Lesson 3多媒体教学设计及其点评

小学英语教学设计案例

教师姓名

课题名称

Unit1 Lesson3 一、教学内容分析

《英语课程标准》中明确指出，基础教育阶段英语课程的任务之一是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学指导

思想与

理论基础（课标阐述）

习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力。并强调从学生的学习兴趣、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。在本节课的设计上，我以对话教学作为这堂课的主线，贯穿课堂始终。一切教学活动都围绕这一主线展开。在设计每一环节的活动时，都采用了适时适度的评价方式，激发了学生的学习兴趣。

本节课是《My story》。在教学过程中，围绕这一课题，我设计了以下学习内容：本节课主要是让学生分清一般过去时和一般现在时的区别,单词较长,不容易记忆,课文中的两种时态对比,对小学生来说也有一定难度,教学时要注意循序渐进,激发学生学习的主动性,通过将教学内容

过去和现在的居住情况进行对比,可以让学生感受今天的幸福生活,从而受到情感的熏陶。在对话教学中，注重对学生听音能力的培养，并对学法进行了指导，加深了学生对对话的理解和运用。此外，在评价方法的选择上，我采用了小组评价和个人评价相结合的评价方法，极大的调动了学生的学习热情。

教学项目

教学方法

new words: basic sentences: bathroom, crowded, apartment, study, balcony We live in a big apartment.It has…….

王静

教材版本

课时

快乐英语

第十二册

辽宁师范大学出版社

第一课时

情境创设法,竞赛法,小组合作学习法

教学手段及信利用图片、多媒体课件等辅助资源教学，充分调动全体学生参与课堂活动，从而提高课堂教息技术运用分学效率。

析

教学目标

语言知识

⒈学习四会单词 bathroom, crowded, apartment, study, balcony和句型 We live\lived；

⒉能够正确地运用一般过去时和一般现在时。

能

力

⒈能运用本课句型描绘自己的现在和过去家里房间等居住条件；

⒉培学生观奈比较的能力和在实际情境中的灵活运用能力。

教学重点

⒈能够正确地运用一般过去时和一般现在时；

⒉对话教学。

教学难点

⒈学习四会单词 bathroom, crowded, apartment, study, balcony和句型 We live\lived ⒉教给学生学习方法，学会及时归纳整理。

教具准备

图片、卡片、录音机、多媒体课件

二、学习者分析

该班学生在英语学习上普遍存在着浓厚的兴趣，能够积极按照老师要求进行学习，作为即将毕业的学生，他们在英语的听、说、读、写方面已经奠定了比较坚实的基础。我把重点放在了知识的总结和复习上，为了使学生牢固掌握以往所学知识，在教学的过程中，教师起到了引路的作用，帮助学生归纳整理知识，从

而提高复习效果。

本节课主要是让学生分清一般过去时和一般现在时的区别,单词较长,不容易记忆,课文中的两种时态对比,对小学生来说也有一定难度,教学时要注意循序渐进,激发学生学习的主动性,通过将过去和现在的居住情况进行对比,可以让学生感受今天的幸福生活,从而受到情感的熏陶。

⒈如何使学生掌握复习的技巧？

问题框架

⒉如何运用对话教学进行听力训练？

⒊如何在有限时间里对全体学生进行评价？

三、Flow Chart of Teaching教学简案

Step 1: Warm-up (review and set up the sentences )

1)师生问候: How are you?ow’ s the weather today? How was it yesterday?

2)采用看老师口形猜单词的方法,复习学过的单词。(最后一个单词是 house) Step 2: Presentation ( teach the new dialogue ) 1)由上边复习中的 house引出新课,T: Seven years ago my family1 ived in a sma11 house. But now we live in a big house. This class we will talk about the house .(板书课题)

2)Teach the new words.课件展示教师家里房间的录像,T:Look!It’ s a big apartment.教学单词

apartment 然后指着课件每个房间介绍新单词,从而教学 bedroom, bathroom, study, balcony

Step 3: Extension ( Use the sentence to ask and answer. ) Make a survey in the class. Then: 1)

2)

Read aloud the survey. Write a short passage. Step 4: Self-assignment ( Summary the activities in the class. ) Count the stars that they have got. Then, give the winner award. Step 5: Summary ( Summary the class and set the homework. ) 1)Summary the class with the students. 2) Set homework.

四、Teaching

process教学过程

Teacher’s Activity教师活动

Students’ Activity预设学社活动

Purpose of Design设计意图

引领学生进入英语学习状态，为课Step 1: Warm-up:

1) Ask some questions about their

Listen and answer the names, ages, and some information teacher’s questions according 上的练习作好铺垫。

about the personal life. Q: What’s your name?

May I have your name?

How old are you?

Where are you from?

What’s the date?

What day is today?

to their real life.

A: My name’s….

I’m…..

I’m….

I’m from….

I come from….

It’s ….

齐读单词,趣味指认,再通过小组2）Take out the pictures of FuWa. Look at the pictures and answer 比赛、快速抢答的形式操练新单词

Ask: Do you know their names? the name of each FuWa. ( Beibei,

Jingjing, Huanhuan, Yingying,

我利用复习时最后一个单词 house

Show every FuWa on the screen. Nini ) Introduce them one by one. Elicit

“can”.

Say: Beibei is a fish.

( Broadcast from the PPT.)

Jingjing is a panda.

Huanhuan is fire.

Yingying is a Tibet antelope.

Nini is a bird. Look at the pictures and listen 来导入新课,使环节链接紧凑自然,to the teacher’s introduction 通过用课件来创设直观情景,让学生清晰地看到每一个房间的特点,学生会很感兴趣,他们主动学习单词,积极使用新句子来描述课件上的房间,学完单词之后马上进行初步的操练,可以

结合图片，复习涉及的5个动词，

She said: “I can swim.”

carefully.

He said: “I can walk.”

She said: “I can dance.”

She said: “I can run.”

She said: “I can fly.”

Next, point to each FuWa on the

blackboard. Ask: What can they do?

read the verbs again.

teacher’s question.

Beibei can swim. and Nini. Read the verbs together.

Say: Each animal has its own and remember these words. Display the cartoons of the rhyme.

Look at the FuWa and answer the 加深学生印象。

Point to each picture, have them Jingjing, Huanhuan, Yingying, Look and listen to the rhyme.

利用师大版教材相关内容，既做到教材的整合，动画的播放，再一次调动学生的学习兴趣，加深对can 句型应用的理解。

再一次强调动词，既为学生练习提供材料，又能强调can 的用法。

Listen to the teacher and complete the sentences together. ability, too. Listen to the rhyme

Then, the teacher read a part of

the sentences. Have them listen An elephant can walk..

and complete together. An elephant can

. A frog can jump.. A fish can swim. An egg can roll.

提出问题，引发学生对自己能力的思考。

点名回答问题，对个别生进行检查，同时对还没有答案的同学进行暗示。

A frog can

.

A fish can

.

An egg can

.

answer to it. Step 2: Review:

Say: What can you do? blackboard. ) ( Write down this question on the Listen to the question and Have someone answer the question. Elicit the answer: Then, help them summary the words

I can……

on the PPT.

I can walk. I can read. I can sing. I can play basketball.

ask and answer in groups. ( Ordered everyone must use different words.)

chain-game. ( five, four, three,……)

Review: What can he do? Someone answers. Others listen 结合学生回答问题，利用大屏幕出and remember. Then, look at the 示总结，强化学生认识。

screen. Read the words together.

出示示范，暗示学生can后用动词原型，让学生从练习中领悟can的用法。

安排小组间合作练习，每个小组成了小组间的合作，又使练习的安排具有一定难度。

点名进行反馈，检查学生的练习效果。

对每一组的实际完成情况给予不同评价，增强了小组间的竞争意识。

转换人称进行练习，感悟情态动词can的用法。

大屏幕播放知名的体育明星照片，增强了学生的民族自豪感。同时，让学生结合自己对体育明星的认识，按真实情况回答问题。使人称read, write, sing, dance, pay the piano,

answer in groups: What can you do?

One or two groups perform. Others look and listen. Make models on the blackboard. walk, run, swim, pay basketball, play football,

Then, have them use these words

Listen to the order. Ask and 员间不能出现相同的句子。既体现Have one or two groups do the I can …….

Have the good color the stars.

What can she do? The good color the stars. Show some famous sportsmen and

sportswomen on the screen. Next, ask again: What can he do? she do?

Can he swim?

Can she run?

Look at the PPT.

Ask: Do you know their names?

What can Listen to the teacher. Answer 转换到第三人称单数。

the question about their names.

对一般疑问句进行练习，同时过渡Then, answer their abilities.

He can swim. Point some of them and ask again:

She can play pingpong. Look, listen and answer: 到新对话教学中。

利用图片因出对话人物，设计简单问题，使学生参与课堂活动。

通过介绍，讲述新单词daddy。使学生感悟词义。

带问题听录音，训练学生听力。

由答案引出新单词culture, 发音，自然过渡到新单词教学。

边回答问题边学习新单词，加深学生对汉义的理解以及单词的使用。

分角色朗读，检查学生阅读能力。

对所学知识及时总结，总结句型的同时，使用了新词汇，加深学生对词汇的理解和运用。

师生依据调查表进行真实问答，既给学生做了示范，又检查了学生的口语交际能力。

请一、两名学生作汇报，检查调查结果，为写作提供了帮助。

Step 3: Presentation:

Put on the picture of the dialogue Yes, he can. on the screen. Introduce it to the No, she can’t.

students:

Look at the picture here. How many

girls can you see in the picture?

Yes, they are Mary and Liu Hong.

Now they are talking about teach the word: daddy. at the meaning of this word.

their listening.

answered the questions. they are listening. ( culture, beginner) two words. Look at the picture of the Mary’s daddy. Point to him and dialogue. Listen to the Use the word card. Have them look the question: Two.

Learn the new word. Ask: can you use other words?

Take out the questions before

teacher’s introduction. Answer

Give them the answers after they Look at the card. Teach the other new words while read. Try to use other words. ( father, dad) Read together first. Read together. Then, someone beginner，首先检查学生对该词的Use the same method to teach these Look at the questions on the PPT.

Next, have them read the books in Listen to the tape and catch the 及时评价学生，激发学习兴趣。

groups. Then, have some groups answers. act out. Give them some stars. Summary the dialogue. Mary’s daddy likes Chinese culture very much. He can speak Chinese. He can write Chinese, too.

Look at the questions and answers. Read together. words.

role. Some groups read in role. Learn to read the other two new

Look at the books and read in 及时安排扩展练习。

Step 4: Extension:

Say: Just now, we talked about The good color the stars. Mary’s daddy. Now, let’s talk Listen to the teacher. about ourselves.

Have them take out the papers.

Give them the model first. Then,

have them make the survey in the

class.

After they make the survey, have Listen to the teacher. them look at the screen and learn

to write a short passage about the

survey.

Take out the papers.

One answered the teacher’s

对其他组也是一个激励。

Step 5: Self-assignment:

blackboard. Ask each group: How many stars can you get? ( pictures of FuWa)

question about the blankets. 集体观看评价结果，表彰获胜组，Then, do the survey in the class.

Look at the screen first, learn

师生互动，总结本节课所学知识。

布置归纳作业，培养学生对单词的归纳能力。

sentences about their survey.

Count the stars. Write the number on the picture.

Look at the blackboard and read aloud.

Remember the homework.. Blackboard Designing（板书）

Collect the stars. Put them on the Others listen and learn. Then, give the winner the award. to write. Next, write some step 6: Summary:

and read aloud. Set homework: skills. 2) Practice in pairs. Have them look at the blackboard

1) Collect more verbs about the Give the stars to the teacher.

Unit four: Lesson 1

We live in a big apartment.It has…….

bathroom apartment study balcony crowded

评价方式

本节课我采用了多种评价方式，激发学生的学习兴趣，有效地提高了课堂效率。

⒈口头表扬。当学生表现出色，老师会给予及时的表扬，如：Very good!excellent! Well done! 等等，当学生克服困难，再次表现出色时，老师也适时地给予鼓励和表扬。

⒉物质激励。在学生个人回答问题出色时，教师及时地利用手中的sticker进行评价，

有效地调动学生的表现欲望，营造了浓厚的学习氛围。

⒊小组评价。为了开展好小组评价，在上课前我把全班学生分成了六组，每组评选出一名组长，把事先准备好的评比表交给组长，告诉他、她表格的使用方法，在课堂教学中，及时全面地记录小组成员的表现情况，最后根据评比结果表扬获胜组，激励全班同学。

How many stars can you get?

五、教学设计说明

在设计本课教案时，我主要体现了以下几个特点：

一、结合本册课本的特点，在课堂上以复习为重点。

课堂上虽然要教学一个新对话，但我把新对话的功能句的复习作为了一个重点，在课堂上始终围绕这一重点句型开展教学活动。如：福娃和教材的使用，调动起学生的学习兴趣进行学习；结合新对话内容，设计了几个相关问题进行听力训练；布置调查表进行反馈、练习等，都安排了学生复习的内容，使他们在每一节课的学习过程中，不断巩固所学知识，从而达到牢固掌握。

二、安排设计任务，体现小组合作。

在课堂活动中，我还注意培养学生的合作意识，通过小组成员间的相互配合来完成一些练习，在本课的What can you do?练习中，我设计了让小组成员间进行问答的内容，在学生练习前，我明确告诉他们不能造出相同的句子，这就使练习增加了难度，同时又锻炼了他们小组间的合作意识。

三、评价贯穿整个课堂，充分调动学生的学习兴趣。

在本节课的教学过程中，评价贯穿了课堂始终，起到了组织课堂教学，激发学生学习兴趣的作用。

⒈口头表扬。当学生表现出色，老师会给予及时的表扬，如：Very good!excellent! Well done! 等等，当学生克服困难，再次表现出色时，老师也适时地给予鼓励和表扬。

⒉物质激励。在学生个人回答问题出色时，教师及时地利用手中的sticker进行评价，有效地调动学生的表现欲望，营造了浓厚的学习氛围。

⒊小组评价。为了开展好小组评价，在上课前我把全班学生分成了六组，每组评选出一名组长，把事先准备好的评比表交给组长，告诉他、她表格的使用方法，在课堂教学中，及时全面地记录小组成员的表现情况，最后根据评比结果表扬获胜组，激励全班同学。

此外，在本节课的教学过程中，我还特别注重对学生学法的指导，如：在归纳行为动词时，我教给学生归纳的方法，让学生有目的、有针对性地进行练习、归纳，有效地提高了学习效率。

反思：

六年级学生已经具有一定的英语知识和英语技能,教学时通过创设真实自然的情境来导入单词句子教学,学生容易接受和理解,学生在使用句型扩展说句子方面也表现不错。本节课我在和学生交流过程中逐步导入单词和句子的教学,比较顺畅有效,另外我总是把单词放在句子中,使学生学习单词的同时知道了如何使用,培养了学生扩散性思维能力和运用英语的能力,教学课文后让学生运用所学重点句子自由表达和交流,使学生学达到了教学目标。