小学英语教学设计

1、小学英语教学设计一、教学内容分析指导思想与理论基础英语课程标准要求教师“创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与”，“要能够使学生获取处理和使用信息、用英语与他人交流、用英语解决实际问题的能力”。只有接近生活的、真实的、复杂的活动才能整合多重的内容和技能。这将有助于学生用真实的方式来应用所学的知识，同时也有助于学生熟悉他们所学知识的作用与意义。根据小学生学习特点，只有创建一个以学生为主体、以教材为主线、以活动为中心的活动课课堂模式，才能培养学生的语言应用能力。教学内容本教案是pep小学英语book 1 unit 4 we love animals 的词汇教学设计。根据教学的灵

2、活性原则，为了学生操练句型时便于替换，我把此课时提前至第一课时来教。pep小学英语体现了较强的交际教学思想，注重学生综合语言运用能力的培养。如果词汇教学的形式只停留在教师教读，学生跟读的形式上，学生就不能真正理解和记忆单词，所以本节教学设计的重点是把词汇放在能听、能看、能触摸的情景中去，将静态的文字变得生动起来，使学习内容“鲜活”起来，力争将教学内容内化到学生的认知结构中并通过表演等综合语言活动将其转化为一定的语言表达能力，从而体现把话题功能结构任务结合起来的总思路。鉴于以上的分析，结合教学内容和学生实际，确定本课时的教学目标。教学对象赤峰市宁城县天一实验小学三年级二班 人数48人教学项目ne

3、w words:cat, dog, duck, monkey, rabbit, pandabasic sentences:i have a .教学方法任务型教学法教学手段利用录音机，图片，玩具，小贴画等辅助教学，活跃课堂气氛，调动学生的学习兴趣，为本课的教学创造积极的条件。二、学者分析从小学三年级开始，学生进入了小学中年级阶段的学习与生活，从心理发展过程来看，从三年级开始，学生从儿童期转入少年期。这一阶段的一个重要表现是学生的学习任务与活动范围无论是广度还是深度都比低年级有了显著的变化，学习活动的游戏性特征减少，学习过程的组织性、认知过程的规范性、严谨性更强。学生的生活范围进一步扩大，可以单独

4、行动（如可以不用大人陪护自己上学和下学），完成一些简单的任务（如单独出黑板报）。一方面身体的发育、学习与生活的变化使三年级学生的心理有了迅速的发展，他们有了一些合理性的独立思考了，有一些自己的主见了，能够参与大人的谈话，而不像以前那样随意插入大人的谈话。敢尝试去做一切事情，不像以前那么听从权威。三年级孩子的一般年龄在9-10岁，在小学教育中正处在从低年级向高年级的过渡期，生理和心理都有明显变化，是培养学习能力、意志品质和学习习惯的最佳时期。同时，三年级孩子开始从被动的学习向主动学习转变，虽然开始有了一些自己的想法，但是，辨别是非的能力还极其有限，社会交往经验缺乏，经常会遇到很多自己难以解决的问

5、题，是不安的开始。如果经过正确引导，孩子可以安然度过这个不安的时期，综合能力也能得到迅速提高，在学习的旅途中将会实现一次具有人生意义的转折，从此踏上成功之路。三、flow chat of teaching1. sing a song: teddy bear 2. free talkstep one: warm - up 1. teacher show the toy 2. teacher teaches dog, duck, monkey, rabbit and panda. step two: presentation1. show the picture 2.practice new wo

6、rds 3.a game: whats missing? step three: practice1. lets chant 2.make friends1. read the new words three times.2. introduce your favorite animal to your friend.step five: assessment step six: homework1. lets do.2. 2. play a game step four: consolidation and extension四、teaching processteachers activi

7、tystudents activitypurpose of designstep 1: warm up1.greeting t: hello, boys and girls.t: welcome to my class. nice to meet you.t: today there are some teachers here, lets say hello to them, ok?2revision1) do the letters exercise.2)listen a song: old macdonaldt: first, lets listen a song.step 2: pre

8、sentation1)t: look, here is old macdonalds farm. there are many animals in it. they will have a party and lets see who the superstar is. first, lets meet them. ok?(draw a pandas part on the board and let the ss guess, what is it?)t: look, whats this?t: right, its a panda.(take out a picture ,write t

9、he word on the board and teach)(put the panda in the farm)2)t: look , here comes another friend,t: great. its a rabbit.(take out the picture. put the rabbit in the farm and teach)t: great. its a rabbit.(take out the picture. put the rabbit in the farm and teach)jump, jump, act like a rabbit.(take th

10、e head dress and have a daily talk with the students.)t: now im the rabbit. who can be the panda?(give the picture of panda to one student. have a daily talk.)t: hi, panda.t: how are you, panda?t: nice to meet you.3) t: look ,what is it?(sound)t: right ,its a dog.（teach and let the student act like

11、a dog.）t: dog ,dog, wan, wan, wan(write the word on the board and let a student put the picture on the board)4) t: look here, what is it? it has a short tail and it can swim in the river.(show a picture)t: great, you are so clever. its a duck.(teach and let the ss act like a duck)duck, duck, quack,

12、quack, quack.5）show out the pictures back and let the ss guess what is it?t: please guess what is it? it has a long tail.t: super, its a monkey.(write the word on the board) t: now (teach and let a student put the picture on the board)6) t: listen, what is it?t: great, its a cat., look, it comes her

13、e.(take out the picture and teach)who can come here and put the picture on the board?(show the farm)open your books ,listen ，look and read after itstep 3 practicet: now lets join the party and have a match: who is the superstar. ok?t: now we have six group, the dog group, the cat group, the panda gr

14、oup, the rabbit group ,the monkey group and the duck group.first, which animal do you choose?1)bomb gamet: lets play a bomb game. follow me read the words. if i read the bomb word ,you should stop ,if not ,we will say: one, two ,three ,bomb. ok?who can try?2)act and guesst: one student in each group

15、 come here and choose one card. others act and one guess. ok?3)lets dot: listen to the tape and do the actions.4）free talkt：look, i have many pictures, you can choose one and say: i have a rabbit and so on. can you try? now you can do it in groups.who can show on first?5)t: look, there are six flowe

16、rs, lets guess them one by one.the first one ,who can guess :what is it?step5:consolidation and homeworkt: do you like the animal?t: right. because they are our good friends. so we love them.step 5: assessment1). lets chanti have a cat, me too.i have a dog, me too.i have a duck, me tooi have a monke

17、y, me too.i have a rabbit, me too.i have a panda, me too.2.) t: today we have learned some new words. we know the names of many cute animals. we can make good friends with them，and protect them. now lets see which student is the best. lets count the stickers together.t, ss: one two three.t: i think

18、in this class you did a very good job. lets give him a big hand.t: lets say goodbye to our new friendstep 6 homework.draw some animals and talk to each others in groups.ss: hello, miss wang.ss: nice to meet you, too.s: ok .hello, teachers.ss: follow the teacher ,listen and sing the song .ss: ok.ss:

19、its a panda.ss: its a rabbit.ss :jump, jump, act like a rabbit.t: hi, panda.s1:hello ,rabbit.s1:im fine, thank you.s1:nice to meet you too.ss: dog.ss: student act like a dog.ss: dog, dog, wan, wan, wan.ss: duckss: monkeyss: cat.s:ok.ss: ok.ss: play the gamess: ok.ss: listen to the tape and do the ac

20、tions.ss: i have a rabbitss: i have a cat. . .guess the animalsss: yes.1. lets chanti have a cat, me too.i have a dog, me too.i have a duck, me tooi have a monkey, me too.i have a rabbit, me too.i have a panda, me too.t, ss: one two three.ss: goodbye, monkey. goodbye, duckdo homework师生间的日常会话交流，培养学生用

21、英语思维，用英语交际的能力。利用字母操，体现tpr教学法，让学生积极投入到活动中，激发学生的积极性，并为学单词发音做铺垫。听音乐“old macdonald”为新课引出农场做铺垫.画出小动物的图片，一方面吸引学生的注意力，另一方面引出要学习的内容用和小动物交朋友的方式教学生增加他们热爱小动物和保护动物的意识展现移动的小动物，激发学生的求知欲，产生主动学习的自主性。让学生在观看中学习有关动物名称的英语单词，跟着学，说,做。特别是对“act like a rabbit.”等句子的表演几跟读。使学生充分掌握单词、句子，并加深了对单词、句子的理解出示兔子的图片，并且让学生边做动作边学习单词，这样可以加

22、深印象让学生扮演小动物并且学习小动物的声音，重复读单词，加深印象。老师并加以鼓励激发学生的兴趣。把小动物拟人化，并和教材的部分相呼应，有利于学生的理解与记忆。运用游戏来复习单词可以避免单调，枯燥的朗读，可以大大地调动学生的积极性，激发他们的参与热情，从而提高学习效果。通过各种授课形式，让学生不觉枯燥，利用简笔画，手影，听声音，猜卡片的形式教授新词，并做到词不离句，句不离词，在讲授新词的同时，渗透表演。并教授简单的词时，利用字母操让学生自主拼出单词的读音。训练了多方面的能力.通过听录音挖掘学生听力的潜能，培养学生仔细听英语的习惯，为提高其英语听力水平作准备。听后模仿所听到的英文单词，训练学生的听

23、力，让学生在听录音的过程中自觉主动地学习英语，目的就是要授之以渔。4）（利用图片，组内做抽卡片的游戏并展示）选择鸭子图片会出现free talk（先找一名学生对话，让学生理解如何组内对话）在活动环节中，让学生自已选择动物图片做活动。调动了学生的激情，使学生有兴趣参与活动中。活动方式多样，锻炼了学生听，说，读，做的能力.，自编儿歌，将新内容加以巩固练习，与开头呼应。小贴画的数量让学生体验成功带来的喜悦最后让学生对动物朋友告别再次起到了巩固旧知的作用。在拓展知识时，出示学生喜爱的卡通动物明星，自然导入作业,让学生画出自已喜爱的动物与同学交流。在背景音乐的衬托下让学生放松心情，扫除紧张情绪。）bla

24、ckboard designing unit 4 we love animals a lets talk lets play rabbitlook, i have a cat评价方式本节课我通过多种评价方式来吸引同学的注意力，集中精神快速掌握本节课的知识内容。同时激发他们学习的兴趣，有效地提高了课堂效率。1. 口头表扬。当学生表现非常积极时，老师要给与及时鼓励，接下来回答正确与否都要及时进行鼓励与纠正，以便下次学生可以积极回答问题。2. 物质奖励。当学生回答正确时就会得到老师的粘贴，上面标有very good, good, well done等，每堂课下课之前都会做一个评比，以便更好激励学生学

25、习英语。3. 全班评价。当小组活动结束后，由全班同学进行评价，指出错误和值得全班学习之处。最后评比出最好的一组。五、教学设计说明本单元是人教版小学英语五年级下册的内容，以my favorite season为话题。 本节课内容为a部分第二课时，主要是听力练习，对话学习，及一个调查活动。本节课目标是学生会听、说、读、写which season do you like best? 并回答，以及能在实际情景中运用，并且会表达自己喜欢这个季节的理由。本课时设计自warm-up起，紧盯目标，环环紧扣，自然导入，在通过各种方式呈现目标语句。 warm-up部分和学生自然谈话，告诉学生我喜欢春天，春天是我最喜欢的季节，然后询问学生“whats your favorite season?”，复习第一课时学习的