优秀英语教案.docx

优秀英语教案【篇一：全国优秀英语教学案例-whats_the_weather教案】 全国中小学“教学中的互联网搜索”优秀教学案例评选 教案设计 小学英语 pep4 unit4 b whats the weather? 信息技术与英语学科整合 五、教学过程teaching steps 1234【篇二：小学英语优秀教学设计】 小学英语优秀教学设计（一） 小学英语第五册（外研版） module 8 school unit 1 what time does school start? 蓬莱市南王中心小学 包晓晴 一、教材分析 module 8 book 5 的主题是“school”，“ unit 1 what time does school start?”的语言功能是描述学校生活；学习任务为“what time does school start? what time do you get up?” 二、学情分析 本课的教学对象是五年级学生，他们已经掌握了一定的英语词汇，具有一定的英语学习的积极性与主动性，具备了一定的英语语言运用能力，求知欲增强。因此，在新知识传授的同时，教师要尽可能多的为学生创造良好的语言环境，给学生充足的语言“习得”机会，让学生在学习中积极参与、大胆发言，从而形成积极的情感态度和自主学习的能力。 三、教学目标 （一）知识目标 1、能听懂、会说并认读下列单词：exercise, before, playground, skip, coffee, tea. 2、能听懂、会说并认读下列句子：what time does school start? my school starts at 9 o?clock. what time do you get up? i get up at half past seven. （二）能力目标 能口头运用“what time does school start?”这类语句询问发生的时间，并能口头运用“my school starts at 9 o?clock.”这类语句回答。 （三）情感目标 为学生创设轻松、愉悦、和谐的英语课堂学习氛围，使学生在学习中敢于开口说英语，并了解西方小学学校日常生活习惯，从而对英语学习产生更为浓厚的兴趣。 四、教学要点分析 （一）教学重点 1单词：exercise, before, playground, skip, coffee, tea 的认读。 2运用“what time ?”来询问事情发生的时间。 （二）教学难点 能够在真实的语境中正确运用“what time ?”询问事情发生的时间。 五、教学准备 多媒体课件、录音机、磁带、单词卡片、跳绳。 六、教学过程 step 1 warming-up 1. chant:i like coffee, i like tea.(第二册中m3 u2 4) 教师一手拿coffee 一手拿tea的英语单词卡片示意学生一起拍手说chant，并教授单词：coffee, tea。（教授单词时尽量提供一些学过的词汇，鼓励学生自己读出来，培养学生的拼读能力。） step 2 presentation 1. leading-in. (2)课件出示学校学生跳绳和做操的照片t: what are they doing? they are skipping. do you skip in the playground? they are doing morning exercises. (3)课件出示学校作息时间表引出句型：what time does our school start? 及回答：my school starts at eight o?clock. t：we know the school life in china, how about the children in england? today，let?s go and visit their school with amy. 【设计意图】出示自己学校的照片，学生感觉熟悉，同时渗透playground，skipping，exercise的单词的教学，为下边的教学活动做好相关铺垫。通过介绍自己的学校引出amy的学校生活是什么样的？与我们的学校有什么不同? 2. text. （1）listen to the tape. t: our school starts at 8:00. what time does amy?s school start? do you know? let?s listen to the tape and answer the question: what time does amy?s school start? 【设计意图】由学校生活自然要谈到几点上课的问题，学生对此问题的提出不会感到唐突。由教师对our school starts at 8:00.的讲解，孩子们也一定急于知道英国学生的上课时间，从而初步感知课文内容，了解课文大意。 （2）listen to the tape again. t: i get up at 5:30. what time do you get up? t: you get up at and you go to school by schoolbus or walk to school and so on. how about amy? let?s listen again and answer the following questions: what time does amy go to school? how does amy go to school? a. she walks to school.b. she goes to school by schoolbus. 【设计意图】由于中西方孩子上学时间的不同，学生起床时间的早晚必然不同。通过对问题的回答，让学生对中西方学校生活的差异有更深的了解。 （3）look and say. 课件出示get up/watch tv/go to bed/have english/read a book/go to school的图片让学生进行交流。 a: what time do you get up? b: i get up at 询问小伙伴的起床时间、上学时间等。 【设计意图】通过对小伙伴们作息时间的询问，使学生对本课重点句型有了进一步的理解。 （4）listen, repeat and answer. t: what do you do before 8:00? teach: before s: t: i know you clean the classroom and read some books before 8:00. what about amy? listen, repeat and answer. what does amy do before 9 o?clock? does amy do exercises every morning? teach: exercisemorning exercises/eye exercises/exercise book playground blackboard/classroom/football/bedroom/postcard（使学生理解合成词的含义，有助于单词的记忆。） t: does amy do exercises every morning? what does amy do in the playground? s: t: yes. let?s take our skipping rope （教师手拿跳绳）and skip with amy and lingling. let?s chant together. “i like coffee, i like tea” you can skip with your good friend after class.【设计意图】学生模仿、跟读课文，加深对课文的理解，同时在词汇教学中培养学生的归纳整理能力，初步感知英语合成词的构词规律。 step 3 practice fill in the blanks with the following words. exercises, starts, before, playground, gets up, walks, likes skipping amy?s school at 9 o?clock. she to school. they don?t do they play in the 9 o?clock. amy 【设计意图】让学生在理解课文的基础上完成以上题目，训练学生写的能力的同时，锻炼了学生的应用能力。 step 4 consolidation 与小组同学谈谈你们理想中的学校生活。 a: what time does the school start? b: it starts at a: what time do we get up? b: we get up at 【设计意图】通过小组同学谈论理想的一天作息时间，既调动了学生的学习积极性，又使所学知识得到了有效地运用。 step 5 summary 教师针对板书，引导学生以amy 在校的学习生活为线索进行归纳小结。 step 6 assignments 1. listen to the tape for three times. 2. 采访一下你的好朋友的一天时间安排。 3. 找出中英小朋友学校生活的差异。 in china, we start school at at （后两个为选做作业） 【设计意图】语言源于生活，又应用于生活。因而在作业的布置上，我给学生充分的施展空间，让他们自主选择，选自己想做的，说自己想说的，使他们能更好的将所学知识合理应用，培养他们的综合语言运用能力。分层次作业，可以满足不同学生的需求，使每一位学生都有事做，都能体会到成功的快乐。牛津小学英语5bunit8 a camping trip 一、教材依据 牛津小学英语5b unit8 b and d 二、设计思路 本课时主要围绕what do you have ? i havewhat does he/she have ? he/she has句型展开的一节活动式英语教学课，通过听做、说唱、玩演、读写等活动的设计，让学生一边玩一边学。教师充分设置各种教学场景，营造浓厚的口语氛围，突出“以学生为主体”的教学思想，让抽象的内容变得直观形象。最后延伸环节中“爱的奉献”的设计不仅提高了学生的口语能力，更让每一个学生对这世界都充满了爱心，并体验到了助人为乐的喜悦。 三、教学目标 1、认知目标： 、能听懂、会说、会读：a telescope, a tin-opener, a pot a stove ,a blanket, a towel 、能听懂、会说、会读并在实际中加以运用：what do you have ? i have what does he/she have ? he/she has 2、思想情感目标：通过本节课语言操练，学会用英语询问别人有什么，并能介绍自己有什么，养成助人为乐的好习惯。 四、教学重点 1、句型与词结合在具体情景中运用。 五、教学难点 结合句型与词在具体情景中进行综合语言运用及其书写。 六、教学准备 1、多媒体课件（课前收集国家部分贫困地区的资料及单词实物投影等） 2、录音机、磁带、课文挂图、单词卡、句型条。 3、歌曲：爱的奉献、兔子舞。 4、一个募捐箱、一个“爱心大使”证、一个话筒。 5、实物：启子、毯子、手巾、望远镜、玩具锅和炉子、罐头 七、teaching steps step1 组织教学 1、warm up ：listen and do 设计意图：活跃气氛并集中注意力，让学生以轻松愉快的心情学英语。2、greetings 设计意图：师生之间互相问候，使学生心情放松。 step2 presentation 1、learn“a pot”and“what do you have ? i have” listen to a song t：first,let?s listen to a songwhat do you have，then you must tell me ： what do you have ? 设计意图：为下一步教学作铺垫。（放课文中h部分的歌曲，让学生从中听出i have a pot，以便引到i have和a pot的教学） t：tell me,please. what do you have ? 点评：教师指着录音机边问边说示意学生回答歌曲里的内容 s1：i have a pot. what do you have ? i have a pot. practise：pot pot pot. i have a pot. what do you have ? i have a pot. 设计意图：以学生喜闻乐见的“数来宝”形式练习两句话，学生说起来朗朗上口，更容易较快掌握。 2、learn“a stove” t：boys and girls. i?m hungry, let?s cook some food, ok ?ss：ok. t：i need a stove to cook some food.but where?s my stove ? where?s my stove ? oh, it?s here. 点评：引出此单词的教学，事先将模型炉子放在一隐蔽处） practise： 点评：教师声音大，学生声音小；教师声音小，学生声音大。 play a game：pot.stove.quickly. t：let?s play a game, ok ?ss：ok. t:let?s cook some food.i put the pot on the stove but you must say“pot.stove.quickly” 点评：学生边拍巴掌边说pot .stove. quickly） t： how delicious ! do you want to eat ? 点评；学生练的差不多时，师拿出小锅里事先准备好的食物【篇三：九年级英语优秀教学设计】 九年级英语优秀教学设计 语言知识目标 language goals 目标语言 1. words and phrases 单词和短语 health, healthy, diet, stay away from, chips, coke, coffee, sprite, hamburgers 2. sentence structure: 句型 1) what do you have for your breakfast? 2) what do you have for your lunch? 3) whats your favorite fruit?/ drink? 4) what should we do if we want to have a healthy diet? 语言技能目标 how to keep a healthy diet? 以及 how to give advice? 学习策略目标 1）自觉完成课前任务 2）主动参与课堂活动 文化意识目标 拥有健康的饮食习惯对于健康的身体非常重要。 情感态度目标 1）体会英语学习的乐趣，做到在“用中学，在学中用”。 2）培养学生的团队合作意识，学会分工合作。 3）让学生学会明白现在的生活来之不易，要好好珍惜。 教学重难点 key points: 1. learn the key words. 2. learn to share your own pinion about healthy diet.difficulties: train students listening, speaking, reading and writing skills. 教具准备 a computer, blackboard, some food 教学步骤 step 1 .lead in and show the language goals. 1. lead the students talk about the importance of health. health is just like the number “1” in the number 100,000. without “1”, the number is meaningless. similarly(同样地)，without health, there is nothing. t: (设计意图：通过教师的引导，让学生明白健康的重要性，并让学生了解本课的语言目标。提升学生对健康的正确理解，增强学生参与的积极性。) step 2. jacks diet show the food that jack often eat. t: look at jacks food, and think about the question if jack is healthy. s: no. t: if jack wants to be healthy, what should he do? s: stay away from（远离） the unhealthy food and unhealthy drink. (设计意图:使用展示jack的食谱，加强了真实情景的设置。从而加强了学生对于谈论真实饮食习惯的欲望。同时，为下面的新单词，新句型的学习做铺垫。) t: if we want to be healthy,what should we do? s：we should stay away from the unhealthy food and unhealthy drink.t: what are unhealthy food and what are unhealthy drink? s: chips,hot dogs, hamburgers, coke,coffee,sprite. (设计意图：通过教师的引导，让学生进一步理解健康的身体来自健康的食物，从而有意思的回避垃圾食品，并能为下一步给别人提建议作铺垫) t: do you think i am healthy? s: yes. t: so do you want to know my diet? now guess what i eat for my three meals. s: for breakfast, you eat. for lunch, your eat. for supper, you eat. t: as we all know, a healthy diet include healthy food and healthy drink. then what are healthy food and what are healthy drink? s1: rice, vegetables, fruit, meat are healthy food. t: anything else? s2: i also think water, milk, juice are healthy drink. (设计意图：承上启下，总结上面健康的饮食的各个为下面引导提建议的句型作铺垫) step 3 advice collection. t: mary is not healthy, she often gets cold. what should she do? can you give her some advice.s1: you should eat some apples. s2: you are supposed to drink more milk. s3: you had better eat more vegetables. s4: why not eat more pears and drink more water. . （设计意图：在情境交际中让学生掌握交际用语，操练巩固重点句型，提高口语表达能力。） step 4 healthy tips: an apple a day keeps the doctor away. 一