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小學英文課件（通用9篇）
作為一位杰出的教職工，就不得不需要準備好課件，課件要明確教學目標、要突出重點難點、要有靈活的教學形式、教學對象要有針對性。課件應該怎么寫才好呢？下面是小編精心整理的小學英文課件，歡迎閱讀，希望大家能夠喜歡。
小學英文課件 1
【課題】Recycle Two
【教學重點】聽懂、會說Let’s act 部分的故事。
復習有關表述自己喜愛吃某種食品、詢問某物或某人在哪里以及含有簡單形容詞的句子等會話。
【教學難點】Let’s act 部分的故事情節(jié)的理解。
【教具準備】
1教材配套錄音帶。
2幾種動物的面具 giraffe, elephant, monkey, mouse, rabbit, tiger, Zoom。
3幾種水果的實物或模型 apples, bananas, grapes, pears, peaches, oranges。
4 Let’s act 部分的故事課件。
5所學過的水果及動物類單詞卡片。
【教學過程】
1熱身/復習(Warm-up/Revision)
(1)教師播放英文歌曲 “They Are in the Zoo” “An Apple a Day” ，師生共同邊演唱邊拍手打節(jié)拍。
(2)學生日�？谡Z練習。
(3)用實物、玩具或圖片等復習所學過的水果及動物，并用單詞卡認讀單詞。
2 呈現(xiàn)新課 (Presentation)
(1)教師播放故事錄像，展示Let’s act 部分的內(nèi)容，并讓學生了解人物關系和故事的大概含義。
(2)游戲：教師拿出準備好的以下幾種動物的面具 giraffe, elephant, monkey, mouse, rabbit,tiger, Zoom。告訴學生游戲的.名字叫：“做做玩兒”，方法是：誰戴上動物的面具，就要表演此種動物的外表特征，并用簡單的形容詞表述。用此方法復習形容詞，并根據(jù)故事的內(nèi)容引出單詞：tall, long, strong, short … 。
繼續(xù)以上游戲，方法有所不同：教師說單詞 get, carry, eat, have, count, 讓學生根據(jù)剛才所看故事內(nèi)容猜單詞含義并做動作，讓學生了解單詞的具體意義。
(3)聽錄音，跟讀故事。
(4)教師帶讀故事中的各個句子，并譯中文。
3 趣味操練 (Practise)
(1)教師播放動畫課件，并根據(jù)故事向?qū)W生提問，檢查學生對故事了解情況。
如：How many animals are there in the party?
Can you say some fruit in the story?
Who can get the apple?
What can the elephant get?
How many pears are there in the picture?
How many peaches?
(2)教師找7名學生，一起戴上giraffe, elephant, monkey, mouse, rabbit, tiger, Zoom的頭飾或面具，按故事中的人物進行對話表演。為全體學生的小組練習做準備。
(3)小組練習，角色扮演。
將學生按7人一小組，按角色進行練習。
(4)將頭飾和面具發(fā)給表演的小組，讓表演的小組到講臺前展示。
4 課堂評價 (Assessment)
聽錄音做活動手冊第41頁的練習。
5 擴展性活動(Add-activities)
讓學生在書中任意找一幅圖案，試著自編一段對話，并說給伙伴們聽。內(nèi)容可以與圖中原有相似，但不可相同。
此活動讓學生自由想象對話內(nèi)容，充分發(fā)揮學生的自主性和主動性。
【板書設計】
Recycle Two
I like bananas. I’m tall. Where is my banana?
I like apples. I’m strong.
I like pears. My nose is long.
探究活動
Draw on back
探究內(nèi)容：水果、動物、玩具單詞的練習。
活動目的：進一步調(diào)動學生鞏固4-6單元的單詞的興趣。
活動方式：游戲
探究過程
(1)學生兩人一組活動。一個學生想出一個水果、動物或玩具的圖案，慢慢的在同伴的背上畫出來，同伴猜是什么，并用英語說出英文名稱。
(2)畫圖的學生宣布正確答案。
(3)另一名學生重復以上活動。讓每個學生在伙伴的背上至少畫兩次圖案。
小學英文課件 2
一 、教學內(nèi)容Unit 1 A: Read and say.
二 、教學目標
1.理解，掌握對話內(nèi)容，用正確的語音語調(diào)朗讀對話，初步表演對話。 2.正確運用日常交際用語Welcome to our school. Who’s that boy? I’m new here. 3.能正確的`聽、說、讀 單詞 boy, woman, teacher, student, nurse
三、 教學重點 能正確理解對話內(nèi)容，朗讀對話，初步表演對話
四、 教學難點 流暢地朗讀對話， 并能在理解對話內(nèi)容的基礎上表演對話
五、 課前準備
1.人物圖片 Mike ( student ), Miss Li( teacher ) Miss King ( nurse)Gao Shan (student )人物頭飾 Ben
2.單詞卡片 student, teacher, woman, teacher ,boy
六、 教學過程
�。ㄒ唬〧ree talk
1.Hello, nice to meet you.2 .How are you ? / How are you this morning?3 .Are you happy today? 4 .Welcome back to school.5.Good morning. Glad to meet you. Welcome back to school.
�。ǘ㏄resentation and practice:
Ask and answer1.Good morning, boys and girls . Glad to meet you . Welcome back to school. 出示 Welcome back to school. 理解并領讀。2.I have many pictures here .I like them very much. Do you like them?出示所有的圖片3.根據(jù)出示的照片復習單詞 boy , girl，man, woman
4.Do you know these boys and girls? (出示Mike , Gao Shan, NancyDavid, Helen 的照片） ：
(1) Who’s this boy? (Who’s that boy?) He’s _______. He’s a student. (學習新單詞student )(2) Who’s this girl? (Who’s that girl?)She’s _________. She’s a student.
5.Do you know these men and women?( 出示 Miss Li, Miss GaoMiss King , Mr Green, Mrs Green 的照片）(1)Who’s this man? ( Who’s that man?)He’s _________. He’s a teacher.(學習新單詞teacher) (2) Who’s this woman?(Who’s that woman) She’s __________. She’s a nurse. （學習新單詞nurse?）
（三）Play a game (通過游戲復習并學習新的日常交際用語)
1.閉上眼睛猜一猜：
(1) A: Who’s that ______?B: He’s(She’s) ________.A: He’s (She’s) a _________.B: You’re right. ( You’re wrong)(2) A: Excuse me. Are you _______? B:: No, I’m not.A: Are you _________?B: Yes , I am.2.讓一學生戴上Ben 的頭飾讓另一學生猜T: Who’s this boy?S: He’s ________.T: No, you’re wrong.S: Are you ________?B: No, I’m not.S: Are you _________? B: No, I’m Ben
�。ㄋ模� Work in pairs
1.Ben與老師對話:A: Hello, I’m Ben. I’m new here.B: Hello, I’m Miss Li. Nice to meet you.Welcome to our school.學習： I’m new here.Welcome to our school. 2、 學生與Ben 對話
�。ㄎ澹� 朗讀課文1.聽錄音，跟讀。2.分段分角色朗讀
（六） Act the dialogue 創(chuàng)設情境老師與學生的對話，然后學生與學生對話，Model:
A: Hello, I’m Ben. I’m New here.B: Hello, I’m __________. Nice to meet you. Welcome to our school.A: Thank you. Who’s that woman? B: She’s Miss ______. She’s our English teacher.A: Who’s that boy? B: He’s _________ . He’s a student. (He’s my classmate.) A: Oh, time to go to class. Let’s go to the classroom.B: OK. Let’s go.
1.老師與學生示范2 .同桌準備3.同桌表演
�。ㄆ撸〩omework
1.聽錄音朗讀對話。
2.根據(jù)課文內(nèi)容自編小對話，下節(jié)課表演。
3.聽錄音，欣賞歌曲 Who’s that girl?
小學英文課件 3
學情分析：
學生在學習一年英語后告別了三年級小主人公們，開始了另一段學習英語的精彩歷程。孩子充滿了新奇和幻想。并且在進行了一年的語言學習之后，他們已經(jīng)形成了一定的語言學習習慣、擁有了一定的語言學習能力。在此基礎上，教師要把握好教材，更好的調(diào)動學生學習英語的興趣，讓這份興趣更好的持續(xù)下去。同時形成良好的語言學習策略，開展一定的讀寫訓練，為四項技能的均衡發(fā)展打下良好的基礎。
教學目標：
本節(jié)課通過游戲練習，真實情境再現(xiàn)，小組合作學習等孩子們喜愛的形式，將孩子樂學的情緒發(fā)揮到極至。注重讀寫方面的培養(yǎng)，并結合“聽”的練習。將英語投入到真實的語言環(huán)境中，真正做到學以置用。開闊學生視野，培養(yǎng)孩子跨國界意識。
重點難點：
學習使用“toast、salad、egg、jam.”單詞，“What’s for breakfast/lunch? I don’t like…”句子。
設計思路：
剛剛進入到四年級的學習過程中，對故事中的人物還懷有好奇心，所以為了學生盡快的進入學習狀態(tài)和更好的掌握故事的脈絡，充分的運用故事中的人物來進行練習是最好的捷徑。在此基礎上運用語言的能力始終在小學英語教學中起著至關重要的地位，現(xiàn)在的孩子不再是學習“啞巴英語”他們需要更多的鍛煉機會去展示自我。另外，了解一定的中西方文化差異也顯得尤為重要，早餐西方人會食用土司和果醬一類的食物作早餐，而東方人的早餐習慣卻截然不同。抓住以上幾點我展開了我的教學過程。
教學過程：
一、課前熱身，歌曲導入
師生同唱<>
T：I like apples. Yes, I do. I like apples. Yes, I do.
S：I like apples. Yes, I do. I like apples, too.
�。ǜ枨梢蚤_闊學生豐富的想象力，使他們對食物有一定的幻想同時又可以活躍課堂氣氛，讓孩子迅速進入學習英語的殿堂，忘記焦慮和對學習的畏難情緒。）
二、復習舊知，引入新知
將以前學過的'食物卡片如：牛奶、熱狗、蘋果等粘貼在黑板右側。
T：Peter, please put the milk on the table. OK
S：OK. 學生將食物卡片挪至并粘貼在黑板左側的大桌子卡片上。
T：Tom, please put the hamburger on the table. OK?
S：OK.
T：Lisa, please put the apple on the table. OK?
S：OK.
T：This is my breakfast. I like hamburgers, I don’t like milk. 練習單詞（breakfast）
�。◤土暿且粋�重要的過程，利用學生學過的已有的舊知Please put the …on the table.句型引出今天要學內(nèi)容的關鍵詞breakfast,過渡自然、流暢。為即將學到的I don’t like…句型埋下伏筆。）
三、聽錄音，了解故事情節(jié)，展開各種活動，強化知識訓練
T：Now, let’s listen to the tape and take a look “What’s for Ken’s breakfast?”
聽故事和CHANT，并展開學生喜愛的雙簧游戲來練習新句式：一個同學站在前面只動嘴形，后面藏著的同學來說出新句子，進行配合。
T：What’s this? 舉著土司的卡片。
S：Toast練習單詞的發(fā)音，以此類推引出egg，salad，jam.
單詞的訓練可以兩個同學一起被叫起，看看他們之間的默契。也可以運用大聲、小聲、拍手的方式來集中他們的注意力，調(diào)動他們學習的積極性。
T：Do you like toast?
S：Yes. /No.
T：No, I don’t. 引出并練習否定回答。
學生練習后，到黑板前指出右側自己喜歡的食物和自己不喜歡的食品。
S：I like hot dogs, I don’t like bananas…
�。ㄔ谶@一部分機械訓練起到了一定作用，只有在這一環(huán)節(jié)上讓孩子充分得到練習，才可以更好的進行下一步驟的學習）
與實際生活相聯(lián)系做調(diào)查，復習舊知，擴展練習。
Title: What’s for breakfast?
教師先做示范填表格，引導學生自己分組做練習，然后對話匯報。
T: What’s for breakfast?
S: Sandwiches, chicken, bread hamburgers and cakes.
T: Good, I like sandwiches but I don’t like bread.
NAMESandwichChickenBreadHamburgerCake
Teacher
四、多媒體與游戲相結合，鞏固所學
利用多媒體課件，出示大桌子，左面有各種食物讓學生自己設計早餐，放在桌子上。出現(xiàn)幾組此類設計早餐的練習。
T：What’s for breakfast, Peter?
S：Toast, milk and bananas.
T：Tom, do you like all these food?
S：I like…， I don’t like…
�。ㄍㄟ^這個游戲環(huán)節(jié)的練習，學生的天性展現(xiàn)出來了，他們樂于在玩中學，學中用，更好的發(fā)揮了孩子學習的積極主動性。）
五、設計真實情景
將所學知識融會貫通，形成良好的語言運用氛圍，運用人物名字卡片來角色扮演。
Dad: What’s for breakfast?
Betty: Toast, eggs, and oranges.
Ken: Good！ I like oranges.
Betty: I don’t like oranges.
�。ㄊ箤W生更快的熟悉本冊書的人物）
最后運用在自己真實的語言環(huán)境中，用孩子自己真實的身份說出自己設計的早餐及他們喜歡和不喜歡的食品。
Peter: What’s for breakfast, Tom?
Tom: Sandwiches, eggs, and apple juice.
Peter: Good！ I like sandwiches. I don’t like eggs.
Tom: I like eggs.
�。▽W生通過此類練習，真的知道如何將語言運用到實際生活當中去，發(fā)揮了語言的功用。）
六、貼近學生實際，注重聽說讀寫四技的均衡發(fā)展
聽錄音，填寫短文中所缺的單詞。并判斷對錯。（寫T或F）
Sally: What’s for breakfast?
Mom: Hot dogs, eggs, and orange juice.
Sally: I don’t like eggs.
Tom: I like eggs
True or false:
They have hot dogs, eggs and orange juice for breakfast? （ T ）
Sally likes eggs. （ F ）
七、滲透中西方文化差異，開闊學生視野，增長見聞
用多媒體展示圖片：在西方國家，人們早餐經(jīng)常以土司，漢堡包作為早餐必備的食物。中國人通常會吃面條、粥、豆?jié){、油條等作為自己早餐。
noodles、porridge、soybean milk、dough sticks…
八、布置家庭作業(yè)，為下節(jié)課做準備
When you eat your breakfast, think about how do you say these words if you don’t know ask your teacher or check it out in a dictionary or surf on the internet.
Surf on the internet and see which food more nutritious next time.
板書設計：
Lesson 1 Good Morning, Mom
What’s for breakfast?
Toast, eggs and oranges.
I don’t like oranges.
�。╤amburger, milk, apple） （the foods students
have learned before ）
pictures
小學英文課件 4
一、 教學內(nèi)容
Unit 1 D: Look and say. G: Fun house.
二、 教學目標
1.聽、說、讀、寫句型 Are you ________? Yes, I am. / No, I’m not.
2.正確的語音語調(diào)朗讀對話，在熟讀的`基礎上分角色朗讀。
三、 教學重點
1.句型的聽、說、讀、寫。
2.朗讀對話。
四、 教學難點
句型的默寫
五 、課前準備
1.人物職業(yè)圖
六、 教學過程
�。ㄒ唬〧ree talk
1.How are you this morning?
2.Nice to meet you.
3.Who are you?
4.Who’s that boy (girl)?
5.Are you a student?
6.Are you a new student?
�。ǘ㏑eview
1.Play a game (1)用準備好的八幅讓學生猜：A: What picture is this?B: A teacher.
A: Yes, you’re right.Can you spell it?B: Yes, T-E-A-C-H-E-R, teacher,A: Are you a teacher? B: No, I’m not. I’m a student.2.Play a game (2)把人物職業(yè)圖分給一同學（不讓其他學生看見，把圖藏在身后），代替圖的人物。請一同學上臺對話：(若學生不會，老師可先示范)A: Excuse me, are you a teacher?B: No, I’m not.A: Are you a nurse?B:Yes, I am. ( Yes, you’re right. I’m a nurse.)3.Look and say看圖對話， 圖見教材，內(nèi)容略。讓學生先同桌準備，然后同桌看圖對話。
(三) Fun house : Look and read
1.看圖理解課文2.聽錄音，跟讀對話。3.自讀對話。4.分角色讀課文。
(四) Exercises
1.聽寫單詞：boy, girl, man, woman, teacher, doctor ,nurse, student, new
2.抄寫句型： Who’s that boy? He’s Mike. He’s a student.Who’s this woman? She’s Miss Li. She’s a teacher.Are you a doctor? Yes, I am.Are you a nurse? No, I’m not.
�。ㄎ澹〩omework
1.預習 E：Read and act2.復習抄寫的句型，準備默寫。
小學英文課件 5
全英文版小學英語教案可以測試學生的英語水平，同時還可以鍛煉他們的英語閱讀速度!
Teaching Objectives:
By the end of the unit, students will be better able to
1. understand the varied parts friendship plays in ones life and be better friends themselves;
2. use about 30 new words and 10 new phrases and expressions in brief conversations, translation and preliminary writing tasks;
3. use the subjunctive mood with implied condition in real life communication;
4. read material of a similar topic and degree of difficulty;
5. Know how to write concisely by avoiding overstated, pompous words and redundant phrases.
Teaching Methods:
Audio lingual Method; Presentation; Discussion; Question-answer.
Important/Difficult Points:
New words and expressions: chat, turtle, model
Pick up, happen to, CD player, out of touch, put in perspective, betrayed confidence on the planet, get rid of, in good/bad shape
Some sentences in the text are difficult to understand, such as I was thinking about how everybody can’t be every thing to each other, but some people can be something to each other, but some people can be something to each other; Wherever, whenever, there’s that spark of recognition; They have beautiful homes filled with special handmade things presented to them by villagers in the remote areas they have visited in their extensive travels.
Teaching Procedure:
Step 1. Warming Up (30 mints)
1) Work in pairs or groups, and discuss the following questions.
1. Do you have different kinds of friends? How do you classify them?
2. What is so great about friends?
3. Under what circumstances can one lose a friend?
4. Is it possible to love and hate a friend at the same time? Give examples.
2) Ask students to skim the text for the 8 kinds of friends mentioned in the text.
Buddies/ Relative Friends/ Work Friends/ Former Friends/ Friends You Love to Hate/ Hero Friends/ New Friends
3) Introducing the main idea of the article
It is said that friends are the best gift god has given us. Now that we have eight kinds of friends from the text, what kind of happiness or benefit can each of them bring us? That’s exactly what the text is about.
Step 2. New Words and the Notes (20 mints)
Learn new words and expressions of text A
Explain some important and difficult words and expressions.
cement n. 水泥，粘合劑 v 鞏固，粘牢
nostalgic a.—nostalgia n.—nostalgically ad.
subdivision n.—subdivide v.—divide v.
inopportune a.—(opposite) opportune a.
invisible a.—(opposite) visible a.
Look at the Notes on page 116
1. Marion Wink: poet, essayist, and regular commentator on National Public Radio’s. The author made up the capitalized expressions in the text such as “Faraway Friend,” “Relative Friend,” which would make no sense at all out of context, with the latter in particular.
2. You quit doing drugs, you’re not such good friends with your dealer anymore: This is not meant to be taken seriously. Possession or sale of illegal drugs can result in long prison terms.
Step 3. Key Points (60 minutes)
1. cry on sb.’ s shoulder: get sympathy from someone when you tell them
your problems 向某人訴苦以尋求安慰(或同情)
e.g. At least she hadn’t cried on his shoulder again.
If you ever need a shoulder to cry on, just call me.
2. in return (for sth.): as payment or reward for something作為報答或回報
e.g. He is always helping people without expecting anything in return.
We offer an excellent all-round(全面的，多方面的) education to our students. In return, we expect students to work hard.
3. They hold out through innumerable crises before...: They are always
reliable(可靠的，可信信賴的) and nice when you are in difficult times even though they don’t like what you are doing...
4. While so many family relationships are tinged with guilt and
obligation:
While so many people may feel something of a sense of guilt or responsibility in dealing with family relationships...
5. Company gossip, once an infallible(絕對可靠的`) source of
entertainment, soon awkwardly accentuates the distance between you: Office chat used to be an effective way of amusement for you; however, it makes you feel uneasy since you do not work together anymore and therefore increases the feeling of distance between you.
6. Work Friends share certain memories which acquire a nostalgic glow after about a decade:
Memories of your Work friends makes you happy after ten years, so you
somehow wish that you could return to those days.
7. dead end: a street with no way out at one end or a situation from which no more progress in possible
e.g. He realized that the job at which he had been aiming all these years seemed to him to be a dead end.
He thinks they have reached an evolutionary(逐漸發(fā)展的，演變的) dead end.
8. When you feel you’ve hit a dead end, come to a confusing fork in the road, or gotten lost in some cracker-box subdivision of your life:
Whenever you feel helpless, confused or at a loss(困惑的，不知所措的) in the complicated journey of your life...
Notice that “cracker-box division” is not a general expression, but is rather made up by the author. cracker: 薄脆餅干;咸餅干
9. in possession of sth.: formal owning or having obtained something from somewhere 占有(或擁有)某物
e.g. She was found in possession of stolen goods.
How did the painting come into your possession (=how did you get it) ? 10. to death: informal used to emphasize that a feeling or emotion is very strong
be bored / scared / frightened etc. to death
She was scared to death of what might happen next.
I’ m absolutely sick to death of it (=very angry, bored, or unhappy about something) .
bore / scare / love etc. somebody to death
He drove at a speed which frightened Leonora to death. She used to worry me to death.
11. make me/you sick: spoken
a) make you feel very angry
e.g. People like you make me sick!
b) indicate a feeling of jealousy — used humorously
e.g. You make me sick with your “expenses paid” holidays!
12. Wherever, whenever, there’s that spark of recognition(認識):
When you meet a “New Friend” for the first time you instantly feel a connection with each other.
Step 4. Assignment (5 minutes)
1. Read the article repeatedly and try to remember the new words and expressions in text A
2. Finish the Study and Practice on page 118-130.
The Teaching Plan of Unit 5 What Are Friends For? (College English 2)
English Department Sun Xiaofang
小學英文課件 6
一 、教學內(nèi)容
Unit1 B: Look , read and learn;
C: Ask and answer.
二、 教學目標
1.能正確地聽、說、讀、寫詞匯 a student, a teacher, a doctor , a nurse, a boy
a girl, a man, a woman, new
2.能聽、說、讀、寫句型Who’s that_______? He’s / She’s _______. He’s/She’s a__.
三、教學重點
詞匯和句型的聽、說、讀、寫。
四、教學難點
能正確地聽、說、讀、寫詞匯
五、 課前準備
1.人物教學圖片及單詞卡片：a student, a teacher, a doctor, a nurse, a boy. a girl,
a man, a woman2 .錄音機和磁帶
六、 教學過程
�。ㄒ� ）Sing a song ：Who’s that girl?
�。ǘ� ）Review1.同桌到講臺表演準備好的對話2.同桌看圖Ask and answer: Who’s that ______? He’s/She’s____?
（ 三）Presentation and practice
1.教單詞boy, girl, man, woman的拼讀
(1) 在同桌Ask and answer 時，老師把 boy, girl, man , woman 四幅圖貼在黑板上，然后把這四個單詞卡片打亂貼在黑板上，通過play a game 學習以上四個單詞的拼寫。請學生上講臺：師問：Who’s this boy?生答： He’s _________. He’s a ________.師問：Can you spell boy?學生找出單詞卡片正確拼讀 : Yes, B-O-Y, boy. 老師給正確的'學生一紅花。(2) 用同樣的方法教girl, man, woman 的拼讀2.教單詞 doctor 和student, teacher, doctor, nurse的拼讀 (1) 出示doctor，teacher, student, nurse 圖片，讓學生找出老師所說單詞的圖。老師首先報：doctor. 這個單詞沒學過，學生通過排除的方法找出醫(yī)生。老師拿著圖領讀 doctor, 抽讀。2）出示單詞卡片：doctor, teacher, nurse, student,讓學生把卡片貼在相應的圖下面，并拼讀單詞，正確的給一紅花。
�。ㄋ� ）Play a game （鞏固所學單詞）游戲1：What’s missing?把八張單詞卡片貼在黑板上，靜聽老師說出其中七個單詞，然后老師問：What’s missing? 學生立即說出沒報的單詞。同樣的方法復習每個單詞。游戲2：Follow me.（單詞卡片貼在黑板上）全班分兩大組，1.一組的一位同學報單詞nurse, 另一組的一同學立即拼讀：N-U-R-S-E, nurse.2.一組的一位同學拼讀B-O-Y，另一組的一同學立即讀出單詞：boy.回答正確得分，否則另一組得分。最后看誰的分數(shù)高。
�。ㄎ澹┲笇С瓕懶聠卧~和句型
�。〩omework朗讀拼讀單詞,準備默寫單詞、句型。
小學英文課件 7
Teaching Aims:
Knowledge aim: students can use these words to express where the place is :behind, beside, in front of...
Ability aim: Students can use the words and sentences in real circumstances
Emotional aim: Students can enjoy the study of different weather in different places.
Teaching important and difficult points:
Important point: Students can master the pronunciation and the meaning of the new words and can master the usage of the sentence.
Difficult point: Students can use the words and sentences in real circumstances
Teaching Methods
Task based teaching method (任務型教學法)
Audio-lingual approach (聽說法)
Total physical response(全身反應法)
Situational teaching method(情景教學法)
Teaching Aids
pictures， tape recorder, PPT.
Teaching Procedures:
Step 1: warming up
Play a game: listen and do. (review the words: go straight, turn left, turn right)
Step 2: presentation
Teach : map, compass, GPS, stars and a new feature.
Show the picture about the words, and ask some questions:
Q1: If we get lost. What should we do? What can we use?
Q2: Where can we see GPS?
Q3: What can robot do?
2. Read the passage underline the words we can’t understand it and order.
gave, follow me, far, my new GPS, works
3. Read the text in group, and answer the questions.
(1) What’s Robin’s new feature?
(2) How many places did they pass by?
(3) Which word under the fourth picture means “奏效，起作用”?
4. Fill in the blanks. Then retell the story.
5. Can you read?(Tips for pronunciation)
Step 3 : Consolidation
1.Play a game: Where is it? (act a robot has GPS)
Group 1 and 2: write the name of places 1
Group 3 and 4 : write the name of places 2
Group 3: write: beside, in front of ...
E.g. : The hospital is next to the cinema
2. Do workbook
Step 4:Homework
1. Listen to the tape and read the text.
2. Use the new words make two sentences.
Blackboard design
小學英文課件 8
Unit 1 Lesson 3
Part A Let’s say, Let’s chant Part C Culture
Teaching Aims :
1. Be able to listen, say, recognize the words: apple, ant, boy, bag, Coke, coffee.
2. Be able to listen, say, read and write these three letters: A a; B b; C c
3. Through the chant review the letters of ABC, train a sense of group identity.
Focus Points & Difficult Points :
Read the letters: Big letter C, small letter c; Write down them correctly and handsomely.
Teaching Preparation:
1. Letter cards ,some word pictures, word cards: apple boy eraser ant crayon body head cake Coke coffee bag ball
2. A little blackboard with four-line format and a ball.
Designing for the blackboard:
panda beaver eagle kangaroo (pictures)
China Canada America Australia (words)
Teaching Steps:
Step1. Warm –up
1. Sing a song.
2. Free talk
T: Hello. I’m Wendy. I’m from Hangzhou.
S1: Hello! I’m ... I’m from Hangzhou,too.
T: Nice to meet you.
S: Nice to meet you, too.
T: Let’s play. Ok?
S: Great!
T: Watch out! (T throws the ball.)
S: Oh, no.
Make a similar dialogue with your partner.
Step2.Presentation.
1. 1)T : Today, we will learn letters. Do you know letters? Just as A,B,C…… They are letters. What’s the meaning of letters?
S: 字母。
T: Great! A is the first letter. ( T shows letter A.)
T: A a↗↘ S: A a↗↘
T: This is big letter A. 大寫字母A。
T: Big letter A. S: Big letter A.
T: Let’s make a big letter A. (With the hands)
Run two trains: Big letter A. (With the hands)
T: This is small letter a.
T: Small letter A S: Small letter A.
T: Look at this girl’s head. It’s a small letter a.
小a, 小a, 小翹辮。
Run two trains: Big letter A, small letter a.
2). T draws an apple: What’s this?
S: It’s an apple.
T draws an ant beside the apple: What’s this?
S: It’s an ant.
T: A for ant, / /,/ /, / /.
A for apple, / /, / /, / /.
2. Teach B b, C c like above.
Pay attention to the pronunciation of c.
Use right hand to make a c.
B for boy, /b/,/b/,/b/.
B for bag, /b/,/b/,/b/.
C for Coke, /k/,/k/,/k/.
C for coffee, /k/,/k/,/k/.
Step 3. Practise.
1. Game: Find out the letters we’ve just learned.
apple boy eraser ant crayon body head cake Coke coffee bag
ball
Read as: apple, No.1 small letter a.
2.1) T: You’re so smart. You can read them. Now, let’s write them down.
Look at the blackboard.
T: First, let’s write down big letter A. One, two, three. Now, Let’s try together. Show me your finger.
S: My finger.
T& Ss: One, two, three.
T teaches the writing of small letter a.
2) T: Everyone has his home. Where is A’s home?
Here it is. (T points at the four-line format.)
T: This is letter’s home. This is the first floor. Then the second floor and the third floor. Big letters A lives in the second and third floor.
Let’s write down it. Show me your finger.
S: My finger.
T & Ss: One, two, three.
T teaches the writing of small letter a in the four-line format.
Write them on your exercise book.
Teach the writing of Bb, Cc.
3. Lets chant.
1) Read after T.
2) Say with the tape.
3) Say by yourself.
4. Culture.
T writes down:3.8
T: March 8th is Women’s Day.
Yeah，婦女節(jié)。
T: On that day, you should say “Happy Women’s Day” to your mother.
You also can pour a cup of tea, then say “ Have some tea, mom.”
T&S act like mother and son/ daughter.
S: Ding dong.
T: Come in, please.
S: Happy Women’s Day!
T: Thank you.
S: Mom, sit down , please.
Have some tea.
T: Thank you. My dear daughter.
Step4. Assessment.
1).Complete the writing of letters and exercise on the activity book.
2) Make letter cards of ABC.
Think it over:
小學英文課件 9
教學目標：
理解和認讀單詞：teacher, student, classmate,學會“hi, hello”等基本問候語以及“i’m …”句型來介紹自己的名字以及學會認識新的小朋友；如果允許，拓展其他的問候語，例如：nice to meet you./ how are you？等等。
教學準備：多媒體課件ppt、人物頭飾、布偶等等。
教學活動：
1. 英語兒歌視頻《hello》
2. 角色扮演：聞聲傳寶:hello
3. 小小外交官：貼紙
教學過程：
1. warm-up
a.greeting教師與小朋友打招呼，進行日常問候。導入新知。
t： hello, boys and girls. i’m annie. and i’m your english teacher.
can you say “hello” to me ?
ss:hello, annie.
t:very good! you are so kind!
t :give me five.
b. 教師與小朋友進行熱身小活動。
a. “annie says” stand up/ sit down/ turn around...
b. clap your hands
2. presentation
a.教唱呈現(xiàn)。教師通過播放相關的兒歌視頻，鼓勵小朋友隨著音樂一起拍手，并且教唱，呈現(xiàn)本節(jié)課的內(nèi)容。
t:now, let’s begin our new class.
firstly, let’s enjoy a new song and try to sing it together. ok?
(play the video twice and lead the children to clap their hands together.)
ss:ok!
b.角色對話。教師讓助教帶上人物頭飾（sarah），然后像小朋友展示“hello”對話。設置情景，我們有一個新朋友來訪。
t:hello. i’m annie.
ta:hello. i’m sarah.
t:well. nice to meet you.
ta:nice to meet you, too.
c.對話操練。接著教師帶上另外一個人物頭飾（mike）嘗試與小朋友進行對話，表現(xiàn)好的小朋友獎勵小貼紙。
t:hello./ hi.
s1:hello./ hi.
t:i’m mike. and you?
what’s your name?
s1:i’m ....
t:very good. nice to meet you.
s1:nice to meet you, too.
t:hello. i’m mike.
s2:hello. i’m ...
t:hello. i’m mike.
s3:hello. i’m...
3. practice.
a.教師播放hello兒歌，然后用一個小布偶作為道具，隨著音樂的響起，小朋友們一個挨著一個地傳遞布偶，音樂停止時，布偶停止傳遞，此時手里正拿著布偶的小朋友要進行hello對話，表現(xiàn)好的小朋友獎勵貼紙。
t:pass the doll, please.
when the music stops and the doll is in your hand.
you should stand up and say hello to all of us. understand?
ss: yes.
t:fine, here we go.
b.小小外交官游戲。
教師給每位小朋友5張小貼紙，然后小朋友通過互相進行問候和打招呼來認識新朋友，如果小朋友愿意與他的'新伙伴做朋友就送他/她一張貼紙，最后看誰交的新朋友最多，得到的貼紙最多，誰就是最棒的外交官。
t： boys and girls.do you want to make some new friends?
you can go towards your new friends and say hello to them.
if they would like to make friends with you, they will give you some pics.
4. consolidation. 教師進行小結和鞏固。
a.sing “hello” song together.
b.introduce myself.
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