英语教学设计

2021-04-11 教学设计

　　作为一名教职工，就有可能用到教学设计，教学设计是把教学原理转化为教学材料和教学活动的计划。教学设计要怎么写呢？以下是小编收集整理的北师大版英语教学设计，希望对大家有所帮助。

　　英语教学设计1

　　教学内容：

　　Unit11 Clothes Lesson Three.

　　教学目标：

　　1、Vocabulary:umbrella, violin, watermelon, watch.

　　2、Find and color. Trace and match.

　　教学目标的检测途径通过Find and color. Trace and match.来检查学生的掌握程度。

　　重点难点：

　　Listen and say the words .

　　Understand using the words.

　　突破教学难点的方法通过单词、图片的'对比进行巩固，umbrella比较难读，利用实物呈现。

　　教具准备：

　　recorder, tape, pictures, slide show, computer.

　　教学过程：

　　一、Warm-up

　　1、Sing the song .“ Its a dress.”（ Page 37 of Book 2 ）

　　2、Greetings.

　　T: Hello. Good morning, boys and girls.

　　Ss: Hello. Good morning , Miss Liu.

　　T: Nice to meet you.

　　Ss: Nice to meet you,too.

　　3、Review the words and sentences.

　　T: Whats this?

　　Ss: Its a dress / shirt/ sweater.

　　T: What are these？

　　Ss: They are pants / shoes /socks.

　　二、新课呈现（Presentation）

　　1.T:Its rain ,open up your……?让学生说下雨了怎么办？打开什么？Look at the picture with the computer. Umbrella.Listen and say .打开雨伞让学生逐一说，小组说.

　　T:Look at the umbrella .Does it look like a star? A square? Ss:No ,it a circle. T: Yes,Look at the umbrella Its round, round, round. 板书，教说学习round.学生看教室内的物品说什么是round.

　　2.T:Look at the picture with the computer. Trace and match.Is it round？Listen and say . T:Look at the watch. Its round, round, round.

　　3.呈现watermelonT:Look at the picture with the computer. Trace and watermelon. Is it round？ T:Look at the watermelon Its round, round, round.

　　4.T:Look the violin. Its not round.

　　5、Play a guessing game:Ask and answer. What is it?

　　三、巩固和延伸（Consolidation and extension）

　　1、Trace and match. （ Page39） Find and color. （Page 41 of Book2）

　　2、Check up on the answers.

　　3、Say the rhyme.

　　4、Summary.

　　四、作业布置

　　1.Read the words.

　　2,listen to the text.

　　板书设计：

　　Look at the watch.

　　Its round, round, round. umbrella, violin, watermelon, watch.

　　英语教学设计2

　　一、教学目标：

　　知识目标：

　　What are these/those? Theyre/ They are ?. Are these?？ Plural nouns （regular）

　　能力目标：

　　Listen and talk.

　　情感目标：

　　鼓励学生大胆开口说英语，培养学生的自信心.

　　二、教学重难点：

　　Asking and answering question about plural objects.

　　三、教学过程：

　　1. Review.

　　Use this activity to review structures introduced in Unit 7, and the vocabulary introduced in Unit 2 and Unit 5.

　　Whats this? Its a ? Is it a ?？ Yes, it is. / No, it isnt.

　　2. Model the dialog.

　　Borrow three pens, pencils, and rulers from the children.

　　Hold up one pen and ask, “Whats this?” Elicit the answer, “Its a pen.” Repeat the procedure for pencil and ruler.

　　Hold up a pen and repeat the question, “Whats this?”

　　Now hold up two or three pens and say, “What are these?”

　　Repeat the procedure using the pencils and rulers.

　　Now have the children repeat each sentence as you hold up first one object, and then more than one. Explain that we use these when we are referring to more than one object.

　　Practice the structure “What are these/those? Theyre ?” with some objects.

　　3. Talk about the story.

　　Have the children open their books at the story. Display your copy of the page and ask these questions about the pictures.

　　Where are Ann, Ken, and Mocky?

　　What is Mocky looking at?

　　What is Mocky holding?

　　What other vegetables does Mocky find?

　　Who chases Mocky?

　　4. Story.

　　Play the tape, pausing at each new picture. Have the children repeat the words before you move on to the next picture.

　　Play the tape again, this time without stopping.

　　Divide the class into three groups. One group will be Mocky, the second group will be Ken, and the third group will be Ann.Teacher read the vendors line.

　　Play one sentence at a time and point to the matching story picture. Have each group repeat its characters sentence.

　　Read after the teacher.

　　5. Set homework.

　　Tell your families the English names for the vegetables.

　　Read the text.

　　四、教学后记：

　　基本的蔬菜名称都能掌握，但是要注意what are these的提问和回答不能和what's this混淆。

　　英语教学设计3

　　一、Greetings.

　　二、Presentation.

　　Step1,

　　Trace the words.

　　Take out a colored pencil.

　　T: What color is it? Elicit from Ss “Its red.”

　　Have students open their books at page 44. Show your copy of the page.

　　Show two pencils of the same color. Repeat the procedure. But this time ask “What color are they?”

　　Repeat the procedure for the other sentences.

　　Step2,

　　Do and say.

　　Take out the set of water color paints you prepared. Mix the red and white paints together and paint the picture of fish.

　　T: What color is it?

　　Have students check the correct word on their books.

　　Repeat with other picture and color.

　　Step3,

　　Uncle Bookys story time.

　　Tell students to open their books at page 49. Draw their attention to the pictures. Explain that these pictures tell a story about a butterfly reading a book with her mother.

　　Ask questions about the pictures. Have Ss talk about the story and what they think each character is saying.

　　T: Now we are going to listen to what the characters say.

　　Play the tape. Tell students to listen to the story, pointing to the matching pictures. Encourage them to guess the meaning of unfamiliar words.

　　Play the tape of the whole story again. This time have students touch the speaking character.

　　Step4,

　　Touch and say.

　　Draw students attention to the bottom half of the page. Ask them what things they can see in the picture. Elicit their English names snake, duck, bird, butterfly, fish and flower.“What color is it?”

　　Have students repeat the question. Then elicit the answer.“Its blue.”

　　Put students into pairs to practice asking and answering the questions.

　　Step5,

　　Homework.

　　Tell students that you want them to finish tracing the words.

　　三、教学后记

　　重点还是在单词和字母的拼写上。