how are you!英语优秀教案设计

how are you!英语优秀教案设计（通用20篇）由“i乐德范文网”投稿提供，以下是小编收集整理的how are you!英语优秀教案设计，仅供参考，希望对大家有所帮助。

篇1：小学英语优秀教案设计

小学英语优秀教案设计

一、教材分析

本课是人民教育出版社PEP小学英语五年级上册第四单元Part A Let's talk的教学设计。在设计中主要从三方面进行教材分析。首先是基于本课的教材分析，本课以对话的形式呈现语言：What can you do? I can … 其功能是：简单介绍自己能做的家务劳动并询问对方能做什么事情;其次是基于本单元的教材分析，本单元话题是What can you do? 教学重点是有关家务劳动的表述方法，主要句型是：What can you do? I can sweep the floor.Can you set the table? Yes, I can.No, I can''t.最后是基于学生已有的知识储备的教材分析。五年级的学生经过两年多的学习已经储备了一定的语言，有了一定的学习热情并且掌握了一定的学习方法。在第一课时的学习中，学生已经学习了cook the meals, sweep the floor, clean the bedroom, water the flowers, empty the trash有关家务的五个动词词组和句子I’m helpful! I can...

二、教学目标：

鉴于以上三方面的教材分析，结合我们学生对已学习过语言的掌握情况及学生的接受能力，我对本课的目标定位是：

1. 能够理解对话内容。

2. 能听懂、会说： Are you helpful at home? What can you do? I can sweep the floor. You’re helpful! 并能在情景中运用。

3. 能够正确的模仿、朗读对话。

4. 尝试采访学校十佳少先队员代表。

5. 教育孩子要养成讲究卫生和热爱劳动的好习惯，培养乐于助人的优秀品质。

三、教学重、难点

教学重点：

1.理解功能句 What can you do? I can …的意义及其使用的语言环境，并尝试迁移到新的语言环境。

2. 创设情景，为学生搭建语用平台，使学生运用语言真实交流。

教学难点：

语言 Are you helpful at home? 的理解与朗读以及在实际情境中正确运用。

四、课前准备

1.教师准备录音机和录音带。

2.为每个学生准备一份采访记录

3.教师准备课件和单词卡。

五、教学过程

1. Warm-up and preview

T: Good morning, boys and girls.

S: Good morning, Miss Wang.

T: How are you today?

S: I’m fine. Thank you!

(走近个别学生与之问候，拉近距离，为本节课的开展做好情感、心理铺垫。)

T: First, let’s enjoy a chant. (看光盘课本44页的小歌谣，师生拍手同唱，迎合不同学习类型学生的需要，进一步调整学生的情绪，活跃课堂气氛，并激发学生已有的与本课相关的知识、技能，为本课的学习做好语言、知识上的铺垫。)

T: From this chant you can see: Dog can run after you. Panda can eat so much bamboo and Mike can draw animals in the zoo. They can do so many things. Sarah can also do some things. Now look at the screen , speak out the phrases as quickly as you can. Are you ready?

Ss: Ready.

T: Let’s go.

设计意图:大屏幕中依次出现Sarah做家务的图片，学生看到图片后快速说出英文词组，让学生通过眼疾嘴快这个游戏快速在脑海中呈现与本节课有关的关于家务的动词词组，唤醒学生已有的与本课相关的知识储备，同时激发学生参与课堂活动的兴趣。提高注意力，为本课的学习做好了准备。

2. Presentation and practice

最后在大屏幕中出现一张被遮盖住的人物图片。

T: Please look at this picture. There is something that you can’t see. What do you want to know when you see the picture?

(鼓励学生根据图片给出的信息提出问题，老师可以随机板书到黑板上，如：Who is she? Where is she?...)

T: Here are your questions. Now let’s watch the video and find the answers.

Watch the video.

(第一遍看完光盘后，解决学生提出的问题，同时课件中被遮盖的部分被打开，呈现陈洁做家务的画面。)

T: I have a question, too. Is Chen Jie helpful at home?(课件中出现老师提出的一个新的问题，让学生带着问题看第二遍光盘。课件中出现问题的时候，教师出示单词卡helpful并领读单词和问句。)

Watch the video again.

(看完第二遍光盘，解决问题，引导学生回答Yes, she is. 当学生回答完此问题后老师再进一步提问：How do you know that?)

T: This time take out your books and listen to the tape. Please underline the key sentences.

Listen to the tape.

(让学生专心听，并且画出重点句子。让学生读出重点句子的同时，教师板书 What can you do? I can sweep the floor. I can cook the meals.)

设计意图: 初步感知、理解新知，策略性的处理认读句子的教学重难点。落实教学目标一。

T: Look! Chen Jie can sweep the floor and cook the meals at home. How about you and your classmates? Ask each other.

(学生小组活动，利用新学习的句型自由问答 what can you do? I can…并找同学展示。)

T: Boys and girls, you can do so many things. You’re helpful! Now let’s listen to the tape.

Listen to the tape and follow it.

(跟录音读---自由读-----分角色读。)

设计意图: 充分的感知和必要的练习相结合，策略性的处理朗读、运用功能句的教学重难点，内化所学知识。落实教学目标二、三。

3.Consolidation and extension

T: Chen Jie can sweep the floor and cook the meals at home. You can also help your mothers do housework. You are helpful! How about them? Now let’s guess what she/he/they can do?

(课件中呈现一组半遮盖的图片，让学生利用新学习的句子what can he/she/they do? He /she / they can… 通过猜谜的形式，让学生进一步运用所学句型来提问回答，既激发了兴趣又练习了新知。巩固教学目标二。)

T:(猜谜活动结束后老师指着课件上的一些图片说)Look!They can dance. He can play basketball. How about you and your classmates? What other things can you do?

(小组活动，让学生相互询问除了家务彼此还能做哪些事情。并在课件中提示学生注意替换课文中的重点句子，并关注对话的语篇词汇。)

T: Boys and girls, all of you are great! Today I bring you a lot of friends. Look! They are top ten young pionners of our school. They can do many things.(看课件中的十佳少先队员图片)

I invite two of them here. Welcome!(请两名十佳队员上台)

You can talk with them face to face. First, please think what you want to know about them. You can write down if necessary.(学生先思考可以提问哪些问题，接下来采访现场的十佳队员。)

设计意图: 利用身边的楷模能给学生真实的感受——即榜样的力量是无穷的，通过和十佳少先队员的交流，学生可以获得除知识以外的很多别的东西。面对面的问答也体现了对话课的特点，在真实的情境中培养学生综合运用的能力。落实教学目标四。

T: Boys and girls, we know a lot about them after talking with them, Now please say something to them. You can write them down.

Hello, __________. I’m_____________. I’m_____ years old.

At home you can _________________________.

At school you can ________________. You are helpful!

You can also(也) __________________. You are great!

I want to learn from you (向你学习). Can you be my friend?

(学生采访完两名十佳少先队员后，把采访的内容通过心里话的形式写下来， 由口头落实到笔头。并找同学加以展示。)

T: Boys and girls, today we have learned a lot about the things that you can do, I hope you can help your mothers do housework as often as possible and try your best to help others. All of you have done a very good job today.Thank you very much !

设计意图: 引导学生把所学语言与生活实际相结合，并渗透德育教育，落实教学目标五。

4. Homework

1. 听录音并读 47页对话。

2. 用英语谈论自己能做的事情。

设计意图: 将本课学习的知识通过作业的形式延伸至课堂外。

Bb designing:

Unit 4 Part A Let’s talk

What can you do?

I can sweep the floor.

I can cook the meals.

全国首届小学英语优质课竞赛一等奖教案

In a Fast-food Restaurant

(浙江宁波市戎徐小学 朱雪君)

I.教学内容

In a Fast-food Restaurant

Waiter: Hello, can I help you?

Mum: Yes. What would you like, Dick?

Dick: I’d like a hamburger.

Mum: Me, too.

Waiter: Would you like something to drink?

Mum: Oh, yes. Two glasses of orange juice, please.

Dick: Mum, can I have an ice-cream?

Mum: Sure. Two hamburgers, two glasses of orange juice and an

ice-cream.

Waiter: OK. Here you are. 38 yuan, please.

Mum: Here the money.

Waiter: Thanks.

生词：fast-food / resaurant / hamburger

句型：What would you like?

Would you like something to eat/ drink?

II、教学目标：

1. 能听、读、说fist-food/restaurant/hamburger，并了解其含义;

2.能灵活运用重点句型，并清楚其运用的场合和语气;

(1) What would you like?

(2)Would you like something to eat/drink?

3.能模仿本文对话，并能在一定的语境中运用所学语言进行交际;

4.培养学生的注意力和观察力，激发学生积极思维，挖掘学生运用语言的创造能力。

III、教学重难点：

1.重难点句型：

(1)What would you like?

(2)I’d like ...

(3)Would you like something to eat/drink?

(4)…，please.

2.掌握有关食物名称的词汇。

III、教具准备：

食物图片：ice-cream, hamburger, cake, bread, juice, milk, water,

hot-dog, Frenh fries等。

食物和饮料：hamburger，cake，bread，milk，orangejuice，cola等。

道具：服务员工作帽、围裙、托盘。 多媒体课件一套。

IV、教学过程：

Step 1.Warm-up activities

(1)Do it! (学生按教师的指令做动作)

T：Stand up!/Sit down!/Sit down!/Stand up! (教师辅以手势)

T：Walk!/Stop!/Jump 5 times!/Stop!/Push!/Stop!/Run!/Stop!

(教师和学生一起做，每个动作持续一段时间后，教师突然说：“Stop!”要求学生立刻停下来。)

(2)Do as 1 do?(教师做动作并表达，引导学生边做边说：“Me，t00.”)

教师做睡觉状，并用低缓语调说：“I’m tired.”引导学生说：“Me，t00.”

教师做笑脸状，并用欢快语调说：“I’m happy.”引导学生说：“Me，t00.”

教师做干渴状，并说：“I’m thirsty.”引导学生说：“Me，.too.”

教师手摸肚子，并说：“I’m hungry. ”引导学生说：“Me，.too.”

(3)Listen and act!(学生按教师的指令做动作。)

教师说：“Let’s eat!“(做吃东西状)，学生跟着做动作。

指令依次为：Eat slowly!/Eat fast!/Let’s drink!/Drink slowly!/Drink / fast! /Eat fast! (通过此活动，操练对话中的有关单词，例如：eat，drink，fast。)

Step 2.Revision and presentation

(1)教师问：“What do you like to eat?”让学生根据自己的喜好，用已学句型“I like…”回答。

(2)教师出示卡片hamburger，并问：“Do you like a hamburger?”

(3)学生学说hamburger一词，教师板书单词，并抽查一组学生，学生快速读词。

(4)出示有关食物的卡片(hamburger，cake，ice-cream，iuice，milk，…)，让学生认读。

(5)做游戏：“What’s missing?'’(教师从卡片中任意抽掉一张，再让学生看卡片读单词，然后让学生说出拿掉的是哪一张卡片。)

Step 3. Pattem drills and dialogue teaching

(1)选取单词卡片4—5张，同时出示给学生，并提问：“What would you like?'’引导学生回答：“I’d like…”教师把该卡片送给说出正确答案的学生。

(2)教师把手中卡片送完后摊开双手说：“No food lefi! But

don’t worry，let’s go to the restaurant.You can choose whatever you like.”

(3)屏幕上出现单词RESTAURANT及三幅食物图片：noodles，fish，rice。教师提问：“What would you like?'’让学生用“I’d like ...”回答。当学生选中一种食物时，教师点击该图，出现该食物的价格。教师对该生做手势并说：“20/30 yuan，please.'’引导学生说：“Here’s the money.”当屏幕上显示的是免费食物时，教师则带领全班学生对该学生说：“Conigatulations!”

(noodles—20 yuan;fish—free;rice—10 yuan)

(4)屏幕上出现单词BAR和三幅图片：wine，coffee，juice (wine—600 yuxm，coffee—30 yuan，juice—free)，教师请一学生提问并操作(练习方式同上)。

(5)教师指着，juice说：

“I’d like juice very much.I even drink juice on my birtllday.”屏幕上出现Happy Birthday to you! 和一只蛋糕。教师说：“Suppose today was your birthday，what would you like?'’引导学生用“I’d like…”句型表达自己的愿望。

(6)屏幕上出现一叠叠钱的画面。教师问：“If you had lots of money，what would you like?'’让学生继续用“I’d like...”句型回答。教师引导学生说：“A car? A computer?”等，拓展学生的思维。

(7)教师说：“If I had lots of money，I’d like to open a big fast-food restaurant.”自然引出对话主题。教师出示快餐店图片，并介绍说：“Look，this is a fast-food restaurant.A big nice fast-food restaurant! We sense hot-dogs，hamburger，salad，French fries…” (出示食物图片)

(8)让学生模仿跟读单词fast-food restaurant，并选1、2组学生朗读，教师板书该词。

(9)教师系上围裙，拿起装有食物(cake，hamburger，bread，juice，milk，water，ice-cream)的托盘，扮演服务员，并说：“Are you hungry? Would you like something to eat? What would you like?'’让学生回答，回答正确的学生可以得到该食物。

(10)当食物分完后，教师解下围裙，做出疲倦状，并说：“Oh，I’m tired and hungry.”引导学生说：“Would you like something to eat? What would you like?”教师收回学生所选的食物后说：“I’m full.I’m not hungry.But I’m thirsty now.”教师继续引导学生说：“Would you like something to drink? What would you like?”

(11)教师说：“I’m not hungry and thirsty now.Thank you，boys and girls.

You’ve done a very good job today.”

Step 4. Communicative practice

(1)屏幕上出现招聘服务员的海报，教师扮成快餐店经理，并说：“Our fast-food restaurant needs a waiter or a waitress.Who’d like to have a try?'’

(2)邀请几位学生上来，给他们戴上服务员的帽子，并让他们站成一排;然后，教师(扮演经理)对“应聘者”发指令：“Line up!Turn left!Turn right!Smile and say：Welcome! Can I help you? What would you like? Would you like something to

eat?'’每做几个动作，就请不合要求的“应聘者”回去，最后剩下两位“应聘者”。

(3)教师对全班学生说：“Who’s the best one?Please discuss in pairs.”引导学生两人一组讨论，以确定最后被“录用者”。

(4)请几组学生扮演顾客，来快餐店购物，比较两位应聘者所提供的服务。

(5)最后选出最佳“服务员”。

(6)教师说：“Now 1et’s open our fast-food restaurant.”教师出示有关食物，引导所选的“服务员”与全班同学进行以下对话：

W：Can I help you?

Ss：Yes.

W：What would you like?

Ss：I’d like a hamburger.

W：Would you like something to drink?

Ss：Two glasses of orange juice.

W：OK.Here you are.48 yuan, please.

Ss：Here’s the money.

W：Thanks.

Step 5.Dialogue practice

屏幕上出现课文对话。教师让学生先听对话并跟读，然后分角色朗读

篇2：英语教案设计

1 To learn the following words and expressions.

fight against/for, in the end, set free, end v., What’s on….?, That sounds interesting.

2.To train the Ss’ ability of telling stories.

3.10 train the Ss’ ability of making up dialogues.

Teaching procedures

Step I Warming-up

1.Get the Ss to talk about the films or the TV plays they have seen/watched recently. The teacher may start asking.

1).Do you know that many years ago in America, there were a lot of slaves?

2). Do you know where these slaves came from? and who knows how they came to America?

3). Do you know what life they were living?

4).Do you know who let the slaves become free men?

2.Show the pictures find the right sentence for each of the pictures on Page 49

Step II Listening

1.The SB Lesson 49 Part 2. Say to the Ss:

T: A new film “Fight for Freedom” is on at the cinema this week. Explain: “on” here means “being shown” and “freedom” is the noun form of “free”. And now two friends are talking about it. Listen to the dialogue and try to find the answers to the following questions.

1) What’s the new movie about?

2) When did the story take place?

2. Play the tape for the Ss to listen to with their books closed. Then get some Ss to answer the above questions.

Suggested answers:

1) About black slaves’ fighting for freedom and the great leader, Lincoln.

2) The story took place in a time when there were black slaves in North America.

Step III Practice

1.Get the Ss to practise the dialogue in pairs. Then ask some pairs to act it out.

2.Ask the Ss to talk about their favourite films or TV plays. Encourage them to use the expressions like:

What’s on...?

Whats it about?

It s about a time when. . .

That sounds interesting.

In the newspaper. . .

3. After a few minutes, get some pails to act theirs out in front of the class.

Step ⅣLanguage points

1. The SB Lesson 49, Part I. First get the Ss to learn the new words by explaining them.

slave －a person who is the property of another and is made to work hard for his owner.

slavery － the custom of having slaves

set free － liberate, give freedom to

in the end － at last, finally

Fill in the blanks with proper prepositions.

1. The workers are fighting ____ their rights.( )

2. You should be ready to fight ____ the difficulties.( )

3. England fought ____ France ____ Germany.( )

4.Two dogs fight ____ a bone, and a thud inns away with it.( )

5. This morning I read an interesting story____ the newspaper.( )

6. We will have finished the project ____ the end of this century.( )

7. Go down this street and you will find the hospital ____ the end of the road.( )

8. When he was young, he used to help his father ____ the farm.( )

StepⅤStory telling

1. Before doing the exercises, the teacher may give more information about the pictures. The following may help them.

1) First, the black people were captured in their hometown, Africa, then they were shipped to the new continent － America, where they were sold or bought like the animals. This is known as the slave trade.

2) Most black people were sold to the southern part of America, where they were

made to work hard in the big plantations for the slave owners. They lived a miserable life there. They had to work long hours, hadn’t enough food to eat and were whipped or even killed by the slave drivers freely. A great number of the blacks died.

3) Later on, Lincoln was elected as President of the U. S. . He fought fiercely against the slavery and tried to set the slaves free. But the slave owners wanted to keep the slavery. Thus the fitting broke out.

4)At last, the North won. the slavery was banned. The blacks gained their freedom, broke up their irons and cheered for their freedom.

2.Get the Ss to tell the story according to the pictures and the above information given by the teacher. Divide the class into small groups, let them do it one by one. After a while, ask some representatives to tell the story to the class.

Step VI Exercises

The Wb Lesson 49, Ex. 1 and 2.

Ex. 1 can be done first in pairs. Then check the answers with the whole class. After completing the dialogue, get some Ss to read and act it out.

In Ex. 2, the Ss should do it alone first. Then ask them to read the passage and check the answers themselves. The teacher should make sure that they understand the story and fill in the right answers.

Step VII Homework

1. Write down the story according to the pictures in Part I in their exercise books.

2. Making up a dialogue about a new film or a TV play.

篇3：英语教案设计

1. To learn the story about Abraham Lincoln.

2.To learn the writing － in time order.

3. To learn to retell the passage with their own words.

4. To master the useful expressions.

Teaching proceduresStep I Revision

1. Check up the homework exercises.

2. Get some students to tell their stories according to the pictures given in the last period.

Step II Warming-up

Show some pictures and ask the questions

1.What do you already know about Abraham Lincoln?

2.What do you expect to learn more about Abraham Lincoln from this passage?

Step III Listening

Listen to the text carefully and then answer what happened in the following years .

1809:In Kentucky, the U.S.A. , on February 12th.

1818:__his mother__died_________

1860:__He became President_______

1864:__He became president for the second time

1865:_He was shot at a theatre___

Step V Reading

Read the passage in Lesson 50 again and then answer the questions.

1.What did he use to do when he was a child?

2.Where did he work as a young man?

3.What did he work for in all his political life?

4.What happened after the war ended in 1864?

5.Why was Abraham Lincoln killed after the war ended?

Answer:

1)He used to work hard and help his father on the farm.

2)In a store and later in a post office.

3) Because the Southern States wanted to set up a country of their own, where they would be free to keep the black slaves.

4) Lincoln was killed at a theatre in Washington, D. C.

5) Because the slave owners in the South and the rich people hated him.

Step VI Language points

Explain the new words and expressions, so that some of the new language items will be familiar to the Ss when they read the passage.

1)as a child as/when he was a child

2) no more than － only

3)in all － in total, totally

4)set up － start/found

5) break out － (war, fire, etc.) appear, start suddenly

6) break away from － go away from

7)consider. . .as － regard. . .as/look on. . .as

Fill in the blank with the following the words

1. Lincoln became very interested in ____. In all his ____ life, he worked hard to build a free state for all the people, (political; politics)

2. Lincoln worked hard against ____, because he wanted to free all the ____. (slavery; slaves)

3. After the ____ woman was taken away, all the villagers were in deep sorrow (悲痛) for her ___. (dead; death)

4. A ____ businessman is a man who has made a big ____ in his business, (success; successful)

5. I think German is the roost ____ for me, because I have a great ____ in learning German grammar. (difficult; difficulty)

6. I’m going to join in the games to ____ for medals. Use the words in the box to ____ the dialogue. (complete; compete)

7. What’s the ____ of the meat? The winners will get a good ____. (price; prize)

8. The ____ which was agreed on last month will be put into operation soon. Children’s ____

on TV is usually shown at 4 o’clock in the afternoons, (programme; project)

Step VII Workbook

1. Go over the explanations of the words and expressions in this lesson.

2. Do Part 2 on Page 119. Complete the passage with the verbs in the right form. Let the Ss read through the passage and put in the missing words. They may discuss with their partners. Don’t refer to the text. Then check the answers with the whole class.

Step VIII Practise

Complete the passage with verbs in the right forms.

In 1860, Abraham Lincoln ________President of the united States. Then he ________still harder for the freedom of the slaves. But the Southern states wanted to _____up a state of their own, where they could be free to ______black slaves. Lincoln said that it was not right for the South to ______away from the Union. Fighting _______out between the North and the South. This was the American Civil War, which _____four years. In the end the North _______. Northern and Southern states _______up again as one country and the slaves were _______free.

Key: became, set up, keep, break, broke, lasted, won, joined, set

Step Ⅸ Homework

1. Retell the story about Abraham Lincoln.

2. Write the story of Li Dazhao in their exercise books.

篇4：英语教案设计

1.Suppose you are Lincoln’s father, say sth. About Abraham when he was a child.

For example: I am a poor farmer in Kentucky. My son, Abraham was born on February 12th., 1809. At that time we were very poor. When Abraham was very young, he had to help me on wife, and she was very kind to little Abraham. She knew he liked reading, so she did everything she could to help him. Little Abraham wanted to go to school very much. We tried our best to send him to school. But we were so poor that he had to leave school soon and work on the farm.

2.Suppose you are a slave, say sth. About your life as a slave and how you felt after you were set free.

For example: I used to be a slave and I worked on a farm for the slave owner. At that time we slaves were bought and sold like animals and the owners of the farms mad us work from morning till night . We were not treated like human beings. We were treated like animals. We did not have any freedom and very often many of the slaves were beaten to death. The Civil War broke out and in the end the North won. All the blacks were finally set free. How happy we were!

3.假设你是一名记者，以第一人称口吻，写一篇采访林肯的对话。

I am a reporter for a newspaper , Yesterday I raised two question to the president. The following is about our interview.

R: What he was going to do when so many people were calling for freedom for all salves?

L:I was fighting for an end to slavery and for the freedom of all slaves.

R: Have you thought about the farmers in the South?

L: The farmers there might have some problems without slaves, but the freedom of all people in the world was more important.

篇5：英语教案设计借鉴

英语教案设计模板借鉴

教学内容：SectionA

知识与能力

SectionA主要是通过介绍服装，学习谈论服装的价格和颜色;学会谈论对服装的喜好和购物时使用的礼貌用语。

教学重、难点及教学突破

重点

学习运用重点句型和语法点：HowmuchisthisT-shirt?It’ssevendollars.Howmucharethesesocks?Theyaretwodollars.。

教学突破

SectionA重在培养学生口语交际能力，谈论如何询问服装的价格和颜色，并学会如何购物。让学生进行情景操练，重复使用是一个可行的方法。

教师准备

设计课文中所涉及的服装图片或教学幻灯片或实物;设计课后巩固练习的幻灯片;制作la、3a部分的插图和人物对话的课件，将听力部分的内容插入，谈论服装的价格和如何购物。

学生准备

收集一些常见的服装名词，并经过调查，弄清常见服装的价格。

教学步骤

一Greetings:

LetSslistentoanEnglishsongandsingit.

二Presentation:

SectionA主要是通过介绍服装，学习谈论服装的价格和颜色。可采取情境导入法：

1.让学生拿出自己喜爱的物品，创设情景，激发他们的兴趣

我先通过收集学生的物品,和让学生回答,引出本课的结构,功能.

T:WhataretheseinEnglish?

S:Theyarebags,hats,pants,socks,shorts,sweaters,shoes,pandas,cars,andbasketball…

T:Whatdoyoulike?

S:Ilikeredhats,greensweaters…

T:Howmucharethey?

S:Theyare…

2.引导学生进行pairwork对话练习，运用所学知识进行互相交流。

三.Practice;

1.播放1b部分的录音让学生听，引导学生在图画中圈出所听到的服装，完成1b部分的教学任务。

2.引导学生展开Pairwork活动，完成1c部分口语交际的教学任务，运用howmuch进行询问价格与应答，可采用师生互动带动生生互动的交流方式：Howmuchis/are…?It’s/They’re…;再让学生自编对话进行操练，巩固所学词汇和句型。

3.Playgames:让学生做一做猜颜色的游戏。

4.播放2a部分的录音让学生听，引导学生圈出他们所听到的服装图画教学一些表示颜色、长短和大小的形容词，完成2a部分的教学任务。

5.重新播放2a部分的录音，要求学生根据所听到的内容填写价格标签，完成2b部分中的听力训练任务并掌握howmuch问句的构成和应答。

6.引导学生展开Pairwork活动，完成2c部分口语交际的教学任务。让学生就1a部分中的`服装进行对话练习，巩固howmuch问句的构成和应答。可采用师生互动带动生生互动的交流方式：Howmuchis/are…?It’s/Ihey’re…(学生根据自己所调查的实际情况作出回答)。

7.引导学生进行对话填空的练习，完成3a部分书面表达的教学任务。可先播放该部分的课件(购物场面)让学生一边看一边听，然后再填空，既练习了听力，又锻炼了写作能力。

8.引导学生操练3a部分的对话，熟悉并掌握购物的对话，学会如何购物;再让学生就3b部分的图画内容进行对话练习，运用所学的目标句型。

四.记忆游戏-----TheMemoryGame

引导学生展开TheMemoryGame游戏活动，完成第4部分口语交际和听力训练的教学任务。要求学生通过重复前面同学所说的句子(谈论服装的价格)来复习、巩固所学的目标词汇并锻炼学生的听力和记忆力。

五.Homework

1.Recite3a

2.DictateGrammarFocus

3.DoworkbookofUnit7(1)

板书设计

Unit7Howmucharethesepants?

SectionA

Words:pant,sock,T-shirt,sweater,shoes,color,black,white,red,green,blue,big,short,long

Sentences:Howmuchistheredsweater?Howmucharetheseblackpants?

It’seightdollars.They’retendollars.

Grammars:Howmuch引导的特殊疑问句的构成以及回答

本课总结

本课利用课件或教学图片、幻灯片来展开课堂Pairwork问答式或对话式的口语交际活动，谈论服装并学习询问服装的价格与颜色，学会如何购物，本课重在对学生进行听力和口语交际能力的训练。

篇6：英语教案设计

英语教案设计

Teaching Content

Asking the Way

A: Excuse me, sir. Can you tell me the way to Bihai Hotel,

please?

B: Sure. You can go there by bus.

A: Is it a long way from here?

B: No, itll take you fifteen minutes.

A: Which bus can I take?

B: You can take a No. 2 bus.

A: Where is the bus stop?

B: Just go straight. Look, the bus is coming.

A: Thank you very much.

B: Youre welcome.

II. Teaching procedures

Step 1. Warming-up

T: Nice to meet you. My name is Bright. B-R-I-G-H-T. Shall

we sing an English song named ”Bingo“, and try. to change the

word ”Bingo“ with my name ”Bright“?

Step 2. Presentation

T: Im new here, when I arrived at the airport, I heard

someone said ”对不起“(注①)，”早晨好“(注②).I really want to know their

meanings in English. Could you help me?

S: ”对不起“ is ”Excuse me“ and ”早晨好“ is ”Good morning“.

T: Thanks a lot. And now could you tell me something about

your city? I want to travel in this city, but I dont know

where I should go.

S1: Bai Lian Dong Park.

S2: Fisher Girl.

S3: Jiuzhou Town.

T: Good. But I want to find a hotel now.Please do me a

favour. Can you tell me

the names of some hotels in this city?

S1: Hotel.

S2: Yindu Hotel.

S3: Bihai Hotel.

(The teacher takes notes while the students are speaking.)

Step 3. New structures learning

T: They all sound very nice. But how can I get there, by

bus or by bike?

S: By bus.

T: And how long will it take me to get there? Maybe

fifteen minutes is enough.

(The teacher looks at the watch and gives the students a

gesture.)

1) Draw a stick-figure picture to help the students understand

the meaning of the sentence:

”Itll take someone some time to do something.“

2) Write the sentence ”Itll take you fifteen minutes. “ on

the blackboard, and have the

students imitate the sentence.

3) A guessing game:

T: Please look at these pictures and guess

”How long will it take me to ...?“

T: How long will it take me to have a football match?

S1: Itll take you ninety minutes.

T: Yes.

4) Get the students to listen to the recording of the

dialogue, in order to introduce the

new sentence: ”Just go straight.“

5) Use the multi-media to help the students understand the

meaning of the sentence

”Go straight.“

6) Write the sentence on the blackboard, and have the students

imitate the sentence:

”Just go straight.“

Step 4. Practice

1) Ask the students to listen to the dialogue once more, then

ask them to repeat after the tape, first individually and then

in pairs.

2) Encourage the students to read their dialogue with their

deskmates.

Step 5. Consolidation

T: You know Im from Shanghai. Maybe in the future youll go

to Shanghai, so Ive prepared some photographs for you.

1) Show the photographs of ”Nanjing Road“, ”Pudong New Area“

and ”the Bund“ to the students.

2) Get the students to ask the teachers from Shanghai

something they dont know, such as

directions, transportations in Shanghai.

3) Ask some students to introduce their tour plans to

Shanghai.

篇7：三年级英语下册优秀教案设计

教材分析

由于本单元的主要教学内容为How many…？在应用时会涉及到数字，因此，除了A部分学过的五个数词之外，将学习11-15五个数词。学习内容为Part B 部分Let’s learn 和Let’s talk，主要学习eleven, twelve, thirteen, fourteen, fifteen(数字1-10)的英语表达以及句型How many …do you have? I have….，并通过游戏活动加以巩固。

学情分析

学生已学习了数字1-10，还学会了歌曲：“Ten Little Candles Dance” 和 chant,对数字有了一定的基础。在A部分学习了句型How many… can you see? I can see….在本课中学生将学习11-15，旨在通过扎实有效地学习，使学生能较好地掌握所学内容，为今后学习打下扎实的.基础。

教学目标

1.能够学生掌握本课时的知识点，做到听、说、读、写字母eleven, twelve, thirteen, fourteen,fifteen等。

2.使学生能够积极参与到教学活动中来，对学习英语有高度的热情。

3.使学生能够大胆说英语，并能够灵活地运用到生活中来。

教学重点和难点

重点：能听、说、读写字母eleven, twelve, thirteen, fourteen,fifteen等

难点：能听、说、读写字母eleven, twelve, thirteen, fourteen,fifteen等

教学过程

1. Warm-up

（1）   日常用语练习

（2）   复习上节课的1-10的读、写。

2. 新课导入

（1）   教师出示一些水果图片，如：苹果，香蕉，橙子等，并问提问学生：what can you see？

（2）   让学生说一说有多少的苹果，香蕉，橙子等。来认识11-15的英文读法与写法。

3. 巩固练习

（1）   看谁认识得快：

教师将之前学习过的1-10数字英文卡片和本节课学习的11-15数字英文卡片打乱放在一起，让学生按顺序分别贴在黑板上，再让学生读读。

（2）   看谁动作快：抽出部分的学生看看，排一排顺序。让全班分为4个小组，每组人员按顺序拿好卡片，并按顺序排队。

篇8：小班幼儿优秀英语教案设计

小班幼儿优秀英语教案设计1

活动目标：

1.通过游戏活动”布置新房“，复习对日常生活中常用单词，介词及句型Ineed……Iputit……进一步掌握.

2.通过描述日常生活中幼儿所熟悉的物和事情，激发幼儿学习英语的兴趣.

活动准备：

1.房子图片

2.平面示意图――组合图(1幅)平面示意图――教师示范幼儿操作图(1大6小)

3.小超市所需图片若干

活动过程：

一.幼儿边唱“Happyhome”边进教室，并引导幼儿与老师招呼.Today,we

havesomanyguestsinourclassroom.Let’ssay“hello”tothem.Allright!

Sitdown,please!

二.(一)引出活动

1.出示房子图片，引起兴趣：”Look!What’sthis?"

2.复习各种房间的名称：Thisisthebedroom(bathroomlivingroomkitchen)

3.以布置房间的形式引起幼儿兴趣.Now,Iwanttodecoratethem.First,Iwanttodecoratemy

livingroom.Canyouhelpme?

4.请6-7名幼儿先商量布置客厅，引导幼儿去超市购买所需要的物品.Ineed

somethingtodecorateit.Canyouhelpme?Look!Thesupermarketisbesidemy

newhouse.Youcangetthereandbuysomethingweneed.Whocanhelpme?

a.要求幼儿通过商量，购置布置客厅所需的物品.Thinkaboutit.Whatweneed!b.复习句型Ineed……

c.请幼儿将所购买的物品布置到客厅内，并复习句型Iput……及各种介词的用法.Areyouready?Comeon!Youdoit!

Tellus,wheredoyouputit?

(二)幼儿分组操作，教师指导.

1.a.引起幼儿布置其他房间的兴趣.Iso

believeyou.Lookatmybedroom,bathroomandkitchen.Theyarealmostempty.

Let’sdecoratethem,ok?b.引导幼儿布置其他房间.Thisisbedroom.(bathroomkitchen)

Whatweneed?

2.引导幼儿自由组合并讨论怎样布置其他房间,并学习去超市购买所需物品.Ifyouwanttodecoratethe

bedroom(bathroomkitchen).Youcangothereandhere.Thesupermarketis

besideyou.Youcangetthereandbuysomethingyouneed.

3.幼儿分组操作，教师巡回指导.You

doit!It’suptoyou!

4.引导幼儿把图纸讲述给客人老师听.Saysomethingaboutyourpictureto

ourguests.

5.听音乐安静入座.三.通过竞赛的形式进一步复习巩固介词的用法及句型Ineed…Iputit…任意选1-2组讲述.

Comeon!Let’shavearace.Tellussomethingaboutyourpicture.(weneed……I

putit……)

四.结束活动

1.鞭炮起，教师发糖Welcometomynewhouse

2.Song:出教室.

小班幼儿优秀英语教案设计2

目标 ：

1、理解what do you want? I want……的含义，学习想要want、巧克力chocolate的正确发音。

3、复习“in the morning”中的句式，能进行语言互换。

2、能在情境的引导下，愉快的参与活动。

准备： 1、 各种食品，苹果apple， 桔子orange， 饼干biscuit蛋糕 cake， 糖果candy，巧克力chocolate、

2、玩具熊、玩具娃娃等。

3、布置相关的情境环境。

过程： 1、导入活动。

引导幼儿进入情境，复习“in the morning”中的句式，能进行语言互换。内容：

(1)刷刷我的牙，洗洗我的脸，洗洗我的手，梳梳头。

Brush my teeth/ wash my face/ wash my hands/ comb my hair

(2)身体运动

头头，转转转等等，

Head， head， turn around

Feet， feet jump and jump

2、进入情境，学习词句并参与表演。

(1) 教师一人饰演两个角色，利用情节的发展引导幼儿和替代角色互动，并参与活动。

(2) 师生对话，练习句式。

I、 提问：Kala bear的点心屋来了客人，它怎么招待客人的?(what do you want?)

客人是怎样回答的?(I want…..)

II、教师帮助幼儿理解对话的含义。

III、师生练习对话，分集体、小组、个人练习对话(what do you want?)(I want…..)

(3) 请幼儿参与情境表演。

I、介绍Kala bear snack room的食品名称，重点纠正(巧克力chocolate)的发音。

II、幼儿参与游戏，每次2-3人扮演服务生，游戏数次。

3、游戏：“超级任务”，复习对字母“c”的认识。

玩法：由Kala bear 来布置今天的超级任务“在单词卡片中找字母c”，谁找到就可以带走点心，还有Kala bear的kiss。

小班幼儿优秀英语教案设计3

Teaching Aims：

1、复习水果的英语名称，初步掌握句型What do you want?I want……

2、在游戏中感知新句型并体验英语游戏的乐趣。

Teaching Aids：

a basket some fruits some fruit’s cards

a dice two trees

Teaching Ste ：

一、Greeting

T： Hello，Good noon，boys and girls!

C： Hello，Good noon，Melody!.

T：What do you see?Look，I have a beautiful basket.There are some

fruits in it!Look，what’s this?

C：It’s a……

二To learn

1 Show a pu et to students.Teacher and pu et each other say： “What

do you want?I want……

2 Show a dice to students.

T：What’s this?

ice.

T：Now，I’ll ask：What do you want?You’ll a wer：I want…… OK?(The

teacher first turn the dice，as turn as ask： “ What do you want?”Then the students ask：“I want……”)

3 Show the fruit’s cards on the blackboard.

T：What are these?

C：Some fruits.

T： What do you want?

C：I want……(If they’ll say great，then put down the fruit’s cards from the blackboard and give them.)

4将小朋友分成红队和蓝队，请两队摘树上的水果.每队各选5名代表上来，分别为—NO.5，当下面的小朋友说： “What do you want?”时，—NO.5的小朋友根据老师的指令说： “I

want……”哪个队的代表说得又快又好，采下的水果就归哪个队.

5 将小朋友分成5个小组，每个小组一个球，抛的说： “What do you want?”接的说： “I want……”.

T：Cla is over.Let’s stand up and turn back.To other teachers say：thank you，bye-bye.

小班幼儿优秀英语教案设计

篇9：how are you!英语优秀教案设计

how are you!英语优秀教案设计

Lesson 2

教学目的与要求:

1. 能听懂会说本课的对话.

2. 能听说读写how are you ?整句及其单词.

3. 能正确读出字母 “e”在开音节中读,在闭音节中读,并能根据这一读音规则拼读本课语音部分的单词.

教学重点:

1.能听懂会说本课的对话.

教学难点:

1.能正确读出字母 “e”在开音节中读,在闭音节中读,并能根据这一读音规则拼读本课语音部分的单词.

教学课时:

2课时

教学过程:

第一课时

一. 复习

1. 组织学生唱英文歌曲morning song

2. 复习第一课对话.

二. 介绍新语言项目与教学方法

a. 会话教学

⒈先教单词fi

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