小学英语基础知识培训教案

你要是备完课给同学们上课的话可以使用小飞机英语来给同学们布置复习单词和预习课文的任务，把他们的基础给抓好。

英语老师要怎么备课听说部分的内容，准备一个好的教案吧。下面是我整理的小学英语听说课教案，欢迎阅读。 　　小学英语听说课教案【1】 　　一、教学内容分析： 　　本节课的话题是围绕“提建议，同意与不同意”而展开的。 　　通过对本节课的学习，让学生能熟练地用英语向别人发出邀请或建议，并给出同意或不同意的应答。 　　二、教学目标分析 　　(一)语言知识目标： 掌握提建议，同意和不同意回答的基本句型： 　　Ask for suggestions: What shall we do? Where shall we go? 　　Making suggestions: Couldn’t we go somewhere outside Edinburgh? 　　What/How about going up into the Pentland Hills? 　　We could do a bit of climbing. 　　Why don’t we go for a long walk? 　　Let’s find out about the coach times. 　　Agreeing: That’s not a bad idea! That’s a good idea! 　　Disagreeing: I don’t know. I’m not very keen on climbing. 　　Walking’s not really my thing, either. 　　No way! 　　(二)语言技能目标： 　　在听力过程中培养学生进行预测，获取信息进行问答，做笔记记录信息对信息进行处理的能力。 　　同时，在说的方面培养学生良好的语感，正确的语音语调，进行问答，复述的语言表达能力。 　　(三)情感目标： 　　积极参加有意义的户外集体活动对青少年的身心发展很有帮助。 　　在活动中发展友谊，互相帮助。 　　三、教学重点、难点分析 　　教学重点： 　　1. 在听力过程中培养学生进行预测，获取信息进行问答，做笔记记录信息对信息进行处理的能力。 　　2. 在说的方面培养学生良好的语感，正确的语音语调，进行问答，复述的语言表达能力。 　　教学难点： 　　1. 在教学过程中如何更好地创设场景，让学生有话可说，乐于表达。 　　2. 在听的过程中如何指导学生更快地记录更多的有效信息。 　　四、教学过程设计 　　Step 1：Pre-listening 　　Good morning, everyone! Tomorrow is Saturday. What shall we do and where shall we go? Where are you going? Let’s have a discussion. 　　Step 2：While-listening 　　Now class,we are going to listen to a text. Listen carefully and put the following sentences into the right order. 　　( )A. What about going up into the Pentland Hills? 　　( )B. Don’t forget we’ve got the dress rehearsal on Sunday evening. 　　( )C. Why don’t we go for a long walk? 　　( )D. What shall we do on Sunday? 　　( )E.I’m not very keen on climbing. 　　设计意图： 　　本节课中是提建议，这一练习可以降低学生对听力的焦虑程度，同时这也是任务型听力活动设计的一个重要环节。 　　(二)Listen a second time and fill in blanks according to the listening dialogue. 　　Zoe: What shall we do on Sunday, Jack? 　　Jack: I could________ . Couldn’t we go somewhere outside________ ? 　　Zoe: Like where? Don’t forget we’ve got the dress rehearsal on Sunday evening. They can’t do without us. We’ve both_______ . 　　Jack: I know, but the rehearsal’s not until six. What about going up into the Pentland Hills? I think they ______ there from the city centre. Perhaps we could_______ . 　　Lan: I don’t know. I’m not very keen ________. 　　Jack: Well, we don’t have to go climbing. Why don’t we______ ? 　　Kelly: Yes, that’s not a bad idea. 　　Lan: Walking’s not really my thing, either. 　　Zoe: Oh, come on! We could ____________ with us. 　　Jack: That’s a good idea! What about it, Lan? 　　Lan: No way! I’m going to catch up on some sleep. 　　Jack: Oh, all right. How about asking Sarah? 　　Zoe: No, her parents are _________ for the day. 　　Jack: OK, well, let’s find out about the coach times. 　　设计意图： 　　通过听录音，完成空格，让学生进一步理解对话。 　　Step3：Post- Listening 　　(一) Listen and try to answer the questions: 　　1、What are they talking about ? 　　2、What are they going to do on Sunday ? 　　3、Where are they going ? 　　设计意图: 　　指导学生在听的'过程中集中注意力，并进行记录。 　　(三)Listen and pay attention to pronunciation and intonation . 　　设计意图： 　　进行小组活动，学生分角色表演对话内容，让学生从模仿入手，在训练时要求学生学会利用相应的符号做好意群停顿，重音，升降调，以把握好朗读节奏，这样也有助于培养学生的自信，和加强一些重要句式结构的运用。 　　(三)Speaking ---Role Playing 　　T: Now we have learned about some great sentences about asking for and making suggestions and agreeing and disagreeing. Can you make your own conversations in groups? Ask your friends if they can do something with you. 　　这一活动通过运用所学的句子，回归到现实生活中邀请朋友参加某一活动，有礼貌的拒绝(说明原因)和接受。 　　Step 5：Summary & Homework 　　让同学总结本节课的收获，重新朗读重点句子，写出提建议，回答建议的基本句型。 　　作业:编一个生活小对话，使用提建议的方法句型。 　　设计意图: 　Summary使学生对这节课的内容有个整体的了解和巩固。 　　Homework课后的延续，以巩固所学的各项知识技能目标。 　　教学反思： 　　教师应该对教材进行科学合理的整合与取舍。 　　教师的课上训练形式要侧重于学生的交际能力培养。 　　笔头练习活动要与口头活动结合起来。 　　设计不同层次的活动与问题。 　　进行有针对性的教学. 　　小学英语听说课教案【2】 　　Listening and speaking class 　　I Teaching aims: 　　Knowledge aim: 　　Students can read and master the usage of the sentence structures “Yesterday we were happy. Today we are sad.” 　　Ability aim: 　　Through different kinds of teaching activities, students can improve their ability of listening and speaking. 　　Emotional aim: 　　After learning this class students will feel more confident when they speak English in daily life. 　　II Teaching key point and difficult point: 　　Key point: learn the meaning and usage of the sentence structures “Yesterday we were happy. Today we are sad.” 　　Difficult point: use these sentences correctly and fluently in daily communication. 　　III Teaching procedures: 　　Step 1 warming-up: 　　Greeting with students and listen a English song together named “If you happy and you know it”. During this section, students can do some actions according to the lyrics. 　　Step 2 pre-listening 　　After the song, ask students a question “Are you happy know?” Meanwhile, show a picture of smiled face. Then present new sentence on the blackboard “we are happy.” and ask students read the sentence several times. 　　Show another picture of cried face and ask questions “How about this one?”, then write the new word “sad” under the word “happy”. 　　Step 3 while-listening 　　Extensive listening 　　Listen to the tape for the first time. Ask students listen to the tape, and think about “what are they talking about?” 　　Intensive listening 　　Listen to the tape for the second time. Ask students pay more attention to detailed information and then answer following questions: 　　Q1: How did they feel yesterday? 　　Q2: How do they feel today? 　　Step 4 Post-listening 　　Task 1 　　After listening, ask students work in pairs to do a role play on the topic of what does he/she feel yesterday/ today? Give students 5 mins to make a preparation and then ask several groups give a performance in front of the class. 　　Task 2 　　Work in groups to do survey. Each member in one group should inquiry other members “How does he/she feel?” and make a chart. Then allow students to chose whose chart is the best one. 　　Step 5 Summary and homework 　　Review what students have learnt in the class, and ask students to inquiry their parents’ feelings by using these new expressions. Try to do one thing that can make their parents feel happy.

PEP第五册英语 » Unit 1 教案 (6课时) 第一课时 教学目标和要求 1．能听、说、认读并理解本课的五个新单词：young, heavy, funny, kind 2．能掌握句型：Who’s your...？ What’s he/she like? 并能在具体的语境中运用。 3．培养学生热爱、尊敬老师的情感。 教学过程： 一． Warm-up 1.Show some picture of some classrooms.( music room/ art room/ computer room) 2.将各老师的图片贴到各教室里:Who is he/she? He/she is our Music/ Science teacher. 3.根据以前学过的描述人物的形容词，结合呈现的教师自编一个Chant 营造课堂气氛，激发学生的积极性。(Eg. Tall, tall, tall, Computer teacher is tall./ Short, short, short, Science teacher is short./ Thin, thin, thin, Art teacher is thin./ …) 二．Presentation 1.take out some photos. 出示一些任课老师的照片。问：Who’s he/she? 引导学生回答： He/she’s our music/Chinese/ art teacher. Etc. 2.教师拿其中一张照片进行形容。He’s our Chinese teacher. He’s short and thin. 引导学生利用照片问答:Who’s he/she? What’s he/she like? 3．出示猪八戒和Zoom的图片。What’s Zoom like? 引出heavy. 4.比较两个老师,引出 young and old;让学生逐个说：I’m old, you are young. 5.教学kind, funny.出示一个和蔼可亲的老师的笑脸。What’s she like? 引出 kind. 出示一个有趣的老师的图片,引出funny. 三．Practice 1.Listen to the tape. “ Let’s learn.” 2.Chant: My grandpa is old, my mother is young … … 3.Let’s guess.(两人小组Who’s your friend? /Guess! /Boy or girl?/Boy ./What’s he like?/He’s tall and cool. He has two big eyes. He’s…/Is he…/Yes!) 4.Sing a song “my new teacher” 五．Assessment Let’s try. & Activity book. 第二课时 教学目标与要求： 1．能听懂、会说并在实际情景中运用以下对话：Do you have new teachers? Yes, we have a new English/ math/ art/ science/ computer/ music/ P.E teacher. What’s he/she like? He’s / she’s thin and short. And he’s /she’s very kind. 2．了解歌谣的含义，并能吟唱歌谣的内容 3．将所学的句子运用在游戏中，并能在实际情景中运用。 教学过程： 一．Warm up 1. oral pactice 2. let’s chant.(My grandpa is old, my mother is young……I’m kind too.) 二．Presentation and practice 1. 让学生当小导游介绍自己各个学科老师风采。教师根据学生的介绍板书出示两个重点句型，然后教师提问，学生回答。Eg. S: Mr. Chao is my math teacher. He’s thin and short. T: Who’s your math teacher.S: Mr Chao. T: What’s he like? S: He’s thin and short. 2.（事先请学生准备好）课上请3名学生以哑剧形式并配道具表演各种神态或动作，并挂上表示职业的胸卡。T: Look. There are three new teachers here. They want to meet us.( 接着学生表演) T: Do you have new teachers?Ss: yes. We have a new science teacher. T: Who’s your science teacher? (可由学生提问) Ss: Miss Hu. T: What’s she like? (可由学生提问)Ss: She’s very young and kind. 3．让学生三人一组自创对话,也可扩充谈论computer teacher, P.E. teacher, music teacher, art teacher, etc. 4.听录音Let’s talk 部分，让学生进行对话表演。 5.用学生课前准备好的一张心目中最理想的学科教师图片，请学生自由对话。教师规定必须使用以上两个句型，然后评出一位最受欢迎的老师。 三．Homework 请学生描述一位自己喜欢的老师或家庭成员。 第三课时 教学目标与要求： 1.能听懂、会说本课时单词及词组：principal, university student, strict, smart, active. 2.能听懂、会说句型：Who’s …? He’s from … What’s he like? 并能在实际情景中运用 3.能听懂Let’s chant 的歌谣，并按节奏来念 4.能运用上节课的词汇进行Pair work的练习。 5.能在教师指导下完成Read and write. 教学建议 一．Warm up 1.听唱歌曲：My new teacher 2.反馈第二课时的口头作业。 3.将pair work 提前，巩固本单元新句型: What’s he/she like? 和part A 所学形容词:young/funny/ heavy/ kind/ old/ short/thin, 以及职业名词：English teacher, science teacher, music teacher, P.E. teacher, Chinese teacher, etc. 二．Presentation and practice 1．教学principal, strict, university student. 展示校务会议时场景，认识出席会议的各种老师，运用Pair work 形式引出新单词。 2．教学smart & active . 用university的照片引出smart., active 3．游戏巩固单词。 Bingo. Talk about each other finish the sentences pronunciation /br/ /bl/ 三．Assessment Let’s sing 完成AB 第四课时 教学目标与要求 1.能进一步巩固已学单词在对话中的运用. 2.能进一步激发学生学习英语的积极性，提高学生的会话能力与合作能力。 教学建议： 一．Warm up 1.Greetings and daily talk 2.听唱歌曲《My new teacher》 3.Let’s chant (part B)(拍手打节奏) 二．Presentation 1.Listen and guess.课前准备好录音（班主任老师与一生的简短对话录音） T: Who’s that man/ woman/ young lady?(Students guess.)T: Is he/she strict/ kind/ funny/ pretty? (Students answer.)(引出本节课的主要句型) 三．Practice 1．Let’s talk教学 看图片，听录音 根据对话，师生问答Who’s that young lady? Is she pretty/ strict/ kind? 听录音跟读对话 小组竞赛：分角色朗读 2.（课前请每位学生画好一张图画：自己喜欢的一位老师）个人挑战性对话练习：学生出示图片，邀请任何一个同学对话。 3.Group work教学,四人自由组合，任意抽取一张卡片，进行对话练习 （课前请每四人小组准备教师称呼卡片：Mr…, Miss…）Guessing game T: She’s/ He’s our teacher. S1. S2: Is she/ he …? T: Yes/ No,… T: shows the card. 四．Consolidation 1．Talk and draw教学（教师先准备拼图卡片，如不同性别、年龄、神态、体态特征的人物部位，主要是头部和身体部位）Ask one student to introduce a teacher whom he likes best. T chooses one and sticks it on the wall. In order to make a person whom the student describes.师与一生问答，每组依次推选一名学生上台进行拼图游戏 2.Let’s try 教学 a. Listen and circle b. check up 五．Assessment Activity book. 第五课时 教学目标与要求 1．巩固四会单词：strict/ funny/ pretty和四会句子：Is he strict? Yes, but he is very kind. 并能在实际情景中运用。 2．掌握ea/ ee/ bl/ br字母组合的发音，并能准确地读出这些单词。 教学建议： 一．Warm up 1.Let’s chant 2.表演第四课时的Let’s talk. 二．Discuss the cards with your group members 小组石头、剪刀、布的游戏，以小组为单位，看谁先到达终带内。 三．Read and write 1．联系和巩固四会单词： 活动设计：1. I spy 使用卡片 strict funny pretty 图片上出现人物和表示人物特征的单词，然后在学生眼前一闪而过。要求学生注意看，然后说出这个单词，看谁反映快，再一起书空。 活动是合计2， 排一排，拼写单词的游戏。 2.听录音，回答对话后的问题 3.再听一遍，要求学生填写对话中的四会句子（每两人一张作业纸，其中对话的四会句子空者，听后让学生自己填） 四．Pronunciation 1.教师出示每组单词卡，让学生读并注意动脑筋，看每组单词有什么特点。（包括字母组合的特点和读音的特点。 2.教师检查学生学习情况。 3．教师准备一些新单词，这些单词具有以上的特点，让学生准备地读出，并归类。 4.读出后面的绕口令。 五．Assessment 1.Listen and number. 2.check up the answers. 第六课时 教学目标与要求 1．了解英语国家姓名的表达方式，基本了解Story time部分的故事内容及能听懂； 2．使学生在日常生活中应尊重别人。 3． 帮助学生利用获取个英语所需信息的资料。 教学建议： 一.Warm up 1. Greetings and daily English. 2.生:出示事先准备好的每人一张姓名卡片，挂于每位学生胸前。学生根据各自的胸卡，互相问候。（胸卡上印有Mr.----或. Miss----的字样） 二．Presentation 1.Smart game 多媒体“反应”游戏。在多媒体上出示各种先生、小姐的照片。通过瞬间展示一张张带有全称的照片，让学生在短时间内作出反应： 这是Mr还是Miss.引入：family name和given name.教师在引导一、两张图片后，询问：“Do you want to come here?”“Try please.”引导学生说出“Let me try” 再由学生引导，学生竞猜。学生在游戏中争得”smart winner:. 2.Introduce 在课件中呈现几个人物。T: Who’s that man / woman?引导学生用此句询问。 T: Do you want to try? S1/S2/S3/S4: He’s my … His/ Her name is… 通过引入球星贝克汉姆的照片，引入 football player. 3.Fun time, Thumb game 学生戴上事先准备好的带有称谓的小帽子，三人一组进行介绍。然后由教师随意加入，引入”Can I join you?”再让学生自由组合,练习“Can I join you?” 4.Watching 让学生看一段球赛，复习：What’s he like? He’s tall/ strong/ heavy/ short… 通过观看射门，引入Shoot, missed. 通过比赛结果，引入比分的说法。如：Ten to three. Etc. 三．Practice 1.Listen and try to say 2.通过动画展示未学句型“That’s for sure” 3.让学生听听学学说说。 四．Extension 介绍一些足球比赛专用术语。