英语课堂教学设计

英语课堂教学设计

　　作为一位杰出的教职工，总归要编写教学设计，借助教学设计可以提高教学效率和教学质量。教学设计要怎么写呢？下面是小编为大家收集的英语课堂教学设计，仅供参考，欢迎大家阅读。

英语课堂教学设计1

　　教学目标：

　　1.能够听说读写五个情绪单词：tired, angry, excited, happy, sad ,bored.

　　2.能够听说读句型：How does Amy feel? She’s tired.并进行关键词的替换操练。

　　3.能够完成Task time的任务。

　　教学重难点：

　　教学重点：使学生熟练掌握五个四会单词，并能替换句型“How does she/he feel? She’s/he tired.进行回答。

　　教学难点：使学生熟练掌握五个四会单词。

　　教学过程：

　　一、 Warm-up：

　　(1)Free 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Let’s Learn 中的6个单词，画出不会读或不会翻译的单词，2分钟后指名交流。

　　(1)Happy

　　T: You had the English test this week, many students did a good job in this test. X, you got 100 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，教师提问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)

　　教师出示哭脸的`图片和单词sad，告诉学生a字母和happy中的a字母发音是相同的，让学生试着拼读单词。(学生容易把a字母发成e,所以看似简单的单词，教师也要加以耐心地指导朗读和纠正发音)

　　(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，然后教师领读单词)

　　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，达到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 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.

　　让学生模仿说句子，操练单词。

　　(5)tired/bored

　　Guiding2:请同学们朗读并翻译19页Let’s Learn 中的两个句子，画出不会读或不会翻译的单词，两分钟后指名交流。

　　以同样的方式教学单词tired和bored，同时教学句型How does Amy feel? She’s tired.在指导拼读单词时，让学生观察两个单词的相同之处：结尾三个字母都是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Let’s Learn 中的两个句子，画出不会读或不会翻译的单词，两分钟后指名交流。

　　三、Drill

　　1.句型操练：How does …feel? He/She’s ….安排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，然后教师问学生答。)

　　3.总结以How 开头的疑问句，并对比How do you feel? How does Amy feel?两个句子的不同之处：人称和助动词的变化。

　　四、Consolidation:

　　Read and finish:

　　1.My dad is going on a trip without me.

　　I’m very _ _ _ _ _.

　　2. Chen Jie failed(不及格) the math test,She’s very _ _ _.

　　3. Lucy clean the bedroom in the morning,She’s_ _ _ _ _.

　　4.Mike is going to take a trip next week,He’s very _ _ _ _ _ _ _.

　　5. Sarah is _ _ _ _ _, because her mother

　　is going to buy a 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? She’s tired.

英语课堂教学设计2

　　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：What’s the matter, Mike? I feel sick. I have a fever.并进行关键词的替换操练。

　　3.能够理解会并吟唱Let’s chant的歌谣。

　　教学重难点：

　　教学重点、难点：

　　1.重点是掌握A-Let’s learn的四会单词和短语，并询问别人的身体状况。

　　2.难点是正确拼写四会单词和短语。

　　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。What’s your father/mother?

　　2、 Presentation and practice

　　(1)教师出示Let’s start的教学挂图，说：Look! We have some new friends here. Who are they? What’s the matter with them?…帮助学生回答，并引导学生通过观察图片或教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Let’s chant的录音，重点领读句子：I have a headache. I have the flu.

　　(3)教师出示一支体温表，说：This is a thermometer. If I have a fever, it will tell me. Let’s see Mike. Mike doesn’t feel well. He has a fever.指着Let’s learn的图片的 Mike，教学“have a fever”。让学生看图片，教师做出各种表情，引导学生提问“What’s the matter?”，引出词组have a fever(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 sore throat(咳 嗽，说话沙哑)，have a cold(打喷嚏), have a headache(作头痛状)。注意headache 和 toothache的共同之处，帮助学生简单了解构词法。播放录音，让学生跟读单词。

　　(4)教师让学生读单词，叫到的同学，给他图片(have a fever)，问他：“What’s the matter, x?”引导学生说：I feel sick. I have a fever.解释sick单词。用同样的.方法教授句型：What’s the matter, x? I ...

　　要求学生回答并做出相应的表情。可以让学生两个进行操练。

　　(5)Let’s play “看病”游戏。 将学生分成六大组，每组选一张短语卡片。教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 a cold.用同样的方法进行操练，各组调换卡片继续该活动。

　　(6)Pair work “敲敲打打”活动。 教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。教师说单词或短语，请学生敲击听到的单词或短语，谁敲得既对又快得一分，最后得分高的组获胜。

　　(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结构：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，则会发出欢呼声，给学生以鼓励。

　　3、 Consolidation and extension

　　(1)学生听读P14-16五遍。

　　(2)学生背诵和抄写单词和短语4遍。

　　五、板书设计： Unit 2 What’s the matter, Mike? have a fever hurt have a cold have a toothache have a headache have a sore throa

英语课堂教学设计3

　　一、教学设计：

　　（1）教学目标：谈论自己或询问他人的爱好，陈述理由。

　　（2）教学向导：

　　语言目标：Do you want to go to a movie? Yes ,do.

　　What kind of movies do you like?

　　I like action movies. Because they are exciting.

　　语言结构：want的一般现在时及一般疑问句；

　　what与like的特殊疑问句；

　　并列连词and，but。

　　语言功能：讨论自己和他人的'喜好并陈述理由。

　　学习策略与技巧：应用讨论的方法，激活学生推理与判断的能力，培养学生的综合分析能力。

　　情感培养：通过谈论不同类别的影片，使他们学会用funny、scary等不同的形容词来谈论影片，同时鼓励学生观察生活。

　　词汇储备：action movie，comedy，thriller，documentary，exciting，scary，sad。

　　二、教学思路：

　　先从学生喜欢的movie谈起，呈现comedy，thriller等新单词。通过会话，听力等任务型教学方式不断突出主题词汇。2a，2b，2c展开对话，循环练习。给出3a，3b及周末活动的调查任务，让学生综合创新。通过任务型阅读，任务型调查，实现语用能力的自我评价。

　　三、教学重难点：

　　（1）重点词汇及句型“Do you want to……?”Yes/No。

　　（2）并列连词and , but的运用及各词由单数变复数的规律。

　　四、教学方式：

　　听歌曲，看剪辑，任务型活动，2组对话，讨论及任务型调查。

　　五、教学实录：

　　教学内容：Unite 9，Section A

　　教学准备：录音机，广告剪辑，电影歌曲。

　　教学过程：

　　Step 1、Lead in：Draw some pictures of football，basketball. T：Do you want to play football？S：YesI do.T：Do you want to go to a movie？S：Yes，I do.Show some movie pictures to the students。 Letthem discuss together. And teach the new words.

　　Step 2Task 1，Talk about the movies. T：Do you want to go to a movie？S：Yes，I do. T：What kind of movies do you like? Do you like comedies？S：Yes，I do./No，I don’t.

　　First, teacher gives an example. Then the class ask and answer. Choose 2 or 3 pairs to act them out.

　　Step 3、Task 2，Listening.

　　Let the students read 2a，then listen to the tape.

　　Ask some questions about listening.

　　T：Does Sally like action movies？S：No.

　　T：What kind of movies does Sally like？S：documentaries.

　　T：Does Ben like thrillers？S：No，they are scary.

　　Step 4、Task 3，discussion；like and dislike，using and used，but. Let the students discuss，and finish 3a and 3b and check the answers. Then tell them to read together，in groups or in pairs.

　　Step 5、Make a survey：What kind of movies do you like？Ask group mates what kind of movies they want to see on weekends. Tell them to talk about each other，and then ask the grouper to give a report.

英语课堂教学设计4

　　教学目标：

　　a.学生能听,说,读,写单词:post card, magazine, dictionary, comic book, newspaper五个单词，并能在日常生活中使用;学生能听懂,会说句型What are you going to do? I’m going to…和When are you going to do? This afternoon…。 b.学生能够熟练运用What are you going to do? I’m going to…这一句型和听懂，会说以及基本运用When are you going to do? This afternoon…这个句型，进而在实际生活中能够谈论将要做的事情以及将要在什么时候做事情。

　　教学重难点：

　　教学重点:学生掌握本课时的五个四会单词和两个句型的熟练运用，区分What和When的问答

　　教学难点:单词magazine和dictionary的发音，熟练运用将来时并区分What和When的问答

　　教学过程：

　　Ⅰ.Warm up

　　1.Chant教师播放Let’s chant.学生跟着录音一起chant。 T: First, let’s warm our bodies. Let’s chant together.

　　(设计意图：通过听唱欢快的chant让学生尽快进入英语学习的氛围，复习Part A学过的句型。)

　　2. Free talk

　　教师走下讲台，提起三到四个同学进行对话。教师用PPT展示动词词组T: Hello, … S: Hello, Mr Hu

　　T: What are you going to do tomorrow/this weekend…? S: I’m going to …….

　　(设计意图：通过师生间自由回话复习Part A学过的一般将来时的句型,也为下面情境导入学习做准备。)

　　Ⅱ.Presentation

　　1.老师问全体学生: Do you like reading books? Where are you going to buy books? Ss: In the bookstore.

　　T: What kinds of books can you buy in a bookstore? Who can tell me?

　　Ss: Storybooks, English books, notebooks, magazine…….

　　T: You can buy some novels, too. You can buy novels written by“莫言”.

　　The literature of 20xx Nobel winner(诺贝尔文学奖)

　　(设计意图：通过和学生讨论书店买书为引出本课新知做铺垫，同时告诉学生中国第一个诺贝尔获奖者莫言)

　　2.Learn new words

　　(1)We can also buy some things else in the bookstore. Do you know what they are? I say ,you guess.

　　教师边在黑板上画出简笔画问:It’s made of paper ,we can look up many new words. It’ thick. It is helpful to us. What’s this?

　　Ss: It’s a dictionary(字典).

　　教师在简笔画旁写出单词。学生模仿发音。强调tion的发音。

　　(2)T: It’s made of paper. When New Year’s Day is coming, we often send them to our friends. And give our best wishes to our friends. What is it? Ss: It’s a postcard(明信片)

　　PPT展示post card并且教授新词.呈现并且板书句子

　　(3)教师再在黑板上画出简笔画漫画书，然后问: It’s made of paper. There are many pictures in it. What’s this in English ?

　　Ss: It’s a comic book. T：How do you spell? Ss: C-O- M-I-C comic

　　(强调o与i的发音，并让学生用手默写下来，做到及时掌握。)

　　(4) Let’s guess again. It’s made of paper. It’s large. We can read news it it. What’s this in English?(教师拿出一份报纸) Ss: It’s a newspaper.

　　教师解释拼写由new—news+ paper.—newspaper单词较长，学生记忆有困难时，想办法解决。及时板书，领读教师用同样方法教授magazine.

　　(设计意图：通过猜测学习单词，激发学生学习兴趣)

　　3.Practice

　　(1)So many wonderful books, We can get much knowledge from them. What are you going to buy in the bookstore?

　　S1.I am going to buy comic booking in the bookstore. S2:I am going to buy a dictionary in the bookstore. S3: I’m going to buy a newspaper in the bookstore. S4：I am going to buy.

　　When New Year’s Day comes,呈现生词细致，但方法单一。教师描述、不一定学生能说出生词。建议根据学情调整。评委注

　　仔细检查，避免笔误。评委注

　　(设计意图：相信学生乐于回答这样的问题，发表自己的想法的。)

　　(2)T: All of you like reading books. Well done! When are you going ? S1: This afternoon.

　　T: He is going to buy a book in the bookstore, (对一个学生)：What about you?”

　　Let’s ask her together: When are you going? S2:This Sunday.

　　(设计意图：由去购物过渡到问什么时间去，自然合理)

　　(3)教师出示自学指导：Boys and girls, ask and answer like this, using the words in the bank.

　　Let’s learn

　　T:What is Mike going to buy in the bookstore? When is he going? Listen and find the answer.

　　(1)listen and answer.

　　(2)Listen and repeat.

　　(3)Practice in pairs.

　　(设计意图由于单词已经学完，让学生带着问题来听，来模仿朗读，来回答问题。让学生时刻对英语有兴趣。并且做到单词放在句中练习，做到词不离句。) Ⅲ.Practise

　　T: Look, this is a bookstore. There are many books here. What are you going to buy?

　　自学指导：

　　--What are you going to do? --I’m going to _________ --When are you going? -- ___________.

　　Words bank

　　1.magazine comicbook newspaper dictionary post card….

　　2.Tomorrow tonight this evening this afternoon next week….

　　What are you going to do?

　　I’m going to buy an English book in the book store.

　　T: It’s made of paper. When New Year’s Day is coming, we often send them to our friends. And give our best wishes to our friends. What is it? Ss: It’s a postcard(明信片)

　　PPT展示post card并且教授新词.呈现并且板书句子

　　教师再在黑板上画出简笔画漫画书，然后问: It’s made of paper. There are many pictures in it. What’s this in English ?

　　Ss: It’s a comic book. T：How do you spell? Ss: C-O- M-I-C comic

　　(强调o与i的发音，并让学生用手默写下来，做到及时掌握。)

　　Let’s guess again. It’s made of paper. It’s large. We can read news it it. What’s this in English?(教师拿出一份报纸) Ss: It’s a newspaper.

　　教师解释拼写由new—news+ paper.—newspaper单词较长，学生记忆有困难时，想办法解决。及时板书，领读教师用同样方法教授magazine.

　　(设计意图：教师展示书店以及各种图书的`图片，引导学生用I’m going to buy...来表达自己打算买的图书。通过“你呼我应”游戏进行操练，让学生在具体的选书情境中对所学的词句进行巩固。)

　　Ⅳ. Production

　　教师课前布置学生准备各类图书，拓展环节设计图书交流义卖活动，让学生用学过的词句进行真实交流。先小组活动，老师指导，然后选出小组代表汇报展示。

　　Can I help you?

　　Yes. I’m going

　　to buy some comic books.

　　Herethey are!

　　Thank you.

　　(设计意图：拓展环节设计图书交流义卖活动，让学生用学过的词句进行真实交流。这样的活动促使学生在实践活动中运用所学英语，增强对所学英语的体验，同时培养学生的合作精神。

　　Ⅵ. Homework

　　1. Copy the new words.

　　(设计意图：单词教学是学好英语的基础，无论课堂还是课下都应牢记)

　　2.采访周末去书店的同学。用英语做好记录

　　(设计意图：学以致用，体现英语的交际性和实用性)

英语课堂教学设计5

　　教学目标：

　　(一)认知目标能够听、说、读、写句子does he live in Sydney? No, he doesn’t. Does he like doing word puzzles and going hiking? Yes, he does.并能在实际生活中运用。

　　(二)能力目标能够运用所学句型来询问他人一些日常生活情况。

　　(三)情感目标教育学生要养成良好的学习和生活习惯。

　　教学重难点：

　　(一)重点灵活运用本节课的重点句型。朗读时做到语调自然，语音准确。突破方法：反复朗读，小组互听朗读，提出建议，突破重点。

　　(二)难点在实际情景中正确运用所学对话。突破方法：创设情景，表演对话，突破难点。

　　教学过程：

　　Step 1: Warm-up

　　1.播放歌曲My new pen pal，师生齐唱。

　　2.师生进行日常会话。如：T: Where are you from? S: I’m from China. T: What do you do on Sundays? S: I often read books. T: How do you go to school? S: I go to school by bike. T: Do you go to school by subway? S: No, I don’t. T: Do you have a pen pal? S: Yes, I do.

　　Step 2：Presentation

　　看图描述：She teaches English。He goes to work。

　　He watches TV。 He reads newspapers。

　　What’s your hobby?出示图片：hobby?

　　I say you say。

　　Let’ s try

　　What does ZhangPeng’s mother teach ?

　　She teaches English.

　　Does she teach English?No , she doesn’t 。

　　Does she teach Chinese?

　　No , she doesn’t .

　　Does she teach math ?

　　Yes , she does .

　　教师先引导学生看问题，然后播放Let’s try部分的录音，学生回答问题。教师再次播放录音，让学生找出回答问题的关键信息，核对答案。最后让学生反复听轮，尽量听出原文并进行复述。

　　Let’s talk.

　　1.教师请一名学生介绍他笔友的有关情况，如:

　　I have a pen pal. She lives in Beijing. I live in Wuhan. She likes climbing mountains, singing and swimming, but I like drawing cartoons and dancing. We often write emails.教师根据这名学生的'介绍问其他学生：Does his pen pal live in Beijing/Wuhan…?帮助学生回答：Yes, he/she does./No, she doesn’t. She lives in…教师板书并教读句型：Does he/she live in ? Yes, he/she does./No, she doesn’t.

　　2.教师用单词卡片指导学生进行替换练习。如：Does he live in the city? Does she live in the country?

　　3.教师出示简单字谜游戏，教学生玩，学生完成后，教师说：These are word puzzles.教师板书并教单词word puzzles。注意单词中word puzzle的发音，可用拆分法：puz-zle。教师问：Do you like doing word puzzles?引导学生回答：Yes, I do.

　　4.教师出示远足图片，提问：What are they doing?引导学生回答：They are going hiking.教师板书并教读单词go hiking。教师可做适当解释和拓展。继续提问：Do you like going hiking?引导学生回答：Yes, I do./No, I don’t.

　　5.教师向一位学生提问：Do you like doing word puzzles and going hiking?学生回答：No, I don’t.教师向全班提问：Does he like doing word puzzles and going hiking?学生回答：Yes, he/she does./No, she doesn’t.教师板书句子：Does he like doing word puzzles and going hiking? Yes, he/she does./No, she doesn’t.

　　6.教师播放Let’s talk部分的录音，让学生带着问题静听两遍录音后回答问题。

　　① What do the two Johns like?

　　② What is Wu Yifan doing?

　　③Where does Wu Yifan’s pen pal live?

　　教师引导学生回答问题，并答疑。再放一遍录音，学生跟读，然后同桌两人分角色操练对话，最后选派几名学生上台表演对话。

　　7.教师示范书写四会句子，学生仿写。

　　Step 3: Practice

　　1.教师准备一些卡片，正面写人名，反面写动词短语或住址，如：watch TV, read newspaper, Shanghai等。请一名学生上台抽取一张卡片，这名学生把抽到的卡片正反面内容展示给其他学生看，再请一名学生只看正面并进行提问：Does your uncle/aunt like watching TV...? Does your uncle/aunt live in...?其他学生用Yes, he/she does. No, he/she doesn’t.来回答。

　　2.教师让学生将个人信息填在卡片内。 Name: ___________ I am a boy/girl. I live in ____________. I like ______________. I go to school___________.请一名学生上台从一堆卡片中抽取一张，告诉台下学生：It’s a boy/girl.学生分成两组，轮流提问，如：Does he/she like drawing pictures? Does he/she go to school by bus?等等，看哪一组先猜出填写卡片的人是谁。

　　3.学生分组讨论自己的兴趣爱好，然后完成Let’s talk下面的练习。

　　Step 4: Consolidation and extension

　　1.让学生听Let’s try和Let’s talk部分的录音，并积极与他人交流。

　　2.抄写本课四会句子。

　　3.做活动手册上的配套练习。