小学英语教学教案.pdf
小学英语教学教案【篇一：小学英语教学案例】what are you doingwhat are you doing【案例说明】：【案例说明】：1 1 2 2 3 3 4 4【教学详案】：【教学详案】：pep unit 4 pep unit 4 part b what is he doing?part b what is he doing?一一teaching aims:teaching aims:（教学目标与要求）（教学目标与要求）1.enable the students to use the following sentence patterns 1.enable the students to use the following sentence patternsto talk about the things happening:to talk about the things happening:（学生能用以下句型表述他人（学生能用以下句型表述他人正在进行的动作）正在进行的动作）what is he doing?what is she doing?what is he doing?what is she doing?hes sheshes shes 2.learn to say the following phrases and spell them:2.learn to say the following phrases and spell them:（能够听、（能够听、说、读、写动词短语的说、读、写动词短语的 inging 形式）形式）listening to music washing clothes listening to music washing clothes cleaning the room writing a letterwriting an e-mail cleaning the room writing a letterwriting an e-mail二二important points:important points:（教学重点）（教学重点）重点掌握五个短语动词的重点掌握五个短语动词的 inging 形式。形式。三三difficult points:difficult points:（教学难点）（教学难点）以不发音的字母以不发音的字母 e e 结尾的动词结尾的动词 inging 形式的变化。形式的变化。四四teaching aids:teaching aids:（教学设备）（教学设备）话题：谈论正在进行的动作话题：谈论正在进行的动作 课题课题说明：英语说明：英语 peppep 五年级下册第四单元五年级下册第四单元 b b 部分课时说明：部分课时说明：1 1 课时课时 学生学生情况说明：本案例适合小学五年级学生情况说明：本案例适合小学五年级学生ciacia 课件课件,tape recorder,photos,pictures.,tape recorder,photos,pictures.五五teaching procedures:teaching procedures:（教学步骤及说明）（教学步骤及说明）step 1:warm up step 1:warm up1.lets chant1.lets chant：（通过说唱、唱歌等形式，引入课堂）：（通过说唱、唱歌等形式，引入课堂）what are you doing?i am doing the dishes.(what are you doing?i am doing the dishes.(将上节课内容串将上节课内容串成成数数 what are you doing?i am drawing pictures.what are you doing?i am drawing pictures.来宝来宝”作为一个复习作为一个复习内容内容)what are you doing?i am reading a book.what are you doing?i am reading a book.what are you doing?i am cooking dinner.what are you doing?i am cooking dinner.what are you doing?i am answering the phone.what are you doing?i am answering the phone.2.sing a song:what are you doing?2.sing a song:what are you doing?（唱一首歌引入主题）（唱一首歌引入主题）step 2:revision step 2:revision 1.show students some photos,ask and answer:1.show students some photos,ask and answer:what arewhat areyou doing?you doing?（学生通过句型复习五个已学过的动作）（学生通过句型复习五个已学过的动作）im doing the dishesim doing the dishesdrawing picturescookingdrawing picturescookingdinneranswering the phonereading a book.(dinneranswering the phonereading a book.(学生边说边做学生边说边做)2.students ask and answer in pairs.(2.students ask and answer in pairs.(同桌间互问互答同桌间互问互答)step 3.presentation step 3.presentation 1.t:what do you usually do on the weekend?1.t:what do you usually do on the weekend?s:i usuallys:i usually（通过对话，直接引出词组）（通过对话，直接引出词组）t:but i usually listen to music.i like listening to music very t:but i usually listen to music.i like listening to music verymuch.much.look,i have a radio.now im listening to music.look,i have a radio.now im listening to music.2.learn to say and spell listening to music.2.learn to say and spell listening to music.（学生跟读词（学生跟读词 组，组，并并拼写词组）拼写词组）3.show the photos,ask and answer:3.show the photos,ask and answer:（从（从 what are you doingwhat are you doing句型引句型引出出 what is he doing?what is he doing?句型）句型）whats he doing?whats he doing?hes listening to music.hes listening to music.4.learn to say the following four phrases and write down the 4.learn to say the following four phrases and write down thephrasesphrases on the blackboard:on the blackboard:（继续引出其余四个词组，并将词组写在黑板（继续引出其余四个词组，并将词组写在黑板上，为学生以后的活动做准备）上，为学生以后的活动做准备）washing the clothes cleaning the room washing the clothes cleaning the room writing a letterwriting an e-mail writing a letterwriting an e-mail step4.drill and practice:step4.drill and practice:1.look at the photos,ask and answer:1.look at the photos,ask and answer:（通过（通过 caicai 课件中的模糊课件中的模糊画画面，让学生猜一猜他们在干什么，巩固词组）面，让学生猜一猜他们在干什么，巩固词组）look and guess:look and guess:（每幅图片上三个动作，看谁记得最快）（每幅图片上三个动作，看谁记得最快）there are three actions in the pictures,guess:there are three actions in the pictures,guess:whos that?whats he/she doing?whos that?whats he/she doing?2.do an action:students are divided into several groups.one 2.do an action:students are divided into several groups.oneactsactsteacher and says everybody.do an action.teacher and says everybody.do an action.（做（做“每个人做一每个人做一个动作个动作”游戏。让学生切实体会进行时的含义）游戏。让学生切实体会进行时的含义）practice the sentence patterns:practice the sentence patterns:what are you doing?what are you doing?what is he doing?what is he doing?step 5.consolidation and extension:step 5.consolidation and extension:1.watch and listen to a short story.1.watch and listen to a short story.（听蓝猫的故事，回答蓝猫正（听蓝猫的故事，回答蓝猫正在在干什么。通过故事练习词组）干什么。通过故事练习词组）1)listen to the story twice.1)listen to the story twice.2)answer the questions:2)answer the questions:whats the cat doing firstwhats the cat doing first、next?next?2.write and say:we are so busy!2.write and say:we are so busy!（仿造例子写自己一家正在干什（仿造例子写自己一家正在干什么，并以对话的形式表演出来）么，并以对话的形式表演出来）1)choose the activities the family members doing.1)choose the activities the family members doing.write them down and read it out.write them down and read it out.2)make a short dialogue according to the chart.2)make a short dialogue according to the chart.3)act out the dialogue.3)act out the dialogue.step 6.homework step 6.homeworkwrite down the dialogue we are so busy!write down the dialogue we are so busy!板书设计板书设计 1 1：板书设计板书设计 2 2：【教学反思】：【教学反思】：这节课的主题是这节课的主题是 what is he doing?what is he doing?在已学过五个进行时态动作的在已学过五个进行时态动作的基础上，继续学习五个新动作。同时在已掌握基础上，继续学习五个新动作。同时在已掌握 what are you doing?what are you doing?句型基础上，学习句型基础上，学习 what is he/she/your father/your mother doing?what is he/she/your father/your mother doing?句型。句型。首先，用首先，用 what are you doing?what are you doing?句型，以较短的时间复习五个已学句型，以较短的时间复习五个已学过的进行时动作。过的进行时动作。其次，让学生看图片，引入其次，让学生看图片，引入 what is he doing?what is he doing?句型。运用前三个句型。运用前三个单元出现的句型，较自然地引出五个新动作。教师板书五个动作于单元出现的句型，较自然地引出五个新动作。教师板书五个动作于黑板上，为学生后面的书写练习做参考。黑板上，为学生后面的书写练习做参考。第三，在强化练习之后，引入大量来自学生实际生活的图片，以猜、第三，在强化练习之后，引入大量来自学生实际生活的图片，以猜、听、说、唱、玩的形式进一步巩固。听、说、唱、玩的形式进一步巩固。最后，词组的书写也是这节课的重要组成部分。教师示范如何完成最后，词组的书写也是这节课的重要组成部分。教师示范如何完成we are so busy!we are so busy!教学任务，让学生完成自己一家周末都在做些什教学任务，让学生完成自己一家周末都在做些什么，同时以对话的形式表演出来。么，同时以对话的形式表演出来。1 1教学观点：教学观点：学生语言表达能力的提高，要靠长期的学习积累，不能一蹴而就，学生语言表达能力的提高，要靠长期的学习积累，不能一蹴而就，“冰冻三尺，非一日之寒冰冻三尺，非一日之寒”。小学生先学会说话，再学写作，把话说。小学生先学会说话，再学写作，把话说得通顺流畅，绘声绘色，无疑会为写作奠定基础。在小学英语学习得通顺流畅，绘声绘色，无疑会为写作奠定基础。在小学英语学习的课堂上，利用看图说话，使学生语言能力的培养在活动中进行，的课堂上，利用看图说话，使学生语言能力的培养在活动中进行，让孩子灵敏的目光，扑捉画面的内容，从而萌发用英语表达这些内让孩子灵敏的目光，扑捉画面的内容，从而萌发用英语表达这些内容的愿望，这个愿望催促他灵活地运用已经学过的单词和短语来叙容的愿望，这个愿望催促他灵活地运用已经学过的单词和短语来叙述画面的内容，表达自己的理解和认识。述画面的内容，表达自己的理解和认识。【篇二：小学英语优秀教学设计】小学英语优秀教学设计（一）小学英语优秀教学设计（一）小学英语第五册（外研版）小学英语第五册（外研版）module 8 school module 8 school unit 1 what time does school start?unit 1 what time does school start?蓬莱市南王中心小学蓬莱市南王中心小学 包晓晴包晓晴一、教材分析一、教材分析 module 8 book 5 module 8 book 5 的主题是的主题是“school”“school”，“unit 1 what time does“unit 1 what time doesschool start?”school start?”的语言功能是描述学校生活；学习任务为的语言功能是描述学校生活；学习任务为“what time“what timedoes school start?what time do you get up?”does school start?what time do you get up?”二、学情分析二、学情分析本课的教学对象是五年级学生，他们已经掌握了一定的英语词汇，本课的教学对象是五年级学生，他们已经掌握了一定的英语词汇，具有一定的英语学习的积极性与主动性，具备了一定的英语语言运具有一定的英语学习的积极性与主动性，具备了一定的英语语言运用能力，求知欲增强。因此，在新知识传授的同时，教师要尽可能用能力，求知欲增强。因此，在新知识传授的同时，教师要尽可能多的为学生创造良好的语言环境，给学生充足的语言多的为学生创造良好的语言环境，给学生充足的语言“习得习得”机会，机会，让学生在学习中积极参与、大胆发言，从而形成积极的情感态度和让学生在学习中积极参与、大胆发言，从而形成积极的情感态度和自主学习的能力。自主学习的能力。三、教学目标三、教学目标（一）知识目标（一）知识目标 1 1、能听懂、会说并认读下列单词：、能听懂、会说并认读下列单词：exercise,before,playground,exercise,before,playground,skip,coffee,tea.skip,coffee,tea.2 2、能听懂、会说并认读下列句子：、能听懂、会说并认读下列句子：what time does school start?what time does school start?my school starts at 9 o?clock.what time do you get up?i getmy school starts at 9 o?clock.what time do you get up?i getup at half past seven.up at half past seven.（二）能力目标（二）能力目标能口头运用能口头运用“what time does school start?”“what time does school start?”这类语句询问发生的这类语句询问发生的时间，并能口头运用时间，并能口头运用“my school starts at 9 o?clock.”“my school starts at 9 o?clock.”这类语句回这类语句回答。答。（三）情感目标（三）情感目标为学生创设轻松、愉悦、和谐的英语课堂学习氛围，使学生在学习为学生创设轻松、愉悦、和谐的英语课堂学习氛围，使学生在学习中敢于开口说英语，并了解西方小学学校日常生活习惯，从而对英中敢于开口说英语，并了解西方小学学校日常生活习惯，从而对英语学习产生更为浓厚的兴趣。语学习产生更为浓厚的兴趣。四、教学要点分析四、教学要点分析（一）教学重点（一）教学重点 1 1单词：单词：exercise,before,playground,skip,coffee,teaexercise,before,playground,skip,coffee,tea 的认读。的认读。2 2运用运用“what time?”“what time?”来询问事情发生的时间。来询问事情发生的时间。（二）教学难点（二）教学难点能够在真实的语境中正确运用能够在真实的语境中正确运用“what time?”“what time?”询问事情发生的时询问事情发生的时间。间。五、教学准备五、教学准备多媒体课件、录音机、磁带、单词卡片、跳绳。多媒体课件、录音机、磁带、单词卡片、跳绳。六、教学过程六、教学过程 step 1 warming-up step 1 warming-up 1.chant:1.chant:i like coffee,i like tea.i like coffee,i like tea.(第二册中第二册中 m3 u2 4)m3 u2 4)教师一手拿教师一手拿 coffeecoffee 一手拿一手拿 teatea 的英语单词卡片示意学生一起拍手说的英语单词卡片示意学生一起拍手说chantchant，并教授单词：，并教授单词：coffee,teacoffee,tea。（教授单词时尽量提供一些学过。（教授单词时尽量提供一些学过的词汇，鼓励学生自己读出来，培养学生的拼读能力。）的词汇，鼓励学生自己读出来，培养学生的拼读能力。）step 2 presentation step 2 presentation 1.leading-in.1.leading-in.(1)(1)课件出示学校的图片介绍说：课件出示学校的图片介绍说：this is our school.do you read athis is our school.do you read abook in your classroom?book in your classroom?(2)(2)课件出示学校学生跳绳和做操的照片课件出示学校学生跳绳和做操的照片t:what are they doing?they are skipping.do you skip in thet:what are they doing?they are skipping.do you skip in theplayground?playground?they are doing morning exercises.they are doing morning exercises.(3)(3)课件出示学校作息时间表引出句型：课件出示学校作息时间表引出句型：what time does ourwhat time does ourschool start?school start?及回答：及回答：my school starts at eight o?clock.my school starts at eight o?clock.t t：we know the school life in china,how about the children inwe know the school life in china,how about the children inengland?todayengland?today，let?s go and visit their school with amy.let?s go and visit their school with amy.【设计意图】出示自己学校的照片，学生感觉熟悉，同时渗透【设计意图】出示自己学校的照片，学生感觉熟悉，同时渗透playgroundplayground，skippingskipping，exerciseexercise 的单词的教学，为下边的教学活的单词的教学，为下边的教学活动做好相关铺垫。通过介绍自己的学校引出动做好相关铺垫。通过介绍自己的学校引出 amyamy 的学校生活是什么的学校生活是什么样的？与我们的学校有什么不同样的？与我们的学校有什么不同?2.text.2.text.（1 1）listen to the tape.listen to the tape.t:our school starts at 8:00.what time does amy?s school start?t:our school starts at 8:00.what time does amy?s school start?do you know?let?s listen to the tape anddo you know?let?s listen to the tape and answer the question:answer the question:what time does amy?s school start?what time does amy?s school start?【设计意图】由学校生活自然要谈到几点上课的问题，学生对此问【设计意图】由学校生活自然要谈到几点上课的问题，学生对此问题的提出不会感到唐突。由教师对题的提出不会感到唐突。由教师对 our school starts at 8:00.our school starts at 8:00.的讲的讲解，孩子们也一定急于知道英国学生的上课时间，从而初步感知课解，孩子们也一定急于知道英国学生的上课时间，从而初步感知课文内容，了解课文大意。文内容，了解课文大意。（2 2）listen to the tape again.listen to the tape again.t:i get up at 5:30.what time do you get up?t:i get up at 5:30.what time do you get up?t:you get up at and you go to school by schoolbus or walkt:you get up at and you go to school by schoolbus or walkto school and so on.how about amy?let?sto school and so on.how about amy?let?s listen again and answer the following questions:listen again and answer the following questions:what time does amy go to school?what time does amy go to school?how does amy go to school?how does amy go to school?a.she walks to school.b.she goes to school by schoolbus.a.she walks to school.b.she goes to school by schoolbus.【设计意图】由于中西方孩子上学时间的不同，学生起床时间的早【设计意图】由于中西方孩子上学时间的不同，学生起床时间的早晚必然不同。通过对问题的回答，让学生对中西方学校生活的差异晚必然不同。通过对问题的回答，让学生对中西方学校生活的差异有更深的了解。有更深的了解。（3 3）look and say.look and say.课件出示课件出示 get up/watch tv/go to bed/have english/read aget up/watch tv/go to bed/have english/read abook/go to schoolbook/go to school 的图片让学生进行交流。的图片让学生进行交流。a:what time do you get up?a:what time do you get up?b:i get up at b:i get up at 询问小伙伴的起床时间、上学时间等。询问小伙伴的起床时间、上学时间等。【设计意图】通过对小伙伴们作息时间的询问，使学生对本课重点【设计意图】通过对小伙伴们作息时间的询问，使学生对本课重点句型有了进一步的理解。句型有了进一步的理解。（4 4）listen,repeat and answer.listen,repeat and answer.t:what do you do before 8:00?teach:before t:what do you do before 8:00?teach:befores:s:t:i know you clean the classroom and read some books t:i know you clean the classroom and read some booksbefore 8:00.what about amy?listen,repeat and answer.before 8:00.what about amy?listen,repeat and answer.what does amy do before 9 o?clock?what does amy do before 9 o?clock?does amy do exercises every morning?does amy do exercises every morning?teach:exercisemorning exercises/eye exercises/exercise book teach:exercisemorning exercises/eye exercises/exercise book playground blackboard/classroom/football/bedroom/postcard playground blackboard/classroom/football/bedroom/postcard（使学生理解合成词的含义，有助于单词的记忆。）（使学生理解合成词的含义，有助于单词的记忆。）t:does amy do exercises every morning?what does amy do in t:does amy do exercises every morning?what does amy do inthe playground?the playground?s:s:t:yes.let?s take our skipping rope t:yes.let?s take our skipping rope（教师手拿跳绳）（教师手拿跳绳）and skipand skipwith amy and lingling.let?swith amy and lingling.let?s chant together.“i like coffee,i likechant together.“i like coffee,i liketea”you can skip with your good friend after class.tea”you can skip with your good friend after class.【设计意图】学生模仿、跟读课文，加深对课文的理解，同时在词【设计意图】学生模仿、跟读课文，加深对课文的理解，同时在词汇教学中培养学生的归纳整理能力，初步感知英语合成词的构词规汇教学中培养学生的归纳整理能力，初步感知英语合成词的构词规律。律。step 3 practice step 3 practice fill in the blanks with the following words.fill in the blanks with the following words.exercises,starts,before,playground,gets up,walks,likes exercises,starts,before,playground,gets up,walks,likesskippingskipping amy?s school at 9 o?clock.she to school.they don?t do they amy?s school at 9 o?clock.she to school.they don?t do theyplay in the 9 o?clock.play in the 9 o?clock.amy amy【设计意图】让学生在理解课文的基础上完成以上题目，训练【设计意图】让学生在理解课文的基础上完成以上题目，训练学生写的能力的同时，锻炼了学生的应用能力。学生写的能力的同时，锻炼了学生的应用能力。step 4 consolidation step 4 consolidation与小组同学谈谈你们理想中的学校生活。与小组同学谈谈你们理想中的学校生活。a:what time does the school start?a:what time does the school start?b:it starts at a:what time do we get up?b:it starts at a:what time do we get up?b:we get up at b:we get up at【设计意图】通过小组同学谈论理想的一天作息时间，既调动了学【设计意图】通过小组同学谈论理想的一天作息时间，既调动了学生的学习积极性，又使所学知识得到了有效地运用。生的学习积极性，又使所学知识得到了有效地运用。step 5 summary step 5 summary教师针对板书，引导学生以教师针对板书，引导学生以 amyamy 在校的学习生活为线索进行归纳小在校的学习生活为线索进行归纳小结。结。step 6 assignments step 6 assignments 1.listen to the tape for three times.1.listen to the tape for three times.2.2.采访一下你的好朋友的一天时间安排。采访一下你的好朋友的一天时间安排。3.3.找出中英小朋友学校生活的差异。找出中英小朋友学校生活的差异。in china,we start school at at in china,we start school at at（后两个为选做作业）（后两个为选做作业）【设计意图】语言源于生活，又应用于生活。因而在作业的布置上，【设计意图】语言源于生活，又应用于生活。因而在作业的布置上，我给学生充分的施展空间，让他们自主选择，选自己想做的，说自我给学生充分的施展空间，让他们自主选择，选自己想做的，说自己想说的，使他们能更好的将所学知识合理应用，培养他们的综合己想说的，使他们能更好的将所学知识合理应用，培养他们的综合语言运用能力。分层次作业，可以满足不同学生的需求，使每一位语言运用能力。分层次作业，可以满足不同学生的需求，使每一位学生都有事做，都能体会到成功的快乐。学生都有事做，都能体会到成功的快乐。牛津小学英语牛津小学英语 5bunit8 a camping trip5bunit8 a camping trip一、教材依据一、教材依据牛津小学英语牛津小学英语 5b unit8 b and d5b unit8 b and d二、设计思路二、设计思路本课时主要围绕本课时主要围绕 what do you have?i havewhat does he/shewhat do you have?i havewhat does he/shehavehave?he/shehe/she hashas句型展开的一节活动式英语教学课，通过听做、句型展开的一节活动式英语教学课，通过听做、说唱、玩演、读写等活动的设计，让学生一边玩一边学。教师充分说唱、玩演、读写等活动的设计，让学生一边玩一边学。教师充分设置各种教学场景，营造浓厚的口语氛围，突出设置各种教学场景，营造浓厚的口语氛围，突出“以学生为主体以学生为主体”的的教学思想，让抽象的内容变得直观形象。最后延伸环节中教学思想，让抽象的内容变得直观形象。最后延伸环节中“爱的奉献爱的奉献”的设计不仅提高了学生的口语能力，更让每一个学生对这世界都充的设计不仅提高了学生的口语能力，更让每一个学生对这世界都充满了爱心，并体验到了助人为乐的喜悦。满了爱心，并体验到了助人为乐的喜悦。三、教学目标三、教学目标 1 1、认知目标：、认知目标：、能听懂、会说、会读：、能听懂、会说、会读：a
