教案实施前，教师需与学生沟通，了解他们的期望，编写教案时，教师需关注课堂管理，确保学习环境的和谐，范文社小编今天就为您带来了幼儿1到10英语教案优秀7篇，相信一定会对你有所帮助。

幼儿1到10英语教案篇1

she is my mother.

total: 3 lesson: 2

teaching purpose: use pronouns to identify people.

ask a ‘who’ question

use adj to describe people.

teaching difficulties: handsome, pretty, smart, naughty

who is this? it is me.

who is he? he is my father.

he is handsome.

i love my father.

teaching procedures:

a: revision

1. singing: hello, how are you?

i like coffee

teddy bear

2. a chant: grandfather, grandfather, old,

grandmother, grandmother, healthy,

father, father, handsome,

mother, mother, pretty,

uncle, uncle, fat,

auntie, auntie, slim,

sister, sister, smart,

brother, brother, naughty,

i am lovely.

3.tony’s family picture: who is he? he is my father.

a. the teacher asks and the students answer.

b. boys ask and girls answer.

c. girls ask and boys answer.

4.singing: who is he?

b: presentation

a.

1. a picture of myself:

t: who is she? ss: she is miss zhang.

t: yes, it is me.

2. teach the new structure: who is this? it is me.

3. a picture of our class: ( all the students ask together, and the one who is in the picture should stand up and says: it is me.)

ss: who is this? s1:it is me.

4. a game: look at the screen and the one appear on the screen

should stand up and say the sentence.

tony, tony, can you see?

tony, tony, it is me.

b.

1. go back to tony’s family picture.

2. father—father, handsome

mother—mother, pretty

sister—sister, smart

brother—brother, naughty

3. draw the lines.

naughty smart pretty handsome

4. a game: who is handsome (pretty, smart, naughty) please come to thefront

then chant together.

e.g. charley, charley, handsome.

harry, harry, handsome….

5. introduce tony’s family members:

who is he?

he is my father.

he is handsome.

i love my father.

6. drill: he is my father.

he is handsome.

i love my father.

7. look at your own pictures then do pairwork:

a: who is she?

b: she is my mother.

she is pretty.

i love my mother.

8. drawing: draw a picture of your family, then introduce your familymembers.

e.g. she is my sister.

she is smart.

i love my sister.

幼儿1到10英语教案篇2

活动目标

生词 pear banana 。

听懂指令并且执行指令take a pear/banana.

通过听英语短句增强语感。

4在游戏化的活动中愉快，积极主动地学习英语语言。

活动准备

木偶

单词卡片pear banana

许多孩子涂色制作的pear banana的小卡片

画一棵果树一面贴pear一面贴banana

活动过程

1、 通过tpr活动消除孩子的紧张感，自然地进入活动状态

kiss 教师和木偶用动作表示kiss，然后木偶和所有的孩子kiss一下，并要求孩子说kiss

shake 教师带领所有的孩子做滑稽的动作shake。

hop 教师带领孩子愉快地hop 。

教师一边做立正的.动作一边说stop，边说 sit down, please.边带头坐上位，用手势指导孩子坐下。

2、新词 pear banana和指令take a pear/banana

通过木偶与教师与孩子做“找一找的游戏” “打枪游戏” 学习新词 pear banana。

小木偶拿出一个梨子同时教师变声说pear。请孩子们集体说pear。

游戏：找一找 finding

教师把pear藏在身后面，做找pear的样子。然后教师用手指在头边指一指画小圈，做动脑筋的样子。最后教师连喊三声pear pear pear，教师再把pear从身后高兴地举在头顶上。教师再把梨子藏在身后，把一只手放在嘴边一边不出声地用嘴唇说pear pear pear引导孩子读唇学说pear pear pear。教师走到孩子们面前玩1-2遍游戏。孩子说对了则拿出梨子和孩子逗着玩一下。

同样的方法学习 banana。

打枪游戏shooting：将pear banana的卡片分别从身后突然出示教师引导孩子“叭”地打一枪然后说出这个词。

通过木偶与教师有趣的对话使孩子听懂指令并且执行指令take a pear/banana.

幼儿1到10英语教案篇3

teaching aims(活动目标)：

1. to learn：milk

2. review：cake

3. 激发宝宝参与英语活动的兴趣。

teaching aids(活动准备)：

1. cake、milk的图片

2. 一盒milk的实物模型

3. 音乐磁带

teaching ste (活动过程)：

1. warm up：

(1)律动歌曲：《butterfly》

(2)daily talk：

t：what’s your name?

s：i’m ××.

t：how do you do!

s：how do you do!.

2. topic：

(1)t：look at me!教师出示milk的实物模型问：“what’s this?”

教授“milk”读音。

game：品尝milk

玩法：教师请幼儿上来品尝milk，然后说出品尝的东西的名称。同时纠正幼儿的`错误发音。

(2)game：run and touch

玩法：教师手上分别拿cake、milk的图片，请两名幼儿上来比赛，教师说到哪个单词，幼儿就去拍哪张卡片，反应快且拍对的幼儿可以得到奖励。

幼儿1到10英语教案篇4

活动目标：

1、认识字母c和其代表单词cat，准确掌握字母c的发音。

2、学唱英文字母c的歌谣。

教学活动准备：

教学魔法棒、字母卡片、软铁丝。

教学活动过程：

一、师生问好

1、复习问候语(good afternoon 、boys and girls )

2、相互问好!(good afternoon 、miss zhang)

3、复习英文单词及儿童歌曲

我们跟图片上的单词宝宝打个招呼吧!(教师出示英文单词图片。)

二、复习英语单词(出示英文单词图片)

t：what is this?

c：apple

t：what is this?

c：pear

t：what is this?

c：orange

三、新授部分。

step1：warm—up

1、教师模仿小猫的'动作和声音走出来“meow meow meow”，问幼儿是哪个小动物，引导幼儿回答回答“cat”，教师出示“cat”卡片并贴在黑板上。

2、在黑板上写出字母“c”，引导幼儿读出{si：}，问幼儿“where is letter c”，幼儿在“cat”卡片中找出字母“c”。

step2：practice(活动操练)

1、教师用魔法棒点击字母卡片c，让幼儿反复跟读。

2、教师用身体摆出字母c的造型，并让幼儿模仿，以加深字母c形状的认识。

3、教师用魔法棒点击字母卡片的“cat”，让幼儿反复跟读，并模仿小猫“meow meow meow”的叫声。

4、教师用魔法棒点击书本上的“c is for cat c c c”歌谣，让幼儿跟着魔法棒一起唱出。

step3：production(创造巩固)

1、diy：教师准备好几根软铁丝，在幼儿面前把铁丝弯曲成c，让幼儿进一步加深对字母c形状的记忆。

2、教师请幼儿把小猫送回家，边走边唱“c is for cat c c c”(cat cat cat，go go go)，在说唱中结束本堂英文活动。

四、活动结束。

效果分析：英文字母教学效果

幼儿1到10英语教案篇5

一、说课

一至三岁是幼儿语言发展的关键期，然而语言的培养和发展首先应建立在一定的具体形象思维的基础之上。英语做为班幼儿所接触的外语，其对外语的感知和外语口语的模仿、学习以至掌握的过程，更需要借助于直观形象的。因此，本次活动从幼儿的年龄特点和近期的兴趣点，选择幼儿喜爱的小动物bee作为活动内容，活动遵循从易到难，循序渐进的原则培养幼儿对英语兴趣，激发幼儿愿意倾听，乐意说的情绪情感，标的得感知bee的发音，通过游戏《whois mi ing》感知新单词bee和旧单词cat、m&;#111nkey的英文发音 ，《听单词找小动物》《bear bear goahead》进一步巩固对三个单词的掌握。用形象的声音、动作、实物教具以及有趣的游戏，帮助幼儿通过初步感知――模仿――自由表现的过程来掌握英语单词的口语发音及其表达方式。让幼儿在轻松、愉快的环境中自然习得英语。

二、活动设计

(一)活动目标

1、幼儿学习单词bee的正确发音。

2、初步学会听指令做游戏。

3、培养幼儿学习英语的兴趣。

4、培养幼儿对小动物的热爱之情。

(二)活动材料：

小猫、猴子、蜜蜂卡片各一张。小熊的头饰一个。

(三)活动过程：

1、复习单词：cat and m&;#111nkey

2、出示图片，运用各种感官感知bee英语发音。

3、游戏《who is mi ing 》

幼儿听指令做动作close your eyes 和 open your，在幼儿闭眼时取走其中一张图片。幼儿开眼后找一找、说一说什么小动物不见了。教师注意纠正个别幼儿的不正确发音。

4、游戏《听单词找图片》

5、游戏《bear bear go ahead》

教师扮演小熊，幼儿跟在小熊身后，边走边念儿歌，当小熊转身出示卡片时幼儿停止动作， 大声说出卡中动物的英文发音

6、幼儿逐一和小动物们再见，结束活动。

三、反思

在活动中教师能较多的运用纯英语进行组织，将游戏贯穿于活动始末，让幼儿在欢乐中自然习得英语。但是人染有一些不足：1、幼儿对简单的日常课堂英语不熟悉，不能较好的理解教师的寓意，对于托班幼儿而言在英语活动中，可以运用过渡式的教学模式，有机的将中文和英文结合使用，适当中文解释新的单词和短句。2、幼儿感知新单词的环节较简练，可运用各种感官感知新单词bee，为大胆表达新单词奠定基础。

幼儿1到10英语教案篇6

教学目标：

1、 知识与技能目标

(1) 听、说、读、写客厅里的物品——tv，chair ,couch，以及描述或介绍各个房间及房间里的物品的名称、颜色、位置等。

(2)能够牢固掌握现在进行时，并将之灵活运用到课文图片的谈论及实际生活中，就家人在家里的'活动用现在进行时进行简单、准确的描述。

2、 过程与方法目标

激发学生听英语、说英语、用英语和他人进行交流的兴趣，敢于用英语进 表达，并能主动利用语言环境大胆实践。

3、 情感态度与价值观目标

(1)鼓励学生根据所学知识谈论自己家客厅的物品及家人，使之能在小组活动中积极参与他人合作，互相帮助，增强学生的团结合作意识。

(2)通过学习客厅物品及能家人的描述，教育学生珍惜亲情，热爱家庭，增强学生对家的热爱及对父母的尊重。

教学难点：

( 1) 变现在分词 的不同方法。如 ： playing , reading , watching ,writing ,sitting

(2)掌握现在进行时以及能够熟练运用。

教学课时：

一课时。

教学过程：

step 1 greeting and class opening

t:yesterday we made supper in the kitchen.yes?

the peas are delicious，yes or no?

today we are going to the livingroom to see “what’s in the livingroom?”

do you want to go and see?

so do you remember，in a house， we have the——tegether，one two

step 2 revision

①read together：livingroom、bedroom、kitchen、bathroom

②t：“and we have many many things。this is the . this is the .”

③read together：toilet、tv、bed

④t：“i know，the bed is in the bedroom，yes or no?

what’s in the kitchen?” ask someone to say the things in the livingroom with

“the is in the livingroom.” then read together. the teacher guides to make dialogue with “what’ s in the bathroom/ livingroom?”，review “dish、toilet、tv”。

step 3 new concepts and practice

what’s in the livingroom?

①t：“now there is a livingroom，what’s in the livingroom?

one，two——(read together)” what else is in the livingroom?

(teach to read “couch”， reading one by one.) i can read the newspaper on the couch.what can you do on the couch?

(show the fingers to spell “couch”，and the spelling speed will become faster)

②say “what’s in the livingroom?”： read “picture、lamp/table、flowers/tv、chair、couch”by actions.

③t：“what’s in the livingroom?

the picture is in the livingroom. what else is in the livingroom ?”

(students answers with “the is in the livingroom.”)

④talk about with their partners：“what’s in the livingroom?

the is in the livingroom.”

⑤show their dialogues：“what’s in the livingroom?

the is in the livingroom.”

step 4 practice

“what are they doing?”

①t：“this is a beautiful livingroom，yes?but do you want to know，who lives in the livingroom?”

②listen to the tape for “number2 what are they doing?”

③ask a child to read “number2 what are they doing?”

④playing a competition for p1 and p2

t：“who is he?where is he?who are they?where are they?”

( re a d a f t er the l ittle“teacher”)

⑤t：“but，now let’s look，what are they doing?”(play the tape， the children follow the recorder.)

⑥teach “-doing”：watching tv、playing cards、reading the newspaper、 writing a letter

⑦go on playing a competition for p1 and p2：“what are they doing?”or “what’s he/she doing?”a.“let’s go to jenny’s house.”b.make a dialogue with par tners

⑧t：“what am i doing?what are you doing?what’s he/she doing? what are they doing” (asking、answering and doing the actions)

⑨playing and talking by roles：师生扮演角色，情景对话模拟在线

step 5 “good bye children”and class closing

课堂练习

请学生布置一间living room ，在教室前面摆放一些物品：台灯、一些花、几本书、钢笔等物品，教师进行描述。

学生把物品陈列到相应的位置或画到黑板上。用下列一些句子：this is a living room . there is a chair/ couch/ desk/ picture/ window in the living room. there are fiower on the table . this is a lamp beside the couch . there are books on top of the tv. class closing :hello!are you happy ?

good bye !

作业安排

回家后用英语说说自己房间里的陈设物品。

幼儿1到10英语教案篇7

一、活动目标

1、幼儿能够用英文和他人进行基本情景对话；

2、感受情景游戏中英文对话的乐趣。

二、活动准备

桌子一张，椅子五把，水果蔬菜模型若干个，食物卡片

三、活动过程

1、roy 带着新朋友到eason家做客

roy：叮咚......

eason(打开门)：good morning,everyone!

kids:good morning!

eason： come in ,please！

eason带着大家来到客厅——

eason:how are you,roy?

roy:i’m fine,thank you!and you?

eason:welcome to my home.i’m eason,i’m six.

lena:hello, eason,i’m lena,i’m five.

lucy:hello, eason,i’m lucy,i’m six,too

eric:hello, eason,i’m eric,i’m five.

eason:sit down,please!

eason去厨房拿准备好的水果模型和卡片，放在桌子上

eason：what do you want,roy?

roy:i want some noodles.

eason拿起面条的卡片给roy

eason：here you are!

roy:thank you!

roy: what do you like ,lucy?

lucy:i like pear

roy:a pear for you!

lucy:thank you!

eason:what do you want,lena?

lena:i want some dumplings.

eason拿起面条的卡片给lena

lena:thank you!

lucy: what do you like ,eric?

eric:i like potato

lucy:here you are!

eric:thank you!

大家一起拿着各自喜爱的东西在吃......

2、这时候，大家都吃得差不多的时候，eason拿出了mummy买的动物头饰，要和大家一起做游戏

eason：ok.look!mummy 买了好多小动物的头饰给我，let’s play games .ok?

kids:ok!

roy:我要当tiger.

lucy:我要当bear

lena:我要当lion

eric:我要当pig

小朋友们都各自带上小动物头饰，站成一排，由eason来说：this is a tiger,this is a lion,this is a bear,this is a pig

ok,现在各自扮演的动物都表演一段who say.......

儿歌“who says”各自表演......

3、表演结束

lucy:i want to wash my hands...

eason:ok!(带着lucy去洗手)

eric：look！i can hop!

kids:very very good good!

lena:i can draw...(模拟画画动作)

eason：do you like football?baskeball?bowling?pingpong?

kids:yes, we do....

eason 拿出各个体育用品卡片送给大家，作为今天大家来做客的礼物....

eason：ok,good bye!everyone!

kids:see you tommorrow,eason。