英语教案设计【优秀9篇】

作为一名教职工，时常需要用到教案，编写教案有利于我们弄通教材内容，进而选择科学、恰当的教学方法。那么什么样的教案才是好的呢？牛牛范文网为朋友们整理了9篇英语教案设计，希望朋友们参阅后能够文思泉涌。

篇一：英语公开课教案 篇一

活动目标：

1、培养幼儿对英语的兴趣

2、复习用英语说衣物，学习用英语说出情绪并能正确发音

3、通过游戏促进幼儿交往能力和初步竞争意识

活动内容：

学习单词happy angry sad

活动准备：

魔术袋子、娃娃脸谱〈用来练习认知〉

活动过程：

一、开始部分

1、用英语问候

Hello,boys and girls

Hello,Miss Pan

2、复习单词

今天老师和小朋友们一起来回顾下衣服，Look,what’s this？（有实物外套）

幼：It’s a coat.

师：Yes,very good! Whats this? (有物件毛衣）

幼：Its a sweater!

师：Very good! 。.。Ok，看来小朋友都记得非常牢，真棒！来，咱们来唱首歌吧！OK？

幼：OK！GO！（师幼共同唱《音乐之声》）

二、学习新知识

师：唱完歌，老师给小朋友们变个魔术！小朋友们肯定会喜欢的！

一二三，变！小朋友们看，我现在很。.。.。.？

幼：很开心！在笑！（幼儿会有自己不同的回答）

师：那现在呢？（教师可以逐一换面具，为了让幼儿区别情绪。幼儿也有自己做的面具可以小组进行识别或者让幼儿来教师身边示范识别。）

在幼儿区别情绪的同时要代入英文，同步进行会比较好，让幼儿的印象更深刻。在学单词的时候不要枯燥的只是跟读，可以加入吹气球，坐过山车等声音控制大小游戏来增加趣味。

happy高兴的

angry生气的

sad伤心的

三、游戏比赛记忆单词

师：小朋友们真聪明！来！我们来鼓励下自己！伸出小手准备！Gugaga,gugaga,good,good,very,very good!接下来咱们要进行一次竞赛咱们分第一，第二，第三，第四小组，看看谁是NO.1！(教师讲解游戏玩法和规则，要求幼儿在最快时间内到教室的每个角落找表情面具，找到的用英语说出名字，每组每个小朋友要找到不同的表情。看哪组组合的最快，优胜组全班鼓掌鼓励。）

四、结束活动

师：小朋友，小娃娃脸真漂亮，他们要回家了，先和他们说再见吧

幼：Good bye!Happy! Good bye!Angry! Good bye!Sad! Good bye!

五、活动自评

通过本次英语活动，幼儿基本上可以掌握所学单词，并复习到一些简单的英语口语。活动通过听、说、学、用等多种游戏形式，使幼儿在玩中将所学知识得到巩固和使用，并能够在教师带动下积极参加到游戏中，并通过找朋友锻炼幼儿的交往能力，在游戏中注意到幼儿的个体差异，及时鼓励和引导。

篇二：英语公开课教案 篇二

【活动目标】

1、学习表示小虫子的单词：mosquito ladybug

2、学习表达“你是否喜欢……”的方法：

Do you like …？ &；am Yes，I do / No，I don’t 。

3、感受并学习基本的疑问语气。

【活动准备】

1、本课所需磁带

2、本课所需图片

【活动过程】

一、复习旧知

Good morning boys and girls 。 Welcome to our Lucky English ！

First，let’s see these two pictures 。（出示蚂蚁、蜘蛛的图片请幼儿认读）

二、谜语导入

1、身体半球形，背着七颗星，庄稼喜欢它，捕虫最著名。（七星瓢虫）

2、小虫水里生，天生爱飞行，最爱吸人血，嗡嗡吵不停。（蚊子）

（老师提示小朋友们每种小虫的特点，请小朋友们猜一猜是什么动物，猜出后拿出图片展示。）

Today we will learn these two i ects 。

三、多元感官学习活动

1、学习新单词：ladybug mosquito

a、视觉学习图片学习

教师出示图片，带领幼儿朗读单词，及时纠正发音，以便重点巩固。

b、动觉学习游戏“单词领地”

请幼儿根据老师的提示到单词领地里找单词。

2、学习新句型：Do you like …？ ；am Yes，I do 。/ No，I don’t 。

a、视听学习磁带播放

播放磁带，然后暂停，请小朋友们注意听，小熊问了小兔子什么？小兔子喜欢吗？

小猴子问小猪什么？小猪喜欢吗？

然后老师再次播放磁带，请幼儿尝试跟读。

老师带领幼儿读句子，读出疑问的语气。

b、表达学习情景表达

---Do you like ant ？ （ ider ladybug mosquito ）

---Yes，I do 。 / No，I don’t 。

C、音乐学习Let’s chant

教师播放Let’s chant，请小朋友们听录音，跟随录音的节奏一起朗读这首新歌谣。

篇三：英语教案设计 篇三

活动目的：

1、复习巩固已学过的水果单词apple、pear、tomato、banana、grape。

2、学会句型“Whatdoyoulike?”和“Ilike……”，并会正确地使用。

3、在情景游戏中，会使用英语礼貌用语。

活动准备：

若干盘水果盘（苹果、梨子、西红柿、香蕉、葡萄）、牙签、

指导要点：

1、以摸一摸，猜一猜的形式复习各种水果单词，。

请幼儿摸口袋，猜水果。

2、学习句型“Whatdoyoulike?”和“Ilike……”。

教师提问“Whatdoyoulike?”，引导幼儿用“Ilike……”这个句型来回答，说对的小朋友奖励他吃他所说的水果。

3、在情景游戏中，巩固学习句型“Whatdoyoulike?”和“Ilike……”。

幼儿自由选择角色进行游戏，可分别扮演果贩、顾客、主人、客人在所创设的水果市场和家的环境中游戏，在游戏中巩固学习句型“Whatdoyoulike?”和“Ilike……”。

篇四：英语教案 篇四

《bread sausage milk coffee》

Teaching aims:

1 ew word :bread ausage milk coffee

2 Revisio :little car,milk

3 What day i today ？ How are you ？ How old are you ？

Teaching aids:

icture ag reorder music

Teaching te :

te 1:Greetings

T:Cla egin,stand up!

S:Stand u ！stand u ！I tand u ！

T:Good morning oy and girl ！

S:Good morning Mi Jiang ！

T:Sit dow lease ！

S:Sit down!sit dow ！Isit dow ！

te 2 :warm u

T:What day i today ？

S:Today i Monday.

T:How are you ？

S:Fine ，Thank you and you ？

T:I’m good ！and how old are you ？

S:I’m fivesix 。（每个问提都分别叫幼儿回答或齐答）

Ste 3 Revision

全班小朋友一起读歌谣little car,milk

Ste 4 Lear ew words

T:I’m very hungry.Do you have anything give me to eat ？

S:NO ！ O ！ O ！

T:Rellay ？what’ that ？（旁边有一个小袋子装了些东西，突然发现，叫一名幼儿拿来看看，里面是否有吃的）

T：Haa ！what’ thi ？ we call it read.

S:Bread ！

T:Good ！（带读，也可叫幼儿起来自己读，每个单词读5遍以上，而且要使幼儿都会认读。然后把图片贴在黑板上，这样一一引出其它3个新的单词：milk coffee ausage 。最后一起复习）

Ste 5 lay game

预备的一张画贴在黑板上，一个叫BORBOR的人推着早餐车，让小朋友们帮忙，但是要知道它们的英语怎样说才可以卖完，一个人大喊：“Bread,bread,who want to uy a read ？It’ very deliciou ！”随后全班的幼儿一起问：“Bread,bread,在哪里？”然后又叫一名幼儿上来找出所要买的英语卡片大声的说：“Bread,bread,在这里！”以同样的方式来卖出其它的早餐，再给予奖励。

Ste 6 ing a ong –Teddy ear.

ORBOR为里感谢大家放的。

Ste 7 It’ time to ay goodbye.

篇五：英语教学设计 篇五

教学重难点

教学目标（这部分谢3点，按照USE的目标写）

（1）学习建议信的结构、语言。

（2）讨论学校建筑物设计中行走不便的学生的需求。

（3）给校长写一封建议信。

（4）继续培养对残疾人的尊重和关爱意识。

教学过程

Step 1Warming-up and lead-in (5 mins)

（1）导入

用本单元的阅读文Marty’s story来导入，引出残疾人的话题。

T: Hello, class. Inthe last lesson, we learnt Marty’s story. What’s the problem with Marty?

（He has a raremuscle disease.）

Yes, he’sdisabled.

But is Martyleading a miserable life due to his disability?

（No.）

He is leading afulfilling life due to his own efforts. The disabled can live as good andcomfortable a life as we do. But it calls for more efforts.

（2）揭题

教师通过展示我们学校的图片以及通过采访班上一位曾经有行走困难的学生，点出学校有些地方可能对行走困难学生带来不便。然后说明教学目标：阅读一封建议信，讨论学校设施中可以改进的地方，以及写一封给校长的建议信。

T: We are lucky tobe able-bodied and study in such a beautiful school.

But every now andthen, I find such students in our school. What are their problems?

（They havedifficulty walking and they have to move around with walking sticks orwheelchairs.）

T: This is SongYaoguang, our classmate. Yaoguang, what happened to you?

Do you find itdifficult to walk around in our school with a walking stick?

Do you think itnecessary to have our school reconstructed for the students with walkingdifficulty?

（Yes.）

T：If you have some suggestions, you can write asuggestion letter to our headmaster. Have you ever written such a letterbefore?

So in today’slesson, we are going to

1、 read asuggestion letter

2、 discussproblems with the school facilities

3、 write a suggestionletter to the headmaster

2 Reading (15 min)

本课是读写结合的综合语言实践课，遵循USE的模式，即Understanding（理解）→Sharing（分享）→Expressing（表达）的模式。没有优质的输入就没有优质的输出，因此通过阅读建议信来理解建议信的结构、目的和写作手法，是本节课的重要环节，是USE种的第一步U(Understanding)。

（1）学习建议信结构。

建议信是正式信件，学生以前在课堂上没有接触过，因此要点出建议信的结构。

T: This is aletter to an architect. What information can we get in this part?

（receiver’s nameand address.）

What’s this partabout?

(sender’s name /signature)

From these twoparts, we learn that this is a formal letter. So a suggestion letter is aformal letter.

It is the mostimportant part in a suggestion letter, which is called the body.

（2）通过阅读了解主旨大意。

T：The main body can be divided into three parts. Whatare they?

(1, 2-6, 7)

T: What's thepurpose of the 1st paragraph?

（To give thearchitect the purpose of writing the letter.）

What's the purposeof the last paragraph?

（To persuade thearchitect to adopt her suggestions.）

（3）通过阅读学习写建议信策略

建议信的目的是让人接受所给的建议，一要让读者对你的建议一目了然，二要让读者觉得你的建议有道理，乐于接受你给出的建议。因此，通过阅读学习写作策略是非常重要的。

a)数字和斜体的运用

T: Now, let’s cometo the concrete suggestions that Alice has made. How many suggestions doesAlice make?

Why do you thinkthe writer numbered her suggestions and used italics?

（Highlight the key points so as to make iteasier for the readers to remember and understand her suggestions.）

So when you writea suggestion letter, you should number the suggestions and use italics.

b)具体写建议时要结合问题和解决办法

T: We are going tolearn some more writing strategies of writing suggestions.

How should wewrite suggestions? Let’s take a look at the first suggestion, what are theproblems for those who use wheelchair?

（the lifts are atthe back of the cinema in cold, unattractive places. As disabled people have touse the lifts, this makes them feel they are not as important as othercustomers.）

And what is thesuggested solution?

（It would be handyto have lifts to all parts of the cinema. The buttons in the lifts should beeasy for a person in a wheelchair to reach, and the doors be wide enough toenter. ）

From this part, wecan see that a suggestion should consist of two parts, the problem and thesolution.

Let’s see two moreexamples. Find out the problems and suggested solutions in these two parts.

When you writesuggestions yourselves, don’t forget to write both problems and solutions.

c)运用礼貌用语

T: The thirdwriting strategy is about the the language. Suppose you were the architect,which one of these two statements do you prefer?

(Screen) I hopeyou will not mind me writing to ask if you have thought about the needs ofdisabled customers.

You must thinkabout the needs of disabled customers.

Why? （It soundsmore polite and more acceptable.）

Exactly. When youwrite suggestions, you should use some polite forms to encourage the reader totake the ideas seriously and make your suggestions more acceptable.

Now let’s findsome more examples in the text.

(Screen)

It would be handyto have lifts to all parts of the cinema.

It would help tofit sets of earphones to all seats.。.

So I’d like tosuggest that the seats at the back be placed higher than those at the front …

For disabledcustomers it would be more convenient to place the toilets near…

And if the doorscould be opened outwards, disabled customers would be very happy.

I hope mysuggestions will meet with your approval.

Step 3Discussion(8 min)

小组讨论是USE中的第二部S(Sharing)，分享。各学习小组合作学习，讨论学校中哪些地方可能对行走困难学生带来不便，积累写作素材，为下一步的写作做准备。

T: Now let’s comeback to our topic today. Some parts of our school are not suitable for thosewith walking difficulty. Let’s discuss:

1、 What parts ofour school may cause problems for those with walking difficulty?

2、 What are yoursolutions?

Step 4 Writing(15 min)

写作是USE中的第三部E(Expressing)，表达。经过前面的阅读输入，学生们已经基本掌握了建议信的写作手法；通过分享，学生们积累了写作素材；因此，写作部分由学生完成一封给校长的建议信，指出学校设计中的不足。这也是本堂课的最终目标，实现学生从输入到输出的转化。老师在写作后进行必要的指导，指出学生写作中的优点和不足。

Now that we havediscussed the problems and solutions with some school facilities, we can writea suggestion letter to our headmaster. Take out your handouts. The first partand last part are already given to you. What you have to do is write 2-3suggestions on the reconstruction of our school. When writing, do remember towrite both problems and solutions, and use polite forms.

Step 4 Emotionalattitude and values(2 min)

通过本单元Reading和UsingLanguage部分的学习，学生们有了理解、尊重、关心、帮助残疾人的意识，因此在本节课的最后，做一个总结，也是培养学生情感态度价值观的一个环节。

In this unit, wehave learned the difficulty of the disabled and how they face and conquer thedifficulty. But as able-bodies people, just making some suggestions or donatingmoney is far from enough. What else should we do?

( Care aboutdetails in their life.

Don’t look down upon them or laugh at them. )

Accept them as one of us,and invite them to join us in avariety of activities.)

篇六：英语教案 篇六

LESSON62教案

（JEFC BOOK2B）DESIGNED BY YUAN BO

TEACHING AIMS

KNOWLEDGE：

1、 NEW WORDS AND USEFUL EXPRESSIONS：

corner, sick, pocket, still, weak

on one’s way to, wait for

What’s the matter? It take sb. some time to do sth.

2、 GRAMMATIC ITEM:

“MAY” is used to talk about possibility.

SKILLS:

Students can try listening, speaking, reading and writing according to the text.

VIRTUE：

HAPPY TO HELP OTHERS

IMPORTANCES&DIFFICULTIES

1、 IMPORTANCES：Aim1&aim2；

2、 DIFFICULTIES：Aim2.

TEACHING AIDS

A tape and a tape recorder.

LEARNING MOTHEDS

Listening, speaking, reading and writing.

TIACHING STEPS

Step1. REVISION

1、 Get the students to answer the following questions:

Q1: What will you do when you don’t know the way? （Ask the way.）

Q2: When someone asks you the way, but you don’t know, how do you answer? （Sorry, I don’t know.-----Thank you all the same.）

2、 Revise Asking the way according to the street plan.

Ask: Excuse me, which is the way to the library? Get the students to answer:

Walk along Zhongshan Road, and turn right at the second crossing. Go across the bridge. You’ll find the library on the left. It’s between the post office and the hospital. You can’t miss it.

Step 2 INTRODUCTION

Now, we are going to study LESSON 62（Writes it down on the blackboard.）。 It’s a short play about an old woman. She is going to the hospital. She wants to see her husband, but she doesn’t know the way. Liu Mei helps her to find her husband at last.

Step 3 LISTEN AND ANSWER

Please listen to the tape, and answer the following question:

Q: What number bus do they take to the hospital? （They take the No.72 bus to the hospital, or just The No.72 bus.）

Step 4 FAST READING

Give the students about 3 minutes to read the play, mark the new words, phrases, and the sentence patterns and then answer the following question:

How did the husband feel when he saw his wife? （He was very happy.）

Step 5 EXPLANATION

Explain some new words and expressions.

corner: Explain it by pointing at the corners of the desk, the classroom, etc, and saying This is the corner of the desk, and this is the corner of the classroom, then What does the street corner mean in Chinese?

pocket: showing the meaning with practical items.

sick: ill

weak: not strong, bad.

still: Let the students themselves guess the meaning by listening and fast reading

on one’s way to: 在去…的路上，英语教案－LESSON62教案。

on one’s way to＋n.（名词）

on one’s way＋adv.（副词）

He bought a pen on his way to the park.

他在去公园的路上买了一支钢笔。

On her way to the cinema, Liu Mei met an old woman.

刘梅在去影院的路上遇到了一位老奶奶。

Now I am on my way home.

现在我正在回家途中。

Don’t worry, they are on their way there.

别担心，他们正去那儿。

wait for: Wait for me a minute, please. I’ll be back very soon.

请等我一会儿，我很快就回来，高中英语教案《英语教案－LESSON62教案》。

Please don’t always wait for their thanks when you help others. We should learn from Liu Mei.

不要帮了别人就总等着别人来谢你，我们应该向刘梅学习。

What’s the matter? It’s another way of saying What’s wrong?

It’ll take you about half an hour (to reach the hospital)。 （到医院去）要花半个小时左右。

It take sb. some time to do sth. 某人花…时间做…

It will take us about ten minutes to finish today’s homework.

完成今天的作业要花我们十分钟左右。

It took them a week to finish the work.

完成这项工作花了他们一周的时间。

May: A: Excuse me! Which is the way to the post office?

B: Sorry, I don’t know. Ask the man over there, he may know.

Look at the sun! It may not rain tomorrow.

Step 6 Reading

Students read the play, and then match the scene and the meaning of it:

SCENE 1（第一幕） Finding her husband

SCENE 2（第二幕） Looking for the address

SCENE 3（第三幕） Asking the way

Step 7 ACT

Act out Scene 2 of the play for the students according to the street plan, then three students make a group to practice acting out this part.

Ask some students to act out the three scenes if possible, Scene 2 at least, with the help of the street plan.

Step 8 Summary writing

Get the students to have a summary writing by answering the questions below with complete answers, using the words in the brackets.

Q1: Was Liu Mei on her way to the cinema one day or not?

Q2: Who did she see at a street corner?

Q3: Did the woman want to see her sick husband in hospital or not?

Q4: Did she know the way to the hospital or not? (but)

Q5: Did Liu Mei know the way or not?

Q6: How did she do then? (so)

Q7: With Liu Mei’s help, did the old woman find her husband at last or not?

Q8: Did Liu Mei wait for their thanks or not? (but)

SUMMARY

Make a summary, as showing on the Bb.

PRACTICE IN CLASS

Fill in the blanks, and change the form if necessary.

1) Who’s that man standing the street corner?

2) He is not good at English. He is very in it.

3) I told him again and again, but he didn’t understand

4) They met Uncle Wang （在回家途中） last Sunday.

5) What are you doing? I （在等我妈妈）。

6) takes (我) half an hour to go to school every day.

7)A: Do you have an eraser?

B: Sorry, I don’t. Please ask Wang Ling, （他可能有）。

ASSIGNMENT

1) Exercise3 in the Workbook.

2) Write the outline of the text.

WRITING DESIGNED ON THE BbLesson 62corner, sick, packet, still, weak

on one’s way(to)/wait for

What’s the matter?/It take sb. some time to do sth.

May表推测的用法。

篇七：英语公开课教案 篇七

教学目标

1、能听、说、认读bigsmalllongshort四个形容词，了解short的另一含义，并知其反义词tall

2、激发学生充分动用已学过的知识，进行发散性认识。

3、学习句型look at the ，it is ，并能进行创编，成一个新的chant

教学重难点

重点

1、听、说、认读几个形容词small, big, long, short 。

2、运用所学过的知识，学说带有这些形容词的语句。

难点

1、单词small中[ l ]的发音，舌头要上卷。

2、运用bigsmalllongshort四个形容词进行创编，成一个新的chant

教学工具

多媒体

教学过程

1、Warm up

let’s chant

Look at the cat,it is fat.

Look at the pig ，it isbig.

Look at the monkey,it is funny.

Look at the mouse ，in my house.ahhh!

2、呈现新课(presentation)

（1）教学big

T（出示一只大盒子）: Today, I prepare a gift for you 。 Look, what’s this? Ss: It’s a box. T: Yes, it’s a box, it’s a big box, this box is big.

出示单词卡，学习big. B b b big

CAI（出示许多大的物品，让学生练说）

a big _____

Look at _______.It is big.

_______is big.

（2）教学small

T: Look at the big box. There is something in it 。 Please, guess what’s in it? Ss：……。 T: Look ，it’s a box, too. It’s a small box. The box is small.

出示单词卡，学习small sm all small

操练：a small _____

Look at _______.It is small.

_______is small.

(3)CAI: Can you say?

_____________is big ，____________is small

（4）教学long and short

T: What’s in the small box 。Let me open it ad see. Oh,it’s a ruler. It’s a short ruler. The ruler is short.

出示单词卡，学习short sh or t short

T: This ruler is a magic ruler. It can turn long, long, long. Let me say something to it” Long ，long, long, make yourself long. Long, long, long, make yourself long.”（边说边将尺子变长了） Look, the ruler is long, now.

出示单词卡，学习long l ong long

出示一对铅笔，两束头发让他们作出变化

short、long long、short

（5）描述短的钢笔，长的铅笔，并编成一个chant

short, short pen ，the pen is short, look at the pen ，it is short

long, long pencil ，the pencil is long, look at the pencil ，it is long

（6）单词操练

听录音，跟读

用动作表演:看教师做、—师生一起做、Let’s do （Big, big, big, make your eyes big. Small, small, small, make your eyes small. Long, long, long, make your arms long. Short ，short, short, short, make your arms long.） 、—教师说，学生做

找出反义词:教师向学生介绍这两对反义词（结合板书）、—师生通过动作来表演反义词、—CAI连线

3、拓展与延伸

（1）教学单词tall

CAI：以short的一封信引入，学习tall,并在班级中找出Who is short? Who is tall?、—Let,s do （Tall, tall, tall, make yourself tall. Short, short, short, make yourself short.）

（2）仿编chant

4、Homework

1、Read the dialogue 3 times.

2、Share your picture to your friends.

篇八：幼儿园大班英语教案 篇八

活动目标：

1、能听懂并会说与活动有关的基本单词：sing dance play。

2、能听懂并会说基本句型：let's sing. let's dance 。 let's paly 。

3、培养口语表达能力，提高学习英语的兴趣。

活动准备：

教学挂图、卡片、小鸟、小熊的头饰等

活动过程：

一、 日常对话：

1、t: good morning ， children ！

c: good morning ， teacher ！

2、sing the song “good morning!”

3、t: how are you ，today ？

c: fine, thank you 。 how are you ？

t: i'm fine ， too 。

二、 复习旧知：

1、t: last week ， we have learnt something in our schoolbag 。 now ， let's say them again ， ok ？

（教师卡片出示学过的学习用品，请幼儿认读）

2、教师出示某一种学习用品，用“do you have a …？”问幼儿，请幼儿用“yes ， i do 。 和 no ， i don't.”来回答。

三、 学习新知：

1、教师出示卡片，提问:“what's she doing ？”先请幼儿用中文回答，然后教师教幼儿学说“sing”这个新单词。

2、请幼儿用动作表示“sing”，并跟教师说：“sing ， sing ， let's sing 。”

3、用同样的方法教学“dance”、“ let's dance ”、“paly”、“ let's paly”。

四、 单词巩固：

1、游戏“i say and you do ”。

教师说：“one one one and two two two ，sing sing sing ，let's sing”，请幼儿边听边跳，听到单词后迅速做出相应的动作，并保持不动。教师说另外一句，游戏依次进行。

2、教师出示卡片，请幼儿一一说出单词。

五、 学说“快乐歌谣”

1、教师出示挂图，请幼儿用中文说说挂图上有谁？在干什么？

2、教师用英语描述挂图内容。

3、请幼儿跟教师用英语说歌谣。

4、戴上头饰，进行表演。

六、 结束部分：

t:today ，we sing ， we dance and we play 。do you feel ha y ，today ？

c: yes ！

t: now ， let 's say “good bye “” to the teachers 。

c: bye-bye ，teacher ！

篇九：幼儿园英语教案 篇九

活动目标：

1、激发幼儿感受英语学习的乐趣，快乐学英语。

2、创设游戏，使幼儿在多说多练中提高口语表达及应用能力。

3、新授：How are you？Not bad/Great/Terrible.

活动准备：

1、课件动画片：热身运动（warm up）

2、VCD光盘、电脑、闪卡。

活动过程：

动画片：热身运动（warm up）

师幼一起做Unit 1《How Are You？》律动，教师边跟音乐唱边做，

幼儿感受！激发学习英语的兴趣：

《How Are You？》

Hello！Good morning！How are you？

Hello！Good morning！Not bad，thank you！

Hello！Good morning！How are you？

Hello！Good morning！I’m great，thank you!

主题活动

1、教师出示Not bad/Great/Terrible三个新单词（词组）的闪卡，正音；

请个别幼儿读，教师纠正发音；逐个贴展版。

2、通过TPR教学，介绍这三种心情：一般情况；高兴、很好；

很糟糕、很不好。通过举例子让幼儿明白。

3、句型活动：How are you？Not bad/Great/Terrible。师幼对话，加强理解。

游戏活动

1、《开火车》：请会说单词的幼儿上台与教师一起接火车，看谁反应快。

2、《心情问候》：请两名幼儿上台，说新对话：左转三圈，右转三圈，后退三步，拍手嚓嚓！

（剪子、包袱、锤）

输的向赢的问候：How are you？

赢的幼儿根据心情回答Not bad/Great/Terrible！

互换继续游戏！

总结叮咛

1、回家读英语书，教爸爸妈妈学新知识。

2、看VCD，听录音。

《英语教案设计【优秀9篇】》出自：卡耐基范文网
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