3招搞定《小学英语教学设计怎么写》写作。（精选5篇）

更新日期:2025-09-11 21:15

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这是一篇关于如何撰写小学英语教学设计以及需要注意哪些事项的文章：
"点亮英语课堂：小学英语教学设计写作指南"
小学英语教学设计是教师实施教学活动的蓝图和指南，它不仅是教学目标的具体化，更是连接教学内容、学生认知水平和实际教学情境的桥梁。一份优秀的小学英语教学设计能够有效激发学生的学习兴趣，培养他们的英语语言能力，并促进其全面发展。那么，如何撰写一份高质量的小学英语教学设计？在写作过程中又需要注意哪些关键事项呢？
"一、 小学英语教学设计的基本构成"
一份完整的小学英语教学设计通常包含以下几个核心部分：
1. "课题（Topic）：" 明确本节课的教学主题，应简洁、具体，符合小学生的认知特点。 2. "课型（Lesson Type）：" 标明是新授课、复习课、对话课、阅读课还是语音课等。 3. "教材分析（Textbook Analysis）：" 分析所教内容在教材体系中的地位和作用，与其他单元或知识点的关系，以及本课的核心知识点和技能目标。 4. "学情分析（Student Analysis）：" 分析学生的年龄特点、已有的英语知识基础、学习兴趣、学习习惯和能力水平，以及可能存在的学习困难。 5. "教学目标（Teaching Objectives）：" 这是教学设计的核心，应具体、可衡量、可达成、相关性强且有时间限制（SMART

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

基于新课标的小学英语教学设计

在学习了新课标之后，总结了以下基于新课标的小学英语教学设计需要注意的一些地方，包括教学目标的设定、教学内容的整合和教学活动的设计。

教学目标的设定：新课标重视学生的培养学生的学科核心素养，即语言能力、思维品质、学习能力和文化意识，教学目标也要从以前的三维目标变成四维目标。但是新课标给出的案例模板是不需要详细地一条一条标出来对应的核心素养，而是在每一条的目标中融入核心素养的各个要求。

教学内容的整合：新课标强调单元整体教学设计，这就要求老师们在备课的时候钻透教材，针对单元话题对教材文本进行合理地增删或重构，挖掘出单元主题体现的育人价值。

教学活动的设计：新课标下的英语教学活动要能体现学生从学习理解到实践应用再到迁移创新的过程，要以主题为引领，以语篇为依托，由浅入深，逐步化学为用。