全英小学英语教案设计【推荐4篇】

全英小学英语教案设计 篇一

Title: Teaching Vocabulary through Fun Games

Objective: By the end of the lesson, students will be able to recognize and use new vocabulary words related to animals.

Level: Elementary

Duration: 45 minutes

Materials: Flashcards with pictures of animals, a whiteboard or blackboard, markers, small pieces of paper.

Procedure:

1. Warm-up (5 minutes)

- Greet the students and ask how they are doing.

- Review the names of some animals learned in the previous lesson by showing flashcards and asking students to name the animal.

2. Introduction (10 minutes)

- Show flashcards of new animals and elicit the names from the students.

- Write the animal names on the board and introduce their characteristics, such as "fast", "big", or "small".

3. Vocabulary Game (15 minutes)

- Divide the class into two teams.

- Give each team a set of animal flashcards.

- Call out a characteristic, such as "fast", and the teams should race to find the animal flashcard that matches the characteristic.

- The team that finds the correct flashcard first gets a point.

- Repeat the game with different characteristics.

4. Practice (10 minutes)

- Give each student a small piece of paper and ask them to write the name of an animal they like.

- Collect the papers and distribute them randomly to the students.

- In pairs, students should take turns describing the animal on their paper without saying the name.

- The partner should guess the animal based on the description.

5. Review and Wrap-up (5 minutes)

- Recap the new animal vocabulary by showing flashcards again.

- Ask students to share their favorite animal from the game and briefly explain why they like it.

Assessment: Observe students' participation during the vocabulary game and their ability to describe an animal without using its name during the practice activity.

Extension: Students can create their own flashcards with pictures of animals and play the vocabulary game in pairs or small groups during free time.

全英小学英语教案设计 篇二

Title: Exploring Different Cultures through Traditional Foods

Objective: By the end of the lesson, students will be able to identify and describe traditional foods from different cultures.

Level: Elementary

Duration: 60 minutes

Materials: Pictures or real samples of traditional foods from different cultures, a world map, markers, a whiteboard or blackboard.

Procedure:

1. Warm-up (5 minutes)

- Greet the students and ask how they are doing.

- Show pictures or samples of different foods and ask students if they recognize them or have tried them before.

2. Introduction (10 minutes)

- Show a world map and point out different countries.

- Explain that each country has its own traditional foods that are unique to their culture.

- Ask students if they can name any traditional foods from different countries.

3. Food Tasting (20 minutes)

- Prepare small portions of traditional foods from different cultures.

- Distribute the samples to the students and encourage them to try each one.

- Ask students to describe the taste, texture, and any other observations they have about the food.

- Write down their descriptions on the board.

4. Group Activity (15 minutes)

- Divide the class into small groups and assign each group a country.

- Give each group markers and a large piece of paper.

- In their groups, students should research and draw pictures of traditional foods from their assigned country.

- After they finish, have each group present their findings to the class.

5. Reflection (10 minutes)

- Ask students to reflect on their experience tasting different foods from different cultures.

- Discuss how food can be a way to learn about different countries and their traditions.

6. Wrap-up (5 minutes)

- Thank the students for their participation and encourage them to be open-minded when trying new foods.

Assessment: Observe students' participation during the food tasting activity and their ability to describe the taste and texture of the different foods. Additionally, assess their engagement and contribution during the group activity.

Extension: Students can create a mini cookbook with traditional recipes from different cultures, including pictures and descriptions of the foods. They can share their cookbooks with their classmates or even organize a multicultural food fair where they can showcase and taste traditional dishes from various countries.

全英小学英语教案设计 篇三

　　Hello dear teachers and judges, today I’m going to talk about how to teach some words and sentences using clothes as an example .

　　Part One Analysis of the Teaching Material

　　I. STATUS AND FUNCTION

　　From this lesson, the students will learn how to describe other’s clothes. The useful expression_rs and words can be used to describe others more freely and vividly. Therefore this lesson is an important portion of the teaching material.

　　Such a topic is related to daily life, so it is helpful to raise the learning interests of students and it will also help to improve their spoken English.

　　II .ANALYSIS OF THE STUDENTS

　　The Ss in Grade four have learned English for several years, but they still lack some learning strategies and their vocabularies are limited.

　　III.TEACHING AIMS AND DEMANDS

　　The teaching aim is established according to the New Curriculum of Primary School English.

Knowledge objects

　　(1) To enable the students to understand and speak five new words and two sentence patterns: wear, shirt, T-shirt, dress, skirt. He’s wearing a? She’s wearing a?

　　(2) To be able to describe someone else more freely.

　　(3) To enlarge the Ss’ vocabulary.

　　2. Ability objects

　　(1) To develop the Ss’ speaking strategy.

　　(2)To develop the Ss’ vocabulary strategy. (word guessing etc.)

　　(3) To encourage the students cooperation amongst in their studies.

　　3.Moral objects

　　To arouse the students’ interest of learning English and to have them participate actively in

　　language communication. To stimulate the students’ creativity .

　　IV.TEACHING KEY AND DIFFICULT POINTS

　　The teaching key and difficult points are based on the aims and demands.

　　TEACHING KEY POINTS :

　　To grasp the five new words and two sentence

　　patterns.

　　TEACHING DIFFICULTIES

　　1.Improve Ss’s speaking ability to describe others more freely

　　2. Develop their lateral thinking through games . V.TEACHING AIDS

　　A Computer

　　PART 2 Teaching Methods

　　1. Student-centered teaching

　　2. Task-based learning

　　3.Communication through learning

　　PART 3 Studying Ways

　　Activity-based learning(inpidual work; pair work; group work; class work)

　　Problem Analysis

　　Teaching which appeals to learners’ needs can facilitate learning . It is necessary to investigate why the students were showing less and less interested , and devoting less and less effort. So interviews were held and questionnaires were issued. It is found that:

　　a. Those poor learners report that , due to their lack of practice. They can’t complete sentences.

　　b. Some students report that they are afraid of being laughed at by other students.

　　c. Quite a number of students report that they are afraid of being criticized and thus withdraw from classroom activities.

　　d. Some students aren’t interested in practicing speaking .

　　Possible Solutions

　　Taking the above factors into consideration, the following solutions were proposed:

　　a. Employing interesting role work to help the students understand and learn new knowledge.

　　b. Organizing interesting activities to motivate the students to speak more English in the oral lesson. Make the students have to speak so that they would be interested in speaking English .

　　d. Encouraging the students to speak.

　　4. Project objective

　　Part Four Teaching Procedure

　　Step 1 warm up

　　to arouse Ss’ interest ,play a “colour song” on the computer, let the students become familiar with the phrase “ Who’s wearing?”

　　Step 2 Lead-in

　　To introduce the new words and sentences ,I create a situation here, Sam and Amy are Australian children , they decide to buy some summer clothes because it’s getting hotter in their county. What will they buy?

　　(purpose: To present the new words and increase students geographical knowledge at the same time)

　　Step 3 practice

　　After presentating the new words, the students need some activities to practice them. Students greatly welcome games. They can create a cheerful and

　　light-hearted environment and arouse students’

　　interest in learning English. Games are considered one of the most effective ways to improve efficiency in language learning. So in this part, I will use a power point I prepared to play some games with the students:

　　1. Let them try to memorize how many models are wearing a T- shirt/ shirt/ dress/skirt? 2

　　2. How many models they can introduce by using the sentence in a limit time: He’s wearing a ?/She’s wearing a?

　　3. And the third game is to try to answer some questions according to the shadow pictures.

　　4. Step 4 extension

　　(to develop their creativity and speaking ability) Organize Ss into groups of four and discuss “ how can you help them to find “the missing person

　　（situation: a little child is lost in a shopping mall and he/she is trying to find his parent）

　　Step 8 Homework

　　Design a T-shirt , or some other clothes that you like.

　　Blackboard Design

　　Topic sentences and key words are written to help Ss know the main content of this class.

　　篇二：

全英小学英语教案设计 篇四

　　Good afternoon , Ladies and Gentlemen !

　　My name is Wu Dan . I come from Yu Hong Primary School .I am very glad to be

　　standing here and talking about Lesson 10 ,which is from Fun with English Book 3 Unit 2 . My teaching report includes four parts .

　　Part 1 To analyze the book

　　1.There are 3 units in Book 3 . This is Lesson 10 . The central item is how to master another sentence to express “ What’s the time ? ” and how to buy something. Using

　　“ What’s the time ? ” hungry , cakes, bread and so on . We’ll study and drill the sentences and the word ’s pronunciation .

　　2. According to the teaching outline and combining the students ’ situation , I make the teaching aims of this lesson as follows .

　　a .The first is the aim of knowledge .

　　It’s to learn and master two sentences. What time is it? I am hungry and then using them to express the time and go shopping fluently and freely

　　b. The second is the aim of abilities

　　The creative spirit is quite important to the students. So I will pay much attention to train it in my class. Otherwise. I will try to train the students listening, speaking, reading and writing abilities, Mainly improve their communicative abilities and encourage them to speak more English.

　　C. The third is the aim of emotion

　　Make the students have successful feeling and achievement. And make them be in English study.

　　3.Important points

　　The first is to master and use the two sentences. What time is it? I’m hungry. The second is to master the usage of the words hungry, cakes and bread.

　　4.Difficult points.

　　It’s the pronunciation of the two words. hungry, cakes, and how to use them fluently and freely .

　　Part 2 . Teaching and learning methods

　　Make the students take part in class . Ask and answer in pairs and groups . I’ll use

　　communicative method , discussing method and seeing and hearing method to teach this lesson .

　　Part 3 . Teaching aids .

　　In order to interest the students . I’ll use a clock , recorder , cards and some food as my teaching aids .

　　Part 4 . Teaching procedure .

　　Step 1 Revision

　　Before my class , I’ll get the students to sing an English song to keep themselves relax . Then I’ll use a clock to act it . What’s the time ? What’s the time ? It’s eight o’clock . I’ll show three numbers . When the students answer It’s ten o’clock . I’ll say : It’s ten . Today we’ll learn Lesson Ten . Then I'll put the clock on the blackboard .

　　Step 2 Presentation and drill

　　First I’ll point to the clock and ask , what time is it ? Students answer It’s ten . Then I go on moving the hands and ask .What time is it ?Students answer quickly .

　　Second I’ll drill the sentences What time is it ? It’s ----- .pairs in pairs or row by row .

　　Third When the students answer It’s 12:00 o’clock . I’ll point to my stomach and say .Oh I’m hungry .and I’ll eat a cake . Then I’ll go on saying I’m hungry .and I’ll eat another cake . I’ll act it four or five times . Then I ask a student to act it . I’m hungry , too . I’ll say two cakes , please .and the sentences .I’m hungry . Two cakes ,please.

　　Forth :Listen to the dialogue and

answer my questions.

　　1.What time is it?

　　2.How many cakes?

　　Step 3 Consolidation

　　I’ll train the creative spirit of the students.

　　I’ll give them three please. To act the dialogue freely .First at the 219 Park,second fruit shop Third department store.

　　Step4.Homework

　　Encourage my student to the market to buy something with his friends or parent.