英語學習是為了面對將來的全球化世界所必須要堅持的學習。尤其隨著中國的進一步發(fā)展，世界各地的人都會來中國從事，掌握英語可以讓你在將來的交流中先于一步。以下是整理的相關資料，希望幫助到您。
【篇一】
教學內(nèi)容：
a：掌握詞匯：monkey， panda， lion， elephant
b：了解詞匯：lovely，climb，bamboo，grey， fierce
教學目標：
（1） 通過聽說問答，激發(fā)學生的學習興趣，同時培養(yǎng)學生的語感。
（2）掌握有關馬戲團的基本詞匯，強化學生聽與說的技能。
教學過程：
step 1：pre-task preparation。
1． say a rhyme。
（設計思路：作為課堂教學的準備，這一活動有助于學生集中注意力，做好上課的準備。）
2． revision
（設計思路：依據(jù)二年級學生的特點和認知水平，教師借助多媒體課件，對要學習的動物有所了解。
step2：while –task procedure。
1、利用課件教學單詞：monkey lovely climb，并能運用簡單的句子進行回答（設計思路：通過問答句，知道猴子的特征，給學生留下深刻的印象。）
what do you see？ i see a monkey。 how is the monkey？ it is small/ thin/lovely. what can the monkey do？ it can climb the tree.
2． make a chant.
教學生編兒歌：
monkey， monkey.
it is small.
monkey， monkey.
it is lovely.
monkey， monkey.
it can climb.
monkey， monkey.
i like it.
3、教學單詞?。簆anda bamboo lion strong fierce elephant grey及其運用。（每一種動物的教學同上。）
step3： post-task activity
1.復習單詞，掌握單詞的讀音。
2.猜謎
（設計思路：通過該活動，幫助學生將枯燥的單詞學習變的形象化，同時將動物的特征融入謎語，有利于學生思維能力的培養(yǎng)。）
3． make a riddle
學生跟劇老師的謎語，自己編謎語，并互猜。讓學生了解動物特征，并能用簡單的語句進行描述。
課后反思：
我較好地完成了本節(jié)課的教學目標和教學內(nèi)容，其中成功的一個環(huán)節(jié)是新知識的整體呈現(xiàn)。我將枯燥的單詞教學巧妙地融入問答之中，學生能通過問答了解動物的特征，并能用簡單的語句進行描述。對單詞動物的名稱也能逐漸會讀能說了。教學重點也在不知不覺中突破了。形式多樣的語言活動貫穿于課堂教學的始終，使學生在體驗，實踐，參與，合作與交流中習得語言和運用語言。在這節(jié)課的教學實踐中，我也發(fā)現(xiàn)了一些需要調(diào)整和改進的地方，比如，由于出現(xiàn)的生詞較多，因此，掌握不夠充分，導致學生在運用上有所困難，語言輸出不夠流暢，而這點應在之前的語言活動中予以加強。
【篇二】
教學目標：
New words： shelf curtain wardrobe wall pink table purple…
Sentence patterns： I like the … What color is/are the …？
教學重點：
New words： shelf curtain wardrobe wall purple pink…
教學難點：
Sentence patterns： I like the … What color is/are the …？
教學準備：
Word cards， picture， tape-recorder projector
教學過程：
Ⅰ。 Sing a song
II。 Free talk
A： How are you？ B： Fine， thank you. And you？ A： Me too. What’ your mother？ B： My mother is a …
A： When do you get up？ B： I get up at…
III。 Presentation
Make labels to put on furniture that you may have in the classroom， e.g. a shelf， a wall， curtains， a table. Bring in pictures of the items that you don’t have in your classroom.
Point to a wardrobe， a shelf， a wall， curtains and a table in the pictures or in the classroom. attach the labels to the objects. Read the names of the items with the pupils.
Take the labels off again and see if the pupils can put them back correctly.
Ask the pupils How many walls are there in the classroom？ Write the word walls on the blackboard.
Count the walls and the other objects writing plural nouns on the board if appropriate.
Show Transparency. Play the Pupil’s Book Cassette and ask the pupils to repeat the sentences in the speech bubbles after the beeps. Do the same with the vocabulary items.
IV。Practice
Point to the furniture on the page asking What can you see？ Encourage the pupils to answer I can see（a）…（s）…
Revise the colors by pointing to one object saying， e.g. This is green. Etc. Teach the new color words pink and purple.
Read the children’s speech bubbles. Get the pupils to point to the correct objects.
Point to other objects and get the pupils to talk about the color and the object saying， e.g. I like the blue shelf.
作業(yè)布置
1.Copybook 20
2.Workbook 29
3. Write the new words on the exercises book.
板書設計：
Unit 6 My room
New words
（picture cards）
I like the pink wardrobe.
I like the purple curtains.
教學反思：
It’s successful to attract pupils’ attention by presenting all the new words in a picture. While practicing， pupils have fun in coloring the picture and talking about theirs own picture.
Through the influence of praising pupils’ self-discipline directly and betimes， the classroom management become more effective.
【篇三】
教學目標：
New words： colour they
Sentence patterns： What color is/are the …？ It’s …/They’re
教學重點：
New words： colour they
教學難點：
sentence patterns What color is/are the ...？ It’s …/They’re
教學準備：
Word cards， picture cards， tape-recorder projector
教學過程：
Ⅰ。 Greeting
Ⅱ。 Sing a song.
III。Presentation
Revise some of the objects in the classroom by asking the pupils to put the labels on them， e.g. a desk， a chair， a window， walls， the door， curtains and a table.
Point to a singular object with a clearly defined color. Say Look at the … What color is the …？ It’s … Write on the board the question What color is the …？ And the answer It’s … Ask How many …（s） are there？ When the pupils tell you One， circle the It in the answer.
Repeat the process with the walls， curtains， desks or chairs， writing the question and answer on the board and circling They’re. Show the pupils that They’re is short for They are.
IV。 Practice
1. Show Transparency and play the Pupil’s Book Cassette.
The pupils listen and follow in their books. Continue to play the cassette and ask the pupils to repeat the words after the beeps.
2. Point to the objects in picture 3 and ask What color is/are the …？
3. Help the pupils to answer the questions about the objects in picture 3 using It’s/They’re …
4. Ask the pupils to work in pairs to role-play the conversation.
V。Play a team game.
Make two sets of labels. One set has the names of furniture written on them and one set has colors written on them. Put the labels for the furniture and the color labels on a desk at the front. Members from each team take turns to choose a furniture label and a color label. A member from the opposing team must ask What color is/are the…？ using the item of furniture on the label. The team member who chose the labels must answer.
作業(yè)布置
1. Copybook 21
2.Workbook 30
3.Write the sentences on the note book.
板書設計：
Unit 6 My room
I have a pretty room.
What color are the walls？
They’re pink.
they’re =they are
教學反思：
Pupils felt shy to show their own pictures and talk about their pictures in front of the blackboard before I praised their works. It seems that more encouragement should be given in class.
Pupils should be told when to use they’re/ it’s. And more drills and exercise is needed.
【篇一】
教學內(nèi)容：
a：掌握詞匯：monkey， panda， lion， elephant
b：了解詞匯：lovely，climb，bamboo，grey， fierce
教學目標：
（1） 通過聽說問答，激發(fā)學生的學習興趣，同時培養(yǎng)學生的語感。
（2）掌握有關馬戲團的基本詞匯，強化學生聽與說的技能。
教學過程：
step 1：pre-task preparation。
1． say a rhyme。
（設計思路：作為課堂教學的準備，這一活動有助于學生集中注意力，做好上課的準備。）
2． revision
（設計思路：依據(jù)二年級學生的特點和認知水平，教師借助多媒體課件，對要學習的動物有所了解。
step2：while –task procedure。
1、利用課件教學單詞：monkey lovely climb，并能運用簡單的句子進行回答（設計思路：通過問答句，知道猴子的特征，給學生留下深刻的印象。）
what do you see？ i see a monkey。 how is the monkey？ it is small/ thin/lovely. what can the monkey do？ it can climb the tree.
2． make a chant.
教學生編兒歌：
monkey， monkey.
it is small.
monkey， monkey.
it is lovely.
monkey， monkey.
it can climb.
monkey， monkey.
i like it.
3、教學單詞?。簆anda bamboo lion strong fierce elephant grey及其運用。（每一種動物的教學同上。）
step3： post-task activity
1.復習單詞，掌握單詞的讀音。
2.猜謎
（設計思路：通過該活動，幫助學生將枯燥的單詞學習變的形象化，同時將動物的特征融入謎語，有利于學生思維能力的培養(yǎng)。）
3． make a riddle
學生跟劇老師的謎語，自己編謎語，并互猜。讓學生了解動物特征，并能用簡單的語句進行描述。
課后反思：
我較好地完成了本節(jié)課的教學目標和教學內(nèi)容，其中成功的一個環(huán)節(jié)是新知識的整體呈現(xiàn)。我將枯燥的單詞教學巧妙地融入問答之中，學生能通過問答了解動物的特征，并能用簡單的語句進行描述。對單詞動物的名稱也能逐漸會讀能說了。教學重點也在不知不覺中突破了。形式多樣的語言活動貫穿于課堂教學的始終，使學生在體驗，實踐，參與，合作與交流中習得語言和運用語言。在這節(jié)課的教學實踐中，我也發(fā)現(xiàn)了一些需要調(diào)整和改進的地方，比如，由于出現(xiàn)的生詞較多，因此，掌握不夠充分，導致學生在運用上有所困難，語言輸出不夠流暢，而這點應在之前的語言活動中予以加強。
【篇二】
教學目標：
New words： shelf curtain wardrobe wall pink table purple…
Sentence patterns： I like the … What color is/are the …？
教學重點：
New words： shelf curtain wardrobe wall purple pink…
教學難點：
Sentence patterns： I like the … What color is/are the …？
教學準備：
Word cards， picture， tape-recorder projector
教學過程：
Ⅰ。 Sing a song
II。 Free talk
A： How are you？ B： Fine， thank you. And you？ A： Me too. What’ your mother？ B： My mother is a …
A： When do you get up？ B： I get up at…
III。 Presentation
Make labels to put on furniture that you may have in the classroom， e.g. a shelf， a wall， curtains， a table. Bring in pictures of the items that you don’t have in your classroom.
Point to a wardrobe， a shelf， a wall， curtains and a table in the pictures or in the classroom. attach the labels to the objects. Read the names of the items with the pupils.
Take the labels off again and see if the pupils can put them back correctly.
Ask the pupils How many walls are there in the classroom？ Write the word walls on the blackboard.
Count the walls and the other objects writing plural nouns on the board if appropriate.
Show Transparency. Play the Pupil’s Book Cassette and ask the pupils to repeat the sentences in the speech bubbles after the beeps. Do the same with the vocabulary items.
IV。Practice
Point to the furniture on the page asking What can you see？ Encourage the pupils to answer I can see（a）…（s）…
Revise the colors by pointing to one object saying， e.g. This is green. Etc. Teach the new color words pink and purple.
Read the children’s speech bubbles. Get the pupils to point to the correct objects.
Point to other objects and get the pupils to talk about the color and the object saying， e.g. I like the blue shelf.
作業(yè)布置
1.Copybook 20
2.Workbook 29
3. Write the new words on the exercises book.
板書設計：
Unit 6 My room
New words
（picture cards）
I like the pink wardrobe.
I like the purple curtains.
教學反思：
It’s successful to attract pupils’ attention by presenting all the new words in a picture. While practicing， pupils have fun in coloring the picture and talking about theirs own picture.
Through the influence of praising pupils’ self-discipline directly and betimes， the classroom management become more effective.
【篇三】
教學目標：
New words： colour they
Sentence patterns： What color is/are the …？ It’s …/They’re
教學重點：
New words： colour they
教學難點：
sentence patterns What color is/are the ...？ It’s …/They’re
教學準備：
Word cards， picture cards， tape-recorder projector
教學過程：
Ⅰ。 Greeting
Ⅱ。 Sing a song.
III。Presentation
Revise some of the objects in the classroom by asking the pupils to put the labels on them， e.g. a desk， a chair， a window， walls， the door， curtains and a table.
Point to a singular object with a clearly defined color. Say Look at the … What color is the …？ It’s … Write on the board the question What color is the …？ And the answer It’s … Ask How many …（s） are there？ When the pupils tell you One， circle the It in the answer.
Repeat the process with the walls， curtains， desks or chairs， writing the question and answer on the board and circling They’re. Show the pupils that They’re is short for They are.
IV。 Practice
1. Show Transparency and play the Pupil’s Book Cassette.
The pupils listen and follow in their books. Continue to play the cassette and ask the pupils to repeat the words after the beeps.
2. Point to the objects in picture 3 and ask What color is/are the …？
3. Help the pupils to answer the questions about the objects in picture 3 using It’s/They’re …
4. Ask the pupils to work in pairs to role-play the conversation.
V。Play a team game.
Make two sets of labels. One set has the names of furniture written on them and one set has colors written on them. Put the labels for the furniture and the color labels on a desk at the front. Members from each team take turns to choose a furniture label and a color label. A member from the opposing team must ask What color is/are the…？ using the item of furniture on the label. The team member who chose the labels must answer.
作業(yè)布置
1. Copybook 21
2.Workbook 30
3.Write the sentences on the note book.
板書設計：
Unit 6 My room
I have a pretty room.
What color are the walls？
They’re pink.
they’re =they are
教學反思：
Pupils felt shy to show their own pictures and talk about their pictures in front of the blackboard before I praised their works. It seems that more encouragement should be given in class.
Pupils should be told when to use they’re/ it’s. And more drills and exercise is needed.