幼儿英语教案范文模板

幼儿英语教案范文模板

作为在幼儿读书的一员幼儿教案模板范文图片，大家显然不是很明白英语老师们是如何设计说课稿或者教案的吧。下面是学习啦小编给你们整理的幼儿英语教案范文幼儿教案模板范文图片，供各位参阅!

introduce myself

good morning/afternoon, everyone. i’m now i’ll say part a of lesson six from the fun with english in . i’ll prepare to say the lesson from four parts. part one: analysis of the teaching material

1. this is an important lesson in from this lesson, it starts asking the ss to grasp contents of each sample.

a. to attain “four skills” request of listening, speaking, reading and writing. b. to start listing “word bank” and tell the ss to remember the new words. c. to start asking the ss to write the english sentences well.

therefore this lesson is in the important position of the teaching material.

2. this lesson is the first part of if the ss can learn it well, it will be helpful to make the ss learn the rest of this unit.

3. such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken english.

the ss has learned english so far. they can understand some words and some simple sentences. the ss have taken a great interest in english now.

the teaching aim’s basis is established according to provision.

1. knowledge objects

(1) to make the ss know how to use the affirmative sentenceand the negative sentence everyday expressions for

(2) to study the new words learning the dialogue of this lesson.

(3) to finish some exercises.

2. ability objects

(1) to develop the ss’ abilities of listening, speaking, reading and writing.

(2) to train the ss’ ability of working in pairs.

3. moral objects

(1) to enable the ss to be polite and love life. (2) to enable the ss to look after their things well.

the teaching key and difficult points’ basis is established according to part a ofin the teaching material’s position and .

1. key points:

2. difficult points:

(1) how to make dialogues and act them out. (2) how to write the right whole sentences.

part two the teaching methods

teaching special features

to use these methods are helpful to develop the ss’ thoughts.

part three studying ways

1. teach the ss how to be successful language learners.

2. let the ss pass observation—imitation—practice to study language. teaching special features:

part four teaching procedure

step1 warm-up

1. free talk between t and ss. such as: hi, i’m . . . . what’s your name? this is ?. how do you do? who is he/she? how are you? who can count from 1to 5? what’s this in english? etc.

2. a game: ask the ss to give t some school things. for example:

t: give me your book.(ruler, box, pen, table, knife, etc.)

t: this is your book. this is not my book. it’s your book. etc.

in this course i’ll ask them to make a dialogue group by group without repetition. find out which group will make the most dialogues.

purpose of my designing: i think it is important to form a better english learning surrounding for thess by imitating and at the same time it is necessary to provide situations to review learned knowledge. step2. presentation

this course is very important. i’ll mainly talk about this step. i’ll use cai to present the whole dialogue. arrange some situations to help ss understand sample a.

first scene: there is a bag on the floor. b is picking it up and get ready to leave. now a is talking with b.

a: hi, b. how are you today? b: i’m fine, thank you. and you?

a: i’m fine, too. oh, this is my bag. b: no, this is not your bag. it’s my bag. a: (look closely) oh, i’m sorry. b: that’s all right.

(at the same time, c is running up and hitting a.) c: oh, i’m sorry. a: that’s ok.

i’ll write the key points on the bb while they are watching. after watching,

i’ll teach them to read the words and sentences on the bb. make sure they can read them well.

purpose of my designing: to present sample a by cai is much easier for the ss to learn and grasp the meanings. cai can provide a real situation with its sound and picture and it makes the relationships between the ss better.

step3.practice

first play the tape recorder. let the ss listen and imitate the dialogue. pay attention to their pronunciation and intonation. in this step the ss are required to practise the sample in pairs by reading the dialogue aloud. this step is employed to make the ss grasp the sample .at last i’ll ask the ss to think hard and act it out with a partner according to sample a. then find out which group will act it out well. i’ll give them red stars.

purpose of my designing: this step is employed to make the ss get the general idea of the dialogue as a whole one. at the same time let the ss have a chance to practise their listening

and spoken ability.

step4. production

in this step i’ll give the ss a free space to show their abilities.

second scene: the ss are having a picnic. it’s hot and they take off their coats and put them together. they are singing and dancing, laughing and chatting. after the picnic, they begin to look for their coats. d and e are talking. f and g are talking. etc.

after watching, i’ll give the ss some tasks to make similar dialogues without repetition and find out

which group will make more dialogues.

2. skill 1 model 1.

i’ll ask four ss of the groups to write these sentences on the bb in the four lines.

then check their handwriting, correct their mistakes. find out who will write well and whose handing is the best.

3. finish the ss’ workbook.

purpose of my designing: to check the knowledge ss have learned in this lesson. step5. homework:

(1)recite the words as many as possible after class.

(2)make a dialogue according to sample a and write it in the exercise book. purpose of my designing: i think homework is so important that the ss should speak english as much as they can in class or after class. it is necessary for the ss to do some extensive exercises after class to consolidate the knowledge they learned.

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