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小学英语优秀教案设计

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小学优秀教案可以更好的辅导学生们的英语知识,那么小学优秀教案有哪些呢,小编收集了两套小学英语优秀教案设计,特别是第二套一定要看哦!

  小学英语优秀教案设计

  一、教材分析

  本课是人民教育出版社PEP小学英语五年级上册第四单元Part A Let's talk的教学设计。在设计中主要从三方面进行教材分析。首先是基于本课的教材分析,本课以对话的形式呈现语言:What can you do? I can … 其功能是:简单介绍自己能做的家务劳动并询问对方能做什么事情;其次是基于本单元的教材分析,本单元话题是What can you do? 教学重点是有关家务劳动的表述方法,主要句型是:What can you do? I can sweep the floor.Can you set the table? Yes, I can.No, I can''t.最后是基于学生已有的知识储备的教材分析。五年级的学生经过两年多的学习已经储备了一定的语言,有了一定的学习热情并且掌握了一定的学习方法。在第一课时的学习中,学生已经学习了cook the meals, sweep the floor, clean the bedroom, water the flowers, empty the trash有关家务的五个动词词组和句子I’m helpful! I can...

  二、教学目标:

  鉴于以上三方面的教材分析,结合我们学生对已学习过语言的掌握情况及学生的接受能力,我对本课的目标定位是:

  1. 能够理解对话内容。

  2. 能听懂、会说: Are you helpful at home? What can you do? I can sweep the floor. You’re helpful! 并能在情景中运用。

  3. 能够正确的模仿、朗读对话。

  4. 尝试采访学校十佳少先队员代表。

  5. 教育孩子要养成讲究卫生和热爱劳动的好习惯,培养乐于助人的优秀品质。

  三、教学重、难点

  教学重点:

  1.理解功能句 What can you do? I can …的意义及其使用的语言环境,并尝试迁移到新的语言环境。

  2. 创设情景,为学生搭建语用平台,使学生运用语言真实交流。

  教学难点:

  语言 Are you helpful at home? 的理解与朗读以及在实际情境中正确运用。

  四、课前准备

  1.教师准备录音机和录音带。

  2.为每个学生准备一份采访记录

  3.教师准备课件和单词卡。

  五、教学过程

  1. Warm-up and preview

  T: Good morning, boys and girls.

  S: Good morning, Miss Wang.

  T: How are you today?

  S: I’m fine. Thank you!

  (走近个别学生与之问候,拉近距离,为本节课的开展做好情感、心理铺垫。)

  T: First, let’s enjoy a chant. (看光盘课本44页的小歌谣,师生拍手同唱,迎合不同学习类型学生的需要,进一步调整学生的情绪,活跃课堂气氛,并激发学生已有的与本课相关的知识、技能,为本课的学习做好语言、知识上的铺垫。)

  T: From this chant you can see: Dog can run after you. Panda can eat so much bamboo and Mike can draw animals in the zoo. They can do so many things. Sarah can also do some things. Now look at the screen , speak out the phrases as quickly as you can. Are you ready?

  Ss: Ready.

  T: Let’s go.

  设计意图:大屏幕中依次出现Sarah做家务的图片,学生看到图片后快速说出英文词组,让学生通过眼疾嘴快这个游戏快速在脑海中呈现与本节课有关的关于家务的动词词组,唤醒学生已有的与本课相关的知识储备,同时激发学生参与课堂活动的兴趣。提高注意力,为本课的学习做好了准备。

  2. Presentation and practice

  最后在大屏幕中出现一张被遮盖住的人物图片。

  T: Please look at this picture. There is something that you can’t see. What do you want to know when you see the picture?

  (鼓励学生根据图片给出的信息提出问题,老师可以随机板书到黑板上,如:Who is she? Where is she?...)

  T: Here are your questions. Now let’s watch the video and find the answers.

  Watch the video.

  (第一遍看完光盘后,解决学生提出的问题,同时课件中被遮盖的部分被打开,呈现陈洁做家务的画面。)

  T: I have a question, too. Is Chen Jie helpful at home?(课件中出现老师提出的一个新的问题,让学生带着问题看第二遍光盘。课件中出现问题的时候,教师出示单词卡helpful并领读单词和问句。)

  Watch the video again.

  (看完第二遍光盘,解决问题,引导学生回答Yes, she is. 当学生回答完此问题后老师再进一步提问:How do you know that?)

  T: This time take out your books and listen to the tape. Please underline the key sentences.

  Listen to the tape.

  (让学生专心听,并且画出重点句子。让学生读出重点句子的同时,教师板书 What can you do? I can sweep the floor. I can cook the meals.)

  设计意图: 初步感知、理解新知,策略性的处理认读句子的教学重难点。落实教学目标一。

  T: Look! Chen Jie can sweep the floor and cook the meals at home. How about you and your classmates? Ask each other.

  (学生小组活动,利用新学习的句型自由问答 what can you do? I can…并找同学展示。)

  T: Boys and girls, you can do so many things. You’re helpful! Now let’s listen to the tape.

  Listen to the tape and follow it.

  (跟录音读---自由读-----分角色读。)

  设计意图: 充分的感知和必要的练习相结合,策略性的处理朗读、运用功能句的教学重难点,内化所学知识。落实教学目标二、三。

  3.Consolidation and extension

  T: Chen Jie can sweep the floor and cook the meals at home. You can also help your mothers do housework. You are helpful! How about them? Now let’s guess what she/he/they can do?

  (课件中呈现一组半遮盖的图片,让学生利用新学习的句子what can he/she/they do? He /she / they can… 通过猜谜的形式,让学生进一步运用所学句型来提问回答,既激发了兴趣又练习了新知。巩固教学目标二。)

  T:(猜谜活动结束后老师指着课件上的一些图片说)Look!They can dance. He can play basketball. How about you and your classmates? What other things can you do?

  (小组活动,让学生相互询问除了家务彼此还能做哪些事情。并在课件中提示学生注意替换课文中的重点句子,并关注对话的语篇词汇。)

  T: Boys and girls, all of you are great! Today I bring you a lot of friends. Look! They are top ten young pionners of our school. They can do many things.(看课件中的十佳少先队员图片)

  I invite two of them here. Welcome!(请两名十佳队员上台)

  You can talk with them face to face. First, please think what you want to know about them. You can write down if necessary.(学生先思考可以提问哪些问题,接下来采访现场的十佳队员。)

  设计意图: 利用身边的楷模能给学生真实的感受——即榜样的力量是无穷的,通过和十佳少先队员的交流,学生可以获得除知识以外的很多别的东西。面对面的问答也体现了对话课的特点,在真实的情境中培养学生综合运用的能力。落实教学目标四。

  T: Boys and girls, we know a lot about them after talking with them, Now please say something to them. You can write them down.

  Hello, __________. I’m_____________. I’m_____ years old.

  At home you can _________________________.

  At school you can ________________. You are helpful!

  You can also(也) __________________. You are great!

  I want to learn from you (向你学习). Can you be my friend?

  (学生采访完两名十佳少先队员后,把采访的内容通过心里话的形式写下来, 由口头落实到笔头。并找同学加以展示。)

  T: Boys and girls, today we have learned a lot about the things that you can do, I hope you can help your mothers do housework as often as possible and try your best to help others. All of you have done a very good job today.Thank you very much !

  设计意图: 引导学生把所学语言与生活实际相结合,并渗透德育教育,落实教学目标五。

  4. Homework

  1. 听录音并读 47页对话。

  2. 用英语谈论自己能做的事情。

  设计意图: 将本课学习的知识通过作业的形式延伸至课堂外。

  Bb designing:

  Unit 4 Part A Let’s talk

  What can you do?

  I can sweep the floor.

  I can cook the meals.

  全国首届小学英语优质课竞赛一等奖教案

  In a Fast-food Restaurant

  (浙江宁波市戎徐小学 朱雪君)

  I.教学内容

  In a Fast-food Restaurant

  Waiter: Hello, can I help you?

  Mum: Yes. What would you like, Dick?

  Dick: I’d like a hamburger.

  Mum: Me, too.

  Waiter: Would you like something to drink?

  Mum: Oh, yes. Two glasses of orange juice, please.

  Dick: Mum, can I have an ice-cream?

  Mum: Sure. Two hamburgers, two glasses of orange juice and an

  ice-cream.

  Waiter: OK. Here you are. 38 yuan, please.

  Mum: Here the money.

  Waiter: Thanks.

  生词:fast-food / resaurant / hamburger

  句型:What would you like?

  Would you like something to eat/ drink?

  II、教学目标:

  1. 能听、读、说fist-food/restaurant/hamburger,并了解其含义;

  2.能灵活运用重点句型,并清楚其运用的场合和语气;

  (1) What would you like?

  (2)Would you like something to eat/drink?

  3.能模仿本文对话,并能在一定的语境中运用所学语言进行交际;

  4.培养学生的注意力和观察力,激发学生积极思维,挖掘学生运用语言的创造能力。

  III、教学重难点:

  1.重难点句型:

  (1)What would you like?

  (2)I’d like ...

  (3)Would you like something to eat/drink?

  (4)…,please.

  2.掌握有关食物名称的词汇。

  III、教具准备:

  食物图片:ice-cream, hamburger, cake, bread, juice, milk, water,

  hot-dog, Frenh fries等。

  食物和饮料:hamburger,cake,bread,milk,orangejuice,cola等。

  道具:服务员工作帽、围裙、托盘。 多媒体课件一套。

  IV、教学过程:

  Step 1.Warm-up activities

  (1)Do it! (学生按教师的指令做动作)

  T:Stand up!/Sit down!/Sit down!/Stand up! (教师辅以手势)

  T:Walk!/Stop!/Jump 5 times!/Stop!/Push!/Stop!/Run!/Stop!

  (教师和学生一起做,每个动作持续一段时间后,教师突然说:“Stop!”要求学生立刻停下来。)

  (2)Do as 1 do?(教师做动作并表达,引导学生边做边说:“Me,t00.”)

  教师做睡觉状,并用低缓语调说:“I’m tired.”引导学生说:“Me,t00.”

  教师做笑脸状,并用欢快语调说:“I’m happy.”引导学生说:“Me,t00.”

  教师做干渴状,并说:“I’m thirsty.”引导学生说:“Me,.too.”

  教师手摸肚子,并说:“I’m hungry. ”引导学生说:“Me,.too.”

  (3)Listen and act!(学生按教师的指令做动作。)

  教师说:“Let’s eat!"(做吃东西状),学生跟着做动作。

  指令依次为:Eat slowly!/Eat fast!/Let’s drink!/Drink slowly!/Drink / fast! /Eat fast! (通过此活动,操练对话中的有关单词,例如:eat,drink,fast。)

  Step 2.Revision and presentation

  (1)教师问:“What do you like to eat?”让学生根据自己的喜好,用已学句型“I like…”回答。

  (2)教师出示卡片hamburger,并问:“Do you like a hamburger?”

  (3)学生学说hamburger一词,教师板书单词,并抽查一组学生,学生快速读词。

  (4)出示有关食物的卡片(hamburger,cake,ice-cream,iuice,milk,…),让学生认读。

  (5)做游戏:“What’s missing?'’(教师从卡片中任意抽掉一张,再让学生看卡片读单词,然后让学生说出拿掉的是哪一张卡片。)

  Step 3. Pattem drills and dialogue teaching

  (1)选取单词卡片4—5张,同时出示给学生,并提问:“What would you like?'’引导学生回答:“I’d like…”教师把该卡片送给说出正确答案的学生。

  (2)教师把手中卡片送完后摊开双手说:“No food lefi! But

  don’t worry,let’s go to the restaurant.You can choose whatever you like.”

  (3)屏幕上出现单词RESTAURANT及三幅食物图片:noodles,fish,rice。教师提问:“What would you like?'’让学生用“I’d like ...”回答。当学生选中一种食物时,教师点击该图,出现该食物的价格。教师对该生做手势并说:“20/30 yuan,please.'’引导学生说:“Here’s the money.”当屏幕上显示的是免费食物时,教师则带领全班学生对该学生说:“Conigatulations!”

  (noodles—20 yuan;fish—free;rice—10 yuan)

  (4)屏幕上出现单词BAR和三幅图片:wine,coffee,juice (wine—600 yuxm,coffee—30 yuan,juice—free),教师请一学生提问并操作(练习方式同上)。

  (5)教师指着,juice说:

  “I’d like juice very much.I even drink juice on my birtllday.”屏幕上出现Happy Birthday to you! 和一只蛋糕。教师说:“Suppose today was your birthday,what would you like?'’引导学生用“I’d like…”句型表达自己的愿望。

  (6)屏幕上出现一叠叠钱的画面。教师问:“If you had lots of money,what would you like?'’让学生继续用“I’d like...”句型回答。教师引导学生说:“A car? A computer?”等,拓展学生的思维。

  (7)教师说:“If I had lots of money,I’d like to open a big fast-food restaurant.”自然引出对话主题。教师出示快餐店图片,并介绍说:“Look,this is a fast-food restaurant.A big nice fast-food restaurant! We sense hot-dogs,hamburger,salad,French fries…” (出示食物图片)

  (8)让学生模仿跟读单词fast-food restaurant,并选1、2组学生朗读,教师板书该词。

  (9)教师系上围裙,拿起装有食物(cake,hamburger,bread,juice,milk,water,ice-cream)的托盘,扮演服务员,并说:“Are you hungry? Would you like something to eat? What would you like?'’让学生回答,回答正确的学生可以得到该食物。

  (10)当食物分完后,教师解下围裙,做出疲倦状,并说:“Oh,I’m tired and hungry.”引导学生说:“Would you like something to eat? What would you like?”教师收回学生所选的食物后说:“I’m full.I’m not hungry.But I’m thirsty now.”教师继续引导学生说:“Would you like something to drink? What would you like?”

  (11)教师说:“I’m not hungry and thirsty now.Thank you,boys and girls.

  You’ve done a very good job today.”

  Step 4. Communicative practice

  (1)屏幕上出现招聘服务员的海报,教师扮成快餐店经理,并说:“Our fast-food restaurant needs a waiter or a waitress.Who’d like to have a try?'’

  (2)邀请几位学生上来,给他们戴上服务员的帽子,并让他们站成一排;然后,教师(扮演经理)对“应聘者”发指令:“Line up!Turn left!Turn right!Smile and say:Welcome! Can I help you? What would you like? Would you like something to

  eat?'’每做几个动作,就请不合要求的“应聘者”回去,最后剩下两位“应聘者”。

  (3)教师对全班学生说:“Who’s the best one?Please discuss in pairs.”引导学生两人一组讨论,以确定最后被“录用者”。

  (4)请几组学生扮演顾客,来快餐店购物,比较两位应聘者所提供的服务。

  (5)最后选出最佳“服务员”。

  (6)教师说:“Now 1et’s open our fast-food restaurant.”教师出示有关食物,引导所选的“服务员”与全班同学进行以下对话:

  W:Can I help you?

  Ss:Yes.

  W:What would you like?

  Ss:I’d like a hamburger.

  W:Would you like something to drink?

  Ss:Two glasses of orange juice.

  W:OK.Here you are.48 yuan, please.

  Ss:Here’s the money.

  W:Thanks.

  Step 5.Dialogue practice

  屏幕上出现课文对话。教师让学生先听对话并跟读,然后分角色朗读

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