教育教学案例

1、小学英语教学案例 重庆市渝中区金马小学 杨益 案例背景1.设计思路：本节课的设计主要依据教材内容及六年级学生的年龄特点，充分体现新课程标准下倡导的“让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务目标，感受成功”的理念。使学生在情景中感受、体验和运用新学语言。2.教学内容：人教版英语PEP第八册 Unit4 My holiday .Part B Lets learn &Lettalk3.教学目标（1）能够听、说、读、写五个动词词组went skiing, went ice-skating, bought presents, saw elephan

2、ts, rowed a boat 的一般过去式形式以及句型：How did you go there? I went by train.（2）能够认读Lets talk部分的录音.（3）能够完成Lets find out中的调查活动。4.教学重点掌握五个动词词组的一般过去式形式以及句型：How did you go there ? I went by train.5.教学难点在实际情景中正确运用特殊疑问句进行交流6.教学准备课文配套课件单词卡，调查表二教学过程Step1 Preparation（1） 播放课本41页Lets chant. Where did you go on your hol

3、iday?（2） chant虽为已经学过的，但只要求能跟读）（3） （2）教师出示Part A Lets learn部分的动词短语卡片，复习动词短语的过去式形式。生见过去时读出它的现在时。（4） 【设计意图】通过歌谣，让学生即复习了已学内容又能调动学生的学习氛围。复习学过的动词短语过去时为后面的对话练习做准备。（5） Step2 New phrase学生跟录音一起读chant （这个 Lets learn（1）T:“You all had a lot of fun on your holiday.I had fun last winter holiday,too.I went to a ver

4、y cold place in China. Can you guess where did I go?”S :You went to Harbin.T: “Yes,I went to Harbin.The weather is very cold. I went skiing in Harbin.”教师教读“went skiing”。学生跟课件读，教师板书：went skiing 引导学生说出现在时 go skiing，操练单词。(单个生读，小组读，男女生读)T: “what did I do on my holiday? ”引导学生回答：“You went skiing”（2）T:“Yes

5、,I went skiing and went ice -skating.”出示滑冰的图片，并板书。以同样方式教授词组go ice-skating went ice-skating（3）T: “I went to the zoo last weekend,I saw elephants.”教授 saw elephants出课件，生拼读，教师板书，带入现在时 see elephants- saw elephants 进行操练。（4）T: “I”rowed a boat in the zoo,too.”以同样方式教授 rowed a boat（5）T: “Mothers Day will come

6、. What do you want to buy? ”（板书：buy）A present, yes? ( 板书：present教师领读，拼写) Yesterday I bought some presents for my mother. 教授buy present-bought present,（6）出示刚学过的5个短语卡片，告诉学生其中一张会消失。在出示其中的4张卡片，“What is missing?”让学生说出消失的那个词组。（7）教师播放录音，学生跟读词组和句子。将五个词组套入句型What did you do on your holiday? I . 进行朗读。（注：这个句型为已

7、学过的句型）【设计意图】通过词卡、图片、等方式导入新知识的学习，同时设计对话练习巩固新知。Step3 New sentence（1）T:“I went to harbin on my holiday,I went by plane.Where did you go on your holiday?” S1 :“I went to .”T:“How did you go there?”引导生说S1 :“I went by .”引出新句型How did you go there? I went by .多请几个学生做这个对话练习，板书新句型，并提供多个交通工具的可能（bus, bike, plan

8、e,train, taxi, railway. 这些交通工具单词为以学过单词）（2）教读句型How did you go there? I went by .把各种交通工具带进句型读。（3）Practice组句练习。分成三个大组，每组学生写一个内容（地点，交通工具，做什么）完成后，分别请各组一位同学站起来，拿出自己所写的内容，全班一起进行造句练习。教师先做示范：“I went to Xinjiang. I went by plane. I sang and danced.”再请单个学生或全班一起做组句练习。（4）Lets talk (1)T：Chenjie was fun on her hol

9、iday.Sarah was fun on her holiday ,too.Where did she go? How did she go there? What did she do？学生听音回答问题。（2）教师再播放录音，学生跟读。（3）学生自读课文。（4）分男女生读课文。【设计意图】利用组句的游戏充分操练特殊疑问句，从听，说，认读，写四方面巩固新知。使得学生能轻松的认读Lets talk 部分的对话。Step4 ActivityDo a survey.(出示一个调查表)NameWhereHowWhat用所学的特殊疑问句Where did you go on your holiday?

10、 How did you go there? What did you do? 来做一个调查表。（1）教师先和一个学生做示范，并填表。（2）要求学生下位调查2-3位同学，完成表格。（3）调查完毕后，请学生上台分享自己的调查，并用句型SheHe went to.SheHe went by. SheHe.说出自己的调查。【设计意图】设计任务型活动，有利于增加学生学习英语兴趣，发展语言技能，从而提高运用英语的能力。板书设计Unit 4 My holidayPart B Lets learn & Lets talk Where did you go on your holiday? I went to

11、 -.went skiingwent ice -skating What did you do? I rowed a boatsaw elephantsbought presentsHow did you go there? I went by train.三 课后反思Unit 4围绕My holiday这一话题，巧妙地引入了动词过去时态的形式。假日活动是孩子们最津津乐道的话题，这会勾起他们很多快乐难忘的回忆。本单元的教学设计和实施是建立在学生通过前面的学习，已经掌握了基本的动作单词基础上进行。本节课带着Describe your holiday这个主任务，在教师的引导下，学生通过感知、体验、

12、实践、参与和合作等方式去实现教学目标，感受成功，从而促进语言实际运用能力的提高。 针对六年级的学生可能会出现的两极分化现象，所以在设计上我们力求让每一位学生都学有所获。在课堂教学中，抓住六年级学生在词汇和句型上有良好的英语基础，我们让A层次的学生发挥潜能，要求阅读相关英语篇章和介绍自己曾参加过的假日活动。让B层次的学生能理解动词的过去式，并简单描述一次活动的经历。让C层次的学生知道动词的过去式形态，能说出本单元几个基本的词组和句型。本课设计上注重调动学生丰富的生活经历，并且注重培养学生良好的生活休闲方式和积极的生活态度。教师可以让学生讨论What did you do yesterday? What happened in your life? 等问题开展形式多样的课堂活动，并由课内知识延伸到课外知识，拓展学生的思维，提高学生独立学习和自主学