小学英语教案教学设计3篇 小学英语教案详细

时间:2023-04-05 18:59:24 教案

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小学英语教案教学设计3篇 小学英语教案详细

小学英语教案教学设计1

  教学目标:

  1.能比较流畅地朗读A部分对话,并进一步表演对话。

  2.能熟练运用本单元的重点句型

  Whens your birthday? My birthdays on…

  What would you like as a birthday present?

  Id like…根据实际情况进行问答。

  3.通过完成D部分练习,使学生掌握听力填空的答题技巧。

  教学重点:

  能熟练运用本单元的重点句型

  Whens your birthday? My birthdays on…

  What would you like as a birthday present?

  Id like…根据实际情况进行问答。

  教学准备:

  日历、录音机及磁带、句型小黑板、

  板书设计:

  Unit 3 Bens birthday

  A: Whens your birthday?

  B: My birthdays on…

  A: What would you like as a birthday present?

  B:Id like…

  教学过程:

  A. Free talk

  1.Greetings

  2.Look and say(看日历说日期)

  3.Free talk

  T: What day is it today? T: What date is it today?

  T: Whens your birthday? T: What would you like as a birthday present?

  T: Would you like a …?

  T: Whens the Teachers Day?/Whens the Childrens Day? S: Its Monday.

  S: Its the…

  S: Its on the…

  S: Id like a …

  S: Yes, I do./ No, I dont.

  S: Its on the tenth of September./Its on the first of June.

  B. Read and act

  1. Books opened at P22. Read the te__t after the tape.

  2. Then read in chorus. Try to recite the te__t.

  3. Act the dialogue.

  C. Ask and answer

  1.T:Whens your birthday?

  T: What would you like as a birthday present?

  Open the books at P25. Ask and answer in pairs.

  2. Do a survey

  全班进行汇总反馈

  A: ____s birthday is on … He would like……

  D. Listen and write

  1.Books opened at P26.Look at the picture , please.

  T: Bens birthdays coming. He is talking to his family about his birthdayparty. What would he like as his birthday present? Lets listen carefully.

  2.T: What would he like as his birthday present?

  T: What else would he like?

  T: What color?

  T: What does Ron want?

  3.Listen to the tape again and fill in the blankets.

  4.Check up the answers.

  5.Read the sentences in chorus.

  S: He would like a big cake with a lots of strawberries.

  S: He would like some fish.

  S: A blue one and a yellow one.

  S: He wants a blue fish, too.

  E.Assign homework

  1. Ask and answer(P25)

  2. 通过询问制作全班同学生日表。

  3. 预习Part E。

小学英语教案教学设计2

  教学目的:

  1、能听、说、辨认:hellohiname

  2、认识与本课有关的几个人物:DaMing(大明)Amy(埃米)Sam(山姆)

  教学重点、难点:单词:hellohiname

  句型:Whatsyourname?Mynameis.

  教学准备:词汇卡片三个头饰

  教学过程:

  一、开始上课

  1、因为本单元是开学第一个单元,有很多同学对英语一无所知,所以在教课过程中,尽量使用简单的英语口语,必要的地方一定使用汉语教学,尽量给学生创设一个良好的学习环境,教师可以通过手势、表情、动作等示意学生加深理解。如:说Standup,please和Sitdown,please时,教师可以用手势:双手向前平伸,手心朝上摆动示意学生起立,

  相反表示坐下。.教师用英语说:Nowclassbegins.然后借助手势让学生起立,用英语向学生问好。T:Goodmorning,class!

  S:Goodmorning,teacher!

  然后用英语说:Sitdown,please.并同时做出请学生坐下的手势。

  教师向学生解释Goodmorning的意思,并告诉学生下午好应说“Goodafternoon”。用手势介绍teacher和class这两个词,然后要全班用相同的语句来应答。

  T:Goodmorning,class!Ss:Goodmorning,teacher!T:Goodafternoon,class!Ss:Goodafternoon,teacher!

  反复训练几次,直到学生练熟为止。教师可以反复重复:Standup.及Sitdown,please.等用语,让学生们做出相应的动作,直到确信学生已经能听懂为止。

  2、教师用英语向学生做自我介绍。

  教师告诉全班学生:WeregoingtolearnLessonOnetoday.并用中文(今天我们学习第1课)重说一遍,让学生听懂即可,并板书LessonOne在黑板上。教师拿出事先准备好的写有自己姓名的汉语拼音卡片,指着自己,对学生说:My name is__.

  二、新课

  1、Hello/Hi,Mynameis.

  分两部分教授此用语:

  学习HELLO:

  hello与hi可以互用。都表示“喂,你好。”但hi比hello用得更多,显得更随和亲近。尤其美国年轻人所使用。打电话时不用hi用而hello。熟人、朋友见面时,彼此仅仅说声Hi!就可以了。用hello时,不能Hello,hello,hello!这样反复使用。

  边做动作边说hello,让学生模仿练习。

  2、角色扮演:

  要求自告奋勇的学生个别同老师练习对话。当叫起一名学生时,说Stand,please并做出

  让该学生起立的手势。要求学生说:Hello.Mynameis

  一对一练习

  将学生按两人一组分开,进行对话练习。一个学生说:Hello.Mynameis另一个学生回答HiMynameis

  2、Whatsyourname?

  手偶游戏

  老师每只手上戴一个手偶,通过模拟对话来演示Whatsyourname?的含义。

  教师缓慢地将Whatsyourname?朗读几遍。在说完Sayit,please后,鼓励全班同学一起朗读几遍。角色扮演

  让自告奋勇的学生进行练习。

  3、教科书:L1N1、2

  将第1课中的3个主要人物介绍给学生。用汉语告诉学生这3个人物将贯穿全书始终。Jenny住在加拿大,LiMing住在中国。老师将AmyDamingSamLinglingIliveinChina写在黑板上。带领全班朗读。一对一练习:

  将学生分成两组进行如下练习:

  甲:Hello.MynameisWhatsyourname?

  乙:Hello.Mynameis

  三、结束课堂教学

  小结本课内容

  作业:画自己的肖像。并写上自己的名字。

  Whatsyourname?

  Mynameis

  重点指导学生用拼音书写姓名的方法。

  中国人的姓名用汉语拼音拼写,但要注意:拼写时,姓与名分开,姓和名的第一个字母分别大写。老师举例说明。

小学英语教案教学设计3

  英语是一种语言,而非一般的知识。脱离了一定的情境,语言就难以恰当地表述,难以发挥其表达进行交际活动的实质作用。词汇教学是小学英语教学的一个重点,也是一个难点。小学 生笼统思维能力较差,主要以机械记忆为主。他们对枯燥乏味的教学内容,难于集中注意力,容易发生厌倦感,以至于影响教学效果。因此,在词汇教学中,增强词 汇教学的趣味性就显得尤为重要。我们尽可能根据教学内容、教学目标、小同学的心理特点等等,尽量采取丰富多样的教学形式,激发他们的学习兴趣,调动他们的 学习积极性,以达到课堂教学的最佳效果。

  一、本节课的教学内容与要求

  本节课是PEP Book3第五单元第一课时。这是以“食物”为话题,主要教学“rice,noodle, fish, beef, soup, vegetable .”这6个新词,复习 “Can I have some…, please? Sure. Here you are. 句型,并初步掌握What would you like for dinner ? Id like some…新句型。并能积极的运用所学英语进行表达、交流,从而进一步激发和培养同学学习英语的兴趣,发展自主学习的能力以和综合运用英语的能力。

  二、本节课优秀教案

(一)、Warm-up

  1.Greetings.

  2. Lets sing:Apple song

(二)、Revision

  1、Ask and answer:

  T: Good morning. Ss: Good morning.

  T: Whats your name? Ss: My name is ….

  T: How are you ? Ss: Fine, thank you.

  T: How old are you? Ss: I am 11.

  2、Lead-in

  T: Look at the screen. This is my room. Whats this?

  Ss: Its a TV/sofa/shelf/fridge/bed…

  T: Do you like it?

  Ss: Yes, I do. / No, I dont.

  T: Then whats on the table?

  Ss: Eggs/Bread/Milk/Chicken/Juice/Hot dog/Hamburger…

(用富有节奏的歌声将同学带入英语学习的乐园,调动同学的积极性,也为新的学习作好语言知识和情感态度上的准备。通过多媒体课件的演示,将内容直观地出现在同学面前,发明逼真的语境。)

  3、Game:Quick response.

  T: Lets do a quick response. Ill point to a picture. If you like it, you please say: Can I have some…,please?

  S1: Can I have some milk, please?

  S2: Can I have a hamburger, please?

  S3: Can I have some juice, please?

  T: Sure. Here you are. (Give students the pictures.)

(经过前面的热身后,同学的思维逐渐被打开。再通过游戏,更激发了同学学习的积极性。)

(三)、Presentation & Drill

  1、 T: Look at the screen. This is Zooms restaurant. In this restaurant, we can see a lot of nice food and drinking. What would you like?

  S1: I like bread.

  S2: I like milk.

  S3: I like chicken.

  S4: I like juice.

  T: So many people like to go to the restaurant. Look! This is the menu. What would you like?

  MENU

  Juice ¥3 rice ¥1

  Bread ¥2 fish ¥8

  Milk ¥1 beef ¥10

  Chicken ¥9 soup ¥4

  hot dog ¥3 noodles ¥5

  hamburger ¥3 vegetable ¥2

  2、If you want to go to the restaurant and you want to eat something, you must learn to say the new words: rice, fish, beef, soup, noodles and vegetable. Today I invite Zoom to help us. You can read the words after him.

  3、Lets do a quick response. Ill say a word, you please listen and raise your card quickly, ok?

  4、Wonderful! Would you like to eat the nice food? I think you should say: Can I have some…,please?

  Raise the pictures and let the students practice: Can I have some noodles, please?

  Teacher answers: Sure. Here you are.

  5、Right! Then please open your books to Page 58. You can see a menu. Listen to the tape and then read after it.

(运用多媒体课件,创设学习氛围,协助同学从Zooms menu中学习单词。)

(四)、Practice

  1、Look at my picture. If you like the food , please stand up and say: Can I have some…,please?

  help the other students to say: Sure. Here you are.

  Practice in your groups.

  2. Then we can go to Zooms restaurant.

  Im the waitress. Welcome! Can I help you?

  Let the students buy something.

  Can I have some…,please?

  Sure. Here you are.

  3、Who wants to be the waiter or waitress?

(借助图片再次复现单词和句型,开展小组操练,有助于下一环节操练内容的开展。开始进行情境模拟,先由老师辅助练习。把活动的主动权交给同学,让同学真正体验活动的乐趣。)

(五)、Consolidation

  1、Today weve learnt Unit 5 What Would You Like, A. weve learnt 6 new words. And go to Zooms restaurant. Lets read the menu again.

  And if we want to buy food, we should say….

  2、 After the class, I hope you can use the words and sentences in your life.

  3、 Homework: Go to the KFC with your father and mother. Please try to speak English to buy food.

  三、教学反思

  本课教学中,我为同学创设了一个喜闻乐见的情境——Zoom开 餐馆,在情境中,同学可以练习所学的单词,可以练习实用的句型,还可以初步了解西方的饮食习惯,一举多得,我教得省力,同学学得开心。在这几年的教学实践 中我们不难发现,同学对吃的食物总是有很高的热情。曾经有一个同学,平时的英语学习一团糟,但在学习食物单元时却获得了前所未有的好成果。 究其原因,就是“兴趣”两字在起作用。教食品单元时老 师经常会带上一大堆可口的食物,大家边吃边学,吃得开心,学得顺心,就算真的没带事物来,也会带来有好看好吃的食物欣赏,无意识地同学就掌握了这一大堆的 单词。除实物外,多媒体课件是教师营造逼真交际情境的最好手段。本课中教师除借助它发明了真实的情境外,还让多媒体开口,让Zoom教同学新单词,着实把同学的兴趣大大激发了起来,也确实收到了很好的教学效果。

  在 教学中,我们不难发现任务型教学模式所倡议的教学理念鼓励师生之间进行互动,要求教师把教学内容融入具体的任务中,让同学边学边用,边用边学。在进行教学 时,同学在明确的任务目标驱动下,经常能比较自觉、主动参与课堂实践。这真正实现了以话题为核心,以任务为主线,任务以活动为载体,活动以同学为中心的教 学原则。在教学中,教师的价值就在于组织同学开展适时、适当的活动,和时提供并调整同学学习运用交流过程中发生的问题,通过结合教学目标设计出意义的情境 任务活动,引起同学的共鸣,促进同学积极主动地投入英语学习中。本课在设计时,早早地提出了Zoom的餐馆的任务,不但让同学有明确的任务目标,而且引起了同学强烈的好奇心和参与欲望;然后,又借助课件创设出的逼真的情境,让Zoom教 小朋友们学习新单词,并通过师生、生生等不同结构的操练,巩固了教学效果。同学在感知语言的过程中通过餐厅中点餐的任务情境,习得了这个对话。像这样,在执 行任务的过程中,待时机幼稚时创设真实的活动场景,使同学学之能用,学之即用,既可以培养同学在逼真的情境中自编对话、相互交际的能力,又可以培养同学的 协作精神,充沛发挥他们的各项职能特征,真正体现英语学习的交际性。

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