英语人教教案5篇

教师需要不断提高教案编写的技能，以应对不同教育挑战，教案应当充分考虑学生的学习速度和理解能力，以避免过于仓促或过于冗长的教学，以下是汇报范文网小编精心为您推荐的英语人教教案5篇，供大家参考。

英语人教教案5篇

英语人教教案篇1

教学目的和要求：

１、能听懂晦朔本课的会话。

２、能听说读写单词 pencil， pencil—box。

３、能正确读出字母“o”在开音节中的读音和闭音节中的读音。

教学重点：

能听懂晦朔本课的会话。

教学难点：

能正确读出字母“o”在开音节中的读音和闭音节中的读音。

教学步骤：

第一课时

一、复习

１、组织学生唱一首学过的歌曲。

２、检查第3课的会话和四会掌握的单词。

３、请一对学生表演第三课对话。

二、介绍新语言项目与教学方法

a．词汇教学

本课四会掌握的单词有pencil和pencil—box。pencil一词时生词，教法如下：

１、教师出示一支钢笔，问学生：what’s this in english ？学生回答：it’s a pen。教师再出示一支铅笔，问学生：what’s this in english？若学生不能说出，教师给予回答：it’s a pencil 。让学生跟教师重复pencil，a pencil，it’s a pencil 然后把pencil写在黑板上。

２、让学生口拼pencil一词，边口拼边书空。然后在练习册上摹写。

３、教师出示一个新的铅笔盒，问学生：what’s this in english？学生回答后，教师说：yes， it’s a pencil—box。 it’s a new pencil—box。把new一词说得口气重些。

４、教师带读it’s a new pencil—box。数遍。

５、让学生口拼pencil—box一词，并边口拼边书空，然后在练习册上摹写。

b．会话教学。

１、教师拿出一支新的钢笔，对学生说 i have a new pen。并把这句话写在黑板上，让学生朗读。然后教师把“pen”一词擦掉，让学生用这一句型完成句子，i have a new ……，启发学生使用学过的词如：book， bag， ruler等词，当学生说：i have a new pencil—box时，教师走过去

说：oh， good 。may i have a look？

２、让学生跟教师重复： may i have a look？和 oh， good。 may i have a look？

３、教师和一个学生进行对话。教师拿出新铅笔盒，对学生说i have a new pencil—box。启发学生和教师对话：oh， good 。may i have a look？这时教师说：certainly。 here you are。

４、同桌两人练习会话，要求学生做会话表演。

５、学生与教师会话，找一个学习好的学生和教师一起进行会话表演。

６、让学生跟教师重复 may i use it？和sure。让学生同桌两人利用文具等实物练习以上的对话。

７、听课文会话录音。

第二课时

c．语音教学

１、教学准备：把本课中read and listen部分的单词按课本上的形式做成两列火车图片。

２、教师将一列火车贴在黑板上，同时对学生说：try to read the words yourselves。

３、找2—3个学生朗读单词后，全班学生齐读。启发学生总结字母“o”的发音。

４、听语音练习录音。

三、兴趣活动

１、教师发出指令：show me your pencil， please。

２、学生根据指令举起铅笔。

３、教师让集体或个人口拼单词：spell the word “pencil” ， please。口拼正确的加分。可拼以下所学四会单词：pen， pencil—box， book， ruler ，bag， cap 等。

四、课堂练习：

１、听音画画。

内容：

1）draw a pencil， please。

2）please draw a pen。

3）draw a ruler， please。

4）please draw an apple 。

5）draw a pencil—box， please。

２、读和写。

五、家庭作业

读课文三次，抄写四会单词五次。

英语人教教案篇2

一、教学目标

在本节课结束时，学生将能够：用正确的语言谈论如何学习；用by+doing的结构描述自己的学习方式；能够就英语学习与他人进行简单的口语交流。

知识与能力：

通过本课学习，用目标语言谈论如何学习英语，就英语问题进行简单的沟通，同时在与他人的合作与交流中帮助他人，树立自己学习的信心。

过程与方法：

采用小组合作探究、听力练习、对话练习、猜测问题和角色互换的学习策略，利用视频、ppt和制作课件等来展开课堂教学环节等，进行“询问和谈论学习方法、解决困惑”的课堂教学和练习。本单元的教学法建议：短语教学——采取情景引入展开启发式的教学方式，让学生在思考中输出自己的语言，并在句型中学会运用；语音教学——让学生进行听对话并跟读听力材料；口语教学——采取对话练习和角色互换对学生进行教学；听力教学——采取听音配对、听音打钩和听音对应等的方式进行听力教学和听力技巧指导；口语教学——通过创设情境让学生进行对话练习和角色互换活动，来进行语言的输出。

情感态度与价值观：

通过参与课题教学活动，增进同学之间的了解和友情，并在交流中了解英语学习的方法，建立学习英语的自信。

二、教学重难点

教学重点：

学习并掌握how do you study.。.？ i study.。.by 。.。.等相关句型和词汇。

学习并掌握用by + doing 结构表达方式方法。

教学难点：

学习并用丰富的语言描述英语学习的方式和方法。

三、教学策略

短语教学——采取视频引入话题然后进行启发式教学，并在对话中运用；语音教学——让学生跟读听力材料进行模仿式操练；口语教学——采取pair work 和role- play问答式的口语交际活动或小组活动互相操练；听力教学——采取采取听音配对、听音打钩和听音对应等方式语法教学——通过模仿听力材料进行对话练习，在教师的纠正中培养正确的by+doing的结构意识。

四、教学过程

英语人教教案篇3

teaching aims and demands

words and phrases

four skills: protection technical import production method tie discovery garden gardening wisdom practical guide firstly condition remove generation depend on and so on

three skills: technique irrigation pump seed insect root golden sow soil weed sunflower

spoken english:

giving advice and making decisions

in my opinion you should … i think he is right …

if i were you … wouldn’t it be better if …?

we can’t do both, so… the other idea sounds better to me…

we have to make a choice ….

as far as i can see the best thing would be to …

grammar:

the use of “it” （2）: ----强调句中的某一成分

1. 强调主语

the children often help the parents do he farm work.

it is the children who often help the parents do the farm work.

2. 强调宾语

future agriculture should depend on high technology.

it is high technology that future agriculture should depend on.

3. 强调地点、时间等状语。

the farmers produced food for the whole population of china on this arable land.

it was high technology that future agriculture should depend on.

use of language:

help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have known. learn the text modern agriculture and farming and gardening. get the students to feel the role the agriculture plays in our life and the effect of high technology in agriculture.

important points:

the way to give advice and make a decision.

difficult points: the use of “it”.

teaching aids: computer, tape-recorder

way of teaching: 交际法教学

lesson1

step 1 warming up

ask the students to first study the graph in the book and make sure they understand what information it provides: the graph shows the growth of major farm productions over the period from 1991-1995 in relation to period from 1986-1990. what it shows in that for example for grain, the production in the four years from 1991-1995 was 10% more than in the four years from 1986-1990.

for answers to the question 1:

the produce for all products was higher than before. especially the produce of meat, fish and fruit has increased very sharply.

1. people are earning more money, so they want to buy and eat or meat.

2. people learn more about healthy food, so they want to eat more fruit.

3. eating fish doesn’t make people as fat as eating meat, so people like eating more fish.

for answers to the question 2

1. people want to buy different products, so farmers need to grow different things.

2. farmers want to make more money. when they can grow extra crops or other crops on their land or land which they can’t use to grow grain, they will for example plant fruit trees. in the end, they will bring more fruit trees.

for answers to the question 3

1. first, chinese people are eating more meat. next, farmers have to raise more pigs, sheep and cattle. so, more grass is needed to feed more sheep and cattle. so, farmers need more grassland. possibly, they will cut down trees to take more land on which to grow grass.

2. if farmers want to grow different crops they would plant them together. this can be very good for the soil.

step 2 listening

get the students to listen to the text and then check their answers.

answer to exercise 1: history of farming farmers in china protection of nature trees environmental problems dikes

answer to exercise 2: 1. true 2. false 3. false 4. true 5. false

answer to exercise 3: 1. (all kinds of ) environmental problems 2. destroyed 3. floods 4. droughts 5. farming 6. go against nature 7. too wet 8. farming/growing wheat/growing crops 9. fishponds

step 3 speaking

first show the students some pictures of kinds of lands being used. when land is becoming scare, people in towns and villages may sometimes have different idea about the best way to use the land. often such conflicts are about the decision whether to use the land for building houses, factories and roads or as farmland.

then divide the students into groups of five, and let each student take one of the rules. there are five roles: a-d are all local farmers in the small village. role e plays as the leader.

step 4 homework

prepare a discussion for one of the topic in the exercise talking.

lesson2

step 1 revision

get several students to present their discussion they prepared last class.

step 2 presentation

first show the students the pictures on their books. and then ask them to describe what they find in the pictures or what information they can get through comparing them in the two rows.

the answer may be: the first four pictures are ways that farmers used in agriculture in the past decades, while the last four are ways of modern farming.

it’s striking feature is the wide use of modern agriculture technique.

step 3 reading

ask the students to read the text

step 4 language points

1. it is on this arable land that the farmers produce food for the whole population of china.

“it” 引导强调句。it无意义，只起语法作用。

jia sixie wrote a book called qimin yaoshu around 540 ad.

--- it was jia sixie who wrote a book called qimin yaoshu around 540 ad.

--- it was a book called qimin yaoshu that jia sixie wrote around 540 ad.

--- it was around 540 ad that jia sixie wrote a book called qinmin yaoshu.

------其结构：it + be + 强调部分 + that (人物用who/whom) ＋句子其他成分。

2. to make as much use of the land as possible, two or more crops are planted each year where possible.

(1) as … as possible 尽可能的….

we need to send the letter off as soon as possible.

hold your breath for as long as possible.

(2) where possible = where it is possible.

fill in the words in the blanks where necessary.

come to see her when possible.

3. 词组总结：bring in as well as protect … from a variety of over the years have an effect on make good money make use of in the 1980s be different from stand for in other words go against

step 5 interview

get one students to play as a scientist, then some students as reporters. the others students may ask the “scientist” to answer some questions they are interested in about gm.

step 6 homework

finish the exercise on page 108 in the talking part and the exercises 2 3 in the following part.

lesson 3

step 1.revision

check the homework.

step 2 word study

finish the exercise on page 108 as a test on the vocabulary.

and then complete the chart on p47, make sure the students know what they are expected the do.

step 3 grammar

first introduce the content about the use of “it”.

grammar

the use of “it”(2) for emphasis

it is on this arable land that the farmers produce food for the whole population of china.

it was from the early 1990s that scientists started to develop new techniques to increase agricultural production without harming the environment.

step 4 practice

finish the exercises 1 2 in the following part.

step 5 workbook

finish the two exercises in the workbook.

step 6 homework

prepare some information for farming in china.

lesson 4

step 1 revision

get several students to report what they have prepared for the topic assigned last class.

step 2 presentation

get the students to finish the exercise 3 on p110 as an introduction of the text.

step 3 reading

ask the students to read the text and answer the questions below.

the answers are:

1. farmers should do things at the fight time of the year.

2. farmers should examine the soil carefully.

3. if the condition of the soil is not good, farmers should improve it.

4. before sowing or planting crops, farmers should clean rough ground and remove weeds.

5. farmers should let sheep or cattle (cows) walk on the land before sowing or planting crops.

6. farmers should plough the land, so weeds are destroyed.

7. when ploughing the land, farmers should plough deep the first time and less deep the second time.

8. farmers will get the best results i they change crops in their fields.

9. if farmers plant rice in a field one year, and wheat in that field the following year, they will harvest good crops.

10. if farmers plant wheat close together, they will have better results than when plant wheat leaving space between the plants.

11. it is good to grow different plants next to each other in the same field.

step 4 homework

ask the students to prepare a report about how to make a vegetable garden. here they may be told to use the library or internet.

英语人教教案篇4

教学目标

1、会使用可数名词和不可数名词开购物单。为后两课学习购物做准备。

2、学会讨论吃什么饭，买什么东西。

3、复习一些礼貌用语和习惯表达，如：how about…？ what about…？ can you come with me? what do you have for dinner this evening? let me and have a look.等。

4、新单词：chicken, tofu, fridge, list, shopping list, buy, kilo

句型：what do we have for dinner this evening?

fish is my favourite.

what else do you want to have?

don’t we have any eggs?

let me make a shopping list.

you can help me carry the things.

教学用具

ppt教学演示课件

教学步骤

step 1 revision

[课件展示]教师在课堂上提问题，引导学生回答

what do you have for breakfast today?

shall we go and buy something to eat?

what’s in the pictures? let me see. what do we have for lunch today?

how about…？ what about…？

what else do you want to have?

can you go and buy the things? let’s go.等。老师也可以同样的方式提问全班同学。

教师展示课件中revision的食物图片，复习一些食品的名称。

step 2 presentation

[课件展示]教师在复习食品名称基础上，引出购物的话题。教授有关食品新单词chicken, tofu, fridge, tomato, onion, carrot, pork 教师可以点击播放单词录音让学生跟读，掌握好单词的标准发音。然后教师教单词list, shopping list, buy, buy things, kilo, one kilo of chicken legs 引导根据所学习的新单词，学生回答句子：what do you have for lunch today? what else do you want to have? what do we have in the fridge? can you go and buy the things?

step 3 read and say

[课件展示]教师点击图片可以播放影片让学生观看，播放课文对话录音让学生跟读课文对话，尽可能的模仿录音中的语音语调，教师再点击鼠标出现以下有关问题：

what’s in the fridge? is there any fish in the fridge?

are there any chicken legs in the fridge?

don’t we have any eggs in the fridge?

why do they go shopping?

跟读直至读熟。让个别学生进行对话演示。

step 4 shopping list

[课件展示]教师点击图片播放影片让学生观看，教师点击播放录音让学生跟读。

根据课文的购物单自行设计一个自己的购物单，教师让个别学生读出自己的购物单，互相比较看看谁设计的购物单最合适。

step 5 practice

[课件展示]在学生之前设计好了购物单的情况下，老师让学生观看课件中的超市图片，假设学生在周末和父母去市场买东西。然后教师再点击鼠标，课件中就会显现出商店所卖的商品和价目表，让学生根据图片和价目表自编一个对话：一人为售货员，一人为顾客，教师可以引导学生使用这几句话：can i help you? i’d like …。. here you are. here is the money. 对话可长可短，因人而异。

step 6 consolidation

[课件展示]教师总结本课中出现的一些重点词组与句子。让学生熟读。

英语人教教案篇5

?学生分析】

三年级学生处于低年级阶段,年龄特点决定了教学内容的设计以贴近生活、学生感兴趣的事物或话题为主。本节课的话题是新年，过新年是学生喜闻乐见的，也是熟悉的，而且教学此课的时间刚好接近新年，相信学生会对这一内容感兴趣。这个年龄段的学生对一切充满幻想和好奇,学习积极性很浓,只要教学方法得当，将很容易把学生的学习兴趣调动起来，从而让教学顺利进行，并取得良好的效果。

?教材分析】

本节课是一节对话课,主要是让学生能够用句型 let’s … 提出建议，并会使用good, idea.进行回答。同时学会用happy new year .进行问候。此外还将学习几个动词短语：make a near year card，say happy new year ,sing and dance ,go to the zoo等，本节课生词较多在一节课内掌握有一定的困难，本课时内容比较贴近学生生活,是学生们比较喜欢的话题之一,所以有利于学生间开展交流。

?教学目标】

1、知识目标：

（1）复习巩固英语颜色词。

(2) 学习单词make, come, say, sing, dance, new year, card, happy, good, idea 。

(3) 能听懂会说以下句子 the new year is coming . let’s make a new year card .happy new year .let’s sing and dance . let’s go to the zoo .

能力目标：能听懂并会用let’s…的句子；懂得在新年时用happy new year .进行问候；能看懂并会写简单的英文的新年贺卡。

情感目标：培养学生浓厚的学习兴趣，乐于模仿，敢于开口，同时让学生了解在新年到来之时可以通过向亲友表示问候、或与亲友互赠贺卡等形式表示对人的一种关怀和爱，以增进人与人之间的感情。

?教学重点】

1. 学习掌握本课新词汇。

2. 学习掌握本课的句型：let’s…以及它的回答good idea .等.

3．能在生活中灵活运用本课的句型。

?教学难点】