a. to attain “four skills” request of listening, speaking, reading and writing. b. to start listing “word bank” and tell the ss to remember the new words. c. to start asking the ss to write the english sentences well.

therefore this lesson is in the important position of the teaching material.

2. this lesson is the first part of if the ss can learn it well, it will be helpful to make the ss learn the rest of this unit.

3. such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken english.

教学分析

the ss has learned english so far. they can understand some words and some simple sentences. the ss have taken a great interest in english now.

教学目标

the teaching aim’s basis is established according to provision.

1. knowledge objects

(1) to make the ss know how to use the affirmative sentenceand the negative sentence everyday expressions for

(2) to study the new words learning the dialogue of this lesson.

(3) to finish some exercises.

2. ability objects

(1) to develop the ss’ abilities of listening, speaking, reading and writing.

(2) to train the ss’ ability of working in pairs.

3. moral objects

(1) to enable the ss to be polite and love life. (2) to enable the ss to look after their things well.

教学方法

the teaching key and difficult points’ basis is established according to part a ofin the teaching material’s position and .

1. key points:

2. difficult points:

(1) how to make dialogues and act them out. (2) how to write the right whole sentences.

教学工具

part two the teaching methods

teaching special features

to use these methods are helpful to develop the ss’ thoughts.

part three studying ways

1. teach the ss how to be successful language learners.

2. let the ss pass observation—imitation—practice to study language. teaching special features:

part four teaching procedure

教学流程

step1 warm-up

1. free talk between t and ss. such as: hi, i’m . . . . what’s your name? this is ?. how do you do? who is he/she? how are you? who can count from 1to 5? what’s this in english? etc.

2. a game: ask the ss to give t some school things. for example:

t: give me your book.(ruler, box, pen, table, knife, etc.)

t: this is your book. this is not my book. it’s your book. etc.

in this course i’ll ask them to make a dialogue group by group without repetition. find out which group will make the most dialogues.

purpose of my designing: i think it is important to form a better english learning surrounding for thess by imitating and at the same time it is necessary to provide situations to review learned knowledge. step2. presentation

this course is very important. i’ll mainly talk about this step. i’ll use cai to present the whole dialogue. arrange some situations to help ss understand sample a.

first scene: there is a bag on the floor. b is picking it up and get ready to leave. now a is talking with b.

a: hi, b. how are you today? b: i’m fine, thank you. and you?

a: i’m fine, too. oh, this is my bag. b: no, this is not your bag. it’s my bag. a: (look closely) oh, i’m sorry. b: that’s all right.

(at the same time, c is running up and hitting a.) c: oh, i’m sorry. a: that’s ok.

i’ll write the key points on the bb while they are watching. after watching,

i’ll teach them to read the words and sentences on the bb. make sure they can read them well.

purpose of my designing: to present sample a by cai is much easier for the ss to learn and grasp the meanings. cai can provide a real situation with its sound and picture and it makes the relationships between the ss better.

step3.practice

first play the tape recorder. let the ss listen and imitate the dialogue. pay attention to their pronunciation and intonation. in this step the ss are required to practise the sample in pairs by reading the dialogue aloud. this step is employed to make the ss grasp the sample .at last i’ll ask the ss to think hard and act it out with a partner according to sample a. then find out which group will act it out well. i’ll give them red stars.

purpose of my designing: this step is employed to make the ss get the general idea of the dialogue as a whole one. at the same time let the ss have a chance to practise their listening

and spoken ability.

step4. production

in this step i’ll give the ss a free space to show their abilities.

second scene: the ss are having a picnic. it’s hot and they take off their coats and put them together. they are singing and dancing, laughing and chatting. after the picnic, they begin to look for their coats. d and e are talking. f and g are talking. etc.

after watching, i’ll give the ss some tasks to make similar dialogues without repetition and find out

which group will make more dialogues.

2. skill 1 model 1.

i’ll ask four ss of the groups to write these sentences on the bb in the four lines.

then check their handwriting, correct their mistakes. find out who will write well and whose handing is the best.

3. finish the ss’ workbook.

purpose of my designing: to check the knowledge ss have learned in this lesson. step5. homework:

(1)recite the words as many as possible after class.

(2)make a dialogue according to sample a and write it in the exercise book. purpose of my designing: i think homework is so important that the ss should speak english as much as they can in class or after class. it is necessary for the ss to do some extensive exercises after class to consolidate the knowledge they learned

讲单词的英语教案篇2

活动目标：

1、通过情景游戏“shopping ”、“school”复习一些学习用品单词：pencil、ruler、rubber、sharpener等；

2、听懂并理解老师的一些简单英语指令，乐于模仿；

3、通过情景模拟激发幼儿上小学的愿望；

活动准备：

1、铅笔盒、书包人手一份；铅笔、卷笔刀、尺若干；

2、情景设置：文具超市、小学

一、warm up：

dialogue：hi，how are you today?（fine,happy）

how many days are there in a week?

what day is today?

二、情景游戏“shopping”

1、复习单个单词

（出示书包）oh，nothing！what shall i prepare？（pencil……）

look，there is a stationary super-market！who wants to be the shopman？（师与幼儿示范，提示幼儿递东西时要说出单词）

ok，now let`s play。（请二名幼儿做shopman）

2、在单词前加修饰词，师辅助提示“what shape is it？”，“what color is it？”

what did you buy？

三、情景游戏“school”

1、song:“go to school”

let’s go to school, ok?（引发幼儿进入游戏情景）

2、模拟小学生上课：打铃上课，起立—坐下

（1）listening game：

please put your bag on the chair。

please open/close your pencil-box 。

please take out/put in your pencil-box。/pencil、rubber、ruler、sharpener

who wants to be the little teacher？

（2）尝试用“because…”回答问题

what do活动目标：

1、知道人有多种情绪体验，人们应该快乐地生活。

2、体验笑比哭好，能够大胆而快乐地在集体面前说英语。

3、能正确读出表示情绪的'单词及有关句子。

活动准备：

1、教师示范用的各种表情的娃娃图片，各一张。

2、

活动过程：

step 1 baby‘s expression

t：i am happy，he /she is happy，are you happy？

c：yes very happy。

t：he / she is sad 。is he she sad？

c：yes 、sad 。

step 2 game

游戏规则：教师很快的模仿各种表情，请幼儿说出英语，然后教师在读出表情的发音，幼儿做出相应的表情。

t：look！（老师非常夸张地模仿各种表情，幼儿很快说出英语）

c：angry！

t：yes，once again！

c：happy！

t：good，girl please 。

girls：smile

t：is that right？

boys：yes 。

step 4 are you happy

幼儿相互展示自己的表情图片，教师提问，你快乐吗？幼儿根据自己的画做出回答。

c1：are you sad？

c2：no 。

t：are you happy？

c1：yes，i am happy 。

step 5 chant it

t：listen to the music and act as different expression accordingly to the music，ok？（现在我请小朋友们们合着录音机里的音乐一卢做各种表情，当音乐一停，我随便兴起一张表情图片，小朋友们要马上读出英语的发音，明白吗？

c：yes！教师放录音，幼儿边听边做动作，音乐停，教师马上举起幼儿的一张伤心表情图片。）you like？why？

（3）class is over。stand up，good-bye everyone！

四、结束：song：“butterfly”飞回教室。

讲单词的英语教案篇3

(一)活动目标：

学习正确读准、认识单词daddy、mommy、grandpa、grandma，并了解其含义。

(二)活动准备：

flash card：daddy、mommy。

(三)活动过程：

1. say hello(打招呼)：

师：今天我们班上来了好多客人，小朋友们应该和客人说什么呀?(教师做hello动作提醒幼儿)

师：我们一起唱一首好听的英文歌送给大家好吗?

师幼共唱《hello song》。

2. warm up(热身运动)：

肢体动作：stand up, sit down, run, jump, turn around……

3. teaching(教学)：

①师：do you want to know what’s behind me?你想知道谁在我后面吗?(想)可是啊，它要求小朋友数到3才肯出来呢!我们一起来好吗?show me your hands. one, two, three. 咦，它还是不肯出来，we try to again.我们再来一次。(师互动幼儿举出手指数one, two, three)

②(出示flash card：daddy)who is he?他是谁呢?(幼儿说说)he is my daddy!他是我的爸爸。(幼儿学念：daddy)

(出示flash card：mommy)who is she?她是谁呢?(幼儿说说)she is my mommy.她是我的'妈妈。(幼儿学念：mommy)

我们来和daddy, mommy打个招呼吧。say: hello, daddy! hello mommy!

③ ki ing game：依次请幼儿说：hello daddy/mommy.

4. jumping game：

①以唱歌《where’s my daddy/mommy?》的形式请两位幼儿分别扮作daddy 和mommy。

②教师说明游戏规则。

③教师指挥游戏：教师随机喊daddy或mommy，两名幼儿尝试游戏。

④教师互动其他幼儿喊daddy或mommy，参与游戏幼儿进行jumping game.

5. say good bye(说再见)。

讲单词的英语教案篇4

一、活动目标

1、培养幼儿对于英语的兴趣，让幼儿乐意参与英语活动

2、在教师的带领下，让幼儿了解动物cat和dog的英语名称

3、通过活动促进幼儿交往能力与初步的合作能力

二、活动内容

听懂、会说单词cat和dog

三、活动准备

猫和狗的的卡片、猫与狗的头饰、黑板、录音机等。

四、活动过程

1、用英语问候师：hello!引导幼儿模仿说“hello”

师：ok，i'm jojo，when i say“hello”to you，you can say“hello，jojo!”

(对给回答得好的幼儿“give me five!”，运用夸张的肢体动作吸引幼儿的注意力和兴趣)

2、热身运动师：let's warmup!listen to the music . let's say “music”(做朝向录音机的动作)师生共做表演“followme”

3、单词呈现(1)cat师：今天我们班上来了一位新朋友，让我们猜猜它是谁?将卡片藏在黑板后面，露出一点，直到猜出才显示卡片单词呈现方式：卡片(用不同的部位击打卡片并说出单词)，捉迷藏游戏(小猫跟我们玩躲猫猫游戏，幼儿眼睛闭起来，引导幼儿朝不同方向念单词，叫cat出来)(2)dog引导幼儿猜测是不是在帘子后，教师进去看一下，发出“汪汪汪“的声音，引出”dog”

单词呈现：chant“dog dog汪汪汪”;卡片

4、游戏小猫哪去了，小猫告诉老师，只要和老师一起跳着喊，他就会出来了，钻山洞：选出两个小朋友做桥墩，钻山洞的小朋友(第一个带上头饰)要边念单词边钻，引导还没钻的幼儿一起说，让每一位幼儿练习说;钻山洞人数不可以多。

5、结束活动：今天我们认识了cat和dog，在音乐声中和cat，dog说再见。

讲单词的英语教案篇5

teaching aims(活动目标)：

1、tolearn：milk

2、review：cake

3、激发宝宝参与英语活动的兴趣。

teaching aids(活动准备)：

1、cake、milk的.图片

2、一盒milk的实物模型

3、音乐磁带