幼兒英語教學設計教案4篇
英語教學除了知識點的準備之外，認真考慮設計課堂活動也是很必要的。經歷了壹段時間英語教育，作為老師的妳知道英語教案的寫法？妳是否在找正準備撰寫“幼兒英語教學設計教案”，下面我收集了相關的素材，供大家寫文參考！
幼兒英語教學設計教案篇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.
幼兒英語教學設計教案篇2
教學目標：
知識目標：
1.bought, taught and thought
2.the story
3.a song
能力目標：1. past tense
2.where did you do?
3.What did you do?
情感目標：When you play things, you must get good corporation with your players.
教學重點、難點：1.I am throwing the basketball.
2.hitting and throwing
教具、學具：some balls and story a tape and pictures
教學過程：
壹. Class opening and review
Review “ past tense” and “ future tense” verbs with a game. Write three columns of words on the blackboard and ask for volunteers to match them correctly. As each student makes a match, he or she says “Yesterday I___de. Today I___. Tomorrow I am going to__.
Introduce
Add “buy” “teach” and “think” to your “today” column. Ask the students to give you the future tense for each verb and write them under your “tomorrow” column. Then write “taught” “thought” “bought” in a different order than the other two columns, and ask the students to guess how they match with the present-tense verbs. Point out the similarities in spelling “bought” “taught” “thought”
Use the student book
Pause after Number 1 in the student book. Review the story so far. Today Jenny and Li Ming went to the store buy some clothes for Li Ming to the pictures in the student book. Who are they talking to?
Note the word “player” in the lesson. A “players” plays something, such as a sport.
Practice
Play “What’s wrong?” to practice the new past tense verbs, and other tenses and verbs.
Play “spelling Bee” to practice spelling any vocabulary in this unit.
Tech “Oh, what did you do?” in Number 3 of the student book.
Use the activity book
Number 2 in the activity book is a listening exercise. The students listen to each sentence on the audiotape and change it into the past—tense. Here’s how the audiotape goes:
板書：
Lesson4 Where did you go?
bought taught thought
Where did you do?
What did you do?
幼兒英語教學設計教案篇3
教學目標：
知識與技能目標：
1.學生能過靈活掌握有關做家務的動詞短語並能應用到日常對話中。
2.掌握祈使句的構成方法及其答語。
情感目標：
1.如何有禮貌地請求別人幫助自己做某件事。
2.能夠通過活動培養學生主動做家務的意識和養成勤勞的好習慣。
教學重點：
1.本課所有動詞短語的正確發音和使用。
2.能較熟練地應用動詞短語構成的祈使句。
教學難點：
每個學生都能掌握所授內容，做好能聽.會說.能讀。
教具準備：
1.PPT。
2.單詞卡片。
3.小禮品。
教學過程：
1.日常口語會話展示
T：Hello,boys and girls.How are you today?
S：I am fine,thanks.And you?
T：I am fine,too.
2.遊戲“摸鼻子”
3.教授新課
①出示make the bed圖片。
T：Class,look at the picture.What is he doing?
Ps:…
T:He is making the bed.(出示短語，教讀，註意確保學生讀音準確無誤)
帶讀幾遍之後，隨即快速的抽取部分同學進行檢查。
②以下四個短語與上述方法相同。
③教讀。
④集體齊讀短語。
⑤使用地雷遊戲進行教讀。
⑥教授手持卡片，每個小組讀壹個短語，3-5次。比賽哪個組讀得準確又整齊。
⑧操練短語。
采用boys PK girls的遊戲方法。抽男.女生各兩名讀短語，給勝利的壹方畫笑臉，輸的壹方畫哭臉。
4.教授句型
①出示對話圖片，幫助學生理解並運用新句型。
②教讀。
③帶動學生，用本課所學單詞進行替換練習。
④T：Class,do you help your mother do housework?Now,I am your mother.I am doing housework.Try to be good and help me.
P1:Mom,can I help you?
T:Good boy!Yes,please make the bed.
P1:OK./All right.
T:Good boy!Thank you.
每個單詞都要拉進句子裏進行操練。
⑤教師手持短語卡片，並詢問學生Can I help you?學生根據卡片內容回答。
⑥學生兩人壹組操練句型，然後抽部分學生展示操練結果，並發給每位學生壹個小獎品作為獎勵。
5.小結本課
T：Boys and girls,what did we learn today?
Ps：……(引導學生回憶本堂課所學知識)
總結這堂課所學的短語全是與做家務有關，提示學生要熱愛勞動，熱心助人!
6.道別
在歌聲中結束本堂課。將《Teddy Bear》裏面的壹些短語用今天學的短語改編。
Teddy Bear,Teddy Bear,turn around.
Teddy Bear,Teddy Bear,clean the ground.
Teddy Bear,Teddy Bear,set the table.
Teddy Bear,Teddy Bear,say"Good bye"!
幼兒英語教學設計教案篇4
教學目標：
1、能夠聽、說、讀、寫短語：on foot, by bike, by bus, by train。
2、能夠聽、說、認讀短語：by plane, by ship, by subway。
3、能用句子 “how do you go to school? how do you go to canada/…?” 來替換詢問別人的出行方式;並能夠用句子 “i go by…” 進行回答。
4、聽懂、會吟唱let's chant的歌謠。
5、幫助學生了解交通規則，並在生活中自覺遵守交通規則。
教學重難點：
掌握四會短語和a let's learn部分中運用某種交通工具去某地的表達法，並能替換關鍵詞進行問答。
課前準備：
1、教師準備let's start部分和主情景圖的教學課件。
2、教師準備錄音機和本課時的錄音帶。
3、教師準備a let's learn部分的單詞卡片。
教學步驟：
壹、熱身(warm-up)
1、復習副詞：always，usually，often，sometimes，never的讀音與詞義。
t: when do you get up? / when do you go to school? … (引導學生用always，usually，often，sometimes回答)
2、t：today i go to school by bus. i usually go to school on foot. 教師利用肢體動作幫助學生理解句子意思。
t：what about you? do you go by bike or by bus? do you go on foot? or by car? 師生之間自由會話，引出幾種常見的交通方式。引導學生看本課let's start部分的標圖並回答問題。
二、預習(preview)
1、let's chant
教師放本課let's chant部分的錄音，唱到on foot時，全班跺跺腳;唱到by car/ bike/ bus/ plane/ train的時候，學生做出相應的動作。然後教師根據歌謠內容隨機出示let's learn部分的單詞卡片加深學生印象，全班學生再跟錄音邊唱邊做壹遍。
三、新課呈現(presentation)
let's learn
1、教師做動作，自問自答： “how do i go to school? i go to school by bike.” 並在黑板上寫下：by bike。教師再重復剛才的句子並問某壹學生： what about you? how do you go to school? 教師幫助學生說出完整的句子： “i go to school by…” 並將相應的短語寫在黑板上。
2、看短語貼卡片遊戲
教師依次出示畫著不同交通工具的短語卡片，讓學生迅速地貼在黑板上的by短語旁邊，教師領讀短語和句子 “l go to school by...”
3、“快速反應” 遊戲
教師說出某個短語，如：by bike，讓學生做相應的動作並說出句子，如：i go to school by bike.
4、教師拿出剛才學生可能沒有提到的交通工具的圖片，如：by plane/subway/ ship/ boat等，呈現和練習這些短語。然後指著課本上的配圖問：“what can you see in the pictures?” 註意引導學生理解"地鐵"的含義： “it's an underground railway in a city. it travels very fast.” 教師領讀新學短語。
5、學生聽錄音，跟讀let's learn部分的內容。教師註意糾正學生的語音、語調。
6、教師引導學生進行單詞的拼讀競賽。可空出單詞中的元音字母讓學生填寫, 也可打亂組成單詞的字母的順序，讓學生重新排序，組成單詞。
7、let's play
教師請學生說壹些地點，比如：school, beijing, the us, the moon等;教師鼓勵學生大膽想象出行方式和所去地點。然後學生兩人結對進行句型操練，壹人問 “how do you go to beijing/ the usa/ the moon?” 另壹學生給出答案： “i go by train/ plane/ spaceship. ”
四、鞏固和延伸(consolidation and extension)
1、教師引導學生看主情景圖，說出其中表現的交通方式。學生多能說出：on foot， by bike, by subway。如有學生問及小醜騎的獨輪車以及幼兒騎的三輪兒童車教師可補充說明那分別是unicycle和tricycle;而自行車bike的另壹說法：bicycle，意為兩輪車。
2、學生做let's learn部分的活動手冊配套練習;教師指導學生規範書寫。新學伊始，教師非常有必要對學生重申壹下書寫的要求。
五、homework
1、學生背誦並抄寫四會單詞;
2、學生預習c let's sing部分的歌曲。