幼儿园全英文教案模板下载共3篇 英语教案模板
下面是范文网小编收集的幼儿园全英文教案模板下载共3篇 英语教案模板，供大家参阅。
Aims: the words “bucket, spade, tricycle, hula hoop”;
the sentence “I have a ...” Preparations: models; cards
一、Greeting morning, you happy today? you have long hair?
二、Warm up
the song .T: Do you remember the song ?Shall we sing it together? the words “bucket, spade, tricycle, hula hoop”
T: Look, I have some cards(The cards were curded in a circle).Do you know what are they? T: I have an can look into the hole with one eye, then you will see what’s the card who wants to try? (Show up all the words one by one.)
三、Practice (Learn the sentence “I have a ...”) Step 1:Do you know what I have? T：Now I have some interesting to show ! Do you know what I have? S：Bucket！
T: Yes! Everybody follow me: bucket.(So as the tricycle and hula hoop) Step 2: Everybody get a card T: Very good everybody! So now everybody get a pick : Now let me ask, do you have a spade? (Kids will show his/her card and answer I have a **.If do a good job, he/she can play with the sure model) Step 3: Gue what T: Now I’d like to pick one kid to stand here, close your I will give you a model, you have to gue what the model is.
四、Ending Let’s say goodbye to the bucket/spade/tricycle/hula hoop.
幼儿园英语英文教案模板下载（共4篇）
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幼儿园教师教案模板下载
幼儿英语课教案模板下载
幼儿园英文说课教案模板免费下载（共15篇）
全英文幼儿园英语教案【篇1：幼儿园英语教案】
幼儿园英语教案-好吃的水果
一、活动内容：《好吃的水果》
二、活动目的：
1、在游戏中学习英语单词，如：apple、banana、orange、pear、grape、peach等等。
2、初步运用 “i love you的句型。
三、活动准备：
准备各种水果（实物）、水果小粘贴、水果卡片、多媒体。
四、活动过程：
（一）：导入
1.热身活动：播放歌曲《apple i love you 》
2讨论a讨论今天（或最近）大家都吃些了什么？ b讨论各自最喜欢吃的食物，水果等
3．老师拿出装有水果的袋子让小朋友们猜“老师今天给大家带来了什么？”来激发幼儿对英语活动的兴趣。打一两个水果谜语，提示小朋友老师今天带来的是水果。例如：弯弯的月牙小小的船，小小船儿两头尖。（香蕉）藤挂珍珠一串串，酸甜红紫惹人馋（葡萄）
今天我给大家带来了很多好吃的水果，表现好的小朋友可以分到哦！让我们大家一起学英语，吃水果好吗？
（二）：呈现
1 出示ppt，学习水果单词。
例如t： what’s this ？ s：it’s an apple 。
t；very good！appleapple i love you 。
（三）练习
小朋友和老师一起念顺口溜，复习刚才学过的英语水果单词好吗
（1） 例如韵律：apple apple 红苹果 peach peach甜桃子pear pear
大黄梨orange orange 甜桔子 banana banana黄香蕉grape grape 酸葡萄 (哎呦酸死我了)
（四）玩游戏 通过游戏让幼儿加强巩固对新水果的认识。 1游戏一快速说单词
“现在我们来玩个游戏，让我们看看大屏幕上闪出的是什么水果，用英语大声说出来，比赛听听谁说得既准确有好听。”
（小朋友可真厉害，说得又快又好的可以得到小粘贴） 2游戏二 找朋友
准备：闪卡 玩法：教师将闪卡贴在幼儿身体任何部位，幼儿根据教师说的单词将闪卡碰在一起。例如教师说apple,两名幼儿则移动身体将apple,.这2张卡片面对面贴在一起。 注意
事项：将卡片贴于手、脚、屁股部位，可增加游戏的趣味性。
（贴对了的小朋友，可以得到小粘贴） 3游戏三 水果蹲
准备：单词闪卡 玩法：按照单词数选出同样数目的幼儿到台前来，教师发给他们一人一张闪卡，然后教师先任意选一张开始游戏，如教师说：“apple”,拿apple闪卡的幼儿就要“apple down, apple down , apple down then banana down”并做蹲的动作，接下来由banana做同样的动作并制定下一个蹲的幼儿。
（做对了的小朋友得到小粘贴） 4 游戏四摸水果、闻水果、吃水果
要求：在吃水果之前必须上前来。老师用红领巾蒙住小朋友的眼，小朋友摸一摸，闻一闻，说出这种水果的名称之后才可以带回座位，过会儿和同组小朋友分享。
（五）结束
1 sing a song 跟着视频唱歌并做动作（详见视频） 2在歌曲中，在吃水果中结束活动 。
【篇2：幼儿英语教案模板】
教学案例：
课程内容：what’s this? it’s a pencil-case/ a pencil/ a pen/ an eraser/ a ruler.班级：中班
教学目标：
语言目标：能熟练运用句型what’s this? 提问，并用it’s …… 回答。
情感态度目标：能主动、快乐地学习，并积极地参加游戏，使are you sleeping 和longdon
bridge成为课堂热身与练习巩固的指令和通用形式。
行为养成目标：在游戏中懂得团队合作的重要性。
教学准备：一个魔法袋，5样文具，若干个竹圈。 教学重点：认识5个文具单词 pencil-case/ pencil/ pen/ eraser/ ruler。
会用what’s this? 提问，并用it’s …… 回答。
教学难点：能根据方位的改变，在游戏中理解what’s this? 的意思，并用it’s …… 回
答，拓展所学知识。
教学过程：
step 1 warm-up
game1: are you sleeping?
teacher (站在门口)：please, sleep.(头侧向左边，双手左侧合十，闭上眼睛).close your
you ready? ok, sing a song with me.
歌曲：are you sleeping?
当集体唱到 morning bells are 时，老师敲三下桌子，学生睁
开眼睛，当集体再次唱到morning bells are 时，学
生端坐好。
step 2 presentation 介绍 game 2: a magic bag
老师：i have a magic , gue, ’s in it? (走到一名学生面前) look, touch it and ’s this?
(若学生回答正确，就把文具暂时奖励给他) yes, great! here you are.(直到所有的玩具
都奖励完为止)
step 3 practice练习
game 3: listen and find
老师：now, let’s listen and find who is speaking?
请一名学生背对着大家，拿文具的五个小朋友在原地一次说：i’m a pencil-case/ a pencil/ a pen/ an eraser/ a ruler.
背对着大家的学生再到教室里把五个文具和他们的主人找到。
依次请学生来这样找文具。
step 4 production生产制作产品 game 4: london bridge 集体复习儿歌 london bridge 之后，老师将5种文具带在身边，和一名小朋友手拉手举过头顶当小桥，再请其他小朋友排成长队从小桥下经过。
老师：are you ready? let’s bridge is falling down…… 音乐随时停下来，当音乐停下来时，小桥落下。
老师：ok, answer my question.（举起一样文具）what’s this? 被拦住的小朋友回答，如果没有回答正确，则替换老师下来当小桥，继续游戏。
step 5: extension扩展 game5: ring-to
摆好文具，画好投掷的起点线。小朋友的圈圈住了文具，并正确回答老师提出的问题，就可以领走该文具作为奖品。
小朋友投中后，老师（指着远处）问：what’s that?
小朋友回答正确后，老师（指着近处）问：what’s this?
小朋友回答正确后，老师发奖品予以表扬。
【篇3：幼儿英语公开课教案模板】
★ 幼儿公开课模版 ★公开课前教师要提前20---30分钟到教室，和学生做一下简单的沟通。教师可以问：你叫什么呀？在哪上学？以前有没有学过英语？喜欢干什么啊？是嘛，太棒了***老师也喜欢这个??提前混个脸熟.消除陌生感。 part1- cla routine：greetings
课堂内容：t：it’s timefor our , baby! stand up! attention!one two! when i say attention! you should say one two! ok? ok! t: attention! :one two!
(我们运用全英教学，让孩子们养成用英文思维的习惯，注意老师在说这些话时要用眼神和动作来引导孩子！老师说attention , 引导孩子说onetwo.注意：这一环节要操练两到三次,让孩子养成惯性。第一遍老师要带小朋友读 one two!)
t:great! you are super stars, right? when i say super star! you should say ”go go go”. t:super star! :go go go!
(让小朋友说go go go的时候跳起来!)
t: yes, wonderful!praise: wonderful, yeah! yeah! yeah! [practice: fasterand faster] (最后一个yeah要跳起来！) t: sit downplease!
t：hello, baby! i am ***.follow me.(老师领读自己的名字，注意及时奖励．这一环节老师要用眼神和动作引导孩子们说hello ** .) ：** t: ok! one more time.
t: good! **，**，**，i’m **.i’m ? : **.
t: hello, baby! : hello, **!
t: ** will sing a song for (). look at me, chua chua chua.
t: hello, ’m a little ’s sing little pigs
t: little pigs oink oink oink?( 老师每次在唱歌之前都要唱()老师说look at me,引导孩子们说 chua chua chua.习惯的养成.教师出示小猪手偶,要求生动有趣诙谐.然后领唱《little pigs》老师在展示时一定要注意与孩子眼神的交流,并且要富有童趣,动作一定要可爱 )
t: now,stand up please,show me your hands follow me.(在教孩子做时动作要慢一些)
s: learn to sing.(老师带着小朋友作分解动作连起来作两遍,第一遍速度要慢,第二遍正常速度.老师要带着小朋友一起快速的) t: praise: wonderful,yeah! yeah! yeah!
t: now stand upand face to ’s sing it again!
t: wonderful!let’s sing it quickly!part2- fresh english
t: do you still remember how to sayhello to *** hello baby! : hello,***！
now, show me your hands!（挥手）let’s see who is the best one! “hello baby!” “hello！” ??
(老师一定要先和小朋友打招呼，老师可以跳起来和小朋友打招呼,比比谁跳的高,来活跃气氛。 )
: (do gestures) hello, ***!
t: so good, a sticker for , baby! 注意及时奖励 : (do gestures)
t sings: jeie will sing a song for you.
hello baby hello baby hello hello jeie hello jeie hellohello hello.
(注意老师唱歌是与孩子眼神的交流)
t:ok now show me your hands and let’s sing it together. : hello, ****!
t: pretty ’s sing it again. : (sing it.)
t: well , look！(show the card or the picture of a family to the student)
(关于家庭的照片老师可以从网上下载爸爸妈妈宝宝的照片,也可以下载比较有象征意义的卡通片。)
t points the baby and say: look! a baby! and this is ? : mummy.
t: yes, ! follow me do it like this. t: mummy,mummy,mummy.[game: i say u do] : mummy,mummy,mummy (do the action) t: and that is ?(daddy)
t: daddy, daddy, daddy.[game: i say u do] : daddy, daddy, daddy.(do the action) t: ok, i do you say.
t: praise: wonderful! yeah! yeah! yeah! t: ***will sing a song for you () t: [带妈妈的头饰] hello baby! : hello mummy!
t: [让一个小男孩带头饰和胡子] say hello baby! : hello daddy!
t shows the pictures of daddy or mummy, let practice hello daddy andmummy!
t: wonderful! yeah! yeah! yeah! part3-fairy tale
t: one two three : four!孩子们课堂常规的养成 t: look at me! chua chua chua!
老师放蛋糕,苹果,香蕉等食物在讲台上，并将老鼠和猫的手偶准备好！
老师演示：一只老鼠鬼鬼祟祟的出来找食物，然后发现了那块蛋糕，马上上去吃，发出吵闹的声音。这时猫发现了，大叫一声。 cat：meow！mouse: cat! run！run! run!
利用手偶进行funny phonics t: meow meow cat (fellow me)
t: 带老鼠的头饰mouse s: 带上猫的头饰 cat cat: meow! mouse: run!run!run!
: cat －meow！ mouse: run! run! run! (请不同的小朋友扮演猫,输入run run run) run funny phonics game：wood man game：role play
1s: cat ‘meow!’
t : mice “cat! run! run! run!”
: mouse “cat! run! run! run!”
t: look, i have a big hammer, you are cat cat.老师那气锤把小朋友从中间分开,cat 1:cat cat cat.
t:you are mouse mouse. 2:mouse mouse mouse. meow!
2: cat run run run.操练两到三遍
t: praise! wonderful wonderful yeah yeah yeah. t: now are cat! cat cat cat. 2: cat cat cat.
t: you are mouse! mouse mouse mouse. 1: mouse mouse mouse. 1: meow!
2: cat! run run run!
t: greet! clap your hands.
t: now who wants to be the cat/ mouse?
s1: meow! s2: cat, run run run! (老师请两到三组小朋友自己上讲台拿着手偶表演)
ending：t: wonderful！yeah! yeah! yeah!
let’s sing a song“walking walking walkingwalking run run run,run run run! meow meow meow ?? run run run!” attention!
: one two! part4-closuret: ok, well done.
全英文英语教案模板
【篇1：大学英语教案经典模板】
教 案
practical college english
新认知大学实用英语综合教程
教研室：公共课部 教师姓名：freefishwang
【篇2：英语教案模板】
unit 5 text a
what are friends for? teaching objectives:
by the end of the unit, students will be better able to
the varied parts friendship plays in ones life and be better friends themselves;
about 30 new words and 10 new phrases and expreions in brief conversations, translation and preliminary writing tasks;
the subjunctive mood with implied condition in real life communication;
material of a similar topic and degree of difficulty; how to write concisely by avoiding overstated, pompous words and redundant phrases. teaching methods:
audio lingual method; presentation; discuion; question-answer.
important/difficult points:
new words and expreions: chat, turtle, model
pick up, happen to, cd player, out of touch, put in perspective, betrayed confidence on the planet, get rid of, in good/bad shape
some sentences in the text are difficult to understand, such as i was thinking about how everybody can’t be every thing to each other, but some people can be something to each other, but some people can be something to each other; wherever, whenever, there’s that spark of recognition; they have beautiful homes filled with special handmade things presented to them by villagers in the remote areas they have visited in their extensive travels. teaching procedure:
step up (30 mints)
1) work in pairs or groups, and discu the following questions.
? you have different kinds of friends? how do you claify them?
? is so great about friends?
? what circumstances can one lose a friend?
? it poible to love and hate a friend at the same time? give examples.
2) ask students to skim the text for the 8 kinds of friends mentioned in the text.
buddies/ relative friends/ work friends/ former friends/ friends you love to hate/ hero friends/ new friends 3) introducing the main idea of the article
it is said that friends are the best gift god has given that we have eight kinds of friends from the text, what kind of happine or benefit can each of them bring us? that’s exactly what the text is about.
step words and the notes (20 mints) learn new words and expreions of text a
explain some important and difficult words and expreions. cement n.水泥，粘合剂 v 巩固，粘牢
nostalgic a.—nostalgia n.—nostalgically ad. subdivision n.—subdivide v.—divide v. inopportune a.—(opposite) opportune a. invisible a.—(opposite) visible a. look at the notes on page 116
wink: poet, eayist, and regular commentator on national public radio’ author made up the capitalized expreions in the text such as “faraway friend,” “relative friend,” which would make no sense at all out of context, with the latter in particular.
quit doing drugs, you’re not such good friends with your dealer anymore: this is not meant to be taken or sale of illegal drugs can result in long prison terms.
step points (60 minutes)
? on sb.’ s shoulder: get sympathy from someone when you tell them your problems 向某人诉苦以寻求安慰（或同情）
least she hadn’t cried on his shoulder you ever need a shoulder to cry on, just call me.
? return (for sth.): as payment or reward for something作为报答或回报
is always helping people without expecting anything in return.
we offer an excellent all-round（全面的，多方面的） education to our return, we expect students to work hard. ? hold out through innumerable crises before...: they are always
reliable（可靠的，可信信赖的） and nice when you are in difficult times even though they don’t like what you are doing... ? so many family relationships are tinged with guilt and
obligation:
while so many people may feel something of a sense of guilt or
responsibility in dealing with family relationships...
? goip, once an infallible（绝对可靠的） source of
entertainment, soon awkwardly accentuates the distance between you: office chat used to be an effective way of amusement for you; however, it makes you feel uneasy since you do not work together anymore and therefore increases the feeling of distance between you.
? friends share certain memories which acquire a nostalgic glow
after about a decade:
memories of your work friends makes you happy after ten years, so you
somehow wish that you could return to those days.
? end: a street with no way out at one end or a situation from which no
more progre in poible
realized that the job at which he had been aiming all these years
seemed to him to be a dead end. he thinks they have reached an evolutionary（逐渐发展的，演变的） dead end.
? you feel you’ve hit a dead end, come to a confusing fork in the
road, or gotten lost in some cracker-box subdivision of your life:
whenever you feel helple, confused or at a lo（困惑的，不知所措的） in the complicated journey of your life...
notice that “cracker-box division” is not a general expreion, but is rather made up by the : 薄脆饼干；咸饼干 sth.: formal owning or having obtained something from somewhere 占有（或拥有）某物
was found in poeion of stolen goods.
how did the painting come into your poeion (=how did you get it) ? ? death: informal used to emphasize that a feeling or emotion is very strong
? be bored / scared / frightened death
she was scared to death of what might happen next.
i’ m absolutely sick to death of it (=very angry, bored, or unhappy about something) .
? bore / scare / love to death
he drove at a speed which frightened leonora to used to worry me to death.
? me/you sick: spoken a) make you feel very angry
like you make me sick!
b) indicate a feeling of jealousy — used humorously
make me sick with your “expenses paid” holidays!
? , whenever, there’s that spark of recognition（认识）:
when you meet a “new friend” for the first time you instantly feel a connection with each other. step (5 minutes)
the article repeatedly and try to remember the new words and expreions in text a
the study and practice on page 118-130.
the teaching plan of unit 5 what are friends for?(college english 2) english department sun xiaofang
【篇3：全英文英语阅读课教案模板】
阅读课教案
school__ number3 middle school____junior or senior section _junior__ cla ____3____ grade _1_______
size ______45__ time_40_______date __2009-12-28____ materials __go for it______type of leon _reading ____ contents: : some nouns about furniture and some daily use things: table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant. some prepositions of place: on, in, under
: where is (where’s)…?
it is (it’s) in/on/under…
where are…?
they are (they’re) in/on/under… where’s/where’re…?
i don’t it /are they on/in/under… ?
no, it isn’t./they aren’t./ yes, it is./they ) dialogue: where’s the bag?
i don’t know.
is it on the dreer?
no, it isn’t.
where are my books?
i don’t they on the bed?
no, they’re not.
2)writing: ask, gue and write objectives:
objectives (language knowledge and language skills)
1) to promote students’ vocabulary development (table, bed, dreer,
bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.…)
2) to promote students’ reading skills a) prediction b) skimming
3) to promote students’ oral english
4) to develop students’ writing skill objectives (affect, learning strategy and cultural awarene)
1) to develop students’ ability to communicate with others to get information
2) to build students’ confidence
3) to make students learn to cooperate with others objectives:
1) to develop teacher’s ability of claroom management focal points: a: the nouns. b: prepositions of place c: where- question and
d: answers to “is the… in/on/under the …?”；
difficult points: a: use the prepositions to describe position of things
b: use the where-question and is it-/are they -question to ask things’ position
aids: ppt, blackboard, chalk … procedures and time allotment
students ready for learning( mins) 1) greetings: good morning everyone! 2) routine task: duty report
: use some pictures to review the vocabulary ( table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in, under) and sentence structure:
where is (where’s)…?
it is (it’s) in/on/under
where are…?
they are (they’re) in/on/under… :
step1: vocabulary and some phrases learning
task: look at the conversation between them and gue the meaning of the sentences in red.( using the conversation between liu qian and a xin to show those phrases to the students in order to learn them by the context; because the sentence structure in the conversation is those they have learnt)
(… mins)
此步骤包括词汇、语法教学等
(… mins)
1) oral work 2) written work homework
1) conclusion: a: vocabulary
b: sentence patterns: where is (where’s)…?
it is (it’s) in/on/under…
where are…?
they are (they’re) in/on/under…
where’s/where’re…?
i don’t it /are they on/in/under… ?
no, it isn’t./they aren’t./ yes, it is./they are. 2) homework: ask, gue and write
let your partner to ask as well as gue where your things are in your down your conversation by using the following sentence patterns:
a: where’s/where’re your…? b: you can gue.
a: i don’t it /are they on/in/under… ?
b: no, it isn’t./they aren’, it is./they are.
…
self-evaluation