第一篇：英语教学设计

小学英语PEPBook3《Unit 5 What Would You Like? 》教学案例

前进小学

张咏霞

英语是一种语言,而非一般的知识。脱离了一定的情境，语言就难以恰当地表述，难以发挥其表达进行交际活动的本质作用。词汇教学是小学英语教学的一个重点，也是一个难点。小学生抽象思维能力较差，主要以机械记忆为主。他们对枯燥乏味的教学内容，难于集中注意力，容易产生厌倦感，以至于影响教学效果。因此，在词汇教学中，增强词汇教学的趣味性就显得尤为重要。我们尽可能根据教学内容、教学目标、小学生的心理特点等等，尽量采取丰富多样的教学形式，激发他们的学习兴趣，调动他们的学习积极性，让他们学会用语言去表达，去说，以达到课堂教学的最佳效果。

新课程理念下的小学英语教学更是百花齐放，但无论是哪一种，都要着力于促进孩子的情感发展、知识发展、交际能力的发展和文化意识的发展，充分发挥英语“说”的功能，本着这一理念，设计了本节课。

一、本节课的教学内容与要求

本节课是PEP Book3第五单元第一课时。这是以“食物”为话题，主要教学“rice，noodle, fish, beef, soup, vegetable.”这6个新词，复习“Can I have some…, please? Sure.Here you are.句型，并初步掌握What would you like for dinner ? I’d like some…新句型。并能积极的运用所学英语进行表达、交流，从而进一步激发和培养学生学习英语的兴趣，发展自主学习的能力以及综合运用英语的能力。

二、本节课教学设计

（一）、Warm-up 1.Greetings.2.Let’s sing：Apple song

（二）、Revision

1、Ask and answer: T: Good morning.Ss: Good morning.T: What’s your name? Ss: My name is ….T: How are you ? Ss: Fine, thank you.T: How old are you? Ss: I am 11.…

2、Lead-in T: Look at the screen.This is my room.What’s this? Ss: It’s a TV/sofa/shelf/fridge/bed… T: Do you like it? Ss: Yes, I do./ No, I don’t.T: Then what’s on the table?

Ss: Eggs/Bread/Milk/Chicken/Juice/Hot dog/Hamburger…

（用富有节奏的歌声将学生带入英语学习的乐园,调动学生的积极性,也为新的学习作好语言知识和情感态度上的准备。通过多媒体课件的演示，将内容直观地呈现在学生面前，创造逼真的语境。）

3、Game：Quick response.T: Let’s do a quick response.I’ll point to a picture.If you like it, you please say: Can I have some…，please? S1: Can I have some milk, please? S2: Can I have a hamburger, please? S3: Can I have some juice, please? …

T: Sure.Here you are.(Give students the pictures.)（经过前面的热身后，学生的思维逐渐被打开。再通过游戏，更激发了学生学习的积极性。）

（三）、Presentation & Drill

1、T: Look at the screen.This is Zoom’s restaurant.In this restaurant, we can see a lot of nice food and drinking.What would you like? S1: I like bread.S2: I like milk.S3: I like chicken.S4: I like juice.…

T: So many people like to go to the restaurant.Look!This is the menu.What would you like? MENU Juice ￥3 rice ￥1 bread ￥2 fish ￥8 milk ￥1 beef ￥10 chicken ￥9 soup ￥4 hot dog ￥3 noodles ￥5 hamburger ￥3 vegetable ￥2

2、If you want to go to the restaurant and you want to eat something, you must learn to say the new words: rice, fish, beef, soup, noodles and vegetable.Today I invite Zoom to help us.You can read the words after him.3、Let’s do a quick response.I’ll say a word, you please listen and raise your card quickly, ok?

4、Wonderful!Would you like to eat the nice food? I think you should say: Can I have some…,please?

Raise the pictures and let the students practice: Can I have some noodles, please? Teacher answers: Sure.Here you are.5、Right!Then please open your books to Page 58.You can see a menu.Listen to the tape and then read after it.（运用多媒体课件，创设学习氛围，帮助学生从Zoom’s menu中学习单词。）

（四）、Practice

1、Look at my picture.If you like the food , please stand up and say: Can I have some…,please?

Help the other students to say: Sure.Here you are.Practice in your groups.2.Then we can go to Zoom’s restaurant.I’m the waitress.Welcome!Can I help you? Let the students buy something.Can I have some…,please? Sure.Here you are.3、Who wants to be the waiter or waitress?（借助图片再次复现单词和句型，开展小组操练，有助于下一环节操练内容的开展。开始进行情境模拟，先由老师辅助练习。把活动的主动权交给学生，让学生真正体验活动的乐趣。）

（五）、Consolidation

1、Today we’ve learnt Unit 5 What Would You Like, A.we’ve learnt 6 new words.And go to Zoom’s restaurant.Let’s read the menu again.And if we want to buy food, we should say….2、After the class, I hope you can use the words and sentences in your life.3、Homework: Go to the KFC with your father and mother.Please try to speak English to buy food.三、教学反思 本课教学中，我为学生创设了一个喜闻乐见的情境——Zoom开餐馆，在情境中，学生可以练习所学的单词，可以练习实用的句型，还可以初步了解西方的饮食习惯，一举多得，我教得省力，学生学得开心。在这几年的教学实践中我们不难发现，学生对吃的食物总是有很高的热情。曾经有一个学生，平时的英语学习一团糟，但在学习食物单元时却获得了前所未有的好成绩。究其原因，就是“兴趣”两字在起作用。教食品单元时老师经常会带上一大堆可口的食物，大家边吃边学，吃得开心，学得顺心，就算真的没带事物来，也会带来有好看好吃的食物欣赏，无意识地学生就掌握了这一大堆的单词。除实物外，多媒体课件是教师营造逼真交际情境的最好手段。本课中教师除借助它创造了真实的情境外，还让多媒体开口，让Zoom教学生新单词，着实把学生的兴趣大大激发了起来，也确实收到了很好的教学效果。在教学中，我们不难发现任务型教学模式所倡导的教学理念鼓励师生之间进行互动，要求教师把教学内容融入具体的任务中，让学生边学边用，边用边学。在进行教学时，学生在明确的任务目标驱动下，常常能比较自觉、主动参与课堂实践。这真正实现了以话题为核心，以任务为主线，任务以活动为载体，活动以学生为中心的教学原则。在教学中，教师的价值就在于组织学生开展适时、适当的活动，及时提供并调整学生学习运用交流过程中产生的问题，通过结合教学目标设计出意义的情境任务活动，引起学生的共鸣，促进学生积极主动地投入英语学习中。本课在设计时，早早地提出了Zoom的餐馆的任务，不但让学生有明确的任务目标，而且引起了学生强烈的好奇心和参与欲望；然后，又借助课件创设出的逼真的情境，让Zoom教孩子们学习新单词，并通过师生、生生等不同结构的操练，巩固了教学成果。学生在感知语言的过程中通过餐厅中点餐的任务情境，习得了这个对话。像这样，在执行任务的过程中，待时机成熟时创设真实的活动场景，使学生学之能用，学之即用，既可以培养学生在逼真的情境中自编对话、相互交际的能力，又可以培养学生的协作精神，充分发挥他们的各项职能特征，真正体现英语学习的交际性。

第二篇：英语教学设计

教学设计

Step 1.Lead in.这个部分，我的目的主要是要引入单词interesting、fun、difficult、relaxing、boring的学习。设计上我以学生比较熟悉的歌星张杰作为切入点，由他做出的表情来帮助学生理解单词。之后，为了加深学生对于单词的理解，也为了调动在课堂一开始的学习氛围，提高学生的学习兴趣，笔者安排一名同学上台表演五个表情让学生来猜单词。掌握单词后马上进入巩固阶段，完成了一个填空练习，让学生尝试运用这五个单词。学生当时的情况是准确的完成这道题，说明学生已经基本掌握些单词，但是对于单词的拼写方面，学生的掌握程度笔者没有在课堂上实时检测，需要课后加强单词的拼写检查。

Step 2.Listen to the tape and answer the question.此处的主要是起到承上启下的作用。一方面再次复习引入部分的新单词，另外一方面，对于下面文章的阅读起到铺垫的作用。听力的内容不是很难，大多数学生可以准确的找出答案。完成听力后马上进行提问：Does Tony like watching TV? Why? / Does he like playing basketball? Why? 由此处引入到下一个步骤，阅读Ed Smith的爱好。

Step 3.Read an article and complete the questions.阅读是本课的重点，阅读前为了辅助学生更有效地阅读文章，笔者带领学生一起看文章对应的图片，提前带领学生了解文章的内容，然后再让学生进行阅读。阅读主要是采用任务式教学。学生找出物品的数量。这个部分为了加大题的难度，我加入3个文章中没有出现的运动品。学生仍然可以正确的判断，并做出正确的反应。任务3是让学生根据文章的信息表来复述这篇文章。也是对文章内容的升华。此任务不仅是让学生更熟练文章的内容，更为下面的作文打下基础。任务4是让学生再看一幅图，完成内容。经过上一篇文章的学习，学生可以很容易的完成此项任务。

Step 4.Write a composition.本课的主要任务是读写综合。阅读技巧练习过后就要进入写作练习。以“My favorite sport” 为题写一篇和运动品有关的文章。这个部分的设计上，笔者首先给出学生具体球类的内容和数量。其次，给出文章的开头和结尾。给出开头的目的是为了让学生学会运用“sb have/has a sports collection”这个句型。结尾我给出的是“But my favorite sport is „„ because I think it is„„”这个结尾的设计是为了呼应课堂一开始的新单词，此处再次出现，增强学生学习的成就感。

Step5.Summarize.此处是总结课堂学习的内容，最初的设计目的是让学生来总结，这样更有利于学习的掌握。但是，因为时间的原因，这个部分是由我来总结的，以后的教学过程中应控制好时间，至少留2分钟的时间让学生可以回顾一下课堂所学内容，这样才更有利于学生对知识的巩固。

反思

本课基本上完成了教学任务，课堂上学习氛围良好，学生对知识的掌握非常到位。但是对于情感教育方面还稍有欠缺，课后思考，应该在课文阅读后，针对Ed Smith不爱做运动这件事情上展开情感教育，可以和学生一起探讨“Playing sports is good for our health.”这个话题。

第三篇：英语教学设计

Unit 2 My Favorite Season教学设计 Huashan Primary School Guo Yue Part A Read & write Let’s play

一、教学内容

本节课的设计是针对〈〈义务教育课程标准实验教科书英语PEP〉〉五年级下册 Unit 2 My Favorite Season Part A Read & write Let’s play部分，通过本节课的学习，学生能够掌握Read & write部分的四会句型 Which season do you like best ? I like winter best.Summer is good, but fall is my favorite season.单词leaf(leaves), up, north, Halloween, Thanksgiving 以及培养学生的英语阅读能力。

二、学生分析

本课时教学设计的学习者是小学五年级的学生。这个班对我来说可能是陌生的，我对他们还并不了解，但我相信他们有着良好的学习兴趣和欲望，对他们我充满着信心！

三、理论指导

任务型语言教学是我国基础教育英语新课程标准基本教学理念中所倡导的一种教学模式。学生在明确的任务目标的驱动下，主动参与课堂实践，真正实现了以话题为核心，以任务为主线，任务以活动为载体，活动以学生为中心。学生在教师的指导下，通过感知、体验、实践、参与和合作等方式学习和使用英语，完成学习任务。任务型教学法以交际活动为核心，注重信息的沟通，强调学生在完成任务的过程中进行有意义的对话和交流，从而习得语言知识和技能。任务型语言教学的倡导者认为，掌握语言的最佳途径是让学生做事情，即完成各种任务。当学习者积极参与用目的语进行交际尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到最佳状态。因此，《国家基础教育英语课程标准》建议教师在课堂教学中采用实践性强、具有明确任务的“任务型”学习方式，使学生带着明确的任务目标，通过实践、思考、调查、讨论、交流和合作等方式积极主动地进行学习英语。它将英语课程的总体目标确定为培养学生综合运用语言的能力，而这一能力的形成是建立在学生的语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上的。《课程标准（实验稿）》指出基础教育阶段英语课程的任务是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略。所以，我在设计本节课的任务时，以学生的生活经验和兴趣为出发点，让学生参与和完成真实任务的同时学会和运用语言知识。The Third Period Ⅰ.Teaching Aims & Demands: a.Knowledge Objects Able to master the new words: leaf(leaves), up, north, Halloween, Thanksgiving Key sentence patterns : Which season do you like best ? I like winter best.Summer is good, but fall is my favorite season.b.Ability Objects Can train students ’ reading & speaking skills.Able to understand the meaning of the conversation and master the four-skilled sentences.c.Moral Object Let students know each season will be more beautiful if we can get along well with the environment.Ⅱ.Teaching keys & difficulties How to master the four-skilled sentences,understanding the meaning of the conversation.Can finish the questions by inpiduals.Develop students’ reading & speaking skills Ⅲ.Teaching Methods Reading , speaking & watching methods Pair work & group work Ⅳ.Teaching Aids The blackboard and multimedia teaching equipment Ⅴ.Teaching Procedures: StepⅠWarm-up & free talk Play a song to review the seasons.Greet the students as usual.Make a simply conversation to know some students.Free talk How many seasons are there in a year?(There are four.)What are they?(They’re spring, summer, fall and winter.)Show some pictures to review the four-skilled words we’ve learnt.StepⅡ Read & write Watch the cartoon of this part.Ask students to watch carefully.Show the dialogue, explain the words, phrases and the sentences which they can’t understand.Introduce the two festivals to the students.Present the dialogue and play the recording again.Show the exercises and the questions.Invite some students to finish them, encourage the students who have done a good job.Ask students to read the conversation after me.Then use different ways to read the dialogue.Boys & girls will have a race to read it.Now give them 2 minutes to prepare, call them to work with their partners, invite some pairs to act out the dialogue.Help them to correct their pronunciation if necessary.Encourage the pairs who have done a good job.StepⅢ Let’s play Guessing game Show some pictures & sentences, let student judge which season it is.Encourage the students to read the sentences as possible as they can.StepⅣ Consolidation Show a conversation.Ask students to finish the sentences & write down.Call someone to read the conversation.Show some proverbs , let the students know much more.StepⅤ Homework Listen to the tape and read the passage.Finish off the excises of the workbook.Recite the conversation.Write a short passage about what you do in different seasons.Preview the new lesson.StepⅥ The Blackboard Design Unit 2 My Favorite Season Vocabularies spring , summer , fall , winter , leaf(leaves), up , north, Halloween , Thanksgiving The target language: A: Which season do you like best ? B: I like winter best.A: I like summer.C: Summer is good, but fall is my favorite season.Teaching Reflection:

第四篇：英语教学设计

英语教学设计

【题目】What colour is it? Teaching aims and demands: 1 Learn some words about colours.2 Learn question with “what”.Teaching procedure: Step 1 Greetings T: Good afternoon, boys and girls!Ss: Good afternoon, Mr.Wang!T: How are you?

Ss: I’m fine, Thank you,and you?

T: I’m fine, too.What’s the weather like today? Ss: It’s sunny.T: Very good.Sit down, please!

【设计意图：以学生耳熟能详的英语问候语“ Good afternoon.” “ How are you?”以及天气等引入课堂,吸引学生的注意力】

Step 2 New words and expressions The students learn the new words and expressions all by themselves, and help each other, the teacher checks and helps.Now call a student to read them , the others listen and check..S1:(reads the new words and expressions)The teacher teaches the new words and expressions, then the Students read them and check each other.【设计意图：前置自学单词，由学生自已拼读——互相检查帮助——教师检查辅导等方式方法改变原来单一的教师教学生跟着读，容易激发学生的积极性，且掌握得更好。真正地体现学生的自学互助与老师的导学】 Step 3 Presentation T:Please look at my dress.What colour is it? Ss: It iswhite.T: Very Good.And what colour is the moniter’s dress? Ss:It is black.T: What colour are these desks in our classroom? Ss: They are red.T: Excellent!All of you have a good memory.Show a picture to the students T: Look at this picture.Now all of you make dialogues“What colour is(are)…? It’s(They are)…?”with your partners, then act in the front of the classroom.【设计意图：教师抓住现场的教学资源,从教师自身穿的dress入手，问“ what colour is my dress?”然后分组展示学生的衣服，最后到课桌,从教师到学生再到物体,充分利用了现场的教学元素.】

Call some groups to act out their dialogues.Work in pairs.Sa:(Point to the picture)This girl is beautiful.What colour is her hair? Sb:It’s brown.Sa:What colour is her coat? Sb:It’s yellow

Sa:What colour are her eyes? Sb:They are blue.Sa:What colour are her shoes? Sb:They are purple.……

(在学生对话时，教师在黑板上写下涉及到的新单词)T: Very Good,Li Chong!Come here.You’re the little teacher.Read “brown”, please!Li Chong:(Point to the brown)One two begin, brown, brown.Ss:(Read after Li Chong)brown,brown.T: Thank you!Who’d like to be the little teacher? Would you like to have a try?(Some students hands up.)Hu Lingli, please.…

【设计意图：整个过程,学生都处在教师创设的情境中,围绕“ Brown ”等单词，给学生开口说英语提供了机会。以组为单位进行讨论，带领全班同学一起学习,这既是对该生回答正确的肯定,让优生带动了全班同学，又充分调动了其他学生学习英语的热情.】 Step 4 Improvement Show a green and black butterfly(picture).T:Look at the picture.What’s this? Ss:A butterfly.T: Yes, it’s a butterfly.Please repeat, a lovely butterfly, a little butterfly.T: What colour is this butterfly? Please hands up and answer it.Hewei: It’s green and black.T: Excellent.You will be the little teacher, come to the front.Hewei: One two, begin!It’s green and black.Ss:(Read aloud after Hewei)It’s green and black.T:(Show a pink and blue butterfly)What colour is this one? Please.Lili：It’s a pink and blue butterfly.T: Very good!Thank you.You will be the little teacher.Come here!Lili: One two, begin!It’s a pink and blue.Ss:(Read after Lili.)It’s a pink and blue.……

【沿袭了单词brown教学中的little teacher,这种教学方法可谓是策略,对于激发学生的学习积极性较有效果.另外在前部分教学的基础上,加大了难度,出现了butterfly,而且颜色都涉及到了两种.但于前部分内容仍旧环环相扣,循序渐进.课堂向深度,高度发展.】 Step 5 Practice(Prepare for some two colour's balls)T: Let’s play a game.Who wants to be my partner? S1: Let me have a try.T:(Throw a ball to S1)What colour is it? S1: It’s pink and blue.T: Very good!I want two other pairs of students to do the game again.S2:(Throw a ball to S3)What colour is it? S3: It’s orange and black.S4:(Throw a ball to S5)What colour is it? S5: It’s brown and yellow.(Teacher asks two more pairs to act out their dialogues.)【学生英语表达的细胞在此完全得到释放,而且教师引导学生拿出自己的玩具,互编新对话,培养了学生在真实场景中运用英语的能力.在此部分,我们可以看到学生思维的火花得以绽放.】

Step 6 Magic(Prepare for some colour oil pastel)T: Look, what colour is it? Ss: It’s blue.T: Look, what colour is it? Ss: It’s yellow.T:(Mixing the two colours)Look, what colour is it now? Ss: It’s green.T: How lovely!Listen, blue and yellow is green.Ss: Blue and yellow is green.T: Now everybody takes out your colour oil pastel.Show me yellow.Ss: Yellow-yellow-yellow.(Read and hands up)T: Show me blue.Ss: Blue-blue-blue.T: Show me red.Ss: Red-red-red.T: Mix the colours and then find out what you get.Talk with your partner about the colours.Ss:(Doing the experiment and then have conversations in their group.)T: What do you get from what you did just now? Tell me together.Ss: Red and blue is purple.Red and yellow is orange.T: You’re clever.Step 7 Everyday English T: Please read: ''I have broken his cup,he looks blue in the face.''.“Blue in the face”.What is the meaning? Ss:蓝色的脸。

T：脸变成了蓝色说明了什么？ Ss:很生气。

T: Yes.如果中国人很生气，脸变成什么颜色？ Ss: Red.T: Yes, red.可是在英语中要表示“气得脸发红”，应该怎样说呢？ Ss: Blue in the face.T: That’s right!You should remember it.And for example:Don’t be blue(不要忧伤);You are yellow(你害怕了)。注意文化差异，可不要望文生义哟！

（最后，根据实际情况可安排一些课外活动）T: Time is up.We have to say good bye!Ss: Bye-bye!Mr.Bai.Thank you!【此部分内容,虽然是课堂的尾声,但却是精彩部分所在.对于本课所学颜色类单词,精心设计了一个小活动和一个习惯用语的渗透.一个调色盘的游戏,艳丽的色彩足以吸引学生的眼球,从英语课堂中培养了学生的艺术细胞;还有从“ Blue in the face.”形象地告诉学生“气得脸发红”就用“Blue in the face”.表达,使学生在乐中学，收获颇多.】

第五篇：英语教学设计

It’s Monday.Sheep:Baaaa, baaaa.Grass,grass.Boring.Storyteller:It’s Tuesday.The sheep has got an idea.Sheep:Baaaa.Fish.Yummy.One, two, three, baaaa!Storyteller:Well…fishing isn’t easy.It’s Wednesday.Sheep:Baaaa.What a lovely bone.Dog:This is my bone.Go away.Sheep:Baaaa, baaaa.Storyteller:It’s Thursday.Squirrel:Have a nut.Sheep:Oh, thank you.Ouch!

Storyteller:It’s Friday.Sheep:Baaaa…I’m hungry.Stork:Here you are.Sheep:No, no, thank you very much.Storyteller:The sheep runs home.Sheep:Baaaa, baaaa.Storyteller:On Saturday the sheep is very happy.Sheep:Baaaa, baaaa.