【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《⼩学英语教学设计模板【三篇】》供您查阅。
【篇⼀】
⼀、教材分析：
本课是冀教版⼩学英语（三年级起始版）第四册第三单元（All about me)的第4个新授课，Lesson16：How do you go to school? 经过⼀年半的学习，四年级下学期孩⼦们学习的重点逐渐过渡到各种基本句型。本单元前⾯三课分别学习了关于年龄、⾝⾼、住处的句⼦，本课教材以How do you go to school?为切⼊点，重点学习关于出⾏⽅式的交流：询问别⼈、介绍⾃⼰的出⾏⽅式。
⼆、学⽣分析：
孩⼦们经过⼀年半的学习，基本了解了字母：26个字母及常见字母组合的发⾳规则，词汇的学习⽅法：单词⾳形意⽤的结合、⾳节、重⾳及不同词类（名、动、数、形、冠等）的⽤法特点，初步体会英语句⼦的语序与汉语的不同，但对于句⼦结构及变化还⽐较陌⽣。本课内容对于孩⼦们来说并不陌⽣，Book3 L16已学习过四种出⾏⽅式by bus, by car, by bike, by taxi和句⼦：How do you go to school? I go to school b
y ____? 另⼀种出⾏⽅式on foot /walk，dives me及选择此种出⾏⽅式的原因表述学⽣相对陌⽣。但我校学⽣学习英语较早，⼀⼆年级有了两年的⼝语学习，还有近1/3有课外学习经历或正在进⾏，这些内容对于他们可能都不陌⽣。
基于以上分析，本课时⽬标制定如下。
三、教学⽬标：
1、知识技能⽬标：
A. 学⽣能够运⽤所学句型Do you walk to school? How do you go to school? I go to ___ by___ / 询问、表达适合⾃⼰的出⾏⽅式。
B. 学⽣知道句⼦的变化是和⼈称有关系的，并能尝试运⽤所学句⼦介绍和询问他⼈的出⾏⽅式：Does he/she walk to school? How dooes he/she go to school? He/she goes to school by___ /
2、⽂化⽬标：
尝试了解不同地区⼈们选择不同出⾏⽅式：⼭区孩⼦、牧民（草原）、江南居民及西⽅国家等。
3、学习策略⽬标：
学⽣知道句⼦的变化是有规律可循的，并引导尝试出这些规律： A.和⼈称变化的关系; B.不同句式之间的关系等。
初步构建“单词——短语——句⼦”的建构学习模式。
4.情感态度⽬标：
通过寻句⼦规律及了解不同⼈们的出⾏⽅式，引导学⽣体会英语学习是有规律可循的，Englishi is easy! 及交流开阔⾃⼰的眼界English is fun！
四、教学重难点：
crayon怎么读英语发音跟读1、教学重点：学⽣能够运⽤所学句型Do you walk to school? How do you go to school? I go to ___ by___ / 询问、表达适合⾃⼰的出⾏⽅式。
2、教学难点：学⽣知道句⼦的变化是和⼈称有关系的，并能尝试运⽤所学句⼦介绍和询问他⼈的出⾏⽅式：Does he/she walk to school? How does he/she go to school? He/she goes to school by___ /
五、预习作业：(Choose
1. Read N1 and fill in the blanks.（☆☆☆☆）
How do they go to school?Why?(为什么）
Kim
Jenny
Steven
Danny
me 2. Where do you live ? Is it far or near your school？Do you walk to school?（☆☆☆）
3. Where do you like to go on weekends? 3 sentences. （☆☆☆）
六、教学过程：
Class Opening
I. Revision:
a． Group to group.
What do you like to do on weekends?
Where do you like to go on weekends?
b. Free talk between the teacher and children
T: Where do you live ? Is it far or near your school？Do you walk to school? How do you go to school?
Ss: …
New Concepts
I. N1 and N2.
T：Do you know how Kim, Jenny, Steven and Danny go to school?
板书：school
1. Read N1 in pairs and learn the words and sentences the students don’t know.
2. Role play between T and Ss.
(1) T-Kim, Ss-Danny.
T: Kim, do you walk to school? 板书： Do I /you walk to school.?
Ss: Yes, I walk to school. /I go to school on foot. 板书：Do I /you go to school on foot ?
T: Why?
Ss: I live near the school.
(2) Ss-Danny, T-Kim.
Ss: How do you go to school, Kim? 板书：How Do I /you walk to school.?
T: I live near the school. So I walk to school. So I go to school on foot(3) So: I live far from school. So I go to school by bus.
I ‘m hungry. So I want to eat. …
(4)Chant: How do you go to school. On foot, on foot. / Walk, walk.
3. Learn about P2-
4.
II. How does he/she go to school?
1. Try to find.
T: How does Kim go to school? She goes to school on foot /walks to school.
How does Jenny go to school? She goes to school by bus. She lives far from school.
How does Steven go to school? He goes to school by car. Hia dad drives him.How does Danny go to school? He goes to school by bike. He rides his bike.
板书：Does he/she walk to school? He/she goes to school by___ /
⽐较，规律。
Tip: 除了“你和我”，“⼀个”不放过，“动”就加s/es，“do”替不重复！
2. Practice in pairs.
How does he/she go to school?Why?(为什么）
Kim
Jenny
Steven
Danny
me
3. How do they go to school?
图⽚⼭区孩⼦、牧民（草原）、江南居民及西⽅
Class Closing
I. Make a survey and share. （☆☆☆）
Where do you want to go…?How does he/she go to school?Why?
Kim
Jenny
II. What do you like to do on weekends? 3 sentences. （☆☆☆）
【篇⼆】
3B Unit 3 Is this your pencil?
教学内容：Story time
教学⽬标：
1. 能听懂、会说、会读单词isn’t、that’s、pen pencil pencil case
2. 能听懂、会说、会读⽇常⽤语This isn’t my pencil. Is this /that your pencil? Yes, it is. No, it isn’t.
3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试表演课⽂内容。
4. 树⽴团结友爱、帮助同学的助⼈为乐的精神，培养正确的价值观。
教学重点：
1. 句型：Is this /that your pencil?以及回答Yes, it is. No, it isn’t.
2. 词汇:isn’t、that’s、pen pencil pencil case
教学难点：
1. 能在情景下正确运⽤句型Is this /that your …?的⽤法和区别。
2. 词汇：No，it isn’t的发⾳。
教学准备：
1. 多媒体
2. 准备道具：丢失物品
教学过程：
Step1 Warm-up
Say a rhyme: open the window
Game: Listen, point and say
T: 1. window door blackboard 学⽣边指物体边说a…同时教师说完整的句⼦，This is…/ That is…
2.rubber T：rubber 学⽣学过指着rubber T: This is my rubber, where’s your rubber?(中⽂)
引导学⽣⽤This is my…的句型。
3.pen T：pen 部分学⽣应该知道。T：Look, this is a pen.然后⽼师说show us your pen .
Step2 Presentation
1.Learn: pencil No,it isn’t.
T:Is this a pen? S:No,it isn’t. 学⽣不会的话，⽼师提⽰：yes or no？Teach：No,it isn’t.（中⽂）反复问学⽣，操练No,it isn’t. T:It’s a pencil. I have a pencil , this is my pencil. Do you have a pencil？Show it to your classmate。让学⽣互相展⽰⼀下⾃⼰的铅笔。
2、learn：pencil case
T：Look，this is a pen，this is a pencil. I can put them in a pencil case.
读四个⽂具，然后做游戏。
3. Play a game
T: Look, here’s a box,（今天早上我在地上捡了个⽂具，放在了⾥⾯，⽂具是事先从⼀些学⽣那⾥拿的）
a:Try to guess!
Learn:Is this a ….
S:Is this a rubber? T: No, it isn’t. 多玩⼀会游戏让学⽣感知 No，it isn’t的意思，再开始跟读。
Learn: No,it isn’t. isn’t=is not
b：Let’s open it,OK?
S:Is this a pen ? T: Yes, T: Yes,it is.
3，Learn: Is this your..?
T: Hello，XX. Is this your pen ? S: No ,it isn’t.（多问⼏个学⽣？）
T: Who can help me find the owner? (让学⽣帮助到失主。)
4. teach “Is that your …?” “That’s my ….”
T: Is that your pencil?
S: Yes, it is.
T-S
T: There are many things here, rubber, …, we can find their owner after class.
Step3 Storytime.
1. Show Mike,
T: Look, who’s he? Ss: Mike
T: He has a nice pencil, too, T：Is this Mike’s pencil ? Let’s ask mike. 先让学⽣个别问再说麦克听不清，全班问。引出This isn’t my pen. Ti听-读-模仿
2. Watch and answer
a: What is Mike looking for?
b:What colour is Mike’s pencil?
Watch again
Who helps Mike? b:What does Liu Tao say? 模范句⼦注意语⾳语调。
c: What does Yang Ling say?
A: Does Mike find it?
By the way: What does he say?
4 Follow the cartoon
5 Showtime
Step4 Production
每个丢失物品的背后都有⼀个着急寻的⾝影，相信你捡到了也很乐意帮忙吧！
情景：你跟你的⼩伙伴在⾛廊上玩耍的时候看到了⼀⽀很漂亮的铅笔，于是你们捡起来，开⼼的到了它的主⼈。
You can use:
Hello,xx
Is this/that your pencil/…?
What’s this/that?
Yes,it is./No,it isn’t.
Here you are. Thank you.
板书： Unit2 Is this your pencil？
rubber Is this/that your pencil？
Pen Yes, it is. / No, it isn’t.
pencil
pencil case
教学反思：本节课上的内容是Story time，整节课上下来发现学⽣的掌握情况不是很好。总结了以下⼏点：第⼀对教材的把握还不是很到位；第⼆对学⽣的学习能⼒没有了解清楚，教惯了⾼年级，对低年级了解不够。第三铺垫的过多了，没有考虑到学⽣的接受能⼒。在今后的教学中要注重⾃⾝的语⾳语调，以及评价的及时性和真实性。
【篇三】
Unit3 Is this your pencil?(period 2)
Step 1. Warm up
Greeting
Step2. Revision
a. T: Look at the blackboard.Can you guess“What’s that?”
(PPT出⽰Is )
S:Is that a pencil?
T:Yes,it is.It’s a pencil.whose pencil is it?
S:it’s Mike’s.
T:Who helps Mike find his pencil?
S:Yangling and LiuTao.
T:Where’s the pencil?
S：在桌⼦底下
T:Yes,it’s under the desk,on the floor.
b. Read the story.
c. Act the story.
d. Help WangBing find his pencil cas
e.(拓展表演)
Step3. Presentation
1.Learn the new words
a. T: We help Wang Bing find his pencil ,do you know what’s in the pencil?Let’s have a look?What’s this ?
S: It’s a ruler.(教读)
The same way teach: crayon ,school bag
b.Play a game (review words)
c.Spell the words
d.Show the stationaries to classmates:
This
That’
2.Play a game: Fun time
a. Answer the question
b. Play a game (出⽰游戏⽅法，让学⽣知道该怎么玩游戏)
c. Consolidation
失物招领
T: This morning.I got sth.in the classroom,whose are they ?Can you help me find their owner?(事先收集⼀下同学的学习⽤品) S:（学⽣帮⽼师寻失主）
T：Good job! I hope everyone can be helpful to your classmates.
d.Learn: Rhyme time
Oh,here’s a ruler too,is this your ruler?
S；No,it isn’t.
T：Where’s the ruler?
S: 在地上
T：Yes,it’s on the floor.(教读) 板书floor
T: Where’s the ruler?
S:It’s on the floor
T: It’s on the floor,beside the door (教读) 板书door
T(出⽰图⽚)Who’s he ?He’s Mr.Fuller.(教读)
Let’s say “Hello” to Mr. Fuller.
S: Hello,Mr. Fuller.
T:Let’s learn this rhyme ,its name is “A ruler”
出⽰歌谣句⼦，逐句跟读，跟节奏伴读。
Step3 Homework
Read the words Read the rhyme Find the owner
反思：1.整节课复习了story time ，新授fun time 和rhyme time ，每个环节都是由游戏过渡⽽来，看似松散，实则都在⽼师的掌握之中。
2．思路清晰，趣味性强，句型在游戏中掌握的⽐较好，但是在寻失物的时候，学⽣活动的时间还可以再长⼀点，在检查学
⽣活动时也要关注其他同学的活动情况。
3．整节课主线⽐较清晰，在rhyme 的时候让学⽣感受到了韵脚，这样易于学⽣的掌握。姜主任：关注语⾳语调、关注语⾔、关注习惯、关注评价。
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