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【导语】英语教案设计是改善课堂教学的一种更高层次的探索，是提高课堂教学质量和效率的一项必要工作，它可以促进教学的系统化，使老师掌握讲课节奏。以下是为您准备的与一年级英语教案相关的资料，希望可以帮助到您！

【篇一】

　　教学目标预设

　　1.学生初次接触英语，让他们产生兴趣。

　　2.帮助学生学会用英语介绍自己，常用句子：hello ， hi ， i am …

　　3.学习单词 cat 、monkey

　　4、歌曲 “ hello”

　　重、难点

　　分析

　　to enable students to speak loudly.

　　教学

　　准备

　　pictures

　　教学过程预设

　　二次备课

　　step 1 greeting

　　say hello or hi to students

　　choose some students to greet with teacher.( 可加上姓名)

　　make students say hello with their partners.

　　say together

　　step 2 introduction

　　1. t： hello， i am miss …

　　你们跟我打个招呼好吗，hello/hi， miss…

　　2. read： i am

　　3. 老师很想知道你们的名字，可以大声的告诉老师吗？

　　示范： i am …

　　4. choose some students to say.(鼓掌)

　　5. 老师打着节拍，学生和着快慢介绍自己。

　　6. 小组内互相介绍，打招呼

　　step 3 words

　　show pictures ， learn to say . (可作动作)

　　play a game： (击鼓传花)

　　老师打节拍，学生传图片，停时在谁的手上，要求他扮演该动物，并说

　　i am …

　　step 4 sing the song

　　1 3 5 3 5 5 5 1 3 5 3 2 3 2

　　hello cat do oh do hello monkey do oh do

　　1 3 5 3 5 5 5 6 6 5 3 1 1.

　　hello hello do oh do hello hello hello

　　step 5. reading

　　把这节课句子、单词读一读

【篇二】

　　教学目标：

　　1. 学会用单词eye， ear， nose， mouth， face来表述人体部位。

　　2. 学唱并表演歌曲。

　　教学过程教学重点：学会用单词eye， ear， nose， mouth， face来表述人体部位。

　　教学难点：1. 让学生在听听、说说、唱唱、玩玩的动态学习过程中体验英语的无处不在和学习英语的快乐。

　　2. mouth的发音。

　　教学准备：图片、单词卡片、录音机、歌曲磁带。

　　教学过程预设：

　　step 1： warming up

　　t： first， let’s sing the song by actions.

　　s：

　　t： now， i say and you do.

　　s：

　　t： look！ i can dance， i can draw， i can jump. what can you do？

　　s：i can _____.

　　(ask students to practice these sentences. encourage them when they are right. encourage them to say “thank you！” to the teacher.)

　　step 2： presentation & consolidation

　　t： look！ what am i doing？

　　(draw the eye on the blackboard)

　　s： draw.

　　t： what’s this？

　　(show them the picture of eye)

　　t： eye.

　　s：

　　(draw two eyes)

　　t： one eye， two eyes.

　　s：

　　(draw a nose.)

　　t： what’s this？

　　s：

　　t： nose

　　s：

　　t： how many noses？

　　s：

　　(present mouth， ear in the same ways)

　　t： what’s this？

　　s：

　　t： now， let’s read these words.

　　s： (ask individuals， partners， groups to read these word. ask them to practice in groups.)

　　t： let’s play a game. do you like games？

　　s：

　　t： hide and say.

　　(first， the teacher hides the card in one of the student’s desk. then ask one student to find the card. the others read the word on the card lightly or loudly as the finder was far away of the card or next to the card.)

　　s：

　　t： now， i say， and you do.

　　s：

　　(do the exercises in the workbooks.)

　　step 3： homework

　　read these words to your parents.

【篇三】

　　Language targets：

　　1. Students can use imperative to give simple instructions：

　　Follow me.

　　Turn right.

　　Turn left.

　　2. Using formulaic expressions to identify people

　　e.g.： he is a postman.

　　3. Asking yes/no questions to identify people：

　　e.g.： is he a postman？

　　4. Students can read and say the words：

　　Postman， policeman， driver， fireman， milkman， tall， short

　　5. Students can sing the song： he is a postman.

　　4. 7

　　Lesson 1

　　2. Put the words on the blackboard； read the words get the student read follow the teacher.

　　3. Play a game： magic eyes & what’s missing.

　　Post-task activities：

　　1. Play the tape， let the students read follow the tape.

　　2. Read follows the teacher.

　　3. Invite some students to read.

　　Consolidation：

　　1. Have a competition to see which group is the best reader.

　　2. Have a competition to see who the best reader is.

　　Homework：

　　Listen and read this page at least five times.

　　4.12

　　Lesson 3

　　Learning skills：

　　1. Using formulaic expressions to identify people：

　　e.g.： he is a postman.

　　2. Asking yes/no questions to identify people：

　　e.g.： Is he a postman？

　　Learning materials：

　　Tape recorder， cards …

　　Learning course：

　　Pre-task preparation：

　　1. Free talk

　　I have got a book， what have you got？

　　I see a … what do you see？

　　What colour …？

　　How many …？

　　2. Review the phrase on page 17， and review the words on page 19.

　　3. Invite some students to read.

　　While-task activities：

　　1. Show a card， ask the students： is he a …？ Encourage students answer： yes or no.

　　S： yes， he is a …

　　S： no. then the teacher ask who is he？ He is a …

　　2. Show a card： is he a … he is a … let the students read follow the teacher to read.

　　3. Invite some students to read， correct the pronunciation.

　　Post-task activities：

　　1. Play the tape， let the students read follow the tape.

　　2. add some sentences： he is a driver.

　　He is a fireman.

　　He is a postman.

　　……

　　3.let the students read in order， read together.

　　4.invite some student to read.

　　Consolidation：

　　Invite some students come to the blackboard， and hide a card， let the other students guess.

　　Homework：

　　Listen and read this page at least five times.

4.14 Lesson 4

　　Learning skills：

　　1. Using formulaic expressions to identify people：

　　e.g.： he is a postman.

　　2. Asking yes/no questions to identify people

　　e.g.： is he a driver？

　　Learning materials：

　　Tape recorder， cards…

　　Learning course：

　　Pre-task preparation：

　　1.put a toy gun， a big bag of letters， a box of milk， a paper steering-wheel and a toy fire-engine on the table. Put the word cards for “policeman”， “postman”， “driver”， “milkman”， “fireman”， “tall ”， and “short”， into a

　　box that has an opening on the top .Have students take turns in drawing out a word card. Tell them to take the appropriate object or do an action so that others can guess what that word is.

　　2. Put up the word cards on the board. Across from them put the corresponding picture cards but in a different order . let students come up to match them.

　　While-task procedure

　　1. Choose five boys to come to the front. Each is given a representative object for the five kinds of people who help us.

　　2. Play the music while passing around the class five cards with sentences written on them， e.g. He is a postman. When the music stops， the students who happen to have the five cards in their hands need to walk out， find the right boys in the front and stand beside them.

　　3. When every boy in the front has been identified， get the rest of the class to point to each of them and say’ he is a’

　　4. Play the matching game until most of the students have the chance to match a sentence with the person it describes.

　　5. Open the Student’s Book to page 20. Play the cassette tape. Students listen and point to each person when the sentence describing him is being read out.

　　Post-task activity

　　Show some photos of the five kinds of people who help us. Have the students ask and answer questions about them in pairs， e.g.

　　S1：Is he a driver？

　　S2：Yes. Is he a postman？

　　S1：No.

　　Consolidation

　　Workbook page 15： Tick the correct sentence.

　　4.18 Lesson 5

　　Learning skills：

　　1. Students can use formulaic expressions to identify people：

　　e.g.： he is a policeman.

　　2. Using adjectives to describe people：

　　He is tall.

　　3. Using formulaic expressions to take leave：

　　Goodbye.

　　Learning materials：

　　Tape recorder， cards…

　　Learning course：

　　Pre-task preparation：

　　1. Free talk

　　Is he a postman？

　　How many..？

　　What colour is it？

　　2. Review the words and sentences on page 20.

　　A， show the words， let the students read one by one.

　　B， show the sentences. Let the students read one by one.

　　While-task procedure：

　　1. Show a card， ask the students： is he a postman？ Encourage students answer： yes， he is a postman./ no， he is a …

　　2. Point to a student and ask students： is he tall/ short？ Encourage students answer： he is tall. He is short.

　　3. Today， let’s learn a song， ok？

　　4. Turn to page 21. Let students read by themselves. Then read follow the teacher. Sentence by sentence， then read paragraph by paragraph.

　　5. Let the students read together.

　　6. Play the tape； let the students listen to the tape together.

　　Teacher sings the song first， then let the students sing the song sentence by sentence follow the teacher. Follow the teacher， sing the song together.

　　Post-task activities：

　　1. Sing the song in role. Boys and girls， to see which role is better. Then girls first， sing the song.

　　2. Sing the song together.

　　3. Clap and sing.

　　Consolidation：

　　1. invite some students to sing the song.

　　Homework：

　　Listen and sing the song at least five times.

　　4.19 lesson 6

　　do workbook and analisys.

　　Learning skills：

　　1. Students can use imperative to give simple instructions：

　　Follow me.

　　Turn right.

　　Turn left.

　　Learning materials：

　　Tape recorder， cards， …

　　Learning course：

　　Pre-task preparation：

　　1. Free talk

　　I have got a book， what have you got？

　　I see a … what do you see？

　　What colour …？

　　How many …？

　　2. Sing a song.

　　One little two little

　　Three little rabbits

　　Four little five little

　　Six little rabbits

　　…

While-task procedure：

　　1. Show the letter “A”， do you know how to read it？ Follow me， A. then show “b”， ask the students follow the teacher to read to teach the new phrase： follow me.

　　2. Let the students read together. Then invite some students to read this sentence.

　　3. Show a puppet， then say： turn right， turn left to it. Do several times and let the students know the meaning.

　　4. Then let the students do together with the teacher. Then ask the students to follow you to read.

　　5. Invite some students to read these two sentences.

　　6. Read these three sentences together.

　　Post-task activities：

　　1. Play the tape and get the students to read the sentences on page17.

　　2. Read follows the teacher.

　　3. Invite some students to read.

　　Consolidation：

　　1. Have a competition to see which group is the best reader.

　　2. Play high voice and low voice.

　　3. Play somin says.

　　Homework：

　　Listen and repeat this page at least five times.

　　4.11

　　Lesson 2

　　Learning skills：

　　1. Using nouns to identify people’s occupations

　　e.g.： postman， policeman

　　Learning materials：

　　Tape recorder， cards….

　　Learning course：

　　Pre-task preparation：

　　1. Free talk

　　I have got a book， what have you got？

　　I see a … what do you see？

　　What colour …？

　　How many …？

　　2. Play simon says.

　　Turn left， turn right…

　　While-task procedure：

　　1. miss shen is a teacher. Look at this picture； do you know who is it？ To teach the new words.

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