2023年小学英语教学设计优秀范文锦集.docx

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1、2023年小学英语教学设计优秀范文锦集 在英语课中老师要和学生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，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。以下是我整理的小学英语教学设计范文，希望可以供应给大家进行参考和借鉴。 小学英语教学设计范文一 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

2、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(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

3、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、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/sh

4、e 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

5、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

6、 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 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 o

7、n 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 or 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.

8、 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: 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 nea

9、r 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. 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. O

10、n 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 school? 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

11、 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 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 St

12、even 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 to go?How does he/she go to school?Why? Kim Jenny II. What do you like to do on weekends? 3 sentences. () 小学英语教学设计范文二 3B Unit 3 Is this your pencil? 教学内容：Story time 教学目标： 1

13、. 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, 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

14、 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 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 rubb

15、er, 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 Presentation 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 m

16、y 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 pencil. 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 rub

17、ber? 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: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. teac

18、h “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 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

19、。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 helps 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 Produc

20、tion 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 your 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.

21、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，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。 小学英语教学设计范文三 Unit3 Is this your pencil?(period 2) Step 1. Warm up Greeting Step2. Revision a. T: Look at the blackboard.Can you

22、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 helps 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 h

23、is 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 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

24、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. Consolidation 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 help

25、ful 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 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

26、” 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 the 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。