小学英语教学设计

1、小学英语教学设计【教师简介】高雅静绥中实验小学英语教师市级骨干教师市中心教研组成员【教材版本】FUN WITH ENGLISH Book 5 辽宁师范大学出版社【课题名称】第五册第一课第一课时【授课年级】小学五年级第一学期【授课时间】一课时【学生分析】五年级的学生天真活泼,好奇心强,喜爱并擅长模仿,对英语有着浓厚的学习兴趣,并且这种兴趣能够成为他们主动学习英语的动力。他们已经具备了一定的知识量,所以在课堂教学中教师要在学生理解的基础上,尽量创设各种自然真实的情境或模拟真实的情境,让学生了解新的语言应该在什么样的情境中使用。【课标分析】新课程标准强调课程应从学生的学习兴趣,生活经验和认知水平出发

2、,倡导体验,实践,参与,合作与交流的学习方式和任务型的教学途径,发展学生的综合语言运用能力,使语言学习的过程成为学生形成积极的情感态度,主动思维和大胆实践,提高跨文化意识和形成自主学习能力的过程。【教材分析】本节课的内容是第一课时,主要是让学生能够运用所学的单词new, pretty, young, friend和句型Hes/Shes简单介绍自己的同学或老师的情况,了解中外姓名的区别。本课时内容贴近学生生活,是学生比较喜欢的话题之一,所以有利于学生间开展交流。【教学目标】知识目标: 1.Ss can master the four skills words “new, pretty, youn

3、g, friend”and the pattern sentence “Hes/Shes”.2. Ss can understand the sentence“ Please call me”.能力目标:1. Ss can use the new words and sentence to introduce their classmates and teachers. 2.To develop the Ss abilities of listening, speaking, reading and writing.情感态度价值观:Let the students have a knowled

4、ge of the differences between Chinese names and foreign names.【教学重点与难点】1. Ss can use the new words and sentence to introduce their classmates and teachers. Pay attention to the usage of “he , she”2. Ss can understand the sentence“ Please call me”.【教学方式】1. Communicative Approach in Presentation2.Task

5、-based learning Approach and Co-operative learning in groups in Consolidation【教学过程】Step 1 Warm-up1.Greetings: Hello,boys and girls! Nice to see you again. Welcome back to school. How are you?2.Ss sing an English song “Where Are You From?”3.Have a free talk with the students: Whats the weather like?

6、Do you have any friends?Today I have some new friends to introduce to you. Do you want to know them?【设计思路】以上活动既可以营造英语学习的气氛,调动学生学习英语的积极性,拉近师生的距离,又可以为新课的学习打好基础。Step 2 Presentation1.The teacher introduces new friends David and Jane to teach the new words and sentence.(头饰T: Look! This is David. Hes from

7、 England.T asks: Who is he? Where is he from?Ss: Hes David. Hes from England.T: OK. Hes your friend now.Drilling the new words “new, friend” and the sentence “Hes”.(Read first, then spell, at last make sentences with them.T: Look! This is Jane. Shes from England, too. Shes pretty, isnt she? Shes you

8、ng, right?Shes your new friend. Do you like her?Drilling the new words “ pretty, young” and the sentence “Shes”. Pay attention to he and she.2.(头饰T: Hello, boys and girls! Im Jane Baker. Im your new English teacher. Can you say “Hello” to me? Please call me Jane.Drilling “Please call me”.【设计思路】通过师生间

9、的谈话交流自然地呈现新知,并通过听说读多种方式操练单词句子,为下面的学习做好了铺垫。Step 3Consolidation1.Have a race: Say the word, spell it and make a sentence with it. For example: young y-o-u-n-gHes young.2.Play a guessing game: Whos he/she?3.Text: Today we have a new English teacher. Who is she? Lets listen to the tape.a.Listenb.Learn t

10、he text in groups, then answer the questions.c.Ss read the dialogue.【设计思路】学生的学习过程就是在教师的引导下学生用所学的语言交流的过程,教学活动以学生为主体,以活动为中心,让他们在游戏中玩一玩,学一学,通过思考,观察,模仿,体验学习的快乐。Step 4ExtentionSs introduce their classmates or teachers with the words and sentences theyve learned in this lesson.【设计思路】通过介绍自己的同学,老师,可以让学生把所学的

11、知识运用到实际生活,真正达到学以致用的目的。Step 5 Homework1.Introduce your new friend or teacher to your parents in English.2.Write something about your teachers or friends.【设计思路】布置作业能够巩固所学的知识,培养学生的能力,把课内知识引伸到课外。【教学用具】头饰单词卡片录音机照片【教学后记】本节课主要是让学生能够运用所学的单词new, pretty, young, friend和句型Hes/Shes简单介绍自己的同学或老师的情况。在教学时我注重了要词语学习结合

12、句型教学,教师既是问题设计者也是学生回答问题引导者,引导学生学会提问,培养学生的问题意识和思维能力,在与他们的自然交流中进行语言的学习和运用。在巩固拓展阶段让学生自由编对话练习,给他们足够的时间和空间展示他们的才能,来增强他们的口语表达能力和运用所学知识的能力。并且本课时内容贴近学生生活,是学生比较喜欢的话题之一,所以有利于学生间开展交流,掌握较好。小学英语教学设计【教师简介】高雅静绥中实验小学英语教师市级骨干教师市中心教研组成员【教材版本】FUN WITH ENGLISH Book 5 辽宁师范大学出版社【课题名称】第五册第二课第一课时【授课年级】小学五年级第一学期【授课时间】一课时【学生分

13、析】五年级的学生活泼好动,学习积极性高,接受知识快,表现欲望强,富有想象力和创造力,合作意识强。经过二年的英语学习,学生能较熟练地运用简单的日常用语,在英语学习上掌握了一定的方法,并具备了一定的听、说、读、写的语言知识和语言技能。我通过创设真实情景让学生掌握和运用语言。【课标分析】新课程标准强调课程应从学生的学习兴趣,生活经验和认知水平出发,倡导体验,实践,参与,合作与交流的学习方式和任务型的教学途径,发展学生的综合语言运用能力,使语言学习的过程成为学生形成积极的情感态度,主动思维和大胆实践,提高跨文化意识和形成自主学习能力的过程。【教材分析】本节课的内容是第一课时,主要是让学生能够运用所学的

14、单词tall thin funny fat 和句型Whos he/she? Hes/Shes简单介绍自己的同学或老师的情况并进行简单的问答。本节课是第一课所学知识的延续,具有承上启下的作用。【教学目标】知识目标: 1.Ss can master the four skills words “tall thin funny fat”and the pattern sentences “whos he/she? Hes/Shes”.2. Ss can understand the sentences “ I know. You got it!”.能力目标:1. Ss can use the new

15、 words and sentences to ask and answer something about their classmates and teachers.2.To develop the Ss abilities of listening, speaking, reading and writing.情感态度价值观:To foster the studentsconsciousness of good co-operation and proper competition.【教学重点与难点】1. Ss can use the new words and sentences to

16、 ask and answer something about their classmates and teachers.2. Ss can understand the sentences “I know. You got it!”.3.Pay attention to the pronunciation of “tall thin”【教学方式】1. Communicative Approach in Presentation2.Task-based learning Approach and Co-operative learning in groups in Consolidation

17、【教学过程】Step 1 Warm-up1.Greetings: Hello,boys and girls! How are you?2.Ss sing an English song “Are You Linda?”3.Have a free talk with the students: Are you a new student? Are you from England? Are you in Class 1?4.Ss introduce their family members, classmates or friends.This isHes/Shes【设计思路】以上活动可以活跃课

18、堂气氛,营造英语学习的氛围,调动学生学习英语的积极性,在复习旧知的基础上为新课的学习起到一个承上启下的作用。Step 2 Presentation1.T: (Pointing to a tall boy Look! Whos he?S: Hes Li Ming.T: Yes. Hes Li Ming. Hes tall. (Comparing with a short student to explain “tall”2.The same way to teach “thin” and “Whos she?”.3.Using a picture of a clown to teach “fun

19、ny”.4.Drilling the new words and the sentences (Read and spell in rows, groups or one by one. Make sentences with the sentences “whos he/she? Hes/Shes”.【设计思路】通过师生间的谈话交流自然地呈现新知,并通过听说读多种方式操练单词句子,从单词,词组过渡到句子,循序渐进,符合学生的认知规律。并为下面的学习做好了铺垫。Step 3Consolidation1. Ss ask and answer in pairs with their photos.

20、2. Play a guessing game: Whos he/she?3. Text: Li Ming and his friends are having a making-up dance. Do you know who they are? What are they like? Lets listen to the tape.d.Listene.Learn the text in groups, then answer the questions.f.Ss read the dialogue.【设计思路】游戏既可以活跃课堂气氛,又是对本节课重点教学内容的巩固练习,让学生在轻松愉快的

21、环境中达到学习的目的。通过小组合作表演对话能够培养学生的听说认读的能力,鼓励学生大胆开口,勇于表达,逐步让他们体会到学习英语的快乐,从而获得成功感。Step 4ExtentionSs ask and answer something about their classmates or teachers with the words and sentences theyve learned in this lesson.【设计思路】只有来源于生活的语言才是自己的语言。通过对话表演的方式介绍自己的同学,家庭成员,可以让学生把所学的知识运用到实际生活,展现他们的交际能力,体验到成功的快乐。Step

22、5 Homework1.Ss ask and answer something about their classmates or teachers with the words and sentences theyve learned in this lesson.2.Write the new words and sentences.【设计思路】布置作业能够巩固并运用所学的知识,让学生感受到成功的喜悦,培养继续学习的兴趣。【教学用具】图片单词卡片录音机照片【教学后记】一节成功的英语课堂教学应在课内创设更多的交际环境,让学生有机会运用自己学到的语言材料。心理学家认为:感情的表达=百分之七的言

23、词+百分之三十八的声音+百分之五十五的面部表情。我依据此原理来教授新句型取得了意想不到的收获,学生们积极模仿我的语音语调及表情,课堂上欢声笑语。在学生会说之后,为了巩固句型,灵活运用句型我还采用了游戏教学和情境会话。如:在做猜一猜Whoshe/he?这一游戏时,要求他们边用语言描述边加上相应的动作Hes tall and fat. Hes funny. 全班同学纷纷竞猜:Hes学生都积极参加,动作丰富,表情各异,活跃了课堂。小学英语教学设计【教师简介】高雅静绥中实验小学英语教师市级骨干教师市中心教研组成员【教材版本】FUN WITH ENGLISH Book 5 辽宁师范大学出版社【课题名称】

24、第五册第三课第一课时【授课年级】小学五年级第一学期【授课时间】一课时【学生分析】我所任教五年级的学生,上课比较活跃,上课比较愿意开口,但对基础知识的掌握情况不同,部分学生敢于运用所学的语言进行交际,有些学生缺乏自信心,需要老师多鼓励,创造较多的机会给他们。尽量让他们在课堂上发挥自主、合作精神。【课标分析】新课程标准强调课程应从学生的学习兴趣,生活经验和认知水平出发,倡导体验,实践,参与,合作与交流的学习方式和任务型的教学途径,发展学生的综合语言运用能力,使语言学习的过程成为学生形成积极的情感态度,主动思维和大胆实践,提高跨文化意识和形成自主学习能力的过程。【教材分析】本节课的内容是第一课时,主

25、要是让学生能够运用所学的单词short strong big small和句型Whos that boy/girl? Hes/Shes进行简单的问答和描述。本节课有了第一课和第二课的基础,学起来比较容易。【教学目标】知识目标: 1.Ss can master the four skills words “short strong big small”and the pattern sentences “Whos that boy/girl? Hes/Shes”.2. Ss can understand the sentences“ Come on! Which one? The small o

26、ne. Hes short, but hes strong.”.能力目标:1. Ss can use the new words and sentences to ask and answer.2.To develop the Ss abilities of listening, speaking, reading and writing.情感态度价值观:To foster the studentsabilities of communication and consciousness of innovation.【教学重点与难点】1. Ss can use the new words and

27、 sentence to ask and answer.2. Ss can understand the sentences“ Come on! Which one? The small one. Hes short, but hes strong.”.3.Pay attention to the pronunciation of strong small【教学方式】1. Communicative Approach in Presentation2.Task-based learning Approach and Co-operative learning in groups in Cons

28、olidation3.Games used in Consolidation【教学过程】Step 1 Warm-up1.Greetings: Hello,boys and girls! Nice to see you again. How are you?2.Ss make dialogues in groups.(Talking about the pictures【设计思路】师生间亲切的问候,建立了和谐民主的课堂气氛;学生的会话表演既复习了旧知,又为新课的学习打下了一定的基础。Step 2 Presentation1.T:(Holding two balls, one is big, th

29、e other is small.Teach the new words “big small”Look! This ball is big. This ball is small. The big one is in my left hand. The small one is in my right hand. Which is in my left hand?Ss: The big one.T: Which is in my right hand?Ss: The small one.2.Drilling the new words “big, small”3.(课件T: Whos tha

30、t boy?S: Which one?T: The big one.4.The same to teach “strong short”5.The students make dialogues in pairs.【设计思路】在真实或接近真实的情境中呈现新知,学生更容易理解和掌握,并通过听说读多种方式操练单词句子,为下面的学习做好了铺垫。Step 3Consolidation4.Have a race: Say the word, spell it and make a sentence with it. For example: young y-o-u-n-gHes young.5.Play

31、 a guessing game: Whos he/she?6.Text: The students are having a sports meeting. Whos that boy/girl? Lets listen to the tape.a.Listenb.Learn the text in groups, then answer the questions.c.Ss read the dialogue.【设计思路】游戏增强了学生的学习兴趣,并在游戏的过程中巩固了所学的知识。Step 4ExtentionSs make dialogues in groups and act them

32、.【设计思路】语言源于生活,用于生活,在真实的情境中培养学生的综合语言运用能力。鼓励学生大胆开口,用于勇于创新,培养他们的创新意识。Step 5 Homework3.Ss make dialogues in groups.4.Write the new words and sentences.【设计思路】布置作业能够巩固所学的知识,培养学生的读写能力,把课内知识引伸到课外。【教学用具】单词卡片录音机两个球【教学后记】这是一节比较成功的英语课,能够充分调动了他们学习英语的积极性,体现了以学生为中心的理念,让学生真正成为课堂的主人。学生们在玩玩乐乐中愉快地学习了单词和句型。让学生在情境生活和游戏中

33、巩固并运用单词句型,符合学生活泼好奇、善于模仿和喜欢交际的特点。小学英语教学设计【教师简介】高雅静绥中实验小学英语教师市级骨干教师市中心教研组成员【教材版本】FUN WITH ENGLISH Book 5 辽宁师范大学出版社【课题名称】第五册第四课第一课时【授课年级】小学五年级第一学期【授课时间】一课时【学生分析】五年级的学生天真活泼,好奇心强,喜爱并擅长模仿,对英语有着浓厚的学习兴趣,并且这种兴趣能够成为他们主动学习英语的动力。他们已经具备了一定的知识量,所以在课堂教学中教师要在学生理解的基础上,尽量创设各种自然真实的情境或模拟真实的情境,让学生了解新的语言应该在什么样的情境中使用。【课标分

34、析】新课程标准强调课程应从学生的学习兴趣,生活经验和认知水平出发,倡导体验,实践,参与,合作与交流的学习方式和任务型的教学途径,发展学生的综合语言运用能力,使语言学习的过程成为学生形成积极的情感态度,主动思维和大胆实践,提高跨文化意识和形成自主学习能力的过程。【教材分析】本节课的内容是第一课时,主要是让学生能够运用所学的单词kind friendly parents classmates和句型Who are they? Theyre进行简单的问答。本节课还将学习名词的复数形式,注意代词和be动词的变化。本课时内容贴近学生生活,是学生比较喜欢的话题之一,所以有利于学生间开展交流。【教学目标】知识

35、目标: 1.Ss can master the four skills words “kind friendly parents classmates” and the pattern sentences “Who are they? Theyre”.2. Ss can understand the sentences“ Come and join us. Are they your parents? Yes, they are. Theyre so kind.”能力目标:1. Ss can use the new words and sentences to ask something ab

36、out somebody.2.To develop the Ss abilities of listening, speaking, reading and writing.情感态度价值观:Educating the students to respect their teachers and parents and be their friends. 【教学重点与难点】1. Ss can use the new words and sentences to ask something about somebody. Pay attention to the usage of “he , sh

37、e, they”2. Ss can understand the sentence “Come and join us.”【教学方式】1. Communicative Approach in Presentation2.Task-based learning Approach and Co-operative learning in groups in Consolidation3.CAI【教学过程】Step 1 Warm-up1.Greetings: Hello,boys and girls! How are you?2.Ss sing an English song “Whos That

38、Boy?”3.Have a free talk with the students: Whos that boy/girl? Is he/she tall?【设计思路】歌曲教学可以营造英语学习的气氛,调动学生学习英语的积极性,师生的自由会话拉近师生的距离,既复习了旧知,又可以为新课的学习打好基础。Step 2 Presentation(Holding a photo of the familyT: Look! This is my father. And this is my mother. They are my parents. (DrillingT asks: Who are they?

39、 Are they your parents?(Pointing to a students family photo.Ss: Yes. Theyre my parents.T: OK. Theyre so ki nd.(DrillingT: Who are they? (Pointing to two studentsS: Theyre Xiao Hui and Li Ming.T: Are they your classmates?S: Yes. Theyre my classmates.T: Oh, theyre friendly.(Explaining and drilling “cl

40、assmates friendly”【设计思路】创设一定的教学情境并通过师生间的谈话交流自然地呈现新知,通过听说读多种方式操练单词句子,为下面的学习做好了铺垫。Step 3Consolidation1.Have a race: Say the word, spell it and make a sentence with it. For example: young y-o-u-n-gHes young.2.(大屏幕Ss ask and answer in pairs. Whos he/she? Whore they?3.Text: Li Ming and Xiao Hui are playi

41、ng in the park. They meet David and his parents. Whatelse do they see? Lets listen to the tape.a.Listenb.Learn the text in groups, then answer the questions.c.Ss read the dialogue.【设计思路】学生的学习过程就是在教师的引导下学生用所学的语言交流的过程,教学活动以学生为主体,以活动为中心,让他们在游戏中玩一玩,学一学,通过思考,观察,模仿,体验学习的快乐。Step 4ExtentionSs talk about the

42、ir family photos with the words and sentences theyve learned in this lesson.【设计思路】通过谈论自己的家庭成员,可以让学生把所学的知识运用到实际生活,培养了学生的综合语言运用能力,真正达到学以致用的目的。Step 5 Homework1.Talk about your family members in English.2.Write the new words and the sentences.【设计思路】布置作业,从口头练习转入笔头练习,检测学生对本部分知识的理解程度,同时加深巩固对知识的理解【教学用具】CAI

43、单词卡片录音机照片【教学后记】本节课结束后,我感觉设计的几个趣味操练、扩展活动深受学生喜爱,学生们兴趣很浓,积极参与,达到了我的教学目标。孩子们在轻松愉快的气氛中,充分发挥了自己的想象力和创造力。学生们编排、表演的英语对话新颖而幽默;他们在课文学习过程中充分体现了合作精神;趣味操练使他们轻轻松松的掌握了单词和句子,而且增强了学生的自信心和成就感。可见一堂充满创造力和想象力的英语课需要老师带领学生一起去开发去挖掘,去拓展去想象。小学英语教学设计【教师简介】高雅静绥中实验小学英语教师市级骨干教师市中心教研组成员【教材版本】FUN WITH ENGLISH Book 5 辽宁师范大学出版社【课题名称

44、】第五册第五课第一课时【授课年级】小学五年级第一学期【授课时间】一课时【学生分析】五年级的学生天真活泼,好奇心强,喜爱并擅长模仿,对英语有着浓厚的学习兴趣,并且这种兴趣能够成为他们主动学习英语的动力。他们已经具备了一定的知识量,所以在课堂教学中教师要在学生理解的基础上,尽量创设各种自然真实的情境或模拟真实的情境,让学生了解新的语言应该在什么样的情境中使用。【课标分析】新课程标准强调课程应从学生的学习兴趣,生活经验和认知水平出发,倡导体验,实践,参与,合作与交流的学习方式和任务型的教学途径,发展学生的综合语言运用能力,使语言学习的过程成为学生形成积极的情感态度,主动思维和大胆实践,提高跨文化意识

45、和形成自主学习能力的过程。【教材分析】本节课的内容是第一课时,主要是让学生能够运用所学的单词clever cool hippos dolphins seal和句型Are they giraffes? Yes, they are. No, they arent.简单地谈论所学的动物。同学们都喜欢动物,内容贴近学生生活,是学生比较喜欢的话题之一,所以有利于学生间开展交流。【教学目标】知识目标: 1.Ss can master the four skills words “clever cool hippos dolphins seal” and the pattern sentences “Are

46、 they giraffes? Yes, they are. No, they arent”.2. Ss can understand the sentences “ Im scared. Take it easy. Animals are our friends.”能力目标:1. Ss can use the new words and sentenceS to talk about the animals theyve learned. 2.To develop the Ss abilit ies of listening, speaking, reading and writing.情感

47、态度价值观:Educating the students to protect the animals. Animals are our friends.【教学重点与难点】1. Ss can use the new words and sentences to talk about the animals theyve learned.2. Ss can understand the senten ces “Im scared. Take it easy. Animals are our friends”.【教学方式】1. Communicative Approach in Presentat

48、ion2.Task-based learning Approach and Co-operative learning in groups in Consolidation3.Situational Method in Extention【教学过程】Step 1 Warm-up1.Greeting s: Hello,boys and girls! How are you? What a nice day, isnt it?2.Ss sing an English song “Lovely Animals”3.Have a free talk with the students: Whos th

49、at boy/girl? Who are they? Are they your parents?【设计思路】合唱旋律优美的歌曲让学生心情愉悦,营造了和谐的英语学习的气氛,调动学生学习英语的积极性,师生间的会话练习拉近了师生的距离,为新课的学习打好基础。Step 2 Presentation1.T: Today is Sunday. Shall we go to the zoo?Ss: Sure!T: What animals can you see? Lets go.(Big screen Oh, so many lovely animals. Do you like them?Look!

50、What are these? (Helping the students answer with “ They are pandas .” Pay attention to the plural form of “panda”Yes, they are pandas. They are so lovely.Look here! Are they giraffes?Ss: Yes, they are.T: Look at this picture. They are dolphins. (Read the word, then ask “What are these?”Are they dol

51、phins?(Pointing to the picture of sealsSs: No, they arent.T: Right. They are seals. They are very clever. They can play many games. Look! They are playing with a ball. They are so cool.(Ss listen and understand the meaning.Look at the big mouth. Im scared. What are those?(Helping the students answer

52、 with “They are hippos.”T: What animals can you see?Ss answer with the animals theyve learned in this lesson.【设计思路】通过师生间的谈话交流自然地导入新课,并通过多媒体辅助手段创造出趣味性、真实性的语言环境呈现新课,既活跃了课堂气氛,又有助于突出重点,突破难点,使学生轻松掌握语言要点。Step 3Consolidation4.Have a race: Say the word, spell it and make a sentence with it. For example: dol

53、phind-o-l-p-h-i-n5.Ss ask and answer in pairs with “Are they?” and “What are these/those?”6.Play a guessing game: (Showing part of the animals bodyAre they? Yes, they are. No, theyarent.7.Text: David, Xiao Hui and Li Ming are in the zoo. What animals can they see? Lets listen tothe tape.a.Listenb.Le

54、arn the text in groups, then answer the questions.c.Ss read the dialogue.5.T: Animals are our friends. We should protect them.【设计思路】通过比赛、做游戏巩固和加强了所学的知识,激发了学习兴趣,学生在玩中学,学中玩,收到了事半功倍的效果。Step 4ExtentionSs make dialogues with the words and sentences theyve learned in this lesson in groups.(Using the photo

55、s taken in the zoo.【设计思路】通过小组合作学习,让学生在创设的真实情境中,通过合作、表演把语言真正运用到实际的生活中去,发展学生的语言能力,增强学生学习的主动性和积极性。Step 5 Homework3.Talk about the photos taken in the zoo.4.Write the new words and sentences.【设计思路】适量地布置作业既能够巩固所学的知识,又能保持学生的学习热情,培养学生的能力,把课内知识引伸到课外。【教学用具】课件单词卡片录音机照片【教学后记】我们深知课堂学习的主体是学生,学生要对英语感兴趣,还要真正能将学到的英

56、语运用于实际,这些也是我们的奋斗目标。要实现这些目标,我们要想方设法调动学生的想象力和创造力,引导他们去动脑筋思考、分析、归纳、运用英语,自己学习,自己创造,养成自学的好习惯,以促进终身学习。所以在本节课中我努力为学生创设真实或接近真实的情境,通过合作、表演把语言真正运用到实际的生活中去,发展学生的语言能力,增强学生学习的主动性和积极性。小学英语教学设计【教师简介】高雅静绥中实验小学英语教师市级骨干教师市中心教研组成员【教材版本】FUN WITH ENGLISH Book 5 辽宁师范大学出版社【课题名称】第五册第七课第一课时【授课年级】小学五年级第一学期【授课时间】一课时【学生分析】五年级学

57、生已经学习了两年的英语,有了一定的词汇量,基本上能养成良好的学习习惯,而且对英语产生了浓厚的兴趣,他们特别喜欢玩游戏、表演对话等。如何保持学生学习英语的兴趣,是我必须思考的问题。【课标分析】新课程标准强调课程应从学生的学习兴趣,生活经验和认知水平出发,倡导体验,实践,参与,合作与交流的学习方式和任务型的教学途径,发展学生的综合语言运用能力,使语言学习的过程成为学生形成积极的情感态度,主动思维和大胆实践,提高跨文化意识和形成自主学习能力的过程。【教材分析】本节课的内容是第一课时,主要是让学生能够运用所学的单词father mother brother sister和句型Is he/she? Yes, he/she is. No, he/she isnt简单介绍自己的家庭成员,询问并了解他人的家庭情况。本课时内容贴近学生生活,是学生比较喜欢的话题之一,所以有利于学生间开展交流。【教学目标】知识目标: 1.Ss can master the four skills words “father mother brother