七碗爱玉味
作为一位优秀的人民教师，就难以避免地要准备教案，编写教案有利于我们弄通教材内容，进而选择科学、恰当的教学方法。那么应当如何写教案呢？以下是我帮大家整理的幼儿园英语教学教案，希望能够帮助到大家。
My face
(Middle class )
purpose:
1、 学习英文单词face ,hair的发音
2、 提高幼儿参加英语活动的兴趣
3、 复习单词：eye ear mouth nose
preparation:
小小盒子、卡片、stickers 、人体的五官图片、磁带。
process:
1、Greeting:
T：good morning boys and girls
S: good morning Miss ling
T: How are you?
S:I am fine, thank you
T: Boys and girls we have learned nose ,mouth ,eyes and ears .now let us do the warm up OK?
S: Ok !
Two big eyes ,× × ×
One little nose , × × ×
Two big ears ,listen , listen , listen
One little mouth , × × ×
T: , everyone very ,very good .
2、Learn the new words .
T: 教师指着自己的头发问幼儿：“what is this?”待幼儿回答后，教师可以告诉幼儿头发有个很好听的英文名字hair ，（着重训练幼儿的读音）
教师用同样的方法教给幼儿face的英文。
Game (1)：Ok now let us play a game:
There is a box in my hand ,everyone look and listen carefully .(教师介绍游戏规则，在这个环节中教师可以根据需要用stickers表扬表现好的.幼儿)
Game(2)：
T: Touch your face (用食指指脸)
Touch your hair （用食指指头发）
Touch your ears （用食指指耳朵）
Touch your eyes（用食指指眼睛）
Touch your mouth （用食指指嘴巴）
Touch your nose (用食指指鼻子)
(教师可以根据需要反复强调face hair)或者贴五官的游戏！
3、结束：播放英文歌曲《my face》幼儿与教师一起表演。
设计意图：
在体育活动中，教师用简单的英语作为教学指导语，让幼儿初步感受到英语语言信息：如简单的体育指令、指导语、游戏规则等，同时借助教师的手势、身体动作，进行猜测、预测，提高幼儿的理解能力及思维能力。本节课我将尝试用英语体育这一新形式，旨在生动活泼，充满情趣的体育活动中，拓展幼儿感受英语、喜欢说英语的途径。
活动目标：
1、在听力游戏中，能和同伴、教师一起听听、说说、玩玩，提高英语听辨能力、体验游戏的快乐。
2、通过动作游戏，理解一些运动体育的指令，初步达到体育能力和英语能力的双向提高。
活动准备：
音乐，老狼头饰一个，动物头饰等。
活动过程：
一、开始部分
入场Follow me！Say “One two one……”
二、基本部分
1、Say:Who can walk/run/swim/fly?
2、Look and Say:出示图片，幼儿说英语单词，并做动作。
3、Listen，say and do！Are you ready?(Yes)
Walk: Walk walk walk, like a wolf, like a cat.
Run: Run run run ,like a dog.
Jump: Jump jump jump, like a ra it ,like a m&;#111nkey
Fly: Fly fly fly, like a bird.
游戏（Game）：Wolf ，wolf，What time is it？
玩法： 教师或一幼儿扮演老狼，其他幼儿扮演老狼出示的动物，游戏开始：“老狼”走在前面，其余幼儿扮演小动物并做相应的动作跟在后面，边做动作边问：“Wolf ，wolf，What time is it？”老狼出示“1”，动物说：“One o`clock。”，“小动物”紧接着问：“Wolf ，wolf，What time is it？”“老狼”再答，当听到老狼说：“I want to Have lunch”时，小动物们便用动物的动作回到家里面。小动物只要不被抓到或者不走出“家门”就不会被吃掉，游戏继续。被抓到的幼儿停止游戏一次。
规则：当听到“老狼”说“I want to have lunch”时，“小动物”才可以逃，“老狼”才可以抓。
三、 结束部分：
1. 放松：Let’s sing and dance.
2. Go home.
《Apple and Bear》
教学目标
让小朋友学会字母AB 及代表单词（Apple and Bear ），并能在早上用"good morning。""good morning， teacher。"向家人、朋友及老师打招呼。
教学准备
单词卡人手一份，教师范画，幼儿用书， VCD，磁带。
教学过程
1。 让幼儿先听音乐做一个热身运动（good morning）。
2。 教师向幼儿问好：good morning everyboday
教师向幼儿介绍我是美乐迪老师
（I am Melody）
教幼儿齐声向老师问好
（good morning Melody）
小朋友们也可以用good morning向爸爸、妈妈、爷爷、奶奶、叔叔、阿姨问好，做个有礼貌的好孩子。老师相信你们是最棒的。OK
3。 今天老师教小朋友们认识以A 和B 开头的单词 。先听磁带
请看，这是字母A，请跟我读。以字母A开头的单词----（出示卡片apple）， le on to me。请跟我读a le。出示字母B，以字母B开头的单词-----（出示卡片bear）。Le on to me。 请跟我读Bear。小朋友们都认识这两个单词了，下面老师和小朋友们做个游戏，
when I say apple
you say apple
when I say bear
you say bear.OK
（当我说苹果的时候，你就跟着说苹果。）
（当我说熊的时候 ，你就跟着说熊）。
游戏做得很好，让小朋友们自己表扬一下自己。
Very very good。
游戏继续进行：
when I say apple,
you say apple。
When I say bear,
You stop.OK
（当我说苹果的时候，你们就跟着说苹果。）
（当我说熊的时候，你们就闭上嘴。）
游戏做得很好，小朋友们自己表扬一下自己，
very very good,
very very wonderful,
very very cool.
4。活动延伸：
今天小朋友们表现得都很好，下面我们看着碟子、听着音乐，一起来做运动。
律动《good morning》。
火山红虎
Focus: Reading
1.To activate the Ss in learning “music”.
2. To develop the Ss’ ability of reading.
3. To help the Ss know something about the different styles of music.
1. Enable the Ss to understand the details about the passage The Band that Wasn’t.
2. Help the Ss to sum up the main idea of each paragraph.
Step 1Warming up
1) Lead in
Before class, T plays a song I’m a believer which was sung by The Monkees, with the words of
the song printed on the screen.
Then tell them: This is one of my favorite music. The music is a little show. When I listen to it,
it will remind of many old things. So I like it very much. What is your favorite music? And whydo you like it? So your favorite music belongs to pop music/rock… What other kinds of music do
you know?(classical music, pop, folk, jazz, dance, rock and roll, hip-hop, rap etc.)
2) Task: Brain-storming
Ask the students to name different music styles. Show some styles of music that they are not
familiar with.
folk
pop
Step 2 Listening and Matching
1)Tell Ss: we are going to listen to eight kinds of music. Here are the pictures for them. Listen
to them carefully and choose the proper picture for each of them.
2) Guide the Ss to sum up the Characteristics for each music style.
3) Check the answers on the computer screen.
Step 3 Pre-reading
1）Task :Listing
Have you heard about any of the famous bands in the world? List some of them.
Which one do you like best? Why?
2) Presentation
Ask the Ss to search the information about “The Monkees” before class, and now encourage them to share their information with their teammate.
3) Background information and language support
If necessary , the teacher should provide some background information about “The Monkees” , or explain some key words in the reading passage (P 35, Learning about language part 1 may be a good choice. )
Step 4While-reading
1) Task: Jumbles (Fast reading)
(Group work, four Ss) each student in every group is only given a part (one paragraph)of the complete article and read alone. One minute later, they exchange their own information to the other students of the same group. Then they discuss together and decide the order of the story.
2) Listen and Check
Listen to the tape and check the correct order of the article.
Q: What is the best title of the article?
3) Task : Memory Challenge Task (Scanning)
(Students are given the complete pieces of the article—ask them to open their books.)Get them to read the passage in detail and then work in group raising two questions for other group to answer.(books closed)
4) Reading and Matching
Read the passage again very carefully, and join the parts of the sentences together. (P 35, Part 2)More detailed questions:
①Why do most m
usicians like to be in a band with others?
②Which two musical bands are mentioned in the passage?
③How do some bands formed by high school students earn extra money?
④When did the Monkees break up?
5) Brainstorming
Ask the Ss to brainstorm as many suitable adjectives as possible to describe “The Monkees”. Then give the reasons for the choices.
Step 5Post-reading
1) Language Focus
Get the students to sum up the phrases of the article.
Then get the Ss to play a game called “What is your dream?”. Work in pairs and tell each other your dream and what you expect to happen. Use the phrases dream of and be honest with in the sentences.
2) Discussion
Do you think “The Monkees” was really a band? Why and why not?
Step 6Homework
1. Read more about “The Monkees”.
2. Find out some sentences in the reading passage that contain of Whom /in which attributive clauses?
3. Preview “Learning about Language” and finish the relevant exercises.
Period 3 Vocabulary & Grammar
Focus: Grammar
1)To help Ss master the vocabulary about “music”
2)To arouse Ss’ language awareness .
3) To consolidate the Attributive Clauses.
1) The Attributive Clauses with preposition + which/ whom
2) The relevant words about “music”
Step 1 Revision
1) Listening and Recognizing
Ask the Ss to listen to some pieces of music from the computer and write down the style of each piece of music belongs to.
Music 1 : Country Roads by John Denver (country music)
Music 2: Beat itby Michael Jackson (rock music)
Music 3: 步步高 （folk music）
Music 4: 老鼠爱大米 （pop music）
Music 5: 命运交响曲(classical music)
…
2) Discussion
What kind of music do you like better, Chinese or Western, Classical or modern? Why? How does music make you feel?
3) Check the homework the day before. Step 2Word Power
1) Word Ladder
Complete these sentences. Then write the missing words in the puzzle on the right and find the hidden word. (WB P 70)
2) Word Building
Study the vocabulary list in the appendix and list the words with un-,dis-, -less, -ful, -ment, -ity, -en, -ern, -al , -tion. Tell what part of speech they are. This will you help English words.
3) Recognizing and Listing
Tick （√）the words which are connected with “music”and find out the meanings of those unfamiliar ones.
Add your own to the list ________________________________________________________
4）Discussion and Listing
Which instruments are used in pop and rock music?
Which instruments are used in classical music?
Which instruments are used in jazz?
Which instruments are used in traditional Chinese music?
Which of the instruments do you like listening to?
Is the Chinese instrument different from the other instruments? Describe the difference, if there is Step 3 Grammar
1) Study the Rule
Read these sentences.
a. The musicians of whom the band was formed played jokes on each other…
b. However, after a year or so in which they became more serious about their work…
c. The musicians for whom they worked were very popular.
d. The guitar with which “The Beatles” played their first hit was lost while they were touring. Now answer these questions.
1. If you take away the relative clauses, do the sentences still make sense? Why or why not ?
2.Why is there a relative pronoun before the relative clause?
3. Can the preposition be removed from the sentences without changing the meaning?
4. Can that replace which and whom in the sentences? Why or why not?
Look at the sentences carefully and try to think of the questions.
2) Find the rule
Get the Ss to think of the questions above and sum up the grammar rule of preposition + the relative clause.
Teaching aims:
1. 能力目标：
a. Listening: get information and views from the listening material;
b. Speaking: express one’s attitude or views about friends and friendship in appropriate words.
c. Reading: enable the Ss to get the main idea
d. Writing: write some advice about making friend as an editor
2. 知识目标：
a. Talk about friends and friendship; how to make friends; how to maintain friendship
b. Use the following expressions:
I think so. / I don’t think so.
I agree. / I don’t agree.
That’s correct.
Of course not.
Exactly.
I’m afraid not.
c. to enable the Ss to control direct speech and indirect speech
d. vocabulary: upset , calm , concern , loose, Netherlands, German, series,
outdoors, dusk,crazy , purpose , thunder , entire, entirely,power , curtain, dusty, partner, settle, suffer , highway, recover, pack, suitcase, overcoat, teenager, exactly, disagree, grateful, dislike, tip , swap , item
add up calm down have got to e concerned about walk the dog go
through set down a series of on purpose in order to at dusk face to face no longer ot …any longer suffer from gete tired of pack sth. up get along with fall in love join in
3. 情感目标:
a. To arose Ss’ interest in learning English;
b. To encourage Ss to be active in the activities and make Ss to be confident; c. To develop the ability to cooperate with others.
4. 策略目标：
a. To develop Ss’ cognitive strategy: taking notes while listening;
b. To develop Ss’ communicative strategies.
5. 文化目标：to enable the Ss to get to know different opinions about making friends from different countries.
Teaching steps:
Period one
Step1. Warming up
1. Ss listen to an English song AULD LANG SYNE.
2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave,
humorous, funny, wise, kind, open-minded, responsible, helpful….
Step 2. Talk about your old friends
1. Ss talk about their old friends in Junior Middle School, talk about their
appearance, personality, hobbies, etc.
2. Self-introduction
Step 3. Make new friends
1. Ss go around and ask their new friends some information and fill in the following
Step 4. Do a survey
Ss do the survey in the text ,P1
Sep 5. Listening and talking
Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.
When Ss make their conversation, ask them to try to use the following expressions. I think so. / I don’t think so. I agree. / I don’t agree.
That’s correct.Of course not.Exactly. I’m afraid not.
Step 6. Discussion
Divide Ss four in one group and each group choose a topic to discuss. There are four topics.
Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.
Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?
Topic 3: Does a friend always have to be a person? What else can be your friend? Why? Topic 4: List some qualities of a person who does not make friend easily.
Step 7. Summary
1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.
2. T shows more information about friendship and a poem about friendship. What is friendship?
I want to find the answer to the question
What is friendship?
When it rains, I think friendship is a small umbrella.
It can give me a piece of clear sky.
When I’m crying, I think friendship is a white handkerchief.
It can wipe my tears dry.
When I am sad, I think friendship is a warm word.
It can bring me happiness again.
When I am in trouble, I think friendship is a strong hand.
It can help me escape my troubles.
When I sit in a quiet place, I think friendship is a very wonderful feeling.
It can’t be pulled and torn, because it is in everyone’s heart.
It is there from the beginning to the end of our lives.
3. Tell Ss: make new friends and keep the old; one is silver and the other is gold. Step 8. Evaluation
1. Look up the new words and expressions in warming up and pre-reading in a dictionary.
2. Write a short passage about your best friend.
Period two
Step1.Warming up
Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home.
How would you feel?
What would you do?
Four students a group discuss with each other for 2 minutes.
Activity2: Play a short part of the movies Step2. Predicting
Students read the title of the passage and observe the pictures and the outline of it to guess:
Who is Anne’s best friend?
What will happen in the passage?
Step3. Skimming
Students skim the passage in 2 minutes to get the main idea :
Who is Anne’s best friend?
When did the story happen?
Step4. Scanning
Students work in pairs to find the information required below:
Anne
in World War Ⅱ
Step5. Intensive reading
Students work in group of four to discuss the following open questions:
1.Why did the windows stay closed?
2.How did Anne feel?
3.What do you think of Anne?
4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).
5.Which sentences attract you in the passage?
Step6. Activity
Four students a group to discuss the situation:
Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.
What will you take? Why?
How will you spend the 3 months?
How will you treat each other and make friends ?
Step7.Assignment
Task1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.
Task2.Ex2、3 、4on Page3
Period three
Step 1. Warming up
Check the Ss’ assignment: task 2
Step 2. Language points:
1. add (v.)
1). To put together with something else so as to increase the number, size, importance, etc.增加，添加
Please add something to what I’ve said, John.
2). To join numbers, amount, etc so as to find the total 相加
Add up these figures for me, please.
add to something: to increase 增加
What he did has added to out difficulties.
add up to: to amount to 加起来等于；总计
The cost added up to 100 million yuan.
2. go through
1). To examine carefully 仔细阅读或研究
I went through the students’ papers last night.
2). To experience 经历，遭受或忍受
You really don’t know what we went through while working on this project.
3. crazy (adj.)
1). mad, foolish 疯狂的.，愚蠢的
It’s crazy to go out in such hot weather.
2). wildly excited; very interested 狂热的，着迷的
She is crazy about dancing.
4. be concerned about/for: be worried about 担心
We’re all concerned about her safety.
Step 3. Learning about language
1. Finish Ex.1, 2 and 3. on Page 4.
2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.
Step 4. Practice
Using structures on Page 42: ask the Ss to use indirect speech to retell the story. Step 5. Assignment
Finish Wb. Ex, 1 and2 on page 41 and 42.
Period four
Step 1. Revision
Check the Ss’ assignment.
Step 2. Reading
Ss read the letter on page 6
Notes:
1. get along with
2. fall in love
Step 3. Listening
Ss should take notes while they are listening.
1. first listening: Ss listen and answer the questions of part 2 on page 6.
2. second listening: Ss listen again and finish part 3 on page 6.
Step 4. Listening
Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.
