个趣味阅读练习，以培养学生良好的阅读习惯。

3.《义务教育英语课程标准》指出：“英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程;又是他们磨练意志、陶冶情操、拓展视野、丰富经历、开发思维能力、发展个性和提高人文素养的过程。”为此在本课的综合拓展练习时，我所选择的情景图画使学生熟悉的身边的生活场景，目的是能够很好的锻炼和培养学生良好的行为习惯，利用这个契机对学生进行情感教育。

教学目标：

1.知识目标：学生掌握语句Stop! Don’t go! Go!It’s green now. Don’t ride your bicycle here.

2.能力目标：学生学会口头运用Stop! Don’t go! Go!It’s green now.等语句发出指令。

3.情感目标：培养学生自觉遵守交通规则的习惯。

教学重点：

1、能听懂Don’t ride your bicycle here.这类指令。能口头运用Stop! Don’t go! Go!It’s green now.这类语句发出指令。

2、祈使句的读法。

教学准备：

录音机、课本第一部分的录音材料和标志图话、学生生活的情景图画

教学过程：

一、Warming up.

A game.

教师组织学生一起玩“Simon says”的游戏。首先教师发出口令，然后请一名学生担当教师角色。

T：Boys and girls,now let’s play a game“Simon says”。 Listen to me carefully.“Stand up, please. Turn left/right/back/north/south/west/east.”Now, who can say as me?

(设计意图：通过组织游戏，既可活跃一下课堂气氛，又可复习巩固祈使句的用法。此外在游戏中，尽量多的运用“left, right”等词，又可为本课的学习做好准备。)

二、Presentation.

1.Lead in.(精讲点拨)

教师出示指挥交通的图片，并向学生提出问题。“Do you know what dose it mean?”学生根据图片动作逐一进行回答：“Turn left. Turn right. Go straight on. Stop!”

教师出示课本第一部分的交通标志图，请学生用英语说一说它们代表什么意思。(T：I have more pictures. Can you tell me something about it?)学生可能对其中的一些标志图不是很了解，教师可告诉学生本节课结束后，你将会很流利的说出。(T： Don’t worry. You may say it very well after this class.)

(设计意图：用指挥图导入，能够很好的与本课的教学内容进行衔接，教师能够很自然的呈现本课的交通方面指示语的图画。另外，在学生遇到障碍后，给学生的鼓励的同时，也提出了本课教学目标。)

2.Listen and find.

教师首先让学生对图片的内容进行讨论，然后教师放录音，请学生边听边指向对应的图。教师放地二遍录音，进行检查，并让学生重复。学生听第三遍录音，完成课本第二部分的活动。

(设计意图：先让学生熟悉一下图片内容，学生能够很好的指向正确的图话。在听与指的过程中是对学生听力及反应能力的一种很好的锻炼。)

教师出示课本第一部分的图画，请学生快速说出对应的句子。

3.Listen and repeat.

教师出示课本第三部分的句子，让学生根据前几节课的知识自己先朗读。然学生对比自己的语气和升降调。

教师再次放录音，让学生跟读、模仿，并简单讲解祈使句的读法。(祈使句一般表示直接的命令、建议、告诫、邀请等多种意图，再读法上侧重读最后一个单词，读降调用以强调。)

(设计意图：学生已经接触过语调方面的知识，先让学生自己朗读，然后再对比录音，学生的学习印象更为深刻，更利于掌握。让学生掌握一点语音规则，对于他们的自学能力的培养有很大的帮助。)

三、Practice.

1.Who can read it?

教师出示一些祈使句，让学生站起来朗读，对于读的好的进行奖励。读的不正确的请其他学生帮忙纠正。之后在小组内进行朗读比赛。

Don’t put it on the table.

Please make the bed.

Please open the window.

Don’t close the door.

Don’t ride that horse.

(设计意图：在掌握了简单规则后，进行简单巩固练习，帮助学生进一步巩固所学知识，此外还能让学生更好体会英语学习成功的快乐，帮助学生进一步树立学生学习的自信心。)

2.Where is it?(巧问质疑)

教师请一名学生先走出教室，把一件物品藏在教室的某个地方，然后请学生回到教室试着找出所藏物品。首先由教师发出指令给学生提供线索，然后让他其他同学寻求帮助。

Eg：T: Walk to Song Shan.Go straight on. Then turn left.

S:Can you tell me more?…

(设计意图：通过找一找的小游戏，帮助学生进一步练习关于方位指令的祈使句的用法。让学生实际练一练，在教室里走一走能很好的体会、运用。比单纯的口令练习效果更好。)

四、Development.

1.小小督导员

教师出示几幅生活中的情景图，让学生以“小小督导员”的身份对其中的人物进行劝诫。

首先让学生对情景进行讨论，然后以小组为单位选一情景进行表演。

(设计意图：学生熟悉的生活情景，很容易让他们参与进来，也很利于他们发挥自己的运用能力。在给学生创设了练习与运用英语的学习情景的同时，也是对学生进行思想教育，培养正确的行为习惯的很好的契机。)

2. Read it and have a test.

It is a rainy day. A man gets on a bus with a dog. It is a big dog. Its feet are very dirty.The man says,“Condutor(售票员)， if I buy a ticket for my dog, can he have a seat like the other people?”

The condutor looks at the man and then he says,“Of course,sir. He can have a seat like all the other people on the bus, but he must not put his feet on the seat like the other people on the bus.”

T or F

(1)The man gets on a bus with a small dog.

(2)The dog’s feet were very dirty.

(3)The mam wants a seat for his dog..

(4T)he conductor would like to give a seat to his dog.

(5)The dog sits down at last.

(设计意图：本节课的知识内容不是很多，在一定的练习巩固之后，我设计了趣味阅读。并在阅读的同时对学生提出建议和要求。既可调节一下课堂气氛，又可在课堂上进行阅读练习，培养学生良好的阅读习惯。)

五、Summary.(有效反馈)

学生进行简单小节，说一下自己的课堂收获，教师进行概括补充。

六、Homework.

List some rules about how to learn English well.

Eg: Please listen to the teacher.

Please speak English in class. …

英语故事教案中班教案篇4

教学目标：知识目标：

1. player and team, game

2.win and lost

能力目标：1. Demonstrate “win” and “lose” after the game is done

2.play a game of “spelling Bee”

情感目标：When you get lose, you don’t lose your heart. Try it again and again. You will win at last.

教学重点、难点：1. words about the game

2.win and lose

教具、学具：A big picture of this lesson and a tape

教学过程：

Class opening and review

Play “Charades” to review occupations the students mastered in Levels 1, 2 and 7: teacher, clerk, cashier, waitress and bus driver. After the students have guessed these occupations, add “doctor” and “police officer”. The students mastered these words orally in Level 1, but they haven’t seen them for a long time. Whisper the translation for these occupations to the students acting them out, and help the class guess the occupations with lots of prompts and encouragement. You can, for example, draw blanks on the blackboard and slowly write in the letters as you sound

out more and more of each occupation.

Introduce

Demonstrate “player” “team” “game” with six volunteers and a game of “spelling bee” divide the volunteers into two teams of three. Give player a sheet of coloured paper to hold, the same colour for each team.

Demonstrate “win” and “lose” after the game is done. Point to the teams and as you say “You win/lose”

Use the student book

Pause after Number 1 in the student book.

Review the story so far. Li Ming and Jenny have been learning about sports. Look at the pictures in the student book. What are they doing now?

Note some of the idiom in this lesson: Bob plays basketball “for fun” Jenny and Li Ming “jump up and down” Li Ming asks Jenny “What’s the score?” What do the students think these phrases mean?

Practice

Divide the class into small groups. In each group. Some students pretend that they want to learn a game that the other students know how to learn a game that you play in class.

Do the activity book

Class closing