小学英语教学设计典型案例.doc

.小学英语教学设计案例一、教学内容分析指导思想与理论基础英语课程标准中明确指出，基础教育阶段英语课程的任务之一是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力。并强调从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。在本节课的设计上，我以对话教学作为这堂课的主线，贯穿课堂始终。一切教学活动都围绕这一主线展开。在设计每一环节的活动时，都采用了适时适度的评价方式，激发了学生的学习兴趣。教学内容本节课是人教版教材小学英语六年级第七册Unit 6 中 The Story of Rain。在教学过程中，围绕这一课题，我设计了以下四个部分的学习内容：动词的总结复习；疑问词的用法归纳；对话教学；扩展训练，通过问答，完成调查表，并进行相关的写作训练。在处理这五部分的教学内容时，我把重点放在了疑问词的用法上，让学生通过看、听、说、写等练习，巩固句型及其用法。在对话教学中，注重对学生听音能力的培养，并对学法进行了指导，加深了学生对对话的理解和运用。此外，在评价方法的选择上，我采用了小组评价和个人评价相结合的评价方法，极大的调动了学生的学习热情。教学对象普宁市树脚小学 六年级 学生 49人教学项目new words:Seed sprout severalbasic sentences:Where does . come from ?comes from 教学方法任务型教学法教学手段利用图片、录音机等辅助教学，充分调动全体学生参与课堂活动，从而提高课堂教学效率。教学目标语 言 知 识复习巩固疑问词的用法，达到准确运用；学习对话中的新单词做到能够准确理解词义，读准字音。能 力能够准确运用疑问词进行相关的能力问答；通过学习，提高学生的听力水平和自学水平。教学重点复习巩固疑问词的用法；对话教学。教学难点通过学习，复习疑问词的用法的用法，并能准确运用，教给学生学习方法，学会及时归纳整理。教具准备图片、卡片、录音机、多媒体课件二、学习者分析本节课的教学对象是树脚小学六年级的学生，该班学生在英语学习上普遍能够积极按照老师要求进行学习，作为即将毕业的学生，他们在英语的听、说、读、写方面已经奠定了比较好的基础。六年级的学习我把重点放在了知识的总结和复习上，为了使学生牢固掌握以往所学知识，在教学的过程中，教师起到了引路的作用，帮助学生归纳整理知识，从而提高复习效果。为了调动学生参与课堂，我设计了多种评价方式，有个人评价，也有小组评价，并针对学生在课堂上的表现，及时进行表扬，虽然时间有限，但是，我让学生参与评价，不但节约了时间，而且使评价更具有公正性。问题框架如何使学生掌握复习的技巧？如何运用对话教学进行听力训练？如何在有限时间里对全体学生进行评价？ 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 name? How old are you? Where are you from? Whats the date? What day is today?2）Take 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 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.”Next, 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 questions according to their real life.A: My names. Im. Im. Im from. I come 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 question.Beibei can swim.Jingjing, Huanhuan, Yingying, and Nini.Read the verbs together.引领学生进入英语学习状态，为课上的练习作好铺垫。利用福娃引入复习要点，既向学生渗透了奥运知识，又能充分调动起学生学习的兴趣。逐一播放图片，讲述奥运福娃知识，引出本课教学重点can课件播出“I can”图形与声音配合，给学生直观印象，又给学生做出示范。结合图片，复习涉及的5个动词，加深学生印象。Say: Each animal has its own ability, too. Listen to the rhyme and remember these words.Display the cartoons of the rhyme.Then, the teacher read a part of the sentences. Have them listen and complete 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 question. 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 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?Next, 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 the 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 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.Next, have them read the books in groups. 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: Extension:Say: Just now, we talked about Marys daddy. Now, lets talk about ourselves.Have them take out the papers.Give them the 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 winner 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 complete the sentences together.An elephant can walk.A frog can jump.A fish can swim.An egg can roll.Listen to the question and answer to it.Elicit the answer: I can Someone 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 answer 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 cant.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 answers.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 listen and learn.Then, do the survey in the class.Look at the screen first, learn to write. Next, 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.利用师大版教材相关内容，既做到教材的整合，动画的播放，再一次调动学生的学习兴趣，加深对can 句型应用的理解。再一次强调动词，既为学生练习提供材料，又能强调can 的用法。提出问题，引发学生对自己能力的思考。点名回答问题，对个别生进行检查，同时对还没有答案的同学进行暗示。结合学生回答问题，利用大屏幕出示总结，强化学生认识。出示示范，暗示学生can后用动词原型，让学生从练习中领悟can的用法。安排小组间合作练习，每个小组成员间不能出现相同的句子。既体现了小组间的合作，又使练习的安排具有一定难度。点名进行反馈，检查学生的练习效果。对每一组的实际完成情况给予不同评价，增强了小组间的竞争意识。转换人称进行练习，感悟情态动词can的用法。大屏幕播放知名的体育明星照片，增强了学生的民族自豪感。同时，让学生结合自己对体育明星的认识，按真实情况回答问题。使人称转换到第三人称单数。对一般疑问句进行练习，同时过渡到新对话教学中。利用图片因出对话人物，设计简单问题，使学生参与课堂活动。通过介绍，讲述新单词daddy。使学生感悟词义。通过回答问题，总结“爸爸”一词的英语表达法。带问题听录音，训练学生听力。由答案引出新单词culture, beginner，首先检查学生对该词的发音，自然过渡到新单词教学。边回答问题边学习新单词，加深学生对汉义的理解以及单词的使用。分角色朗读，检查学生阅读能力。及时评价学生，激发学习兴趣。对所学知识及时总结，总结句型的同时，使用了新词汇，加深学生对词汇的理解和运用。及时安排扩展练习。师生依据调查表进行真实问答，既给学生做了示范，又检查了学生的口语交际能力。请一、两名学生作汇报，检查调查结果，为写作提供了帮助。集体观看评价结果，表彰获胜组，对其他组也是一个激励。师生互动，总结本节课所学知识。布置归纳作业，培养学生对单词的归纳能力。Blackboard DesigningUnit four: Lesson 1What can you do?I can walkreadsingplay basketball评价方式本节课我采用了多种评价方式，激发学生的学习兴趣，有效地提高了课堂效率。 口头表扬。当学生表现出色，老师会给予及时的表扬，如：Very good!excellent! Well done! 等等，当学生克服困难，再次表现出色时，老师也适时地给予鼓励和表扬。物质激励。在学生个人回答问题出色时，教师及时地利用手中的sticker进行评价，有效地调动学生的表现欲望，营造了浓厚的学习氛围。小组评价。为了开展好小组评价，在上课前我把全班学生分成了六组，每组评选出一名组长，把事先准备好的评比表交给组长，告诉他、她表格的使用方法，在课堂教学中，及时全面地记录小组成员的表现情况，最后根据评比结果表扬获胜组，激励全班同学。How many stars can you get? 五、教学设计说明本课是北京版第七册教材第四单元第一课中对话1的教学，重点是复习和使用情态动词can。在数量掌握该词的用法基础上，能够准确运用。在设计本课教案时，我主要体现了以下几个特点：一、结合本册课本的特点，在课堂上以复习为重点。课堂上虽然要教学一个新对话，但我把新对话的功能句的复习作为了一个重点，在课堂上始终围绕这一重点句型开展教学活动。如：福娃和师大版教材的使用，调动起学生的学习兴趣进行学习；结合新对话内容，设计了几个相关问题进行听力训练；布置调查表进行反馈、练习等，都安排了学生复习的内容，使他们在每一节课的学习过程中，不断巩固所学知识，从而达到牢固掌握。二、安排设计任务，体现小组合作。在课堂活动中，我还注意培养学生的合作意识，通过小组成员间的相互配合来完成一些练习，在本课的What can you do?练习中，我设计了让小组成员间进行问答的内容，在学生练习前，我明确告诉他们不能造出相同的句子，这就使练习增加了难度，同时又锻炼了他们小组间的合作意识。三、评价贯穿整个课堂，充分调动学生的学习兴趣。在本节课的教学过程中，评价贯穿了课堂始终，起到了组织课堂教学，激发学生学习兴趣的作用。口头表扬。当学生表现出色，老师会给予及时的表扬，如：Very good!excellent! Well done! 等等，当学生克服困难，再次表现出色时，老师也