英语理解教案模板范文 第1篇

小学英语新的课程标准语言技能的一级目标要求“能根据指令做事情；能相互交流简单的个人信息；能用英语做游戏并在游戏中用英语进行简单的交际；能做简单的角色表演；能正确书写字母和单词；能看懂语言简单的英语动画片或程度相当的教学节目”。二级目标要求能用简单的英语互致问候、交换有关个人、家庭和朋友的简单信息。能根据所学内容表演小对话和歌谣。能在图片的帮助下听懂、读懂并讲述简单的故事。能根据图片或提示写简单的句子。

从以上语言技能的课程标准看，“能”就是会，就是要在简单的指令或是简单的信息刺激下对本课的turnleft/turnright/gostraighton/supermarket/lake/road等单词、短语和Excuseme,whereisthe……,please?句式做到会听、会说、会做、会读、会演，会正确书写所学新短语。因而本课要开展说唱活动，调动学生感官，引导积极体验和运用语言。“理解和表达”就是在具体的语境中，把握语言信息前后之间的联系，沟通新旧知识、已有经验之间的联系，做出正确的行为判断并表述出来。因而在本课中要创设和利用真实的情景，在学生已有知识和生活经验的基础上展开学习，通过学中用、用中学，在交流简单时间信息的基础上，形成初步的综合语言能力。

英语理解教案模板范文 第2篇

本课的教学对象是四年级学生，他们已经有了一年的英语学习经历，具有一定的英语知识基础，通过学习提高自己的语言交际能力。因此在教学过程中将针对学生活泼好动的天性，让学生在学习语言知识的过程中，学会如何用礼貌用语问路，并会根据实际情况准确的指路，将语言能力在活动中得以充分的体现和发展。但是另一方面由于英语与汉语发音习惯以及语音频率的不同，学生对于英语中的一些摩擦音的掌握不到位，这有时会使得学生在学习英语产生挫折感。适当地对不同程度的学生提出不同的要求，适当放宽对程度低的学生的要求，以鼓励学生为主是学生乐于学习。因此，本课在设计思路上试图快速启动，围绕文本，灵活进出，以学导用，学用结合，在学中用，用中学，双线交织，着重通过将所学语言用于描述个人活动时间，提高学生的综合语言运用能力。基于英语新课标的要求、原则和教材、学生的实际情况，我确定了本课的教学目标和教学重难点如下：

英语理解教案模板范文 第3篇

1. Free talk

T: Good morning, boys and girls.

Ss: Good morning, teacher.

T: How do you feel today?

Ss: I am … thanks.

T: Nice to see you.

Ss: Nice to see you, too.

2. 教师播放歌曲“If you’re happy, clap your hands”的录音，全班学生跟着录音唱歌曲，活跃课堂气氛。

A PPT出示各种表情

T：How does he/she feel?

S: He/She is …

T: What should he/she do?

S: He/She should …

英语理解教案模板范文 第4篇

1、教师拿出一张全家福，问学生：

How many people can you see? Who are they?

学生回答：They are father, mother, brother, sister and …

2、教师手指着照片说：This is a family、Ok, Let’s play a game、Let’s all be a family、教师指着照片中的妈妈说：I play mother、I am mother、教师分别指着照片中的爸爸、男孩和女孩问：Who plays father? Who plays mother? Who play brother and sister

3、当找到扮演这些人物的学生时，教师引导他们说：I am father、We are brother and sister

4、播放Let’s chant部分的录音，让学生先听再跟学说。教师注意教读句子Let’s all be a family、的发音以及play的第三人称单数的读音。

5、教师把准备好的扮演以上人物的道具呈现给学生，并说：Let’s go, boy、Let’s go, gils、Let’s all be a family、让学生分组到前面表演这首歌谣。

6、教师出示字母卡和数字卡混在一起，让学生认读。

7、听Let’s play部分的录音，边听，边指，边跟读。

英语理解教案模板范文 第5篇

Ⅰ.复习热身

1. 检查生词预习的情况。

1) 让个别学生朗读生词，教师及时纠音，并个别强调发音规则。然后领读，学生自由读，个别读，齐读。

2) 教师通过词形变换，音节记忆法等讲解让学生写单词，进行巩固。

2. Before reading SB Page 50 , Section 1 .

（1）In groups of four ,get students to discuss the three questions ：

① How many Chinese dynasties can you think of? Make a list.

② How many famous characters from Chinese history can you think of? Make a list.

③ Can you think of famous characters from the history of other countries? Make a list.

（ 2）. Ask a speaker from one group to tell the class what the group knows .Help to complete any missing dynasties and famous characters the class should know .

Ⅱ、阅读训练 Section 2

1. Fast reading and answer the questions：

（1）.How long has Leo been teaching in China?

（2）.When did the first Jews come to China?

（3）.Does Leo enjoy living in China?

2. Careful reading

（1）.What did he think of Harbin?

（2）.What style are the old buildings in Harbin?

（3）. Were there a lot of Jewish coming to China many years ago?

（4）. The ____________ welcomed the first Jews to China.

（5）. When did he start learning Chinese history?

（6）. Does Leo think that Chinese history is hard to understand?

（7）. For a foreigner like me, the more I learn about Chinese history, the more I enjoy living in China.

3.精读：

学生小组合作探讨学习，再进一步阅读 课文 ，找出文中的重点短语和句子，找出疑难点。小组选出代表发言，先找个别优秀生通过举例解答，最后教师总结点拨并多媒体出示，让学生整理在笔记上：

Language points:

(1) (请在书中划出你们组认为第一段的重点词句) We think the important phrases or sentences in Paragraph One are_________________________________________________ ____________________________________________________________________________

完成句子并思考:

◆The capital of Zhejiang province is _____________________________________.

◆The capital of China is _______________________________________________.

这两句中的 “capital”意思一样吗? 分别是___________ ______________的意思．

(2) (请在书中划出你们组认为第二段的重点词句) We think the important phrases or sentences in Paragraph Two are__________________________________________________ _____________________________________________________________________________

思考并检测:

◆In fact, the first Jews came to Kaifeng more than a thousand years ago. 句中的“more than”你能用第三段中的一个英语单词来解释吗？ _______________

◆类似 “thousand” 和“hundred”等词的用法？

There are _________________ (两千)teachers in our school.

_____________________ (成千上万)people will come to our school tomorrow.

(3) (请在书中划出你们组认为第三段的重点词句) We think the important phrases or sentences in Paragraph Three are_______________________________________________

◆请翻译该句：The more I learn about Chinese history, the more I enjoy living in China.

____________________________________________________________________________

请思考讨论：“the +比较级, the +比较级”表示什么含义？

the +比较级, the +比较级 表示越来越……

你学习越努力,你的成绩就越好. ____ _____ you study, ____ ____ grades you will have.

Ⅲ、强化巩固

1. 复述课文

Ss read the passage again and try to retell paragraph by paragraph.

见<<同步>>p76Ⅱ

Page 51 , Section 3 , 3b & 3c .

(1). In groups of three ,let students practice the sample conversations first ,then make their own conversations .

(2). Ask two groups of students to present their own conversations in front of the class .

Ⅳ、语言运用 Section4 Go for it!

is a foreigner’s life like in China? Do they have any problems ?Share the interview feelings with other groups.

2.根据文章意思，分组讨论以下问题，完成表格：

①. What problems might you have living in a foreign country?

②. What problems do you think a foreigner might have in China?

People will certainly have different problems when they move to a new country. Lu visited England last week. But he was so worried and upset， because he always did the wrong things. Do you know why?

3.拓展阅读extensive reading

限时阅读：5分钟内，阅读一篇《Old Customs》的文章，回答问题。

Read an article “ Old Customs“， answer the questions

4.写作训练writing practice

根据上述文章的理解，针对Lu所遇到的问题，写一封信给他提建议。Write a short letter to Lu， give him some advice to help solve the problems.

Ⅴ、总结反馈

Make a summary:

Let’s think about what we have learnt this class. Let’s make a summary;

Words:

Expressions:

Text:

（先找个别学生代表发言，对本课所学的内容进行总结，然后其他学生举手进行补充，最后师生共同进行总结。）