《小學(xué)英語(yǔ)》萬(wàn)能模板

《小學(xué)英語(yǔ)》萬(wàn)能模板【小學(xué)英語(yǔ)教案設(shè)計(jì)的步驟與內(nèi)容】課題：______課時(shí)：______課型：______（新授課/復(fù)習(xí)課/檢查課）（一）教學(xué)目標(biāo)1.知識(shí)與技能（1）能聽(tīng)、說(shuō)、認(rèn)讀______等單詞，并能在日常生活中使用。（2）能聽(tīng)懂、會(huì)說(shuō)______等句子,并在實(shí)際情景中運(yùn)用。（3）了解西方______（如，節(jié)日、風(fēng)俗等）的有關(guān)知識(shí)。2.過(guò)程與方法（1）能通過(guò)圖畫(huà)/動(dòng)作的提示，聽(tīng)懂/讀懂簡(jiǎn)單的短句/小故事。（2）通過(guò)角色表演/小組活動(dòng)，增強(qiáng)表達(dá)和交流能力。（3）能初步使用簡(jiǎn)單的英漢詞典，輔助學(xué)習(xí)。3.情感態(tài)度與價(jià)值觀（1）培養(yǎng)學(xué)生聽(tīng)英語(yǔ)、說(shuō)英語(yǔ)的興趣，增強(qiáng)學(xué)生學(xué)習(xí)英語(yǔ)的信心。（2）使學(xué)生意識(shí)到學(xué)習(xí)英語(yǔ)的重要意義。（3）培養(yǎng)學(xué)生的______情感/習(xí)慣。（與課題相關(guān)，如愛(ài)護(hù)環(huán)境）（二）教學(xué)重難點(diǎn)1.教學(xué)重點(diǎn)______單詞的聽(tīng)、說(shuō)、認(rèn)讀。2.教學(xué)難點(diǎn)（1）單詞_____等的發(fā)音。（2）句型______在實(shí)際情景中的運(yùn)用。（3）語(yǔ)法______的掌握。（三）教學(xué)過(guò)程1.熱身準(zhǔn)備通過(guò)歌曲/視頻/游戲的方式，導(dǎo)入新課。2.呈現(xiàn)新知，合作互動(dòng)（1）教師以卡片形式逐一呈現(xiàn)單詞：______，聽(tīng)錄音，模仿單詞的升降調(diào)發(fā)音。（2）挑選個(gè)別學(xué)生展示單詞的發(fā)音，及時(shí)糾正發(fā)音，表?yè)P(yáng)和鼓勵(lì)學(xué)生，培養(yǎng)學(xué)生大膽說(shuō)的習(xí)慣。（3）以教師領(lǐng)讀，學(xué)生跟讀，小組展示等多種形式展開(kāi)學(xué)習(xí)。（4）教師讀句子，讓學(xué)生在語(yǔ)境中感受單詞______的意思及用法。（5）播放班班通，讓學(xué)生整體感受課文的內(nèi)容。（6）教師講解、領(lǐng)讀課文內(nèi)容，讓學(xué)生根據(jù)教師設(shè)計(jì)的問(wèn)題做出相應(yīng)的回答。并在情景中感受短語(yǔ)/單詞______的意思。（7）整體齊讀，結(jié)合小組展示等多種形式，加強(qiáng)學(xué)生朗讀的能力的培養(yǎng)。3.鞏固新知，拓展練習(xí)（1）結(jié)合生活情境，設(shè)計(jì)游戲______，用所學(xué)的單詞或短語(yǔ)進(jìn)行簡(jiǎn)單的交際。（2）模仿范例寫(xiě)句子。4.課堂延伸（1）聽(tīng)錄音，讀、背單詞、句子。（2）在生活中使用所學(xué)單詞、句子。（四）板書(shū)設(shè)計(jì)課題：______單詞：______重要句子：______教學(xué)設(shè)計(jì)及說(shuō)課稿—小學(xué)英語(yǔ)《Ouranimalfriends》《Ouranimalfriends》教學(xué)設(shè)計(jì)I.Teachingaims:①Knowledgeaim:Studentscanreadandrecognizesomewordsaboutanimalssuchasparrot,rabbit,fishbig,short,long,white,tail,wing,jump,run,etcandusesentencepattern“Ithas/can......”tomakesentences.②Abilityaim:Throughactivitiesandgames,studentscangettheabilityofdescribinganimals,andtheirreadingabilitiescanbeimproved.③Emotionalaim:StudentscanbecomemoreinterestedinlearningEnglishandloveanimals.II.Teachingkeyanddifficultpoints:Teachingkeypoint:Words:parrot,rabbit,big,short,long,white,tail,wing,yellow,run,jump,fly,swim,etc.Targetlanguage:

Ithas/can....Teachingdifficultpoint:

studentscanusethewordsandsentencesnaturallyintheirdailylife.III.Teachingmethods:Communicationteachingmethod;Task-basedteachingmethodIV.Teachingprocedures:Step1Warmingup1.Dailygreetingandsingasongnamed“OldMacDonaldhadafarm”withstudentstogether.2.ShowsomepicturesofanimalsonPPTandthenaskthemthequestions“whataretheseanimals?”“Howtodescribethem?”(Justification:Createanactiveatmosphereandthenleadinthetopic.)Step2Pre-readingShowstudentsanotherpicturewithabirdandamonkeyonPPTandthenaskstudentstotellsomethingaboutthetwoanimals,andthentellthemthenewwords“fly”,“l(fā)ong”,“wing”and“tail”Usethesamewaytoteachothernewwords.(Justification:Teachsomenewwordswhichmaybringsomedifficultiesduringtheirreading,sotheycanfinishthetaskmucheasier.)Step3While-reading(1)Fastreading:Letstudentsreadtheshortstoryquicklyandfindoutwhattheseboysandgirlsaretalkingabout.Afterreading,somestudentswillbeinvitedtosharetheirideasandgivethemproperlypraise.(2)Carefulreading:Askstudentstoreadtheshortstorycarefullyandthinkaboutwhatanimalsdotheyhave.Afterfiveminutes,asksomestudentstomakeareportintheclass,andteacherwritestheiranswersontheblackboard.(Justification:Improvestudents’abilityofskimmingandpracticetheirlogicthinkingbyfindingsomedetailedinformation.)Step4Post-readingAskstudentstodiscusstheiranimalfriendsanddescribethembyusingthenewswordsandsentencepatternsingroupoffivein5minutes,andthenasksomestudentstosharetheiranswers.Duringthisdiscussionteacherneedtowalkaroundandofferhelpwhentheyneed.(Justification:Helpstudentspracticetheirnewknowledgeintheclassandimprovetheirabilityoflanguageorganization.)Step5SummaryandhomeworkSummary:Leadstudentstoreviewwhattheyhavelearnedtoday.Homework:Askstudentstowriteaparagraphabouttheirfavoriteanimalbyusingwhattheyhavelearnedtoday,andreadittotheirparents.(Justification:Helpstudentsconsolidatewhattheyhavelearnedtodayandimprovetheirwritingandspeakingability.)V.BlackboarddesignVI.Teachingreflection《Ouranimalfriends》說(shuō)課稿Goodmorning,dearjudges.I’mnumber4.It’smygreethonortohavethisopportunitytoshowmyteachingdesignhere.ThetopicofmylessonisOuranimalfriends.Thislessonincludestheanalysisofteachingmaterialandstudents,analysisofteachingaimsandsoon.I.AnalysisoftheteachingmaterialFirstofall,Iwouldliketotalkaboutanalysisofteachingmaterial.ThislessonisfromYilinPressEnglishBook,Unit3.Thetopicofthisunitisaboutanimals.Studentswilllearnsomewordswhichareusedtodescribeanimalsandhowtousethetargetlanguageintheirdailylife.II.AnalysisofthestudentsThen,letmetalkabouttheanalysisofstudents.Mystudentsareingrade5.Theyareveryactive,curiousandinterestedinnewthings.AfterlearningEnglishfortwoyears,theyhavesomebasicEnglishbackgroundknowledge,soIwillprovidemorechancesofusinglanguage.III.AnalysisofthestudentsAccordingtothenewcurriculumstandard,Iwillsaythefollowingteachingaims.Thefirstoneisknowledgeaims.Studentscanreadandrecognizesomewordsaboutanimalssuchasparrot,rabbit,fishbig,short,long,white,tail,wing,jump,run,etcandusesentencepattern“Ithas/can......”tomakesentences.Thesecondoneisabilityaims.Throughactivitiesandgames,studentscangettheabilityofdescribinganimals,andtheirreadingabilitiescanbeimproved.Thethirdoneisemotionalaims.StudentscanbecomemoreinterestedinlearningEnglishandloveanimals.IV.AnalysisofthekeyanddifficultpointsAccordingtoaboveanalysis,Iwillsaymykeypointsanddifficultpoints.Mykeypointisthatstudentsreadandrecognizesomewordsaboutanimalssuchasparrot,rabbit,fishbig,short,long,white,tail,wing,jump,run,etcandusesentencepattern“Ithas/can......”tomakesentences.Mydifficultpointisthatstudentscanusethewordsandsentencesnaturallyintheirdailylife.V.AnalysisofteachingandstudyanalysisThefollowingpartisanalysisofteachingandstudymethod.Iwillusecommunicativelanguageteachingapproach,andtask-basedlanguageteachingmethodinmyclass.Basedonthelearningconditionofmystudents,Iwillarrangesomeactivitiestomakethereadingprocessmoreattractive.Iwillleadthemtostudybythemselves,andlearntocommunicativewithpeopletoletthemtobecometherealhostoftheclass.VI.AnalysisofteachingproceduresNowit’scometothemostimportantpart---teachingprocedure.Therearefivestepsinmyteachingprocedure:warming-up,pre-reading,while-reading,post-reading,summaryandhomework.Step1Warming-upBeforeclass,Iwillgreetstudentsandsingasongnamed“OldMacDonaldhadafarm”withstudentstogether.thenIwillshowsomepicturesofanimalsonPPTandthenaskthemthequestions“whataretheseanimals?”“Howtodescribethem?”.Inthisway,Icancreateanactiveatmosphereandthenleadinthetopic.)Step2Pre-readingInthisstage,IwillshowstudentsanotherpicturewithabirdandamonkeyonPPTandthenaskstudentstotellsomethingaboutthetwoanimals,andthentellthemthenewwords“fly”,“l(fā)ong”,“wing”and“tail”Usethesamewaytoteachothernewwords.Teachingsomenewwordswhichmaybringsomedifficultiesduringtheirreading,sotheycanfinishthetaskmucheasierStep3While-readingIdesigntwotasksinthisstage,infastreadingpart,Iwillletstudentsreadtheshortstoryquicklyandfindoutwhattheseboysandgirlsaretalkingabout.Afterreading,somestudentswillbeinvitedtosharetheirideasandgivethemproperlypraise.Thisquestioncanhelpstudentshaveageneralimpressionofthestory.Incarefulreadingpart,Iwillaskstudentstoreadtheshortstorycarefullyandthinkaboutwhatanimalsdotheyhave.Afterfiveminutes,asksomestudentstomakeareportintheclass,andteacherwritestheiranswersontheblackboard.Bydoingthisactivity,studentscanimprovetheirabilityofskimmingandpracticetheirlogicthinkingbyfindingsomedetailedinformation.)Step4Post-readingInordertohelpstudentspracticetheirnewknowledgeintheclassandimprovetheirabilityoflanguageorganization,Iwillaskstudentstodiscusstheiranimalfriendsanddescribethembyusingthenewswordsandsentencepatternsingroupoffivein5minutes,andthenasksomestudentstosharetheiranswers.Duringthisdiscussiont