英语教学设计1
教学内容：
Unit11 Clothes Lesson Three.
教学目标：
1、Vocabulary:umbrella, violin, watermelon, watch.
2、Find and color. Trace and match.
教学目标的检测途径 通过Find and color. Trace and match.来检查学生的掌握程度。
重点难点：
Listen and say the words .
Understand using the words.
突破教学难点的方法 通过单词、图片的对比进行巩固，umbrella比较难读，利用实物呈现。
教具准备：
recorder, tape, pictures, slide show, computer.
教学过程：
一、Warm-up
1、Sing the song .“ Its a dress.”（ Page 37 of Book 2 ）
2、Greetings.
T: Hello. Good morning, boys and girls.
Ss: Hello. Good morning , Miss Liu.
T: Nice to meet you.
Ss: Nice to meet you,too.
3、Review the words and sentences.
T: Whats this?
Ss: Its a dress / shirt/ sweater.
T: What are these？
Ss: They are pants / shoes /socks.
二、新课呈现（Presentation）
1.T:Its rain ,open up your……?让学生说下雨了怎么办？打开什么？Look at the picture with the computer. Umbrella.Listen and say .打开雨伞让学生逐一说，小组说.
T:Look at the umbrella .Does it look like a star? A square? Ss:No ,it a circle. T: Yes,Look at the umbrella Its round, round, round. 板书，教说学习round.学生看教室内的物品说什么是round.
2.T:Look at the picture with the computer. Trace and match.Is it round？Listen and say . T:Look at the watch. Its round, round, round.
3.呈现watermelonT:Look at the picture with the computer. Trace and watermelon. Is it round？ T:Look at the watermelon Its round, round, round.
4.T:Look the violin. Its not round.
5、Play a guessing game:Ask and answer. What is it?
三、巩固和延伸（Consolidation and extension）
1、Trace and match. （ Page39） Find and color. （Page 41 of Book2）
2、Check up on the answers.
3、Say the rhyme.
4、Summary.
四、作业布置
1.Read the words.
2,listen to the text.
板书设计：
Look at the watch.
Its round, round, round. umbrella, violin, watermelon, watch.
英语教学设计2
一、教学目标：
知识目标：
What are these/those? Theyre/ They are ?. Are these?？ Plural nouns （regular）
能力目标：
Listen and talk.
情感目标：
鼓励学生大胆开口说英语，培养学生的.自信心.
二、教学重难点：
Asking and answering question about plural objects.
三、教学过程：
1. Review.
Use this activity to review structures introduced in Unit 7, and the vocabulary introduced in Unit 2 and Unit 5.
Whats this? Its a ? Is it a ?？ Yes, it is. / No, it isnt.
2. Model the dialog.
Borrow three pens, pencils, and rulers from the children.
Hold up one pen and ask, “Whats this?” Elicit the answer, “Its a pen.” Repeat the procedure for pencil and ruler.
Hold up a pen and repeat the question, “Whats this?”
Now hold up two or three pens and say, “What are these?”
Repeat the procedure using the pencils and rulers.
Now have the children repeat each sentence as you hold up first one object, and then more than one. Explain that we use these when we are referring to more than one object.
Practice the structure “What are these/those? Theyre ?” with some objects.
3. Talk about the story.
Have the children open their books at the story. Display your copy of the page and ask these questions about the pictures.
Where are Ann, Ken, and Mocky?
What is Mocky looking at?
What is Mocky holding?
What other vegetables does Mocky find?
Who chases Mocky?
4. Story.
Play the tape, pausing at each new picture. Have the children repeat the words before you move on to the next picture.
Play the tape again, this time without stopping.
Divide the class into three groups. One group will be Mocky, the second group will be Ken, and the third group will be Ann.Teacher read the vendors line.
Play one sentence at a time and point to the matching story picture. Have each group repeat its characters sentence.
Read after the teacher.
5. Set homework.
Tell your families the English names for the vegetables.
Read the text.
四、 教学后记：
基本的蔬菜名称都能掌握，但是要注意what are these的提问和回答不能和what's this混淆。
英语教学设计3
一、Greetings.
二、Presentation.
Step1,
Trace the words.
Take out a colored pencil.
T: What color is it? Elicit from Ss “Its red.”
Have students open their books at page 44. Show your copy of the page.
Show two pencils of the same color. Repeat the procedure. But this time ask “What color are they?”
Repeat the procedure for the other sentences.
Step2,
Do and say.
Take out the set of water color paints you prepared. Mix the red and white paints together and paint the picture of fish.
T: What color is it?
Have students check the correct word on their books.
Repeat with other picture and color.
Step3,
Uncle Bookys story time.
Tell students to open their books at page 49. Draw their attention to the pictures. Explain that these pictures tell a story about a butterfly reading a book with her mother.
Ask questions about the pictures. Have Ss talk about the story and what they think each character is saying.
T: Now we are going to listen to what the characters say.
Play the tape. Tell students to listen to the story, pointing to the matching pictures. Encourage them to guess the meaning of unfamiliar words.
Play the tape of the whole story again. This time have students touch the speaking character.
Step4,
Touch and say.
Draw students attention to the bottom half of the page. Ask them what things they can see in the picture. Elicit their English names snake, duck, bird, butterfly, fish and flower.“What color is it?”
Have students repeat the question. Then elicit the answer.“Its blue.”
Put students into pairs to practice asking and answering the questions.
Step5,
Tell students that you want them to finish tracing the words.
三、教学后记
重点还是在单词和字母的拼写上。
本节课是北师大版五年级上册第五单元第一课时的故事教学。本课设计遵循《英语课程标准》中强调的“能在图片的帮助下听懂、读懂并复数故事。在学习中乐于参与、积极合作”的理念，注重在学习语言知识和内容的同时，培养学生口语表达能力和观察想象、记忆、思维能力，以及解决实际问题的能力。在整个教学过程中体现以生为本的原则，根据学生的年龄特点和学习水平，进行各种设计活动，力求做到面向全体，促进全员参与学习活动，通过参与体验学习、小组合作学习等方式使不同层次的学生得到不同程度的发展。本设计结合北师大版五年级教材的故事，将对话部分与篇章教学有效结合在一起，使学生理解故事大意。
本节课在设计时注意关注教学环节之间的的衔接，层层铺垫，每一个环节的设计都是为最终目标语的输出奠定基础。在教学活动设计方面，层次分明，充分关注全体学生的发展，教学中，既让学生有语言的学习，又有文化渗透，增强了跨文化意识。通过让学生观察图片，预测故事内容，针对问题进行片段阅读等活动，使学生的思维积极主动参与到教学中，提高了学生的语言交际能力。同时，又充分发挥高年级学生资助学习能力，给予学生自主学习的空间。在授课中，教师先带领学生一起测量了Ann, Ken和Mocky 的身高，并进行了比较，而对于他们的体重方面的'内容，则交由学生自主阅读故事完成。
本节课也存在一些不足之处：第一， 在本节课的导入方面，虽然直切主题， 但是感觉稍有牵强；第二，由于本节课的生单词比较多，并且单词较长，例如：centimeter，kilograms; 有的形似发音不同，学生比较容易混淆，例如：weight， height, 因此在处理起来不是很得心应手， 处理的显得有点机械化； 第三，由于本节课的内容比较多，虽然在教学过程中采用了多种活动形式，例如：自读、两两读、多人读，小组合作，表演展示等，但是整节课的气氛还是有点紧张； 第四，在集中处理篇章的时候，时间较为仓促，通过学生听录音，填表格展示结束，学生缺少一个跟读的环节。
针对以上出现的问题，本人会在今后的故事教学中认真钻研，不断总结，取长补短，力求找到一套行之有效的故事教学的方法，提高自己的教学水平。
北师大版小学《about me》英语教案
教学内容：
《Unit 2 About me》，课本的11页、12页、13页，
《先锋英语》一年级上册（北京师范大学出版社）
教学目标：
1、知识与技能目标
① 学生会听、说单词teacher, boy , girl, monkey并能运用单词去谈论有关人物或动物的身份；
② 学生会听、说please、thank you及辨认其用法；
③ 学生会听、唱和演英语歌曲。
2、情感、策略、文化意识目标
① 培养学生文明有礼的思想情感，学会英语的相关礼貌用语；
②培养学生小组合作意识；
3、语言知识
词汇：teacher, boy , girl, monkey, please, thank you
歌曲： Please sit down.
教学重点：
熟练地使用单词去谈论人物或动物身份，学会唱英语歌曲。
教学难点：
在具体情境中区分使用please和thank you。
教学方法：
1.交际法；
2.全身反应法（TPR）；
3、视听法
4、小组合作学习
教学准备：
教学课件，单词卡片，动物图片，人物卡片
教学过程：
（一）Warm –up:
1.Sing the song “Hello,I’m Mocky.”
2.Lead-in : Tell Ss the emotional objective----Be polite.
[设计意图：稳定学生的学习情绪，激发学生学习英语的兴趣，引导学生做好在上英语课的准备。]
（二）Revision
1.Look and say ,revise the four words “teacher, monkey, boy, girl”。
T: This is Mocky.
S1: Mocky is a monkey.
2.Play a guessing game----Use a sentence to guess the right picture: Ann is a girl.
[设计意图：由易到难，通过两种方式来巩固学生对四个单词的掌握——看图说句子、说句子猜图片，以提高学生的仔细观察、善于思考等学习品质和学习英语的积极性。]
（三）Learn to talk about the people
1.Look , Listen and say a sentence.
2.Look and say together,
3.Practice in groups.
4.Play a game---- Stand up when hearing the sentence about the picture, then say out the sentence.
[ 设计意图：根据低年级学生的`认知特点，以声音和图片来帮助学生认识人物，以降低学习的难度，通过小组练说句子后再全班交流，进一步巩固学生对句型的理解，也加强了记忆，最后抓住学生爱玩的天性，以游戏来检验学生对句型及人物名称的辨认。]
（四）Presentation
1.Present ‘Please, Thank you’ as follows:
（1） Get the pictures back saying ‘Please. Thank you.’
（2） Show pictures and say
T: An apple for you.
S1: Thank you.
2.Get to ask for things （apple, ant , banana, balloon）saying ‘Please.’
（五） Practice
1.Read the words with guestures.
2.Look and choose the words.
[设计意图：以情景、精致的已学物品图片来引导学生理解please和thank you 的意义与用法，尝试让学生在情景中运用英语而拿到自己想要的图片。为帮助学生理解两词的意义，在练读单词时让学生做相应的手势，既符合学生好动的特点，又加深学生对单词的印象。]
（五）Learn the song
1.Listen and act:
T: Please sit down. / Please stand up.
2.Listen to the song.
3.Learn to sing.
4.Listen and sing.
5.Sing the song in groups.
6.Name some Ss to sing the song.
[设计意图：以全身反应法加深学生对歌词的理解，多样的练唱方式让气氛更加活跃。]
（六）Extension
1.Watch and listen to the chant about ‘ Please and Thank you’。
2.Tell Ss how to be polite by saying the words:
sorry, excuse me, hello, hi, thanks
[设计意图：让学生感知英语中常见的礼貌用语，懂得要做个文明有礼的孩子。]
（七）Summary
（八）Homework
1.Sing the song.
2.Talk about P11.
板书设计：
Unit 2 About me
Thank you.
