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My holiday小学英语课堂公开课教案(精选5篇)
作为一位不辞辛劳的人民教师,时常需要编写教案,借助教案可以有效提升自己的教学能力。优秀的教案都具备一些什么特点呢?下面是小编为大家收集的My holiday小学英语课堂公开课教案,仅供参考,大家一起来看看吧。
My holiday小学英语课堂公开课教案 1
一、 教学目标:
1. 能够听、说、读、写句型:
Where did you go on your holiday ? I went to Xinjiang.
2.能够在实际情景中正确运用所学对话。
二、教学重点:
四会掌握句型:
Where did you go on your holiday ? I went to Xinjiang.
三、教学难点:能够在实际情景中正确运用所学对话。
四、教具:录音机、录音带、相关图片、地名卡片和单词卡。
五、教学过程:
Step 1: Warm-up:
1. Greetings
2. Listen to the song : A Trip to China
Step 2: Revision:
1. Game : Good brothers
将全班同学分为两大组,教师针对上节课所学的五个动词短语做动作,同学抢说其过去时,反应较慢的'一组同学说出其原形。
2.Ask and answer
教师抽取A Let’s learn局部的短语卡片,两组同学轮流问答:A: what did you do on your holiday? B: I took pictures/….
Step 3: Presentation:
1.T: I often go to Songyang Park on the weekend. Do you often go to the park, too?
Ss:….
T: Where did you go last weekend?
Enable the student to answer with “I went to ….”
( 板书这两个句型, 让同学理解Where did you go…?并带读。 )
2. T shows some pictures of Shaolin Temple, Songyang Park, Shenquan Square etc.and asks the students to practise in pairs.
A: Where did you go last weekend?
B: I went to ….
3. T:What did you do there? ( 强调there的读音并释义,带读。)
Ss: I ….
4.T shows the pictures of Beijing, Shanghai, Guilin, Xinjiang etc..
T: Have you ever been to Xinjiang ?
Ss: Yes / No.
T: John went to Xinjiang last year. The people in Xinjiang like singing and dancing. Do you want to know what John did in Xinjiang? Let’s look at the book and listen to the tape.
Step4. Practice:
1. Listen and emitate the dialogue.
2.Read after T: Fast and low speed.
2. Role read the dialogue in pairs.
3. Write the dialogue.
4. Read and recite the dialogue.
5. Talk show.
Step 5.Consolidation and extension:
1.Make a dialogue.
教师将一些地名卡片和上一课时的动词短语卡片出示在黑板上,让同学自行选择,并进行如下替换练习:
A:Where did you go on your holiday?
B: I went to Shanghai.
A: What did you do there?
B: I ate good food.
2. Act out the dialogue.
Step 4: Sum-up:
Step 5: Homework:
1. Recite and write the dialogue.
2. Make a new dialogue with your partner.
My holiday小学英语课堂公开课教案 2
教学目标
知识目标:
1、能够听说读写句型:--How did you go there? I went by train .
2. 能听懂、会说本课对话,并能在实际情景中应用。
能力目标:
能够用一般过去式询问别人在过去的时间里乘坐什么交通工具去了哪里并作答。如Where did you go on your holiday? I went to Xinjiang. How did you go there? I went by train.
情感目标:
1能在游戏中积极参与,激发学生学习英语的热情,积极运用所学英语进行交流,加强合作式学习,共同完成学习任务。2、通过竞争,培养学生的集体荣誉感和竞争意识。
教学重难点
1,教学重点是掌握句型 How did you go there? I went by train.
2.教学难点是在实际情景中正确运用并书写所学对话。
教学过程
step1 warm up
1. let`s chant where did you go on your holiday?
2.Let` s review ;利用单词卡片复习动词短语和句型What did you do on your holiday?
3.Free talk:
what did you do on your holiday?
I took pictures.
Good !What about you?
I went ice-skating .
设计思路:Let`chant 设计是为了活跃气氛并引出本课主题:Where did you go on your holiday?Let`s review.不仅可以复习短语和句型,还为拓展本课句型做了铺垫。
step2 presentation
1.present Let`s try
What did you Chenjie do on her holiday? Let`s listen and circle.
listen again and check your answers
(设计思路)通过处理本部分, 达到呈上启下的作用。
2.Present let`s talk
What`s the weather like today?
It`s warm and sunny.
What`s the weather like in Harbin in winter?(课件出示哈尔滨的一张下雪的图片)
It`s cold and snowy.
Did you go to harbin on your holiday?
Yes, I did.
How can you go to Harbin?
I can go there by plane or by train.
That`s right .Sarah went to Harbin on her holiday.How did she go there?Let`s have a look.听录音let`s talk。
Ask and answer.
Look and repeat.
Read in roles.
Act out the dialouge.
Step3 practise
看图问(Where did you go ?How did you go ?What did you do ?学生根据图回答。
Step4 Consolidation
1、快速枪答
过程:全班学生分成4大组,请两名学生上来,A学生抽取地点卡片,B 同学抽取交通方式卡片。
(1)A同学问大家:Where did you go on your holiday?大家根据A同学的卡片回答:I went to
(2)B同学把卡片上的交通方式用动作或模拟声音表达出来,边做边问大家。How did you go there?每组同学根据表演者的动作猜并快速回答:I went....
看哪个组抢答又快有对。
(3)然后有AB两同学分别在其他组任选两个同学,做轮换练习。
2、采访活动
请一名同学任意抽取一张动词短语过去式的卡片,对任一个小组进行采访,抽取卡片的同学根据卡片内容边做动作边提问:What did you do? 被采访的小组同学看动作猜出短语是什么,并回答:I....
全体同学大声重复答I....(然后这名同学再抽取不同的卡片对其他组进行采访)
3、小组活动
学生以前后桌为单位分成若干小组,组内几人分别准备好写有交通方式、动词短语的过去形式、地点,以及时间的卡片,小组内部以表演动作并提问的方式操练整个对话。
(1)一人抽取卡片并根据卡片的内容(地点、时间)提问:Where did you go on your holiday?其他同学根据卡片上的内容回答:I went to ....
(2) 然后其他同学自由抽取卡片根据内容(交通方式或者动词短语)用动作或模拟声音表达出来并体问:How did you go there?或What did you do there?其他学生根据动作猜短语并回答。
(3)小组内部每人轮流抽卡片并体问。
教师请一名学生说出曾经去过的地方和所乘做的交通工具,学生两人一组进行调查。教师可请几名学生汇报调查结果。
设计思路:通过前面的'小组活动充分为学生搭建了语言交流的平台,这一环节教师可以放手让学生自主操练,使学生积极运用所学英语进行交流,加强合作式学习,共同完成学习任务。
Step5 :Homework
1. 听音朗读对话内容并背诵、默写四会句子。
2.调查其他朋友的假期旅游情况,下节课汇报交流。
设计思路:通过课内外相结合的方式,让学生学习英语的兴趣不仅停留在课堂上,而且能延伸到课外。这一开放性的作业设计,引导学生养成课外自主学习英语的习惯,锻炼学生在生活中运用英语的能力。
六、板书设计My holiday
How did you go there? I went by train.
My holiday小学英语课堂公开课教案 3
教学目标
1. Emotion goal: Respecting the culture of the minority nationality and loving our country.
2. Knowledge goal: Use the sentence pattern “be going to” in a trip and the past tense of verbs.
3. Ability goal: Can use the sentence patterns “be going to”.
教学重难点
一般将来时
教学工具
多媒体
教学过程
Step One: Warming up and greetings
T: Hello, boys and girls! Nice to see you again!
S: Hello, Mr./Miss…! Nice to see you, too!
T: The holiday is coming. Are you going to take a trip?
S: Yes!
T: Where are you going? How can you get there? Let’s go and have a look!
Step Two: Revision
The teacher shows some pictures of transport mode on the computer, such as by plane, by bus, by subway, by bike, by train, on foot. Then practice them in sentences.
Step Three: Let’s read
The teacher shows some important sentences in dialogue on the computer:
A:Where are you going on your holiday?
B:I am going to….
A: Who are you going with?
B:I am going with….
A:What are you going to do there?
B:I am going to….
A: When are you going?
B:At…
Step Four: Listen
Listen to the tape, read after the tape and find out the new words: Kunming, Kathy, folk (folk dance), Stone Forest.
Step Five: Presentation
a. Fill these new words in blanks on the computer, read the new words again.
b. .Analyze the difficulty: How is your family going to get there?
c. Listen and read the dialogue.
Step Six: Practice
Fill in Mike’s trip schedule.
Step Seven: Consolidation and extension
Plan your holiday and make a dialogue.
Step Eight: Homework.
Pair work to make your own dialogue.
V.Blackboard Design:
Where to go? What to do?
Kunming. See folk dances.
When to go? How to get?
My holiday小学英语课堂公开课教案 4
一、教学目标与要求
知识目标:
能够听、说、读、写以下动词短语:learned Chinese, sang and danced, took pictures, climbed a mountain, ate good food。
掌握这些动词短语的过去式形式。
技能目标:
能够询问别人在假期里所做的事情并作答。
能在实际情景中正确运用所学对话,提高口语表达能力和自信心。
情感目标:
通过活动、歌曲、游戏激发学生学习英语的兴趣,让学生敢于、乐于开口说英语。
二、教学重、难点
重点:
掌握五个动词短语的过去式形式。
理解并运用“What did you do on your holiday?”句型进行口语交际。
难点:
六个单词的正确读音和拼写:took, learned, sang, danced, ate, climbed。
正确运用过去时态进行表达,理解动词的规则与不规则变化。
三、课前准备
教具准备:
录音机、相关的录音带。
五个动词短语的卡片。
旅游圣地的图片或教学挂图。
环境准备:
确保教室内的多媒体设备能够正常播放音频和视频。
四、教学步骤
Warm-up(热身):
播放五年级下册第68面第六单元中的歌谣,学生跟老师边唱边做相应的动作。
第一遍学生仔细听,第二遍学生跟录音说唱。
Presentation(呈现):
询问学生关于他们假期的'经历,并板书关键词汇。
呈现老师自己的假期经历,如:“I went to Hebei. I climbed a mountain there. I took pictures and ate good food.”等,并展示相关图片。
介绍Mike和John的假期经历,展示教学挂图。
Practice(练习):
利用卡片进行动词短语过去式的复习和操练。
分组进行“Where did you go on your holiday? What did you do?”的问答练习。
通过角色扮演、游戏等方式,让学生在实际情境中运用所学对话。
Consolidation(巩固):
通过完成课本上的练习或教师设计的练习题,巩固所学内容。
鼓励学生分享自己的假期经历,运用所学句型进行表达。
Homework(作业):
让学生准备一篇关于自己假期的短文,包括去哪里、做了什么等内容,并准备在课堂上进行分享。
五、教学评价
通过学生的课堂表现、练习完成情况以及作业质量,对学生的学习效果进行评价。
鼓励学生积极参与课堂活动,勇于表达自己的想法。
My holiday小学英语课堂公开课教案 5
教学目标:
知识与技能:学生能够用简单的英语描述自己的假期经历,如去哪里玩、做了什么等。
过程与方法:通过听、说、读、写的活动,提高学生的英语综合运用能力。
情感态度与价值观:培养学生对英语学习的兴趣,鼓励学生分享自己的经历和感受。
教学重点:
假期相关词汇和短语的掌握。
句型“I went to ...”和“I did ...”的运用。
教学难点:
学生能够流利地表达完整的假期经历。
教学准备:
多媒体课件,包括假期图片、视频片段等。
实物或图片道具,如旅游景点的照片、活动相关的图片等。
学生假期作业,让他们事先准备好自己假期的照片或日记。
教学流程:
一、导入(Warm-up)
问候与互动:与学生进行简单的问候,询问他们最近的假期过得如何。
歌曲导入:播放一首与假期相关的英文歌曲,如《On Vacation》,活跃课堂氛围。
二、新课呈现(Presentation)
展示图片:通过多媒体课件展示不同的假期图片,如海滩、山区、城市等,并引导学生说出对应的英文单词。
词汇学习:教授与假期相关的词汇和短语,如“beach”、“mountain”、“visit”、“play”等,并通过游戏或竞赛的形式进行巩固。
句型教学:介绍句型“I went to ...”和“I did ...”,并通过例句让学生理解其用法。
三、练习与活动(Practice & Activity)
角色扮演:学生两两配对,使用所学的词汇和句型描述彼此的.假期经历。教师巡回指导,确保学生正确使用语言。
小组讨论:将学生分成若干小组,每组选择一名代表汇报自己小组的假期经历。其他小组成员可以提问或补充。
写作练习:让学生根据自己的假期照片或日记,写一篇简短的英文日记,描述自己的假期经历。教师提供写作框架和关键词汇支持。
四、巩固与拓展(Consolidation & Extension)
游戏竞赛:设计一个与假期相关的游戏竞赛,如“猜一猜我去了哪里”,通过游戏的方式检验学生对所学内容的掌握情况。
拓展阅读:提供一篇与假期相关的英文阅读材料,供学生课后阅读,拓展知识面。
五、总结与作业(Summary & Homework)
总结本课所学内容,强调假期相关词汇、短语和句型的运用。
布置作业:让学生回家后与家人分享自己的假期经历,并用英文记录下来。下节课将进行分享和讨论。
教学评价:
观察学生在课堂上的参与度和表现,评估他们对所学内容的掌握情况。
通过作业和小组讨论的形式,了解学生在课后对所学知识的运用和巩固情况。
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