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小学英语教育教学教案设计（精选9篇）（经典版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如总结报告、心得体会、应急预案、会议记录、条据书信、合同协议、规章制度、教学资料、作文大全、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample essays, such as summary reports, insights, emergency plans, meeting minutes, evidence letters, contract agreements, rules and regulations, teaching materials, essay summaries, and other sample essays. If you would like to learn about different sample formats and writing methods, please pay attention!小学英语教育教学教案设计（精选9篇）小学英语教育教学教案设计（精选9篇）2024-04-14 12:07:23小学英语教学设计（精选6篇）推荐度：小学英语教学设计范文最新6篇推荐度：热点范文英语（英文：English）是一种西日耳曼语支，最早被中世纪的英国使用，并因其广阔的殖民地而成为世界使用面积最广的语言。
Unit1 My Classroom 绘本教学《Dear zoo》（教学设计）人教PEP版英语四年级上册I. 教学背景《Dear zoo》是一本适合小学低年级学生阅读的故事绘本，是人教版PEP四年级上册第一单元的教材。
故事以一位男孩收到一份特别礼物为主线，也涉及到一些动物的特征。
此故事教学可以帮助学生学习英语词汇及有关住所和动物常识，同时也能开拓学生们的想象力。
II. 教学目标1.学生能够理解和表达故事中的关键词汇和短语；2.学生能够初步理解并简单复述故事主要内容；3.学生能够通过故事了解动物和住所的特征；4.学生能够通过故事拓展自己的想象力和阅读理解能力。
III. 教学重点1.故事中的关键词汇和短语；2.故事主要内容和情节；3.动物和住所的特征。
IV. 教学过程1. Warming up首先老师可以通过简单的问题和方式来引导学生，比如：•Do you like animals? What animals do you know?•Show the pictures/books of different kinds of animals and ask the students to guess its name, features, living place, etc.2. Pre-reading首先老师要预先准备好《Dear zoo》绘本，然后进行以下的步骤：1.把《Dear zoo》封面和绘本照片展示给学生，从封面让学生猜测故事大概内容；2.从故事中的主角“boy”开始，解释故事背景，引导学生了解故事；3.给学生展示故事重点词汇（例如zoo、elephant、giraffe、frog、蟒蛇），让学生自己阅读、发音和模仿。
3. While-reading在进行阅读的时候，老师最好先模仿一遍，再让学生跟读、模仿，之后再分步骤进行讲解和操练。
操练方式可以有：1.让学生根据绘本内容和老师所描述的细节，猜测故事；2.播放与故事相关的课件/视频/音频，让学生通过语音和图片进行理解和梳理，加深印象；3.回答问题：例如故事中出现的每个动物长什么样子？它们放在哪里？它们最后为什么不符合boy的要求？4.分小组进行阅读，每个小组或个人主要讲述故事中的哪一部分内容。
Grandma's Glasses一、教材分析：本课教学内容为外研社丽声妙想英文绘本第三级“Grandma's Glasses”。
本故事讲述的是Harry的奶奶眼镜丢失之后，爷爷、妈妈、Harry、Megan以及小狗Scrap一起帮奶奶在家里四处找眼镜，却意外找到了各自之前丢失的东西的故事。
本故事的中心思想是培养学生要学会关爱奶奶、关爱家人和乐于助人的品质。
二、学情分析：五年级的小学生通过三四年级的知识积累，已经初步掌握了阅读技巧；本册绘本内容丰富有趣，学生比较感兴趣。
三、教学目标：1、知识目标：能听懂、会说单词drawer, cushion, curtain, bone, behind以及句型：“**looked in/on/under/behind...and saw...”2、能力目标：能正确灵活使用所学单词和句型，提高英语表达能力。
3、德育目标：引导学生阅读英文绘本故事，拓展学生视野，使学生能够以多元的思维方式分析、判断事物；培养学生关爱奶奶、关爱家人、乐于助人的美好品质。
四、教学重难点：单词drawer, cushion, curtain, bone, behind以及句型：“**looked in/on/under/behind...and saw...”的正确朗读和使用；引导学生阅读英文绘本故事，拓展学生视野，使学生能够以多元的思维方式分析、判断事物；培养学生关爱奶奶、关爱家人、乐于助人的美好品质。
五、教学准备：课件、单词卡等。
六、教学过程：Step1 Warming-up1. A song<In ,on ,under>.2. Play a game: "I SAY ,YOU DO."【设计意图】用儿歌复习方位介词和有关“方位”的游戏，既可以为学习本课内容做铺垫，又可以调动学生的学习积极性。
Step2 Presentation1. Pre-readingWhat is the story about ? <Grandma’s glasses>Introduce the writer and illustrator of the picture book.【设计意图】阅读文本之前，让生观察封面图片，了解绘本大意及作者简介,引入主题。
《My school》的教案设计及课后反思一、教学目标：1. 知识目标：（1）学生能够听懂、会说、会读单词：school, class, teacher, student, library, playground, puter room。
（2）学生能够运用所学的单词和句型介绍自己的学校。
2. 能力目标：（1）学生能够听懂并能够运用句型“What’s in your school? / What’s in your classroom? / What’s in your library? / What’s in your playground? / What’s in your puter room?”进行询问和回答。
（2）学生能够在图片的帮助下，运用所学的单词和句型进行简单的交流。
3. 情感目标：培养学生对学校的热爱之情，增强学生之间的友谊。
二、教学重难点：1. 教学重点：（1）学生能够听懂、会说、会读单词：school, class, teacher, student, library, playground, puter room。
（2）学生能够运用所学的单词和句型介绍自己的学校。
2. 教学难点：学生能够熟练运用句型“What’s in your school? / What’s in your classroom? / What’s in your library? / What’s in your playground? / What’s in your puter room?”进行询问和回答。
三、教学方法：1. 情境教学法：通过创设情境，让学生在真实的环境中学习英语，提高学生的学习兴趣。
2. 交际法：通过学生之间的互动，培养学生的交际能力。
3. 任务型教学法：通过完成任务，让学生在实践中学习英语。
四、课前准备：1. 单词卡片：school, class, teacher, student, library, playground, puter room。
小学英语教案Unit Lets go to school!（最新版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的实用范文，如教案大全、公务礼仪、合同协议、总结报告、工作计划、工作材料、演讲致辞、规章制度、条据书信、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor.I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!In addition, this shop provides you with various types of practical sample essays, such as teaching plans, official etiquette, contract agreements, summary reports, work plans, work materials, speeches, rules and regulations, letter of agreement, other sample essays, etc. I want to know Different format and writing styles of sample essays, so stay tuned!小学英语教案Unit Lets go to school!小学英语教案一、教学目标与要求1．能听懂、会说：---Ihaveanewpencil-box.---Whatsinit?---Look.---Oh,amarkerandsomecrayon.并能在实际生活中运用。
小学英语教学设计(优秀8篇)小学英语教学设计篇一一、坚持用英语组织教学我们上的是英语课，那么就要坚持用英语组织教学，训练的出发点，也是最有效的听力训练方法。
可以从最简单的日常用语开始，逐步加深，开始时可以配以动作、表情等肢体语言或者适当的解释说明，尽量避免说完英语再用汉语翻译。
有时候我说完英语，学生没反应，为了不耽误教学，我只好再用汉语翻译。
久而久之，学生就只听汉语不听英语了。
我才意识到，学生还真不能迁就。
因此，坚持用英语组织教学，不仅可以使学生尽快融入到英语教学氛围，培养学生用英语进行思维的习惯，而且可以训练学生的听力，增强学生的求知欲，提高练习的频率。
通过课课训练，学生就会对原本生疏的语言感到熟悉，对听力的提高会起到很大的作用。
二、加大对语音、语调的训练课上，有时候遇到较长的句子，如果怕学生听不懂而故意放慢速度来迁就学生，甚至一个词、一个词地往外蹦，这样做对听力的培养非常不利，因为语速太慢就破坏了语言的语音、语调，时间长了反而听不懂自然的语音、语调。
因此，要让学生听懂纯正地道的英语就必须让他们听正常的语速，同时提醒学生一些简单的发音规则，如连读，失去爆破，小学阶段最常说如want to ,point to ,there are ,there is，wake up,put on等等。
上周我在教学an hour时，学生对我的发音很不理解，就问：老师，不是读an hour吗？对于这种问题就要及时的予以解答，对学生的发音及时进行指导，从而使学生认同并发好每一个音，提高学生的听力。
三、充分利用配套磁带。
我们所使用的的配套磁带都是由英美国家人士录制的，发音地道纯正。
当然，在听录音之前，交代好本节课的。
任务，让学生带着问题去听，做有准备之战。
一般情况下，在讲新内容之前我先让学生听一遍录音，让学生对所学的新知识先有一个感性的认识，通过听，找出本节课所学的知识点，待教师讲解完知识点之后，再让学生听2到3遍。
第一遍的时候让学生Listen and point.(听音指图)通过听、指图、看图，捕捉一切可从中获得的信息，同时预测大概涉及什么内容，会提出什么样的问题，让学生带着问题去听。
1.题目：Different ways to go to school2.内容：3.基本要求（1）根据题本内容设计相应的教学活动。
教学环节需要有导入、新授、巩固练习、提升环节。
（2）过程注意师生互动，注意形成性评价（3）全英试讲，试讲时间10分钟。
教案：Different ways to go to school1. Teaching aims1) Knowledge aimStudents will be able to master the words:fast, sled, be ferry and so on.Students will be able to get the meaning：“Some kids go to school by sled.”2) Ability aimStudents can train their reading skills by reading to the key words and understand different countries have different ways to go to school.3) Emotional aimStudents can realize their own ways to go to school by cosidering many elements.2. Important and difficult points1) Important pointStudents will be guided to master many ways and countries in English.2) Difficult pointStudents will improve their reading skills as well as the ability to use the new words and sentences to communicate freely.3. Teaching and learning methodsSituational teaching method; communicative teaching method; task-based teaching method；group work method; cooperation study method; independent study method4. Teaching proceduresStep 1: Lead inSing a songI will present some pictures with music to help them review the words they learned before. Such as: by bus,by car, on foot, traffic lights...Step 2: Pre-readingShowing pictures. Talk about the picture of“Robin and grandpa ”they will answer many questions as follows:Q1:Who is he ?How is he？Q2:What does Robin want to do ? Q3:What’s the text about ? That’s our topic today:Different ways to go to schoolStep3 while-readingFirst reading：Find the key words.Q1:How many countries can you find ? They are ....Learn the new/key words T: I have so many beautiful pictures about these countries .Now let’s learn the new words about it .The second reading :Read the text quickly and underline the places to go to school with “__”,the ways with “ ___ ” Q1.T: How many ways to go to school? Can you find ?Present the main text.Travel the four places one by one. Q2: Does everyone go to school? Why?The third time, reading and listening.Step 4: post-reading1.Listen and imitate.(work in groups)2.report3.Writing (fill in the blanks)Step5 Summary1)Different places have different ways to go to school2)We should enjoy our own ways to school ；enjoy our beautiful life .Step6 Homework(1) Retell the text.and know the meaning.(2)Tell your parents what we have learned before.Step 7 Blackboard designDifferent ways to go to schoolMunick Germany on foot G1 G2Alaska USA sledJiangxi China by ferryPapa Westray Scotland by ferry /by plane试讲稿：Different ways to go to school1.Greeting and warming upGood morning, guys! How are you today？You are fine? You are ok? You are just so so? Ok, I’m so glad to be here! What’s the weather like today? Is it cold? Ok, show me your hands ! let’s sing a song and have a relax. Let’s go. Oh, you like it. Most of you are interested in it.2. Pre-readingOK, now boys and girls，Tomorrow is Sunday, do you want to have a trip? Today we’ll travel around the world. Look at the picture .Where is。
My grandma goes to school教学设计【教学内容】朗文小学英语分级阅读5A Unit1 My grandma goes to school【教学目标】1.Enable the students to learn the new words:rhyme, rhyme time ,excellent,Instruments,break time,silly,sad,be good at.2.Enable the students to cooperate and communicate and feel the emotion from the family.【教学重难点】1.Enable the students to learn the new words:rhyme, rhyme time ,excellent,Instruments,break time,silly,sad,be good at.2.Enable the students to love reading and how to find the beauty of reading.【教学过程】Step 1 Preparation1. Play a game: The Voice.T: At the beginning of our class, we’ll play a game The V oice. Please turn back. And if you know the voice is ,you should turn back as soon as possible. Have you got it?Ss: Yes.T: The first voice is about a place. Please listen.(三种声音分别来自: the classroom, the forest, grandma)【设计意图】教师让学生背朝后只听声音进行猜测。
猜完的转过去通过屏幕上的图片和文字验证自己的猜测。
通过让学生感受热闹书声琅琅的教室、动物欢叫的森林以及奶奶温柔慈祥的话语巧妙地将今天主题中的两个关键词引出。
2. Lead inT: You did very good job. We are at school now.Where is your grandma?S,: She’s at home.T: Where’s your grandma?S2: She’s at home, tooT: Your grandmas are at home. But today I will tell you a story about Jenney 's grandma. She wants to go to school with Jenney. Do you want to read this story?【设计意图】简洁的师生交流,教师了解到学生的奶奶大多都在家里，而故事中的奶奶却要去上学，这让学生感到意外，同时增加学生浓厚的兴趣。
Step 2 Presentation and practice1.Introduce the title and the cover of this story.2.(1)Read the cover, show the titleT: Now, let’s look at the cover of this story. Who can tell me the name of this story? (My grandma goes to school)(2 )A brief introduction of the bookT: And this story is from this book. Its name is Primary English Graded readers.T: Lets read the contents of this book. There are four stories in this book. My grandma goes to school is the first story. Let’s meet Jenney and her grandma now.【设计意图】指导学生进行英语课外阅读,就是要引领学生“读整本的书”,整本书阅读能够扩大阅读空间。
虽然我们的课堂上只能选取其中的一小部分,但从整本书介绍起,从封面读起无疑能激起学生的阅读期待,也了解书本体例,进而养成良好的英语阅读习惯。
3.Introduce Jenney and her grandma.4.T:Well,let’s get to know them.(呈现屏幕上的第一小节)T: We have known some information about jenny.What about her grandma? You can guess.S1: Maybe her grandma is seventy.S2: Perhaps she is a teacherT: Why?S3: I don’t think so. She wears a pair of glasses, because she is old. I think she is a farmer. so she wants to to school.T: A good guessing! I agree with you. Grandma wants to learn some knowledge at school.S3: She likes singing and dancing.T: Now let' s check.(教师适时在多媒体上呈现空缺部分: 60, housewife, singing, dancing and learning new things)【设计意图】由于故事是节选出来的,对人物的简单介绍就显得必不可少,学生渴望了解故事的主人公,就连人物介绍他们也显示出了极大的兴趣。
3.Look at some pictures and discuss in groups.T: What happened on that day? What do you want to know from this story? Look at these pictures and discuss in groups.(呈现三幅故事插图)S1: What is the grandma doing at school?S2: Do the children like grandma?S3: What lessons do they have that day?S4: Where does grandma go?S5: Does grandma go to the playground?(教师适时板书:What? Where?)【设计意图】在这一环节,教师让学生通过小组讨论的形式掌管“提问权”,引导其通过图片主动质疑,培养学生发现问题的念识,让问题进一步激发学生的阅读兴趣。
此时,教师的角色是倾听和记录学生的问题,引领他们带着问题进入故事。
4. Enjoy reading.(1)整体呈现,运用阅读策略快速了解大意。
Read the main story, get the general idea and tick the places grandma goes to.T: What reading strategies do we need here?S1: Skimming.S2:: Scanning.T: Right. We need both of them. Please read quickly and quietly, Two minutes for you.【设计意图】初读整休呈现故事主要情节,学生自主选择并运用以前学过的阅读策略,同时,要求将故事的P1-8页内容在两分钟之内快速读完,也训练了学生的阅读速度。
(2)再读细节,层层递进训练自学能力Scene One: In the classroom( Learn from teacher. 教师引领学）Task 1. Read, answer and underline.T: Look! Grandma is in the classroom. For this part, I want you to learn from the teacher. What can you see in the picture?(谈论图片的过程中学习单词: rhyme, rhyme time)S1: There’s a rhyme on the wall.S2: Grandma is saying a rhyme.Read scene one(P1-2), then answer two questions. Q1. Can grandma see the words? Q2. What is grandma good at?(呈现第二个问题时,顺势根据图片解释词组 be good at,同时,给出围绕问题画关键信息的学习方法小提示)Task 2. Summarize the main idea of this part1: Grandma is so interesting. Let’s use a sentence to summarize the main idea of this part. Pay attention Who? What? Where? Who can have a try.S1: Grandma is saying a rhyme in the classroomT: GreatS2: Grandma is reading in the classroomT: You’ re right, too. Here they both can summarize this part. (板书: Grandma is reading in the classroom）Task 3. Listen to the tape and read the first part together【设计意图】笫一个场景的学习采用教师引领的方式进行,主要是为后面的学习作铺垫,教师及时教给学生一些学习的策略,教给学生找出归纳的三要素:who? what? where?设计时采用任务型教学方法,让学生在完成任务的过程中习得语言、提升能力。
