小学英语作业设计模板-小学英语教学设计模板【三篇】

【 #小学英语# 导语】英语作文是英语学习的重要内容之一,也是学生综合能力的体现。它与学生的词汇量、语法、句法能力和逻辑思维能力等有密不可分的关系,在高考中占有相当大的比重。而许多学生在此方面丢分甚多,以致影响最后总分,因此提高学生写作能力势在必行。以下是 整理的《五年级小学生英语作文模板》相关资料,希望帮助到您。

【篇一】五年级小学生英语作文模板

I have a beautiful school bag. My grandma bought it for me last autumn as a birthday pesent. I like it very much.

My bag is a blue one, and blue is my favourite colour. On the bag, you can see a little tiger, It's very lovely. There are many books in my bag, Such as Cese books, English books and others. And there is a nice pencil-box, too. Inside the bag, there is a small pocket. I often put some money and keys in it.

When I study my lessons, the bag is always together with me. It is my close friend, I will take good care of it.

When I study my lessons, the bag is always together with me. It is my close friend, I will take good care of it.

【篇二】五年级小学生英语作文模板

My school life is very coloful,I have many lovely classmates and friend XX is always with study and play happy every class my classmates always ask questions each I`d love ask question to my classmates and teachers,they are very helpful.I most like my English/math/Chinese teacher,she/he is funny and always simle,which makes me very comfortable.I like PE class very P.E. class, we can play so many balls together.

【篇三】五年级小学生英语作文模板

At eight o’clock, I will play with my friends there. They are super dog and super girl. Super dog is white and black. Super girl is very clever. Super girl and super dog like to play with me. So I play with them for forty minutes. Then I do my homework in my little red room on a small blue table. After my home work, I will have my lunch. I will eat sun salad. I will make some red toy bear to the sun babies. I will have red juice, red fish and red rice. All the things are red. Then I need a lot of water on the sun because the sun is too hot. So I will walk to the spaceship. I’ll pilot the spaceship to the earth.

This is a good holiday on the sun.

【篇四】五年级小学生英语作文模板

As we all know,fruit is delicious and healthy has many kinds,such as apples,pears,oranges,lemons and so ,nearly every one have fruit every has a long know that how the fruit springs we all enjoy it very much.

I like it very it is healthy to our we insist on having fruit every day,we will become the proverb says ,” An apple a day keeps the doctor away .” So we should have still has a lot of ,it can make our skin become white and point is very attractive to ,it helps we are hungry,we can eat can let you feel full at addition,fruit is so pretty and cute.

【篇五】五年级小学生英语作文模板

It seems that Hainan Island has not automn . After a hot summer ,I thought it will become comfortable ,but it turn cold so quickly . The freeze wind make my hand moves clumsy to write well . All my classmates do not want to go out of dormitory. In spite of I sleep well at night , I feel sleepy all the time . I miss autumn of my hometown , it dry and comfortable and not like here so wet and cold ! I hope the winter holiday arrive soon, then I can go to to my hometown.

【篇六】五年级小学生英语作文模板

Last year,I had a good holiday in Dalian,I went to the summer camp with my was such a wonderf journey.I played the water with my in the afternoon,we had lunch on the food was made in the fast food was so delicious that my brother and I all liked in the evening,I finished my homework,then I helped my brother study the English we went to bed . What a beautiful day!But we couldn’t stay there for a long I decided that I must study hard and then go into the universities in Dalian

【 #小学英语# 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 by ____? 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___ / on foot...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___ / on foot...

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,并引导尝试找出这些规律: 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:

通过寻找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:

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___ / on foot...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___ / on foot...

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 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___ / on foot...

比较,找规律。

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?

2.teach :Yes,it is.

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? (让学生帮助找到失主。)

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找的身影,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,开心的找到了它的主人。

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 you guess“What’s that?”

(PPT出示Is that a...)

S:Is that a pencil?

T:Yes,it ’s a 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 case.(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 is my...

That’s my...

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 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:(学生帮老师寻找失主)

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 .(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,但是在寻找失物的时候,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。

课题:Unit 2  Colours

内容:Part B  Let’s talk  Let’s play

主设计人:

一、教学文本概述及分析:

(1)教学目标

1.能根据录音模仿说话;

2.能做简单的角色表演。

(2)教材解析

本课为会话教学。内容为:放学后,Mike请朋友Wu Yifan到家中做客,向妈妈介绍自己的朋友所发生的对话。

问候下午好用 Good afternoon!

朋友第一次见面要用 Nice to meet you. 打招呼, 答语为 Nice to meet you,too.

前一个单元知识点提要:

单词和字母:文具单词,颜色单词,ABCD四个字母。

口语表达:What' s your name? My name is...;

Hi/Hello,This is...;  Good morning.

(3)目标预设

1.听懂、会说Good afternoon!

Nice to meet to meet you,too.

2.能在实际情景中运用

Good afternoon!

Nice to meet you./Nice to meet you,too.要求模仿正确,语调自然。

二、作业设计稿:

亲爱的同学们,今天我们学习了如何与新朋友打招呼。这是我们的“自助餐作业”,你可以选择自己喜欢的完成!

a.我爱表演。和同学一起表演对话,或者把自己的文具、玩具等变成动画人物,进行角色表演!

b.我爱绘本。根据课文里的描写,画一画新朋友见面的场景,也可以用剪贴的形式。故事的主角也可以是学过的颜色和字母朋友。完成后,绘声绘色讲给大家听。

c.我爱诵读。仔细听文本录音,练习有感情地朗读。

温馨提示:

1.一定要精心准备你的作业,下一个课前三分钟,期待你的精彩表现。

2.以上作业都可以拍成视频,并发送至老师的微信,参加定期评比,选出最优秀的作品!

三、设计说明

小学阶段的英语教学处于启蒙时期,目的在于激发学生的英语学习兴趣,培养学生学英语的积极态度,使他们初步建立学习英语的自信心,进而为以后的学习打下良好基础。

为了实现这一目标,英语新课程倡导:要充分发挥学生主体的积极性,主动性和创造性。这一点不仅体现在课堂教学上,还要体现在作为课堂教学延续的课外作业设计上。 作业设计要遵守兴趣性、层次性、可操作性、创新性、综合性、应用性、开放性七项原则。

1.兴趣性。兴趣是最好的老师,作业内容、形式、结论表述都应体现出培养学生学习兴趣,激发学生学习动机,让学生在轻松愉快的氛围中既增长知识,又发展智能。

2.层次性。 根据不同学情,作业要有差异。

3.可操作性。作业要让学生能操作,有能力完成。

4.创新性。从学生实际情况出发,丰富作业设计形式,多布置学生动手、动脑的作业。体现作业的个性化,使不同的学生都能得到发展。

5.综合性。单元作业设计要综合相关知识,完善学生认知结构,形成知识网络。

6.应用性。结合学生生活实际,让学生充分体会学科知识的应用价值。

7.开放性。关注学生思维能力的培养,预设学生能够达成的目标,适当留白,建构思维。

依据以上原则,我为学生设计了充满趣味的、形式多样的“自助餐”式作业。这一组作业设计包含了“读、画、编、讲”等四种形式。既给爱画、爱读的学生提供了展示自己本领的空间,又为爱探索、爱讲故事的学生提供了进一步锻炼自己的机会。

把作业设计成a、b、c三类,主要根据是教学目标的要求和学生学习能力的差异。对于这三项作业,学生可以根据自己的能力和喜好来选择一项或者多项来完成。

a类作业偏重于综合能力的运用,“我爱表演”属于此类作业。学生不但要熟读文本,还要还原对话的真实情景,达到学以致用的目的。除了让学生真人表演,我还设计了让他们利用自己的文具和玩具进行角色表演,目的是激发他们的兴趣,表演欲和想象力。之所以选择文具和玩具,一方面是为了整合前面单元所学的文具和动物的知识,另一方面,文具和玩具是学生们成长过程中最亲密的玩伴,在兴趣的引领下,学生们一定会积极参与,从而创作出精彩的对话。

c类作业偏重于基础知识的巩固和积累,“我爱诵读”属于此类作业。课本中涉及的录音材料,我都会发送到班级群里,让家长收藏保存。让那些学习能力差或者语感差的学生,可以利用录音反复跟读模仿,达到熟练有感情地诵读。这类作业每个人都可以完成,是面向全体学生的最基础的作业。

b类作业则介于a和c二者之间。“我爱绘本”属于此类作业。喜欢讲故事或者画画的学生会非常喜欢这项作业,学生可以自己画绘本,也可以做剪贴,故事人物可以是颜色,文具,动物,小朋友等等,然后讲一讲绘本里的故事。学生在制作过程中,便加深了对文本的理解,再讲一讲里面的故事,更是锻炼了学生的表达能力。

通过这次作业,每个学生通过不同层次的练习在原有的基础上各有所获,各尽所长,即享受了成功的喜悦,又提升了创新思维能力。

作业时间的预设:c类作业属于基础性作业,时间需要10—15分钟,ab两类作业相对复杂一些,可以设计成周作业或者半周作业。

四、部分学生作业样本原件;

1.绘本作业

2.视频作业(附件一)

五、作业处理方式

学生课外作业的处理要做到及时检查和批改,并且实行不同形式的检查。

在课堂上设计课前三分钟环节,学生可以展示自己的作业。另外,设立优秀作业展示课,abc三项作业,我都要求学生录音或者拍视频发到指定群里进行评选,对于优秀的作品可以用一节课来展示。

当然,教师对于作业的结果不能只用非对即错的评价,而应该关注学生完成作业的过程、方法、态度和语感,进行形成性评价。也许很多学生的作业谈不上优秀,但是进步也同样值得表扬。课外作业富有激励性,学生才会获得自信与兴趣。

六、教师反思

作业改革开始,我还是有些担心的。“自助餐”作业当真能解决作业难得问题吗?当第一次“自助餐”作业收上来后,我的担忧完全消失了。所有的学生都交了作业,很多学生不止选择了一项,而且作业的质量整体都有所提升。有些学生的作业设计精美,图文并茂,干净漂亮,从作业中可以看出他们潜在的设计能力和绘画能力。有的学生表演得特别棒,甚至还使用了道具,他们声情并茂,模仿得也是惟妙惟肖。有些学生的作业虽然不是很漂亮,但可以看出他们也付出了很多努力。

学生们给我交了一份满意的答卷。

仔细思考,学生之所以这么积极,是源于观念的转变。以前的作业都是“老师让我做作业”,而现在是“我要做喜欢的作业”,充分发挥了学生的主观能动性。另外自助餐作业改变了传统作业的单调苍白,统一规划,而是让学生大胆设计,能诵读的,能绘画的,能讲故事的,都从这份开放性极强的作业中找到了自己的优势,“原来我也可以!”他们似乎找到了乐趣,也找回了自信。

无论是课堂教学,还是课外作业,都一定要考虑小学生的生理、心理特点,通过调动学生的口、手、脑等官能,使其兴趣日久不衰,从而维持长久不竭的学习动力。

不足之处:学生作业的评价始终是个难题,如何让全体学生都能得到老师的评定,还需要进一步探索。