小学英语教学设计与反思

旅顺教育网小学英语教学设计与反思大华小学 汪雅芹一、教材分析 小学五年级实验教科书（外语教学与研究出版社）第五册Module 7 Unite3内容。本单元以韵律诗形式呈现，通过四幅图的描素性语言，让学生在真实的语言环境中用英语去做事情照镜子学说话（灵活运用句式I could myself. She/He could see herself/himself）。二、教学目标：1知识与能力目标：学会用英语表达She/He /I could see herself/himself/myself.培养严谨的逻辑思维和空间想象能力。能正确朗读这首小诗。2过程与方法目标：在师生、生生互动的探究活动中实现听、说、做、读、玩、的“全频道式”接受，“立体化”渗透；引导学生感悟、理解、表达。3情感、态度与价值观目标体验合作学习的乐趣，发挥评价的激励作用，增强学习的信心。五、教学过程：教师教学活动学生学习活动教学评析. Organization: 组织教学，热身活动 T: Greeting each other. Lets say the poem with actions, OK? Ss: say the poem with actions,通过韵律诗热身运动，吸引学生有意注意力，创设轻松愉悦的学习氛围。.Revision and Starting:(情趣导入，启动新课)T: I do the actions, you speak English ,OK? Go.教师出示一面大镜子，通过自我照镜子，配合夸张动作、表情、手势引导学生快速说出I could see myself。T: Show students the actions themselves and learn to say.依次找男生和女生到前面边照镜子引导学生学说He/ She could see himself/herself.1. Ss: Do the actions and learn to say.学生边做动作边学说。I could see myself。几名男生和女生依次到前面边照镜子，其余学生学说He/ She could see himself/herself.2.全体学生注意力集中，以生活中照镜子的真实语境启动新课.最大限度的调动了每个学生的感官。帮助学生根据已有的知识构建起新的“知识模块”，在语言的运用中强化语感。实现玩中学，趣中练。 .Presation Activities:(活动尝试，师生探索)T: Now Ive got a magic mirror, Can you guess how he/she would look like here in the mirror? Now let look at the picture,OK? 教师分别出示四幅图片配合夸张动作、表情、手势引导学生说出I could see myself/It was not very nice.T: Show students the actions and grasp the means of each sentence.T :Pay attention to the stress and sounds of the words.And he looked twice.I gave myself a smile.You look at yourself and run a mile. T:教师组织全班交流，师生答疑，板书以上内容。Activities1:T: Now open your books and say the poems with actions.Activities2:T: Lets have a match and lets see which group is the winner, OK? Ready? Go! Look at the picture and say the poems with actions group by group.T: Lets say which group is the better. 引导学生进行小组活动，教师评价。.全体学生聚精会神的看着教师出示画片，每位同学脸上呈现出赞叹的表情。:Activitis:1学生每幅图片配合夸张动作、表情、手势进行描素I could see myself/It was not very nice.Ss: Do the actions and grasp the means of each sentence. Then learn to say. Ss :Listing to the recorder.（完整的听音感知全篇韵律诗语音、语调和语感。）Activities1:Ss: Now open your books and say the poems with actions.Ss: Look at the picture and .say the poems with actions group by group.学生进行小组竞赛活动.教师设计真实语言环境，激励每位学生积极参与，对全体学生充满信任，调动每个学生强烈的求知欲望。创设问题情景，展开探究活动。本课以照镜子为主线，以功能型句式为提示语。形成师生之间、生生小组之间形成多层次、多渠道、多方面立体信息交流网。以练 思为主，实现“全频道式”接受，“多功能”协调，“立体化”渗透。让学生通过感悟概括应用。）发挥评价的激励机制，把游戏和小组竞赛活动作为课堂教学的一部分。给学生创造自主求知的机会.Practice and Consolidation:(巩固活动)1.T: Lets play a game,OK?加加减减做单词，smile减去s怎么读?twice 减去tw加n怎么读?结合文中句式渗透用法，进行语音练习，教师给小组评价。3. .Activities: Do AB exercises. Show the students groups of words and try to say the sounds of letters. 4. Activities: Write two things you can /cant do by yourself.Ss: smile-mile/Twice-nice通过游戏，小组竞赛解疑：加加减减做单词。 Kite/musick glass/frogg fish/giraffef vegetable/glovesv以游戏形式过单词关,师生、生生互动，探究字母、读音、音素和拼写之间的内在联系。词不离句，句不离篇。帮助学生构建字母音素单词以及词句篇“三位一体知识模块”；培养学生形成立体思维空间。加强学科之间的联系，激活学生学习兴趣。T：Thats all for today.(师生共揭示小组竞赛结果，点评寄语) .Homework and Summary(作业质疑). 1.Oral practise. 画画用英语把自己的画描述给家长听或给同座听。. 课后反馈，总评：这是一堂非常成功的课。完成了预期的教学目标。这节课的整体思路清晰，精彩之处在于以真实语境设计问题