2022最新小学英语规范教学设计5篇.doc

《2022最新小学英语规范教学设计5篇.doc》由会员分享，可在线阅读，更多相关《2022最新小学英语规范教学设计5篇.doc（22页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、2022最新小学英语规范教学设计5篇把课堂还给学生，真正让学生动起来。在这个过程中，培养学生合作学习的情感态度，下面是小编整理的小学英语规范教学设计5篇，欢迎大家阅读分享借鉴，希望大家喜欢，也希望对大家有所帮助。小学英语规范教学设计1教学目标1. 能听、说、认读单词“favourite”和“food”。2. 继续谈论最喜欢的食物并给出原因。3. 能完成“Lets try”部分的听力任务。教学重难点1. 能听、说、认读单词“favourite”和“food”。2. 继续谈论最喜欢的食物并给出原因。教学过程(一)、课前热身1.猜一猜教师请两三位学生上讲台，写出自己最喜欢的食物，其他学生猜一猜，如：

2、T: Guess! Whats her / his favourite food?Ss: Ice cream? T: No, guess again. Ss: Salad?T: Yes, youre right.Xiong Da， Whats your favourite food?Lan Yangyang， Whats your favourite food?Grace, Whats your favourite food?Kimi，Whats your favourite drink?2. 教师随机出示上节课学习的五个单词的词卡，全班学生表演相应的动作。(二)、新课呈现1. B. Lets

3、 talk(1) 教师在黑板上画出自己喜欢吃的几种食物，说：“Look! There is ice cream, hamburgers, bread and noodles on the blackboard. They are food. They are my favourite food.”，教师边说边在黑板上画几个笑脸，帮助学生理解“favourtite food”的意思。(2) 介绍对话情景。T: Sarah and Zhang Peng are talking about todays menu. Lets goand see what they would like to eat

4、 today.(3) 教师出示本部分的教学挂图，问：“What food and drink are in todays menu?”，学生根据情景图回答：“There are noodles, beef, fish, sandwich, tomato soup and milk in todays menu.”。(4) 第一次播放教学录音，全班学生跟着录音读，提醒学生在跟读的过程中注意模仿录音中的语音、语调。第二次播放教学录音，全班学生分男女生跟着录音读。第三次播放教学录音，学生听完录音后回答下面问题： Whats Zhang Pengs favourite food? Whats Sara

5、hs favourite food? What do they have today?Answer: Noodles. He loves beef noodles. Fish. They have beef noodles and tomato sandwiches today.(5) 学生拿出人物头饰，同桌合作练习表演对话，然后教师请几对学生上讲台表演，评选出“最佳表演者”，并给予小礼物作为奖励。(6) Ask your friend about your favourite food and drink 学生四人一组，调查组内同学最喜欢的食物和饮料，完成表格： 教师请两三位小组代表上讲台汇

6、报本组各位学生最喜欢的食物和饮料。(三)、巩固延伸1. B. Lets try(1) 明确听力任务T: Zhang Peng and Sarah are thirsty. What would they like to drink? Ill play the tape for you to listen. After listening, match each person with the right picture.(2) 第一次播放教学录音，学生根据录音内容连线。(3) 第二次播放教学录音，师生一起核对答案(四)、课堂小结小结本课的重要句型并对学生的饮食习惯进行必要的引导。T: When

7、 you like something, you can say , Ss: I like , Because its / theyre ,T: When you want to know someones favourite food, you may ask , Ss: Whats his / her favourite food?T: If you want to know my favourite food, you may ask . Ss: Whats your favourite food? T: I like tomatoes. Theyre healthy.T: Boys a

8、nd girls. We must have much vegetables and fruit. Theyre healthy for us.2. (五)反馈检测 仿照例子写句子：示例：I like bananas. Theyre sweet. I like _. Theyre _. I like _. Theyre _. I like _. Theyre _. I like _. Its _. I like _. Its _.六、布置作业1.听录音，跟读B. Lets talk部分内容。2. 把本节课学习的生词在四线三格内抄写六遍。3. 调查自己家庭成员最喜欢的食物和饮料。板书设计Unit

9、 3 What would you like? B. Lets try B. Lets talkWhats your favourite food? I love beef noodles. Well, lets see.We have beef noodles and fish sandwiches today.小学英语规范教学设计2教学目标1.知识目标： 1)、能听、说、认、读 study，bathroom，bedroom，living room，kitchen 等单词并能在日常生活中运用。 2)、能听懂 Let's do 中的指示语，并按照指令做出相应动作。 2.能力目标：能听懂

10、、会说 Welcome to my home. 欢迎别人到自己家来做 客的这一礼貌用语。能实际运用句型：This is my home. You can see a bedroom.来介绍自己的家。 3.情感目标：培养学生学习英语的兴趣以及对家的热爱，鼓励学生大胆设想自己未来的家居。教学重难点1. 重点：5个表示家庭厅室的词汇以及用句型：This is my home. You can see a bedroom.来操练这5个新词汇。2. 难点：正确掌握单词bathroom，kitchen的发音。教学过程Step 1： Warm - up(1)Before class, T and Ss si

11、ng the song“My Bedroom”after the tape.(2)Greeting.(给坐在后排的学生课程前戴上不同人物的头饰，调节一下课堂气氛) T: Hello! Boys and girls! Today there are some new friends in our classroom. Now say“Hello”to them.“Hello, my friends! Welcome to our class.”Clap your hands. T: Nice to meet you! Ss: Nice to meet you,too! T: How are yo

12、u,today? Ss: Fine,thank you.(3)Ss greet with each other like that.(4)Sing a song “How are you?”.【设计思路：提前放本单元英文歌曲，让生感知语言，也为后边学唱打下基础。给后排的学生戴头饰，布置课堂气氛，让生感到今天教室里有新朋友，自然引出Welcome to my class.正好为本节课的目标之一会说Welcome to my home.打下基础。师生、生生日常问候后，互唱歌曲“How are you?”以此来营造活泼的课堂气氛，调动学生学习英语的积极性。】Step 2： PreviewT: Loo

13、k! This is my new schoolbag.Ss: Wow! How nice!(把新书包传给一位同学，照老师的样子说，然后再传给下一位同学，同伴之间练习说Look! This is my schoolbag. You can see a pencil-case、 a Chinese book.)【设计思路：师拿个书包向同学们展示 This is my new schoolbag.并传给学生，让他们明白其意思，并练习说句型，为本节课后边的拓展、运用语言 This is my home. You can see a bedroom.这一句型作一铺垫。】Step 3： Presenta

14、tionLets learnT: Today I'm very very happy.(作出非常高兴的夸张动作)Because I have a new home(师重复 home，生可能不懂其意，于是师出示一座房子图片，让生明白 home 就是“家”的意思)Let's go and have a look. OK? Ss: OK! T: So today we'll learn Unit 4 My Home.(师板书课题)(1).study 的学习T: 师指着刚才书包里的书说：I like reading very much. I like books. Look!

15、There are many books on the shelf. There is a lamp on the desk. Guess! What's this? 出示图片。 Ss: 书房. T: Yes,this is my study.(引出新词)师出示 study 的单词卡片：用升降调的方式操练study，分组竞赛读，排读，找个人开火车读.然后渗透 Let's do 中的内容，师边做动作边让生跟说：Go to the study. Read a book.T: We should read more books, because reading can make mo

16、re knowledge. Yes? (渗透德育教育学生多读书) Ss: Yes.【设计思路：由许多书在书房的书架上，引出study并用简笔画的方式呈现在黑板上让生一目了然。教单词时先让生听、看，然后说、认词。由词汇教学过渡到短语中并加入动作，调动起学生的积极性。渗透 Let's do 为完成教学目标之一作铺垫。】(2).bathroom 的学习T: When you read some books, finish your homework in your study. You may feel a little tired. So you can go to the bathroo

17、m to take a shower. Relax yourself(师边做劳累的样子，然后作洗澡的动作，让生明白其意接着引出新词bathroom.)Look, this is my bathroom. 出示图片。(师边说边板书bathroom) 出示单词卡片，让生看单词 bathroom，把 room 折过来剩 bath，师示范 bath 的发音，告诉生 bath 有洗澡之意，再加上 room读组成 bathroom，师领读突破发音难点。可引导学生联想教室是 classroom，与之类似的都以 room 结尾。 a. 师示范读。 b. 学生模仿。 c. 分组竞赛读，开火车读。 d. 小组之间

18、边说边做动作，渗透 Let's do 内容。 师说 Go to the bathroom, take a shower.边说边做动作，让学生知道take a shower的意思。【设计思路：因为 barthroom 后边是 room.这样很容易联想到 classroom，提醒生记起，并为后边学习 bedroom、living room 提了个醒，用联想法扩充词汇量，联想是记忆单词的好方法。师示范读让生注意 bathroom 的发音，然后做动作加深 bath 的印象。】 (3).bedroom 的出现T: After taking a shower, I want to sleep.(师

19、做动作演示，让生明白其意) So I go to my bedroom.(引出新词) 出示图片。问：What's this? Ss: Bed. T: Yes. You can see my bedroom. 让生看 bedroom 是由 bed 和 room 组成，但发音出现连读现象dr/bedrU:m让生注意bedroom的发音。出示单词卡片教读、领读新词。然后渗透Go to the bedroom.Have a sleep.边说边做动作，让生跟说跟做。分A、B两组，A组说B组答，再交换角色练习.【设计思路：由洗完澡很自然想去卧室睡觉，于是师用肢体语言向学生演示睡觉，然后出示图片，很

20、自然引出bedroom。让学生做动作，渗透Let's do，加深对bedroom的印象。】(4) living roomT: (出示图片 )Do you like watching TV? Ss: Yes. T: I think you'd better do your homework first, then you can watch TV. OK?(可作解释教育学生以学习为重) Ss: OK! T: Look! I have a new TV in my living room.出示单词卡片 living room, 教读、让生分小组读、开火车读.注意 living 的发

21、音，滑音.(突破难点) 师边做动作边说:Go to the living room. Watch TV. 让生跟说跟做，分两组练习说、做。【设计思路：看图片，问生喜欢看电视吗?生都说喜欢，师教育学生要先完成作业，然后看电视，出示图片，让生明白这是客厅，很自然的引出 living room 然后教授新词，注意滑音 living 加入看电视的动作，引起学生兴趣。】(5)kitchenT: (师做饥饿状)If I'm hungry, I go to my kitchen to have a snack .(接着拿出 chicken 做吃的动作，把 chicken 与 kitchen 作一比较

22、，让生不要混淆。)教师板书，并出示单出示图片kitchen 教读、找同学当小老师领读。 学生边做动作边说：Go to the kitchen. Have a snack.【设计思路：夸张的做动作：饥饿状、吃东西状，引起学生的兴趣。学习单词kitchen与已学词汇chicken作一比较，给同学们留下深刻的印象，加入动作让生说、做起来。】本节课主要内容全呈现完之后，师指黑板说: Look! This is my home. You can see a bedroom.(板书) 师指黑板让生说出单词名称，然后领读这句话。 S1：找同学到前边来试着当小老师介绍一下这个家，运用所学句型. 鼓励学生大胆来

23、说.师适当给予提示，介绍后添加：Welcome to my home. Ss: Thank you.【设计思路：把单词融合到句型中，引出本节课的礼貌用语Welcome to my home.找生到前边来介绍这个家为后边的拓展运用作铺垫。】Listen and repeat. 用手指单词做到“眼到、手到、口到、心到”【设计思路：让生听录音，纠正学生发音，做到“四到”，培养学生听、认能力】Step 4 ：practise(1)快听、快指游戏：师说单词，让生指，看准反应最快.整体出示单词卡，让生认读。(练习学生听、认的能力)(2)冷暖游戏：根据同学说单词的声音大小找单词，找到单词的同学拿着卡片与黑板

24、上的图片相配，当小老师领读，然后师补充：Go to the study.让生做动作 Read a book.(充分发挥学生主体地位，用这一有趣游戏调动学生积极性)(3)指单词游戏：分小组进行，每组叫一个同学到前边，指的又快又准得给予奖励。师说单词或做动作，看谁先指出相应单词.(锻练学生听力，快速反应能力)(4)师生互动。师做动作，让生说是去了哪里?Go to the.师说指令，让生做出相应动作。听 Let's do 录音，让生跟说跟做.(由词过渡到短语) (5)拓展语言：巩固完单词，找同学到台前再来描述自己的家，用句型：This is my home. You can see a .

25、Welcome to my home. (引导生把词用到句子中作操练).【设计思路：用各种有趣的游戏方式操练来激发学生兴趣，进一步巩固新词。根据小学生天性好玩的特点，把各种各样的游戏融入到课堂教学中，让他们快乐的接受教学内容，在不知不觉中感受成功的快乐，同时锻练了他们听、说、认、读的能力。】Step 5： Consolidation and extension.小组合作，互相帮助，设计一个共同的家，用本节课句型描述设计的家，学以致用。师检查其结果，让生到前边来展示小组合作情况。(师发给小组家的框架，让他们自己把单词卡片安排到不同的位置。)【设计思路：小组合作培养学生合作、创新精神，引导生把词用

26、到句子中作操练，给学生一个拓展运用的高度。学唱歌曲自改歌词，让生在优美的旋律中复习本节课所学内容。】 Step 6： Homework: 小小设计师。T: 让学生自己设计一套房子布置各个房间，在各个房间里画上一些学国的物品，涂好颜色。学生以小组为单位用英语介绍自己设计的房子，比一比谁是最棒的设计师。教师可让学生参考使用下列语：Look at my , Its pink. Its very big. It has,【设计思路：小小设计师活动将本课的教学延深到课外，给学生一个巩固、扩展运用本节课所学语言的机会。】小学英语规范教学设计3教学目标1、能听懂，会说并正确运用词汇：study, bathr

27、oom living room bedroom kitchen2、初步运用拼读方法拼读和认读单词。3、能听懂指令Go to the living room. Watch TV. 并作出反应。4、能用英语This is my home. You can see a living room正确地简单描述自己的家。教学重难点1. 能听懂指令Go to the living room. Watch TV. 并作出反应。能用英语This is my home. You can see a living room正确地简单描述自己的家。2. 难点是bedroom kitchen的发音。能用英语This i

28、s my home. You can see a living room正确地简单描述自己的家。教学工具多媒体教学过程一、热身、复习 (Warm-up / Revision)A. Learn these sentencesWhere is the doll? It is in the box.Where is the doll? It is on the box.Where is the doll? It is under the box.Where is the box? It is on the table.B. Ask and answerWhere is the farmer? He

29、is in the van.Where is the monkey? It is under the taxi.Where is the elephant? It is in the car.Where is the boy? He is on the train.Where is the nurse? She is on the bus.Where is the girl? She is in the truck.Where is the bird? It is on the bridge.二、呈现新课(Presentation)1. 教师出示study的图片，手指着书房里的书问学生：Wha

30、t are they? 学生回答：They are books. 教师接着自问自答：Where are the books? They are in the study. 教读单词 study, 并板书，让学生认读。教师用动作帮助学生理解词义：We read the books in the study.2. 教师出示living room的图片，教师问学生：Are there many books here? Is it a study?学生回答：No.教师肯定学生的回答：Good. This isnt a study. Its a living room. We watch TV in a

31、 living room. 教读单词living room, 并板书，让学生认读。3. 教师出示bedroom的图片，问学生：Whats in it? 当学生回答出bed时，教师说：Yes, there is a bed in it. We sleep in a bedroom. (做动作帮助学生理解)This is a bedroom.教读bedroom, 并板书，让学生认读。4. 教师出示bathroom的图片，问学生：Is this a study? Is this a living room? Is this a bedroom? 学生会回答：No. 教师告诉学生：This is a

32、bathroom. We take a shower in a bathroom.(用动作帮助学生理解)教读单词bathroom，并板书，让学生认读。5. 教师出示kitchen的图片，问学生：Is this a bathroom? 教师可让学生用中文说出这是哪儿。然后教读单词kitchen, 并板书，学生认读单词。教师可请学生看图片说句子：This is a kitchen.6. 教师把第46页Lets learn部分的挂图贴到黑板上说：This is my home. How many rooms can you see? What are they?7. 让学生观看本部分教学课件。 使用

33、Unit 4 Lets learn/A8. 教师提问：Can you see a bedroom, a living room, a study, bathroom and kitchen? 学生回答：Yes. 教师：Oh, you can see a bedroom, a living room并让学生重复这段话。9. 让学生听录音，跟读课文。10. 教师出示单词卡，让学生认读单词。11. 教师用动作和语言表达句子，让学生说出相应的房间。教师：We watch TV in the_.We read a book in the _.We have a snack in the _.We tak

34、e a shower in the _.We have a sleep in the _.12. Lets do:1)教师播放录音，学生跟唱。2)教师说前一部分的指令，让学生说后一部分的指令并做出相应的动作。教师：Go to the living room. 学生：Watch TV.Go to the study. Read a book.Go to the kitchen. Have a snack.Go to the bathroom. Take a shower.Go to the bedroom. Have a sleep.3) 学生小组表演Lets do部分的内容。4) 教师奖励优秀

35、小组。三、趣味操练(Practice)1. 抢读单词这是训练学生认读单词能力的游戏，教师将全班分成若干小组，然后逐个出示一些单词卡片或图片，学生们举手抢答，教师让最先举手的学生读出该单词并说出其中的意思，或将图片上的单词读出来拼出来，读对说对拼对的给该组记10分，得分最多的组为优胜。1.摸宝说英语教师准备好本课的单词卡片(有的写中文，有的写英文)和图画。将卡片和图画放入一只不透明的袋子里。游戏开始教师说，袋子里装的是许多宝物，让学生们上来轮流摸宝，如果摸到的是写有英文的卡片，则要英译汉;如果是中文，则要汉译英并拼读出来;如果是图片，则要看图说英语。四、扩展性活动(Add-activities)

36、Lets sing: My Bedroom教材P55页课后习题连线bedroom 起居室livingroom 厨房kitchen 卫生间bathroom 书房study 卧室小学英语规范教学设计4教学目标1.能听懂会说My friend is strong. He has short hair.2.会用long hair, short hair, thin, strong, quiet等词简要描述一个人的模样和特征。3.能听、说、认读单词和词组：friends, long hair, short hair, thin, strong, quiet教学重难点教学重点：1.句型：Who's

37、 he/she? Who's your best friend?2.词汇：hair, thin, strong, quiet教学难点：1.发音：friends, thin2.名词复数的使用教学工具课件教学过程(一)热身/复习(Warm-up/Revision)1.猜谜语。教师说，学生猜。It's so big. It has a long nose and a short tail. What is it?(An elephant)It's small. It has two long ears. What is it? ( A rabbit)2. 教师出示猴子和兔子的

38、图片，启发学生说：The monkey has a long tail. The rabbit has a short tail. 教师再出示长颈鹿和梅花鹿的图片，让学生说出：It's tall. It's short.3.复习单词big, small, long, short, tall, 并说出中文意思。(二)呈现新课 (Presentation)1. 教师出示ChenJie的面具，问：Who is she? 学生回答：ChenJie。教师说：She has long hair. (一边说一边做动作帮助学生理解)教师出示Amy的面具，问：Who is she? 学生回答：A

39、my。教师说：She has short hair. (一边说一边做动作帮助学生理解)教师同时拿着两个面具，说：ChenJie and Amy are friends. They are friends.2.让学生看着面具在教师的提示下学说：She has long hair. She has short hair. They are friends.3.让学生指着班里的同学说：She has long hair. He has short hair. 教师出示单词卡教读long hair, short hair和friends。(把单词卡贴在黑板上)4.教师出示Sarah和Miss Whit

40、e的面具，问Who is she?学生答：Sarah, Miss White。教师把面具贴到黑板上相应的单词前，鼓励学生说出She has long hair.She has short hair.5.教师指着班里很瘦和长得很健壮的同学说：She is thin. He is strong.并让学生指着班里的同学学说这两句话。教师出示单词卡教读thin和strong。教师要提醒学生在读thin时，注意咬舌尖儿。6.教师出示ZhangPeng和Mr.Black的面具，并把它们贴到黑板上相应的单词前，让学生说出：He is strong. He is thin.7.教师把右手的食指放在嘴上，做出让

41、学生安静的动作，让学生说出单词quiet。并出示单词卡，让学生认读quiet。(把单词卡贴到黑板上)再把ChenJie的面具贴到这个单词前，让学生说出：She is quiet. 让学生翻译中文。8.教师导入课文对话：John has a friend.你能根据他的描述猜出这个人是谁吗?让学生观看课件Unit 3 Let's learn/A教师问：Who is he ?(板书)9.听录音带，跟读对话。Unit 3 Let's learn/A10.教师：你能根据我的描述猜出这个人是谁吗?My friend is thin. She has long hair. She has q

42、uiet.Who is she? (板书)11.让学生模仿课文对话来描述黑板上所贴出的人物，让大家猜。(三)趣味操练 (Practice)1.Let's find out教师出示第一组单词：hair, eyes, ears, nose, mouth.教师出示第二组单词：long, short, big, small教师出示第三组单词：thin, strong, quiet, cute, tall, short(四)扩展性活动(Add-activities)为爸爸、妈妈画像教师让学生在纸上画出自己的爸爸或妈妈，然后让大家看着画像，由自己来描述爸爸或妈妈的模样。看看谁画的画像与自己的描述是

43、一致的。课后小结学了这节课，你有什么收获?课后习题完成课后练习题。板书Unit3 My Friends小学英语规范教学设计5教学目标1.能够听、说、认读单词和词组tall and strong，short and thin，friendly，quiet。 2.能够熟练运用句型Hes 介绍人物的性格和外貌特征; 3.能够使用Who is he ? 询问他人姓名，并能回答。教学重难点教学重点：1.能够听、说、认读单词和词组tall and strong，short and thin，friendly，quiet。 2.能够熟练运用句型Hes 介绍人物的性格和外貌特征;教学难点：理解friendly

44、，quiet的意义。教学过程Step 1.热身、复习 (Warm-up / Revision)1.Greeting.2. Lets chant: (三年级下册的Lets chant ，学生边说边做动作)Tall, tall, tall. Make yourself tall.shor, short, short. Make yourself short.Big, big, big. Make your eyes big.Small, small, small. Make your eyes small.Long, long, long. Make your arms long.Short, s

45、hort, short. Make your arms short.3.Guess:It has two long ears and short tail.It has big red eyes.It likes eating grass.And it can jump,jump,jump.Its a big animal.It has a long nose and a short tail.It has small eyes and big ears.Step 2.呈现新课(Presentation)1. 出示动画片中的卡通人物Zoom的图片。FriendsZoom is my best

46、friend。(1)提问:Who is he ? 引导学生用句型： His name is Zoom. 板书：Who is he ? His name is Zip 。T:Look at the picture.Is he short? Ss:No , he is tall. T:Anything else ? Ss:He is strong. T:He is tall and strong.贴图板书并教学tall and strong。(2)T:Who is tall and strong in our class? Ss: is tall and strong.3. 同法教学：Zip(sh

47、ort and thin ),Zoom(friendly)。出示图片：Shes thin.Hes strong.Guess:Hes/Shes tall/short.Hes/Shes tall/short。Hes/Shes strong/thin.Hes/Shes strong/thin。4. 出示照片。T: Look at the picture.Who is she ?Ss: Her name is Zhao Yan.板书：Who is she ? Her name is教师做动作提示：She is quiet. 贴图板书并教学quiet。T:Who is quiet in our clas

48、s? Ss: Wang xiaomei is quiet.5.Lets chant: Who is he ? Who is he ?His name is Zoom. His name is Zoom .Zoom, Zoom ,tall and strong. Zip, Zip, short and thin. Zip, Zipr, friendly. Zhao Yan, Zhao Yan , quiet.Step 3.趣味训练(Practice)T:看图描述人物(用句子描述人物的外貌或性格)介绍你的朋友 ;出示图片：She has long hair.She has short hair.He has short hair.出示图片：She has long hair, big eyes ,a small nose, a big mouth and big ears. She is short andquiet.出示图片：He hasHe is谁来描述。出示图片：She has She is谁来描述。出示图片：BaiLing LiMing LiuYing ChenJie WuYifan小组内介绍他们。分四人小组介绍自己的好朋友。Lets find outLets sing FriendsStep 4. 制作小绘画。用简笔画画出自己的好朋友并用英文描述。最后收集在一起订成小人