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1、小学英语微课教案设计模板小学英语微课教案设计模板小学英语微课教案设计模板小学英语微课教案设计模板 1 1【教材解读】本单元的话题是谈论天气情况和周末活动。Story time 以日记的形式记录 Yang Ling 周末的一天，让学生进一步认识和理解一般过去时的用法。教师可以利用学生用书五年级上册Unit7 At weekends的词汇设计教学活动，要求学生运用一般过去时描述刚过去的周末活动。【学习目标】1.学生能初步能理解并且会听、会说、会读和会拼写单词及词组：cloudy,rainy,sunny,windy 和会运用句型：It wassunny/cloudy/windy/rainy.2.学生
2、能初步听懂并且会说、会读单词 show,interesting,weather,high,honey,ant,bee,cloud,sky,rain3.学生能初步感知动词过去式的不规则变化及读音4.学生能初步感知天气表达的句型5.学生能够对英语书写日记格式有一定的了解【教学重点】1.学生能初步能理解并且会听、会说、会读和会拼写单词及词组：cloudy,rainy,sunny,windy 和会运用句型：It wassunny/cloudy/windy/rainy.2.学生能初步听懂并且会说、会读单词 show,interesting,weather,high,honey,ant,bee,cloud
3、,sky,rain,、3.学生能初步感知动词过去式的不规则变化及读音4.学生能初步感知天气表达的句型【导学过程】Step 1 Warm upGreetingFree talkT:Hello,boys and girls.Would you know something more about me?Two days ago,I was in Shanghai.Do you know Shanghai?Its a big and beautiful city.IReview:was(am 的过去式)agoBut now,I am in Zhangjiagang.It s beautiful,too
4、.利用简单的两句话，区分时态的不同3.T:Can you let me know something about you?Look at the screen,you can choose one part to tell mesomething about you.出示 Favourite Food,Favourite Animal,Hobbies 三个话题在 Favourite Food 话题中引出本课相关单词 dumplings,honey在 Favourite Animal 话题中引出本课相关单词 parrot 延伸到 parrot show在Hobbies话题中引出I like dr
5、awing and writing diariesvery much.Teach:diaries diaryT:Look,these are my pictures.Lets look at them.Teach:sunny cloudy windy rainyT:These pictures are about the weather.Teach:weatherStep 2.Presentation1.show a pictureT:This is Yang Ling.She likes drawing and writing diaries,too.出示日记抬头部分T:This is a
6、diary of hers.What a day!What day is it today?SundayWhat date is it today?20th September(9 月 20 号)渗透英文日记的书写格式引出课题 Unit 2 What a day!T:Lets look at Yang Lings pictures.What can you see in the picture?(1)S:I can see some children in the park.T:Who are they?S:Su Hai,Mike,Liu Tao and Yang Ling.(2)We can
7、 see some parrots in the park.(3)fly kites(4)rain4.Lets talk 出示课文相关图片展开讨论Look and match 在此过程中教授动词过去式的特殊变化形式gowent seesaw becomebecame flyflew arewereThen read the sentences in the right orders.(Teach:wet)5.Read the diary by yourself,then finish the exercise.(T/F)6.Read the diary找出表达天气变化的句子，再过渡到事件变化的
8、句子在此活动中教授 bring 过去式 brought,can 过去式 couldStep 3.Consolidation1.Lets reada.Read after one.b.Read together.c.Read one by one.2.T:What do you think of her day?Happy?Interesting?Terrible?Bad?Step 4.Homework1.Read the text.2.Try to retell the diary according to YL板书设计：Unit 2 What a day!It was sunny/cloud
9、y/windy/rainy.gowent flyflewseesaw arewerebecomebecame bringbrought小学英语微课教案设计模板小学英语微课教案设计模板 2 2Unit3 Is this your pencil?(period 2)Step 1.Warm uppictures.sGreetingStep2.Revisiona.T:Look at the blackboard.Can you guess“Whatsthat?”(PPT 出示 Is that a.)S:Is that a pencil?T:Yes,it is.Its a pencil.whose pe
10、ncil is it?S:its Mikes.T:Who helps Mike find his pencil?S:Yangling and LiuTao.T:Wheres the pencil?S:在桌子底下T:Yes,its under the desk,on the floor.b.Read the story.c.Act the story.d.Help WangBing find his pencil case.(拓展表演)Step3.Presentation1.Learn the new wordsa.T:We help Wang Bing find his pencil,do y
11、ou knowwhats in the pencil?Lets have a look?Whats this?S:Its a ruler.(教读)The same way teach:crayon,school bagb.Play a game(review words)c.Spell the wordsd.Show the stationaries to classmates:This is my.Thats my.2.Play a game:Fun timea.Answer the questionb.Play a game(出示游戏方法，让学生知道该怎么玩游戏)c.Consolidati
12、on失物招领T:This morning.I got sth.in the classroom,whose arethey?Can you help me find their owner?(事先收集一下同学的学习用品)S:(学生帮老师寻找失主)T：Good job!I hope everyone can be helpful to yourclassmates.d.Learn:Rhyme timeOh,heres a ruler too,is this your ruler?S;No,it isnt.T：Wheres the ruler?S:在地上T：Yes,its on the floor
13、.(教读)板书 floorT:Wheres the ruler?S:Its on the floorT:Its on the floor,beside the door(教读)板书 doorT(出示图片)Whos he?Hes Mr.Fuller.(教读)Lets say“Hello”to Mr.Fuller.S:Hello,Mr.Fuller.T:Lets learn this rhyme,its name is“A ruler”出示歌谣句子，逐句跟读，跟节奏伴读。Step3 HomeworkRead the words Read the rhyme Find the owner反思：1.整
14、节课复习了 story time,新授 fun time 和 rhymetime,每个环节都是由游戏过渡而来，看似松散，实则都在老师的掌握之中。2.思路清晰，趣味性强，句型在游戏中掌握的比较好，但是在寻找失物的时候，学生活动的时间还可以再长一点，在检查学生活动时也要关注其他同学的活动情况。3.整节课主线比较清晰，在 rhyme 的时候让学生感受到了韵脚，这样易于学生的掌握。姜主任：关注语音语调、关注语言、关注习惯、关注评价。小学英语微课教案设计模板小学英语微课教案设计模板 3 3一、教材分析：本课是冀教版小学英语(三年级起始版)第四册第三单元(All about me)的第 4 个新授课，Le
15、sson16：How do you go toschool?经过一年半的学习，四年级下学期孩子们学习的重点逐渐过渡到各种基本句型。本单元前面三课分别学习了关于年龄、身高、住处的句子，本课教材以 How do you go to school?为切入点，重点学习关于出行方式的交流：询问别人、介绍自己的出行方式。二、学生分析：孩子们经过一年半的学习，基本了解了字母：26 个字母及常见字母组合的发音规则，词汇的学习方法：单词音形意用的结合、音节、重音及不同词类(名、动、数、形、冠等)的用法特点，初步体会英语句子的语序与汉语的不同，但对于句子结构及变化还比较陌生。本课内容对于孩子们来说并不陌生，Boo
16、k3 L16已学习过四种出行方式 by bus,by car,by bike,by taxi 和句子：How do you go to school?I go to school by _?另一种出行方式 on foot/walk，dives me及选择此种出行方式的原因表述学生相对陌生。但我校学生学习英语较早，一二年级有了两年的口语学习，还有近 1/3 有课外学习经历或正在进行，这些内容对于他们可能都不陌生。基于以上分析，本课时目标制定如下。三、教学目标：1、知识技能目标：A.学生能够运用所学句型 Do you walk to school?How doyou go to school?I
17、go to _ by_/on foot.询问、表达适合自己的出行方式。B.学生知道句子的变化是和人称有关系的，并能尝试运用所学句子介绍和询问他人的出行方式：Does he/she walk toschool?How dooes he/she go to school?He/she goes to schoolby_/on foot.2、文化目标：尝试了解不同地区人们选择不同出行方式：山区孩子、牧民(草原)、江南居民及西方国家等。3、学习策略目标：学生知道句子的变化是有规律可循的，并引导尝试找出这些规律：A.和人称变化的关系;B.不同句式之间的关系等。初步构建“单词短语句子”的建构学习模式。4.
18、情感态度目标：通过寻找句子规律及了解不同人们的出行方式，引导学生体会英语学习是有规律可循的，Englishi is easy!及交流开阔自己的眼界 English is fun!四、教学重难点：1、教学重点：学生能够运用所学句型Do you walk to school?How do you go to school?I go to _ by_/on foot.询问、表达适合自己的出行方式。2、教学难点：学生知道句子的变化是和人称有关系的，并能尝试运用所学句子介绍和询问他人的出行方式：Does he/shewalk to school?How does he/she go to school?
19、He/she goesto school by_/on foot.五、预习作业：(Choose1.Read N1 and fill in the blanks.()How do they go to school?Why?(为什么)KimJennyStevenDannyme 2.Where do you live?Is it far or near yourschool?Do you walk to school?()3.Where do you like to go on weekends?3 sentences.()六、教学过程：Class OpeningI.Revision:a.Grou
20、p to group.What do you like to do on weekends?Where do you like to go on weekends?b.Free talk between the teacher and childrenT:Where do you live?Is it far or near your school?Doyou walk to school?How do you go to school?Ss:New ConceptsI.N1 and N2.T：Do you know how Kim,Jenny,Steven and Danny go tosc
21、hool?板书：school1.Read N1 in pairs and learn the words and sentencesthe students dont know.2.Role play between T and Ss.(1)T-Kim,Ss-Danny.T:Kim,do you walk to school?板书：Do I/you walkto school.?Ss:Yes,I walk to school./Igo to school on foot.板书：Do I/you go to school on foot?T:Why?Ss:I live near the scho
22、ol.(2)Ss-Danny,T-Kim.Ss:How do you go to school,Kim?板书：How Do I/youwalk to school.?T:I live near the school.So I walk to school.So Igo to school on foot(3)So:I live far from school.So Igo to school by bus.I m hungry.So I want to eat.(4)Chant:How do you go to school.On foot,on foot./Walk,walk.3.Learn
23、 about P2-4.II.How does he/she go to school?1.Try to find.T:How does Kim go to school?She goes to school on foot/walks to school.How does Jenny go to school?She goes to school by bus.She lives far from school.How does Steven go to school?He goes to school by car.Hia dad driveshim.How does Danny go t
24、o school?Hegoes toschool by bike.He rides his bike.板书：Does he/she walk to school?He/she goes to schoolby_/on foot.比较，找规律。Tip:除了“你和我”，“一个”不放过，“动”就加s/es，“do”替不重复!2.Practice in pairs.How does he/she go to school?Why?(为什么)KimJennyStevenDannyme3.How do they go to school?图片山区孩子、牧民(草原)、江南居民及西方Class Closing
25、I.Make a survey and share.()Where do you want to go?How does he/she go toschool?Why?KimJennyII.What do you like to do on weekends?3 sentences.()小学英语微课教案设计模板小学英语微课教案设计模板 4 4一、教学内容：part d e二、教学目标1、复习巩固问候语 how are you?及其答语，要求读音正确，语调自然。2、复习巩固句型:how are you?i m fine/well/good，thankyou。3、激发学生英语学习兴趣，会唱歌曲 h
26、ow are you?4、完成教学 uint2。三、教学重难点：1、激发学生英语学习兴趣，会唱歌曲 how are you?四、教具准备：磁带、录音机。五、教学过程：a.greeting(the teacher stands at the door and greets the studentsas they come in the door.)t:hello.hi.(the teacher stands in front of the class and greetsall the students again and prompts them to answer.)t:hello.ss:h
27、ello.t：class begings.s1:stand up.t:hello,boys and girls.ss:hello,miss que.(the teacher looks at individual students and promptsthem to answer.)t:whats your name?s1:hello,my name is.t：how are you?s1:im fine,thank you.开起小火车，一个接一个和后面的小朋友打招呼。b、presentation：when we meet someone,we should say“how are you?
28、”now,lets watch and listen.c、sing a song1)反复播放 how are you?让学生先熟悉曲调。2)带领学生学歌词，并按音乐节奏做歌词诵读练习。3)带领学生学唱歌曲。4)引导学生替换歌词，如 fine 可替换成 well,good 等。d、play a game1)课前布置学生找一个或者作一个自己喜爱的卡通形象的手偶。2)教师讲解游戏的做法，并进行示范。3)小组内使用手偶开展对话游戏，用学过的语言进行交流：s1:good morning/afternoon/evening.whats yourname?s2:my name is s1:how are y
29、ou?s2:im fine/well/good.thank you.e、practise(1)活动 1：listen and judge.教师先向学生解释清楚题目的做法。how are you，helen?im fine,thank you.请学生听录音，要求学生根据录音判断对话内容是否与图画意思一致，相符则为笑脸，否则为哭脸。(2)活动 2：listen and respond.录音中，画面上的某个人物正在和另一个人打招呼。根据图片所示内容用已学句型作出应答。师生互问，生生练习问答。(3)学习活动 3：listen and colour要求学生在听录音后，根据录音内容将字母涂上合适的颜色。(
30、4)学习活动 4：look and act要求学生先看图，然后依据图意说英语并表演。教师组织学生操练句型。is this david?no./f、assign homework(1)听录音，进行对话。(2)鼓励学生平时用本单元所学的日常交际用语相互打招呼。(3)鼓励学有余力的学生学习其他的打招呼用语。g、writing on the blackboardunit 2 how are you?how are you?im fine/well/good，thank you.小学英语微课教案设计模板小学英语微课教案设计模板 5 53B Unit 3 Is this your pencil?教学内容：
31、Story time教学目标：1.能听懂、会说、会读单词isnt、thats、pen pencilpencil case2.能听懂、会说、会读日常用语 This isnt my pencil.Is this/that your pencil?Yes,it is.No,it isnt.3.能正确地理解并朗读对话内容，在教师的引导和帮助下尝试表演课文内容。4.树立团结友爱、帮助同学的助人为乐的精神，培养正确的价值观。教学重点：1.句型：Is this/that your pencil?以及回答 Yes,it is.No,it isnt.2.词汇:isnt、thats、pen pencil penc
32、il case教学难点：1.能在情景下正确运用句型 Is this/that your?的用法和区别。2.词汇：No，it isnt 的发音。教学准备：1.多媒体 2.准备道具：丢失物品教学过程：Step1 Warm-upSay a rhyme:open the windowGame:Listen,point and sayT:1.window door blackboard 学生边指物体边说 a同时教师说完整的句子，This is/That is2.rubber T：rubber 学生学过指着 rubber T:This is myrubber,wheres your rubber?(中文)
33、引导学生用 This is my的句型。3.pen T：pen 部分学生应该知道。T：Look,this is a pen.然后老师说 show us your pen.Step2 Presentation1.Learn:pencil No,it isnt.T:Is this a pen?S:No,it isnt.学生不会的话，老师提示：yes or no?Teach：No,it isnt.(中文)反复问学生，操练 No,it isnt.T:Its a pencil.I havea pencil,this is my pencil.Do you have a pencil?Show it to
34、 your classmate。让学生互相展示一下自己的铅笔。2、learn：pencil caseT：Look，this is a pen，this is a pencil.I can put themin a pencil case.读四个文具，然后做游戏。3.Play a gameT:Look,heres a box,(今天早上我在地上捡了个文具，放在了里面，文具是事先从一些学生那里拿的)a:Try to guess!Learn:Is this a.S:Is this arubber?T:No,itisnt.多玩一会游戏 让学生感知 No，it isnt 的意思，再开始跟读。Learn:
35、No,it isnt.isnt=is notb：Lets open it,OK?2.teach:Yes,it is.S:Is this a pen?T:Yes,T:Yes,it is.3，Learn:Is this your.?T:Hello，_.Is this your pen?S:No,it isn t.(多问几个学生?)T:Who can help me find the owner?(让学生帮助找到失主。)4.teach“Is that your?”“Thats my.”T:Is that your pencil?S:Yes,it is.T-ST:There are many thin
36、gs here,rubber,we can findtheir owner after class.Step3 Storytime.1.Show Mike,T:Look,whos he?Ss:MikeT:He has a nice pencil,too,T：Is this Mikes pencil?Lets ask mike.先让学生个别问 再说麦克听不清，全班问。引出 This isnt my pen.Ti 听-读-模仿2.Watch and answera:What is Mike looking for?b:What colour is Mikes pencil?Watch againW
37、ho helps Mike?b:What does Liu Tao say?模范句子 注意语音语调。c:What does Yang Ling say?A:Does Mike find it?By the way:What does he say?4 Follow the cartoon5 ShowtimeStep4 Production每个丢失物品的背后都有一个着急寻找的身影，相信你捡到了也很乐意帮忙吧!情景：你跟你的小伙伴在走廊上玩耍的时候看到了一支很漂亮的铅笔，于是你们捡起来，开心的找到了它的主人。You can use:Hello,_Is this/that your pencil/?
38、Whats this/that?Yes,it is./No,it isnt.Here you are.Thank you.板书：Unit2 Is this your pencil?rubber Is this/that your pencil?Pen Yes,it is./No,it isnt.pencilpencil case教学反思：本节课上的内容是 Story time，整节课上下来发现学生的掌握情况不是很好。总结了以下几点：第一对教材的把握还不是很到位;第二对学生的学习能力没有了解清楚，教惯了高年级，对低年级了解不够。第三铺垫的过多了，没有考虑到学生的接受能力。在今后的教学中要注重自身的语音语调，以及评价的及时性和真实性。