每个教案都经过反复雕琢，以确保教学效果最佳，我们可以根据教案提前准备教学所需的材料和资源，以下是述职范文网小编精心为您推荐的脚的英语教案最新5篇，供大家参考。
脚的英语教案篇1
教学目标
1.学会词汇learnt these dancer
2.能听懂会说unit 1这篇对话。
3.学习目标语句：did your grandma learn english? yes, she did. /no, she didn’t.
4.能口头运用did your grandma learn english?这类语句询问过去的行为，并能口头运用yes, she did./no, she didn’t.回答。
教学重点：学会词汇learnt these dancer
教学难点：运用目标语句she danced in lots of chinese cities .did she learn any foreign languages? yes, she did. /no, she didn’t. he was a dancer .谈论过去。
教学过程：
step1.预习检测
根据所给单词，补全句子。
1. sam wasxxxxthen.now he isxxxxx.(short tall)
2. my motherxxx xxxxxxthen.now shexxx xxx.(old young)
step2.合作探究，学习课文。
1.听课文录音，理解课文大意。
2.小组内学习课文。
3.师解决疑惑。
4.学生自己读课文，找出下面问题的答案。
who are they ?
why is she wearing these clothes?
did she learn english?
step3.巩固练习
完成课本第三部分。
脚的英语教案篇2
教学目标：
1.知识目标
(1)能听说认读“四会”单词“cat, dog, duck, monkey, rabbit, cat, panda”。
(2)能听懂指令，并根据指令做相应的动作。
2.能力目标
(1)能在实际生活中运用英语表达熟悉和喜爱的动物。
(2)培养学生根据情景正确运用语言的能力。
3.情感态度目标
(1)在活动中培养学生的协作精神。
(2)培养学生认真、积极、大胆的学习态度。
(3)培养学生爱护和保护动物的情感。
重点难点：
“四会”单词的正确发音与在实际生活中的运用。
课前准备：
有关教学课件，动物头饰，小火车图片，小红旗，大萝卜模型。
教学步骤：
step 1: warm-up
a. sing a song: "teddy bear"设计意图：课前唱英文歌曲，教师和学生一起演唱并配上相应的动作，用表情、动作、眼神和学生交流，使学生情绪兴奋，快速进入“角色”，全身心地准备学习的开始。
b. free talk.设计意图：师生间的日常会话交流，培养学生用英语思维，用英语交际的能力。
c. today we are going to learn some new words. look, here comes a train(教师手拿一列小火车介绍).
there are some numbers on it(手势指向各小组)。
number 1 is for group 1; number 2 is for group 2; number 3 is for group 3; number 4 is for group
4.(教师拿出一面小红旗)if you do very well, you can get a red flag for your group. let's see which group is the best. ok?(教师以手势鼓动学生回答：ok.)
设计意图：小学生好胜心强，从开始就把竞争机制引入课堂，并贯穿于整堂课，大大激发了学生的学习兴趣，有利于学生完全投入到课堂活动中来。
step 2: presentation (课件展示动物园情景图)
t: boys and girls, today we have some animal friends. they are from england. do you want to know them?
ss: yes. t: remember. you should say english to them because they are from england. look, they are coming.
(教师手指向门口，事先安排好的学生戴着兔子的头饰，一蹦一跳进教室)
s: hello, i'm rabbit.
t: oh, this is miss rabbit(注意吐词清晰，重读强调)。
let's welcome her.(鼓掌)
ss: (鼓掌)welcome, rabbit.
t: let's make a friend with rabbit.
s1: hello, rabbit.
s2: nice to meet you, rabbit.
s3: hi, rabbit.
… t: look, mr. dog is coming.
(teacher uses the same way to teach other words.)
设计意图：首先以动物园情景图的展示使学生对此课的学习内容有个整体了解。以“外国动物小朋友来访”的特殊情景来导入新课，呈现生词，形式新颖，调动了学生的好奇心，同时让学生通过与他们交朋友，既复习了问候语，又让学生在与学生的问候中，自然地说出这些动物名称。
step 3: practise
1.(课件展示动物在开party的场面)
t: boys and girls, our new friends are very happy, so they are having a party in our classroom. let's see who will come to our party? who will be the first one?
设计意图：以“外国动物小朋友”这一线索贯穿于整个课堂，使课堂设计显得很完整.同时又把学生的思路从遥远的英国动物园拉到现实的课堂中来，并和教材的部分相呼应，有利于学生的理解与记忆。
2.听音辩物：课件播发各种动物的声音，学生通过声音来判断，并说出动物的名称。
设计意图：此部分通过各种动物的声音，给学生听觉感受，使学生全方位的感知与理解，并对所学新词进行了操练。
3.a game: what's missing?(火眼金睛)
出示单词卡片，安排学生说出哪种动物消失了。通过趣味操练加强学生对单词的识记。
设计意图：运用游戏来复习单词可以避免单调，枯燥的朗读，可以大大地调动学生的积极性，激发他们的参与热情，从而提高学习效果。
4. a play:小白兔，拔萝卜
(教师戴着rabbit的头饰示范)
t: “it's a nice day. the rabbit goes out .(看到萝卜模型)
wow, what a big turnip!oh, it's so big! i like it.”(并做拔萝卜状)
“one, two, three... oh, no! who can help me?”教师引导学生说：“dog, dog, help me!”(戴小狗头饰的同学“汪汪”地上台，搭着兔子的肩说) “one, two, three... oh, no!。。.”
所学动物全部上场，合力终于成功拔萝卜。
设计意图：学生在真实的情景中，通过亲身体验参与，在操练巩固新知的同时又培养了学生团结合作的精神，将“众人拾柴火焰高”的思想从小植根于孩子们的心田。
step 4: extension/consolidation
1. let's do.
a. play the tape. ss just listen, and point the sentence in the book.
b. play the tape again and ss repeat and do the action.
c. teacher gives some commands and ss do the actions.
t: act like a monkey, act like...
设计意图：小学生的学习兴趣短暂。tpr全身运动反应法能调动学生的感官，让学生在听听做做中巩固了新知。
2. play a game:幸运搭档
两人一组，一人做动作，一人猜动物名称。
设计意图：将幸运52栏目的形式搬到英语课堂上来，新颖而有趣。小组合作，小组竞赛将课堂气氛推向x。
step 5: assessment
t: today we have learned some new words. we know names of many cute animals. we can make good friends with them. now let's see which group is the best. let's count the red flags together.
t, ss: one two three...
(教师带领学生一起数小组的小红旗，并评出小组)
t: i think in this class you did a very good job. let's give him a big hand.(鼓掌)
(课件展示动物图片)
t: let's say goodbye to our new friends. ss: goodbye, monkey. goodbye, duck...
设计意图：小红旗的数量让学生体验成功带来的喜悦.最后让学生对动物朋友告别起到了化龙点睛的作用，同时使“外国动物小朋友”这一线索完美收场
脚的英语教案篇3
step i.revision
check the homework with the whole class.
step ii. warming up
ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.
t: today, before we begin our reading, i’d like to ask you a question, “what is the biggest sound you have heard in your life?”
s1: the sound of wind that blew in a winter night when i was very young. it sounded like a ghost who was howling. i was very frightened at that time.
s2: the biggest noise was the one that i heard when my neighbor was quarrelling with his wife. perhaps, they broke their tv set.
t: that’s too terrible.
s3: the noise when planes take off.
s4: the sound of trains.
t: good! i agree that all of them are big sound. but did you once heard the sound that the heaven falls and the earth cracks, in chinese it is 天崩地裂?
ss: no, we have no chance to hear that.
t: if there is a sound like this, what is it?
s5: when someone hears something unexpected and terrible. for example, when one of his loved families dies, he will feel this sound.
t: terrific! you are using a literary way to express the sound.
s6: when an earthquake happens.
t: great! i have waited for this answer for a long time. today we’ll learn something about earthquakes. i think most of us have heard of earthquakes. can you imagine how terrible it is ?
s7: the earth is shaking . all the buildings will fall down.
s8: many people will die. and perhaps many children will lose their parents.
t: yeah, earthquakes are disasters to everybody. now look at the two pictures of tangshan and san francisco. can you describe what you see in the pictures?
s1: tangshan is a beautiful city. it has beautiful gardens, broad roads and some tall buildings.
s2: from the picture of san francisco,i can see that it is a very big city. there are many tall buildings thickly standing on the earth. i think the population of the city is very large.
t: good! what will happen if there has been a big earthquake in these two cities? work in pairs and discuss it. then i’ll ask so me of you to show your opinion.
step iii.pre-reading
there are two questions in this part. both are very interesting. the first one c
an more or less reveal the students’ values; while the second one can enlarge their imagination. no matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.
t: now, let’s look at the pictures. what are the predictions of an earthquake?
s1: before an earthquake animals will become nervous. cows, pigs, horses and dogs will be upset. and people can see mice running about. if the earthquake happens during winter, people can even see snakes.
t: terrific! where did you get this knowledge?
s1: from geography. i like it.
t: good. sit down please.
s2: madam, i don’t know the meaning of the picture with two women.
t: it doesn’t matter. you will know it soon after reading our text. ok. imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?
s3: i’ll take all my money. people can’t live without money.
s4: i will take as much water as possible. because it is said that people can keep alive for nearly 7 days by drinking without any food
s5: in that case, i’d rather take some apples, so that besides drinking, i can also eat.
s6: i will carry my grandma. she is my most loved person in this world. she brought me up.
t: what a dutiful child you are! i’m very glad to hear that. sit down please! it seems that all of you know what you should do during an earthquake. ok. let’s read our text, and see what it tells us.
step iv.reading
in this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage. ask them to pay attention to the first sentence of each paragraph. this can help them finish exercise3 in comprehention. it is about the main idea of each paragraph. then ask them to read the text again carefully to obtain some details. before reading for the second time, show some questions on the screen, and let the students read the questions first. these questions can guide them to have a good understanding about the text. they can also make preparations for exs1-2,which are about details.
skimming
t: at first i’d like to read the text quickly to get the general idea of the article. while reading, you should pay attention to the sentence of each paragraph.
t: have you got the general idea of the text?
ss: yes.
t: what is it?
s1: there is no quick answer to this question . are you suggesting us that the general idea is the mixture of the first sentences of each paragraph?
t: sure.
s1:ok. that’s easy. the main idea of the passage is some signs of the earthquake, and what would happen during the quake.
t: good, sit down please. in fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (teacher writes the word on the blackboard ) do you understand the meaning of the word?
ss: no.
t: sequence means the order of the events. it can tell us which event happens first, and which happens later. do you know the sequence that is used in our text?
s3: yes. at first, the text tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things that happened after the earthquake.
t: quite right! now please look at the screen, these are the first sentences of each paragraph. read them and think if they are the main idea of the text. if necessary, you may make some changes to make more exact.
teacher shows the screen and gives a little time to think it over.
1.strange things were happening in the countryside in the northeast hebei.
2.the disaster happened and caused a lot of loss.
3. all hope was not lost.
careful reading
t: now, it’s time for us to read the text carefully. but before reading, you should read some questions first. these questions may help you get some information quickly and easily. now look at the screen, and read the questions.
show on the screen
1.what natural signs of a coming disaster were there?
2.can you think of some reasons why these signs weren’t noticed?
3.what events probably made the disaster worse?
4.what situations probably made the disaster worse?
5.how were the survivors held?
step v. extension
show the questions on the screen.
1.from whose point of view are events described? how do you know?
2.what is the mood of this passage? how is it created?
3.why do you think the writer chooses to express his feelings about the quake rather than simply reporting what had happened?
4.why is the title a night the earth didn’t sleep?
5.what does the sentence “slowly, the city began to breathe again.” mean?
answers:
1. he uses third-person to describe the quake. his description is very objective. for example, the second sentence in the third paragraph. the writer says: “everywhere they looked nearly everything was destroyed.” the writer uses they instead of we.
2.the mood is serious and a bit sad. it is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed.
3.although the writer was not there, he felt sad for the people of tangshan. he knows that some personal feelings will make the reading more interesting.
4.i think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. but that night everything changed. the writer uses a night the earth didn’t sleep as a title to show how terrible and how unusual the night was.
5.here we can see that the writer compared the city to a person who suffered a lot in the disaster. he felt her pain, and he worried about her. so when he said that people came to help her, we can feel his feelings to the city. the city will not die, she has hope and she can recover from the pain.
step vi comprehending
answers to e_1-3
1.1. c 2. e 3.b 4.d 5.a
2.1. the walls of the villages wells had cracks in them.
2 .roads got huge cracks
3. brick buildings were destroyed.
4. the army helped the survivors.
5. shelters were put up for those with no homes.
3.1. strange things were happening in the countryside in northeast hebei..
1.the disaster happened and caused a lot of loss.
2.all hope was not lost.
脚的英语教案篇4
一、教学内容
1．词汇(略)。
2．句型：what time does he/she get up?
3．日常交际用语：学习描写日常活动的用语。
二、教具
录音机、图片，或者多媒体动画课件jim’s day。
三、课堂教学设计
脚的英语教案篇5
一、活动目标
1、幼儿能够用英文和他人进行基本情景对话；
2、感受情景游戏中英文对话的乐趣。
二、活动准备
桌子一张，椅子五把，水果蔬菜模型若干个，食物卡片
三、活动过程
1、roy 带着新朋友到eason家做客
roy：叮咚......
eason(打开门)：good morning,everyone!
kids:good morning!
eason： come in ,please！
eason带着大家来到客厅——
eason:how are you,roy?
roy:i’m fine,thank you!and you?
eason:welcome to my home.i’m eason,i’m six.
lena:hello, eason,i’m lena,i’m five.
lucy:hello, eason,i’m lucy,i’m six,too
eric:hello, eason,i’m eric,i’m five.
eason:sit down,please!
eason去厨房拿准备好的水果模型和卡片，放在桌子上
eason：what do you want,roy?
roy:i want some noodles.
eason拿起面条的卡片给roy
eason：here you are!
roy:thank you!
roy: what do you like ,lucy?
lucy:i like pear
roy:a pear for you!
lucy:thank you!
eason:what do you want,lena?
lena:i want some dumplings.
eason拿起面条的卡片给lena
lena:thank you!
lucy: what do you like ,eric?
eric:i like potato
lucy:here you are!
eric:thank you!
大家一起拿着各自喜爱的东西在吃......
2、这时候，大家都吃得差不多的时候，eason拿出了mummy买的动物头饰，要和大家一起做游戏
eason：ok.look!mummy 买了好多小动物的头饰给我，let’s play games .ok?
kids:ok!
roy:我要当tiger.
lucy:我要当bear
lena:我要当lion
eric:我要当pig
小朋友们都各自带上小动物头饰，站成一排，由eason来说：this is a tiger,this is a lion,this is a bear,this is a pig
ok,现在各自扮演的动物都表演一段who say.......
儿歌“who says”各自表演......
3、表演结束
lucy:i want to wash my hands...
eason:ok!(带着lucy去洗手)
eric：look！i can hop!
kids:very very good good!
lena:i can draw...(模拟画画动作)
eason：do you like football?baskeball?bowling?pingpong?
kids:yes, we do....
eason 拿出各个体育用品卡片送给大家，作为今天大家来做客的礼物....
eason：ok,good bye!everyone!
kids:see you tommorrow,eason。
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