教育者有目的有計劃有組織的對受教育者的身心發展進行教化培育，以現有的經驗、學識推敲于人，為其解釋各種現象、問題或行為，以增長能力經驗。下面是小編給大家整理的小學英語微課教案設計模板5篇，希望對大家能有所幫助!
小學英語微課教案設計模板1
一、教學內容：part d & e
二、教學目標
1、復習鞏固問候語how are you?及其答語，要求讀音正確，語調自然。
2、復習鞏固句型: how are you?i‘m fine/well/good，thank you。
3、激發學生英語學習興趣，會唱歌曲how are you?
4、完成教學uint2。
三、教學重難點：
1、激發學生英語學習興趣，會唱歌曲how are you?
四、教具準備：
磁帶、錄音機。
五、教學過程：
a. greeting
(the teacher stands at the door and greets the students as they come in the door.)
t: hello. hi.
(the teacher stands in front of the class and greets all the students again and prompts them to answer.)
t: hello.
ss: hello.
t：class begings.
s1: stand up.
t: hello, boys and girls.
ss: hello, miss que.
(the teacher looks at individual students and prompts them to answer.)
t: what’s your name?
s1: hello, my name is ….
t：how are you?
s1:i’m fine, thank you.
開起小火車，一個接一個和后面的小朋友打招呼。
b、presentation：
when we meet someone, we should say “how are you?” now, let’s watch and listen.
c、sing a song
1) 反復播放how are you ?讓學生先熟悉曲調。
2)帶領學生學歌詞，并按音樂節奏做歌詞誦讀練習。
3)帶領學生學唱歌曲。
4)引導學生替換歌詞，如fine 可替換成well, good等。
d、play a game
1) 課前布置學生找一個或者作一個自己喜愛的卡通形象的手偶。
2)教師講解游戲的做法，并進行示范。
3)小組內使用手偶開展對話游戲，用學過的語言進行交流：
s1: good morning/ afternoon/ evening. what’s your name?
s2: my name is …
s1: how are you?
s2:i’m fine/ well/ good. thank you .
e、practise
(1)活動1：listen and judge.
教師先向學生解釋清楚題目的做法。
——how are you ， helen?
——i’m fine , thank you.
請學生聽錄音，要求學生根據錄音判斷對話內容是否與圖畫意思一致，相符則為笑臉，否則為哭臉。
(2)活動2：listen and respond.
錄音中，畫面上的某個人物正在和另一個人打招呼。根據圖片所示內容用已學句型作出應答。
師生互問，生生練習問答。
(3)學習活動3：listen and colour
要求學生在聽錄音后，根據錄音內容將字母涂上合適的顏色。
(4)學習活動4：look and act
要求學生先看圖，然后依據圖意說英語并表演。
教師組織學生操練句型。
——is this david?
——no./…
f、assign homework
(1)聽錄音，進行對話。
(2)鼓勵學生平時用本單元所學的日常交際用語相互打招呼。
(3)鼓勵學有余力的學生學習其他的打招呼用語。
g、 writing on the blackboard
unit 2 how are you?
——how are you?
——i‘m fine/well/good，thank you.
小學英語微課教案設計模板2
一、教材分析：
本課是冀教版小學英語(三年級起始版)第四冊第三單元(All about me)的第4個新授課，Lesson16：How do you go to school? 經過一年半的學習，四年級下學期孩子們學習的重點逐漸過渡到各種基本句型。本單元前面三課分別學習了關于年齡、身高、住處的句子，本課教材以How do you go to school?為切入點，重點學習關于出行方式的交流：詢問別人、介紹自己的出行方式。
二、學生分析：
孩子們經過一年半的學習，基本了解了字母：26個字母及常見字母組合的發音規則，詞匯的學習方法：單詞音形意用的結合、音節、重音及不同詞類(名、動、數、形、冠等)的用法特點，初步體會英語句子的語序與漢語的不同，但對于句子結構及變化還比較陌生。本課內容對于孩子們來說并不陌生，Book3 L16已學習過四種出行方式by bus, by car, by bike, by taxi和句子：How do you go to school? I go to school by ____? 另一種出行方式on foot /walk，dives me及選擇此種出行方式的原因表述學生相對陌生。但我校學生學習英語較早，一二年級有了兩年的口語學習，還有近1/3有課外學習經歷或正在進行，這些內容對于他們可能都不陌生。
基于以上分析，本課時目標制定如下。
三、教學目標：
1、知識技能目標：
A. 學生能夠運用所學句型Do you walk to school? How do you go to school? I go to ___ by___ / on foot...詢問、表達適合自己的出行方式。
B. 學生知道句子的變化是和人稱有關系的，并能嘗試運用所學句子介紹和詢問他人的出行方式：Does he/she walk to school? How dooes he/she go to school? He/she goes to school by___ / on foot...
2、 文化目標：
嘗試了解不同地區人們選擇不同出行方式：山區孩子、牧民(草原)、江南居民及西方國家等。
3、學習策略目標：
學生知道句子的變化是有規律可循的，并引導嘗試找出這些規律： A.和人稱變化的關系; B.不同句式之間的關系等。
初步構建“單詞——短語——句子”的建構學習模式。
4.情感態度目標：
通過尋找句子規律及了解不同人們的出行方式，引導學生體會英語學習是有規律可循的，Englishi is easy! 及交流開闊自己的眼界English is fun!
四、教學重難點：
1、教學重點：學生能夠運用所學句型Do you walk to school? How do you go to school? I go to ___ by___ / on foot...詢問、表達適合自己的出行方式。
2、教學難點：學生知道句子的變化是和人稱有關系的，并能嘗試運用所學句子介紹和詢問他人的出行方式：Does he/she walk to school? How does he/she go to school? He/she goes to school by___ / on foot...
五、預習作業：(Choose
1. Read N1 and fill in the blanks.(☆☆☆☆)
How do they go to school?Why?(為什么)
Kim
Jenny
Steven
Danny
me 2. Where do you live ? Is it far or near your school?Do you walk to school?(☆☆☆)
3. Where do you like to go on weekends? 3 sentences. (☆☆☆)
六、教學過程：
Class Opening
I. Revision:
a. Group to group.
What do you like to do on weekends?
Where do you like to go on weekends?
b. Free talk between the teacher and children
T: Where do you live ? Is it far or near your school?Do you walk to school? How do you go to school?
Ss: …
New Concepts
I. N1 and N2.
T：Do you know how Kim, Jenny, Steven and Danny go to school?
板書：school
1. Read N1 in pairs and learn the words and sentences the students don’t know.
2. Role play between T and Ss.
(1) T-Kim, Ss-Danny.
T: Kim, do you walk to school? 板書： Do I /you walk to school.?
Ss: Yes, I walk to school. /I go to school on foot. 板書：Do I /you go to school on foot ?
T: Why?
Ss: I live near the school.
(2) Ss-Danny, T-Kim.
Ss: How do you go to school, Kim? 板書：How Do I /you walk to school.?
T: I live near the school. So I walk to school. So I go to school on foot(3) So: I live far from school. So I go to school by bus.
I ‘m hungry. So I want to eat. …
(4)Chant: How do you go to school. On foot, on foot. / Walk, walk.
3. Learn about P2-4.
II. How does he/she go to school?
1. Try to find.
T: How does Kim go to school? She goes to school on foot /walks to school.
How does Jenny go to school? She goes to school by bus. She lives far from school.
How does Steven go to school? He goes to school by car. Hia dad drives him.How does Danny go to school? He goes to school by bike. He rides his bike.
板書：Does he/she walk to school? He/she goes to school by___ / on foot...
比較，找規律。
Tip: 除了“你和我”，“一個”不放過，“動”就加s/es，“do”替不重復!
2. Practice in pairs.
How does he/she go to school?Why?(為什么)
Kim
Jenny
Steven
Danny
me
3. How do they go to school?
圖片山區孩子、牧民(草原)、江南居民及西方
Class Closing
I. Make a survey and share. (☆☆☆)
Where do you want to go…?How does he/she go to school?Why?
Kim
Jenny
II. What do you like to do on weekends? 3 sentences. (☆☆☆)
小學英語微課教案設計模板3
3B Unit 3 Is this your pencil?
教學內容：Story time
教學目標：
1. 能聽懂、會說、會讀單詞isn’t、that’s、pen pencil pencil case
2. 能聽懂、會說、會讀日常用語This isn’t my pencil. Is this /that your pencil? Yes, it is. No, it isn’t.
3. 能正確地理解并朗讀對話內容，在教師的引導和幫助下嘗試表演課文內容。
4. 樹立團結友愛、幫助同學的助人為樂的精神，培養正確的價值觀。
教學重點：
1. 句型：Is this /that your pencil?以及回答Yes, it is. No, it isn’t.
2. 詞匯:isn’t、that’s、pen pencil pencil case
教學難點：
1. 能在情景下正確運用句型Is this /that your …?的用法和區別。
2. 詞匯：No，it isn’t的發音。
教學準備：
1. 多媒體 2. 準備道具：丟失物品
教學過程：
Step1 Warm-up
Say a rhyme: open the window
Game: Listen, point and say
T: 1. window door blackboard 學生邊指物體邊說a…同時教師說完整的句子，This is…/ That is…
2.rubber T：rubber 學生學過指著rubber T: This is my rubber, where’s your rubber?(中文)
引導學生用This is my…的句型。
3.pen T：pen 部分學生應該知道。T：Look, this is a pen.然后老師說show us your pen .
Step2 Presentation
1.Learn: pencil No,it isn’t.
T:Is this a pen? S:No,it isn’t. 學生不會的話，老師提示：yes or no?Teach：No,it isn’t.(中文) 反復問學生，操練No,it isn’t.
T:It’s a pencil. I have a pencil , this is my pencil. Do you have a pencil?Show it to your classmate。讓學生互相展示一下自己的鉛筆。
2、learn：pencil case
T：Look，this is a pen，this is a pencil. I can put them in a pencil case.
讀四個文具，然后做游戲。
3. Play a game
T: Look, here’s a box,(今天早上我在地上撿了個文具，放在了里面，文具是事先從一些學生那里拿的)
a:Try to guess!
Learn:Is this a ….
S:Is this a rubber? T: No, it isn’t. 多玩一會游戲 讓學生感知 No，it isn’t的意思，再開始跟讀。
Learn: No,it isn’t. isn’t=is not
b：Let’s open it,OK?
2.teach :Yes,it is.
S:Is this a pen ? T: Yes, T: Yes,it is.
3，Learn: Is this your..?
T: Hello，__. Is this your pen ? S: No ,it isn’t.(多問幾個學生?)
T: Who can help me find the owner? (讓學生幫助找到失主。)
4. teach “Is that your …?” “That’s my ….”
T: Is that your pencil?
S: Yes, it is.
T-S
T: There are many things here, rubber, …, we can find their owner after class.
Step3 Storytime.
1. Show Mike,
T: Look, who’s he? Ss: Mike
T: He has a nice pencil, too, T：Is this Mike’s pencil ? Let’s ask mike. 先讓學生個別問 再說麥克聽不清，全班問。引出This isn’t my pen. Ti聽-讀-模仿
2. Watch and answer
a: What is Mike looking for?
b:What colour is Mike’s pencil?
Watch again
Who helps Mike? b:What does Liu Tao say? 模范句子 注意語音語調。
c: What does Yang Ling say?
A: Does Mike find it?
By the way: What does he say?
4 Follow the cartoon
5 Showtime
Step4 Production
每個丟失物品的背后都有一個著急尋找的身影，相信你撿到了也很樂意幫忙吧!
情景：你跟你的小伙伴在走廊上玩耍的時候看到了一支很漂亮的鉛筆，于是你們撿起來，開心的找到了它的主人。
You can use:
Hello,__
Is this/that your pencil/…?
What’s this/that?
Yes,it is./No,it isn’t.
Here you are. Thank you.
板書： Unit2 Is this your pencil?
rubber Is this/that your pencil?
Pen Yes, it is. / No, it isn’t.
pencil
pencil case
教學反思：本節課上的內容是Story time，整節課上下來發現學生的掌握情況不是很好?？偨Y了以下幾點：第一對教材的把握還不是很到位;第二對學生的學習能力沒有了解清楚，教慣了高年級，對低年級了解不夠。第三鋪墊的過多了，沒有考慮到學生的接受能力。在今后的教學中要注重自身的語音語調，以及評價的及時性和真實性。
小學英語微課教案設計模板4
Unit3 Is this your pencil?(period 2)
Step 1. Warm up
Greeting
Step2. Revision
a. T: Look at the blackboard.Can you guess“What’s that?”
(PPT出示Is that a...)
S:Is that a pencil?
T:Yes,it is.It’s a pencil.whose pencil is it?
S:it’s Mike’s.
T:Who helps Mike find his pencil?
S:Yangling and LiuTao.
T:Where’s the pencil?
S:在桌子底下
T:Yes,it’s under the desk,on the floor.
b. Read the story.
c. Act the story.
d. Help WangBing find his pencil case.(拓展表演)
Step3. Presentation
1.Learn the new words
a. T: We help Wang Bing find his pencil ,do you know what’s in the pencil?Let’s have a look?What’s this ?
S: It’s a ruler.(教讀)
The same way teach: crayon ,school bag
b.Play a game (review words)
c.Spell the words
d.Show the stationaries to classmates:
This is my...
That’s my...
2.Play a game: Fun time
a. Answer the question
b. Play a game (出示游戲方法，讓學生知道該怎么玩游戲)
c. Consolidation
失物招領
T: This morning.I got sth.in the classroom,whose are they ?Can you help me find their owner?(事先收集一下同學的學習用品)
S:(學生幫老師尋找失主)
T：Good job! I hope everyone can be helpful to your classmates.
d.Learn: Rhyme time
Oh,here’s a ruler too,is this your ruler?
S;No,it isn’t.
T：Where’s the ruler?
S: 在地上
T：Yes,it’s on the floor.(教讀) 板書floor
T: Where’s the ruler?
S:It’s on the floor
T: It’s on the floor,beside the door (教讀) 板書door
T(出示圖片)Who’s he ?He’s Mr.Fuller.(教讀)
Let’s say “Hello” to Mr. Fuller.
S: Hello,Mr. Fuller.
T:Let’s learn this rhyme ,its name is “A ruler”
出示歌謠句子，逐句跟讀，跟節奏伴讀。
Step3 Homework
Read the words Read the rhyme Find the owner
反思：1.整節課復習了story time ,新授fun time 和rhyme time ,每個環節都是由游戲過渡而來，看似松散，實則都在老師的掌握之中。
2.思路清晰，趣味性強，句型在游戲中掌握的比較好，但是在尋找失物的時候，學生活動的時間還可以再長一點，在檢查學生活動時也要關注其他同學的活動情況。
3.整節課主線比較清晰，在rhyme 的時候讓學生感受到了韻腳，這樣易于學生的掌握。
姜主任：關注語音語調、關注語言、關注習慣、關注評價。
小學英語微課教案設計模板5
【教材解讀】
本單元的話題是談論天氣情況和周末活動。Story time 以日記的形式記錄Yang Ling周末的一天， 讓學生進一步認識和理解一般過去時的用法。教師可以利用學生用書五年級上冊Unit7 At weekends的詞匯設計教學活動，要求學生運用一般過去時描述剛過去的周末活動。
【學習目標】
1. 學生能初步能理解并且會聽、會說、會讀和會拼寫單詞及詞組：cloudy, rainy, sunny, windy 和會運用句型：It was sunny / cloudy / windy / rainy.
2. 學生能初步聽懂并且會說、會讀單詞show, interesting, weather, high, honey, ant, bee, cloud, sky, rain
3. 學生能初步感知動詞過去式的不規則變化及讀音
4. 學生能初步感知天氣表達的句型
5. 學生能夠對英語書寫日記格式有一定的了解
【教學重點】
1. 學生能初步能理解并且會聽、會說、會讀和會拼寫單詞及詞組：cloudy, rainy, sunny, windy 和會運用句型：It was sunny / cloudy / windy / rainy.
2. 學生能初步聽懂并且會說、會讀單詞show, interesting, weather, high, honey, ant, bee, cloud, sky, rain,、
3. 學生能初步感知動詞過去式的不規則變化及讀音
4. 學生能初步感知天氣表達的句型
【導學過程】
Step 1 Warm up
Greeting
Free talk
T: Hello, boys and girls.
Would you know something more about me?
Two days ago, I was in Shanghai. Do you know Shanghai ?
It’s a big and beautiful city. I
Review : was(am的過去式) ago
But now ,I am in Zhangjiagang. It’s beautiful, too.
利用簡單的兩句話，區分時態的不同
3.T: Can you let me know something about you?
Look at the screen, you can choose one part to tell me something about you.
出示 Favourite Food, Favourite Animal, Hobbies三個話題
在Favourite Food話題中引出本課相關單詞dumplings, honey
在Favourite Animal話題中引出本課相關單詞parrot 延伸到parrot show
在Hobbies話題中引出I like drawing and writing diaries very much.
Teach: diaries diary
T:Look ,these are my pictures. Let’s look at them.
Teach: sunny cloudy windy rainy
T: These pictures are about the weather.
Teach: weather
Step 2. Presentation
1.show a picture
T: This is Yang Ling.
She likes drawing and writing diaries ,too.
出示日記抬頭部分
T: This is a diary of hers. What a day!
What day is it today? Sunday
What date is it today? 20th September(9月20號)
滲透英文日記的書寫格式
引出課題Unit 2 What a day! T:Let’s look at Yang Ling’s pictures.
What can you see in the picture?
(1)S:I can see some children in the park.
T:Who are they?
S: Su Hai, Mike, Liu Tao and Yang Ling.
(2) We can see some parrots in the park.
(3) fly kites
(4) rain
4.Let’s talk 出示課文相關圖片展開討論
Look and match 在此過程中教授動詞過去式的特殊變化形式
go→went see→saw become→became fly→flew are→were
Then read the sentences in the right orders. (Teach: wet)
5.Read the diary by yourself, then finish the exercise. (T/F)
6.Read the diary
找出表達天氣變化的句子，再過渡到事件變化的句子
在此活動中教授bring過去式brought, can過去式could
Step 3.Consolidation
1.Let’s read
a.Read after one.
b.Read together.
c.Read one by one.
2.T:What do you think of her day?
Happy? Interesting? Terrible? Bad?
Step 4.Homework
1. Read the text.
2. Try to retell the diary according to YL’s pictures.
板書設計：
Unit 2 What a day!
It was sunny / cloudy / windy / rainy.
go→went fly→flew
see→saw are→were
become→became bring→brought
小學英語微課教案設計模板相關文章：
★ 小學英語教案萬能模板
★ 小學英語教案設計人教版模板
★ 小學英語老師教案范文四篇
★ 小學英語優秀教案范例四篇
★ 小學英語備課教案
★ 小學英語教案最新精選范文
★ 小學生六年級英語的教案模板
★ 優秀小學六年級英語教案模板
★ 小班英語教案通用模板
★ 小學英語活動優秀訓練教案
