第一篇：英語教學設計1

英語教案：

Unit 8

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

一、教學設計理念

遵循任務型教學理念, 以學生為主體, 以任務為中心, 以交際為目的。關注學生的生活實際和生活體驗, 讓其貼近學生實際、貼近生活, 樹立以學生為本的思想,提倡學生參與、體驗、合作探究，從而實現教學方式和學習方式的轉變。

二、教材分析

本課是為仁愛英語七年級下期Unit 8 The Seasons and the Weather Topic 1 What’s the weather like in spring? Section B編寫的教學設計。本話題通過“天氣”這個中心詞展開, 其中又分為幾個話題。各話題相對獨立又相輔相成組成一個有機的整體。這是第八單元的第一話題的第二課時，在復習了上一課時學習過的談論四季及四季的氣候特征，適合做的活動的基本用語的基礎上，進一步學習天氣變化，天氣預報。

本課時旨在創造一個輕松、愉快的學習、交流環境，通過聽、說、讀、寫來培養學生綜合運用這些知識的能力。讓學生去親身體驗，互動交流，創造性地去學習。并讓學生通過有限的課堂實踐活動能準確地用英語來表達所學知識。為了更好地在45分鐘內最有效地實現教學目標，本人設計了直觀生動的教學課件，從學生實際出發，對教材進行了必要的調整。

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 多媒體課件及課前要求學生將1c各詞制作成卡片，卡片上盡量顯示圖畫和單詞兩部分。

四、Teaching procedure

幻燈片1 課前: Chant: The seasons組織教學——插入英文歌曲動畫，有聲有色，調動學習氣氛。

Step1 Review（時間: 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、女生各一人作英語課堂值日報告,復習上節課關于季節,天氣和活動的描述。）Who’s on duty today? OK, come here , please.幻燈片2 展示四季圖片，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.(找學生協助導入復習。）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.（面向全班同學）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.)(再次說唱“the seasons”并進行男女生比賽來調動學習氣氛)教學效果：此環節由值日生提問更容易調動學生學習的主動性，說唱的引入也會使學習有高昂的情緒。

Step 2 Presentation（幻燈片3－4）（時間: 5’）

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

T : Look at the pictures , learn some new words.動畫呈現新單詞, 形象生動地讓學生悟出課文重點，為下一步理解課文掃清障礙，區別于傳統枯燥的單詞教學！

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.(由學生歸納出名詞變形容詞的構詞法。)教學效果：培養學生的歸納、總結能力。

幻燈片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

教學效果：使學生體會，學中用，學中用，加深理解。

幻燈片5 T: Look at the pictures in 1b, listen and match the words on the right with the correct pictures.(放1b錄音)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.(時間: 3’)(1’13’’)

教學效果：培養學生聽力及運用能力。

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?)

幻燈片6 呈現1a, listen and answer the following questions?（時間: 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.教學效果：讓學生帶著任務去聽比簡單的跟讀更能強化學生對課文的理解。幻燈片7: Let’s play a game.I need 3 volunteers.（做游戲,快樂中鞏固復習）（時間: 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..教學效果：此環節以游戲的方式，讓學生在活動中感知語言，運用語言，同時由于參與面廣，增強了學生的學習自信心。

幻燈片8: Turn to page 80.Let’s come to 2a.Listen , read and say.(觀看動畫,模仿讀三遍,糾正發音,語調。)（時間: 5’）(25’’)

幻燈片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 幻燈片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.(出示不同的天氣和溫度，可以采用兩兩對話，或小組接龍的方式)（時間: 5’）

教學效果：培養學生積極與他人合作，相互幫助，共同完成學習任務的團隊精神)幻燈片14: Work alone.Look at the weather chant of Toronto and Washington D.C.Then fill in the blanks.（完成后換成紐約市讓學生提問老師答。）(時間: 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.教學效果：(師生互動,增強交際性培養。)幻燈片15: Part 3.Work alone.Listen to the weather report and fill out the table.(時間: 5’)(59’’)

幻燈片16: Weather report.Here is the weather in XX today.If you are the weather reporter, how will you report the weather today?（時間: 4’）（四人一組當天氣預報員,選出最佳預報員,向全班匯報。）

課后反思：

第二篇：1﹑什么是英語教學設計

1﹑什么是英語教學設計？

答：英語教學設計是指達到預期的教學目標，對英語教學活動進行規劃的過程。2﹑教學設計原則及步驟？ 原則：（1）探索性原則；（2）啟發性原則；（3）靈活性原則；（4）梯度化原則。另一種解答：（1）以學生的發展為本；（2）解讀并超越教材；（3）設計彈性化教學方案。步驟：（1）教學目標；（2）教學內容；（3）教學重點；（4）教學難點；（5）教學準備；（6）教學過程；（7）方法選擇；（8）學生作業。

3、如何理解教學設計中的“以學生發展為本”原則？ 答：以學生發展為本”是新課程的價值取向是以人的能力和個性發展為核心，教學要培養學生的信息搜集和整理的能力，發現問題和思考問題的能力，分析問題和解決問題的能力，終身學習和創新的能力以及生存和發展的能力。培養學生良好的個性品懷

4﹑英語與漢語不盡相同，英語是_______。就英語閱讀過程而言，閱讀首先是個體把文字符號轉換為語音碼的過程；其次，英語語音與字母或字母組合有著相對的對應關系，其語音操作由語義潛勢；其三，Baddeley 的研究表明，語音是短時工作記憶的載體。（C）

A、語言符號系統

B、音節文字系統

C、拼音文字系統

D、表意文字系統 5﹑閱讀課的主要任務是什么？

答：閱讀課的主要任務是培養提高學生的閱讀能力，強調課文導入，抓住主題思想，記住重要細節，理解重點詞即難句，探討作者寫作意圖，推斷文句含義及把握任務心理活動等。

6﹑為什么說英語語法教學是基于語法學習而存在的？ 答：

從學習者知識表征來看，英語語法是顯性語言規則的內部心理表征；從教學的視角來看，英語語法通過教學表征才能實現學生語法學習的心理表征。就英語語法學習過程而言，英語語法教學必然是意義彰顯，內涵豐富，但又是非常復雜的社會和心理過程。因此，英語語法教學是基于語法學習的存在。7﹑教學過程中的不確定性是對教師教學的“干擾”。答：

教學過程中的不確定性不僅不是“干擾”，而且具有積極意義，真實這種必然的不確定性，補充，修正，完善了教師原有的設計，但是需要靈活面對這些不確定性因素，通過恰當的手段，轉化為課堂上課用的生成資源。8﹑多媒體教學工具能吸引學生注意力，用得越多越好。

答：錯，多媒體本身是一個很好的教學媒體，在成功使用多媒體得前提下，能夠營造良好得教學氛圍，但是過多地使用多媒體會對多多媒體設備產生很大的依賴性，同時多媒體課件得開發需要傾注大量的心血，占據教師很多時間，因此如果過多的使用多媒體，對教師反而會成為一種負擔。此外，對學生而言，依賴于多媒體成為習慣后很難習慣普通課堂的教學氛圍。

第三篇：小學英語教學設計1

小學英語教學設計

PEP Unit 5 《What would you like?》

教學設計

Part B Read and write

單位：豐南區黑沿子鎮黑西小學 姓名：李 潔 電話：***

Unit 5 What would you like?

教學內容：Unit 5 Part B Read and write 教學目標: 知識目標：掌握rice、beef、chicken、fish四個四會單詞的認讀和書寫。能夠利用以下句型進行問答: What would you like for dinner? I’d like some...情感目標：學會如何禮貌的招待客人。

文化意識：了解中西方飲食文化的差異。

學情分析：四年級的孩子絕大部分已有一定的英語基礎,活潑好動，勇敢積極。他們愛表現自己，對英語學習也很感興趣，已經了解了基本的學習方法，并具備了一些基本的聽、說、讀、寫的能力。但仍有一部分學生因為英語基礎不好，或者還未找到很好的學習方法，不愿意讀、背英語, 知識積累少,對英語學習感到困惑和苦惱，但從總體來說學生的積極性還是不錯的。

教學重、難點：掌握rice、beef、chicken、fish四個四會單詞的認讀和書寫。教具準備：

1.本單元四會單詞的單詞卡片。

2.Unit 5 B Let’s learn部分配套的教學課件。

3.教師準備大字母卡片；學生每組準備一套的小的字母卡片。

教學過程：

設計意圖

Step1熱身（Warm－up）

1．Let's sing：What would you like?

2．猜一猜游戲

教師依次出示剪出輪廓的食物圖片的反面：cake, bread, egg, milk, water，提問學生：What would you like for breakfast? 學生猜測并回答：I’d like some … 教師再提問：Can you spell the word … ？教師出示大卡片，學生出示小卡片，看一看，比一比，看誰能將單詞迅速拼出并大聲朗讀出來。

歌曲中出現了“dumplings”，“hot dogs ”等詞，可為 rice、beef、chicken、fish 等四會單詞的引入做好鋪墊。教師可問學生：What would you like for breakfast? 學生回答：I’d like some ….為問答What would you like for lunch? I’d like some …做好鋪墊。

Step2呈現/操練（Presentation/Practice）

掌握四個四會單詞的認讀和書寫：rice、beef、chicken、fish。

1．Teacher shows the card “rice” and reads: rice↗, rice↘.（可再請學生作為小老師示范領讀）

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.(板書單詞時以四線三格形式寫出，教師在黑板上拼寫單詞時讓學生邊拼讀邊書空，誰能快速拼完5遍就可說“Bingo!”即為勝者，可得到獎勵)

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.(教師可引導學生看黑板上教師已畫的簡筆圖作為示范，并隨時提示學生注意時間，快速完成繪圖；隨后板書主要句型在黑板上讓學生作為會話的參照)

S1: What would you like for dinner?

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

(2)Play a guessing game.T:(教師呈現四張四會單詞的卡片)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.(教師可用漢語解釋下面要做一個猜詞游戲，某位學生會被蒙住眼睛，猜教師手中拿的是哪種食物卡片，同時還要能夠拼出該詞；每人可有兩次猜詞機會，勝者可以得到一張貼紙作為獎勵或者為小組加分)

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.米飯。如果猜對了，教師引導該學生示范拼讀邊用手指書空，其他學生重復；如果猜錯了，可換其他學生再猜。

教師可以請其他學生作為“小老師”來繼續進行這個猜詞游戲，直到把四個四會單詞充分地大范圍地熟練拼讀為止。Step3．Consolidation

教師在黑板上畫一個鐘，時間指向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.教師先與一對學生示范問答：

T: What would you like for dinner?

S1: I’d like some fish and beef.S2:I’d like some milk and rice....然后學生同桌之間進行問答

S1:What would you like for dinner?

S2: I’d like some...提示學生聽到同桌的回答后，找到代表相應食物的單詞卡片，遞給對方，以加強對單詞的認讀。

老師板書＂What would you like for dinner ? I’d like some...＂在黑板上，叫一對學生到講臺上作匯報“表演”，要求其中一名學生根據對方的回答貼在黑板上正確的單詞卡片。

教師還可針對學生的掌握情況，靈活穿插“開火車”式的接龍游戲，以復習鞏固句型“What would you like? I’d like....”。Step4、Write and say.Step5．擴展性活動（Add-activities）

(1)給孩子創設去餐館吃飯的情景，各小組的組長扮演服務生，其他組員扮演顧客，分角色表演。教師先與一名學生進行示范表演。

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)教師用下面的表格請學生作為服務生來并模仿教師的示范來“采訪”顧 客: What would your like for dinner? 被采訪的學生用I’d like some....來回答，“服務生”作記錄。

為了同時練習四會單詞的書寫，教師也可以改進這個表格，讓”服務生”寫下所點的食物單詞，不會寫時通過繪圖或其他符號來記錄，課后通過查書或問其他學生來補充完整。

【板書設計】

Unit 5 What would you like?

What would you like for dinner?

I’d like some

rice.fish.beef.chicken

第四篇：遠程教育應用于英語教學設計1

遠程教育應用于英語教學設計八年級上Unit 4教學設計

張艷湘

一、教學目標： 知識目標：

1.能正確運用how引導的特殊疑問句，如：How do you get to school? How long does it take? How far I it? 2.能掌握并使用以下詞匯：how long, how far, get to, bicycle, subway, car, train, bus stop, train station, bus station, subway station, minute, kilometer, mile, transportation.能力目標：

1.能夠連貫表達自己的上學方式，所用的時間，以及家校的距離等。2.根據自己的實際情況選擇適當的交通方式。情感目標：

在“交通運輸”的主題下，自然滲透“遵守交通規則”的意識。教學重點與難點: 1.It takes /took/will take sb.some time to do sth.2.正確區別并熟練運用交通工具的動詞表示法；熟練使用It takes ?的句型來表示花費時間。教學思路與設計 Step1 Revision 1.就一下問題交流，同時把交流結果做記錄，之后教學生報告交流結果。(這樣設計是為了復習上節課所學的主要話題及句子，同時鍛煉同學的聽力）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.的結構表達自己的真實情況。Step2 Reading 1.聽3a課文，回答下邊的問題。

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

3.解決學生在讀課文的過程中遇到的問題，學生間解決，最后老師強調以下難點：

He usually takes the bus to school.means He usually goes to school by bus.etc, 4.熟讀課文，之后復述課文。Step3 Writing and speaking 1.根據自己的實際情況寫出自己的到校方式，家校距離，以及花費的時間，同時表達自己對所采用的交通方式的喜好及理由。

2.匯報自己的情況，同時其他學生就How ,how long ,how far 等問題做出記錄。

Step4 homework 寫一封信：向你的筆友介紹開原的交通運輸，并寫出問題及解決方式。

第五篇：英語教學設計

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.