只有对自己的教学任务进行分析后，我们写出的教案才是有价值的，教案在编写的过程中，你们一定要考虑创新教学方法，满满范文网小编今天就为您带来了人教版英语教案最新6篇，相信一定会对你有所帮助。
人教版英语教案篇1
lesson 2
一.教学内容part a let’s learn/ ask and answer/ let’s spell .
二.教学目标
1.能够正确听，说，朗读“who is …? he/she is…what’s he/she like? he/she is … is he/she…?yes,he/she is. no, he/she isn’t.”等询问某人是谁，外貌或性格怎么样的相关交际用语。
2.能够正确听，说，认读表示人物外貌和性格特征的形容词old,young,funny,kind,strict等词汇。
3.能够听懂，会说，会表演let’s learn的内容并在真实场景中运用所学语言进行真实交流和运用。
三.教学重难点
重点:学生能够表演let’s learn的交际内容，能够根据实际情况用英语讨论人物。
难点:用英语准确询问并回答人物特征，如“who is …? he/she is…what’s he/she like? he/she is … is he/she…?yes,he/she is. no, he/she isn’t.”等。
四.课前准备
单词卡片，录音机，磁带
五.教学过程
step1. warming-up
1.sing a song”who’s your teacher”
2.show pictures and say
出示一些学科教师图片，让学生快速说出来，如chinese teacher/math teacher/english teacher/art teacher/music teacher.
t: who’s this man/woman?
s: he/she is ... ...
step2. presentation
1.look and guess.看图片，猜一猜。
教师出示刚才展示的教师图片，让学生猜一猜教师是什么性格?
t：guess,what’s he/she like?
s: is he/she strict/funny…?
t:yes,he/she is.no,he/she isn’t.
两组示范后，教师将卡片交给学生，进行生生对话。
2.展示let’s learn 图片，快速让学生说出mr还是miss。
3.look at the pictures and say.看图说句子。
如：mr young is our music teacher.he is old.
4.播放课本插图，两人一组选择图片讨论。
step3 consolidation
group work:小组讨论任课老师。
1.准备好一张你喜欢的老师的画像，并向你的组员介绍。
2.让学生表演，以检查学生对本课句型的掌握情况，对做得好的学生予以表扬。
step4 homework
1.copy the words of let’s learn.
2.make a dialogue about your teachers.
六.板书设计
unit one what’s he like?
part a let’s learn ask and answer let’s spell
old young funny kind strict
who’s your art teacher?--mr jones.
is he young?--yes,he is.
七.教学反思
人教版英语教案篇2
人教pep版五年级英语下册recycle 2单元教案
第一课时
教学目标
1.复习4~6单元的语言和词汇,能够做到听懂、认读,并在实际情景中运用。
2.能够通过复习旧知识开拓思维,熟练运用融合后的语言知识。
教学重点
4~6单元的重点单词和词组。
教学难点
熟练运用4~6单元的重点词汇。
教学准备
教师准备:
1.与本课时相关的单词卡片和图片。
2.与本课时相关的录音和课件。
学生准备:
自己参加某个活动的照片。
教学方法
1.听说领先教学法
教师播放听力内容,同学根据听力完成对应的习题,在听力的'过程中,提高学习英语的兴趣。
2.游戏教学法
教师和同学一起玩游戏“animals and dates”, 在游戏中掌握日期和节日。
教学过程
step 1: warm-up
1.教师播放歌曲school days让学生跟唱,活跃课堂气氛。
2.教师出示一个主题(活动)(描述图片中的人正在做什么),学生围绕这个主题,进行对话练习,以小组为单位展开竞赛,看看哪组抢答得最多。根据学生的回答板书,为学习新知作铺垫。
step 2: presentation
1.教学66页
(1)找学生描述一下这四幅图what are they doing?然后听录音,找学生把正确的日期和图片连在一起。学生根据听力内容自由对话。
(2)学生描述下面的三幅图片,并播放录音两遍,师生共同找出正确的图片。
(3)完成下面的两个小题,然后根据图片操练句型:
when is the…?
what are the children doing?
it's in/on… they are…
分角色一问一答
出示动词短语或图片,学生两人一组运用所学的单词及句型仿照上面句子自由对话。
2.教学 67页
(1)教师利用日历(数字卡片)引导学生从1数到31。
(2)师生共同补全单词:一月到十二月。
(3)听录音,并合作完成write the months in the correct column。
(4)师生共同学习生词:the rest, except, leap year, when。
①心有灵??
教师准备好一些动词短语卡片(有的写中文,有的写英文)和图片。将卡片和图片放入书包里。游戏开始,教师说,书包里装的是智慧财富。 让学生们两人一组上来增长智慧,一名学生拿到智慧卡片,根据卡片的内容说出相应的问句,另一名学生回答出来。两人一定要有默契,如果问错了,对方就没法回答。
②一问一答
学生两人一组根据教师提供的图片做一问一答的练习。
pandas, pandas and pandas. tell me when children's day/teachers' day/mid-autumn day/mother's day/father's day/… comes?
it's on june 1st/on april 4th/…
step 3: practice
1.词句接龙
每一排为一组,全班分成若干组,教师分别发给每一组第一名学生一个单词(february/birthday/…),他首先把这个单词组成一个短语(in february/my birthday),写完后迅速传给后一名学生,这名学生用这个短语写一个句子(there are 28 days in february./my birthday is in april/… ),然后,传给他后面的学生,这名学生把这个句子进行句型转换(变为一般疑问句、特殊疑问句、祈使句、现在进行时态等等)。接着,最后一排的学生把所传的句子写到黑板上,并把本组写的句子交给教师(教师批阅)。传得最快,没有出错的组获胜。
2.完成全品学练考―课后练68页第一题。
step 4: consolidation
创编对话
教师出示“描述图片”“谈谈节日”“数一数月份和日期”这三个话题,让学生从中选择一个话题,两人一组创编对话并表演,也可合并创编,教师择优上台展示。
step 5: sum-up
师生一起总结本节课的学习重点:
句型:①what will you do at summer camp?
i will visit aunt.
②what are the children doing?
they are drawing pictures.
③pandas, pandas and pandas. tell me when children's day comes.
it's on june 1st.
④thirty days has september, april…
step 6:homework
1.仿照66页的听力对话画一画你的假期活动。
2.仿照67页的小游戏设计一个小表格,展示一下家人的生日。
板书设计
recycle 2
what are the children doing? they are having a picnic./…
pandas, pandas and pandas. tell me when children's day comes. it's on june 1st.
new year's day/teachers' day/tree planting day/mid-autumn day/
人教版英语教案篇3
--- new bag.there are many things in my bag.what are they in it ? do you want to know? let’s gue.然后让学生用学过的句型have you got……? 进行竟猜，如果同学们猜到的东西， 我就说”yes, i have got …… ”， 如果没有， 我就说“no, i haven ’t got…… ”。 此目的是为了让学生复习巩固学过的句型“have you got……? ”从而也引出了本堂课要学的内容“i haven ’t got …… ” .学生们异常兴奋，纷纷进行猜想，课堂气氛达到了高潮。这样就在玩乐中复习了学过的内容，引出了要学的新内容。
教学反思：
一、兴趣是最好的老师。
当一个学生对某种学习产生兴趣时，他总是积极主动而且心情愉快地去学习，不觉得学习是一种沉重的负担，并且常常掌握得迅速而牢固。小学英语教学主
2 --- 实的语境中感受语言。
“学源于思，思起于疑”。激疑才能引起学生的好奇心，才能引起学生的积极思维。语言的学习最好的方式是在具体的教学情境之中，让学生感知语言，并在感知的过程中自己领会到语言的真谛。尤其对小学低年级的学生而言，教师若能在具体的情境中进行教学，学生自然而然就理解了语言的本质，无需教师过多的解释。
在教学中创设问题情境，是一项重要的教学策略，它在课堂教学中是开启学生智慧之门的钥匙。而一个好的问题情境，往往能够激起学生强烈的问题意识和探究动机，引发学生积极思考，。因此，老师在新课改的教学实践中应研究学习情境创设的策略，把学生要学习的内容转化为问题情境，引发学生主动参与求知的欲望。
4 --- 序幕，一堂好课，也要有个好的开头。因此教师要通过多种手段和方法，激发学生的学习兴趣，以兴趣为支点，让学生乐学、善学、会学，学而忘我，乐此不疲。
英语教案教学反思
课堂导入是上好一节课的关键，好的课堂导入，可以激发学生的学习兴趣，提高学生的课堂学习效率。导入的方法有很多，通过半年的实习，我总结如下：
1、情境导入法。即根据教学内容的需要，创设一定的情境，让学生在教师的引导下不知不觉中进入主题。这种方法的优点是直观、形象、引人入胜。
人教版英语教案篇4
【本课学习目标】
阅读课文“a short story of western painting”，帮助学生认识国画和西洋画的不同特征、代表性作品及画家。
【自学探究】
一、词汇扩充：
1realistic（adj）现实主义的；现实的---reality（n）现实---realize（v）---实现
2belief（n）信仰；信任---believe（v）相信---believein相信
3consequent（adj）作为结果的；随之发生的---consequently（adv）所以；因而
---consequence（n）结果
4value（n）价值（pl）价值观；社会准则---valuable（adj）有价值的---beofgreatvalue
5religion（n）宗教；宗教信仰---religious（adj）宗教的
6possession（n）所有；财产---possess（v）持有；拥有
7convince（v）使确信；使信服---convincesbofsth使某人相信某事
---beconvincedof相信
8impress（v）给…留下印象---impression（n）印象---makeastrongimpressiononsb
给某人留下深刻印象---impressive（adj）---impressionism（n）印象主义；印象派
---impressionist（adj）印象派的（n）印象派艺术家
9agreatdeal（adv）大量---agreatdealof（adj）大量的….
10predict（v）预言；预告；预测---prediction（n）
11scholar（n）学者---scholarship（n）奖学金
12flesh（n）肉；肌肉；_---fresh（adj）新鲜的---flash（v）闪现
13exhibition（n）展览；陈列；展览会---exhibit（n）展览品；陈列品（v）展出
二、长难句分析
1artisinfluencedbythewayoflifeandbeliefsofthepeople，andchina，unlikeeurope，hasfollowedasimilarwayoflifeforaverylongtime.
艺术受到人民生活方式和信仰的影响，而中国和欧洲不同，他的生活方式在很长时期里都是相近的。
2whenpeoplefirstsawhispaintingtheywereconvincedtheywerelookingthroughaholeinthewallatarealscene.
当人们第一次看到他的画时，还以为是透过墙上的小洞来观看真实的场景。
3amongthepainterswhobrokeawayfromthetraditionalstyleofpaintingweretheimpressionistswholivedandworkedinparis.
在那些突破传统画法的画家中有生活和工作在法国巴黎的印象派画家。
三、warmingup
ewordsmighthelpyouinyourreading.
①realistic①accurate，minute
②abstract②stateorfactofexisting
③detailed③beinginthoughtbuthavingaphysicalorpracticalexistence
④traditional④lifelike，truetolife
⑤religious⑤classical，ofoldbeliefs
⑥existence⑥sinceretobelieveinagodorgods
四、reading
skimming
1whatweretheartistsinterestedinfrom5thto15thcenturyad？
theywereinterestedincreating_______and____forgod.
2howdidmasacciopainthispaintings？
hedrewthingsin__________，whichmakespicturesvery_______.
idtheimpressionistshavetopaintquickly？
becausethenaturallight_______quickly，theyhadto_____quickly.
scanning
hofthefollowingstatementsistrue？
tingsinmiddleageswereveryrealistic.
ernarthaschangedalotsincethe5thcentury.
essionistpaintingswerepaintedmainlyindoors.
rnartbeganintherenaissance.
rstmostpeoplehatedtheimpressionists’styleofpainting，because_____.
rpaintingswereveryabstract.
rpaintingswereveryrealistic.
brokeawayfromthetraditionalstyleofpainting.
rpaintingswereveryridiculous.
erenaissance，painters___.
apaintedreligiousscenesinamorerealisticstyle.
sedmoreonreligionthanonhumans.
ntopaintoutdoors.
rnedtoclassicalromanandgreekideasaboutart.
4.____discoveredhowtomakepaintingslookmorerealbyusingperspective.
todibondone.
ccio.
demonet.
opicasso
doesthetextmainlytellus？
eligiouspaintingdeveloped.
ilpaintingdeveloped.
mpressionistpaintingdeveloped.
esternartdeveloped
detailedreading：trueorfalse
（）ernarthaschangedverylittleoverthelastseventeencenturies.
（）tersinthemiddleagespaintedmainlyreligioussubjects.
（）tingsinthemiddleageswereveryrealistic.
（）issancepainterstriedtopaintthingsinarealisticway.
（）mportantdiscoveriesintherenaissanceperiodwereoilpaintsanddrawinginperspective.
（）essionistspaintedtheirpicturesmainlyindoors.
（）rstpeopledidnotliketheimpressionists’paintings.
（）rnartbeganwiththeimpressionists
【达标检测】
fillinthechartaccordingtothetext
agestimeartist
feature
【文化园地】
thecharacteristicsofchinesepaintingsandwesternpaintings：
chinesepaintingisoftenaboutnature，suchasmountain，water，bird-and-flower，etc.
ithasanairoflivinginnature，harmony（和谐）andpeace.
westernpaintingisaboutreligion，human.
itisabstract，richincolor，oil，lineandshape
kindsofpainting（matchtheenglishwordsandchinesemeaning）
①oilpainting风景画
②watercolour油画
③landscape水彩
④cartoon人物
⑤figuredrawing素描
⑥sketch卡通
人教版英语教案篇5
教学重点：
1. 能听、说、读、写词汇：drawing，great，be good at.
2.能听懂、会说句型：do you like(学科名称)?
yes,i do./no, i don’t. i’m good at …并且能在实际生活中灵活运用。21教育网
教学难点：
1.通过练习，掌握对话 ，能自主编出对话。
2.通过趣味课堂活动，激发学生学习英语的兴趣。
教具准备
小熊玩偶， 单词卡片， 各科课本
教学过程
(一) 游戏温习旧知
1. 用小熊为投掷玩具，叫个生上讲台复习单词。
2. 展示课件中的老师照片，鼓励学生用英语句子描述老师的特征。
(二)新授
1. 引出短语“一本书”
2.引导孩子用英语说出an english book
a chinese book
a pe book等，强调英语，美术前面要用an.
3.将2中的短语展示出来，让孩子们集体读。
4.连词成句练习，引出what’s in your hand ?并引导孩子回答。
5.同桌练习以上句型。
6. do you like科目?的问答练习(yes, i do./no, i don’t.
7.将以上两个对话结合起来组成对话同桌练习。
what’s in your handa/
it ‘s an english book.
do you like english?
yes, i do.
8.出示ppt,让孩子们结合图片提示，编出对话，口头练习。
(三)巩固练习
1.读熟对话。
2.和同桌互练对话。
3.展示学生的照片，老师运用be good at 引出句子，让孩子试着听，并大概听懂。
(四)作业
自编2组对话，并和同桌练习。
人教版英语教案篇6
课题：unit 5 on the farm
教学过程：
step 1 greeting and warming-up
1. t-ss greet.(师生问好，活跃课堂，拉近师生距离)
2. t: look at this man, what’s his job?
ss: he is a farmer.
t: his name is macdonald. he has a beautiful farm.
before class, let’s listen to a song, it’s about macdonald and his farm.
step 2 presentation and practice
1. teach: national day ,holiday, last
t: what day/date is it today?
出示cai指名回答these seven days is this week.(cai出示this week)
these seven days was last week.( cai出示last week)
t: what date was it?指名回答
t: yes. it was the first of october.
and it was the national day. (cai出示national day领读)
when national day comes ,we usually have a long holiday . i had a wonderful holiday.
2 .t：do you want to know what i did this national day holiday?
you can ask me what did you do?
指名几个学生提问，可提醒学生看黑板上早已贴好的句子。再次要求学生一起提问，师回答。
3.活动：washed clothes, played computer games, watched a funny cartoon, went to my father’s farm.
幻灯片呈现，让学生了解老师的活动
t:ok, boys and girls. do you want to go to the farm?
ss: yes. cai出示农场里人们干活的场景
t：ok，here we are. now we’re on the farm.
what can we do on the farm?can you guess?指名回答cai出示
s1:milk cows.
t：great. i can’t milk cows. can you teach me?示意学生动作。
教师边动作边带领学生朗读milk cows同时出示词组贴到黑板上
t：what can we do?指名学生回答
s2：?
t：good. collect eggs. (cai出示)师带领学生边做动作读词组。同时出示词组贴到黑板上
t：what else can we do?指名回答s3：?
t：right. water flowers.带领学生读短语。
t：what else can we water? it’s big and green.
ss：water trees.
t: good.出示词组water trees带领学生朗读，并将词组贴到黑板上。
t：what else can we water? it’s on the ground.指名回答
ss: water grass.看cai, t :what are these? they’re carrots.领读carrot出示单词图片pull up carrots
t: let’s pull up carrots.师带领学生做动作读词组，并将词组贴到黑板上。
t：what else can we do?
s4:?
t：boys and girls, let’s pick oranges. boys ,you’re tall and strong, please stand up and pick oranges.
师带领男学生们做动作读词组，并将词组贴到黑板上。出示一篮子橘子。
t：what are these? ss：they’re oranges.
t: do you want to taste my oranges?问几组学生，do you want to taste my oranges?
给学生分发橘子出示taste oranges单词图片let’s learn how to read it.带领学生读/ei/，/ei/,taste.
step 3 listen, read and say
1 .t: helen was on the farm last week. what did she do last week? let’s ask her together, ok? cai出示问题，引导学生提问，what did you do last week? cai出示答案。
t: what did she do last week? ss: she visited a farm?。
t: yes, helen visited a farm with her family on monday and tuesday.
do you want to visit a farm?出示词组visit a farm领读数遍，并将词组贴到黑板上。
t：helen visited a farm. here ed is pronounced /id/,领读visited，将ed贴到黑板上visit后面。
2. t：what did helen do on monday? who can ask? cai出示，指名学生提问。
t: what did helen do on monday?引导学生一起回答，she watered trees.拿出ed/d/,领读短语数遍。并将后缀贴到黑板原词组后面。
t: what else did helen do? let me ask her.师问what else did you do on monday, helen?，please listen ! cai出示答案。
3. t: what else did she do? together answer.
ss: she pulled up carrots.师出示ed/d/,领读单词，并将后缀贴到原来单词后面。
t: helen visited a farm on monday. she pulled up carrots and watered trees.贴图mon. how about tuesday? can you ask her? boys have a try.要求男生齐问。cai出示答案。
4. t: what did she do on tuesday?
ss: she milked cows.出示ed/t/领读该词组，并将ed贴到原单词后面。
5. t: what else did she do on tuesday?
ss: she collected eggs.
t: here ed is pronounced /t/,/d/ or/id/?which one?引导学生一起复述，helen visited a farm. on monday she watered trees and pulled up carrots.
t: how about tuesday?
ss: he milked cows and collected eggs.
6. t: helen did a lot of things on a farm.
what else did she do on the farm? let’s watch the cartoon.出示cai，
t: what else did helen do on the farm?再次出示cai，提醒学生看屏幕。
ss: she picked oranges.师拿出ed，
t：who can add ed for us?指名，stick for us.领读picked oranges
t: she picked oranges and tasted them.师做动作表明品尝。which one?指名回答。
here ed is pronounced /id/ ,who can add for us?指名加后缀。
7. t：were there any fruits on the farm?
ss：yes.
t: were there any apple/pear/banana trees on the farm?学生齐答。引导学生齐说
ss: there were apple trees, orange trees and pear trees.
t: nancy wants to go to the farm. so i think the farm is wonderful.(出示wonderful一词，领读)
8. t: helen did a lot of things on the farm.
she had a wonderful holiday.
but her friend nancy also had a good time, what did she do last week?
let’s listen, read and choose. cai出示，学生听。
提供问题，what did nancy do last week? ok, you can choose. cai出示选项。师读三条选项。指名学生回答。
出示watch a film.词组领读。 here ed is pronounced /t/.指名读音素。并将单词卡片贴到黑板上。
9. t: nancy watched a film with her family.
did she like the film?
did her family like the film?
yes, they all like the film very much.
t: let’s enjoy the whole cartoon.播放整篇课文录音。
do you like the cartoon? ss: yes.
t: it’s interesting. cai出示课文前言。
t：please read the narration and try to answer the questions. read by yourself.学生自读前言。
t：attention please. ok, show time. is the first day of school after the holiday today?指名回答，带领学生读体现该答案的原句。
10. t: take out your books and turn to p38,let’s read after the tape, please try to imitate it.跟录音读。
跟读过程中教授fun出示单词卡片贴到黑板上出示cai，here are five sentences for you. read and judge, whether they’re true or false.要求学生拿出课前发的判断题，学生自己答题。
t: let’s check the answer.集体校对。提醒学生看黑板。
11. t：look at the screen. here’re five pictures from the dialogue. i’d like to read it. i want to be helen. who wants to be nancy?指名一个学生与师示范朗读。
t：choose one picture which you like and practise it with your partner.学生选择一幅图操练指名学生朗读。
step 4 retell the dialogue
根据黑板上的短语，指名要求学生复述课文。 (通过复述课文，检查并培养了学生的理解能力和口语表达能力，调动了学生的理解，促进课堂学习效率。)
step 5 do a report
t: i had a good time this national day holiday.
please look at the screen.(cai)学生看视频表格，师描述自己的国庆节假期。
t: according to the things what i did, complete the passage. please take out the paper and write down the words.学生自己根据表格完成短文。
校对，指名一个学生朗读短文。
(让学生用自己的`语言来叙述自己的故事，给学生提供拉真实的情景去使用语言，以活动促说，以活动促用，充分体现了任务型教学理念，发展了学生的语言技能，提高了学生应运用语言的能力)
step 6 assign homework
1. listen to the tape and read after it.
2. copy the new words and phrases for three times.
3. finish the story about your holiday
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