小学英语微课教案【推荐4篇】

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小学4年级英语微课教案【第一篇】

阅读课教案

School__ Number3 Middle School____

Junior or Senior Section _Junior__ Cla ____3____

Grade _1_______ Size ______45__

Time_40_______

Date __2009-12-28____ Materials __Go for it______

Type of leon _reading ____ Contents: : Some nouns about furniture and some daily use things: table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, prepositions of place: on, in, under

: Where is (Where’s)…？

It is (It’s) in/on/under…

Where are…？

They are (They’re) in/on/under…

Where’s/where’re…？

I don’t it /are they on/in/under… ？ No, it isn’t./They aren’t./ Yes, it is./they are.

) Dialogue: Where’s the bag?

I don’t know.

Is it on the dreer? No, it isn’t.

Where are my books?

I don’t they on the bed? No, they’re )Writing: ask, gue and write

Objectives:

objectives (language knowledge and language skills)

1) To promote students’ vocabulary development （table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.…）

2) To promote students’ reading skills

a) prediction

b) skimming

3) To promote students’ oral English

4) To develop students’ writing skill

objectives (affect, learning strategy and cultural awarene)

1) To develop students’ ability to communicate with others to get information

2) To build students’ confidence

3) To make students learn to cooperate with others

objectives: 1) To develop teacher’s ability of claroom management

Focal points: a: the : prepositions of place

c: Where- question and d: answers to “Is the… in/on/under the …？”；

Difficult points: a: use the prepositions to describe position of things b: use the where-question and Is it-/Are they -question to ask things’

position

Aids: PPT, blackboard, chalk … Procedures and Time Allotment students ready for learning

（ mins）

1) Greetings: Good morning everyone! 2) Routine task: duty report

: Use some pictures to review the vocabulary （ table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in, under） and sentence structure:

Where is (Where’s)…？ It is (It’s) in/on/under Where are…？ They are (They’re) in/on/under… : Step1: vocabulary and some phrases learning

Task: Look at the conversation between them and gue the meaning of the sentences in red.（ using the conversation between Liu Qian and A Xin to show those phrases to the students in order to learn them by the context; because the sentence structure in the conversation is those they have learnt）

（… mins）

此步骤包括词汇、语法教学等

（… mins）

1) Oral work

2) Written work homework 1) Conclusion: a: vocabulary

b: sentence patterns: Where is (Where’s)…？

It is (It’s) in/on/under… Where are…？

They are (They’re) in/on/under… Where’s/where’re…？

I don’t it /are they on/in/under… ？ No, it isn’t./They aren’t./ Yes, it is./they ) Homework: Ask, gue and write Let your partner to ask as well as gue where your things are in your down your conversation by using the following sentence patterns: A: where’s/where’re your…？ B: You can : I don’t it /are they on/in/under… ？ B: No, it isn’t./They aren’, it is./they are.

…

Self-evaluation

小学英语微课教案设计【第二篇】

课题Unit Five Where is my ruler?

教学重点 学习单词bus, taxi, bike, jeep

教学难点短语“Look out!”的理解和连读。

教具准备

1、 教师准备教材配套的录音带。

2、 教师准备Let’s learn 部分的教学课件。

3、 教师和学生都准备所学单词的玩具。

4、 教师准备所学交通工具类单词卡片和图片。

5 、学生按小组准备眼罩。

教学过程

1、 热身、复习 (Warm-up/Revision)

（1）日常口语练习。让学生在课下将日常用语和其它知识综合在一起，自编自演一个对话。每节课进行1—2组，所用时间为3—5分钟。

（2）学生俩人一组，表演Let’s talk 部分的对话。

（3）游戏：

Simon says

教师发出指令，学生执行指令。规则是：如果指令前有Simon says ，学生执行指令，否则被罚下，如：

T: Simon says, put a pencil-box on your desk.。学生将铅笔放在书桌上。如教师只说：Put a pencil-box on your desk. 学生则不做任何动作。指令语以介词为主。

2、 呈现新课 (Presentation)

（1）教师画简笔画呈现新知

a、 教师首先画两个圆形， 问：What is it? 学生回答： It is a bike.

b、用同样的方法出现其它交通工具bus, jeep, taxi 。

（2）让学生看动画， 学习Let’s learn部分的词汇。

（3）教师出示准备好的单词卡片，让学生逐个再次认读单词。

3、 趣味操练 (Practice)

（1)学生俩人一组，每次一人戴上眼罩，另一个同学手举玩具，让戴眼罩的同学摸摸玩具的一小部分，进行问答练习：What is it? It is a bike(…）。

（2）游戏：Where is it?

教师将玩具准备好，请一位学生面对黑板，然后将一个玩具如：taxi放在某处如： in a desk ，全班学生问： Where is the taxi? 让前面的同学猜在哪？

（3）四人一组，说说51页Let’s play 部分的图片上各物品的位置。

4、 课堂评价 (Assessment)

做活动手册第30页的练习，方法和步骤同以前。

5、 扩展性活动(Add-activities)

将学生带到室外，让学生将自己准备好的文具或其它物品藏起来，大家自由寻找，比一比，谁的寻宝最成功。之后，让猜东西的人和找东西的人一起说说此物的`位置。遇有不会的单词或地点词时做适当记录，以便下面的学习。

高一英语微课教学设计【第三篇】

（1）课题：Friendship

（2）教材分析与学生分析： 本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解； Using about Language 部分教学本课重点词汇和重点语法项目。

（3） 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period： Reading

The third period: Grammar

The forth Period：Listening

The fifth period: Writing

（4）教学目标：

①知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.

②过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友； 2. 结交网友；3. 观点交流；4. 善不善交朋友； 5. 朋友的重要性。

③情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的。理解，以及如何正确交友，处理朋友之间发生的问题等。

（5） 教学重点和难点：

词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit

短语： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in

重点语法项目： 直接引语和间接引语的互相转换

难点：Understand the real meaning of friends and friendship;

Discuss the answers to the questions (Reading)；

How to teach the Ss to master the usage of Direct Speech and Indirect

Speech(Statement and Questions)。

（6） 教学策略： Discussion, Student-centered vocabulary, learning, listening, pairwork, teach grammar in real situation

（7） 教学煤体设计： A projector and a tape recorder.

（8） 教学过程：

Period One：Speaking (Warming Up and Pre-Reading)

Aims

Talk about friends and friendship.

Practise talking about agreement and disagreement.

Step I Revision

Ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. Then give some comments.

T: Now, let's check up your homework for last class. I'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.

Step II Warming up

T: / think most of us have some good friends. Do you know why people make friends with one another?

Step III Talking(WB P41)

First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions.

T: Now we're going to listen to what Leslie Clark, a Canadian has got to say about making friends. After listening, please talk about the two questions in groups of 4. Try to use the following expressions.

1 Do you agree with her?

2 What do you think of people from foreign countries?

Agreement Disagreement

I think so, I don't think so.

I don't agree

That's course not.

That's exactly my opinion. I'm afraid not.

You're quite right. I don't think you are right.

Step IV Speaking(B P6)

First, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. Ask them to fill in the form prepared before class. Show the instructions and decide what kind of friends their classmates are. Third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questionnaire with one or two other groups and try each other's questionnaires.

At last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.

T: Friends come in many flavors. There are best friends, school friends, fair-weather friends, forever friends and many more. Do you want to know what kind of friends your classmates are? Now let's make a survey. First, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.

1、 Your friend borrowed 100 Yuan from you last week and hasn't returned it. You will

A. ask him / her to pay back as soon as possible; or you'll end the friendship.

B. ask him / her to pay back if he / she has.

C. tell him / her not to return it.

2、 Your friend said your bad words behind you. You will

A. ask him / her to say sorry to you ， or you'll stop your friendship.

B. excuse him / her and forget it.

C. ask others to tell him / her that he/she is wrong.

3、 You promised to meet your friend at five o'clock but your parents ask you to do homework at home. You will

A. tell him your parents ask you to do homework at home.

B. tell him / her a lie that you are ill.

C. say sorry to him / her and plan to meet him / her another time.

4、 You borrowed a bike from your friend, but you had it stolen. You will

A. buy a new one which is the same as his / hers.

B. just tell him / her you had it stolen.

C. say sorry to him/her and buy him/her an old one

After they finish choosing the answers, show the scoring sheet on the screen.

Instructions:

2-5 A fair-weather friend

Only like them when they are happy and popular. If they are feeling down, or if they are having a problem, you don't want to spend time or talk with them. You don't help your friends when they have problems. You are always thinking about yourself.

You should care more about your friends. If you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long.

6-11 A school friend

You see each other in school. You just study and play with them together in school. You may not know everything about each other. You take things smoothly. You seldom hurt your friends with your benefit considered. You'd better add more affection to your friends. Friendship is about feelings and we must give as much as we take.

12-17 A best friend

You do everything together with your friends: study, read, watch TV, surf the Internet, play sports and listen to music. If either one has a problem, the other is there to help. You know your friends very well. You understand and yield to each other. You help with each other and improve together. You have a lot of common benefit. Your friendship is good to both of you. You are mutually beneficial.

18-21 Forever friend

You will always listen to your friends and try to help them, even if you disagree or if you are having a problem. Whenever they have any difficulty, you'll try your best to do what you can to help them without hesitation. You devote yourself to your best friends. You are willing to lose what you have, even your life.

课后反思：本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。

英语微课教学设计【第四篇】

教学目标

1）知识目标：

A、学习并掌握指示代词: this、that；

B、学习What引导的特殊疑问句；

C、学会Yes/No问句及其简单回答；

D、学会句型：---How do you spell pen? P-E-N.

2）能力目标：

A、能辨认物品的所有者；

B、根据不同场景，能用英语对物品的所属进行提问和回答；

C、能识别不同句式的语调(陈述句，疑问句）；

D、培养学生听、说、读、写的能力及创新思维能力。

3）情感目标：

A、通过寻找主人的游戏和失物招领等活动，培养学生拾金不昧的良好的品德及健康向上的人格；

B、通过开展小组活动，指导学生积极与他人合作，相互学习、相互帮助，共同完成学习任务。

教学重点、难点

重点：A.掌握批示代词this、that用法；

B.掌握特殊疑问句和Yes/No问句及其简单回答。

难点：学会写寻物启事和失物招领。

课时安排

第一课时Section A 1a-1c

第二课时Section A 2a-4b

第三课时Section B 1a-2c

第四课时Section B 3a-4 Self-check 1-3

Period One

课前准备

教师：录音机，图片，物品实物。

学生:实物(学习用品）。

教学设计

Step One: Warming up.(通过复习形容词性物主代词，把学生引入学习英语的情境中。）

Learn the chant.

T:Lets sing the chant together.

my是我的，your是你的，男他的是his，女她的是her；名词前面常站岗，限定所属有功劳。

Step Two: New words.(利用实物教学，使得教学过程自然、形象。）

1、 Present the new words.

T: Boys and girls，look at this please. Whats this in English?

(Teacher holds a pen in the English.）

S1:A pen.(Ss may say it in English.）

T: Yeah. Its a pen. And whats this?

(The teacher holds an eraser in the hand.）

S2:Its an eraser.

(Teach the other words such as “pencil，book，eraser，ruler，pencil case，backpack，pencil sharpener，and dictionary” in the same way.）

2、 Practice the new words.

T: Now，please look at the pictures in your books. Can you put the words with the objects in the right pictures? Write the letters next to the words，please.(Give Ss about two minutes to finish 1a.）

T: OK，lets check the answers. Who can tell us the answers?

S2:…

Step Three: Present the drills.

1、 Present the drill “Is this…？Yes/ No，it is/isnt.”(利用实物引入句型，使用不同人的物品来引入形容词性物主代词和名词的搭配的用法。）

(Hold the teachers pen.）

T:This is my this your pen?

S1:No，it your pen.

T:(Hold the students pen.）This is your pen. Is this your pen?

S1:Yes，it is. Its my pen.

T:(Hold a girls pen.）This is her pen. Is this your pen?

S1:No，it isnt. Its her pen.

T:(Hold a boys pen.）This is his pen. Is this your pen?

S1:No，it isnt. Its his pen.

T: Thank you.

2、 Practice the drill “Is this your…？” in pairs with your own school attention to the use of my，your，his or her.(利用学习用品操练句型，并加深对物主代词的理解。）