英語(yǔ)教學(xué)設(shè)計(jì)案例（共7篇）

1、英語(yǔ)教學(xué)設(shè)計(jì)案例（共7篇） 第1篇：英語(yǔ)教學(xué)設(shè)計(jì)案例unit 5 what would you like chinese food or english food”“its beef.”“mmyummy.how can i eat it”教師拿出真實(shí)的餐具，讓孩子試一試。教師幫助孩子說(shuō)：“ let me try.”，請(qǐng)孩子來(lái)邊試邊說(shuō)。然后教師邊示范邊說(shuō)：“l(fā)et me show you.”當(dāng)孩子們理解了以上的句子，教師帶著孩子們邊演邊說(shuō)：“mmyummy.i like beef.i can use the fork and the knife.let me show you.”讓孩子在小組中邊

2、演邊說(shuō)。出示lets talk部分的課件，先讓孩子整體觀看故事。學(xué)生逐句跟讀，模仿對(duì)話(huà)。學(xué)生分角色跟讀練_。學(xué)生分角色給課件配音。小組練_、表演故事。教師播放lets chant的歌謠。學(xué)生學(xué)唱。學(xué)生邊唱邊演，邊打節(jié)奏。小組為單位表演。邊唱歌謠邊按歌謠的內(nèi)容傳遞物品圖片或?qū)嵨?。（三）趣味操?（practice）游戲1 猜一猜，做一做教師不出聲，用口形說(shuō)句子，發(fā)本單元lets do部分的指令，學(xué)生猜一猜，做一做。游戲2 雙簧游戲一個(gè)孩子坐在椅子上，在前面表演故事，但是只動(dòng)口形，不發(fā)聲，另一個(gè)孩子蹲在后面給他配音。（四）擴(kuò)展性活動(dòng)（add-activities）根據(jù)lets chant部分節(jié)奏，

3、改編歌謠。(教師改編歌謠的第一段，學(xué)生仿照改編，邊說(shuō)邊演)use the fork,let me show youuse the fork,let me try.板書(shū)設(shè)計(jì)：unit 5what would you like is it yours ss: fine, thank you.and you there are two words for each student.2. describing wordst: good job! then please say something about the english words.the more, the better.but do r

4、emember, say in english, not in chinese.do you understand ss: yes. t: have you prepared the dialogues in groups ss: (stand up.) we will try. t: ok, come to the front and act it out. t: good job! congratulations! (claps!) how many points would you like to give them, five, four or three is it yours s2

5、: no, it isnt.help him or her say“no, its not mine.”t: whose book is this s3: no, it isnt.help him or her say“no, its not mine.”t: whose pencil-box is this q2: what colour is li leis shirt q4: what colour is han meis coat (教師做手勢(shì)，學(xué)生搶答。) 2.listen and repeat.t: great! you can understand the dialogues v

6、ery well.then, ill ask you to listen and repeat, sentence by sentence.lets have a competition.(教師抽查三排，24位同學(xué)代表本組進(jìn)行聽(tīng)音重復(fù)競(jìng)賽。若該同學(xué)不能重復(fù)或重復(fù)錯(cuò)誤，教師做手勢(shì)，所有同學(xué)參與搶答。） step 5 language study1.ss present the main points and questions they found in prevision.t: excellent! youve done a good job! now open your books, tur

7、n to page67.please present the main points and your own questions.write down main points and questions on the bb.2.explain ssown questions.(looking at the bb.) t: who can answer this question (教師應(yīng)盡量讓其他同學(xué)解決該同學(xué)提出的問(wèn)題。) 3.explain main points.(looking at the screen.) 1) whose is this shirt “whose”意為“誰(shuí)的”，

8、是疑問(wèn)代詞，用來(lái)引導(dǎo)特殊疑問(wèn)句。這兩個(gè)句子的句式不同，但含義是一樣的。前句中的“whose”作表語(yǔ)，后句中的“whose”作定語(yǔ)，修飾它后面的名詞“shirt”。操練whose is this 句型。提供單詞：sweater, eraser, blouse, skirt, hat, purse, dre, coat。教師隨意抽兩排同學(xué)，同桌的兩個(gè)同學(xué)一個(gè)用前一句型，另一個(gè)用后一句型。例如：t: sweater.s1: whose is this sweater 比較“whose”與“whos”：a.相同點(diǎn)：它們的讀音相同，都念/hu:z/。b.不同點(diǎn)：whos是who is的縮寫(xiě)形式，意為“誰(shuí)

9、是”或“是誰(shuí)”，在句中常作主語(yǔ)、表語(yǔ)等。whose意為“誰(shuí)的”，它既可以對(duì)名詞性物主代詞提問(wèn)，也可以對(duì)形容詞性物主代詞提問(wèn)。2) put it on.把它穿上?！皃ut on”意為“穿上，戴上”，強(qiáng)調(diào)穿戴的動(dòng)作。若后接代詞作賓語(yǔ)，應(yīng)將代詞放中間，還要注意代詞用賓格；若后接名詞作賓語(yǔ)，則將名詞放中間或后面均可。 e.g.把它們穿上。put them on.穿上你的新外套。put on your new coat.= put your new coat on.3) mine, yours, his, hers的初步使用is it yours, li lei no, its not mine.min

10、e is purple.還可以說(shuō)成： no, its not my shirt.my shirt is purple.i think its his.還可以說(shuō)成： i think its his shirt.its hers.還可以說(shuō)成： its her coat.step 6 practice1.listen and imitate.t: please read after the tape.pay attention to imitate the pronunciation and intonation.2.practise in threes.將學(xué)生分成若干小組，每組三人，進(jìn)行問(wèn)答。在學(xué)生操練的時(shí)候，教師在學(xué)生中巡視，傾聽(tīng)學(xué)生的問(wèn)答并給予適時(shí)的指導(dǎo)。 3.act out.每一組抽一個(gè)小組（三個(gè)學(xué)生）做對(duì)話(huà)，并評(píng)分。如果時(shí)間較緊的話(huà)就只抽查最快的那個(gè)小組。step 7 consolidation 1. summary.t: lets sum up what we h