語言來源于生活，而英語語言教學也應該更加貼近生活。經歷了一段時間英語教育，作為老師的你知道英語教案的寫法？你是否在找正準備撰寫“億童幼兒英語4教案中班”，下面小編收集了相關的素材，供大家寫文參考！

億童幼兒英語4教案中班篇1

Language Goal:

Talk about what people are doing.

Teaching Aims:

The present Progressive (結構式: Be + V-ing )

Key Points:

---What’s he doing ?

---He’s reading.

Difficult points:

現在進行時的用法和動詞V-ing 形式的構成。

Teaching Methods:

由淺入深,設置場景、對話以及表演來教授新句型。

Teaching Aids:

教學圖片、教學光盤、VCD機、錄音機

Teaching Procedures:

Step1. Warming – up

A. Duty report

Teacher: How are you, boys and girls?

S s : Fine, thank you.

Teacher: OK, who’s on duty today?

(the student who is on duty starts to make a duty report)

B. Ask and answer

(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.)

T: Usually, what time do you go to school?

S1: ……

T: When does your father watch TV in the evening?

S2: ……

T: Do you do your homework in the evening?

S3: ……

T: When do you play soccer?

S4: ……

T: what time do you usually eat dinner?

S5: ……

(The teacher should encourage the students after questions.)

The teacher ask the students to read these five verbs for several times.

Step 2. Presentation

A. Match the words and the activities.

Ask the students to turn to page 83, and look at the pictures in 1a.

Then,the teacher ask questions:

----What’s he doing? (Picture 1)

----He’s making a telephone call.

(Help the students answer the question with body language .)

Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)

The Ss read these V-ing words after the teacher.

B. Play the video.

To make the Ss clear what they are learning in this class. Mr. Gong’s words do give the teacher a big hand.

(Write down the title of Unit 14 I’m watching TV on the blackboard and ask the Ss to read it.)

C. Teach the Present Progressive.

1. Introduction

Tell the Ss what the Present Progressive is. (現在進行時表示現在正在進行或發生的動作, 它的表現形式為Be Verbs + V-ing ---- 這也即為它的結構式.)

2. Tell the difference

Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard. Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then, ask the Ss to read them again.

3. Listen to the tape.

Let the Ss get ready to listen to the tape (paper and ball-point pen).

Check the answer: 2 4 1

4. Activities.

The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m opening the door.”

(The other actions: look at someone, clean the window)

Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined:

n What am I doing?

n I’m opening the door.

n What am I doing?

n I’m looking at him.

n What am I doing?

n I’m cleaning the window.

5. Pairwork.

Ask and answer questions about what people are doing in the picture.

u What’s he doing?

u He’s reading.

The Ss can practice different sentences upon the verbs on the blackboard.

6. Guessing game.

The teacher prepare several pieces of paper and there are different actions on it. Ask a pair of Ss to act it out. (Each pair of Ss choose two pieces of paper and act.)

(The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progressive step by step. They can have fun in the classroom during this class, it’s the most important.)

7. Self-assessment.

The teacher prepare for the Ss some listening exercises, and play the cassette, let them finish these exercises at once. Then, check the answer. The Ss can understand whether they have learned about the Present Progressive.

8. Do the exercises.

The teacher have the Ss some exercises, and ask the Ss to do at once.

<1>--What’s Li Lei doing?

-- He_____________. ( read )

<2>--What’s his mother doing?

--She_____________. ( write )

<3>--What are they doing?

--They_____________. ( play soccer)

<4>--What are David and Mary doing?

--They_____________. (have dinner)

<5>--What’s Jenny doing?

--She______________. ( run )

(In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after class.

Step 3. Homework

1. Finish the exercises in the class.

2. Make a conversation and act it out with your partner.

Step 4. The end

T: You are very good today, boys and girls! And thank you for listening. Bye.

億童幼兒英語4教案中班篇2

一、教學重點：

動詞短語及其ing 形式：drawing pictures, doing the dishes, cooking dinner, reading a book, answering the phone 。

句型 “What are you doing?”及其回答 “I’m doing the dishes/….”。

二、教學難點：

動詞短語ing 形式的讀音，教師要多做示范，逐步引導學生流暢地連讀。

三、課前準備：

教師準備各種動詞短語卡片、圖片。

教師準備本課時Let’s chant, Let’s learn, Let’s sing的錄音帶。

教師準備鍋、鏟、電話、碗碟等小道具。

教師準備本課時所需課件。

四、教學過程：

1、Warm up (熱身)

活動一：口語練習

教學參考時間：2—3 分鐘

教師就學生所學過的內容或當時情景進行日常交際，目的在于運用語言。可以是學生自我介紹，也可以是學生間對話練習。

如：My name’s …. I’m 10/11 years old. I like pink and blue. I like to eat fish and hamburgers. I can swim and I can speak English.

2、Review (復習)

活動二：師生交流

教學參考時間：2—3 分鐘

師生就所學知識進行交流，主要使用表示能力的句型，目的在于復習動詞短語。

教師拿出動詞短語的圖片，說：Look at these pictures. 。隨后，拿出其中一張圖片與學生交流，如：I can draw. 并做畫畫的動作。 最后問：Can you draw? 引導學生說：Yes, I can. 或Me, too.

在此基礎上，初步滲透動詞短語。教師繼續說：I can draw. I can draw a fish. 引導學生說I can draw a book/a kite/…. 最后，教師引出We can draw pictures. 強調并帶讀 draw pictures 。

教師繼續鼓勵學生表述能力的句子，鼓勵學生說出所學的動詞及動詞短語。問：What can you do? 學生回答：I can dance and cook. 等。

3、Presentation (呈現新知)

活動三：詞匯學習

教學參考時間：5—6 分鐘

教師指著動詞卡片說：I can draw a fish. Now, I am drawing a fish. 邊說邊在黑板上畫魚，并強調I am drawing a fish now. 用彩色粉筆強調ing 。鼓勵學生做畫畫的動作，邊做邊說I am drawing a fish/a cat/an apple/….

教師播放課件。

內容為本課時動詞圖片和短語拼寫，每次出一幅圖和其相配的短語的英文拼寫及短語的發音。具體順序如下：

doing the dishes, drawing pictures, cooking dinner, reading a book, answering the phone

教師出示洗碗的動作卡片，學生聽發音后，教師說：I am doing the dishes. 此時可作為擴展知識，告訴學生洗碗有兩種表達方法，即I am doing the dishes. 或 I am washing dishes.

繼續播放課件。用相同的方法讓學生理解、認讀：drawing pictures, cooking dinner, reading a book, answering the phone 。教師注意學生動詞ing 形式的讀音，必要時多練習幾遍，并糾正學生的發音。

教師回放課件內容，學生再次跟讀。同時教師詢問：What are you doing? 鼓勵學生說完整句，如：I am doing the dishes. I am reading a book. I am cooking dinner. …此環節中，教師板書句型What are you doing? I am doing the dishes. I am reading a book. I am cooking dinner. …

教師播放Let’s learn 部分的錄音，學生邊聽邊指邊讀，力爭做到“眼到、手到、口到、心到”。

活動四：快速反應

教學參考時間：3—4 分鐘

教師帶領學生做快速反應的游戲。教師說本部分的動詞短語，如：do the dishes, 讓學生說出它的ing 形式：doing the dishes 。

教師把本部分的五張動作的卡片面朝上貼在黑板、窗戶、門、墻等地方，然后說一張卡片上的短語，如：answering the phone ，學生迅速地指向該圖片，指得又快又準確的學生為勝者。教師還可以用卡片的字母一面進行游戲。

兩個游戲中，教師注意適時糾正學生的發音，鞏固動詞短語的同時糾正發音。

活動五：接力問答

教學參考時間：2—3分鐘

教師出示本部分的動詞短語卡片的ing 形式，教師提問 “What are you doing?” 一個學生A看教師的卡片、做動作并回答 “I am…. ” 隨后讓這個學生A接著問另一個伙伴B “What are you doing?”，B根據教師手中的卡片來回答問題，回答問題后B接著問C，依次快速看卡片，做動作，回答提問。(A,B,C代表學生)

4、Let’s play (趣味操練)

活動六：說說唱唱

教學參考時間：3—4 分鐘

教師播放Let’s chant 部分的錄音，學生認真傾聽。

再次播放，鼓勵學生跟讀。

學生看書自己認讀。

分小組練習說唱。

展示說唱歌謠情況。

活動七：生活再現

教學參考時間：4—5 分鐘

教師給學生提供調色盤，電話，碗碟等小道具，教師問： What are you doing? 引導學生邊做動作邊回答：I am drawing pictures/doing the dishes/cooking dinner/answering the phone/reading a book.

5、Consolidation and extension (擴展活動)

活動八：傳盒子

教學參考時間：2—3分鐘

做“聽音樂傳盒子”的游戲，教師把drawing pictures, doing the dishes, cooking dinner, answering the phone, reading a book 等詞條折疊后放進一個盒子里。音樂開始，學生按順序傳遞盒子。音樂一停，拿到盒子的學生在盒子中抽取一張詞條，教師引導其他學生提問：What are you doing? 抽到詞條的學生根據詞條上的短語邊做動作邊回答：I am …. 教師播放的音樂可以是本課時歌曲What Are You Doing? 也可以是其它歌曲。

活動九：練一練

教學參考時間：4—5分鐘

做本單元A Let’s learn部分的活動手冊P33配套練習。

教師指導學生理解題目要求，指導操作方法.。Listen and match是按所聽內容連線，Listen and write 是按錄音內容填寫空缺單詞。

教師播放活動手冊第33頁的錄音，學生完成Listen and match部分的練習。

再次播放活動手冊第33頁的錄音，學生完成Listen and write 部分的練習。此環節，教師注意輔導學生規范書寫。

億童幼兒英語4教案中班篇3

學情分析：

五年級1班，全班46人。學生學習習慣一般，對語言的感知和接受能力比一般，能夠進行自主學習和合作解決問題。

結合本單元主題wild animals我確定了本節課的具體內容，從詞匯和課文內容入手，進行引伸和拓展，使學生通過本單元的學習能介紹wild animal，用較通順、較連貫一段話介紹某種野生動物。從而達到拓展學生的課外知識和綜合運用能力的目的。

目標陳述：

通過學習jungle，zoo-keeper,peel等新詞，以及what do they like? Where does i live? 等句型，理解關于動物的短文，并根據自己的學習情況來描述一個動物。同時滲透愛護自然，保護動物的德育思想。

重點難點：

學會有順序地描寫一個動物。

教輔用品：

tape records flash PPT

教學目標：

1. Learn the words : wild, peel, zoo-keeper, jungle,

Learn the sentences: Where does it live? What does it like?

2. Learn to describe a kind of wild animals.

3. Try to stimulate the students’ interests of English.

重點難點：

Try to describe a kind of wild animals more orderly.

教學準備：

tape records flash PPT

教學過程：

I. Pre-task preparations

1、 jungle

2、 play a game： Wild animals Farm animals 5. a rhyme

Watch a viedo T:Can you tell me what is the name of this book? (read:jungle)

Tongue Twister T:The large giraffe is jumping in the jungle.

T :Talk about what animals can you see in the jungle?

S1: We can see pigs.

S2:We can see dogs

T :Talk about what animals can you see

通過觀看森林王子的 預告片，更直觀的了解 叢林。了解自然。 通過一個游戲，討論農村動物和野生動物的 區別，引出野生動物的概念。on the farm?

S1: We can see tigers.

S2:We can see pandas.

II. While-task procedures

Passage one .

Passage two

Passage three

1 Listen and answer

T :What colour is the monkey?

S: It is black. T :Is it big or small?

S: It is big

T :What colour is the monkey?

S: It is black.

T :Does it have long arms and long legs?

S: Yes,it does

2 Judge with T or F

1)The monkey doesn’t have long arms or legs.

2) The monkey can climb to the top of the cage.

3) It has a pink face.

4) The monkey can swing on the rope.

通過聽力引出第一段， 然后通過短文判斷。最后讓學生進行討論，讓同學們自己總結出其 他動物的特點。

通過半開放性的問題，進行討論，讓同學們自己總結出飼養員的工作。 通過一首詩歌，讓同學 們進一步鞏固所學知識，活躍課堂氣氛。 進行德育教育，讓學生 們知道不能隨便喂動 物錯誤的食品，要愛護 動物，我們是朋友。

讓學生進行討論，讓同學們總結出所有野生動物身上的特點。

5) The monkey is big and brown.

3 look and say

T: Can you say something about other animal?

1)learn: zoo-keeper

2) ask and swer

T:What do the zoo-keepers do for the animals?

T:What animal does this zoo-keeper feed? Does he like the baby monkeys?

T:Can you say something about the zoo-keeper?

3)describe the

Zoo-keeper

Answer the questions T:Read the passage . Then answer the questions.

S1:What do they like?

S2:at don’t they eat?

S3:What is this monkey doing?

S4:How is the monkey now?

S5:Can you feed the monkeys sweets?

Read a poem Eating bananas 'Bananas,' says the monkey, 'Are what I like to eat, And if my hands are busy I can peel them with my feet.'

Mae some notices: Love the animals. Don’t feed them the wrong food. We are friends.

look and say Look at these animals.

They have _______. _________________

They can _________. _________________.

They like _____. They do not eat _____.

We can’t feed them _____.

We can feed them________.

III. Post-task activities

Make an interview(采訪)

Homework:

1.Passage reading: Pandas

2.Choose one animal and write.

Reporter(記者)： Good morning, Mr Tang.

Zoo-keeper: Good morning.

Reporter: Can I ask you some questions?

Zoo-keeper:Sure./Of course.

Reporter: What animal do you like?

Are they …? Do they have…?

Can they…? Do they like…?

Where do they live?

通過一段記者與動物 管理員的采訪對話，進一步活躍課堂氣氛，鞏固所學的知識點。

回家作業，第一通過短文的閱讀讓學生了解其他的野生動物，熊貓。

第二，讓學生選擇一樣自己喜歡的動物進行描述。

Zoo-keeper: …。

Reporter: Thank you very much.

Zoo-keeper: You’re welcome.

Answer the questions： Where do the pandas live?

What do the pandas live on?

What colour are pandas? What do the pandas like to do?

How do you think of pandas?

There are not many pandas in the world now.

Why? T:Please choose one animal and write.