小学英语微课教案【优秀7篇】

教学目标

（一）认知目标能够听、说、读、写句子does he live in Sydney? No, he doesnt. Does he like doing word puzzles and going hiking? Yes, he does.并能在实际生活中运用。

（二）能力目标能够运用所学句型来询问他人一些日常生活情况。

（三）情感目标教育学生要养成良好的学习和生活习惯。

教学重难点

（一）重点灵活运用本节课的重点句型。朗读时做到语调自然，语音准确。突破方法：反复朗读，小组互听朗读，提出建议，突破重点。

（二）难点在实际情景中正确运用所学对话。突破方法：创设情景，表演对话，突破难点。

教学过程

Step 1: Warm-up

1、播放歌曲My new pen pal，师生齐唱。

2、师生进行日常会话。如：T: Where are you from? S: Im from China. T: What do you do on Sundays? S: I often read books. T: How do you go to school? S: I go to school by bike. T: Do you go to school by subway? S: No, I dont. T: Do you have a pen pal? S: Yes, I do.

Step 2：Prentation

看图描述：She teaches English。He goes to work。

He watches TV。 He reads newspapers。

Whats your hobby?出示图片：hobby?

I say you say。

Let s try

What does ZhangPengs mother teach ？

She teaches English.

Does she teach English?No ， she doesnt 。

Does she teach Chine?

No ， she doesnt 。

Does she teach math ？

Yes ， she does 。

教师先引导学生看问题，然后播放Lets try部分的录音，学生回答问题。教师再次播放录音，让学生找出回答问题的关键信息，核对答案。最后让学生反复听轮，尽量听出原文并进行复述。

Lets talk

1、教师请一名学生介绍他笔友的有关情况，如:

I have a pen pal. She lives in Beijing. I live in Wuhan. She likes climbing mountains, singing and swimming, but I like drawing cartoons and dancing. We often write emails.教师根据这名学生的介绍问其他学生：Does his pen pal live in Beijing/Wuhan…？帮助学生回答：Yes, he/she does./No, she doesnt. She lives in…教师板书并教读句型：Does he/she live in …？ Yes, he/she does./No, she doesnt.

2、教师用单词卡片指导学生进行替换练习。如：Does he live in the city? Does she live in the country?

3、教师出示简单字谜游戏，教学生玩，学生完成后，教师说：The are word puzzles.教师板书并教单词word puzzles。注意单词中word puzzle的发音，可用拆分法：puz-zle。教师问：Do you like doing word puzzles?引导学生回答：Yes, I do.

4、教师出示远足图片，提问：What are they doing?引导学生回答：They are going hiking.教师板书并教读单词go hiking。教师可做适当解释和拓展。继续提问：Do you like going hiking?引导学生回答：Yes, I do./No, I dont.

5、教师向一位学生提问：Do you like doing word puzzles and going hiking?学生回答：No, I dont.教师向全班提问：Does he like doing word puzzles and going hiking?学生回答：Yes, he/she does./No, she doesnt.教师板书句子：Does he like doing word puzzles and going hiking? Yes, he/she does./No, she doesnt.

6、教师播放Lets talk部分的录音，让学生带着问题静听两遍录音后回答问题。① What do the two Johns like? ② What is Wu Yifan doing? ③Where does Wu Yifans pen pal live?

教师引导学生回答问题，并答疑。再放一遍录音，学生跟读，然后同桌两人分角色操练对话，最后选派几名学生上台表演对话。

7、教师示范书写四会句子，学生仿写。

Step 3: Practice

1、教师准备一些卡片，正面写人名，反面写动词短语或住址，如：watch TV, read newspaper, Shanghai等。请一名学生上台抽取一张卡片，这名学生把抽到的卡片正反面内容展示给其他学生看，再请一名学生只看正面并进行提问：Does your uncle/aunt like watching TV.。.？ Does your uncle/aunt live in.。.？其他学生用Yes, he/she does. No, he/she doesnt.来回答。

2、教师让学生将个人信息填在卡片内。 Name: ___________ I am a boy/girl. I live in ____________. I like ______________. I go to school___________.请一名学生上台从一堆卡片中抽取一张，告诉台下学生：Its a boy/girl.学生分成两组，轮流提问，如：Does he/she like drawing pictures? Does he/she go to school by bus?等等，看哪一组先猜出填写卡片的人是谁。

3、学生分组讨论自己的兴趣爱好，然后完成Lets talk下面的练习。

Step 4: Consolidation and extension

1、让学生听Lets try和Lets talk部分的录音，并积极与他人交流。

2、抄写本课四会句子。

3、做活动手册上的配套练习。

板书设计

Unit 4 I have a pen pal word puzzles go hiking Does he/she live in…？ Yes, he/she does. No, he/she doesnt. Does he like doing word puzzles and going hiking? Yes, he does./No, he doesnt.

Teaching Aims and Demands

Words and Phras

Four Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then

Three Skills: energy soft bar fuel chemical balance tasty boil mixture

Spoken English:

In the clinic / eing a doctor:

What’s wrong with you?/What’s the matter with you?

Lie down and let me examine you.

Let me have a look.

Where does it hurt?

Drink plenty of water and get some rest.

I’ve got a pain here. This place hurts.

There’s something wrong with back/my knee/my arm.

I don’t feel well.

Grammar:

U of Language:

1、 Master the function u of language as defined above.

2、 Help the students to finish the tasks of listening, reading, writing, speaking prented in the book and the exerci book through using what the students have learned.

Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.

Important points:

1、 Talk about different kinds of food that one favorites.

2、 learn the basic knowledge of healthy eating.

3、 learn how to say in the clinic.

4、 Grasp the language points and grammar in the text.

Difficult points: The u of modal verbs --- had better, should and ought to.

Teaching aids: computer or slider-projector

Way of Teaching: Communication way of teaching, discussion and group work.

Lesson 1Step 1 Warming-Up

First show the students some pictures of dishes and so to introduce the topic of this unit.

And then show the pictures on their text books and let them to decide what is junk food and what is not.

Here the students may have a short ask and answer in pairs to themlves more engaged in the topic.

Step 2 Listening

Let the students listen to the tape and be prepared to answer the questions below.

Step 3 Speaking

Show the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask veral pairs of students to prent their dialogue

After that list the uful expressions in their dialogue.

Step 4 Homework

Prepare for the next class.

Collect some menus if possible for the next class.

Lesson 2

Step 1 Introduction

Using the questions on P3 to introduce the new text.

Step 2 Fast-reading

1.What does the “fuel ” mean in the first paragraph?

（It means different kinds of materials, such as protein, Calcium that we need to keep healthy.）

2.What do we have to consider when we choo to buy or eat?

（What kinds of nutrients that the food contain.）

3.What made our eating habit changing?

（Many things: what people believe, advice from companies and stores.）

4、 How can we feel and look fine?

（We ought to learn about our body and the fuel it needs to keep fit.）

Explain the language points if necessary.

Step 3 Carefully-reading

How many parts can be divided into?

（Three parts.）

What’s the main idea of each part?

（1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.）

Step 4 Talking

Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.

Step 5 Homework

Finish the exerci --- Vocabulary on P5. and P72-73

Lesson 3

Step 1 Revision

Check the homework.

Step 2 Grammar

First prent the students the modal ntences with Modal Verbs and ask the students to make some ntences with them.

Step 3 Consolidation

（1） Finish the exerci on P5 and on P74

(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to u some ntences with had better (not)， and ought(not) to, should(not)。 Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.

1.give advice that will really help the person.

2、 be polite and sincere

at last get the students to finish the following practice.

Step 4 Homework

Finish the exerci 3 on P74 in the students’ workbook.

Lesson 4

Step 1 Revision

Let some students read their reply to the letters on P74.

Step 2 Reading

Read the text on P6 and then get the students to find the main idea of it （Snacks is also important 。 we need to learn something about snacks and the way to prepare it.）

Step 3 Writing

Ask the students to work in pairs to write the recipe for their favourite dish.

We may first give the tips on P7 as a guide.

Step 4 Discussion

First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?

What does one have to pay special attention to in order to keep healthy? （food and exerci etc.）

Step 5 Homework

Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.

教学目标

1）知识目标：

A、学习并掌握指示代词: this、that；

B、学习What引导的特殊疑问句；

C、学会Yes/No问句及其简单回答；

D、学会句型：---How do you spell pen? P-E-N.

2）能力目标：

A、能辨认物品的所有者；

B、根据不同场景，能用英语对物品的所属进行提问和回答；

C、能识别不同句式的语调(陈述句，疑问句）；

D、培养学生听、说、读、写的能力及创新思维能力。

3）情感目标：

A、通过寻找主人的游戏和失物招领等活动，培养学生拾金不昧的良好的品德及健康向上的人格；

B、通过开展小组活动，指导学生积极与他人合作，相互学习、相互帮助，共同完成学习任务。

教学重点、难点

重点：A.掌握批示代词this、that用法；

B.掌握特殊疑问句和Yes/No问句及其简单回答。

难点：学会写寻物启事和失物招领。

课时安排

第一课时Section A 1a-1c

第二课时Section A 2a-4b

第三课时Section B 1a-2c

第四课时Section B 3a-4 Self-check 1-3

Period One

课前准备

教师：录音机，图片，物品实物。

学生:实物(学习用品）。

教学设计

Step One: Warming up.(通过复习形容词性物主代词，把学生引入学习英语的情境中。）

Learn the chant.

T:Lets sing the chant together.

my是我的，your是你的，男他的是his，女她的是her；名词前面常站岗，限定所属有功劳。

Step Two: New words.(利用实物教学，使得教学过程自然、形象。）

1、 Prent the new words.

T: Boys and girls，look at this plea. Whats this in English?

(Teacher holds a pen in the English.）

S1:A pen.(Ss may say it in English.）

T: Yeah. Its a pen. And whats this?

(The teacher holds an erar in the hand.）

S2:Its an erar.

(Teach the other words such as “pencil，book，erar，ruler，pencil ca，backpack，pencil sharpener，and dictionary” in the same way.）

2、 Practice the new words.

T: Now，plea look at the pictures in your books. Can you put the words with the objects in the right pictures? Write the letters next to the words，plea.(Give Ss about two minutes to finish 1a.）

T: OK，lets check the answers. Who can tell us the answers?

S2:…

Step Three: Prent the drills.

1、 Prent the drill “Is this…？Yes/ No，it is/isnt.”(利用实物引入句型，使用不同人的物品来引入形容词性物主代词和名词的搭配的用法。）

(Hold the teachers pen.）

T:This is my pen.Is this your pen?

S1:No，it isnt.Its your pen.

T:(Hold the students pen.）This is your pen. Is this your pen?

S1:Yes，it is. Its my pen.

T:(Hold a girls pen.）This is her pen. Is this your pen?

S1:No，it isnt. Its her pen.

T:(Hold a boys pen.）This is his pen. Is this your pen?

S1:No，it isnt. Its his pen.

T: Thank you.

2、 Practice the drill “Is this your…？” in pairs with your own school things.Pay attention to the u of my，your，his or her.(利用学习用品操练句型，并加深对物主代词的理解。）

教学目标

（一）认知目标1.能够听、说、读、写四个单词的第三人称形式：cooks, studies, does, goes. 2.能够听、说、认读句子：Does he live in China? No, he doesnt. He lives in Australia, but he studies Chine. 3.能完成相关练习。

（二）能力目标灵活运用本节课的重点句型。

（三）情感目标教育学生积极参与，互相合作，培养团队合作意识。

教学重难点

（一）重点掌握四个单词的第三人称单数形式。突破方法：仔细观察单间，小组合作，读写造句，掌握重点。

（二）难点掌握动词第三人称单数形式的变化规则。突破方法：教师讲解，学生练习变换动词，突破难点。

教学过程

Step 1: Warm-up

1、教师出示卡片动词词组给一位学生看，该学生做相应动作，不得说话，其他学生分成六个小组，进行猜词组比赛，猜对词组最多组给予奖励。

2.Lets chant

I like riding, I like riding, riding a bike.

He likes diving, he likes diving, diving, diving, diving.

She likes playing, she likes playing, playing the violin.

They like collecting, they like collecting, collecting stamps.

We like making, we like making, making kites.

3、师生用单词卡片进行问答练习。如：T: What is your hobby? S: I like reading stories. T: Does your uncle live in Beijing? S: No, he doesnt. T: Where does he live? S: He lives in Changsha. T: Does your uncle like doing sports? S: Yes, he does.

Step2: Prentation Lets learn

I like number 7. what number do you like?

Does she like number 3?

Yes, she does.

No, she doesnt.

1、教师边和一位学生玩字谜游戏，边说：I do word puzzles.

What does Chen Jie do?引导学生回答：Chen Jie does word puzzles, too.教师板书并教读单词does。后缀es可用另一种颜色笔标出并将动词原形do写在一旁。

T: How do you go to school?

S: I go to school on foot.

T: Does your father go to work on foot?

S: No, he doesnt.

T: How does he go to work?

S: He goes to work by bus.

2、教师引导学生回答He goes to work by bus。教师板书并教读单词goes，后缀es可用另一种颜色笔标出并将动词原形go写在一旁。教师指导学生拼写单词。引导学生比较动词原形和第三人称单数形式，并用这两种形式造句以便加深印象，让学生在比较中逐步掌握。如：I go to work by bike. He goes to work by bike.

3、教师出示做中国菜的图片说：Look! Chen Jies pen pal cooks Chine food for he,然后板书并教读单词cooks，后缀s用另一种颜色笔标出并将动词原形cook写在一旁。

4、教师手拿英语书问：Do you like studying English?学生回答：Yes, we do.教师说：Johns pen pal studies Chine.教师板书并教读单词studies，后缀ies可用另一种颜色笔标出并将动词原形study写在一旁。

5、教师将四个动词短语卡片放在讲台上，学生分成四个小组，每组派一位代表跑上讲台，领取卡片，拿到卡片后跑回小组前，带读短语。

6、教师让学生比较动词的第二人称单数形式和动词原形，引导学生总结动词第三人称单数形式的变化规则。

①什么是第二人称单数：第二人称单数是指一个人，不是你也不是我。

②动词第三人称单数形式的变化规则：

a.—般情况下，动词后直接加s。

b.以s，x，ch，sh或o结尾的动词，在后面加es，如watch—watches, teach—teaches。

c.以辅音字母加y结尾的动词，把y变为i，再加es，如study—studies。

d.以元音字母加y结尾的动词，直接加s，如say—says。

e.动词have在主语是第三人称单数时，have改为has。

f.动词be在主语是第一人称单数时，be改为am;在主语是第二人称时，be改为are;在主语是第三人称单数时，be改为is。出示更多动词，让学生根据语法规律，变换动词形式。

7、教师播放Lets learn部分的录音，学生跟读。

8、教师将本部分的单词卡片混在一起，快速展示给学生，学生抢答。然后同桌之间以开火车形式进行问答操练。

9、教师示范书写四会单词，学生仿写。

Step 3：Practice Listen, match and say

1、教师让学生先看图，用铅笔在图旁边标上相应的人名和动词词组，然后播放Listen, match and say部分的录音，学生根据录音匹配好人名和动词短语，教师再次播放录音核对答案。第三遍录音学生跟读，然后学生和搭档自由练习对话。最后，教师让学生擦掉人名和动词短语，大声表演对话。教师让学生听写词语，如：she，by, goes，bus，work，to，然后学生把上述词语组合成句子，如：She goes to work by bus.

2、教师说动词原形学生书写第三人称单数形式可以请两位学生与在黑板上。注意给学生一定的反应时间，不要给学生太大压力。

Step 4: Consolidation and extension

1、用英语描述你好朋友一天的生活情况。

2、背诵并抄写本课四会单词。

3、做活动手册上的配套练习。

微课基本信息

知识点名称there be句型学科类型及其对象语法小学英语四年级下册

上课时间长度10分钟

教学资源与环境

ppt

教学目标

1、讲授there be句型的定义及结构

2、正确使用there be句型的肯定，否定及一般疑问形式

教学过程

today we’ll learn “there be”。

一：there be句型的定义及结构

1、定义：there be句型表示某地有某物或某人。

2、结构：一共分为三种

（1） there is +单数可数名词+地点状语。 there is a book on the desk. there is an umbrella in the bag.

（2） there is +不可数名词+地点状语。 there is some milk in the cup. there is some sheep and a cow on the farm.

（3） there are +复数名词+地点状语。

there are four chairs in the living room.

there are some birds and a balloon in the sky.从以上例句中我们可以发现there是引导词，在句中不充当任何成分，翻译时也不必译出。句子的主语是某人或某物，be动词表示“有”，谓语动词be要与主语（某人或某物）的单复数保持一致。some既可用于可数名词也可用于不可数名词。

二：there be句型的变化

1：变成否定句there be+not+某物+地点状语。 there be句型的否定式的构成和含有be动词的其它句型一样，在be后加上not.注意，is not的缩写是isn’t，are not的缩写是aren’t.当肯定句中有some时，要将其改为any（疑问变化也一样）。 there isn’t a book on the desk. there isn’t an umbrella in the bag. there isn’t any milk in the cup. there isn’t any sheep and a cow on the farm.

there aren’t four chairs in the living room.

there aren’t a lot of birds and a balloon in the sky.

2：变成一般疑问句，。 there be句型的一般疑问句变化是把be动词调整到句首，再在句尾加上问号即可。基本句型：be + there+某物+地点状语？回答：yes, there + be. no, there + be +not. - is there a book on the desk? -yes,there is. - is there an umbrella in the bag? -no,there isn’t. - is there any milk in the cup? -yes,there is. - is there any sheep and a cow on the farm?- no,there isn’t. -are there four chairs in the living room? -yes,there are. - are there a lot of birds and a balloon in the sky?- no,there aren’t.

三：开动脑筋练一练

1、 there_______a beautiful garden in our school.

2、 there __________some bread on the table.

3、 ________there any maps on the wall?

________，there is.

4、 there __________twenty desks in our classroom.

5、 ________there a cup of tea on the table?

no,there ________.

6、 there_________some apple juice in the glass.

7、 there_____ two chairs and a bed in her room.

8、 there __________some children in the park.

9、 there__________a teacher and many students in our classroom.

10、 there__________an orange on the table.

设计理念与特色使用ppt将there be句型的定义，结构，肯定、否定及一般疑问形式都能熟练掌握，学会运会。

微课名称

写作专题：范文赏析

知识点来源

□学科：英语□年级：高一□教材版本：外研社

□所属章节：Module 1 My first day at Senior High

录制工具和方法

Camtasia Studio 6

设计思路

话题导入——范文赏析——语言点精讲——小结——巩固练习

教学设计

内容

教学目的

This class aims to teach students how to appreciate the writing sample from the aspects of phras and ntence drills in order to rai students’ awareness of studying the sample.

教学重点难点

1.Teaching important point: learn to identify the important phras and ntence drills in the writing sample.

2.Teaching difficult point: enable students to make u of the phras and ntence drills

教学过程

Step 1: Leading-in

Have a free talk with students about writing and give them some tips.

Step 2: Discovering the uful phras and ntence drills

1.Read through the writing sample and identify the important and uful phras and ntence drills.

2.Give students some examples about how to u them.

Step 3: summary

1、 Summarize the important role that the sample plays in writing.

2.Encourage students to do more practice and learn more from the sample.

Step 4: lf-practice

Finish writing ntences or making up a story to consolidate what they have learnt.

阅读课教案

School__ Number3 Middle School____

Junior or Senior Section _Junior__ Cla ____3____

Grade _1_______ Size ______45__

Time_40_______

Date __2009-12-28____ Materials __Go for it______

Type of leon _reading ____ Contents: 1.Vocabulary: Some nouns about furniture and some daily u things: table, bed, dreer, bookca, sofa, chair, backpack, books, keys, baball, drawer, plant.Some prepositions of place: on, in, under

2.Structure: Where is (Where’s)…？

It is (It’s) in/on/under…

Where are…？

They are (They’re) in/on/under…

Where’s/where’re…？

I don’t know.Is it /are they on/in/under… ？ No, it isn’t./They aren’t./ Yes, it is./they are.

3.1) Dialogue: Where’s the bag?

I don’t know.

Is it on the dreer? No, it isn’t.

Where are my books?

I don’t know.Are they on the bed? No, they’re not.2)Writing: ask, gue and write

Objectives:

1.Instructional objectives (language knowledge and language skills)

1) To promote students’ vocabulary development （table, bed, dreer, bookca, sofa, chair, backpack, books, keys, baball, drawer, plant.…）

2) To promote students’ reading skills

a) prediction

b) skimming

3) To promote students’ oral English

4) To develop students’ writing skill

2.Educational objectives (affect, learning strategy and cultural awarene)

1) To develop students’ ability to communicate with others to get information

2) To build students’ confidence

3) To make students learn to cooperate with others

3.Personal objectives: 1) To develop teacher’s ability of claroom management

Focal points: a: the nouns.b: prepositions of place

c: Where- question and d: answers to “Is the… in/on/under the …？”；

Difficult points: a: u the prepositions to describe position of things b: u the where-question and Is it-/Are they -question to ask things’

position

Aids: PPT, blackboard, chalk … Procedures and Time Allotment 1.Getting students ready for learning

（ mins）

1) Greetings: Good morning everyone! 2) Routine task: duty report

2.Revision: U some pictures to review the vocabulary （ table, bed, dreer, bookca, sofa, chair, backpack, books, keys, baball, drawer, plant, on, in, under） and ntence structure:

Where is (Where’s)…？ It is (It’s) in/on/under Where are…？ They are (They’re) in/on/under… 3.Pre-reading : Step1: vocabulary and some phras learning

Task: Look at the conversation between them and gue the meaning of the ntences in red.（ using the conversation between Liu Qian and A Xin to show tho phras to the students in order to learn them by the context; becau the ntence structure in the conversation is tho they have learnt）

（… mins）

此步骤包括词汇、语法教学等 4.While-reading 5.Post-reading

（… mins）

1) Oral work

2) Written work 6.Aigning homework 1) Conclusion: a: vocabulary

b: ntence patterns: Where is (Where’s)…？

It is (It’s) in/on/under… Where are…？

They are (They’re) in/on/under… Where’s/where’re…？

I don’t know.Is it /are they on/in/under… ？ No, it isn’t./They aren’t./ Yes, it is./they are.2) Homework: Ask, gue and write Let your partner to ask as well as gue where your things are in your room.Write down your conversation by using the following ntence patterns: A: where’s/where’re your…？ B: You can gue.A: I don’t know.Is it /are they on/in/under… ？ B: No, it isn’t./They aren’t.Yes, it is./they are.

…

Self-evaluation