欢迎来到58原创网网

写作《小学全英英语教案》小技巧请记住这五点。(精选5篇)

更新日期:2025-07-28 19:00

写作《小学全英英语教案》小技巧请记住这五点。(精选5篇)"/

写作核心提示:

这是一篇关于小学全英英语教案作文应该注意哪些事项的文章:
"小学全英英语教案作文:撰写注意事项"
随着教育国际化的深入,小学阶段的全英英语教学越来越受到重视。编写高质量的全英英语教案是确保教学效果、提升学生英语能力的关键环节。对于小学全英英语教案作文,即描述如何在全英环境下设计教学活动,需要注意以下几个核心事项:
"1. 明确教学目标 (Clear Learning Objectives)"
"具体化与可衡量性:" 教案中的教学目标必须清晰、具体,并且是可衡量的。避免使用模糊的表述,如“提高兴趣”或“增强自信”。应明确说明学生通过本课学习后“能够说出/听懂/读懂/写出什么特定内容”,达到何种程度(如“80%的学生能正确运用…”)。 "语言技能与知识并重:" 目标应涵盖听、说、读、写四项基本技能,同时也要包含词汇、语法、语音等语言知识目标。要明确哪些是本课的重点和难点。 "符合学生水平:" 目标设定必须基于学生的实际英语水平和认知能力,确保大部分学生能够达到,同时为部分学有余力的学生提供挑战。
"2. 精心设计教学内容 (Well-Structured Content)"
"主题贴近生活:" 选择符合小学生认知水平和生活经验的主题,如颜色、

小学英语教学设计及案例分析










小学英语教学设计及案例分析

小学英语四年级上册教案《Whose is this》教学

案例

一.教材分析

本课内容是以PEP小学英语第二册第二单元B部分的第一课时为蓝本,主要学习有关家庭的词汇,以及用这些词汇表达自己家庭成员的情况

学生在A部分学习了father,.mother,,brother,sister,

grandfather,grandmother,以及句型Who's that

woman/.man?的表达方式.对家庭成员的称呼和询问有一定的基础;在本课时中,可以在学习新句型Who's this boy/girl?的基础上,进一步的整合对话内容,#教学设计#英语教学设计#英语教学案例#小学英语教学设计

西安小学英语教师吝楠:巧编儿歌促发展   乐教乐学趣味多——牛津英语1B Unit 5教学设计

吝楠

吝楠,陕西省西安小学英语教师。陕西省教学新秀,陕西省第五批学科带头人吴琳英语工作坊坊员。执教以来,先后参与“中-加-美英语浸入式”课题实验,西安小学“名校+英语研讨活动”并随校多次送教。曾荣获英语浸入式教学比赛特等奖,陕西省第八届优秀教学设计二等奖。

Unit 5 Doctor and nurse

Let’s learn

Analysis of the textbook:

This lesson is from Oxford English 1B Unit5 Let’s learn. It’s mainly about people with different jobs. It’s the first time to learn the words: doctor, nurse, cook, old, young. And it lays the ground to the forward learning.

Analysis of the students:

Students of Grade1 are active and have strong interest in learning English. They like to imitate others. They like fun activities and different games.

Teaching objectives:

Language abilities:

1. Ss can listen, speak and read the words: doctor, nurse, cook, old, young

2. Ss can use the sentence pattern “She is …” correctly.

3. Ss can think actively and try to make a new chant.

Learning abilities:

Ss can improve their abilities by listening carefully and thinking actively.

Thinking qualities:

Ss can think actively and try to make a new chant.

Cultural awareness:

Students will have the consciousness to respect every job.

Key points:

1. Ss can listen, speak and read the words: doctor, nurse, cook, old, young

2. Ss can use the sentence pattern “She is …” correctly.

3. Ss can think actively and try to make a new chant.

Difficult points:

1. The pronunciation of the word “doctor.”

2. Ss can think actively and try to make a new chant.

Teaching aids:

PPT and video

Teaching procedures:

(线上教学)

Step1 Warming up and lead in

1. T: Hello! Boys and girls. Before our class, let’s listen to a song.

Then I want you to tell me: What do you hear?

(Ss listen to the song Doctor Family and try to answer the question.)

2. T: Good job! Today we are going to learn Unit5 Doctor and nurse.

(设计意图:通过轻松愉悦的儿歌进行热身,激发学生学习兴趣,激活学生旧知,为

新知的学习做好准备。)

Step2 Presentation and practice

1. T: Now please look at the picture. What does she do?

(Ss look at the picture and try to say the word: doctor)

T: Yes. She is a doctor. Doctor, doctor, doctor.

Please pay attention, don’t read it as “daughter”.

(Teacher reads the word for three times and offers some advice to students.)

(设计意图:通过听问题及观察图片,使学生明白单词doctor的意思。并通过教师亲

自示范发音及进行发音指导,使学生能够准确读出这个单词。)

2. T: Please look at the doctor. She is tall. She is old. How old is she?

She is 50. So we can say: She is old and tall.

Now let’s listen to a chant and then you can read it by yourself.

Chant

She is a doctor.

She is old.

She is tall.

She is old and tall.

(设计意图:通过图片及教师引导,使学生明确单词old的意思。并通过儿歌的呈现,

加深对重点单词及句型的感知理解。)

T: Who wants to have a try?

(Ss read the chant and T gives them some advice.)

(设计意图:在学生能够读出儿歌的基础上,进行语音语调及节奏感的指导,使学生的语音语调更加漂亮,为后面的儿歌创编打好基础。)

3. T: Boys and girls, let’s look at this girl. She is 20 years old. She is not old. She is young. She is in white, too. But she is not a doctor, so what does she do?

(Ss look at the picture and try to say the word: nurse)

T: Very good! She is a nurse. Nurse, nurse, nurse

(Teacher reads the word for three times and Ss follow her.)

(设计意图: 通过观察图片及教师讲解,增加可理解性的听力输入量,并使学生明确单词nurse 及young的意思。)

4. T: The doctor and the nurse can help us when we are sick.

Now look, when we are hungry, who can help us?

(Teacher shows the picture of a cook. Ss try to say the word: cook)

T:Yes, great! When we are hungry, the cook can help us. They can cook delicious food. The cook can cook. Who can cook in your family?

(Ss say some sentences such as: My mother can cook./ My father can cook.)

(设计意图: 在读准单词的基础上,发挥学生的主观能动性,进行创造性的语言输出。)

Step3 Production (线下任务)

T: Boys and girls, now please look at the three pictures. Can you try to say something about them? And can you try to make a new chant?

(Teacher shows Ss three pictures: doctor、nurse、cook. Ss try to say something about them and try to make a new chant, then they can share it with their classsmates.)

Example:

Chant

He / She is a ···

He / She is ···

He / She is···

He / She is··· and···

(设计意图: 为学生提供语言框架,鼓励学生自主进行儿歌创编,对所学知识进行灵活运用。提升学生成就感,训练思维,提升语言能力。)

Homework

1. Listen and read the words for three times.

2. Try to make your new chant.

编辑:王波

《陕西教育》(综合)是陕西省教育厅主管,陕西教育报刊社主办的综合性教育类月刊。栏目设置见置顶文章,发表不收取任何费用,投稿邮箱:sxjy_wb@163.com

热门标签

相关文档

文章说明

本站部分资源搜集整理于互联网或者网友提供,仅供学习与交流使用,如果不小心侵犯到你的权益,请及时联系我们删除该资源。

热门推荐

一键复制全文
下载