《小學(xué)英語(yǔ)》萬(wàn)能模板

《小學(xué)英語(yǔ)》萬(wàn)能模板

【小學(xué)英語(yǔ)教案設(shè)計(jì)的步驟與內(nèi)容】

課題：_____

課時(shí)：_____

課型：(新授課/復(fù)習(xí)課/檢查課)

(一)教學(xué)目標(biāo)

1.知識(shí)與技能

(1)能聽(tīng)、說(shuō)、認(rèn)讀等單詞,并能在日常生活中

使用。

(2)能聽(tīng)慢、會(huì)說(shuō)等句子，并在實(shí)際情景中運(yùn)用。

(3)了解西方(如，節(jié)日、風(fēng)俗等)的有關(guān)知識(shí)。

2.過(guò)程與方法

(1)能通過(guò)圖畫(huà)/動(dòng)作的提示，聽(tīng)懂/讀懂簡(jiǎn)單的短句/

小故事。

(2)通過(guò)角色表演/小組活動(dòng)，增強(qiáng)表達(dá)和交流能力。

(3)能初步使用簡(jiǎn)單的英漢詞典，輔助學(xué)習(xí)。

3.情感態(tài)度與價(jià)值觀

(1)培養(yǎng)學(xué)生聽(tīng)英語(yǔ)、說(shuō)英語(yǔ)的興趣，增強(qiáng)學(xué)生學(xué)習(xí)

英語(yǔ)的信心。

(2)使學(xué)生意識(shí)到學(xué)習(xí)英語(yǔ)的重要意義。

(3)培養(yǎng)學(xué)生的情感/習(xí)慣。(與課題相關(guān)，如

愛(ài)護(hù)環(huán)境)

(二)教學(xué)重難點(diǎn)

1.教學(xué)重點(diǎn)

單詞的聽(tīng)、說(shuō)、認(rèn)讀。

2.教學(xué)難點(diǎn)

(1)單詞一等的發(fā)音。

(2)句型_____在實(shí)際情景中的運(yùn)用。

(3)語(yǔ)法的掌握。

(三)教學(xué)過(guò)程

1.熱身準(zhǔn)備

通過(guò)歌曲/視頻/游戲的方式，導(dǎo)入新課。

2.呈現(xiàn)新知，合作互動(dòng)

(1)教師以卡片形式逐一呈現(xiàn)單詞：聽(tīng)錄音,

模仿單詞的升降調(diào)發(fā)音。

(2)挑選個(gè)別學(xué)生展示單詞的發(fā)音，及時(shí)糾正發(fā)音，

表?yè)P(yáng)和鼓勵(lì)學(xué)生，培養(yǎng)學(xué)生大膽說(shuō)的習(xí)慣。

(3)以教師領(lǐng)讀，學(xué)生跟讀，小組展示等多種形式展

開(kāi)學(xué)習(xí)。

(4)教師讀句子,讓學(xué)生在語(yǔ)境中感受單詞的意

思及用法。

(5)播放班班通，讓學(xué)生整體感受課文的內(nèi)容。

(6)教師講解、領(lǐng)讀課文內(nèi)容，讓學(xué)生根據(jù)教師設(shè)計(jì)

的問(wèn)題做出相應(yīng)的回答。并在情景中感受短語(yǔ)/單詞的

意思。

(7)整體齊讀，結(jié)合小組展示等多種形式，加強(qiáng)學(xué)生

朗讀的能力的培養(yǎng)。

3.鞏固新知，拓展練習(xí)

(1)結(jié)合生活情境，設(shè)計(jì)游戲用所學(xué)的單詞或

短語(yǔ)進(jìn)行簡(jiǎn)單的交際。

(2)模仿范例寫(xiě)句子。

4.課堂延伸

(1)聽(tīng)錄音，讀、背單詞、句子。

(2)在生活中使用所學(xué)單詞、句子。

(四)板書(shū)設(shè)計(jì)

課題：_____

單詞：_____

重要句子：

教學(xué)設(shè)計(jì)及說(shuō)課稿一小學(xué)英語(yǔ)《Ouranimalfriends》

《Ouranimalfriends》教學(xué)設(shè)計(jì)

I.Teachingaims:

①Knowledgeaim:Studentscanreadand

recognizesomewordsaboutanimalssuchasparrot,

rabbit,fishbig,short,long,white,tail,wing,jump,

run,etcandusesentencepattern“Ithas/can....."

tomakesentences.

@Abilityaim:Throughactivitiesandgames,

studentscangettheabilityofdescribinganimals,

andtheirreadingabilitiescanbeimproved.

@Emotionalaim:Studentscanbecomemore

interestedinlearningEnglishandloveanimals.

II.Teachingkeyanddifficultpoints:

Teachingkeypoint:

Words:parrot,rabbit,big,short,long,white,tail,

wing,yellow,run,jump,fly,swim,etc.

Targetlanguage:Ithas/can....

Teachingdifficultpoint:studentscanusethe

wordsandsentencesnaturallyintheirdailylife.

III.Teachingmethods:

Communicationteachingmethod;Task-based

teachingmethod

IV.Teachingprocedures:

Step1Warminqup

1.Dailygreetingandsingasongnamed"Old

MacDonaldhadafarm"withstudentstogether.

2.ShowsomepicturesofanimalsonPPTand

thenaskthemthequestions"whatarethese

animals?”"Howtodescribethem?,z

(Justification:Createanactiveatmosphereand

thenleadinthetopic.)

Step2Pre-readinq

Showstudentsanotherpicturewithabirdanda

monkeyonPPTandthenaskstudentstotell

somethingaboutthetwoanimals,andthentellthem

thenewwords"fly","long","wing"and"tail"

Usethesamewaytoteachothernewwords.

(Justification:Teachsomenewwordswhichmay

bringsomedifficultiesduringtheirreading,sothey

canfinishthetaskmucheasier.)

Step3While-readieg

(1)Fastreading:

Letstudentsreadtheshortstoryquicklyandfind

outwhattheseboysandgirlsaretalkingabout.After

reading,somestudentswillbeinvitedtosharetheir

ideasandgivethemproperlypraise.

(2)Carefulreading:

Askstudentstoreadtheshortstorycarefully

andthinkaboutwhatanimalsdotheyhave.After

fiveminutes,asksomestudentstomakeareportin

theclass,andteacherwritestheiranswersonthe

blackboard.

(Justification:Improvestudents'abilityof

skimmingandpracticetheirlogicthinkingbyfinding

somedetailedinformation.)

Step4Post-reading

Askstudentstodiscusstheiranimalfriendsand

describethembyusingthenewswordsand

sentencepatternsingroupoffivein5minutes,and

thenasksomestudentstosharetheiranswers.

Duringthisdiscussionteacherneedtowalkaround

andofferhelpwhentheyneed.

(Justification:Helpstudentspracticetheirnew

knowledgeintheclassandimprovetheirabilityof

languageorganization.)

Step5Summaryandhomework

Summary:Leadstudentstoreviewwhatthey

havelearnedtoday.

Homework:Askstudentstowriteaparagraph

abouttheirfavoriteanimalbyusingwhattheyhave

learnedtoday,andreadittotheirparents.

(Justification:Helpstudentsconsolidatewhat

theyhavelearnedtodayandimprovetheirwriting

andspeakingability.)

V.Blackboarddesign

Unit3Ouranimalfriends

bigfishwhattheseboysandgirlsaretalkingabout?

longshortdogwhatanimalsdotheyhave?

tailrabbit

wingpanot

Ithascan

VI.Teachingreflection

《Ouranimalfriends》

說(shuō)課稿

Goodmorning,dearjudges.Fmnumber4.Itzs

mygreethonortohavethisopportunitytoshowmy

teachingdesignhere.ThetopicofmylessonisOur

animalfriends.Thislessonincludestheanalysisof

teachingmaterialandstudents,analysisofteaching

aimsandsoon.

I.Analysisoftheteachingmaterial

Firstofall,Iwouldliketotalkaboutanalysisof

teachingmaterial.ThislessonisfromYilinPress

EnglishBook,Unit3.Thetopicofthisunitisabout

animals.Studentswilllearnsomewordswhichare

usedtodescribeanimalsandhowtousethetarget

languageintheirdailylife.

II.Analysisofthestudents

Then,letmetalkabouttheanalysisofstudents.

Mystudentsareingrade5.Theyareveryactive,

curiousandinterestedinnewthings.Afterlearning

Englishfortwoyears,theyhavesomebasicEnglish

backgroundknowledge,soIwillprovidemore

chancesofusinglanguage.

III.Analysisofthestudents

Accordingtothenewcurriculumstandard,Iwill

saythefollowingteachingaims.

Thefirstoneisknowledgeaims.Studentscan

readandrecognizesomewordsaboutanimalssuch

asparrot,rabbit,fishbig,short,long,white,tail,wing,

jump,run,etcandusesentencepattern“Ithas/

can....."tomakesentences.

Thesecondoneisabilityaims.Throughactivities

andgames,studentscangettheabilityofdescribing

animals,andtheirreadingabilitiescanbeimproved.

Thethirdoneisemotionalaims.Studentscan

becomemoreinterestedinlearningEnglishandlove

animals.

IV.Analysisofthekeyanddifficultpoints

Accordingtoaboveanalysis,Iwillsaymykey

pointsanddifficultpoints.

Mykeypointisthatstudentsreadandrecognize

somewordsaboutanimalssuchasparrot,rabbit,fish

big,short,long,white,tail,wing,jump,run,etcand

usesentencepattern“Ithas/can......"tomake

sentences.

Mydifficultpointisthatstudentscanusethe

wordsandsentencesnaturallyintheirdailylife.

V.Analysisofteachingandstudyanalysis

Thefollowingpartisanalysisofteachingand

studymethod.

Iwillusecommunicativelanguageteaching

approach,andtask-basedlanguageteaching

methodinmyclass.Basedonthelearningcondition

ofmystudents,Iwillarrangesomeactivitiesto

makethereadingprocessmoreattractive.Iwilllead

themtostudybythemselves,andlearnto

communicativewithpeopletoletthemtobecome

therealhostoftheclass.

VI.Analysisofteachingprocedures

Nowit'scometothemostimportant

part---teachingprocedure.Therearefivestepsinmy

teachingprocedure:warming-up,

pre-reading,while-reading,post-reading,summary

andhomework.

Step1Warming-up

Beforeclass,Iwillgreetstudentsandsingasong

named"OldMacDonaldhadafarm"withstudents

together.thenIwillshowsomepicturesofanimals

onPPTandthenaskthemthequestions"whatare

theseanimals?z,"Howtodescribethem?".Inthis

way,Icancreateanactiveatmosphereandthenlead

inthetopic.)

Step2Pre-readinq

Inthisstage,Iwillshowstudentsanotherpicture

withabirdandamonkeyonPPTandthenask

studentstotellsomethingaboutthetwoanimals,

andthentellthemthenewwords"fly","long",

"wing"and"tail"Usethesamewaytoteachother

newwords.Teachingsomenewwordswhichmay

bringsomedifficultiesduringtheirreading,sothey

canfinishthetaskmucheasier

Step3While-reading

Idesigntwotasksinthisstage,infastreading

part,Iwillletstudentsreadtheshortstoryquickly

andfindoutwhattheseboysandgirlsaretalking

about.Afterreading,somestudentswillbeinvitedto

sharetheirideasandgivethemproperlypraise.This

questioncanhelpstudentshaveageneral

impressionofthestory.

Incarefulreadingpart,Iwillaskstudentstoread

theshortstorycarefullyandthinkaboutwhat

animalsdotheyhave.Afterfiveminutes,asksome

studentstomakeareportintheclass,andteacher

writestheiranswersontheblackboard.Bydoingthis

activity,studentscanimprovetheirabilityof

skimmingandpracticetheirlogicthinkingbyfinding

somedetailedinformation.)

Step4Post-readinq

Inordertohelpstudentspracticetheirnew

knowledgeintheclassandimprovetheirabilityof

languageorganization,!willaskstudentstodiscuss

theiranimalfriendsanddescribethembyusingthe

newswordsandsentencepatternsingroup