中班英语期末汇报教案
在早读时，英语老师要坚持了解早读情况，发现问题及时纠正。英语教案能够帮助英语老师更好地开展英语教学，你会写英语教案？你是否在找正准备撰写“中班英语期末汇报教案”，下面小编收集了相关的素材，供大家写文参考！
中班英语期末汇报教案篇1
一、教学目标与要求
1. 知识与能力目标
(1)能够听说读写单词blind。能够听说认读单词special
(2)能够听说读写句子 This dog can help him.
Can Fifi help the blind people? No, he can’t
He only wants to play.
2. 情感态度目标
教育学生要关心残疾人，帮助残疾人。
二、教学重点及难点
掌握用can 表述能力的陈述句和一般疑问句的问答，并能在真实情景中运用。
三、课前准备
多媒体课件、单词卡片、图片
四、教学过程
Step 1 Warm up
1. 师生问好。
2. 自由谈话。
T: What can you do ?
Ss: I can…
T: Can you …?
Ss: Yes, I can. / No, I can’t.
Step 2 Presentation and practice
1. T: I can draw pictures. 教师在黑板上画一只小狗。
What can the dog do?/ What can’t the dog do?
Ss: This dog can…
This dog can’t…
老师将这两个句型结构写在黑板上。
2. 老师出示一张电视机的图片，电视机里正在播放导盲犬帮助盲人的画面。
T: What can you see on the TV?
Ss: I can see a man and a dog.
T: Look at the man. He is special. He can’t see. He is blind.
This dog can help him. It’s a special dog.
学习单词 blind, special
3. 学习课文第二段。
(1)出示一个电视节目主持人的图片。
T: This TV presenter is talking about them. Listen carefully and answer questions: Are they in China? Who can help the blind people?
播放课文第二段的录音，学生听录音回答问题。
(2)Listen and repeat.
(3) Who want to be the TV presenter?
4. 学习课文。
(1)Amy has a dog named Fifi. Can Fifi help the blind people?
Listen and answer.
学生回答问题，老师板书答案。
学习句子He only wants to play.
(2) Listen and repeat.
(3) Read and find the sentences with “can”, “can’t”.
(4) Activity book.
Step 3 Consolidation and extension
1. Activity 3 Look and say.
T: This dog and help the blind people. What about other animals? What can they do? What can’t they do? Group work.
Ss: This panda can… This bird can’t…
小组反馈。
2. Memory game.
老师出示一幅熊猫Panpan的图片，周围几幅小照片分别介绍了它能做的事和不能做的事。给学生几分钟观察并记忆。找一个同学到前面来，其他同学提问，如Can Panpan play football? 比一比谁答对的题最多，谁的记忆力。
Step 4 Summary
引导学生总结本节课所学内容，教育学生在我们的生活中有许多残疾人，他们需要我们的帮助，
连文中的小狗都能帮助盲人，我们更应该伸出我们的友爱之手。
Step 5 Homework
1. Listen to the tape and copy the sentences.
2. introduce your best friend. What can he do? What can’t he do?
Step 6 Blackboard design
Module 7 Unit 1 This dog can help him.
This dog can help him.
Can Fifi help the blind people?
No, he can’t. He only wants to play.
中班英语期末汇报教案篇2
单元教学目标：
1、 能力目标：
(1) 能够简单描述自己教师的体貌特征及性格特点，如：We have a new English teacher. He’s tall and strong. He’s very funny.
(2) 能够询问并介绍学校里教师的情况，如：Who’s your English teacher? Mr Carter .He’s from Canada. What’s he like? He’s tall and strong.
(3) 能够听懂一些描述人物特征的简单对话，完成学生用书中的Let’s try 部分。
(4) 能够听懂、会唱歌曲“My New Teachers”.能够灵活替换歌词中的
科目及表示人物特征的形容词。
2、知识目标
(5)理解A、B部分Read and write 中的会话，并根据提示填充句子或回答问题。
(6) 听、说、读、写A、B部分Let’s learn 和Read and write 中的四会单词和句子。
a) 理解Let’s start、Let’s find out、Let’s sing、Let’s chant 和Pair work等部分的内容。
b) 了解Pronunciation部分的字母组合在单词中的发音，并能熟练读出例词。
c) 了解Task time 、Story time、Good to know等部分的内容。
(7)情感、策略、文化等有关目标：
a) 情感态度：根据小学高年级阶段学生的特点，引导他们在英语学习过程中更大限度发挥自主学习能力，积极主动地进行英语学习，更好地激发他们英语学习的兴趣。
b) 学习策略：学习过程中注意培养学生合作学习的态度和方法，有效利用学生用书中设计的Pair work 、Group work、Talk and draw 以及Task time部分，培养学生合作学习的意识。
c) 文化目标：了解中西方国家在称呼人名上的不同习惯。
单元教学课时安排
第一课时A Let’s start Let’s learn Let’s chant Let’s find out
第二课时A let’s try Let’s talk Let’s chant C Good to know
第三课时A Read and write Pair work C Story time
第四课时B Let’s learn Let’s chant Let’s sing
第五课时B let’s try Let’s talk Group work C Task time
第六课时B Read and write Talk and draw Pronunciation Let’s check
中班英语期末汇报教案篇3
教学目标
Teaching aims (教学目标)
1. 学会表述描述他人体貌特征的形容词。
2. 能听懂有描述他人外表的对话。
2. 学会简单描述他人发型，身高及身材。
3. 学会用特殊疑问句来询问他人的外表。
教学重难点
Language points (语言点)
1. 词汇：1)名词n. height，build
2)形容词adj. curly, straight, tall, medium, thin, heavy
2. 句型：What does … look like?
He/she is …
He/she has …
Difficulties (教学难点)
1. 描述他人外表形容词的读音及拼写。
2. 描述他人外表的特殊疑问句。
3. 形容词的叠加使用。
教学过程
Teaching steps (教学步骤)
1. Warm-up and revision(课堂热身和复习)
(1)Daily greetings to the Ss
(2) Revision (复习)：Review numbers and some adjectives.
T: How many people are there in your family?
Who are they? Is your mother tall/ short/beautiful …?
【教学设计说明】本单元主要话题是描述人的外貌，因此从复习家庭成员的名称入手，并用已经学过的形容词对家庭成员进行简单的描述。进而自然的过渡到本单元的话题，这样以旧带新能帮助学生扩展思维。
2. Presentation (呈现新知识)
(1) Present the new words: tall, short, heavy, thin, medium height, medium build.
Show the pictures of di fferent persons and help Ss to understand the new words. Help them to describe the people in the pictures by using “He/she’s (of) …”.
(2) Present some pictures of different haircuts. Help Ss to understand the new words: long hair, short hair, curly hair, straight hair. Help them to describe persons by using “He/she has …”.
【教学设计说明】图片教学法是呈现新知识最简单有效的方法之一，学生通过图片，能更价值观的理解新单词的含义。
3. Work on 1a (完成1a)
(1) Match the words with the people in the picture.
(2) Talk about the picture with Ss using the target language.
T: What does “a” look like? S: She’s heavy.
【教学设计说明】通过1a的练习，使学生进一步学会运用新单词。和学生一起谈论图片，目的在于引导学生学会使用描述外表的两个基本句型。
4. Work on 1b (完成1b)
(1) Listen and fill in the blanks in the picture, then check the answers.
(2) Find Amy’s friend.
【教学设计说明】此环节着重是听力训练。让学生在听对话的过程中抓住关键词汇，由于前面已做了一些训练，因此学生听起来比较容易，让他们都有一次成功的喜悦和感受，这样可以增强他们的学习自信心。
5. Drill (练习)
Ask some Ss to repeat the conversation and change the words used.
T: Let’s play a game. Get into pairs and repeat the conversation in the picture. Then, repeat the conversation but now you are to change the words used.
(第一轮应提问成绩较好的学生，第二轮提问成绩较差的学生)
【教学设计说明】此环节为机械操练，使不同层次学生初步掌握目标语言。机械操练是英语初始阶段教学必不可缺的部分，学生要先从模仿到初步掌握，最后才能熟练应用。机械操练时应注意着重提问成绩较差的学生，由于机械操练比较简单，因此是激发后进生兴趣，培养后进生自信的一个很好的途径。
6. Work on 1c (完成1c)
(1)T: One of the people in 1a is your friend. Describe your friend. Your partner will find him/her.
(2) Ask some pairs to present their conversations to the class.
【教学设计说明】此环节是让学生运用所学句型来进行操练，有利于巩固所学句型。
7. Work on 2a & 2b (完成2a和2b)
(1)T: Please turn to page 50. Look at the sentences in 2a. Read them aloud.
(2)T: Now listen carefully and answer the questions.
(3)T: Can you answer the questions? Please check your answers.
(4)T: Now, please take a look at 2b. Listen again and fill in the chart.
(5)T: What does … look like?
S: She’s … and has…
【教学设计说明】此环节进一步巩固了本堂课所学的词汇和句型。通过反复听读，可以让学生尽快熟悉生词。学生填表格，是检查学生能否听懂并拼写所学单词。
8. Work on 2c (完成2c)
(1)Have Ss get into pairs. Student A is to look at the chart in 2b. Student B will ask Student A questions about one of the people in the chart and then draw a picture of the person.
T: I need two persons to come to the blackboard. Student B will ask Student A questions about one of the people in the chart and then draw a picture of the person. The rest of the class should draw the picture in your exercise books.
(2)Find another pair to do the same thing and compare their drawings.
【教学设计说明】此环节既能充分练习学生的目标语言，使学生学以致用，同时也能极大的调动学生们的课堂参与率，并且能为有绘画特长的孩子提供一个展示的空间。
课后习题
Homework (课后作业)
Oral: 1. 朗读并熟记第49页的单词和句子。
2. 准备一张全家福，用所学的单词和句型进行介绍。
Written: 抄写第49页的单词和句子。
中班英语期末汇报教案篇4
Where’s your pen pal from?
一、单元教材分析
本单元的中心话题是pen pals。主要语言功能项目是talk about countries, cities and languages。语法结构为 Where…from; Where…live and what language…speak。先以Activity1复习语言与国家的配对练习入手，Activity2a, 2b一个综合的听力训练来展示学生的听力能力，并以听力内容为基础，通过Activity2c中假设的两人对话操练来培养学生的交流能力，同时也引导学生多沟通与多交流。
Activity3a是一篇email形式的阅读文章，并有相关问题由学生在阅读后进行回答Activity3b 是根据提供的信息进行填空的写作练习，Activity3c是一篇模仿写作，让学生给自己的笔友写一封关于本人信息的email。我在各课时教学中设计各种各样的小活动，通过Discussion，Classifying，Guessing等不同方式让学生掌握本单元的知识点，用学会的知识与外国的笔友自如的交谈是学习本单元的目的。
二、教学目标分析
1、语言目标
a. 重点词汇：
Countries: Canada, China, France, Japan, the United States, Singapore,Australia,The United Kingdom, Paris.
Cities: Sydney, New York, Toronto, Toyo, London
Languages: English, French, Japanese, Chinese.
b. 重点句型： -Where…from? -She‘s/He‘s from…
-Where does…live?-She/He lives in …
-What language does she /he speak? -She/He speaks ….
2、能力目标
a. 培养学生在文段中寻找信息的能力;
b. 学会用英文给笔友写回信，简单介绍个人情况;
c. 通过有效地小组合作，培养学生合作能力及团队精神。
d. 在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 ,
使学生能熟练运用新句型来谈论年龄和日期。
3、交际目标
通过学习本单元的内容，使学生学会用各种方式与世界各国朋友交流。
4、德育目标
了解世界，了解不同地区的人文风俗;学会理解和尊重异国文化。
三、单元重难点分析
重点： 1. 谈论国籍、民族及其语言。
2. 询问并回答人们的住处。
难点： 1. 含from的where引导的特殊疑问句及其回答
2. 含live的where引导的特殊疑问句及其回答
四、课时结构
为了能较好地实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。
Period 1 Section A 1a—2d
Period 2 Section A 3a—Section B2c
Period 3 Section B 3a---3c
Period 4 Summing up Section A and B and the grammar.
五、教学过程设计
The First Period
Teaching aims:
1.Learn to express the main countries and cities.
2.Know something about the countries.
3.Master where- sentence structure.
Key points:
1. Words: pen pal, Australia, Japan, Canada, France, the United states, Singapore, the United Kingdom, country, Sydney, New York, Paris, Toronto,Tokyo world
2.Sentences: -Where is your pen pal from? -He‘s from Australia.
-Where does he live? - He lives in Paris
-Where is John‘s pen pal from ?
Teaching aids:
Some cards with cities and countries.
Teaching procedures:
Step 1.Lead—in (1a&2a)
First greet the students. Then teacher begins the topic with the Spring Festival. Do you have a nice Spring Festival? Do you go to many places? I do. Then use the fresh pictures through computer to (来自:www.zaidian.cOm 书 业网)teach the students names of countries, cities. Divide the students into groups, then show the flags and pictures, let them guess the names of countries and cites. At last finish 2a on page2. 通过这个环节，教师完成本单元的新单词的导入，通过提供给学生每个国家的地图，让学生猜出国家名称及相应的城市，学生能有意识的记忆国家及城市的名称，并为整节课任务的完成奠定最基本的词汇基础。在看图片时学生能够做到精神集中，并能激发学生的学习兴趣。
Step2.Practice(1c&2d)
①Teacher says: I goes to many places during the Spring Festival, so I have many pen pals from different countries. One of my pen pals is Sandy. She is from the UK. She lives in London. Ask the students: Do you have a pen pal? Some say yes, some say no. Then go on with ―Where is she/he from?‖ and ―Where does she/he live? Ask some students to stand up and practice with teacher.
②With these sentence structures, ask students to practice them in pairs.
③Make a Survey to understand your classmates better.
上面这些句型的操练都是为了最后一个任务作铺垫。操练的过程中可以及时纠正学生的错误。然后让学生填写调查表，了解全班同学的笔友分别来自哪个国家以及居住在哪个城市，同时让学生认识和了解一些国家和城市相关地理文化知识，
拓展学生的视野, 激发他们的兴趣。在完成任务的过程中运用where…from和where…live引导的特殊疑问句, 综合运用目标语言, 询问并回答人们的国籍和住处。
Step3.Listening comprehension(1b,2b&2c)
After practice, do a lot of listening exercises. Finish 1b on page 1 and 2b & 2c on page 2.在口头练习的基础上，在他们熟练掌握本课时句型以后再做这些听力应该是不难了，这样可以增加他们学习英语的信心。并且这些听力材料的设计也是层层递进，由易到难，充分考虑到了学生的层次，起到了很好的巩固作用。 Step4.Homework
Revise Section A1a—2d
Make a similar dialogue about pen pals
The Second Period
Teaching aims:
1. Go on to learn the countries and cities.
2. Master where- sentence structure.
3. Learn the new sentence structure: -What language does she/he speak ?
- He/She speaks…
Key points:
1. Words: language, Japanese, French, in English.
2. Sentences: -What language do they speak?
-What language does she /he speak ?
-She/He speaks ……
Teaching aids:
Some cards with cities and countries.
Teaching procedures:
Step1.Revision (Brain Storm)
Use fresh maps of some countries, let the students say the names of these countries as quickly as possible.用这样一个小小的游戏，既复习了上一课时的单词又活跃了课堂的气氛，也为这一节课新知识的教授作好了衔接。使新课的导入自然又轻松。
Step2.Lead—in (3a&SectionB1)
The teacher says we have known the names of these countries, but do you know what languages do people speak in these countries? Let‘s look at the map and guess. Then do a matching exercise to consolidate the knowledge. At last do 3a and sectionA1.通过一系列的活动，让学生知道那个国家讲什么语言，学会说这些语言的单词，为下面的任务做准备。
Step3.Listening comprehension (SectionB2a&2b)
Do some listening exercise to review what we learned before.通过这个听力练习，巩固前面所学的知识，也为下一步的学习举了一个范例，相当于一小步导入。
1My pen pal is . She is from speaks has .
2.Teacher shows the information of pen pals from different countries to students and asks them to choose their favorite pen pals, then Ss introduce their own pen pals.
The structures:：My pen pal's name is... He/she is from.... He/She lives in... He/She speaks…. He/She likes….
3.Discuss with your deskmate.
4.Make a survey about the information about other students' pen pals, including their names, ages, nationalities, countries, cities, languages,
中班英语期末汇报教案篇5
一、教学目标
知识目标：
1. 学会使用句型“What did you do at the weekend?”和“Where did you go?”并懂得使用相应的过去式进行对话。
2. 能有感情地朗读课文，并进行角色扮演。
3. 能用动词过去式询问上周末的活动情况。
能力目标：
1.会用“What did you do at the weekend?”和 “Where did you go?”询问过去发生的事情。
2.通过活动体验，在交流中学会谈论上周末从事的活动，谈论不久前发生的事情，发展综合语言运用能力。提高学生跨文化交际意识。
情感目标：
培养学生学习兴趣，鼓励学生积极合作，引导学生了解西方文化古迹，树立旅游意识。
二、教学重点与难点
教学重点：
1. 能听懂、会说并能熟练使用单词weekend, place, trip, along, river, twenty, minute, hour, best以及词组the British Museum, bus ride.
2. 能听懂、会说并能熟练使用句子What did you do at the weekend? 和Where did you go?
教学难点：
能够在真实情境中对单词、词汇及句型进行综合的运用。
三、教学方法
1. 通过教师引导示范，学生自主识记，小组合作，朗读合作等多种形式，使学生读懂文章并掌握重难句的实际运用。
2. 通过两两对话提高学生学习英语策略及口语交际能力。
3. 通过“争当小记者”活动激发并保持学生学习英语兴趣。
四、教学准备
课件，Flash视频，词卡，Daming和Amy头像，记者证
五、教学过程
Step1: Warming-up
1) Greet to the students.
2) Listen a song“Where did you go?”唱关于旅游的歌曲，为新课做铺垫。
Step2: Lead-in
1)教师出示自己的旅游照。T: Class, I went to Jinan this weekend. I took lots of photos and ate delicious food. So I had a happy weekend. Do you know weekend?新授weekend,讲解其含义。
2)T:I had a happy weekend. Our friends Amy, Lingling and Sam had a happy weekend too. What did Amy, Lingling and Sam do at the weekend?导入课文教学。
Step 3: Presention.
1) 学生观看整课的Flash 视频，整体感知文本。找出 What did Amy, Lingling and Sam do at the weekend?
2) 根据文本的具体情况，分段听文本。采用任务型教学法，每一个段落设置相应问题，让学生带着问题找答案。
对于文本第二段，教师设置的问题：Where did Amy, Lingling and Sam go? Ss: They went to the British Museum. They visited Big Ben and the London Eye.教师讲授the British Museum.
对于文本第三段，让学生跟读Flash并且找出What did Lingling like best? Ss: She liked the bus ride best. 教师讲解本段中出现的新词汇。
3)学生整体跟读一遍文本，注意模仿语音语调。
4)学生自读，遇到不会的单词及不懂的句子可以寻求老师的帮助。
5)学生齐读课文。
Step 4: Practice.
1) 教师借用Amy 和Daming头像，和学生一起提炼文本重点句，形成一组新的对话，并板书。
Daming: What did you do at the weekend?
Amy: We visited lots of places.
Daming: Where did you go?
Amy: We went to the British Museum, Big Ben and the London Eye.
同桌两人对话，男女生读操练对话。
2) 你问我答：Travel around Dezhou.
教师准备一张图片，上面选取德州的几个景点，如：长河公园，新湖风景区，减河湿地等，每个景点下面对应相应的活动，如：did taijiquan, took photos, played chess，etc. 教师示范后，同桌两人一组，自主练习。
Step5: Extension.( Talk about our travel.)
T: We all had a happy weekend. We went to lots of places and did many things. But I think in our holiday, we were happy too. Now look at this photo. This is me. Who can ask me some questions?
S1: Where did you go?
T: I went to Tianjin. Other questions?
S2: What did you do?
T: I visited my friend. You must have happy holiday too. Now 4 Ss a group. Ask and answer.
学生小组讨论。
选取小记者，随机提问班里的同学。
最后教师总结：You went to lots of places. Now let’s enjoy our class’s travel(教师课前收集学生旅游照，自制学生旅游视频)。 The world is a wonderful book and those who do not travel can see only a page of it.
Step6: Homework.
Describe your travel to your friends.
板书设计：
Unit1 Where did you go?
Daming: What did you do at the weekend?
Amy: We visited lots of places.
Daming: Where did you go?
Amy: We went to the British Museum, Big Ben and the London Eye.