英语教师考试教学设计（推荐）

第一篇：英语教师考试教学设计（推荐）

浙江教师招聘考试英语教案

浙江教师招聘考试《unit 4 where is my car?》教案 浙江教师资格证考试 浙江教师招聘考试

teaching aims: knowledge aims: students can master the usage of “in, on, under” and can learn to use the new words in sentence: where is the?? it’s?the? ability aims: through activities and games, students’ ability of listening and speaking can be improved.emotional aims: students will love their classmates and get to love english more than before.teaching key points: words: in, on, under sentences: where is the?? it’s?the? teaching difficult points: get students to use the new words and sentences naturally in their daily life.teaching procedures step 1: warming up and lead-in 1.greet the students.2.show them a box with a pencil, a pen, a ruler, a rubber and some other things inside the box.3.take the things out from the box, and check who is the first to tell the name and then ask about the colors.step 2: presentation and practice activity one: after reviewing the words they’ve learned, hold a pencil in the hand and put it on the box and then show it to class, guiding them to know the meaning of “on”.use the same way to tell them the meaning of “in” and “under”.after learning the words for the first time, show them the of “let’s learn” and then ask them the birds in the picture and students tell the position according to the picture.t: look at the blue bird, it means?.? s: on.t: very good!activity two keep looking at the picture and then ask them about the things in this picture.after telling the names, ask them the sentence and check their answers.and then practice the other things, use the schoolbag and desk to make the sentences.t: look, what’s this?(point at the chair.)s: it’s a chair.t:yes, you are right, it’s a chair, read after me, chair!chair!t: what’s this?(point at the ruler.)s: it’s a ruler.t: ok now you need to answer my question, listen!what’s the ruler? s: it’s under the chair.t: very good.now you can practice the dialogue with your partner by asking about these things.(point at the desk and book.)step 3: consolidation 1.activity one: let’s do.t: show me your hand!t: show me your arm!t: ok, now do as i say!t: put your hand on the desk!t: put your arm in your schoolbag.t: now, you can practice this with your partner, and then i will ask some of you to show us your dialogue.2.activity two: draw and say ask all of them to prepare a paper and then teacher will say some words, students need to draw the things on the paper, first they need to draw a chair and a desk on the paper, and then listen to the teacher carefully and draw the other things according to the sentences the teacher makes.t: a desk!t: a chair.t: ok, now you need to draw your picture according to my sentences.the book is on the desk.the pencil is under the pencil box, the pencil box is under the chair, the pencil is under the pencil box, ok, now please show me your pictures.t: ok, now we can ask and answer according to the pictures.t: where is the pencil? s: it’s under the chair.t: good, is the pencil under the pencil box? s: yes!and then check the students’ pictures.after checking the pictures, ask them to act out the dialogue, four students a team, and one asks, the others answer.3.activity three: show them some pictures on ppt.picture one: a monkey on a desk.picture two: a pencil in a desk.first, ask them to make sentences according to the pictures.teacher asks and students answer.t: where is the pencil? s: it’s in the desk.t: where is the monkey? s: it’s on the desk.second, ask students to check whether the sentences the teacher made are true or false.t: now, look at the third picture, listen to me carefully, where is the dog? it’s on the chair.s: true.step 4: summary and homework summary: ask the students to review what they have learned today.homework: show their pictures which they draw in the class to their friends, and tell them in english.blackboard design: teaching reflection: 中公资深讲师张喆解析 篇二：英语教师招聘考试教案设计

英语教师招聘考试教案设计

发布时间2013-01-22 04:08:08 高中教案

healthy eating 【教学重点】

1．get students to review and consolidate what they have learned in this unit.2．develop students’ ability to solve problems.【教学难点】

get students to turn what they have learned into their ability.【教学目标】 1．知识目标

? get students to go over the useful new words and expressions in this unit.? have students review the new grammar item: the use of ought to.2．能力目标

? develop students’ ability to use the important language points in this unit.? enable students to learn to use ought to correctly.3．情感目标

? encourage students to learn more about problems with diet, a balanced diet and nutrition.? stimulate students’ sense to have a balanced diet.? strengthen students’ sense of group cooperation.【教学过程】

1．step 1-revision ? check the homework exercises.? dictate some useful new words and expressions in this unit.2．step 2-lead-in tell students:up to now,we have finished unit 2 healthy eating.have you learned and grasped all in this unit?turn to page 16.you can check yourself by filling in the blanks in the part summing up.3．step 3-summing up five minutes for students to summarize what they have learned in this unit by themselves.then check and explain something where necessary.suggested answers: write down what you have learned about festivals around the world.(students’answer may vary.)we have learned about problems with diet,balanced diet and nutrition.from this unit you have also learned: phrasal verbs: ought to, lose weight, get away with, tell a lie, winback, earn one’s living, cut down, put on weight useful nouns: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, bacon, curiosity, hostess, vinegar, lie, customer, discount, weakness, strength, fibre, digest, carrot, debt, glare, spy, limit, benefit, breast, garlic, sigh useful adjectives: roast, slim, raw, limited other useful expressions: balanced diet, in debt, before long new grammar item: the use of ought to 4．step 4-practice show the exercises on the screen or give out exercise papers.first let students do the exercises.then the answers are given.the teacher can give them explanations where necessary.? word spelling: ① the child couldn’t keep his bon his new bicycle.② he is full of c.③ he is not senough to wear these tight trousers.④ the restaurant offers a healthy dand is full of cevery day.⑤ the old model worker’s rich experience is not to be d.⑥ i haven’t the s to lift this table.⑦ if you don’t understand the definition of a word, you can c______the dictionary.⑧ a five-day weekbmore than individually and economically.⑨ the two principal political parties have cto form a government.⑩ my motherlthe amount of food that i eat.? fill in the blanks with the expressions given below.use each expression only once and make changes where necessary.ought to get away with earn one’s living cut down before long put on weight in debt win...back lose weight tell a lie ① ______________ he returned to his homeland.② in order to ______________, he began to eat more meat.③ the doctor advised him to ______________ his consumption of fat.④ david ______________ by writing articles for newspapers.⑤ he is heavily ______________.⑥ i won’t have you ______________ cheating in the exam.⑦ they were determined to ______________ the seat ______________ from labour.⑧ he is always ______________.⑨ she ______________ look after her child better.⑩ mary is dieting to ______________.? translate the following sentences.① 我想没有什么比旅行更令人愉快的了。

② 我看见他正向口袋里装东西。

③ 他昨天一定去游泳了。

④ 大家都对他的设计感到惊讶。⑤ 张先生不容许他女儿晚回家。

⑥ 难道你不认为瘦一点会更好吗？

⑦ 王鹏坐在他那空荡荡的餐馆里，感到很沮丧。

⑧ 他们的均衡食谱非常有效，王鹏很快就瘦了，而咏慧却胖了。keys for reference: ? ① balance ② curiosity ③ slim ④ diet;customers ⑤ discounted ⑥ strength ? ① before long ② put on weight ③ cut down ④ earns his living ⑤ in debt ⑥ getting away with ⑦ win...back ⑧ telling lies ⑨ ought to ⑩ lose weight ? ①i think nothing is more pleasant than traveling.② i saw him putting something in his bag.③ he must have gone swimming yesterday.④ everybody was amazed at his design.⑤ mr.zhang won’t have his daughter arriving home late.⑥ don’t you think it would be better if you were a bit thinner? ⑦ wang peng sat in his empty restaurant feeling very frustrated.⑧ their balanced diets became such a success that before long wang peng became slimmer and yong hui put on more weight.5．step 5-learning tip ask students to turn to page 16.read through the passage and make sure they understand it.encourage them to do as the passage tells to because if they are doing so they will be teaching themselves a useful way of learning and form a good habit.6．step 6-assessment ? checking yourself(on page 54 in the workbook)篇三：福建教师招聘考试英语教学设计及教案模板

福建教师招聘考试英语教学设计及教案模板

为帮助广大考生备战福建教师招聘考试，福建教师招考信息网（点击进入）为大家整理了英语学科常见篇目的教学设计及教案模板，大家可以认真揣摩这些教案的撰写方式和撰写技巧，然后多加练习。如果需要其他备考资料，也可以直接点击： 福建教师考试备考 进入查看。现就常见篇目说明如下：

篇目一：《unit10 where did you go on vacation》 i teaching aims: knowledge aims: students will learn some basic knowledge about the past tense and some words phrases about the place.ability aims: 1.students can develop their.talking ability through paire work.2.the ability of creating some simple sentences about their real life can be trained.emotional aim: 1.students can form the spirit about cooperation through group work.2.students can solve some real problem in the real life about the site.ii teaching key &difficult points: the basic knowledge about the past tense and some words phrases about the place.iii teaching methods: iv teaching aids: a map of the city.v teaching procedures: step 1: warming up(3mins)greeting with the sentences: “do you like vacations?”

and give the question about: “what did you go on vacations?” then write the title on the blackboard step 2: pre-listening(15mins): free-talk show out the map and ask the students where did they go on vacation? then do a group work, show out the key sentences about the passage.point out the differences between the simple present tense and the simple past tense.step 3: while-listening(15mins): listen to the tap and finish the practice in the book.step 4: post-listening(10mins): write out the key words and the important sentences on the blackboard, and lead the students to do a group work to role-play the conversation according to the hint on the board.step 5: summary & homework(5mins)summary: some students would be invited to sum up the words and the sentences they have learnt today.homework: 1.draw a picture about the places they like most, and make a dialogue with their deskmate.vii blackboard design: viii teaching reflection: 更多教案内容，大家可以下载本文档后按住ctrl 点击：福建教师考试13个学科教案汇总。如果需要其他备考资料，也可以直接点击： 福建教师考试备考 进入查看。篇目二：《unit 3 at the zoo》 knowledge aims: students can learn the four new adjective words thin, fat, short and thin use the new word in sentence it’s„ to describe the animals.ability aims: through activities and games, students can improve their ability of listening and speaking.emotional aims: through working in pairs and groups they will love their classmates and get to love english more than before.teaching key points: words: tall short fat thin sentences: it’s„

teaching difficult points: students can master the usage of the new words and sentence and use it naturally in their daily life.teaching procedures: step1 lead in greet with the students and then show them some pictures of the animals on the ppt and then ask them the questions: question one: what’s this animal? question two: what color is it? step2 presentation activity one show students another picture with a fat monkey and a thin monkey on the ppt and then ask the students to tell the differences between them, and then tell them the two new words fat and thin.use the same way to teach them another two new words tall and short.after learning the four new words, play the voice game to help them memorize the new words.activity two put four pictures of different animals on the blackboard and then ask the students to play a game, students need to do what the teacher asks them to do.t: point at the fat monkey.after playing this game, teacher adds the sentence it’s„in to the sentence and then asks the students to make the similar sentence.t: look at that monkey.it’s fat.s: look at that giraffe.it’s tall.step3 consolidation activity one: show them four pictures with a fat monkey, a thin monkey, a short giraffe and a tall giraffe, and write numbers under the animals.before playing this game ask them what can be used to describe them and write down the words under the pictures and then play the game.firstly, the teacher says number one and the students need to say the right animals, if teacher says the animal, the students need to tell the number.t: number one.s: a fat monkey.secondly, they need to play the game with the sentence they’ve just learned.t: number one.s: look at that monkey.it’s fat.activity two: listen to the tape and then play the let’s do it part.ask the students to do the actions according to the sentence t: be fat, be fat.be fat, fat, fat!at the same time students use their hand to show a circle from small to big in front of them.they can ask their partners to do the actions according to the orders.s1: be tall.s2:(doing the action: stand up.)step4 summary and homework summary: ask the students to close their eyes and then ask them to memorize what they have learned today, and ask them to show out the words.homework: ask them to find some pictures with their family members, and then take it to the next class and introduce them to all the class.blackboard design: teaching reflection: 篇幅所限，暂列2篇教案模板，更多教案内容，大家可以下载本文档后按住ctrl 点击：福建教师考试13个学科教案汇总。如果需要其他备考资料，也可以直接点击： 福建教师考试备考 进入查看。

第二篇：(英语)教师教学设计及反思

《Module 8 Unit 1》教学设计

教学目标

1、知识目标：学生初步掌握单词inonunderbehind

2、能力目标：学生能对where is„..进行问答

3、情感目标：培养学生在小组活动中与其他同学积极配合和合作。教学重点

学生掌握并运用it’s inonunderbehind 教学难点

学生能描述位置关系 教学用具

单词卡、钢笔、铅笔、礼品盒、多媒体课件 教学过程

1、热身复习

（1）师生问候

（2）请学生复习在第一册教材中所学的单词deskchairdoorwindow

2、任务呈现

（1）创设情境引入单词inonunderbehind（2）介绍单词inonunderbehind（3）分行、分小组、全体读

（4）同桌练习

（5）做游戏：让学生把钢笔或铅笔放在身体的不同位置，同学们猜一猜。

3、课文学习

（1）播放录音，让学生听。（2）学生跟读（3）自由读文（4）分角色读文

4、训练巩固

准备一个盒子把学生分成四组进行猜东西的游戏

5、布置作业

完成活动书上的内容 板书设计

Module 8 Unit 1 Where is my cat? It’s in the box.on under behind

《Module 8 Unit 1》教学反思

北票市第十小学 孙娜

《Module 8 Unit 1》是外研版第二册第1单元。由于三年级的学生已经有了一定的单词积累，对英语学科有一定的兴趣，教后我认为总体教学效果良好，师生和谐，达到了预定的目标。

1、关于教学设计及教学过程的思考

根据对教材和学生的分析，设计了热身复习——任务呈现——课文学习——训练巩固——布置作业四个环节。首先，通过多媒体课件让学生初步感知方位单词inonunderbehind 其次，通过pair work，group work使学生初步运用方位单词。第三，通过小组合作探究，使学生能综合运用所学知识。

另外在单词教学环节中着眼细节，力求做到以学生为主。一是师生和谐关系，如在学生交流时，主动参与到小组活动中，及时了解倾听小组成员的发言，并提出建议和问题。二是引领关注倾听。如在共同活动时，提示学生认真倾听，在倾听中去质疑、去反驳、去吸取，在思维火花的碰撞中不断修正、优化方案。三是捕捉瞬时信息。如在交流中，抓住学生思维中的闪光点，或是顺应学生的思维及时追问、挖掘，促进学生思维的纵深发展。

四、注重了学生综合运用语言的能力。

2、对自我教学的思考

在小组合作过程中，集体的智慧成为重要。如学生对方位 单词有不同的感知，因而有不同的答案，不强调统一的答案。让他们的思维向浓度、广度发展。同样在交流中也是喜欢只讲自己的，对别人的发言不去认真地倾听、质疑、发难、反驳。这就需要老师顺应学生的思维，适时的点拔，促进思维互相碰撞，使活动与思维并行，让小组合作真正达到“一英寸宽、一英里深”的效果。

第三篇：江苏教师考试教学设计概述

江苏教师招聘考试网

江苏政法干警考试（网址：http://zfgj.offcn.com）

一、教学设计的概念

教学设计又称教学系统设计，是指为达到预期的教学目标，运用系统观点和方法，遵循教学过程的基本规律，对教学活动进行规划的过程。教学设计本质是一个分析学习需求、确定教学目标、设计解决方法，就解决方法进行实施、反馈、调整方案，再进行实施直至达到预期教学目标的过程。

教学设计有如下四种层次：(1)课程教学设计;(2)学期(学年)教学设计;(3)单元(课题)教学设计;(4)课时教学设计。这里所讨论的教学设计主要指课时教学设计。

教学设计是实现教学目的的可靠保证，是连接教学理论和教学实践的桥梁;是使教学实现科学性与艺术性统一的主要途径。

二、教学设计的原则 1.教学设计要以目标为中心 2.在教学前明确学习者具有的能力 3.教学水平应与学习者的接受水平相一致 4.帮助学习者在学习中构建“理想的模式” 5.对复杂的学习内容进行分解 6.提高教学媒体的应用控制能力 7.运用多种教学活动方式 8.创造对学习有利的环境

三、教学设计的步骤与内容(一)指导思想与理论依据

依据心理学与教育学上的有关思想以及相关理论，针对课程标准要求，提出设计思路，即学生应该怎样学习，才能达到课标的要求。

(二)教学背景分析

教学背景分析包括教学内容分析、学生情况分析，以及前期教学状况、问题、对策等方面的研究说明。

(三)教学目标设计

江苏教师招聘考试网

教学目标既是教学的起点，也是教学的归宿，确立合理、适当的教学目标是教学设计最重要的任务。而如何才能达到预期的教学目标，则要依靠对教学内容的选择和加工以及对学习活动的组织。

教师首先是认真研读《课标》，分析《课标》中对有关教材内容的目标陈述，根据教材内容的特点和学生学习能力，合理地确定具体课时目标，准确地陈述教学目标。

(四)教学重点，教学难点

教学重点是教材中最重要、最基本的中心内容，是知识网络中的联结点，是设计教学结构的主要线索。

教学难点是指学生感到难理解或难接受的内容。这些内容，或是由于知识本身抽象、复杂而难理解，或是由于学生缺少必要的知识准备而难接受，要根据具体内容的特点和学生的基础来确定教学难点。

(五)教学过程与教学资源设计

教学设计过程与教学资源设计主要包括教学进程、学生活动、所需要的教学资源及教学指导策略等。

(六)学习效果评价设计

包括对本节课学生学习效果以及教师自身教学效果的评价。主要围绕三维目标是否达到要求进行评价。评价方式应尽可能多元化，如纸笔测验、活动表现、观察记录等。

第四篇：教师招聘考试教学设计试题

教学设计试题

一、单项选择题(本大题共20小题，每小题1分，共20分)在每小题列出的四个备选项中只有一个是符合题目要求的。请将其代码填写在题后的括号内。错选、多选或未选均无分。1．教学设计作为一个系统计划的过程，运用的方法是【】 A．调查法B．试验法C．系统方法D．问卷法 2．“五W"传播理论的提出者是【】

A．香农B．拉斯韦尔C．韦斯特莱D．贝尔洛

3．媒体被使用者操纵与控制的难易程度被称为媒体的【】 A．参与性．B．重现力C．接触面D．受控性

4．从信息源和信息接受者来看，至少有四个因素影响信息传递的效果，这四个因素分别为：态度、知识水平、社会及文化背景和f1 A．传播效果B．传播媒体C．传播环境D．传播内容 5．“一个坏的教师奉送真理，一个好的教师则教人发现真理”，这句话出自【】 A．赫尔巴特B．第斯多惠C．夸美纽斯D．卢梭 6．学校、学院、军队的课程设计属于『1 A．以课堂为中心的教学没计模式B．以产品为中心的教学设计模式C以系统为中心的教学设计模式D．以软件开发为中心的教学设计模式

7．教学设计的四个要素包括学习者、教学目标、教学策略和【】 A．教学评价B．学习需要C．学习内容D．学习方法

8。历史教学中，用几条带箭头的线段及简洁的数字、符号来剖析一次著名的战役的全过程，这种教学内容分析法是r1 A．归类分析法B．图解分析法C．层级分析法D．信息加工分析法 9．在梅里尔的成分显示理论里共有认知学习结果【1 A．13种B．14种C．15种D．16种

10·学习者在有几种可能解答的问题情境中，倾向于深思熟虑而错误较少，这种学习风格为【】

A．场依存性B．场独立性C．沉思型D．冲动型，11．在认知目标分类里，把握知识材料意义的能力属于【l A．知道B．领会C．运用D．分析

l2．情感学习领域的教育目标分类理论的提出者是【1 A．辛普森B．哈罗C．布卢姆D．克拉斯伍 13．下列教学方法中记忆原理效果最好的是r1 A．讲授法B．演示法C．实验法D．讨论法 14．下列教学方法中最适合体育教学的是f1 A．谈话法B．讨论法C．练习法D．实验法

15·电子媒体将语言、文字、图像转换成声、光、电信号，固定在磁带或胶片上，反映出媒体的【】

A．固定性’B．扩散性C．重复性D．组合性 16．下列媒体中，呈现教学信息效果最好的是f1 A．黑板B．投影C．电视录像D．挂图

17·小学生的认知特点是直观形象的思维和记忆，注意力不容易持久集中，下列媒体在教学中使用效果较好的是·【】

A．电视B．书本C．黑板D．程序课本 18．借助教学评价可以了解到教学各方面的情况，从而判断教学成果的成效和缺陷、矛盾和问题，这是教学评价的【】

A．诊断功能B．激励功能C．调控功能D．教学功能

19．既不在被评价群体之内建立基准，也不在群体之外建立基准，而是对被评价的个体的过去和现在相比较，或者是对他的若干侧面进行比较，这种评价是【】 A．相对评价B．绝对评价C．自我评价D．过程评价

20．评价人员亲临教学设计成果试用现场，了解教师和学生使用该成果的情况和问题，这种评价方法叫【】

A．访问法B．问卷法C．观察法D．实验法

二、多项选择题(本大题共5小题，每小题2分。共10分)在每小题列出的五个备选项中至少有两个是符合题目要求的。请将其代码填写在题后的括号内。错选、多选、少选或未选均无分。

21．教学设计过程的主要模式有

A．以课堂为中心的模式C．以产品为中心的模式E以学习为中心的模式B．以培训为中心的模式D．以系统为中心的模式 22．阐明学习目标的意义有

A．有利于课程规范化C．使教学简单化E．有利于教学内容的选择B．有利于教和学D．使学习简单化

23．情境——陶冶教学程序的基本过程有

A．创设情境C．参与各类活动E．总结转化B．教师讲授D．教师指导 24．从所传递的信息与现实事物的关系来看，教学媒体可分为

A．单向媒体B．双向媒体C．真实性媒体D．模拟性媒体E．符号性媒体 25．教学设计成果的形成性评价主要使用的工具有 A．测验题B．调查表C论文D．观察表E．试验法

三、填空题(本大题共l0小题，每小题1分。共1()分)请在每小题的空格中填上正确答案。错填、不填均无分。

26．教学设计的研究对象是

27．格拉奇和埃利模式是以——为中心的教学设汁模式。28．教学设计过程的起点是

29·规则可组合在一起，形成更复杂的规则，成为 30·在布卢姆的认知目标分类系统中，第一个层次是

31·加拿大著名大众传播研究者麦克卢汉提出媒体是人体的延伸的观点，例如，收音机是——的延伸。

32．为相对评价而进行的测验一般称作

33．教学设计的理论基础包括——、学习理论和教学理论。

34．对言语信息学习内容的分析，一般可采用——和图解分析法两种。

35．信息加工理论认为，信息进入——，一般在百分之几秒钟内就把来自各感受器的信息记录完毕。

四、名词解释(本大题共5小题，每小题4分。共20分)36．教学系统 37．归类分析法

38、学习者分析

39、掌握学习40、教学评价

五、简答题（本大题共5小题，每小题4分，共20分）

41、引导——发现教学程序的主要过程是什么？

42、什么是外部参照需要分析法？

43、简述皮亚杰认知发展阶段理论。

44、如何编写行为目标？

45、选择教学媒体有哪些主要依据？

六、论述题（本大题共2小题，每小题10分，共20分）

46、试述学习理论是教学设计的理论基础。

47、试述加涅和梅里尔关于认知学习结果的理论。

第五篇：教师招聘考试：《小猴子》教学设计

教师招聘考试：《小猴子》教学设计

一、教学目标

【情感、态度、价值观】

通过学唱歌曲《小猴子》，感受音乐旋律之美，学生能够体会音乐特点，产生热爱生活、热爱小动物的情感。

【过程与方法】

在学习的过程中，采用聆听、表现、小组合作等方法，学生能够完整表现歌曲，提升自身的音乐表现力。

【知识与技能】

学生能够在指定旋律处随音乐做律动，了解十六分音组的节奏特点，并能够运用轻快、诙谐的声音完整有感情的演唱歌曲。

二、教学重难点 【重点】

能够用轻快、活泼而诙谐的声音完整有感情的演唱歌曲《小猴子》。【难点】

了解十六分音组节奏特点，并能够边唱边跟随音乐做出相应律动。

三、教学过程(一)新课导入

教师通过播放《猴子捞月》的图片进行导入。

今天老师带领大家一起来到了一片茂密的森林，森林里住着许多可爱、活泼的小动物。小鸟在枝头欢乐的歌唱，让我们一起去看一看森林里发生了什么事? 教师出示图片，并提问学生：你看到了什么小动物?它们在做什么?

教师总结：图片中出现的是机灵的小猴子，它们互相勾住彼此，想把井水中的月亮捞出来。教师顺势引导：那这些小猴子们，有什么特点呢?接下来我们一起跟随音乐的脚步，了解小猴子的特点。

从而引入课题——《小猴子》(二)初步感知 1.初次聆听

教师播放音频，并提问学生：歌曲的情绪和速度是怎样的?给你一种什么样的感觉? 学生自由回答。

教师总结：歌曲愉悦，欢快，给人一种轻松、自由的感觉。2.再次聆听

教师请学生边听音频，边律动，提问学生：在律动的过程中，你能想象到什么样的画面? 学生自由回答。

教师总结：仿佛置身的大森林中，一群小猴子欢乐的你追我赶，一片欢乐、祥和的场面。(三)学唱歌曲

1.教师引导学生采用“啦啦啦”的声音进行简单的发声练习，并请学生用圆润、轻快的声音进行发声。

2.教师再次播放音频，学生哼唱旋律，并请同学们思考：歌曲旋律有什么特点? 学生自由回答。

教师总结：歌曲旋律简单，郎朗上口，歌曲中间插有类似于伴奏的简短旋律出现，留下想象的空间。且旋律重复两遍。

教师范唱歌曲，学生跟唱旋律，并提问学生：你们寻找一下歌曲是从哪里开始反复的?反复的时候有什么特点? 学生自由回答。

教师总结：歌曲从头反复两遍，第一遍结尾演唱房子1内旋律，第二遍演唱房子2内旋律至结束，这种房子记号是反复记号的一种。

4.教师弹奏钢琴，学生完整演唱旋律，并引导学生在歌曲中间的伴奏部分律动。

5.教师请学生有节奏的朗诵歌词，并提问学生：歌词描述的是什么场景?表达人物什么样的情感? 学生自由回答。

教师总结：描述了小猴子“吃桃子”“翻跟头”的场景，感受到小猴子活泼灵动的性格，进一步表现出人物对于小猴子观察细致，以及对于小猴子的喜爱之情。

6.教师引导学生代词演唱歌曲，并提问学生：我们应该以什么样的声音演唱歌曲? 学生自由回答。

教师总结：通过对旋律及歌词的了解，我们应该以轻快、灵动、活泼的声音演唱全曲。7.教师与学生共同用活泼、轻快、诙谐的声音，完整演唱歌曲。(四)巩固提高

1.教师播放动画片孙悟空视频，并引导学生：猴子大王悟空的本领是很高强，他还为歌曲配上了很多动作，在大家面前展示自己的本领。请学生仔细观察。

2.教师请学生模仿猴子动作加入到歌曲中练习表现。

3.学生练习之后，请各组进行表演，并互相评价推选出最受欢迎的那一小组。(五)小结作业

教师总结：今天同学们感受了动物形象并演唱歌曲《小猴子》，同时发挥想象力为《小猴子》配上很多惟妙惟肖的动作，仿佛真的看见花果山脚下一群小猴子在欢乐的玩耍。希望同学们以后热爱大自然，热爱小动物。

作业：请同学们课后回家把这首歌唱歌父母听。

四、板书设计