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1、小学英语课堂教案模板2020学校英语课堂教案模板2020 学校同学要能正确地理解并朗读对话内容，在老师的引导和关怀下尝试表演课文内容，培育正确的价值观。以下是整理的学校英语课堂教案，希望可以供应给大家进行参考和借鉴。 学校英语课堂教案范文一：选择不同出行方式 一、教材分析： 本课是冀教版学校英语(三班级起始版)第四册第三单元(All about me)的第4个新授课，Lesson16：How do you go to school? 经过一年半的学习，四班级下学期孩子们学习的重点慢慢过渡到各种基本句型。本单元前面三课分别学习了关于年龄、身高、住处的句子，本课教材以How do you go t
2、o school?为切入点，重点学习关于出行方式的沟通：询问别人、介绍自己的出行方式。 二、同学分析： 孩子们经过一年半的学习，基本了解了字母：26个字母及常见字母组合的发音规章，词汇的学习方法：单词音形意用的结合、音节、重音及不同词类(名、动、数、形、冠等)的用法特点，初步体会英语句子的语序与汉语的不同，但对于句子结构及变化还比较生疏。本课内容对于孩子们来说并不生疏，Book3 L16已学习过四种出行方式by bus, by car, by bike, by ta_i和句子：How do you go to school? I go to school by _? 另一种出行方式on foo
3、t /walk，dives me及选择此种出行方式的缘由表述同学相对生疏。但我校同学学习英语较早，一二班级有了两年的口语学习，还有近1/3有课外学习经受或正在进行，这些内容对于他们可能都不生疏。 基于以上分析，本课时目标制定如下。 三、教学目标： 1、学问技能目标： A. 同学能够运用所学句型Do you walk to school? How do you go to school? I go to _ by_ / on foot.询问、表达适合自己的出行方式。 B. 同学知道句子的变化是和人称有关系的，并能尝试运用所学句子介绍和询问他人的出行方式：Does he/she walk to s
4、chool? How dooes he/she go to school? He/she goes to school by_ / on foot. 2、 文化目标： 尝试了解不同地区人们选择不同出行方式：山区孩子、牧民(草原)、江南居民及西方国家等。 3、学习策略目标： 同学知道句子的变化是有规律可循的，并引导尝试找出这些规律： A.和人称变化的关系; B.不同句式之间的关系等。 初步构建“单词短语句子”的建构学习模式。 4.情感态度目标： 通过查找句子规律及了解不同人们的出行方式，引导同学体会英语学习是有规律可循的，Englishi is easy! 及沟通开阔自己的眼界English i
5、s fun! 四、教学重难点： 1、教学重点：同学能够运用所学句型Do you walk to school? How do you go to school? I go to _ by_ / on foot.询问、表达适合自己的出行方式。 2、教学难点：同学知道句子的变化是和人称有关系的，并能尝试运用所学句子介绍和询问他人的出行方式：Does he/she walk to school? How does he/she go to school? He/she goes to school by_ / on foot. 五、预习作业：(Choose 1. Read N1 and fill i
6、n the blanks.() How do they go to school?Why?(为什么) Kim Jenny Steven Danny me 2. Where do you live ? Is it far or near your school?Do you walk to school?() 3. Where do you like to go on weekends? 3 sentences. () 六、教学过程： Class Opening I. Revision: a. Group to group. What do you like to do on weekends?
7、 Where do you like to go on weekends? b. Free talk between the teacher and children T: Where do you live ? Is it far or near your school?Do you walk to school? How do you go to school? Ss: New Concepts I. N1 and N2. T：Do you know how Kim, Jenny, Steven and Danny go to school? 板书：school 1. Read N1 in
8、 pairs and learn the words and sentences the students dont know. 2. Role play between T and Ss. (1) T-Kim, Ss-Danny. T: Kim, do you walk to school? 板书： Do I /you walk to school.? Ss: Yes, I walk to school. /I go to school on foot. 板书：Do I /you go to school on foot ? T: Why? Ss: I live near the schoo
9、l. (2) Ss-Danny, T-Kim. Ss: How do you go to school, Kim? 板书：How Do I /you walk to school.? T: I live near the school. So I walk to school. So I go to school on foot(3) So: I live far from school. So I go to school by bus. I m hungry. So I want to eat. (4)Chant: How do you go to school. On foot, on
10、foot. / Walk, walk. 3. Learn about P2-4. II. How does he/she go to school? 1. Try to find. T: How does Kim go to school? She goes to school on foot /walks to school. How does Jenny go to school? She goes to school by bus. She lives far from school. How does Steven go to school? He goes to school by
11、car. Hia dad drives him.How does Danny go to school? He goes to school by bike. He rides his bike. 板书：Does he/she walk to school? He/she goes to school by_ / on foot. 比较，找规律。 Tip: 除了“你和我”，“一个”不放过，“动”就加s/es，“do”替不重复! 2. Practice in pairs. How does he/she go to school?Why?(为什么) Kim Jenny Steven Danny
12、me 3. How do they go to school? 图片山区孩子、牧民(草原)、江南居民及西方 Class Closing I. Make a survey and share. () Where do you want to go?How does he/she go to school?Why? Kim Jenny II. What do you like to do on weekends? 3 sentences. () 学校英语课堂教案范文二：Unit3Isthisyourpencil? 教学内容：Story time 教学目标： 1. 能听懂、会说、会读单词isnt、t
13、hats、pen pencil pencil case 2. 能听懂、会说、会读日常用语This isnt my pencil. Is this /that your pencil? Yes, it is. No, it isnt. 3. 能正确地理解并朗读对话内容，在老师的引导和关怀下尝试表演课文内容。 4. 树立团结友爱、关怀同学的助人为乐的精神，培育正确的价值观。 教学重点： 1. 句型：Is this /that your pencil?以及回答Yes, it is. No, it isnt. 2. 词汇:isnt、thats、pen pencil pencil case 教学难点：
14、1. 能在情景下正确运用句型Is this /that your ?的用法和区分。 2. 词汇：No，it isnt的发音。 教学预备： 1. 多媒体 2. 预备道具：丢失物品 教学过程： Step1 Warm-up Say a rhyme: open the window Game: Listen, point and say T: 1. window door blackboard 同学边指物体边说a同时老师说完整的句子，This is/ That is 2.rubber T：rubber 同学学过指着rubber T: This is my rubber, wheres your rub
15、ber?(中文) 引导同学用This is my的句型。 3.pen T：pen 部分同学应当知道。T：Look, this is a pen.然后老师说show us your pen . Step2 Presentation 1.Learn: pencil No,it isnt. T:Is this a pen? S:No,it isnt. 同学不会的话，老师提示：yes or no?Teach：No,it isnt.(中文) 反复问同学，操练No,it isnt. T:Its a pencil. I have a pencil , this is my pencil. Do you ha
16、ve a pencil?Show it to your classmate。让同学相互呈现一下自己的铅笔。 2、learn：pencil case T：Look，this is a pen，this is a pencil. I can put them in a pencil case. 读四个文具，然后做玩耍。 3. Play a game T: Look, heres a bo_,(今日早上我在地上捡了个文具，放在了里面，文具是事先从一些同学那里拿的) a:Try to guess! Learn:Is this a . S:Is this a rubber? T: No, it isnt
17、. 多玩一会玩耍 让同学感知 No，it isnt的意思，再开头跟读。 Learn: No,it isnt. isnt=is not b：Lets open it,OK? 2.teach :Yes,it is. S:Is this a pen ? T: Yes, T: Yes,it is. 3，Learn: Is this your.? T: Hello，_. Is this your pen ? S: No ,it isnt.(多问几个同学?) T: Who can help me find the owner? (让同学关怀找到失主。) 4. teach “Is that your ?”
18、“Thats my .” T: Is that your pencil? S: Yes, it is. T-S T: There are many things here, rubber, , we can find their owner after class. Step3 Storytime. 1. Show Mike, T: Look, whos he? Ss: Mike T: He has a nice pencil, too, T：Is this Mikes pencil ? Lets ask mike. 先让同学个别问 再说麦克听不清，全班问。引出This isnt my pen
19、. Ti听-读-仿照 2. Watch and answer a: What is Mike looking for? b:What colour is Mikes pencil? Watch again Who helps Mike? b:What does Liu Tao say? 模范句子 留意语音语调。 c: What does Yang Ling say? A: Does Mike find it? By the way: What does he say? 4 Follow the cartoon 5 Showtime Step4 Production 每个丢失物品的背后都有一个着
20、急查找的身影，信任你捡到了也很情愿帮忙吧! 情景：你跟你的小伙伴在走廊上玩耍的时候看到了一支很漂亮的铅笔，于是你们捡起来，欢乐的找到了它的仆人。 You can use: Hello,_ Is this/that your pencil/? Whats this/that? Yes,it is./No,it isnt. Here you are. Thank you. 板书： Unit2 Is this your pencil? rubber Is this/that your pencil? Pen Yes, it is. / No, it isnt. pencil pencil case
21、教学反思：本节课上的内容是Story time，整节课上下来发觉同学的把握状况不是很好。总结了以下几点：第一对教材的把握还不是很到位;其次对同学的学习力气没有了解清楚，教惯了高班级，对低班级了解不够。第三铺垫的过多了，没有考虑到同学的接受力气。在今后的教学中要留意自身的语音语调，以及评价的准时性和真实性。 学校英语课堂教案范文三：Unit3Isthisyourpencil?(period2) Step 1. Warm up Greeting Step2. Revision a. T: Look at the blackboard.Can you guess“Whats that?” (PPT出
22、示Is that a.) S:Is that a pencil? T:Yes,it is.Its a pencil.whose pencil is it? S:its Mikes. T:Who helps Mike find his pencil? S:Yangling and LiuTao. T:Wheres the pencil? S:在桌子底下 T:Yes,its under the desk,on the floor. b. Read the story. c. Act the story. d. Help WangBing find his pencil case.(拓展表演) St
23、ep3. Presentation 1.Learn the new words a. T: We help Wang Bing find his pencil ,do you know whats in the pencil?Lets have a look?Whats this ? S: Its a ruler.(教读) The same way teach: crayon ,school bag b.Play a game (review words) c.Spell the words d.Show the stationaries to classmates: This is my.
24、Thats my. 2.Play a game: Fun time a. Answer the question b. Play a game (出示玩耍方法，让同学知道该怎么玩玩耍) c. Consolidation 失物招领 T: This morning.I got sth.in the classroom,whose are they ?Can you help me find their owner?(事先收集一下同学的学习用品) S:(同学帮老师查找失主) T：Good job! I hope everyone can be helpful to your classmates.
25、d.Learn: Rhyme time Oh,heres a ruler too,is this your ruler? S;No,it isnt. T：Wheres the ruler? S: 在地上 T：Yes,its on the floor.(教读) 板书floor T: Wheres the ruler? S:Its on the floor T: Its on the floor,beside the door (教读) 板书door T(出示图片)Whos he ?Hes Mr.Fuller.(教读) Lets say “Hello” to Mr. Fuller. S: Hell
26、o,Mr. Fuller. T:Lets learn this rhyme ,its name is “A ruler” 出示歌谣句子，逐句跟读，跟节奏伴读。 Step3 Homework Read the words Read the rhyme Find the owner 反思：1.整节课复习了story time ,新授fun time 和rhyme time ,每个环节都是由玩耍过渡而来，看似松散，实则都在老师的把握之中。 2.思路清晰，趣味性强，句型在玩耍中把握的比较好，但是在查找失物的时候，同学活动的时间还可以再长一点，在检查同学活动时也要关注其他同学的活动状况。 3.整节课主线比较清晰，在rhyme 的时候让同学感受到了韵脚，这样易于同学的把握。 姜主任：关注语音语调、关注语言、关注习惯、关注评价。 教案14