小學英語聽說課教案

小學英語聽說課教案小學英語聽說課教案小學英語聽說課教案【1】一、教學內(nèi)容分析：本節(jié)課的話題是圍繞“提建議，同意與不同意”而展開的。通過對本節(jié)課的學習，讓學生能熟練地用英語向別人發(fā)出邀請或建議，并給出同意或不同意的應答。二、教學目標分析(一)語言知識目標：掌握提建議，同意和不同意回答的基本句型：Askforsuggestions:Whatshallwedo?Whereshallwego?Makingsuggestions:Couldn’twegosomewhereoutsideEdinburgh?What/HowaboutgoingupintothePentlandHills?Wecoulddoabitofclimbing.Whydon’twegoforalongwalk?Let’sfindoutaboutthecoachtimes.Agreeing:That’snotabadidea!That’sagoodidea!Disagreeing:Idon’tknow.I’mnotverykeenonclimbing.Walking’snotreallymything,either.Noway!(二)語言技能目標：在聽力過程中培養(yǎng)學生進行預測，獲取信息進行問答，做筆記記錄信息對信息進行處理的能力。同時，在說的方面培養(yǎng)學生良好的語感，正確的語音語調(diào)，進行問答，復述的語言表達能力。(三)情感目標：積極參加有意義的戶外集體活動對青少年的身心發(fā)展很有幫助。在活動中發(fā)展友誼，互相幫助。三、教學重點、難點分析教學重點：1.在聽力過程中培養(yǎng)學生進行預測，獲取信息進行問答，做筆記記錄信息對信息進行處理的能力。2.在說的方面培養(yǎng)學生良好的語感，正確的語音語調(diào)，進行問答，復述的語言表達能力。教學難點：1.在教學過程中如何更好地創(chuàng)設場景，讓學生有話可說，樂于表達。2.在聽的過程中如何指導學生更快地記錄更多的有效信息。四、教學過程設計Step1：Pre-listeningGoodmorning,everyone!TomorrowisSaturday.Whatshallwedoandwhereshallwego?Whereareyougoing?Let’shaveadiscussion.Step2：While-listeningNowclass,wearegoingtolistentoatext.Listencarefullyandputthefollowingsentencesintotherightorder.()A.WhataboutgoingupintothePentlandHills?()B.Don’tforgetwe’vegotthedressrehearsalonSundayevening.()C.Whydon’twegoforalongwalk?()D.WhatshallwedoonSunday?()E.I’mnotverykeenonclimbing.設計意圖：本節(jié)課中是提建議，這一練習可以降低學生對聽力的焦慮程度，同時這也是任務型聽力活動設計的一個重要環(huán)節(jié)。(二)Listenasecondtimeandfillinblanksaccordingtothelisteningdialogue.Zoe:WhatshallwedoonSunday,Jack?Jack:Icould________.Couldn’twegosomewhereoutside________?Zoe:Likewhere?Don’tforgetwe’vegotthedressrehearsalonSundayevening.Theycan’tdowithoutus.We’veboth_______.Jack:Iknow,buttherehearsal’snotuntilsix.WhataboutgoingupintothePentlandHills?Ithinkthey______therefromthecitycentre.Perhapswecould_______.Lan:Idon’tknow.I’mnotverykeen________.Jack:Well,wedon’thavetogoclimbing.Whydon’twe______?Kelly:Yes,that’snotabadidea.Lan:Walking’snotreallymything,either.Zoe:Oh,comeon!Wecould____________withus.Jack:That’sagoodidea!Whataboutit,Lan?Lan:Noway!I’mgoingtocatchuponsomesleep.Jack:Oh,allright.HowaboutaskingSarah?Zoe:No,herparentsare_________fortheday.Jack:OK,well,let’sfindoutaboutthecoachtimes.設計意圖：通過聽錄音，完成空格，讓學生進一步理解對話。Step3：Post-Listening(一)Listenandtrytoanswerthequestions:1、Whataretheytalkingabout?2、WhataretheygoingtodoonSunday?3、Wherearetheygoing?設計意圖:指導學生在聽的過程中集中注意力，并進行記錄。(三)Listenandpayattentiontopronunciationandintonation.設計意圖：進行小組活動，學生分角色表演對話內(nèi)容，讓學生從模仿入手，在訓練時要求學生學會利用相應的符號做好意群停頓，重音，升降調(diào)，以把握好朗讀節(jié)奏，這樣也有助于培養(yǎng)學生的自信，和加強一些重要句式結(jié)構的運用。(三)Speaking---RolePlayingT:Nowwehavelearnedaboutsomegreatsentencesaboutaskingforandmakingsuggestionsandagreeinganddisagreeing.Canyoumakeyourownconversationsingroups?Askyourfriendsiftheycandosomethingwithyou.這一活動通過運用所學的句子，回歸到現(xiàn)實生活中邀請朋友參加某一活動，有禮貌的拒絕(說明原因)和接受。Step5：Summary&Homework讓同學總結(jié)本節(jié)課的收獲，重新朗讀重點句子，寫出提建議，回答建議的'基本句型。作業(yè):編一個生活小對話，使用提建議的方法句型。設計意圖:Summary使學生對這節(jié)課的內(nèi)容有個整體的了解和鞏固。Homework課后的延續(xù)，以鞏固所學的各項知識技能目標。教學反思：教師應該對教材進行科學合理的整合與取舍。教師的課上訓練形式要側(cè)重于學生的交際能力培養(yǎng)。筆頭練習活動要與口頭活動結(jié)合起來。設計不同層次的活動與問題。進行有針對性的教學.小學英語聽說課教案【2】ListeningandspeakingclassITeachingaims:Knowledgeaim:Studentscanreadandmastertheusageofthesentencestructures“Yesterdaywewerehappy.Todaywearesad.”Abilityaim:Throughdifferentkindsofteachingactivities,studentscanimprovetheirabilityoflisteningandspeaking.Emotionalaim:AfterlearningthisclassstudentswillfeelmoreconfidentwhentheyspeakEnglishindailylife.IITeachingkeypointanddifficultpoint:Keypoint:learnthemeaningandusageofthesentencestructures“Yesterdaywewerehappy.Todaywearesad.”Difficultpoint:usethesesentencescorrectlyandfluentlyindailycommunication.IIITeachingprocedures:Step1warming-up:GreetingwithstudentsandlistenaEnglishsongtogethernamed“Ifyouhappyandyouknowit”.Duringthissection,studentscandosomeactionsaccordingtothelyrics.Step2pre-listeningAfterthesong,askstudentsaquestion“Areyouhappyknow?”Meanwhile,showapictureofsmiledface.Thenpresentnewsentenceontheblackboard“wearehappy.”andaskstudentsreadthesentenceseveraltimes.Showanotherpictureofcriedfaceandaskquestions“Howaboutthisone?”,thenwritethenewword“sad”undertheword“happy”.Step3while-listeningExtensivelisteningListentothetapeforthefirsttime.Askstudentslistentothetape,andthinkabout“whataretheytalkingabout?”IntensivelisteningListentothetapeforthesecondtime.Askstudentspaymoreattentiontodetailedinformationandthenanswerfollowingquestions:Q1:Howdidtheyfeelyesterday?Q2:Howdotheyfeeltoday?Step4Post-listeningTask1Afterlistening,askstudentsworkinpairstodoaroleplayonthetopicofwhatdoeshe/shefeelyesterday/today?Givestudents5minstomakeapreparationandthenaskseveralgroupsgiveaperformanceinfrontoftheclass.Task2Workingroupstodosurvey.Eachmemberinonegroupshouldinquiryothermembers“Howdoeshe/shefeel?”andmakeachar