2023英语教师教学设计方案

《2023英语教师教学设计方案》由会员分享，可在线阅读，更多相关《2023英语教师教学设计方案（22页珍藏版）》请在装配图网上搜索。

1、2023英语老师教学设计方案英语是小学学习的重点，我们为教学做好教案可以帮助学生们造就英语的学习爱好，提高英语成果。下面是我整理的英语老师教学设计方案5篇，欢送大家阅读共享借鉴，盼望大家宠爱，也盼望对大家有所帮助。 英语老师教学设计方案1 教学目标 1、能听懂会说认读本单元关于形容词比拟级的单词。 2、能听、说、读、写Lets learn中黑体局部的内容和Read and write中要求的内容。 3、能用目标语言完本钱单元的任务型活动。 4、能学说Chant一首和Song一首。 教学重难点 1、能听、说、读、写单词及短语： heaiver thinner longer bigger smal

2、ler句型： How heavy are you ?Im 48 kg. Im thinner than you , and shorter . 2、能够听、说、读Lets learn、 Lets talk中的单词和句子。 3、了解Story time 、Good to know等局部的内容。 教学过程 1、热身(Warm-up) (1)师生共唱Lets sing局部的歌曲。 (2)老师请学生唱自己改编的歌曲，大家一起欣赏。 (3)请快速读出卡片中显现的单词的比拟级，并拼法。 (4)反义词连一连。 2、复习(Preview) Lets check 老师放录音，让学生听后圈出正确的练习。 (1)I

3、m shorter but stronger. I often do sports on weekends.Who is the man? (2)Im younger, so I eat smaller apples.Who is the girl? (3)A: How tall are you? B: Im 182 cm. A:Oh! You are 16cm taller than me!Who os the taller man? (4)A: How heavy is your brother? B:Hes 60 kg.you are thinner than him!Who is th

4、e thinner boy? 3、新课呈现(Presentation ) Warm up Read and write Lets read (1)老师呈现本课时挂图，向学生提出问题说,这是两个不同的季节，那么他们有什么不同的地方呢?The weather is .，然后请学生尝试解答这一问题。 getting warmer。The day is .The night is . (2)听录音，让学生找出新的单词和句子师生一起探讨解决。 (3)老师问： Who is in this story do you know? Little Duck and Old Tree are in the sto

5、ry. ?引导学生答复： underline (划出) new words. .并领读。 It is getting lower and lower. (变得越来越低) (4)老师再问：What does a sperm whale eat? What does a killer whale eat? What can they do?让学生依据课文回答下列问题。 Match and say 让学生两人一组自习看图连线，然后用举办进展表述。 4、稳固延长(Consolidation and extension) (1)学生两人一组效仿Lets read的内容。 (2)听录音后跟读课文。 5、作

6、业(Homework) 写一段题为“My favouriter”的文章。要求内容包括动物的体重、身高、长度 失误或其他特别的技能。 英语老师教学设计方案2 教学目标 1、实力目标：学生能够对身高进展问答;学生能够驾驭四会单词和句子;学生能够用比拟级对一些事物或人进展比拟。 2、学问目标： (1)能够驾驭本课时的四会单词：younger, older, taller, shorter, longer。 (2)能够驾驭本课时重点句型：How tall are you ? I am .metres. I am taller. You are shortertaller than me.Youre y

7、oungerolder than me. 3、情感目标：造就学生踊跃学习英语的爱好，能踊跃参与课堂。 教学重难点 1、重点：学习单词：younger, older, taller, shorter, longer;驾驭句子：How tall are you ? Im 1.61 metres.Im taller. Youre older than me,too. 2、难点：正确运用句子“.is.than.”进展各种比拟。 教学过程 一、Preparation 1、Greeting：Nice to meet you again. How are you today? 2、Lets chant Ta

8、ll, tall, tall, who is tall? Tall, tall, tall, I am tall. Short, short, short, who is short? Short, short, short, I am short. Big, big, big, whose(谁的) eyes are big? Big, big, big, her eyes are big. Small, small, small, whose eyes are small? Small, small, small, his eyes are small. Do some actions，re

9、view the words：tall、strong、short 等。 二、Presentation 1、老师请几位高矮胖瘦不同的学生到台前来，让学生辨别Who is tall /strong/old/young/short?，然后让学生答复。 老师指着比拟高的A和比拟矮的B问: Who is tall ? S :A. T: A is taller than B , 用动作来示意学生，帮助学生理解。然后出示taller的单词卡片，示范读taller. 2、教学单词taller，边说边做动作，学生跟做。开火车合拼单词,小组竞赛快速娴熟的拼读。帮助学生用tall+er来记忆。 3、老师用同样的方法

10、教学其他四个四会单词stronger 、older、 younger、 shorter。 4、将五张单词卡放在一起请学生认读。男女竞赛谁读错或不会读。 5、视察五个单词，有什么一样之处?然后简洁说明，当两个人相比拟时，运用比拟级，比拟级就是在形容词词尾加er. 6、老师领读几遍后，请学生依据实际状况说句子，比方“Im taller than .Im short than .”等。老师要刚好鼓舞表述好的学生。 7、老师把一高一矮的学生叫他们站起来，然后说Youre taller than your classmate! 引导学生做出相应的答复：Yes! 老师问，How tall are you

11、?学生答Im 160cm 8、老师和另一个学生对话作示范，How tall are you ?Im 150cm tall. Im taller than you. Im 4cm taller than you .学生分组开火车练习，最快的为优胜组。 三、Practice 1、拼读竞赛：老师让学生56人一组，告知他们要进展拼读单词的竞赛。老师将单词中的字母组合删除，让每组学生代表填写。 2.老师带着学生接着进展竞赛，打乱组成单词的字母依次，让学生们在小组中重新排列，组成单词。 四、Production 1.每名学生尝试用句型“Im - than -“来描述自己。至少三句话。 2.小组内学生相互沟

12、通。 3.Lets chant。 五、Progress 1.Lets play 学生小组玩游戏。 2.选择几个小组展示。 Homework 1.抄写本节课所学的五个四个单词。 2. 询问他人年龄、身高、体重。 (运用句型How old/tall/heavy are you? ) 板书设计 Unit 1 How tall are you A Lets learn Im taller than you. tall-taller short shorter young-younger old-older strong-stronger 英语老师教学设计方案3 学目标 1.能够听说读写五个心情单词：t

13、ired, angry, excited, happy, sad ,bored. 2.能够听说读句型：How does Amy feel? Shes tired.并进展关键词的替换操练。 3.能够完成Task time的任务。 教学重点：使学生娴熟驾驭五个四会单词，并能替换句型“How does she/he feel? Shes/he tired.进展答复。 教学难点：使学生娴熟驾驭五个四会单词。 教学重难点 教学重点：使学生娴熟驾驭五个四会单词，并能替换句型“How does she/he feel? Shes/he tired.进展答复。 教学过程 一、 Warm-up： (1)Free

14、 talk: How tall are you? How heavy are you? How old are you? How many pencils do you have? How much is your? How are you? Your parents come to our classroom today. 二、Presentation: Step 1: Learn the new words. Guiding1: 请同学们朗读并翻译课本19页Lets Learn 中的6个单词，画出不会读或不会翻译的单词，2分钟后指名沟通。 (1)Happy T: You had the E

15、nglish test this week, many students did a good job in this test. X, you got 101 pionts, how do you feel? (以谈话的形式导入单词happy的教学，多媒体出示笑脸图和单词happy,引导学生拼读单词，老师提问a字母和y字母在单词中的发音，领读单词。) (2)Sad T: If you failed the English test, you are _.(sad) 老师出示哭脸的图片和单词sad，告知学生a字母和happy中的a字母发音是一样的，让学生试着拼读单词。(学生简洁把a字母发成e,

16、所以看似简洁的单词，老师也要加以耐性地指导朗读和订正发音) (3)Angry T: If you failed the test, your parents are _.(angry) (多媒体出示angry的图片，教学单词，讲明字母a和y的发音,让学生自己拼读单词，然后老师领读单词) 出示John踢球输了的图片，出示句子John is very angry, because he lost the football match. 让学生看情景图说句子，到达操练的新单词的目的。 (4)Excited 承接上面的情景，John is very angry, because he lost the

17、 football match, how about Zhang Peng? (情景图)导入单词excited. 出示句子：Zhang Peng is excited, because he won the football match. 让学生效仿说句子，操练单词。 (5)tired/bored Guiding2:请同学们朗读并翻译19页Lets Learn 中的两个句子，画出不会读或不会翻译的单词，两分钟后指名沟通。 以同样的方式教学单词tired和bored，同时教学句型How does Amy feel? Shes tired.在指导拼读单词时，让学生视察两个单词的一样之处：结尾三个字

18、母都是red，这样的话学生对这两个单词的记忆就会更加深刻。 Guiding2:请同学们朗读并翻译19页Lets Learn 中的两个句子，画出不会读或不会翻译的单词，两分钟后指名沟通。 三、Drill 1.句型操练：How does feel? He/Shes .支配同桌两个人问答练习。 2.Pair work.记忆大比拼。(给学生30秒中，记住六个孩子的心情，然后老师问学生答。) 3.总结以How 开头的疑问句，并比照How do you feel? How does Amy feel?两个句子的不同之处：人称和助动词的变更。 四、Consolidation: Read and finish

19、: 1.My dad is going on a trip without me. Im very _ _ _ _ _. 2. Chen Jie failed(不及格) the math test, Shes very _ _ _. 3. Lucy clean the bedroom in the morning, Shes_ _ _ _ _. 4.Mike is going to take a trip next week, Hes very _ _ _ _ _ _ _. 5. Sarah is _ _ _ _ _, because her mother is going to buy a

20、new dress for her. Learning aims： 1.能听说读写6个重点单词：tired, angry, excited, happy; sad, bored; 2.能正确运用重点句子：How does Amy feel? Shes tired. 英语老师教学设计方案4 教学目标 1.能够听说读写单词和短语：have a cold, have a toothache, have a fever, hurt, have a headache, have a sore throat. 2.能够听说读句型：Whats the matter, Mike? I feel sick. I

21、have a fever.并进展关键词的替换操练。 3.能够理解会并吟唱Lets chant的歌谣。 教学重难点 教学重点、难点： 1.重点是驾驭A-Lets learn的四会单词和短语，并询问别人的身体状况。 2.难点是正确拼法四会单词和短语。 教学过程 1、 Warm-up (1)播放录音PEP4Unit6歌曲“My father is a doctor.” (2)日常口语对话，复习职业单词。 Whats your father/mother? 2、 Presentation and practice (1)老师出示Lets start的教学挂图，说：Look! We have some

22、new friends here. Who are they? Whats the matter withthem?帮助学生答复，并引导学生通过视察图片或老师的肢体动作来帮助学生熟悉答句中的新单词和短语。 (2)播放Lets chant的录音，重点领读句子：I have a headache. I have the flu. (3)老师出示一支体温表，说：This is a thermometer. If I have a fever, it will tell me. Lets see Mike. Mike doesnt feel well. He has a fever.指着Lets le

23、arn的图片的Mike，教学“have a fever”。让学生看图片，老师做出各种表情，引导学生提问“Whats the matter?”，引出词组have afever(出示体温计或在额头上捂湿毛巾) have a toothache(作牙疼状) , hurt(在身体某一部位贴一块膏药), have a sorethroat(咳 嗽，说话嘶哑)，have a cold(打喷嚏), have a headache(作头痛状)。留意headache 和toothache的共同之处，帮助学生简洁了解构词法。播放录音，让学生跟读单词。 (4)老师让学生读单词，叫到的同学，给他图片(have a f

24、ever)，问他：“Whats the matter, x?”引导学生说：I feel sick. I have a fever.说明sick单词。用同样的方法教授句型：Whats the matter, x? I . 要求学生答复并做出相应的表情。可以让学生两个进展操练。 (5)Lets play “看病”游戏。 将学生分成六大组，每组选一张短语卡片。老师戴上医生的帽子提问：Cold, cold, who has a cold? 如第一组选中的是have a cold，这组学生就边做动作或表情边吟唱：Cold, cold, I have acold.用同样的方法进展操练，各组调换卡片接着该活

25、动。 (6)Pair work “敲敲打打”活动。 老师将所学单词或短语写在黑板上，然后把学生分成两大组，每组派一名代表站到黑板前。老师说单词或短语，请学生敲击听到的单词或短语，谁敲得既对又快得一分，最终得分高的组获胜。 (7)活动超级对对碰 屏幕的左边为sore throat/fever/cold/headache这些词，它们的旁边为少了一个词的词组构造：have a , 右边为每个词组所对应的图片。拖动左边的词把它们配对到对应的词组中。右边的图可以给所填的词以提示。连对了，那么会发出欢呼声，给学生以鼓舞。 3、 Consolidation and extension (1)学生听读P14-

26、16五遍。 (2)学生背诵和抄写单词和短语4遍。 五、板书设计： Unit 2 Whats the matter, Mike? have a fever hurt have a cold have a toothache have a headache have a sore throa 英语老师教学设计方案5 教学目标 1. 能够理解对话大意,并答复对话下问题。能遵照正确的语音、语调及意群朗读对话,并能进展角色表演。 2. 能够听、说、读、写,并在情景中运用句型 How was your weekend? It was good. Did you do anything else? 提问并答

27、复有关周末活动的支配。 3. 能够在语境中理解生词drank的意思,并能正确发音。 教学重难点 1. 重点:运用句型 How was your weekend? It was good. Did you do anything else? 提问并答复有关周末活动的支配。 2. 难点:一般过去时动词词尾的规那么变更。 教学过程 一、课前展示 1. 师生相互问候。 2. 老师利用头脑风暴活动激发学生的背景学问,复习相关的动词及动词词组。老师请学生说出周末一般做什么,复习有关周末活动的词汇。假如学生不能够说出很多单词或词组,老师可在课件上出示词组,引导学生描述自己周末一般做什么。 二、情境导入 1.

28、 呈现重点句型 (1) 老师展示日历,请学生回忆上周末做了什么。老师引导学生说出上周末的活动支配,并用一般过去时的句子转述,请学生感受运用一般过去时的语境。师生对话例如如下: T: How was your weekend? Busy? Happy? What did you do? Ss: I do my homework. T: Oh, you did your homework last weekend. T: What else did you do? (2) 老师说出自己上周末所做的事,并将句子呈此时此刻课件上。课件内容例如如下: I was very busy last weeke

29、nd. I cleaned my room last Saturday morning. I washed my clothes last Saturday afternoon. I cooked a meal last Sunday evening. I watched TV last Sunday evening. 三、自主合作 老师在课件上呈现两组句子,引导学生谨慎视察,并尝试找出规律。 What do you usually do on weekend? What did you dolast weekend? I clean my room. I cleaned my room la

30、st Saturday. I wash my clothes. Iwashed my clothes last Sunday. I cook a meal. I cooked a meal last Sunday. I watch TV. I watched TV last Saturday. 老师引导学生小结一般过去式动词的规那么变更,即一般状况下,在词尾加-ed,大多搭配表示过去的时间短语,如:lastweekend, last Sunday。老师在课件上用红色标注-ed及last。 师生进展即席问答,对话例如如下: T: Who cleaned your room? Ss: T: Who

31、 washed your clothes? Ss: T: Who cooked a meal? Ss: T: Who watched TV? Ss: 2. Lets try. (1) 老师在课件上出示主情景图,引入Mike的周末活动。询问学生:Whatdo you think of Mikes weekend? Was it interesting? 老师在课件上呈现日历,使学生初步了解本课要学习的内容涉及过去的时间。 (2) 老师要求学生读题并推想答案。 (3) 学生读题并推想答案。 (4) 老师播放本局部录音,学生听后选择正确答案。 (5) 老师校对第一题答案时,请学生说出缘由,引导学生推

32、导时间,引出lastweekend。 3. Lets talk. (1) 老师播放本局部录音两遍,学生带着问题听录音,听后回答下列问题: What did Mike do last weekend? What did Grandpa do? How was their weekend? (2) 游戏:听对话,做动作 老师请学生听对话的录音,当听到描述Mike与Grandpa周末活动及感受的语句时,老师暂停录音,请学生起立,重复读一次,如下所示: It was good.(起立并复读) I stayed at home with your grandma.(起立并复读) We drank tea

33、 in the afternoon and watched TV.(起立并复读) I watched TV, too.(起立并复读) I watched some childrens shows on TV.(起立并复读) I cleaned my room and washed my clothes.(起立并复读) (3) 老师播放课文动画,请学生看完后完成以下连线活动。 (4) 师生核对连线题的答案。 (5) 老师放录音,学生跟读。老师说明单词drank的意义。 (6) 老师播放课文录音,学生逐句仿读。(提示学生在跟读的过程中留意效仿录音中的语音、语调) 四、检测提升 1. Role Pl

34、ay 师生分角色朗读课文;同桌分角色朗读对话;老师可挑学生上台表演对话。 2. 活动1: 老师在课件上呈现Mikes grandma周末活动的图片,提问学生:How was Grandmas weekend? What did she do? Did she do anything else? 组织学生创编新的对话并进展表演。 3. 活动2: 老师与学生对话,提问该生上周末做了什么以及下周末打算做什么。对话后老师示范如何转述该生的话,然后请学生依照示范与同学对话,并尝试转述同学的活动支配。师生对话例如如下: T: Hi, Lily. How are you? How was your week

35、end? Lily: Im fine,thank you. It was good. T: What did you do? Lily: I went to the park with my father and mother. T: Thats nice. Didyou do anything else? Lily: Yes, I cooked a meal and washed the dishes. Iplayed chess with my dad. T: Wow! You are a good girl. What are you going to donext weekend? Lily: Im going tovisit my grandparents. T: Thats good. 老师转述例如如下: Lily was happy last weekend. She went to the park withher family. She cooked a meal washed the dishes. She played chess with her dad.She is going tovisit her grandparents next weekend. 五、改编对话 和自己的伙伴探讨上周做了什么,可参照课文内容进展改编