英语课如何设计教学范文五篇

更新时间：2023-08-12 02:19:46 来源：高考在线

英语课如何设计教学1

教学目标

教学目标：

1知识技能目标：能听懂、会说：What day is it today? It’s ,, What do you do on ,,? We do ,,并能在实际情景中运用。

2、情感目标：培养学生珍惜时间的思想，争取做时间的主人。

本课时需要重点掌握的句型：What day is it today? It’s ,, What do you do on Sundays? We do homework on Sundays 要求学生能替换关键词造句并且在实际情景中运用。

教学重难点

教学重点

本课时需要重点掌握句型：What do you do on Saturdays / Sundays?I often do homework， read books and Watch TV. 要求学生能在真实情景中运用。

教学难点

本课时的难点是正确运用新学的词组和句型谈论学习和生活实际。另外， Let's try部分内容较多且易混淆，教师要注意引导学生仔细看图，细听录音，独立完成听音圈图的练习，为对话的教学进行铺垫。

教学过程

1.Warm-up(热身)

(1)新编歌谣大比拼。让学生就上一课所学的歌谣，进行改编汇报演出，评选出最佳创意奖。

(2)使用第二、四课时学过的单词和句型进行日常口语练习，内容可参考如下：

A: What do you have on Mondays?

B: I have math on Mondays. What do you have on Tuesdays?

C: I have art on Tuesdays. What do you have on Wednesdays?

D: I have computers on Wednesdays. What do you have on Thursday? ,,

A: What do you do on Saturdays?

B: I often do homework.

2. Presentation(新课呈现)

(1)在口语操练之后，教师可询问学生的周末安排，然后出示本课时Let’s try 部分的图片，让学生根据图上内容，说一说这些人物的周末活动。

(2)听录音，完成听音圈图的练习。录音内容如下：

① Mike: What do you do on Saturdays?

Chen Jie: I often read books and watch TV.

Mike: Great!

What does Chen Jie do on Saturdays?

② John: What do you do on Sundays?

Mike: I often play football.

John: Me too.

What does Mike do on Sundays?

(3)Let’s try 部分在听觉上，感知新句型。在此基础上，教师让学生观看教学VCD或结合挂图听录音，学习Let’s talk部分的对话。可多引导他们进行替换关键词组造新句的练习。

(4)听录音，跟读对话。两人一组读对话。

3.Let’s play (趣味操练)

(1)Pair work

朗读对话之后，让学生结合自己的实际情况在同桌之间结对交流。然后完成Pair work部分的问卷调查，交流各自的周末活动。设计更多的周末活动在小组里进行交流。

(2)Let’s check

播放录音，让学生按照录音内容做练习，对本单元的重要语言进行阶段性评价。录音内容如下：

① Boy: What day is it today?

Girl: It’s Tuesday.

② Girl: What do you have on Mondays?

Boy: We have math, Chinese and music.

③ Girl: What do you do on Saturdays?

Boy: I often do my homework.

④ Boy: What do you do on Sundays?

Girl: I often play football.

4.Consolidation and extension(巩固与扩展)

(1)让学生做B Let’s talk部分的活动手册配套练习。

(2)羊村

What do you do on Sundays?Lan Yangyang。

I often eat and drink on Saturdays.

I often sleep on Sundays

What do you do on Sundays?Xi Yangyang。

I often play badminton on Sundays.

I often paint on Saturdays.

调查报告。

Homework

1.Listen to the tape 3 times.

2.Finish the survey.

英语课如何设计教学2

教学目标

1、学生能够在图片和教师的帮助下理解对话内容;

2、能够按照正确的意群及语音、语调朗读对话,并能进行角色表演;

3、能够在情景中运用句型What would you like to eat / drink ? I’d like…询问并回答自己想吃什么、喝什么。

4、能够在语境中理解新单词sandwich, drink和thirsty的意思,并能正确发音。

教学重难点

1、能表演所学对话;

2、能够在情景中运用句型What would you like to eat / drink ? I’d like…询问并回答自己想吃什么、喝什么.

教学过程

Step 1 Greetings and Warming up

1、火眼金睛:课件呈现食物和饮料单词,学生快速说出。

3、师生对话,复习上节课句型

T:What would you like to eat ?

S: I’d like …

Step 2 Presentation

1、情景导入

(1.) T:It’s 12 O’clock now. I am hungry((教师做出饥饿的表情).Let’s go to my kitchen. I have a lot of food and drink! What can you seein my kitchen? 教授句型并让学生表达:I am hungry. I’d like ________.

(2.)T:Now I’mthirsty. I’d like some tea. What would you like todrink? (教师做出喝水动作帮助学生理解thirsty和drink)

教授句型并让学生表达:I’m thirsty. I’d like ________.

2、课件展示Sarah一家就餐对话图片

T:Sarah is hungry(教师做出饥饿的表情).What would she like to eat ?

Now , let’s listen tothe tape.

3、Play Let’s try. Students finish the sentence.

填空:She would like some ____ and ____.

4、T:Sarah’s father is hungry and thirsty. What would he like to eat and drink?Now,let’s listen to the tape.

呈现问题让学生带着问题去听和思考:

(1.)What would Sarah’s father like to eat ?

(2.) What would Sarah’s father like to drink?

5、After listen tothe tape ,student discuss the questions in group.

6、Students listenand follow the tape.

7、Students actout the dialogue.

Step 3 Consolidation

1.Role play:让学生仿照Let’s talk重新编写对话,四人一组练习。

2.创设情景:和朋友一起去吃自助餐,用What would you like to eat ?和 What would you like to drink ? 相互询问,表演对话。

Step 4 homework.

Step 5 Board writing

Unit 3 What would you likeA Let’s talk

I’m hungry. I’d like …

I’m thirsty. I’d like some…

What would you like to eat ?

I’d like …

What would you like to drink?

I’d like …

英语课如何设计教学3

教学目标

1、能够听说读写本课时四会句子：What do you have

for lunch on Mondays? We have tomatoes,tofu and fish.并使用该句型完成Group work中的问卷调查。

2、能够理解Read and write部分对话的含义并完成句子填空。

3、能够听懂、会唱歌曲“What do you have for lunch?”

教学重难点

能够听说读写本课时四会句子：What do you have for lunch on Mondays? We have… 以及解释句子That

sounds good.

教学过程

Step 1: warm-up

(1) Let’s chant，学生跟唱，复习巩固旧知

What would you like for lunch?

Cabbage, green beens or eggplant?

I’d like eggplant, please.

What would you like for lunch?

Mutton, tofu or beef?

I’ d like mutton, please.

(2)Let’s have a revision: 教师出示单词图片学生快速反应 pork tofu mutton potatoes cabbage tomatoes green beans fish

(3)说说这些菜主要是用什么做成的呢?(用英文单词回答)

Step 2 ：Presentation and practice

(1) Lead-in(谈话引入) T: What day is it today? What would you like for lunch?多提问几个学生

(呈现一份school menu.进行多种操练，让学生熟悉此菜单) Here is a school menu. Let’ s see together. What do you have for lunch on Mondays? (引导学生回答)

(2)Let’s learn T: Look at the school menu.

What do you have for lunch on Mondays? S : Tomatoes, tofu and fish. 教师板书此句型，重点指导四会句子的认读和书写。 (通过师问生答，生问师答，男生问女生答，女生问男生答得方式练习) T: Look at the school menu. What do you have for lunch on Tuesdays? S: We have…… (引导学生用不同的食物单词替换，操练句型) T: I have many words, Who can use these words make new sentence? What you for Amy like dinner would ? 让学生排序

(3) Practice

安排学生一竖排进行互问互答 What would you like for dinner? I’d like …… (4) Listen, read and finish the sentences.

a. listen to the tape(引出课文对话，带问题听录音)

b. Read the dialogue(快速默读，画出难理解的句子)

c.Listen and read after the tape

听录音回答问题Let’s listen to the tape. ☆

What would you like for dinner, Amy?

d. Filling the blanks.

1.Amy has _______ ,______and ______ for lunch on Mondays.

2. Amy is hungry . She’d like ____and _________ for dinner.

e.分角色读

Step: 3 Consolidation

Group work：Let’s make(不同类型学生分头进行小组活动.让学生根据一日三餐的话题，进行小组交流并制作一张菜单,根据自己制作的菜单做对话)

Group work(小组合作):

Make a new menu using the foods you have got, and show it .(用所学的食物单词制作一个新菜单，并用来造对话展示。)

S1：What do you have for lunch on Mondays?

S2：I have …… S1：What do you have for lunch on Tuesdays? S2: I have …… What about you? S1: I have …… 学生练习完对话后教师适时加以表扬，并借助手势和表情自然引出句子：That sounds good.

Step 4 ：Homework:

(1)熟读课文。

(2)回家后，仿造课文设计制作一段对话进行表演

(3)运用所写知识，在班级内对一周午餐进行调查，完成调查表。

英语课如何设计教学4

教学目标

1. 能听、说、认读单词“learn”，“any”，“problem”和词组“no problem”。

2. 能听懂、会说句子“Can I …?”进行问答练习。

3. 能完成“Let’s try”部分的听力任务。

4. 提高学生自主学习、主动学习的意识和与他人进行沟通、交流的能力，让学生感受到合作学习的乐趣和效率。

教学重难点

1. 能听、说、认读单词“learn”，“any”，“problem”和词组“no problem”。

2. 能听懂、会说句子“Can I …?”进行问答练习。

教学难点

词组“no problem”的使用。

教学过程

一、课前热身(Warm-up)

1. Free talk

T: Good morning, everyone. Nice to meet you.

Ss: Good morning, teacher. Nice to see you, too.

T: How are you today?

Ss: Very well, thanks.

T: What can you do, S1?

S1: I can …

T: Can you …?

S2: Yes, I can. / No, I can’t.

2. 教师播放Let’s chant的录音，全班学生跟着录音吟唱并做动作。

Dog, dog, can you run?

Yes, I can . Yes, I can .

Panda, panda, can you swim?

No, I can’t. No, I can’t.

Sarah, Sarah, can you dance?

Yes, I can . Yes, I can .

Mike, Mike, can you cook?

No, I can’t. No, I can’t.

二、课前预习(Preview)

1. 教师表演，学生说出相应的单词或词组，复习上节课学习的词汇。

2. 全班学生站起来，教师用句型“I can …”说句子，学生做相应的动作，做错动作或反应迟缓的学生坐下来，几轮游戏后，最后剩下的学生为获胜者，教师给予奖励。

三、新课呈现(Presentation)

B. Let’s talk

1. 教学新单词

(1) 教师出示学生上体育课的情景图，师生进行对话，如：

T: What class do they have?

Ss: They have PE class.

T: What do you learn in PE class?

Ss: …

T: Can you do any kung fu?

Ss: Yes, I can. / No, I can’t.

T: (对着作否定回答的学生说) No problem. The PE teacher can help you.

(2) 学习操练“no problem”：教师把生词写在黑板上，带领学生读几遍。

2. 介绍对话情景

T: John’s class are having PE class now. The PE teacher is talking with the children. Let’s listen to the tape and know something about their talking.

3. 第一次播放教学录音，全班学生跟着录音读，提醒学生在跟读的过程中注意模仿录音中的语音、语调。

第二次播放教学录音，

听录音，将课文内容补充完整：

根据对话内容判断下面句子正(T)误(F)。

① The children have PE class in the afternoon.

② John can’t do any kung fu.

③ Oliver can’t do any kung fu.

Answer:

① T

② FX

③ T

第三次播放教学录音，全班学生跟着录音读，提醒学生在跟读的过程中要注意模仿录音中的语音、语调。

4. 学生拿出人物头饰，同桌合作练习表演对话，然后教师请几对学生上讲台表演，评选出“最佳表演者”，并给予小礼物作为奖励。

5.Group work，自由操练句型。

四、巩固延伸(Consolidation & Extension)

Homework

1.背诵PartA let's talk 部分内容。

2.做相关练习。

英语课如何设计教学5

教学目标

1. 能听、说、读、写单词“sing English song”,“play the pipa ”,“do kang fu ”,“dance”和“draw cartoons”。

2. 能在创设的实际情景中灵活运用句型“What can you do ?” “I can …?”,激发学生进一步了解他人的欲望。

3. 能完成“Ask and answer”部分的对话任务。

4. 培养学生自主学习、合作学习的意思和能力,帮助学生树立学好英语的自信心。

教学重难点

1. 利用教材提供的对话情景,以旧引新,引导学生进入学习状态。

2. 能运用句型询问。

教学过程

Step　1　lead-in

Morning children.

Today there are many teachers coming to our school. Let’s say good morning to them. More than that, to show ourwelcome, what can you do if we’ll have an welcome partyfor the teachers?

What can you do for the party? I have an idea. Let’s sing songs, ok?

Can you sing English songs? ABC song. Yes, I can…板书引导语气自信

Wonderful. She can sing English songs. How about you? Canyou sing songs? Wonderful…后面可以让学生自己问自己称赞。

Let’s sing an English songs for the teacherstogether.(music)

Step　2　Presentation

You can sing songs for the party. That is wonderful. Whatelse can you do?

出示单词图片听录音说单词 dance do kungfu play the pipa/erhu/guzheng…

Draw pictures play chess cook clean the room…

教授单词短语,学生上台表演, 轮流问答

引导学生问到老师 what can you do? .

let’s chant

What can you do for the party? I can dance.