小学英语优秀试讲教案
【篇一：小学英语试讲教案】
teaching aims:
knowledge aims:
(1) students can learn four new words: orange, pear, apple and banana.
(2) students can master the structure of “do you like pears?”
ability aim:
students can improve their listening and speaking ability by taking part in activities.
emotional aim:
students will be more interested in english and like to speak english in daily life.
key points:
(1) listen, speak and use the new words: orange, pear, apple and banana.
(2) master the structure of “do you like”.
difficult points:
(1) use the new words and structure in their daily life.
(2) improve the interest of learning english, and like to speak english.
课前准备：
teaching procedures:
step 1: warming up and lead-in
1. daily greeting
2. sing a song named how do you do together.
step 2: presentation andstep3 practice
activity 1
show a picture of an apple and ask students to answer the question “what’s this in english”. describing the apple and tell students if there is more than one apple, we can say “apples”. write the word “apple” on the blackboard and ask students to read it together for twice. in the same way, teach students another three new words “orange”, “pear” and “banan
a”.
after teaching the four new words, play a game: divide students into four groups. when i show the four pictures arbitrarily, each group should read out the name of the fruit in the picture. the group reading all names in the least time will be the winner.
activity 2
i will say that i like pears very much and explain why i like pears best. tell students when i
ask them the question “do you like pears”, they can answer “yes, i do” if they like and “no, i don’t” if they do not like.
invite some students to answer my questions “do you like apples/oranges/bananas” by using the structure of “yes, i do” or “no, i don’t”.
play the tape for the first time and ask students to listen carefully. play the tape for the second time and ask students to answer the question “if the boy likes pears” after listening. play the tape for the third time and ask students to read after the tape.
give students 3 minutes to make conversations with their deskmates and then invite two groups to perform.
activity 3
make the chant on the book.
step 4: summary and homework
ask two students to talk about what we have learned in this class. make some supplements after their shares. tell students to teach their parents the chant we did just now.
blackboard design:
【篇二：英语试讲教案模板】
模板：
teaching aims （教学目标）
1 knowledge objects: make students read the important words and sentences2 ability objects: make students master the grammar in the text________3 moral objects:improve the interests in studying english and_________
teaching important points（教学重点）
words：_________________________________
sentences：_______________________________________
________________________________________
teaching difficult points（教学难点）
master the grammar
use the words in their lives
____________________
teaching aids（教具）
cards、 projectors _________  __________  ________
teaching  procedure：（教学过程）
step1  leading-in
step 2 __________
........
step n  homework
blackboard design （板书设计）
  (一)形式
教案是教学设计的文字体现，有相对的格式与要求。教案的格式主要包括文字叙述式、表格式两种。
1.文字叙述式
这是一种基本上全部以文字形式呈现出来的教案形式，在日常教学的应用最为广泛。
2.表格式
这是一种经常出现的教案形式，一般有学校发给教师。
(二)主要内容
上课的重要依据，通常包括：班级、学科、课题、上课时间、课的类型、教学方法、教学目的、教学内容、课的进程和时间分配等。有的还列有教具和现 代化教学手段(如电影、投影、录像、录音等)的使用、作业题、板书设计和课后自我反思与评价等项目。由于学科和教材的性质﹑教学目的和课的类型不同，教学 设计不必具有固定的形式。
1.基本内容
(1)课题(说明本课名称)。
(2)教学目标(或称教学要求，说明本课所要完成的教学任务)。
(3)课型(说明属新授课，还是复习课)。
(4)课时(说明属第几课时)。
(5)教学重点(说明本课所必须解决的关键性问题)。
(6)教学难点(说明本课学习时易产生困难和障碍的知识点)。
(7)教具(或称教具准备，说明辅助教学手段使用的工具)
小学英语教学设计
(8)教学过程(或称课堂结构，说明教学进行的内容、方法步骤)。
(9)作业处理(说明如何布置书面或口头作业)。
(10)板书设计(说明上课时准备写在黑板上的内容)。
2.教学过程的步骤
书写过程中，教学过程是关键，它包括以下几个步骤。
(1)导入新课
①设计新颖活泼，精当概括。
②怎样进行，复习哪些内容?
③提问哪些学生，需用多少时间等。
(2)讲授新课
①针对不同教学内容，选择不同的教学方法。
②怎样提出问题，如何逐步启发、诱导?
③教师该怎么教、学生该怎么学?详细步骤安排，需用时间。
(3)巩固练习
练习设计精巧，有层次、有坡度、有密度。
(4)归纳小结
怎样进行，是教师还是学生归纳?
(5)作业安排
①布置哪些内容?要考虑知识拓展性、能力性。
②需不需要提示或解释。
(三)主要作用：
1.教学活动的依据
教学过程是由教师的教和学生的学所组成的双边活动过程。如果不认真做教学设计,教学过程中必然目标模糊,心中无数,要求不当,随心所欲，而最终无法取得好的教学效果。
2.有利于教学水平的提高
在这个过程中,教师不仅要研究教材的知识体系、学生学习教材的状况(接受水平、心理特点和思维规律),而且要按照课程标准的精神,分析教材的编 写意图和教材特点,分析教材的知识结构、体系和深广度,特别是要以整体为背景,分析各部分教材的特点,明确教材的要求,教材的重点难点,分析知识的价值功 能,酝酿设计教学过程,确定教学方法。教学水平的提高,在很大程度上取决于对教材的钻研。