小学英语教学设计题-学科知识与设计模板

小学科目二英语的教案设计有三问，第一问常考英语学科的相关知识，有两类，第一类是教学法，常考的教学法有情境法，直观法，全身反应法等，主要回考到这些教学法的优缺点，所以大家要把教学法的内容好好掌握以下哦；第二类是英语教学活动，常见的出题形式有，英文儿歌的特点，英语游戏有什么好处等等。

第二问和第三问是和教案设计相关的。第二问10分，第三问20分。第二问常考的是教学目标。第三问常考的是教学流程中的某两个流程，前三次的考题当中考到的都是听说课的导入和操练环节，这次的考试有可能还是考这两个环节，也有可能会考其它的环节。所以在这里给大家总结了三维目标的模板以及教学流程的模板供大家参考。

一、教学目标Teaching aims/objectives

1 Knowledge aims

1) Ss can grasp some new words, such as: 新授单词，列出两个，其它用省略号代替...

2) Ss are able to master the sentence pattern:写出你这节课的重点句型是什么

3) Ss are able to understand the dialogue between the teacher and his Ss（进行对话的主人公）, some can role play the dialogue after this lesson.

2. Ability aims:学生通过一系列的活动提高语言技能，如听说读写能力的提高

1) Ss' listening ability will be enhanced by listening to the dialogue.

2)Ss' speaking ability will be improved by speaking out the sentence pattern and group discussion.

3)Ss are able to talk about seasons in their daily life using the words and sentence patterns they've learnt.（这个目标至少写出两条）

3. Moral aims: 可以写与主题相关的，也可以写学生学习兴趣，情感态度的升华

1) Ss' awareness of loving our natural world can be cultivated.

2) Ss can understand team-work spirit through a series of activities/ group works.

3) Ss' interests of learning English can be stimulated.

二、教学步骤 Teaching Procedures

Step 1 Warming-up/Leading in (热身/导入)

导入环节最主要的目的是激发学生学习兴趣，常用方式有，歌曲，图片，视频，猜谜等。另外每个环节结束都不要忘记写你的设计意图哦。

1. Play a words chain game for warming-up.

2. Ss act the chant like this

       I like spring, spring, spring.

       I like summer, summer, summer.

       I like autumn, autumn, autumn.

       I like winter, winter, winter.

T: Do you like the music,children? ； Ss: ......

T: And what does it about?； Ss:......

Justifications: Ss' interests of learning can be greatly stimulated through the word chain game. Besides, Ss can review some words they've learnt. Through the chant, we can not only lead in today's topic, Ss will be more willing to take part in today's lesson.

Step 2： 新授  （Presentation）

1. Guessing game:

T: It's a warm season. It's a season which is neither too hot, nor too cold. And we always see many kinds of flowers. So, which season is it, children?

Ss: ......

2. Show pictures to elicit the other words.

3. Ss draw pictures about four seasons. Teacher ask Ss "Which season do you like best,...." to elicit the sentence pattern.

Justifications: We can greatly stimulate Ss' interests through the guessing game. Then, Ss will have active participation to the class. Ss can have a first impression about new words and sentence patterns. Ss' ability of listening can be enhanced. In addition, Ss' ability of self-directed learning/ independent study/autonomic learning can be greatly stimulated. （这两句适合于放在听录音发现新单词和句型的导入方式，如果没有听录音的环节的话，这两句话可不写）

Step 3 练习/ 操练（Practice）操练环节是机械性练习，新授的是什么，就练什么。

Activity 1: After circling the new words, Ss should read these new words after teacher/tape. Teacher should help Ss to pronounce the words properly, especially the pronunciation of "spring" .

Then, play the Bingo game to practice new words. The one who can write the words will get extra points.

Activity 2: Ss read the dialogue in pairs. Teacher should give help when they are needed.

Then, play the game of Sentence Dragon to practice the sentence pattern.

Activity 3: Ask & Answer

    Teacher play the role of Mr. Jones, and two other Ss play the role of Wu Yifan and Mike. They should read the dialogue in roles. 

Justifications:

Ss can master knowledge in a relaxed atmosphere which is helpful to arouse their interests of learning English. Trough a series of activities, teacher can help Ss for their learning which is beneficial to create a friendly relationship between teacher and Ss. Trough The Communicative Method to improve Ss' communicative skills.

Step 4 Consolidation(巩固）

    Ss are divided into four groups. Each group choose their favorite season and try make a new dialogue to describe their favorite season. Or, they can create a short paly to perform the scenery of their favorite season.

Teacher should stress that we should try our best to protect nature world.

Justifications:

    Ss can review their knowledge in a specific and practical task. Ss comprehensive ability of using language can be strengthened. Through Task-based Method, we can develop Ss' ability in independent thinking and solving problems by themselves.