教育者有目的有計(jì)劃有組織的對受教育者的身心發(fā)展進(jìn)行教化培育，以現(xiàn)有的經(jīng)驗(yàn)、學(xué)識推敲于人，為其解釋各種現(xiàn)象、問題或行為，以增長能力經(jīng)驗(yàn)。下面是小編給大家整理的小學(xué)英語微課教案設(shè)計(jì)模板5篇，希望對大家能有所幫助!

小學(xué)英語微課教案設(shè)計(jì)模板1

一、教學(xué)內(nèi)容：part d & e

二、教學(xué)目標(biāo)

1、復(fù)習(xí)鞏固問候語how are you?及其答語，要求讀音正確，語調(diào)自然。

2、復(fù)習(xí)鞏固句型: how are you?i‘m fine/well/good，thank you。

3、激發(fā)學(xué)生英語學(xué)習(xí)興趣，會唱歌曲how are you?

4、完成教學(xué)uint2。

三、教學(xué)重難點(diǎn)：

1、激發(fā)學(xué)生英語學(xué)習(xí)興趣，會唱歌曲how are you?

四、教具準(zhǔn)備：

磁帶、錄音機(jī)。

五、教學(xué)過程：

a. greeting

(the teacher stands at the door and greets the students as they come in the door.)

t: hello. hi.

(the teacher stands in front of the class and greets all the students again and prompts them to answer.)

t: hello.

ss: hello.

t：class begings.

s1: stand up.

t: hello, boys and girls.

ss: hello, miss que.

(the teacher looks at individual students and prompts them to answer.)

t: what’s your name?

s1: hello, my name is ….

t：how are you?

s1:i’m fine, thank you.

開起小火車，一個接一個和后面的小朋友打招呼。

b、presentation：

when we meet someone, we should say “how are you?” now, let’s watch and listen.

c、sing a song

1) 反復(fù)播放how are you ?讓學(xué)生先熟悉曲調(diào)。

2)帶領(lǐng)學(xué)生學(xué)歌詞，并按音樂節(jié)奏做歌詞誦讀練習(xí)。

3)帶領(lǐng)學(xué)生學(xué)唱歌曲。

4)引導(dǎo)學(xué)生替換歌詞，如fine 可替換成well, good等。

d、play a game

1) 課前布置學(xué)生找一個或者作一個自己喜愛的卡通形象的手偶。

2)教師講解游戲的做法，并進(jìn)行示范。

3)小組內(nèi)使用手偶開展對話游戲，用學(xué)過的語言進(jìn)行交流：

s1: good morning/ afternoon/ evening. what’s your name?

s2: my name is …

s1: how are you?

s2:i’m fine/ well/ good. thank you .

e、practise

(1)活動1：listen and judge.

教師先向?qū)W生解釋清楚題目的做法。

——how are you ， helen?

——i’m fine , thank you.

請學(xué)生聽錄音，要求學(xué)生根據(jù)錄音判斷對話內(nèi)容是否與圖畫意思一致，相符則為笑臉，否則為哭臉。

(2)活動2：listen and respond.

錄音中，畫面上的某個人物正在和另一個人打招呼。根據(jù)圖片所示內(nèi)容用已學(xué)句型作出應(yīng)答。

師生互問，生生練習(xí)問答。

(3)學(xué)習(xí)活動3：listen and colour

要求學(xué)生在聽錄音后，根據(jù)錄音內(nèi)容將字母涂上合適的顏色。

(4)學(xué)習(xí)活動4：look and act

要求學(xué)生先看圖，然后依據(jù)圖意說英語并表演。

教師組織學(xué)生操練句型。

——is this david?

——no./…

f、assign homework

(1)聽錄音，進(jìn)行對話。

(2)鼓勵學(xué)生平時用本單元所學(xué)的日常交際用語相互打招呼。

(3)鼓勵學(xué)有余力的學(xué)生學(xué)習(xí)其他的打招呼用語。

g、 writing on the blackboard

unit 2 how are you?

——how are you?

——i‘m fine/well/good，thank you.

小學(xué)英語微課教案設(shè)計(jì)模板2

一、教材分析：

本課是冀教版小學(xué)英語(三年級起始版)第四冊第三單元(All about me)的第4個新授課，Lesson16：How do you go to school? 經(jīng)過一年半的學(xué)習(xí)，四年級下學(xué)期孩子們學(xué)習(xí)的重點(diǎn)逐漸過渡到各種基本句型。本單元前面三課分別學(xué)習(xí)了關(guān)于年齡、身高、住處的句子，本課教材以How do you go to school?為切入點(diǎn)，重點(diǎn)學(xué)習(xí)關(guān)于出行方式的交流：詢問別人、介紹自己的出行方式。

二、學(xué)生分析：

孩子們經(jīng)過一年半的學(xué)習(xí)，基本了解了字母：26個字母及常見字母組合的發(fā)音規(guī)則，詞匯的學(xué)習(xí)方法：單詞音形意用的結(jié)合、音節(jié)、重音及不同詞類(名、動、數(shù)、形、冠等)的用法特點(diǎn)，初步體會英語句子的語序與漢語的不同，但對于句子結(jié)構(gòu)及變化還比較陌生。本課內(nèi)容對于孩子們來說并不陌生，Book3 L16已學(xué)習(xí)過四種出行方式by bus, by car, by bike, by taxi和句子：How do you go to school? I go to school by ____? 另一種出行方式on foot /walk，dives me及選擇此種出行方式的原因表述學(xué)生相對陌生。但我校學(xué)生學(xué)習(xí)英語較早，一二年級有了兩年的口語學(xué)習(xí)，還有近1/3有課外學(xué)習(xí)經(jīng)歷或正在進(jìn)行，這些內(nèi)容對于他們可能都不陌生。

基于以上分析，本課時目標(biāo)制定如下。

三、教學(xué)目標(biāo)：

1、知識技能目標(biāo)：

A. 學(xué)生能夠運(yùn)用所學(xué)句型Do you walk to school? How do you go to school? I go to ___ by___ / on foot...詢問、表達(dá)適合自己的出行方式。

B. 學(xué)生知道句子的變化是和人稱有關(guān)系的，并能嘗試運(yùn)用所學(xué)句子介紹和詢問他人的出行方式：Does he/she walk to school? How dooes he/she go to school? He/she goes to school by___ / on foot...

2、 文化目標(biāo)：

嘗試了解不同地區(qū)人們選擇不同出行方式：山區(qū)孩子、牧民(草原)、江南居民及西方國家等。

3、學(xué)習(xí)策略目標(biāo)：

學(xué)生知道句子的變化是有規(guī)律可循的，并引導(dǎo)嘗試找出這些規(guī)律： A.和人稱變化的關(guān)系; B.不同句式之間的關(guān)系等。

初步構(gòu)建“單詞——短語——句子”的建構(gòu)學(xué)習(xí)模式。

4.情感態(tài)度目標(biāo)：

通過尋找句子規(guī)律及了解不同人們的出行方式，引導(dǎo)學(xué)生體會英語學(xué)習(xí)是有規(guī)律可循的，Englishi is easy! 及交流開闊自己的眼界English is fun!

四、教學(xué)重難點(diǎn)：

1、教學(xué)重點(diǎn)：學(xué)生能夠運(yùn)用所學(xué)句型Do you walk to school? How do you go to school? I go to ___ by___ / on foot...詢問、表達(dá)適合自己的出行方式。

2、教學(xué)難點(diǎn)：學(xué)生知道句子的變化是和人稱有關(guān)系的，并能嘗試運(yùn)用所學(xué)句子介紹和詢問他人的出行方式：Does he/she walk to school? How does he/she go to school? He/she goes to school by___ / on foot...

五、預(yù)習(xí)作業(yè)：(Choose

1. Read N1 and fill in the blanks.(☆☆☆☆)

How do they go to school?Why?(為什么)

Kim

Jenny

Steven

Danny

me 2. Where do you live ? Is it far or near your school?Do you walk to school?(☆☆☆)

3. Where do you like to go on weekends? 3 sentences. (☆☆☆)

六、教學(xué)過程：

Class Opening

I. Revision:

a. Group to group.

What do you like to do on weekends?

Where do you like to go on weekends?

b. Free talk between the teacher and children

T: Where do you live ? Is it far or near your school?Do you walk to school? How do you go to school?

Ss: …

New Concepts

I. N1 and N2.

T：Do you know how Kim, Jenny, Steven and Danny go to school?

板書：school

1. Read N1 in pairs and learn the words and sentences the students don’t know.

2. Role play between T and Ss.

(1) T-Kim, Ss-Danny.

T: Kim, do you walk to school? 板書： Do I /you walk to school.?

Ss: Yes, I walk to school. /I go to school on foot. 板書：Do I /you go to school on foot ?

T: Why?

Ss: I live near the school.

(2) Ss-Danny, T-Kim.

Ss: How do you go to school, Kim? 板書：How Do I /you walk to school.?

T: I live near the school. So I walk to school. So I go to school on foot(3) So: I live far from school. So I go to school by bus.

I ‘m hungry. So I want to eat. …

(4)Chant: How do you go to school. On foot, on foot. / Walk, walk.

3. Learn about P2-4.

II. How does he/she go to school?

1. Try to find.

T: How does Kim go to school? She goes to school on foot /walks to school.

How does Jenny go to school? She goes to school by bus. She lives far from school.

How does Steven go to school? He goes to school by car. Hia dad drives him.How does Danny go to school? He goes to school by bike. He rides his bike.

板書：Does he/she walk to school? He/she goes to school by___ / on foot...

比較，找規(guī)律。

Tip: 除了“你和我”，“一個”不放過，“動”就加s/es，“do”替不重復(fù)!

2. Practice in pairs.

How does he/she go to school?Why?(為什么)

Kim

Jenny

Steven

Danny

me

3. How do they go to school?

圖片山區(qū)孩子、牧民(草原)、江南居民及西方

Class Closing

I. Make a survey and share. (☆☆☆)

Where do you want to go…?How does he/she go to school?Why?

Kim

Jenny

II. What do you like to do on weekends? 3 sentences. (☆☆☆)

小學(xué)英語微課教案設(shè)計(jì)模板3

3B Unit 3 Is this your pencil?

教學(xué)內(nèi)容：Story time

教學(xué)目標(biāo)：

1. 能聽懂、會說、會讀單詞isn’t、that’s、pen pencil pencil case

2. 能聽懂、會說、會讀日常用語This isn’t my pencil. Is this /that your pencil? Yes, it is. No, it isn’t.

3. 能正確地理解并朗讀對話內(nèi)容，在教師的引導(dǎo)和幫助下嘗試表演課文內(nèi)容。

4. 樹立團(tuán)結(jié)友愛、幫助同學(xué)的助人為樂的精神，培養(yǎng)正確的價值觀。

教學(xué)重點(diǎn)：

1. 句型：Is this /that your pencil?以及回答Yes, it is. No, it isn’t.

2. 詞匯:isn’t、that’s、pen pencil pencil case

教學(xué)難點(diǎn)：

1. 能在情景下正確運(yùn)用句型Is this /that your …?的用法和區(qū)別。

2. 詞匯：No，it isn’t的發(fā)音。

教學(xué)準(zhǔn)備：

1. 多媒體 2. 準(zhǔn)備道具：丟失物品

教學(xué)過程：

Step1 Warm-up

Say a rhyme: open the window

Game: Listen, point and say

T: 1. window door blackboard 學(xué)生邊指物體邊說a…同時教師說完整的句子，This is…/ That is…

2.rubber T：rubber 學(xué)生學(xué)過指著rubber T: This is my rubber, where’s your rubber?(中文)

引導(dǎo)學(xué)生用This is my…的句型。

3.pen T：pen 部分學(xué)生應(yīng)該知道。T：Look, this is a pen.然后老師說show us your pen .

Step2 Presentation

1.Learn: pencil No,it isn’t.

T:Is this a pen? S:No,it isn’t. 學(xué)生不會的話，老師提示：yes or no?Teach：No,it isn’t.(中文) 反復(fù)問學(xué)生，操練No,it isn’t.

T:It’s a pencil. I have a pencil , this is my pencil. Do you have a pencil?Show it to your classmate。讓學(xué)生互相展示一下自己的鉛筆。

2、learn：pencil case

T：Look，this is a pen，this is a pencil. I can put them in a pencil case.

讀四個文具，然后做游戲。

3. Play a game

T: Look, here’s a box,(今天早上我在地上撿了個文具，放在了里面，文具是事先從一些學(xué)生那里拿的)

a:Try to guess!

Learn:Is this a ….

S:Is this a rubber? T: No, it isn’t. 多玩一會游戲 讓學(xué)生感知 No，it isn’t的意思，再開始跟讀。

Learn: No,it isn’t. isn’t=is not

b：Let’s open it,OK?

2.teach :Yes,it is.

S:Is this a pen ? T: Yes, T: Yes,it is.

3，Learn: Is this your..?

T: Hello，__. Is this your pen ? S: No ,it isn’t.(多問幾個學(xué)生?)

T: Who can help me find the owner? (讓學(xué)生幫助找到失主。)

4. teach “Is that your …?” “That’s my ….”

T: Is that your pencil?

S: Yes, it is.

T-S

T: There are many things here, rubber, …, we can find their owner after class.

Step3 Storytime.

1. Show Mike,

T: Look, who’s he? Ss: Mike

T: He has a nice pencil, too, T：Is this Mike’s pencil ? Let’s ask mike. 先讓學(xué)生個別問 再說麥克聽不清，全班問。引出This isn’t my pen. Ti聽-讀-模仿

2. Watch and answer

a: What is Mike looking for?

b:What colour is Mike’s pencil?

Watch again

Who helps Mike? b:What does Liu Tao say? 模范句子 注意語音語調(diào)。

c: What does Yang Ling say?

A: Does Mike find it?

By the way: What does he say?

4 Follow the cartoon

5 Showtime

Step4 Production

每個丟失物品的背后都有一個著急尋找的身影，相信你撿到了也很樂意幫忙吧!

情景：你跟你的小伙伴在走廊上玩耍的時候看到了一支很漂亮的鉛筆，于是你們撿起來，開心的找到了它的主人。

You can use:

Hello,__

Is this/that your pencil/…?

What’s this/that?

Yes,it is./No,it isn’t.

Here you are. Thank you.

板書： Unit2 Is this your pencil?

rubber Is this/that your pencil?

Pen Yes, it is. / No, it isn’t.

pencil

pencil case

教學(xué)反思：本節(jié)課上的內(nèi)容是Story time，整節(jié)課上下來發(fā)現(xiàn)學(xué)生的掌握情況不是很好?？偨Y(jié)了以下幾點(diǎn)：第一對教材的把握還不是很到位;第二對學(xué)生的學(xué)習(xí)能力沒有了解清楚，教慣了高年級，對低年級了解不夠。第三鋪墊的過多了，沒有考慮到學(xué)生的接受能力。在今后的教學(xué)中要注重自身的語音語調(diào)，以及評價的及時性和真實(shí)性。

小學(xué)英語微課教案設(shè)計(jì)模板4

Unit3 Is this your pencil?(period 2)

Step 1. Warm up

Greeting

Step2. Revision

a. T: Look at the blackboard.Can you guess“What’s that?”

(PPT出示Is that a...)

S:Is that a pencil?

T:Yes,it is.It’s a pencil.whose pencil is it?

S:it’s Mike’s.

T:Who helps Mike find his pencil?

S:Yangling and LiuTao.

T:Where’s the pencil?

S:在桌子底下

T:Yes,it’s under the desk,on the floor.

b. Read the story.

c. Act the story.

d. Help WangBing find his pencil case.(拓展表演)

Step3. Presentation

1.Learn the new words

a. T: We help Wang Bing find his pencil ,do you know what’s in the pencil?Let’s have a look?What’s this ?

S: It’s a ruler.(教讀)

The same way teach: crayon ,school bag

b.Play a game (review words)

c.Spell the words

d.Show the stationaries to classmates:

This is my...

That’s my...

2.Play a game: Fun time

a. Answer the question

b. Play a game (出示游戲方法，讓學(xué)生知道該怎么玩游戲)

c. Consolidation

失物招領(lǐng)

T: This morning.I got sth.in the classroom,whose are they ?Can you help me find their owner?(事先收集一下同學(xué)的學(xué)習(xí)用品)

S:(學(xué)生幫老師尋找失主)

T：Good job! I hope everyone can be helpful to your classmates.

d.Learn: Rhyme time

Oh,here’s a ruler too,is this your ruler?

S;No,it isn’t.

T：Where’s the ruler?

S: 在地上

T：Yes,it’s on the floor.(教讀) 板書floor

T: Where’s the ruler?

S:It’s on the floor

T: It’s on the floor,beside the door (教讀) 板書door

T(出示圖片)Who’s he ?He’s Mr.Fuller.(教讀)

Let’s say “Hello” to Mr. Fuller.

S: Hello,Mr. Fuller.

T:Let’s learn this rhyme ,its name is “A ruler”

出示歌謠句子，逐句跟讀，跟節(jié)奏伴讀。

Step3 Homework

Read the words Read the rhyme Find the owner

反思：1.整節(jié)課復(fù)習(xí)了story time ,新授fun time 和rhyme time ,每個環(huán)節(jié)都是由游戲過渡而來，看似松散，實(shí)則都在老師的掌握之中。

2.思路清晰，趣味性強(qiáng)，句型在游戲中掌握的比較好，但是在尋找失物的時候，學(xué)生活動的時間還可以再長一點(diǎn)，在檢查學(xué)生活動時也要關(guān)注其他同學(xué)的活動情況。

3.整節(jié)課主線比較清晰，在rhyme 的時候讓學(xué)生感受到了韻腳，這樣易于學(xué)生的掌握。

姜主任：關(guān)注語音語調(diào)、關(guān)注語言、關(guān)注習(xí)慣、關(guān)注評價。

小學(xué)英語微課教案設(shè)計(jì)模板5

【教材解讀】

本單元的話題是談?wù)撎鞖馇闆r和周末活動。Story time 以日記的形式記錄Yang Ling周末的一天， 讓學(xué)生進(jìn)一步認(rèn)識和理解一般過去時的用法。教師可以利用學(xué)生用書五年級上冊Unit7 At weekends的詞匯設(shè)計(jì)教學(xué)活動，要求學(xué)生運(yùn)用一般過去時描述剛過去的周末活動。

【學(xué)習(xí)目標(biāo)】

1. 學(xué)生能初步能理解并且會聽、會說、會讀和會拼寫單詞及詞組：cloudy, rainy, sunny, windy 和會運(yùn)用句型：It was sunny / cloudy / windy / rainy.

2. 學(xué)生能初步聽懂并且會說、會讀單詞show, interesting, weather, high, honey, ant, bee, cloud, sky, rain

3. 學(xué)生能初步感知動詞過去式的不規(guī)則變化及讀音

4. 學(xué)生能初步感知天氣表達(dá)的句型

5. 學(xué)生能夠?qū)τ⒄Z書寫日記格式有一定的了解

【教學(xué)重點(diǎn)】

1. 學(xué)生能初步能理解并且會聽、會說、會讀和會拼寫單詞及詞組：cloudy, rainy, sunny, windy 和會運(yùn)用句型：It was sunny / cloudy / windy / rainy.

2. 學(xué)生能初步聽懂并且會說、會讀單詞show, interesting, weather, high, honey, ant, bee, cloud, sky, rain,、

3. 學(xué)生能初步感知動詞過去式的不規(guī)則變化及讀音

4. 學(xué)生能初步感知天氣表達(dá)的句型

【導(dǎo)學(xué)過程】

Step 1 Warm up

Greeting

Free talk

T: Hello, boys and girls.

Would you know something more about me?

Two days ago, I was in Shanghai. Do you know Shanghai ?

It’s a big and beautiful city. I

Review : was(am的過去式) ago

But now ,I am in Zhangjiagang. It’s beautiful, too.

利用簡單的兩句話，區(qū)分時態(tài)的不同

3.T: Can you let me know something about you?

Look at the screen, you can choose one part to tell me something about you.

出示 Favourite Food, Favourite Animal, Hobbies三個話題

在Favourite Food話題中引出本課相關(guān)單詞dumplings, honey

在Favourite Animal話題中引出本課相關(guān)單詞parrot 延伸到parrot show

在Hobbies話題中引出I like drawing and writing diaries very much.

Teach: diaries diary

T:Look ,these are my pictures. Let’s look at them.

Teach: sunny cloudy windy rainy

T: These pictures are about the weather.

Teach: weather

Step 2. Presentation

1.show a picture

T: This is Yang Ling.

She likes drawing and writing diaries ,too.

出示日記抬頭部分

T: This is a diary of hers. What a day!

What day is it today? Sunday

What date is it today? 20th September(9月20號)

滲透英文日記的書寫格式

引出課題Unit 2 What a day! T:Let’s look at Yang Ling’s pictures.

What can you see in the picture?

(1)S:I can see some children in the park.

T:Who are they?

S: Su Hai, Mike, Liu Tao and Yang Ling.

(2) We can see some parrots in the park.

(3) fly kites

(4) rain

4.Let’s talk 出示課文相關(guān)圖片展開討論

Look and match 在此過程中教授動詞過去式的特殊變化形式

go→went see→saw become→became fly→flew are→were

Then read the sentences in the right orders. (Teach: wet)

5.Read the diary by yourself, then finish the exercise. (T/F)

6.Read the diary

找出表達(dá)天氣變化的句子，再過渡到事件變化的句子

在此活動中教授bring過去式brought, can過去式could

Step 3.Consolidation

1.Let’s read

a.Read after one.

b.Read together.

c.Read one by one.

2.T:What do you think of her day?

Happy? Interesting? Terrible? Bad?

Step 4.Homework

1. Read the text.

2. Try to retell the diary according to YL’s pictures.

板書設(shè)計(jì)：

Unit 2 What a day!

It was sunny / cloudy / windy / rainy.

go→went fly→flew

see→saw are→were

become→became bring→brought

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