小學英語教學設計典型案例

1、-小學英語教學設計案例一、教學容分析指導思想與理論根底?英語課程標準?中明確指出，根底教育階段英語課程的任務之一是：激發(fā)和培養(yǎng)學生學習英語的興趣，使學生樹立自信心，養(yǎng)成良好的學習習慣和形成有效的學習策略，開展自主學習的能力和合作精神；使學生掌握一定的英語根底知識和聽、說、讀、寫技能，形成一定的綜合語言運用能力。并強調(diào)從學生的學習興趣、生活經(jīng)歷和認知水平出發(fā)，倡導體驗、實踐、參與、合作與交流的學習方式和任務型的教學途徑，開展學生的綜合語言運用能力，使語言學習的過程為學生形成積極的情感態(tài)度、主動思維和大膽實踐、提高跨文化意識和形成自主學習能力的過程。在本節(jié)課的設計上，我以對話教學作為這堂課的主線，

2、貫穿課堂始終。一切教學活動都圍繞這一主線展開。在設計每一環(huán)節(jié)的活動時，都采用了適時適度的評價方式，激發(fā)了學生的學習興趣。教學容本節(jié)課是人教版教材小學英語六年級第七冊Unit 6 中 ?The Story of Rain?。在教學過程中，圍繞這一課題，我設計了以下四個局部的學習容：動詞的總結(jié)復習；疑問詞的用法歸納；對話教學；擴展訓練，通過問答，完成調(diào)查表，并進展相關的寫作訓練。在處理這五局部的教學容時，我把重點放在了疑問詞的用法上，讓學生通過看、聽、說、寫等練習，穩(wěn)固句型及其用法。在對話教學中，注重對學生聽音能力的培養(yǎng)，并對學法進展了指導，加深了學生對對話的理解和運用。此外，在評價方法的選擇上，

3、我采用了小組評價和個人評價相結(jié)合的評價方法，極大的調(diào)動了學生的學習熱情。教學對象普寧市樹腳小學 六年級 學生 49人教學工程new words:Seed sprout severalbasic sentences:Where does . e from ?es from 教學方法任務型教學法教學手段利用圖片、錄音機等輔助教學，充分調(diào)動全體學生參與課堂活動，從而提高課堂教學效率。教學目標語 言 知 識復習穩(wěn)固疑問詞的用法，到達準確運用；學習對話中的新單詞做到能夠準確理解詞義，讀準字音。能 力能夠準確運用疑問詞進展相關的能力問答；通過學習，提高學生的聽力水平和自學水平。教學重點復習穩(wěn)固疑問詞的用法

4、；對話教學。教學難點通過學習，復習疑問詞的用法的用法，并能準確運用，教給學生學習方法，學會及時歸納整理。教具準備圖片、卡片、錄音機、多媒體課件二、學習者分析本節(jié)課的教學對象是樹腳小學六年級的學生，該班學生在英語學習上普遍能夠積極按照教師要求進展學習，作為即將畢業(yè)的學生，他們在英語的聽、說、讀、寫方面已經(jīng)奠定了比較好的根底。六年級的學習我把重點放在了知識的總結(jié)和復習上，為了使學生結(jié)實掌握以往所學知識，在教學的過程中，教師起到了引路的作用，幫助學生歸納整理知識，從而提高復習效果。為了調(diào)動學生參與課堂，我設計了多種評價方式，有個人評價，也有小組評價，并針對學生在課堂上的表現(xiàn)，及時進展表揚，雖然時間有

5、限，但是，我讓學生參與評價，不但節(jié)約了時間，而且使評價更具有公正性。問題框架如何使學生掌握復習的技巧.如何運用對話教學進展聽力訓練.如何在有限時間里對全體學生進展評價.四、Teaching processTeachers ActivityStudents ActivityPurpose of DesignStep 1: Warm-up:1) Ask some questions about their names, ages, and some information about the personal life.Q: Whats your name? May I have your nam

6、e?How old are you?Where are you from?Whats the date? What day is today?2Take out the pictures of FuWa. Ask: Do you know their names? Show every FuWa on the screen. Introduce them one by one. Elicit “can.Say: Beibei is a fish. She said: “I can swim. ( Broadcast from the PPT.) Jingjing is a panda. He

7、said: “I can walk. Huanhuan is fire. She said: “I can dance. Yingying is a Tibet antelope. She said: “I can run. Nini is a bird. She said: “I can fly.Ne*t, point to each FuWa on the blackboard. Ask: What can they do?Point to each picture, have them read the verbs again.Listen and answer the teachers

8、 questions according to their real life.A: My names. Im. Im. Im from. I e from. Its .Look at the pictures and answer the name of each FuWa. ( Beibei, Jingjing, Huanhuan, Yingying, Nini )Look at the pictures and listen to the teachers introduction carefully.Look at the FuWa and answer the teachers qu

9、estion.Beibei can swim.Jingjing, Huanhuan, Yingying, and Nini.Read the verbs together.引領學生進入英語學習狀態(tài)，為課上的練習作好鋪墊。利用福娃引入復習要點，既向?qū)W生滲透了奧運知識，又能充分調(diào)動起學生學習的興趣。逐一播放圖片，講述奧運福娃知識，引出本課教學重點can課件播出“I can圖形與聲音配合，給學生直觀印象，又給學生做出示。結(jié)合圖片，復習涉及的5個動詞，加深學生印象。Say: Each animal has its own ability, too. Listen to the rhyme and re

10、member these words.Display the cartoons of the rhyme.Then, the teacher read a part of the sentences. Have them listen and plete together. An elephant can .A frog can .A fish can .An egg can .Step 2: Review:Say: What can you do? ( Write down this question on the blackboard. )Have someone answer the q

11、uestion. Then, help them summary the words on the PPT.Make models on the blackboard. I can walk. I can read. I can sing. I can play basketball.Then, have them use these words ask and answer in groups.( Ordered everyone must use different words.)Have one or two groups do the chain-game.Have the good

12、color the stars.( five, four, three,)Review: What can he do? What can she do?Show some famous sportsmen and sportswomen on the screen.Ask: Do you know their names?Ne*t, ask again: What can he do? What can she do?Point some of them and ask again: Can he swim? Can she run?Step 3: Presentation:Put on t

13、he picture of the dialogue on the screen. Introduce it to the students:Look at the picture here. How many girls can you see in the picture?Yes, they are Mary and Liu Hong. Now they are talking about Marys daddy. Point to him and teach the word: daddy.Use the word card. Have them look at the meaning

14、of this word.Ask: can you use other words?Take out the questions before their listening.Give them the answers after they answered the questions.Teach the other new words while they are listening.( culture, beginner)Use the same method to teach these two words.Ne*t, have them read the books in groups

15、. Then, have some groups act out.Give them some stars.Summary the dialogue.Marys daddy likes Chinese culture very much.He can speak Chinese.He can write Chinese, too.Step 4: E*tension:Say: Just now, we talked about Marys daddy. Now, lets talk about ourselves.Have them take out the papers.Give them t

16、he model first. Then, have them make the survey in the class.After they make the survey, have them look at the screen and learn to write a short passage about the survey.Step 5: Self-assignment:Collect the stars. Put them on the blackboard. Ask each group:How many stars can you get?Then, give the wi

17、nner the award.( pictures of FuWa)step 6: Summary:Have them look at the blackboard and read aloud.Set homework:1) Collect more verbs about the skills.2) Practice in pairs.Look and listen to the rhyme.Listen to the teacher and plete the sentences together.An elephant can walk.A frog can jump.A fish c

18、an swim.An egg can roll.Listen to the question and answer to it.Elicit the answer: I canSomeone answers. Others listen and remember. Then, look at the screen. Read the words together. walk, run, swim,read, write, sing, dance,pay basketball, play football, pay the piano,Listen to the order. Ask and a

19、nswer in groups:What can you do?I can .One or two groups perform.Others look and listen.The good color the stars.Look at the PPT.Listen to the teacher. Answer the question about their names.Then, answer their abilities.He can swim.She can play pingpong.Look, listen and answer:Yes, he can.No, she can

20、t.Look at the picture of the dialogue. Listen to the teachers introduction. Answer the question: Two.Learn the new word.Look at the card.Read together. Then, someone read.Try to use other words.( father, dad)Look at the questions on the PPT. Read together first. Listen to the tape and catch the answ

21、ers.Look at the questions and answers.Read together.Learn to read the other two new words.Look at the books and read in role.Some groups read in role.The good color the stars.Listen to the teacher.Listen to the teacher.Take out the papers.One answered the teachers question about the blankets. Others

22、 listen and learn.Then, do the survey in the class.Look at the screen first, learn to write. Ne*t, write some sentences about their survey.Give the stars to the teacher. Count the stars. Write the number on the picture.Look at the blackboard and read aloud.Remember the homework.利用師大版教材相關容，既做到教材的整合，動

23、畫的播放，再一次調(diào)動學生的學習興趣，加深對can 句型應用的理解。再一次強調(diào)動詞，既為學生練習提供材料，又能強調(diào)can 的用法。提出問題，引發(fā)學生對自己能力的思考。點名答復以下問題，對個別生進展檢查，同時對還沒有答案的同學進展暗示。結(jié)合學生答復以下問題，利用大屏幕出示總結(jié)，強化學生認識。出示示，暗示學生can后用動詞原型，讓學生從練習中領悟can的用法。安排小組間合作練習，每個小組成員間不能出現(xiàn)一樣的句子。既表達了小組間的合作，又使練習的安排具有一定難度。點名進展反響，檢查學生的練習效果。對每一組的實際完成情況給予不同評價，增強了小組間的競爭意識。轉(zhuǎn)換人稱進展練習，感悟情態(tài)動詞can的用法。大

24、屏幕播放知名的體育明星照片，增強了學生的民族自豪感。同時，讓學生結(jié)合自己對體育明星的認識，按真實情況答復以下問題。使人稱轉(zhuǎn)換到第三人稱單數(shù)。對一般疑問句進展練習，同時過渡到新對話教學中。利用圖片因出對話人物，設計簡單問題，使學生參與課堂活動。通過介紹，講述新單詞daddy。使學生感悟詞義。通過答復以下問題，總結(jié)“爸爸一詞的英語表達法。帶問題聽錄音，訓練學生聽力。由答案引出新單詞culture, beginner，首先檢查學生對該詞的發(fā)音，自然過渡到新單詞教學。邊答復以下問題邊學習新單詞，加深學生對漢義的理解以及單詞的使用。分角色朗讀，檢查學生閱讀能力。及時評價學生，激發(fā)學習興趣。對所學知識及時

25、總結(jié)，總結(jié)句型的同時，使用了新詞匯，加深學生對詞匯的理解和運用。及時安排擴展練習。師生依據(jù)調(diào)查表進展真實問答，既給學生做了示，又檢查了學生的口語交際能力。請一、兩名學生作匯報，檢查調(diào)查結(jié)果，為寫作提供了幫助。集體觀看評價結(jié)果，表彰獲勝組，對其他組也是一個鼓勵。師生互動，總結(jié)本節(jié)課所學知識。布置歸納作業(yè)，培養(yǎng)學生對單詞的歸納能力。Blackboard DesigningUnit four: Lesson 1What can you do?I can walkreadsingplay basketball評價方式本節(jié)課我采用了多種評價方式，激發(fā)學生的學習興趣，有效地提高了課堂效率。 口頭表揚。當學

26、生表現(xiàn)出色，教師會給予及時的表揚，如：Very good!e*cellent! Well done! 等等，當學生抑制困難，再次表現(xiàn)出色時，教師也適時地給予鼓勵和表揚。物質(zhì)鼓勵。在學生個人答復以下問題出色時，教師及時地利用手中的sticker進展評價，有效地調(diào)動學生的表現(xiàn)欲望，營造了濃厚的學習氣氛。小組評價。為了開展好小組評價，在上課前我把全班學生分成了六組，每組評選出一名組長，把事先準備好的評比表交給組長，告訴他、她表格的使用方法，在課堂教學中，及時全面地記錄小組成員的表現(xiàn)情況，最后根據(jù)評比結(jié)果表揚獲勝組，鼓勵全班同學。How many stars can you get? 五、教學設計說明

27、本課是版第七冊教材第四單元第一課中對話1的教學，重點是復習和使用情態(tài)動詞can。在數(shù)量掌握該詞的用法根底上，能夠準確運用。在設計本課教案時，我主要表達了以下幾個特點：一、結(jié)合本冊課本的特點，在課堂上以復習為重點。課堂上雖然要教學一個新對話，但我把新對話的功能句的復習作為了一個重點，在課堂上始終圍繞這一重點句型開展教學活動。如：福娃和師大版教材的使用，調(diào)動起學生的學習興趣進展學習；結(jié)合新對話容，設計了幾個相關問題進展聽力訓練；布置調(diào)查表進展反響、練習等，都安排了學生復習的容，使他們在每一節(jié)課的學習過程中，不斷穩(wěn)固所學知識，從而到達結(jié)實掌握。二、安排設計任務，表達小組合作。在課堂活動中，我還注意培養(yǎng)學生的合作意識，通過小組成員間的相互配合來完成一些練習，在本課的What can you do?練習中，我設計了讓小組成員間進展問答的容，在學生練習前，我明確告訴他們不能造出一樣的句子，這就使練習增加了難度，同時又鍛煉了他們小組間的合作意識。三、評價貫穿整個課堂，充分調(diào)動學生的學習興趣。在本節(jié)課的教學過程中，評價貫穿了課堂始終，起到了組織課堂教學，激發(fā)學生學習興趣的作用?？陬^表揚。當學生表現(xiàn)出色，教師會給予及時的表揚，如：Very good!e*cellent! Well done! 等等，當學生抑制困難，再次表現(xiàn)出色時，教師也