小學英語優(yōu)秀教案設計
小學英語優(yōu)秀教案設計
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小學英語優(yōu)秀教案設計
一、教材分析
本課是人民教育出版社PEP小學英語五年級上冊第四單元Part A Let's talk的教學設計。在設計中主要從三方面進行教材分析。首先是基于本課的教材分析，本課以對話的形式呈現語言：What can you do? I can … 其功能是：簡單介紹自己能做的家務勞動并詢問對方能做什么事情;其次是基于本單元的教材分析，本單元話題是What can you do? 教學重點是有關家務勞動的表述方法，主要句型是：What can you do? I can sweep the floor.Can you set the table? Yes, I can.No, I can''t.最后是基于學生已有的知識儲備的教材分析。五年級的學生經過兩年多的學習已經儲備了一定的語言，有了一定的學習熱情并且掌握了一定的學習方法。在第一課時的學習中，學生已經學習了cook the meals, sweep the floor, clean the bedroom, water the flowers, empty the trash有關家務的五個動詞詞組和句子I’m helpful! I can...
二、教學目標：
鑒于以上三方面的教材分析，結合我們學生對已學習過語言的掌握情況及學生的接受能力，我對本課的目標定位是：
1. 能夠理解對話內容。
2. 能聽懂、會說： Are you helpful at home? What can you do? I can sweep the floor. You’re helpful! 并能在情景中運用。
3. 能夠正確的模仿、朗讀對話。
4. 嘗試采訪學校十佳少先隊員代表。
5. 教育孩子要養(yǎng)成講究衛(wèi)生和熱愛勞動的好習慣，培養(yǎng)樂于助人的優(yōu)秀品質。
三、教學重、難點
教學重點：
1.理解功能句 What can you do? I can …的意義及其使用的語言環(huán)境，并嘗試遷移到新的語言環(huán)境。
2. 創(chuàng)設情景，為學生搭建語用平臺，使學生運用語言真實交流。
教學難點：
語言 Are you helpful at home? 的理解與朗讀以及在實際情境中正確運用。
四、課前準備
1.教師準備錄音機和錄音帶。
2.為每個學生準備一份采訪記錄
3.教師準備課件和單詞卡。
五、教學過程
1. Warm-up and preview
T: Good morning, boys and girls.
S: Good morning, Miss Wang.
T: How are you today?
S: I’m fine. Thank you!
(走近個別學生與之問候，拉近距離，為本節(jié)課的開展做好情感、心理鋪墊。)
T: First, let’s enjoy a chant. (看光盤課本44頁的小歌謠，師生拍手同唱，迎合不同學習類型學生的需要，進一步調整學生的情緒，活躍課堂氣氛，并激發(fā)學生已有的與本課相關的知識、技能，為本課的學習做好語言、知識上的鋪墊。)
T: From this chant you can see: Dog can run after you. Panda can eat so much bamboo and Mike can draw animals in the zoo. They can do so many things. Sarah can also do some things. Now look at the screen , speak out the phrases as quickly as you can. Are you ready?
Ss: Ready.
T: Let’s go.
設計意圖:大屏幕中依次出現Sarah做家務的圖片，學生看到圖片后快速說出英文詞組，讓學生通過眼疾嘴快這個游戲快速在腦海中呈現與本節(jié)課有關的關于家務的動詞詞組，喚醒學生已有的與本課相關的知識儲備，同時激發(fā)學生參與課堂活動的興趣。提高注意力，為本課的學習做好了準備。
2. Presentation and practice
最后在大屏幕中出現一張被遮蓋住的人物圖片。
T: Please look at this picture. There is something that you can’t see. What do you want to know when you see the picture?
(鼓勵學生根據圖片給出的信息提出問題，老師可以隨機板書到黑板上，如：Who is she? Where is she?...)
T: Here are your questions. Now let’s watch the video and find the answers.
Watch the video.
(第一遍看完光盤后，解決學生提出的問題，同時課件中被遮蓋的部分被打開，呈現陳潔做家務的畫面。)
T: I have a question, too. Is Chen Jie helpful at home?(課件中出現老師提出的一個新的問題，讓學生帶著問題看第二遍光盤。課件中出現問題的時候，教師出示單詞卡helpful并領讀單詞和問句。)
Watch the video again.
(看完第二遍光盤，解決問題，引導學生回答Yes, she is. 當學生回答完此問題后老師再進一步提問：How do you know that?)
T: This time take out your books and listen to the tape. Please underline the key sentences.
Listen to the tape.
(讓學生專心聽，并且畫出重點句子。讓學生讀出重點句子的同時，教師板書 What can you do? I can sweep the floor. I can cook the meals.)
設計意圖: 初步感知、理解新知，策略性的處理認讀句子的教學重難點。落實教學目標一。
T: Look! Chen Jie can sweep the floor and cook the meals at home. How about you and your classmates? Ask each other.
(學生小組活動，利用新學習的句型自由問答 what can you do? I can…并找同學展示。)
T: Boys and girls, you can do so many things. You’re helpful! Now let’s listen to the tape.
Listen to the tape and follow it.
(跟錄音讀---自由讀-----分角色讀。)
設計意圖: 充分的感知和必要的練習相結合，策略性的處理朗讀、運用功能句的教學重難點，內化所學知識。落實教學目標二、三。
3.Consolidation and extension
T: Chen Jie can sweep the floor and cook the meals at home. You can also help your mothers do housework. You are helpful! How about them? Now let’s guess what she/he/they can do?
(課件中呈現一組半遮蓋的圖片，讓學生利用新學習的句子what can he/she/they do? He /she / they can… 通過猜謎的形式，讓學生進一步運用所學句型來提問回答，既激發(fā)了興趣又練習了新知。鞏固教學目標二。)
T:(猜謎活動結束后老師指著課件上的一些圖片說)Look!They can dance. He can play basketball. How about you and your classmates? What other things can you do?
(小組活動，讓學生相互詢問除了家務彼此還能做哪些事情。并在課件中提示學生注意替換課文中的重點句子，并關注對話的語篇詞匯。)
T: Boys and girls, all of you are great! Today I bring you a lot of friends. Look! They are top ten young pionners of our school. They can do many things.(看課件中的十佳少先隊員圖片)
I invite two of them here. Welcome!(請兩名十佳隊員上臺)
You can talk with them face to face. First, please think what you want to know about them. You can write down if necessary.(學生先思考可以提問哪些問題，接下來采訪現場的十佳隊員。)
設計意圖: 利用身邊的楷模能給學生真實的感受——即榜樣的力量是無窮的，通過和十佳少先隊員的交流，學生可以獲得除知識以外的很多別的東西。面對面的問答也體現了對話課的特點，在真實的情境中培養(yǎng)學生綜合運用的能力。落實教學目標四。
T: Boys and girls, we know a lot about them after talking with them, Now please say something to them. You can write them down.
Hello, __________. I’m_____________. I’m_____ years old.
At home you can _________________________.
At school you can ________________. You are helpful!
You can also(也) __________________. You are great!
I want to learn from you (向你學習). Can you be my friend?
(學生采訪完兩名十佳少先隊員后，把采訪的內容通過心里話的形式寫下來， 由口頭落實到筆頭。并找同學加以展示。)
T: Boys and girls, today we have learned a lot about the things that you can do, I hope you can help your mothers do housework as often as possible and try your best to help others. All of you have done a very good job today.Thank you very much !
設計意圖: 引導學生把所學語言與生活實際相結合，并滲透德育教育，落實教學目標五。
4. Homework
1. 聽錄音并讀 47頁對話。
2. 用英語談論自己能做的事情。
設計意圖: 將本課學習的知識通過作業(yè)的形式延伸至課堂外。
Bb designing:
Unit 4 Part A Let’s talk
What can you do?
I can sweep the floor.
I can cook the meals.
全國首屆小學英語優(yōu)質課競賽一等獎教案
In a Fast-food Restaurant
(浙江寧波市戎徐小學 朱雪君)
I.教學內容
In a Fast-food Restaurant
Waiter: Hello, can I help you?
Mum: Yes. What would you like, Dick?
Dick: I’d like a hamburger.
Mum: Me, too.
Waiter: Would you like something to drink?
Mum: Oh, yes. Two glasses of orange juice, please.
Dick: Mum, can I have an ice-cream?
Mum: Sure. Two hamburgers, two glasses of orange juice and an
ice-cream.
Waiter: OK. Here you are. 38 yuan, please.
Mum: Here the money.
Waiter: Thanks.
生詞：fast-food / resaurant / hamburger
句型：What would you like?
Would you like something to eat/ drink?
II、教學目標：
1. 能聽、讀、說fist-food/restaurant/hamburger，并了解其含義;
2.能靈活運用重點句型，并清楚其運用的場合和語氣;
(1) What would you like?
(2)Would you like something to eat/drink?
3.能模仿本文對話，并能在一定的語境中運用所學語言進行交際;
4.培養(yǎng)學生的注意力和觀察力，激發(fā)學生積極思維，挖掘學生運用語言的創(chuàng)造能力。
III、教學重難點：
1.重難點句型：
(1)What would you like?
(2)I’d like ...
(3)Would you like something to eat/drink?
(4)…，please.
2.掌握有關食物名稱的詞匯。
III、教具準備：
食物圖片：ice-cream, hamburger, cake, bread, juice, milk, water,
hot-dog, Frenh fries等。
食物和飲料：hamburger，cake，bread，milk，orangejuice，cola等。
道具：服務員工作帽、圍裙、托盤。 多媒體課件一套。
IV、教學過程：
Step 1.Warm-up activities
(1)Do it! (學生按教師的指令做動作)
T：Stand up!/Sit down!/Sit down!/Stand up! (教師輔以手勢)
T：Walk!/Stop!/Jump 5 times!/Stop!/Push!/Stop!/Run!/Stop!
(教師和學生一起做，每個動作持續(xù)一段時間后，教師突然說：“Stop!”要求學生立刻停下來。)
(2)Do as 1 do?(教師做動作并表達，引導學生邊做邊說：“Me，t00.”)
教師做睡覺狀，并用低緩語調說：“I’m tired.”引導學生說：“Me，t00.”
教師做笑臉狀，并用歡快語調說：“I’m happy.”引導學生說：“Me，t00.”
教師做干渴狀，并說：“I’m thirsty.”引導學生說：“Me，.too.”
教師手摸肚子，并說：“I’m hungry. ”引導學生說：“Me，.too.”
(3)Listen and act!(學生按教師的指令做動作。)
教師說：“Let’s eat!"(做吃東西狀)，學生跟著做動作。
指令依次為：Eat slowly!/Eat fast!/Let’s drink!/Drink slowly!/Drink / fast! /Eat fast! (通過此活動，操練對話中的有關單詞，例如：eat，drink，fast。)
Step 2.Revision and presentation
(1)教師問：“What do you like to eat?”讓學生根據自己的喜好，用已學句型“I like…”回答。
(2)教師出示卡片hamburger，并問：“Do you like a hamburger?”
(3)學生學說hamburger一詞，教師板書單詞，并抽查一組學生，學生快速讀詞。
(4)出示有關食物的卡片(hamburger，cake，ice-cream，iuice，milk，…)，讓學生認讀。
(5)做游戲：“What’s missing?'’(教師從卡片中任意抽掉一張，再讓學生看卡片讀單詞，然后讓學生說出拿掉的是哪一張卡片。)
Step 3. Pattem drills and dialogue teaching
(1)選取單詞卡片4—5張，同時出示給學生，并提問：“What would you like?'’引導學生回答：“I’d like…”教師把該卡片送給說出正確答案的學生。
(2)教師把手中卡片送完后攤開雙手說：“No food lefi! But
don’t worry，let’s go to the restaurant.You can choose whatever you like.”
(3)屏幕上出現單詞RESTAURANT及三幅食物圖片：noodles，fish，rice。教師提問：“What would you like?'’讓學生用“I’d like ...”回答。當學生選中一種食物時，教師點擊該圖，出現該食物的價格。教師對該生做手勢并說：“20/30 yuan，please.'’引導學生說：“Here’s the money.”當屏幕上顯示的是免費食物時，教師則帶領全班學生對該學生說：“Conigatulations!”
(noodles—20 yuan;fish—free;rice—10 yuan)
(4)屏幕上出現單詞BAR和三幅圖片：wine，coffee，juice (wine—600 yuxm，coffee—30 yuan，juice—free)，教師請一學生提問并操作(練習方式同上)。
(5)教師指著，juice說：
“I’d like juice very much.I even drink juice on my birtllday.”屏幕上出現Happy Birthday to you! 和一只蛋糕。教師說：“Suppose today was your birthday，what would you like?'’引導學生用“I’d like…”句型表達自己的愿望。
(6)屏幕上出現一疊疊錢的畫面。教師問：“If you had lots of money，what would you like?'’讓學生繼續(xù)用“I’d like...”句型回答。教師引導學生說：“A car? A computer?”等，拓展學生的思維。
(7)教師說：“If I had lots of money，I’d like to open a big fast-food restaurant.”自然引出對話主題。教師出示快餐店圖片，并介紹說：“Look，this is a fast-food restaurant.A big nice fast-food restaurant! We sense hot-dogs，hamburger，salad，French fries…” (出示食物圖片)
(8)讓學生模仿跟讀單詞fast-food restaurant，并選1、2組學生朗讀，教師板書該詞。
(9)教師系上圍裙，拿起裝有食物(cake，hamburger，bread，juice，milk，water，ice-cream)的托盤，扮演服務員，并說：“Are you hungry? Would you like something to eat? What would you like?'’讓學生回答，回答正確的學生可以得到該食物。
(10)當食物分完后，教師解下圍裙，做出疲倦狀，并說：“Oh，I’m tired and hungry.”引導學生說：“Would you like something to eat? What would you like?”教師收回學生所選的食物后說：“I’m full.I’m not hungry.But I’m thirsty now.”教師繼續(xù)引導學生說：“Would you like something to drink? What would you like?”
(11)教師說：“I’m not hungry and thirsty now.Thank you，boys and girls.
You’ve done a very good job today.”
Step 4. Communicative practice
(1)屏幕上出現招聘服務員的海報，教師扮成快餐店經理，并說：“Our fast-food restaurant needs a waiter or a waitress.Who’d like to have a try?'’
(2)邀請幾位學生上來，給他們戴上服務員的帽子，并讓他們站成一排;然后，教師(扮演經理)對“應聘者”發(fā)指令：“Line up!Turn left!Turn right!Smile and say：Welcome! Can I help you? What would you like? Would you like something to
eat?'’每做幾個動作，就請不合要求的“應聘者”回去，最后剩下兩位“應聘者”。
(3)教師對全班學生說：“Who’s the best one?Please discuss in pairs.”引導學生兩人一組討論，以確定最后被“錄用者”。
(4)請幾組學生扮演顧客，來快餐店購物，比較兩位應聘者所提供的服務。
(5)最后選出最佳“服務員”。
(6)教師說：“Now 1et’s open our fast-food restaurant.”教師出示有關食物，引導所選的“服務員”與全班同學進行以下對話：
W：Can I help you?
Ss：Yes.
W：What would you like?
Ss：I’d like a hamburger.
W：Would you like something to drink?
Ss：Two glasses of orange juice.
W：OK.Here you are.48 yuan, please.
Ss：Here’s the money.
W：Thanks.
Step 5.Dialogue practice
屏幕上出現課文對話。教師讓學生先聽對話并跟讀，然后分角色朗讀