小学英语教学设计山西Word格式.docx
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小学英语教学设计山西Word格式.docx
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?
T:
Yes,weseetheleavesaregreen,andtheflowersareweatherissunnyandwarm.T:
Thisisspring.(教授单词seasonandspring)同上方法教授单词summerfallwinterT:
Ok,weknowtherearefourseasonsinayear,butmyfavouriteseasonisspring,what’syourfavoutieseason?
S:
......T:
What’stheweatherlikeinS:
It’s......教师通过多媒体课件展示本课所学四季图画,师生之间互问最喜欢的季节及其天气,练习语句3、趣Game:
连句接龙、教师示范教师任意点一名学生与其配合,用句子问这名学生“What’syourfavouriteseason?
”,学生须迅速作答,并接着将此话题接下去,提问班级其他同学、小组之间竞赛T:
Howgreatyouare!
Let’shaveQuickisthefastest!
Team1,Team2,Team3……Standup,minutesforyou.T:
Areyouready?
Let’sgo!
对优胜组给予褒奖,包括语言和小礼物4、教材实现先完整听音、然后再利用教辅VCD或利用课件逐帧播放Let’slearn内容,学生翻开书本进行视听跟读,之后教师范写,学生模仿书写本课时四会单词,让学生对教材内容建立起清晰的认知5、内容拓展在执行教材内容的基础上,启发和引导学生将新学知识与之前的知识储备结合起来,重新加工,整合出新的对话内容,运用以往所学的clothesfoodactivities进行交流与采访“What’syourfavouriteseason?
”“Why?
”S1:
S2:
Summer.S1:
Whydoyoulikesummer?
BecauseIcaneatice-cream,wearbeautifuldressandgoswimming.6、活动反馈学生在自由组合的方式下进行采访活动,之后来到展示台前向全班同学展示他的采访结果7、课堂总结教师总结本课时重、难点,并以Mainscene中的一首轻松说唱chant结束本课教学8、课外活动、听录音、仿读对话;
、将所学内容说给家长听,并采访家人最喜欢的季节小学英语教学设计知识目标:
canmasterthefourskillswords“new,pretty,young,friend”andthepatternsentence“He’s/She’s…”.2.Sscanunderstandthesentence“Pleasecallme…”.能力目标:
1.Sscanusethenewwordsandsentencetointroducetheirclassmatesandteachers.developtheSs’abilitiesoflistening,speaking,readingandwriting.情感态度价值观:
LetthestudentshaveaknowledgeofthedifferencesbetweenChinesenamesandforeignnames.1.Sscanusethenewwordsandsentencetointroducetheirclassmatesandteachers.Payattentiontotheusageof“he,she”2.Sscanunderstandthesentence“Pleasecallme…”.1.CommunicativeApproachinPresentationlearningApproachandCo-operativelearningingroupsinConsolidationStep1Warm-up:
Hello,boysandgirls!
Nicetoseeyouagain.Welcomebacktoschool.Howareyou?
singanEnglishsong“WhereAreYouFrom?
”afreetalkwiththestudents:
What’stheweatherlike?
Doyouhaveanyfriends?
TodayIhavesomenewfriendstointroducetoyou.Doyouwanttoknowthem?
Step2Presentation1.TheteacherintroducesnewfriendsDavidandJanetoteachthenewwordsandsentence.T:
Look!
ThisisDavid.He’sfromEngland.Tasks:
Whoishe?
Whereishefrom?
Ss:
He’sDavid.He’sfromEngland.T:
OK.He’syourfriendnow.Drillingthenewwords“new,friend”andthesentence“He’s…”.(Readfirst,thenspell,atlastmakesentenceswiththem.)T:
ThisisJane.She’sfromEngland,too.She’spretty,isn’tshe?
She’syoung,right?
She’syournewfriend.Doyoulikeher?
Drillingthenewwords“pretty,young”andthesentence“She’s…”.Payattentiontoheandshe.:
I’mJaneBaker.I’myournewEnglishteacher.Canyousay“Hello”tome?
PleasecallmeJane.Drilling“Pleasecallme…”.Step3Consolidation1.Havearace:
Saytheword,spellitandmakeasentencewithit.Forexample:
youngy-o-u-n-gHe’syoung.2.Playaguessinggame:
Who’she/she?
3.Text:
TodaywehaveanewEnglishteacher.Whoisshe?
Let’slistentothetape.a.Listenb.Learnthetextingroups,thenanswerthequestions.c.Ssreadthedialogue.Ssintroducetheirclassmatesorteacherswiththewordsandsentencesthey’velearnedinthislesson.Step5Homework1.IntroduceyournewfriendorteachertoyourparentsinEnglish.2.Writesomethingaboutyourteachersorfriends.知识目标:
canmasterthefourskillswords“tallthinfunnyfat”andthepatternsentences“who’she/she?
He’s/She’s…”.2.Sscanunderstandthesentences“Iknow.Yougotit!
”.能力目标:
1.Sscanusethenewwordsandsentencestoaskandanswersomethingabouttheirclassmatesandteachers.developtheSs’abilitiesoflistening,speaking,readingandwriting.情感态度价值观:
Tofosterthestudents’consciousnessofgoodco-operationandpropercompetition.1.Sscanusethenewwordsandsentencestoaskandanswersomethingabouttheirclassmatesandteachers.2.Sscanunderstandthesentences“Iknow.Yougotit!
”.attentiontothepronunciationof“tallthin”1.CommunicativeApproachinPresentationlearningApproachandCo-operativelearningingroupsinConsolidationStep1Warm-up:
Howareyou?
singanEnglishsong“AreYouLinda?
Areyouanewstudent?
AreyoufromEngland?
AreyouinClass1?
introducetheirfamilymembers,classmatesorfriends.Thisis…He’s/She’s…Step2Presentation:
(Pointingtoatallboy)Look!
Who’she?
He’sLiMing.T:
Yes.He’sLiMing.He’stall.(Comparingwithashortstudenttoexplain“tall”)samewaytoteach“thin”and“Who’sshe?
”.apictureofaclowntoteach“funny”.thenewwordsandthesentences(Readandspellinrows,groupsoronebyone.Makesentenceswiththesentences“who’she/she?
He’s/She’s…”.)Step3Consolidation1.Ssaskandanswerinpairswiththeirphotos.2.Playaguessinggame:
LiMingandhisfriendsarehavingamaking-updance.Doyouknowwhotheyare?
Whataretheylike?
Let’slistentothetape.d.Listene.Learnthetextingroups,thenanswerthequestions.f.Ssreadthedialogue.Step4ExtentionSsaskandanswersomethingabouttheirclassmatesorteacherswiththewordsandsentencesthey’velearnedinthislesson.Step5Homeworkaskandanswersomethingabouttheirclassmatesorteacherswiththewordsandsentencesthey’velearnedinthislesson.thenewwordsandsentences.知识目标:
canmasterthefourskillswords“shortstrongbigsmall”andthepatternsentences“Who’sthatboy/girl?
He’s/She’s…”.2.Sscanunderstandthesentences“Comeon!
Whichone?
Thesmallone.He’sshort,buthe’sstrong.”.能力目标:
1.Sscanusethenewwordsandsentencestoaskandanswer.developtheSs’abilitiesoflistening,speaking,readingandwriting.情感态度价值观:
Tofosterthestudents’abilitiesofcommunicationandconsciousnessofinnovation.1.Sscanusethenewwordsandsentencetoaskandanswer.2.Sscanunderstandthesentences“Comeon!
Thesmallone.He’sshort,buthe’sstrong.”.attentiontothepronunciationofstrongsmall1.CommunicativeApproachinPresentationlearningApproachandCo-operativelearningingroupsinConsolidationusedinConsolidationStep1Warm-up:
Nicetoseeyouagain.Howareyou?
2..Ssmakedialoguesingroups.(Talkingaboutthepictures)Step2Presentation:
(Holdingtwoballs,oneisbig,theotherissmall.)Teachthenewwords“bigsmall”Look!
Thisballisbig.Thisballissmall.Thebigoneisinmylefthand.Thesmalloneisinmyrighthand.Whichisinmylefthand?
Thebigone.T:
Whichisinmyrighthand?
Thesmallone.thenewwords“big,small”3.(课件)T:
Who’sthatboy?
T:
Thebigone.sametoteach“strongshort”studentsmakedialoguesinpairs.Step3Consolidation4.Havearace:
youngy-o-u-n-gHe’syoung.5.Playaguessinggame:
6.Text:
Thestudentsarehavingasportsmeeting.Who’sthatboy/girl?
Let’slistentothetape.a.Listenb.Learnthetextingroups,thenanswerthequestions.c.Ssreadthedialogue.Step4ExtentionSsmakedialoguesingroupsandactthem.Step5Homework3.Ssmakedialoguesingroups.4.Writethenewwordsandsentences.山西教师资格证考试小学英语说课范文我说课的内容是小学五年级英语下册第一单元Lesson1本节课是新学期第一课从本节课开始将学习一些询问他人有关动物的表达法本课的学习将会给本单元后几课的学习打下基础我以“任务型”教学为纲领,结合“TPR”教学法,通过听,说,读,写,演,画,唱等一系列教学活动,培养学生的学习兴趣,鼓励同学们大胆运用英语参与实践并及时予以表扬和鼓励使他们获得学习英语的成就感和喜悦感一:
知识目标:
1:
能够听,说What’sthisinEnglish?
It’sacow.Isthatacowoverthere?
No,wecallitacalf.WhatdoyoucallitinEnglish?
Wecallitafoal.2:
能够听说并区分单词:
horse和foal,cow和calf.二:
情感态度目标:
1)进一步提高学生对英语的学习热情,增强学习兴趣2)培养学生积极主动地参与课堂活动,大胆开口,主动模仿3)通过本课的学习培养学生爱护小动物的良好品质三:
学习策略目标:
1)能够在学习和课堂活动中集中注意力15~20分钟2)通过本课的学习培养学生良好的观察力、对比能力并能区分不同动物的成年及幼崽四:
文化意识目标:
注意汉英两种语言中对幼小动物的不同称呼方式:
英语中很多小动物有专有的名称作称呼,而不是在名称前加“小”(small)1:
重点What’sthisinEnglish?
Wecallitafoal.2:
难点horse与foal,cow与calf.更多考试备考资料和最新公告进入中公山西教师考试网(http:
///)为完成本课的教学任务,我采用的是以任务型教、学法为纲,“TPR”教学法与学习法贯穿全课程根据《英语课程标准》中提出的“采用活动途径,倡导体验参与”的要求,结合儿童好玩,好动,好表演等特点,我把全班分成四个人一组的小组每组同学的知识水平和性别各有参差这样有助于学优生帮助学困生和男女同学平等相待增进友谊在任务驱动型学习法过程中保证每位同学都参与进来,培养学生的团队精神和竞争意识我设置了给单词找亲戚、画出听到的单词帮课文里的人认动物等活动旨在让他们在轻松愉快的行动中输入语言,让他们在做中学,在表演中学(Learningbydoing/acting?
),从而激发他们的学习兴趣,培养他们运用英语进行交际的能力Step1Revision热身互动,自然导入在教学活动开始我设计了唱他们最爱唱的Themorewegettogether活跃课堂气氛,学生在手舞足蹈的过程中不知不觉走入新课布置任务帮课文里的人认动物Step2Presentation引入新知,层层突破在教授单词的时候我设置给单词找亲戚、画出听到的单词等活动包括了师生互动,生生互动,小组互动我还将单词的学习与句子有机的结合起来比如学习了horse之后,我说Wecallitahorse.WhatdoyoucallitinEnglish?
在不断的重复与演示下让学生明白句子的含义,为下一步句子的学习打下伏笔这样由单词逐步扩展到句子在由句子扩展到其他的单词,培养学生的思考能力和运用英语的能力Step3Practice趣味操练,巩固新知首先让学生听录音标号,然后跟读课文使学生读准语音,语调最后小组操练并展示成果旨在创设一种真实的语境,培养他们的兴趣并模仿外教的发音更多内容敬请关注:
中公山西教师考试网山西近期教师招聘考试公告汇总
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