小学英语微课教案设计模板.docx

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1、小学英语微课教案设计模板 教化者有目的有安排有组织的对受教化者的身心发展进行教化培育，以现有的阅历、学识推敲于人，为其说明各种现象、问题或行为，以增长实力阅历。下面是我给大家整理的小学英语微课教案设计模板5篇，希望对大家能有所帮助! 小学英语微课教案设计模板1 一、教学内容：part d & e 二、教学目标 1、复习巩固问候语how are you?及其答语，要求读音正确，语调自然。 2、复习巩固句型: how are you?im fine/well/good，thank you。 3、激发学生英语学习爱好，会唱歌曲how are you? 4、完成教学uint2。 三、教学重难点

2、： 1、激发学生英语学习爱好，会唱歌曲how are you? 四、教具打算： 磁带、录音机。 五、教学过程： a. greeting (the teacher stands at the door and greets the students as they come in the door.) t: hello. hi. (the teacher stands in front of the class and greets all the students again and prompts them to answer.) t: hello. ss: hello. t：class b

3、egings. s1: stand up. t: hello, boys and girls. ss: hello, miss que. (the teacher looks at individual students and prompts them to answer.) t: whats your name? s1: hello, my name is . t：how are you? s1:im fine, thank you. 开起小火车，一个接一个和后面的小挚友打招呼。 b、presentation： when we meet someone, we should say “ho

4、w are you?” now, lets watch and listen. c、sing a song 1) 反复播放how are you ?让学生先熟识曲调。 2)带领学生学歌词，并按音乐节奏做歌词诵读练习。 3)带领学生学唱歌曲。 4)引导学生替换歌词，如fine 可替换成well, good等。 d、play a game 1) 课前布置学生找一个或者作一个自己宠爱的卡通形象的手偶。 2)老师讲解嬉戏的做法，并进行示范。 3)小组内运用手偶开展对话嬉戏，用学过的语言进行沟通： s1: good morning/ afternoon/ evening. whats your name

5、? s2: my name is s1: how are you? s2:im fine/ well/ good. thank you . e、practise (1)活动1：listen and judge. 老师先向学生说明清晰题目的做法。 how are you ， helen? im fine , thank you. 请学生听录音，要求学生依据录音推断对话内容是否与图画意思一样，相符则为笑脸，否则为哭脸。 (2)活动2：listen and respond. 录音中，画面上的某个人物正在和另一个人打招呼。依据图片所示内容用已学句型作出应答。 师生互问，生生练习问答。 (3)学习活动3

6、：listen and colour 要求学生在听录音后，依据录音内容将字母涂上合适的颜色。 (4)学习活动4：look and act 要求学生先看图，然后依据图意说英语并表演。 老师组织学生操练句型。 is this david? no./ f、assign homework (1)听录音，进行对话。 (2)激励学生平常用本单元所学的日常交际用语相互打招呼。 (3)激励学有余力的学生学习其他的打招呼用语。 g、 writing on the blackboard unit 2 how are you? how are you? im fine/well/good，thank you. 小学

7、英语微课教案设计模板2 一、教材分析： 本课是冀教版小学英语(三年级起始版)第四册第三单元(All about me)的第4个新授课，Lesson16：How do you go to school? 经过一年半的学习，四年级下学期孩子们学习的重点渐渐过渡到各种基本句型。本单元前面三课分别学习了关于年龄、身高、住处的句子，本课教材以How do you go to school?为切入点，重点学习关于出行方式的沟通：询问别人、介绍自己的出行方式。 二、学生分析： 孩子们经过一年半的学习，基本了解了字母：26个字母及常见字母组合的发音规则，词汇的学习方法：单词音形意用的结合、音节、重音及不同词类

8、(名、动、数、形、冠等)的用法特点，初步体会英语句子的语序与汉语的不同，但对于句子结构及改变还比较生疏。本课内容对于孩子们来说并不生疏，Book3 L16已学习过四种出行方式by bus, by car, by bike, by taxi和句子：How do you go to school? I go to school by _? 另一种出行方式on foot /walk，dives me及选择此种出行方式的缘由表述学生相对生疏。但我校学生学习英语较早，一二年级有了两年的口语学习，还有近1/3有课外学习经验或正在进行，这些内容对于他们可能都不生疏。 基于以上分析，本课时目标制定如下。 三、

9、教学目标： 1、学问技能目标： A. 学生能够运用所学句型Do you walk to school? How do you go to school? I go to _ by_ / on foot.询问、表达适合自己的出行方式。 B. 学生知道句子的改变是和人称有关系的，并能尝试运用所学句子介绍和询问他人的出行方式：Does he/she walk to school? How dooes he/she go to school? He/she goes to school by_ / on foot. 2、 文化目标： 尝试了解不同地区人们选择不同出行方式：山区孩子、牧民(草原)、江南居

10、民及西方国家等。 3、学习策略目标： 学生知道句子的改变是有规律可循的，并引导尝试找出这些规律： A.和人称改变的关系; B.不同句式之间的关系等。 初步构建“单词短语句子”的建构学习模式。 4.情感看法目标： 通过找寻句子规律及了解不同人们的出行方式，引导学生体会英语学习是有规律可循的，Englishi is easy! 及沟通开阔自己的眼界English is fun! 四、教学重难点： 1、教学重点：学生能够运用所学句型Do you walk to school? How do you go to school? I go to _ by_ / on foot.询问、表达适合自己的出行方

11、式。 2、教学难点：学生知道句子的改变是和人称有关系的，并能尝试运用所学句子介绍和询问他人的出行方式：Does he/she walk to school? How does he/she go to school? He/she goes to school by_ / on foot. 五、预习作业：(Choose 1. Read N1 and fill in the blanks.() How do they go to school?Why?(为什么) Kim Jenny Steven Danny me 2. Where do you live ? Is it far or near

12、your school?Do you walk to school?() 3. Where do you like to go on weekends? 3 sentences. () 六、教学过程： Class Opening I. Revision: a. Group to group. What do you like to do on weekends? Where do you like to go on weekends? b. Free talk between the teacher and children T: Where do you live ? Is it far o

13、r near your school?Do you walk to school? How do you go to school? Ss: New Concepts I. N1 and N2. T：Do you know how Kim, Jenny, Steven and Danny go to school? 板书：school 1. Read N1 in pairs and learn the words and sentences the students dont know. 2. Role play between T and Ss. (1) T-Kim, Ss-Danny. T

14、: Kim, do you walk to school? 板书： Do I /you walk to school.? Ss: Yes, I walk to school. /I go to school on foot. 板书：Do I /you go to school on foot ? T: Why? Ss: I live near the school. (2) Ss-Danny, T-Kim. Ss: How do you go to school, Kim? 板书：How Do I /you walk to school.? T: I live near the school.

15、 So I walk to school. So I go to school on foot(3) So: I live far from school. So I go to school by bus. I m hungry. So I want to eat. (4)Chant: How do you go to school. On foot, on foot. / Walk, walk. 3. Learn about P2-4. II. How does he/she go to school? 1. Try to find. T: How does Kim go to schoo

16、l? She goes to school on foot /walks to school. How does Jenny go to school? She goes to school by bus. She lives far from school. How does Steven go to school? He goes to school by car. Hia dad drives him.How does Danny go to school? He goes to school by bike. He rides his bike. 板书：Does he/she walk

17、 to school? He/she goes to school by_ / on foot. 比较，找规律。 Tip: 除了“你和我”，“一个”不放过，“动”就加s/es，“do”替不重复! 2. Practice in pairs. How does he/she go to school?Why?(为什么) Kim Jenny Steven Danny me 3. How do they go to school? 图片山区孩子、牧民(草原)、江南居民及西方 Class Closing I. Make a survey and share. () Where do you want t

18、o go?How does he/she go to school?Why? Kim Jenny II. What do you like to do on weekends? 3 sentences. () 小学英语微课教案设计模板3 3B Unit 3 Is this your pencil? 教学内容：Story time 教学目标： 1. 能听懂、会说、会读单词isnt、thats、pen pencil pencil case 2. 能听懂、会说、会读日常用语This isnt my pencil. Is this /that your pencil? Yes, it is. No,

19、it isnt. 3. 能正确地理解并朗读对话内容，在老师的引导和帮助下尝试表演课文内容。 4. 树立团结友爱、帮助同学的助人为乐的精神，培育正确的价值观。 教学重点： 1. 句型：Is this /that your pencil?以及回答Yes, it is. No, it isnt. 2. 词汇:isnt、thats、pen pencil pencil case 教学难点： 1. 能在情景下正确运用句型Is this /that your ?的用法和区分。 2. 词汇：No，it isnt的发音。 教学打算： 1. 多媒体 2. 打算道具：丢失物品 教学过程： Step1 Warm-up

20、 Say a rhyme: open the window Game: Listen, point and say T: 1. window door blackboard 学生边指物体边说a同时老师说完整的句子，This is/ That is 2.rubber T：rubber 学生学过指着rubber T: This is my rubber, wheres your rubber?(中文) 引导学生用This is my的句型。 3.pen T：pen 部分学生应当知道。T：Look, this is a pen.然后老师说show us your pen . Step2 Presen

21、tation 1.Learn: pencil No,it isnt. T:Is this a pen? S:No,it isnt. 学生不会的话，老师提示：yes or no?Teach：No,it isnt.(中文) 反复问学生，操练No,it isnt. T:Its a pencil. I have a pencil , this is my pencil. Do you have a pencil?Show it to your classmate。让学生相互展示一下自己的铅笔。 2、learn：pencil case T：Look，this is a pen，this is a pen

22、cil. I can put them in a pencil case. 读四个文具，然后做嬉戏。 3. Play a game T: Look, heres a box,(今日早上我在地上捡了个文具，放在了里面，文具是事先从一些学生那里拿的) a:Try to guess! Learn:Is this a . S:Is this a rubber? T: No, it isnt. 多玩一会嬉戏 让学生感知 No，it isnt的意思，再起先跟读。 Learn: No,it isnt. isnt=is not b：Lets open it,OK? 2.teach :Yes,it is. S:

23、Is this a pen ? T: Yes, T: Yes,it is. 3，Learn: Is this your.? T: Hello，_. Is this your pen ? S: No ,it isnt.(多问几个学生?) T: Who can help me find the owner? (让学生帮助找到失主。) 4. teach “Is that your ?” “Thats my .” T: Is that your pencil? S: Yes, it is. T-S T: There are many things here, rubber, , we can find

24、 their owner after class. Step3 Storytime. 1. Show Mike, T: Look, whos he? Ss: Mike T: He has a nice pencil, too, T：Is this Mikes pencil ? Lets ask mike. 先让学生个别问 再说麦克听不清，全班问。引出This isnt my pen. Ti听-读-仿照 2. Watch and answer a: What is Mike looking for? b:What colour is Mikes pencil? Watch again Who h

25、elps Mike? b:What does Liu Tao say? 模范句子 留意语音语调。 c: What does Yang Ling say? A: Does Mike find it? By the way: What does he say? 4 Follow the cartoon 5 Showtime Step4 Production 每个丢失物品的背后都有一个焦急找寻的身影，信任你捡到了也很乐意帮忙吧! 情景：你跟你的小伙伴在走廊上玩耍的时候看到了一支很美丽的铅笔，于是你们捡起来，快乐的找到了它的主子。 You can use: Hello,_ Is this/that y

26、our pencil/? Whats this/that? Yes,it is./No,it isnt. Here you are. Thank you. 板书： Unit2 Is this your pencil? rubber Is this/that your pencil? Pen Yes, it is. / No, it isnt. pencil pencil case 教学反思：本节课上的内容是Story time，整节课上下来发觉学生的驾驭状况不是很好。总结了以下几点：第一对教材的把握还不是很到位;其次对学生的学习实力没有了解清晰，教惯了高年级，对低年级了解不够。第三铺垫的过多了

27、，没有考虑到学生的接受实力。在今后的教学中要注意自身的语音语调，以及评价的刚好性和真实性。 小学英语微课教案设计模板4 Unit3 Is this your pencil?(period 2) Step 1. Warm up Greeting Step2. Revision a. T: Look at the blackboard.Can you guess“Whats that?” (PPT出示Is that a.) S:Is that a pencil? T:Yes,it is.Its a pencil.whose pencil is it? S:its Mikes. T:Who help

28、s Mike find his pencil? S:Yangling and LiuTao. T:Wheres the pencil? S:在桌子底下 T:Yes,its under the desk,on the floor. b. Read the story. c. Act the story. d. Help WangBing find his pencil case.(拓展表演) Step3. Presentation 1.Learn the new words a. T: We help Wang Bing find his pencil ,do you know whats in

29、 the pencil?Lets have a look?Whats this ? S: Its a ruler.(教读) The same way teach: crayon ,school bag b.Play a game (review words) c.Spell the words d.Show the stationaries to classmates: This is my. Thats my. 2.Play a game: Fun time a. Answer the question b. Play a game (出示嬉戏方法，让学生知道该怎么玩嬉戏) c. Conso

30、lidation 失物招领 T: This morning.I got sth.in the classroom,whose are they ?Can you help me find their owner?(事先收集一下同学的学习用品) S:(学生帮老师找寻失主) T：Good job! I hope everyone can be helpful to your classmates. d.Learn: Rhyme time Oh,heres a ruler too,is this your ruler? S;No,it isnt. T：Wheres the ruler? S: 在地上

31、 T：Yes,its on the floor.(教读) 板书floor T: Wheres the ruler? S:Its on the floor T: Its on the floor,beside the door (教读) 板书door T(出示图片)Whos he ?Hes Mr.Fuller.(教读) Lets say “Hello” to Mr. Fuller. S: Hello,Mr. Fuller. T:Lets learn this rhyme ,its name is “A ruler” 出示歌谣句子，逐句跟读，跟节奏伴读。 Step3 Homework Read t

32、he words Read the rhyme Find the owner 反思：1.整节课复习了story time ,新授fun time 和rhyme time ,每个环节都是由嬉戏过渡而来，看似松散，实则都在老师的驾驭之中。 2.思路清楚，趣味性强，句型在嬉戏中驾驭的比较好，但是在找寻失物的时候，学生活动的时间还可以再长一点，在检查学生活动时也要关注其他同学的活动状况。 3.整节课主线比较清楚，在rhyme 的时候让学生感受到了韵脚，这样易于学生的驾驭。 姜主任：关注语音语调、关注语言、关注习惯、关注评价。 小学英语微课教案设计模板5 【教材解读】 本单元的话题是谈论天气状况和周末活

33、动。Story time 以日记的形式记录Yang Ling周末的一天， 让学生进一步相识和理解一般过去时的用法。老师可以利用学生用书五年级上册Unit7 At weekends的词汇设计教学活动，要求学生运用一般过去时描述刚过去的周末活动。 【学习目标】 1. 学生能初步能理解并且会听、会说、会读和会拼法单词及词组：cloudy, rainy, sunny, windy 和会运用句型：It was sunny / cloudy / windy / rainy. 2. 学生能初步听懂并且会说、会读单词show, interesting, weather, high, honey, ant, b

34、ee, cloud, sky, rain 3. 学生能初步感知动词过去式的不规则改变及读音 4. 学生能初步感知天气表达的句型 5. 学生能够对英语书写日记格式有肯定的了解 【教学重点】 1. 学生能初步能理解并且会听、会说、会读和会拼法单词及词组：cloudy, rainy, sunny, windy 和会运用句型：It was sunny / cloudy / windy / rainy. 2. 学生能初步听懂并且会说、会读单词show, interesting, weather, high, honey, ant, bee, cloud, sky, rain,、 3. 学生能初步感知动词

35、过去式的不规则改变及读音 4. 学生能初步感知天气表达的句型 【导学过程】 Step 1 Warm up Greeting Free talk T: Hello, boys and girls. Would you know something more about me? Two days ago, I was in Shanghai. Do you know Shanghai ? Its a big and beautiful city. I Review : was(am的过去式) ago But now ,I am in Zhangjiagang. Its beautiful, too

36、. 利用简洁的两句话，区分时态的不同 3.T: Can you let me know something about you? Look at the screen, you can choose one part to tell me something about you. 出示 Favourite Food, Favourite Animal, Hobbies三个话题 在Favourite Food话题中引出本课相关单词dumplings, honey 在Favourite Animal话题中引出本课相关单词parrot 延长到parrot show 在Hobbies话题中引出I li

37、ke drawing and writing diaries very much. Teach: diaries diary T:Look ,these are my pictures. Lets look at them. Teach: sunny cloudy windy rainy T: These pictures are about the weather. Teach: weather Step 2. Presentation 1.show a picture T: This is Yang Ling. She likes drawing and writing diaries ,

38、too. 出示日记抬头部分 T: This is a diary of hers. What a day! What day is it today? Sunday What date is it today? 20th September(9月20号) 渗透英文日记的书写格式 引出课题Unit 2 What a day! T:Lets look at Yang Lings pictures. What can you see in the picture? (1)S:I can see some children in the park. T:Who are they? S: Su Hai,

39、 Mike, Liu Tao and Yang Ling. (2) We can see some parrots in the park. (3) fly kites (4) rain 4.Lets talk 出示课文相关图片绽开探讨 Look and match 在此过程中教授动词过去式的特别改变形式 gowent seesaw becomebecame flyflew arewere Then read the sentences in the right orders. (Teach: wet) 5.Read the diary by yourself, then finish the

40、 exercise. (T/F) 6.Read the diary 找出表达天气改变的句子，再过渡到事务改变的句子 在此活动中教授bring过去式brought, can过去式could Step 3.Consolidation 1.Lets read a.Read after one. b.Read together. c.Read one by one. 2.T:What do you think of her day? Happy? Interesting? Terrible? Bad? Step 4.Homework 1. Read the text. 2. Try to retell

41、 the diary according to YLs pictures. 板书设计： Unit 2 What a day! It was sunny / cloudy / windy / rainy. gowent flyflew seesaw arewere becomebecame bringbrought 小学英语微课教案设计模板本文来源：网络收集与整理，如有侵权，请联系作者删除，谢谢！第28页 共28页第 28 页 共 28 页第 28 页 共 28 页第 28 页 共 28 页第 28 页 共 28 页第 28 页 共 28 页第 28 页 共 28 页第 28 页 共 28 页第 28 页 共 28 页第 28 页 共 28 页第 28 页 共 28 页