英语教学设计1

第一篇：英语教学设计1

英语教案：

Unit 8

The Seasons and the Weather Topic 1 What’s the weather like in spring? Section B

一、教学设计理念

遵循任务型教学理念, 以学生为主体, 以任务为中心, 以交际为目的。关注学生的生活实际和生活体验, 让其贴近学生实际、贴近生活, 树立以学生为本的思想,提倡学生参与、体验、合作探究，从而实现教学方式和学习方式的转变。

二、教材分析

本课是为仁爱英语七年级下期Unit 8 The Seasons and the Weather Topic 1 What’s the weather like in spring? Section B编写的教学设计。本话题通过“天气”这个中心词展开, 其中又分为几个话题。各话题相对独立又相辅相成组成一个有机的整体。这是第八单元的第一话题的第二课时，在复习了上一课时学习过的谈论四季及四季的气候特征，适合做的活动的基本用语的基础上，进一步学习天气变化，天气预报。

本课时旨在创造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生综合运用这些知识的能力。让学生去亲身体验，互动交流，创造性地去学习。并让学生通过有限的课堂实践活动能准确地用英语来表达所学知识。为了更好地在45分钟内最有效地实现教学目标，本人设计了直观生动的教学课件，从学生实际出发，对教材进行了必要的调整。

三、Ⅰ.Teaching aims and demands

1、Learn words of describing weather:

cloudy, snowy, foggy, sunny, windy, rainy, bright, quiet, wet, dry, low, temperature

2、Review the simple past tense and present continuous tense: How was the weather yesterday? It was cloudy all day.3、Learn to understand weather reports: What’s the temperature, do you know?

The low temperature is 20℃ and the high temperature is 25℃.Ⅱ.Teaching aids 多媒体课件及课前要求学生将1c各词制作成卡片，卡片上尽量显示图画和单词两部分。

四、Teaching procedure

幻灯片1 课前: Chant: The seasons组织教学——插入英文歌曲动画，有声有色，调动学习气氛。

Step1 Review（时间: 5’）1)T: Good morning, class.This class we are going to learn Topic1 Section B.Go on talking about the seasons and the weather of each season.First , let’s make the weather report.（男、女生各一人作英语课堂值日报告,复习上节课关于季节,天气和活动的描述。）Who’s on duty today? OK, come here , please.幻灯片2 展示四季图片，并出示下列句型 A: Which season do you like best? B: I like…best.A: Why do you like…?

B: Because it’s a good time to… Because it’s a good season for…

值日生1:Good morning, class.(找学生协助导入复习。）Today is Monday.May 12th.It’s spring.I like spring best, because it’s warm.I can fly a kite.What’s your favorite season, everyone?=Which season do you like best? S1: Spring/ Summer…My favorite season is…I like…best.值日生1: Why? S1、2、3、4: Because spring is warm , it is a good season for flying a kite.Because summer is hot, we can go swimming.Because fall is cool, it’s a good time to climb mountains.Because winter is cold, we can make snowmen in winter./go skating/ go skiing./play snowball games.值日生2: Good morning, everyone.Today is Monday, May12th.It’s spring now.But I like summer best.Because it is hot.I can go swimming in the river.（面向全班同学）What’s your favorite season, everyone? S5: Spring／Summer／Fall／Winter.(My favorite season is…)值日生2: Why? S5、6、7: Because spring is warm.It is a good season for hiking.／Because fall is cool.It’s a good time to climb mountains.／Because it is cold in winter.I can make a snowman in winter.T: Very good.We know there are four seasons in a year? What are they?(spring, summer, fall，winter), Now, let’s chant “The seasons” together.(Spring

is green, Summer is bright, Fall is yellow, Winter is white.)(再次说唱“the seasons”并进行男女生比赛来调动学习气氛)教学效果：此环节由值日生提问更容易调动学生学习的主动性，说唱的引入也会使学习有高昂的情绪。

Step 2 Presentation（幻灯片3－4）（时间: 5’）

幻灯片3 T:手指窗外(What’s the weather like today? It’s cloudy.)

T : Look at the pictures , learn some new words.动画呈现新单词, 形象生动地让学生悟出课文重点，为下一步理解课文扫清障碍，区别于传统枯燥的单词教学！

What’s this? It’s the sun.When we talk about the unique thing in the world.We usually use the article word “the”.Yes, when the sun is shining.it is full of light from the sun.So we say it’s sunny today.cloud: When there are clouds in the sky, it is cloudy.(cloudy weather is dark because the sky is full of clouds.)windy: Listen, the wind is blowing, when the wind is blowing, it is windy.snow.When it is snowing, the ground is all white., we say it is snowy today.rain.When it is raining, it rains a lot, so it is rainy today.Can you see the building clearly? Yes, very misty because of fog.When there’s fog.it is foggy.Can you summarize the rules of word formation? How to change the noun forms into adjective forms.(由学生归纳出名词变形容词的构词法。)教学效果：培养学生的归纳、总结能力。

幻灯片4 T : Let’s do some exercises to check the words we learned just now.Put in the missing words.sunny cloudy windy snowy rainy foggy

教学效果：使学生体会，学中用，学中用，加深理解。

幻灯片5 T: Look at the pictures in 1b, listen and match the words on the right with the correct pictures.(放1b录音)Fill out the numbers you hear on the left.Fill out the letters of the pictures on the right.T: Are you ready? Let’s check the answer together.(时间: 3’)(1’13’’)

教学效果：培养学生听力及运用能力。

Step 3 T: You are all very great!Now, let’s come to 1a.Jane and her parents are having a holiday.What’s the meaning of holiday?(it means a period time of rest from work or school.We have two long holidays in a year.Summer and winter holidays, we can have a very great time during the holiday.Right?)

幻灯片6 呈现1a, listen and answer the following questions?（时间: 3’）(35’’)

T: What’s Jane doing?

S: She’s making a telephone call.T: What’s the weather like in the picture? S: It’s nice and warm.T: Nice and means very.What was the weather like yesterday? S: It was cloudy.教学效果：让学生带着任务去听比简单的跟读更能强化学生对课文的理解。幻灯片7: Let’s play a game.I need 3 volunteers.（做游戏,快乐中巩固复习）（时间: 3’）

T: Let’s play a game.There are three sections in 1c.If you have the card with words of section 1, please stand on the left.If you have the card with words of section 3, please stand on the right.If you have the card with words of section 2, please stand in the middle.Now, there are three groups.The first student in Group 1 say the weather yesterday.The first student in Group 2 say the weather today.The first student in Group 3 say what you are doing.T: The first student of each group, please come to the front of class.Hold up your cards, then make a sentence.Example:

（1）It was sunny yesterday.Today is nice and bright.We are making snowmen..（2）It was rainy yesterday.It is clod today.We are swimming.（3）It was windy yesterday.It is hot today.We are riding a bike.（4）Yesterday was snowy.Today is very cool.We are climbing mountains.（5）Yesterday was warm.Today is cool.We are flying kites..教学效果：此环节以游戏的方式，让学生在活动中感知语言，运用语言，同时由于参与面广，增强了学生的学习自信心。

幻灯片8: Turn to page 80.Let’s come to 2a.Listen , read and say.(观看动画,模仿读三遍,纠正发音,语调。)（时间: 5’）(25’’)

幻灯片9: In this part we’ll learn how to talk about the temperature(the measure of how hot or cold a place or a thing is.)(Degree Celsius./ centigrade).Read it together.Can you read the following temperature in English?

17℃ We can say seventeen degrees Celsius/centigrade 25℃ twenty-five degrees Celsius/centigrade 0℃ zero degree Celsius/centigrade-1℃ one degree Celsius below zero or minus one degree Celsius 幻灯片10-13: Let’s do some pair work.Ask and answer two questions: What’s the weather like? What’s the temperature? OK, this group, ask and answer one by one.(出示不同的天气和温度，可以采用两两对话，或小组接龙的方式)（时间: 5’）

教学效果：培养学生积极与他人合作，相互帮助，共同完成学习任务的团队精神)幻灯片14: Work alone.Look at the weather chant of Toronto and Washington D.C.Then fill in the blanks.（完成后换成纽约市让学生提问老师答。）(时间: 3’)

If you want to know the temperature in New York, how do you ask? Now you are my teachers, I’m your student.Ss: What is the weather like in New York? T: It is sunny.Ss: What’s the temperature? T: It is between 3℃and 7℃.Ss: What’s the low temperature? T: It is 3℃.Ss: What’s the high temperature? T: It is 7℃.Thank you , teachers.教学效果：(师生互动,增强交际性培养。)幻灯片15: Part 3.Work alone.Listen to the weather report and fill out the table.(时间: 5’)(59’’)

幻灯片16: Weather report.Here is the weather in XX today.If you are the weather reporter, how will you report the weather today?（时间: 4’）（四人一组当天气预报员,选出最佳预报员,向全班汇报。）

课后反思：

第二篇：1﹑什么是英语教学设计

1﹑什么是英语教学设计？

答：英语教学设计是指达到预期的教学目标，对英语教学活动进行规划的过程。2﹑教学设计原则及步骤？ 原则：（1）探索性原则；（2）启发性原则；（3）灵活性原则；（4）梯度化原则。另一种解答：（1）以学生的发展为本；（2）解读并超越教材；（3）设计弹性化教学方案。步骤：（1）教学目标；（2）教学内容；（3）教学重点；（4）教学难点；（5）教学准备；（6）教学过程；（7）方法选择；（8）学生作业。

3、如何理解教学设计中的“以学生发展为本”原则？ 答：以学生发展为本”是新课程的价值取向是以人的能力和个性发展为核心，教学要培养学生的信息搜集和整理的能力，发现问题和思考问题的能力，分析问题和解决问题的能力，终身学习和创新的能力以及生存和发展的能力。培养学生良好的个性品怀

4﹑英语与汉语不尽相同，英语是_______。就英语阅读过程而言，阅读首先是个体把文字符号转换为语音码的过程；其次，英语语音与字母或字母组合有着相对的对应关系，其语音操作由语义潜势；其三，Baddeley 的研究表明，语音是短时工作记忆的载体。（C）

A、语言符号系统

B、音节文字系统

C、拼音文字系统

D、表意文字系统 5﹑阅读课的主要任务是什么？

答：阅读课的主要任务是培养提高学生的阅读能力，强调课文导入，抓住主题思想，记住重要细节，理解重点词即难句，探讨作者写作意图，推断文句含义及把握任务心理活动等。

6﹑为什么说英语语法教学是基于语法学习而存在的？ 答：

从学习者知识表征来看，英语语法是显性语言规则的内部心理表征；从教学的视角来看，英语语法通过教学表征才能实现学生语法学习的心理表征。就英语语法学习过程而言，英语语法教学必然是意义彰显，内涵丰富，但又是非常复杂的社会和心理过程。因此，英语语法教学是基于语法学习的存在。7﹑教学过程中的不确定性是对教师教学的“干扰”。答：

教学过程中的不确定性不仅不是“干扰”，而且具有积极意义，真实这种必然的不确定性，补充，修正，完善了教师原有的设计，但是需要灵活面对这些不确定性因素，通过恰当的手段，转化为课堂上课用的生成资源。8﹑多媒体教学工具能吸引学生注意力，用得越多越好。

答：错，多媒体本身是一个很好的教学媒体，在成功使用多媒体得前提下，能够营造良好得教学氛围，但是过多地使用多媒体会对多多媒体设备产生很大的依赖性，同时多媒体课件得开发需要倾注大量的心血，占据教师很多时间，因此如果过多的使用多媒体，对教师反而会成为一种负担。此外，对学生而言，依赖于多媒体成为习惯后很难习惯普通课堂的教学氛围。

第三篇：小学英语教学设计1

小学英语教学设计

PEP Unit 5 《What would you like?》

教学设计

Part B Read and write

单位：丰南区黑沿子镇黑西小学 姓名：李 洁 电话：***

Unit 5 What would you like?

教学内容：Unit 5 Part B Read and write 教学目标: 知识目标：掌握rice、beef、chicken、fish四个四会单词的认读和书写。能够利用以下句型进行问答: What would you like for dinner? I’d like some...情感目标：学会如何礼貌的招待客人。

文化意识：了解中西方饮食文化的差异。

学情分析：四年级的孩子绝大部分已有一定的英语基础,活泼好动，勇敢积极。他们爱表现自己，对英语学习也很感兴趣，已经了解了基本的学习方法，并具备了一些基本的听、说、读、写的能力。但仍有一部分学生因为英语基础不好，或者还未找到很好的学习方法，不愿意读、背英语, 知识积累少,对英语学习感到困惑和苦恼，但从总体来说学生的积极性还是不错的。

教学重、难点：掌握rice、beef、chicken、fish四个四会单词的认读和书写。教具准备：

1.本单元四会单词的单词卡片。

2.Unit 5 B Let’s learn部分配套的教学课件。

3.教师准备大字母卡片；学生每组准备一套的小的字母卡片。

教学过程：

设计意图

Step1热身（Warm－up）

1．Let's sing：What would you like?

2．猜一猜游戏

教师依次出示剪出轮廓的食物图片的反面：cake, bread, egg, milk, water，提问学生：What would you like for breakfast? 学生猜测并回答：I’d like some … 教师再提问：Can you spell the word … ？教师出示大卡片，学生出示小卡片，看一看，比一比，看谁能将单词迅速拼出并大声朗读出来。

歌曲中出现了“dumplings”，“hot dogs ”等词，可为 rice、beef、chicken、fish 等四会单词的引入做好铺垫。教师可问学生：What would you like for breakfast? 学生回答：I’d like some ….为问答What would you like for lunch? I’d like some …做好铺垫。

Step2呈现/操练（Presentation/Practice）

掌握四个四会单词的认读和书写：rice、beef、chicken、fish。

1．Teacher shows the card “rice” and reads: rice↗, rice↘.（可再请学生作为小老师示范领读）

Students read after the teacher（or a student）several times.Teacher draws a bowl of rice on the Bb, and writes the word rice near the picture on the Bb.(板书单词时以四线三格形式写出，教师在黑板上拼写单词时让学生边拼读边书空，谁能快速拼完5遍就可说“Bingo!”即为胜者，可得到奖励)

2． Use the same way to teach the other words.3 ．Practice.(1)Have a competition in groups.T: Now please draw pictures for the food and write correct words to make word cards.See who the winner is.The winner can get a smiling face.Then ask and answer questions in pairs.(教师可引导学生看黑板上教师已画的简笔图作为示范，并随时提示学生注意时间，快速完成绘图；随后板书主要句型在黑板上让学生作为会话的参照)

S1: What would you like for dinner?

S2: I’d like some rice beefchickenfish.(and…）

(2)Play a guessing game.T:(教师呈现四张四会单词的卡片)There are rice, fish, chicken and beef for our meal.I’ll cover your eyes, present a card to you and ask you to guess what it is.If you are right, I will give you a sticker.(教师可用汉语解释下面要做一个猜词游戏，某位学生会被蒙住眼睛，猜教师手中拿的是哪种食物卡片，同时还要能够拼出该词；每人可有两次猜词机会，胜者可以得到一张贴纸作为奖励或者为小组加分)

Teacher covers one student’s eyes, presents a card to him/her and asks him/her to guess what it is.S says: It’s rice, r-i-c-e , rice.米饭。如果猜对了，教师引导该学生示范拼读边用手指书空，其他学生重复；如果猜错了，可换其他学生再猜。

教师可以请其他学生作为“小老师”来继续进行这个猜词游戏，直到把四个四会单词充分地大范围地熟练拼读为止。Step3．Consolidation

教师在黑板上画一个钟，时间指向6：30。

T：Wow!It’s 6: 30.It’s time for dinner.I’m hungry!I’d like some rice and vegetables.What would you like for dinner? Look at the menu, choose and answer.教师先与一对学生示范问答：

T: What would you like for dinner?

S1: I’d like some fish and beef.S2:I’d like some milk and rice....然后学生同桌之间进行问答

S1:What would you like for dinner?

S2: I’d like some...提示学生听到同桌的回答后，找到代表相应食物的单词卡片，递给对方，以加强对单词的认读。

老师板书＂What would you like for dinner ? I’d like some...＂在黑板上，叫一对学生到讲台上作汇报“表演”，要求其中一名学生根据对方的回答贴在黑板上正确的单词卡片。

教师还可针对学生的掌握情况，灵活穿插“开火车”式的接龙游戏，以复习巩固句型“What would you like? I’d like....”。Step4、Write and say.Step5．扩展性活动（Add-activities）

(1)给孩子创设去餐馆吃饭的情景，各小组的组长扮演服务生，其他组员扮演顾客，分角色表演。教师先与一名学生进行示范表演。

T: Can I help you?

S: Yes.I’m hungry.T: What would you like for dinner, please? Here’s the menu.S1 : I’d like some beef, chicken and rice.(2)教师用下面的表格请学生作为服务生来并模仿教师的示范来“采访”顾 客: What would your like for dinner? 被采访的学生用I’d like some....来回答，“服务生”作记录。

为了同时练习四会单词的书写，教师也可以改进这个表格，让”服务生”写下所点的食物单词，不会写时通过绘图或其他符号来记录，课后通过查书或问其他学生来补充完整。

【板书设计】

Unit 5 What would you like?

What would you like for dinner?

I’d like some

rice.fish.beef.chicken

第四篇：远程教育应用于英语教学设计1

远程教育应用于英语教学设计八年级上Unit 4教学设计

张艳湘

一、教学目标： 知识目标：

1.能正确运用how引导的特殊疑问句，如：How do you get to school? How long does it take? How far I it? 2.能掌握并使用以下词汇：how long, how far, get to, bicycle, subway, car, train, bus stop, train station, bus station, subway station, minute, kilometer, mile, transportation.能力目标：

1.能够连贯表达自己的上学方式，所用的时间，以及家校的距离等。2.根据自己的实际情况选择适当的交通方式。情感目标：

在“交通运输”的主题下，自然渗透“遵守交通规则”的意识。教学重点与难点: 1.It takes /took/will take sb.some time to do sth.2.正确区别并熟练运用交通工具的动词表示法；熟练使用It takes „的句型来表示花费时间。教学思路与设计 Step1 Revision 1.就一下问题交流，同时把交流结果做记录，之后教学生报告交流结果。(这样设计是为了复习上节课所学的主要话题及句子，同时锻炼同学的听力）Question 1 How do you go to school ? Question 2 How far is it take you to get to school ? Question 3 How long does it take you to get to school ? 2.用It takes sb some time to do sth.的结构表达自己的真实情况。Step2 Reading 1.听3a课文，回答下边的问题。

Questions：How does Li lei go to school？How long does it take him to get to school ? 2.检查答案

3.解决学生在读课文的过程中遇到的问题，学生间解决，最后老师强调以下难点：

He usually takes the bus to school.means He usually goes to school by bus.etc, 4.熟读课文，之后复述课文。Step3 Writing and speaking 1.根据自己的实际情况写出自己的到校方式，家校距离，以及花费的时间，同时表达自己对所采用的交通方式的喜好及理由。

2.汇报自己的情况，同时其他学生就How ,how long ,how far 等问题做出记录。

Step4 homework 写一封信：向你的笔友介绍开原的交通运输，并写出问题及解决方式。

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.