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1、Four short words sum up what has lifted most successful individuals above the crowd: a little bit more.-author-date湖南省小学英语教学设计模板示例-(湘少版)湖南省小学英语教学设计模板示例-(湘少版)湖南省小学英语教学设计模板(示例一)授课教师姓名： 学校（通信地址）： 邮编： 电子邮件： 学科小学英语课题Where is my new cap?教材出版社湖南少年儿童出版社年级四年级下册第一单元课型任务型巩固拓展课学时第二课时教学内容1. Teaching materials 教材
2、中的对话Peter: Where is my blue shirt, Mummy?Mummy: It is in the cupboard.Peter: Where are my brown shoes, Mummy?Mummy: They are under your chair.Peter: Where is my new coat, Mummy?Mummy: Your new coat is on the bed.Peter: Where is my new cap, Mummy?Mummy: Your new cap is on your head.2. 设计学案：1）听写：对上节课的
3、单词和句型进行检测，让学生养成复习的好习惯；2）拓展：提供新的阅读学习材料“Tidy up Peters room”，训练他们的阅读技能，考察学生的理解能力及对介词的掌握程度，加深学生印象并为后面的“Tell Peter where his things are”情景交际做准备，学案中提供可供使用的对话参考句型；3）学生作业设计：看图写话。教学目标1Knowledge Objectives：Be able to use the spatial prepositions “on, in, under, behind, in front of” to describe the positions
4、of the objects correctly. Be able to ask and answer where sth is by using the sentences: “Where is/are my ?”“Its/Theyre” 2Competence Objectives: Be able to use the prepositions to express the spatial relationship of the objects.3Emotion Objectives：Be able to know that keeping things tidy is a good h
5、abit.课时安排本课教材内容选自湘少版四年级下册第一单元，本单元作三个课时安排。本节课是第二课时，课型为任务型巩固拓展课。在第一课时新授课里教师已经让学生整体感知了A部分的课文对话并处理了B部分的单词（a pair of shoes /a cupboard /glasses /a new cap /behind）的听、说、读的问题，学生对名词的数与句型Where is/Where are？的搭配问题有了初步的印象，为本课时做好了铺垫。The second periodTeaching & Learning procedures:Step 1 Warming up and revision1.
6、 An English song“Where is Peter?”【学习内容】复习Where-?句型。【学习方式】唱英语歌曲。【设计意图】以歌曲活跃气氛使孩子们带着一种愉快的心情进入新的学习，教师板书要复习的句型。2. A game “Where is the ball?” T: Now, lets play a game. Look carefully. Where is the ball?S1: Where is the ball?Ss: Its on the table.S2: Where is the ball?Ss: Its under the chair.S3:【学习内容】复习on
7、, in, under, in front of, behind等介词【学习方式】英语游戏。派学生代表上台用鼠标点击球，球弹到一个具体位置后，学生代表提问Where is the ball？其他同学回答。【设计意图】通过游戏调动学生的多种感官来复习方位介词，巩固介词的音，为后面的学习做铺垫。3. Asking and answering T: Now, look at the pictures and choose the right sentences quickly. (CAI)【学习内容】复习名词的数与句型Where is/Where are?和 Its /Theyre【学习方式】学生看
8、图选择句型搭配，用Where is/are Its/Theyre展开问答。【设计意图】要学生以问答的方式进一步巩固Where is/are Its/Theyre的用法，进一步熟悉名词的数并熟练地将他们与两种句型搭配，为后面的有意义交际打下坚实基础。4. Dictationon, in ,under, behind, in front ofWhere is my bag? Its under the chair.Where are my books? They are on the table.【学习内容】对上节课的单词和句型学习进行检测。【学习方式】学生进行听写练习，教师对答案。【设计意图】
9、让学生养成复习的好习惯。Step 2 Practice1. Tidy up Peters roomT: Whose is this ball? Oh, its Peters. Where is Peter, now? Lets go and find Peter. He is at home. He is not happy, why? Look, what a mess! Lets help him tidy up the room. (CAI)1) Look and MatchPut the pen on the desk.Put the coat in the cupboard.Put
10、the shoes under the bed.Put the cap behind the door.Put the glasses on the TV.【学习内容】阅读短文，完成整理Peter房间的任务。【学习方式】学生阅读短文，然后完成学案上的任务。【设计意图】通过阅读增大语言输入量，同时考察学生的理解能力及对介词的掌握程度，加深学生印象并为下面的情景交际对话做准备。2) Make dialoguesT: Now, you tell Peter where his things are. For example:Peter: Good morning, Dongdong. I cant
11、find my pen. Where is my pen?S1: Its on the desk.Peter: Oh, thank you. Where is my coat, then?S1: Its in the cupboard.【学习内容】自编对话，利用pen, glasses, door, TV, desk做情景对话。【学习方式】情景交际对话，两人一组以Peter和朋友对话的形式练习。 【设计意图】用其它生活用品做替换练习，从机械操练半机械半意义操练有意义操练。设计的这一情境是对课文的很好的延伸，重在培养学生活学活用语言的能力。在此情境下可以鼓励学生充分发挥自己的想象，用所有学过的英
12、语进行有意义的交际。教师根据学生完成任务的情况继续在两个房间里添置物品。2. Hidden Picture: Where is the gift?T: Thank you very much. You are very helpful. Peter is very happy. He has some gifts for you. The gifts are hidden in the picture. Can you find out the cup, the toy car, the cat, the doll and the big letter K？(CAI) 【学习内容】任务型游戏：
13、在寻找物品的过程中用英语自由交际。【学习方式】小组合作学习方式：学生四人一组根据所给图片从中找出隐藏的礼物，要求使用学过的英语句型。【设计意图】此环节是一个放松的环节，在这个真实的情境里学生自由交际着。这个过程真正体现了在做中学，学了就用的原则。它进一步调动了学生的学习积极性，锻炼了他们小组合作学习的能力。3. Tidy your school thingsT: The class is over soon. Now, tidy up your things. Put your English book in your bag. Put your pen in your pencil-box.
14、 Put your pencil-box on your desk. 【学习内容】听力练习：学生整理自己的东西【学习方式】教师发指令学生做【设计意图】训练学生的听力，进一步检测今天所学内容学生是否已掌握，获得更多的来自学生的反馈。Step 3 SummaryRemember to keep your things tidy in your daily life.Step 4 HomeworkLook at the picture and write a few sentences in English.【学习内容】作业设计【学习方式】自主学习【设计意图】创设情境、激发兴趣，让学生课后自觉主动地
15、用英语写句子，逐步培养学生写的能力。学 案Where is my new cap?. Dictation.Tidy up Peters room1. Look and match1. Put the pen on the desk. 2. Put the coat in the cupboard.3. Put the shoes under the bed. 4. Put the cap behind the door.5. Put the glasses on the TV. Pair Work: Tell Peter where his things are. 可供使用的对话参考句型：Ex
16、cuse me, where is/are my?Its /TheyreYoure so kind.Thank you very much.Youre welcome.自我反思一. 主要特色与创新之处1. 注重学生读写能力的培养：提供新的阅读学习材料“Tidy up Peters room”， 课上安排了听写，课后的作业设计让学生看图自由写句子。2. 对上节课的单词和句型进行检测，让学生养成复习的好习惯。二. 存在的问题与不足1.时间安排欠合理，拓展环节的时间可能不够充裕。2.环节之间的过渡语应优化，今后的备课中应多预测，多思考如何运用更有效的语言使教学环节更加地流畅。3.为了使教学活动达到交
17、际化，Step 3应增加一个“Developing work”，让学生结合生活实际用本节课所学语言来会话或做一件事，效果也许会更好些。湖南省小学英语教学设计模板(示例二)授课教师姓名： 学校（通信地址）： 邮编： 电子邮件： 学科小学英语课题Is this a mango?教材出版社湖南少年儿童出版社年级三年级下册第八单元课型听说课学时第一课时教学内容1. Teaching materials 教材中的对话(教学内容及插图附在最后)A: Is this a banana? B: Yes, it is. A: Is this a mango?B: No, it isnt. Its an oran
18、ge.A: Is this a lemon?B: Yes, it is.C: This is a market. It isnt a classroom.2. 设计学案：1）听力策略训练，听对话标序号；2）出示没有句子的课文插图、提供关键词、提供实物水果，指导学生背诵课文的方法； 3）创设三个场景，让学生运用所学词汇和句型；4）提供新的对话学习材料，训练他们的听、读技能。教学目标1Knowledge Objectives：Learn the fruit words banana, mango, orange, lemon, pineapple. Learn the new pattern “I
19、s this a ”. Be able to read and recite the dialogue.2Competence Objectives: Be able to make up a dialogue in real life situations, using the new pattern “Is this a ?”3Emotion Objectives：Be able to know that eating more fruit is a healthy life style.4Learning Strategy Objectives: Be able to know how
20、to recite the dialogue.教学重点1. Be able to know how to recite the dialogue.2. Be able to make up a dialogue with the sentence pattern “ Is this a ” in different situations.课时安排本课教材内容选自湘少版三年级下册第八单元，本单元作三个课时安排。本节课是第一课时，课型为听说课。Teaching & Learning procedures（The first period）StepsTs activitiesSs activitie
21、sPurposeLeading in 1.Greetings2. Free talk3. RevisionT: Look, I have some delicious fruit.(老师依次拿出水果，让学生说出水果单词)4. Leading in T：Some new fruit. (T Plays the record.)(课件描述：PPT，课件内的录音为原声带的地道发音。五个水果图片和单词同时出现。)1.Greetings2. Free talk3. Revision4. Ss listen to the tape and learn the new words.1.自由对话能促进师生之间
22、的融洽关系，能迅速将学生带入英语学习的氛围。4.通过出示真实的水果或者水果图片，学习新的水果单词。（课件设计意图：图片和单词同时出现，能将单词的音、形、义很好地结合起来。原声录音带有利于学生学到准确、地道的发音，又能促进听力的训练。）Presenta-tion1. A guessing gameT: Lets play a game “Touch and Guess”.1) Is this a mango? (板书课文标题)(课件描述：PPT课件提供了在游戏中将要使用的句型Is this a ? Yes, it is./ No, it isnt.)（教师三次先前将不同的水果放在袋子里，让学生逐
23、个的摸和猜。）2) 引导学生提问Is this a ? 让上台的学生回答Yes, it is. /No, it isnt.（板书）（预测：isnt发音是难点，可让学生看老师的嘴型，模仿发音，再齐读三遍）1. 一名学生上台在袋中摸水果，让其余同学用Is this a ?来猜水果，上来的同学用Yes, it is或 No, it isnt来回答。比如：Ss: Is this a banana?S1: No, it isnt.Ss: Is this a mango?S1: Yes. It is.该游戏能够对新学单词进行复习，同时引出新句型，把词汇放在句子中操练，做到词不离句。游戏中人人参与活动，在活
24、动中进行语言实践，学生在真实的情境中感受和使用所学语言。（课件设计意图：出示句型有助于学生在猜水果时的语言表达。）2. The dialogueT: Lingling and Mingming like English very much. They are talking about fruit now. What kind of fruit are they talking about?1）T shows PPT and plays the tape. (播放课件中的原声录音)(课件描述：课件中出示六张图片，每张图片下方有个括号。) 2）T: Open your books. Listen
25、 and read.教师逐一点击课件中的声音文件，一句一句播放对话内容。（CAI：所有课文插图和对话）（预设：“isnt”和“an orange”发音是难点，前者老师可带读两遍，后者可渗透语法小知识，并把短语带读两遍。） 3）出示课文插图1和对话，学生一句句跟读。（预测：一般疑问句上扬的语调需特别提醒，可模仿录音两遍，先指名模仿，再全班模仿）T: This is Picture 1, listen carefully, and then read after it. 4) 出示没有句子的课文插图1，引导学生背诵课文。5）用上面同样的方法学习第二、三幅图的朗读和背诵。6）课文插图4和对话预测：课
26、文中有两个新单词会影响跟读质量，教师教生词market, classroomT: Look at this boss, How about his feeling?（教师播放课件中的朗读录音，让学生体会说这句话时的语气。）出示没有句子的课文插图4，引导学生背诵课文。7）背诵全文。通过三种方式来背诵课文。无对话内容的四张课文插图; 四个关键词:banana, orange, lemon, market 提供实物水果1) Listen to the tapetwice, and number the pictures. (完成学案1中的习题)2) Read the whole dialogue a
27、fter the tape.(学生看着书，一句一句跟读。)3) 重点朗读第一幅图对应的对话：听完一遍录音后，学生一句句跟读。4）尝试背诵第一幅图对应的对话。5）分别朗读和尝试背诵第二、三幅图对应的内容。6）课文中出现的新单词，并用心体会商店老板说话的语气，注意模仿语调。然后尝试背诵第四幅图对应的对话内容。7）背诵全文。1）听对话，对图片标序号的练习，对学生进行获取重要信息的听力策略训练。(课件设计意图：课件中提供的水果图片多一张，让学生选择与排除，增加了听力题的趣味性，更能让学生专心去获取听力材料中的信息。)2）打开书跟读，对课文从整体了解过度到模仿和朗读训练，同时对刚才听的材料，让学生对自己
28、听力题目进行检查。3）四幅图一幅一幅地进行指导背诵，为下一环节的全文背诵奠定基础。6）处理课文中出现的新单词，为学生清除阅读障碍。7）学习策略指导：指导学生通过三种方式进行课文背诵，一是提供纯课文插图；二是提供关键词；三是提供实物水果，让学生初步掌握背诵课文的方法。Practice1. Making a dialogue in groups1）Situation 1: At the market(Part C)T: This is a market. Lingling and her mother are in the market. Please make a dialogue.2）Situ
29、ation 2: In the classroomT: We are in the classroom. Please take out your school things. Please make a dialogue, using the pattern “Is this a ?”3) Situation 3: On the farmT：Look, Lily and Xiaoliang are on the farm. What are they talking? Please make a dialogue.2. Listening and reading (A new dialogu
30、e)1. Work in pairs.2. Listen to a new dialogue, and then read it. Answer the questions.给学生提供三个不同场景，给学生一些在操练时可供参考的单词和句型，帮助学生编对话。课件设计意图：给学生提供以前学过的句型和单词，有利于学生自由编对话的顺利进行,学生从理解、掌握对话到在生活中灵活运用。确保充实有效的语言输入，在学生编对话的基础上提供了学生新的对话学习材料。Home-work1. Listen to the dialogue. Try to recite it. 2. Lets write: Apple gro
31、up3. “An apple a day keeps the doctor away.”T: Boys and girls, there is a famous saying: An apple a day keeps the doctor away. Apple groupapple banana Homework1.听读作业的布置是非常有必要的，这对学生记忆和再现所学知识很有帮助，同时也能进一步培养良好的朗读习惯。2.分类写单词，既能复习单词，也能训练学生的分类能力。3.对学生宣传“多吃水果，有益健康”的知识。自我反思主要特色与创新之处1. 充分关注文本：充分利用教材内容，首先是把教材对话
32、内容作为听力材料使用，让学生听对话标序号，对学生进行听力策略训练；然后让学生打开书跟读和模仿朗读训练，并指导进行课文背诵，这为编对话的顺畅输出奠定基础。2. 有效渗透学习策略：指导学生通过三种方式进行课文背诵，让学生初步掌握背诵课文的方法。3. 知识与思维并举：分类能力是人类的基本能力。分类写单词，既能复习单词，也能训练学生的分类能力。4. 有效设计学案，各个学习任务一目了然。存在的问题与不 足1. 时间安排欠合理，拓展环节的时间可能不够充裕。2.环节之间的过渡语应优化，今后的备课中应多预测，多思考如何运用更有效的语言使教学环节更加地流畅。附：教学资源1. 教材内容（含插图）2. 学案教材内容
33、（含插图）Part A: Lets listen and say 1Yes, it is.Is this a banana?Is this a mango? 2No, it isnt.Its an orange.3Is this a lemon?Yes, it is.4This is a market. It isnt a classroom.学 案.Listen and number.（听录音，给下列图片标序号，其中有一幅图片是多余的）（）（）（）（） （）. Look and recite.1) 看图，背诵。12342）看单词，背诵。1 banana2 orange3 lemon4 mar
34、ket3) 看实物，表演对话。. Make up a dialogue.(可选择其中的一个场景，和好朋友编对话。)-Is this a/an ?-Yes ,it is. / No, it isnt.场景一：At the marketNo, it isnt. It is a pineapple.Is this an apple?12场景二：In the classroom你还可以用下面的句子编对话：What is it?Is this a /an ?Yes, it is./ No, it isnt.Its a book/ .Look at the ruler/ .How many books/
35、are there?What colour is this bag/?a glue a bag a book a ruler a pen a pencil场景三：On the farm你还可以用下面的句子编对话：What is it?Is this a/an ?Yes, it is./ No, it isnt.Its a duck/ .Look at the duck/ .How many ducks/ are there?a cat a pig a hen a cow a bird a duck. Look , listen and read.Lily: Look ,Xiaoliang! Whats this?Xiaoliang: Its a hen.Lily: Is this a hen, too?Xiaoliang: No, it isnt. Its a duck.Lily: How many ducks are there?Xiaoliang: Let me count. One, two, three, four, five ,five ducks. They are white.Lily: Yes, you are right. Look! Whats that?Xiaoliang: A cow. -