【免费下载】小学英语教学案例三则
小学英语课堂教学案例分享
小学英语课堂教学案例分享在小学英语教学中，为了让孩子们能够快乐地学习英语，提高他们的语言运用能力，教师们需要不断探索创新的教学方法和策略。
以下是我为大家分享的几个小学英语课堂教学案例，希望能给广大教育工作者带来一些启发。
案例一：“水果乐园”教学目标：让学生掌握常见水果的英语单词，如 apple（苹果）、banana（香蕉）、orange（橙子）、grape（葡萄）等，并能够用简单的句子进行描述，如“I like apples（我喜欢苹果。
）”教学过程：导入环节，教师带来了一个装满各种水果的篮子，神秘地走进教室。
孩子们的目光瞬间被吸引过来，好奇地盯着篮子。
教师用英语问：“Children, what can you see in the basket? （孩子们，你们能在篮子里看到什么？）”引发孩子们的兴趣和思考。
接着，教师拿出一个苹果，用夸张的表情和动作说：“Look! It's abig red apple （看！这是一个又大又红的苹果。
）”然后带领学生一起重复“apple”这个单词，多次重复后，让学生单独读出来。
以同样的方式，教师依次展示香蕉、橙子、葡萄等水果，引导学生学习相应的单词。
为了帮助学生更好地记忆，教师还组织了一个小游戏。
将学生分成几个小组，每个小组派一名代表到讲台前，教师快速展示一种水果，代表要迅速说出对应的英语单词，说对最多的小组获胜。
在练习环节，教师让学生用“I like（我喜欢）”的句型来表达自己对水果的喜好。
学生们积极参与，纷纷举手发言，“I like bananas They are sweet （我喜欢香蕉。
它们很甜。
）”“I like oranges They are juicy （我喜欢橙子。
它们多汁。
）”最后，教师让学生们回家后，用英语向家人介绍自己喜欢的水果。
教学效果：通过这种直观、有趣的教学方式，大部分学生都能够熟练掌握所学的水果单词，并能用简单的句子进行表达。
教育案例故事小学英语(3篇)
第1篇一、案例背景小明是一名小学四年级的学生，性格内向，课堂上很少主动发言。
自从上了英语课后，他对英语产生了浓厚的兴趣，但成绩一直徘徊在中等水平。
为了激发小明的英语学习热情，提高他的英语成绩，我决定采用一种新的教学方法，希望通过这次教学案例，让小明在英语学习的道路上绽放光彩。
二、案例实施1. 了解学生情况在正式开始教学之前，我通过与小明的家长沟通，了解到小明在家里的英语学习情况。
家长反映，小明对英语学习有一定的兴趣，但缺乏信心，害怕犯错。
此外，小明的英语口语表达能力较弱，听力理解能力有待提高。
2. 制定教学目标根据小明的实际情况，我制定了以下教学目标：（1）提高小明的英语学习兴趣，让他对英语产生信心。
（2）提高小明的英语口语表达能力，使其能够自信地与他人交流。
（3）提高小明的听力理解能力，使其能够听懂英语对话。
3. 创设情境，激发兴趣为了激发小明的英语学习兴趣，我在课堂上创设了生动有趣的情境。
例如，在教授动物单词时，我带来了各种动物玩具，让学生们模仿动物的叫声，并用英语描述它们的特点。
小明在课堂上表现得非常活跃，他不仅积极参与课堂活动，还主动向其他同学请教。
4. 小组合作，共同进步为了提高小明的英语口语表达能力，我组织了小组合作学习。
在小组活动中，小明负责与组员一起讨论英语话题，并用英语表达自己的观点。
在讨论过程中，小明逐渐克服了胆怯心理，敢于开口说英语。
此外，我还鼓励小组成员互相帮助，共同进步。
5. 游戏教学，寓教于乐为了提高小明的听力理解能力，我设计了各种游戏，让小明在游戏中提高听力。
例如，我播放一段英语对话，让小明根据对话内容回答问题。
在游戏中，小明不仅提高了听力理解能力，还锻炼了反应速度。
6. 家校合作，共同关注为了更好地关注小明的英语学习，我定期与家长沟通，了解小明在家里的英语学习情况。
同时，我也鼓励家长参与到小明的英语学习中，共同关注他的进步。
三、案例反思通过这次教学案例，我深刻地认识到，作为一名小学英语教师，我们要关注学生的个体差异，因材施教。
英语教学案例范文(3篇)
第1篇I. IntroductionIn this English teaching case, the focus is on a unit titled "A Journey Through Time." The aim of this unit is to introduce students to the concept of time travel, its possibilities, and its implications. The target audience is a group of 15-year-old students in a secondary school in China. The lesson duration is 45 minutes, and the teaching methods include a mix of lectures, group discussions, and a creative writing activity.II. Lesson Objectives1. Knowledge Objectives:- Students will understand the basic concepts of time travel.- Students will be able to identify different theories and mechanisms of time travel.- Students will learn new vocabulary related to time, space, and science fiction.2. Skill Objectives:- Students will improve their listening skills through audio clips on time travel.- Students will enhance their speaking skills through group discussions and presentations.- Students will practice their writing skills by composing a short story about their own time travel adventure.3. Emotional and Ethical Objectives:- Students will reflect on the ethical implications of time travel.- Students will develop critical thinking skills by analyzing different perspectives on time travel.- Students will learn to appreciate the importance of history and the present.III. Lesson Materials- PowerPoint presentation on time travel.- Audio clips on time travel theories and experiences.- Handouts with vocabulary related to time travel.- Writing prompts for creative writing activity.IV. Teaching Procedure1. Warm-up (5 minutes):- Begin with a brief introduction to the concept of time travel, asking students if they have ever heard of it or read any stories about it.- Use a simple word association game to elicit words related to time and travel.2. Lecture and Discussion (15 minutes):- Present a PowerPoint presentation that covers the basics of time travel, including:- Theories of time travel (e.g., wormholes, time machines, parallel universes).- Famous stories and movies about time travel.- The ethical implications of time travel.- After each section of the presentation, pause to ask questions and encourage students to share their thoughts and opinions.3. Listening Activity (10 minutes):- Play a short audio clip discussing a specific time travel theory or experience.- After listening, ask students to summarize the main points of the clip and discuss any questions or thoughts they may have.4. Group Discussion (10 minutes):- Divide the class into small groups and assign each group a different aspect of time travel to research (e.g., wormholes, time machines, parallel universes).- Each group will prepare a brief presentation on their topic, which they will share with the class.5. Creative Writing Activity (5 minutes):- Distribute writing prompts that ask students to imagine they have traveled through time and describe their experience.- Give students a few minutes to brainstorm ideas and then ask them to write a short paragraph or two about their time travel adventure.V. Assessment1. Listening and Speaking:- Assess students' listening skills through their participation in the listening activity.- Evaluate their speaking skills based on their group presentations and participation in discussions.2. Writing:- Grade the creative writing activity based on the creativity, coherence, and accuracy of the writing.3. Participation:- Monitor students' participation in all activities throughout the lesson.VI. ReflectionThis lesson effectively introduced students to the concept of time travel, stimulating their interest in science fiction and encouraging critical thinking. The mix of lectures, discussions, and creativewriting activities allowed students to engage with the material in different ways. One potential area for improvement is to provide more resources for students to explore time travel further outside of the classroom. Additionally, incorporating more interactive elements, suchas virtual reality experiences or interactive timelines, could enhance student engagement and deepen their understanding of the topic.第2篇IntroductionThis teaching case focuses on a project-based learning (PBL) approach to enhance student engagement in an English language classroom. The case is set in a secondary school in China, where the target language is English. The students are in their second year of learning English, and the unit of study is "Global Warming and Environmental Protection." The aim ofthis case is to demonstrate how PBL can be effectively integrated into English language teaching to foster critical thinking, collaboration,and real-world application of language skills.BackgroundThe English curriculum in China often focuses on grammar and vocabulary, with limited opportunities for students to apply their language skillsin authentic contexts. This often leads to low engagement and a lack of motivation among students. To address this, the teacher decided to implement a PBL approach for the "Global Warming and Environmental Protection" unit.Objectives1. To encourage students to use English in real-life contexts.2. To promote critical thinking and problem-solving skills.3. To enhance student collaboration and communication skills.4. To raise awareness about environmental issues and the role of individuals in addressing them.Teaching Strategies1. Introduction to PBL: The teacher began by explaining the concept of PBL and its benefits. Students were introduced to the project-based learning cycle, which includes inquiry, planning, execution, and reflection.2. Project Design: The teacher designed a project that required students to research, plan, and present a solution to a real-world problemrelated to global warming and environmental protection. The project was divided into several stages:a. Research: Students were given a list of resources to explore, including articles, videos, and websites. They were encouraged to work in groups to gather information.b. Planning: Each group was required to develop a plan for their project, including the methodology, timeline, and expected outcomes.c. Execution: Students worked on their projects, applying their research findings and creative ideas to develop a presentation.d. Reflection: After completing the project, students reflected on their learning experience, discussing what they had learned and how they had applied their language skills.3. Assessment: The teacher used a variety of assessment methods to evaluate student progress:a. Group work participation: The teacher observed students during group discussions and activities to assess their contribution and collaboration.b. Project presentation: Students were evaluated based on the clarity, coherence, and creativity of their presentations.c. Reflection: Students submitted a written reflection on their learning experience, which was evaluated for depth and insight.Implementation1. Inquiry Stage: The teacher introduced the project by discussing the issue of global warming and its impact on the environment. Students were encouraged to ask questions and express their opinions.2. Planning Stage: Students worked in groups to research different aspects of the project, such as the causes of global warming, itseffects on ecosystems, and possible solutions. They created a timeline and divided tasks among group members.3. Execution Stage: Students presented their findings and proposed solutions in the form of a presentation. They used a variety of multimedia tools, such as PowerPoint, videos, and images, to enhance their presentation.4. Reflection Stage: After the presentations, students engaged in a class discussion, sharing their thoughts and feedback. They also wrote a reflection on their learning experience, highlighting the challenges they faced and the skills they developed.OutcomesThe PBL approach proved to be highly effective in enhancing student engagement and learning outcomes. The following were observed:1. Increased Engagement: Students were highly motivated to participate in the project, showing enthusiasm and curiosity throughout the process.2. Improved Language Skills: Students demonstrated significant improvement in their speaking, listening, reading, and writing skills, as they had to apply their language knowledge in real-life contexts.3. Critical Thinking and Problem-Solving: The project required students to think critically and develop creative solutions to the problem of global warming. They learned to analyze information, evaluate different perspectives, and make informed decisions.4. Collaboration and Communication: Students worked effectively in groups, sharing ideas, and supporting each other. They learned tocommunicate effectively, listen actively, and express their thoughts clearly.5. Environmental Awareness: The project raised awareness about environmental issues, encouraging students to take action in their daily lives to reduce their carbon footprint.ConclusionThis teaching case demonstrates the effectiveness of project-based learning in an English language classroom. By integrating real-world issues into the curriculum and encouraging student-centered activities, teachers can foster a love for learning and develop well-rounded individuals who are prepared to face the challenges of the future.第3篇IntroductionThe communicative approach to language teaching has gained significant popularity in recent years due to its focus on developing students' communicative competence rather than just their linguistic knowledge. This case study examines the implementation of a communicative approach in an English language classroom, focusing on the design and execution of a lesson plan aimed at enhancing students' speaking and listening skills.ContextThe lesson took place in a secondary school in China, where the students were in their second year of studying English. The class consisted of 30 students, aged 14-15, with varying levels of English proficiency. The students were divided into small groups for the duration of the lesson, and the teacher was a native English speaker with three years of experience in teaching English as a foreign language.ObjectivesThe primary objectives of the lesson were as follows:1. To develop students' speaking skills by encouraging them to participate in group discussions and role-plays.2. To improve students' listening skills by exposing them to different accents and intonation patterns.3. To foster a positive and interactive learning environment where students feel comfortable practicing English.MaterialsThe following materials were used during the lesson:1. Handouts with pictures and short texts related to the theme of the lesson.2. A video clip featuring a conversation between two native speakers.3. A set of role-play cards with different scenarios.4. A whiteboard and markers for writing key vocabulary and phrases.Lesson PlanWarm-up (10 minutes)- The teacher greeted the students and briefly reviewed the previous lesson's vocabulary and grammar points.- Students were asked to share their experiences related to the theme of the lesson through a quick discussion in pairs.Presentation (15 minutes)- The teacher introduced the new vocabulary and phrases related to the theme using pictures and short texts on handouts.- The teacher demonstrated the pronunciation and intonation patterns of the new vocabulary, and students were encouraged to repeat after her.Practice (30 minutes)- Group Discussion (10 minutes): Students were divided into groups and given a topic for discussion. They were instructed to use the new vocabulary and phrases they had learned. The teacher circulated around the classroom, listening to the discussions and offering help when necessary.- Listening Activity (10 minutes): The teacher played a video clip featuring a conversation between two native speakers. After the video, students were asked to summarize the main points of the conversation and discuss their opinions on the topic.- Role-Play (10 minutes): Students were given role-play cards with different scenarios. They were paired up and asked to perform the role-plays, using the new vocabulary and phrases they had learned. The teacher observed the role-plays and provided feedback on pronunciation, fluency, and content.Feedback and Evaluation (10 minutes)- The teacher conducted a brief reflection session with the students, asking them to share their experiences and feelings about the lesson.- The teacher provided individual feedback on the students' speaking and listening skills, highlighting their strengths and areas for improvement.- The teacher distributed a short quiz to assess the students' understanding of the new vocabulary and phrases.ConclusionThe communicative approach to language teaching was successfully implemented in this lesson, as evidenced by the students' active participation and improvement in their speaking and listening skills. The use of varied activities and materials helped to create a dynamic and engaging learning environment, making the lesson both fun and effective. The teacher's role in facilitating the learning process was crucial in ensuring that all students had the opportunity to practice and improve their language skills.ReflectionThis case study highlights the importance of adopting a communicative approach in English language teaching. By focusing on communicationrather than just linguistic form, students are more likely to develop their language skills in a meaningful and practical way. The teacher's role in creating a supportive and interactive learning environment is also crucial in encouraging students to take risks and practice their language skills.In the future, the teacher could consider the following strategies to further enhance the effectiveness of the communicative approach:- Incorporating more authentic materials, such as songs, podcasts, and real-life videos, into the lesson plan.- Providing opportunities for students to engage in extended speaking activities, such as debates, presentations, and interviews.- Using technology, such as interactive whiteboards and online platforms, to create more engaging and interactive lessons.By continuously adapting and refining the teaching approach, the teacher can help students achieve their language learning goals and become confident and competent communicators in English.。
小学英语教育教学案例书(3篇)
第1篇一、案例背景随着我国教育改革的不断深入，英语教育越来越受到重视。
小学英语作为英语教育的启蒙阶段，对于培养学生的英语学习兴趣、提高英语素养具有重要意义。
本案例以我国某小学三年级英语教学为例，探讨如何提高小学英语教学质量。
二、案例描述1. 教学内容本案例的教学内容为三年级英语上册Unit 1 Hello。
本单元主要围绕问候和介绍自己展开，让学生掌握基本的问候语和介绍自己的方法。
2. 教学目标（1）知识目标：掌握基本的问候语和介绍自己的方法。
（2）技能目标：能够运用所学知识进行简单的对话。
（3）情感目标：激发学生学习英语的兴趣，培养学生的自信心。
3. 教学方法（1）情境教学法：通过创设真实、生动的情境，让学生在情境中学习。
（2）游戏教学法：通过游戏活动，让学生在轻松愉快的氛围中学习。
（3）合作学习法：通过小组合作，培养学生的团队协作能力。
4. 教学过程（1）导入教师播放一段英语歌曲，如《Hello, Hello, Hello!》，激发学生的学习兴趣。
（2）新课呈现1）教师通过图片、实物等展示本节课的重点词汇，如hello, my name is, nice to meet you等。
2）教师带领学生朗读课文，让学生熟悉课文内容。
3）教师组织学生进行角色扮演，让学生在情境中运用所学知识。
（3）巩固练习1）教师设计一些趣味性的练习题，如看图说话、连线题等，帮助学生巩固所学知识。
2）组织学生进行小组竞赛，提高学生的学习积极性。
（4）总结教师对本节课所学内容进行总结，强调重点和难点。
三、案例分析1. 教学方法运用得当本案例中，教师采用了多种教学方法，如情境教学法、游戏教学法、合作学习法等，激发了学生的学习兴趣，提高了教学效果。
2. 教学目标明确本案例中，教师明确了教学目标，从知识、技能、情感三个方面进行教学，使教学更有针对性。
3. 教学过程完整本案例中，教学过程完整，从导入、新课呈现、巩固练习到总结，环环相扣，使学生能够系统地掌握所学知识。
小学英语学科教育教学实践案例(3篇)
第1篇一、案例背景随着我国教育改革的不断深入，小学英语教育越来越受到重视。
为了提高学生的英语水平，激发学生学习英语的兴趣，我校英语教师开展了以下教育教学实践。
二、案例目标1. 培养学生对英语学习的兴趣，提高英语学习积极性。
2. 培养学生的英语听说读写能力，为今后英语学习打下坚实基础。
3. 培养学生的跨文化交际能力，拓宽国际视野。
三、案例实施过程1. 创设英语学习氛围为了让学生在轻松愉快的氛围中学习英语，我校英语教师采取了以下措施：（1）教室布置：将教室布置成英语角，悬挂英语海报、标语，营造浓厚的英语学习氛围。
（2）课堂用语：教师尽量使用英语进行教学，鼓励学生用英语进行交流。
（3）课外活动：开展英语角、英语歌曲比赛、英语戏剧表演等活动，激发学生学习英语的兴趣。
2. 采用多样化教学方法（1）游戏教学法：通过游戏让学生在轻松愉快的氛围中学习英语。
如：猜单词、找不同、拼图等。
（2）情景教学法：结合生活实际，创设生动有趣的情景，让学生在情景中学习英语。
如：购物、问路、看病等。
（3）任务型教学法：设计具有实际意义的任务，让学生在完成任务的过程中学习英语。
如：制作海报、编写剧本等。
（4）合作学习法：鼓励学生分组合作，共同完成任务，培养学生的团队协作能力。
3. 注重学生个体差异针对学生个体差异，教师采取以下措施：（1）分层教学：根据学生的英语水平，将学生分为A、B、C三个层次，分别制定教学目标，确保每个学生都能得到充分发展。
（2）个性化辅导：针对学生的薄弱环节，进行有针对性的辅导，提高学生的学习效果。
（3）鼓励学生积极参与：鼓励学生大胆发言，勇于表达自己的观点，培养学生的自信心。
四、案例效果通过以上教育教学实践，我校英语学科取得了以下成果：1. 学生的英语学习兴趣明显提高，课堂参与度明显增强。
2. 学生的英语听说读写能力得到全面提升，英语成绩稳步提高。
3. 学生的跨文化交际能力得到锻炼，拓宽了国际视野。
五、案例反思1. 教师要关注学生的个体差异，制定合适的教学策略，提高教学质量。
【免费下载】小学英语教学案例三则
★清华大学★英语系学生测试使用。
专为中小学生英语量身定做。
官方网站：/清华大学英语教授研究组提供小学英语教学案例三则――六年级英语教学片断案例片断一思考的问题：如何巧妙处理课堂意外,保护学生"开口说英语"的积极性？案例片段描述：当学生说："I like you !"时学习完6A Unit 3课文后，我创设了一个小情境，给了学生一个话题：If you’re Helen’s friends ,LiuTao, what will you say to her ?学生一听立刻就兴奋起来，七嘴八舌的讨论开了。
Student A: Helen! Here is my birthday present. it’s a book .I hope you like it.Student B: Helen! This card is for you. I hope you will be happy.Student C: Helen! Here is a dress for you . Happy birthday to you!Student D:…这时男生E突然举手，站起来说：Student E:I think Liutao will say ," Helen! You arebeautiful. I like you! Here's my present. I hope you like it."全班同学一听都都笑了，课堂上顿时乱成了一锅粥，我也吃了一惊。
但马上反应了过来，微笑着给了学生一块橡皮，并且说： Teacher: I think you are a clever boy. Your English is very good .I think Helen will be very glad to hear it . Here's my present for your answer. I hope you will like it.(你真是一位聪明的男孩。
小学英语教学案例10篇
小学英语教学案例10篇案例1：动物名称教学目标：教授学生认识和发音不同动物的名称策略：使用图片和音频资料帮助学生研究动物的名称和发音步骤：1. 准备一些图片和音频资料，包括不同动物的图片和对应的发音录音。
2. 引导学生观察图片，鼓励他们说出动物的名称。
3. 播放动物名称的发音录音，让学生跟读。
4. 分组练：将学生分成小组，每个小组选择一张图片，描述图片中的动物并说出名称。
5. 小组展示：每个小组派一名代表展示他们选择的动物，并说出名称。
案例2：颜色识别游戏目标：帮助学生认识和记忆不同颜色的英文名称策略：通过游戏的方式让学生积极参与，提高对颜色名称的记忆力步骤：1. 准备彩色卡片或小物品，每种颜色至少两个。
2. 将学生分成小组，每个小组分配一些彩色卡片或小物品。
3. 教授学生不同颜色的英文名称，让他们跟读并记忆。
4. 进行游戏：教师喊出一个颜色的英文名称，学生需要迅速找到相应的彩色卡片或小物品。
5. 游戏结束后，可以根据表现给予奖励或表扬。
案例3：日常用语教学目标：教授学生日常生活中常用的英语表达策略：通过情景模拟和角色扮演的方式让学生在实际交流中研究日常用语步骤：1. 准备一些日常生活中常用的英语表达，如问候、道歉、感谢等。
2. 将学生分成小组，每个小组分配一个情景，如在超市购物、在餐厅点餐等。
3. 学生在小组中练对话，使用目标语言表达日常用语。
4. 小组展示：每个小组派一名代表进行情景模拟，并使用目标语言进行交流。
5. 教师给予反馈和指导，鼓励学生积极参与。
案例4：数字计数游戏目标：帮助学生掌握数字的读写和计数策略：通过游戏的方式提升学生对数字的兴趣和记忆力步骤：1. 准备一些数字卡片或小物品，从1到10。
2. 将学生分成小组，每个小组分配一些数字卡片或小物品。
3. 教授学生数字的读法和计数方法。
4. 进行游戏：教师喊出一个数字，学生需要迅速找到相应的数字卡片或小物品，并进行计数。
5. 游戏结束后，可以根据表现给予奖励或表扬。
教师教育案例小学英语(3篇)
第1篇一、案例背景随着我国教育改革的不断深入，小学英语教育越来越受到重视。
在小学阶段，培养学生的英语学习兴趣和基本英语交际能力是英语教学的重要目标。
本案例以某小学四年级一班为例，探讨如何通过激发学生的兴趣，实现快乐学习英语的目标。
二、案例描述某小学四年级一班共有学生40人，其中男生20人，女生20人。
在英语学习方面，部分学生对英语学习存在畏难情绪，缺乏学习兴趣；部分学生英语基础薄弱，学习效果不佳。
为了提高学生的英语学习兴趣和成绩，教师采取了一系列教学策略。
三、教学策略1. 创设情境，激发兴趣（1）利用多媒体教学设备，播放英语歌曲、动画片等，让学生在轻松愉快的氛围中接触英语。
（2）组织英语角活动，让学生在活动中运用英语进行交流，提高英语口语表达能力。
（3）结合生活实际，设计富有创意的课堂活动，如角色扮演、游戏等，激发学生的学习兴趣。
2. 关注个体差异，分层教学（1）针对不同学生的学习水平，设计不同难度的教学任务，让每个学生都能在课堂上找到适合自己的学习内容。
（2）关注学生的学习进度，及时给予反馈，帮助学生巩固所学知识。
（3）开展小组合作学习，让学生在互动中互相帮助，共同进步。
3. 注重实践，提高应用能力（1）开展英语角、英语演讲、英语歌曲比赛等活动，让学生在实践中提高英语应用能力。
（2）鼓励学生参加英语竞赛，激发学生的学习热情。
（3）结合学校、家庭和社会资源，开展丰富多彩的英语实践活动。
4. 家校合作，共同促进（1）定期与家长沟通，了解学生在家的学习情况，共同制定学习计划。
（2）邀请家长参与课堂活动，增进家校之间的了解和信任。
（3）开展家庭教育讲座，提高家长对英语学习的重视程度。
四、教学效果通过以上教学策略的实施，该班学生的英语学习兴趣得到了明显提高，英语成绩也有了显著提升。
具体表现在以下几个方面：1. 学生积极参与课堂活动，英语口语表达能力明显增强。
2. 学生对英语学习的兴趣日益浓厚，课堂氛围活跃。
小学英语教育教学小案例(3篇)
第1篇一、案例背景随着我国教育改革的不断深入，小学英语教育越来越受到重视。
在小学英语教学中，教师需要关注学生的个体差异，采用多种教学方法，激发学生的学习兴趣，提高学生的英语素养。
本案例以我国某小学五年级英语课堂为例，探讨如何在教学中实施有效的英语教学策略。
二、案例描述1. 教学内容本节课教学内容为PEP小学英语五年级下册Unit 4 What can you do？Part A Let’s learn。
本部分主要学习动词短语：read books, watch TV, play computer games, do sports，以及一般现在时态。
2. 教学目标（1）知识目标：学生能够听懂、会说、会读、会写动词短语：read books, watch TV, play computer games, do sports。
（2）技能目标：学生能够运用所学动词短语进行简单的日常交流。
（3）情感目标：激发学生学习英语的兴趣，培养学生的合作意识和团队精神。
3. 教学过程（1）导入教师播放一段关于家庭生活的视频，让学生观察并回答问题：What do you see in the video? 学生回答后，教师引导学生思考：What can you do at home? 学生自由发言，教师板书动词短语：read books, watch TV, play computer games, do sports。
（2）呈现新知教师通过图片、动作、表情等方式展示动词短语，引导学生跟读。
然后，教师引导学生进行小组合作，让学生用所学动词短语进行对话。
（3）练习巩固教师设计以下练习活动：①听录音，完成填空。
②小组合作，用所学动词短语进行角色扮演。
③看图说话，描述自己在家能做什么。
（4）课堂小结教师引导学生总结本节课所学内容，强调动词短语和一般现在时态的用法。
（5）作业布置①完成课后练习。
②回家后，用所学动词短语与家人进行对话。
小学英语优秀教学案例
这篇《⼩学英语优秀教学案例》，是⽆忧考特地为⼤家整理的，希望对⼤家有所帮助！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 thatwoman/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.⼆. 教学⽬标1．认知⽬标：能正确听、说Who’s this boy/girl? He’s my.../She’s my ...； 正确理解、运⽤感叹词Cool, Great, Wow;及常⽤⼝语Really?2．能⼒⽬标：正确的运⽤Who’s this boy/girl?这个句型询问，并能正确回答；流利的介绍⾃⼰的家庭成员3．情感态度⽬标：增进学⽣之间交流合作表演能⼒；了解其他同学的家庭成员。
三.教材重点、难点重点：熟悉并掌握句型Who＇s this boy/girl?难点：正确运⽤⼝语常⽤词Come on ! Really ? 及 brother ,really ,watch的发⾳。
四.课前准备1．本课有关的录⾳磁带、图⽚、头饰、教学挂图。
2．⼀张⾃画的全家福照⽚,学⽣⾃备照⽚。
3．四张邀请单4．CAI课件五．教学过程⼀． Warm up1.师⽣⼀起边说边做前⼀课所学的Let’s chant:A B C D E F G ,Father mother and me,C D E F G A B,Sing and dance under the tree.２．⽇常⼝语对话Hello, How are you? How old are you?Where are you from? Nice to meet you.设计意图：营造轻松愉快的教学⽓氛，抓住学⽣的注意⼒，吸引学⽣参加活动。
人教版小学英语三年级下册教学案例8篇
人教版小学英语三年级下册教学案例8篇第一篇：《My Day》教学案例目标：- 学会用英语描述一天的活动和时间顺序- 学会使用一些常见的时间短语教学过程：1. 利用图片和实物向学生介绍一天中的不同活动，如吃早饭、上学、吃午饭、做作业等。
2. 教师以简单明了的语言描述自己一天的活动，引导学生使用英语表述。
例如：I get up at 7 o'clock. I eat breakfast at 7:30. I go to school at 8 o'clock.3. 教师利用图片和实物继续让学生描述其他时间段的活动，并引导学生使用正确的时间短语，如in the morning, in the afternoon, at night等。
4. 组织学生进行小组活动，让他们互相交流并描述自己一天的活动，鼓励使用英语进行表达。
5. 布置作业：要求学生回家后用英语写一份关于自己一天活动的日记。
教学评价：- 学生能够简单描述一天的活动，运用了所学的时间短语。
- 学生在小组活动中积极参与，表达能力有所提升。
- 学生能够根据要求撰写一份简单的日记。
第二篇：《At the Park》教学案例目标：- 研究描述不同的公园景物和活动- 研究询问和回答与公园相关的问题教学过程：1. 利用图片和实物向学生介绍公园的不同景物和活动，如草坪、滑梯、秋千、踢足球等。
2. 教师以简单明了的语言描述在公园的活动，引导学生使用英语表述。
例如：I play football in the park. I slide down the slide. I swing on the swing.3. 教师询问学生在公园喜欢做什么活动，并引导学生使用正确的问句和回答。
“What do you do in the park?” “I play football in the park.”4. 组织学生进行角色扮演，模拟在公园的情景，让他们互相提问和回答问题。
小学英语教育教学案例
小学英语教育教学案例小学英语教育教学案例篇1 本学年我担任五年级的英语教学工作。
我对教学工作从来都是不敢怠慢，认真学习，深入研究教法，虚心向有经验的教师和师傅学习。
我严格遵从教学的5个环节，课前认真备课，做到既备教材，又备学生，因材施教，积极探索小学英语快乐课堂，让学生在轻松快乐的氛围中学习。
小学阶段英语教学的目的是：激发学生学习英语的兴趣，培养学生学习英语的积极性，使他们树立学习英语的自信心，同时培养学生一定的语感和良好的语音、语调基础，为进一步学习打下基础。
在英语课堂教学中，怎样创设良好的学习氛围、激发学生的兴趣是搞好小学英语教学的重要一环。
下面结合本学期教学工作总结如下：一、面对所有学生，认真备课。
在教学中前，认真备课，认真阅读相关教科参考书，认真编写好教案制定好教学，根据学生的实际学习情况和向其他教师取得的经验，不断地加以改善修改；在传授学生知识时，不厌其烦，耐心教导每一位学生，还耐心地辅导学生复习遗漏知识；在传授学生知识的同时，并对他们进行思想教育，并让优生帮助后进生。
二、把握课堂40分钟，向课堂要效率。
在课堂上，我尽量活跃课堂气氛，激励学生思考问题，回答问题，让他们主动参与，注重对学生口语的培养。
运用实物教具、简笔画，情景教学、手势语言等方法来启发、教育学生。
教学生做游戏、唱英语歌等来激发学生的学习兴趣。
鼓励学生大胆质疑，注重师生互动、生生互动的教学，充分调动学生的学习积极性。
学生有疑难和不懂读的地方，我总是不厌其烦地讲解、分析、带读，力争让他们学了就懂，懂了会用。
为了更好地检查学生掌握知识的情况或者让他们进一步巩固知识，布置适量的作业，练习，并且对试卷，作业等认真批改并加以讲评，做好总结，以便及时做到查漏补缺。
特别是五年级，尽量做到精讲多练，让学生做到听说读写并举，眼耳口鼻脑并用，最大限度地给学生创造良好的学习氛围。
三、利用课余时间，补充课堂不足。
课堂上并不是所有的学生都能掌握好的。
小学英语教案全英文版【三篇】
【导语】教育者有⽬的有计划有组织的对受教育者的⾝⼼发展进⾏教化培育，以现有的经验、学识推敲于⼈，为其解释各种现象、问题或⾏为，以增长能⼒经验。
以下是为⼤家整理的《⼩学英语教案全英⽂版【三篇】》供您查阅。
【篇⼀】TEACHING PROCEDURESI、Warming-upStep one:Let’s the student listen to the tape.And review some adj. about weather.Eg:warm,cool,hot,cold.Let the students do actions while listening.Step two:Do an exercise.The teacher will ask some questions about the listen test.It's about part B read and write in grade five.Eg:What's your favourite (II)previewStep one:ask and answerThe teacher is going to ask some questions. (eg:what is the weather like?)And show off the different pictures about weather. Guide students to answer questions by using warm,cool,hot.III、PresentationLet's learnStep one:words studyDraw a trunk on the blackboard,and then add some light green leaves.Ask students(look!The leaves are green now.What season is it now?) Show off the word card "season".Teach them "season".After that,show off "spring".Students read after the teacher.And describe the weather of "spring" character depend on their owe life.(eg:spring is warm in hangzhou/taiwan.) Then point at the main city on the map,and ask what is the weather like in beijing/shenzhen? Spell together.Step two:continute to add deep green leaves on the tree.And say look!The leaves are becoming more and more.Summer is coming.Teach "summer"in the same way.Step three:draw the sun and ligth,and acquit very hot.Ask oh,what is the weather like in summer?Guide students to answer it. It's hot,very very hot.Step four:clean parts of leaves and light,and then colour some leaves into yellow.Ask look!Now it's cool.What season is it now?Oh.It's fall now.Writing "fall" on the board.Spell together.Step five:clean parts of leaves,and then add some cloudy and snow.Say"now,the weather is very cold.It is winter now.".Teach "winter".Ask and answer:"what is the weather like in winter in ……?"Step six:show off different picture about weather,and ask and answer.Eg:T:What's the weather like?S:It's windy.T:What season is it now?S:Spring.ect.Continu to ask a question"what's your favourite season?"Guide students to answer it.Let's startStep one:show off different picture about seasons.Ask"what's the weather like in this picture?"Step two:Play a gameTeacher shows the picture in different seasons.In order to see who can correctly say the first word, the winners must give incentives.Step three:Guide students to use patterns of small groups. And finish let's start .(eg:what's your favourite season?……because it's ……)Consolidation and extensionLet student do some exercise which is from student exercise book.【篇⼆】After some practice by asking and answering, I present the next language points:There’s no …inon ear…Have …then.And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.Step 3 Listen to the tape and Ss imitate to read and say.As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.Step 4 Ss be the main body, T makes a guider.In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.Then I show a carton with no voice, ask Ss to make a dialogue in pairs.There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.Step 5 Change class to life, learn by themselves.Is this the end of the class? I don’t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life.In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.That’s all. Thanks a lot for your attention.【篇三】Part A Let’s say, Let’s chant Part C CultureTeaching Aims :1. Be able to listen, say, recognize the words: apple, ant, boy, bag, Coke, coffee.2. Be able to listen, say, read and write these three letters: A a; B b; C c3. Through the chant review the letters of ABC, train a sense of group identity.Focus Points & Difficult Points :Read the letters: Big letter C, small letter c; Write down them correctly and handsomely.Teaching Preparation:1. Letter cards ,some word pictures, word cards: apple boy eraser ant crayon body head cake Coke coffee bag ball2. A little blackboard with four-line format and a ball.Designing for the blackboard:panda beaver eagle kangaroo (pictures)China Canada America Australia (words)Teaching Steps:Step1. Warm –up1. Sing a song.2. Free talkT: Hello. I’m Wendy. I’m from Hangzhou.S1: Hello! I’m ... I’m from Hangzhou,too.T: Nice to meet you.S: Nice to meet you, too.T: Let’s play. Ok?S: Great!T: Watch out! (T throws the ball.)S: Oh, no.Make a similar dialogue with yourpartner.Step2.Presentation.1. 1)T : Today, we will learn letters. Do you know letters? Just as A,B,C…… They are letters. What’s the meaning of letters?S: 字母。
小学英语优秀教学案例
小学英语优秀教学案例引言本文档旨在分享一份小学英语优秀教学案例，以供各位教育工作者参考和借鉴。
该案例涵盖了教学目标、教学内容、教学方法、评估方式等多个方面，力求为学生们提供一个高效、有趣的学习体验。
---一、教学背景学生对象本案例适用于我国小学三年级学生，学生已掌握基本的英语字母、单词和简单的句子结构。
教学目标1. 能听懂、会说、会读关于日常生活中的问候、介绍、道别等基本对话。
2. 掌握一定数量的基本词汇，如颜色、数字、家庭成员等。
3. 培养学生的英语学习兴趣和良好的学习习惯。
---二、教学内容教材《PEP小学英语》第一册课时安排共10课时，每课时40分钟---三、教学方法1. 情境教学法通过设置真实、生动的场景，让学生在实际语境中学习英语，提高学生的语言运用能力。
2. 游戏教学法结合学生的好奇心强、喜欢游戏的特点，将英语学习与游戏相结合，激发学生的学习兴趣。
3. 任务型教学法引导学生参与各种真实的任务，如角色扮演、小组讨论等，提高学生的合作能力和实际运用英语的能力。
---四、教学过程1. 课堂导入（5分钟）利用歌曲、图片等吸引学生的注意力，为新课的学习做好铺垫。
2. 知识呈现（10分钟）通过情境教学法，展示本节课的主要内容，如单词、句子等，让学生在实际语境中学习英语。
3. 课堂活动（15分钟）采用游戏教学法和任务型教学法，让学生在活动中练习英语，巩固所学知识。
4. 总结与作业（5分钟）对本节课所学内容进行总结，布置适量的作业，让学生课后巩固。
---五、评估方式1. 课堂表现：观察学生在课堂上的参与程度、发言情况等，了解学生的学习状态。
2. 作业完成情况：检查学生作业的完成质量，评估学生对知识的掌握程度。
3. 测验成绩：定期进行测验，了解学生的学习进步情况。
---结语本教学案例旨在为小学英语教学提供一种可行、高效的教学模式。
教师在实际教学中可根据学生情况和教学环境进行调整，以达到最佳教学效果。
希望这份案例对大家有所启发和帮助！。
英语教学案例(优秀3篇)
英语教学案例（优秀3篇）英语教学案例篇一活动目的：学习和运用有关学校场所的英语单词，利用平面图介绍自己学校各种场所。
适合级别：1一2级教学过程 : 1、教师事先根据本学校的场所位置画一幅平面图(简图)，但不标出场所的名称。
把平面图复印若干份(做活动时每小组一份)。
2、把单词school，playground，classroom，office，art room，music room，multimedia room，library，language lab做成约2cmx3cm 的小卡片(若干套)。
做活动时每小组一套。
3、借助图片向学生呈现下列单词：school，playground，classroom，office, art room, music room，multimedia room，library，language lab。
要求学生做到：(1)看见图片能说出单词；(2)给出单词也能说出场所名称，只要求学生能认读，不要求拼写。
4、将学生分为4一5人一组(小组成员必须围成一圈)。
每组发一张学校平面图和一套单词小卡片。
要求学生根据学校场所的实际位置把单词贴在平面图上。
5、让相邻的两个小组对比他们贴好的平面图。
如有不同之处，学生自己讨论为什么出现不同之处，并进行适当的修正。
6、把全班学生分成三个大组(队)。
在黑板上贴三幅平面图。
给每个大组再发一套单词卡片。
每个大组派两个人到前面，把卡片贴到平面图上。
首先完成且贴得正确的大组获胜。
7、小组内学生轮流根据贴好的平面图向其他学生介绍自己学校的场所(如：This is the playground.)。
鼓励学生使用其他所学语言进行创造性表达，如It is small，but I like it. 8、把学生贴好的平面图贴在班级的墙报上，或者贴在学校的布告栏或校门入口处，当作本校场所位置的英文示意图。
9、对程度较好的学生，可以让他们自己设计一个所教学校的平面图，并用英语向他人作介绍。
小学英语教学案例(精选20篇)
小学英语教学案例(精选20篇)小学英语教学案例(精选20篇)小学英语教学案例（一）：这是一节小学三年级的英语课，所教授的资料是人教版第一册第一单元第二课。
本课主要学习用what"s your name?询问对方的姓名并回答；学习有关动物的单词dog， duck；学唱歌曲hello! what"s your name ?记得以前教授这句话时，着实让我费劲不小，有的学生刚学会答句，加上问句就忘了，有的my name is… 发音怎样也说不准。
今年应对的又是三年级的孩子，怎样让他们在--节课之内掌握这些知识，获得运用本事呢？课前我做了精心的准备，并给学生们准备了礼物----stickers。
上课前我播放了第一课学习的歌曲hello!来帮忙学生巩固所学的知识，由于学生们刚刚接触英语。
充满了进取性和好奇心，全班合唱歌曲，营造了很好的英语学习氛围，拉近师生间的情感距离，消除学生的紧张心理，为投入本课的学习创造进取的心理状态。
师生均对本课充满信心。
我充分利用刚刚开学，师生、生生之间还不互相熟悉这一背景，并将其作为介绍新知、运用新知的最佳情景，使整个教学过程避免了没有意义的、鹦鹉学舌的机械操练。
上课后我对学生们说：you know i'm your friend.i'm miss chen．my english name is cici．指指自我的胸牌(直接切入主题。
)问学生would you like to be my friends ? please introduce yourselves with the sentence：hello! hi! i'm... let me know your names．请同学们用学过的句子介绍自我，复习上一节课的知识，并能够在实际情景中交流。
练了一部分后，我告诉学生you may also say：my name's 我反复重复单词name，并让学生仔细看我的口型让学生试着用另外一种方式介绍自我，谁要是说对了就给他一个sticker作为奖励。
小学英语优秀教学案例
小学英语优秀教学案例Teaching PlanSubject: EnglishGrade: Primary SchoolTopic: Daily RoutineTime: 45 minutesObjectives:1. Students will be able to understand and use vocabulary related to daily routine.2. Students will be able to ask and answer questions about daily routine using the present simple tense.3. Students will be able to describe their own daily routine using complete sentences.4. Students will practice listening and speaking skills. Materials:1. Flashcards with pictures of activities related to daily routine.2. Worksheet with a chart for students to fill in their own daily routine.3. Whiteboard and markers.4. CD player and audio recording of daily routine activities. Procedure:1. Warm-up (5 minutes)- Greet the students and review vocabulary related to daily routine by holding up flashcards and asking the students to name the activity.- Play a short audio recording of daily routine activities and askthe students to listen and repeat the words.2. Vocabulary Practice (10 minutes)- Hold up flashcards one by one and ask the students to name the activity.- Divide the class into two teams and play a game of "charades": one student from each team acts out an activity without speaking, and the other students guess what the activity is.- Write the vocabulary words on the whiteboard and review their meanings.3. Grammar Practice (15 minutes)- Write sample sentences using the present simple tense on the whiteboard, e.g. "I brush my teeth every morning." and "She goes to bed at 9 o'clock."- Ask the students to form questions by changing the word order, e.g. "Do you brush your teeth every morning?" and "Does she go to bed at 9 o'clock?"- Have students practice asking and answering questions in pairs, using the vocabulary words they learned.4. Listening Activity (10 minutes)- Play an audio recording of a friend describing their daily routine.- Ask the students to listen and write down the activities they hear in the chart on their worksheet.- Check the answers as a class and discuss any new vocabulary words that arise.5. Speaking Activity (5 minutes)- Have each student fill in the chart on their worksheet with their own daily routine.- In pairs, students take turns asking and answering questions about their daily routine, using the present simple tense.6. Wrap-up (5 minutes)- Review the vocabulary and grammar covered in the lesson by holding up flashcards and asking the students to name the activity or form a question about it.Extension activities:1. Students can create a daily routine poster, using pictures or drawings to represent their activities.2. Students can write a short paragraph describing their daily routine, using complete sentences and the present simple tense.3. Students can practice their listening skills by listening to a song or watching a video about daily routine, and then discussing it in class.。
小学英语教学案例 (2)
小学英语教学案例Let's learnWarm-upListen and doT: walk/jump/run/swim/play PingPong/ playbasketball/play volleyball…从听听做做入手,展现与本文相关的信息,直接切入主题,一方面活跃课堂气氛,另一方面为新知识的呈现起到了很好的铺垫作用.Lead-indrive the bus/drive the jeep/drive the carPresentation and practiceTeach "driver"drive the car, drive the car, He is a driver.→driver (er,er,//,//,//)Ss read: driver ,driver ,He is a driver.T:Guess,what colour cars does the driver likeS1:He is a driver. He likes …cars.Ss: He is a driver. He likes blue cars.渗透字母组合发音,为语音学习打下基础.通过猜颜色,将新旧知识有机结合,达到知识循环的目的，将课堂评价与教学内容巧妙结合,体现评价真正为课堂服务的作用.Teach" farmer"T: Let's drive the car to the farm.(CAI shows the word:farm)T: What's he →farmer(er, er,//,//,//)Ss read: farmer, farmer, He is a farmer.4T: Guess, what's the farmer's hobbyS1:He is a farmer. He likes …Ss: He is a farmer. He likes playing balls.(注:本环节对说得好的学生奖励印有farmer的职业徽章)听学生熟悉的古诗,既自然呈现新知,又能很好地渗透德育教育. farme →farmer给学生神通单词后面加er可以表示一类人的概念. 3,Teach"baseball player"T: What kinds of balls do you likeS1:I like…T: The farmer likes playing many kinds of balls. Look!football Beckham→football playerbasketball Yao Ming→basketball playerPing Pong Kong Linghui→Ping Pong player(Teach the word :player er,er,//,//,//)bas eball a boy→baseball playerSs read:player, player,a baseball player(T shows a toy baseball stick)T:I'm a baseball player.(T pass it to S1)从学生喜欢的球类和球类明星入手,生动,直观,扩大了知识面,又为新知识的呈现降低了难度,整个过程清晰,流畅.Presentation and practiceS1: I'm a baseball player. (接龙操练:S1→S2→S3…→Sn)通过表演棒球运动员的方法来提高学生的学习兴趣,同时棒球棒在学生之间自由传动,体现了生生互动.Teach the sentence:What's he (1)(CAI:象征职业人物的黑影图)T:What's he S1: He's a baseball pl ayer/driver/farmer…→What's he (2)Ss read : What's he (3)Ss ask:What's he/she S1:He's/She's a…(T指向带有职业徽章的学生)(注:此处对表现好的学生奖励职业徽章时可让他们自己选择学过的:I like…)利用黑影设置语言交际的信息沟,在猜一猜中增加孩子的学习兴趣,同时又很自然地呈现出新句型.将戴有职业徽章的学生作为操练对象,真实形象,也使评价的作用又一次得到体现.Teach:doctor(1)(CAI)T:What's he →doctor(2)Ss read: Dctor,doctor,he is a doctor.(3)T: I don't like doctors. What about youS1:I like/don't like doctors.T:So I eat an apple a day. Because there is a saying:An apple a day keepsthe doctor away.Ss read the sentence.Let Ss sing the song: An apple a day(注:本环节对说得好的学生奖励印有doctor的职业徽章)复习旧歌曲,活跃了课堂氛围,也使新知识进一步得到巩固.6,Teach: nurse(1) T shows some tools (e.g. 听诊器,司机帽,护士帽…)S1给S2戴上工具,S1:What's he /sheS3:He/She is a …(2)T shows a nurse cap and put it on a girl's head and ask:What's she →nurse(3)Ss read: Nurse,nurse,she is a nurse(ur,ur,//,//,//)CAI shows 6 nurses.T: I like Nurse1.She is kind.Group work:4 students discussS1:I like Nurse…. She is….(注:本环节对说得好的学生奖励印有nurse的职业徽章)将生活带进学生课堂,创设语境,增强语言交际的真实感.小组内讨论个人喜爱的护士形象,这个环节从学生的生活经验出发,从学到用,强调真实.Consolidation and extension(巩固和延伸)1,Review the words(1)Read all the words(2) Listen and doT: Act like a driver… Ss do action(3)Let Ss open the books and read "Let's learn"and practice "Let's do "(4) Ss practise: Let's do通过读课文中的内容,使学生养成良好的学习习惯,并为下一步口头交际训练打下基础. 2,(CAI)Task: 评选你最喜欢的职业人物:每小组推荐一名优秀的职业人物代表,由小组内成员介绍,每人介绍一至二句.要求用上以下句型:What's heHe is a …(职业)He is …(特征)He likes…(爱好)培养学生的合作意识,增加交际氛围,引导学生结合语境,促进学生的实践能力.评价的多种作用在这里再一次得到淋漓尽致的发挥.Homework复习本课单词。
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思考的问题：如何巧妙处理课堂意外,保护学生"开口说英语"的积极性？黄宁案例片段描述：当学生说："I like you !"时学习完6A Unit 3课文后，我创设了一个小情境，给了学生一个话题： If you’re Helen’s friends ,LiuTao, what will you say to her ?学生一听立刻就兴奋起来，七嘴八舌的讨论开了。
Student A: Helen! Here is my birthday present. it’s a book . I hope you like it.Student B: Helen! This card is for you. I hope you will be happy.Student C: Helen! Here is a dress for you . Happy birthday to you!Student D:…这时男生E突然举手，站起来说：Student E:I think Liutao will say ," Helen! You are beautiful. I like you! Here's my present. I hope you like it."全班同学一听都都笑了，课堂上顿时乱成了一锅粥，我也吃了一惊。
但马上反应了过来，微笑着给了学生一块橡皮，并且说：Teacher: I think you are a clever boy. Your English is very good .I think Helen will be very glad to hear it . Here's my present for your answer.I hope you will like it.(你真是一位聪明的男孩。
你的英语说的真棒。
我相信Helen 听到你的华也会非常高兴。
这是老师奖励给你的。
希望你会喜欢。
) Student E: Thank you! I like it.该生坐了下来，全班学生都向他投去了羡慕的眼光，大家的发言变得更热烈更踊跃了。
教学反思：教学中总是会碰到一些意外，它们是教学中的不确定因素，它的产生在学生的情理之中，教师的意料之外。
如何巧妙地处理，直接关系到师生间的良好互动和教与学的有效结合。
课中，我巧妙地避开了男生E突然闯入的话题，同时男生E对老师的赞扬和礼物作出了正确的回答，把课堂气氛推向了一个高潮。
由开放的导入而生成的丰富的学生资源，打破了旧课堂秩序的平衡，教师要在变动不已的课堂中发现、判断、整合信息，随时把握由价值的意外，推动教学的发展与生成。
保护学生开口说英语的积极性，保护学生上课时愉悦的心情，学生们才能最大限度地发挥潜能，不受限制地发挥想象力，才会有创造语言的欲望，我们的教学才会有一石数鸟的意外收获。
思考的问题：如何创造有利于学生学习的心理状态，形成积极的学习态度？――处理"肥胖"的艺术案例片段描述：6B Unit 1学习的是比较级，其中有两个单词: fat (ter) strong (er ) heavy (heavier)片段一，老师甲在讲到fat这个词时，让学生来造句，有很多学生站起来，说了这样一句Student: … is fatter than me .Teacher: Why?Student: He’s heavier than me .全班同学哄堂大笑，这位学生很难为情，但老师下面的一句话马上将气氛缓和了过来。
Teacher: But I don’t think he’s too fat. He’s strong.片段二，老师乙在教完这一课的内容后，组织学生寻找合作对象自编对话，一名学生站了起来想找一位较胖的学生来担任“比较对象”，有一位长得胖呼呼的学生自告奋勇站起来，于是发生这样一段对话：Student 1: Who is fatter than me ?Student 2: I am . I am fatter than him .Teacher: Good! I think you are fatter. You are the right person!当时全班同学哄堂大笑，这位学生一脸的尴尬，一个劲地挠脑儿。
教学反思：两位老师在处理一个相同的话题时运用了两种截然不同的方法，毋庸置疑，前者的处理有利于学生的学习，而后者的处理则会对心理比较脆弱的学生产生负面的影响。
语言教学在很大程度上依赖于学生与教师之间的团结、合作、相互支持的人际关系，而这种关系时刻都受到彼此情感的影响。
恰当、合理地使用语言，有助于沟通情感，增进友谊和相互尊重，改善这种人际关系,同时还可以创建一种和谐的语言活动氛围，努力产生浸润性的效果，让学生愉快地沉浸在英语的氛围中。
在课上，教师要善于调控学生的情感态度，注意言语的导向，建立融洽、民主、团结、相互尊重的氛围，创造有利于学习的心理状态，形成积极的学习态度，让学生学得主动，学得愉快。
2014.5.6如何将科学性和思想性统一的教学原则贯穿于课堂教学之中, 拓展英语学科的育人价值？黄宁案例片段描述：在教学6A Unit 3 时设计了以下三个片段。
片段一，为了引出"birthday"这一话题，我与学生进行了以下对话：Teacher: Excuse me. When is your birthday?Student A: On February the eleventhTeacher: Do you know your father's / mother's birthday?Student A:????片段二，在谈到切蛋糕庆祝生日时，我这样问道：Teacher: Now Helen will cut her birthday cake into pieces. Who do you think should get the first cake?同学们七嘴八舌地说开了，有的说Helen, 有的说Helen's fa other。
片段三，在最后布置回家作业时，我布置了这样一个开放性任务，让学生回家以后，调查家里人的生日：Members BirthdayFatherMotherGrandfatherGrandmotherSister/brother教学反思：关于父母的生日，大多数学生都不知道;关于把第一块生日蛋糕分给谁，多数学生没有思考过这一问题;以及教师有意布置调查身边亲人生日的作业，这些都是为了通过有效的引导，对学生进行尊敬长辈，关心长辈的教育，教育学生心中要有他人，学会关心他人，营造一种快乐的爱的氛围，把课堂和现实生活紧密联系起来，创设一种宽松的语言环境，调动学生学习英语的积极性，将科学性和思想性统一的教学原则贯穿于课堂教学之中, 拓展英语学科的育人价值。
ther,有的说Helen’s m[摘要]“操练”是对话教学中的重要环节之一，我们发现我们很多老师在对话教学设计上往往会偏重于“呈现”这一环节，而忽视“操练”这一环节，本文结合教学实践，论述了目前小学英语对话教学中对话操练存在一些问题，并针对在小学英语对话操练中的问题提出策略。
[关键词]操练问题策略我们小学英语课堂对话教学通常分成三个步骤，即呈现、操练和输出。
“操练”是对话教学中的重要环节之一，“操练”是指教师在呈现完新的语言项目后，运用灵活多样的手段组织学生对新授内容进行巩固性的训练，从而在语言形式和意义两方面增强学生的感性认识，使学生获得初步的语言实践能力。
操练的效果直接影响学生对对话的掌握程度。
反思我们的课堂，我们发现我们很多老师在对话教学设计上往往会偏重于“呈现”这一环节，而“操练”这一环节经常是草草了事，我认为目前小学英语对话操练存在着一些问题：问题一、重操练结果、轻操练过程在实际的对话教学中，我们会发现有些学生对于所学对话是“读读会读，背背会背，但用用不会用”。
在具体的应用中，他们的反应有时还会慢上好几拍。
这是由于我们在对话操练时片面追求知识目标的实现，认为学生能够把单词和文本读好背好就是唯一目的，而不注重过程和方法，把生动活泼的语言教学变成了费时费力的机械操练。
这样的机械操练不但让学生失去了操练的兴趣,而且只能让我们认读对话中的语句，并没有达到真正意义上的操练。
[对策] 新颖灵活的操练方法可以提高学生操练的兴趣,灵活多样的操练方式如同魔法石一般，吸引了学生的眼球，抓住了学生的心，使学生大胆的操练对话,同时能增加学生对话的机会。
下面就介绍几种灵活有效的对话操练方法：1．在歌曲中操练对话。
儿童歌曲和童谣一般都有优美动听的旋律和轻松欢快的节奏，在歌曲中操练对话是一种既能减轻学生的心理负担，又能使学生在轻松愉快的气氛中掌握对话的好方法。
因此，在小学英语牛津教材中就整理了不少这样的歌谣。
例如我们在三年级的《How are you》的对话教学中，就可以穿插单元后面的歌曲进行对话操练，在节奏和音乐的伴奏下，学生边说或边唱，边做动作，积极的投入到操练中去，能很快掌握所学对话。
我们还可以利用一些学生耳熟能详的歌曲，在操练对话时替换新词，随着歌曲的旋律，学生们便能脱口唱出所学对话。
2．在表演中操练对话。
学生是天生的表演“艺术家”。
作为教者要为学生创设一定的情境，鼓励学生扮演情境中某一人物，使其兴致勃勃地进入学习境界，在特定的情境中操练和运用所学对话，从而避免句型操练的单一和枯燥。
例如对于低中年级的学生，教师可根据课文人物制作头像，让学生扮演文中的人物，练习课文对话。
而对于小学高年级的学生则可以让他们充分发挥，表演对话内容。
比如表演结识新友或看医生、借东西、问路等，帮助学生理解对话内容，激发他们内在的表达欲望，达到操练对话的目的。
3．在游戏中操练对话。
好动、好玩是孩子们的天性，我们可充分利用这一心理特点，在英语对话操练中，适当运用英语游戏，不仅可以缓和课堂教学的紧张气氛，还有助于消除学生的疲劳。
另外，又可以使学生在饶有兴趣的游戏中积极思维，掌握知识，并能使每个学生都参与进来，令课堂气氛热烈，这大大激发了学生学习英语的兴趣。
例如在四年级《Whose gloves？》这一课上，我们可以设计一个“猜猜看”的游戏，让四位学生带好自己的衣服，如“sweater, jacket, jeans, coat”等。
让学生根据衣服特征，通过对话猜猜衣服的主人。
学生在“玩中练，练中玩”，掌握所学对话。
2014.5.12。