英语教学设计案例（共7篇）

1、英语教学设计案例（共7篇） 第1篇：英语教学设计案例unit 5 what would you like chinese food or english food”“its beef.”“mmyummy.how can i eat it”教师拿出真实的餐具，让孩子试一试。教师帮助孩子说：“ let me try.”，请孩子来边试边说。然后教师边示范边说：“let me show you.”当孩子们理解了以上的句子，教师带着孩子们边演边说：“mmyummy.i like beef.i can use the fork and the knife.let me show you.”让孩子在小组中边

2、演边说。出示lets talk部分的课件，先让孩子整体观看故事。学生逐句跟读，模仿对话。学生分角色跟读练_。学生分角色给课件配音。小组练_、表演故事。教师播放lets chant的歌谣。学生学唱。学生边唱边演，边打节奏。小组为单位表演。边唱歌谣边按歌谣的内容传递物品图片或实物。（三）趣味操练 （practice）游戏1 猜一猜，做一做教师不出声，用口形说句子，发本单元lets do部分的指令，学生猜一猜，做一做。游戏2 双簧游戏一个孩子坐在椅子上，在前面表演故事，但是只动口形，不发声，另一个孩子蹲在后面给他配音。（四）扩展性活动（add-activities）根据lets chant部分节奏，

3、改编歌谣。(教师改编歌谣的第一段，学生仿照改编，边说边演)use the fork,let me show youuse the fork,let me try.板书设计：unit 5what would you like is it yours ss: fine, thank you.and you there are two words for each student.2. describing wordst: good job! then please say something about the english words.the more, the better.but do r

4、emember, say in english, not in chinese.do you understand ss: yes. t: have you prepared the dialogues in groups ss: (stand up.) we will try. t: ok, come to the front and act it out. t: good job! congratulations! (claps!) how many points would you like to give them, five, four or three is it yours s2

5、: no, it isnt.help him or her say“no, its not mine.”t: whose book is this s3: no, it isnt.help him or her say“no, its not mine.”t: whose pencil-box is this q2: what colour is li leis shirt q4: what colour is han meis coat (教师做手势，学生抢答。) 2.listen and repeat.t: great! you can understand the dialogues v

6、ery well.then, ill ask you to listen and repeat, sentence by sentence.lets have a competition.(教师抽查三排，24位同学代表本组进行听音重复竞赛。若该同学不能重复或重复错误，教师做手势，所有同学参与抢答。） step 5 language study1.ss present the main points and questions they found in prevision.t: excellent! youve done a good job! now open your books, tur

7、n to page67.please present the main points and your own questions.write down main points and questions on the bb.2.explain ssown questions.(looking at the bb.) t: who can answer this question (教师应尽量让其他同学解决该同学提出的问题。) 3.explain main points.(looking at the screen.) 1) whose is this shirt “whose”意为“谁的”，

8、是疑问代词，用来引导特殊疑问句。这两个句子的句式不同，但含义是一样的。前句中的“whose”作表语，后句中的“whose”作定语，修饰它后面的名词“shirt”。操练whose is this 句型。提供单词：sweater, eraser, blouse, skirt, hat, purse, dre, coat。教师随意抽两排同学，同桌的两个同学一个用前一句型，另一个用后一句型。例如：t: sweater.s1: whose is this sweater 比较“whose”与“whos”：a.相同点：它们的读音相同，都念/hu:z/。b.不同点：whos是who is的缩写形式，意为“谁

9、是”或“是谁”，在句中常作主语、表语等。whose意为“谁的”，它既可以对名词性物主代词提问，也可以对形容词性物主代词提问。2) put it on.把它穿上。“put on”意为“穿上，戴上”，强调穿戴的动作。若后接代词作宾语，应将代词放中间，还要注意代词用宾格；若后接名词作宾语，则将名词放中间或后面均可。 e.g.把它们穿上。put them on.穿上你的新外套。put on your new coat.= put your new coat on.3) mine, yours, his, hers的初步使用is it yours, li lei no, its not mine.min

10、e is purple.还可以说成： no, its not my shirt.my shirt is purple.i think its his.还可以说成： i think its his shirt.its hers.还可以说成： its her coat.step 6 practice1.listen and imitate.t: please read after the tape.pay attention to imitate the pronunciation and intonation.2.practise in threes.将学生分成若干小组，每组三人，进行问答。在学生操练的时候，教师在学生中巡视，倾听学生的问答并给予适时的指导。 3.act out.每一组抽一个小组（三个学生）做对话，并评分。如果时间较紧的话就只抽查最快的那个小组。step 7 consolidation 1. summary.t: lets sum up what we h