英語教學案例范文
一個優秀的教學案例，可能會改變我們的英語教學生涯。下面是我給大家整理的英語教學案例范文，供大家參閱!
英語教學案例前言Hello, everyone. Today I’m very plead to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken fromLesson 63 of Unit 16 in SEFC(2). It is made up of four parts.
英語教學案例Part 1【My understanding of this lesson
The analysis of the teaching material:
This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the a and the life in the oceans. At the same time, we should get the students to understand some difficult ntences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of cour, the Ss should receive some moral education. Let the Ss understand the a better, love the a and save the a and the life of the a.
Teaching aims:
1. Knowledge aim: Understand the main idea of the text.
2. Ability aim: Retell the text in their own words.
3. Emotional aim: Make the Ss love the life of the a and do something to stop it being polluted.
Key points / Teaching important points:
How to understand the text better.
Teaching difficult points:
1. U your own words to retell the text.
2. Discuss the pollution of the a and how to save the a.
Something about the Ss:
1. The Ss have known something about the a and a life through the Internet and other ways.
2. They are lack of vocabulary.
3. They don’t often u English to express themlves and communicate with others.
4. Some Ss are not active in the class becau they are afraid of making mistakes.
英語教學案例Part 2【My teaching theories, methods and aids】
Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himlf acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.
Teaching method:
Double activities teaching method
Question-and-answer activity teaching method
Watch-and-listen activity
Free discussion method
Pair work or individual work method
Teaching aids:
1. a projector
2. a tape recorder
3. multimedia
4. the blackboard
英語教學案例Part 3【Teaching steps / procedures】
I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.
The entire steps are:
Greetings, Revision, Lead-in and preparation for reading, Fast reading(scanning), Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework
Step 1 Greetings
Greet the whole class as usual.
Step 2. Revision
1. Ask students some questions to revi the last lesson(show them on the screen).
a. How much salt do the oceans contain per thousand parts of water?(35 parts of salt. 3.5% by weight)
b. What is coral? Why are corals not found in deep water?
c. Why is the Dead Sea called the Dead Sea?
2. Check the homework(made a survey about the a or a life by surfing the Internet or asking for help from other people). Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.
Step 3. Lead-in and preparation for reading
Show them some pictures and let them talk each other, and then u the pictures about a and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.
Purpo: Arou the students’ interest of study.
Bring in new subject: Life in the oceans.
Step 4. Fast reading
Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph:
1. Why can living things live in such oceans around the Antarctica?
2. What does the whale feed on?
3. What is the difference between the sperm whale and other whales?
Method: Read the text individually, u question—and—answer activity.
Purpo: Improve the students’ reading ability.
Understand the general idea of each paragraph.
Step 5. Listening(book clod)
1. Listen to the tape then do an exerci(wb page 90, part 1)
2. True or fal exerci.(on the screen)
Train the Ss’ listening ability and prepare for later exercis.
Step 6. Intensive reading
Read the passage carefully again and answer some detailed questions on the screen.
1. How much does a whale eat at a time?
2. Do all the whales feed on small fish?
3. How deep can a sperm whale dive?
It is also called depth reading or study reading. It means reading for detailed information.
Purpo: Further understand the text (Train further reading ability) to find out some different ntences and details of the text.
Step 7. Preparation for details of the text on the screen
1. ...its heart slows to half its normal speed.
slow-v. to become / make slower.
2. ...using sound wave
Prent participle ud as adverbial.
3. provide sth. for sb.
provide sb. with sth.
4. at a time: each time
5. grow to a length of...
Purpo: Train the Ss’ ability of understanding and using laguage.
Step 8. Consolidation
1. Find out the topic ntences.
2. Retell the passage according to the topic ntences.
Purpo: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic ntences on the blackboard according to what the students find, so they can retell it easily.
Step 9. Discussion
Show them some pictures about the polluted a and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The a is being polluted. What should they do?
Purpo: I mean to give them emotional education. I give them multi-media pictures to arou their interest of study and their love for life. I mean to make them realize: The a is in danger!
I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.
Step 10. Homework
Write an article Saving the a. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourlf and looking up the information by themleves.
Part 4. Blackboard design
Unit 16 Lesson 63
Topic Sentences:
1. Some living things can live in Antarctica.(what)
2. The whale feeds on small fish.(what)
3. The sperm whale feeds on squid.(difference)
Discussion:
1. The whales are in danger. What’s your opinion about it?
2. The a is being polluted. What should we do?
In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.
In this text, the design is not easy to write. I write the topic ntences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.
I want to make the design inductive, instructive and artistic.
說課時應配合課件來說。
英語教學案例分析范文怎么寫
初中英語教學案例范文
編寫教案要依據教學大綱和教科書。從學生實際情況出發，精心設計。下面是我給大家整理的初中英語教學案例范文，供大家參閱!
初中英語教學案例范文篇1Language focus:
1.Uful expressions
on Bondi Beach; great fun; fail; need practice; leave for; by the way; on business; so far; travel to. . .Time flies
2. Prent Perfect Ten
Properties: Recorder; Overhead Projector; Pictures.
Teaching Procedures:
Ⅰ. Showing aims
Get the students to know what they will learn in this lesson and what they will do in this class:
1. Master some uful expressions
2. Practi the Prent perfect Ten
3. Practi speaking English
Ⅱ. Revision
1. Check the homework.
2. Revi the passage "surfing". Ask one or two students to retell the story in front of the class.
3. Revi the Prent Perfect Ten. Get the students to make dialogues in pairs, then have some of them act out their dialogues to share with the class. Pay attention to the u of the Prent Perfect Ten.
III. Prentation
Speech Castte. Play the tape for the students to listen and repeat. Then in groups, have the students read and act out the dialogue, ask veral pairs to perform the dialogue for the class.
Note: such great fun; Time flies; on business. They may be explained in Chine.
Explain the difference between "such" and "so" (such + nouns, so + adjectives)
IV. Practice
Part 2. Go through the dialogue with the students. Then get the students to ask and answer in pairs. Remind the difference between "have / has gone to" and "have / has been to"
V. Practice
Each student interviews a student or a teacher by asking the following questions:
What places have you been to in China?
Have you ever been to…?
How many times have you been there?
When did you go there?
How did you go there?
What interesting things did you do there?
Do you want to go there again?
Then ask the students to write a short passage about the interview, get one or two students to read for the class.
VI. Practice
Have the students give their own answers to the questions in the book.
Ask the students to ask and answer in pairs.
VII. Workbook
Do Exerci I with the class. First have the students do it individually, then check with the whole class.
The answers are: have got; Have been; went; gave; Have taken; took; be; has gone
Do Exerci 3 with the whole class. And get the students to learn the ntences.
VIII. Summary
Exercis for class
Translate the following sciences into Chine.
1. 他在哪兒?他已經去了北京。
2. 他去過北京幾次?
3. 不管他說什么，我都不會相信。
4. 你剛才做家庭作業了嗎?還沒有。
5. 他已經到美國去旅游了。
6. 不管你走到哪兒，我都會記得你。
IX. Homework
Finish off the exercis in the workbook.
初中英語教學案例范文篇2Language Focus:
Uful expressions:
a 12 - year - old schoolboy; try to; cross; channel; fail; t off; slow down; go on swimming, a big crowd of; wait for; be proud of; speak highly to.
Properties:
Recorder; Overhead Projector; Pictures
Teaching procedures:
I. showing aims
Get the students to know what they will learn in this lesson and what they will do in this class:
1. To master some uful expressions.
2. To revi all the contents of Unit 2.
3. To go through Checkpoint 2.
4. To train their listening ability.
5. To train their writing ability.
II. Revision
1. Revi "have / has been to" and "have / has gone to". Ask: Where is he? Get some of the students' answers with: He has gone to. . .
S1: He has gone to the office.
S2: He has gone to the hospital. .
S3: He has gone to Beijing.
Then ask: How many times have you been to Beijing?
S1: I've never been there.
S2: I've been there twice.
S3: I've been there three times.
Make sure the students can ask and answer correctly.
2. Revi the sports words. Divide the class into four groups and have a competition, say out the words as quickly as possible. See which group can say the most quickly and say the most words.
III. Listen
Listening Catte. Play the tape twice for the students to listen and do Exerci I in the workbook. Then play the tape again, and check the answers with the class.
IV. Word Puzzle
Ask the students to find the words in groups of the four. Get one student to share his or her answer with the whole class and check with them. The answers are: skiing; swimming; skating; boat-racing; diving.
V. Prentation
Part 3. Speech Castte. Play the tape twice for the students to listen and repeat. Then ask the students to read the passage by themlves. Try to find the answers to the following questions:
1. Who was the youngest swimmer to cross channel?
2. Which channel did he cross first?
3. When did he first cross the channel?
4. Where was the channel?
5. Why did he slow down?
6. How many hours did it take him to cross the channel?
7. Did he cross the channel alone?
8. How did his parents feel when he arrived the beach?
Note some uful expressions on the blackboard: a-12-year-old schoolboy; cross the Qiongzhou Channel; fail; his dream came true; step into; slow down; go on swimming; another; a big crowd of people; be proud of; not only … but also … ; Have the students retell the story.
VI .Writing
Get one student to act as Li Lida and the other students act as journalists. Make an interview, then write down a passage about the interview. The journalists can ask questions like:
1. Do you like swimming?
2. When did you swim?
3. Do you often swim?
4. Were you afraid while you were crossing the channel?
5. Do your parents like you to swim?
6. How do you like when your dream comes true?
VII. A poem
Speech Castte. Get the students to read the poem after the tape and help the students understand the poem. Ask them to learn the poem by heart.
VIII. Checkpoint 2
Go through Checkpoint 2 in the usual way. Explain any problems that the students may have. Get the students to go over the grammar notes.
IX. Workbook
Do Exerci 3 in class, and check the answers in pairs. The answers are: E; A; D; C; B
Do Exerci 4 individually and practi the dialogue in pairs.
Work on Exerci 5 as homework.
X. Summary
Exerci in class
Fill in the blanks with "so" and "such"
1. He was ________ tired that he can't climb the hill.
2. She is __________ a kind girl that everyone likes her.
3. The classroom is ___________ beautiful.
4. There is ___________ a clever monkey in the tree.
5. My mother is - busy, she can't go with you.
6. There are __________ many books here, I like them very much.
7.I have ___________ an honest daughter. I like her very much.
8. The flowers are __________ beautiful, don't pick them.
Answers: 1. so 2. such 3. so 4. such 5. so 6. so 7. such 8. so
XI. Homework
Finish off the exercis in the workbook.
初中英語教學案例范文篇3教學目標
教學目標與要點
1.能夠運用過去時態來談論過去的經歷和運用現在完成時來談論由過去開始，與現在相聯系或有影響的經歷。
2.學習和歸納有關環境和污染方面詞匯，且能夠正確運用它們來描述所見所聞。
3.進一步學習現在完成時態，特別是它的時間狀語的表達法：for…或since…
4.歸納總結哪些動詞是延續性動詞，哪些是非延續性動詞，以及它們之間的轉換。特別是與一段時間連用時只能使用延續性動詞。
5.培養自己的環境意識，養成良好的行為舉止，能運用所學知識來報道周邊的環境問題。
素質教育目標
1. 完成本單元語法現在完成時的學習，注意for與since的用法。
2. 熟練掌握本單元相關詞組和短語的用法。
3. 引導學生了解優美的環境對人類健康的重要性，以養成宣傳及保護我們生活、工作、學習環境的良好習慣。
4. 通過學習本單元，能使學生理解過去時與完成時，并能靈活運用相關知識。
5. 通過各種教學手段，如聲音、圖片、動畫、電視、網絡等，讓學生在了解環境保護知識的基礎上，提高表述、思考、總結相關此類知識的能力。
6. 引導學生嘗試運用不同的學習工具、學習方法、媒體素材等進行學習和提高。
Language Focus:
1. some uful expressions:
waste water; Greener China; Good idea; be afraid; a member of; a book on the environment
2. some uful ntences:
How long have you been a member of Greener China?
I've been with Greener China for a year.
How many English words have you learned since you came here?
About one thousand.
Properties: Pictures：TV; Overhead Projector; Recorder
Teaching Procedures:
I. Showing amis
Get the students to know what they will learn in this lesson and what they will do in this class:
1. To master some uful expressions.
2. To learn the grammar: the Prent Perfect Ten.
3. To make the similar dialogues freely.
4. To know that they should protect the environment and make our world more beautiful.
II . Revision
Revi the grammar; the Prent Perfect Ten. Ask: Have you ever been to the Great Wall? How many times have you been there? Get the students to ask and answer in pairs. Then ask veral pairs to act out their dialogues.
III. Prentation
Prent this dialogue:
A: Where have you been?
B: I've been to a paper factory.
A: What did you do there?
B: I saw the worker making paper there.
Prent this dialogue with one student as an example, then ask the students to practi this dialogue in pairs, and get some of them to act out the dialogue.
IV. Practice
Put up a picture of a paper factory on the blackboard, get the students to talk about the factory, for example; " This is a paper factory, it makes paper, but it also makes smoke and waste water. I found the smoke was put into the air and the waste water was put into the river near it. The river has become very dirty. Lots of fish have died." Have the students talk in groups of four and then ask some of them to read out their report to share with the whole class.
V. Read and say
Part 1. Speech Castte. Play the tape twice for the students to listen and repeat. Ask the students to read the dialogue in groups of three. Then read for the class. Get the students to read the dialogue individually again and find the answer to the following questions:
1. Where has Hu Lan just been to?
2. Why has the river near the factory become dirty?
3. What has happened to the fish in the river?
4. What does Greener China want to do?
5. Why are they going to write to the TV station and the newspaper?
6. Do you take care of the environment? Why or why not?
7. What can you do to improve the environment?
VI. Ask and answer
Read through the dialogues with the students. Ask and answer in pairs. Then make similar dialogues in pairs using the phras in the box of the book.
VII. Write
Get the students to act as journalists, make an interview. Interview one of their friends. Ask him or her some questions about him or her and his or her family members.
For example: How long have you been in this school?
What subject have you studied?
How many friends have you made?
What's your fathers job?
How long has he been a … ?
What has he done since … ?
Then get the students write a report, have some students read their reports to share with the whole class.
VIII. Workbook
Do Exerci 3 orally with the class. Have the students ask and answer in pairs. Write Exerci 2 in the exerci books.
IX. Summary
Exercis for class
Rewrite the following ntences using the Prent Perfect Ten:
Model: He went to Nanjing two days ago.
He has been in Nanjing for two days.
1. They began to study English in 2000.
2. He became a teacher ten years ago.
3. Jim came to China one year ago.
4. He joined Greener China one year ago.
5. My sister bought this book last week.
X. Homework
Talk something about the environment.
英語教學案例分析范文模板
對于英語教學講解，我們課堂上分析講解時需要以教案來輔助。下面是我給大家整理的英語教學案例分析范文，供大家參閱!
英語教學案例前言A Brief Instruction to the topic of“What should I do”
Good afternoon,everyone. My name is ______. I’m from -------Primary School .Today I’m going to talk about the topic” ________________”I will divide the instruction into ven parts： they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.
英語教學案例教材分析Part 1 Teaching material analysis
This period is from Unit …. of ….b Oxford English. First of all,I’d like to talk about my understanding about this lesson.We have learned …..in Unit ….We have also learned how to _______ in last two units.Today we are going to learn __________________.So this unit links with a special meaning of Unit ___and Unit ___.This period is the first lesson of Reading.The main idea of the topic is how to express their problems and ask for advice.We are going to learn the ways to deal with problems and stress in following lessons.So this period is very important in this unit.
And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period.
英語教學案例目標Part 2 Teaching aims
1.Aims of the knowledge:
(1)The first one, students can listen, read, say and spell the the following words: ______________
(2) The cond one : students can listen, read, say and write the following daily exprssions:________________ To know the spelling of some words and usage of some phras.
(3)To grasp the main idea of Reading and u the information to talk to others about one’s problems and how to deal with them.
2.Aims of the ablilities:
(1)To improve the ability of getting information by reading.
(2)To develope the ability of listening,speaking, and the ability of working in groups and communication..
3.Aims of the emotion:
(1)To develop the Ss’consciousness of good co-operation and proper competition.
(2)To lead Ss to show …./ask for advice to solve the problems.
英語教學案例重點Part 3 Teaching emphasis
1.To help Ss communicate with each other using the new ntence pattern.
2.To enable Ss to study in groups and co-operate skillfully.
3. To develop Ss’interest in English. I think, it’s the most important .
英語教學案例難點Part 4 Teaching difficulties
I think the most difficult point is to make sure the students…
1.To make sure the Ss u the ntence pattern correctly. Lead them to mix the old and new knowledge to ask and answer.To foster Ss’abilities of innovation.
2.To finish the task by themlves.
英語教學案例方法Part 5 Teaching methods
In this topic,I will u five-step Teaching Method , Task-bad Method,Communicated Method, Group Cooperate method. .I design some tasks to help the students learn.I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will u pair work,group work to let the students take an active part in all kinds of activities.That is “Learning by doing,learning by using”.Let the students be the masters of the class teaching,thus,student-centered teaching method is well shown.
英語教學案例技巧Part 6 Teaching aids
I will u some pictures, words and ntence cards, a tape recorder and the computer to help me achieve the aims.
英語教學案例流程Part 7 Teaching procedure
Step Ⅰ.Lead-in
The purpo is to arou the students’interest of study.
In order to attract the Ss’ attention and construct an surrounding of learning English, I let the Ss sing an English song and play a game ”” At the same time,the game can help Ss review the knowledge ,
Step Ⅱ.Prentation
The purpo is to develop the skills of skimming and how to gain the main idea of the articles.
1 The substance of language is communication and the environment of communicatiog is life. So when I prent the ntence pattern”_________”,I first show ________ ,teach the ntence. Then show my own photo of _________,Ss ask and guess, In this way, I can attract SS’attention, Encourage Ss to ask Qs with the new knowledge.
2 Most of the Ss have learned the ntence pattern:___________,so I design a task for SS to help …. And teach the new language point :___________ Meanwhile show the ntences on the CAI.
3 After some practice by asking and answering, I prent the next language points.___________ Finnaly, I’ll let the SS do pair work to consolidate them.
Step Ⅲ.Practice
The purpo is to develop the skills of …..
1. In order to make sure the Ss master the teaching material, Let them Listen to the tape and answer some question about “True”or“Fal”.
2.Ask students to read the articles again and read it in roles. Pay attention to their pronunciation and intomation.
And it is also a ready work for the next step. Give a model then do some extension.
Step Ⅳ.Extension.
The purpo is to develop the skills of retelling with the key words
1 Set a task, Try to give a model with the good student. .
2 Divide the Ss into groups of 4 people .Each one would make a new dialogue according to the scenes that CAI provided. Using the phras and the ntence pattern that we have learned. Find out which group is the best.
3.Encourage students to say something about themlves.
Task bad Method is ud here to develop the Ss’abilities of communication and their abilty of co-operation will be well trained.
Step Ⅴ.Summary and homework
The purpo is to give the students a clear idea of how to express their problems and revi the articles.
1.Ask students to revi the words and phras
2.Ask students to write a letter about himlf after class.
During my teaching，I’ll try my best to get my class alive and encourage the students to talk with each other in English.I think the general aim of English teaching is to improve the ability of using English. And I’ll u this to guide my teaching. Make the students to love the interesting English and the lovely English teacher.
Thank you!
英語教學案例分析范文怎么寫
小學英語教學案例范文
小學的英語老師，也許對于課堂上的教案設計是很有心得的。下面是我給大家整理的小學英語教學案例范文，供大家參閱!
小學英語教學案例主題《Things we can do》
小學英語教學案例相關教材解說一、說教材
我說課的內容是牛津英語2B Unit 4 In the park中Let’s talk與 Let’s learn的內容，我將教材中這兩部分與動作有關的單詞skip, swing, climb, fly和句型What can you/he do? I/He can … 進行整和，使學生在句型中說單詞，在交際中練句型，并在教材的基礎上拓展了一篇閱讀文章，讓學生在課堂上進行聽、說、玩、做、讀的多項趣味練習，激發學生學習英語的興趣和愿望。
結合二期課改精神和教材的總體目標和具體要求，我將本課教學目標設計如下：
語言知識目標：
1、掌握基本單詞：skip, swing, climb, fly
2、句型：
① What can you/he do?
② I/He can …
語言技能目標：
①、使學生能夠根據自己喜好做動作說動作。
②、使學生運用句型詢問別人的行為能力并回答。
情感態度目標：
通過本課的學習使學生加深運動有助身體健康的觀念：Sports can make us healthy. Sports can make us strong.
結合教學目標的要求，我把本課的重難點設置為
What can he do? He can …
我主要通過感知新教材——設置——靈活運用這三個主要步驟來突破教材重難點的。
二、說學生：
本課面對的是二年級的學生，之所以將兩頁的內容放在一起是因為學生們在二年級第一學期中已經學過I like to do.的句型，并且也已經掌握了一部分關于動作的單詞，于是我認為單純教授What can …do?的句型，或單純教授動作單詞有些過于簡單，對學生來說會有吃不飽的感覺，于是我針對學生的實際情況，將這兩部分內容整合在了一起，學生也完全能夠吸收。低年級的孩子有著活潑好動的特點，需要不時變換活動形式來集中他們的注意力，于是我分別在新授前，新授過程中和新授后的鞏固中設計了多種操練形式，如：歌曲，鼠來寶，變換聲調等，小組活動等，來吸引并集中他們的注意力。
小學英語教學案例實施方法(一)練習法
學生對于新授的單詞和句型需要更多的時間來操練，把大多的課堂時間留給學生，在教授新詞時我大多用了這個方法，如climb一詞，我用ladder, tree, net, wall等物體的變化來操練這一單詞，并使用What can you do? I can …的問答鏈讓每一位學生都得到了練習。使學生在多信息，高密度，快節奏的靈活操練中拓寬了學習思考方向建造了知能轉化的橋梁。
(二)小組活動學習法
在問答游戲和閱讀中，我采用了這一方法，幾個人一組可相互交流也可自由選擇，在互動中互相啟發產生思維的碰撞。同時注意保證每個學生都有機會參與學習，而培養學生與伙伴合作的意識和策略，提高人際交往能力。學生也在獨立與合作的交織中調控了自身的學習，變得自信，自強。
(三)交際法：
語言的學習總而言之是為了運用，我在課中設計了一個Do a survey，通過調查學生家庭成員的能力，激發學生情感，使學生以最佳的情緒、狀態、主動投入主動參與，獲得主動發展，通過角色效應，強化主體意識。
(四)鼓勵法
課堂評價主要以鼓勵性評價為主，課上我恰當的使用激勵性評語和讓學生渴望成功的心理得到滿足，這也是激勵學生積極投身英語學習的一個最簡單而有效的方法。
小學英語教學案例實施流程整個教學程序我設計為熱身——新知——趣味操練——鞏固練習。
Step1 課前熱身
1) 采用問答的方式What do you like to do? I like to …的句型，幫助學生回憶和鞏固已經學過的有關動詞run, sing，play等等。
2) 演唱歌曲，英語歌曲是提高學生英語學習興趣和學習效率的有效方法之一，活潑的歌曲既能感染學生，調動學生的情緒，歌詞中的動詞如：swim，jump，walk又能為新課學習作鋪墊。
Step 2新知導入
繩子是學生上體育課跳繩時經常用的，我從繩子入手，先順理成章得教授skip一詞，學生起先看到并不覺得特別新鮮;接著我轉身將它懸掛在黑板上，輕輕拿一塊紙板放在上面，學生立馬發現繩子已經變成了一個秋千，大家興趣一下子上來了，我趁熱打鐵告訴學生It’s a swing. 和 swing on the swing.將swing的動詞意義灌輸了下去，并把它的名詞意義也拓展給了學生。接著在魔術音樂的配合下，我又添了三個橫竿在swing上，大家笑著發現swing已經變成了ladder，同時引出動詞climb. 最后，同樣在音樂的配合下，我又使繩子成為了一個可以飛翔的風箏，引出了fly，取得了較好的效果。
我根據skip, swing, climb, fly幾個單詞的共同特點，利用一根magic rope將這些新授單詞串聯了起來。既自然過渡了新授內容，又使學生學習起來具有趣味性。此外，我在教授skip時以聲調的變化，教swing時以動作的變化，教climb時以物體的變化，教fly時以動畫的形式并配以問答鏈來豐富學生對新詞的操練，避免單調和乏味。
Step 3.趣味活動
1)做做操：教授完單詞后，我根據動詞與rope的聯系，編了一首兒歌，分別有詞組：skip a rope, swing on the swing, climb the ladder和fly a kite. 讀完之后，讓學生配上動作來說說做做，讓學生體驗運動的樂趣，又與本課主題相呼應。此外，還為最后的閱讀短文做了鋪墊。
2)問答游戲：Goofy是一個熱愛運動的卡通人物，在觀看Goofy的動畫時，我設計讓一半的學生觀看動畫，另一半學生背對動畫，在放映結束后未看動畫的學生問看的學生What can Goofy do?得到He can …的回答后，再由得到回答的學生來回答我的問題。讓每個學生都帶有任務，集中他們的注意力。
3)猜一猜: 請一位學生背對屏幕，其他學生根據屏幕上的人物提供線索，讓他來猜一猜他是誰。
Step 4.鞏固補充
1) Reading: 我將新授單詞、兒歌中的詞組及新授句型融合在閱讀文章中，并把全般同學分成8個小組，讓學生們以小組為單位朗讀短文，組內同學可以互相學習和輔導，能力較好的學生來幫助能力較差的學生來理解短文的內容，使學生在合作中感受學習的興趣和交流的意義。
2) Do a survey: 在文章的末尾，我設計了一個調查，詢問學生家庭成員的能力,運用句型：What can you do? What can your father do? What can your mother do?使學生將學習的句型用到實際的交際中去。
五、說多媒體運用：
我認為在本節課上，多媒體與學科教學整合的亮點主要有以下幾點：
1. 在單詞新授部分，我的教學設計完全就是圍繞一根繩子來完成，我告訴學生這是一根神奇的繩子，能夠變換形狀。然后通過對繩子的擺動做出秋千，繩梯，風箏來引出各個單詞。但是簡單的擺動看起來比較直白，為了烘托出“神奇”兩字的效果，我就配了一段背景音樂，在powerpoint中先截取了“風鈴”的聲音，然后在卡通cd中截取了一句“It’s magic.”的英語，將這兩段聲音合在一起，達到了需要的效果。
2. 在新授完詞匯進行鞏固時，我編了一段兒歌，skip，skip，skip a rope.在編兒歌的時候我只是把全面的單詞和詞組組合在一起，并沒有想到節奏，但是在粘貼完我自己朗讀一遍時，發現這些單詞和詞組讀起來特別有節奏感，于是我嘗試找了一段《兔子舞》的音樂，配上兒歌，這樣讀起來既有節奏感，又有趣味性，增加了學生學習的興趣。而且我想這樣的節奏不僅用于公開課，其實在平時的家常課上操作起來也是非常實用的。可以使自己平時的課堂增加一些色彩。
3. 電影的導入，為了教授第三人稱的問答句型，教師需要引出一個“第三人稱”。這個時候就非常需要一個活潑的學生喜歡的人物出現。我選用了卡通人物高飛，并剪取了一段高飛在運動場上的錄象，其中包括高飛一系列動作的組合，使學生在欣賞影片的同時鞏固單詞，并為接下來的句型操練做好了鋪墊。
以上是我認為多媒體在我的課堂上起到主要作用到的幾點，其它一些小的細節也體現了多媒體運用的優點，如多媒體歌曲的演唱，使學生不僅有了聽覺的感受，更有了視覺的享受;出示單詞時加上圖片或動畫的注解，讓學生更加準確的領會單詞的意義;在教室里不具備運動條件的情況下，利用體育課時給學生拍的照片，馬上可以在課堂上起到了作用。
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