小学英语教师远程培训学科作业.docx

《小学英语教师远程培训学科作业.docx》由会员分享，可在线阅读，更多相关《小学英语教师远程培训学科作业.docx（16页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、小学英语教师远程培训学科作业小学英语课堂教学活动设计 老师应当对自身的教学观念予以更新，将教学理论作为指导，强化自身的综合素养与专业水平，同时对教学方法与教学手段进行优化，营造良好的课堂学习环境，从而实现英语课堂教学质量与学生学习质量的提升，打造高效的英语课堂。今日，汉普森小编给大家带来小学英语课堂教学活动设计方法。运用嬉戏教学，培育学生学习英语的爱好 小学英语教学是要培育学生学习英语的爱好，嬉戏固，然是不行或缺的有效途径，但不能单是说说唱唱玩玩。因为我们的目的主要是为学习英语，嬉戏只是一种协助手段。因此，我们在激发学生对学科的爱好的过程中，不能只停留在课堂气氛的“活”和“玩”中。还得问问学生

2、是不是真正驾驭了要学的学问。英语本身具有的魅力，才是学生长久学习的动力。因此，我认为嬉戏教学是帮助学生学好英语的一种有效教学形式，要真正发挥其作用，达到寓教于乐的目的。“爱好是最好的老师”，这毋庸置疑。因此，老师应当从小学生的生理和心理特点动身，细心设计教法，把英语课与嬉戏相融合，让学生在嬉戏中快欢乐乐学英语。比如说老师可以通过“滚雪球、西蒙说、模拟城市、传话嬉戏、请你猜猜”等嬉戏活跃课堂气氛。同时，老师可依据小学生好胜心强的特点，开展适当的竞争嬉戏，通过小组竞赛的形式，使学生在竞争活动中获得胜利所带来的满意感、成就感。而且，这类活动还能增加学生的团结协作意识，培育学生的合作精神。 在教学中培

3、育小学生的创新精神 小学生处在成长发育阶段，他们头脑敏捷、思维活跃。敢想、敢说、敢做是他们的阶段性特点。而传统的“师传生受”的教学观念束缚并忽视人的发展，势必影响学生潜能的开掘，遏制学生的智力和创新实力的发展。老师应爱护学生敢想、敢说、敢做这份锐气，满意他们的新奇和欲望，激励他们不要满意单一的答案，主动思索，大胆质疑，对学生新奇、独到的见解要刚好表扬，让他们感受开心与兴奋的胜利体验。 培育学生的创新思维，要在课堂上创设一种同等、民主、和谐、宽松的氛围，要敬重学生、关切学生、赏识学生，要以主动的看法和发展的眼光去看待学生，信任每个学生都有巨大的发展潜能。这样使学生产生不怕错误，敢于求异的良好的学

4、习心理，孩子的创建的火花才能迸发出来。同时在课堂上的练习及回答应允许他们出错、改正和保留看法。当其说错、做错时，老师应首先确定其志气，再以恳切的看法进行疏导，使其心悦诚服，从而避开挫击其主动性以达到爱护和敬重学生的创建性思维。我们要让学生的特性自由发展，这是培育学生的交往实力、合作精神、创新思维的有效方法。小学英语课堂教学方法 (1)培育学生综合语言实力。随着新课程持续、深化地实施，英语新课程理念已渐渐深化老师思想，并能普遍体现在常态的英语课堂教学活动过程中。老师们为构建任务型的课堂教学模式进行了丰富多彩的尝试。老师应当更加关注多层次地困难的语言实力的培育，这样有利于学生发展语言技能、学习英语

5、学问，从而提高语言的实际运用实力。同时，老师应有安排的组织内容丰富、形式多样的课外活动，如讲故事、朗诵、演讲、唱歌主题班会等。这样，学生的语言在真实的语境中实现了真实化、生活化，学生的语感也进一步形成了。大大激发了学生学习的内驱力，培育了学生的学习爱好。(2)教学中真实语言学习环境的创建。教化学家布鲁纳认为“胜利的外语课堂教学，就是在课内创设更加真实的情景，让学生有机会运用已学到的语言材料去进行交际。”真实性问题始终是外语教学界探讨的重要问题。随着英语教学法，特殊是交际法不断发展，英语课堂教学的真实性问题已经远非运用原版教材那么简洁。因此，老师要科学地把握英语教学的目的，优化课堂的教学过程，将

6、整个课堂设计成一个交际活动的“舞台”。使学生的交际实力在真实的、创新的环境中得以提升。老师在教学过程中可以实行几种有效的方式来感染学生。例如：在英语课堂中尽可能多地运用英语，老师也可以利用一种最普遍的方式也能为学生们创设生动的学习环境，那就是“课堂提问”。利用提问创设真实的教学情境，激发爱好，使学生集中留意力，就能对语言材料更好地感知、记忆、思维和想象，从而获得较多、较坚固的学问与技能。激发他们的新奇心，引发他们剧烈的爱好、活跃课堂气氛。(3)注意课堂教学的评价。课堂教学的评价是一门艺术，在小学英语教学中适时精确的运用评价手段，对提高课堂教学效果起着主动的作用。英语新课程标准中强调老师对学生的

7、评价要注意激励、注意发展、注意实力。通过评价的方式，使学生在学习英语课程的过程中不断体验进步和胜利，促进学生语言实力的全面发展。在教学过程中英语课程的评价体系主要体现在评价形式的多样化和评价主体的多元化。3 打造高效的小学英语课堂 明确学习任务，加强自主预习 在新的短文学习以前，老师可以要求学生先自己看，对于其中不明白的地方进行标注，然后老师依据学生的预习内容设计一份“检测单”，在检测单上明确标明课文预习的目标以及检测习题，使学生对自身的预习工作进行检查，通过这种方式学生就可以了解自身已经驾驭哪些，而哪些是没有驾驭的，在下一节课时，再绽开小组探讨，之后在全班展示。通过这种方式，能够自主驾驭的学

8、生都可以自主达成，课堂教学时仅仅对一些疑难问题进行分析与解答，有的放矢的绽开教学，极大的提升课堂教学的质量与效率。强化学生的英语实践 英语已经融入到人们的日常生活中，在一些食品包装袋、广告以及电话等地方，都能够发觉英语。这就为孩子供应了大量的机会，老师在教学过程中应当构建大课堂教学的观念，创设一些生动好玩、敏捷机动的课外作业，从而确保课外作业切切实实是课堂教学的进一步延长，让英语在实际生活中得以运用。例如老师在布置课外作业时，可以要求其在一些事物上贴上英文标签，例如在文具盒上贴上写书“pencil-case”;但是所贴的标签必需确保美观性，因此，学生必需对标签进行仔细的设计与书写，这种方式不仅

9、有助于学生单词的记忆，同时还能提升学生的书写实力。这种带有社会性的作业能够极大的吸引学生的留意，然后全身心的投入其中，进行实践操作，不但培育了学生的创新实力，同时还给学生不一样的学习体验，进而提高自身的英语水平。Unit 6 How do you feel? The first period(第一课时) Part A Lets try Lets talk 教学内容与目标 课时教学内容 课时教学目标 Lets try 能够读懂题目要求，学会听前预料听力的重点内容 能够运用基本听力技巧完成Lets try板块的听力任务 Lets talk 能够通过视察、谈论Lets talk板块的图片，在PPT和

10、老师的帮助下理解对话大意， 并回答对话后面的问题 能够通过听录音，学会用正确的意群及语音、语调朗读对话，并能在小组中进行角色表 演 能够在情景中运用“be+表示心情的形容词”来表达心情和感受 能够在语境中借助图片等理解“chase, mice, bad, hurt, be afraid of, be angry with”的意思，并能正确发音 教学重点 能够听懂对话大意，并能用正确的意群及语音、语调朗读对话。教学难点 能够在情景中运用“be+表示心情的形容词”来表达心情和感受。教学打算 1.预习本课时的相关内容。2.PPT课件、课文录音、视频、卡片等。Teaching purpose PPT播

11、放歌曲，学生尝试跟唱。借用主情景图自然地引出本单元表达心情的话题。教学过程 Step 1: Warm-up Lead-in 1. Greetings. 2. Sing a song. Play the song If youre happy, clap your hands by using the PPT. （出示课件） Students can sing along with the song and do actions after it. 3. Free talk. T: Thats cool! How do you feel now? Are you happy? Ss: 4. Le

12、ad-in. Present the pictures of the main scene.（课件出示：Unit 6主情景图） T: Look at these pictures. How does Sarah feel? Lead students to talk about the pictures by using the sentences below: Is she happy/sad/angry/in Picture? Use the facial expressions to help students understand the words. T: In this unit

13、were going to talk about “feelings”. Write down the topic “How do you feel?” on the blackboard. Step 2: Presentation Teaching purpose 逐步帮助学生读懂题目要求，引导学生学会听前预料听力的重点内容。1. Finish the exercises. (1) Show the part of “Lets try” to students.（课件出示:教材P58 Lets try板块的内容） T: Its cold outside. Sam is talking wit

14、h Sarah. Where are they? Are they at home? Are they at school? What will they do? Can you guess? (2) Ask students to read the questions quickly. T: Now lets listen and find the right answers. (3) Play the recording.（课件出示：教材P58 Lets try板块的音频） Students listen to the recording and try to circle the rig

15、ht answers. (4) Play the recording again and check the answers.（出示课件） Q1: Where are they? (At home.) Teaching purpose 通过问题引导学生视察并探讨图片，借助图片预料教学内容，培育学生的视察实力和逻辑推理实力,并通过动作帮助学生理解chase，为后面的学习扫清障碍。Q2: What will they do? (Watch films.) 2. Look and predict. Show the picture of “Lets talk” to students.（课件出示：教

16、材P58 Lets talk板块的图片）Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the dialogue. T: Sam and Sarah are at home. Look out of the window. Whats the weather like? Ss: Its cold/ windy outside. T: And what do you see in Sarahs hand? Ss: I see a DVD.

17、 There is a cat and a mouse in the picture on the DVD. T: Yes. Maybe the cat is chasing the mouse now. Write down the word “chase” on the blackboard. Do the action to help students understand the word and then teach the word. T: Sam and Sarah are at home. What will they do? Ss: They will watch a fil

18、m. T: What film will they watch? Can you guess? Teaching purpose 引导学生带着问题观看文本动画，整体感知文本，获得有用信息。Ss: There is a cat in the picture on the DVD. Maybe its a film about a cat. T: Cool! Lets watch it! 3. Watch and answer. (1) Show the questions on the PPT.（出示课件） Q1: Whats the cartoon about? Q2: What does t

19、he cat do? (2) Play the cartoon.（课件出示：教材P58 Lets talk板块的视频） Students watch the cartoon and try to answer the questions. (3) Check the answers. A1: Its about a cat. A2: Its a police officer. T: Cool! The cat is a police officer. He chases the mice. The mice are afraid of him. Show a picture to help s

20、tudents understand the word and the phrase “mice, be afraid of” on the PPT.（课件出示：猫抓老鼠，老鼠很胆怯的图片） Lead students to read the words. Write down the sentence “The mice are afraid of him.” on the blackboard and teach the sentence. 4. Read and answer. Learn the new words. Show the question on the PPT.（出示课件

21、） Q3: Why is the cat angry with the mice? Students read the dialogue and try to answer the question. Ss: Because the mice are bad. They hurt people. Use the pictures to help students understand the words “bad, hurt”. (课件出示：bad和hurt的相关内容) Lead students to read the words. 5. Learn the new sentence str

22、ucture. T: Because the mice are bad. They hurt people. The cat is angry with them. Lead students to read the word “angry”. Teaching purpose 通过听录音跟读，引导学生根据正确的意群及语音、语调朗读对话，并能在小组中进行角色表演。Write down the sentence structure “be angry with” on the blackboard. T: Maybe our cat is chasing a mouse now. Why? Ss

23、: Because the cat is angry with the mice. T: Good! Step 3: Practice 1. Read and act. (1) Students read after the recording.（课件出示：教材P58 Lets talk板块的音频）Pay attention to the pronunciation and the intonation. (2) Let students practice the dialogue in groups. (3) Students act out the dialogue. 2. Choose

24、the word to fill in the blanks. (1) Show some sentences on the PPT. (2) Students try to fill in the blanks by using “am, is, are”. Answers: a. is b. is c. am d. are e. is f. are (3) Students say the sentences. Ask several students to read the sentences to the class. The other students listen to them

25、 and make evaluations. Teaching purpose 通过看图片引导学生学会运用所学语言描述自己的心情。再通过做一做，猜一猜的嬉戏帮助学生巩固所学新学问，提高学生学习的主动性。Step 4: Consolidation Extension 1. Look and say. (1) Ask students to look at the three pictures in the book. Use some questions to lead them to understand. T: How do you feel about Picture 1? S1: Im

26、afraid of him. (2) Lead students to discuss in pairs. T: How do these pictures make you feel? Please tell your partner. (3) Ask several students to show to the class. The other students listen to them and make evaluations. 2. Guessing game. Choose one student to come to the front of the classroom. A

27、sk him/her to act out an emotion with actions and expressions. T: How does he/she feel? The other students guess it. Praise the student who guesses right. Students play the game in groups. 板书设计 作业设计 1. Practice the dialogue. 2. Do the exercises. 教学反思 1.整个教学设计流畅清楚，很好地达成了课程教学目标。2.活动设计具有梯度性，遵循学生的认知规律，以

28、学生为本，以问题为导向，引导学生学习，培育学生的自主学习实力。3.逐步帮助学生读懂题目要求，引导学生学会听前预料听力的重点内容。4.在情境中理解，在活动中运用，突出语用功能。通过创设合理情景，帮助学生在情景中真实自然地运用所学语言，突出教学重点。 Teaching Contents Teaching Aims Lets try Be able to understand the questions and predict the main content of the listening part. Be able to use basic listening skills to comple

29、te the listening task. Lets talk Be able to understand the main idea of the dialogue by observing and talking about the picture. And be able to answer the question below the dialogue. Be able to read the dialogue correctly, fluently and emotionally and act it out in groups. Be able to use the senten

30、ce structure “be+ adj.” to express their feelings in situations. Be able to understand and read the new words and the phrases “chase, mice, bad, hurt, be afraid of, be angry with” correctly by using the pictures in the context. Teaching Priorities Be able to understand and read the dialogue correctl

31、y, fluently and emotionally. Teaching Difficulties Be able to use the key sentence structure “be+ adj.” to express feelings in situations. Teaching Procedures Teaching Stages Teacher s Activities Students Activities Teaching Purposes Warm-up Lead-in 1. Greetings. 2. Sing a song. Play the song If you

32、re happy, clap your hands. 3. Free talk. 4. Lead-in. Present the pictures of the main scene. Lead students to observe and talk about the pictures. 1. Greetings. 2. Sing along with the song and do actions after it. 3. Free talk. 4. Observe and talk about the pictures of the main scene. Stimulate stud

33、ents interest in learning. Use the pictures of the main scene to lead in the topic of expressing feelings in this unit naturally. Presentation 1. Finish the exercises. (1) Show the part of “Lets try”. (2) Let students read the questions quickly. (3) Play the recording. (4) Play the recording again a

34、nd check the answers. (1) Predict the listening content. (2) Read the questions quickly. (3) Listen to the recording and try to circle the right answers. (4) Check the answers. Lead students to predict the listening content before listening. Cultivate students logical reasoning ability. 2. Look and

35、predict. Show the picture of “Lets talk”. Ask some questions to lead them to predict the main idea of the dialogue. Teach the word “chase”. Look at the picture carefully. Answer the teachers questions. Predict the main idea of the dialogue. Learn the word “chase”. Use the questions to lead students

36、to predict the main idea of the dialogue. Cultivate students observation ability and logical reasoning ability. Pave the way for further learning. 3. Watch and answer. (1) Show the questions on the PPT. (2) Play the cartoon. Let students watch the cartoon and try to answer the questions. (3) Check t

37、he answers. Teach the word and the phrase “mice, be afraid of” Teach the sentence. (1) Read the questions. (2) Watch the cartoon and try to answer the questions. (3) Check the answers. Learn the word and the phrase “mice, be afraid of” Learn the sentence. （续表） Teaching Stages Teacher s Activities St

38、udents Activities Teaching Purposes Presentation 4. Read and answer. Learn the new words. Show the question on the PPT. Lead students to read the dialogue and answer the question. Teach the words “bad, hurt”. Read the dialogue and try to answer the question. Try to understand and learn the words. He

39、lp students get an overall perception of the dialogue and get useful information. Use the questions to lead students to learn the new words, the phrase, the sentence structure and the sentence. 5. Learn the new sentence structure. Teach the sentence structure “be angry with” Learn the new sentence s

40、tructure “be angry with” Practice 1. Read and act. (1) Play the recording and let students read after the recording. (2) Let students practice the dialogue in groups. (3) Let students act out the dialogue. (1) Read after the recording. Pay attention to the pronunciation and the intonation. (2) Pract

41、ice the dialogue in groups. (3) Act out the dialogue. Make sure students can read the dialogue correctly, fluently and emotionally. 2. Choose the word to fill in the blanks. (1) Show some sentences on the PPT. (2) Let students try to fill in the blanks by using “am, is, are”. (3) Let students read t

42、he sentences. (1) Look at the sentences on the PPT. (2) Try to fill in the blanks by using “am, is, are”. (3) Some students read the sentences and the other students evaluate them. Prepare for the next part. Practice the key words and sentences. Consolidation Extension 1. Look and say. (1) Let stude

43、nts look at the three pictures in the book. Use some questions to lead them to talk about the pictures. (2) Let students discuss in pairs. (3) Ask several students to show to the class and the other students listen and make evaluations. (1) Look at the three pictures and talk about them with the hel

44、p of the teacher. (2) Discuss in pairs. (3) Show to the class and make evaluations. Help students use the language they have learned to describe their own feelings by looking at the pictures. 2. Guessing game. Choose one student to come to the front of the platform. Ask him/her to act out an emotion

45、 with actions and expressions, and the other students guess it. Praise the student who guesses right. Let students play the game in groups. One student acts out an emotion with actions and expressions. The other students try to guess. Then play the game in groups. Consolidate the knowledge through the game. Improve students motivation of learning. Homework 1. Practice the dialogue. 2. Do the exercises.