下发英语课例
英语教学案例范文
英语教学案例范文背景在当今社会，英语已经成为全球交流的重要语言之一。
作为一名英语教师，如何设计生动有趣的教学案例，激发学生学习英语的兴趣，是非常重要的课题。
本文将结合实际情况，介绍一则英语教学案例范文，希望能给广大英语教师提供一些启发。
案例内容本案例以“我的家庭”为话题展开。
在教学过程中，我设计了一个互动游戏环节。
游戏环节1.命名游戏：让学生依次介绍自己的家庭成员，并用英文逐个命名。
例如，学生A说：“This is my father, his name is John.” 学生B接着说：“This is my mother, her name is Mary.” 以此类推，直到所有学生完成介绍。
2.连线游戏：在黑板上画出家庭成员的图片和对应的英文单词，要求学生用粉笔连接图片和单词，加深记忆。
3.口语练习：让学生分组，模拟家庭成员之间的对话，要求用英文进行流畅交流。
4.角色扮演：安排学生扮演不同家庭成员，进行“家庭聚会”角色扮演，引导他们用英文表达感受和想法。
教学效果通过这个互动游戏环节，学生在轻松愉快的氛围中学习到了家庭成员的英文表达方式，不仅提高了他们的英语口语能力，还增强了他们对家庭的认知和情感。
学生们在游戏中互相协作、共同学习，培养了团队意识和合作精神。
同时，本案例也促进了学生对英语学习的积极性，让他们在轻松愉快的氛围中感受到学习的乐趣。
反思与展望这个英语教学案例中的游戏环节设计得当，激发了学生学习英语的兴趣，提升了他们的参与度和积极性。
在今后的教学中，我将继续探索更多类似的互动游戏环节，注重培养学生的实际运用能力，让他们在愉快的氛围中轻松学习英语。
总的来说，教学案例的设计对于激发学生学习兴趣和提高学习效果起着至关重要的作用。
希望广大英语教师能够多多尝试不同的教学方法，不断创新，让英语学习变得更加生动有趣。
至此，一个英语教学案例范文到此结束。
通过设计生动有趣的教学案例，我们可以更好地激发学生学习英语的兴趣，提高他们的学习效果。
小学英语课堂教学案例分享
小学英语课堂教学案例分享在小学英语教学中，为了让孩子们能够快乐地学习英语，提高他们的语言运用能力，教师们需要不断探索创新的教学方法和策略。
以下是我为大家分享的几个小学英语课堂教学案例，希望能给广大教育工作者带来一些启发。
案例一：“水果乐园”教学目标：让学生掌握常见水果的英语单词，如 apple（苹果）、banana（香蕉）、orange（橙子）、grape（葡萄）等，并能够用简单的句子进行描述，如“I like apples（我喜欢苹果。
）”教学过程：导入环节，教师带来了一个装满各种水果的篮子，神秘地走进教室。
孩子们的目光瞬间被吸引过来，好奇地盯着篮子。
教师用英语问：“Children, what can you see in the basket? （孩子们，你们能在篮子里看到什么？）”引发孩子们的兴趣和思考。
接着，教师拿出一个苹果，用夸张的表情和动作说：“Look! It's abig red apple （看！这是一个又大又红的苹果。
）”然后带领学生一起重复“apple”这个单词，多次重复后，让学生单独读出来。
以同样的方式，教师依次展示香蕉、橙子、葡萄等水果，引导学生学习相应的单词。
为了帮助学生更好地记忆，教师还组织了一个小游戏。
将学生分成几个小组，每个小组派一名代表到讲台前，教师快速展示一种水果，代表要迅速说出对应的英语单词，说对最多的小组获胜。
在练习环节，教师让学生用“I like（我喜欢）”的句型来表达自己对水果的喜好。
学生们积极参与，纷纷举手发言，“I like bananas They are sweet （我喜欢香蕉。
它们很甜。
）”“I like oranges They are juicy （我喜欢橙子。
它们多汁。
）”最后，教师让学生们回家后，用英语向家人介绍自己喜欢的水果。
教学效果：通过这种直观、有趣的教学方式，大部分学生都能够熟练掌握所学的水果单词，并能用简单的句子进行表达。
英语课例教学方案设计5篇
英语课例教学方案设计5篇英语课例教学方案设计篇1学生分析本节课的话题是新年，过新年是学生喜闻乐见的，也是熟悉的，而且教学此课的时间刚好接近新年，相信学生会对这一内容感兴趣。
这个年龄段的学生学习积极性很浓,只要教学方法得当，将很容易把学生的学习兴趣调动起来，从而让教学顺利进行，并取得良好的效果。
教材分析本节课是一节对话课,主要是让学生能够用句型Let’s … 提出建议，并会使用Good, idea.进行回答。
同时学会用Happy New Year .进行问候。
此外还将学习几个动词短语：make a Near Year card，say happy New Year ,sing and dance ,go to the zoo等，本节课生词较多在一节课内掌握有一定的困难，本课时内容比较贴近学生生活,是学生们比较喜欢的话题之一。
教学目标1、知识目标：（1）复习巩固英语颜色词。
(2) 学习单词make, come, say, sing, dance, New Year,card, happy, good, idea 。
(3) 能听懂会说以下句子 The New Year is coming . Let’s make a New Year card .Happy New Year .Let’s sing and dance . Let’s go to the zoo .能力目标：能听懂并会用Let’s…的句子；懂得在新年时用Happy New Year .进行问候；能看懂并会写简单的英文的新年贺卡。
情感目标：培养学生浓厚的学习兴趣，乐于模仿，敢于开口，同时让学生了解在新年到来之时可以通过向亲友表示问候、或与亲友互赠贺卡等形式表示对人的一种关怀和爱，以增进人与人之间的感情。
教学重点1. 学习掌握本课新词汇。
2. 学习掌握本课的句型：Let’s…以及它的回答Goodidea .等.3．能在生活中灵活运用本课的句型。
英语教学案例范文(3篇)
第1篇I. IntroductionIn this English teaching case, the focus is on a unit titled "A Journey Through Time." The aim of this unit is to introduce students to the concept of time travel, its possibilities, and its implications. The target audience is a group of 15-year-old students in a secondary school in China. The lesson duration is 45 minutes, and the teaching methods include a mix of lectures, group discussions, and a creative writing activity.II. Lesson Objectives1. Knowledge Objectives:- Students will understand the basic concepts of time travel.- Students will be able to identify different theories and mechanisms of time travel.- Students will learn new vocabulary related to time, space, and science fiction.2. Skill Objectives:- Students will improve their listening skills through audio clips on time travel.- Students will enhance their speaking skills through group discussions and presentations.- Students will practice their writing skills by composing a short story about their own time travel adventure.3. Emotional and Ethical Objectives:- Students will reflect on the ethical implications of time travel.- Students will develop critical thinking skills by analyzing different perspectives on time travel.- Students will learn to appreciate the importance of history and the present.III. Lesson Materials- PowerPoint presentation on time travel.- Audio clips on time travel theories and experiences.- Handouts with vocabulary related to time travel.- Writing prompts for creative writing activity.IV. Teaching Procedure1. Warm-up (5 minutes):- Begin with a brief introduction to the concept of time travel, asking students if they have ever heard of it or read any stories about it.- Use a simple word association game to elicit words related to time and travel.2. Lecture and Discussion (15 minutes):- Present a PowerPoint presentation that covers the basics of time travel, including:- Theories of time travel (e.g., wormholes, time machines, parallel universes).- Famous stories and movies about time travel.- The ethical implications of time travel.- After each section of the presentation, pause to ask questions and encourage students to share their thoughts and opinions.3. Listening Activity (10 minutes):- Play a short audio clip discussing a specific time travel theory or experience.- After listening, ask students to summarize the main points of the clip and discuss any questions or thoughts they may have.4. Group Discussion (10 minutes):- Divide the class into small groups and assign each group a different aspect of time travel to research (e.g., wormholes, time machines, parallel universes).- Each group will prepare a brief presentation on their topic, which they will share with the class.5. Creative Writing Activity (5 minutes):- Distribute writing prompts that ask students to imagine they have traveled through time and describe their experience.- Give students a few minutes to brainstorm ideas and then ask them to write a short paragraph or two about their time travel adventure.V. Assessment1. Listening and Speaking:- Assess students' listening skills through their participation in the listening activity.- Evaluate their speaking skills based on their group presentations and participation in discussions.2. Writing:- Grade the creative writing activity based on the creativity, coherence, and accuracy of the writing.3. Participation:- Monitor students' participation in all activities throughout the lesson.VI. ReflectionThis lesson effectively introduced students to the concept of time travel, stimulating their interest in science fiction and encouraging critical thinking. The mix of lectures, discussions, and creativewriting activities allowed students to engage with the material in different ways. One potential area for improvement is to provide more resources for students to explore time travel further outside of the classroom. Additionally, incorporating more interactive elements, suchas virtual reality experiences or interactive timelines, could enhance student engagement and deepen their understanding of the topic.第2篇IntroductionThis teaching case focuses on a project-based learning (PBL) approach to enhance student engagement in an English language classroom. The case is set in a secondary school in China, where the target language is English. The students are in their second year of learning English, and the unit of study is "Global Warming and Environmental Protection." The aim ofthis case is to demonstrate how PBL can be effectively integrated into English language teaching to foster critical thinking, collaboration,and real-world application of language skills.BackgroundThe English curriculum in China often focuses on grammar and vocabulary, with limited opportunities for students to apply their language skillsin authentic contexts. This often leads to low engagement and a lack of motivation among students. To address this, the teacher decided to implement a PBL approach for the "Global Warming and Environmental Protection" unit.Objectives1. To encourage students to use English in real-life contexts.2. To promote critical thinking and problem-solving skills.3. To enhance student collaboration and communication skills.4. To raise awareness about environmental issues and the role of individuals in addressing them.Teaching Strategies1. Introduction to PBL: The teacher began by explaining the concept of PBL and its benefits. Students were introduced to the project-based learning cycle, which includes inquiry, planning, execution, and reflection.2. Project Design: The teacher designed a project that required students to research, plan, and present a solution to a real-world problemrelated to global warming and environmental protection. The project was divided into several stages:a. Research: Students were given a list of resources to explore, including articles, videos, and websites. They were encouraged to work in groups to gather information.b. Planning: Each group was required to develop a plan for their project, including the methodology, timeline, and expected outcomes.c. Execution: Students worked on their projects, applying their research findings and creative ideas to develop a presentation.d. Reflection: After completing the project, students reflected on their learning experience, discussing what they had learned and how they had applied their language skills.3. Assessment: The teacher used a variety of assessment methods to evaluate student progress:a. Group work participation: The teacher observed students during group discussions and activities to assess their contribution and collaboration.b. Project presentation: Students were evaluated based on the clarity, coherence, and creativity of their presentations.c. Reflection: Students submitted a written reflection on their learning experience, which was evaluated for depth and insight.Implementation1. Inquiry Stage: The teacher introduced the project by discussing the issue of global warming and its impact on the environment. Students were encouraged to ask questions and express their opinions.2. Planning Stage: Students worked in groups to research different aspects of the project, such as the causes of global warming, itseffects on ecosystems, and possible solutions. They created a timeline and divided tasks among group members.3. Execution Stage: Students presented their findings and proposed solutions in the form of a presentation. They used a variety of multimedia tools, such as PowerPoint, videos, and images, to enhance their presentation.4. Reflection Stage: After the presentations, students engaged in a class discussion, sharing their thoughts and feedback. They also wrote a reflection on their learning experience, highlighting the challenges they faced and the skills they developed.OutcomesThe PBL approach proved to be highly effective in enhancing student engagement and learning outcomes. The following were observed:1. Increased Engagement: Students were highly motivated to participate in the project, showing enthusiasm and curiosity throughout the process.2. Improved Language Skills: Students demonstrated significant improvement in their speaking, listening, reading, and writing skills, as they had to apply their language knowledge in real-life contexts.3. Critical Thinking and Problem-Solving: The project required students to think critically and develop creative solutions to the problem of global warming. They learned to analyze information, evaluate different perspectives, and make informed decisions.4. Collaboration and Communication: Students worked effectively in groups, sharing ideas, and supporting each other. They learned tocommunicate effectively, listen actively, and express their thoughts clearly.5. Environmental Awareness: The project raised awareness about environmental issues, encouraging students to take action in their daily lives to reduce their carbon footprint.ConclusionThis teaching case demonstrates the effectiveness of project-based learning in an English language classroom. By integrating real-world issues into the curriculum and encouraging student-centered activities, teachers can foster a love for learning and develop well-rounded individuals who are prepared to face the challenges of the future.第3篇IntroductionThe communicative approach to language teaching has gained significant popularity in recent years due to its focus on developing students' communicative competence rather than just their linguistic knowledge. This case study examines the implementation of a communicative approach in an English language classroom, focusing on the design and execution of a lesson plan aimed at enhancing students' speaking and listening skills.ContextThe lesson took place in a secondary school in China, where the students were in their second year of studying English. The class consisted of 30 students, aged 14-15, with varying levels of English proficiency. The students were divided into small groups for the duration of the lesson, and the teacher was a native English speaker with three years of experience in teaching English as a foreign language.ObjectivesThe primary objectives of the lesson were as follows:1. To develop students' speaking skills by encouraging them to participate in group discussions and role-plays.2. To improve students' listening skills by exposing them to different accents and intonation patterns.3. To foster a positive and interactive learning environment where students feel comfortable practicing English.MaterialsThe following materials were used during the lesson:1. Handouts with pictures and short texts related to the theme of the lesson.2. A video clip featuring a conversation between two native speakers.3. A set of role-play cards with different scenarios.4. A whiteboard and markers for writing key vocabulary and phrases.Lesson PlanWarm-up (10 minutes)- The teacher greeted the students and briefly reviewed the previous lesson's vocabulary and grammar points.- Students were asked to share their experiences related to the theme of the lesson through a quick discussion in pairs.Presentation (15 minutes)- The teacher introduced the new vocabulary and phrases related to the theme using pictures and short texts on handouts.- The teacher demonstrated the pronunciation and intonation patterns of the new vocabulary, and students were encouraged to repeat after her.Practice (30 minutes)- Group Discussion (10 minutes): Students were divided into groups and given a topic for discussion. They were instructed to use the new vocabulary and phrases they had learned. The teacher circulated around the classroom, listening to the discussions and offering help when necessary.- Listening Activity (10 minutes): The teacher played a video clip featuring a conversation between two native speakers. After the video, students were asked to summarize the main points of the conversation and discuss their opinions on the topic.- Role-Play (10 minutes): Students were given role-play cards with different scenarios. They were paired up and asked to perform the role-plays, using the new vocabulary and phrases they had learned. The teacher observed the role-plays and provided feedback on pronunciation, fluency, and content.Feedback and Evaluation (10 minutes)- The teacher conducted a brief reflection session with the students, asking them to share their experiences and feelings about the lesson.- The teacher provided individual feedback on the students' speaking and listening skills, highlighting their strengths and areas for improvement.- The teacher distributed a short quiz to assess the students' understanding of the new vocabulary and phrases.ConclusionThe communicative approach to language teaching was successfully implemented in this lesson, as evidenced by the students' active participation and improvement in their speaking and listening skills. The use of varied activities and materials helped to create a dynamic and engaging learning environment, making the lesson both fun and effective. The teacher's role in facilitating the learning process was crucial in ensuring that all students had the opportunity to practice and improve their language skills.ReflectionThis case study highlights the importance of adopting a communicative approach in English language teaching. By focusing on communicationrather than just linguistic form, students are more likely to develop their language skills in a meaningful and practical way. The teacher's role in creating a supportive and interactive learning environment is also crucial in encouraging students to take risks and practice their language skills.In the future, the teacher could consider the following strategies to further enhance the effectiveness of the communicative approach:- Incorporating more authentic materials, such as songs, podcasts, and real-life videos, into the lesson plan.- Providing opportunities for students to engage in extended speaking activities, such as debates, presentations, and interviews.- Using technology, such as interactive whiteboards and online platforms, to create more engaging and interactive lessons.By continuously adapting and refining the teaching approach, the teacher can help students achieve their language learning goals and become confident and competent communicators in English.。
英语教学课例模板范文大全
英语教学课例模板范文大全英语教学课例是教师备课的重要参考资料，它能够帮助教师明确教学目标、设计教学活动和评估学生学习效果。
本文将为您介绍几个常用的英语教学课例模板，并附上范文供参考。
一、听力课例模板1. 课时信息•课时主题：Shopping•适用年级：初中二年级•课时时长：40分钟•教材：Unit 3 Shopping•教学目标：通过本节课的学习，学生能够听懂并理解关于购物的英语对话。
2. 教学步骤•Step 1: Revision (5分钟)–复习上节课所学的有关购物的单词和短语。
•Step 2: Pre-listening (10分钟)–利用图片和实物展示购物场景，引导学生预测对话内容，并帮助学生激发学习兴趣。
•Step 3: Listening (15分钟)–播放购物对话录音，要求学生听并填入所缺的单词或短语。
•Step 4: Post-listening (10分钟)–小组活动：学生分组进行对话角色扮演，模仿对话情景，练习购物对话。
•Step 5: Wrap-up (5分钟)–整理本节课所学的重点内容，布置作业：完成课后练习册中的相关练习。
3. 教学评估•学生听力理解能力是否提高。
•学生是否能运用所学知识进行对话角色扮演。
•学生是否能正确理解和运用购物相关的英语单词和短语。
二、口语课例模板1. 课时信息•课时主题：Traveling•适用年级：高中一年级•课时时长：40分钟•教材：Unit 5 Traveling•教学目标：通过本节课的学习，学生能够用英语描述旅游经历和交流旅行计划。
2. 教学步骤•Step 1: Warm-up (5分钟)–学生展示自己的旅游照片，并用英语简要介绍旅游经历。
•Step 2: Vocabulary Building (10分钟)–教师介绍与旅行相关的新单词和短语，帮助学生扩展词汇量。
•Step 3: Speaking Practice (15分钟)–学生分组进行角色扮演，模拟旅行情景，学生之间用英语互相询问和回答旅行计划。
小学英语优秀课例Unit 2 My favourite season
小学英语优秀课例Unit 2 Myfavourite season教学目标1．能听懂、会说并运用句型：Which season do you like best? 进行问答练习。
2．能仿照Let’s talk中的对话范例展开关于最喜欢的季节是什么，为什么的表述。
3．能通过参与Make a survey的活动运用新句型做事情。
4．能通过本课时的学习，更加了解每个季节的特点。
教学重点：句型：听懂，会说Which season do you like best?.并能结合句型展开深入的对话教学难点：用I can 的句型说出喜欢的原因。
教具准备：1．教材配套课件2．教材相配套的教学录音带3．单词卡片4．Let’s sing歌曲录音教学过程：（一）热身／复习（Warm-up/Revision）活动一：看一看，演一演1. 教师出示四个季节的卡片2. 引导学生边看，边表演出每个季节的气候3. 请一个孩子表演，大家说出季节活动二：读一读1. 教师出示单词卡片，学生抢答2. 学生开火车认读3. 按照四季顺序，小组内容排列词汇，并认读活动三：听听，唱唱1. 教师播放本单元中Let’s sing中的歌曲2. 孩子们边听边唱边演（二）呈现新课（Presentation）活动四：听听，连连1. 教师在黑板上写下班中随意三个同学的名字2. 然后将表示季节的单词卡贴在黑板上3. 教师和写名字的三个同学分别进行What’s your favourite season？的对话4. 全班同学听完后，共同完成连线活动五：说一说1. 教师提问What’s your favourite season? 学生根据实际做答。
（Winter）教师询问：Why? 学生结合实际回答(I can play snow)2. 教师询问1-2名学生后，将句型变为“Which season do you like best?”引导学生像上面一样回答3. 教师板书句型，示意学生这个句子的意思和What’s your favourite season?一样4. 教师带读，学生跟读活动六：模仿对话1. 教师播放Let’s talk部分的录音2. 提问学生：How many people in this dialogue? Who are they?Which season does Mike /Zhang like best?Why?3. 在听录音，重复听到的句子4. 出示课件，学生观看每张图片下的表示气候的词汇，认读5. 教师和学生仿例示范一组对话6. 小组对话（三）趣味操练（Practice）活动七：小调查教学参考时间：教师结合课堂教学的具体时间，或课外进行1. 学生在规定的时间里完成至少对五个同学的调查，运用本课新句型Which season do you like best? 并要求回答的同学说出对这个季节气候的描述2. 抽查几个同学，汇报调查结果活动八：游戏：找朋友同学中互相询问：Which season do you like best? 然后同时说出答案，一样的话就成为朋友不一样再找另外的同学询问（四）巩固和扩展（Consolidation and extension）活动九：听力练习1. 练习1Listen and write the names below their favourite season1) 学生看图说说季节2) 小组描述各个季节的特点3) 听录音，写词4) 公布答案2. 练习2Listen again and write the answers and question1) 学生自己阅读对话，2) 试着猜测所缺的句子3) 听录音，完成对话4) 公布答案水印部分下载后即可清除：【插入】->【水印】->【删除文档中的水印】。
英语教学案例范文10篇
英语教学案例范文10篇英语教学案例是英语教师在进行教学活动中的重要参考资料。
以下是我精选的10篇英语教学案例范文，涵盖了不同年级、不同教学目标和不同教学方法的内容。
希望这些案例能为您提供一些灵感和启示。
案例一：《小学英语词汇教学——以"水果"为例》教学目标：帮助学生掌握水果类单词，并能运用目标词汇进行简单对话。
教学过程：1.引入话题，展示水果图片。
2.教学水果类单词。
3.设计小组活动，让学生用目标词汇进行交流。
案例二：《初中英语语法教学——以"一般现在时"为例》教学目标：使学生掌握一般现在时的用法，并能运用该时态描述日常生活。
教学过程：1.讲解一般现在时的概念。
2.设计练习题，巩固语法知识。
3.创设情境，让学生用一般现在时进行口语练习。
案例三：《高中英语阅读教学——以"环保"为主题》教学目标：提高学生的阅读理解能力，培养环保意识。
教学过程：1.预习课文，了解环保知识。
2.分析文章结构，讲解阅读技巧。
3.组织讨论，让学生分享自己的环保观点。
案例四：《英语听力教学——以"问路"为例》教学目标：提高学生的英语听力水平，掌握问路的表达方式。
教学过程：1.播放听力材料，让学生听懂并复述对话内容。
2.教授问路的常用表达。
3.设计角色扮演活动，巩固所学知识。
教学目标：培养学生的英语写作能力，学会用英语记录生活。
教学过程：1.讲解日记的格式和写作技巧。
2.提供写作素材，指导学生进行创作。
3.互相批改，提高写作质量。
案例六：《英语口语教学——以"旅游"为例》教学目标：提高学生的英语口语水平，学会用英语描述旅游景点。
教学过程：1.展示旅游景点图片，引导学生用英语进行描述。
2.教授相关表达，如：询问景点信息、推荐旅游景点等。
3.组织口语交流，让学生互相分享旅游经历。
案例七：《英语课堂教学游戏设计——以"猜词游戏"为例》教学目标：激发学生学习英语的兴趣，提高课堂参与度。
优秀教学案例八年级英语下册Unit10SectionA公开课(人教版)
3.教师评价：教师对学生的学习过程和结果进行评价，关注学生的个体差异，给予鼓励和指导。
四、教学内容与过程
（一）导入新课
1.教师通过展示一张自己过去的照片或讲述一个过去的故事，引发学生对过去时态的好奇心，激发他们对本节课的兴趣。
2.教师提出问题：“你们有没有经历过有趣的事情？它们是什么时候发生的？”引导学生思考和讨论，为新课的导入创造氛围。
优秀教学案例八年级英语下册Unit10SectionA公开课（人教版）
一、案例背景
本案例背景为人教版八年级英语下册Unit 10 Section A的公开课。本节课的主题为“动词过去式”，主要内容包括一般过去时的构成、动词过去式的变化规则以及如何运用过去时态描述过去发生的事情。通过对本节课的学习，学生能够掌握动词过去式的构成和变化规则，提高运用英语描述过去事件的能力。
本节课的亮点主要体现在情境创设、问题导向、小组合作、反思与评价以及作业小结等方面。这些亮点不仅使得课堂更加生动有趣，还能够提高学生的学习效果和语言运用能力。通过这些教学策略和方法，教师能够更好地激发学生的学习兴趣，培养他们的自主学习能力，提高他们的英语水平。
在教学过程中，我将以学生为主体，关注每个学生的个体差异，充分调动他们的积极性。通过启发式教学法和任务型教学法，引导学生主动参与课堂，培养他们的自主学习能力。同时，我还注重创设情境，让学生在真实的语境中感受和体验英语，提高他们的语言运用能力。
在情感态度与价值观方面，我将关注学生的心理健康，营造轻松愉快的课堂氛围，让他们在愉悦的情感状态下学习。通过小组合作、互动交流等环节，培养学生团队合作精神和沟通能力。此外，我还将通过引入英语文化元素，拓宽学生的视野，提高他们的跨文化交际意识。
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英语教学设计
课题内容简介：
本课是《快乐英语》Book 2第二单元“食物”话题中的第一部分，教材中所创设的生活情景与学生的生活息息相关，在真实情境中为学生呈现了有关食品类单词以及如何询问和表达自己所喜爱的食物。
它是本单元教学的基础，为下一部分的歌谣、歌曲及听力教学提供保证。
本课要求学生能够听、说、认读有关食物的单词vegetables, rice, noodles, a hamburger, chicken; 听懂、会说本课的句子“What do you like? I like ….”，并能在真实情境中灵活运用。
一、教学目标
1.知识目标：
（1）能够在图片的提示下说出单词：hamburger, chicken, rice, noodles, vegetables
（2）能够在教师的引导下滚动复习学过的句型：I want a/an…. Give me a/an ….A/An …, please.
（3）能够在教师的引导下模仿新句型：I like….
2.能力目标：
（1）学生能在教师设置的情景中，通过看、听、说等方式学会认读5种关于食物的单词，要求发音准确。
（2）学生能在认读单词的基础上主动思考，把新单词运用到句型中，简单表达自己的想法。
3.情感目标：
（1）每个学生都能在教师的引导下，积极参与到学习单词的氛围中，积极主动的学习认读单词，并能在生活中主动运用英语说出这些食物。
（2）帮助学生树立正确的饮食观念，养成良好的饮食习惯。
二、内容分析
本课是继第一册水果类单词后再次出现与学生生活息息相关的食物类单词。
教师在设计的情景中，结合新的话题，让学生在新的语言环境中运用学过的知识，进行单词认读、单词辨析及句型运用等。
三、学情分析
笔者所教班级学生为30人，其中男生16人，女生14人。
笔者要求学生严格，平时注重锻炼学生识别单词、运用语句、说唱歌谣、听力练习等能力，因此大部分学生都能做到看单词说英文，熟练地说唱《快乐英语》中的歌谣，同时对书中的重点句型做到中英互译。
四、教学过程
听磁带、复习单词、读给爸爸妈
五、教学板书
六、教学反思
一年级学生不能全神贯注的倾听40分钟课堂，但对新鲜事物充满好奇心和求知欲，因此我在本课的教学中注重了教学言语的童趣、肢体语言的表达、卡通
图画的逼真演示和游戏的合理设计等，在不同的教学环节中采用迥异的教学手段吸引学生的目光，让每个孩子在每个环节都能积极主动的学习。
在呈现单词部分，我通过设置情境、呈现图片、动画演示、表演chant、动作猜谜等形式学习5个单词，让学生的目光始终集中在活跃的课堂中，主动学说单词，让他们觉得单词识记并不是枯燥乏味的。
而是生动有趣的。
再学说句型部分，我把学生的思维带入“为老师庆祝生日”的情景中，把教学内容融入真实的生活中，这样更有利于学生在生活中使用英语解决问题。
教学过程中我十分注重分层教学，对后进生，只要求学会认读单词；对中等生，要求运用简单句型表达“我想吃……”；对学优生，要求当堂的知识能够做到看、听、认、读、译。
通过分层教学，使得所有学生在课上都有话可说，有话敢说，这正符合英语课程标准中的教学建议“教学设计要符合学生身心特点，遵循语言学习的规律，力求满足不同类型和不同层次学生需求。
”这一理念。
但笔者也发现本节课也有不足之处。
作为一名年轻教师，我认为我的教学语言还不够生动。
组织课堂语言还不够精炼。
因为我知道生动的语言很重要的一个功能是可以在快乐中把教师和学生联系在一起，拉近双方的距离。
面对学生渴望求知的眼神。
我在今后的教学中会更加严格要求自己。
力争做到教态自然大方，语言生动幽默，尽可能的为学生创设轻松自然地学习环境和氛围，让学生在每节课都能够学得轻松、学得愉快，并学有所获。
七、教学设计专家点评
作为只有两年教学工作经验的年轻教师，刘老师最突出的特点就是能够蹲下来，与学生保持同一高度，用孩子们的眼睛观看世界；用孩子们的头脑思考问题；用孩子们的心灵体验学习，始终拥有饱满的精神、愉快的情绪，真正的能够做到尊重学生、理解学生，以学生的成长为出发点设计教学。
营造师生之间平等交流、积极互动的课堂氛围。
首先是词汇教学，刘老师始终是引导学生，运用联想、归类、分解音节等方法巧记单词，而不是让孩子们进行简单的死记硬背。
使本来很枯燥的单词学习变得那样的生动有趣。
例如：chicken一词，在学生掌握小鸡chick的基础上，教师通过大屏幕上直观、形象的演示。
启发学生读出单词chicken。
然后运用歌谣“小
鸡chick,鸡肉chicken”.加以巩固和区分。
又如：在教授vegetable一词时，教师根据学生的认知水平，在课前就已很好的预设出学生将要出现的因为单词过长，而导致在读单词的过程中出现丢、吞音现象。
并且巧妙地运用音节记忆法ve-ge-table。
让学生们通过教师规范、到位、清晰的示范，由慢到快，由部分到整体的读音操练，掌握单词的读音。
再如：学生学习所有单词后，教师利用单词归类法，让学生新知联系旧知进行分类，通过这种滚动复习的方法，强化记忆单词，是非常符合低年级学生的记忆规律的。
其次是句型教学。
《快乐英语》关于句型的教学建议是，不要求所有学生都掌握，只要学生能感受到语言之美就可以了。
刘老师考虑到本课的句子对于一部分学生来说有一定的难度，于是根据本班学生的实际水平，结合旧知为学生提供了多种选择，如：I want a(an) …. Give me a(an )...特别值得一提的是刘老师为学困生提供了更为简单的点餐方式：A\An…, please. 降低了开口的难度。
刘老师的分层教学，使得每一位学生都能参与点餐活动，让每一位学生都能有话可说，让每一位学生都能感到“我能做，我会做”，从而让每一位学生都获得了用语言去做事情的成就感。
本课的另外一个亮点是在教学中渗透了饮食习惯的培养，教学内容涉及了一些健康和不健康的食物，刘老师在教学中善于深挖教材，很好地抓住时机，从学生的健康角度考虑，给予正确的引导。
使得整个教学过程都给人一种爱的体验。