小学英语教学设计.docx

1、小学英语教学设计小学英语教学设计【教师简介】高雅静 绥中实验小学英语教师 市级骨干教师 市中心教研组成员【教材版本】FUN WITH ENGLISH Book 5 辽宁师范大学出版社【课题名称】第五册 第一课 第一课时【授课年级】小学五年级第一学期【授课时间】一课时【学生分析】五年级的学生天真活泼，好奇心强，喜爱并擅长模仿，对英语有着浓厚的学习兴趣，并且这种兴趣能够成为他们主动学习英语的动力。他们已经具备了一定的知识量，所以在课堂教学中教师要在学生理解的基础上，尽量创设各种自然真实的情境或模拟真实的情境，让学生了解新的语言应该在什么样的情境中使用。【课标分析】新课程标准强调课程应从学生的学习兴

2、趣，生活经验和认知水平出发，倡导体验，实践，参与，合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，提高跨文化意识和形成自主学习能力的过程。【教材分析】本节课的内容是第一课时，主要是让学生能够运用所学的单词new, pretty, young, friend和句型Hes/Shes简单介绍自己的同学或老师的情况，了解中外姓名的区别。本课时内容贴近学生生活，是学生比较喜欢的话题之一，所以有利于学生间开展交流。【教学目标】知识目标: 1.Ss can master the four skills words “new,

3、 pretty, young, friend” and the pattern sentence “Hes/Shes”.2. Ss can understand the sentence“ Please call me”.能力目标:1. Ss can use the new words and sentence to introduce their classmates and teachers.2.To develop the Ss abilities of listening, speaking, reading and writing.情感态度价值观：Let the students h

4、ave a knowledge of the differences between Chinese names and foreign names. 【教学重点与难点】1. Ss can use the new words and sentence to introduce their classmates and teachers. Pay attention to the usage of “he , she”2. Ss can understand the sentence“ Please call me”.【教学方式】1. Communicative Approach in Pres

5、entation2.Task-based learning Approach and Co-operative learning in groups in Consolidation【教学过程】Step 1 Warm-up1.Greetings: Hello,boys and girls! Nice to see you again. Welcome back to school. How are you?2.Ss sing an English song “Where Are You From?”3.Have a free talk with the students: Whats the

6、weather like? Do you have any friends? Today I have some new friends to introduce to you. Do you want to know them?【设计思路】以上活动既可以营造英语学习的气氛，调动学生学习英语的积极性，拉近师生的距离，又可以为新课的学习打好基础。Step 2 Presentation1. The teacher introduces new friends David and Jane to teach the new words and sentence.（头饰）T: Look! This i

7、s David. Hes from England. T asks: Who is he? Where is he from?Ss: Hes David. Hes from England.T: OK. Hes your friend now.Drilling the new words “new, friend” and the sentence “Hes”.(Read first, then spell, at last make sentences with them.)T: Look! This is Jane. Shes from England, too. Shes pretty,

8、 isnt she? Shes young, right? Shes your new friend. Do you like her?Drilling the new words “ pretty, young” and the sentence “Shes”. Pay attention to he and she.2.（头饰）T: Hello, boys and girls! Im Jane Baker. Im your new English teacher. Can you say “Hello” to me? Please call me Jane. Drilling “Pleas

9、e call me”.【设计思路】通过师生间的谈话交流自然地呈现新知，并通过听说读多种方式操练单词句子，为下面的学习做好了铺垫。Step 3Consolidation1. Have a race: Say the word, spell it and make a sentence with it. For example: young y-o-u-n-g Hes young.2. Play a guessing game: Whos he/she?3. Text: Today we have a new English teacher. Who is she? Lets listen to

10、the tape.a. Listen b. Learn the text in groups, then answer the questions.c. Ss read the dialogue.【设计思路】学生的学习过程就是在教师的引导下学生用所学的语言交流的过程，教学活动以学生为主体，以活动为中心，让他们在游戏中玩一玩，学一学，通过思考，观察，模仿，体验学习的快乐。Step 4ExtentionSs introduce their classmates or teachers with the words and sentences theyve learned in this lesso

11、n.【设计思路】通过介绍自己的同学，老师，可以让学生把所学的知识运用到实际生活，真正达到学以致用的目的。Step 5 Homework1. Introduce your new friend or teacher to your parents in English. 2. Write something about your teachers or friends.【设计思路】布置作业能够巩固所学的知识，培养学生的能力，把课内知识引伸到课外。【教学用具】头饰 单词卡片 录音机 照片【教学后记】本节课主要是让学生能够运用所学的单词new, pretty, young, friend和句型Hes

12、/Shes简单介绍自己的同学或老师的情况。在教学时我注重了要词语学习结合句型教学，教师既是问题设计者也是学生回答问题引导者，引导学生学会提问，培养学生的问题意识和思维能力，在与他们的自然交流中进行语言的学习和运用。在巩固拓展阶段让学生自由编对话练习，给他们足够的时间和空间展示他们的才能，来增强他们的口语表达能力和运用所学知识的能力。并且本课时内容贴近学生生活，是学生比较喜欢的话题之一，所以有利于学生间开展交流，掌握较好。小学英语教学设计【教师简介】高雅静 绥中实验小学英语教师 市级骨干教师 市中心教研组成员【教材版本】FUN WITH ENGLISH Book 5 辽宁师范大学出版社【课题名称

13、】第五册 第二课 第一课时【授课年级】小学五年级第一学期【授课时间】一课时【学生分析】五年级的学生活泼好动，学习积极性高，接受知识快，表现欲望强，富有想象力和创造力，合作意识强。经过二年的英语学习，学生能较熟练地运用简单的日常用语，在英语学习上掌握了一定的方法，并具备了一定的听、说、读、写的语言知识和语言技能。我通过创设真实情景让学生掌握和运用语言。【课标分析】新课程标准强调课程应从学生的学习兴趣，生活经验和认知水平出发，倡导体验，实践，参与，合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，提高跨文化意识和形成

14、自主学习能力的过程。【教材分析】本节课的内容是第一课时，主要是让学生能够运用所学的单词tall thin funny fat和句型Whos he/she? Hes/Shes简单介绍自己的同学或老师的情况并进行简单的问答。本节课是第一课所学知识的延续，具有承上启下的作用。【教学目标】知识目标: 1.Ss can master the four skills words “tall thin funny fat” and the pattern sentences “whos he/she? Hes/Shes”.2. Ss can understand the sentences “ I know

15、. You got it!”.能力目标:1. Ss can use the new words and sentences to ask and answer something about their classmates and teachers.2.To develop the Ss abilities of listening, speaking, reading and writing.情感态度价值观：To foster the students consciousness of good co-operation and proper competition.【教学重点与难点】1.

16、 Ss can use the new words and sentences to ask and answer something about their classmates and teachers. 2. Ss can understand the sentences “I know. You got it!”.3.Pay attention to the pronunciation of “tall thin”【教学方式】1. Communicative Approach in Presentation2.Task-based learning Approach and Co-op

17、erative learning in groups in Consolidation【教学过程】Step 1 Warm-up1.Greetings: Hello,boys and girls! How are you?2.Ss sing an English song “Are You Linda?”3.Have a free talk with the students: Are you a new student? Are you from England? Are you in Class 1?4.Ss introduce their family members, classmate

18、s or friends. This is Hes/Shes 【设计思路】以上活动可以活跃课堂气氛，营造英语学习的氛围，调动学生学习英语的积极性，在复习旧知的基础上为新课的学习起到一个承上启下的作用。Step 2 Presentation1.T: (Pointing to a tall boy) Look! Whos he?S: Hes Li Ming.T: Yes. Hes Li Ming. Hes tall. (Comparing with a short student to explain “tall”)2.The same way to teach “thin” and “Whos

19、she?”.3.Using a picture of a clown to teach “funny”.4.Drilling the new words and the sentences (Read and spell in rows, groups or one by one. Make sentences with the sentences “whos he/she? Hes/Shes”.) 【设计思路】通过师生间的谈话交流自然地呈现新知，并通过听说读多种方式操练单词句子，从单词，词组过渡到句子，循序渐进，符合学生的认知规律。并为下面的学习做好了铺垫。Step 3Consolidati

20、on1. Ss ask and answer in pairs with their photos.2. Play a guessing game: Whos he/she?3. Text: Li Ming and his friends are having a making-up dance. Do you know who they are? What are they like? Lets listen to the tape.d. Listen e. Learn the text in groups, then answer the questions.f. Ss read the

21、dialogue.【设计思路】游戏既可以活跃课堂气氛，又是对本节课重点教学内容的巩固练习，让学生在轻松愉快的环境中达到学习的目的。通过小组合作表演对话能够培养学生的听说认读的能力，鼓励学生大胆开口，勇于表达，逐步让他们体会到学习英语的快乐，从而获得成功感。Step 4ExtentionSs ask and answer something about their classmates or teachers with the words and sentences theyve learned in this lesson.【设计思路】只有来源于生活的语言才是自己的语言。通过对话表演的方式介绍

22、自己的同学，家庭成员，可以让学生把所学的知识运用到实际生活，展现他们的交际能力，体验到成功的快乐。Step 5 Homework1.Ss ask and answer something about their classmates or teachers with the words and sentences theyve learned in this lesson.2.Write the new words and sentences.【设计思路】布置作业能够巩固并运用所学的知识，让学生感受到成功的喜悦，培养继续学习的兴趣。【教学用具】图片 单词卡片 录音机 照片【教学后记】一节成功的

23、英语课堂教学应在课内创设更多的交际环境，让学生有机会运用自己学到的语言材料。心理学家认为：感情的表达百分之七的言词百分之三十八的声音百分之五十五的面部表情。我依据此原理来教授新句型取得了意想不到的收获，学生们积极模仿我的语音语调及表情，课堂上欢声笑语。在学生会说之后，为了巩固句型，灵活运用句型我还采用了游戏教学和情境会话。如：在做猜一猜Whoshe/he?这一游戏时，要求他们边用语言描述边加上相应的动作Hes tall and fat. Hes funny. 全班同学纷纷竞猜：Hes学生都积极参加，动作丰富，表情各异，活跃了课堂。小学英语教学设计【教师简介】高雅静 绥中实验小学英语教师 市级骨

24、干教师 市中心教研组成员【教材版本】FUN WITH ENGLISH Book 5 辽宁师范大学出版社【课题名称】第五册 第三课 第一课时【授课年级】小学五年级第一学期【授课时间】一课时【学生分析】我所任教五年级的学生，上课比较活跃，上课比较愿意开口，但对基础知识的掌握情况不同，部分学生敢于运用所学的语言进行交际，有些学生缺乏自信心，需要老师多鼓励，创造较多的机会给他们。尽量让他们在课堂上发挥自主、合作精神。【课标分析】新课程标准强调课程应从学生的学习兴趣，生活经验和认知水平出发，倡导体验，实践，参与，合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生

25、形成积极的情感态度，主动思维和大胆实践，提高跨文化意识和形成自主学习能力的过程。【教材分析】本节课的内容是第一课时，主要是让学生能够运用所学的单词short strong big small和句型Whos that boy/girl? Hes/Shes进行简单的问答和描述。本节课有了第一课和第二课的基础，学起来比较容易。【教学目标】知识目标: 1.Ss can master the four skills words “short strong big small” and the pattern sentences “Whos that boy/girl? Hes/Shes”.2. Ss c

26、an understand the sentences“ Come on! Which one? The small one. Hes short, but hes strong.”.能力目标:1. Ss can use the new words and sentences to ask and answer.2.To develop the Ss abilities of listening, speaking, reading and writing.情感态度价值观：To foster the students abilities of communication and conscio

27、usness of innovation.【教学重点与难点】1. Ss can use the new words and sentence to ask and answer. 2. Ss can understand the sentences“ Come on! Which one? The small one. Hes short, but hes strong.”.3.Pay attention to the pronunciation of strong small【教学方式】1. Communicative Approach in Presentation2.Task-based

28、 learning Approach and Co-operative learning in groups in Consolidation3.Games used in Consolidation【教学过程】Step 1 Warm-up1.Greetings: Hello,boys and girls! Nice to see you again. How are you?2.Ss make dialogues in groups.(Talking about the pictures)【设计思路】师生间亲切的问候，建立了和谐民主的课堂气氛；学生的会话表演既复习了旧知，又为新课的学习打下了

29、一定的基础。Step 2 Presentation1.T:(Holding two balls, one is big, the other is small.)Teach the new words “big small” Look! This ball is big. This ball is small. The big one is in my left hand. The small one is in my right hand. Which is in my left hand?Ss: The big one.T: Which is in my right hand?Ss: Th

30、e small one.2.Drilling the new words “big, small”3.(课件)T: Whos that boy? S: Which one? T: The big one. 4.The same to teach “strong short”5.The students make dialogues in pairs.【设计思路】在真实或接近真实的情境中呈现新知，学生更容易理解和掌握，并通过听说读多种方式操练单词句子，为下面的学习做好了铺垫。Step 3Consolidation4. Have a race: Say the word, spell it and

31、 make a sentence with it. For example: young y-o-u-n-g Hes young.5. Play a guessing game: Whos he/she?6. Text: The students are having a sports meeting. Whos that boy/girl? Lets listen to the tape.a. Listen b. Learn the text in groups, then answer the questions.c. Ss read the dialogue.【设计思路】游戏增强了学生的学习兴趣，并在游戏的过程中巩固了所学的知识。Step 4ExtentionSs make dialogues in groups and act them.【设计思路】语言源于生活，用于生活，在真实的情境中培养学生的综合语言运用能力。鼓励学生大胆开口，用于勇于创新，培养他们的创新意识。Step 5 Homework3. Ss make dialogues in groups. 4. Write the new words and sentences.【设计思路】布置作业能够巩固所学的知识，培养学生的读写能力，把课内知识引伸到课外。【教