小学英语语法全英教案
【篇一：全英文英语教案模板】
lesson plan
nsefc module2 unit reading in teacher:
period：period1 type：reading
duration: 45minutes
teaching ideology
the current theory view reading as a interactive process which involves not only the printed page but also the reader’s old knowledge of the language in general, the world and the text types. in the reading process, these factors interact with each other and compensate for each other. based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. the three stages are pre-reading, while-reading and post-reading.
teaching material and learning condition
the analysis of teaching material
the teaching material is the reading part from nsefc module2 unit. the topic of this unit is . this passage mainly introduces the passage consists of paragraphs. the first paragraph is a general introduction of the . para.2 to para.4 introduces . the last paragraph tells about . the topic is not new to the ss. but there is some new words and phases in the passage.
the analysis of learning condition
the students are from grade1 in senior high school. as high school students, they have achieved certain english level and they have the ability to get the basic idea of the reading. since they are in grade1, they are easily activated and want to air their own opinions on the topic. they are familiar with the topic of and know some. but they may not know before. moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.
learning objectives
1. language skills
? at the beginning of the class, ss can predict the content of the passage based on the title. ? ss can scan the passage and find out the specific information such as the person related with
? ss can summarize the passage with the help of the clues of the passage.
2. language knowledge
? ss can master the key words and phrases of the passage as follows, . ? ss can learn , especially
3. affects
? ss will realize that and they will concern themselves with the issue of
4. cultural awareness
? ss will broaden their minds by knowing something about
5. learning strategies
? ss will cultivate their ability individual learning and cooperative learning by doing some
activities independently and some in groups.
? ss will communicate with each other in english while doing the group work.
language difficulties
focuses and anticipated
language focuses
this is a reading period so the focus is to cultivate the students’ reading skills. the many activities are designed to help ss to train their reading skills, such as predicting, skimming, scanning and summarizing.
it is also important for the ss to master the new words and phrases.
anticipated difficulties
as the ss have a limited vocabulary, so they may have some difficulties in understanding the passage. so the teacher will help them learn the new words and phrases.
ss may did not heard before, so the teacher will tell them some background knowledge about it.
teaching method
three-stage model: based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language
efficiency in general and reading strategies. the three stages are pre-reading, while-reading and post-reading.
teaching aids
multimedia devices and ppt documents: in order to help ss to fully understand the whole passage, i adopt multimedia devices and ppt documents to bring the real-life situation into the classroom.
teaching procedures
step1. lead-in (6min)
activity1. greetings and free-talking (2min)
t leads into the topic by asking ss some they know. ss tell the name of the they know freely.
t: hello boys and girls. (ss say hello to the teacher.)
t: when we say , what appears in your minds? (ss tell the things appear in their minds freely.) t: what are the ? (ss tell some names of .)
activity2. picture-talking (4min)
t shows some pictures about the in china and abroad. after seeing the pictures, ss are expected to tell the similarities of them.
t: just now, you talk about some in china. now, let’s see some pictures of some . (t shows the pictures and ss see them carefully.)
t: what do the have in common？for example, they are very precious. what are your opinions?
(t gives them some hints and ss tell the characteristics of )
[aims]
? in this step, t first leads in the topic by talking with the ss freely about the which
is familiar to them and then ss see some pictures and tell the characteristics. these two activities aim to arouse the ss’ interests in the topic and activate their old knowledge of . then ss will be mentally prepared for the reading comprehension. what’s more,
when they are talking about the charateristics of, they will realize that theare rare and precious and they will concern themselves with the issue of .
step2. pre-reading (3min)
activity1. knowing something about (1min)
t gives a brief introduction of the. ss will know the t: today, we are going to learn . it is . do you know what is? (t shows some pictures ofand ss get to know the .)
activity2. predicting (2min)
t asks ss to read the title of the passage and then ask them some questions. ss will predict the content of the passage with the help of the title.
t: please look at the title “”, what does “” mean?
(if the ss can not give the answer, then t explain it.)
t: in search means that people are looking for it. why are people looking for it? can you guess? what will the passage talk about?
(ss predict the content, but t will not give the answer here.)
[aims]
in this step, the ss first know some information of the ; the background information will make it easier for the ss to understand the passage. then t asks ss to make predictions about the passage. it aims to help ss develop the reading skills of predicting.
step3. while-reading (22min)
activity1. skimming (4min)
ss skim the whole passage and find out and check their predictions. t: why are people still ? here is a multiple choice for you.
activity2. scanning (3min)
t presents several true or false statements and asks the ss to scan the passage and judge the right from the wrong.
(keys: Ｆ，Ｆ，Ｔ，Ｔ，Ｆ)
activity3 close-reading (15min)
t designs various kinds of activities and ss do the activities to fully understand the passage. para.1
t: please read para.1 carefully and then take some note about the .
para.2-4
please read para.2-4 carefully and then find out the removal of the room.
please read para.2-4 carefully and then find out the person related with the amber room and the things them down with it. para.5
please read para.5 carefully and then find out the the rebuilding of the amber room.
【篇二：小学三年级英语教学设计(全英文版)】
say open your books.
point to the page“welcome to english”.
what’s your known?
listen and learn an english song:
teaching aims of unit 1:
1. grasp the new words: pencil-box eraser pencil book
ruler bag crayon pen sharpener
2. grasp the main sentences: hello! i’m?./ hi! i’m?.
what’s your name? my name is?.
goodbye./ bye. /see you.
and get the students to use these sentences to communicate with each other.
3. grasp the tpr activities in the part of “let’s do”.
try to say these phrases and respond the actions correctly.
5. learn to the part of “let’s chant”. understand the meaning of the chant and try to grasp the patterns “i have?.” and “ me too”.
7. enable the students to understand the story in the part of “story time”. try to read and retell the story.
lesson 1: a: let’s talk let’s play
lesson 2: a: let’s learnlet’s do
lesson 3: a: let’s makec: culturelet’s sing
lesson 4: b: let’s talk let’s play
lesson 5: b: let’s learnl
et’s do let’s sing
lesson 6: b: let’s check let’s chantc: story time
lesson 1
teaching aims:
1.try to make a self-introduction with the pattern “ i’m?”.
2.learn to use hello, hi, goodbye and bye to communicate with others.
3.learn to sing a song: hello
preparation: recorder and tape.
steps:
(1). warm-up listen to the song: hello.
(2). presentation
a. teacher shows and introduces a new friend: a bear. “hello. i’m teddy. you
can call me teddy bear. ” goes to the pupils seat and greets to them, shake
the hands.
b. ask pupils to practice this dialogue and later ask some pairs come to the
front to act.
(3). presentation
a. listen to the song: hello and pass a toy. if a child get the toy when the
song is stopping, he(she) say: hello(hi)! i’m?
b. some children who haven’t got the toy stand up and introduce himself(herself):
hello(hi)! i’m?
(4). practice
teacher change the voice and make up like wear a pair of glasses. then teacher goes with teddy bear into the classroom, greets to one pupil with the dialogue above, and at last adds up a sentence: goodbye! practice and act the conversation in groups. then asks some groups to act it.
(5). add-activities
a. listen and read after the tape, imitate the tape.
b. find a group of friends to make the conversation.
lesson 2
teaching aims:
1. grasp the new words: pencil, crayon, eraser, ruler, pen and phrases: a pencil, a crayon, an eraser, a ruler, a pen.
2. respond the tp r activities “show me your?”quickly and correctly. *try to use this phrase.
*3. learn to say“i have a/an?” substitute the pattern with five new words. preparation:
a. a teddy bear
b. tape and recorder
c. a pencil-box with a pen, a pencil, a ruler, an eraser, a crayon. steps:
(1). warm-up/review
a. listen to the song: hello.
b. greets to pupils with: hello/hi. and hug them or shake hands.
c. make a conversation like last lesson.(2). presentation
a. show a pencil-box. let children guess : what is it in the pencil-box?
(in chinese) then introduces to everybody like: yes! pencil. i have a pencil.
b. use this form, let pupils guess and learn the words: pencil, pen, ruler, eraser, crayon.
(3). practice
a. game:
say what is it in your pencil-box.
-- i have a pen.
b. teddy bear asks: what’s this in english? pupils say: eraser. do as this.
(4). let’s do
a. listen to the tape and teacher do it first t show the means.
b. asks pupils to follow teacher to do it and say if they can.
c. do it after tape like:
-- show me your pencil. -- my pencil.
(5). assessment
play a bingo game with those words: crayon, pencil, eraser, ? lesson 3
teaching aims:
1.try to make a name card.
2. enable the students to know some knowledge about teachers’ day and encourage them to say happy teachers’ day to other teachers.
3. learn to sing a song: happy teachers’ day
*4. make a teacher’s card and present the teacher you like.
preparation:
a. tape and recorder
b. a name card
steps:
(1). warm-up/review
a. listen to the song: happy teachers’ day
b. do it: show me your?
(2). practice
a. shows pupils a name card and asks pupils how can we make the name card.
b. told pupils how can they make the name card in english.
c. pupils make it by themselves and say how does he(she) make it in english.
(3). enable the students to know some knowledge about teachers’ day: when is
teachers’ day and encourage them to say happy teachers’ day to other
teachers.
*make a teacher’s card and present the teacher you like. (4). let’s sing: happy teachers’ day
listen and sing the song.
lesson 4
teaching aims:
1. get the students to grasp the sentences: what’s your name? my name is?.
2. learn to use the phrase see you to express goodbye and try to use the word:
welcome.
3. practice and make dialogues about self-introduction.
preparation:
tape and recorder
steps:
(1). warm-up/ review
a. sing the song: happy teachers’ day
b. make a greeting to each other.
(2). presentation
a. listen to the tape and then asks them what they heard.
b. point to the name in a pupil’s book so that lets pupils know what’s mean
of this sentence.
c. asks pupils to practice this dialogue and later ask some pairs come to the
front to act.
(3). practice
make a conversation, connect the texts in part a. (4). main picture back to the main picture, point and find what they are talking. then hand out the sortition paper to pupils. pupils get it and find what picture it is. and them imitate those visualizes, make a conversation according to the main picture: hello! i’m sarah. what’s your name? my name’s chen jie. goodbye! bye, miss white!
(5). add-activities listen and read after tape and make the dialogue.
lesson 5
teaching aims:
1.grasp the new words: bag, pencil-case, book, sharpener, school and the phrases
abag, a pencil-case, a book, a sharpener.
2.respond the tpr activities quickly and correctly.
*try to say “open/ close/ carry/ your ?”and “go to school”.
*3.substitute the pattern “ i have a?”. learn to say and use the sentence “me
too!”.
4.learn to sing a song: hello
preparation:
a. tape and recorder
b. a pencil-case, a bag, a book, a sharpener steps:
(1). warm-up/review
a. sing a song: happy teache rs’ day
b. do it (part a – lesson 2)
(2). presentation
a. let children guess: what is it?
then introduces to everybody like: yes! bag. i have a bag.
b. use this form, let pupils guess and learn the words: bag, book, pencil-case, sharpener, school.
(3). practice
a. asks: what’s this in english? pupils say: sharpener. do as this.
b. game:
say what is it?
-- i have a bag. --me too!
(4). let’s do
a. listen to the tape and teacher do it first t show the means.
b. asks pupils to follow teacher to do it and say if they can.
c. guess and learn the word: school.
(5). learn to sing a song: hello
(6). assessment
play a bingo game with those words: crayon, pencil, eraser, pen, ruler, bag, book, pencil-case, sharpener.
lesson 6
teaching aims:
1. exercise in the part of “let’s check”.
2. learn to say the part of “let’s chant”. perform it and replace it in the
proper place.
3. listen and watch a story about zip zoom. try to understand the meaning and
try to retell the story.
4.review the new songs in the unit.
preparation:
a. tape and recorder
b. some pictures for sortition
steps:
(1). warm-up
a. sing a song: hello
b. greet to each other.
c. do it. (part b – lesson 2)
(2). practice
a. let’s chant.
listen first and understand the means. then chant in pairs and act it.
chant it together.
b. let’s check.
listen the tape and do it.
(3). story time
a. do as me: teacher do an action and pupils do the same and say it.
b. when pupils finish saying, teddy bear and squirrel go into the classroom and
act that story. those two pupils were teached yesterday by teacher.
c. asks everyone to talking like the story showing.
d. asks two to practice the dialogu
e. and then act it.
(4). let’s sing: hello
【篇三：小学英语语法教学设计】
?
? 小学英语语法教学设计小学低年级英语教学主要培养孩子学习英语的兴趣，注重课堂设计的真实性和实践性，因此在课堂教学中不
能就语法而讲语法，对语法的教学应注重课堂活动和情景的创设，主要从以下几个方面来设计。
（1）在情景性活动中感悟语法
直观的教学情境能使抽象的知识变为形象的知识，静态的知识变为动态的知识。语法教学中语法概念和语法规则是抽象乏味的，对小学生来说没有太大的吸引力，如果单用教师的讲解去解释和说明语法现象，或者让学生死记硬背，久而久之学生学习英语的热情就会慢慢地消退。语法教学上，英国专家提倡让孩子在一个有意义的情景中理解所教语法项目的意义；然后，提供足够的机会让孩子在比较真实的语境中进行交际性活动，运用所学的语法项目；例如：教师再教助动词be的人称形式(am, is, are)+动词的ing形式构成时，可请几个男女同学上台和老师一起画画。
t: i’m drawing pictures. what are you doing, tom?
tom: i’m drawing pictures, too.
t: what is she doing? (pointing to amy)
ss: she is drawing pictures.
t: what is he doing? (pointing to ben)
ss: he is drawing pictures.
t: what are tom, amy and ben doing?(pointing to tom, amy and ben) ss: they are drawing pictures.
教师重复之后板书：
what are you doing? i’m…
what is he doing? he is…
what is she doing? she is…
what are they doing? they are…
通过情景教学，语法学习变得生动而有趣，学生也学得快，记得牢，用得活。
（2）在游戏型活动中强化语法
游戏活动可以有效激发小学生的课堂参与意识，提高学生的兴趣，使枯燥的语法教学生动有趣。笔者以竞猜活动、唱歌谣和讲故事为例，介绍如何在这些游戏活动中进行语法教学。
a.在竞猜中强化语法
小学生活泼好动，富于挑战性。教师可以利用小学生的这一特点，把语法教学融入其中，这样可以有效地激活学生思维、激发其兴趣。如在教学一般疑问句is he/she ?.?时，教师先随意叫一名学生上台描述自己心中的某个人,其他学生纷纷举手猜此人是谁。提出的问也必须是一般疑问句is he/she a boy/girl. is he/she tall/short?
is he/she in group1? 等等。回答的人也只能用yes 或no来回答。最后，教师对猜错次数少、很快猜中的学生给予表彰，对部分猜错次数多，但说话流利、语言准确的学生给予鼓励。在这样的竞猜活动中，学生不仅掌握了语法的结构和功能，学会了用所学内容表达意义，同时也增强了学生学好英语的自信心。
b.在说唱中强化语法
音乐节奏给人以美的享受。在节奏鲜明，富于韵律感的歌曲童谣中学习语法，能起到事半功倍的效果。如在学习have和has的用法时，教师可提供下面的歌谣table and chair，让学生吟唱，帮助学生学习、理解、掌握。
i have a table in my little bedroom.
my little table has a little chair.
i have a table in my little bedroom.
my little table has a little chair.
再要求学生根据自己的实际情况，自己填词，在吟唱这首歌谣的过程中，学生不但轻松地掌握了本课的重点句型、语法结构，还陶冶了情操。
c.在故事中强化语法。
故事可以让枯燥、难懂的语法知识变得活灵活现，生动有趣。如在教学be 动词的时候，可以告诉学生be动词有一个绝活，那就是变脸。当描述现在的事情时，它遇见了i 就变成am,遇见you, we, they就变成are,遇见he, she ,it就变成is.是一个不折不扣的变脸大王。又如在教学助动词的用法时，告诉学生助动词时一个助人为乐的活雷锋。当一个句中没有be动词和情态动词的陈述句变成疑问句时，都会请助动词来帮忙，而助动词也会不遗余力的跑在最前面，因此助动词是最受大家喜爱的。通过这样生动有趣的讲解，非常的便于学生理解和记忆。
（3）在任务型活动中巩固语法
在语法教学中，教师设计贴近学生生活的任务，让学生在任务活动中运用语法知识解决生活中的问题，不仅可以让学生体会和领悟语言形式的表意功能、内化语言规则，而且能有效提高其语用能力。例如，教学how many句型时，教师设计如下任务型调查活动：教师先让学生写下自己感兴趣的问题，如how many people are there in your family? how many pencils do you have? how many storybooks have you read?等，并请学生自制调查统计表，可以是如下格式。
mike lisa donna
how many people are there in your family?
how many pencils do you have?
学生做好准备后，在班级中任意找采访对象进行提问，并填写统计表，最后汇报调查结果，并请全体学生选出班级之最；又如在教学句型“whose ?is this/are they? it’s/they’re?’s.”时，可设计一个“失物招领”的任务，先将一张桌子放在教室前面的一角，桌上放一块失物招领处的英文牌，然后把课前让学生带来的服装鞋帽一一放在桌子上，让学生在询问、辨认，找失主的过程中自然地引导他们学习口语：whose ?is this/are they? it’s/they’re?’s.在此过程中，不仅帮助学生区分be动词单复数的的使用，还培养了学生综合运用语言的能力。